Case studies


  • Biology

    St Philomena’s Catholic Primary School – UL, Kent

    The lesson objective: To identify the various stages in the lifecycle of a frog. To use technology to enhance learning visualiser and digital camera

    How the visualiser was used: The small fish tank containing the tadpoles was placed under the Visualiser, and the arm of Visualiser was bent over and turned towards the corner of the tank. The appearance of the tadpoles were highlighted and compared to how they looked before half term. The zoom button on the Visualiser was used to try to allow the children to see the froglet which had developed front and rear legs. We tried to encourage the froglet onto the rock in the tank so that the children could see how the froglet now moved. An ability to hop as well as being able to swim.

    The benefits of the Visualiser to teaching & learning​:

    • All the children were able to share the excitement of seeing the developments of the tadpoles which we received as frog spawn several weeks ago.
    • Rekindled the interest in the tadpoles now that they had changed their appearance
    • Some views clearer than using the small magnifying glasses we have in class.
    • Allowed the children to experience a new form of technology.

    Corpus Christi Catholic School - UK, New Malden

    The lesson objective: To understand the life cycle of a butterfly.

    How the visualiser/document-camera was used: The visualiser was used to show the children the life cycle of a butterfly through a pupil that was doing it at home and brought it to school to show class. Children were shown a caterpillar. The caterpillars were put into a habitat and fed with leaves. As time went on children were shown the chrysalis and eventually the butterfly. Children were shown the butterfly using the visualiser. Butterflies were released into the school conservation garden.

    The benefits of the Visualiser/Document camera to teaching & learning

    • All children could see the chrysalis on the big screen.
    • Enabled children to discuss the life cycle.
    • Enabled children to see the butterfly.

    Rosebud Primary School - USA, Texas

    The lesson objective: Observing and discussing a living organism at different levels of magnification.

    How the visualiser/document camera was used: After the teacher walked around and showed each child the worm up close, we then looked at it through the visualiser which was positioned over a microscope eyepiece. The kids got to see what the worm looked like, and we were able to discuss how the worm moved around. After seeing it through the microscope, we removed the microscope and placed the worm under the visualiser alone. We looked at the worm itself, then added some dirt so the kids could see how the worm dug its way into the pile of dirt.

    The benefits of the Visualiser/Document camera to teaching & learning:

    • We were able to view the organism through the microscope as a class, aiding the discussion and ensuring clarity.
    • Young kids can experience frustration and disappointment with microscopes, this allowed those kids to view the organism without experiencing these emotions.
    • Since we were viewing a living organism, using the visualiser ensured that it would not be harmed and would only experience minimal agitation.

  • Chemistry

    Siegtal Gymnasium – Germany

    The ELMO Visualiser P30 was tested in Chemistry lessons. It was used during a period of practical exercise in a 12th grade standard level Chemistry course in which the pupils solved individualized tasks that they presented to their classmates by means of a camera.

    In a 10th grade class there followed a self-study phase lasting several hours in which the pupils prepared their own process and result portfolios. Subsequently, there was a discussion of key curricular content based on selected copies, again using the camera system.

    In the standard level Chemistry course using the camera “only” gained some time compared to the customary methods (blackboard, OHP) that are used when routine exercises are presented.

    I particularly noticed added pedagogical value in the 10th grade. Therefore, in the final discussion I quite deliberately showed overhead transparencies that I had not prepared, but when viewing the pupils’ portfolios I specifically selected copies highlighting key aspects. The attention and involvement of the pupils were noticeably higher, as henceforth they could learn from materials they had prepared themselves. In this way the respective authors received recognition from the entire study group. Any corrections or additions that became necessary could be inserted straight into the work.

    Mahdavi Educational Complex – Iran

    Mahdavi Educational Complex is a K-12 established, which was founded in 1989 as a holistic and multilingual education open to all Iranian girls, from pre-school to pre-university. Mahdavi community has also grown during those years and gathers today around 1400 students and 250 faculty and staff.

    The images are from Biology lab demonstrating details of leaves, body functions, heart functions. An image is from a chemistry class, where there the Periodic Table is being discussed.

    ELMO Visualiser - Dokumentenkameras sind die moderne Lösung.

  • Mathematics

    Suckley - England, London

    Aims: to be used in the classroom as part of an assessment of learning tool.

    Learning Curve: It was very user friendly and easy to get used to. The children had difficulties initially with controlling the pen and the button on the side, but got used to it very quickly.

    How the slate was used: We used it in literacy and maths lessons. We used the ELMO TABLET just like a mouse to access lessons. We then used the annotation tools to model the steps needed to solve the problems and to highlight and evaluate text done in the lessons. I was able to pass the tablet around to get children of different abilities to solve different problems, while the board and problem was still seen by the rest of the class.

    Benefits for teachers and pupils: All images were clear and easily seen by all pupils in all areas of the room as the whiteboard was always visual. It was easy to get the children to take an active part in the lesson without finding it difficult to write on the board due to the projection light

    Courtenay Gardens Primary - Australia

    The lesson objective: To model the understanding of times tables to students and to engage them in class discussions to share strategies for solving number patterns.

    How the visualiser was used: The visualiser was connected to the classroom television monitor to model and engage students with the teaching and learning of times tables. The teacher introduced the three times table and students discussed the possible number patterns. A timer was placed under the visualiser to time students answers to number facts and to count down discussion time from small groups. Students used manipulatives to calculate and demonstrate the answers for different number facts. Students were able to instruct others of their techniques. Further to this students were asked to justify and record their number fact answers.

    The benefits of the Visualiser to teaching & learning:

    • It provides opportunities for students to demonstrate a variety of understandings.
    • The television screen has become a more interactive and engaging teaching tool.
    • The stop watch displayed by the visualiser gave children the opportunity to race against the clock with table responses or be aware of timing answers to teacher questions.
    • The stop watch displayed by the visualiser allowed students to be more aware of time left and ensure they used their time effectively.

    ASU Elementary - Mongolia

    How the visualiser was used: The document camera is used to magnify an art project in which we use cut outs, color pens, glue, and A3 paper to create an interactive 4-D model of base-ten counting systems. Students were then able to use these to answer textbook questions, and to build a strong foundational understanding of the number counting system.

    The students have enjoyed using their time on the document camera to display their work for the class to see during presentations, examples, and workbook answers.

    Sheen Mount Primary School - UK, London

    The lesson objective: To become more familiar with the properties of 3D shapes. To be able to compare the properties of 3D shapes.

    How the visualiser was used: The Visualiser was used by the children to investigate the properties of 3D shapes. The children were able to position the visualiser to look at the specific property they were looking at e.g. faces, edges, corners and identify how many there were of each on the selected 3D shape. The children were positioned by the computer so they could see where they were pointing to in greater detail on the computer screen. They were then able to compare the properties of different 3D shapes and make comparisons.

    The University of New South Wales - Australia, Sydney

    Dr. Chris Tisdell + ELMO : OpenCourseWare / YouTube Research Project

    Dr. Chris Tisdell is Senior Lecturer in Applied Mathematics at UNSW, Sydney. He is passionate about free and openly accessible education materials, known as OpenCourseWare (OCW). Recent technological advancements in document camera, video and internet technologies have created exciting opportunities for educators to significantly advance teaching and learning resources in the OCW environment.

    In his new collaborative research project with ELMO, Dr. Tisdell is forming a set of OCW videos on undergraduate mathematics.

    Dr. Tisdell is using ELMO P30S document camera to capture his OCW material. The presentation is recorded directly to a laptop computer as a movie file using the ImageMate software. The raw file is then edited and produced on Adobe Premiere Elements and uploaded to UNSW’s YouTube EDU webpage.

    It is anticipated that the project’s OCW videos will: add significant value to the existing learning and teaching experience of those studying (and teaching) mathematics; increase mathematical knowledge worldwide; provide a model demonstrating the value of openness in learning and teaching; and enhance the global awareness of participants.

    The initial feedback on Dr Tisdell’s OCW/YouTube initiative has been very encouraging and the students themselves view the materials as supplementary to the lectures - not replacing them.

  • Music

    Lakewood Elementary Shool – USA, Michigan

    The lesson objective: Pitch; Melody…Pitches may be grouped to form a set, e.g., pentachord, scale, mode tone row.


    • Read/play/sing/discuss melodic patterns using the G Major Pentachord.
    • Read/play/sing “Frere Jacques” using the G Major Pentachord.
    • Read/play the accompaniment of “Frere Jacques” while singing the song.
    • Assess student knowledge and performance of the notes of the G Major Pentachord using Yamaha MIE keyboards and Elmo visualiser camera.

    How the visualiser was used:

    Ergebnis zum Einsatz der ELMO Dokumentenkamera: Teacher tracking melodies in G Major Pentachord while students read note names, sing solfa syllables, and air play finger numbers. The students can demonstrate the G Major Pentachord on the MIE keyboards for their classmates and track melodies in G Major Pentchord for their classmates to sing, discuss, and play. For assessment preparation, the teacher demonstrates entering answers on the keyboard. This didn’t get pictured but was a great tool for close up viewing.

    The benefits of the Visualiser to teaching & learning:

    • Students are motivated to learn from the teacher so they can also be part of the teaching process by leading and tracking melodies for peers.
    • Classes of 25 students can all get a clear picture of the key positions, orchestra timbres, and enter buttons used for assessment as shown by the teacher. Later student teachers can take over this possess as a reward for achievement. They can learn and teach the process for each test.
    • The teacher can actually play the melodies with one hand while tracking the music with the other hand. Students then hear and see the melodies played by the teacher while they learn to read and play themselves.
    • Everything is beautifully clear and so easily focused.
    • The technology of picture taking and recording provides endless possibilities for sharing music achievement with community and educational sources.

  • Languages

    Lakewood Elementary Shool – USA, Michigan

    The lesson objective: To learn Spanish in different ways.

    How the visualiser was used:

    My lessons have definitely been enhanced by its use in many ways. We have used it to: read books aloud, play games such as Spanish Family Feud, share items from different countries and personal pictures, complete word searches, demonstrate great classroom behavior, read online books, and watch historic videos, no need for VCR or DVD players.

    During our lessons on Mexico, students brought items from Mexico such as this coin and this bracelet. We were able to share them with the class. The students loved focusing and seeing details that they have never seen before. Through the use of the Elmo, students were able to see the picture of the eagle with a serpent in its beak standing on a cactus. Students quickly made a connection to the Mexican flag and the Aztecs. Bracelet- Students noticed the detail and work completed to make this bracelet. Students made connections about children in the work force in Mexico through this bracelet.


    • 3rd graders did a fashion show and were able to view themselves on the screen while they walked down the “red carpet”
    • 2nd graders reviewed colors by viewing the color on the screen and writing the word on their whiteboards. Through the use of the Elmo, we were able to switch colors very quickly and keep the lesson enjoyable.
    • 4th Graders practiced their Spanish reading skills by reading aloud to the class. There were many volunteers for this activity! Students used the Elmo to focus on the book illustrations.
    • The Elmo was used to take pictures of students working and demonstrating Respect, Responsibility and Ready to Learn.
    • 5th graders wrote Spanish skits and presented their skits to the class. Many pictures were taken with the Elmo camera. No need to borrow the office camera. : )

    PLK Fung Ching Memorial Primary School – Hong Kong

    Teaching students how to write the correct Chinese character

    The impact of the visualiser/document-camera on teaching and learning:

    • Instructions are given to students with greater visibility
    • Enables pupils to understand how to write Chinese characters in order.


    Power optical zoom is to help the teacher show tiny texts to all of pupils. Supplied [ Text mode ] can make the texts even more visible.

    Lakewood Elementary Shool – USA, Michigan

    The lesson objective: To learn body parts in Spanish

    How the visualiser was used: 4th graders are learning body parts. I introduced the body parts on the big screen first. Students viewed the screen and made guesses to what the parts were. Next the Elmo was used for correct spelling of the words. The students then shared with other students(they loved this part!)

    3rd graders are learning clothing. Students wore different clothes and pictures were taken using the Elmo. This clothing picture was a game we played in class. Students viewed the pictures on the big screen and took turns removing pictures while eyes were closed. Students then had to guess what clothing piece was removed. The students loved this game and it would not have been possible without the Elmo.

    Rouen University Higher-Normandy Teacher Training College – France

    The lesson objective: Foreign Language Teaching (FLT)

    Pic 1:Bill the Butcher’s glasseye (M.SCORCESE’s film) and pic2: A US quarter (enlarged)

    This is the picture of a modern-day US quarter I display to student teachers during a lecture on video applications in FLT. After viewing the fight between rival gangs in the opening scenes of M. SCORCESE’s film ‘Gangs of NewYork’ and pondering over the puzzling look of Bill the Butcher, I place a quarter on the DP and zoom in on the coin. I thus place the students in the best conditions to propose explanations to the various meanings Bill’s glass eye.

    Without a DP and when lecturing to a large group of students, the same result would be achieved – hopefully – only when all students have passed on the coin within the group, probably having a hasty look at both sides of the coins and missing the hint. With a DP, the operation only takes a couple of seconds and all students view the relevant item collectively as they hear the question.

    Group work is significantly improved and a higher output is achieved within an unchanged period of time, comforting learners’ self-confidence in their problem-solving capacities.

  • Art

    Upminster Infant School - England

    ELMO Visualiser for School, Elmentary School and Business

    Lesson Subject: To paint a wash background. To Paint a Christmas card for the PTA. To use paint to make a handprint.

    ELMO Visaliser for teaching and modern teacher

    How the ELMO visualiser was used? The ELMO was used for teacher demonstration. The teacher painted the background under the ELMO for the children to see a clear modelled example. When the background was dry the ELMO was used again to show the children how to use paint correctly on their hands to make a hand print.

    The benefits of the ELMO visualiser to teaching & learning: Clear modeling for the whole class to see exactly how to paint their pictures. The children were able to a complete a good quality, handprint Christmas card. It gave them the opportunity to comment about what they saw and the teacher was able to ask them what shapes and colours they could see – can they recognise the hand shape? It showed the children the paper, the equipment they would need and how to use it in a sensible way. The teacher went through the instructions step by step under the visualiser. It gave the children the opportunity to see clearly how to produce their own version. The ELMO encouraged them to follow the instructions closely, and allowed them to make their own high quality creations. It supported the children where necessary throughout the activity. Once the children have finished, they were able to see each other’s work displayed under the visualiser.

    Trinity School - UK

    How to animate with a visualiser PART 1

    Set up your visualiser. You can choose whether you want it plugged in to a monitor or not. If you do plug a monitor in, you will be able to see exactly what the camera can see!
    Make sure you have remembered to put in an SD card to record the images on to.
    Set your scene up on the display unit of the visualiser, or right underneath the camera. If you are working with others, decide who is going to do what job.
    Start to move your characters, a very little bit at a time! Remember that it takes 8 pictures to make just 1 second of film, so you don't want to make the movements too big.
    When you have made your movements, make sure there are no hand in the way and press the button on your visualiser to take a photo.

    Repeat all this until you have finished your scene - Finished!!

    Carver Academy - A Communication Arts Magnet School - USA

    How the visualiser/document-camera was used

    Creativity and imagination go hand in hand. Elaine Kimura of Carver Academy uses her ELMO TT-02 on a daily basis to aid in teaching new concepts or exploring unique ways of learning.

    Ms Kimura has placed a document before the ELMO TT-02 with odd shapes and designs. The students are asked to create distinctive animals, objects or creatures out of the shapes by using an erasable marker on a white board.

    This process helps the students develop their artistic abilities and further enhances their creativity. This can lead to greater details in subjects such as Art, Math and Creative Writing.

    Trinity School - UK

    How to animate with a visualiser PART 2

    Making the pictures into a movie on the computer

    Take the SD card out of the visualiser and save the pictures onto your computer. If you don't have an SD card slot in your computer, you could use a USB adapter or put the card into a camera.
    Open Windows Movie Maker on your computer. Import all the images by clicking 'Import images' and selecting all of your photos.
    Delete any photos that look wrong or have hands in them!
    Movie Maker will want to play each photo for 5 seconds. To change this, click Tools then Options then the Advanced tab. Lower the number next to Picture Duration to 0.125, or 0.25 if that looks too quick.
    Select all of the photos and drag-n-drop them into the the video timeline. Make any changes you need to the timings of any of the pictures by dragging their edges..

    To save the movie, use the File menu and the Save Movie option - File – Save Movie File

    Kherad Education Complex - Iran

    Subject: Industrial Design

    Teaching students drawing techniques on a black or white board had always been very difficult. The way you draw on the board, and the way you draw on a piece of paper are two different methods. I had to explain to my kids the different methods and then later go to each student’s desk and help them draw on paper. We also always had problems with kids not paying attention and talking to each other, or doing their own things, when I had my back to the class.

    With my new document camera, I am always facing the students and know that they are paying attention. I show them how to hold a drawing or drafting instrument and how to draw on paper. They observe the results right away. I normally ask them to start their work with me, and we advance step-by-step. They constantly compare their work with mine (which is being displayed on an LCD monitor) and correct their mistakes as we proceed.

    I still go over their desks to look at their work but it is normally a more pleasant interaction, as their work has been checked by themselves and I have to make minimal suggestions or corrections.

    Gascoigne Primary School - UK / Barking Essex

    The lesson objective: Make a sanbrero based on previous design

    How the visualiser/document camera was used: To demonstrate how to mould and shape clay with fingers. To demonstrate technique.

    The benefits of the Visualiser/Document camera to teaching & learning:

    • The whole class could clearly see the demonstration, particularly how the fingers were used to manipulate the clay.
    • Children could follow step by step demonstration.
    • Zooming in allowed the children to look closely at the clay as it hardened>

    Gascoigne Primary School - UK / Barking Essex

    Lesson Application:

    • To name the main parts of a moving vehicle.
    • To measure, cut and glue materials safely and accurately.

    How the visualiser/document camera was used:

    • Measuring and marking off the wooden dowel for axle and square end jelutong wood for chassis using a template, ruler and pencil.
    • Sawing wood for chassis and axle using craft saw, sawing block and clamp
    • Gluing chassis together using glue gun and corner joining frame
    • Sticking on triangular axle supports using glue gun
    • Attaching wooden wheels to axle


  • Literature

    Southfields Community College - UK

    The lesson objective: Reading comprehension of the BFG

    During class reading, one copy of the class novel was retained by the teacher and the displayed on the visualiser. Students had the choice of reading from their own texts or read from the board. In cases where there were insufficient copies of texts, more focused students read from the board. Teacher used a pen to indicate the place in the text. This approach was adapted for several KS3 classes during their weekly reading lessons.

    Outcomes: Students were clear on where in the text they were, meaning fewer halts in continuity from new readers having lost their place. Students who had lost their place were easily reoriented to the text. This again ensured a better flow, therefore maintaining better focus for the class as a whole. Several normally less engaged students responded positively to the novelty of reading from the board. Their focus was more sustained and they took their reading more seriously. In several cases, it seemed that they were responding to the fact the on-board text made reading a more of a performance.

    Sheen Mount Primary School - UK, London

    The lesson objective: To know the correct layout and structure of a letter.

    How the visualiser was used: The Visualiser was used by the teacher to demonstrate how structure a letter written from the Lighthouse keeper to the seagulls. The teacher had a prepared letter with lots of errors in it and it was shown to the children. They were asked to identify good aspects of the letter e.g. handwriting, punctuation, spelling, layout and grammar. Children were shown how to highlight areas which needed to be developed e.g. underlining spelling which needed to be checked, locating where full stops and capital letters were or should be. The children were then able to go and write their own letters using the structure shown to them.

    The benefits of the Visualiser/Document camera to teaching & learning:

    • Enabled all of the children to see what was being demonstrated by watching on a large screen.
    • Children were able to observe the correct way to write a letter.
    • Children were able to refer back to the big screen if they were having difficulties or needed reminding how to set out particular aspects.
    • Misconceptions were able to be discussed, shown and corrected on a large screen. E.g. correct spelling patterns, letter formation etc.

    Country Isles Elementary School - USA, Florida

    The lesson objective: To identify and review slight words.

    How the visualiser was used: Three students are assigned to go to the ELMO center to use the ELMO document camera. One of the three students is in charge of selecting one of their sight word readers and placing the book (to a page of their choosing) under the ELMO document camera. The other two students have their back to the board and wait for first student to place his/her chosen sight word reader to a page of their choosing and point to a sight word. When the first student has selected a word to point to, he/she advices the other two students to turn around and look at the projected image of the book and the word that he/she is pointing to.

    The benefits of the Visualiser/Document camera to teaching & learning:The first of the two students who identifies the sight word gets two points. The student who did not identify the word first gets an opportunity to earn one point by spelling the sight word. The first student to get ten points, then has the chance to be the next child to choose the sight book reader and point to a word. Regardless of how many points are earned on the second round, the student who did not have a chance to be the one to choose the sight word reader and point to a word is the next to have a chance.


  • Geography

    Primary School - Japan

    The lesson objective: To learn how to read a Globe and to understand how to read longitude and latitude on the globe.

    The visualiser was used to investigate the globe. Change the angle of the visualiser’s head and arm to see sides of the globe. By enlarge the actual globe the students can easily understand what is longitude and latitude on the globe. And it is very easy to indicate the countries we are looking for on the globe.

    Geography with ELMO visualiser

    Sandon High School - UK


    The lesson objective: Teaching Ordnance Survey Map Reading skills.

    How the visualiser was used: Pupils were taught 4 and 6 figure grid references using grids projected onto the whiteboard. Pupils then came out in turn to plot grid references. Pupils were asked orally for grid references from the resource. To then transfer this skill to using the Free Ordnance Survey Maps for Schools, in the case of Sandon High School. 1:25 000 Stoke-on-Trent, provided for every Year 7. The sections of the Ordnance Survey map was projected onto the screen and used to set the task and ensure pupils are looking at the correct section of the map and symbols. (The Department does have the software Memory Map and uses this for different parts of Britain and the facility to create 3Dmaps and photographs of the relief features. However on Memory Map the easting and northings are not always shown).

  • History

    Aynsley School - UK

    The Lower School consists of 31 children ranging from Nursery to Year 6. These children formed the working groups who used the Elmo Visualiser during the Spring term. In lower school, we teach using a thematic approach to deliver all lessons. Our theme this term has been China. The Elmo was used cross curricula with fantastic results.

    In our History lesson, the children looked at tiny Chinese artefacts using the Elmo and its ability to view objects from many directions. They were fascinated by the detail they could see. This was reflected in their own drawings.

    In ICT we taught the basic use of Elmo to all children. They responded with enthusiasm and skill. They were all able to zoom in and out, auto focus and switch between applications.

    ELMO in School - learning history

  • Sports/PE

    Rangebank Primary School - Australia, Cranbourne Victoria

    How the visualiser was used: The visualiser was used to measure and record the number of successfully completed runs made by the students running between two sets of cones. Students were then able to watch their recorded results and reflect on their technique and effort. Results were recorded electronically or on paper, then be shared with the class utilising the visualiser.

    Slide 1: Students divide into groups of three and decide on a number for each e.g. 1 , 2 or 3. (Student 1 who is running first prepares to run. Student 2 organises the notebook and visualiser. Student 3 prepares to keep time with a stopwatch.)

    Slide 2: Students look at photos of students demonstrating the beep test using the data projector on a wall or screen.

    Slide 3: Student 1 begins to run when the stopwatch is pressed by Student 3. Student 2 is operating the notebook and visualiser.

    Slide 4: Students review the data as the visualiser records the efforts of each student.

  • Physics

    Freemen’s School – England, London

    ELMO Visualiser for modern Schools and for teaching and learning

    Lesson Subject: Students to produce a displacement-time graph for a bouncing basketball through video capture.

    ELMO Visualiser the teachers best friend

    How the ELMO visualiser was used? Students videoed the dropping of a ball using the ELMO visualizer with a back drop of 10 cm markings on the wall. The Ball was dropped, recorded and video made available on the school Virtual Learning Platform. At home, The students did a frame by frame analysis of the position of the ball relative to the back drop and plotted hand drawn graphs.

    Visualiser by ELMO used in physics, languages and chemistry

    The benefits of the ELMO visualiser to teaching & learning: Clear modeling for the whole class to see exactly how to paint their pictures. The children were able to a complete a good quality, handprint Christmas card. It gave them the opportunity to comment about what they saw and the teacher was able to ask them what shapes and colours they could see – can they recognise the hand shape? It showed the children the paper, the equipment they would need and how to use it in a sensible way. The teacher went through the instructions step by step under the visualiser. It gave the children the opportunity to see clearly how to produce their own version. The ELMO encouraged them to follow the instructions closely, and allowed them to make their own high quality creations. It supported the children where necessary throughout the activity. Once the children have finished, they were able to see each other’s work displayed under the visualiser.

    King’s College – Neuseeland, Auckland

    Das Unterrichtsziel: Lichtstrahlen beobachten und messen.

    Durch den Einsatz der ELMO Dokumentenkamera haben die Schülerinnen und Schülern die Möglichkeit aufmerksam dem Unterricht zu folgen und den Versuchsaufbau genau zu beobachten.

    Nach dem Versuch berichten die Schüler was sie gesehen haben. Sie konnen direkt am Versuch den Einfallswinkel und die Lichtbrechung messen. Auch der kritische Winkel kann vorhergesagt und gemessen werden.


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