Describes the syllabus of a course emphasizing thermodynamics and light, with no calculus prerequisite, but using calculus. Discusses student preparedness and student response to the course. (GH)

This experiment leads to a value for the ground-state hyperfine splitting of Cs 133, the accepted standard of frequency, to one percent accuracy. (Author/GS)

Utilizes a rotating table and strobe photographs to provide students with a direct record for quantitatively analyzing rotational effects. (GS)

Describes an approach wherein the student selects a single type of simple item and uses it as the basis for making a physics demonstration. Provides an example that uses a cheese dish in eighteen different demonstrations. (GS)

Oceantides are not typically high in our consciousness here in Missouri, but in teaching astronomy and physical science the subject always comes up, and teachers of physical science and astronomy are all quite familiar with the textbook explanations. Our goal here is not to explain tides but to make some suggestions about how, on their own,…

When a community college in Kansas organized its technical physics courses in six modules for flexible scheduling, a series of innovations developed: videotaping the instruction led to individualized programs for students and freedom of movement through the physics component of the technical programs. (Author/AJ)

When studying wave interference, one often wants to know the difference in path length for two waves arriving at a common point P but coming from adjacent sources. For example, in many contexts interference maxima occur where this path-length difference is an integer multiple of the wavelength. The standard approximation for the path-length…

Discusses the ratio of energy dissipated as sound to the mechanical output of devices. Considers noise levels, ranges vs. peaks, noise indexes, and health hazards. Indicates some problems vs. solutions in the technology of noise control. (GH)

Describes how to teach about "heat" and suggests do's and don'ts concerning the terminology and ideas which surround the concept of heat, in order to avoid student confusion and misconception. (BR)

Presents a brief history of electrostatics, approaches problems presented by lightning, and describes some basic areas of research and application of electrostatics. (GS)

Outlines the construction, basic principles, calibration, and laboratory application of a device for the investigation of static charge phenomena. (GS)

Discusses the significance of the simple, inexpensive type of calculator as a tool in the classroom and the contribution of the more sophisticated type to the school science department. (GS)