Provides an explanation and background material for the use of time lines to predict positions of five planets. (DS)

Briefly reviews different methods to evaluate student laboratory work and describes the procedures followed in using laboratory performance tests at Mercer University. Cites five sample performance-test tasks and materials needed. (SK)

Describes a new pedagogical approach to electromagnetic theory, in which the displacement current and the Galilean relativity principle are introduced before discussion of the Faraday induction term. Rationale for the alternate order of introducing these concepts and laws is explained, relative to their historical development. (CS)

An empirical enquiry into the nature of academic disciplines is described. The main similarities and differences of six academic disciplines--physics, history, biology, sociology, mechanical engineering and law--are outlined. Different research styles are identified and characterized as urban and rural research styles. (Author/MLW)

Presents an interview with Fletcher G. Watson, best known to physics teachers as codirector of Harvard Project Physics. Dr. Watson speaks of his career as a science educator, history of science, Piaget, state of science education in the United States, and curriculum projects, among other topics. (SK)

Demonstrates, using specific problems, how various energy units can be converted to joules and power units to watts. Conversion tables are provided for power, energy, generation values, thermal insulation, consumption values, sunlight, with tables also on metric prefixes and time conversions. (SK)

Reports results of a survey of 398 physics departments. General areas considered include undergraduate majors, programs, teaching, and undergraduate and graduate teaching assistants. States that faculty rarely are given release time for new course or curriculum development. (SK)

Suggests using musical instruments to demonstrate physics concepts. Topics include: pitch and frequency; string vibrations; string-resonator system; wind instruments; harmonic content; transients; scales and temperament; psycho-acoustical affects; and electronic music. (SK)

Presents an experiment to illustrate mechanical resonance designed for use in lower division laboratories. The apparatus and procedure have been kept simple. The basic experiment yields measurements of amplitude versus driving frequency, but a fairly simple elaboration allows for measurements of phase lag as well. (Author/SK)

Sprinting is described by a simple physical model. The model is used to predict the differences between the recorded times for races on a straight track and on a curve. It is shown that the choice of the running lane makes a nonnegligible difference. (Author/SK)

Examines microwave and radio wave radiation in terms of government regulations, harmful effects, existing studies, definitions, and the need for further research. (DS)

Discusses difficulties physics students face in understanding physics formulas and equations as a result of placing too much emphasis on the mathematical formulation. Examples are cited to show that use of equations in physics should not be looked upon as primarily a mathematical exercise. (HM)

Compares between the component and the modules (system) approaches which are used to teach electronics at Croydon High School, Australia. The author presents some personal views from his experience of teaching both ways. (HM)

Discusses the use of toys to teach physics. Potential advantages and disadvantages of using toys in the physics classroom or laboratory in addition to some demonstrations and experiments that use balls, cars, and musical toys are also presented. (HM)

Describes how some experiments in physics can be presented in class using cheap materials. How to produce an electrostatic charge using a polythene bottle and how to make a tissue paper electroscope using a tin can are among the experiments described. (HM)