Examples of the application of compound pendulum theory to the practical measurement of the moments of inertia of human beings, farm tractors, and sailing boats are presented. Suggests developing laboratory experiments to measure moments of inertia of hockey sticks, golf clubs, and frisbees, among others. (Author/SK)

Experienced Physicists solve simple textbook problems differently from beginning students. This paper describes these differences using a computer-implemented model that "learns." The research is set in the the context of modern computer-processing psychology, and is related to other work relevant to help people know and learn…

Provides rationale for and examples of a game (Mastermind) which fosters the development of a systematic approach to problem solving. Includes a brief summary of an experiment with 50 high school students indicating value of the game. (JN)

Describes a study which determined the prevalence of the non-Newtonian view among students (N=125) and to what extent their physics teachers (N=5) were aware of this prevalence. Includes methods used and summaries of typical responses to a paper-pencil, multiple-choice format questionnaire focusing on aspects related to force. (JN)

Following a description of the "options" component of the JMB A-level physics syllabus, teachers' responses to these options are summarized by considering the time taken to complete options, factors influencing choice of options, and options teachers felt they knew best. (JN)

Refutes scientific creationists' arguments that the earth is less than 10,000 years old by presenting information related to the time scales for creation and evolution models, times from stellar distances, Kelvin's estimate of the earth's age, radioactive decay, radiometric dating, and the decay of the earth's magnetic field. (DC)

Argues that research for teacher use would be more effective if it were: (1) of the form referred to as naturalistic case studies and (2) oriented toward discovering cognitive and social interaction mechanisms underlying the learning processes in classrooms. (Author/SK)

Presents excerpts of an interview with Philip Morrison, Institute Professor of Physics at M.I.T., who has made significant contributions to areas ranging from high-energy astrophysics to elementary school science education. (Author/SK)

Data gathered from a national survey mailed to 55 industries employing large numbers of technical personnel support the notion that the employment market should be broadened for persons receiving their academic training in physics. Alternative curriculum strategies and course subjects are suggested for preparing physicists for industrial…

Describes a Simple Huckel Molecular Orbital (SHMO) computer program written in BASIC and suitable for use on a variety of common microcomputers. (SK)

Investigates the effect of mastery testing on student performance in an introductory college physics course at Cornell Univeristy, Ithaca, New York using an interview technique with a sample of 22 students. (HM)

States the viewpoints of the Physics Interface Project (PIP) on the core syllabus for A-level physics presented in the May 1980 issue of "Physics Education," including potential problems with the syllabus and its content. Indicates that PIP materials will serve an important complementary function in physics instruction. (SK)

Presents a headmaster's viewpoints and comments on the core syllabus for A-level physics which appeared in the May 1980 issue of "Physics Education," including the necessity for instructional materials, in-service teacher learning, and feasibility studies. (SK)

A university lecturer comments on the importance of adequate detail and individual interpretations of items in the core syllabus for A-level physics presented in the May 1980 issue of "Physics Education." Suggests that the syllabus fails in containing all essential elementary ideas necessary to master advanced concepts. (SK)

Discusses how fifth- to tenth-grade students can be guided to understanding energy as a conserved quantity. Includes examples of different approaches of teaching the energy concept and the concept of energy as a conserved quantity, and learning difficulties related to students' understanding of these concepts. (DS)