Examines which current A-level syllabuses include which bits of particle physics and surveys the many different types of resource available to teachers and students. (Author)

Indicates that boys and girls differ in physics instruction. Suggests that boys achieve higher grades and are more interested in learning physics than girls. Claims that boys and girls hold different notions of what it means to understand physics: girls seem to think that they understand a concept only if they can put it into a broader world view.…

Dynamic and static representations of two-dimensional motion serve to illustrate the possession of persistently incorrect views about Newtonian mechanics among adolescents and adults alike. Several aspects of these views are demonstrated to be strikingly similar to historically held theories, and to arise from perceptual features of motion that…

The interaction of a conductor with a time-dependent magnetic field is an important topic of electromagnetic theory. A computerized classroom demonstration shows how the eddy currents induced in the rotor of an induction motor cause its rotation or braking. Both phenomena are directly related to Lenz's law.

Examines the efficiency, heat pollution, and safety, as well as other factors, of various types of nuclear reactor power stations. (CP)

Looks at opportunities and needs within the teaching of physics at the secondary level to develop ideas of chance, and to set these within a discussion of some of the problems of what the subject should be like at this level. (Author/GA)

Explains the function of a central heating system and calculates the total heat energy required to heat a house. Estimates annual heat requirement and amount of fuel needed. Gives detailed calculation of heat required for a particular house as an example. (G A)

This article is based on the results of an investigation of the conceptual difficulties experienced by Scottish secondary students studying the topic of chemical equilibrium. Rather than dropping thermodynamics from the curriculum, it is suggested that a new teaching approach is indicated. (Author/MA)

Presents two examples of astronomical problems suitable for use in teaching of Newton's and Kepler's laws of motion in a logical fashion. Indicates that the gratuitous presentation of physical principles may lead to removal of student interests and sense of achievement and satisfaction in the study of physics. (CC)

Recognizes that physics, like other sciences, deals with information in the form of sense impressions. Concepts of mass length and time are not sensory experiences and should substitute instead the terms of force, displacement and time for better understanding. (PS)

Dirac's classical conclusions, that the values of e2, M and m are constants and the quantity of G decreases with time. Evoked considerable interest among researchers and traces historical development by which further experimental evidence points out that both e and G are constant values. (PS)

The approach generally used in writing undergraduate textbooks on Atomic and Nuclear Physics presents this branch as historical in nature. Describes the concepts of astrophysics, plasma physics and spectroscopy as contemporary and intriguing for modern scientists. (PS)

Classifies experimental error into two main groups: systematic error (instrument, personal, inherent, and variational errors) and random errors (reading and setting errors) and presents mathematical treatments for the determination of random errors. (PR)

Attempts to briefly answer why computers should enter the educational scene, and how can they be effectively employed in this context. With emphasis on physics, several operating systems used in England and the United States are described. (TS)

The answers from test questions on circular motion are analyzed in terms of the misunderstandings of resultant force, kinematics, interaction, and centrifugal force. (DS)