Teaching and learning optics in high school: from Fermat to Feynman
In this article, we analyze the basis of a proposal that allows teaching the notions of reflection, refraction, interference and diffraction from a unified perspective, using Fermat’s variational principle, recovered by Richard Feynman in his formulation of the paths sum for quantum mechanics. This...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Argentina |
| Institución: | Consejo Nacional de Investigaciones Científicas y Técnicas |
| Repositorio: | CONICET Digital (CONICET) |
| Idioma: | inglés |
| OAI Identifier: | oai:ri.conicet.gov.ar:11336/224964 |
| Acceso en línea: | http://hdl.handle.net/11336/224964 |
| Access Level: | acceso abierto |
| Palabra clave: | FERMAT FEYNMAN INTERFERENCE LIGHT PATHS PROBABILITY QUANTUM SECONDARY SCHOOL TEACHING https://purl.org/becyt/ford/5.3 https://purl.org/becyt/ford/5 |
| Sumario: | In this article, we analyze the basis of a proposal that allows teaching the notions of reflection, refraction, interference and diffraction from a unified perspective, using Fermat’s variational principle, recovered by Richard Feynman in his formulation of the paths sum for quantum mechanics. This allows reconsidering the notions of geometrical and physical optics, using the probabilistic and unified model of quantum mechanics by means of mathematical notions that are accessible to high school students. |
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