Povzetek
Ena od splošnih opredelitev pouka fizike v srednjih šolah je »Dijaki naj spoznajo fizikalne zakonitosti delovanja strojev in naprav, s katerimi se srečujejo v vsakdanjem življenju« [2]. Srednješolski fiziki je najbrž odmerjeno premalo šolskega časa za korektno obravnavo znanj na nivoju, ki bi omogočal »biti domač s tehnologijo svojega časa«, a poskusiti (vsaj na kvalitativni ravni) vendar velja. Živimo v izrazito tehnološko naprednem času. Industrija se pripravlja na obdobje, v katerem bo mogoče s snovjo manipulirati tako rekoč na molekularnem nivoju. Tudi dandanašnja tehnologija, ki je že globoko prodrla v splošno rabo, uporablja lastnosti snovi, ki jih med poukom običajno zamolčimo – saj njihova obravnava ni posebej zapisana v učnem načrtu. A ta načrt tudi spodbuja, naj učitelji z dijaki nekaj časa posvetijo obravnavi kakšnih zanimivih pojavov in njihovih lastnosti po lastni izbiri. Pričujoči članek skuša motivirati oz. prikazati način, kako je mogoče v srednji šoli povedati nekaj o anizotropnih lastnostih snovi s poudarkom na optični anizotropiji, hkrati pa sproža debato o mešanju barv in analizira njihovo komplementarnost. Članek je bil zaradi obsežnosti razdeljen na dva dela. Prvi del, ki se ukvarja z dvolomnostjo snovi, je objavljen v tej številki. Nadaljevanje članka obravnava predvsem nastanek (komplementarnih) barv in bo objavljen v naslednji številki revije
Abstract
Anisotropy in Substances – Optical Birefringence and Demonstration Complementary Colors (part 1)
One of the general definitions of physics lessons in secondary schools is: »Students should learn about the physical laws of the operation of the machines and devices which they encounter in everyday life.« [2] Secondary school physics has probably not been allocated enough school hours to be able to properly discuss such knowledge at a level that would enable one »to be familiar with the technology of the time«, but we should nevertheless try (at least on a qualitative level). We are living in a highly technologically advanced time. The industry is preparing for a time when matter will be manipulated at the molecular level, so to speak. Today’s technology, which has made its way into general use, makes use of the roperties of substances which are usually not mentioned during lessons – since the curriculum does not explicitly mention a discussion of this topic. However, the same curriculum also encourages teachers to devote a bit of time to discussing interesting phenomena and their properties (of their own choosing) with the students. The present article tries to motivate or demonstrate how we can say a few words about anisotropic properties of substances in secondary schools, with emphasis on optical anisotropy; simultaneously, it triggers a debate on the mixing of colours and analyses their complementarity. Due to its comprehensiveness, the article has been divided into two parts. The first part, which discusses the double refraction of substances, has been published in this issue. The rest of the article primarily discusses the creation of (complementary) colours and will be published in the next issue of the journal.