Discusses modifications and special equipment needed by wheelchair-bound students for 33 common freshman physics experiments. Physical adjustments, individual needs, and personnel are addressed, with emphasis on building a rapport to learn what a student can and cannot do. A list of modifications for specific experiments (by topic) is included.…

Includes honors degree courses; special entry requirements; course structure; courses regularly available; notes; and how to obtain further information on 42 universities, 28 polytechnics, 12 colleges of technology, and 13 colleges of education in England, Wales, and Northern Ireland. Some schools have advertisements listing additional…

Lists names and addresses of seven universities and eight colleges of technology in Scotland. Information reported includes honors degree courses; special entry requirements; course structure; courses regularly available; notes; and how to obtain further information. Also some schools have advertisements listing additional information. (RT)

Illustrates qualitative and metaphoric applications of entropy in the areas of cosmology, the birth and death of the universe and time; life and evolution; literature and art; and social science. (RT)

Develops a pair of equations for calculating the elevation and azimuth angles for the various satellites. Uses 3-dimensional vector difference calculations. Provides a practical example, figures, and table. (YP)

Deals with a diffraction experiment using wrapping paper. Provides a magnified picture of the paper, a diffraction diagram, and some instructional information. (YP)

Resistance probes for the laboratory can be divided into two main categories: (1) those involving direct use of resistance; and (2) those involving an indirect use of resistance. Described are several applications of both types related to chemistry and physics. (RH)

Proposes a mathematical computer model for the behavior of liquids using the classical dynamic principles of Sir Isaac Newton and the molecular dynamics method invented by other scientists. Concludes that other applications will be successful using supercomputers to go beyond simple Newtonian physics. (CW)

Describes how, using an overhead projector (OHP) and a transparent roll of acetate film, it is possible to demonstrate: (1) travelling waves; (2) standing waves; and (3) phase and group velocity applied to waves. The set-ups provide a way to demonstrate features which are normally difficult to visualize and understand. (JN)

Presents two simple techniques for physics demonstrations: (1) a projection lens system for oscilloscopes which uses an inexpensive surplus lens and enables the entire class to observe the screen; and (2) a polarized optical "Cheshire cat" which uses the overhead projector and Polaroid sheets. (JN)

In a program designed to help physics faculty improve their instructional techniques and curricula, their colleagues from other disciplines are taking classes alongside regular students to provide insights into reasons for learning problems. (MSE)

Discusses the purposes, advantages, and disadvantages of computer illustrated texts (CIT). Describes three separate CITs which demonstrate the variability that CITs have in terms of screen layout, programing style, and depth and range of coverage of topics in mathematical physics. (ML)

Describes a citation analysis of physics, engineering, and sociology literature which was designed to determine if there were any differences in conceptual referencing patterns. The research methodology is described and suggestions for further study are offered. (Author/LRW)

Shows that important discoveries in physical sciences cited in textbooks were made by women, although they may not be given credit for their work. Also discusses the contributions of 10 female scientists to provide role models for students. (DH)

An evaluation study of PLON, a new Dutch physics curriculum emphasizing context learning and inquiry learning, is summarized. Data from nine PLON classes (n=154) and six control classes (n=144) were used to investigate cognitive achievement, affective and attitudinal outcomes, and the classroom learning environment. (BS)