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Physical Science Module 10 the marketing strategy of the

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Physical Science
Quarter 2 – Module 10
The Wave Nature of Light

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Physical Science
Alternative Delivery Mode
Quarter 2 – Module 10: The Wave Nature of Light
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Joseph Ma. Steven S. Cabalo
Editors: Robert G. Yumul
Felipa A. Morada
Reviewers: Ramonito O. Elumbaring, Angelica J. Macaraeg , Felipa A. Morada
Illustrator: Alvin G. Alejandro
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Physical Science
Quarter 2 – Module 10
The Wave Nature of Light

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Introductory Message
For the facilitator:

Welcome to the Physical Science for Grade 11 Alternative Delivery Mode (ADM)
Module on the Wave Nature of Light!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

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For the learner:

Welcome to the Physical Science for Grade 11 Alternative Delivery Mode (ADM)
Module on the Wave Nature of Light!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

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What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to
process what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or
skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends
retention of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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What I Need to Know

This module was designed and written with you in mind. It is here to help you
master dispersion, scattering, interference, and diffraction. The scope of this
module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged
to follow the standard sequence of the course. But the order in which you read
them can be changed to correspond with the textbook you are now using.

The module has one lesson: Diffraction, Interference, Dispersion, and Scattering.

After going through this module, you are expected to:

1. define wave interference, diffraction, dispersion, and scattering;
2. differentiate constructive and destructive interference; and
3. perform the double-slit experiment;

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What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

1. What phenomenon occurs when colors of a rainbow are seen when light
passes through a glass prism?

a. Scattering of light
b. Diffraction of light
c. Dispersion of light
d. Reflection of light

2. Why is the spectrum of light separated into its components of color when
white light is directed to a prism?

a. The different colors in the white light bend away from the normal line
at different angles when entering prism ingestion.
b. The different colors in the white light bend towards the normal line at
different angles when entering prism.
c. The different colors in the white light bend away from the normal at
same speed to each other when entering prism.
d. The different colors in the white light bend towards the normal at
same speed to each other when entering prism

3. An example of dispersion of light is ____.

a. Sky looks bright orange in the evening

b. Shadow
c. Rainbow
d. Pool seems shallower

4. These are all colors of spectrum except:

a. Indigo
b. Purple
c. Blue
d. Green

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5. Why does scattering of light occur?

a. Light rays are blocked and reflected to all directions by the clouds or
particles in the air.
b. Light rays are passing through and refracted to all directions by the
clouds or particles in the air
c. Light rays are blocked and refracted to all directions by the clouds or
particles in the air
d. Light rays are passing through and are dispersed by raindrops acting
as multiple prisms.

6. Tyndall effect is the scattering of the light by:

a. Air particles
b. Solid particles
c. Liquid particles
d. Colloidal particles

7. What principle is responsible for light spreading as it passes through a

narrow slit?

a. Interference
b. Scattering
c. Diffraction
d. Dispersion

8. What principle is responsible for alternating light and dark bands when light
passes through two or more narrow slits?

a. Interference
b. Scattering
c. Diffraction
d. Dispersion

9. Two light sources are said to be coherent if they:

a. are of the same frequency.

b. are of the same frequency and maintain a constant phase difference.
c. are of the same amplitude and maintain a constant phase difference.
d. are of the same frequency and amplitude.

10. The following exhibits destructive interference except:

i. The crest of one wave will be dragged down by the trough of the
other wave.
ii. The crest of one wave will match up perfectly with the trough of
the other wave, and they will cancel each other out

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a. i only
b. ii only
c. both i and ii
d. neither i and ii

11. If your slits from the double slit experiment are further apart, the light waves
will:

a. be coming from spots that are further apart

b. remain as is compared when the slits are narrow
c. have longer bright fringes
d. not produce a diffraction pattern

12. Wave interference can occur in the following except:

a. two rocks are thrown at the same time into a body of water
b. the same song played on two speakers
c. two different light sources side by side
d. light reflected from a film of oil floating on water

13. Which of the following is/are true:

i. Plane waves of light of a single wavelength are needed for
interference to work.
ii. Diffraction can occur using different light sources

a. i only
b. ii only
c. both i and ii
d. neither i and ii

14. Which of the following phenomena does NOT show a difference between the
wave theory and particle theory of light?

a. reflection
b. refraction
c. interference
d. diffraction

15. When light __________ interferes, the result is __________ light overall, and
when light __________ interferes, the result is __________ light overall.
a. constructively . . . brighter . . . destructively . . . less bright
b. destructively . . . brighter . . . constructively . . . less bright
c. subtractively . . . brighter . . . additionally . . . less bright
d. additionally . . . brighter . . . subtractively . . . less bright

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Lesson
Diffraction, Interference,
1 Dispersion, and Scattering

What’s In

Electromagnetic Waves
Both light waves and radio waves are examples of electromagnetic waves,
meaning that they fall on the same electromagnetic spectrum as infrared
waves (the radiated heat you feel from a stove), ultraviolet waves (the
radiation that causes sunburns), and microwaves (the radiation that’s used
to cook food in a microwave).

Because these are all waves, they all have a wavelength that determines the
distance over which their amplitude changes. Radio waves can have
wavelengths as wide as your arms (and even longer!), while visible light
waves have wavelengths as small as a thousandth of the width of a human
hair.

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What’s New

The Double Slit Experiment

A famous experiment dating back to 1801 was made by Thomas Young. Did
you know that he obtained convincing evidence that light has this wave
nature?

Activity 1.1. Visualizing Light as a Wave

In this experiment, you will be able to see how Young knew how light acts as
a wave.

1. Copy the table below on a separate sheet of paper which would serve
as your answer sheet. Given double slits (S1 and S2) in a barrier and
rays from a light source, what is your expected result that you would
see in your viewing screen? Draw it on your paper.

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Activity 1.1. Visualizing Light as a Wave

Expectation Observed Result

2. After drawing your expectation, obtain a small sheet of paper of any

length and cut two slits close to each other as seen in the figure
below. This will serve as your barrier.

3. Obtain a source of light. Align it to a viewing screen as seen in the

figure below. Your screen may be any flat material such as your house
wall or another carton. Vary the angles of your light source until you
find something interesting. Now, draw your observation on your sheet.

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What is It

Understanding Light as a Wave

If you think of light in its particle form, you might expect to see two bright
lines on your viewing screen. But, when you did the double slit experiment,
you saw multiple bright lines in a series, just as what Thomas Young saw
when he did a similar experiment. He then concluded that the pattern he
saw is due to the wave-interference phenomenon. You can think of this as
a pattern when you throw two rocks at the same time into a body of water,
or when you listen from two speakers playing the same song.

Interference fringes produced by a double-slit experiment and

detected by photographic film placed on the viewing screen.
The arrow marks the central fringe.

Giancoli, D.C., Physics

Notes to the Learner

Interference patterns are not standing waves. Waves on a
string propagate in only one dimension while the light-wave
interference pattern exists in three dimensions. The standing-
wave pattern represents no net energy flow, while there is a net
energy flow from the slits to the screen in an interference pattern.

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Light Sources for Interference

Looking back to your double-slit experiment, you observed wave interference
when you used a single source of light, and as it passes the two slits it acts
as if there were two sources of radiation. This is what you call coherent
sources since they are maintaining a constant phase relationship (same
wavelength and frequency).
If two different sources are placed side by side, no interference effects can be
observed because the light are emitted independently. The emissions from
the sources do not maintain a constant phase relationship with each other
over time and are called incoherent sources.
Moreover, you need to have plane waves of light of a single wavelength for
interference to work, called monochromatic light.

Wave Interference
When two waves come close to one another, their effects add together. If the
crests, or highest parts of the waves, line up perfectly, then the crest of the
combined wave will be the sum of the heights of the two original crests.
Likewise, if the lowest parts of the waves (the troughs) line up just right,
then the combined trough will be the depth of the two original troughs
combined. This is known as constructive interference, in which two waves
(of the same wavelength) interact in such a way that they are aligned,
leading to a new wave that is bigger than the original wave.

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However, if two waves are not perfectly aligned, then when the crest of one
wave comes along, it will be dragged down by the trough of the other wave.
The resulting, combined wave will have crests that are shorter than the
crests of either original wave, and troughs that are shallower than either of
the incoming waves. This is known as destructive interference.
In fact, if the two waves (with the same amplitude) are shifted by exactly half
a wavelength when they merge together, then the crest of one wave will
match up perfectly with the trough of the other wave, and they will cancel
each other out. The resulting combined wave will have no crests or troughs
at all, and will instead just look like a flat line, or no wave at all!

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Double Slit Interference

Say you have a laser pointer. A laser is basically just a bunch of light waves
that all have the same wavelength and are all lined up with one another.
Suppose you place a card in front of the laser beam with two slits in it, such
that waves can only pass through two spots. You then measure the amount
of light that hits the wall on the other side of the room at various points.

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For the experiment to work, the slits have to be tiny compared to the
distance from the card to the wall, but they have to be larger than a single
wavelength of the light. That means that if we choose a spot on the wall, two
light waves will be hitting it; one from the top slit and one from the bottom
slit. As they get close to the wall, and close to one another, they will start to
interfere. We know that the two waves were exactly the same when they got
to the card, but they won’t necessarily be the same when they reach the
wall. Let’s choose a spot on the wall to measure the two waves, say above
the top slit.

The light coming from the bottom slit has to come much further than the
light from the top slit, so more wavelengths will be needed to travel the
longer distance. If we choose a different point on the wall, then we’ll get a
different number of wavelengths again for each path that the light takes
from its slit to the wall. The key is to compare the number of wavelengths it
takes for each light wave to travel from the slit to the wall. For constructive
interference, the difference in wavelengths will be an integer number of
whole wavelengths. For destructive interference it will be an integer number
of whole wavelengths plus a half wavelength.
Think of the point exactly between the two slits. The light waves will be
traveling the same distance, so they will be traveling the same number of
wavelengths. That means that there will always be constructive interference
at that spot, so we will always see a bright spot on the wall in the middle.

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As you move away from the center point, the two waves’ pathlengths (or total
distance travelled from the laser to the wall) will get more and more
different, until we hit a point where they are the same plus a half
wavelength. At that point, one of the waves will hit the wall with a crest
when the other hits with a trough, so they will effectively cancel one another
out, resulting in a dark spot there.

As we keep moving away from the center, the pathlengths will keep getting
different, until we get to the point where they are the same plus a whole
wavelength, so we’ll get constructive interference again, because the two
waves will meet at the same spot in their wavelength cycle. This will result
in another bright spot on the wall.
This pattern will keep alternating so that we get a pattern of light spots and
dark spots, both above and below our center bright spot.

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If your slits are further apart, the light waves will be coming from spots that
are further apart. That means that their path lengths will be more different
from one another, giving bright spots that are closer together.

Notes to the Learner

If we compare single-slit diffraction to the double-slit
interference pattern, the spots are much larger and more
spread out. In particular, the center bright spot is much larger
than it would be for double slits with the same width.
We can view diffraction as light spreading out when it comes up
to a hole or other barrier and trying to get around that barrier.
In the process of spreading out, it interferes with itself to create
the pattern of light and dark spots that we call a diffraction
pattern.

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Dispersion in Prisms
Visible light, also known as white light, consists of a collection of component
colors. These colors are often observed as light passes through a triangular
prism. Upon passage through the prism, the white light is separated into its
component colors - red, orange, yellow, green, blue and violet. The
separation of visible light into its different colors is known as dispersion.

Dispersed light in prisms can be seen as a rainbow with colors abbreviated as

ROYGBIV (red, orange, yellow, green, blue, indigo, violet).

Angle of Deviation
The amount of overall refraction caused by the passage of a light ray
through a prism is often expressed in terms of the angle of deviation (𝜃).
The angle of deviation is the angle made between the incident ray of light
entering the first face of the prism and the refracted ray that emerges from
the second face of the prism. Because of the different indices of refraction for
the different wavelengths of visible light, the angle of deviation varies with
wavelength. Colors of the visible light spectrum that have shorter
wavelengths (BIV) will deviated more from their original path than the colors
with longer wavelengths (ROY). The emergence of different colors of light
from a triangular prism at different angles leads an observer to see the
component colors of visible light separated from each other.

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Light Scattering
Scattering of light is the phenomenon in which light rays get deviated from
its straight path on striking an obstacle like dust or gas molecules, water
vapors etc. Scattering of light gives rise to many spectacular phenomena
such as Tyndall effect and the “red hues of sunrise and sunset”.
Tyndall effect is the phenomenon of scattering of light by colloidal
particles. It is used to identify a true and a colloidal solution. We get to see
Tyndall effect in our surroundings very often, some of the examples are:
1. When a beam of sunlight enters the dark room through small hole or
window then its path become visible due to scattering of light by the
dust particles present in the room.
2. When a beam of light is projected on a screen from a projector in the
cinema hall, it becomes visible.
3. When sunlight passes through the canopy of a dense forest it gets
scattered by tiny water droplets.

Tyndall effect in milk

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Another phenomenon of the scattering of light is Rayleigh scattering,

which refers to the scattering of light off of the molecules of the air, and can
be extended to scattering from particles up to about a tenth of the
wavelength of the light. It is Rayleigh scattering off the molecules of the air
which gives us the blue sky.

Rayleigh scattering can be considered to be elastic scattering since the

photon energies of the scattered photons is not changed. An in-depth
discussion on this scattering and its relevance in our atmosphere can be
found in the next module.

What’s More

Activity 1.2. Increasing the Number of Slits

We have seen that diffraction patterns can be produced by a single slit or by two
slits. When light encounters an entire array of identical, equally-spaced slits,
called a diffraction grating, the bright fringes, which come from constructive
interference of the light waves from different slits, are found at the same angles
they are found if there are only two slits. But the pattern is much sharper.
Copy the table below on a separate sheet of paper which would serve as your
answer sheet. What should be the result that you would see in your viewing screen
for a single slit? How about double slits? How about seven (7) slits? Draw it on your
paper and explain why the fringes or patters appear that way.

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Activity 1.2. Increasing the Number of Slits

Single Slit Double Slits Seven (7) Slits

Explanation

Activity 1.3. Deepening our Understanding on Diffraction

On a separate sheet of paper, try to answer these questions:

1. What type of experimental evidence indicates that light is a wave?

2. Give an example of a wave characteristic of light that is easily observed

outside the laboratory.

3. Young’s double slit experiment breaks a single light beam into two sources.
Would the same pattern be obtained for two independent sources of light,
such as the headlights of a distant car? Explain.

4. Is it possible to create a situation in which there is only destructive

interference? Explain.

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What I Have Learned

1. Constructive interference occurs if the amplitudes of the waves combine

and form a bigger amplitude.
2. Destructive interference occurs if the waves are out of phase such that one
wave traveled an extra distance father, because the waves are not aligned.
3. Coherent sources occur when emissions come from a single light source,
having a constant phase relationship.
4. Incoherent sources occur when emissions from the sources do not maintain
a constant phase relationship with each other over time.
5. Monochromatic light means the light source consists of a single wavelength
only.
6. Diffraction is the spreading of light when it comes up to a hole or other
barrier.
7. Dispersion is the separation of visible light into its different colors.
8. Angle of deviation is the amount of overall refraction caused by the passage
of a light ray through a prism.
9. Scattering of light is the phenomenon in which light rays get deviated from
its straight path on striking an obstacle.
10. Tyndall effect is the phenomenon of scattering of light by colloidal particles.
11. Rayleigh scattering refers to the scattering of light off of the molecules of the
air

What I Can Do

Wave-Based Applications of Lights

Laser beams are directional, very intense, and narrow (only about 0.5 mm in
diameter). These properties lead to a number of applications in industry and
medicine. The following are just a few examples:

1. CDs are read by interpreting variations in reflections of a laser beam

from the surface.
2. Some barcode scanners use a laser beam.
3. Lasers are used in industry to cut steel and other metals.

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4. Lasers are bounced off reflectors that astronauts left on the Moon. The
time it takes for the light to make the round trip can be used to make
precise calculations of the Earth-Moon distance.
5. Laser beams are used to produce holograms. The name hologram
means entire picture (from the Greek holo-, as in holistic), because the
image is three-dimensional. A viewer can move around the image and
see it from different perspectives.
6. Holograms take advantage of the wave properties of light, as opposed
to traditional photography which is based on geometric optics.
A holographic image is produced by constructive and destructive
interference of a split laser beam.
7. One of the advantages of using a laser as a surgical tool is that it is
accompanied by very little bleeding.
8. Laser eye surgery has improved the vision of many people, without the
need for corrective lenses. A laser beam is used to change the shape of
the lens of the eye, thus changing its focal length.

Assessment

Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

1. What phenomena occurs when colors of a rainbow are seen when light
passes through a glass prism?

a. Scattering of light
b. Diffraction of light
c. Dispersion of light
d. Reflection of light

2. Why is the spectrum of light separated into its components of color

when white light is directed to a prism?

a. The different colors in the white light bend away from the
normal line at different angles when entering prism ingestion.
b. The different colors in the white light bend towards the normal
line at different angles when entering prism.
c. The different colors in the white light bend away from the
normal at same speed to each other when entering prism.

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d. The different colors in the white light bend towards the normal
at same speed to each other when entering prism

3. An example of dispersion of light is ____.

a. Sky looks bright orange in the evening

b. Shadow
c. Rainbow
d. Pool seems shallower

4. These are all colors of spectrum except:

a. Indigo
b. Purple
c. Blue
d. Green

5. Why does scattering of light occur?

a. Light rays are blocked and reflected to all directions by the

clouds or particles in the air.
b. Light rays are passing through and refracted to all directions by
the clouds or particles in the air
c. Light rays are blocked and refracted to all directions by the
clouds or particles in the air
d. Light rays are passing through and are dispersed by raindrops
acting as multiple prisms.

6. Tyndall effect is the scattering of the light by:

a. Air particles
b. Solid particles
c. Liquid particles
d. Colloidal particles

7. What principle is responsible for light spreading as it passes through

a narrow slit?

a. Interference
b. Scattering
c. Diffraction
d. Dispersion

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8. What principle is responsible for alternating light and dark bands

when light passes through two or more narrow slits?

a. Interference
b. Scattering
c. Diffraction
d. Dispersion

9. Two light sources are said to be coherent if they:

a. are of the same frequency.

b. are of the same frequency and maintain a constant phase
difference.
c. are of the same amplitude and maintain a constant phase
difference.
d. are of the same frequency and amplitude.

10. The following exhibits destructive interference except:

i. The crest of one wave will be dragged down by the trough of the
other wave.
ii. The crest of one wave will match up perfectly with the trough of
the other wave, and they will cancel each other out

a. i only
b. ii only
c. both i and ii
d. neither i and ii

11. If your slits from the double slit experiment are further apart, the
light waves will:

a. be coming from spots that are further apart

b. remain as is compared when the slits are narrow
c. have longer bright fringes
d. not produce a diffraction pattern

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12. Wave interference can occur in the following except:

a. two rocks are thrown at the same time into a body of water
b. the same song played on two speakers
c. two different light sources side by side
d. light reflected from a film of oil floating on water

13. Which of the following is/are true:

i. Plane waves of light of a single wavelength are needed for
interference to work.
ii. Diffraction can occur using different light sources

a. i only
b. ii only
c. both i and ii
d. neither i and ii

14. Which of the following phenomena does NOT show a difference

between the wave theory and particle theory of light?

a. reflection
b. refraction
c. interference
d. diffraction

15. When light __________ interferes, the result is __________ light overall,
and when light __________ interferes, the result is __________ light
overall.

a. constructively . . . brighter . . . destructively . . . less bright

b. destructively . . . brighter . . . constructively . . . less bright
c. subtractively . . . brighter . . . additionally . . . less bright
d. additionally . . . brighter . . . subtractively . . . less bright

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What I Know Assessment
1. C 1. C
2. A 2. A
3. C 3. C
4. B 4. B
5. B 5. B
6. D 6. D
7. C 7. C
8. A 8. A
9. B 9. B
10.C 10.C
11.A 11.A
12.C 12.C
13.A 13.A
14.A 14.A
15.A 15.A
Answer Key
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References

Giancoli, D. C. (2005). Physics – Principles with Applied Physics. Prentice Hall

Serway & Jewett (2004). Physics for Scientists and Engineers.
Khan Academy. Retrieved from: https://www.khanacademy.org/test-
prep/mcat/physical-processes/light-and-electromagnetic-radiation-
questions/a/diffraction-and-constructive-and-destructive-interference
Ck-12. Retrieved from: https://www.ck12.org/book/cbse-physics-book-class-
x/section/2.5/
http://electron6.phys.utk.edu/phys250/modules/module%201/diffraction_and_in
terference.htm
HyperPhysics. http://hyperphysics.phy-astr.gsu.edu/hbase/atmos/blusky.html
Open STax. Retrieved from: shttps://openstax.org/books/college-
physics/pages/27-conceptual-questions

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