A discussion of linear collisions between two or three objects is related to a junior-level course in analytical mechanics. The theoretical discussion uses a geometrical approach that treats elastic and inelastic collisions from a unified point of view. Experiments with a linear air track are described. (Author/TS)

The teaching of the process of science in physics courses is discussed with reference to recent intellectual trends. Arguments and examples indicate that process courses" must necessarily involve philosophical questions and questions of social criticism. A description is given of an interdisciplinary upper-division course. (Author/TS)

Describes attempts in Britain to unite physics and technical studies in the new GCE A level engineering students (college bound). (Advocates more interdisciplinary efforts and greater use of mathematics.) (TS)

Proposes a curriculum to provide all science and mathematics students pursuing careers in secondary teaching with an adequate background to teach a substantial course in physics. Program is based on two years of college level physics and mathematics. (Author/TS)

Briefly reviews the broad-based first degree programs in British Universities and considers the general problems of such programs. Explains the general approach used at the University of Leeds, including seven combined degree programs with physics as one principle subject. Employment prospects for graduates are considered good. (PR)

Describes programs designed to minimize problems that physics departments of two-year colleges have: (1) articulating with degree institutions, (2) teaching students that are weaker academically than those in typical four-year colleges, (3) obtaining suitable teaching materials, and (4) obtaining adequately prepared teachers. (DS)

Discusses the contributions of Bloch and Houston to the electron theory of metals. Contains (1) a biographical note on W. V. Houston, (2) a review of the development of the electron theory of metals, and (3) a discussion of gravitationally induced electric fields. Bibliography. (LC)

Using historical references, illustrates how the differences in patterns of thoughts and experimental methods of chemists and physicists have become less distinct in scientific research. Yet, points out that this merging of these sciences has not occurred in secondary schools. Relates the efforts to unify these two disciplines in the Nuffield…

Educators can find direct connections through the subject matter of physics, the physicist's approach to and attitudes toward problem solving, and his special understanding of nature. (Author/TS)