Presents a new research-based course on quantum mechanics in which the conceptual issues of quantum mechanics are taught at an introductory level. Involves students in the discovery of how quantum phenomena deviate from classical everyday experiences. (Contains 31 references.) (Author/YDS)

Argues that thermal physics should not be treated as a separate topic in introductory physics. Provides an example of a course that emphasizes physical modeling of the phenomenon in terms of the atomic nature of matter. (Author/CCM)

A one-semester hour laboratory course introduced junior and senior physics majors to assembly language programing and to interfacing KIM-1 microcomputer to experiments. A general purpose interface to a standard breadboard was developed. Course details, apparatus, and some interfacing projects are given. (Author/SK)

Describes a course in which students completed physics projects using the computer. Includes rationale for the course, list of student projects, as well as some concerns and difficulties noted by the instructors. (JN)

Described is the course of study for a physics major at Eastern Illinois University, Charleston, Illinois. The program varies from the typical physics curriculum in that classical mechanics is taught in the sophomore year rather than waiting until the junior year as seen in the typical physics major's curriculum. (DS)

Describes a course which provides nonscience students with an understanding of methods and nature of natural science. The course is a seminar organized around a detailed examination of the Copernican revolution, in part through Copernicus's original writings, and in part through contemporary historical and philosophical analysis. (Author/SK)

Discusses a role-playing technique used in a physics of music course that introduces students in a course for nonscientists to the thought processes and experiences of being a scientist. Students select a research project and present results as a journal article or an oral presentation at a scientific "meeting." (Author/JN)

Discusses a method used at DePaul University of Chicago, Illinois, in a relativity course for students who are not science majors, emphasizing logical reasoning rather than memory of facts. (HM)

Describes a single introductory course for both nonscience and physics majors, emphasizing wave aspects of selected physics phenomena rather than traditional Newtonian mechanics. Modes of presentation, consistent with the notion of a spiral syllabus, are explained with reference to the cognitive and educational theories of Bruner and Piaget.…

Describes an introductory physics laboratory course, used at the University of California in Berkeley, designed to teach students some general intellectual skills. Results of the course evaluation are also discussed. (HM)

Describes a course using the prospect of living in space for motivating students to learn basic physics as well as differences between pure science and technology. Includes course content and a sample final examination. (Author/JN)

Describes a quantitative hands-on approach for teaching science to elementary school teachers. Program materials have been presented to students in undergraduate elementary teacher education and to teachers in the Chicago metropolitan area. The program has resulted in measured improvement in science skills of elementary school children. (Author/SK)