Construction of ray diagrams in geometrical optics: a media-focused approach

Santana, Alejandro; Rodriguez, Y.; Gómez, Edgar A.

doi:10.1088/0031-9120/47/6/715

Cited by 9 publications

(7 citation statements)

References 6 publications

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“…Constructing a ray diagram is a powerful geometrical algorithm to depict phenomena that can be explained by geometrical optics principles in which a light ray is the key concept allowing to explain the rectilinear propagation of light and image formation. However, research has shown that students do not always recognize these rays as useful geometrical tools but tend to see them as physical entities [2,13,14]. A particular problem is that the rays/lines in a ray diagram do not always have a matching equivalent in reality which can create confusion about the interpretation of a diagram and its relation with what happens in reality.…”

Section: Ray Diagramsmentioning

confidence: 99%

Tackling misconceptions in geometrical optics

et al. 2018

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To improve the teaching and learning materials for a curriculum it is important to incorporate the findings from educational research. In light of this, we present creative exercises and experiments to elicit, confront and resolve misconceptions in geometrical optics. Since ray diagrams can be both the cause and the solution for many misconceptions we focus strongly on improving understanding of this tool to solve and understand optical phenomena. Through a combination of a conceptual understanding programme (CUP) and provocative exercises with ray diagrams we aim to elicit conceptual or cognitive conflict and exploit this to tackle misconceptions and increase students' conceptual understanding through inquiry. We describe exercises for image formation by a plane mirror, image formation by a convex lens and indirect and direct observation of a real image formed by a convex lens as examples of our approach.

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Section: Ray Diagramsmentioning

confidence: 99%

Tackling misconceptions in geometrical optics

et al. 2018

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“…The aim of this paper is to create a dynamic interactive construction of a thin converging and diverging lens in GeoGebra and to show the possibilities of using this software in teaching geometrical optics at secondary school (for review see [2]). Similar issues have been addressed in studies [3][4][5]. However, our solution offers teachers a ready-to-use online construction that can be freely modified and further used in teaching.…”

Section: Introductionmentioning

confidence: 80%

GeoGebra and its applications - especially for teaching of geometrical optics

Kordek,

Voda

2024

J. Phys.: Conf. Ser.

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The aim of this paper is to create two interactive electronic materials for teaching geometrical optics, especially imaging on thin lenses. Geogebra mathematical dynamic geometry software is employed for preparing the interactive constructions. In this software it is possible to work both in online mode and after installation in offline mode. There are constructs created for the software for mathematics and physics that can be used by the teacher. The paper does not describe a detailed procedure for preparing both constructions, and as an appendix we attach the original procedure for the construction as exported by the software. The reader is also introduced to the basics of geometrical optics, especially imaging on thin lenses. The values of parameters a, á and f that are measured directly by the created construction will be compared in the results with the results of these parameters, which are obtained from the derived rendering equation. In this way, we will confirm the correct function of the interactive constructions that have been created. The conclusion of the paper summarises the advantages and disadvantages of the created teaching materials.

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“…Similarly, in the context of teaching geometrical optics to students without prior knowledge of trigonometry, Santana et al [32] created supervised activities where students were instructed to construct geometrical objects (lines or segments) in specified ways to create and analyse ray diagrams for image formation in lenses, mirrors and prisms (figure 9). A detailed description of the activities supplied in this article can be used to develop similar materials.…”

Section: Involving Students In the Process Of Mod-mentioning

confidence: 99%

How can GeoGebra support physics education in upper-secondary school—a review

Solvang

Haglund

2021

Phys. Educ.

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Recently, GeoGebra, a mathematics education software, has entered the scene of physics education; however, research on how the software can be used to support teaching and learning physics is limited and scattered. The aim of this article is to present a review of the current literature on how GeoGebra can be used to support physics education in upper-secondary schools. The general conclusion that comes from these studies is that GeoGebra is a user-friendly software that can be operated intuitively by teachers and students. It provides an environment in which the underlying mathematical structures are always at hand, enabling users to see connections between physical phenomena and their formal representations. In addition, teachers with or without programming skills can use the software to design custom-made computer simulations and augment real experiments with virtual objects. Our intention is to help teachers who would like to start using GeoGebra or to broaden the use of the software in physics education.

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Construction of ray diagrams in geometrical optics: a media-focused approach

Cited by 9 publications

References 6 publications

Tackling misconceptions in geometrical optics

Tackling misconceptions in geometrical optics

GeoGebra and its applications - especially for teaching of geometrical optics

How can GeoGebra support physics education in upper-secondary school—a review

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