Project Physics is taught at Gibault High School (Waterloo, IL) using a modular schedule and learning activity packets. A description of the course, instructional strategies used, and the learning activity packets is provided. (JN)

Describes a course designed to give high school physics teachers the confidence and the tools necessary to teach physics. This course used traditional high school physics textbooks and followed a typical high school physics course format. (JN)

While students are able to cope with the slide-wire Wheatstone bridge, the slide-wire potentiometer has had a long history of confusing and frustrating elementary physics students. Therefore, a new approach for teaching and using the potentiometer has been developed. This approach is described. (JN)

If oxygen is attracted to a magnet, is there more oxygen in the air near the north magnetic pole? Explains why the answer to this question (posed by a high school physics student) is "no." (JN)

Reviews "Thermodynamics" (Cross Educational Software) and "Calorimetry and Thermodynamics" (Educational Materials and Equipment Company). The first package has seven programs (briefly described) while the second package contains virtually an identical subset of the Cross package. (JN)

Describes (1) an inexpensive photogate, (2) one use for a "dead" ammeter, (3) photogate addition for visual and audio signal, and (4) a photogate housing constructed from a plastic water pipe. (JN)

Described is the subject of biological scaling for physics teachers including examples and in-depth reading. Topics are elements of scaling, terminal velocities, Lilliputian and Brobdingnagian, brain evolution, dolphin echolocation, surface tension, gravity change, food and oxygen, and seeing. Ten references on physics and size, and ten questions…

Investigates the nature of college student difficulties with negative values of velocity by using interviews. Discusses graphical representation of negative values of velocity and interpretations of graphs involving negative values of force. Suggests some instructional implications from the discussion. (YP)

Describes an experiment producing a visible spectrum with inexpensive equipment available in the physics classroom. Discusses some related equations, apparatus settings, and instructional methods. (YP)

Discusses a laboratory exercise simulating the paths of light rays through spherical water drops by applying principles of ray optics and geometry. Describes four parts: determining the output angles, computer simulation, explorations, model testing, and solutions. Provides a computer program and some diagrams. (YP)

Describes ways to use nomographs, including solving equations for equivalent resistance of a parallel circuit, focal length of a thin lens, parallel combinations of standard resistance, average speed, refraction problem, and height of a vertically projected object. (YP)

Describes the educational system and national preparations for the International Physics Olympiad of the Soviet Union and Romania. Suggests some recommendations for American education. (YP)

Discusses criteria for writing, designing, and selecting a physics text including topics covered, target students, diverse problems, and focused content. (YP)

Discusses the use of linear regression methods to extrapolate experimental data. Describes the method of averages and two weighted least squares. Calculates the error range of each method. (YP)

Listed are the 19 artificial elements and the meanings of the terms "natural" and "artificial" when applied to elements are discussed. Describes some commercial uses of each. (YP)