Lists postulates on which the author bases his approach to large class instruction. Suggestions are given for such administrative, operational, and academic procedures as organizing handouts and class information; avoiding "busy work"; finding out about the students (personal and academic); making an assignment due every class; and providing quick…

An example of how a traditional activity on motion and acceleration can be adapted to the learning-cycle format is described. The three challenge statements given to students to solve are provided. The key learning-cycle steps of exploration, expansion, and extension are discussed. (KR)

Describes a method for students to evaluate and experience a repetition of important physics concepts during regular lecture sessions. The major goal was to train students to focus attention on course materials. (SK)

Describes a method of teaching physics for mastery. The method includes writing assignments on journal sheets, discussions of major concepts by student teams, and individual mastery conferences using questions formulated around the results of the group discussions. Discusses the ramifications of using this method. (MDH)

Describes a physics demonstration show where students conduct demonstrations for the rest of the school. By demonstrating a concept, students are forced to learn that concept in depth. Appendix includes a physics demonstrations resource list. (JRH)

A scavenger hunt is used as an instructional strategy during the final weeks of the school year. Procedures used, types of questions and problems asked, and student reaction are discussed. (JN)

Presents a technique that helps students concentrate more on the science and less on the mechanics of algebra while dealing with introductory physics formulas. Allows the teacher to do complex problems at a lower level and not be too concerned about the mathematical abilities of the students. (JRH)

Presents the original dialogue of Socrates' method of teaching a young student a simple form of the Pythagorean theorem. (ZWH)

The use and misuse of the superposition principle to analyze electrical circuits are discussed. (KR)

Describes experiments designed to investigate the cooling rate of microwave-boiled water as compared to that of stove-boiled water. Concludes that within experimental limits, microwave-boiled water and stove-boiled water cool at the same rate. (JRH)

Explores strategies in the situation of a runner trying to evade a tackler on a football field. Enables the student to test intuitive strategies in a familiar situation using simple graphical and numerical methods or direct experimentation. (JRH)

Describes a system of interactive astronomy whereby nonscience students are able to acquire their own images from a room remotely linked to a telescope. Briefly discusses some applications of Charge-Coupled Device cameras (CCDs) in teaching free fall, projectile motion, and the motion of the pendulum. (JRH)

Discusses problems associated with standard diffraction grating experiments involving a diffraction grating, a straight meter stick, and a slit. Describes the use of a new spectroscope to overcome these problems using a curved scale to simplify calculations and help students obtain results from simple and straightforward measurements, thus giving…

Explores the motion of a simple projectile, with emphasis on the critical angle at which radial oscillation begins and the return ellipse. Provides ideas for demonstrations of radial oscillations in the classroom. (JRH)

A real problem from the everyday world is presented. Students are asked to estimate the distance between two planes using a photograph taken by a passenger on one of the planes. The process used to solve the problem and possible errors encountered are discussed. (KR)