Friday, 18 September 2026

Can AI Help Create Better Photography, Video and Music — Without Replacing the Creative Process?

 

Can AI Help Create Better Photography, Video and Music — Without Replacing the Creative Process?

AI can accelerate creative work — but somebody still has to know what “good” looks and sounds like.

Artificial intelligence is rapidly finding its way into photography, video production, music, graphic design and almost every other creative field.

That inevitably leads to a rather dramatic question:

Will AI replace the photographer, filmmaker, editor, musician or producer?

I think that is the wrong question.

A much more useful question is:

Can AI help a creative person produce better work, more efficiently, without allowing the technology to take over the creative process?

My answer is very definitely yes.

I use technology extensively in creative work, but I have never regarded the technology itself as the creativity.

A camera does not decide what is worth photographing.

A microphone does not decide what emotion a performance should convey.

An editing system does not decide which moment in an interview tells the story.

And an AI system does not automatically know whether an idea is interesting, appropriate, original or simply rather dull.

AI can be an extraordinarily useful assistant.

But somebody still has to make the decisions.

Creativity Has Always Used Tools

It is worth remembering that creative work has never been separated from technology.

Photographers embraced autofocus, automatic exposure, image stabilisation and digital processing.

Video production moved from physical film cutting to non-linear digital editing.

Musicians moved from purely acoustic instruments to synthesisers, digital recording, MIDI, sampling and virtual instruments.

Graphic designers moved from drawing boards and Letraset to software.

Every major technological change produced some concern that the craft was disappearing.

Usually, something rather different happened.

The repetitive or technically awkward parts became easier, while the expectations placed upon the creator became higher.

AI may simply be another stage in that process.

The important distinction is between using AI to support creativity and asking AI to substitute for creativity.

Those are not the same thing.

Photography: AI Before the Shutter Is Pressed

People often associate AI photography with generating artificial pictures.

That is only one small part of what it can do.

AI can be useful long before a photograph is taken.

Imagine that a business asks me to photograph a new product.

Before setting up the camera, I might use AI to explore questions such as:

  • What sort of visual style would suit this product?

  • Should the photographs look technical, luxurious, friendly, traditional or modern?

  • What props might support the story without distracting from the product?

  • What backgrounds could work?

  • What sequence of images would be useful for a website and social media campaign?

  • What detail shots might a customer want to see?

That can turn a vague request such as:

“Can you photograph our new product?”

into a much more useful creative plan.

The AI has not taken the photograph.

It has helped organise the thinking behind it.

From Idea to Shot List

This becomes particularly useful when a photographic session has to produce many different assets.

Suppose we need:

a clean product photograph;

a close-up showing craftsmanship;

a photograph of the product being used;

a vertical image for social media;

a wide image suitable for a website banner;

and perhaps some behind-the-scenes photographs.

Rather than discovering halfway through the session that we have forgotten something, AI can help produce a checklist or shot list beforehand.

That is a productivity gain.

It is not a replacement for photographic judgement.

Once I am standing behind the camera, I still need to decide:

Where should the light come from?

How hard or soft should it be?

What focal length should I use?

What should be sharp?

What should be blurred?

Is the composition balanced?

Does the image actually communicate what the customer wants?

AI may have helped create the plan.

The photographer still has to create the photograph.

AI Cannot See the Scene Quite Like the Photographer Can

This is where human judgement becomes very important.

A photograph may be technically excellent and still fail.

Perhaps the lighting is too clinical for a warm, personal brand.

Perhaps the background colour clashes subtly with the product.

Perhaps the photograph is perfectly sharp but somehow lifeless.

Perhaps somebody's expression changed for a fraction of a second and that is the frame that suddenly feels natural.

Creative work contains enormous numbers of these small decisions.

Experienced photographers often make them instinctively.

We move a light slightly.

We lower the camera.

We wait half a second longer.

We change the focal length.

We remove something distracting from the background.

We ask someone to turn their head slightly.

None of these decisions seems dramatic.

Together, however, they can transform the image.

That is what I mean when I say somebody still needs to know what “good” looks like.

AI as a Photographic Editing Assistant

AI can also be extremely useful after the photograph has been taken.

Modern editing tools can assist with tasks such as selecting subjects, masking areas of an image, reducing noise, sharpening, identifying unwanted distractions and speeding up repetitive adjustments.

That can save considerable time.

But there is an important difference between asking:

“Can this image be improved?”

and:

“Can we make this image into something that never really happened?”

Both may have legitimate uses, but they are different creative activities.

For commercial photography, documentary work, scientific photography or event photography, authenticity may be extremely important.

Removing a temporary dust spot from a product photograph might be entirely reasonable.

Changing the product itself could be misleading.

Removing an unwanted sensor blemish from a landscape is one thing.

Adding a dramatic mountain range that was never there is something quite different.

AI therefore makes judgement more important, not less.

Video: AI Can Help Before Filming Starts

Video production is an area where AI can be particularly useful because even a short film involves many stages.

There may be:

research;

story development;

scripting;

interview questions;

shot planning;

filming;

sound recording;

transcription;

editing;

titles;

captions;

music;

and finally different versions for different platforms.

AI can help with almost all of those stages.

But again, helping is not the same as directing.

Turning an Idea Into a Structure

Suppose a small business wants a two-minute promotional film.

They know what their company does, but when asked what the film should say, the answer might initially be:

“Just show people what we do.”

That is understandable, but it is not yet a film.

AI can help explore possible structures.

For example:

Open with the customer's problem.

Introduce the company.

Show the process.

Include a customer testimonial.

Show the finished result.

Finish with a clear call to action.

Now we have something that can be discussed.

I may reject half of it.

I may rearrange the order.

I may decide that the company history is actually the strongest story.

That does not mean the AI failed.

It did its job by giving me something to react to.

This is one of the ways I find AI particularly valuable creatively.

A blank page is difficult to criticise. A draft is easy to improve.

Better Interview Questions

AI can also help prepare interviews.

Consider the difference between asking:

“Did you enjoy working with the company?”

and:

“Can you describe what problem you had before you contacted the company, and what changed afterwards?”

The first question may produce:

“Yes.”

The second may produce an entire story.

AI can help generate possible questions, but the person conducting the interview still needs to listen.

Quite often, the best question is not on the prepared list at all.

It is the follow-up question prompted by something the interviewee has just said.

That requires attention, curiosity and judgement.

The technology cannot replace genuine human conversation.

Creating a Useful Shot List

Video production also benefits enormously from good planning.

Imagine filming somebody making a bespoke object.

It might be useful to capture:

the wide workshop view;

hands performing the work;

close-ups of tools;

the raw materials;

the maker concentrating;

small details of the process;

the finished product;

and perhaps the customer's reaction.

AI can help remind us of these possibilities.

But while filming, something unexpected may happen.

Perhaps light suddenly falls beautifully across the workbench.

Perhaps the maker pauses to examine a detail.

Perhaps an apparently insignificant action turns out to be the perfect transition shot.

A rigid automated system might miss that.

A filmmaker notices it.

Transcription May Be One of AI's Most Useful Video Tools

One of the less glamorous applications of AI may also be one of the most useful.

Transcription.

An interview lasting forty minutes may contain only ninety seconds that ultimately appears in the finished film.

Searching through the footage manually can take considerable time.

An automatically generated transcript allows the editor to search the conversation as text.

If the customer remembers that somebody spoke about “how the company started”, it becomes much easier to find that section.

The transcript can also help create subtitles and captions.

This does not replace editing.

It removes some of the administrative work around editing.

And that distinction is important.

The Edit Is Where the Story Is Often Discovered

Film editing is not simply joining clips together.

It is storytelling.

Two editors given exactly the same material can create very different films.

One might make the story energetic.

Another might make it emotional.

Another might make it humorous.

Another might make it reflective.

AI may suggest edits, locate pauses, identify speakers or help find footage.

But the editor still has to decide:

Should we hold this shot for another second?

Should the music begin here?

Should we hear the person's voice before we see them?

Is this pause awkward or powerful?

Does the audience need another explanation?

Would removing this sentence make the story clearer?

That is creative judgement.

And it can be surprisingly difficult to automate because there may not be one objectively correct answer.

AI and Music: A Particularly Interesting Relationship

Music raises perhaps even more interesting questions.

AI can already generate musical ideas, suggest chord sequences, explore arrangements, produce rhythmic patterns and assist with many technical parts of audio production.

That can be extremely useful.

But music is not simply a mathematically correct sequence of notes.

Anyone who has played an instrument will recognise this immediately.

Two people can play exactly the same notes and produce completely different performances.

Timing matters.

Phrasing matters.

Dynamics matter.

Articulation matters.

Registration matters.

Balance matters.

And sometimes tiny imperfections make a performance feel human.

AI may provide a musical starting point.

The musician still decides what the music is trying to say.

Using AI as a Musical Sketchbook

I think one of the healthiest ways to regard AI in music is as a sketchbook.

Suppose I have a melody and want to explore several approaches.

It might help generate ideas for:

a gentle accompaniment;

a dramatic orchestral interpretation;

a jazz-influenced version;

a theatre-organ style treatment;

or a modern electronic arrangement.

Those suggestions can provide inspiration.

But I may then decide:

“That harmony is too predictable.”

“The accompaniment is far too busy.”

“This needs more space.”

“The melody should move to another instrument.”

“The introduction gives away too much too soon.”

These are musical decisions.

In other words, AI can produce possibilities.

The musician selects, modifies, combines and often rejects them.

The Danger of Accepting the First Answer

There is a potential problem with all AI-assisted creativity.

It can make producing something acceptable extremely easy.

That is not necessarily the same as producing something good.

Ask for a promotional script and you may receive a perfectly respectable script.

Ask for a photographic concept and you may receive a perfectly respectable concept.

Ask for a music idea and you may receive something perfectly respectable.

And that is where creative complacency can begin.

If everything is accepted exactly as generated, creative work can start to feel generic.

The language becomes familiar.

The visual ideas become predictable.

The musical structures sound conventional.

The result may be competent without being memorable.

The solution is not to abandon AI.

It is to become more demanding.

Instead of asking:

“Is this good enough?”

ask:

“Is this actually interesting?”

AI Is Particularly Good at Giving Us Something to Challenge

This is one of the ways I most value it.

Suppose I ask for ten ideas and dislike nine.

That may still have been useful.

Perhaps the tenth idea works.

Perhaps the ideas show me what I definitely do not want.

Perhaps two mediocre ideas can be combined into a much better one.

Creativity has always worked like this.

We sketch.

We experiment.

We discard.

We try again.

AI simply allows some of that exploration to happen faster.

Captions, Titles and Social Media

Another very practical use is turning a completed creative project into material that people will actually discover.

A photographer may create excellent images.

A videographer may create an excellent film.

A musician may produce an excellent recording.

None of that guarantees that anybody will see it.

AI can help turn the finished work into:

social media captions;

video descriptions;

alternative titles;

short introductory posts;

website copy;

hashtags;

thumbnail ideas;

and different versions for different audiences.

Again, the creator should review them.

A social media post may be grammatically perfect while completely failing to sound like the person or company publishing it.

Tone matters.

Personality matters.

Experience matters.

That final human edit is often what changes generic content into communication.

What AI Is Good At

The pattern that emerges is interesting.

AI is particularly useful when we need to:

generate possibilities;

organise information;

summarise material;

restructure ideas;

find variations;

produce first drafts;

handle repetitive tasks;

or speed up searching.

Those are substantial advantages.

They can give a creative professional more time to concentrate on the decisions that matter.

What Humans Are Still Very Good At

Humans remain remarkably good at things that are difficult to define precisely.

We notice that something feels wrong.

We recognise authenticity.

We respond emotionally.

We understand context.

We notice an unexpected opportunity.

We can deliberately break a rule.

Most importantly, we can ask:

What am I actually trying to communicate?

That question sits at the heart of photography, filmmaking and music.

AI Does Not Remove the Need to Learn the Craft

There is another reason I think creative skills remain important.

If you do not understand lighting, how do you know whether an AI lighting suggestion is sensible?

If you do not understand composition, how do you recognise a weak composition?

If you do not understand sound recording, how do you know that the microphone arrangement is inappropriate?

If you do not understand music, how do you recognise poor harmony or an unsuitable arrangement?

If you do not understand storytelling, how do you recognise a boring script?

AI can produce answers extraordinarily quickly.

That makes the ability to evaluate those answers more valuable.

Perhaps one of the most important skills of the AI era will therefore be something very traditional:

knowing your subject.

The Same Principle Applies to Equipment

There is an interesting parallel here with cameras, microphones, lighting and editing systems.

Owning an expensive camera does not make someone a photographer.

Owning a sophisticated editing system does not make someone a filmmaker.

Owning a powerful musical instrument does not make someone a musician.

And having access to an advanced AI system does not automatically make someone creative.

These are tools.

Excellent tools, in many cases.

But tools nevertheless.

The creative result comes from how they are used.

My Preferred Approach: Human First, AI Assisted

For me, the most useful workflow is not:

AI creates — human accepts.

It is closer to:

Human defines the objective.

AI helps explore possibilities.

Human evaluates them.

The real creative work is produced.

AI assists with some technical and repetitive tasks.

Human makes the final decisions.

That keeps the technology in a useful role.

It becomes an accelerator rather than the driver.

A Customer Does Not Really Want AI — They Want a Result

This is especially important in commercial creative work.

Most customers are not really interested in whether AI helped produce a shot list.

They care whether the photographs look good.

They care whether the film tells their story.

They care whether the sound is clear.

They care whether their product looks attractive.

They care whether the final video holds someone's attention.

They care whether the finished piece communicates what their business actually does.

The technology behind the process matters because it can help us work more effectively.

But it should rarely become the whole story.

Better Tools Should Allow Better Creative Decisions

That, ultimately, is where I think AI becomes genuinely exciting.

If AI saves twenty minutes transcribing an interview, that gives me twenty more minutes to refine the edit.

If it helps organise a complicated shot list, I am less likely to miss an important photograph.

If it suggests several approaches to a script, I can spend more time improving the strongest one.

If it helps explore musical arrangements, I can concentrate on the interpretation.

Used intelligently, AI does not necessarily make creative work less human.

It may give us more time for the human part.

Conclusion — Somebody Still Has to Know What Good Looks and Sounds Like

Artificial intelligence is going to become increasingly integrated into photography, filmmaking, music and design.

I do not think the most productive response is either to reject it or to hand everything over to it.

The interesting middle ground is to use it intelligently.

Let AI deal with some of the blank pages.

Let it suggest alternatives.

Let it organise information.

Let it transcribe.

Let it speed up repetitive processes.

Let it help us experiment.

But keep the judgement.

Keep the curiosity.

Keep the experience.

Keep the ability to recognise the unexpected moment that is better than anything originally planned.

Above all, keep asking whether the finished work actually achieves what it was intended to achieve.

Because the most sophisticated AI system in the world can generate an enormous number of possibilities.

Somebody still has to know which one is good.

Thursday, 17 September 2026

Would You Still Understand This Topic Without the Formula Sheet?


 

Would You Still Understand This Topic Without the Formula Sheet?

Being able to find the right equation is useful. Knowing why it is the right equation is much more powerful.

There is a particular moment I often see when teaching Physics or Maths.

A student reads a question.

They pause.

Then, almost automatically, they start looking for a formula.

Sometimes they know exactly which equation they need. Sometimes they scan a formula sheet hoping that one of the equations will contain the same letters as the quantities in the question.

And that can work.

Put the numbers into the appropriate spaces, press the buttons on the calculator, write down an answer and perhaps collect three or four marks.

But then I ask a slightly different question:

What does that formula actually mean?

And suddenly the problem becomes much more interesting.

A formula sheet can help you remember an equation. It cannot understand the Physics for you.

The same is true in Mathematics, Chemistry and even parts of Biology.

The strongest students are not simply good at finding formulae.

They understand the relationships that those formulae represent.


Start With a Familiar Physics Equation

Consider one of the best-known equations in school Physics:

v = u + at

Many students learn it as part of the equations of motion.

They may remember:

u = initial velocity
v = final velocity
a = acceleration
t = time

That is useful knowledge.

But now remove the formula sheet.

Instead of asking:

"Which numbers go into the equation?"

ask:

"What is this equation actually telling us?"

It says:

Final velocity = starting velocity + change in velocity

And because:

change in velocity = acceleration x time

we obtain:

v = u + at

Suddenly the equation is no longer an arbitrary collection of letters.

It is describing something happening.


Imagine the Motion Before Calculating It

Suppose a car is travelling at 10 m/s and accelerates uniformly at 2 m/s^2 for 5 seconds.

Before touching a calculator, ask what should happen.

The car begins at:

10 m/s

Every second, its velocity increases by:

2 m/s

So after 5 seconds, its velocity must have increased by:

2 x 5 = 10 m/s

Therefore the final velocity should be:

10 + 10 = 20 m/s

Only afterwards do we write:

v = u + at

v = 10 + (2 x 5)

v = 20 m/s

The formula has confirmed our reasoning.

It has not replaced it.

That distinction is enormously important.


What Does the Acceleration Actually Mean?

Students can sometimes use acceleration equations successfully without having a secure idea of acceleration itself.

Take:

a = 2 m/s^2

That does not simply mean that the object is "going faster".

It means that its velocity changes by 2 m/s every second.

So we could build a table:

Time: 0 s, velocity: 10 m/s
Time: 1 s, velocity: 12 m/s
Time: 2 s, velocity: 14 m/s
Time: 3 s, velocity: 16 m/s
Time: 4 s, velocity: 18 m/s
Time: 5 s, velocity: 20 m/s

Now the equation makes sense.

In fact, a student who understands that table is already very close to deriving the equation for themselves.

That is far more powerful than simply memorising v = u + at.


A Formula Also Contains Assumptions

There is another important question that formula sheets cannot answer:

When are you allowed to use the equation?

For the familiar school application of:

v = u + at

we normally assume constant acceleration during the time interval being considered.

Suppose instead that the acceleration changes continuously.

Perhaps a falling object is experiencing increasing air resistance.

Perhaps a car accelerates hard initially and then its acceleration falls as its speed increases.

We cannot simply take one value of acceleration and automatically assume that the same equation will describe the entire motion.

The equation has conditions attached to it.

Understanding those conditions is part of understanding the Physics.

This is where students begin moving beyond:

"Which formula contains v, u, a and t?"

towards:

"What model of the motion am I using?"

That is a much more scientific question.


The Minus Sign Is Physics Too

Now suppose a car is travelling at 20 m/s and slows at 3 m/s^2.

A student might write:

u = 20
a = -3
t = 4

Then:

v = u + at

v = 20 + (-3 x 4)

v = 8 m/s

But why is acceleration negative?

Not because deceleration is somehow an inherently negative quantity.

It is negative because we have chosen the direction of the car's original motion as positive.

If the acceleration acts in the opposite direction, it receives the opposite sign.

That small minus sign contains an important idea about direction.

Again, the formula sheet does not teach that.

Understanding does.


Ask What the Answer Should Look Like

One of the most useful habits I encourage students to develop is to predict the answer before calculating it.

Not necessarily an exact answer.

Just ask:

Should it be bigger or smaller?

Should it be positive or negative?

Should it be roughly 1, 10, 100 or 1,000?

If something accelerates from 10 m/s for several seconds, I would expect the final velocity to be greater than 10 m/s.

If my calculator gives:

0.002 m/s

something has probably gone wrong.

If an object is slowing down but my calculation says its velocity has doubled, I should investigate.

The calculator only knows what buttons you pressed.

It does not know whether your answer is sensible.

You do.


Five Questions to Ask Before Using Any Formula

Before substituting numbers, I would encourage students to ask five questions.

1. What does each quantity mean?

Do not merely identify letters.

Understand the physical quantity represented.

2. What are the units?

For example:

velocity: m/s
acceleration: m/s^2
time: s

Units frequently reveal mistakes before any calculation has been completed.

3. How should the quantities be related?

If acceleration acts for longer, should the change in velocity become larger or smaller?

If resistance increases, should current increase or decrease?

If an object is moved further from a lens, what should happen to the image?

4. What assumptions does the equation make?

Is acceleration constant?

Are we ignoring air resistance?

Is the relationship proportional?

Are particular units required?

5. Does the final answer make sense?

This is the question students too often forget.


Mathematics Has Exactly the Same Problem

This is not confined to Physics.

Students can sometimes use a mathematical formula without understanding the geometry underneath it.

Consider:

Area of a circle = pi x r^2

It is easy to find a circle formula on a formula sheet.

But what is r?

I regularly see students confuse radius and diameter, particularly when a diagram contains several measurements.

That can produce an answer four times too large.

If the diameter is 10 cm, the radius is 5 cm.

So:

Area = pi x 5^2

not:

Area = pi x 10^2

The problem was not remembering the formula.

The problem was understanding the object being measured.


Formulae Should Tell a Story

Take the area of a triangle:

Area = 1/2 x base x perpendicular height

Why must it be the perpendicular height?

Why not simply use whichever sloping side has been labelled?

Because the formula is connected to the geometry.

Two identical triangles can be arranged to form a parallelogram.

The parallelogram has area:

base x perpendicular height

Therefore one triangle occupies half that area.

The formula now has a reason behind it.

Once students can see where formulae come from, they become far easier to remember.


Rearranging Becomes Easier When You Understand the Quantities

Another common difficulty appears when the required quantity is not already the subject of the equation.

Suppose:

density = mass / volume

A student who sees this merely as symbols may struggle when asked to calculate volume.

But ask the question physically:

If I know how much matter there is and how tightly packed it is, what volume must it occupy?

The algebra still matters, of course.

From:

density = mass / volume

we obtain:

volume = mass / density

But conceptual understanding gives the algebra somewhere to live.

It is no longer symbol manipulation performed in isolation.


Chemistry Has Its Own Version of Formula Hunting

Chemistry students can fall into exactly the same trap.

Consider:

n = m / M

where:

n = amount in moles
m = mass
M = molar mass

A student may know how to type the numbers into a calculator.

But ask:

What is a mole?

Why are we dividing by molar mass?

If one mole of a substance has a particular mass, dividing the mass we actually possess by the mass of one mole tells us how many moles we have.

For example, if one mole has a mass of 40 g and we possess 20 g:

n = 20 / 40

n = 0.5 mol

That is not simply a calculator procedure.

We have half the mass of one mole, so it is entirely reasonable that we have half a mole.


Chemical Equations Are More Than Something to Balance

Consider:

2H2 + O2 -> 2H2O

Students are taught to balance equations, sometimes very successfully.

But what does the equation actually say?

At the particle level, it tells us that two hydrogen molecules react with one oxygen molecule to produce two water molecules.

At the mole level:

2 moles of hydrogen react with 1 mole of oxygen to produce 2 moles of water.

Those coefficients contain quantitative information.

Once students understand that, calculations involving reacting masses and limiting reactants stop being mysterious procedures and become applications of the chemical equation.

Again, understanding comes before substitution.


Concentration Is Another Good Example

Students may learn:

c = n / V

But what does concentration actually describe?

It tells us how much solute is present within a particular volume of solution.

If the same amount of solute is placed into twice the volume, the solution becomes less concentrated.

Before calculating anything, a student should be able to predict that.

And units matter enormously.

If concentration is required in mol/dm^3, the volume normally needs to be expressed in dm^3.

A student who has remembered the formula but forgotten what the units mean can still obtain a completely incorrect answer.


Biology Uses Relationships Too

Biology may appear less mathematical, but the same principle occurs repeatedly.

Consider magnification:

magnification = image size / actual size

That formula becomes far easier when we ask what magnification means.

If an object is actually 0.1 mm long but appears 10 mm long in an image, the image is 100 times larger than the real object.

So the magnification must be:

10 / 0.1 = 100

The number should make intuitive sense.


Cardiac Output Is Not Just Another Equation

Consider:

cardiac output = heart rate x stroke volume

It is possible to memorise this.

But understanding it is much better.

Stroke volume tells us how much blood is pumped during each beat.

Heart rate tells us how many beats occur in a particular period.

Therefore:

amount per beat x number of beats

gives:

total amount pumped during that period.

The relationship almost becomes obvious once the quantities themselves are understood.


Surface Area to Volume Ratio Shows Why Understanding Matters

Biology provides an even stronger example with surface area to volume ratio.

Students often calculate it correctly but fail to understand why it matters.

As an organism becomes larger, its volume increases faster than its surface area.

That matters because exchange with the environment often occurs across surfaces.

Suddenly the mathematics connects to:

  • gas exchange;

  • heat loss;

  • absorption;

  • digestion;

  • transport systems;

  • cell size.

A mathematical relationship has become biological understanding.

That is exactly what good science teaching should try to achieve.


What I Prefer to Ask During a Lesson

When teaching, I am often more interested in the explanation immediately before the calculation than in the calculation itself.

Instead of beginning with:

"Which formula do we need?"

I might ask:

What is happening here?

What is increasing?

What is decreasing?

Which quantities are connected?

What units would you expect?

Approximately what answer would be sensible?

Only then do we reach for the equation.

This can initially feel slower.

In reality, it often makes students faster.

Once they understand the situation, there are fewer false starts, fewer inappropriate formulae and fewer calculator mistakes.

More importantly, they become much better at unfamiliar questions.


Familiar Questions Can Hide Weak Understanding

Routine practice has an important place in learning.

But it can sometimes create an illusion of mastery.

Imagine a worksheet containing twenty questions where every question is essentially:

"Here are u, a and t. Calculate v."

After five questions, a student may become extremely efficient.

They see four letters and immediately use:

v = u + at

Twenty ticks later, everyone feels successful.

Now change the question.

Give the student a graph.

Describe the motion in words.

Ask whether the vehicle is speeding up or slowing down.

Introduce a negative velocity.

Ask whether the equation is appropriate.

Suddenly we discover whether the underlying concept was really secure.

This is one reason why I value unfamiliar and progressively harder questions in tuition.

A difficult question often reveals more about understanding than ten routine ones.


Try the "No Formula" Challenge

A useful revision exercise is to take an equation and temporarily hide it.

Then try to reconstruct what it must say.

For example, suppose you remember that acceleration tells you how quickly velocity changes.

You know:

change in velocity = acceleration x time

If an object already has an initial velocity, then:

final velocity = initial velocity + change in velocity

Therefore:

v = u + at

You have effectively rebuilt the equation from the Physics.

That is far stronger than remembering a sequence of letters.


Explain the Formula in Ordinary English

Another powerful technique is to force yourself to translate every equation into a sentence.

For example:

F = ma

becomes:

The resultant force on an object is equal to its mass multiplied by its acceleration.

But go further:

For a particular mass, producing more acceleration requires more resultant force.

For a particular force, a greater mass produces less acceleration.

Now we are thinking scientifically rather than reciting symbols.

The same can be done with almost every important relationship.


Change One Variable at a Time

Students can also ask:

What happens if I double one quantity?

For:

distance = speed x time

At constant speed, doubling the time doubles the distance.

For:

kinetic energy = 1/2 x mass x velocity^2

Doubling the velocity does not double the kinetic energy.

It makes it four times as large.

That tells us something extremely important about high-speed motion.

The equation is no longer merely a tool for obtaining examination marks.

It is revealing how the universe behaves.


Draw the Relationship

Graphs are another excellent test of understanding.

If:

v = u + at

and acceleration is constant, a graph of velocity against time is a straight line.

Its gradient represents acceleration.

Its starting value represents initial velocity.

Now an equation, a graph and a physical situation are all describing the same thing.

That ability to move between representations is one of the clearest signs of genuine understanding.


Use Practical Work to Give the Formula Meaning

This is one reason I place so much value on practical science.

If a student measures the motion of a trolley using sensors, collects velocity data and watches the velocity-time graph appear, acceleration stops being an abstract letter a.

They can see it.

Change the force and observe how the motion changes.

Increase the mass.

Change the gradient of a ramp.

Compare the resulting graphs.

The formula then describes something the student has actually observed.

The same principle applies in Chemistry.

Prepare solutions of different concentrations and the numbers become connected to real volumes and real quantities of substances.

In Biology, examine an object under a microscope, measure its image and calculate its actual size.

Practical work gives mathematical relationships physical meaning.


Formula Sheets Are Not the Enemy

None of this means that formula sheets are bad.

They are extremely useful.

There are many equations in Science and Mathematics, and there is little educational value in turning every subject into an exercise in memorising symbols.

A formula sheet can remove unnecessary memory load.

But that should allow students to concentrate more deeply on applying the science.

The danger appears when the formula sheet becomes a substitute for understanding.

A student should ideally be able to look at an unfamiliar equation and ask:

What does this relationship tell me?

That is a transferable skill.


The Real Test: Could You Explain It Without the Letters?

Here is perhaps the best test.

Take away the equation.

Can you explain the relationship to somebody else?

Without writing:

v = u + at

could you explain that an object's final velocity depends on how fast it was already moving and how much its velocity changed while accelerating?

Without writing the concentration formula, could you explain why adding more solvent makes a solution less concentrated?

Without using the cardiac output equation, could you explain why pumping more blood per beat or beating more frequently increases the amount of blood circulated?

If you can, then the formula is probably sitting on top of genuine understanding.

If you cannot, the formula may simply be hiding a gap.


A Better Way to Revise Formulae

Instead of making a revision card containing nothing more than:

v = u + at

try including:

Equation:
v = u + at

Meaning:
Final velocity equals initial velocity plus the change produced by acceleration during the time interval.

Units:
v and u: m/s
a: m/s^2
t: s

Conditions:
Acceleration is constant over the interval considered.

Prediction:
Positive acceleration in the chosen positive direction increases velocity.

Graph connection:
On a velocity-time graph, constant acceleration produces a straight-line gradient.

Question to ask:
Does my calculated final velocity make sense?

That revision card teaches Physics.

The first one merely stores an equation.


Understanding Makes Difficult Questions Less Frightening

Perhaps the greatest advantage appears when students encounter questions they have never seen before.

A memorised procedure works beautifully until the examination question changes the procedure.

Understanding is much more adaptable.

If students know what velocity, acceleration, concentration, magnification or density actually represent, they can reason their way through a new problem.

They may not immediately know every step.

That is fine.

They have something much more valuable than a rehearsed method.

They have a model of what is happening.


Conclusion: The Formula Is the Beginning, Not the End

Formula sheets are useful tools.

Calculators are useful tools.

Memorised equations are useful too.

But none of them is a substitute for understanding.

The question I increasingly want students to ask is not:

"Which equation am I supposed to use?"

but:

"What is actually happening here?"

Once that is understood, the equation often becomes obvious.

And even when the formula is provided in the examination, the student who understands the quantities, units, assumptions and relationships has an enormous advantage.

They can recognise when an equation applies.

They can rearrange it with purpose.

They can predict the effect of changing a variable.

They can spot an unreasonable answer.

And, most importantly, they can cope when the question looks different from the one they practised.

So perhaps the real revision test is this:

Cover up the formula sheet.

Can you still explain the science?

If the answer is yes, you are no longer simply learning equations.

You are learning how to think.

Being able to find the right equation is useful. Knowing why it is the right equation is much more powerful.

Wednesday, 16 September 2026

Camera Versus Phone — Does a Proper Camera Still Have an Advantage?

 


Camera Versus Phone — Does a Proper Camera Still Have an Advantage?

The smartphone didn't kill the camera — it changed when a camera is worth carrying.

Twenty years ago, if you wanted to take a good photograph, you generally needed a camera.

Today almost everyone carries several cameras around in their pocket.

A modern smartphone may have a wide-angle camera, an ultra-wide camera and a telephoto camera. It can automatically combine several exposures, recognise faces, brighten shadows, reduce noise, stabilise video and even decide which parts of an image should be sharpened.

Then, seconds after taking the photograph, you can edit it and send it anywhere in the world.

That is extraordinary.

So why would anyone still carry something as large as a Canon R5C, an EOS 7D or even a specialist compact camera such as an Olympus TG-6?

The answer is not that a "proper camera" always produces a better photograph.

It doesn't.

The real answer is much more interesting.

A dedicated camera gives the photographer access to things that become increasingly difficult when the photograph itself becomes demanding.

And that means the question should not really be:

Camera or phone?

It should be:

What am I trying to photograph?

The Great Advantage of the Phone: It Is Already With You

There is an old saying in photography that the best camera is the one you have with you.

Smartphones have made that more true than ever.

Suppose you are walking through a town and suddenly notice a wonderful reflection in a shop window.

You see an unusual cloud formation.

Your dog does something entertaining.

A child produces exactly the expression you have been trying to photograph for weeks.

There is little advantage in owning an extremely capable camera if it is sitting at home in a cupboard.

The phone is there.

You take it out.

You take the photograph.

That immediacy is an enormous photographic advantage.

Indeed, one of the reasons phones have become responsible for so many excellent photographs is not simply that the cameras are good.

It is because they are available at the exact moment when something worth photographing happens.

Phones Are Doing Far More Than Taking One Photograph

It is easy to underestimate what happens when you press the shutter button on a modern smartphone.

With a traditional camera, we tend to imagine the process fairly simply.

Light passes through the lens.

It reaches the sensor.

The sensor records an image.

A smartphone may do considerably more.

It can capture several images in fractions of a second and combine them.

One exposure may preserve the highlights in a bright sky.

Another may reveal detail in the shadows.

Additional frames may be used to reduce noise.

Movement can be analysed.

Faces can be detected and treated differently from the background.

Sharpening can be applied selectively.

The final photograph appearing on the screen may therefore never have existed as a single exposure.

It has been computed.

This is computational photography, and it is one of the areas in which smartphones are genuinely remarkable.

Why Phone Photographs Can Look So Good

Take a photograph in difficult lighting with a smartphone and the result can sometimes look better immediately than the photograph produced by a much more expensive camera.

That initially seems rather surprising.

The phone has a much smaller sensor.

Its lenses are tiny.

Yet the image on the screen may have bright shadows, controlled highlights, vivid colours and tremendous apparent sharpness.

Part of the reason is that the phone has already processed the photograph for you.

The dedicated camera may actually have recorded more information, but it may expect the photographer to develop that information later from a RAW file.

This leads to an important distinction.

The best image straight from the camera is not necessarily the image containing the most photographic information.

For someone who simply wants a good-looking photograph immediately, the smartphone may actually provide the better experience.

So Why Are Camera Sensors Still So Large?

If computational photography is so clever, why bother with a large sensor?

Because physics has not disappeared.

A larger sensor can collect more light.

Individual photosites can potentially receive more photons, particularly when comparing sensors of similar technology and resolution.

That becomes important when conditions become difficult.

Low light is an obvious example.

A phone can compensate wonderfully well when the subject is reasonably still because it can combine several exposures.

But imagine photographing a musician moving on stage.

Or a bird taking off.

Or a yacht racing past in poor weather.

Or a child running across a dimly lit room.

Now the camera cannot simply take several leisurely exposures and combine them.

The subject has moved.

This is where a larger sensor, a fast lens and good high-ISO performance begin to matter.

The Lens Is Still One of the Camera's Greatest Advantages

Perhaps the greatest difference between a smartphone and a dedicated camera is not the sensor at all.

It is the lens.

With an interchangeable-lens camera, the photographer can choose the optics for the job.

A wide-angle lens can photograph interiors or landscapes.

A fast prime lens can produce attractive portraits.

A macro lens can reveal extraordinary detail.

A long telephoto lens can bring distant wildlife dramatically closer.

A specialist tilt-shift lens can control perspective.

An astronomical setup can connect a camera to a telescope.

A camera can even be attached to a microscope.

The phone normally offers several focal lengths, but ultimately they remain part of a very compact optical system.

Computational processing can simulate some effects extremely convincingly.

But software cannot completely replace having the correct piece of glass in front of the sensor.

Long Lenses Reveal the Difference Very Quickly

Try photographing a bird sitting fifty metres away.

This is where the difference between digital magnification and genuine optical focal length becomes obvious.

A phone may produce a recognisable photograph, and modern processing can make it look surprisingly impressive on a small screen.

But put a good telephoto lens on a dedicated camera and you are actually projecting a much larger image of that bird onto the sensor.

Fine detail becomes available that the phone never captured in the first place.

No amount of sharpening can genuinely reconstruct unlimited information that never reached the sensor.

For wildlife, sailing, aircraft, sport and distant subjects, optical reach remains an enormous advantage.

An older DSLR with a suitable telephoto lens may therefore outperform a much newer and more sophisticated phone for one simple reason:

it has the right lens for the job.

Portraits: A Much Closer Competition

Portrait photography is more complicated.

Phones are now remarkably good at recognising people and creating artificial background blur.

Depth information may come from multiple cameras, autofocus systems or computational estimation.

The results can be excellent.

For casual portraits, family photographs and social media, I would have no hesitation in using a phone.

But look carefully at difficult edges.

Hair.

Glasses.

Veils.

Plants crossing behind someone's head.

Fingers.

Transparent objects.

Sometimes the software becomes confused about what belongs to the person and what belongs to the background.

A large-sensor camera with a suitable lens does not need to calculate which areas should be blurred.

The optical system creates the depth of field naturally.

For controlled portrait work, that distinction can still matter.

Products: Do You Actually Need a Big Camera?

This is an excellent example of why the answer should not automatically be "camera".

Suppose you need a photograph of a mug, T-shirt, embroidered logo or small manufactured product for social media.

Good lighting may make far more difference than changing from a phone to an expensive camera.

Put the product in suitable light.

Control the background.

Choose the camera position carefully.

Avoid unwanted reflections.

Keep vertical lines vertical.

A modern phone could produce an excellent result.

Indeed, for a photograph that will ultimately appear only as a relatively small image on Instagram, Facebook or a website, it may be all you need.

But the situation changes if that photograph is required for a catalogue, large print, detailed crop or commercial campaign.

Now RAW files, lens choice, colour control, tethered shooting and repeatable manual settings become much more valuable.

RAW Is About Keeping Your Options Open

RAW files are sometimes described as the digital equivalent of a photographic negative.

That is not a perfect analogy, but it conveys the general idea.

A RAW file preserves much more of the original sensor information before the camera commits to decisions about contrast, sharpening, white balance and colour rendering.

That allows much greater freedom afterwards.

You may be able to recover highlights.

Open shadows.

Correct white balance.

Reduce noise.

Alter colour.

Apply sharpening more intelligently.

Many modern phones can also record RAW or specialised RAW-like formats, so RAW photography is no longer exclusive to dedicated cameras.

However, cameras designed around a photographic workflow generally provide much more direct control over how those files are captured and processed.

For serious post-production, that remains valuable.

Ergonomics Matter More Than Specifications Suggest

This is something specifications cannot easily communicate.

Hold a phone while trying to follow a fast-moving subject.

Now hold a camera designed for photography.

There is a grip.

Your index finger naturally falls onto the shutter release.

Your thumb operates controls.

There may be separate dials for shutter speed, aperture or exposure compensation.

The viewfinder blocks out distractions.

You can follow the subject while maintaining a stable stance.

This is not technological nostalgia.

It is ergonomics.

A camera is shaped around the task of taking photographs.

A phone is shaped around the task of being a phone, computer, communications device, browser, satnav, video player and camera simultaneously.

For one photograph, that distinction may not matter.

Take several hundred photographs during an event or wildlife session and it matters considerably more.

Flash Photography Is Another Major Divide

Phones are astonishingly clever in available light.

But sophisticated flash photography remains very much the territory of dedicated cameras.

A camera can control external flashguns.

You can bounce light from ceilings.

Place flashguns behind the subject.

Use softboxes and umbrellas.

Use radio triggers.

Balance flash against daylight.

Synchronise several lights.

Control their relative power.

Suddenly photography stops being merely about recording the light that happens to be present.

You begin designing the light yourself.

That opens an entirely different area of photography.

It is also why lighting will deserve several articles of its own in this series.

Video Has Made the Competition Even More Interesting

Phones are superb video cameras.

For interviews, quick promotional material, holidays, behind-the-scenes clips and social media, they can be exceptional.

Stabilisation is excellent.

Autofocus is impressive.

High-resolution recording is commonplace.

The screen is built in.

Editing and distribution may happen on the same device.

But once video becomes more complex, dedicated video-capable cameras start to pull away.

You may want interchangeable lenses.

Better low-light performance.

External microphones.

Headphone monitoring.

Long recording sessions.

Timecode.

Controlled depth of field.

Manual exposure.

Multiple camera positions.

External recorders or monitors.

Integration into a live production system.

That is why a camera such as my Canon R5C occupies a very different place from a phone.

The phone is extraordinarily convenient.

The camera is part of a production system.

Neither makes the other redundant.

What About an Older Camera?

Here is another interesting consequence of smartphone development.

People sometimes assume that because their phone is new, an older camera must now be obsolete.

That does not necessarily follow.

My Canon EOS 7D is an older camera by modern standards.

A current flagship phone is vastly more sophisticated computationally.

Yet put a suitable telephoto lens on the 7D and ask both devices to photograph distant action.

The comparison changes completely.

The useful life of a camera is not determined simply by the year printed on its specification sheet.

If it still performs the photographic task you require, it remains a useful tool.

And Sometimes a Small Specialist Camera Beats Them Both

Then there is my Olympus TG-6.

Compared with a large interchangeable-lens camera, it has a relatively small sensor.

Compared with a phone, carrying another camera might initially seem unnecessary.

But context changes everything.

The TG-6 is designed for environments where I may not particularly want either a large camera or an exposed smartphone.

Around boats.

Beside water.

In poor weather.

During practical investigations.

Very close to small specimens.

In situations where toughness and specialist close-focus capability may matter more than ultimate sensor size.

That demonstrates the central argument perfectly.

There is no universal hierarchy in which:

big camera > small camera > phone.

Instead there are different tools.

Scientific Photography Changes the Requirements Again

Scientific photography provides some excellent examples.

Imagine photographing through a microscope.

Or attaching the camera to a telescope.

Or recording a spectrum.

Or photographing an experiment repeatedly while keeping exactly the same exposure.

Here the photographer may need repeatability rather than computational cleverness.

I may want aperture, shutter speed, ISO and white balance to remain unchanged.

I may want to disable automatic processing.

I may need an adapter to connect the camera to another optical instrument.

I may need an external flash, remote release or specialist filter.

Dedicated cameras are particularly good when the camera becomes one component inside a larger experimental arrangement.

A phone can sometimes be adapted to do the same thing — and there are some ingenious phone adapters available — but a conventional camera system is often easier to integrate precisely.

Underwater and Bad Weather Photography

Water produces another interesting comparison.

Many modern phones are water resistant.

That does not necessarily mean I want to deliberately use an expensive everyday phone as my underwater photographic system.

A waterproof compact camera is different.

It is designed around that use.

For snorkelling, sailing, riverside work, rock pools and wet conditions, something such as the TG-6 can be enormously useful.

At the other extreme, serious underwater photographers may put sophisticated interchangeable-lens cameras inside specialist housings with external lighting.

Again, there is no single "best camera".

There is simply the equipment appropriate to the environment.

Travel May Be Where the Phone Wins Most Often

Suppose you are spending a day exploring a city.

Do you really want a camera body, three lenses, flashgun, batteries and tripod hanging from your shoulder?

Perhaps.

If photography is the main purpose of the trip, absolutely.

But if photography is simply part of the day, the phone may be the much better choice.

It is light.

It is discreet.

It can shoot wide.

It can shoot video.

It records location information.

It can edit photographs.

It can upload them.

It can even navigate you to the location you want to photograph next.

The weight you do not carry can be a genuine advantage.

Photography should not become an equipment-carrying competition.

Events Show Why Professionals Still Carry Cameras

At an event, however, the balance may swing back towards dedicated cameras.

You may need to work for several hours.

Photograph hundreds or thousands of frames.

Follow moving subjects.

Change lenses.

Use flash.

Shoot in dim conditions.

Capture both wide scenes and detailed close-ups.

Change batteries and memory cards quickly.

Perhaps most importantly, you need the controls to become almost instinctive.

You should be looking at the subject rather than searching a touchscreen for a setting.

That is where camera ergonomics becomes a professional advantage.

The Phone Is Also Less Intimidating

There is one area in which phones can have a significant human advantage.

People notice cameras.

Put a large camera and lens in front of someone and their behaviour may change immediately.

They straighten themselves.

They become self-conscious.

They start "posing".

A phone can be much less intrusive.

For candid photographs, informal behind-the-scenes material and some interviews, that can actually produce a more natural result.

The technically superior camera is not automatically the camera that produces the better photograph.

Photography is about people as well as pixels.

A Simple Way to Decide

Rather than asking whether cameras are better than phones, ask what the photograph demands.

RequirementPhoneDedicated camera
Always availableExcellentDepends whether you carry it
Instant sharingExcellentLess convenient
Automatic processingExcellentGood, but often less aggressive
Casual travelExcellentGood, but heavier
Long telephoto photographyLimitedExcellent
Lens choiceLimitedExcellent
Low-light moving subjectsImproving rapidlyUsually stronger
External flash controlLimitedExcellent
Ergonomics for long sessionsLimitedExcellent
RAW workflowIncreasingly capableExcellent
Scientific accessoriesPossibleUsually more flexible
Microscope/telescope connectionPossible with adaptersExcellent
Multi-camera productionPossibleOften better integrated
Social-media immediacyExcellentRequires extra workflow
Waterproof specialist useModel dependentSpecialist cameras excellent

The table illustrates why declaring one device the winner rather misses the point.

Better Photography Does Not Start With Buying Another Camera

There is also a danger in articles such as this.

They can imply that improving photography means buying equipment.

Usually it doesn't.

If somebody gave me the choice between improving the lighting and buying a slightly better camera, I would often improve the lighting.

Learning composition can make a greater difference than another few megapixels.

Understanding focal length can transform photographs without changing the camera body.

Learning when to use a tripod can produce dramatic improvements.

Understanding shutter speed, aperture and ISO gives the photographer control.

Learning to see the photograph before pressing the shutter is more important still.

Equipment expands what you can do.

It does not replace knowing what you are trying to achieve.

So Has the Smartphone Replaced the Camera?

For millions of photographs, yes.

And that is not something photographers need to be defensive about.

The compact snapshot camera has largely disappeared because the phone does that job extraordinarily well.

For everyday photographs, holidays, family events, social media and quick video, many people genuinely do not need anything else.

But move into wildlife, sports, demanding low-light photography, controlled portraiture, commercial product photography, sophisticated flash, scientific imaging, long lenses or serious video production and dedicated cameras continue to offer important advantages.

The dividing line has simply moved.

That is actually good news.

We no longer need to carry a dedicated camera merely because it is the only way to take a decent photograph.

We carry one when the photograph demands something more.

Conclusion — Carry the Camera When It Earns Its Place

The smartphone has not made photography less interesting.

It has made photography accessible on an extraordinary scale.

Millions of people now have a remarkably sophisticated photographic system with them every day.

That should be celebrated.

But a specialist tool still becomes valuable when the task becomes specialised.

Sometimes I want the versatility and production capabilities of the Canon R5C.

Sometimes the reach and handling of a conventional camera such as the EOS 7D make more sense.

Sometimes the waterproof, close-focusing TG-6 is exactly the right tool.

And sometimes the best photographic decision I can make is to leave all of them behind and simply use the phone in my pocket.

That is why the argument should never really have been camera versus phone.

The far more useful question is:

What do I want this photograph to do?

Answer that first, and choosing the camera becomes much easier.

The smartphone didn't kill the camera — it changed when a camera is worth carrying.