Physics class experiments with lenses

Philip Logsdon’s freshman Physics first class conducted a lab in which they use lenses to find the focal lengths of real or virtual images. The students were broken up into lab groups containing 3-5 people.

Students Fritz Spofford and Mac McCoy listen attentively as Logsdon explains how to adjust their convex lens. It was very important for the students to adjust the lens the proper length in order for the lab to work correctly. Credit: Ainsley McLaughlin for Manchester Essex Multimedia Online
Students Fritz Spofford and Mac McCoy listen attentively as Logsdon explains how to adjust their convex lens. It was very important for the students to adjust the lens the proper length in order for the lab to work correctly. Credit: Ainsley McLaughlin for Manchester Essex Multimedia Online
Freshman Grace Dawson compares information with fellow lab partner Jillian Furber. As the two conversed, the other members of their group continued to write down their observations. Credit: Ainsley McLaughlin for Manchester Essex Multimedia Online
Freshman Grace Dawson compares information with fellow lab partner Jillian Furber. As the two conversed, the other members of their group continued to write down their observations. Credit: Ainsley McLaughlin for Manchester Essex Multimedia Online
Group members Fritz Spofford, Mac McCoy, and Louis Masella complete their lab before the rest of the class has finished. Convex lenses are lenses that have surfaces that curve outward and concave lenses have surfaces that curve inward. Credit: Phoebe Savje for Manchester Essex Multimedia Online
Group members Fritz Spofford, Mac McCoy, and Louis Masella complete their lab before the rest of the class has finished. Convex lenses are lenses that have surfaces that curve outward and concave lenses have surfaces that curve inward. Credit: Phoebe Savje for Manchester Essex Multimedia Online
Depending on where the lens was located the image would appear differently on the notecard in which it was projected. The source of light (and the image they were projecting) was a lit candle. Credit: Phoebe Savje for Manchester Essex Multimedia Online
Depending on where the lens was located the image would appear differently on the notecard in which it was projected. The source of light (and the image they were projecting) was a lit candle. Credit: Phoebe Savje for Manchester Essex Multimedia Online
Nellie Boling adjusts her notecard as instructed by Logsdon. The distance of the notecard to the lens where the image was in focus is called the focal length. Credit: Phoebe Savje for Manchester Essex Multimedia Online
Nellie Boling adjusts her notecard as instructed by Logsdon. The distance of the notecard to the lens where the image was in focus is called the focal length. Credit: Phoebe Savje for Manchester Essex Multimedia Online

Students with long hair were given instructions to pull back their hair as a safety precaution. This was important regarding safety because they would be using a flame in their experiment. Credit: Phoebe Savje for Manchester Essex Multimedia Online
Students with long hair were given instructions to pull back their hair as a safety precaution. This was important regarding safety because they would be using a flame in their experiment. Credit: Phoebe Savje for Manchester Essex Multimedia Online

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