In this paper we describe the results of some experiments about using surprising physics demonstrations, presented as magical phenomena followed by scientific explanations, for introducing physics topics in several teaching contexts. All the demonstrations have been designed to be implemented with easy to get and cheap materials, so that students…

Nuclear masses and binding energies are some of the first nuclear properties met in high school physics, and can be used to introduce radioactive decays, fusion, and fission. With relatively little extension, they can also illustrate fundamental concepts in nuclear physics, such as shell structure and pairing, and to discuss how the elements…

An interesting problem in fluid mechanics, with significant educational importance, is the classic hydrostatic paradox. The hydrostatic paradox states the fact that in different shaped containers, with the same base area, which are filled with a liquid of the same height, the applied force by the liquid on the base of each container is exactly the…

We look at the problem of the minimum speed of projectiles in a constant gravitational field. In the absence of resistance, the problem may be studied in the frame of a high school curriculum. One needs only Newton's laws and a minimum amount of analytic geometry to compute the orbit, which turns out to be parabolic. Furthermore, in case the…

Paradoxes have played great instructive roles in many cultures. They provide an excellent paradigm for teaching concepts that require deep reflection. In this article, the authors present two different paradoxes related to the length contraction in special relativity and explain their resolution. They hope that these two Gedanken experiments and…

A series of papers have recently addressed the mechanism by which a siphon works. While all this started as an effort to clarify words--namely, dictionary definitions--the authors feel that words, along with the misguided use of physical concepts, are currently contributing to considerable confusion and casuistry on this subject. They wish to make…

We developed an instrument to systematically investigate student conceptual understanding of the relationships between the directions of net force, velocity, and acceleration in one dimension and report on data collected on the final version of the instrument from over 650 students. Unlike previous work, we simultaneously studied all six possible…

In addition to two misapprehensions, that the earth is uninvolved in many physical phenomena and that it is infinite and unmoving, physics students often believe that the earth, without expending energy, can push things along its surface, giving rise to accelerations. (MLH)

Describes the difference between the approach of statistical probability and the deterministic approach to physical theories. Shows that it is near the truth to see physical theory as a hierarchical structure in which successively complex levels alternate between probabilistic and deterministic explanations. (Author/GA)

Discussed are aspects of the use of mathematical models in the teaching of oscillation theory. (MDR)

Discusses fundamental scientific concepts involved in the measurement of molecular quantities utilizing the mole. (SL)

Presents a consistent approach to the introduction of the mole in teaching kinetic theory and thermodynamics of ideal and real gases. (SL)

Uses capillarity as an example of a problem in physics which has been explained mathematically in two different ways. Argues that only one explanation is indeed valid and demonstrates this opinion through experimentation and discussions. Proposes that mathematics should be used in physics as a tool to predict, not to explain. (TW)

Surveys British people over age 15 with the purpose of assessing the level of scientific knowledge among the public. Discusses the relationships between highest level of formal education, sex, and the answers given to questions. Illustrates how little school science instruction is remembered into adulthood. (CW)

Points out two areas of difficulty in teaching Newtonian dynamics. Describes several alternatives to physics learning using new technology. Details the use of the LOGO computer language in teaching simple Newtonian environments. Suggests the potential for creating new learning experiences in dynamics with new technology. (CW)