By Peter Mittelstaedt

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Students' difficulties and suggestions for teaching. American Journal of Physics (PERS), pp S36-S44. Colin, P, Chauvet, F & Viennot, L. 2002. Reading images in optics: students' difficulties, and teachers' views. International Journal ofScience Education, pp. 3 I3-332. Fawaz, A. 1985. Image optique et vision : etude exploratoire sur les difficultes des eleves de premiere au Liban . Thesis. University of Paris 7 "Denis Diderot". Fawaz, A. & Viennot L. 1986. Image optique et vision, Bulletin de l'Union des Physiciens, 686, pp.

Thus, for the necessary condition of vision to take on its true dimension, outside of the purely declarative register, it is useful to have a clear idea of rectilinear propagation in the first place. To help students achieve this without the risks associated to "materialised rays" , one can analyse the impacts of light on screens beyond various obstacles placed in the paths of light beams. 3) . It is interesting to do more than simply trace rays that leave the eye, rest on the obstacle, and mark the limits of the visible zones of the source; it is better to take things one step further and establish a relationship between the results of that analysis and the lighting of each perforated area: the brighter it is, the more light is received from the source, and a greater part of the source is therefore visible (if this source is of uniform brightness) .

Note: this repre sent ation clarifie s the question, but it could be criticised for combining a realistic depiction of the objects with symbols representing the forces . The forces could instead be represented as start ing from point s, each labelled with the name of the object on which they act (see note 4). Contact, friction and propulsion 43 The third law is then made to look like the second law; in fact it is quite simply broken in much of what is said, including in school books". This risk is particularly obvious for contact interactions.

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