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…

The Swift Turbidity Marker is an optical instrument developed to measure the level of water turbidity. The components and configuration selected for the system are based on common turbidity meter design concepts but use a simplified methodology to produce rapid turbidity measurements. This work is aimed at high school physics students and is 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)

Presented is an exercise in the ability to navigate by the stars. It applies difficult concepts of positional astronomy concerning coordinate systems and time. Stereographic projection is utilized because it allows rapid completion of calculations and measurements and keeps the concepts clear to the students. (MA)

Provided is information on the development, operation, and evaluation of an item bank for multiple choice questions in physics. While the users of the bank are presently limited, the item banks has saved its members time and provided items and ideas for items. (MA)

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)

Reports the results of a radioactivity survey in England. Discusses the aim of the survey, experimental procedures, analysis, and results. Shows several diagrams, graphs, and tables. (YP)

Gives an overview of high school physics education in Japan. Discusses the history, curricular objectives, textbooks, and the entrance examination. Discusses several research groups and individuals and their activities. (YP)

Describes four physics experiments including "Investigation of Box Resonances Using a Micro"; "A Direct Reading Wattmeter, DC or AC"; "Exercises in the Application of Ohm's Law"; and "Hysteresis on Gas Discharges." Discusses procedures, instrumentation, and analysis in each example. (CW)