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Work, kinetic energy (KE), and potential energy (PE) are key physics concepts, taught in essentially every introductory physics course along with the physical laws such as the work-kinetic energy theorem and the conservation of mechanical energy, which describe how the values of those quantities change during various processes. Quite appropriately for introductory courses, little attention is paid to how those concepts play out when implemented via observations in reference frames moving with respect to each other. [ABSTRACT FROM AUTHOR]

Physics has played an important role in the preparation of future physicians and other health professionals for more than 100 years. Almost all pre-health students take a year of college-level physics as part of their preparation for medical, dental, and pharmacy school. In particular, the widely-used Medical College Admission Test (MCAT) contains a significant number of questions that require physics knowledge and skills. This paper describes the changes in the MCAT to be implemented in 2015, the role of physics in the revised MCAT, and implications for introductory physics courses for the life sciences. [ABSTRACT FROM AUTHOR]

A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas gives the concept of field energy a prominent role in the physical sciences sections of its recommendations for K-12 science education. I examine what A Framework suggests for the role of field energy and point out that, given the ambiguities and complexities associated with field energy, a traditional approach focusing on potential energy is more appropriate for introductory physics in secondary schools, colleges, and universities. [ABSTRACT FROM AUTHOR]

Explores the undergraduate physics education in the U.S. Overview of academic programs for undergraduate physics; Commonality among physics departments; Curriculum of physics education; Reasons for establishing a tack force focusing on undergraduate physics.

Opinion. Examines changes affecting physics in education and industrial application in the United States. Ethnic and economic diversity of physics students; Concern of physicists over the decrease of federal funding for physics departments; Principles set by three physics organizations in response to the changes mentioned.

Comments on innovations in introductory physics teaching. Assumptions on physics education innovations; Major premise of physics education research; Opinion on the argument of writer John Mottmann on physics education innovations.

Editorial. Focuses on physics education in the United States. Author's early view of physics; Connections between physics and the life sciences; Public view of the association between physics and the production of various implements of war, death and destruction.