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Virtual Ray Tracing as a Conceptual Tool for Image Formation in Mirrors and Lenses
The 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 t...
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| Published in: | The Physics teacher 2016-12, Vol.54 (9), p.538-540 |
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| Main Authors: | , , |
| Format: | Article |
| Language: | English |
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| cited_by | cdi_FETCH-LOGICAL-c321t-c7c9786857c502ef488ef65b6fa22b9d6cdbcc2341ee19ecaf21dc9f950f3d593 |
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| cites | cdi_FETCH-LOGICAL-c321t-c7c9786857c502ef488ef65b6fa22b9d6cdbcc2341ee19ecaf21dc9f950f3d593 |
| container_end_page | 540 |
| container_issue | 9 |
| container_start_page | 538 |
| container_title | The Physics teacher |
| container_volume | 54 |
| creator | Heikkinen, Lasse Savinainen, Antti Saarelainen, Markku |
| description | The 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. 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. |
| doi_str_mv | 10.1119/1.4967893 |
| format | article |
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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. 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
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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. 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
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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. 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.</abstract><pub>American Association of Physics Teachers</pub><doi>10.1119/1.4967893</doi><tpages>3</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0031-921X |
| ispartof | The Physics teacher, 2016-12, Vol.54 (9), p.538-540 |
| issn | 0031-921X 1943-4928 |
| language | eng |
| recordid | cdi_eric_primary_EJ1120829 |
| source | American Institute of Physics:Jisc Collections:Transitional Journals Agreement 2021-23 (Reading list); ERIC |
| subjects | College Science Computer Simulation Geometric Concepts Introductory Courses Optics Scientific Concepts Scientific Principles Secondary School Science Teaching Methods |
| title | Virtual Ray Tracing as a Conceptual Tool for Image Formation in Mirrors and Lenses |
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