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1.INTRODUCTION1.1ScenarioPolarization can be simplified to just means ‘orientation’. Polarization is the property of certain waves that describes the orientation of their oscillation. The topic is taught at pre-University level such as in Sijil Tinggi Pelajaran Malaysia (STPM) (Item 23.7) and Cambridge International A & AS Level Physics (Item 15). [1, 2] Students face hard problem to visualize the important of the polarization in daily life. In common practice, students are taught with the help of sketch diagram. In this paper, we describe a student activity kit that will enable student to explore light polarization which is not just qualitatively but also quantitatively according to Malus’s Law. This simple activity involves the construction of polarizer tube using two Polaroid lenses cut into a Polyvinyl Chloride (PVC) pipe. The construction of a simple circuit of light intensity detector using light dependent resistor (LDR) is also described. The materials used in this activity are cheap and affordable where it only cost less than MYR 30 (EUR7). Low cost experiment is essential especially in the developing countries where resources in teaching and learning is very limited [3]. 1.2Malus’ LawFor unpolarized light, the electric and magnetic field components of light waves oscillate in random directions having more than one plane. In our modern life, we could have unnoticed polarized light from some electronic devices, such as calculators, computer screens and digital watches. The liquid crystal displays of these electronic devices emits energy in the form of polarized light. For most LCD screens, the polarized light is tilted 45° from the horizontal. When we observed the LCD display of these electronic devices through a polarizer, the intensity of polarized light decreases and increases as we rotate the polarizer. The intensity of polarized light will become minimum when the polarization axis of the polarizer is perpendicular with the emitted polarized light. With this knowledge, polarization plane or axes of an unknown polarizer could be easily determined by observing the linear polarized light from these electronic devices. According to Malus’s Law, when completely plane polarized light is incident on the analyzer (a polarizer), the intensity I of the light transmitted by the analyzer is directly proportional to the square of the cosine of angle between the polarization axis of the analyzer and the polarization axis of the polarized light, θ. The law can be stated mathematically as where I is the light intensity after analyzer, I0 is the light intensity before polarizer and θ is the angle between polarization axis of polarizer and analyzer [4]. The apparatus arrangement for testing Malus’s law is illustrated as in Figure 1. By rotating the analyzer, students can observe the changes of light intensity in term of brightness that passing through the two polarizers (analyzer and polarizer). The variation of intensity as the function of angle θ is shown in Figure 10. The normalized intensity is the ratio of the output and input light intensities I/I0. 2.0DEVELOPMENT2.1Raw MaterialsThe activities guide for experiment described in this paper is provided in the Appendix. A polarizer tube is constructed using two Polaroid lenses from a pair of sunglasses and PVC pipe. The first and second polaroid lenses acts a polarizer and an analyzer. Light source and a light intensity detector caps are built and attached to the both ends of the polarizer tube. The light source section emits unpolarized light at which it consists of a circuit comprises of two 1.5 volts batteries, a Light Emitting Diode (LED) and 120 Ω resistor. While the light intensity detector consists of a circuit that connects light dependent resistor (LDR) to a pair of batteries (1.5V), 2.2 Ω resistor and a digital multimeter. All these components were shown in Figure 3. 2.2Cost of Raw MaterialsThe total estimated cost of the raw materials is shown in Table 1. Table 1:Cost of Raw Materials.
2.3AssemblyFour main sections of the polarizer tube were constructed by using the raw materials listed in Table 1. The arrangement of the assembled and ready apparatus is shown in figure 4. The polarizer and analyzer can be freely rotatable clockwise and anticlockwise after being assembled. In order to determine the intensity of polarized light quantitatively, two simple electrical circuits are designed so that they could be connected at both of the ends of polarizer-analyzer arrangement. The first circuit as in Figure 5 is used as the light source circuit while the second circuit functions as in Figure 6 is a light intensity detector. A light dependent resistor (LDR) is used as a sensing element to measure the intensity of polarized light, as the intensity of polarized light increased, the resistance of the LDR will decrease. Since the resistance of the fixed resistor remains the constant, the output voltage measured across the fixed resistor will increase. Thus, the output voltage measured is directly proportional to the intensity of polarized light. When a graph of output voltage, Vout against the angle between the polarization axes of analyzer and polarizer, θ is plotted, the graph will have the pattern of Figure 2 according to Malus’s Law. 2.4Polarization Axis of a PolarizerOur naked eyes can not distinguished between polarized and unpolarized light. However, student can notice the polarized light by observing emitted light from most electronic gadget display. Image displayed on the screen of a calculator or a computer screen or any LCD is observed through a polarizer (Figure 7). The variation of brightness is observed when the polarizer is slowly being rotated. The perpendicular axis of the polarizer is confirmed when the view is dark and parallel axis is determined when the view is bright (Figure 8). 2.5Verifying Malus’s Law QualitativelyThe polarizer section and analyzer section were connected together. The light intensity of the unpolarized light source such as light from ceiling lamp or table lamp were observed while slowly rotating the analyzer 360° relatively to the polarizer (Figure 9). 2.6Verifying Malus’s Law QuantitativelyAll four sections of the polarizer tube were connected to each other in arrangement that has been described earlier in Figure 4. Both circuits (light source and detector) are connected to the batteries and a digital multimeter is connected to the voltage divider circuit to measure its output voltage, Vout as shown in Figure 10. The analyzer was rotated 10° ach time until 360° were completed. At each 10°, the output voltage of were recorded and analysis were carried on the graph generated from the data collected. 3.0DISCUSSION3.1Qualitative And Quantitative MeasurementThe polarizer that set on to test were able to shown that the light intensity from the unpolarized light source is decreasing and increasing periodically as it was rotated continuously. At different angle, the Polaroid lenses only allow least amount of light directions to pass through and at some other angles, it allow larger number of light direction to pass through. Hence, the rotation of the polarizer will produce the diminishing and increasing light intensity. The polarizer tube constructed is also efficient enough to shows polarization axis of LCD computer screen and the calculator LCD screen. At certain rotation of the polarizer, the image of the LCD is clearly seen and there is also a rotation angle which dark image was seen. This is because the polarizer is now perpendicular to the polarization direction of the screen. The rotation angle that produces the brightest image is representing that the polarization direction of the LCD is parallel with the polarizer. Polarization property of light allow us to block any direction of light across it and produces dark image. Qualitatively analyzing about polarization will make it easier to understand the basic of polarization. Quantitative analysis of light polarization is very helpful for student to understand about Malus’s Law. Traditional teaching by just introducing the Malus’s Law and its application is not longer favorable in modern teaching. Student understanding can not sustain longer if Malus’s Law is taught without any practical consideration. They will just memorize the formula deducted by Malus and applied it into question. Hence, it will be better to let student explore and find out the deduction of Malus’s Law by collecting numerical data from a model. A set of data was collected and compared to the normalized intensity (cos2θ) as shown in Figure 11. The experimental data collected had shown to obey the Malus’s Law pattern. Slight discrepancy between experimental data and calculated data are possibly due to imperfection in the polarizers and assumption that the change in LDR resistance is linearly proportional to the light intensity. 5.05.0REFERENCESMalaysian Examinations Council,
“Malaysia Higher School Certificate Examination,”
(2013) http://www.mpm.edu.my/web/guest/sukatan-pelajaran-stpm-modular May ). 2013). Google Scholar
University of Cambridge International Examinations,
“Cambridge International A & AS Level Physics, Syllabus code 9702 For Examination in June and November 2013,”
(2013) www.cie.org.uk May ). 2013). Google Scholar
Ashok., P. C., James, J., Krisha, Y., Chacko., V, Nampoori., V.P.N,
“Development of Optics Kit for Schools in Developing Contries – International School of Photonics Model,”
in Proc. ETOP,
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Cutnell, J. D and Johnson, K.W., Physics, 746
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AppendicesAPPENDIXHands-on ActivityActivity 1 :Light can change resistance
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Activity 2:Light detector
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Activity 3: Light source
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Activity 4: Linear Polarizer Axis
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Activity 5 Polarization is everywhere
Activity 6 Cross polarizers – qualitative observation
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Activity 7 Malus’s Law of Polarization
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