This dissertation addresses the research question: To what extent do secondary school science students attending the U.S. Particle Physics Masterclass change their view of the nature of science (NOS)? The U.S. Particle Physics Masterclass is a physics outreach program run by QuarkNet, a national organization of secondary school physics teachers…

Presents an activity that encourages students to think as scientists and explores microgravity. Employs a drop tower built with simple materials. (DDR)

Presents a variety of activities that support the development of an understanding of Newton's laws of motion. Activities use toy cars, mobile roads, and a seat-of-nails. Includes a scoring rubric. (DDR)

Presents an activity in which race cars are designed and constructed out of edible materials. Students explore relationships between speed, distance, and time using both math and science. Includes a chart that shows alignment with the National Science Education Standards. (DDR)

Describes how the gas laws are an excellent vehicle for introducing the steps of the scientific method. Students can use balloons and a simple apparatus to observe changes in various gas parameters, develop ideas about the changes they see, collect numerical data, test their ideas, derive simple equations for the relationships, and use the…

Analyzes the problem students have in learning the Theory of Relativity. Points out that the results of the study are ambiguous and intriguing. Describes the publication of Lorentz's Transformation Equations, the presentation of two postulates by Einstein, and the rejection of the Electron Theory and the final acceptance of the Theory of…

Outlines a safer alternative to the traditional physics demonstration known as the "kicking wire" experiment. The new method eliminates the use of an open dish of mercury but is less dramatic in the visible effects it produces. (DDR)

Describes a lesson that utilized inquiry to teach the students a scientific concept and to emphasize the fact that they shouldn't jump to conclusions. (LS)

Reports on a one day conference on experimental physics in school and university. States opinions of some of the participants who felt that practical rather than theoretical work should be stressed. (CP)

Part One presents empirical results of students' epistemological conceptions of laws, hypotheses, theories, and models. These results are discussed in relation to research results from different recent publications. Part Two gives an outline and analysis of a two-year program for teaching epistemology in a physics course. (AIM)

Describes a strategy for presenting ideas of atomic physics in the laboratory portion of the course before it is introduced during a lecture in order to give students an appreciation for the concepts involved, a historical look at how the field developed, and a comprehensive review of physics concepts. Presents a worksheet for the Bohr atom…

Presents two examples of problem solving activities in which students are provided with helpful and extraneous information. Each of six group members must make verbal input for the collective solution of a problem. (CP)

Discussed are the selecting, assessing, and managing of students' investigational works showing how they fit in with the General Certificate of Secondary Education (GCSE) Physics (mature) for London and the East Anglian Group. (YP)

Presents an exercise that gives students a real feeling for experimental errors and demonstrates the importance of frequent repetition and averaging. (JRH)

Argues that discussing theories, including their origin, development and replacement by other theories, can help students understand both the objective and subjective aspects of the scientific process. (DDR)