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5/14/2009 Raymond Scott 02063427

THE STORY OF LIGHT Using Drama and Role Play to develop the principle of sympathy and empathy with people in the past and from different cultures Introduction Anecdotally, evidence gathered from the practicing teacher science classroom suggests that theres grave indifference to the affective domain in preference for the cognitive. Who really wants, to develop moods, feelings or attitude (Oxford, 1990: 22)? Surely such a task is best suited for the Guidance Counselor. This is far from the truth! Students need to identify with, have compassion for others and be in tune with their own feelings. This is vital to their development; both intrapersonal and interpersonal (Gardner, 1993 and Armstrong, 2000). Empathy informs Cornett, 2003; 231 goes beyond sympathy (feeling remorse for another)...it involves feeling what another feels, thinking what another thinks. Role Playing according to Howe and Jones, 1998; 319 is an activity in which pupils are assigned roles and take part in dialogue or debate. Each person in this activity argues Howe and Jones, acts and speaks as the person they are playing. Note that role playing allows students to see the problem from anothers point of view (empathy). From the literature Drama seem to portend a structured piecenotwithstanding this both drama and role play, both may be referred to as simulation a la (Armstrong, 2000:61), are excellent tools for the development of empathy and sympathy. This is so argued by Cornett, 2003; 231 who opines bluntly, drama develops empathy. She explains thus taking on roles from different peoples perspectives shows clearly we are involved. Note its similarity to Cornett on role play. With callousness in society rabid, sympathy and empathy for others can only help.

Rationale Topic: The History of Theories of Light Caribbean Examination Council Physics Syllabus: Section D 5.1 General Object: Students should be familiar with the historical development of the theory of light. Specific Objective: Students should be able to compare the rival theories of light held by scientists.

Einstein work on light lends itself most nicely to examination from a historical point of view. The story of light has four (4) major characters. These characters are flawed, lived in poverty, sickly, erratic and every inch human. Empathy should be achieved especially in a poor rural township where the flawed, the poor, the sick and the erratic are the norm not the exception. The activity will explore the theories of the four scientist recommended by the syllabus, in its explanatory notes. The main attractive force is unquestionably the intellectual appeal of the history of physics. It is expected that when students the work by a physicist of an earlier age he/she will know the thrill of historical discovery and experiences the desire to learn more about the life and times of a the physicist and become inspired themselves. The link with the past is a powerful one. Far from the stereotypical image of the narrow scientist confined to his or her laboratory. Drama and role play is best able to provide this link as well as provide positive role model and teach content through history. (Chin; Heering)

MATERIALS ON THEORIES OF LIGHT Teachers Notes According to Section D of the physics syllabus students are to be familiar with the history of light and in particular with the rivaling theories. It is intended here that the activity outline will be used to fulfill the syllabus objectives. The activity will be guided by these objectives but will also seek to satisfy the objective from the affective domain. Objectives Students should be familiar with the historical development of the theory of light. Students should be able to compare the rival theories of light held by scientists. Students should be able to show compassion; sympathy and empathy. Student should reflect on their experience during the activity.

The class is to be split into six (6) groups of five (5). Resources are to be prepackaged and labeled. Label is to be marked 1, 2, 3, 4, 5 and 6. Each envelop is also to have the stage clearly marked on it, hence: A, B, C, and D.

Modus operandi Teacher should before hand decide group composition give due care to ensure that groups are fair and balance. Groups should ideally be of mixed ability mot skewed towards high or low achiever. Each group is to assigned one table in the science lab. Three students are to sit on either sides of the table and each should be able to see the other. Teacher should provide a verbal outline of the lesson; telling students that they will be asked to follow the instructions in the packages. Tell them what empathy, sympathy, and compassion mean. Ask them to reflect on the meaning of the words in note books. They should be told that the activity will be held over two classes (Monday and Tuesday) and will be divided into five sections. Mondays class will be 90 minutes and Tuesdays class 70 minutes in duration. Stage A-D are group work. While they reflect on the words introduced to them teacher will passes out envelop with A1-A6. Stage A should take 35 minutes. At the conclusion of stage A continue to stage B. Stage B should take 15 minutes. Once more envelops are passed out labeled B1-B6 Stage C then follows and should last 15 minutes. Envelop C1-C6 should be issued. Stage D last 30 minutes and Envelopes D1 to D6 is to be issued Stage E is 70 minutes and is done as a whole class activity. This will be done on Tuesday. Each group will take part in the drama. Each group will have a specific function. Envelopes E1 to E6 issued.

Stage A Time allotted: 35 minutes: 6 minutes for preparation and 5 minutes for each group presentation. Outline of Activity Students are provided with envelops containing either a profile of the scientist Isaac Newton or Christian Huygens along with instructions to write a debate, skit or a press release for a press conference (See appendix 1).The envelop will also contain rubric for assessment of group members , their presentation as well as the presentation of other groups.

Stage B and C Time allotted: 15 minutes and 10 minutes respectively Outline of Activity Students are issued with the second envelops (B1- B6. The envelopes contain five (5) copies of questionnaire about stage A. Students are expected to answer the questions on the questionnaire. Questionnaire 1. What was Newtons theory called? 2. What were the characteristics of this theory? 3. What was Huygenss theory called? 4. What are the characteristics of this theory?

5. Is there anything about Newton/Huygens the person that surprised you? What? 6. Are there any similarity between you and either Newton/Huygens? 7. Did you know that Newton had so many problems with his schooling? He did not start until well after he was six years old and he did not get to finish university because it was shut down before he graduated. Why do you think he achieved so much despite his setback? 8. Newton was very upset with anyone who opposed his view. He was at times angry and spiteful. Do you think this is a good attitude to have for a scientist? 9. Huygens was sickly and thought he was about to die on various occasions, yet he came up with the theory! Why do you think he was so successful in spite of his illness? 10. Which theory did you believe? Why? Before they open the envelopes (labeled C1 to C6) students will be asked to recall what Newton believed! Since light was unable to bend around corners or obstacles, Newton believed that light could not diffract. He therefore supposed light was not a wave. What happen if we can show that it can? Stage C There is a short film on the experiment of Thomas Young on CD-Rom students are to watch it. Students are to write a sentence stating what the findings of Young are. After viewing film students should reflect on the findings of Young and the implications. Students are to imagine that they are Newton/Huygens and write a letter to the local press reacting to this revelation by Young.

Stage D Time allotted: 30 minutes: 6 minutes for preparation and 4 minutes for each group presentation Outline of Activity Students are then provided with envelopes D1 to D6 with the profile of Einstein in three parts; early years; at school and his first job as a patent clerk. The students are asked to choose any part of the profile and present a song form there impression. The song is to be a reflection on how similar or different Einstein was from the previous scientist and themselves. Major Points 1. Einstein was born a Jew in a society that hated Jews 2. Einstein started school late and did not do well intellectually. 3. Was good at violins teachers taught he would amount to nothing. 4. Left school got a job as a clerk in an office.

Stage E Time allotted: 70 minutes Outline of Activity Students will be issued with Envelopes E1-E6. Envelopes will contain the parts that each group is expected to play in the whole group activity. It will contain an article giving the gist of the time line

of Einsteins Duality of light. The article will give details of what the theory purports. Students will be expected to read the article and prepare for the roles assigned. Group1..Newton and staff Group2Huygens and staff Group3Einstein and Staff Group 4 reporters assigned to Newton Group 5reporters assigned to Huygens Group 6reporters to Einstein Drama sketch: Einstein makes his discovery and travel back in time to see Huygens and Newton. They meet and decide to have a press conference. Newton flanked by staff makes a presentation on his theory. Huygens does the same. Students will be asked to bear in mind the characteristics of each of the gentlemen i.e. Newtons temper and Huygens sickness. Einstein also makes his presentation stating his finding. Reporters are free to ask questions based on presentation of the main actors. Each reporter must ask at least one question. Each presenter and all of the staff must answer at least one question.

Appendix 1

Particles versus Waves

DEFINITION Corpuscle: A particle. Diffraction: The bending of light or another form of electromagnetic radiation as it passes through a tiny hole or around a sharp edge. Ether: Also spelled aether; medium that was hypothesized by physicists to explain the wave behavior of light. Wave: A regular pattern of motion that involves some kind of disturbance in a medium. HERE WE GO! With the rise of modern physics in the seventeenth century, scientists argued over two fundamental explanations of the nature of light: wave versus particle. According to the particle theory of light, light consists of a stream of particles that come from a source (such as the Sun or a lamp), travel to an object, and are then reflected to an observer. Isaac Newton, after seriously considering both models, ultimately decided that light was made up of particles. Isaac Newton (16421727) theory is sometimes known as the corpuscular theory of light. Proponents of the particle theory of light pointed to reflection as evidence that light consists of individual particles that bounce off of objects, much like billiard balls. Newton believed that refraction could be explained by his laws of motion, with particles of light as the objects in motion. As light particles approached the boundary between two materials of different densities, such as air and water, the increased gravitational force of the denser material would cause the particles to change direction, Newton believed . Newtons particle theory was also based partly on his observations of how the wave phenomenon diffraction related to sound. He understood that sound traveled through the air in waves, meaning sound could travel around corners and obstacles, and thus a person in another room can be heard through a doorway. Since light was unable to bend around corners or obstacles, Newton believed that light could not diffract. He therefore supposed light was not a wave. At about the same time, the wave theory of light was being developed. According to the wave theory, light travels through space in the form of a wave, similar in some ways to water waves. The primary spokesperson for this concept was Dutch physicist Christiaan Huygens (16291695).

Dutch scientist Christian Huygens believed that refraction occurred because light waves slowed down as they entered a denser medium such as water and changed their direction as a result. Wave theorists believed that light must travel through some material that permeates space. Huygens dubbed this medium the aether. Unfortunately, efforts to locate the ether were unsuccessful. Two American physicists, Albert A. Michelson and Edward W. Morley devised a very precise method for detecting the ether. No matter how carefully they searched, they found no ether. Because of Newtons fame and reputation, many scientists of the seventeenth and eighteenth centuries subscribed to the view that light was a particle.

Works Cited
Armstrong, Thomas (2000) Multiple Intelligence in the Classroom 2nd Ed, Association for Supervision and Curriculum Development: Alexandria Chin, J. (n.d.). Case Study on William Beaumont. Heering, P. (n.d.). Getting Shocks:Teaching Secondary School Physics Through History.