Compares various methods of defining derived quantities, arguing for a definitional formula using base or fundamental units in a word equation, or symbol-equations with the symbols explained. Suggests that fundamental units be defined operationally or left regarded as intuitive as in the case of length and time. (JM)

Discusses the need for physics to be taught to individuals in a wide variety of areas. Argues that the understanding of physics concepts enhances other fields. Proposes various ways to integrate physics into other programs. Gives examples of incorporating physics into speech therapy, environmental health and medical technology programs. (TW)