Chapter 1: Introduction: The History and Philosophy of Interactive Physics Hallway Exhibits

The “interactive physics hallway exhibit” (or simply, hallway demonstration) occupies a unique place in science education. It is quite unlike a classic physics demonstration, performed by a teacher for a group of students. It is a demonstration of a single physics concept or a group of related concepts designed to stand alone (usually in a hallway or else in an available room) and invite manipulation by anyone passing by. Without supervision! As such, interactive demonstrations are closely related to the exhibits in a “hands-on” science museum. In fact, many interactive demonstrations have their genesis in a science museum exhibit.

The concept of a hands-on science exhibit was pioneered and popularized by Frank Oppenheimer, who created the Exploratorium in 1969. Prior to that time, exhibits in a science museum were, for the most part, static and passive in nature. A pane of glass separated you from the exhibit. You read the precisely constructed text, or pressed a button to hear an explanation or illuminate objects. There was no sense of being able to discover something for yourself.

Frank Oppenheimer believed in making natural phenomena and processes available and accessible. He dared to put out exhibits that could be touched and manipulated by the museum visitor. You were allowed to learn as little or as much as you wanted. The Exploratorium was, in Franks words, “a playful museum.”¹ 

It is this spirit that defines a hallway demonstration. According to an ancient proverb:

The philosophy of a hallway demonstration is one of learning by doing. A typical hallway demonstration consists of a physical phenomenon or process that is set up in an area accessible to passersby and is open to their manipulation. It should not be rigorously structured. It should be open ended, inviting the passerby to explore and play.

This is an awesome amount of freedom allowed to the participant — a freedom that makes discovery a joy but also requires a responsibility in the thoughtful design of the exhibit.

Since a hallway exhibit will stand on its Own without supervision, it should be attractive enough to entice someone to stop and investigate — without being overwhelming and pretentious. The construction should be rugged and attention paid to safety. Remember, people will be using this apparatus without supervision. Always assume that someone will use the equipment in the most absurd, unintended way — because they will! Ask yourself, “If abused in this way will there be a danger involved? Will the equipment break down?” If the answer is yes to either question, correct the potential problem or do not install the exhibit.

The reward in a hallway demonstration will be in direct proportion to the number of things that can be manipulated. Give the visitor a variety of ways to use the demonstration if possible. Keep adding to the number of exhibits “on the floor.” There appears to be a critical mass at which point passersby decide this is not just equipment that someone forgot to take in, but is part of a plan. (It also seems that as the number of exhibits increases, the incidence of vandalism decreases.) As you add to the number of exhibits, try to install some that relate to each other. One of the joys of discovery is in discovering connections or patterns.

Check the exhibits on a regular interval. If you find one that is not functioning, remove it and repair it. Nothing is more frustrating than an exhibit that doesn’t work.

Graphics are necessary as guidance to the visitor. However, use a minimum of graphics. It’s sad, but it’s a fact: Most people (unlike you and me) do not like to read. If the graphics are too verbose or didactic, a passerby will not look at them, or may even walk away without interacting with the exhibit. Do not be too concerned that the demonstration will be used in the wrong way or that the user will not come away with a complete understanding of the physics. The point of a hallway exhibit is simply to expose someone to the phenomenon or process and let them decide how to explore it. Even if they get nothing out of it today, they may tomorrow when they encounter the concept again or see a related phenomenon.

The Exploratorium has an excellent model for graphics with a simple “To Do,” “What is Going On?” and “So What.” (Examples of these can be found in the Exploratorium Cookbooks which are listed in the chapter on resources.) These point out what you can manipulate and what to look for and what that might demonstrate. Their graphics also call attention to related exhibits when appropriate. Photographs of someone actually using the exhibit can be extremely helpful and worth more words than you could ever write.