Thirteen infants were presented with a moving object under two lighting conditions to investigate the role of vision in early reaching. Infants were tested twice, at 5 and 7.5 months of age. The results suggest that proprioceptive feedback and sight of the target allowed for successful reaching with limited visual information, even in relatively…

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)

Uses Muybridge's sequence of photos of a moving cat to examine how one might picture changes in the cat's velocity. Classroom implications include building on personally enacted physical experience and recognizing uncertainty as fundamental. Concludes that carefully examined case examples are essential in teaching students to learn and reason…

Offers a psychological role that external representations can play in the process of refining intuitive ideas into scientific knowledge. Presents an argument for this role through historical analysis of Galileo's ramp experiments, then through documentation of an innovative 6th grade classroom activity. (Contains 19 references.) (Author/YDS)

Discusses pupil misconceptions concerning forces. Summarizes some of Assessment of Performance Unit's findings on meaning of (1) force, (2) force and motion in one dimension and two dimensions, and (3) Newton's second law. (YP)

Four questions related to rain concerning aerodynamic drag force, pressure from the impact of raindrops, impact of wind on the pressure, and stopping force extended on the car by the water are proposed. (YP)

Investigates the nature of college student difficulties with negative values of velocity by using interviews. Discusses graphical representation of negative values of velocity and interpretations of graphs involving negative values of force. Suggests some instructional implications from the discussion. (YP)

Examined whether children were likely to associate animate-type or inanimate-type of movement with living objects and whether this judgment varies with age. Children and adults participated in the study. Findings suggest that both knowledge about different life properties and overattribution are characteristic of the preschool period. (BAC)

Three studies involving 16 college students explored cognitive processes reflected by reaction time (RT) and movement time (MT). The hypothesis that correlations of RT and MT with measures of intelligence are due to effects on a common stage of information processing cannot be rejected on the basis of study findings. (SLD)

Presents three methods for obtaining experimental data related to acceleration of a simple pendulum. Two of the methods involve angular position measurements and the subsequent calculation of the acceleration while the third method involves a direct measurement of the acceleration. Compares these results with theoretical calculations and…

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)

Provides six problems to help students understand new concepts of force using situations they already understand concerning velocity, acceleration, and momentum. (MVL)

Provides a method of solving vector and force problems that is less complicated for the learner. Gives several examples concerning projectiles and inclined planes. (MVL)

Highlights ethical issues for human subject research, identifying principles that form the construct of a code of research ethics and evaluating against this construct past human experimentation and current research in human movement studies. The efficacy of legislation and self-regulation is examined. Particular attention is given to the context…

Notes that musical aptitude is not developed or nurtured through mere "exposure" to music but through active participation in singing and moving to music. Provides a rationale and suggestions for teaching singing in early childhood classrooms. (HTH)