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Emilio balzano università degli studi di napoli federico II ERASMUS INTENSIVE PROGRAMME LIGHT Ioannina june 2012.

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Presentation on theme: "Emilio balzano università degli studi di napoli federico II ERASMUS INTENSIVE PROGRAMME LIGHT Ioannina june 2012."— Presentation transcript:

1 emilio balzano università degli studi di napoli federico II ERASMUS INTENSIVE PROGRAMME LIGHT Ioannina june 2012


3 An object made from UV fluorescent plastics, which are often used for making glow sticks, signs and interior décor. The object is illuminated by ultraviolet light (also known as “dark light”) and emits light in the visible range. — Andriy Rybas’ Finalist in a photo contest organized by the V. Karazin Kharkov National University OSA Student Chapter

4 Deformation of a polyethylene folio, 40x polarized light. — Zdenka Jenikova, Czech Technical University Prague, Czech Republic





9 unina Science in the social and cultural framework Scientism vs. Science as a human enterprise Science as a process Role of models and theories Predictivity and uncertainty Science-mathematics-technology relationships Gender

10 Taking Science to School "what" to teach and "when". The systematic under-estimation of students' cognitive potentialities is stressed by the authors who maintain that science has to be presented to learners as a process of building theories and models. They also think that it is necessary to identify a few "core ideas" of the discipline and design how they can be progressively developed, over grades K-8 levels, using strategies based on models of learning the components of the proficiency in science to be promoted are identified (to know, to use and to interpret scientific explanations of the natural world; to generate and evaluate scientific evidence and explanations; to understand the nature and development of scientific knowledge; to participate productively in scientific practices and discourse). "how" to teach. Learners have to be involved in activities about the above mentioned components of proficiency; adults have to support and guide them. Teachers have to be educated to transform their knowledge about disciplines, about students' learning processes, about different teaching styles and strategies into professional competencies.

11 Emblematic experiences on Mirrors (Plane mirror, Right angled mirrors, Kaleidoscope) Light deviation (Lens, Water lens, Refraction Converging and Diverging lens) Color and color combinations Shadows (from affine to perspective geometry)

12 The activity The work is about the relationship between optics and geometry. Students are required to write a schematic proposal (draft) based on lab-work activities. The goal is based on the opportunity to share key ideas among groups. The draft can be later developed to prepare some more organic proposal.

13 Design of the activity Rationale and core concepts Description of the activities in the frame of a more general path Target group Materials Setting of the class Space and time References Activities should be linked to the curriculum, so that both pupils and teachers can see the relevance of the educational path to broader issues that are being taught.

14 “Man Drawing a Lute”, by Albrecht Dürer ( ). This drawing shows a simple but impractical way to correctly do a perfect drawing. The object to draw is the lute. The camera position is the nail on the wall. The paper (shown as a door) is the plane the projection is to be onto.

15 Spatial thinking Composing and decomposing shapes and objects are part of a foundation for later reasoning about fractions and about area and volume


17 AFFINE GEOMETRY parallel lines remain parallel concurrent lines remain concurrent (images of intersecting lines intersect) the ratio of length of line segments of a given line remains constant the ratio of areas of two triangles remains constant (and hence the ratio of any areas remain constant) ellipses remain ellipses and the same is true for parabolas and hyperbolas barycenters of triangles (and other shapes) map into the corresponding barycenters



20 two triangles are perspective (or homologic) if, when the sides of each triangle are extended, they meet at three collinear points. The line which goes through the three points is known as the perspectrix, perspective axis, homology axis, or axis of perspectivity. The triangles are said to be perspective from the line. The point at which the lines joining the vertices of the perspective triangle intersect is called the perspector, perspective center, homology center, pole, or center of perspectivity.






26 Kaleidoscope Make multiple images of yourself. Duck Into Kaleidoscope will create hundreds of images of - whatever you place inside it. The basic kaleidoscope is a triangle, but mirror tiles can beformed into other shapes and angles as well. leidoscope/index.html




30 Parents activity 29° Circolo “Scuola Nuova”


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