Compares various methods of defining derived quantities, arguing for a definitional formula using base or fundamental units in a word equation, or symbol-equations with the symbols explained. Suggests that fundamental units be defined operationally or left regarded as intuitive as in the case of length and time. (JM)

Examines problems that commonly appear in the definition and discussion of work in physics textbooks. Presents the work-energy theorem, provides examples contradicting erroneous statements often found in textbook, and discusses the inconsistent terminology utilized with respect to force and work. (MDH)

Considers several aspects of quantitative relationships involved in learning physics. Includes discussions of proportionality, various kinds of equality, and the need for generality. Argues that clear distinctions are necessary if the physics curriculum is to be examined with regard to pupil outcomes. (TW)