Influenced by the project entitled "Strategic Programs for Innovations in Undergraduate Physics", this document is intended to guide a physics department in initial, or mid-stream evaluation of a program of undergraduate physics education. The original Guidelines were developed by the American Association of Physics Teachers (AAPT) in 1986. The…

Describes the use of concept-centered minilabs in physics instruction. Finds this method successful in several courses taught by different instructors at Rutgers University. (CCM)

Finds that first-year college students can understand in detail the origin of the equivalent mass. Provides both a simple calculation derivation of this result as well as a noncalculus derivation. Argues that for every soft spring, the equivalent mass should be somewhere between m0/3 and m0/2. (CCM)

Describes Herschel's demonstration of interference arising from many coherent rays. Presents a method for students to reproduce this demonstration and obtain beautiful multiple-beam interference patterns. (CCM)

Describes how to build your own drop tower. Notes that these demonstrations are part of a portable and compact demonstration kit that fits entirely into a trunk, television and all. (CCM)

Studies the optimum launch angle for maximizing the long jump from a kinematical point of view. (CCM)

Finds from textbook review that the value of 'g' should be described as the strength of the gravitational field rather than as acceleration. (CCM)

Describes a quantitative approach to the demonstration that the energy of a photon is proportional to its frequency. (CCM)

Dynamic field maps and contour curves provide a new way of depicting and analyzing the electric field of uniformly moving point charges. Presents an alternative way of graphically representing the electricity field of a uniformly moving point charge. (CCM)

Explains a change in sign convention for thermodynamic work. (CCM)

Analyzes the motion of a charged point particle started from rest near the center of a charged circular ring. (CCM)

Argues that using in-class worksheets are versatile and can be tailored to meet specific goals. Finds that worksheets are effective for confronting preconceptions, ensuring class participation, and increasing student/teacher interactions. (CCM)

Presents a simple extension of the standard demonstration of the Meissner Effect which shows the superconductor to be a perfect conductor. (CCM)

Finds that quick estimates or mental calculations are usually easier if distances are stated in focal lengths and the equation is written as a function of magnification. (CCM)

Describes how students in an introductory physics and astronomy lab used computer and data interface units to sample a 15 second portion of a prerecorded audiotape of two broadcast stations to measure the speed of light. (CCM)