This article presents an approach to teaching "motion and inertia." The teaching strategy consists of four phases: (1) orientation; (2) eliciting children's ideas; (3) restructuring of ideas; and (4) improving and applying. Samples of students' ideas on the concept of mechanics are provided. Lists 11 references. (YP)

Listed are the 19 artificial elements and the meanings of the terms "natural" and "artificial" when applied to elements are discussed. Describes some commercial uses of each. (YP)

Describes a run test of automobiles for applying Newton's second law of motion and the concept of power. Explains some automobile thought-experiments and provides the method and data of an actual coast-down test. (YP)

Presents a mathematical explanation for the development of tidal activity. (MVL)

This article describes a demonstration in which a straightened coathanger supported by threads and held near the ears resembles bells or gongs when struck. A mathematical explanation of the effect is provided. (MVL)

Describes the use of an exploratory computerized approach to introduce first-year physics students to the ramifications of Newton's third law of motion. (JRH)

Reviews the pressure-volume law from the point of view of its historical emergence from 1644-1662 and its application in the science classroom. Proposes a classification scheme for algebraic mathematical expressions based on their historical context as a means of assigning significance to the mathematical expressions commonly used in science.…

Describes and provides methods to make animated displays of the following demonstrations: Tantalus's cup, wild-boar scarer, thermostat, palm glass, drinking bird, and electrical RC oscillator. (MVL)

Provides two experiments that do not give the expected results. One involves burning a candle in an air-filled beaker under water and the other burns the candle in pure oxygen. Provides methodology, suggestions, and theory. (MVL)

Discusses sources, classroom demonstrations, gamma ray spectroscopy, and hazard assessments of radioactive product use in the classroom and home. (MVL)

Provides an example to develop critical thinking skills based on the presentation and analysis of spacecraft measurements of phenomena associated with the aurora. (MVL)

Discusses the use of contests to keep physics interesting and exciting for the students. Includes: balloon car, egg drop, tennis ball catapult, bridge building, mousetrap vehicle, musical instrument, slide photo, electric junk dissection, windmill generator, and solar heater. (MVL)