Extends the modeling system presented in Part I. This model is applied to two widely diverse educational processes: "Student Actions" and "Do Homework Problem." Its computational syntax imposes completeness criteria on the modeling and its uniformity. (AIM)

Provides a refinement to the Harvard Project Physics Course handbook exercise "Stepwise Approximation to an Orbit." (CP)

Compares curriculum project adoption figures derived from examination entries with figures derived from questionnaires in an attempt to place the questionnaire returns in perspective and give an indication of the confidence which may be placed in them. (GS)

Presents a system for formally characterizing elements of an introductory science class, measuring class performance based on this characterization, and modeling the value of the class based on the measurements. The main components of this modeling system include educational engineering with a formal set of practices, the use of computational…

Lists changes which have been made in second edition and explains the philosophy upon which the alterations were based. (CP)

The study was conducted in Victoria on grade 11 pupils taking the first year of a two-year course based on Physical Science Study Committee (PSSC) materials. The magnitudes of the teacher behavior and pupil personality effects were much larger than the effects associated with different curricula. (Author/MLH)

Describes the content, evaluation, and operation of a high school physics course intended for college bound non-science majors. Discusses some advantages and challenges of contract learning. (CP)

Fifty-nine secondary school physics students were assigned to treatment groups: (1) Project Physics units, (2) Project Physics and verbal learning unit, and (3) a training program in scientific inquiry. Posttest results revealed that, on most aspects of a science inquiry test, treatments 2 and 3 had significantly greater effect on achievement than…

Describes the reordering of a ninth-grade physics course that aimed at making core concepts clear to the students while at the same time developing students' skills and depth of understanding. Discusses its benefits and associated problems. (JRH)

Describes a three-member team approach to physics instruction using Project Physics. Emphasizes a variety of instructional techniques and activities. (CP)

This 60-item questionnaire was designed to gather general background information from students who had used the Harvard Project Physics curriculum. The instrument includes three 20-item subscales: (1) attitude toward physics, (2) career interest, and (3) student characteristics. Items are multiple choice (5 options), and the introductory material…

Describes the Project Physics curriculum, including its origins, content and structure, current level of use, and philosophy of its approach. (MLH)

This questionnaire, developed for use in evaluation of the Harvard Project Physics curriculum, consists of 90 Likert scale items selected to measure seven psychological variables: (1) dogmatism, (2) authoritarianism, (3) rigidity, (4) need-achievement, (5) order, (6) affiliation, and (7) change. Items were taken (with permission) from other scales…

As appendices to the final report on Project Physics (SE 015 500), this volume includes parts of the original documents concerning the project development. Articles published in the "Physics Teacher" are included in reprint form. Evaluation and research papers along with related materials issued in other publications are grouped into…

Defines all recurrence relations used in the Nuffield course, to solve first- and second-order differential equations, and describes a typical algorithm for computer generation of solutions. (Author/GA)