HOW A PHYSICS CLASS SOLVED A PROBLEMR. E. SHOWERS

East High School, Green Bay, Wisconsin

Last year there was a problem in our school of inadequatelighting. In this article the discovery, attack, and pupil solutionof that problem will be discussed.

Realization of the need arose during a discussion of properlighting standards for study. Some of the pupils had found read-ing difficult in the science room. This room was lighted by twosemi-indirect lamps suspended by chains in the middle of theroom. In discussing whether this room was lighted satisfactorilythe senior physics class began to consider whether or not theschool as a whole had adequate lighting facilities. This questiontapped a reservoir of school spirit. Innumerable queries weremade, and to settle the controversial opinions the group decidedto perform an experiment that would be both reliable and au-thoritative.

Since there were no attendant laboratory exercises or equip-ment with the course, the problem of correct "write ups" wasfirst to be attacked. The class spent a day studying forms of ex-perimental records. A general form was agreed upon for record-ing data and composing the body of the experiment. The nextstep required provision of equipment. Meter sticks were avail-able but the school did not possess a photometer. Arrangementswere made to borrow one.The pupils worked in groups while collecting data. Measure-

ments were taken of each room, and a floor and window planwere made for each. Points for photometer readings weremarked on the floor. The points were numbered for each roomand the photometer readings taken at desk height and recordedafter the numbers. Four readings were taken for each room.Dark days and bright days with lights on and lights off wereconsidered adequate.Each pupil then took the data for a single room and wrote a

report. Each of these individual room reports was read to theclass as a whole which criticized the method of presentation andthe conclusions drawn. After the class criticism and suggestionswere made, the corrections were incorporated in the report. Theaugmented reports were then revised by a reviewing committeeof five students selected by the class. After progressing thus farin the work the pupils recognized the need for visualizing the

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A PHYSICS PROBLEM SOLVED 675

project. Two boys volunteered to make graphs of outcomes foreach room. Each condition was graphed in broken lines usingposition as abscissas and intensity as ordinates with a straightline on the graph for recommended intensity. The text andnumerous lighting pamphlets were used as references in thewwk.An integral part of the project involved recommendations for

needed changes in the lighting system. These changes were in-cluded in the final report which students in the class typed. Acopy was submitted to the superintendent. This summer im-provements were made in the System in an attempt to conservesight.

For three weeks the project was a stimulating activity for agroup which seldom could have laboratory work. While learningabout illumination they arrived at certain outcomes which theyordinarily would never have developed. Some of these desirableoutcomes should be pointed out. Direct results came in learningthe need for accuracy of measurements and diagrams. Themethod of taking careful readings of instruments was learned aswas the method of concise recording in a readable form of per-tinent data. The proper use of the photo-electric cell of coursewas acquired, which some day may find use in reading of lightmeters for those interested in photography. Some indirect butvitally important results came in the cooperative spirit of theexperiment. One phase of the scientific attitude was cultivatedby the insistence on drawing conclusions only after all data werein. A real understanding of the law of inverse squares regardinglight intensity as it is affected by distance of the illuminated ob-ject from the source of light was gained. The fact was empha-sized in the final conclusion that the cheapest expedient for bet-tering the lighting was to lower each unit where possible. Theclass even worked out a simple problem to show the increase ofintensity which would be obtained by lowering a lamp two feet.A concomitant of this realization was evident in discussions ofhome lighting systems of the pupils who then realized the opti-mum position of lights for proper illumination.While arriving at the outcomes mentioned, the students

experienced the reality of cooperatively attacking a mutualproblem. Cooperative living seems to be one of the goals ofdemocracy. Where better can we practice an application of suchideals to which we pay lip service than in the school system?In the school, with the aid of facts and equipment, why not let

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students do some independent yet cooperative thinking andplanning?As teachers of physics we have often been open to criticism on

the basis of being "fact" teachers. Sometimes we regretfullyhave to admit the truth of such criticism. The grades have longbeen dwelling on activity teaching and we have complacentlysat by while the parade has swung along. Mere applications ofour theories can not satisfy the growing surge of activity teach-ing. The problem is ours and the question is, ^Can we handleit?55 Our experiment offers something definite to the individualwho expects concrete results from activity teaching. This groupof students made a contribution to their school which can hardlybe measured. To a certain degree they answered the challengeconfronting physics classes. If more units could be handled inthis w^ay, we as science teachers could contribute as much ormore to activity teaching as any group of educators. The possi-bilities are present if we only utilize them.

$5,200 GOES LONG WAY IN SIGMA XI AWARDS TO 33SCIENTISTS FOR RESEARCH

Stretching §5,200 a long way, the Society of the Sigma Xi, nationalhonor society for promoting scientific research, has made grants-in-aid to33 scientists engaged in important research.The grants, some as small as §50 and others as large as $300, will be

spent by the scientists for much-needed equipment or in continuing labo-ratory experiments in medicine, astronomy, physiology, chemistry andother fields. Applications for the awards, which poured in from institutionsscattered over the country, amounted to about $20,000, said Prof. GeorgeA. Baitsell of Yale, national secretary of Sigma Xi, announcing the deci-sions.The committee which awarded the available funds consisted of Dr.

Gary N. Calkins of Columbia University, Dr. Harlow Shapley of Har-vard, and Dr. AY. R. Whitney of the General Electric Research Laboratory.Funds for the Sigma Xi grants-in-aid come from small contributions

made by thousands of members of the national honor society throughoutthe country. Coming from this source, the financial aid is doubly valuedby recipients, the society states.

NEW FREEZE-RESISTANT NEOPRENE ANNOUNCED

A new synthetic rubber, of the ncoprene type, which combines the highcold-resistant powers of natural rubber with the oilproofness of neoprencwas announced by D. F. Fraser and F. L. Ycrzley of E. I. du Font deNemours and Company. Principal use for this material is expected to be inautomobile and airplane engines, which have to operate at temperaturesranging from 40 to 70 degrees below zero Fahrenheit.