Describes and explains the demonstration where two fingers supporting the ends of a meterstick always meet at the center of the stick as they are brought together, even if the fingers are initially located at different distances from the center. (PR)

Describes and explains the breaking broomstick demonstration first reported in 1532. A needle is fixed at each end of the broomstick, and these needles are made to rest on two glasses, placed on chairs. If the broomstick is struck violently with another stout stick, the former will be broken, but the glasses will remain intact. (PR)

Describes and explains the following question: If a single horizontal force is applied to the lower pedal of a bicycle (pushing the pedal backward) will the bike move forward or backward? (PR)

Describes problems that are presented in the form of experiments. The philosophy, method of solution, and several examples of mechanics experiment problems are described. (LZ)

A theoretical calculation of the period of oscillation of a physical pendulum in the shape of a thin, partial ring is presented at three significantly different levels of mathematical sophistication to demonstrate the application of symmetry properties. (ZWH)

Provides a method of solving vector and force problems that is less complicated for the learner. Gives several examples concerning projectiles and inclined planes. (MVL)

Describes a demonstration based on the density changes of water depending upon its salinity and temperature. Shows how to make the fountain and explains its operation. (MVL)

Argues that inclusion of demonstrations on examinations increases students' ability to observe carefully the physical world around them, translate from observation in terms of models, and make quantitative estimates and physicist-type "back-of-the-envelope" calculations. Presents demonstration ideas covering the following topics:…

Describes a strategy for presenting ideas of atomic physics in the laboratory portion of the course before it is introduced during a lecture in order to give students an appreciation for the concepts involved, a historical look at how the field developed, and a comprehensive review of physics concepts. Presents a worksheet for the Bohr atom…

An exercise that gives students a chance to use the equations of state for both an ideal gas and for an adiabatic process in determining the points at which heat flow reverses direction and at which the working substance reaches its maximum temperature is demonstrated. (KR)

Describes an experiment used to demonstrate basic physics concepts regarding acoustic waves used by oceanographers to obtain seabed profiles. (ZWH)

The data from measurements of the density of tungsten, steel, aluminum, and PVC spheres are used to extrapolate the infinite density of something such as a neutron star. An apparatus that allows for precision measurements is described. A discussion on error analysis is appended. (KR)

An activity in which students use a rubber band and flexible straws to pull a dynamics cart so that the cart has a consistent angle and, therefore, a consistent horizontal component of force is described. A copy of the handout for the activity is included. (KR)

A common misconception among students setting up force-acceleration problems is to think of the expression "mass times acceleration" as a force itself. Presents a new formula to express the relationship between force, mass, and acceleration, and discusses its benefits. (MDH)

Presents three absorption line sources that enhance student understanding of the phenomena associated with the interaction of light with matter and help dispel the misconception that atoms "emit" absorption lines. Sources include neodymium, food coloring and other common household liquids, and fluorescent materials. (MDH)