The substitution of motion picture films for some lecture demonstration experiments would facilitate the continuous use of lecture halls by eliminating the necessity of allowing time between lectures for setting up and adjusting apparatus. This article gives the results of an experiment to measure the effects of such substitution on student achievement. The first physics course for engineering and physics majors was taught by two methods: (1) with conventional presentation of lecture demonstrations, and (2) with films substituted for some of the demonstrations. Students were randomly assigned to two classes and, within each class, to groups of seats at different distances from the lecture table. The same quizzes and examinations were given to all students. Statistical analyses of student scores indicate that: (1) presentation of lecture-demonstration experiments by film is as effective instructionally as the conventional method of presentation, and (2) student achievement is independent of the distance (up to 60 ft) between the student and the lecture demonstrations, irrespective of the two methods of presentation. The results of an informal study of voluntary use of films outside of class are also reported.
A relatively inexpensive scattering chamber and associated apparatus for performing the Rutherford scattering experiment in laboratory and lecture demonstrations is described. Typical data from a 30-min lecture demonstration is discussed. Features of the apparatus include a silicon surface barrier detector, externally controlled angle settings, and the applicability of the apparatus to a number of experiments for the undergraduate.
A series of 20 sound motion picture films of physics lecture demonstration experiments was made with university facilities. This article gives a general description of film production methods as they appear to the physicist.
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