Lists the obsolete, unnecessary, and misleading terms that occur within biology, chemistry, and physics literature. The terms selected are those most likely to be found in common use. Lists are also included of terms that teachers may need for introductory courses. (Author/SA)

A judge for the physics projects for the 1979 International Science and Engineering Fair describes many of the more popular science projects. Projects described include the following: carbon dioxide and helium-neon lasers, reverse flame investigations, holography, construction of a magnetic bottle to confine plasma, and aerodynamic drag. (BT)

Discusses the cognitive outcomes of physics laboratory exercises and suggests three types of experiments which should be added to those normally used in physics courses. (HM)

Describes a physics laboratory for college students, in which the students participate in a firsthand noninertial experience. The equipment and problems are described. (SA)

Describes few heat demonstrations where the use of a coolant spray could enhance their effectiveness. (GA)

Describes the structure of a physics course organized into independent-learning modules and designed to make use of the facilities of a Computer Assisted Management of Learning (CAMOL) package. (GA)

Describes: how to measure index of refraction by the thickness method; how to teach the concept of torque using a torque wrench; how to produce a real image with a concave mirror; how to eliminate the interface effects of a Pyrex containers; and an apparatus to illustrate Bernoulli's Principle. (MLH)

Discusses some misleading statements found in elementary and secondary science materials concerning electricity and magnetism. (MLH)

Discusses the laboratory portion of a beginning noncalculus physics course that uses concrete examples of abstract concepts. Describes the use of coffee cans to explain oscillations and plastic darts to illustrate collisions. (MLH)

Presents a study that analyzes an extensive database consisting of the written and oral discourse of students (N=23) as they described their thoughts on ontology, epistemology, and sociology of scientific knowledge. Contains 51 references. (DDR)

Discusses circuits for three-bit and four-bit analogue digital converters and digital analogue converters. These circuits feature slow operating speeds that enable the circuitry to be used to demonstrate the mode of operation using oscilloscopes and signal generators. (DDR)

Reports on an ethnographic study of laboratory sessions in the departments of Physics and Chemistry at the University of Natal in Durban, South Africa, with specific focus on the comparison of the function of verbs in three first-year laboratory manuals. Several pedagogical implications are discussed. (JL)

Uses clinical case studies showing autistic children's fascination with and understanding of machines, family studies focusing on occupations of fathers and grandfathers of children with autism or Asperger Syndrome, and experimental evidence using picture-sequencing methods to identify physical or intentional causality to show that children with…

Describes the use of a computer-linked camera to demonstrate Coulomb's law. Suggests a way of reducing the difficulties in presenting Coulomb's law by teaching the inverse square law of gravity and the inverse square law of electricity in the same unit. (AIM)

Presents a unit that focuses on landslides and integrates earth science, physics, chemistry, and math. Includes activities to investigate porosity, permeability, cohesion, saturation, and gravity. (JRH)