Describes the development, major accomplishments, and current programs of the American Institute of Physics. (JN)

Reviews the federal government's role in support of physics within the context of four time periods: (1) about 1930-40; (2) 1940-45 (World War II); (3) 1945-present (post-World War II); and (4) the present time, as the administration in Washington strives for a balanced budget. (Author/SK)

Describes a project for students to collect and fit data to a theoretical mathematical model that describes the rate of isothermal seed germination, including activation energy for substrate and produce and the autocatalytic reaction, and changes in enthalpy, entropy, and the Gibb's free energy. (Author/SK)

Reports on the use of videotape recordings illustrating experienced problem solvers working out solutions to typical introductory physics problems. Includes brief summaries of student response to the recordings. (SK)

Describes and illustrates the following electric circuits suitable for student construction: basic circuit, dimmer, multivibrators, amplifiers, schmitt trigger, op-amplifier, radio reception, transmitter, sound effects generators, intercoms, and laboratory amplifier. (SK)

Data from 79 physics teachers are analyzed to determine: (1) what were the inservice needs identified by at least 65 percent of this group; and (2) if physics teachers' inservice needs differ from science teachers in general. The top 13 needs appeared consistent with recent efforts to make physics more humanistic. (MP)

Presents an overview of the university fleet, its purpose, relationship to the rest of the United States oceanographic research fleet, history, cost factors, and other information. (DC)

Describes a course which provides nonscience students with an understanding of methods and nature of natural science. The course is a seminar organized around a detailed examination of the Copernican revolution, in part through Copernicus's original writings, and in part through contemporary historical and philosophical analysis. (Author/SK)

Demonstrates that an electronic Josephson junction analog constructed from three integrated circuits plus an external reference oscillator can exhibit many of the circuit phenomena of a real Josephson junction. Includes computer and other applications of the analog. (Author/SK)

A physics teacher describes the learning environment of an independent day school in Oklahoma. Emphasis is directed towards the science and mathematics curriculum and the teacher's responsibilities in teaching and advising the young people. (SA)

Presents two examples of physics demonstrations: (1) vibrating aluminum rod suitable for use in a small room, and (2) vibrating white rubber tubing suitable for use with larger audiences. (SK)

Describes features and uses of the ZX81 microcomputer developed by Clive Sinclair. Includes a sample run and indicates that, although it is inexpensive, it can stand up against microcomputers costing several times as much. (SK)

Indicates that although Newton's achievements were rooted in an atomistic theory of matter resembling aspects of modern nuclear physics, Dalton developed his chemical atomism on the basis of the character of the gross behavior of substances rather than their particulate nature. (Author/SK)

Discusses how concept maps with two dimensional diagrams which show hierarchical relationships among concepts of a discipline can be used in teaching physics. An example for teaching a course in electromagnetism at the Federal University of Rio Grande do Sul, Brazil is presented. (HM)

Describes the purpose of establishing the task force on teaching responsibilities, and outlines the recommended guidelines which called for clear definitions of conditions and components necessary for high quality physics programs. (GA)