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There is a growing interest in the value of teachers guiding students to generate their own representations to support conceptual learning in science and across complementary subjects such as mathematics. However, this approach to an interdisciplinary focus poses challenges for programme design and learning assessment. In this paper, we report on a 10-week study with a class of Year 5 students designed to (a) facilitate learning of key concepts in the topic of optics (e.g. reflection), and (b) make meaningful links between these concepts and relevant mathematical ones (e.g. symmetry and angles). Students were expected to construct, evaluate and refine representations to explain various experienced phenomena. We report on an assessment framework developed and applied to student work. Our findings indicate (a) some subject and interdisciplinary learning gains, and (b) specific challenges around designing this kind of programme, student learning assessment and teacher understanding to support this learning.

This study aims to examine the effectiveness of metacognitive scaffolding in different inquiry tasks related to optics. Two high school classes participated in this study. One class, the treatment group (n = 33), which integrated metacognitive prompts into the simulation-based inquiry, was compared to the other class, the control group (n = 34), which received only simulation-based inquiry. Students' conceptual understanding, integrated science process skills, confidence judgment, and inquiry performance were measured using a multiple-choice pretest and post-test and worksheets. The results show that the students' conceptual understanding and confidence judgments on conceptual understanding in both groups significantly increased from the pretest to the post-test. Incorporating metacognitive scaffolds into inquiry-based learning better facilitated the improvement of integrated science process skills as well as the confidence judgment on the process skills, especially in the more complex tasks. The metacognitive scaffolding could be applied to various inquiry activities to enhance students' control of variables, data interpretation, and graph comprehension.

We conducted a quasiexperimental study in order to investigate the effect of a teaching concept on quantum physics based on coincidence and correlation experiments with heralded photons on preuniversity students' conceptions of quantum physics (experimental group, N = 150). We compare the results with the traditional curriculum's effect (control group, N = 130) at German secondary schools using a questionnaire to assess students' conceptions of quantum physics adapted from the literature. The results show that students introduced to quantum physics using the quantum optics concept acquire conceptions of quantum physics that are significantly less influenced by classical mechanistic and deterministic conceptions than those of the control group. In more detail, correlation and principal component analysis results indicate that the conceptions acquired by experimental group students are more consistent than those of the control group students.

The pandemic triggered by the SARS-CoV-2 virus has produced worldwide interruptions of face-to-face teaching activity in both schools and universities. In Italy, the quarantine began in the second half of February 2020 and lasted for all the second semester of lectures. The University of Bologna, where all the authors of the present article are based, developed and activated several interfaces necessary to efficiently deliver online teaching courses with the utmost speed. The framework used by the authors is based on a common platform, Microsoft TEAMS, available to all teachers at Bologna University.

Possibly the greatest irony of physics education is the difficulty of demonstrating optics in a visible way. The two most common solutions to this conundrum are to either use "all-inclusive" optical apparatuses, like a large-format camera, or to rely on classic ray-tracing diagrams. While the former looks elegant while demonstrating the inverted nature of its images at the front of a classroom, its inner workings and method of inverting remain mysterious. The mechanics of the latter are more evident but are limited to two dimensions and the willingness of students to accept the drawing as fact. More advanced solutions include computer modeling of 3D optics or benchtop ray-tracing demonstrations, but between these the demonstrator effectively trades a third dimension for verisimilitude. A more encompassing solution would be a means to trace rays in three dimensions through a variety of optical devices. Previously, the rub has been identifying a viable point source of rays for classroom demonstrations. In this paper, we present such a source and several sequences of demonstrations utilizing it. Traditionally, the standard method to produce a point source of rays is to mask a well-defined source, such as an FCR lamp. Masks can be as complicated as an opaque sphere with evenly spaced holes or as simple as the classic inverted colander. In all cases, these demonstrations are typically limited to only being used as rough examples of sources due to limitations in portability, homogeneity of rays, or simply total number of rays. Our recommended ray source provides hundreds of rays that are bright and uniformly distributed enough to perform geometric optics demonstrations, such as collimation, telescopes, and parabolic reflections.

In the last decades spectroscopy began to play an essential role in physics education research with the recognition that atomic spectra constitute a good occasion to study the concepts of quantum mechanics. Moreover, activities in which atomic spectra are studied in order to understand star structure and evolution have proved particularly engaging for students. In this sense, the hydrogen atom spectrum is especially important in astronomy. Other researchers showed how interdisciplinary experimental activities involving interferometry and applied optics offer a good occasion to teach fundamental concepts of radiation-matter interaction.

In recent years, with the more powerful functions of smartphones, the use of sensors integrated by mobile phones as an auxiliary tool for physical experiment teaching has become more popular. Combined with the related mobile phone apps, people easily can develop and expand the physical experiment contents of mechanics, optics, acoustic phenomena, and so on. These experiments not only help students master the relevant laws of physics, but also permit or encourage students to carry out experimental research, greatly increase students' interest in learning, and meet the training requirements of the Next Generation Science Standards. Recently, some experiments about measurement of speed of sound have been introduced. It is amazing and interesting that people can use simple tools to measure the speed of sound.­ This kind of experiment is very helpful to improve students' practical ability in experiment design, data acquisition, and analysis. Inspired by the above experiments, especially the Kundt's tube experiment, we demonstrate the acoustic resonance in an air column using a plastic tube, a mobile phone, a loudspeaker, and a tape measure. Through the resonance phenomenon of an air column, the speed of sound in air can be calculated conveniently. The experimental results are in good agreement with the reference value. This kind of homemade experiment can provide guidance for students to carry out relevant research in a non-laboratory environment.

The success of films such as "Avengers: Endgame," "Black Panther," and "Captain Marvel" has established the superhero genre in modern popular culture. Many students will have seen these films, or at the very least they are familiar with a number of the superhero characters. In the physics classroom, content based on superheroes can be used in support of learning materials on topics such as optics, advanced materials, kinematics, and the electromagnetic (EM) spectrum. Studies have highlighted several student preconceptions with regards to different radiation types. For instance, the literature suggests that students incorrectly classify certain radiation types as unnatural, and they cannot differentiate between ionizing and non-ionizing radiation.

Real situations are overlaid with virtual information using augmented reality technology. In a learning environment, this technology could give everyday relevance to abstract concepts. In this paper, we will show how physical structures in typical experiments can be simply augmented by virtual objects in physics classes. This is achieved by modelling objects with the "GeoGebra" software and overlaying visualisations of non-tangible, physical properties such as force arrows, colour-coded potential and light rays. Using the "GeoGebra 3D Calculator" app on a smartphone or tablet, these models can be displayed on any surface seen through the camera and dynamically adapted to real structures such as inclined planes, simple circuits or plane mirrors. As a result, elements that are normally not observable are visualised and contribute to understanding the phenomenon. Based on these ideas, further so-called augmented reality experiments can be devised from these examples. Augmenting real experiments with representations of physical concepts should enable students to see the world through the lens of a scientist and gain a deeper understanding.

Contribution: A hybrid approach involving reduced lecture content with project-based learning (PBL) was introduced to a standalone course in optics at an engineering school not specialized in this area, with promising results. Background: At most schools, optics is an elective "niche" area involving a single senior course. This presents challenges, since the topic has breadth and depth, leaving little time for application projects. Yet, seniors want future applicability. After many years, the instructor questioned his "broad-brush" approach involving many topics with limited application, especially given the role of optics and photonics in technology leadership. A literature search uncovered recent use of project-based methods for optics in K-12 and community colleges but little use in U.S. universities, suggesting an opportunity. Intended Outcomes: The authors intended that achievement and valuation by students would be greater with authentic projects and less content. Application Design: Therefore, an approach that concentrated content and project work on light's dualistic nature in a mathematically rigorous manner was taken. With reduced content, class time was available for PBL, whereby the problem motivated the content. For light's wave nature, five lecture weeks were followed by a project simulating the propagation of light. For the particle nature, a circuit design project to implement analog electronic circuits during class occurred after five lecture weeks. Findings: Student interviews and instructor perspectives on impacts of learning, career preparation, graduate school interest, and in-class engagement uncovered encouraging results. A direct assessment showed significantly higher homework scores with the course changes.

Nanoscale phenomena are under increasingly intense investigation both in academia and industry. The unique physical and chemical properties stemming from their high surface area and confined space lead to properties that are distinct from atomic and bulk materials. Students need experience in nanoscience to enter this growing field of nanoscience research. This laboratory experiment introduces the optical properties of noble metal nanoparticles and probes the effect that the metal composition has on these properties. An aqueous synthesis is performed, which allows for the control of the alloy composition of Au/Ag nanoparticles, while minimizing costs and hazardous waste. The composition of the synthesized particles is verified by mass analysis. Extinction spectra are recorded experimentally and determined "in silico." The experimental and theoretical spectra are compared, and students are asked to identify causes for discrepancies on the basis of mass and particle size analysis. Students actively engage in identifying how the dielectric function of a nanoparticle affects the optical properties. By performing these experiments, students gain practical knowledge of the synthesis and characterization of metal nanoparticles, as well as an initial introduction to elements of theoretical chemistry. This experiment has been found to be easily reproducible; it utilizes primarily nonhazardous, nontoxic, green materials, and it can be performed with minimal added costs to normal budgets for lab courses.

The background of the study is that the planar film heterostructures are nowadays the most common objects nanophotonic and nanoelectronic technologies. The authors noted that, among such objects found so-called quantum wells, which are formed by a complex series of nanoscale layers are deposited with differing elemental composition, and simple single-layer coatings. Test heterostructure may be polycrystalline or amorphous sequentially deposited layers, but can be provided epitaxial objects. In addition to the interest in the composition, structure and thickness of the layers of heterostructure itself, it is important and knowing the width and the quality of the interlayer boundaries, as well as the presence-absence of their mutual diffuse infiltration. The results of the article is that of the operating experience of experts are usually quite clearly represent technological equipment, what type of heterostructures and the distribution of elemental composition therein can be expected. However, the intended routing is always in need of an objective independent confirmation. For planar nanoheterostructures most effective method of non-destructive testing of the objective distribution of elements over the depth of the target and the presence-absence is epitaxially ion beam diagnostics.

In this article, an approach to integrate contemporary quantum physics into secondary school teaching is presented. The Erlanger concept on quantum optics provides an experimental-based guideway to aspects of modern quantum physics. We avoid the traditional historical approach in order to overcome the lack of modern concepts of quantum physics. In an acceptance survey, initial empirical evidence for the acceptance of the developed explanatory approaches was evaluated.

An easily constructed and inexpensive polarimeter with an optical rotation angle resolution of about 0.5° is presented. It is made from small pieces of polarizing film, 2 LEDs, a protractor, and a few wires, all held in place with plastic interlocking toy bricks, such as Lego bricks. The instrument was used to demonstrate the optical rotation of plane polarized light as a function of concentration, path length, temperature, and wavelength, and to determine enantiomeric excess in solutions of arabinose, the amount of limonene in citrus ski wax remover, and optical rotations of various types of honeys and essential oils. Results were comparable to values obtained on a commercial scientific instrument, and with literature values.

This article presents the results of a qualitative study aimed at determining the effectiveness of the camera obscura as a didactic tool to understand image formation (i.e., how it is possible to see objects and how their image is formed on the retina, and what the image formed on the retina is like compared to the object observed) in a context of scientific inquiry. The study involved 104 prospective primary teachers (PPTs) who were being trained in science teaching. To assess the effectiveness of this tool, an open questionnaire was applied before (pre-test) and after (post-test) the educational intervention. The data were analyzed by combining methods of inter- and intra-rater analysis. The results showed that more than half of the PPTs advanced in their ideas towards the desirable level of knowledge in relation to the phenomena studied. The conclusion reached is that the camera obscura, used in a context of scientific inquiry, is a useful tool for PPTs to improve their knowledge about image formation and experience in the first person an authentic scientific inquiry during their teacher training.

This article deals with an exploration of a double superior mirage obtained in laboratory conditions and its contribution to the deep understanding of light events in specialized schools. It was revealed that an explanation of the formation process of a double superior mirage plays a key role in the adoption of knowledge on reflection and refraction of light, as well as its practical skills in a specialized school.

Nanoparticles are an increasingly important tool in chemistry research, but currently there are few opportunities for chemistry students to work with nanoparticles in undergraduate analytical courses. In this exercise, designed for an analytical or instrumental analysis lab course, students have the opportunity to work with solutions of silver nanoparticles and analyze them with two instrumental techniques. UV--vis spectrophotometry is utilized to monitor the optical behavior of silver nanoparticles over the course of the experiment. ICP-OES analysis determines the concentration of total silver species present in solution based on storage conditions. This exercise also introduces students to the concept of localized surface plasmon resonance and its role in producing the vivid colors often associated with plasmonic nanoparticles embedded in stained glass.

It's not surprising that rainbows have received a great deal of attention: in textbooks, in magazines, and on the web. They are, after all, beautiful, fascinating, occasionally awe-inspiring, even a little mysterious. They are an almost perfect blend of natural beauty and simple physics. Has everything that can be said about rainbows already been said? Possibly. But, pedagogically, there may be gaps. A student learning about rainbows is likely to learn that they are caused by light whose colors are dispersed by water droplets, that the dispersion occurs because the index of refraction of water depends on wavelength, that the primary rainbow results from light that is refracted into a droplet (actually, of course, many droplets) and is internally reflected once in the droplet before being refracted back out of the droplet; further, that a secondary rainbow results from a similar sequence, but with two internal reflections instead of one--and that higher-order rainbows result from more than two internal reflections. What may not be supplied in a typical presentation on rainbows are answers to the following questions (which I pose here for the primary rainbow but that could be modified for higher-order rainbows): 1. How can one use the physics of refraction to determine the angle at which the primary rainbow is seen? 2. Why is the primary rainbow apparently brighter than the sky beneath it, even though more light, after the refraction-reflection-refraction sequence, goes into the region below the rainbow than into the rainbow itself? 3. Since dispersion separates light into its component colors, why is color seen only in the rainbow, and not in the illuminated region below the rainbow? 4. About what fraction of the refracted-reflected-refracted light goes into the rainbow itself and what fraction into the region below it? In this article, I want to show how these questions can be answered using a graphical technique accessible to all students.

At the Center for Integrated Access Networks (CIAN), an Engineering Research Center funded from 2008-2018 by the National Science Foundation, the education department worked to develop new and innovative digital resources to engage students in learning science content. One resource created, the CIAN Comic Book, focuses on educating students about optics, technology, and scientific discovery, and is well-aligned with the "Next Generation Science Standards" ("NGSS"). This article suggests one way to utilize the CIAN digital comic book by incorporating it in an Argument Driven Inquiry (ADI) lesson. The CIAN Comic Book in combination with effective instructional models, like ADI, presents an opportunity to incorporate technology in the classroom, engage students through a medium of their interest, and implement the most up-to-date educational lesson plan models in a new way. [Note: The issue number (8) currently displayed on the article's page via the URL is incorrect. The correct issue number is 6.]

This paper describes an alternative approach to teaching and learning practices in an undergraduate physics laboratory. The instructor plans and implements the 5E instructional model into the laboratory instruction. The article includes an example of the 5E lesson for the laboratory component of a physics course, which has separate lecture and laboratory sections. Through the use of a learning model, students could make predictions, exchange ideas, collect and analyze data, and construct evidence-based explanations about the ray optics topic. This approach of teaching in a physics laboratory promoted students' engagement in scientific practices and learning of the fundamental concepts. The design of the lesson can be used as a model of a physics laboratory instructor's attempt to put inquiry-based instructional strategies into practice through the 5E cycle. This model can be useful for other instructors who are willing to improve or change their teaching practices and students' learning experiences.

Effective teaching of physics requires the use of well-designed and diversified instructional tools such as multimedia throughout the teaching and learning process. The main objective of this study was to investigate the effectiveness of Physics Educational Technology (PhET) simulations and YouTube videos to improve the learning of optics in Rwandan secondary schools. The study was framed by the cognitive theory of multimedia learning. A total of 136 senior-4 physics students from six schools were divided among three groups and taught with the usual teaching methods only, the usual teaching methods supported by PhET simulations or YouTube videos, respectively. Student achievement was measured by administering the Geometric Optics Conceptual Understanding Test to each group of students before and after teaching. The groups of students who were taught using PhET simulations and YouTube videos achieved significantly more gains on the posttest compared with the students who experienced neither. PhET simulations and YouTube videos saw average normalised learning gains of 12 and 11%, respectively, while students who experienced solely the usual teaching methods got a gain of only 2%. These results show that the use of PhET simulations without student manipulation (as applied in this study) is equally effective as the use of YouTube videos. The researchers recommend that teachers incorporate these instructional tools as a way of effectively teaching and learning optics.

Previous studies have demonstrated that students have difficulties in applying the wave model of light to explain single-slit diffraction and double-slit interference patterns. In this study, we investigated if students could recognize typical interference and diffraction patterns at all. Eye movements of high-school students were measured while they were identifying patterns produced by monochromatic light on a double slit, single slit, and diffraction grating, and by white light on a diffraction grating. Most students had difficulties with recognizing double-slit interference pattern and diffraction grating pattern of monochromatic light. Identification of the single-slit diffraction pattern was easier probably due to its distinguishable central maximum. The easiest task for students was recognizing the diffraction pattern of white light on an optical grating. Eye-tracking data suggested that even students who incorrectly answered this question were aware that the diffraction grating separates white light into colors. Additionally, eye tracking revealed that students who identified patterns correctly attended more the correct pattern than other options, thus corroborating previous findings. Overall, the results indicate that the recognition of interference and diffraction patterns is quite demanding for students, suggesting that more attention should be paid to observing and understanding basic wave optics phenomena.

[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] Although curriculum design has a long tradition in physics education research (PER), it is often criticized for unclear or inconsistent methodologies. One reason is that the theory-into-practice aspect frequently remains blurred. Only a few curriculum projects have given insight into the rule-guided translation of learning theories into curricula and curriculum materials. This paper reports how design-based research (DBR) was used as a framework for systematic curriculum development during a six-year-long project on a middle school optics curriculum. One key feature of DBR is to deduce design principles from theoretical and empirical foundations, apply them in the creation of a curriculum, and refine them in response to data collected during successions of implementation. The design principles guide and structure the iterative cycles of design-intervention-redesign and make a systematic and nevertheless flexible design process transparent. We provide the level of detail needed to make clear how design principles were developed and applied in the creation of the optics curriculum. In addition, we use many examples to illustrate how and why the initial set of design principles was refined. We report the results of a large scale evaluation of the curriculum that shows its superiority to conventional instruction. Finally, we summarize the lessons learned during this project. This shall support other scholars in designing and implementing curricula.

A video is taken of a road-sign mirage from the passenger seat in a car traveling at constant speed on a highway. The video spans the duration of seeing the mirage of the sign, viewing the vanishing of the mirage as the car approaches, and passing the road sign. The mirage angle, defined as the angle with respect to the horizontal at the moment the observer notes the vanishing of the mirage, can be determined from the video, the speed of the car, and known dimensions of the standard road sign. The value can be checked with a theoretical formula using the ambient weather temperament and consulting references to determine the temperature of the air in contact with the road surface. Agreement between observation and theory is within the error bounds. In the conclusion, a quick observational estimate is made in the car without needing the video.

Optics is one of the subject areas in which students have difficulty learning. Establishing the right connections between the concepts of optics and daily life supports the learning of the concepts of optics. In addition, this connection increases the students' motivation to learn optical issues. In this study, three activities related to prisms were performed by using spectacles to increase the connection between the subject of daily life and prisms. These activities have been proposed as real-life activities such as binoculars and a submarine periscope that can be used in the teaching of prisms.

A mechanical model of light propagation helps to show that optical refraction is related to the speed of light and how it changes from one medium to another. A tricycle toy robot is used to realize the model. Left and right wheels independently change their speed (high or low) in response to the local color (white or black, respectively) of the ground pattern detected by the corresponding optical sensor. Because of this simple rule the robot path deviates when passing, for example, from a clear to a dark area, in this way mimicking the refraction of a beam of light at an air--glass interface. Black silhouettes, representing optical components, are positioned on a clear mat along the robot trip. The robot trajectories reproduce phenomena such as refraction and total internal reflection showing a perfect analogy to light path described by geometrical optics in a sort of live ray-tracing.

This paper is inspired from a scene in the movie "Memento" (2000), where the eyeglass prescription for a myopic eye can be estimated since the virtual image of a distant wall seen through the lens and a nearby actor outside the view of the lens are located at the same distance. The estimate illustrates that there are times when the power of physics allows one to arrive at a sophisticated measured result with no equipment. This fascinating example also provides for a nice interdisciplinary connection between physics and medical optics. Due to copyright restrictions on incorporating a movie in class, teachers may use the author's photo and video included here or have their students make similar media with their smartphones.

In the laboratory experiment described here, students synthesize silver nanostructures (AgNS) with different shapes and sizes to elucidate the shape- and size-dependent optical properties of nanostructured materials. Students also develop understanding of some thermodynamic and kinetic aspects of the synthesis process through this experiment. In the size-controlled synthesis of spherical and triangular silver nanostructures, students can observe the conspicuous color change of colloidal AgNS systems. In addition, the optical properties of these materials can be analyzed qualitatively and quantitatively using UV-vis spectroscopy and dynamic light scattering. Students gain skills in synthesizing and characterizing different silver nanostructures (sphere and triangle) and learn about the shapedependent optical properties of these nanostructures.

The eye should have a particular focal length in order to see an object. As there are many things to see, the focal length of the eye must vary because these things are not all at the same distance from the eye. We explore the eye accommodation from a geometrical optics point of view and present our results in this paper; the study includes a description of the accommodation mechanism and a scientific definition of near vision and far vision.

As intriguing optical phenomena that occur in nature, mirages are widely known and often mentioned in physics classes when introducing the basics of optics. In the atmosphere, a mirage occurs under the condition of vertical variations in air density, which are usually caused by a temperature gradient. The light rays are continuously refracted and follow a curved path when passing through the air, because the refractive index of air changes with its density. Hence, the image observed in an optical manner is displaced from the location of the object. An upward-shifted image is known as a superior mirage, whereas a downward-shifted one is known as an inferior mirage. There are several simple experiments that can create both superior and inferior mirages, using a non-uniform liquid solution to simulate the refractive index gradient in the air. These experiments not only demonstrate the curved paths of light rays, but also produce artificial multiple-image mirages. This paper introduces a simplified method of creating inferior mirages in a liquid solution. Using this method, we further demonstrate several different facets of mirages and explain their origins through computer simulations.

Students commonly find the field of physics difficult. Therefore, they generally have learning problems. One of the subjects with which they have difficulties is optics within a physics discipline. This study aims to determine students' conceptual understanding levels at different education levels relating to lenses in geometric optics. A cross-sectional design is used in the study. Participants in the study include one hundred and seventy-seven students at three different education levels from primary and secondary schools, and higher education. Seven open-ended questions, examining participants' conceptual understanding levels in relation to lenses, act as the data collection instrument. It is determined that students hold misconceptions such as, "convex lenses diverge light rays", "concave lenses converge light rays", "a right-side-up image replaces the previously observed inverted image, when a convex lens is removed," "myopia is corrected via convex lens," and "hyperopia is corrected via concave lens." The results show that students from all groups (primary and secondary schools, and higher education) have a lack of knowledge and experience conceptual problems about lenses, although they learned this subject in school.

The aim of the present article is to focus on the operational aspects referring to the actions--strategies and on the defined modalities of establishing educational objectives/competences. In the achievement of our work a special attention has been paid to the operational aspects of the learning process of the optical phenomena. There were carried out representative and functional experiments concerning optical phenomena like: reflection of light, refraction of light, dispersion of light, using accessible and/or recyclable materials to run our experiments. The education of creativity implies both an explicit approach from the cognitive perspective and also all the dimensions of the personality and intellectual, psychomotor, affective and motivational potential of the students, together with the environmental factors.

The aim of the research was to explore the ideas prospective science teachers (N=51) had about the variables of object size, shape and light transmission that have an impact on shadow formation, using a scientific activity based on Inquiry-Based Science Education (IBSE). In this qualitative study, the measurement tool comprises 3 questions. The first question examines how the participants define the concept of shadow while the second question focuses on the variables of the size of the object, its shape, and its light transmission. The participants were asked to explain whether these variables would produce a shadow. The last question was devised in the atmosphere of an activities laboratory in which the absorption and reflection properties of light were explored. The NVi10 program was utilized for data analysis. At the end of the research, it was observed that the prospective teachers were not able to define the concept of the shadow in scientific terms and even if they knew the basic variables related to shadow formation, they could not exactly explain new situations when the variables were manipulated.

Optical polarization phenomena are omnipresent in physics, chemistry, biology, and technology. Studying optical polarization is best done through an interdisciplinary approach that combines biology and technology, which usually makes things more interesting to students. Seeing Haidinger's brush for the first time can be an exciting discovery for many students. Polarization also has profound conceptual relevance to school curricula, and many beautiful polarization experiments can be performed with cheap materials. In this article we present experiments that students can perform with a smartphone as a source of polarized light and the naked eye as their analyzer.

This paper presents a new way to demonstrate the principle behind mirages in air in the lab. The setup is simple and includes a modified laser illuminator that allows direct comparison between the deflected light rays and their straight path.

This paper describes a very simple, but accurate method of finding the position of the infinity focus of a telescope objective relative to the rear face of its lens cell. The method is easily undertaken in the classroom and provides an opportunity for learners to conduct an interesting and novel optical experiment which introduces thick lens theory. An experimental procedure with an example set of results is described, along with an error analysis. The error analysis demonstrates that the technique can be used to determine the position of the infinity focus to a relatively high degree of precision.

Understanding reflection and refraction are an integral part of school and college learning. In nature even birds and fish (Archer fish) very skillfully use refraction to strike down prey present above or below the water surface. Fermat's principle allows one to look beyond the reasons behind the laws governing the reflection and refraction. A pedagogical computer based experiment (CBE) is proposed to demonstrate the simplicity of usage of Fermat's principle for undergraduate physics students in universities and school students pursuing secondary education by implementing a program written in open source software Scilab and also through MS Excel/Open Office. In this work we probe: (i) the refraction across a plane interface and (ii) reflection from a parabolic mirror and arrive at many useful propositions.

Students preparing to enter medical fields are required to take physics. To increase their interest in physics, a low-cost classroom medical activity is presented introducing them to the basics of endoscopic visualization and navigation. Incorporated in the activity are basic surgical techniques such as resection with single or multiple operators. Students also learn to appreciate the importance of physics since the endoscope works on the principle of total internal reflection. The tasks involve two pick-up tools with retractable claws available at hardware stores and an inexpensive endoscope with Bluetooth that sends video to student smartphones.

Optical fibre communication enables the global internet, but few youths ever learn about how it works, even at a basic level, until tertiary education. While some middle school curricula might include simple geometrical optics concepts like reflection and refraction, they often lack contextual linkage to worldwide telecommunications. Through our studies, we have found that students are more engaged in the learning process when the material directly relates to real life. To address this gap, and moreover to tackle the issue of the STEM skills shortage, we have designed a self-contained lesson to introduce youths to this topic. It is modularised into three parts, beginning with using light to communicate Morse code, and then covering advanced themes such as multiplexing and fibre guidance based on total internal reflection. The modules can be taught sequentially or individually depending on educational level. They emphasise a more phenomenological than theoretical approach and include hands-on activities using easily obtainable materials. We outline the lesson and pedagogical guidelines for classroom settings, as well as evaluate actual classes run. This lesson can be flexibly implemented in formal classes or through educational outreach programmes.

Vietnam's Ministry of Education and Training has introduced educational reforms that require Vietnamese teachers to acquire new understanding and skills using information communication technology (ICT) to support teaching. However, there was little literature to guide Vietnamese teachers on how to achieve these goals. The research goals were to implement a theoretical pedagogic model to integrate constructivist and sociocultural learning principles with ICT for teaching physics, and test whether the model would increase interaction within the learning environment, and improve students' physics test results and critical thinking skills. This research was conducted in a Vietnamese context. Data collection methods included student interviews, physics tests and critical thinking skills tests. The result of this study showed that the use of ICT informed by the model can enhance interaction in the learning environment, and students' physics test performance and critical thinking skills. This study can provide guidance for the current strategy of implementing ICT into education. At a global level there is little searchable research on the integration of ICT in teaching physics in Vietnam. The current study contributes to the literature by providing insights into the use of ICT in teaching physics in the Vietnamese context.

The main objective of this paper is to provide an explanation on a conceptual level of how the Mirascope and the occurring image formation work. The physics behind a Mirascope--a well-known device consisting of two concave mirrors--is very complex. In literature, only either high level or very simplified and deficient explanations can be found. These explanations often lack a basic but detailed description on a conceptual level of the phenomena observable with the human eye. Therefore, this paper aims to give a physical explanation on a conceptual level to support learning processes in optics. Phenomena such as the diverse direction of the projected real image and the formation of the virtual image are clarified. As the focus lies on providing a basis to foster a conceptual understanding, there is no claim for a full and detailed explanation on the level of an exact ray analysis. In addition to a clarification of the content on a conceptual and educational level, suggestions for further investigations of the Mirascope with everyday items are given. The Mirascope is seen as an appropriate device for creating a learning environment following an inquiry-based approach in physics (teacher) education. This paper focuses on describing and explaining aspects of the Mirascope on a conceptual level.

A spin coater is widely used for thin film coating in nano/microtechnology. In this paper, a spin coater with inexpensive mechanical and electronic components was fabricated based on an open-source Arduino microcontroller. To measure and control the spin speed of the spin coater, two sensor types including two infrared (IR) light-emitting diodes (LEDs) or a Hall Effect (HE) integrated circuit (IC) were used. The spin coater was tested for coating polydimethylsiloxane (PDMS) polymer in the spin speed range of 1000-9000 rpm (revolutions per minute). An optical interferometric method was used to determine the thickness and optical transmittance of the spin-coated PDMS films. The results show that the performance of this spin coater is similar to that of a commercial model and therefore it can be used in the laboratory and for student education. The total cost and power consumption of the spin coater are less than $30 and 5 W, respectively.

Contribution: There are many on-line resources available to learn about optics and photonics, but no assessment tools exist to evaluate the learning achievements. This paper presents an assessment framework whose validity has been proven on a course with over 70 engineering students. Background: There is evidence that on-line resources complement the learning experience in many engineering fields. In the context of optics and photonics, it may be worthwhile to assess the learning experience of engineering students taking a virtual lab as a complement to on-site, traditional lab. The assessment should use empiric, measurable results that demonstrates the effectiveness of the didactic innovation proposed, based on the Technology Acceptance Model. Intended Outcomes: Students using OPTILAB software are expected to be able to demonstrate their learning of optics and photonics by having a good score in the specific question about optical diffraction included in the final exam. Application Design: OPTILAB software, simulating the optical diffraction produced by different apertures, was developed. Students use OPTILAB to check, in advance, the experimental results they will obtain in the on-site lab, with various optical apertures and settings. This is expected to make the on-site lab session more efficient, minimize errors that inevitably occur when students are confronted with a new physical phenomenon, and ultimately increase the students learning experience. Findings: The marks obtained in the exercise about optics in the final exam by the experimental set (~67.3%) and control set (~49.2%) demonstrate that OPTILAB can improve students' learning experience in optics. The findings from the survey based on the Technology Acceptance Model are also discussed.

This work shows the production steps of two optical fibre sensing setups which were specially designed for the activities of the 2018 Photonics Lab Open Day realized at the Federal University of Technology-Paraná in Brazil as a celebration of the first International Day of Light (16 May). The systems are based on the sensing properties of fibre Bragg gratings, a well-established photonic sensing technology but not covered in regular undergraduate Optics courses. The demonstrations of optical fibre sensing properties by means of funny scientific activities intended to stimulate high school and college students' interest in science, seeking greater engagement of these students in the research projects developed at the University. Fibre Bragg ability of detecting mechanical vibration and temperature changes was used to measure the temperature of the attendee's breath and vibrations produced during a short walk. Demonstrations were realized in a contest where students were challenged to walk smoothly over a flat surface instrumented with vibration sensors, as well as to blow into a tube containing the temperature sensor. Steps of the sensing systems implementation are provided in detail including aspects concerning to the choice of the apparatus design and the installation of the sensors.

We constructed a low-cost experimental kit consisting of a compact 532-nm diode laser, optics, and optomechanical components that arrange on a small honeycomb breadboard. The kit is flexible enough to construct five typical wave optic experiments, e.g., double-slit interference, Michelson and Mach-Zehnder interferometers, diffraction, and Malus's law of polarization. It is useful to use in both classrooms and laboratories to enhance experimental skills and creativity based on the CDIO (Conceive-Design-Implement-Operate) approach.

Contribution: Prior studies indicate that students experimenting with characterization of optical planar waveguides use expensive ready-made prism couplers without clear understanding about construction of the entire optical measurement system. This paper presents a cost-effective modified bright-mode prism coupler that helps students learn optical waveguides, and enhances their knowledge and skills for building an optical system. Background: Commercial dark-mode prism couplers have little educational value, while measurement error for homemade manual dark-mode prism couplers is likely to be unacceptable. Therefore, students need an automated, accurate prism coupler system to learn basic concepts of the design, assembly, testing and validation of an entire optical system. Intended Outcomes: An automatic measurement system can help students learn optical waveguides and prism coupling. Assembling a prism coupler system helps them understand the software and hardware design, testing and validation of an optical system. Then, conducting experiments helps them develop their abilities in implementing an optical system. Application Design: Four design principles were followed: the modified bright-mode automatic prism coupler equipment had to be: 1) inexpensive; 2) open, with each part of the system being visible to, and adjustable by students; 3) sufficiently robust to withstand their unskilled adjustments; and 4) capable of being assembled and maintained by students. Findings: Use of this equipment significantly increased students' knowledge and skills in building and operating a prism coupler system. Students found the concept of waveguide coupling easier to understand through using the bright-mode prism coupler system instead of a commercial dark-mode prism coupler.

We propose to reconsider the well-known experiment about the interference of white light from a thin soap film by adopting as an illuminating source the RGB triad produced by a LED projector. The interference pattern shows up in a particularly fascinating way and it contains direct, essential information about both the wave nature of light and of the physical thickness of the soap film.

In recent years the possibility of observing by microscopy the dynamic activity of living cells has been largely pursued. We have developed a low-cost (~ 260 euros) on-stage cell incubator for inverted optical microscopes. This device allows to keep cells in good conditions for their survival and proliferation. The device is based on the use of the Arduino microprocessor interfaced with LabView. It can be connected to a computer via USB port allowing to monitor and register all the useful parameters of the measurements: temperature, CO2 concentration and relative humidity. It consists of a closed metallic and plastic (PMMA) chassis which provides optical transparency to the petri dish in order to use interference contrast imaging techniques. The system exploits also a second Arduino microprocessor to perform autofocus of the images and to automatically acquire images at defined time intervals. Cell biology laboratories could easily construct this device to allow also students to follow dynamic processes of living cells and to practice with the DIY (Do-It-Yourself) approach to biology. At the same time, students could become familiar with the use of low-cost microprocessors like Arduino.

Even graduate physics students have many misconceptions about basic wave optics phenomena. This suggests that there is much room for improvement of the traditional wave optics curriculum. An effective way for initiating a curriculum change is to reconsider and revise the expected learning outcomes and corresponding assessment instruments. By systematically enriching our wave optics instruction and assessment with conceptual tasks, we may increase the probability of students actively engaging in learning the conceptual aspects of wave optics. In this paper, we present the process of developing an item bank for measuring understanding of wave optics in typical introductory physics courses at universities. Thereby, the Rasch modeling approach has been used. The development of the item bank has been guided by results from multiple expert and student surveys, as well as from group interviews and think aloud interviews. Altogether 65 multiple-choice items with a single correct answer and three distractors have been prepared for field testing. Until now, 35 out of 65 items have been field tested by means of a paper and pencil survey which included 188 participants from five universities in Bosnia and Herzegovina, Croatia, and Slovenia. The field test showed that 32 out of 35 items have good psychometric characteristics and that they may be very useful for uncovering students' misconceptions in wave optics.