Relevant bibliographies by topics / Conceptual physics

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Conceptual physics'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Conceptual physics"

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Hewitt, Paul. "Conceptual Physics." Physics Teacher 37, no. 5 (May 1999): 286–87. http://dx.doi.org/10.1119/1.880288.

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Hewitt, Paul G. "Equations and conceptual physics." Physics Teacher 39, no. 9 (December 2001): 516. http://dx.doi.org/10.1119/1.1482555.

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Jones, Evan. "Conceptual Physics has Traction." Physics Teacher 47, no. 9 (December 2009): 566–67. http://dx.doi.org/10.1119/1.3264582.

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Bonham, Scott W. "Reading Maxwell in Conceptual Physics." Physics Teacher 56, no. 5 (May 2018): 320–21. http://dx.doi.org/10.1119/1.5033881.

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Trout, Charlotte, Scott A. Sinex, and Susan Ragan. "Building Dynamic Conceptual Physics Understanding." Physics Teacher 49, no. 6 (September 2011): 377–79. http://dx.doi.org/10.1119/1.3628270.

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Hubisz, John L. "Convenient, Compact, and Conceptual — Conceptual Physics Alive!, by Paul Hewitt." Physics Teacher 41, no. 6 (September 2003): 374. http://dx.doi.org/10.1119/1.1607820.

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KIM, Jung Kuk, and Youngmin KIM*. "Effect of a Physics Conceptual Model Completion Activity and a Physics Conceptual Model Modifying Activity on High-school Students' Achievement in Physics Conceptual Learning." New Physics: Sae Mulli 61, no. 5 (May 31, 2011): 471–78. http://dx.doi.org/10.3938/npsm.61.471.

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Fraknoi, Andrew. "Early Conceptual Physics Texts and Courses." Physics Teacher 41, no. L2 (July 2003): L1. http://dx.doi.org/10.1119/1.1756492.

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Warren, William R. "Conceptual Physics in Two-Year Colleges." Physics Teacher 41, no. 4 (April 2003): 210–12. http://dx.doi.org/10.1119/1.1564501.

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Marshak, Robert E., and Sidney Bludman. "Conceptual Foundations of Modern Particle Physics." Physics Today 47, no. 4 (April 1994): 63–64. http://dx.doi.org/10.1063/1.2808473.

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Dissertations / Theses on the topic "Conceptual physics"

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Kgwadi, Ntate Daniel. "Inexpensive conceptual experiments/demonstrations for physics teaching." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/834635.

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Current research on cognitive learning is applied to the designing of several experiments for use in high school physical science and physics classes. The goal of the project was to use simple inexpensive materials to construct experiments and demonstrations that illustrate physics concepts and can easily be modeled using simple mathematics.Saline solutions are used to show simple examples of refraction and effects of a solution of varying density. The refractive index of two liquids is measured. The continuous refraction of a stratified fluid is demonstrated. Fluid flow is investigated. This leads to a simple experiment that leads to an easy way to measure the acceleration of gravity.The goal was met with several simple experiments using inexpensive materials, modeling techniques, and simple mathematics derivations were designed and tested. Data from the experiments gives results that are very close to the accepted values.
Department of Physics and Astronomy
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Piechocinska, Barbara. "Physics from Wholeness : Dynamical Totality as a Conceptual Foundation for Physical Theories." Doctoral thesis, Uppsala universitet, Fasta tillståndets fysik, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-5915.

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Motivated by reductionism's current inability to encompass the quantum theory we explore an indivisible and dynamical wholeness as an underlying foundation for physics. After reviewing the role of wholeness in the quantum theory we set a philosophical background aiming at introducing an ontology, based on a dynamical wholeness. Equipped with the philosophical background we then propose a mathematical realization by representing the dynamics with a non-trivial elementary embedding from the mathematical universe to itself. By letting the embedding interact with itself through application we obtain a left-distributive universal algebra that is isomorphic to special braids. Via the connection between braids and quantum and statistical physics we show that a the mathematical structure obtained from wholeness yields known physics in a special case. In particular we point out the connections to algebras of observables, spin networks, and statistical mechanical models used in solid state physics, such as the Potts model. Furthermore we discuss the general case and there the possibility of interpreting the mathematical structure as a dynamics beyond unitary evolution, where entropy increase is involved.
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Mattern, Danny Duane. "The effects of physics ranking tasks on student understanding of conceptual physics concepts." Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/mattern/MatternD0811.pdf.

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In this research physics ranking tasks were introduced to see if they could increase students' conceptual knowledge in general and calculus based physics courses. Assessments were given both pre and post in order to calculate a class's percent gain. Although students did not seem to enjoy or appreciate these types of tasks at the beginning, analysis of the percent gain did show a remarkable increase in the conceptual concepts that were assessed due to the physics ranking tasks.
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Donertas, Sule. "Role Of Thought Experiments In Solving Conceptual Physics Problems." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12614025/index.pdf.

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The purpose of this study was to contribute to the science education literature by describing how thought experiments vary in terms of the nature, purpose of use and reasoning resources behind during the solution of conceptual physics problems. Three groups of participants were selected according to the level of participants&rsquo
physics knowledge- low, medium, and high level groups- in order to capture the variation. Methodology of phenomenographic research was adapted for this study. Think aloud and retrospective questioning strategies were used throughout the individually conducted problem solving sessions. The analysis of data showed that thought experiments were frequently used cognitive tools for all level of participants while working on the problems. Four different thought experiment structures were observed which were categorized as limiting case, extreme case, simple case, and familiar case. It was also observed that participants conducted thought experiments for different purposes such as prediction, proof, and explanation. The reasoning resources running behind the thought experiment processes were classified in terms of observed facts, intuitive principles, and scientific concepts. The results of the analysis suggested that, thought experiments used as a creative reasoning instrument for theory formation or hypothesis testing by scientists can also be used by students during the inquiry processes as well as problem solving in instructional settings. It was also argued that, instructional practices can be developed according to the outcomes of thought experiments, which illuminate thinking processes of students and displays hidden or missing components of their reasoning.
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Alzahrani, Raym. "Correlations Between Introductory Students’ Attitudes About Physics and Conceptual Understanding." Wright State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=wright1484680800563644.

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Sadaghiani, Homeyra R. "Conceptual and mathematical barriers to students learning quantum mechanics." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1123878116.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xvii, 321 p.; also includes graphics (some col.). Includes bibliographical references. Available online via OhioLINK's ETD Center
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Taylor, Charles 1955. "Conceptual development in mechanics." Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/8063.

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Fritchman, Joseph C. "Modeling and Assessing Knowledge Integration: Development of the Conceptual Framework Representation." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1605887594285124.

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Davenport, Glen. "The Reliability of the Force and Motion Conceptual Evaluation." Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/DavenportG2008.pdf.

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Akarsu, Bayram. "Students' conceptual understanding of quantum physics in college level classroom environments." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3274263.

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Thesis (Ph.D.)--Indiana University, Dept. of Science Education, 2007.
Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2881. Adviser: Valarie L. Akerson. Title from dissertation home page (viewed April 8, 2008).
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Books on the topic "Conceptual physics"

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Hewitt, Paul G. Conceptual physics. 8th ed. Reading, Mass: Addison Wesley, 1998.

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Hewitt, Paul G. Conceptual physics. 7th ed. New York, NY: HarperCollinsCollegePublishers, 1993.

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Hewitt, Paul G. Conceptual physics. 6th ed. Glenview, Ill: Scott, Foresman, 1989.

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Hewitt, Paul G. Conceptual physics. 9th ed. San Francisco: Addison Wesley, 2002.

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Conceptual physics. San Francisco: Pearson Addison Wesley, 2006.

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G, Hewitt Paul, ed. Conceptual physics. 5th ed. Boston: Little, Brown, 1985.

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Conceptual physics. Boston: Addison-Wesley, 2010.

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Hewitt, Paul G. Conceptual physics. 6th ed. New Yorik: Harper Collins, 1989.

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Hewitt, Paul G. Conceptual physics. 9th ed. San Francisco: Addison Wesley, 2002.

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Hewitt, Paul G. Conceptual physics. San Francisco: Pearson Addison Wesley, 2009.

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Book chapters on the topic "Conceptual physics"

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Thornton, Ronald K. "Conceptual Dynamics." In Thinking Physics for Teaching, 157–83. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4615-1921-8_13.

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Campbell, Richard. "Conceptual Shifts in Physics." In The Metaphysics of Emergence, 42–71. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137502384_3.

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Ansermet, J. Ph. "Spintronics: Conceptual Building Blocks." In Springer Proceedings in Physics, 43–76. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-04498-4_2.

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Grant, Malcolm A. "Reservoir Physics and Conceptual Modelling." In Geothermal Reservoir Engineering, 23–40. Dordrecht: Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-009-3691-1_3.

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Aguiar, Orlando G. "The Implications of the Conceptual Profile in Science Teaching: An Example from a Teaching Sequence in Thermal Physics." In Conceptual Profiles, 235–59. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-90-481-9246-5_9.

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Anderson, Edward. "Introduction: Conceptual Outline of Time." In Fundamental Theories of Physics, 3–18. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58848-3_1.

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Home, Dipankar. "Standard Interpretation and Beyond." In Conceptual Foundations of Quantum Physics, 1–65. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4757-9808-1_1.

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Home, Dipankar. "Quantum Measurement Paradox." In Conceptual Foundations of Quantum Physics, 67–138. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4757-9808-1_2.

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Home, Dipankar. "Classical Limit of Quantum Mechanics." In Conceptual Foundations of Quantum Physics, 139–89. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4757-9808-1_3.

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Home, Dipankar. "Quantum Nonlocality." In Conceptual Foundations of Quantum Physics, 191–270. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4757-9808-1_4.

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Conference papers on the topic "Conceptual physics"

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Ahluwalia, D. V., and D. J. Ernst. "Conceptual framework for high-spin hadronic physics." In Computational quantum physics. AIP, 1992. http://dx.doi.org/10.1063/1.42608.

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Gerace, William J. "Problem Solving and Conceptual Understanding." In 2001 Physics Education Research Conference. American Association of Physics Teachers, 2001. http://dx.doi.org/10.1119/perc.2001.inv.005.

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Michelini, Marisa, Lorenzo Santi, and Alberto Stefanel. "Conceptual Labs for operative Exploration." In Frontiers of Fundamental Physics 14. Trieste, Italy: Sissa Medialab, 2016. http://dx.doi.org/10.22323/1.224.0232.

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Sherin, Bruce, Victor R. Lee, Moshe Krakowski, Leon Hsu, Charles Henderson, and Laura McCullough. "Conceptual Dynamics in Clinical Interviews." In 2007 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2007. http://dx.doi.org/10.1063/1.2820937.

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Klein, Max. "The LHeC Conceptual Design." In 35th International Conference of High Energy Physics. Trieste, Italy: Sissa Medialab, 2011. http://dx.doi.org/10.22323/1.120.0520.

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Docktor, Jennifer L., Natalie E. Strand, José P. Mestre, Brian H. Ross, Chandralekha Singh, Mel Sabella, and Sanjay Rebello. "A Conceptual Approach to Physics Problem Solving." In 2010 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2010. http://dx.doi.org/10.1063/1.3515180.

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Talaeb, P., P. Wattanakasiwich, Boonchoat Paosawatyanyong, and Pornrat Wattanakasiwich. "Development of Thermodynamic Conceptual Evaluation." In INTERNATIONAL CONFERENCE ON PHYSICS EDUCATION: ICPE-2009. AIP, 2010. http://dx.doi.org/10.1063/1.3479864.

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May, David, and Eugenia Etkina. "Self-reflection, Epistemological Beliefs, and Conceptual Gains." In 2001 Physics Education Research Conference. American Association of Physics Teachers, 2001. http://dx.doi.org/10.1119/perc.2001.pr.012.

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Singh, Chandralekha, and David Rosengrant. "Students' Conceptual Knowledge of Energy and Momentum." In 2001 Physics Education Research Conference. American Association of Physics Teachers, 2001. http://dx.doi.org/10.1119/perc.2001.pr.018.

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Robertson, Amy D., Lisa M. Goodhew, Rachel E. Scherr, and Paula R. L. Heron. "University Student Conceptual Resources for Understanding Forces." In 2017 Physics Education Research Conference. American Association of Physics Teachers, 2018. http://dx.doi.org/10.1119/perc.2017.pr.078.

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Reports on the topic "Conceptual physics"

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Berger, E., M. Demarteau, J. Repond, L. Xia, and H. Weerts. CLIC CDR - physics and detectors: CLIC conceptual design report. Office of Scientific and Technical Information (OSTI), February 2012. http://dx.doi.org/10.2172/1035023.

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Bernstein, R., L. Beverly, F. Browning, S. Childress, W. Freeman, V. Jacobsen, G. Koizumi, et al. Conceptual design report: Neutrino physics after the Main Injector upgrade. Office of Scientific and Technical Information (OSTI), January 1991. http://dx.doi.org/10.2172/945435.

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Gehin, J. C., B. A. Worley, J. P. Renier, C. A. Wemple, S. N. Jahshan, and J. M. Ryskammp. Reactor physics methods, models, and applications used to support the conceptual design of the Advanced Neutron Source. Office of Scientific and Technical Information (OSTI), August 1995. http://dx.doi.org/10.2172/206382.

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Gohar, Y., T. Wei, L. Briggs, Y. Park, T. Sumner, A. Grelle, S. Stein, and ( NE). Control and Protection System Conceptual Design Logic Diagrams for Neutron Source Facility at the Kharkov Institute of Physics and Technology. Office of Scientific and Technical Information (OSTI), May 2014. http://dx.doi.org/10.2172/1137183.

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Faybishenko, Boris, Christine Doughty, Michael Steiger, Jane C. S. Long, Tom Wood, Janet Jacobsen, Jason Lore, and Peter T. Zawislanski. Conceptual Model of the Geometry and Physics of Water Flow in a Fractured Basalt Vadose Zone: Box Canyon Site, Idaho. Office of Scientific and Technical Information (OSTI), March 1999. http://dx.doi.org/10.2172/770743.

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Galakhov, I. V., G. A. Kirillov, and V. M. Murugov. Final report Task Order Number B239641 between the Regents of the University of California and Institute of Experimental Physics task 1: Conceptual design. Part 1. Office of Scientific and Technical Information (OSTI), November 1994. http://dx.doi.org/10.2172/80743.

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Smirnov, Alexander, Tatiana Levashova, Nikolay Teslya, and Michael Pashkin. Decision Support in Socio-cyber-physical Systems: Conceptual Framework and Decision Making Stages. "Prof. Marin Drinov" Publishing House of Bulgarian Academy of Sciences, October 2019. http://dx.doi.org/10.7546/crabs.2019.10.10.

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Rumynin, V. G., V. A. Mironenko, L. N. Sindalovsky, A. V. Boronina, P. K. Konosavsky, and S. P. Pozdniakov. Evaluation of conceptual, mathematical and physical-and-chemical models for describing subsurface radionuclide transport at the Lake Karachai Waste Disposal Site. Office of Scientific and Technical Information (OSTI), June 1998. http://dx.doi.org/10.2172/6513.

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Hunter, Fraser, and Martin Carruthers. Iron Age Scotland. Society for Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.09.2012.193.

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The main recommendations of the panel report can be summarised under five key headings:  Building blocks: The ultimate aim should be to build rich, detailed and testable narratives situated within a European context, and addressing phenomena from the longue durée to the short-term over international to local scales. Chronological control is essential to this and effective dating strategies are required to enable generation-level analysis. The ‘serendipity factor’ of archaeological work must be enhanced by recognising and getting the most out of information-rich sites as they appear. o There is a pressing need to revisit the archives of excavated sites to extract more information from existing resources, notably through dating programmes targeted at regional sequences – the Western Isles Atlantic roundhouse sequence is an obvious target. o Many areas still lack anything beyond the baldest of settlement sequences, with little understanding of the relations between key site types. There is a need to get at least basic sequences from many more areas, either from sustained regional programmes or targeted sampling exercises. o Much of the methodologically innovative work and new insights have come from long-running research excavations. Such large-scale research projects are an important element in developing new approaches to the Iron Age.  Daily life and practice: There remains great potential to improve the understanding of people’s lives in the Iron Age through fresh approaches to, and integration of, existing and newly-excavated data. o House use. Rigorous analysis and innovative approaches, including experimental archaeology, should be employed to get the most out of the understanding of daily life through the strengths of the Scottish record, such as deposits within buildings, organic preservation and waterlogging. o Material culture. Artefact studies have the potential to be far more integral to understandings of Iron Age societies, both from the rich assemblages of the Atlantic area and less-rich lowland finds. Key areas of concern are basic studies of material groups (including the function of everyday items such as stone and bone tools, and the nature of craft processes – iron, copper alloy, bone/antler and shale offer particularly good evidence). Other key topics are: the role of ‘art’ and other forms of decoration and comparative approaches to assemblages to obtain synthetic views of the uses of material culture. o Field to feast. Subsistence practices are a core area of research essential to understanding past society, but different strands of evidence need to be more fully integrated, with a ‘field to feast’ approach, from production to consumption. The working of agricultural systems is poorly understood, from agricultural processes to cooking practices and cuisine: integrated work between different specialisms would assist greatly. There is a need for conceptual as well as practical perspectives – e.g. how were wild resources conceived? o Ritual practice. There has been valuable work in identifying depositional practices, such as deposition of animals or querns, which are thought to relate to house-based ritual practices, but there is great potential for further pattern-spotting, synthesis and interpretation. Iron Age Scotland: ScARF Panel Report v  Landscapes and regions:  Concepts of ‘region’ or ‘province’, and how they changed over time, need to be critically explored, because they are contentious, poorly defined and highly variable. What did Iron Age people see as their geographical horizons, and how did this change?  Attempts to understand the Iron Age landscape require improved, integrated survey methodologies, as existing approaches are inevitably partial.  Aspects of the landscape’s physical form and cover should be investigated more fully, in terms of vegetation (known only in outline over most of the country) and sea level change in key areas such as the firths of Moray and Forth.  Landscapes beyond settlement merit further work, e.g. the use of the landscape for deposition of objects or people, and what this tells us of contemporary perceptions and beliefs.  Concepts of inherited landscapes (how Iron Age communities saw and used this longlived land) and socal resilience to issues such as climate change should be explored more fully.  Reconstructing Iron Age societies. The changing structure of society over space and time in this period remains poorly understood. Researchers should interrogate the data for better and more explicitly-expressed understandings of social structures and relations between people.  The wider context: Researchers need to engage with the big questions of change on a European level (and beyond). Relationships with neighbouring areas (e.g. England, Ireland) and analogies from other areas (e.g. Scandinavia and the Low Countries) can help inform Scottish studies. Key big topics are: o The nature and effect of the introduction of iron. o The social processes lying behind evidence for movement and contact. o Parallels and differences in social processes and developments. o The changing nature of houses and households over this period, including the role of ‘substantial houses’, from crannogs to brochs, the development and role of complex architecture, and the shift away from roundhouses. o The chronology, nature and meaning of hillforts and other enclosed settlements. o Relationships with the Roman world
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Review Committee report on the conceptual design of the Tokamak Physics Experiment. Office of Scientific and Technical Information (OSTI), April 1993. http://dx.doi.org/10.2172/10176036.

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