Course/Unit: SPH4U / Wave Nature of Light Date: To be decided Lesson Big Idea(s): Light has properties that are similar to the properties of mechanical waves. Behaviour of light as a wave can be described mathematically. Technologies that use the principles of the wave nature of light can have societal and environmental implications. Overall Expectations: E2; E3 Specific Expectations: E2.1; E2.4; E3.2; E3.3 Learning Goals: Success Criteria: By the end of the class students will understand: I know students have achieved the learning goals when they can: Thin films and its application describe and explain what determines whether light Air wedges waves reflected at a boundary will be inverted describe and explain how light waves that reflect from the inner and outer surface of a thin film produce interference fringes describe and air wedges newton’s ring perform calculations involving waves that have one or two phase changes, and air wedges Expected Prior Knowledge: Light behavior as a wave and particle Before: Minds On Description Materials Time: 5 Minds On Part 1 Projector At their groups of 3-4, ask students to write down how a transverse wave on a wire min White boards would reflect from fixed and open end. 5 min Minds ON part 2 Quick video on soap bubbles On their whiteboard, ask students to hypothesize why the color patens are the way they are. They can refer to their finding as before. (Assume most student don’t know the answer, any answer can be used to clear misconceptions later) During: Action Time: Description Materials 25 Action1: Lesson Projector min Link the minds on to the diagram below (Hirsch, IPads 2003) Discuss that incident ray is at 0° and that the images are just for visual purposes. Derive for constructive interference and for destructive interference, where m and n are positive integer value.
Course/Unit: SPH4U / Wave Nature of Light Date: To be decided Lesson Big Idea(s): Light has properties that are similar to the properties of mechanical waves. Behaviour of light as a wave can be described mathematically. Technologies that use the principles of the wave nature of light can have societal and environmental implications. Overall Expectations: E2; E3 Specific Expectations: E2.1; E2.4; E3.2; E3.3 Learning Goals: By the end of the class students will understand: Thin films and its application Air wedges Success Criteria: I know students have achieved the learning goals when they can: describe and explain what determines whether light waves reflected at a boundary will be inverted describe and explain how light waves that reflect from the inner and outer surface of a thin film produce interference fringes describe newton’s ring and air wedges perform calculations involving waves that have one or two phase changes, and air wedges Expected Prior Knowledge: Light behavior as a wave and particle Before: Minds On Time: Description Materials 5 min Minds On Part 1 At their groups of 3-4, ask students to write down how a transverse wave on a wire would reflect from fixed and open end. Projector White boards 5 min Minds ON part 2 Quick video on soap bubbles On their whiteboard, ask students to hypothesize why the color patens are the way they are. They can refer to their finding as before. (Assume most student don’t know the answer, any answer can be used to clear misconceptions later) During: Action Time: Description Materials 25 min Action1: Lesson Link the minds on to the diagram below (Hirsch, 2003) Discuss that incident ray is at 0° and that the images are just for visual purposes. Derive for constructive interference and for destructive interference, where m and n are positive integer value. Projector IPads