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This Interest Inventory contains three inventories: Academic Interest Measure (AIM), Pupil Activity Inventory (PAI), and Semantic Differential test (SD). The AIM measures six subscales of academic interests; the PAI measures non-school activities in science; and the SD measures attitudes toward science and physics. The inventories are designed for upper secondary students and adults. (MH)

A short description of the availability of Harvard Project Physics course components is given as is a discussion of the growth of the use of Project Physics in schools, including some enrollment data and survey results. Locations of the 1970 and 1971 Summer Institutes are listed. Adaptations of Project Physics course outside the United States are discussed. A brief bibliography of articles related to Project Physics or other matters of interest is listed. An index of the Project Physics Newsletters 1 to 10 is also included. (TS)

A follow-up study was made, in 1972, for 3,150 students who enrolled in a physics course during the 1967-68 experimental year of Project Physics (PP). An eight-page questionnaire was mailed to the students. The questionnaire included one section on students' biographical information, two sections of items identical to those of 1967-68 devices, and one section on science and society. The 1967-68 devices were composed of one semantic differential on physics and the universe and one inventory of participant activity. Teachers responsible for teaching physics four years earlier to the students surveyed were classified into the PP trial, control, and PP experienced groups. From data previously recorded, the replies of 1,603 respondents were analyzed in terms of sex, career interests, physics course taken, teacher, academic activity, and geographical region. Results obtained showed the responses were not biased by sex or particular course taken. The respondents were a bit brighter in comparison with non-respondents and made a clear distinction between physics and science. No relationships were found between respondents' attitudes and physics course previously taken. The attitudes had shifted toward physics as more orderly and understandable, but the universe was now only seen as more understandable. Further investigations were recommended on the basis of the data obtained in the study. (CC)

The validity of statements by various "national curriculum projects" concerning the availability of research evidence to support their claims for the attainment of their objectives is questioned. Evaluation procedures employed by these various curriculum development groups are criticized for lack of empirical data. Obtaining such data is seen as the purpose of applied research in curriculum projects. Applied research differs from basic research in that it is oriented to a specific curriculum, rather than to variables common to many curricula. Two components of applied research are "formative evaluation" and "summative evaluation," the former concerned with questions concerning the product while being developed and the latter concerned with the final product. The success and limitations of both formative and summative evaluation techniques used by Harvard Project Physics (HPP) is described. In process is a book for the professional researcher describing in detail HPP procedure and the results of both formative and summative evaluation studies. (BC)

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)

Test items relating to Project Physics Unit 1 are presented in this booklet, consisting of 70 multiple-choice and 20 problem-and-essay questions. Concepts of motion are examined with respect to velocities, acceleration, forces, vectors, Newton's laws, and circular motion. 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)

This 60-item questionnaire was designed to gather general background information from students who had used the Harvard Project Physics curriculum. The instrument includes three 20-item subscales: (1) attitude toward physics, (2) career interest, and (3) student characteristics. Items are multiple choice (5 options), and the introductory material includes directions for using machine readable answer sheets. Forty-five minutes are required to administer the questionnaire. (SD)

This document is an evaluation instrument developed as a part of Harvard Project Physics (HPP). It consists of a 36-item, multiple choice (five options) Physics Achievement Test (PAT) designed to measure general knowledge of physics as well as the material emphasized in HPP. (PEB)

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)

Key issues in the design of science facilities used by grades nine through twelve are presented and analyzed in this extended discussion. Four basic determinants of educational specifications are given as--(1) gross activities and sub-group organization, (2) number of students in the space, (3) services required, and (4) location in relation to school building and site. A procedural planning model is presented which relates goals, methods and facilities. The discussion is based on definition of goals, determination of methods including wet and dry labs, verifying and inquiry experiment, directed and undirected study, and specification of facilities and services. Conclusions relate to methods of determining educational specifications and approaches to planning and research. (MM)

A comprehensive survey of programs for preparing science teachers at colleges and universities in the United States was conducted to provide information on the current status of such programs. Analyzed were (1) the practice teaching experience in these institutions, (2) the methods courses in science education, and (3) the characteristics of the instructors of these methods courses. Some 992 institutions were surveyed and 73 per cent of these returned at least a partial response. The two-part questionnaire was directed both to the person responsible for the overall program and to the instructors of the methods courses in the institution. Over 90 tables present information obtained in the survey. (GR)

The articles listed were written as part of the research and evaluation program of Project Physics. Many articles are concerned with problems of educational research while others are devoted directly to the evaluation of Project Physics. The articles are listed in four categories according to the availability of reprints: (1) published articles (Reprints are available free of charge from the Project Office, 8 Prescott Street, Cambridge, Massachusetts 02138), (2) articles in press (Reprints will be available from the above address following publication), (3) mimeographs (A limited number of mimeograph copies are available, and (4) theses and/or qualifying papers (Copies of these studies are availabel from the Education Library, Harvard University). (author/BC)

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)

As appendices to the final report on Project Physics (SE 015 500), this volume includes parts of the original documents concerning the project development. Articles published in the "Physics Teacher" are included in reprint form. Evaluation and research papers along with related materials issued in other publications are grouped into published articles, articles in press, papers, and theses; and research tests into tests on selected topics in physics, physics achievement test, learning environment inventory, academic interest measure, pupil activity inventory, semantic differential, personal opinion survey, and student questionnaire. Newsletters No. 1 through No. 10 are also provided. (CC)

Detailed descriptions about Project Physics are presented in this report covering the period from July 1, 1964 - August 15, 1970. The objectives of designing a humanistically-oriented course, attracting more senior-high students, and contributing to the advancement of knowledge of the factors influencing physics learning are discussed with a background of the project. Physicists, scientists, educators, historians of science, and school teachers and students were involved in the project in its trial period. Textbook units are analyzed by using flow charts of conceptual outlines. Also included are tests, reader articles, teacher resource books and briefing films, experimental equipment, film loops, sound films, transparencies, and programmed instruction materials. Evaluations were conducted to improve the course and obtain user information. Findings are analyzed on the subjects of methodology, teachers, students, and learning environments. Enrollments in Project Physics are estimated to increase from 20,000 in 1969-70 to 115,000 in 1971-72, and the total pattern of educational activities is influenced by the project. Original documents and lists of course materials are contained in the appendices, some of which are included in another volume (SE 015 501). A teacher-preparation plan is also provided. (CC)

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)