Surprisingly, newspapers contain wide-ranging physics topics available for narrative-style teaching in the classroom. Topics of newspaper articles we have covered over the years include physicists (obituaries of Hans Bethe, etc.), art or music that involve physics (color and standing waves), forensics (auto accidents and art forgeries), archeology…

In this article, we outline how we implemented an honors-level add-on course to complement standard university-level introductory physics courses. We explain why it was necessary to do this. We then explain the strategies we have adopted for attracting students, engaging them, and assessing their performance. Our goal in creating this course was…

For several years, I taught a general education course on the Manhattan Project for students majoring in the arts and humanities who needed a physical science credit as a condition of their graduation requirements. As might be imagined, the challenge in teaching this course was to find a balance between quantitative and qualitative content. A…

Quantum computing is a growing field at the intersection of physics and computer science. The goal of this article is to highlight a successfully trialled quantum computing course for high school students between the ages of 15 and 18 years old. This course was designed to bridge the gap between popular science articles and advanced undergraduate…

Presents a course, Physics and Time, that centers on a few topics that students with limited mathematics training and no previous science can explore in depth. Discusses concepts of time, measuring time, arrows of time, and linearity versus nonlinearity. (JRH)

Increasing physics enrollment is attributed to student interest in the course that is conducted in an informal atmosphere. Emphasis is placed on laboratory experience with open-ended experiments and problem sessions conducted with small groups. Group instruction and optional research in selected scientific areas are also included. (DF)

Described is a physics course for nonscience majors taught at Temple University. The course focused on physical principles related to sports activities. (RH)

Describes the development of a physics course based on the use of examples from the real world, a contract method of assigning work and the Harvard Project Physics course. (TS)

A description of a one-semester college course with an enrollment of over 1,000 which has been taught for eight years. Success is based on the presentation in nonmathematical language, emphasis on the relationship of physics to students' everyday environment, and lack of laboratories. (DF)