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This paper presents the content and structure of learning activities aimed at the study of Babinet’s principle by undergraduate students and its use in the experimental justification of Rayleigh criterion to resolve the power of an optical device. The learning activities include the elementary theory of Fraunhofer diffraction at a slit, wire, and circular aperture and training experiments confirming the results of the theory. This content is structured in the form of two sets of theoretical and experimental tasks that are to be performed by the students independently. Possible variants for solving the problems in the tasks are also considered. [ABSTRACT FROM AUTHOR]

A modern version of Hertz's classical experiments that demonstrate the electromagnetic nature of light waves is proposed herein. The demonstration kit includes a 433 MHz micropower generator, a sufficiently sensitive electromagnetic-radiation detector with an LED output, two semi-wave vibrators, a rod polariser, an LED flashlight, three Polaroid polarisers, and a matte screen. [ABSTRACT FROM AUTHOR]

For conducting laboratory experiments on Fresnel diffraction, the use of a simple point light source from an LED and the application of a modern smartphone for photographing the diffraction patterns are proposed. The developed devices allow the experiments to be carried out under normal laboratory lighting. [ABSTRACT FROM AUTHOR]

The efficiency of students' educational activity in a physical laboratory increases if students independently assemble experimental installations and use them to study physical phenomena. This paper describes a simple installation for the manufacture of a sinusoidal grating by the holographic method. Such a grating is used in many demonstration and laboratory experiments. It is used, for example, in a simple device for making photos of optical spectra on a smartphone, and this device is also described in this paper. First, students study the elementary theory of a holographic diffraction grating. They use this theory to calculate the parameters of the installation that allows them to obtain a grating with the required period and use an experiment to verify the validity of the theory. Then they calculate the parameters of the spectroscope on the basis of the studied theory and again make sure that the theory is valid. Thus, it is possible to organize a learning process in which the theory is fully confirmed by the experiment. [ABSTRACT FROM AUTHOR]