Phenomenological model of visual acuity

We propose in this work a model for describing visual acuity (VV) as a function of defocus and pupil diameter. Although the model is mainly based on geometrical optics, it also incorporates nongeometrical effects phenomenologically. Compared to similar visual acuity models, the proposed one considers the effect of astigmatism and the variability of best corrected VV among individuals; it also takes into account the accommodation and the “tolerance to defocus,” the latter through a phenomenological parameter. We have fitted the model to the VV data provided in the works of Holladay et al. and Peters, showing the ability of this model to accurately describe the variation of VV against blur and pupil diameter. We have also performed a comparison between the proposed model and others previously published in the literature. The model is mainly intended for use in the design of ophthalmic compensations, but it can also be useful in other fields such as visual ergonomics, design of visual tests, and optical instrumentation.

Improved and customized secondary optics for photo-voltaic concentrators

In this contribution the line flow method is applied to an optimized secondary optics in a photovoltaic concentration system where the primary optics is already defined and characterized. This method is a particular application of photic field theory. This method uses the parameterization of a given primary optics, including actual tolerances of the manufacturing process. The design of the secondary optics is constrained by the selection of primary optics and maximizes the concentration at a previously specified collection area. The geometry of the secondary element is calculated by using a virtual source, which sends light in a first concentration step. This allows us to calculate the line flow for this specific case. This concept allows designing more compact and efficient secondary optics of photovoltaic systems.

Zig-zagging in geometrical reasoning in technological collaborative environments: a Mathematical Working Space-framed study concerning cognition and affect

This study highlights the importance of cognition-affect interaction pathways in the construction of mathematical knowledge. Scientific output demands further research on the conceptual structure underlying such interaction aimed at coping with the high complexity of its interpretation. The paper discusses the effectiveness of using a dynamic model such as that outlined in the Mathematical Working Spaces (MWS) framework, in order to describe the interplay between cognition and affect in the transitions from instrumental to discursive geneses in geometrical reasoning. The results based on empirical data from a teaching experiment at a middle school show that the use of dynamic geometry software favours students’ attitudinal and volitional dimensions and helps them to maintain productive affective pathways, affording greater intellectual independence in mathematical work and interaction with the context that impact learning opportunities in geometric proofs. The reflective and heuristic dimensions of teacher mediation in students’ learning is crucial in the transition from instrumental to discursive genesis and working stability in the Instrumental-Discursive plane of MWS.