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Becky McCoy

Lesson Title: Reflection, Refraction, & Timing: 60 minutes


Diffraction

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 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.

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 • Period • Reflection
• Crest • Frequency • Refraction
• Trough • Wave Speed • Diffraction
• Wavelength • Medium

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 1
Mike does slinky/snaky in hallway
measure 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:
Becky McCoy

• What is the wave doing?


• 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 Lesson
Phet Simulation: http://phet.colorado.edu/simulations/sims.php?sim=Wave_Interference

Notes & Adaptations: