Before discussing more details of SI, we will summarize the essentials in a few tables that can serve as ready references. If a unit isn't listed in Tables I-IV, it is not part of SI or specifically allowed for use with SI. The units and symbols that are sufficient for most everyday applications are given in bold.

Since much of SI is based on physics and mathematics, physics teachers have the background to teach SI. We present this review and summary in a series of SI notes in order to help teachers answer many questions about the SI that often are, or should be, asked (for example, in workshops for teachers). SI should not be considered a jargon to set…

As all physicists know, all units are arbitrary. The numbering system is anthropocentric; for example, the Celsius scale of temperature has 100 degrees between the boiling point of water at STP and the freezing point of water. The number 100 is chosen because human beings have 10 fingers. The best units might be based on physical constants, for…

Discusses some misleading statements found in elementary and secondary science materials concerning electricity and magnetism. (MLH)

Discusses some errors found in certain elementary physics textbooks, specifically the propagation of waves in a rope tied to another rope of different linear density. (GA)

Discusses different approaches to the teaching of electrical resistance as presented by different authors of physics textbooks. Evaluates, compares, and expresses personal preferences for certain approaches. (GA)

Provides an analysis of how a student can improve his score on the Advanced Placement Physics exam. (SL)

Reviews errors and misleading statements appearing in various simulated Medical College Admission Tests. (SL)

Describes errors occurring in a textbook presentation of electrical resistance across carbon arcs and filaments. (SL)

Presents a summary and comparison of various views on the concepts of mass and weight. Includes a consideration of gravitational force in an inertial system and apparent gravitational force on a rotating earth. Discusses the units and methods for measuring mass and weight. (GS)

Described are videotapes for elementary school teachers. Outlines seven examples of demonstrations from physical science. Provides information on how to obtain the tapes. (YP)

Discusses errors/misleading statements concerning the principle of action/reaction as found in two published sources. The first, focusing on the application of Newton's third law to airplane lift, is found in a college-level text. The second, related to electromagnetic forces, is found in a book providing solutions to physics problems. (JN)

Because voltage is a difficult concept to comprehend, it is expected that textbook authors would be clear/consistent in their presentation. Presents 11 examples in which the concept is explained or used (taken from one book), suggesting that the presentation makes it difficult for students to develop an understanding of voltage. (JN)

Points out textbook errors or discrepancies which are confusing or unclear in describing the photon. Cites specific texts and the particular point of confusion in each one. (JM)

Many secondary/college textbook authors define current explicitly or implicitly, by the diagrams, in terms of negative-charge motion. Discusses several reasons why the "conventional current" direction is preferred. (JN)