Briefly reviews different methods to evaluate student laboratory work and describes the procedures followed in using laboratory performance tests at Mercer University. Cites five sample performance-test tasks and materials needed. (SK)

Describes: (1) a variable inductor suitable for an inductance-capacitance bridge consisting of a fixed cylindrical solenoid and a moveable solenoid; (2) long-range apparatus for demonstrating falling bodies; and (3) an apparatus using two lasers to demonstrate ray optics. (SK)

Presents an interview with Fletcher G. Watson, best known to physics teachers as codirector of Harvard Project Physics. Dr. Watson speaks of his career as a science educator, history of science, Piaget, state of science education in the United States, and curriculum projects, among other topics. (SK)

Demonstrates, using specific problems, how various energy units can be converted to joules and power units to watts. Conversion tables are provided for power, energy, generation values, thermal insulation, consumption values, sunlight, with tables also on metric prefixes and time conversions. (SK)

Discusses the role, importance, and benefits of performing demonstrations in physics. Suggests that actual demonstrations are more valuable than those presented on films or videotapes. (SK)

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)

Presents the author's viewpoints on the role, benefits, and mechanics of performing physics demonstrations. Suggests that teachers keep a demonstration file. Indicates that demonstrations can be set up in showcases or in hallways. (SK)

Provides physics teachers with comments on the value and role of demonstrations during lecture sessions. (SK)

Describes a variation of the familiar laboratory investigation on the spring and mass oscillator. (SK)

Describes the construction and operation of a short Foucault pendulum, which indicates earth's rotation with less than 2 percent error. The pendulum is suitable for display either in a classroom or hallway. (SK)

Describes the development of a "Tell Me Why" question-answer science column in a Rapid City, South Dakota newspaper. Includes sample question-answer items. (SK)

Presents 15 energy-related physics problems, including a brief indication of the essential features for solving each problem. Problems reflect various energy-related situations and involve different areas of physics. (SK)

Melba Phillips, Professor Emeritus of Physics at the University of Chicago, reflects on her background, graduate career, scientific research, role in the American Association of Physics Teachers, political views, experiences in China, and other topics in this continuing series of interviews with outstanding physics educators. (SK)

Discusses teacher-student communication in reference to the physics classroom. Suggestions are given to help teachers improve communication with their students, teaching style, and course content. Emphasizes the need for teachers to find their own style of teaching and communication with students and take pride in these teaching abilities. (DS)

Describes the photodiode array and the electrical connections necessary for it. Also shows a few of the optical demonstration possibilities-shadowgraphs for measuring small objects, interference and diffraction effects, angular resolution of an optical system, and a simple spectrometer. (Author/DS)