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(SIMPLIFIED MODULE INTENDED FOR LEARNING ENCOUNTERS)

Learner’s Packet
Name: _________________________________________ Grade Level: __________

Strand/ Section: _________________________________ Date: _________________

GENERAL PHYSICS 2
(Q4_LP7)

BACKGROUND INFORMATION FOR LEARNERS:

It has been long debated for centuries whether light is a wave or a particle. With
the development of quantum mechanics in 1920s leads to a significant concept that
light has a dual nature. Light exhibits behaviour that are characteristics of both a wave
and a particle. In this learning material, we will explore the wavelike nature of light.

Light is an electromagnetic radiation that propagates as a wave. It exhibits

interference and diffraction.

Interference of light occurs when two light sources superpose. It means two
different waves arrive at a single position in space. This interference of light sources
leads to a resultant higher, lower or the same amplitude of wave. There are two types
of interference, constructive and destructive interference.

Constructive Interference occurs when two waves that are in-phase interact
resulting to a higher amplitude. Let’s say when a crest meets a crest or trough meets a
trough. Two crests approaches each other in Figure 1. Wave A is moving to the right
while wave B towards the left. When the two waves met, they interact and resulted to
a higher amplitude of wave. After the interference, wave A continue to move to the right
while wave B continue to move to the left as if nothing happens.

Source: https://bit.ly/3B2uoAY
Figure 1 : Constructive Interference

Destrutive Interference occurs when two waves that are out of phase interact
with one another resulting to a decrease or zero amplitude. This happens when a crest
 meets with a trough. In Figure 2, a crest meets a trough . It results to the canceling out
of the wave. After interference , the waves continues to move on their own directions.

Source : https://bit.ly/34G1QRO
Figure 2: Destructive Interference

Diffraction refers to the bending of light from its straight path around the corners of an
obstacle or slit. This phenomenon of light can produce fringes of light, dark or coloured bands.

Source: https://bit.ly/332Qabl
Figure 3: Straight waves diffracts as it enters a small slit

Light travels in a straight path. However, as it approaches a barrier with a small slit,
most of the waves are blocked and absorbed by the barrier, allowing only some of the waves
to pass through the slit. As it approaches the slit, it spreads out as it comes out. (See Figure
3)The smaller the slit or opening, the greater the bending of light or diffraction. Diffraction
occurs when the size of the slit or opening is comparable or less than to the wavelength of the
wave.
Young’s Double Slit Experiment

Thomas Young, an English physicist became well-known for his classic double slit
experiment. He allowed light to pass through a single source through a single slit to make the
light coherent or in –phase. (Figure 4). Afterwards, he allowed the light to pass through a two
slits to provide two coherent light sources that interfere constructively or destructively. Young’s
experiment made use of sunlight, where each wavelength form its own pattern. Nowadays,
LASER technology are being used to show how diffraction and interference is observed
because laser produced a monochromatic and coherent light waves.
 Source: https://bit.ly/34l5ros
Figure 4: Schematic Diagram of Young’s Double Slit Experiment

To observe the interference of light, monochromatic and coherent light is required. Two
coherent waves interfere constructively and destructively as monochromatic and coherent
source of light comes out from the two slits. The interference patterns can be projected on a
screen where the bright and dark bands or fringes are produced. Alternating bands of bright
ad dark bands are projected on the screen (Figure 5).

Source: https://bit.ly/3sF1Vov
Figure 5: Schematic Diagram of Monochromatic interference of
Light producing bright and dark Bands

Constructive interference produced bright bands while dark bands are produced when
light interfere destructively.

Source © University Physics, 13th Edition p. 1179

Figure 6: Constructive (a, b) and Destructive Interference of Light (c)

Young’s experiment can be described quantitatively using Figure 7. Using a

monochromatic source, the viewing screen is located perpendicular distance L from the barrier
containing two slits, S1 and S2. These slits are separated by a distance d. To reach any arbitrary
point P in the upper half of the screen, a wave from the lower slit must travel farther than a
wave from the upper slit by a distance d sin 𝜃. The distance is called path difference ∆𝑙 . If we
assume that r1 and r2 are parallel, L is much greater than d, then ∆𝑙 is given by the equation:
 ∆𝑙 = 𝑟2 - r1 = d sin 𝜃

∆𝑙

Source © University Physics, 13th Edition p. 1180

Figure 7: Geometric Construction for describing Young’s Double Slit Experiment

The value of ∆𝑙 determines whether the two waves are in phase when they arrived at
point P. If the ∆𝒍 is either zero or some integer multiple of the wavelength, then the two waves
are in phase at point P. This could result to constructive interference and bright fringe projected
on the screen. Constructive interference at point P is denoted the equation below.

∆𝑙 = 𝑑𝑠𝑖𝑛𝜃 = 𝑚٨ (𝑚 = 0, ±1,12 … )

The number m refers to the order number. For constructive interference, the order
number is the same as the number of the wavelengths that represents the difference between
the waves from the two slits. The central bright fringe at 𝜃 = 0 is called the zeroth maximum.
The first maximum on either side, where m =±1, is called the first order maximum and so forth.
٨
When the ∆𝒍 is an odd multiple of 2, the two waves arriving at point P are 180 0 out of
phase and give rise to destructive interference . Therefore, the condition for dark fringes or
destructive interference at point P is denoted by the equation below:
1
𝑑𝑠𝑖𝑛𝜃 = (𝑚 + ) ٨ (𝑚 = 0, ±1,12 … )
2

The angle 𝜃 varies as we move along the screen. Each bright band satisfies the
equation 𝑑𝑠𝑖𝑛𝜃 = 𝑚٨. The value m = 0 gives 𝜃 = 0 and corresponds to the central bright
band at the center of the screen. Moving up or down from from this point gives bright fringes
with m = +1, +2, +3… and m = -1.-2, -3…. Negative values of m are fringes below the central
bright band (Figure 8) .

Source: © Baňares, Blossom Jane M. Quarter 4- Module 4: Interference and Diffraction

Figure 8 : Order of Bright Fringes on the screen
 The interval h between bright fringes on the screen (Figure 9) can be computed
through the equation: where :
𝒉 = 𝑳 𝒕𝒂𝒏 𝜽 h - interval between bright fringes
𝒅 𝒔𝒊𝒏 𝜽 = 𝒎٨ d - distance between the two slits
L - horizontal distance between the screen and the slits
𝒎٨ ٨- wavelength of light
𝒔𝒊𝒏 𝜽 =
𝒅

Source: © Baňares, Blossom Jane M. Quarter 4- Module 4: Interference and Diffraction

Figure 9: Interval between the bright fringes

Sample Problems:

1. Suppose you pass light from a He-Ne laser through two slits separated by 0.0100 mm
and find that the third bright line on the screen is formed at an angle of 10.950 relative
to the incident beam. What is the wavelength of the light?
𝒅 𝒔𝒊𝒏𝜽 (𝟏𝐱 𝟏𝟎 −𝟓 𝐦)𝒔𝒊𝒏 𝟎.𝟗𝟓°
Given : ٨= 𝒎
= 𝟑
d = 0.0100 mm
= 1x 10 -5 m ٨ = 6. 33 x 10 -7 m
𝜽 = 𝟏𝟎. 𝟗𝟓°
٨ = 633 nm
m=3

٨ =?

2. Light of a wavelength 700 nm shines through a double slit are spaced 1300 nm apart.
If the screen is placed 3 m away from the double slit, what will be the distance from
the central bright spot on the screen to the next bright spot?

𝑚٨ (1)(700 𝑛𝑚)
Given: sin 𝜃 = 𝑑
= 1300 𝑛𝑚
= 0.538461538 sin -1
d = 1 300 nm
L=3m 𝜃 = 32.58 °
m=1
٨ = 700 nm ℎ = 𝐿 tan 𝜃
h = 3 m tan 32.53 o
h = 1.92 m

Every day we experience optical interference and diffraction but usually we do not
realize the events in play when light waves interfere with each other. It’s time that you explore
the different uses and application of interference and diffraction in our daily lives.
 LEARNING COMPETENCY WITH CODE:

MELC:
1. Determine the conditions (superposition, path and phase difference,
polarization, amplitude) for interference to occur emphasizing the properties
of a laser as a monochromatic and coherent light source.
(STEM _GP12OPT-IVf-32)
2. Relate the geometry of the two- slit experiment set –up (slit separation, and
screen –to-slit distance) and properties of light (wavelength) to the
properties of the interference pattern (width, location, and intensity).
(STEM _GP12OPT-IVf-33)
3. Relate the geometry of the diffraction experiment set-up(slit size, and
screen –to slit distance) and properties of light ( wavelength) to the
properties of the diffraction pattern ( width, location and intensity of the
fringes) (STEM _GP12OPT-IVf-35)

ACTIVITIES/ EXERCISES:

ACTIVITY 1: CROSSWORD PUZZLE

INSTRUCTION: Fill in the crossword puzzle with terminologies related to the
conditions that allows interference of light to occur. Use the clues indicated below.
5.

6.

1.

7.

8.

2.

3.

4.

ACROSS
1. This refer to the interference of two or more waves of equal frequency and phase, resulting
to reinforcement and greater amplitude of a wave.
2. For a clear interference patterns of light, a ___________ light source is required.
3. A higher ____ of wave would result to greater bending of wave as it passes through smaller
slits.
4. This phenomena refers to the superposition of light source that are monochromatic and
coherent forming a wave of larger or smaller amplitude.

DOWN
5. This occurs at any location along the medium where the interfering waves have a
displacement in the opposite direction.
6. This results from the interference of infinite number of waves emitted by a continuous
distribution of source points.
7. It is a device used to demonstrate the interference of light due to its coherent and
monochromatic light stimulated by emission of photons.
8. This term describes two sources that are identical in terms of their frequency and wavelength
and is necessary to ensure that the positions of maxima and minima do not change with time.

ACTIVITY 2: HANDS ON, MINDS ON

INSTRUCTION: Perform the Young’s slit experiment activity .Afterwards, answer the
guide questions provided.

A. Young’s Slit Experiment

Materials: 3 pcs of 6 inch x 4 inch cardboard or used folder

Cutter, Light Source (Preferably Candle / LASER), bond paper (screen
paper)
Laboratory Precaution: Keep the sharp object away from yourself and others. Never
cut any material toward you. Observe safety precautions at all time.
Procedure:
1. Make a single slit in a cardboard about 1 inch length.
2. Make a double slit each on the two remaining cardboards about 1 inch in
length separated by about 1mm and 0.5 mm respectively.
3. Follow the experimental set-up as shown on Figure 1 if you are using a candle
as your light source. However, if you are using a laser pointer, you may do away with
the single slit in front of the light source. The single slit source ensures that the two
slits in the double slit are coherent sources while LASER is a coherent source of light.
Figure 1: Young’s Double Slit Experiment Set-up

https://images.app.goo.gl/os6JE1vfQzyMUxzQA

4. Turn on the light source and adjust the source distance in such a way that
the light is allowed to fall on the single cardboard slit.
 5. Move the screen from the slit, until you see a clear interference pattern.
6. After measuring the distance from the screen to the cardboard slit, count and
draw the bright and dark bands/fringes formed on the screen.
7. Observe the bright and dark bands of light formed in the double slits with
different slit distance separation.
8. Lastly, observe what happens to the light pattern produced when you move
the screen away and towards the double slit.
Guide Question:
1. What happens to light when it passes through a narrow slit?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

2. What will happen to the diffraction pattern if the width of the slit will be reduced?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. What does the bright band pattern/ fringes on the screen indicates? How about
the dark bands/fringes?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

4. What would happen to the distance between the bright bands if the screen is
moved further from the slit?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
5. How are the bright band pattern and the slit separation related?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Scoring Rubric
POINTS DESCRIPTIONS OF RESPONSES
5  Student full understanding of concept is evident and logical
thinking to arrive at conclusion.
4  Student shows understanding of the concept and tries to make
conclusion based on observation.
3  Student has limited understanding of a concept
 Student attempt to show thinking skills.
2  Student has limited understanding and misconceptions of some
concepts.
1  Student lacks understanding of the concept
 Students shows no understanding.
0  No answer.
 ACTIVITY 3: SNAP IT, CLICK IT!

INSTRUCTION: Create a Photo Essay by taking a snapshot or pictures of applications

of interference and diffraction of light that you can observe around you. Afterwards, briefly
describe each pictures explaining the concept behind the pictures you have taken.

Scoring Rubric for Photo Essay:

POINTS Descriptions
5 Provided at least four real life applications of interference and diffraction of light.
Each pictures are connected and are stylistically content-wise.
Captions are thoughtfully composed and grammatically correct.
4 Provided three real –life applications of interference and diffraction of light.
Each pictures and captions are relevant and coherent. Captions are grammatically
correct.
3 Provided two real –life applications of interference and diffraction of light.
Shows coherence in style and content. Captions are grammatically correct.
2 Provided at least one relevant real- life applications of interference and diffraction.
Have provided captions that are relevant to the pictures and few grammatical errors
are evident.
1 Provided pictures that were not relevant to the applications of interference and
diffraction of light.
Have not provided relevant captions to the pictures and grammatical errors are
highly evident.
0 No Output

REFLECTION:

Share your thoughts by completing the following sentence prompts.

In this activity, I have learned that

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
I wish to ask my teacher about
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
 REFERENCES FOR LEARNERS:

Self- Learning Modules:

Baňares, Blossom Jane M.(2020). Quarter 4- Module 4: Interference and Diffraction.

Department of Education. Region I. Cagayan De Oro.

Textbooks:

Young and Freedman. (2004). University Physics with Modern Physics 13th Edition. Pearson
Education, Inc.

Internet Sources:

https://www.exploratorium.edu/snacks/diffraction
https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.physicsclassroom.com/
class/light/Lesson-3/The-Path-
Difference&ved=2ahUKEwiglYbT6uz1AhWuGaYKHbWQBngQFnoECDwQBQ&usg=AOvVaw
094XfkXI--vmoW2LHpvu0m
https://www.bbvaopenmind.com/en/science/leading-figures/thomas-young-and-the-wave-
nature-of-light/
https://www.physicsclassroom.com/class/light/Lesson-1/Wavelike-Behaviors-of-Light
http://electron6.phys.utk.edu/phys250/modules/module%201/diffraction_and_interference.htm
https://www.physicsclassroom.com/shwave/youngslab.cfm
https://courses.lumenlearning.com/physics/chapter/27-3-youngs-double-slit-experiment/
https://studiousguy.com/light-interference-examples/
 Jade O. Alberto, EdD Education Program Supervisor:
Shiella A. Abrera Language Editor:
Bonnavie D. Bueno Content Editor:
Romelyn Grace C. Borbe Author/ Writer:
DEVELOPMENT TEAM
Activity 1
5.
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6.
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1.
C O N S T R U C T I V E
7.
L T F
A R F
S U R
8.
C E C A
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M O N O C H R O M A T I C C
H I T
E V I
3.
F R E Q U E N C Y E O
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I N T E R F E R E N C E
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Activity 2: Hands On, Minds On!
1. Light diffracts when it passes through a small opening.
2. Greater diffraction will occur when the slit is reduced.
3. The bright band fringe indicates constructive interference while the dark band fringe indicates
destructive interference.
4. As the screen is moved further from the slits, the distance between bright bands also
increases.
5. The band separation distance and the slit separation distance are inversely related.
Activity 3: Snap It, Click It!
(Refer to the scoring rubrics for guidance)
ANSWER KEY: