University of Colorado Unit 7 Waves Interference & Diffraction Lab

User Generated

xricbegre

Science

University of Colorado Boulder

Description

This is an online lab with online simulations and questions related to it in the attached file.

Learning Goals: Students will be able to:

  • Make waves with water, sound, and light and see how they are related.
  • Discuss wave properties using common vocabulary.
  • Explain how changing the frequency and amplitude affects the characteristics of the wave.
  • Design an experiment to measure the speed of the wave.

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Physics Lab (Online Simulation) Waves Interference & Diffraction Electricity and Light Unit 7 TA name: Due Date: Student Name: Student ID: A. Waves This lab uses the Waves Interference simulation from PhET Interactive Simulations at University of Colorado Boulder, under the CC-BY 4.0 license. https://phet.colorado.edu/sims/html/wave-interference/latest/wave-interference_en.html Learning Goals: Students will be able to: 1. Make waves with water, sound, and light and see how they are related. 2. Discuss wave properties using common vocabulary. 3. Explain how changing the frequency and amplitude affects the characteristics of the wave. 4. Design an experiment to measure the speed of the wave. Develop your understanding: Open the Waves screen, then explore to make water waves and ways to observe and measure the waves. Physics Lab (Online Simulation) Explain your understanding of water waves: 1. Use your own words and captured images from the simulation to show you can measure: a. Wavelength of longest wave possible b. Wavelength of shortest wave possible c. Height of tallest wave possible 2. Describe your experiments to make waves of different wavelengths and heights including which views and tools were needed and why. Support your explanation with images from the simulation. 3. Use your own words and captured images from the simulation to show you can or cannot measure: a. Period of longest wave possible b. Period of shortest wave possible c. Period of tallest wave possible 4. Describe your experiments to measure period including which views and tools were needed and why. Support your explanation with images from the simulation. 5. Use your own words and captured images from the simulation to show you can or cannot measure: a. Speed of longest wave possible b. Speed of shortest wave possible c. Speed of tallest wave possible 6. Describe your experiments to measure speed including which views and tools were needed and why. Support your explanation with images from the simulation. Physics Lab (Online Simulation) 7. Summarize your understanding of wave characteristics and behaviors by comparing the longest, shortest, and tallest waves. Use these vocabulary words: Frequency, Amplitude, Wave Speed, and Wavelength. Develop your understanding of sound and light waves: Use the buttons to make sound and light waves of varying wavelengths. 8. Compare the representations of water, sound, and light waves. Describe the similarities and differences with images from the simulation to support your ideas. 9. Experiment to measure the wavelength, height, period, and speed of sound waves. How do your ideas from measuring water waves compare? Describe the similarities and differences with images from the simulation to support your ideas. Physics Lab (Online Simulation) 10. Experiment to measure the wavelength, height, period, and speed of light waves. How do your ideas from measuring water and sound waves compare? Describe the similarities and differences with images from the simulation to support your ideas. 11. Summarize key ideas that you want to remember about the relationships between water, sound and light waves. Physics Lab (Online Simulation) B. Interference This lab uses the Waves Interference simulation from PhET Interactive Simulations at University of Colorado Boulder, under the CC-BY 4.0 license. https://phet.colorado.edu/sims/html/wave-interference/latest/wave-interference_en.html Learning Goals: Students will be able to: A. Create an interference pattern with two sources, and determine the ways to change the pattern. B. Find points of constructive and destructive interference by eye and by using the detectors. C. Put up a barrier to see how the waves move through one or two slits. What sort of pattern do the slits create? How can you change this pattern? Develop your understanding: Open the Interference screen, then explore to make water waves with varying patterns. Explain your understanding: 1. Consider these three patterns of water waves: A B C a. Describe the similarities and differences of the three patterns of water waves. b. Experiment to make similar patterns, then explain how you can use the simulation to make each. c. Why do the directions say “similar patterns”? 2. Experiment to make waves of different interference patterns with water, sound, and light. Use your own words and captured images from the simulation to show you can meet Physics Lab (Online Simulation) learning goal A: “Create an interference pattern with two sources, and determine the ways to change the pattern.” 3. Use the Water the water tank: Level tool to understand what is happening in a. Measure the dark and light areas of waves made with only one faucet. Insert a screen image to help explain your answer. b. Make waves using both faucets and measure the dark, light and fuzzy spots. Insert a screen image to help explain your answer. c. What do you think constructive and destructive interference means based on your measurements? d. Verify your understanding using your text or online references. (cite references) 4. Consider the light pattern on the right: a. Describe where the points of constructive and destructive interference are in the image on the right. b. Create a similar wave pattern and use the detectors to find points of constructive and destructive interference. c. Explain how you made the waves and used the detector. Insert an image of the entire screen for evidence. Physics Lab (Online Simulation) 5. These three patterns were made with sound waves by varying only one thing. . A B C a. What do you think was varied? b. Test your idea by making similar patterns. c. Is there more than one way to make these three patterns by varying only one thing? Test your ideas and provide evidence for support. d. Try to make similar patterns with light. Describe your observations and ideas. 6. Summarize key ideas that you want to remember about the relationships of interference patterns of water, sound and light waves. Physics Lab (Online Simulation) Develop your understanding: Open the Slits screen, then explore to make water waves with varying patterns. Explain your understanding: 7. How do waves made by a dripping faucet compare to the waves seen passing through slits? You may want to have both Interference and Slits open (or open the full simulation Waves Interference), so that you can easily compare the waves and their patterns. 8. Do the same concepts apply when you compare the sound and light waves in Interference and Slits screens? 9. Summarize your understanding of waves as they pass through slits. Make sure you demonstrate meeting learning goal C “Put up a barrier to see how the waves move through one or two slits. What sort of pattern do the slits create? How can you change this pattern?” Physics Lab (Online Simulation) C. Diffraction This lab uses the Waves Interference simulation from PhET Interactive Simulations at University of Colorado Boulder, under the CC-BY 4.0 license. https://phet.colorado.edu/sims/html/wave-interference/latest/wave-interference_en.html Learning Goals: Students will be able to: A. Compare light wave patterns made by light passing through slits to passing through holes. B. Explain how the aperture geometry relates to the diffraction pattern. C. Predict how changing the wavelength or aperture size affects the diffraction pattern. Develop your understanding: Open the Diffraction screen, then explore to see what happens to light waves when they pass through different shaped holes. Explain your understanding: 1. Open the full simulation Waves Interference so that you can experiment with both the Slits and Diffraction screens. a. Use your ideas from Waves Interference Remote Lab 2 about what happens to waves passing through slits to help make sense of why light passing through a round hole makes a pattern. Explain what you think is happening including images for support. b. Compare patterns of varying slit size to patterns of varying hole size. Include images for support. c. Compare patterns of varying frequency through slits to patterns of varying wavelength through holes. Include images for support. 2. Experiment with other shapes of apertures (holes) to find trends that help to meet these goals: B. Explain how the aperture geometry relates to the diffraction pattern. Physics Lab (Online Simulation) C. Predict how changing the wavelength or aperture size affects the diffraction pattern. Write a summary of your understanding and include images for support. 3. Summarize key ideas that you want to remember about the relationships of interference patterns of light waves. 4. Summarize your understanding of waves as they pass through slits. Make sure you demonstrate meeting learning goal C “Put up a barrier to see how the waves move through one or two slits. What sort of pattern do the slits create? How can you change this pattern?”
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I was having a hard time with this subject, and this was a great help.

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