Studies the role of context in students' uses of alternative conceptual models by using Newton's third law. Identifies four contextual features that are frequently used by students in their reasoning. Probes the effects of specific contextual features on student reasoning using a multiple-choice survey. (Contains 39 references.) (Author/YDS)

Presents a simple model whereby the work per cycle done on an external agent, and a sand reservoir, by a reversible heat engine can be analyzed explicitly. (Author/SL)

Presents a completely arithmetic development of Newtonian dynamics in which all classical conservation laws are valid and all equations are in forms amenable to high-speed digital computer computation. (SL)

Discusses an experiment designed to give students a feel for the way in which theoretical models evolve. Students are given a system unknown to them and asked to develop a consistent model which fully explains all their observations on the system. (Author/GA)

Describes effects which produce the semidiurnal tidal bulges, using elementary methods, without reference to fictitious forces and without recourse to a potential. (Author/HM)