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Photographing Physical Science Phenomena

William David Alexander
North Kansas City High School, North Kansas City, Missouri

Subject: Science/Physics
Grade: 12

"The project combined the research of a term paper, the precision of an experiment, and communication through a new medium."

Purpose and Description of Project

William Alexander and his nine students studied several phenomena involving the interaction of light and matter and simple mechanics. They captured the processes and results of their experiments on film. The project not only helped dramatize the properties of light for the students, it also resulted in four slide/tape shows with which other students will be able to observe experiments that are difficult to reproduce regularly in the classroom.

The students divided into four groups and concentrated on experiments in the areas of diffraction, holography, interference patterns, and spectroscopy. Each group had to research its experiment, set up and run the experiment, and successfully collect the expected results, all the while photographing each stage of the process. Each group also had to write and tape a narrative explaining the theory behind and results of the phenomenon that was being demonstrated.

While the students found dealing simultaneously with both scientific and photographic variables "really tough," reports Alexander, "there was a genuine euphoria when the students screened their final programs." In addition, he says, other students are already asking when they will get to do similar experiments.

Activities

Students spent several periods doing preliminary research in choosing their topics, assessing the materials needed for their experiments, and learning how to operate the necessary photographic equipment. Each group then developed storyboards specifying the shots it needed to explain its particular experiment.

The group working on diffraction, for example, set up an object between a white screen and a light source so that diffraction patterns would be shown on the screen to demonstrate the bending of light waves.

Test shots of the experiments using black-and-white film were taken and the photos analyzed, which sometimes required modifications to a group's storyboards. When such technical difficulties had been dealt with, the students took color slides to follow their final storyboards and wrote and taped their narrations, with accompanying background music.

Materials, Resources, and Expenses

Human resources included the school's audiovisual librarian, who gave a seminar on the use of the school's camera and recording equipment; the photography teacher, who provided advice, resource materials, and use of darkroom facilities; the physics teacher, who lent equipment and materials; and the art and industrial teachers, who advised on the design of the slide shows.

Experimental materials included: spectroscope, gas discharge tubes, high voltage coil, strong magnet, Nichrome wire loops, chemicals, torch and burners, helium-neon laser, objects such as washers and BBs, glassgrams, KODAK D-19 Developer for hologram film, KODAK WRATTEN Gelatin Filters, photo flood light, holders and shades for equipment. Production: 35 mm cameras, tape cassettes, various types of film, slide carousel, tripods, copystand, close focus lenses, telephoto lens, filters, cable release, tape recorder with audio pulse, and slide projector.

Outcomes and Adaptability

Alexander says that the students involved in this project had "a greater excitement for their organized material than is typical with written-word forms." In addition, he states, they took considerable pride in their work.

The teacher believes that the "concept of students communicating their work in slide/tape form should be adaptable to many settings," as well as to younger students. However, he does advise that both small class size and a high level of student responsibility are required since the groups need to operate simultaneously at different sites under various conditions.

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