Examines the impacts of a modular course and degree structure upon students, teachers, as well as general effects upon the Bachelor of Science (BS) program. Explains how the program operates at a typical university and proposes future applications of the concept. (CP)

Cites the increasing need for physicists in medicine. Sketches the qualifications needed to pursue a Master of Science degree (MS) in medical physics fields and provides a brief discussion of Ph.D programs in the field. (CP)

Lists numerous career opportunities in the area of environmental physics and programs leading to degrees in the field. (CP)

Explains the role of a building scientist as being someone who is concerned with the environment in buildings and in their immediate surroundings; describes the training necessary for the vocation and assesses career prospects in the field. (CP)

Provides descriptions of physics departments of universities, colleges, and polytechnics in England, Wales, and Northern Ireland. For each institution, entry requirements, course structure, and main branches of research are included among information provided. (CP)

Provides descriptions of physics departments of universities, colleges, and polytechnics in Scotland. For each institution, entry requirements, course structure, and main branches of research are included among information provided. (CP)

Provides descriptions of courses in physics in medical colleges in England. For each institution, entry requirements, course structure, and main branches of research are included among information provided. (CP)

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)

Discusses the relationship between the SI units and fundamental physical constants. (SL)

Discusses the physics of the atomic model prepared, in 1904, by J. J. Thomson. (SL)

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)

Includes honors degree courses; special entry requirements; course structure; courses regularly available; notes; and how to obtain further information on 42 universities, 28 polytechnics, 12 colleges of technology, and 13 colleges of education in England, Wales, and Northern Ireland. Some schools have advertisements listing additional…