This is the teacher guide for this lesson. A student-focused guide to assist learners as they perform the activity is available.
![Light and Dark icon](/_ipx/w_1200,q_90/https%3A%2F%2Fcdn.sanity.io%2Fimages%2Fi2z87pbo%2Fproduction%2Faa3a8af3fd31d9e027c87325772b434a06d069de-600x400.webp%3Fauto%3Dformat%26fit%3Dmax%26w%3D1200%26q%3D90)
Light and Dark
Polarization and how it works
This resource was originally published in PhysicsQuest 2009: Power!
What happens to light when it goes through polarized sunglasses?
- LED flashlight (not laser pointer)
- Tape
- Marker
- Polarizers (3)
- Binder clips (3)
- Protractor
- Before experiment: various sunglasses - polarized and not polarized
Students start by discussing questions about lightwaves. This will give teachers formative assessment data to determine how much the students may already know about lightwaves and wavelengths. Students will then engage in an experiment where they shine a laser through various cloths, collecting and analyzing data to answer the key question, “Can you find the properties of the light waves coming out of your laser using the pattern formed when you shine the laser through cloth?
- Total time45 - 60 Minutes
- Education levelGrades 5 - 9
- Content AreaWaves
- Educational topicPolarization
If you have done the two previous experiments you have learned a bit about the wave nature of light. But light is a wave of what exactly? Picture an electron. It creates an electric field. The arrows are vectors that tell you the direction of the electric field and how strong it is. You can do the same thing with a magnet and a magnetic field. Light is a combination of the two types of fields. The electric field is pointing in one direction and the magnetic field is pointing 90 degrees to that. Normally when you see pictures of electric fields they are just sitting there, not moving. But with light, the electric field is moving like a wave and so is the magnetic field. Most of the time the electric field of different light rays are going in different directions. If you could see the direction of the electric fields of the light all the light rays all around you right now, they would all be going in different directions. When this is the case, the light is said to be "unpolarized." When light is polarized, it means that the electric field of every light ray is moving in the same direction. To make this happen, unpolarized light can be passed through a polarizer. A polarizer picks out the light rays with electric fields going in one particular direction. A polarizer acts like a filter and only allows light rays in one direction to pass through. The polarizers in your kit are actually clear plastic coated with a film of long chains of polymers. When light hits this, only light that has some part of its electric field vectors going in the direction of the polymer chains in the polarizer will pass through. This means that the light that comes out of a polarizer has electric fields all going in one direction. Imagine an arrow pointing at 45 degrees. If you were to draw this arrow on an x, y plot, you would need to know how much is going in the x direction and how much is going in the y direction. So the arrow has some x and some y components. Now think of this arrow as describing the direction of the electric field of a ray of light. Next, think of the polarizer as being in the x direction, so that only light with some x component can go through. Even though our 45 degree light ray isn't completely in the x direction, it has some amount in the x direction. Because it has a little bit in the x, that part can pass through the polarizer. The light that comes out the other side has all of its electric field in the x direction. Now what if this light were to try and go through a polarizer that was in the y direction it couldn't. Because the light has no component in the y direction it would be completely blocked. This is why light can't go through crossed polarizers. This experiment puts three polarizers in a line and looks at what happens when the middle one of the three is turned. The first and third polarizers are crossed but the middle one is free to move. You might assume that because the first and third polarizers are crossed that no light will make it to the end, but when you perform the experiment it becomes clear this is not the case. So what is happening here? Let's follow the light one step at a time. First light of all polarizations hits the first polarizer which picks out light in one direction, let's call that x. So when the light gets to the second polarizer it is all going in the x direction. This second polarizer is moved around during the experiment. When the polarizer is turned so that it is at least pointing a little bit in the x direction, some of the light can get through it. So now we move on to the third polarizer. At this point all the light is going in whatever direction the second polarizer is pointing. The third polarizer is pointing in the y direction. If the light coming out of the second polarizer is going even a little bit in the y direction then some of it will pass through the third polarizer and you can see it at the very end. So, basically, if the third polarizer's direction is pointing in a way that gives it both some x and y direction then light can get all the way through. The most light gets through when the second polarizer has the same amount of x and y. Many people think that laser light must be polarized, but that isn't true. As long as laser light is all "in phase" (see activity 1) then it is laser light. However, most laser light is polarized. Look at your laser through the polarizer and see if it is polarized.
These are the key terms that students should know by the END of the two lessons. They do not need to be front loaded. In fact, studies show that presenting key terms to students before the lesson may not be as effective as having students observe and witness the phenomenon the key terms illustrate beforehand and learn the formalized words afterwards. For this reason, we recommend allowing students to grapple with the experiments without knowing these words and then exposing them to the formalized definitions afterwards in the context of what they learned.
However, if these words are helpful for students on an IEP, ELL students, or anyone else that may need more support, please use at your discretion.
- LED: Stands for “light emitting diode.” A diode is a part of a circuit that only allows current to go in one direction. Some types of diodes will glow when current passes through them. Many lasers are made our of LED’s though all LEDs are not lasers.
- Polarizer: A polarizer is a sheet made up of long chains of polymers that only allow electric fields of one direction to pass through
- Polarized: Light is made of both an electric and magnetic field. When the electric field of all the light rays is going in the same direction it is said to be “polarized light.” To polarize light it is passed through a polarizer.
- Vector: An arrow that can indicate both direction and magnitude.
Students will experiment and explain polarization and how it works.
- Teacher bring in various sunglasses
Teacher bring in various sunglasses; some polarized, some not (ask other teachers, check thrift stores to get a collection)
- If you cannot find them, have students discuss
- What do you notice about polarized sunglasses?
What do you notice about polarized sunglasses?
- Pair students up
Pair students up
- Give them a minute to think quietly
Give them a minute to think quietly
- Give students 2 minutes to discuss their thinking
Give students 2 minutes to discuss their thinking
- Have students record their answers or share out to the whole group
Have students record their answers or share out to the whole group
- Tell students that the experiment they are about to do will help them understand how polarization works
Tell students that the experiment they are about to do will help them understand how polarization works.
- Place a small piece of masking tape on the side of all three polarizers
Place a small piece of masking tape on the side of all three polarizers.
- Line up the polarizers so that they are all facing the same direction
Line up the polarizers so that they are all facing the same direction. This means you will be able to see a lot of light if you look through all three.
- Draw an upward arrow on each of the polarizers
Draw an upward arrow on each of the polarizers. This will let you know which light is being polarized. (Fig. 1)
- Attach a binder clip to each polarizer
Attach a binder clip to each polarizer so that when placed on a table the stand up facing in the same direction.
- Lay the LED on top of a book so that you can look through the polarizers and see the LED
Lay the LED on top of a book so that you can look through the polarizers and see the LED.
- Make sure students are put into intentional groups
Make sure students are put into intentional groups.
- Students will complete the experiment using the Student Guide
Students will complete the experiment using the Student Guide where we have outlined the experiment for students and along the way, they record results and answer questions.
- Suggested STEP UP Everyday Actions to incorporate into activity
Suggested STEP UP Everyday Actions to incorporate into activity
- When pairing students, try to have male/female partners and invite female students to share their ideas first
- As you put students into groups, consider having female or minority students take the leadership role.
- Take note of female participation. If they seem to be taking direction and following along, elevate their voice by asking them a question about their experiment.
- Consider using white boards
Consider using white boards so students have time to work through their ideas and brainstorms before saying them out loud.
- Roam around the room to listen in on discussion and notice experiment techniques
As students experiment, roam around the room to listen in on discussion and notice experiment techniques. If needed, stop the class and call over to a certain group that has hit on an important concept.
- Consider using the RIP protocol
Consider using the RIP protocol (Research, Instruct, Plan) for lab group visits and conferring.
- Consider culturally responsive tools and strategies and/or open ended reflection questions
Consider culturally responsive tools and strategies and/or open ended reflection questions to help push student thinking, evidence tracking, and connections to their lives.
- Share-trade protocol
Share-trade protocol to have students share their thoughts about conclusion question in the student guide
- Each student writes their individual thoughts.
- Students stand up with their ideas on paper and move around the room.
- Each student finds someone they don’t know very well and forms a partnership with them. To form a partnership, students must high five.
- With their partners, students share their ideas and trade papers.
- Each student is now responsible for sharing the ideas of the person they just spoke with, even if they don’t agree with those ideas. This isn’t a time for them to critique their partners’ ideas.
- Students form partnerships three or four times so they see and explain multiple ideas.
- Students return to their seats and write a final explanation or idea.
- Continue to listen in on each group’s discussion
Continue to listen in on each group’s discussion, answer as few questions as possible. Even if a group is off a little, they will have a chance to work out these stuck points later.
- Real world connections
- Based off of what you learned about polarization and by using these helpful resources, why do we wear 3D glasses when we go to the moves? How do 3D glasses work?
- https://www.youtube.com/watch?v=-SMpGiNVymU
- https://www.brainfacts.org/thinking-sensing-and-behaving/vision/2020/how-do-3d-glasses-work-072820
- Based off of what you learned about polarization and by using these helpful resources, why do we wear 3D glasses when we go to the moves? How do 3D glasses work?
- Suggestions for drawing, illustrating, presenting content in creative ways
- Take similar photos through a non polarized lens and a polarized one, compare and contrast the photos.
- Engineering and design challenges connected to the content
- Fishermen use polarized glasses to help them see into the water while fishing. How could you use polarized lenses to solve another type of problem (health, environmental, etc.)
- MS-PS4-1Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.
- MS-PS4-2Develop and use a model to describe how waves are reflected, absorbed, or transmitted through various materials.
- MS-PS4-3Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.
Credits
Coordinated, Researched and Written by: Rebecca Thompson-Flagg
Art Direction and Illustrations by Kerry G. Johnson
Created in collaboration with LaserFest 2010
Updated in 2023 by Sierra Crandell, M.Ed. partially funded by Eucalyptus Foundation
Extension by Jenna Tempkin with Society of Physics Students (SPS)