Index of refraction without geometry

This article investigates the optics misconceptions of 220 year 11 Thai high-school students. These misconceptions became apparent when the students attempted to explain how an object submerged in a water tank is 'seen' by an observer looking into the tank from above and at an angle. The two diagnostic questions used in the study probe the students' ability to use a ray diagram to explain the relationship between object, image and observer, and then to use the ray diagram to qualitatively determine the position of the image. The study indicates that these high-school students, even after instruction, had significant misconceptions about the direction of propagation of light, how light refracts at an interface, and how to determine the position of an image. The study revealed that students used various concept models to explain how the object can be 'seen' in this situation. Only 22% of all students had a qualitative understanding of how to use a ray diagram to determine image position, and only 1 of 220 students could identify the correct image position using correct reasoning. Our results indicate that students require very careful instruction if they are to understand how objects are 'seen' and how images are formed when light refracts through a planar surface.

Section: Implications For Teachingmentioning

confidence: 99%

Thai high-school students’ misconceptions about and models of light refraction through a planar surface

Kaewkhong¹,

Mazzolini²,

Emarat³

et al. 2009

“…However, the meridional image is only noticeable if both eyes are used and the eyeline is not parallel to the refracting surface.) Thus, we can use Kepler's experiment as a bridge to the phenomenon of apparent depth, see [14, [19][20][21].…”

Section: Apparent Depthmentioning

confidence: 99%

Two different looks at Kepler’s refraction experiment

Grusche

Wagner

2016

Most refraction experiments are theory-laden and far from everyday experience. Accordingly, many students fail to apply the law of refraction to phenomena. To guide students from phenomena to theory, teachers can use a refraction experiment proposed by Kepler, where measurements are based on shadow images. For a different look at Kepler's experiment, one can use the principle of reversibility to get equivalent results, but based on apparent depth. For this reversal, rays of light are reinterpreted as lines of sight, and vice versa. The principle allows students to relate refracted rays to shifted images, and applies to other optical phenomena.

“…Various experiments have been developed to confirm reflection and refraction. A method to measure the refractive index of solids and liquids with a simple instrument without the use of special optical instruments and geometries [5,6], experimental method to measure the refractive index by checking the refraction trajectory of light through a digital camera [7], experimental method to measure the refractive index of a liquid using a concave mirror [8] etc. have been developed.…”

Section: Introductionmentioning

confidence: 99%

Development of sound reflection and refraction experiment equipment

Kang¹,

Park

2022

The reflection and refraction of light are more familiar to students than the reflection and refraction of sound. Reflection and refraction that occur during the transmission of sound waves are common phenomena in everyday life but are often difficult to understand during actual learning. In this study, we developed a sound reflection and refraction test apparatus that can measure sound’s reflection and refraction angles by injecting sound using a super directional speaker with excellent straightness. Consequently, moving the sound sensor made it possible to find a point with high sound pressure and measure the sound’s reflection and refraction angles. Since this device is similar to the experimental device that measures the angle of reflection and refraction of light, it is expected to be able to phenomenologically compare and confirm the reflection and refraction paths of light and sound.