Describes university courses of study in physics in Scotland. Provides areas of concentration, honors degree courses, course structure, notes, and contact point for further information. (JM)

Illustrates the differences between explanations of projectile motion by a physics teacher and a baseball player. Equations are discussed and results are shown graphically. (DH)

Discusses the need to include studies of reliability and maintainability during the design of any system. Topic areas addressed include availability calculations, complex systems and standby redundancy, availability and malfunction levels, design techniques, fault trees, functional maintenance, and others. (DH)

Microcomputers can record laboratory measurements which human laboratory partners can never collect. Simple, harder, and general-purpose interfaces are discussed, with suggestions for several experiments involving an exercise bike, acceleration, and pendulums. Additional applications with pH meters, spectrophotometers, and chromatographs are also…

Discusses theory, procedures, and results for an experiment which demonstrates the application of basic physics to chemical problems. The experiment involves the adiabatic process, in which polymerization carried out in a vacuum flask is compared to the theoretical prediction of the model with the temperature-time curve obtained in practice. (JN)

This study investigated whether good novice problem solvers have their knowledge arranged around problem types to a greater extent than poor problem solvers have. Twelve problem types (see appendix) were distinguished according to underlying physics principles and 65 knowledge elements were printed on cards for university students to sort.…

Describes general interest courses in physics, discussing enrollment patterns, philosophy and structure of the course, course goals, teaching methods, and student performance. Includes an outline of the laboratory syllabus for the course dealing with physics and the automobile. (JN)

Explains the principles of the science of motion and examines Thomas Kane's deductive approach to the study of dynamics. Also recounts Kane's advances in explaining classic mechanics and discusses the advantages of his methods in the formulation of equations of motion and in applications to space technology. (ML)

Results from the Second International Science Study showed achievement differences in biology and chemistry tended to favor Ontario students enrolled in non-semestered classes, but attitude findings were more favorable among students in semestered schools. (LMO)

Develops the concept of energy without using the terms heat and work. Topic areas considered include mechanical energy, internal energy, total energy, energy conservation, applications of energy conservation, kinds of internal energy, and restrictions on energy changes. Implications for teaching the energy concept are also considered. (JN)

Repetition of a historical experiment in a school project threw new light on the question of absolute rest. The student experiment investigated whether a particular direction in space could be singled out by a purely terrestrial procedure, while the original experiment investigated the drag coefficient of a solid medium. (JN)

Examines the causes that delayed the growth of modern science in China, tracing the historical development of Sino-Western physics. Also evaluates the influence of ideologies and politico-social institutions on the origin and direction of science and physics in China. (ML)

The use of concept maps, diagrams indicating relationships between concepts, as a tool for evaluating student comprehension is discussed, and examples of student concept maps drawn in physics and literature courses are provided. (MSE)

Describes a course designed to give high school physics teachers the confidence and the tools necessary to teach physics. This course used traditional high school physics textbooks and followed a typical high school physics course format. (JN)

Mechanics courses at West Virginia University are taught exclusively from programed instructional materials. Presents: (1) descriptions of these courses; (2) data indicating higher achievement by students participating in programed courses compared to students in courses using the lecture method; and (3) reasons for the success of the courses. (DH)