Attempts to determine, using estimations and current power-law relationships, whether a newspaper report concerning the statement that a single 40,000-kg truck does as much damage to the highway as 9,600 cars is true. Provides a mathematical and graphical possible solution. (MVL)

Describes the use of the computer software "Graphs and Tracks" a tool for interactive computer instruction, in teaching one-dimensional kinematics concepts and connecting these concepts to their graphical representations. Provides ordering information. (JRH)

Presents an experiment that makes manifest the energy lost to friction of an iron ball moving along an inclined iron rail, which allows students to compute the rolling friction coefficient. Uses a method based on measurement of deformation produced in a piece of Plasticine by an inelastic collision with the ball and combines mechanical concepts…

Presents basic facts about quasars as most powerful sources of radiation in the universe. Describes in detail the mirages and illusions that quasars generate and methods for their interpretation. Includes the notion of the gravitational lens and its relationship to twin quasars and the apparent measure of a quasar's bright jet tail moving faster…

Describes an activity that helps motivate students to learn motion equations by allowing them to observe and analyze their own sports performances. (ZWH)

Uses a blackboard eraser to illustrate solutions to three problems commonly posed to students. The problems are determining (1) the frictional force acting on a stationary body; (2) the maximum acceleration a truck can have without sliding a tray of eggs sitting on the truck bed; and (3) the distance a horizontally thrown object will travel. (MDH)

Solutions to quadratic equations found in solving physics problems sometimes make no sense. Investigates problems in which solutions, such as negative numbers, have significant physical meaning in the problem. Problems are chosen from the topics of kinematics, conservation of mechanical energy, inelastic and elastic collisions, electrostatics, and…

Described are the results of a conceptual physics survey given to a small group of high school physics students with the goal of identifying common misconceptions held by students. Three common misconceptions were identified and are discussed in detail. (CW)

Studies magnetic oscillation using an air track. Ceramic magnets are attached to the cart and also are used as dampeners in place of the springs. The resulting oscillations are fairly sinusoidal and is a good example of simple harmonic motion. (MVL)

Discusses the origins of the idea of teaching physics by starting with thermodynamics rather than from mechanics. Presents a modern version of this approach. (PR)

Provides instructions to build an inexpensive device to demonstrate wave-motion to elementary school children. (MDH)

Presents the plans for y-suspension, coupled, and double pendula and explains in detail why they move as they do. The mathematics that describes the motion is examined. (DDR)

Reviews a simple theory that describes the bounce of an air-filled ball and predicts that the contact time should be independent of the speed of impact. Presents experimental results that disagree with the theory and an alternative model that agrees with experimental results. (DDR)

Describes the measurement of blood speed in blood vessels by using the Doppler effect. (WRM)

Describes 10 experiments designed to serve as a qualitative introduction to Rayleigh-Taylor Instability. (WRM)