Teaching physics in real-life contexts continues to be a challenge for teachers at different educational levels. In this article, three context-rich problems are proposed to be implemented in the classroom for higher education, using the explosion that occurred in Beirut as a case study. These problems require the search and analysis of real data,…

A key question in physics education is the effectiveness of the teaching methods. A curriculum that has been investigated at the University of Central Florida (UCF) over the last two years is the use of particular elements of The Physics Suite. Select sections of the introductory physics classes at UCF have made use of Interactive Lecture…

The paper describes the mechanics of cherry pit projectiles and ends with showing the similarity between cherry pit launching and chameleon tongue projecting mechanisms. The whole story is written as an investigation, following steps that resemble those typically taken by scientists and can therefore serve as an illustration of scientific…

An achievement evaluation of a non-conventional physics course for liberal arts students is presented. The theoretical ground for this course focuses on the use of humour as a teaching tool. Preliminary evidence shows that a learning process is accomplished. (Contains 1 table and 3 figures.)

Physics students were exposed to one of three lecture styles: blackboard, overhead projector, or two channel slide presentation. The latter method utilizes two slide projectors; after a slide has been discussed it is transferred to the second projector where it is displayed until the slide changes again. Student questionnaires revealed a…

Proposes that more cost-effective physics teaching could be achieved if methods of teaching and learning were substantially revised from the point of view of the desired objectives and if teachers recognized the need for continuing professional development in this area. Also recommends more student self-assessment, both as an economical measure…

Analogy is one of the most potent tools in a teacher's repertoire and has been recognized as a common feature of quality science teaching. Emphasizes the limitations of the analogies used to explain scientific ideas. Highlights another potential difficulty: when the analogy is not as familiar to learners as the teacher may assume. (Contains 17…

Questions whether didactic methods employed for teaching physics at the advanced level can adequately match the variety of needs of students in the contemporary context. Offers a framework for promoting a style of teaching that is responsive and versatile. Contains 14 references. (Author/JRH)

Explains the origin and significance of harmonic motion which is an important topic that has wide application in the world. Describes the phenomenon by using an auxiliary circle to help illustrate the key relationships between acceleration, displacement, time, velocity, and phase. (Contains 16 references.) (Author/YDS)

A study of time in Newtonian physics is presented. Newton's laws of motion, falsifiability and physical theories, laws of motion and law of gravitation, and Laplace's demon are discussed. Short bibliographic sketches of Laplace and Karl Popper are included. (KR)

An experiment intended to familiarize a student with the musical scale and the technique of tuning an instrument by listening for beats is described. From the dial reading of the oscillator frequency and the counted beats frequency, the student then computes the frequency of each musical note over one full octave. (Author)

Presents some ideas for bridging between primary and secondary science phases including suggested activities and a look at some of the issues involved. (Author/ASK)

Reports on the 1975 annual meeting of the Education Group of the Institute of Physics which was associated with the Higher Education Learning Project (Physics) (HELP). Discussed topics are listed. (CP)

Discusses several aspects of the relationship between teaching and learning in a way that may possibly stimulate thinking in the same manner as learning hierarchies, stage theory, and the abundant use of metaphor. (Author/JN)

Discusses how to establish a computer-assisted learning (CAL) program, including costs, needed equipment, preparing CAL packages, and evaluation techniques. (MLH)