The Arizona STEM Acceleration Project
Sun Prints
Sun Prints
A 7th - 12th Grade STEM Lesson
Kimberly Roach
02/09/2024
Notes for Teachers
List of Materials
treated for cyanotype printing
flowers, feathers, and stems
(optional)
Arizona Science Standards
HS.P1U1.3 Ask questions, plan, and carry out investigations to explore the cause and effect relationship between reaction rate factors.
HS.P1U1.2 Develop and use models for the transfer or sharing of electrons to predict the formation of ions, molecules, and compounds in both natural and synthetic processes.
8.P4U1.4 Develop and use mathematical models to explain wave characteristics and interactions.
7.E1U1.5 Construct a model that shows the cycling of matter and flow of energy in the atmosphere, hydrosphere, and geosphere.
Arizona Math Standards
7.SP.A.2 Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions.
P.S-IC.B.4 Use data from a random sample to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.
Arizona Art Standards
VA.CR.1.7
b. Develop criteria (such as identifying the desired qualities of the final artwork) to guide making a work of art or design to meet an
identified goal.
VA.CR.2.7a
a. Demonstrate persistence in developing skills with various materials, methods, and
approaches (such as using elements and principles of modern art, applying artistic
norms of diverse cultures, addressing social issues in contemporary art, etc.) in creating
works of art or design.
Arizona Technology Standards
6-8.5.b.
Students find and organize data and use technology to analyze and represent it to solve problems and make decisions.
9-12.5.b. Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem solving and decision making.
Objective(s):
Today students to explore the basics of the photographic process by creating their own cyanotype print using found objects.
Today students will learn that a cyanotype is a photographic print made by placing objects directly onto light sensitive paper and then exposing the paper to light.
Today students will use a minimum of two to three objects to create an interesting composition on a 4”x5” piece of photosensitive paper.
Today students will place their composition in the sun and will watch how the sunlight “develops” their photograph by turning exposed areas blue and leaving covered areas white.
Agenda: Day 1 (50 minutes) Gathering and Composing Nature
Take your students outside to look for and gather approximately 4 to 5 objects from nature such as flowers, sticks and leaves.
Using a small white board as a base, arrange your nature items on the cyano-treated paper in an interesting composition.
Agenda: Day 1 (50 minutes) Exposing Composition to Sunlight
Next, take your composition on the white board outside into the sunlight.
Expose to the sunlight for 1-5 minutes.
Agenda: Day 1 (50 minutes) Rinsing Exposed Cyanotype paper in water
Rinse exposed to sunlight cyanotype paper in water for about five minutes.
Agenda: Day 1 (50 minutes) Dry Cyanotype on Rack
Place wet cyanotype paper on a white board and put it on a drying rack until dry.
Agenda: Day 2 (50 minutes) Completed Cyanotype and Critique
Discuss the following questions:
1.Which items from nature resulted in the most recognizable shape?
2.What would you change or adjust for an additional sun print composition? Would you change the nature items, the time in the sunlight or the time or temperature in the water rinse?
3.How would you create a behavior over time graph for the time in the sunlight and quality of cyanotype?
Waters Institute for Systems Thinking BOTG Templates Link
Agenda Day Day 2 (50 minutes) Science behind Cyanotypes
Sun prints or cyano types are created by employing a venerable process called blue printing.
The sun print paper has chemicals immersed in the paper. These chemicals are: K3[Fe(CN)6] and (NH4)5Fe(C6H4O7)2. So that when the paper is placed in sunlight, there is a chemical reaction with the ultraviolet rays of the sun.
Objects that are put on the cyano type block the sun's ultraviolet rays from reacting with the chemicals on the paper.
The areas exposed to the sunlight will fade from blue to white due to a molecular redox reaction (oxidation by reducing an atoms’ electrons) causing iron molecules to change color and bind to the paper fibers.
Then, when the exposed cyano type is rinsed in clean water, this reveals the dark blue color or ferric ferrocyanide (Fe7(CN)18. Unexposed iron molecules are water soluble and rinse away while the water causes another redox reaction, returning the bound iron to a blue that deepens over time.
Intro/Driving Question/Opening
Show examples of cyanotypes and explain that they are created by arranging objects on photosensitive paper that is then exposed to sunlight. Link Anna Atkins Sun Print Examples
Show examples of darkroom photography and explain the basic process of developing prints in a darkroom. Inform students that cyanotypes are an easy alternative to photographic methods that require chemicals and a darkroom.
Explain that photographs are composed using the principles of design: emphasis, balance, contrast, and repetition.
Ask students to point to each of these principles in the examples provided.
Hands-on Activity Instructions
Students may work individually or in pairs.
1. The teacher will introduce the lesson with a pre-made example and will state the objectives.
2. The teacher will take the students outside to gather items from nature such as wild flowers, leaves, cacti and twigs.
3. Once back inside the classroom the teacher will give directions to the student to practice arranging their objects on a 4”x5” piece of drawing paper.
4. In a semi darkened room, the teacher will pass out a 4” x %’ cyano print paper to do a test print.
5.Students will arrange their objects on the photosensitive paper and will then place the paper in the sunlight for a total of one to five minutes.
6. After exposing their paper for one to five minutes students will return inside to the classroom and will rinse their paper in the 8”x10” pan of clean water.
7. Once each student has rinsed their print, each student will put their wet cyano print on a white board and then on a drying rack to dry.
Assessment
1. In a written or video response students, will explain the sequential process of creating a cyanotype print.
2. Students will present their print in a class critique and will discuss how they arranged their found objects to create an interesting composition.
3.In a short essay, students will describe the science behind how and why the cyanotype changes when placed in the sunlight.
Differentiation
Provide the student with a variety of objects to use for their sun print composition. Then demonstrate the process of choosing the objects and laying them out on the cyanotype paper.
Provide the student with half of the objects already laid out on the sun print paper. The other half of the object should be available right next to the sun paper. Next, the students can add the remaining half of the nature objects to complete the sun print composition.
Remediation
Extension/Enrichment
1. Facilitate a class critique and ask students to describe how factors such as exposure time and intensity of the sun affected their sun print composition.
2. Create an alternative sun print project, such as a sun print pillow, by using a fabric treated sun print.
3.Review with students several other photography exposure techniques. In a written response, students will compare and contrast the cyanotype method with other traditional methods.