2 Reflection, Refraction & Diffraction
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Becky McCoy Lesson Title: Reflection, Refraction, & Diffraction Timing: 60 minutes Target Audience: 11 th & 12 th grade Physics course Objectives: Students Will Be Able To: Observe wave phenomena using slinky/snaky and ripple tank. Describe what happens to a wave when it changes mediums or interacts with an object. The Teacher Will Be Able To: Give students multiple opportunities to observe and describe wave phenomena. Standards Assessed: New York State Standards in Physics Physical Setting Indicator 4.3: Students can explain variations in wavelength and frequency in terms of the source of the vibrations that produce them, e.g., molecules, electrons, and nuclear particles. 4.3a An oscillating system produces waves. The nature of the system determines the type of wave produced. 4.3b Waves carry energy and information without transferring mass. This energy may be carried by pulses or periodic waves. 4.3c The model of a wave incorporates the characteristics of amplitude, wavelength,* frequency*, period*, wave speed*, and phase. 4.3dMechanical waves require a material medium through which to travel. 4.3e Waves are categorized by the direction in which particles in a medium vibrate about an equilibrium position relative to the direction of propagation of the wave, such as transverse and longitudinal waves.
description
Becky McCoyLesson Title: Reflection, Refraction, & DiffractionTarget Audience:11th & 12th grade Physics courseTiming: 60 minutesObjectives:Students Will Be Able To: • Observe wave phenomena using slinky/snaky and ripple tank. • Describe what happens to a wave when it changes mediums or interacts with an object. The Teacher Will Be Able To: • Give students multiple opportunities to observe and describe wave phenomena.Standards Assessed: New York State Standards in PhysicsPhysical Sett
Transcript of 2 Reflection, Refraction & Diffraction
Becky McCoy
Lesson Title: Reflection, Refraction, & Diffraction
Timing: 60 minutes
Target Audience:11th & 12th grade Physics course
Objectives:Students Will Be Able To:
Observe wave phenomena using slinky/snaky and ripple tank. Describe what happens to a wave when it changes mediums or interacts with an
object.
The Teacher Will Be Able To: Give students multiple opportunities to observe and describe wave
phenomena.
Standards Assessed: New York State Standards in PhysicsPhysical Setting Indicator 4.3: Students can explain variations in
wavelength and frequency in terms of the source of the vibrations that produce them, e.g., molecules, electrons, and nuclear particles.
4.3a An oscillating system produces waves. The nature of the system determines the type of wave produced.
4.3b Waves carry energy and information without transferring mass. This energy may be carried by pulses or periodic waves.
4.3c The model of a wave incorporates the characteristics of amplitude, wavelength,* frequency*, period*, wave speed*, and phase.
4.3dMechanical waves require a material medium through which to travel. 4.3e Waves are categorized by the direction in which particles in a medium
vibrate about an equilibrium position relative to the direction of propagation of the wave, such as transverse and longitudinal waves.
Misconception(s) Addressed: All waves travel the same way. Light is one or the other--a particle or a wave--only. Light can be a particle at one point in time and a wave at another point in time. Particles can't have wave properties. Waves can't have particle properties. The position of a particle always can be exactly known.
Becky McCoy
Prior Knowledge: Mechanics & Kinematics, Periodic Motion, Introductory Waves Lessons
Aim: Observe and discover how waves interact with boundaries and objects.
Concept Map Vocabulary: Amplitude Crest Trough Wavelength
Period Frequency Wave Speed
Medium Reflection Refraction Diffraction
Necessary Preparation:COPIES
Waves Worksheet (from last class)
MATERIALS Slinky Tightly coiled, long spring (snakey) Ripple Tank Ripple tank accessories (blocks, curved objects, glass plates, etc.) Overhead projector Computer LCD projector Projection Screen
SET UP Have ripple tank ready to use.
Becky McCoy
Lesson Plan
Aim: Observe and discover how waves interact with boundaries and objects.
Physics Push-Up: KWL Chart (10 minutes)KWL Chart: students add anything to the W and L sections of their chart.
Use number cards to split even and odd groups for activities.
Activity: Split Class Observations (40 minutes)Materials:
Slinky Tightly coiled, long spring (snakey) Ripple Tank Ripple tank accessories (blocks, curved objects, glass plates, etc.) Overhead projector Computer LCD projector Projection Screen Waves Worksheet
Procedure:Split class into two groups. 20 minutes for each group.
GROUP 1Mike does slinky/snaky in hallwaymeasure wave speed, etc. as well as reflection, refraction, etc. based on worksheet
GROUP 2
“Which type of wave is represented by water waves?”
Define: Reflection, Refraction, Diffraction
Use the Ripple tank to observe the following: Single & multiple wave fronts Reflection w/ straight metal bar Reflection w/ curved metal Diffraction w/ single slit Refraction w/ glass
Questions to Ask: What is the wave doing?
Becky McCoy
What do you predict will happen? How can you tell which is the crest/trough? What do you see? What does it look like? How is it different than undisturbed wave fronts? How does what you have observed change your definitions?
Activity Summary: (5 minutes)KWL adjustments to “L” section.
Homework: (2 minutes)Problems on portal:
DUE THURSDAY - p.379 - #6,7,9,11,12,16,19 - p.380 : Think and Explain #1,4.
Additional question A]- Think about the formula (relationship) and the three variables involved in the wave speed equation from question #9. If wave speed is held constant, what happens if you increase the frequency? If the wavelength is held constant, what happens if you increase the frequency?
B] In what ways are waves (or wave motion) similar to pendulum and/or circular motion?
Exit Strategy: (3 minutes)Hand in KWL charts and markers
Extension Activity:Show Phet “Wave Interference” Simulation: http://phet.colorado.edu/simulations/sims.php?sim=Wave_Interference
Assessment:Formative:
Student responses to activities and observations. KWL Chart.
Resources:Johanna T. Ohlmeyer, Ripple Tank Waves LessonPhet Simulation: http://phet.colorado.edu/simulations/sims.php?sim=Wave_Interference
Notes & Adaptations:
