The directory includes three lists: institutions and personnel arranged geographically; institutions arranged alphabetically; and all physics and astronomy personnel arranged alphabetically. The institution and personnel lists also include information about faculty rank, level of degrees or courses offered in physics and astronomy, department…

This is a compilation of geological field guides prepared by undergraduates for the Ohio Intercollegiate Field Trips held annually since 1951. A total of eleven colleges have contributed, some contributing more than one guide, resulting in guides to eighteen different trips. Guides include trip logs, maps and sections, notes on formations,…

This paper describes a reproducible process where the irreversibility can be readily evaluated and provides a thermodynamic description of the important phenomenon of hysteresis. A metal hydride is used because hysteresis is observed during the formation and decomposition of the hydride phase. (RH)

Discussed are the discovery of saccharin and dulcin and some examples of what has been learned from the research related to the development of these sweeteners. (RH)

Presented are three theories of superconductivity: (1) the London theory; (2) the Bardeen, Cooper, Schrieffer (BCS) theory; and (3) the sudden-polarization theory. (RH)

Since activity coefficients are difficult even for good students to understand from the normal presentations in undergraduate physical chemistry, the author has reanalyzed this concept and presents a new way for introducing it. A practice problem (with solution) is included. (JN)

Discusses the unusual chemistry of the transuranium elements as well as their impact on the periodic table. Also considers the practical applications of transuranium isotopes, such as their use in nuclear fuel for the large-scale generation of electricity. (JN)

Presents an extensive discussion of the re-evaluation and changes taking place in the teaching of chemistry in universities. Concern is expressed over what is being taught and how it is being taught. Examples of various changes are cited. (DF)

Design can be either transferred as knowledge, conveyed as understanding, or only evoked as mood. Engineering students must recapture the enjoyment of making things'' guided by specific human needs and decisions refined by education and experience. (DF)

Distinguishes between correct concepts in physical reality and deliberate fictions which aid visualization or simplify calculations. If fictions are to be used they should be explained for what they are and taught plainly as fictions. (DF)