Discusses the course content and instructional methods desirable in teaching modern physics in the secondary school. Argues that physics must be taught in a humanistic manner to replace the desiccated, technological, dehumanized, and generally irrelevant manner in which it has been commonly taught. (JR)

Discusses the arrangement, specifications, and operation of a setup designed for use as a student project to record radio storms, continuous level of the quiet sun, and scientific satellites operating near the amateur 2-m band. Included is an example of records of solar activity during 1968-73. (CC)

Discusses the use of self-paced study programs to teach physics to deaf students through lip movements, sign language, and fingerspelling. Describes several instructional problems encountered in the teaching-learning process. (CC)

Describes the use of Marchant 1016PR with a magnetic tape reader, Monroe 1665 with a punchcard reader, and Hewlett-Packard 9820A with an X-Y plotter to conduct introductory physics laboratory programs. Indicates that the course allows more physics to be done in the same amount of time. (CC)

Discusses the agenda, arrangements, and costs of a regional meeting designed to help seniors in planning careers. Suggests the physics groups sponsor similar meetings in their regions. (CC)

Describes the Advanced Placement Program that is offered in high schools for students who want advanced studies in physics. Different aspects of the program, such as the course structure and grading procedures, are described briefly. (PS)

Compared students' physics grades with their overall and other science grade point averages to determine teacher's grading severity in schools with a high and a low percent physics enrollment, and concluded the absence of apparent relationships between grading practices and low enrollments. (CC)

Describes the errors in the sugar-cube experiment related to radioactivity as described in Project Physics course. The discussion considers some of the steps overlooked in the experiment and generalizes the theory beyond the sugar-cube stage. (PS)