Theintentionofthepaperistoassesstheappropriatenessandusageofphysicstermsingradesevenandeightstudents'physicstextbooks.Toachievethisobjective,arangeofdatagatheringtoolswereemployed.Bothqualitativeandquantitativedatawereconsidered.Textanalysiswasusedtocollecttermsinstudents'physicstextbooks.Questionnairesandinterviewswereutilizedtogatherinformationfromthepeoplethathavedirectcontactwiththeterms.Basedontheconceptoftermformationandfactsaboutconceptofterms,someprinciplesandguidelineswereadopted.Theguidelineswereusedasscreeningdevicestoappraiselinguisticandconceptualappropriatenessoftheterms. Theanalysesofthetermsrevealthattherearetermsthatareunnecessarilyborrowed,lackpotentialderivatives,orthographicallyinconsistent,lackmotivation,synonymous,ill-definedandnonequivalent.Presencesofstrangesoundconfiguration,conceptuallyambiguousterms,difficultyofunderstanding,lackofcooperationamongtermdevelopersandtermusers,mismatchbetweentermsandtheirrespectivesymbols,lackofdialectalcomprehensivenessaresomeofthechallengesidentifiedsofar.Nonetheless,thefindingindicatesthatterm-relatedproblemshavelittleimpactonstudents'interesttowardsthesubject. Theresearchersuggeststherevisionoflinguisticandconceptualappropriatenessoftheterms,collaborativeeffortsamongvariousstakeholders,re-examinationofwaysofpresentationoftermsinthetextbooksandreconsiderationofmeansofminimizingtheimpactofterm-relatedproblemsonstudents'understanding.