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Photomicrography
Dr. Vahak D. Sarkis
Fulton-Montgomery Community College, Johnstown, New York
Subject: Science/Chemistry
Grade: Higher Education
"I am convinced that the introduction of microscopy, and
with it photomicrography, provides a new dimension in teaching
important chemical principles....This, in turn, should improve
student interest and performance."
Purpose and Description of Project
Vahak Serkis introduced microscopic investigations and photomicrography
(the use of a
camera
to photograph microscopic samples as viewed
through a microscope) in his chemistry laboratory sessions to
give his students new insights into chemical/molecular behavior
and greater understanding of what chemistry involves. Microscopy/photomicrography
offered students a close look at the behavior of substances at
the crystalline level. During the project Sarkis' students used
photomicrographic procedures as they identified the six major
crystal systems, prepared crystal melt slides and investigated
their birefringence properties, and identified and characterized
the birefringence properties of household, natural, and environmental
substances. Sarkis intended that the photomicrographs would improve
student performance and interest by allowing them to more accurately
identify structures.
Activities
Students were introduced to the use of the microscope and they
then (1) identified the six major crystal systems in terms of
characteristic angles, number of faces, and bond lengths. (2)
Investigated the birefringence properties of crystals belonging
to anisotropic systems under crystal melt conditions. (3) Observed
the birefringence properties of natural, household, and environmental
substances. As the students carried out the assigned experiments,
they used photomicrography to record the chemical properties they
observed; a single-lens camera loaded with color or black-and-white
film
was placed on each optical microscope, the slides containing
the samples were placed on the stage of the microscope, and the
photomicrographs were taken.
Materials, Resources, and Expenses
Sarkis' students used simple optical microscopes fitted with optional
adapters for the cameras and typical microscope slides.
Chemicals were available in the laboratory, and other
substances were supplied by Sarkis and his students.
Two of Sarkis' colleagues assisted him in preparing a slide presentation:
a member of the Graphic Arts Division and the Director of Admissions.
Outcomes and Adaptability
To evaluate the techniques of photomicrography used, Sarkis asked
a control group to draw freehand the samples of the chemicals
and other substances they viewed through the microscope. As anticipated,
the photomicrographs were far superior to the drawings and they
became part of a permanent record of chemical substances for purposes
of identification and characterization.
The instant gratification students received from producing attractive
photomicrographs without much training generated a great deal
of enthusiasm for the subject. The simplicity of the process encouraged
student creativity as they experimented sixty different types
of illumination and gathered numerous unusual substances for investigation.
According to Sarkis, his project is easily replicable because
optical microscopes are in wide use and the collection of chemicals
and substances is quite simple and economical. Students can learn
the techniques of photomicrography easily and quickly, which ensures
both rapid success and a high level of interest. Anyone with a
rudimentary set of instructions can obtain quite good results
with minimal, or no supervision." As a result Sarkis believes
his project could be implemented in secondary and even elementary
schools; all that would need to be varied to suit the various
instructional levels would be the types of samples studied-e.g.,
hair or insect parts would be appropriate for examination at the
elementary level.