PHYSICAL OPTICS
Mathematica Documentation
Mathematica Source Code



(Hygncirc.ma)

Huygens' Principle allows one to figure out a given wavefront at any time in the future if the present position and shape of the wavefront are known. This is accomplished by assuming that every point in a given wavefront will serve as a source for secondary waves that radiate outward. At any given time, the shape and position of the new wavefront will be the tangents to all the secondary wavelets. This animation allows the instructor to show tothe students the propegation of a wavefront in space form a point source. This time interval between animation cells is a constant, thus resulting in a constant radius for the secondary waves generated from the secondary wavelets.

Exercises:
1. The teacher, after giving the codes to the students, can ask them to modify the program to generate the propegation of a plane wavefront using Huygens' postulates.
2. The present program does not take into effect the intensity of the secondary sources in the waves. How will the intensity of the wave front change for a point source and a plane wavefront?


(Refract.ma)

When light passes form one medium to another, which occurs in our everyday life, part of the light is bounced off (reflection) and the rest passes through the medium with a change in its direction (refraction). The amount of light bounced off is dependent on the angle of incidence and the refractive indicies of the two media. Snell' s Law allows us to determine the angle of refraction if the angle of incidence and the refractive index is known. Fresnel equations are used to determine the intensity of light reflected and refracted.

Exercises:
1. Create an animation using maple and mathematica.
2. Develop a spread sheet program to show the intensity of light reflected and refracted when
a) light passes from a denser medium to a rarer medium and
b) when light passes from a rarer medium to a denser medium.


(Refrref2.ma)

Similar to the problem above (Refract), this progam also draws a reflected ray in addition to a refracted ray.
There are several possible uses for this problem; and with a few changes this problem can be as hard or as easy as the instructor desires.

One posible modifiaction is to have the angle of incidence change as the animation runs. This would allow students to get a feel for what happens as the angle approaches the critical angle. However, should the angle be allowed to be greater than the critical angle, the current code would have to be changed, and/or new code would have to be written.  
Another possible use is involves Stokes Relations. By assigning values to the different amplitudes, studets could explore Stokes Relations and how they are related to Snell's law.
This problem could also be used in discussions about polarization, transverse electric and transverse magnetic modes, and Brewster's angle.


(Sphmir.ma)

Mirrors can be one of the simplest optical tools that we use every day but they can also be the msot complicted tools. A common example is a plane mirror, where as the side mirrors in an automobile are more complex. These are mirrors used in the headlight of a car which are carefully designed. The shape of the mirror and its size dictate the specific application of the mirror. The maple/mathematica exercises allow the students to experience in a simple way one of the problems in the imaging property of spherical and parabolic mirrors. The abberation the students will learn about is spherical abberation.

Exercises:
1. How far away do two rays, one close to the optical axis (paraxial ray) and the other, at quite a distance from the optic axis (marginal ray), that are parallel to the optical axis, intersect the optical axis for a spherical mirror.
2. What happens if the mirror is parabolic in shape?


(Parmir.ma)

Parmir shows that parallel rays can all meet at the focal point, so long as the mirror is parabolic. See Sphmir for more details.


(Simplen.ma)

Refraction at any 2D lens surface.


(Lens7.ma)


(Basinfr.ma)

Interference, the superposition of waves, allows us to observe shimmering colors from oil spills on wet surfaces, complicated ripples in a pool of water, to a low frequency beat when tuning two musical instruments. Using a point source that emit waves radially, the total intensity from the two sources on a screen placed a fixed distance from the source can be determined. The following problems can be generated from this idea.
a) Obtain the interference pattern of two point sources by creating two independent sources of light. Calculate the irradiances due to each independent source, the irradiance due to the two sources combined, the maximum and minimum irradiances, and the fringe constant. Graph the interference pattern in terms of the phase difference phi.
b) Use the interference pattern of part a) in a Young's Double slit experiment. Graph the interference pattern in terms of y, the distance along the screen. Perform a check (m*lambda = d*sin(theta)) on your work.


(Cpxinfr.ma)

A more advance look at interference; using the ideas formulated in basinfr:
a) Compare the interference patterns for two and three point sources (all sources have equal amplitude)
b) Change the amplitude in one of the three sources; what happens? (what happens when the amplitudes of the sources are the binomial coefficients?)
c) Change the number of point sources from three to ten and note the change. Keep the distance between the sources constant. (Multiple Interference)
d) Make the spacing between the point sources in the case of three point sources unequal and observe the changes. If the distance between the sources is different by a factor of fifteen, what do you observe? (Principle of carrier waves)


(Difintr.ma)

Displaying diffraction as interference of equispaced point sources.

By increasing the number of point sources, the interfernce pattern produced can be used to show diffraction.


(Partcoh1.ma)

STILL UNDER CONSTRUCTION

This program uses double slits with finite seperation and slit widths and an extended source.
We generate partial coherence through a double slit by adding incoherently interference patterns from parts of an extended source.
a = width of either slit
d = center-to-center spacing of slits lam = wavelength of light
k = 2*Pi/lam
w = half-width of extended source
L1 is the distance of the screen
Ls is the distance of the source from the double slit
Ys is the distance of the source above the z-axis
y is the coordinate at the screen


(Arago2.ma)

STILL UNDER CONSTRUCTION

Plotting the focii of a zone plate.


(Zoneamp.ma)


(Zoneplat2.ma)

Create a program that draws both positive and negative zone plates of different sizes.


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