Presents a step-by-step approach to be used in solving different forms of physics problems, starting from familiar grounds and finding well known results on the way. Uses the rate of heat flow and the resulting changes of temperature with time of a copper block as an example. (GA)

Describes simple methods of making both a reflection and a transmission hologram, as a teaching aid to stimulate students' interest in physics. Lists the various items of equipment necessary for making a hologram. (GA)

Examines how quasi-history, by eliminating the social dimension, distorts its description of major scientific advances in one of two distinct ways; either almost trivial or almost mystical. Uses two examples, Einstein's theory of the photoelectric effect and Planck's discovery of his law. (GA)

Describes a circuit which allows vectors and combinations of vectors to be illustrated by means of bright segments appearing on a c.r.o. screen. Explains how to demonstrate dendritic crystalization with cyclohexanol. Presents a circuit which, with the help of a signal generator and an oscilloscope, facilitates the understanding of the electrical…

Discusses human ability to perceive repeated sensory stimuli in the visual system, and explains that its frequency fc has a critical value, under normal conditions, about 40 Hz. (GA)

Discusses modular courses in technology, their aims, materials used, resources, and the philosophy behind their design and implementation. (GA)

Discusses the potential impact of microcomputers on physics computer-assisted learning in the United Kingdom. Explains some available systems, their requirements, advantages, problems, and the cost involved. (GA)

Describes the structure of a physics course organized into independent-learning modules and designed to make use of the facilities of a Computer Assisted Management of Learning (CAMOL) package. (GA)

Explains how sound as a topic matches up to what are considered to be important criteria for a physics course, and discusses specific suggestions for material that might be included in a modern course on sound. (GA)

Describes and outlines medical-physics courses that are taken in parallel with physics courses and designed for the medical physicist. (GA)

Describes degree structure, subjects involved, and physics courses offered to students of single honors, as well as double honors, degree programs. (GA)

Describes the new physics courses, and course combinations with physics, that were introduced after 1973, and are being offered in addition to the existing four-year sandwich course in applied physics. (GA)

Describes a course in applied physics with solid state electronics, aimed at providing a continuing broad background in general physics while allowing for the gradual development of an emphasis on applications, engineering expertise, and relevant industrial experience. (Author/GA)

Outlines and describes the content of an applied physics course offered for the four year honors and the three year pass degrees. The course stresses three components: principal subjects, industrial projects, and subsidiary subjects. (GA)

Describes recent improvements and changes in the sequence and substance of offerings in a natural philosophy and physics degree course. (GA)