Exploring Oscillators in Upper School Optics

What exactly is an oscillator? For most of us, that might sound like a question best left to those who are “sciencey.” But for students in Melvin Feng’s Upper School Optics class, it’s a challenge they’ve tackled head-on through hands-on experimentation and collaborative discovery.

Oscillators are systems that move or fluctuate between two states in a regular, repeating pattern. From the gentle swing of a pendulum in a grandfather clock to the up and down motion of the suspension in your car, oscillations are all around us and can help us to take the next step and understand how waves move and work. We start with these oscillators which lets us move forward into waves. While we focus on sound and light, there are many other kinds of waves like ocean waves, earthquake waves, and even gravitational waves. Understanding some of the basics of these can help us see the world and universe in novel ways that allows us to begin asking questions that probe deeper into the life around us and explore how nature really works and how energy moves around in the universe.

“While the first mod of Physics focuses on how big things move through the World, this second mod of Physics looks at how energy moves through the Universe as waves. This mod helps to set the foundation for students to experience the universe in a new light and examine the aspects that we can’t see but still interact with, and now can begin to experiment, model, and reason through together,” Mr. Feng explains.

This recent project is a reflection of Target 1 within The Impact Ready Project, Mount Vernon’s strategic plan, where students are empowered to take ownership of their learning journeys, engage in purpose-driven projects, and apply knowledge to real-world challenges.

In this hands-on exploration, students worked in small groups to design experiments demonstrating their understanding of oscillation. Using springs, masses, and an array of physics concepts, they investigated key elements such as period, frequency, spring coefficient, gravity, and mass.

This wasn’t a typical step-by-step lab. Instead, it was a space for problem-solving, creativity, and self-directed learning. Students charted their own paths, engaging in thoughtful discussions to determine what needed to be adjusted, measured, or refined. Some groups encountered challenges, while others pushed their experiments further, testing the boundaries of their understanding.

Mr. Feng acted as a guide and facilitator, stepping in to help groups that felt stuck and posing thought-provoking questions to inspire new approaches. This intentional support model aligns with our commitment to learner agency, fostering positive identity and positioning students as drivers of their learning.

Senior Landron Hoyal shares, “Mr. Feng’s teaching style helped me understand the concept of oscillators better because he really focuses on helping us understand the principles before we start a summative. He wants us to fully understand the project and the formulas we are working with.”

Through this immersive, contextualized learning experience, students didn’t just study oscillation—they lived it. They discovered how to apply complex physics concepts to tangible experiments, deepened their understanding of the subject, and developed critical skills in collaboration, critical thinking, and experimentation.
This project showcases how Mount Vernon brings its strategic vision to life by creating environments where knowledge searches for maximum impact. By building pathways of wonder, inquiry, and exploration, we ensure students acquire knowledge and develop the skills to apply it meaningfully.

Thank you, Mr. Feng, for creating an enriching and engaging learning experience that inspires curiosity and makes physics come alive. At Mount Vernon, students are living proof that knowledge is doing.