Provides a physical description of motion resulting when force is applied perpendicular to the axis of rotation on a gyroscope. (SL)

Describes a laboratory exercise to supplement or replace more traditional force table experiments, and adds real-world examples to this part of the introductory physics course. (CCM)

A study of time in Newtonian physics is presented. Newton's laws of motion, falsifiability and physical theories, laws of motion and law of gravitation, and Laplace's demon are discussed. Short bibliographic sketches of Laplace and Karl Popper are included. (KR)

Force diagrams involving angular velocity, linear velocity, centripetal force, work, and kinetic energy are given with related equations of motion expressed in polar coordinates. The computer is used to solve differential equations, thus reducing the mathematical requirements of the students. An experiment is conducted using an air table to check…

Describes an activity for designing, building, and launching rockets that provides students with an intrinsically motivating and real-life application of what could have been classroom-only concepts. Includes rocket design guidelines and a sample grading rubric. (KHR)

Describes a collection of free-body exercises for linear and circular motion. Offers new methods of drawing free-body diagrams. (CCM)

Demonstrates that if a sinusoidal oscillation of the point of support of a pendulum is approximated by a square wave, a matrix method may be used to discuss parametric resonance and the stability of the inverted pendulum. (Author/SL)

Compares junior high school students' conceptual changes about force and motion and their interest in science between a group whose instruction including sports experiential learning activities and a group who used traditional instruction. Examines students' conceptual changes and interests according to the degree of their sports experience before…

Introduces an activity in which students learn principles of force and motion, systems, and simple machines by exploring the best position of the dogs on the dashboard. Includes a sample lesson plan written in the five instructional models: (1) engagement; (2) exploration; (3) explanation; (4) elaboration; and (5) evaluation. (KHR)

Describes two simple demonstrations of an object moving in a straight line tangent to the circle if centripetal force is removed. Demonstrations use a pie plate and petri dish with ball bearings to illustrate the phenomena on an overhead projector. (LZ)

Uses a blackboard eraser to illustrate solutions to three problems commonly posed to students. The problems are determining (1) the frictional force acting on a stationary body; (2) the maximum acceleration a truck can have without sliding a tray of eggs sitting on the truck bed; and (3) the distance a horizontally thrown object will travel. (MDH)

Discusses the teaching of vectors and the inadequate and inappropriate examples given in many textbooks. Suggests using the motion of a sailboat or the motion of a car moving on the Earth's surface as possible examples. Details a proper vector teaching example. (MVL)

The seven articles of this theme issue bring together recent theoretical work in investigating the kind of conceptual change that occurs in the learning of the physical sciences. How conceptual change occurs and the implications for science instruction are considered. (SLD)