When the road is wet (there is a water layer on the road surface), the road marks become blurred and drivers are distracted. We discuss the contributing processes and identify which processes are dominant to the occurrence of this phenomenon. Modelling and a simple experiment demonstrate that the dominant processes are: (a) refraction of light by…

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…

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…

Examines the traditional role of textbooks in physics teaching, looks at new trends in physics teaching, examines use of books in new courses, and describes the Danish physics project. (GS)

Presents suggested readings and reviews for both teacher and student. Gives reasons for including history, sociology, and philosophy in a physics curriculum. (GS)

Reports on a one day conference on experimental physics in school and university. States opinions of some of the participants who felt that practical rather than theoretical work should be stressed. (CP)

These projects utilize musical instruments to teach the physics of sound by investigating standing waves in strings and plates, main resonance of stringed instruments, loudness curves, and analysis of tones. Can be adapted for secondary level or college level instruction. (MLH)

Presents a report of the annual conference of the Education Group of the Institute of Physics, held at the University of Oxford. The educators agreed that project work is a useful teaching technique and that there is a need for categorization of such activities. (MLH)

Explains the mechanism and basic physics that govern the growth of a single raindrop by condensation and droplet capture, and such properties as its falling speed, shape, and stability. (Author/GA)

Defines all recurrence relations used in the Nuffield course, to solve first- and second-order differential equations, and describes a typical algorithm for computer generation of solutions. (Author/GA)

Describes an experiment designed to measure the forces between charged parallel plates, and determines the relationship among the effective electrode area, the measured capacitance values, and the electrode spacing of a parallel plate capacitor. (GA)

Presents the viewpoint that science can fulfill human needs as a human activity, as a model for problem solving, and as a world view or a view of reality. Proposes a set of goals for humanized physics teaching. Suggests several approaches for infusing these goals into an overall physics education program. (TW)

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)

Describes and compares five different uses of computers in physics education: tutorial, demonstrations, modelling toolkit, laboratory aid, and student as programer. Provides examples of computer uses and offers perspectives on developing further programs. (ML)

Suggests an approach which treats the electric circuit as a channel through which energy flows and to which the application of energy conservation makes the distinction between electromotive force and potential difference unnecessary. Equations, examples, and visual representations are included. (RT)