Investigating accommodation using eyes and lenses

Dilek, Ufuk; Şahin, M. Feyzi

doi:10.1088/0031-9120/48/2/194

Cited by 5 publications

(10 citation statements)

References 7 publications

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“…Instead, we found many different human vision approaches, such as recreational activities on visual resolving power, 1 corneal reshaping, 2 stereograms and their relationship with op art, 3 mechanical human eye models, 4-5 the persistence of vision, 6 the diameter of the blind spot, 7 the use of overhead projectors to exemplify vision correction, 8 an analysis about drugstore reading glasses, 9 or the investigation of visual accommodation. 10 A single proposal to determine the focal length of a diverging 11 lens was discovered, but the author offers a different method than our own.…”

Section: Myopia Glasses and Optical Power Estimation: An Easy Experimentsmentioning

confidence: 95%

Myopia Glasses and Optical Power Estimation: An Easy Experiment

Ribeiro¹

2015

The Physics Teacher

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Section: Myopia Glasses and Optical Power Estimation: An Easy Experimentsmentioning

confidence: 95%

Myopia Glasses and Optical Power Estimation: An Easy Experiment

Ribeiro¹

2015

The Physics Teacher

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“…Interest in the optics of the eye seems to have again resurfaced recently. Another lesson on the accommodation of eyes was created by Dilek and Sahin [28], who created two simple demonstrations for this purpose. Kaltakci and Eryilmaz focsed on a variety of animal eyes, in a way similar to the end result of this research project [29].…”

Section: Methods Of Teaching Light and Opticsmentioning

confidence: 99%

Understanding vision: students’ use of light and optics resources

Jones

Zollman

2014

Eur. J. Phys.

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We present a qualitative study designed to examine how students construct an understanding of the human eye and vision from their knowledge of light and optics. As would be expected, vast differences are shown to exist between pre-and post-instruction students in terms of not only resource use, but also willingness to transfer their existing knowledge. However, we have found that appropriate scaffolding can facilitate resource activation and guide students to construct an understanding of vision and vision defects.

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“…With the other eye, try to get a sharp image of the pen and the background simultaneously. It is impossible: If the pen appears sharp, the background looks blurry, and vice versa [25].  Curling up the thumb and index finger of your other hand, form a pinhole directly in front of your eye, as in Fig.…”

Section: Observing Elemental Images and Their Superpositionmentioning

confidence: 99%

“…With the other eye, try to get a sharp image of the pen and the background simultaneously. It is impossible: If the pen appears sharp, the background looks blurry, and vice versa [25].…”

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confidence: 99%

Seeing lens imaging as a superposition of multiple views

Grusche¹

2015

Phys. Educ.

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In the conventional approach to lens imaging, rays are used to map object points to image points. However, many students have a need to think of the image as a whole. To answer this need, lens imaging is reinterpreted as a superposition of sharp images from different viewpoints. These so-called elemental images are uncovered by covering the lens with a pinhole array. Rays are introduced to connect elemental images. Lens ray diagrams are constructed based on bundles of elemental images. The conventional construction method is included as a special case. The proposed approach proceeds from concrete images to abstract rays.Although the students' holistic approach seems naïve, we can find a kernel of truth in it by treating Kepler's ray drawing as an ambiguous image, see Fig. 1(c): Once we switch our attention to rays that go through a single point on the lens, we see that these rays represent a refracted camera obscura projection, cf. [22]. Thus, each point on the lens produces a whole image. Images from different points on the lens represent different views [22][23][24]. This multi-view approach allows us to take the students' preconceptions seriously: We may consider rays as connections between camera obscura images, as in Fig. 1(c).Accordingly, I will use this multi-view approach to build a bridge between the students' holistic approach and the scientists' point-to-point approach. First, I present experiments that allow students to observe the camera obscura images and their superposition. Then, I will simulate lens imaging as a superposition of multiple views. Afterwards, I introduce rays as connections between the camera obscura images. Finally, I propose a method for constructing lens ray diagrams based on these images. Observing elemental images and their superpositionEach of our eyes has a lens, so we will start with that.  Facing a varied background, hold a pen about 30 cm in front of you. Close one eye. With the other eye, try to get a sharp image of the pen and the background simultaneously. It is impossible: If the pen appears sharp, the background looks blurry, and vice versa [25].

show abstract

Investigating accommodation using eyes and lenses

Cited by 5 publications

References 7 publications

Myopia Glasses and Optical Power Estimation: An Easy Experiment

Myopia Glasses and Optical Power Estimation: An Easy Experiment

Understanding vision: students’ use of light and optics resources

Seeing lens imaging as a superposition of multiple views

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