The testing of a formal causal model of thinking about motion is described using a matching-pairs paper-and-pencil task. Subjects were asked to distinguish between examples of stereotypical motions by the similarity or difference of causes of pairs of motions. The results suggest that responses can be predicted by the model with the addition of an…

Provides insights on the development of a training program to help teachers instruct an introductory calculus-based physics course. (ZWH)

Describes an experiment that demonstrates the use of Kirchoff's rules in the analysis of electrical circuits. The experiment also involves the solution of a linear nonhomogeneous differential equation that is slightly different from the standard one for the simple RC circuit. (ZWH)

Describes a science project, Interactive Space Physics Ionosphere Radio Experiments (INSPIRE), that allows students to work with physicists to address unanswered questions about the physics of space. (ZWH)

Described is a way in which elementary science methods students experience the Generative Learning Model (GLM) from the learner's perspective and then analyze an activity about pendulums through the eyes of the pedagogue. The four phases of the GLM--preliminary, focus, challenge, and application--are discussed. (KR)

Offers a theory of how commonsense reasoning about motion may develop. Takes as fundamental the basic categories: action, object, space, cause, time, and movement. Suggests that very primitive elements could combine to provide schemes of motion recognizable in psychological accounts of infancy and generate prototypes of and rules for motion. (DK)

Describes the use of a microcomputer as an intervalometer for the control and timing of several flash units to photograph high-speed events. Applies this technology to study the oscillations of a stretched rubber band, the deceleration of high-speed projectiles in water, the splashes of milk drops, and the bursts of popcorn kernels. (MDH)

Discusses a misconception about the cycloid that asserts the final point on the path of shortest time in the "Brachistochrone" problem is at the lowest point on the cycloid. Uses a BASIC program for Newton's method to determine the correct least-time cycloid. (MDH)

Describes activities where students explore electrical mystery boxes to learn about electricity. The electrical devices utilized are a bulb, a battery, a wire, a diode, and an LED. Students first explore the materials and then try to infer arrangements of these devices in sealed boxes. Describes the construction of the mystery boxes and classroom…

Describes science demonstrations with light-emitting diodes that include electrical concepts of resistance, direct and alternating current, sine wave versus square wave, series and parallel circuits, and Faraday's Law; optics concepts of real and virtual images, photoresistance, and optical communication; and modern physics concepts of spectral…

Describes shortcomings of computer science/engineering education and explains a new focus on informatics. Highlights include simulation, visualization, algorithmization, design of information processing models, parallel computing, a history of informatics, informatics versus physics and mathematics, and implications for education. (51 references)…

Activities involving concave rubber disks are utilized to illustrate the scientific principles of kinetic and potential energy. Provides teacher instructions and questions related to the activity. (MDH)

The important role of the digital computer in education is outlined. The existing Indian situation and needs and the scope of the Computer Literacy And Studies in Schools (CLASS) program are briefly discussed. (Author/KR)

A way for students to refresh and use their knowledge in both mathematics and physics is presented. By the study of the properties of the "Runge-Lenz" vector the subjects of algebra, analytical geometry, calculus, classical mechanics, differential equations, matrices, quantum mechanics, trigonometry, and vector analysis can be reviewed. (KR)

Presents two methods to teach the phases of the Moon: (1) students use a Styrofoam ball (Moon), light bulb (Sun), and one's own head (Earth) to model the Earth-Moon-Sun system; (2) students use their hands to represent the location of the Sun, Earth, and Moon during a teacher controlled "Moon Dance." (MVL)