Introduces a pictorial, intuitive approach that allows the teaching of thermodynamics equilibrium in an introductory college physics course. (GA)

Discusses the use of relatively unskilled observers from disciplines other than sciences to improve teaching performance of college physics courses which are designed for nonscience majors and engineering and science students. Included is a description of the observer roles within the classroom and in interaction with instructors. (CC)

Presents the position statement of the Committee on Physics in Two-Year Colleges concerning the use of computers in physics teaching. Indicates that technical assistance is available upon request. (CC)

Describes an experiment in the teaching of introductory general physics at the college and university level that focuses on self-directed learning. Discusses the "Standard Model", premises of self-directed learning, classroom implementation, class work, laboratory work, out-of-class work, and assessment. Contains 34 references. (JRH)

Tests the hypothesis that learning is a function of teaching methodology by comparing content achievement and cognitive development gains of students receiving concrete instruction with those receiving formal instruction. Gains for all groups under concrete instruction exceeded all groups under formal instruction. (SL)

This paper describes a Personalized System of Instruction (PSI) general physics course taught within the constraints of a small community college. The PSI format is described and student opinions of it are presented. (Author/CP)

Provides an account of the way in which one small university has coped with limited funds and a small staff to provide laboratory activities for freshman physics courses. (CP)

The administration of a Personalized System of Instruction (PSI) for junior-senior level courses in mechanics, electricity and magneturn, atomic physics, mathematical physics, physics and computers, astrophysics, and relativity is described. (CP)

Discusses the use of a board game, Reversi, in a class of nonphysics majors to explain the investigative techniques of physics by analogy. (CC)

Discusses methods of using observers' notes on classroom activities to improve teaching of sophomore level physics for physics and engineering majors and elementary physics for nonscience majors. Indicates that the reason for the presence of observers need not be made known to the class to keep the observers' role clear. (CC)

This is a course required of all sophomores at the Colorado School of Mines. It introduces students to the principles of measurement theory at a higher level than is common in an elementary physics lab. The subjects of error analysis, graphing, least-squares analysis, experimental design, measuring instruments, and report writing are covered.…

Describes the development and operation of a college biophysics course as well as the educational materials used, the structure of the modules and the performance of the students. Also discusses the economics of such a flexible system of instruction. (GA)

Reports on the use of videotape recordings illustrating experienced problem solvers working out solutions to typical introductory physics problems. Includes brief summaries of student response to the recordings. (SK)

Discussed are the advantages and disadvantages of two different philosophical approaches, academic or traditional versus experimental, to the laboratory instruction of undergraduate physics students. The defects, failures, and limitations of each approach are detailed. (BT)