Attempts to clear up misunderstandings about radon and outlines information teachers can convey to their students. Includes a brief history of radon, health threats posed by radon, methods to measure radon quantities, homeowner risks and preventative actions, and a glossary of radon terms. (MDH)

Discusses the following questions based on the assumption that students' personal experiences and prior beliefs about plane mirrors can promote interesting discussions: (1) How mirror images are formed? (2) Why doesn't paper behave like a mirror? (3) Does a mirror left-right reverse objects? and (4) Why are corner images of two perpendicular…

Presents an analogy between electrical potential and potential energy per unit mass. The analogy is used to solve the problem of calculating the final charges of two capacitors after they are connected and to help students understand the concept of electrical potential. (MDH)

Examines the sources of structural metaphors in the knowledge base of three experienced secondary teachers who used the metaphors to construct content meaning for students. The article looks at how the teachers perceived, organized, and gave meaning to themselves, their experiences, and their worlds. (SM)

The dynamics of some common sports, such as race walking, running, cycling, jumping, and throwing, are presented. Rough estimates of the relevant physical quantities required for these individual sports are discussed. General mathematical formulas are derived which can be used for judging the performance of any athlete. (Author/KR)

Using a physical picture, an expression for the maximum possible transverse velocity and orientation required for that by a linear emitter in special theory of relativity has been derived. A differential calculus method is also used to derive the expression. (Author/KR)

A 1910 report by Morris Cooke for the Carnegie Foundation for the Advancement of Teaching provides a historical perspective on the current debate on the role of teaching, research, and publication by college faculty. Cooke analyzed physics department efficiency in eight institutions, applying to college administration insights from the new field…

Described is an experiment in which four college professors volunteered to participate as students in a university-level physics course. The procedures of the investigation and the results of this experience are discussed. Suggestions for improving physics teaching are included. (CW)

Described is an experiment in which four college professors volunteered to participate as students in a university-level physics course from the perspective of one of the professor participants. Suggestions for improving physics instruction are included. (CW)

Among the conclusions from an microanalysis of 29 high school physics student's concept mapping behaviors were that concept maps lead to sustained discourse on the topic and improved declarative knowledge. On the negative side, concept maps let scientifically incorrect notions become ingrained and go unchallenged. (PR)

Argues that the history of physics can be used in physics teaching to provide students with dependable physics knowledge but to also train students to see their knowledge in varying contexts of change. (PR)

Focuses on the relationship between loudness and intensity of sounds. (Author/PVD)

Focuses on the concepts of pitch and timbre of sounds. (PVD)

An investigation was conducted of the relative drag experienced by different types of tea/coffee stirrers to make deductions about their stirring efficiencies. Experiments compared the stirring performances of convex and concave sides of a plastic teaspoon with the performance of a commercial stirrer. The performance of the spoon exceeded that of…

Argues for an approach to conceptual-change instruction that places students' science conceptions and their ability to reflect on those conceptions at the center of science instruction. Focuses on the effect of using status concepts. Contains 24 references. (DDR)