Provides a poster which focuses on how electricity is made, distributed, and used by the community. Includes a vocabulary list with definitions, additional information, and illustrations on topics such as thermoelectricity, static electricity, and electric current. (RT)

Provides ideas on the use of toys to introduce scientific concepts. Describes lessons for laboratory activities using motion toys, synthesis activities for ending a unit, and other activities involving writing and speaking skills. (RT)

Demonstrates the inverted image, the chromatic aberration, and the floaters of the eye using an opaque 35mm film container with a small pinhole poked through the bottom. Describes the observation of Haidinger's brushes using polarized light. (YP)

Described is a curriculum project developed in Germany. The importance of playing and gaming for the acquisition of cognitive and social capacities, the relationships among acting, reasoning, and learning in physics instruction, and the spheres of subjective experience are discussed. The framework and evaluation of the curriculum are outlined. (YP)

Discusses a demonstration of interference phenomena using three sheets of polaroid material, a light source, and a light meter. Describes instructional procedures with mathematical expressions and a diagram. (YP)

Discusses a high school physics course for a vocational program. Describes the development, organization, characteristics, and pilot test results for "Principles of Technology." (YP)

Errors in the teaching of the concepts of Charles's Law are traced back through history to a major French physics text published in 1816. Relevant original sources are quoted and remedies are suggested. Five major criticisms are summarized. (Author/CW)

Replies are given to students' complaints about their physics textbook, "PHYSICS, Principles and Problems" (Merrill, Bell & Howell). Indicates wrong answers to some of the problems in the book. Discusses several topics identified by the students. (YP)

Examines science textbook language and determines some characteristics of them: distant authorial voice, concern for precision, limited context, limited syntax, and rhetorical model. Suggests three further researcher needs. (YP)

Provides an introduction and explanations of stress-strain relationships, measuring stress, a goal of structural analysis, and legitimate applications of the concept of stress. Diagrams include a derivation of the stress tensor, graphical representations of stress-strain relations, and related problems. (RT)

Examines the possibility that part of the problem in the teaching of physical science may lie in teaching-learning materials. Selects 14 chemistry textbooks and 14 physics textbooks in Australia. Analyzes them based on learning theory and scientific literacy. (YP)

Describes the discoveries by Hertz historically, such as photoelectric effect, radio waves, their impact on modern physics and some applications. Presents several diagrams and two chronological tables. (YP)

A program developed at Bluffton College (OH) to provide a support group for high school physics teachers is described. The support group provides a forum for sharing ideas, methods, and common concerns. Concern on the national level about the level of training of high school physics te teachers is also discussed. (IAH)

Investigates the extent to which thinking skills and mathematical competency would predict the course performance of freshman and sophomore science majors enrolled in physics courses. Finds that algebra ability and critical thinking skills were the best predictors. (Author/YP)

Describes a study of the understanding of basic electrical concepts shown by 15-17 year-old students in England, France, Netherlands, Sweden, and West Germany. Reports substantially the same pattern of learning difficulties across countries. Provides sample items. (Author/YP)