Teaching Of Geometrical Optics Research Articles

CONSTRUÇÃO DE LENTES PARA CORREÇÃO DE DEFEITOS DA VISÃO

Este estudo trata-se de uma proposta metodológica para o ensino de óptica geométrica, sobre a correção de defeitos da visão com o uso de lentes, construídas com materiais alternativos propiciando a experimentação no processo de ensino e aprendizagem. Para se chegar a tal, foram analisados os Parâmetros Curriculares para o Ensino Médio (PCNEMs) de Ciências da Natureza e a Base Nacional Comum Curricular (BNCC) e outros documentos orientadores que abordam sobre o ensino da Física, a Teoria da Aprendizagem Significativa de Ausubel e a importância de aulas experimentais em Física.

“Staying in Focus” — An Online Optics Tutorial on the Eye

The human eye and its vision problems are often used as an entry subject and attention grabber in the teaching of geometrical optics.1 While this is a real-life application students can relate to, it is difficult to visualize how the eye forms images by studying the still pictures and drawings in a textbook. How to draw a principal ray diagram or how to calculate the image distance from a given object distance and focal length might be clear to most students after studying the book, but even then they often lack an understanding of the “big picture.” Where is the image of a very far away object located? How come we can see both far away and close-by objects focused (although not simultaneously)? Computer animations,2 popular with our computer-game savvy students, provide considerably more information than the still images, especially if they allow the user to manipulate parameters and to observe the outcome of a “virtual” experiment. However, as stand-alone learning tools, they often don't provide the students with the necessary physics background or instruction on how to use them.

Teaching Geometric Optics: research, results and educational implications

Abstract In this study we attempt to evaluate two models of instruction, one based on the assumptions of the constructivist or conceptual change model, and one based on an expositive‐deductive model. We applied the two approaches to the teaching of geometric optics at different levels of instruction: elementary school and university. In each case the same teacher taught the same scientific topic to both the control and experimental groups, and all students carried out the same classroom activities. The study was carried out in such a way as to replicate as closely as possible the actual conditions of each classroom environment. The results of instruction failed to show significant differences in learning attributable to the method of instruction used, although different trends were evident in the two samples. Our commentary on the findings concludes with suggestions for further research in this field.

On the Use of the Optical Path Concept in the Study of Spherical Surfaces

The author believes that the optical path method should be used more widely than it is at present in the teaching of geometrical optics. As illustrations of the use of the method, spherical aberration and astigmatism of a spherical surface are discussed.

Note on the Teaching of Geometrical Optics

Note on the Teaching of Geometrical Optics

The Teaching of Geometrical Optics. Report of the A.A.P.T. Committee on the Teaching of Geometrical Optics

The Teaching of Geometrical Optics. Report of the A.A.P.T. Committee on the Teaching of Geometrical Optics

(1) Practical Physics for Inter BSc Students (2) A Textbook of Light (3) Light (4) A Textbook of Light (5) Elementary Physics: (6) College Physics

IN 1934 a committee of the Physical Society published a valuable report on the teaching of geometrical optics. The committee made a unanimous recommendation with regard to the convention to be observed for the sign of the power of an optical system. This convention is universal among opticians, and may be expressed briefly by saying that a positive lens tends to converge and a negative lens to diverge the light. A more difficult problem to solve is that of obtaining agreement as to the sign conventions to be adopted when discussing the relations between object and image. Two alternative methods were advocated, which may be called the Cartesian and the non-Cartesian systems. (1) Practical Physics for Inter. B.Sc. Students By Dr. H. M. Browning L. Starbuck. Pp. x+146. (London, Glasgow and Bombay: Blackie and Son, Ltd., 1936.) 3s. 6d. net. (2) A Textbook of Light By L. R. Middleton. Second edition. Pp. viii + 288. (London: G. Bell and Sons, Ltd., 1937.) 6s. (3) Light By Vivian T. Saunders. Third edition. Pp. vii+328. (London: John Murray, 1937.) 6s. (4) A Textbook of Light By G. R. Noakes. Pp. viii+355. (London: Macmillan and Co., Ltd., 1937.) 6s. (5) Elementary Physics: for Medical, First Year University Science Students and General Use in Schools. By G. Stead. Fifth edition. Pp. xv+559. (London: J. and A. Churchill, Ltd., 1936.) 12s. 6d. (6) College Physics By Prof. John A. Eldridge. Pp. x+616. (New York: John Wiley and Sons, Inc.; London: Chapman and Hall, Ltd., 1937.) 18s. 6d. net.

The Teaching of Optics in Schools

AT the annual meeting in London of the Science Masters' Association, a large body of schoolmasters met to consider the findings of the committee convened by the Council of the Physical Society to report upon various matters connected with the teaching of geometrical optics. The discussion was opened by Mr. G. N. Pingriff, of Merchant Taylors' School, a member of the committee, who gave a brief summary of the report in so far as it is concerned with teaching in schools, and confining himself chiefly to the question of signs of distances involved in lens and mirror calculations and experiments.

11. The teaching of geometrical optics by means of the gauss system with special reference to the formation of images

The teaching of optics should be based upon the principles of image formation treated according to the Gauss system, the nature of the approximations which are involved being duly explained. The Cartesian convention as to signs should be applied, with the origin at a suitable fixed point in the system while the light is always considered to come from the left. No convention should be used in which the signs change with the nature of the lens.

2. Suggestions relating to reform in the teaching of geometrical optics

Reform in teaching will only come through pressure brought to bear by examinations. Experimental work should be devised in which the student must exercise his originality and resource in devising his apparatus and methods. The student should be given far more opportunity of making himself familiar with the construction and performance of optical instruments. Graphical exercises could be devised to supplement the experimental work. An appeal is made to mathematicians to state their problems wherever possible in non-mathematical language.