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…

Describes the conduct of a new course in Peru designed for physics teachers at the university level with emphases upon learning of up-to-date teaching and laboratory techniques. Included is a description of local degree programs and basic philosophy underlying teacher education. (CC)

Describes the development of a two-week National Science Foundation (NSF)-funded course at the Virginia Military Institute to promote the lecture demonstration technique. (SK)

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)

Argues that high school teachers have given up on trying to teach equations and mathematics to poorly prepared, inner-city, or very average students. Describes a mathematical problem-solving physics course for all types of students from average to honors. (CCM)

A five-year program in technical studies is described. Instructional projects emphasize the construction of science equipment relating a theoretical subject to its practical application through technology. (TS)

Discusses the use of a combination of inquiry learning and transactional analysis in physics teaching to provide a student with opportunities to develop more positive attitudes about himself and physics. Included is a detailed description of three major ingredients: Transactional model, process approach, and teaching methods. (CC)