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2015, The Physics Teacher
Constructing ray diagrams to locate the image of an object formed by thin lenses and mirrors is a staple of many introductory physics courses at the high school and college levels, and has been the subject of some pedagogy-related articles. Our review of textbooks distributed in the United States suggests that the singular approach involves drawing principle rays to locate an object's image. We were pleasantly surprised to read an article in this journal by Suppapittayaporn et al. in which they use an alternative method to construct rays for thin lenses based on a “tilted principle axis” (TPA). In particular, we were struck by the generality of the approach (a single rule for tracing rays as compared to the typical two or three rules), and how it could help students more easily tackle challenging situations, such as multi-lens systems and occluded lenses, where image construction using principle rays may be impractical. In this paper, we provide simple “proofs” for this alternat...
Lat. Am. J. Phys. Educ. Vol, 2011
Lat. Am. J. Phys. Educ. Vol. 5, No. 1, March 2011 ... Some remarks on using the principal rays ... Serap Kaya Şengören1, Gül Ünal Çoban2 1Dokuz Eylul University, Faculty of Education, Department of Physics Education. 2Dokuz Eylul University, Faculty of Education, ...
Science & Education, 2011
There are two indisputable findings in science education research. First, students go to school with some intuitive beliefs about the natural world and physical phenomena that pose an obstacle to the learning of formal science. Second, these beliefs result from the confluence of two factors, namely, their everyday experience as they interact with the world around them and a set of operational constraints or principles that channel both perceptually and conceptually the way these experiences are perceived and interpreted. History of science suggests that the theories of early scientists through which they sought to explain physical phenomena relied mostly on ideas that closely fitted their experiences of the relevant phenomena. This characteristic of the early scientific ideas is the root of the epistemological difficulties that early scientists faced in their attempts to explain the phenomena. In this paper, we focus on the early theories in optics (from ancient Greek to the late Islamic scientific traditions) and argue that students face some of the same epistemological problems as early scientists in explaining vision and optical phenomena for the reason that students' intuitive beliefs are also closely tied to particular phenomena and as a result the underlying notions are fragmentary and lack the necessary generality that would allow them to cover many disparate phenomena. Knowledge of these epistemological problems can help the instructor to identify the key elements for a better understanding of the formal theory of optics and, in turn, lead to a more effective instruction.
The Physics Teacher, 2016
T he ray tracing method is widely used in teaching geometrical optics at the upper secondary and university levels. However, using simple and straightforward examples may lead to a situation in which students use the model of ray tracing too narrowly. Previous studies show that students seem to use the ray tracing method too concretely instead of as a conceptual model. 1-3 This suggests that introductory physics students need to understand the nature of the ray model more profoundly. In this paper, we show how a virtual ray tracing model can be used as a tool for image formation in more complex and unconventional cases. We believe that this tool has potential in helping students to better appreciate the nature of the ray model.
European Journal of Physics, 2012
Light rays emerge from an object in all directions. In introductory texts, three 'special' rays are selected to draw the image produced by lenses and mirrors. This presentation may suggest to students that these three rays are necessary for the formation of an image. We discuss that the three rays attain their 'special status' from the geometric solution of the equation of a hyperbola x −1 + y −1 = c −1 (mirror/lens equation). The material is suitable for use in introductory courses for science majors.
The concepts and instruments required for the teaching and learning of geometric optics are introduced in the didactic process without a proper didactic transposition. This claim is secured by the ample evidence of both wide-and deep-rooted alternative concepts on the topic. Didactic transposition is a theory that comes from a reflection on the teaching and learning process in mathematics but has been used in other disciplinary fields. It will be used in this work in order to clear up the main obstacles in the teachinglearning process of geometric optics. We proceed to argue that since Newton's approach to optics, in his Book I of Opticks, is independent of the corpuscular or undulatory nature of light, it is the most suitable for a constructivist learning environment. However, Newton's theory must be subject to a proper didactic transposition to help overcome the referred alternative concepts. Then is described our didactic transposition in order to create knowledge to be taught using a dialogical process between students' previous knowledge, history of optics and the desired outcomes on geometrical optics in an elementary pre-service teacher training course. Finally, we use the scheme-facet structure of knowledge both to analyse and discuss our results as well as to illuminate shortcomings that must be addressed in our next stage of the inquiry.
European Journal of Physics, 2013
At least four sign conventions are used for mirrors and thin lenses in geometrical optics. Two conventions only use theGauss formula involving object, image and focal distances; the other conventions use an additional Gaussian relation. In this paper we compare the sign conventions according to the Gaussian relations they use for mirrors and thin lenses and introduce a diagram for their graphical synthesis. We also explain the details of the standard convention used in our educational environment. School and university teachers can help students to remember and apply the right sign rules using a single diagram, according to the textbook they use.
SPIE Proceedings, 2000
The optimization of an optical system benefits greatly from a study of its aberrations and an identification of each of its elements' contribution to the overall aberration figures. The matrix formalism developed by one of the authors was the object of a previous paper and allows the expression of image-space coordinates as high-order polynomials of object-space coordinates. In this paper we approach the question of aberrations, both through the evaluation of the wavefront evolution along the system and its departure from the ideal spherical shape and the use of ray density plots. Using seventh-order matrix modeling, we can calculate the optical path between any two points of a ray as it travels along the optical system and we define the wavefront as the locus of the points with any given optical path; the results are presented on the form of traces of the wavefront on the tangential plane, although the formalism would also permit sagital plane plots. Ray density plots are obtained by actual derivation of the seventh-order polynomials.
Optics Education and Outreach II, 2012
One of the key challenges in the teaching of Optics is that students need to know not only the math of the optical design, but also, and more important, to grasp and understand the optics in a three-dimensional space. Having a clear image of the problem to solve is the first step in order to begin to solve that problem. Therefore to achieve that the students not only must know the equation of refraction law but they have also to understand how the main parameters of this law are interacting among them. This should be a major goal in the teaching course. Optical graphic methods are a valuable tool in this way since they have the advantage of visual information and the accuracy of a computer calculation. Downloaded From: http://opticalengineering.spiedigitallibrary.org/ on 10/24/2014 Terms of Use: http://spiedl.org/terms Proc. of SPIE Vol. 8481 84810W-5 Downloaded From: http://opticalengineering.spiedigitallibrary.org/ on 10/24/2014 Terms of Use: http://spiedl.org/terms
Physics 310 them. The path is called a ray of light, and a bundle of such rays constitutes a beam of light.
European Journal of Physics, 2006
In this paper we study a planar-convex lens where the focal point is calculated numerically and analytically beyond the paraxial approximation within the context of geometrical optics. We consider this problem as an appropriate and useful example to fill the gap found in physics and optics courses between the simplicity of the paraxial approximation and the complexity of the theory of aberrations, and it can be used as an introduction to non-paraxial behaviour even when teaching general physics courses. We show in a simple way how beyond the paraxial approximation the focal distance is not unique, and how it depends on the distance of the incoming ray to the optical axis. We show the importance of the caustic surface, which is calculated analytically, and its effect on the position of the point with the highest concentration of light, which is defined as the optimal focal distance of the lens. Finally, we also present some simulations showing light distributions in screens placed at different distances from the lens, to illustrate our results.
Students commonly find the field of physics difficult. Therefore, they generally have learning problems. One of the subjects with which they have difficulties is optics within a physics discipline. This study aims to determine students' conceptual understanding levels at different education levels relating to lenses in geometric optics. A cross-sectional design is used in the study. Participants in the study include one hundred and seventy-seven students at three different education levels from primary and secondary schools, and higher education. Seven open-ended questions, examining participants' conceptual understanding levels in relation to lenses, act as the data collection instrument. It is determined that students hold misconceptions such as, "convex lenses diverge light rays", "concave lenses converge light rays", "a right-side-up image replaces the previously observed inverted image, when a convex lens is removed," "myopia is corrected via convex lens," and "hyperopia is corrected via concave lens." The results show that students from all groups (primary and secondary schools, and higher education) have a lack of knowledge and experience conceptual problems about lenses, although they learned this subject in school.
Light rays emerge from an object in all directions. In introductory texts, three 'special' rays are selected to draw the image produced by lenses and mirrors. This presentation may suggest to students that these three rays are necessary for the formation of an image. We discuss that the three rays attain their 'special status' from the geometric solution of the equation of a hyperbola x −1 + y −1 = c −1 (mirror/lens equation). The material is suitable for use in introductory courses for science majors.
Journal of Physics: Conference Series, 2020
This study aims to determine the effect Android Ray Optics Application toward student’s ability in analyzing image formation on lens and mirror. This research is a quasi-experimental research with pre-test-post-test control group design. The population in this study were all prospective elementary school teacher candidates of fifth-semester students of Universitas Muhammadiyah Mataram. The sampling technique used was purposive sampling and class A (30 students) as an experimental class and Class C (30 students) as a control class. Data were collected by a descriptive test about the analysis of images formations on flat mirrors, curved mirrors, and lenses. The data were analyzed by independent sample t-test and normalized Gain test. The results showed that after treatment, students in the experimental class has a higher ability in analyzing images formations than the control one (t-value = 9,660 & t-table = 2,002). It’s concluded that Ray Optics is effective in improving student’s ab...
Journal of Science Education and Technology, 1995
Education in Optics, 1991
The classical 2x2 matrix approach to geometrical optics is very limited for practical use, because fundamental decompositions of system matrices do not yield matrices with physically significant properties. The use of permuted matrices proposed by us previously (J. Opt. Soc. Am. 73, 1350-1359) yields a much more powerful representation that is more useful for teaching from beginning undergraduate to advanced graduate levels. The matrices of the previous theory are still valid, but when they are treated in what might be called the focal plane representation, the matrices obtained by the LDU decomposition have a simple and direct physical meaning. The relationship between the older matrix theory and this one is analogous to the relationship between the Descartes and the Newton formalisms of geometrical optics: matrix components are simplified by measuring all distances from the foci. This facilitates synthesis problems, for which the standard approach is not well adapted. In addition to simple applications like lenses, mirrors and diopters, the theory can be applied to more complex cases like lenslike media, resonators, Fourier transform systems and phase-conjugate mirrors. This theory can be directly generalized for nonsymmetrical systems using a 4x4 matrix formalism. The other theory, where distances are measured from the principal planes, cannot be generalized for nonsymmetrical systems having no principal planes.
International Journal of Science Education, 2010
viXra, 2016
I have been involved from more than ten years in teaching as physics faculty for engineering and medical entrance exam such as IIT (Mains and Advanced)/AIPMT and foundation batch at +2 levels in India. During my interaction with engineering and medical aspirants I, realized that most feared topics in physics is geometrical optics especially in case of solving the numerical problems. Keeping this in mind, i have covered in general the syllabus of geometrical optics, especially for IIT (Mains and Advanced) entrance exam, in these Lecture Notes on “Geometrical Optics”. These lectures contains the topics such as; Basics of optics, laws of reflection and refraction, reflection from spherical mirrors, velocity of image in the plane and spherical mirror, refraction at plane surfaces, prism theory, refraction from curved surfaces, cut lenses, silvered lenses and combination of lenses and mirrors. I have given various numerical problems (fully solved) to discuss the concepts. Very little of ...
Optik, 2018
This paper considers the definitions of angles of incidence, reflection, refraction as well as critical angle in the long-running literature of ray optics. The traditional definition of each of those angles has been found to be ambiguous on account of the fact that it is not at all in compliance with the fundamental definition of angle in geometry. With a view to getting rid of such ambiguity and bringing sophistication in the relevant field of study, an attempt has been made to refine the definition of each of the aforesaid four angles appearing in geometrical optics. Based on the refined definitions of angle of incidence and angle of refraction, the novel unambiguous concept of critical angle has been finally offered using simultaneously the generalized vectorial law of refraction developed by the author in 2005.
2015
We show here how SCHEIMPFLUG’s rule can be found by an elementary ray tracing procedure based on common rules of image formation in a thin positive lens.
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