Reports experiences with the Keller Plan (a self-paced, student-tutored, mastery-oriented system) in introductory physics, including student reactions to course and comments on how the course is run. Results of the program are favorable, with students reporting more thorough and efficient learning. (PR)

Presented is a summary of the research comparing the Personalized System of Instruction (PSI) to conventional teaching methods during the period 1967 to 1974. Of 14 studies found, all favored PSI over conventional instruction when the comparison criterion was student achievement on final exams. (SL)

The program employed cassette tape recorders for problem solving, requirement of a high level of mastery (75 percent) and no final exams. Essentially all students were able to achieve the specified mastery level and retain that competence over an extended period of time, accompanied by more positive attitudes toward the course. (DF)

A graphical representation is proposed as a teaching device which can be useful in order to obtain a good intuitive grasp of the physical meaning of the Lorentz transformations. The connection between the time dilation and the desynchronization of clocks is particularly discussed. (Author/PR)

Describes a large introductory physics course, that follows an individual mode without any class meetings, is laboratory centered and multilevel. After finishing a subtopic the student reports to his faculty examiner to take a written-oral proficiency exam. (DF)

Explains individualization of a physics course in terms of organization, testing, and philosophy. Organization of laboratory and lecture is focused on two topics, classical mechanics and relativity theory. The testing consists of quantitative and qualitative questions. (DS)

An analog computer program to find and display the Fourier transform of some real, even functions is described. Oscilloscope traces are shown for Fourier transforms of a rectangular pulse, a Gaussian, a cosine wave, and a delayed narrow pulse. Instructional uses of the program are discussed briefly. (DT)

Individualized instruction similar to the Keller plan with two additional features: (1) student freedom in selecting his own procedure for mastering the course material; (2) some variety in topics studied by each student. Describes two successful trials of this plan in an atomic physics course at MIT. (Author/DF)

Calculus is overemphasized in elementary physics courses at the expense of other types of mathematical reasoning, especially modern algebra and numerical methods. Discusses approaches to several problems in physics using either a time-sharing computer terminal or symmetry arguments to solve problems at a level appropriate for liberal arts…

Describes a nonlecture group technique for teaching physics. Test results are compared with classes using the lecture technique. Concludes that a smorgasbord of methods will probably give the student the best educational opportunity to achieve. (Author/PR)