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Having a twofold purpose, this booklet serves as an instructional guide for teachers and as a text for junior high students. Emphasis is upon students learning to think reflectively about major issues facing a Democratic society and to analyze various claims that they read and hear everyday in the world around them. An objective of the study is to help students understand the complicated task of being an intelligent, alert, and informed citizen. New vocabulary, ideas, and ways of applying the ideas help students learn to use critical thinking skills in clarifying issues. Chapter topics are: Describing the World Around Us; Testable Statements; Proof Process; Value Judgment; and Argumentation. The first three chapters focus upon identifying and naming different kinds of statements according to definitions, specific claims, generalizations, statistics, explanations, hypotheses, and evidence. Chapter four discusses value judgment, decisions, statements of preferences, loaded statements, and dilemmas. The last chapter relates the way in which different kinds of statements are put together in an argument. A glossary and subject index are provided. (SJM)

The commentary which introduces this 72-item bibliography briefly outlines the scope and significance of population education, and comments on a few of the items included. Although population education has an as yet ill-defined relationship with reproductive (sex) education and family life education, the bulk of the items in this bibliography have to do with population awareness, and are in the form of reports, mimeographed papers, and journal articles. There are several items geared for direct classroom use, such as teacher's guides, model curricula, etc. Dates of the material included range from 1956 (one item) through 1969. The author states that the time is now because radical change is overdue in education, and population education is only one attempt to bring education into the 20th century. (JLB)

Project CREATES stands for Combined Resources for Editing Automated Teaching to Enlighten Students, the Harvard University Computer-Aided Instruction Laboratory's part of "A Multi-Agency Developmental Adult Basic Education Program." The major emphases of Project CREATES have been in the area of program and procedure development for computer-aided revision of instructional materials and the area of computer instruction of reading and language skills. Work has also been done on analytic-generative computer programs to aid editors and writers in text revision, and on the development of new programs for Adult Basic Education. The Computer Aided Instruction training reported was carried out in the Learning Center established in the Roxbury section of Boston. The first training session was still in process when the report was written, and definite test results were unobtainable. However, the work done by Project CREATES personnel from the inception of the program to the time of writing are covered in detail under the categories: Personnel, Publications, Meetings, and Research and Development. An appendix containing most of the publications, technical reports and notes mentioned in the report is obtainable from Syracuse University. A glossary of acronyms, Personnel list, and a schematic diagram of the program are included. (SH)

Experimental Programed Instruction of the anatomy of the maxillary division of the trigeminal nerve is being conducted by the Harvard Computer-Aided Instruction Laboratory in cooperation with Tufts University Dental School. Two nearly identical programs are presented, one (PF) using representational diagrams and the other (PD) a schematic diagram and identification key. First year dental students were randomly selected and divided into four groups, each group taking the four sections of the two part course in a different sequence. Attitude testing toward programed instruction and subject achievement testing was performed both before and after the course. The entire course requires an average two and one-half hours of student time. Of the six pretest students who took the first three-quarters of the course, it was found that Program PD yielded the most gain on Sections One, Two, and the total, but Program PF yielded more on Section Three. There was less overall gain on Section Three than on the other two sections. More data will be accumulated in the academic year 1969-70. Included in the document are examples of the schematic and representational diagrams, pre- and post-attitude questionnaires, achievement tests, sample lessons, a table of results, a program abstract and a list indicating distribution of the document. (SH)

This is the second of a series of three programmed instruction booklets on vectors developed by Harvard Project Physics. It covers adding two or more vectors together, and finding a third vector that could be added to two given vectors to make a sum of zero. For other booklets in this series, see SE 015 549 and SE 015 551. (DT)

This is the second of two programmed instruction booklets on the topic of waves, developed by Harvard Project Physics. It covers the relationships among the frequency, period, wavelength, and speed of a periodic wave. For the first booklet in this series, see SE 015 552. (DT)

This programmed instruction booklet is an interim version of instructional materials being developed by Harvard Project Physics. It is the first of two booklets on the topic of waves and covers pulses, how pulses travel, and what happens when two pulses pass through the same region at the same time. For the second booklet in this series, see SE 015 553. (DT)

Teaching procedures of Project Physics Unit 6 are presented to help teachers make effective use of learning materials. Unit contents are discussed in connection with teaching aid lists, multi-media schedules, schedule blocks, and resource charts. Brief summaries are made for transparencies, 16mm films, and reader articles. Included is information about the background and development of each unit chapter, procedures in demonstrations, apparatus operations, notes on the student handbook, and an explanation of film loops. Additional articles are concerned with objects dated by radiocarbon, radiation safety, properties of radiations, radioactive sources, radioactivity determination by electroscopes, and radiation detecting devices. Scalers, counters, Geiger tubes, and cadmium selenide photocells are analyzed; and a bibliography of references is given. Solutions to the study guide are provided in detail, and answers to test items are suggested. The sixth unit of the text, with marginal comments on each section, is also compiled in the manual. The work of Harvard Project Physics has been financially supported by: the Carnegie Corporation of New York, the Ford Foundation, the National Science Foundation, the Alfred P. Sloan Foundation, the United States Office of Education, and Harvard University. (CC)

This is the third of a series of three programmed instruction booklets on vectors developed by Harvard Project Physics. Separating vectors into components and obtaining a vector from its components are the topics covered. For other booklets in this series, see SE 015 549 and SE 015 550. (DT)

This programmed instruction booklet is an interim version of instructional materials being developed by Harvard Project Physics. It is the first in a series of three booklets on vectors and covers the definitions of vectors and scalars, drawing vector quantities to scale, and negative vectors. For others in this series, see SE 015 550 and SE 015 551. (DT)

Nuclear physics fundamentals are presented in this sixth unit of the Project Physics text for use by senior high students. Included are discussions of radioactivity, taking into account Bacquerel's discovery, radioactive elements, properties of radiations, radioactive transformations, decay series, and half-lives. Isotopes are analyzed in connection with positive rays, mass spectrographs, notations for nuclides and nuclear reactions, relative abundances, and atomic masses. Nuclear structures and reactions are studied by using proton-electron and proton-neutron hypotheses with a background of discoveries of neutrons, neutrinos as well as artificial transmutation and artificially induced radioactivity. Information about binding energy, mass-energy balance, nuclear fission and fusion, stellar nuclear reactions, nuclear force and model, and biological and medical application of radioisotopes is given to conclude the whole text. Historical developments are stressed in the overall explanation. Problems with their answers are provided in two categories: study guide and end of section questions. Besides illustrations for explanation use, charts of elementary particles and physical constants with conversion factors are also included in this text unit as appendices. The work of Harvard Project Physics has been financially supported by: the Carnegie Corporation of New York, the Ford Foundation, the National Science Foundation, the Alfred P. Sloan Foundation, the United States Office of Education, and Harvard University. (CC)

Test items relating to Project Physics Unit 6 are presented in this booklet. Included are 70 multiple-choice and 24 problem-and-essay questions. Nuclear physics fundamentals are examined with respect to the shell model, isotopes, neutrons, protons, nuclides, charge-to-mass ratios, alpha particles, Becquerel's discovery, gamma rays, cyclotrons, nuclear fusion processes, radioactive atoms, decay processes, nuclear binding energies, beta-particle emissions, reactor moderators, half-lives, accelerators, isotopic tracers, transuranium elements, radioactive fallout, and plasmas. Suggestions are made for time consumption in answering some items. Directions and illustrations for explanation purposes are provided. The work of Harvard Project Physics has been financially supported by: the Carnegie Corporation of New York, the Ford Foundation, the National Science Foundation, the Alfred P. Sloan Foundation, the United States Office of Education, and Harvard University. (CC)

Five experiments and nine activities are presented in this Unit 6 handbook. The experiments are related to random events, ranges of alpha and beta particles, half-lives, and radioactive tracers. The activities are concerned with the energy measurement in beta radiation, demonstration with sugar cubes, ionization by radioactivity, magnetic deflection of beta rays, exponential decay in concentrations, neutron detection problem analogue, chain reaction model, nuclear fission and fusion, and peaceful use of radioactivity. Self-directed instructions, demonstrations, and construction projects are stressed in these activities. The three chapters in the handbook are designed to correspond to three of the four chapters in the text. Notes on the film loop relating to collisions with an unknown object are provided. Also given are illustrations for explanation purposes. The work of Harvard Project Physics has been financially supported by: the Carnegie Corporation of New York, the Ford Foundation, the National Science Foundation, the Alfred P. Sloan Foundation, the United States Office of Education, and Harvard University. (CC)

As a supplement to Project Physics Unit 5, a collection of articles is presented in this reader for student browsing. Nine excerpts are given under the following headings: failure and success, Einstein, Mr. Tompkins and simultaneity, parable of the surveyors, outside and inside the elevator, the teacher and the Bohr theory of atom, Dirac and Born, the sea-captain's box, and looking for a new law. Six book passages are selected from related publications to deal with aspects of Thomson's model, mathematical representation of relativity, introductory quantum mechanics, Schrodinger's work, moon explorers' discoveries concerned with the island of research, relativity, possibility of inadequacies in education policies, evolution of physicist's picture of nature, fundamentals of wave mechanics, and physical and engineering problems in space travel. Illustrations are included for explanation purposes. The work of Harvard Project Physics has been financially supported by: the Carnegie Corporation of New York, the Ford Foundation, the National Science Foundation, the Alfred P. Sloan Foundation, the United States Office of Education, and Harvard University. (CC)

Five experiments and 19 activities are presented in this Unit 5 handbook. The experiments are related to electrolysis, charge-to-mass ratio, elementary charge determination, photoelectric effects, and spectroscopic analyses. The activities are concerned with Dalton's theory, water electrolysis, periodic tables, single-electron plating, cloud chambers, accelerators, counters, spectrographs, Einstein's work, cathode rays, x-rays, ionization, differences in atomic models, Rutherford atom, and de Broglie waves. A reprinted chemi-crostic and a specially designed cigar box atom are also incorporated in the activities. Moreover, three film loops are introduced in terms of production of sodium electrolysis, Thomson's atomic model, and Rutherford scattering. Demonstrations, construction projects, and self-directed instructions are stressed in the activities. The four chapters in the handbook are designed to correspond to the text, with complete instructions in each experiment. Some experiments and activities are suggested for assignment, and the remaining are used at student discretion. Illustrations are provided for explanation purposes. The work of Harvard Project Physics has been financially supported by: the Carnegie Corporation of New York, the Ford Foundation, the National Science Foundation, the Alfred P. Sloan Foundation, the United States Office of Education, and Harvard University. (CC)

Teaching procedures of Project Physics Unit 5 are presented to help teachers make effective use of learning materials. Unit contents are discussed in connection with teaching aid lists, multi-media schedules, schedule blocks, and resource charts. Brief summaries are made for transparencies, 16mm films, and reader articles. Included is information about the background and development of each unit chapter, procedures used in demonstrations, apparatus operations, notes on the student handbook, and an explanation of film loops. Additional articles are concerned with relative atomic mass determination, spectroscopic experimentation, Rutherford scattering, angular momentum, and Nagaoka's theory of the "Saturnian" atom. A phototube unit and a Millikan setup are analyzed, and a bibliography of reference texts and periodicals is given. Solutions to the study guide are provided in detail, and answers to test items are suggested. The fifth unit of the text, with marginal notes on each section, is also compiled in the manual. The work of Harvard Project Physics has been financially supported by: the Carnegie Corporation of New York, the Ford Foundation, the National Science Foundation, the Alfred P. Sloan Foundation, the United States Office of Education, and Harvard University. (CC)

Basic atomic theories are presented in this fifth unit of the Project Physics text for use by senior high students. Chemical basis of atomic models in the early years of the 18th Century is discussed n connection with Dalton's theory, atomic properties, and periodic tables. The discovery of electrons is described by using cathode rays, Millikan's experiment, photoelectric effects, x-rays, and Einstein's photon model. Analyses of nucleus are made with a background of gas spectra, Rutherford's model, nuclear charges and sizes, Bohr theory, Franck-Hertz experiment, periodicity of elements, and atomic theory in the early 1920's. Latest ideas about atomic theory are given in terms of results of relativity concepts, particle-like behavior in radiation, wave-like behavior of matter, uncertainty principle, probability interpretation, and physical ideas of quantum mechanics. Historical developments are stressed in the overall explanation. Problems with answers are provided in two categories: study guide and end of section questions. Also included are related illustrations for explanation use and a chart of renowned people's life spans from 1800 to 1950. The work of Harvard Project Physics has been financially supported by: the Carnegie Corporation of New York, the Ford Foundation, the National Science Foundation, the Alfred P. Sloan Foundation, the United States Office of Education, and Harvard University. (CC)

Teaching procedures of Project Physics Unit 4 are presented to help teachers make effective use of learning materials. Unit contents are discussed in connection with teaching aid lists, multi-media schedules, schedule blocks, and resources charts. Brief summaries are made for transparencies, 16mm films, and reader articles. Included is information about the background and development of each unit chapter, procedures used in demonstrations, apparatus operations, notes on the student handbook, and explanation of film loops. Additional articles are concerned with electromagnetic spectra, field concepts, Oersted's own account of his discovery, Romer's work, and "lectron" series. Current balances and microwave apparatus are analyzed, and a bibliography of references including that of photographic instrumentation is given. Solutions to study guides are provided in detail, and answers to test items are suggested. The fourth unit of the text, along with marginal comments on each section, is also compiled in the manual. The work of Harvard Project Physics has been financially supported by: the Carnegie Corporation of New York, the Ford Foundation, the National Science Foundation, the Alfred P. Sloan Foundation, the United States Office of Education, and Harvard University. (CC)

Test items relating to Project Physics Unit 5 are presented in this booklet. Included are 70 multiple-choice and 23 problem-and-essay questions. Concepts of atomic model are examined on aspects of relativistic corrections, electron emission, photoelectric effects, Compton effect, quantum theories, electrolysis experiments, atomic number and mass, particle scattering, charge-to-mass ratio, de Broglie wavelength, Balmer formula, Heisenberg's uncertainty principle, spectroscopic analysis, x-radiation, photons, Millikan oil-drop experiment, and atomic transition. Suggestions are made for time consumption in answering some items. Besides directions and a few illustrations for explanation purposes, related physical constants, definition, and equations are provided. The work of Harvard Project Physics has been financially supported by: the Carnegie Corporation of New York, the Ford Foundation, the National Science Foundation, the Alfred P. Sloan Foundation, the United States Office of Education, and Harvard University. (CC)

Optical and electromagnetic fundamentals are presented in this fourth unit of the Project Physics text for use by senior high students. Development of the wave theory in the first half of the 19th Century is described to deal with optical problems at the early stage. Following explanations of electric charges and forces, field concepts are introduced in connection with electrons, currents, potential differences, Oersted's discovery, Ampere's work, and moving charges in magnetic fields. Faraday's lines of force are used to analyze electromagnetic induction and its applications as well as modern civilization under the influence of scientific discoveries. Further discussions of field theories are made for electromagnetic radiation, taking into account Maxwell's theories, Hertz's experiment, wave propagation, electromagnetic spectra, and ether concept. Historical developments are stressed in the overall explanation. Problems with their answers are provided in two categories: study guide and end of section questions. Also included are related illustrations for explanation purposes and a chart of renowned people's life spans between 1700 and 1900. The work of Harvard Project Physics has been financially supported by: the Carnegie Corporation of New York, the Ford Foundation, the National Science Foundation, the Alfred P. Sloan Foundation, the United States Office of Education, and Harvard University. (CC)

As a supplement to Project Physics Unit 4, a collection of articles is presented in this reader for student browsing. The 21 articles are included under the following headings: Letter from Thomas Jefferson; On the Method of Theoretical Physics; Systems, Feedback, Cybernetics; Velocity of Light; Popular Applications of Polarized Light; Eye and Camera; The laser--What it is and Does; A Simple Electric Circuit: Ohm's Law; The Electronic Revolution; The Invention of the Electric Light; High Fidelity; The Future of Direct Current Power Transmission; James Clerk Maxwell, Part II; On the Induction of Electric Currents; The Relationship of Electricity and Magnetism; The Electromagnetic Field; Radiation Belts Around the Earth; A Mirror for the Brain; Scientific Imagination; Lenses and Optical Instruments; and "Baffled!." Illustrations for explanation use are included. The work of Harvard Project Physics has been financially supported by: the Carnegie Corporation of New York, the Ford Foundation, the National Science Foundation, the Alfred P. Sloan Foundation, the United States Office of Education, and Harvard University. (CC)

Test items relating to Project Physics Unit 4 are presented in this booklet. Included are 70 multiple-choice and 22 problem-and-essay questions. Concepts of light and electromagnetism are examined on charges, reflection, electrostatic forces, electric potential, speed of light, electromagnetic waves and radiations, Oersted's and Faraday's work, power, transformer, electromagnetic induction, Hertz's experiment, wave interference, light polarization, Michelson and Morley experiment, Newton's theory of colors, Van Allen belts, and relativity. Suggestions are made for time consumption in answering some items. Besides directions and illustrations for explanation use, related physical equations are provided. The work of Harvard Project Physics has been financially supported by: the Carnegie Corporation of New York, the Ford Foundation, the National Science Foundation, the Alfred P. Sloan Foundation, the United States Office of Education, and Harvard University. (CC)

As a supplement to Project Physics Unit 3, a collection of articles is presented in this reader for student browsing. Four excerpts are given under the following headings: On the kinetic theory of gases, Maxwell's Demon, Introduction to Waves, and Scientific Cranks. Five articles are included in terms of energy, barometers, randomness, fiddle family, and seven fallacies in science. The ten remaining book passages are related to silence production, steam engines, molecular theory of gases, disorder phenomena, statistical laws, arrow of time, James Clerk Maxwell's discoveries, wave concept, wave motion in acoustics, and musical instruments and scales. Illustrations for explanation purposes are also provided. The work of Harvard Project Physics has been financially supported by: the Carnegie Corporation of New York, the Ford Foundation, the National Science Foundation, the Alfred P. Sloan Foundation, the United States Office of Education, and Harvard University. (CC)

Mechanical theories are presented in this unit of the Project Physics text for senior high students. Collisions, Newton's laws, isolated systems, and Leibniz' concept are discussed, leading to conservation of mass and momentum. Energy conservation is analyzed in terms of mechanical energy, heat energy, steam engines, Watt's engine, Joule's experiment, and energy in biological systems. Kinetic theory of gases is studied in connection with molecular sizes and speeds, ideal gas, second thermodynamic law, statistical representations, time's arrow, and recurrence paradox. Wave models are introduced to deal with the superposition principle, sound properties, and wave interference, diffraction, reflection, and refraction. Historical developments are stressed in the description of this unit. Included is a chart of renowned people's life spans from 1700 to 1850. Besides illustrations for explanation use, problems with their answers are also provided in two categories: study guide and end of section questions. The work of Harvard Project Physics has been financially supported by: the Carnegie Corporation of New York, the Ford Foundation, the National Science Foundation, the Alfred P. Sloan Foundation, the United States Office of Education, and Harvard University. (CC)

Test items relating to Project Physics Unit 3 are presented in this booklet. Included are 70 multiple-choice and 20 problem-and-essay questions. Concepts of mechanics are examined on energy, momentum, kinetic theory of gases, pulse analyses, "heat death," water waves, power, conservation laws, normal distribution, thermodynamic laws, and wave reflection, refraction, interference, and diffraction. Suggestions are made for time consumption in answering some items. Besides directions and illustrations for explanation purposes, related physical constants, units, and equations are provided. The work of Harvard Project Physics has been financially supported by: the Carnegie Corporation of New York, the Ford Foundation, the National Science Foundation, the Alfred P. Sloan Foundation, the United States Office of Education, and Harvard University. (CC)

Teaching procedures of Project Physics Unit 3 are presented to help teachers make effective use of learning materials. Unit contents are discussed in connection with teaching aid perspective, multi-media schedules, schedule blocks, and resource charts. Brief analyses are made for transparencies, 16mm films, and reader articles. Included is information about the background and development of each unit chapter, demonstration procedures, apparatus operations, notes on the student handbook, and explanation of film loops. Stroboscopic photographs are analyzed along with related film loops. Additional background articles are included to deal with physics aspects at the beginning of the 19th Century, conservation laws, elastic and inelastic collisions, energy reference levels, temperatures of outer space, feedback, atmospheric pressure determination, and photographing of standing waves. Solutions to the study guide in the text are provided, and answers to test items are suggested. The third unit of the text, along with marginal notes on each section, is also compiled in the teacher guide. The work of Harvard Project Physics has been financially supported by: the Carnegie Corporation of New York, the Ford Foundation, the National Science Foundation, the Alfred P. Sloan Foundation, the United States Office of Education, and Harvard University. (CC)

Test items relating to Project Physics Unit 2 are presented in this booklet. Included are 70 multiple-choice and 22 problem-and-essay questions. Concepts of motion in the heavens are examined for planetary motions, heliocentric theory, forces exerted on the planets, Kepler's laws, gravitational force, Galileo's work, satellite orbits, Jupiter's moons, Tycho's observations, stellar parallax, and historical descriptions in astronomy. Suggestions are made for time consumption in answering some items. Besides directions and illustrations for explanation purposes, related physical constants and equations are provided. The work of Harvard Project Physics has been financially supported by: the Carnegie Corporation of New York, the Ford Foundation, the National Science Foundation, the Alfred P. Sloan Foundation, the United States Office of Education, and Harvard University. (CC)

Ten experiments and 27 activities are presented in this handbook. The experiments are related to collisions, energy conservation, speed measurements, thermometry, calorimetry, gas properties, wave motions, and acoustic problems. The activities are concerned with stroboscopic photographs in collision, elastic impact, mass conservation, exchange of momentum, Heron's engine, gravitational acceleration, energy in a pendulum, Crooke's radiometer, mechanical equivalent of heat, gas theories, speed distribution, rockets, perpetual motion machines, "Least-Time" or "Least-Energy" situations, standing waves, Moire patterns, music and speech, and speed of sound. Demonstrations, construction projects, and self-directed instructions are stressed in these activities. The four chapters in the handbook are designed to correspond to the text, with complete instructions in each experiment. Some experiments and activities are suggested for assignment, and the remaining are used at student discretion. Besides illustrations and film loop notes for explanation use, a reprinted article concerning collateral reading is included. The work of Harvard Project Physics has been financially supported by: the Carnegie Corporation of New York, the Ford Foundation, the National Science Foundation, the Alfred P. Sloan Foundation, the United States Office of Education, and Harvard University. (CC)

As a supplement to Project Physics Unit 2, specially selected articles are presented in this reader for student browsing. Eight excerpts are given under headings: the starry messenger, Newton and the principia, an appreciation of the earth, space the unconquerable, "Is there intelligent life beyond the earth?," the life story of a galaxy, expansion of the universe, and Dyson sphere. Seven book passages are included under the headings of the black cloud, roll call, a night at the observatory, Kepler's celestial music, universal gravitation, a table of stars within twenty-two light years that could have habitable planets, and three poetic fragments about astronomy. The remaining articles include a preface to the books of the revolutions, Kepler, Kepler on Mars, laws of motion and proposition one, garden of Epicurus, a search for life on earth at Kilometer resolution, the boy who redeemed his father's name, great comet of 1965, gravity experiments, unidentified flying objects, and negative mass. Illustrations for explanation purposes are provided. The work of Harvard Project Physics has been financially supported by: the Carnegie Corporation of New York, the Ford Foundation, the National Science Foundation, the Alfred P. Sloan Foundation, the United States Office of Education, and Harvard University. (CC)

Teaching procedures of Project Physics Unit 2 are presented to help teachers make effective use of learning materials. The unit contents are discussed in connection with teaching aid perspectives, multi-media schedules, schedule blocks, and resource charts. Analyses are made for transparencies, 16mm films, and reader articles. Included is information about the background and development of each unit chapter, demonstration methods, apparatus operations, notes on the student handbook, and explanation of film loops. Additional articles deal with calendars, armillary sphere, epicycles, "chase problem," atmospheric refraction, relations in an ellipse, moon's irregular motion, initial and gravitational mass, G measuring, and "true" scale of sun, moon, and earth. A redesigned epicycle machine is analyzed, and a bibliography of reference texts and periodicals is given. Solutions to study guide problems in the text and review problems in the handbook are provided in detail along with suggested answers to test items. The second unit of the text, with marginal notes on each section, is also compiled in this guide. The work of Harvard Project Physics has been financially supported by: the Carnegie Corporation of New York, the Ford Foundation, the National Science Foundation, the Alfred P. Sloan Foundation, the United States Office of Education, and Harvard University. (CC)

Astronomical fundamentals are presented in this unit of the Project Physics text for use by senior high students. The geocentric system of Ptolemy is discussed in connection with Greek concepts including Aristarchus' heliocentric hypothesis. Analyses are made of Copernicus' reexamination, leading to Tycho's observations and compromise system. A new universe is introduced by using Kepler's laws and Galileo's work. Terrestrial and celestial dynamics are synthesized by reviewing Newton's concepts about motions under central forces, inverse-square law, and earthly motions; and application of Newton's theories to heavenly events are discussed. The text unit is concluded by an explanation of the making of theories. Historical developments are stressed to help students understand the way in which science influences man's activities. Also included in the unit are a chart of renowned people's life spans in the emerging Renaissance culture and tables of planets and their satellites. Problems with their answers are provided in two categories: study guide and end of section questions. Besides illustrations for explanation purposes, a glossary of general terms is given in the appendix. The work of Harvard Project Physics has been financially supported by: the Carnegie Corporation of New York, the Ford Foundation, the National Science Foundation, the Alfred P. Sloan Foundation, the United States Office of Education, and Harvard University. (CC)

Nine experiments and 17 activities are presented in this handbook. The experiments are related to the earth's size and orbit, Piton height, telescope operations, Mars and Mercury orbits, stepwise approximation, and models of comet orbits. Further naked-eye observations in astronomy are designed in connection with the sun, moon, and planet positions. The activities are concerned with sunspots, Foucault pendulum, three-dimensional orbits, satellite and comet orbits, Galileo's work, forces on a pendulum, angular measurements, analemma, epicycles, retrograde motions, armillary sphere, sidereal days, scale model of the solar system, and summary of physics learning in the Japanese haiku form. Self-directed instruction, demonstrations, and construction projects are stressed in these activities. The four chapters in the handbook are arranged to correspond to the text materials, with complete instructions in each experiment. Some experiments and activities are suggested for assignment, and the remaining are used at student discretion. Besides illustrations and film loop notes for explanation use, a table of planet longitudes, a guide for planet and eclipse observations, and a set of review problems are included. Additional suggestions for activities are given in the appendix. The work of Harvard Project Physics has been financially supported by: the Carnegie Corporation of New York, the Ford Foundation, the National Science Foundation, the Alfred P. Sloan Foundation, the United States Office of Education, and Harvard University. (CC)

Fundamental concepts of motion are presented in this first unit of the Project Physics textbook. Descriptions of motion are made in connection with speeds, accelerations, and their graphical representation. Free-fall bodies are analyzed by using Aristotle's theory and Galileo's work. Dynamics aspects are discussed with a background of mass, force, vectors, laws of motion, equilibrium forces, weight, gravitation, and nature's basic forces. Further information is given in terms of the earth-moon trip, path of a projection, Galilean relativity, circular motion, centripetal acceleration, motion of earth satellites, and simple harmonic motion. Historical developments are stressed in explanation of concepts. A description of Fermi's work and tables of man's place in time and space are included in the prologue. Questions are given at the end of each section as well as at the end of the whole text. Besides illustrations for explanation use, brief answers to the questions are provided. The work of Harvard Project Physics has been financially supported by: the Carnegie Corporation of New York, the Ford Foundation, the National Science Foundation, the Alfred P. Sloan Foundation, the United States Office of Education, and Harvard University. (CC)

Teaching procedures of Project Physics Unit 1 are presented in this manual to help teachers make effective use of learning materials. Curriculum objectives are discussed in connection with instructional materials, suggested year time schedules, multi-media schedules, schedule blocks, resource charts, and experiment summaries. Brief analyses are included for transparencies, reader units, programmed instruction, and 16mm films. Also included is information about the background and development of each text section, procedures and equipments used and an explanation of film loops. Solutions to the study guide are given in detail, and brief answers to test items are provided along with proportions of correctly answering test samples. The first unit of the text, with marginal notes, is also compiled in the manual. The work of Harvard Project Physics has been financially supported by: the Carnegie Corporation of New York, the Ford Foundation, the National Science Foundation, the Alfred P. Sloan Foundation, the United States Office of Education, and Harvard University. (CC)

Thirteen experiments and 15 activities are presented in this unit handbook for student use. The experiment sections are concerned with naked-eye observation in astronomy, regularity and time, variations in data, uniform motion, gravitational acceleration, Galileo's experiments, Netson's laws, inertial and gravitational mass, trajectories, and circular motion. Suggestions for demonstrations, construction projects, and self-directed instructions are given in the activity sections to deal with aspects of stroboscopes, frictionless pucks, air resistance, time determination, falling weights, accelerometers, projectile motion, motion in a rotating reference frame, centripetal forces, and harmonograms. Methods of keeping records, using the Polaroid Camera, and physics readers are discussed in the introductory section. The four chapters in the handbook are designed to correspond to the text, with complete instructions in each experiment. Some experiments and activities are suggested in assignments, and the remaining are open to students' free selection. Illustrations and film loop notes for explanation purposes are included. Additional suggestions for activities, a guide for planet and eclipse observations, and the best time for viewing meteor showers are also provided as appendices. The work of Harvard Project Physics has been financially supported by: the Carnegie Corporation of New York, the Ford Foundation, the National Science Foundation, the Alfred P. Sloan Foundation, the United States Office of Education, and Harvard University. (CC)

As a supplement to Project Physics Unit 1, 21 articles are presented in this reader. Concepts of motion are discussed under headings: motion, motion in words, representation of movement, introducing vectors, Galileo's discussion of projectile motion, Newton's laws of dynamics, the dynamics of a golf club, report on Tait's lecture on force, and bad physics in athletic measurements. The remaining excerpts and book passages are related to the value of science, close reasoning, scientific method, problem-solving techniques, advice on planning a career in sciences, right size of animals, scientific revolution, effects of the rise of physics in the age of Galileo and Newton, fun in space, vision of our age, making of a scientist, and chart of the future. Also included are illustrations for explanation purposes. The work of Harvard Project Physics has been financially supported by: the Carnegie Corporation of New York, the Ford Foundation, the National Science Foundation, the Alfred P. Sloan Foundation, the United States Office of Education, and Harvard University. (CC)

THIS REPORT OF HARVARD PROJECT PHYSICS PRESENTS DRAFTS OF THREE SPEECHES DELIVERED TO THE AMERICAN ASSOCIATION OF PHYSICS TEACHERS (AAPT) MEETING, FEBRUARY, 1967. THE ADDRESS BY GERALD HOLTON DEALS WITH THE AIMS AND PROGRESS OF THE PROJECT. DISCUSSED ARE (1) PROJECT PARTICIPANTS, (2) AIMS AND CONTENT, (3) THE NEW EMPHASIS, (4) SURVEY OF COURSE CONTENT, (5) TITLES OF PROPOSED SUPPLEMENTAL UNITS, AND (6) PRINCIPLES OF SELECTION OF COURSE CONTENT. FOUR BASIC AIMS OF THE PROJECT ARE (1) TO PROVIDE A COHERENT, TESTED COURSE SUITABLE FOR USE ON A NATIONAL SCALE, AND INCORPORATING THE MOST DESIRABLE FEATURES OF BOTH PHYSICS AND PEDAGOGY WHICH HAVE NOT BEEN FORTHCOMING IN OTHER CURRICULUM PROGRAMS, (2) TO HELP RELIEVE THE DECLINE IN PHYSICS ENROLLMENTS, (3) TO PROVIDE TEACHERS WITH NECESSARY AIDS FOR GOOD PHYSICS TEACHING, AND GOOD PHYSICS AS DEFINED IN THE BROADEST HUMANISTIC WAY, AND (4) TO INCORPORATE THE NEWER CONCEPT OF THE TEACHER AND HIS INVOLVEMENT WITH THE CLASS. FLETCHER G. WATSON'S ADDRESS, "WHY DO WE NEED MORE PHYSICS COURSES," IS CONCERNED WITH DECLINING ENROLLMENTS IN PHYSICS. HE INDICATES A WAY TO ALLEVIATE THIS IS BY PROVIDING HIGH SCHOOL STUDENTS WITH AN EXCITING COURSE TREATING FUNDAMENTAL PHYSICAL IDEAS IN A HUMAN CONTEXT. F. JAMES RUTHERFORD'S TALK IS CONCERNED WITH "PROJECT PHYSICS IN THE CLASSROOM," WITH EMPHASIS UPON THE FLEXIBILITY AND DIVERSITY OF THE PROGRAM. THE APPENDIX PROVIDES DESCRIPTIONS OF VARIOUS PROJECT MATERIALS. (DH)

THIS BIBLIOGRAPHY (SUPPLEMENT I) LISTS MATERIALS ON VARIOUS ASPECTS OF CURRICULUM DEVELOPMENT. EIGHTY-TWO UNANNOTATED REFERENCES ARE PROVIDED FOR DOCUMENTS DATING FROM 1961 TO 1966. BOOKS, JOURNALS, REPORT MATERIALS, AND SOME UNPUBLISHED MANUSCRIPTS ARE LISTED IN SUCH AREAS AS EDUCATIONAL GAMES, CURRICULUM CHANGE, CONCEPT DEVELOPMENT, PROGRAM EVALUATION, AND INSTRUCTIONAL MATERIALS. A RELATED REPORT IS ED 011 312. (GD)

THIS BIBLIOGRAPHY LISTS MATERIALS ON VARIOUS ASPECTS OF CURRICULUM DEVELOPMENT. FORTY UNANNOTATED REFERENCES ARE PROVIDED FOR DOCUMENTS DATING FROM 1960 TO 1966. BOOKS, JOURNALS, REPORT MATERIALS, AND SOME UNPUBLISHED MANUSCRIPTS ARE LISTED IN SUCH AREAS AS COGNITIVE STUDIES, VOCATIONAL REHABILITATION, INSTRUCTIONAL MATERIALS, SCIENCE STUDIES, AND ENGLISH AS A SECOND LANGUAGE. A RELATED REPORT IS ED 011 313. (GD)

The Achievement Motivation Development Project is described. The Project has culminated in the development of course materials designed explicitly to promote aspects of psychological growth. As such, it is viewed as but one thrust in an emerging psychological education movement. Achievement motivation is defined as a way of planning, a set of feelings and a set of action strategies, all concerned with striving for excellence. The achievement motivation course materials, which are fully elaborated, relate to 12 general propositions about motive acquisition. The overall program is designed to help young people succeed in getting what they want through their own efforts. The five program components include: (1) Who Am I, which concerns student self concept and self esteem; (2) the Ring Toss Game, which is a vehicle to help students discover the action strategies relevant to striving for excellence; (3) Ten Thoughts, which is geared to help students more easily conceptualize and generalize the achievement motive to other life experiences; (4) the Origami Game which promotes learning through experience, conceptualization and generalization; and (5) Aiming, in which the emphasis is on real goals achievable through achievement motivation. (TL)

This is the second in a series of bibliographies made possible by a grant from the Ford Foundation to the Harvard Business School for the listing of cases and other materials to aid prospective teachers and researchers in developing countries. The first volume focused on Latin America, and the third volume will deal primarily with the Middle East and Africa. The primary objective of the series is to increase the effectiveness of American professors of business administration going to developing countries by providing them with a broad selection of planning material. In the present volume, annotations of 653 cases are listed in the areas of accounting, controls, finance and financial institutions, general management, human aspects of administration, marketing, and production. The entries include specifically identified cases in Burma (8), Ceylon (3), Taiwan (26), India (270), Indonesia (6), Japan (32), Korea (10), Malaysia (5), Pakistan (29), Philippines (113), and Thailand (6). Teaching guides are included for 49 cases. Annotated listings of over 600 books, pamphlets, journal articles and supplementary sources are also included. Most of the sources and cases were dated between 1955 and 1965. Cross indexes and information on availability are provided. (DS)

As a supplement to Project Physics Unit 6, a collection of articles is presented in this reader for student browsing. Five excerpts are concerned with the nuclear energy revolution, the 20th birthday and possible consequences of the atomic age, a scientist's view of science, and relations between mathematics and physics. Six book passages are related to Rutherford's work, Mr. Tompkins' learning of elementary particles, power from the stars, the first chain reaction, conservation laws, and the fall of parity. The remaining are given under the following headings: The Nature of the Alpha Particle, Some Personal Notes on the Search for the Neutron, Antiprotons, The Tracks of Nuclear Particles, The Spark Chamber, The Evolution of the Cyclotron, "The Cyclotron as Seen By . . .," CERN (Conseil Europeen pour la Recherche Nucleaire), Models of the Nucleus, "Can Time Go Backward?," A Report to the Secretary of War, Tasks for a World Without War, and The Develo"ment of the Space-Time View of Quantum Electrodynamics. Illustrations for explanation purposes are provided. The work of Harvard Project Physics has been financially supported by: the Carnegie Corporation of New York, the Ford Foundation, the National Science Foundation, the Alfred P. Sloan Foundation, the United States Office of Education, and Harvard University. (CC)

Seven experiments and 40 activities are presented in this handbook. The experiments are related to Young's experiment, electric forces, forces on currents, electron-beam tubes, and wave modulation and communication. The activities are primarily concerned with aspects of scattered and polarized light, colors, image formation, lenses, cameras, refraction, gratings, speed of light, electric fields, batteries, magnets, perpetual motion machines, electron tubes, Faraday disc dynamo, generators, motors, and Bell telephone science kits. Demonstrations, construction projects, and self-directed instructions are stressed in these activities. The four chapters in the handbook are designed to correspond to the text materials, with complete instructions in each experiment. Some experiments are suggested for assignment, and the remaining are used at student discretion. Illustrations and film loop notes for explanation use are included. The work of Harvard Project Physics has been financially supported by: the Carnegie Corporation of New York, the Ford Foundation, the National Science Foundation, the Alfred P. Sloan Foundation, the United States Office of Education, and Harvard University. (CC)

A REPORT ON IMPLICATIONS FOR FUTURE RESEARCH ACTIVITY TO BE SPONSORED BY THE U.S. OFFICE OF EDUCATION WAS PREPARED AS AN ADDENDUM TO THE CHAIRMAN'S REPORT OF THE WOODS HOLE CONFERENCE ON FUNDAMENTAL PROCESSES IN EDUCATION, HELD UNDER THE AUSPICES OF THE NATIONAL ACADEMY OF SCIENCES DURING SEPTEMBER 1959. IMPLICATIONS FOR FUTURE RESEARCH WERE ORGANIZED IN FIVE CATEGORIES--(1) THE IMPORTANCE OF STRUCTURE IN TEACHING AND LEARNING, (2) THE RELATIVITY OF LEARNING READINESS, (3) THE BALANCE OF INTUITIVE AND ANALYTIC THINKING, (4) THE NATURE OF ADEQUATE MOTIVES FOR LEARNING, AND (5) THE PROPER USE OF AIDS TO TEACHING. A FINAL RECOMMENDATION HIGHLIGHTED THE NEED FOR FORMULATING A U.S. OFFICE OF EDUCATION POLICY ON CURRICULUM DEVELOPMENT AND FOR CREATING A CLEARINGHOUSE DEVOTED TO CURRICULUM DEVELOPMENT INFORMATION. (JM)

THIS DOCUMENT IS AN EXPERIMENTAL VERSION OF A PROGRAMED TEXT ON MEASUREMENT AND PRECISION. PART I CONTAINS 24 FRAMES DEALING WITH PRECISION AND SIGNIFICANT FIGURES ENCOUNTERED IN VARIOUS MATHEMATICAL COMPUTATIONS AND MEASUREMENTS. PART II BEGINS WITH A BRIEF SECTION ON EXPERIMENTAL DATA, COVERING SUCH POINTS AS (1) ESTABLISHING THE ZERO POINT, (2) CALIBRATION OF INSTRUMENTS, (3) PARALLAX, AND (4) UNCERTAINTY. THE NEXT TEN FRAMES DEAL WITH UNCERTAINTY IN DATA. PART III CONTINUES WITH 36 ADDITIONAL FRAMES ON UNCERTAINTY AS ENCOUNTERED IN TREATMENT OF DATA IN VARIOUS STAGES OF COMPLEXITY. THIS DOCUMENT IS AVAILABLE FROM HARVARD PROJECT PHYSICS, PIERCE HALL, 29 OXFORD STREET, CAMBRIDGE, MASSACHUSETTS 02138. (DH)