Uses the format of a dramatic play as a means of explaining the relativity of time to beginning physics students. (JR)

Given two interesecting lines, the "pencil" of this interesection is the family of all lines passing through the point of intersection. Presented is a characterization of all lines both in the plane and lying in opposite sectors of the plane as determined by one of the original intersecting lines. (JP)

Discusses the problem of gravity as it relates to distance from the center of the earth, and reports contradictory explanations from different source books. Uses this example to illustrate that science should not be taught from a single source, such as a textbook. (JR)

Presented are several methods of introducing nondecimal numeration systems to elementary grade students. Various activities for grouping and/or visual displays are used. Games which incorporate nondecimal grouping ideas are also presented. (JP)

Students calculate the speed of cars moving on a highway as a lab activity. Directions for teachers, objectives, goals, grade level (7-12), materials and procedures are detailed. (JP)

Reports the results of a study relating to the most appropriate secondary grade level to enroll in physics, the reliability of standardized achievement scores in algebra and physics as predictors of success in high school physics, and the similarities in background and achievement of college and secondary physics students. (JR)

In the transition from the traditional science teaching approach to an activity centered curriculum, useful pieces of scientific equipment are often no longer needed and stored. Suggests ways in which the resourceful teacher can use this equipment to supplement the new curriculum with additional student activities. (JR)

Suggests that the elementary school curriculum need not be fragmented into discipline areas and describes a class activity that cuts across the traditional boundaries and is interdisciplinary in nature. (JR)

Reports the results of a study to test an instrument which was designed to evaluate science interest. The instrument was fashioned from the scales of evaluation, potency, and activity from Osgood's Semantic Differential, and is presented in its entirety in the appendix. (JR)

Describes how the use of model rockets can be used to stimulate student interest and facilitate the learning of many science and mathematics concepts. (JR)

Discusses the characteristics and appropriate uses of objectives in teaching and argues that non-behavioral objectives (like behavioral objectives) are a valuable educational tool. (JR)

Briefly outlines ways in which kites may be used in the junior high school science and mathematics curricula. (JR)

A presentation of learning experiences involving materials is recommended which reflects the sequence of the developmental stages. This sequence is concrete, concrete-abstract, pictorial-abstract, and abstract. Instructional examples at each level are presented. (JP)

Describes the use of contract teaching with a class of competent senior students taking PSSC Physics. Explains the method used, reports the results obtained on tests in comparision with another class, and offers recommendations for teachers interested in trying this method.(JR)