Points out the need for a greater awareness, among physicists, of medieval physical science. Reviews briefly and gives examples of notable achievements of the era and argues that the view of science of fourteenth-century nominalism has greater affinity to today's theoretical physics than that of the Scientific Revolution. (Author/GS)

Describes an introductory lecture-demonstration for a physics class. The device transports a small steel ball from a starting point to a finishing point; along the way the ball goes through a number of steps. (RH)

Describes a technique for imparting essentially the same speed, in opposite directions, to two gliders to demonstrate that total momentum of equal masses traveling at the same speed in opposite directions is zero. Also describes a technique using a compression spring and beeswax for momentarily holding two gliders together prior to starting them…

A light flasher was developed for use with the open-shutter photography technique in elementary-mechanics experiments. Details are given of its design and construction. Five experiments, for the elementary mechanics laboratory, which use flasher units are described. (DT)

Presents an annotated bibliography concerning the mechanical properties of fluids, including topics for use at elementary, secondary, undergraduate, and graduate levels. Indicates that the material can particularly help college physicists in improving course contents in specified fields of physics. (CC)

The author recounts the part he played in the research that led to the development of the atomic bomb. (JP)

In addition to two misapprehensions, that the earth is uninvolved in many physical phenomena and that it is infinite and unmoving, physics students often believe that the earth, without expending energy, can push things along its surface, giving rise to accelerations. (MLH)

Explores the wave-particle nature of light by raising and answering the following question: "Can particle theory satisfactorily explain the experimental facts for light refraction?" (GS)

Discusses the Franck report and the attempt by scientists to participate in national policy making during World War II. (BR)

Demonstrates that the concept of covalent bonding can be effectively taught, without quantum mechanics, as one of the basic applications of Coulomb's law. (MLH)

Rewriting the usual relativistic equations in equivalent forms can help students recognize the relation between classical and relativistic mechanics. The derivation of relativistic equations is facilitated by means of simple algebraic generalizations of proofs often used in teaching their classical analogs to students who have not studied…