Presents a demonstration that employs angular momentum to disprove the myth that water spirals down a bathtub drain clockwise in one hemisphere and counterclockwise in the other because of the Coriolis force on water. (ZWH)

Suggests that physics students always have three questions when using force diagrams: (1) Why do I need one? (2) How do I draw one? and (3) How do I find the forces acting on a body? Provides a method to help students find answers to all three questions and understand force diagrams. (MVL)

Presents a collection of curious findings from one of the first textbooks studied, a 1958 edition of a fairly popular text. Concludes that the book presents a chance for teachers to enrich their physics classes. (CCM)

A study of textbook language dealing in depth with the concept of force is described. Textbooks and other historical materials from the 1840s to the present were examined. This provided a longitudinal framework in which to consider language usage. Student language was also investigated. (43 references) (KR)

Shows that the conventional wisdom about the extreme inaccuracy of stopwatch measurements during the acceleration and free fall of objects is mistaken. (ZWH)

Discusses the problem of drawing free-body diagrams to analyze the conditions of static equilibrium. Presents a method based on the correct placement of the normal force on the body. Includes diagrams. (MVL)

Describes an activity that centers around advertisements for alternative medical therapy devises based on magnets. (CCM)

Offers a strategy for eliminating or at least diminishing students' preconceptions and misconceptions using two inseparable components: a pretest to identify the students' preconceptions and a technique of teaching by comparison between right and wrong responses to remove the preconceptions. (MVL)

Presents a discussion concerning the results of a pretest question on what holds up the moon. Places the resulting answers into eight categories and describes some of the common misconceptions. (MVL)

A discussion of what E=mc2 means and other issues associated with the equation are presented. The differences between matter, mass, and energy, a derivation of the equation, the history of the word mass and examples of how it is used, misconceptions surrounding the equation, and a discussion of uranium fission are included. (KR)

Expands upon the popular belief that mirrors cause the left-right reversal of objects placed in front of them. The image-location rule and image-symmetry rule are applied throughout the article to help summarize some important properties of mirror images. (ZWH)

Presents a simple experiment--a marble rolling on a tilted desk--to introduce students to moving bodies. Makes difficult subjects such as measurement, calculus, modeling, and uncertainty easier to identify by putting them into a simple context. Discusses misconceptions, models, and measurements. (JRH)

Discusses a well-known optical refraction problem where the depth of an object in a liquid is determined. Proposes that many texts incorrectly solve the problem. Provides theory, equations, and diagrams. (MVL)

Fifteen true-false statements are provided that are to be used to spur discussion and arguments about the concept of motion. Each statement is carefully worded to sound plausible, but each one attacks some misunderstanding common to students who are encountering Newton's mechanics for the first time. (KR)

Describes the nineteenth-century parlor trick entitled the Fluttering Heart phenomenon which uses a red heart on a bright blue background. Discusses theories concerning the apparent fluttering. Suggests doing the trick with a red light-emitting diode in a darkened room. (MVL)