Describes the construction of an apparatus for demonstrating the center of percussion and pivot point of a ball being struck. (MLH)

Considered are parallel and perpendicular relative velocities and their effect on the minimum time it takes a boat to cross a river. (Author/MA)

Reviews the fundamentals of the equation of motion for the bicycle. (SL)

Discussed is the art teacher's role in dealing with the elementary level student with dystraphia, a dysfunction in the ability to coordinate hand movements in the process of representing a certain design. (SBH)

The moving pattern that appears on an oscilloscope screen is used to illustrate two kinds of wave motion and the relationship between them. Suggestions are presented for measuring wavelength, frequency, phase shift, and phase velocity in this college-level laboratory exercise. (DH)

Reports concepts which 12th-grade physics students hold about motion before and after a lecture is given. Compares quantitative and qualitative research methodology and describes some responses to test items. Shows six questions, student responses, and typical incorrect explanations used by students. (YP)

Introduces several one- and two-mode vibrating systems for demonstrations. Provides some recommendations for designing the corridor apparatus. (YP)

Explains the use of an accelerometer in investigations confirming Newton's second law. Provides diagrams and descriptions of the apparatus. (ML)

Discusses the velocity of an orbiting satellite. Knowledge of the kinematics of falling objects is the only prerequisite for understanding the concepts considered. (DH)

Recommends an experiment which will help students experience the physical evidence that floors, tables, and walls actually bend when pressure is exerted against them. Set-up includes: laser, radio, solar cell, and wall-mounted mirror. When the beam is moved by pressure on the wall, participants can "hear the wall bend." (DH)

Measurement of harmonic amplitude and phase response are discussed, focusing on an instrument used to demonstrate motion of a damped system when oscillating freely and motion of the same system when driven into harmonic oscillation. Includes procedures, sample results, and comparison of results to values calculated from geometry of the system. (JM)

Investigated learning of the energy concept during physics instruction in grades seven to 10, focusing on meanings of words (names of concepts) and tasks involving motion. Results indicate severe limitations of the impact of physics instruction on learning the concept. (JN)

Discusses two activities suitable for group involvement or demonstration purposes. The first focuses on factors which determine how much time an object (such as a ball) will take to fall to the ground from a certain height. The second concerns the nonconservation of volume when two soluble liquids are added together. (JN)

This paper investigates one high school student's use of gestures in an interview context in which he worked on the problem of understanding graphical representations of motion. The goal of the investigation was to contribute a detailed analysis of the process of learning as it occurred over a short time period in order to contribute to the…

The metaphorical nature of first-year calculus students' reasoning about limit concepts is explored using an instrumentalist approach. Analysis of written and verbal language reveals that, while these students used motion terminology profusely when discussing limits, it was typically not intended to signify actual motion and did not play a…