有关透镜组合基点基面公式的讨论

20065牡丹江教育学院学报No15,2006(99)JOURNALOFMUDANJIANGCOLLEGEOFEDUCATIONTotalNo199[]2006-05-15[]窦超(1981-),女,河北唐山人,唐山学院基础教学部助教;潘章(1980-),男,河北秦皇岛人,唐山学院助教窦超潘章(,063000)[]本文以两个共轴透镜组成的光学系统为例,结合具体的光路图,推导出主点和节点的计算公式,其过程简单,物理意义清晰[]透镜组合;焦点;焦距[]O4[]A[]1009-2323(2006)05-0135-02,,F1F2,Fc1Fc2,S,ScSd,f1f2,fc1fc2,HHc,L1,Sd,L2,ScL1B1=f1f1-SL2B2=f2f2-(Sd-d)B=B1B2=f1f1-Sf2f2-(Sd-d)(1)L1,Sd,Sd=Sfc1S+fc1(2)(2)(1):B=f1f1-Sf2f2-(Sfc1S+fc1-d)=f1f2f2(f1-S)+Sfc1+d(f1-S)(3):+1(B=+1)H(3)B=+1S(d-fc1+f2)=f1d,$=d-fc1+f2,$,L1Fc1L2F2,S=f1d$;HL1P=S|B=+1=f1d$,HdHL1,HL1(2)HL1HdSd=Sfc1S-f1HdL2H(HdHcL2),Sd-d.B=+1,Hc,HcL2Pc=Sc|B=+1=(Sd-d)fc2Sd-d-f2=fc1d-d(d-$)d-$fc2fc1d-d(d-$)d-$-f2=fc2d(fc1d-d+$)fc1d-(d-$)(d+f2)=fc2df2fc1d-(fc1-f2)(d+f2)=fc2dd-fc1+f2=fc2d$(FFc)(ffc),,S=-],L1Fc1,:Sd=fc1,Fc1L2,Fc,fc1-d,FcL2:Sc=(fc1-d)f12fc1-d-f2=(d-fc1)fc2$fcFcHc,,fc=Sc-Pc=(d-fc1)fc2$-fc2d$=-fc1fc2$F(,)L1L2F2FF2L1F2L1FL1:f2+d.FL1:S=(f2+d)f1f2+d-fc1=f1(f2+d)$FFH,:#135#f=S-P=f1(f2+d)$-f1d)$=f1f2$(K,Kc),L1C1=S-f1fc1,L2C2=(Sd-d)-f2fc2C=C1C2=f2(f1-S)+Sfc1+d(f1-S)fc1fc2,:C=+1C=+1:Sfc1-dS-Sf2+df1+f1f2=fc1fc2S(d-fc1+f2)=f1d+f1f2-fc1fc2S=f1d$+f1f2$-fc1fc2$=P+f+fc:KL1P+f+fc,,HK,HcKc[][1].[M].:,1989:200-210.[2],.[M].:,1978:56-57.DiscussionontheRelevantFormulaofCardinalPointandCardinalPlaneofLensCombinationDouChaoPanZhang(TangshanCollege,Tangshan,Hebei063000)Abstract:Thepaperisregardingthecombinationoftwothinlensesastheexample.Combiningcon-cretediagramoflightroad,thepapergivesouttherelevantformulasofcardinalpointandcardinalplaneofthelenscombination.Theprocessissimpleanditsphysicalmeaningiseasytounderstand.Keywords:lenscombination;cardinalpoint;cardinalplane[:](上接第134页),ACHCHAH=22.ABCDPONCDH=NABH,vCHDVvABH,CHAH=DCAE.,,AE,,,,,,,,,,,,,0a1,a+1a=6,a-1a.,,,a1a=6,:a-1a=?2,,0a1,,,,,/0,/0,,,,,250@0.552(13)100@950,,,,,,,,,,,,,,[][1].[J].,2003,(3).[2].)))[J].,1995,(4).PayMuchMoreAttentiontoExplorationandTrainTheStudents.CapacityofThinkingDongJunli(WuzhongVocationalInstituteofTechnology,WuZhong,Ningxia751100)Abstract:Aquestionwithmultipleanswerscantrainstudentstousedifferentthinkingpatternsintheanalysisofexercisestructures.Furthermore,itcanleadtoadeeperlevelofunderstandinginsolvingproblemsandfacilitatingextractionofimpliedfactors.Finallystudents,intellectualrigorousthinkingcanbeincreased.Keywords:seekingdifference;profundity;inversion;rigor;thinking[:]#136#