THE TEACHING OF PHYSICS


 The teacher's self-evaluation is as needful as grading stu-
dents' papers and will be considered in this context because
every student grade measures teaching effectiveness.along with
pupil effort.
 Special attention is given to laboratory problems. Meaning-
fulness is stressed. Teaching laboratories should be differentiated
from research laboratories in the teacher's mind as well as in the
student's.
 Scientists are working day and night to change our under-
standing of the world, and science develops because of this. A
constant re-evaluation of concepts is the very spirit of Science,
and in this spirit the teacher is invited to make use of the sug-
gestions that follow.
 Objectives of the teaching of physics. Among the most ob-
vious are these:
 1. To give experience in precise observations and measure-
 ments.
 2. To establish a factual basis for understanding the
 mechanics of the environment.
 3. To emphasize the contributions of great physicists to
 human progress.
 4. To show the clear and simple relationships of mathe-
 matics to the operation of physical laws.
 5. To offer guidance toward a great variety of occupations
 based upon physics.
 Physics can be fun, if we can do these things:
 A. Show real need for knowledge of basic physical laws in
 each new principle taught.
 1. Sell the unit by arousing enthusiastic curiosity by one
 or more of the following methods:
 a. By short demonstrations; for example-the law of
 inertia can be introduced by slapping a paper from
 under a fountain pen or small cylinder balanced on
 end. The paper must be slapped by moistening fin-
 gers slightly. Do not attempt to jerk paper.