Physics 11 Unit Plan for Waves & Optics Unit

Recommended Time: 18-22 hours

Estimated Time: 13 classes (~ 8-75 min & ~5-60 min)

Prescribed Learning Objectives: Students will be able to

1. Analyze the behavior of light and other waves under various conditions, with reference to the properties of waves and the universal wave equation2. Use ray diagrams to analyse situations in which light reflects from plane and curved mirrors3. Analyse situations in which light is refracted

Monday (75 min) Tuesday (75 min) Wednesday (75 min) Thursday (75 min) Friday (60 min)

Week5: Mar. 1-5 Ph11-E (2-1) FergusPh11-E (2-2)

Intro. + Survey + Overview video

Ph11-D (1-4) Laura

Intro. + Survey + Overview video

Ph11-E (2-1) FergusPh11-E (2-2)

Wave types and characteristics

Spring Break: Mar. 8-12

Week6: Mar. 15-19 Ph11-D (1-4) Laura

Wave types & characteristics

Ph11-E (2-1) FergusPh11-E (2-2)

Start Slinky Lab

Ph11-D (1-4) Laura

Start Slinky Lab

Ph11-E (2-1) FergusPh11-E (2-2)

Finish Slinky lab & go over resultsHand out worksheets

Ph11-D (1-4) Laura

Finish Slinky lab & go over resultsHand out worksheets

Week7: Mar. 22-26 Ph11-E (2-1) FergusPh11-E (2-2)

Quiz on Wave types & characteristicsWave equiation

Ph11-D (1-4) Laura

Wave equationHand out remaining worksheets

Ph11-E (2-1) FergusPh11-E (2-2)

Wave properties:Reflection, refraction, diffraction, interferenceusing Water Tank

Collab day: 60 minPh11-D (1-4) Laura

Quiz on Wave types & characteristics.Notes on phase & doppler effect?Practice sheets on wave equation.

Ph11-E (2-1) FergusPh11-E (2-2)

Review of wave propertiesWorksheet on wave propertiesNotes on phase & doppler effect?They can do all problems on the worksheet

Week8: Mar. 29-Apr.2 Ph11-D (1-4) Laura

Review phase & doppler

Ph11-E (2-1) FergusPh11-E (2-2)

Ph11-D (1-4) Laura Ph11-E (2-1) FergusPh11-E (2-2)

Good Friday

effect?Wave properties:Reflection, refraction, diffraction, interferenceusing Water Tank

Review of doppler effect and phaseStanding wavesWorksheet on Standing waves

Review of wave properties: worksheetStanding wavesWorksheet on Standing waves

Week9: Apr. 5-9 Easter Monday Ph11-D (1-4) Laura Ph11-E (2-1) FergusPh11-E (2-2)

Ph11-D (1-4) Laura Ph11-E (2-1) FergusPh11-E (2-2)

Week10: Apr. 12-16 Ph11-D (1-4) Laura Ph11-E (2-1) FergusPh11-E (2-2)

Ph11-D (1-4) Laura Ph11-E (2-1) FergusPh11-E (2-2)

Ph11-D (1-4) Laura

Topic Objectives Activities Materials Assessment/CriteriaIntroduction: IRPs, List of terminology

Students will be able to:

- Describe the properties associated with waves, including amplitude, frequency, period, wavelength, phase, speed, and types of waves

PLO: B1

- Slinky demonstration (amplitude, frequency, period, wavelength, phase, speed, types)

- Earthquake (P,S waves) Richter scale (amplitude)

- Slinky - Assess student responses- Lab reports for ticker timer or pendulum- Worksheets

Sound and Water Waves Students will be able to:

- Describe the properties associated with waves, including amplitude, frequency, period, wavelength, phase, speed, and types of waves

- Relate wave amplitude to volume- Relate frequency to pitch- Relate interference to harmonics- Standing waves

PLO: B1

- Sound (compressional waves) http://phet.colorado.edu/simulations/sims.php?sim=Sound- Harmonics: http://www.mindspring.com/~j.blackstone/dist101.htm

- Wave tank (surface waves)- Guitar (standing waves)- Music: play keyboard notes Pitch (frequency) Volume (amplitude)

- Wave tank- Guitar- Keyboard

- Worksheets on wave tank and sound

Universal Wave Equation Students will be able to:

- Use the universal wave equation to solve problems involving speed,

- EM spectrum: Radio, Microwave, Infrared, Visible, Ultraviolet, X-ray, Gamma ray

- Radio- Microwave- Prism- Flashlight

- Plus-Minus-Interesting- New-Old-Creative- Think-Pair-Share

frequency (period), and wavelength

[ v = λf ]

- Identify from an appropriate diagram the visible light portion of the electromagnetic spectrum

PLO: B1

- Radio wavesa) Amplitude Modulation (AM)

http://www.youtube.com/watch?v=3ZMPcPR7W3Q&feature=related

b) Frequency Modulation (FM) http://www.youtube.com/watch?v=ens-sChK1F0&feature=related

- Radio Waves and Electromagnetic Fields http://phet.colorado.edu/simulations/sims.php?sim=Radio_Waves_and_Electromagnetic_Fields

−- Microwaves: How do microwaves heat up your coffee? http://phet.colorado.edu/simulations/sims.php?sim=Microwaves

- Visible light: rainbows, prismsa) Color (wavelength)b) Intensity (amplitude)

- Color Vision http://phet.colorado.edu/simulations/sims.php?sim=Color_Vision- Ultraviolet (UV) raysa) What does sun screen do?

- Sunscreen

Wave Phenomena Students will be able to:

- Describe and give examples of the following wave phenomena and the conditions that produce them:a) Reflectionb) Refraction

- Consider standing by the ocean, - If you see yourself (reflection)- If you see things within (refraction) a) Wave tank (single, double slit diffraction) b) Wave Interference (diffraction) http://phet.colorado.edu/simulations/sims.php?sim=Wave_Interference

- Wave tank- Single, double slits- Color mixer- Laser pointer- Absorptive solutions- Paint

- Worksheets- Review Quiz on wave properties

c) Diffractiond) Interference (superposition

principle)e) Doppler shiftf) Polarization

PLO: B1

- Color mixing (superposition, constructive interference) a)Shine laser pointer through absorptive solutions b) Paint (destructive interference)- Interference (phase) http://www.youtube.com/watch?v=EWyp8QZnUvM- Ambulance passing (Doppler shift)- Duck in pond (Doppler shift) http://www.youtube.com/watch?v=Man9ulEYSgk&feature=related- Universe expansion (red shift)

Overlap polarizers while varying orientation (polarization)Polarizer on rainbow http://www.youtube.com/watch?v=hH-Qw-wv1wU&feature=related

- Siren- Plastic duck- Polarizer

White Light and Lasers Students will be able to:

- Discuss how lasers work (monochromatic)- Investigate the superposition of colors (white light)

PLO: B1

- Design an experiment to compare laser beam with white light source

- Laser pointer- Ray box- Prism

- Worksheet on spectra

Optics Reflection Students will be able to:

- State the law of reflection- Identify the following on appropriate diagramsa) Incident rayb) Reflected rayc) Angle of incidenced) Angle of reflectione) Normal

PLO: B2

- Laser pointer http://www.youtube.com/watch?v=xlWueZ7FnZg- Law of reflection http://www.youtube.com/watch?v=9aWE4rDw_ks&feature=related- Sketch paths from ray box with plane mirrors

- Laser pointer- Ray box- Plane mirror- Protractor- Ruler

- Mark ray box diagrams- Worksheets

Image Formation I (Plane Mirror)

Students will be able to:

- Show how an image is produced by a plane mirror- Describe the characteristics of an image produced by a plane mirror

PLO: B2

- Plane mirror http://www.youtube.com/watch?v=LMmnuUOZ6ho- Lasers: Create a laser by pumping the chamber with a photon beam http://phet.colorado.edu/simulations/sims.php?sim=Lasers- Discuss how lasers work (stimulated emission)

- Plane mirror- Laser pointer

- Review Quiz on Wave Phenomena

Image Formation II (Concave Mirror)

Students will be able to:

- Identify a curved mirror as converging (concave) or diverging (convex)- Identify the following on appropriate diagrams:a) Principle axisb) Centre and radius of

curvaturec) Image and object distanced) Focal point and focal length

PLO: B2

- Concave mirror http://www.youtube.com/watch?v=3uta8Qpfs00- Sketch paths from ray box with concave mirrors- Observe the relationship between the candle and its image- Conduct an experiment to determine the focal length of a concave mirror

- Ray box- Concave mirror- Candle- Match

- Mark ray box diagrams- Worksheets

Image Formation III (Convex Mirror)

Students will be able to:

- Identify a curved mirror as converging (concave) or diverging (convex)- Draw accurate scale diagrams for both concave and convex mirrors to show how an image is produced- Describe the characteristics of images produced by converging and diverging mirrors

PLO: B2

- Convex mirror (ex. store, parking mirror)- Sketch paths from ray box with convex mirrors- Observe the relationship between the candle and its image- Conduct an experiment to determine the focal length of a convex mirror

- Ray box- Convex mirror- Candle- Match

- Mark ray box diagrams- Worksheets

Optics Refraction Students will be able to:

- Introduce optical density of different media- Identify the following from appropriate diagrams: a) Incident ray b) Refracted ray c) Normal d) Angle of incidence e)Angle of reflection

- Use Snell’s law to solve a range of problems involving: a) Index of refraction b) Angle of incidence c) Angle of reflection

- Lens with protractor (refraction and TIR) http://www.youtube.com/watch?v=PrEF9UN98cE&feature=related- Compare indices of refraction (optical density) of different liquids- Disappearing Coin Experiment (total internal reflection) http://www.youtube.com/watch?v=JVN4E8cnejQ&NR=1- Vegetable Oil Beaker (total internal reflection) http://www.youtube.com/watch?v=R4jppRASI_U&feature=related- What do you observe when you look at the side of the aquarium tank? How about when you are underwater in a swimming pool?

- Laser pointer- Lens- Protractor- Coin- Water- Vegetable Oil- Dish soap- Beakers- Aquarium tank

- Plus-Minus-Interesting- New-Old-Creative- Think-Pair-Share

- Define critical angle and total internal reflection- Solve problems involving critical angles

PLO: B3

Light Transmission Through Lenses I

Students will be able to:

- Identify a lens as converging (convex) or diverging (concave)- For a lens, identify the following from appropriate diagrams: a) Principle axis b) Focal point (primary and secondary) c) Focal length d) Image and object distance

PLO: B3

- Sketch paths from ray box with convex lenses- Video: consider the shape of the eye in terms of being near-sighted and far-sighted. How do glasses and contacts correct vision? What about laser eye surgery?

- Ray box- Convex Lenses- Video

- Mark ray box diagrams- Worksheets

Light Transmission Through Lenses II

Students will be able to:

- Identify a lens as converging (convex) or diverging (concave)- Draw accurate scale diagrams for both convex and concave lenses to show how an image is produced- Describe the characteristics of images produced by converging and diverging lenses

PLO: B3

- Sketch paths from ray box with concave lenses- Geometric Optics: How does a lens form an image http://phet.colorado.edu/simulations/sims.php?sim=Geometric_Optics

- Ray box- Concave Lenses

- Mark ray box diagrams- Worksheets

Light Transmission Through Lenses III

Students will be able to:

- Conduct an experiment to determine the focal length of a convex lens

PLO: B3

- Design an obstacle course and have students use mirrors and lenses to direct laser to the goal

- Mirrors- Lenses- Ray box- Laser

- Have students compete to reach the goal first

Lesson Plan 1 Background:

- Waves transfer energy without transferring matter - Types of waves:

o Mechanical o Electromagnetic (EM) o Matter

Objectives:

- Determine the characteristics of waves: o Period o Frequency o Wavelength o Velocity o Amplitude

Hook: Slinky Activity

- Ask volunteer to hold one end - Revisit mechanical waves:

o Transverse – vibrate at right angles to the direction of velocity o Longitudinal – vibrate parallel to the direction of velocity o Surface – some combination of transverse and longitudinal

§ Require a medium - Introduce terminology

o Wave pulse is a single disturbance o Travelling wave is a series of pulses at regular intervals

- Consider travelling waves,

o Period (T) § Mark off a spot on slinky with masking tape § Emphasize that masking tape only moves up and down

· Time needed for motion to repeat itself

o Wavelength (λ) § Ask for volunteer to hold other end; produce two cycles (*if difficult, continue) § Mention that a snapshot will be taken

· Shortest distance before pattern repeats itself § Have students revert to fundamental standing wave (1/2 λ) § Indicate that Crests are maxima and Troughs are minima § Thank them for participation and have them return to seats

Overhead Notes: - Period (T): Time needed for the motion to repeat itself

o For example, how long it took the masking tape to return to its given position o SI unit is seconds (s) o Each repetition is called a cycle o Period is the number of seconds per cycle

- Frequency (f): Number of cycles per second measured at a fixed location

o Identifies how many complete vibrations occur each second o SI unit is Hertz (Hz) or (1/s) o Reciprocally related to the period

§ T = 1/f o Check with dimensional analysis: (s) = 1/(1/s)

- Wavelength (λ): Shortest distance before the pattern repeats itself

o *Draw diagram of snapshot, labelling wavelength, crest and trough o Crests are maxima and troughs are minima o SI unit is metres (m)

- Velocity (v): Distance travelled divided by time

o *Draw diagram of waves at two different times o If the time interval is exactly one period, the wave would move one wavelength

§ v = λ / T = λ f o SI unit is metres per second (m/s) o Depends only on medium

- Amplitude (A): Maximum distance from rest position

o *Draw diagram of snapshot, labelling equilibrium position and amplitude o The larger the amplitude, the greater the energy transferred o SI unit is metres (m)

Application:

- For sound waves, pitch (note) corresponds to frequency and loudness to the amplitude o For example, Middle C on the piano has a frequency of 256Hz (256 cycles/second) o *Play G on recorder at different volumes

- For light waves, wavelength corresponds to color: Red 700nm – Violet 400nm [Refer to Prism in Merrill, pg.337]

o Generalize to EM spectrum: Radio, TV, Micro, Infrared, Visible, UV, X, Gamma rays [Refer to Merrill, pg.330]

Assessment : (Student solutions on whiteboard) - Practice Problems (p.293) #1-4 in detail

Lesson Plan 2

Course : Physics 11Topic : Waves and OpticsLesson : Wave Characteristics, Types and PhenomenaTime : 60 minutes

Concepts (Objectives) : 1) Characteristics2) Phenomena3) Types4) Applications

Hook : ‘Magnet’ for Waves (10 minutes)o Purpose

Transfer energyo Types

Mechanical• Water• Sound

Electromagnetic Spectrum• Light

Travelling Standing

o Characteristics Period Frequency Wavelength Amplitude Intensity Crest/Trough

o Shapes Sinusoidal Saw tooth

Squareo Phenomena

Emission Reflection Refraction Diffraction Superposition Interference (constructive, destructive) Dispersion Damping

o Applications Mirage Eye sight Microscope Telescope Camera Laser Ultrasound Communication (TV, Telephone, etc.) Sonar (Radar) Musical instruments

Activitieso Slinky (10 min)

What type of wave? How do the individual particles move relative to the wave velocity? What is the medium? What is the source? How do wave pulses and travelling waves differ? Identify the wavelength How would you measure period and frequency? Does the period depend on amplitude? What happens to a wave pulse when it hits a wall? What determines wave velocity?

What happens when the frequency is increased? Any extensions?

o Ripple Tank (10 min) What is the source? How does a point source differ from a bar? What does increasing voltage do? Design a setup to investigate reflection Design a setup to investigate diffraction Any extensions?

o Light (10 min) What is the medium? What is the source? Design a setup to investigate relationship between incident and reflected ray What happens to light when it changes medium? How does velocity relate to index of refraction? What happens to light rays when passing through lenses? How can we investigate the difference between laser and white light? How can we examine diffraction with light? Any extensions?

Simulations: (10 min)o Sound Wave http://phet.colorado.edu/simulations/sims.php?sim=Soundo Geometric Optics http://phet.colorado.edu/simulations/sims.php?sim=Geometric_Optics

Video: o Disappearing Coin

http://www.youtube.com/watch?v=JVN4E8cnejQ&NR=1

Assessment: (10 min)o New, Old, Curious (Challenges)

Appendix

Physics 11 IRP, PLOs for Wave Motion and Geometrical Optics (with some rearrangements/modifications for better organization and flow)

Estimated time: 18-22 hrs

B1) Analyse the behaviour of light and other waves under various conditions, with reference to the properties of waves and using the universal wave equation

• Categorization of waves based on:◦ Direction of movement of the individual particles of the medium relative to the direction which the waves travels

▪ Transverse : EM waves ▪ Longitudinal: slinky, sound▪ Surface: water waves (circular motion)

◦ Ability/Inability to transmit energy through vacuum▪ Mechanical (pressure): water, sound, slinky, earthquake▪ Electromagnetic: - Visible light

- Wavelength (color) - Amplitude (intensity)

- Radio waves - Amplitude modulation (AM) - Frequency modulation (FM) - Micro waves - Increase vibrational modes for heat - UV waves - Sun-screen absorbs harmful rays

◦ Wave motion: ▪ Traveling waves▪ Standing waves:

• Stationary, non-traveling vibrations in a medium of certain size Guitar, flute, piano

• Superposition of oppositely moving waves

• Wave equation and properties associated with waves◦ Wave equation: x t = A⋅sin 2 ft+π θ ◦ Amplitude, intensity: A, I = A2

◦ Frequency, period: T, f=1T

cyclical/periodic motions: moon phases, time/clock, earth's rotation, pendulum◦ Wavelength, speed, frequency: ,λ ν = fλ

◦ Phase, speed: ,θ ω =2πT

= 2 fπ

• Wave phenomenon (interfaces & obstacles/edges/apertures)◦ Emission◦ Absorption◦ Transmission◦ Reflection – bouncing off of rays/waves

▪ law of reflection : θ 1 = θ 2

◦ Refraction - occurs when a wave crosses a boundary from one medium to another- a wave entering a medium at an angle will change direction

- prisms, spectrometer, fishing◦ Index of refraction: n

▪ Snell's law: n1 sin θ 1 = n2sin θ 2

◦ Diffraction - bending of waves around an edge of an object. - depends on the size of the object relative to the wavelength of the wave

▪ Single-slit▪ Double-slit

◦ Interference▪ Constructive (in-phase) - color mixing?▪ Destructive (out-of-phase – 180o) – paint?

◦ Doppler shift – ambulance, redshift

◦ Polarization – orientation of oscillation▪ polarizers

B2) Analyze situations in which light is reflected (using ray diagrams) from plane and curved mirrors

• reflection & mirrors

◦ law of reflection : θ 1 = θ 2

◦ plane, concave (converging), & convex (diverging) mirrors▪ normal, angle of incidence, angle of reflection, center & radius of curvature, principle axis, focal point & length▪ image formation (ray diagrams to scale) ▪ characteristics of the image (size, distance, orientation)

◦ total internal reflection (critical angle)▪ Fiber optics and light guides

B3) Analyse situations in which light is refracted • refraction & lenses

• Snell's law: n1sin θ 1 = n2 sin θ 2

• concave (converging), & convex (diverging) lenses

• normal, angle of incidence, angle of refraction, center & radius of curvature, principle axis, focal point (principle and secondary) & length• image formation (ray diagrams to scale)

• characteristics of the image (size, distance, orientation)

• refraction & visible light portion of the EM spectrum

APPLICATIONS: - Explain how a spectrometer works using concepts of reflection/refraction

- Describe how a laser works using concepts of reflection, interference (stimulated emission) - Describe how eyes/eye-sight works - Investigate eye-sight issues: near-sighted, far-sighted, astigmatism - Find out how corrective lenses (glasses, contacts)

- Find out how laser surgery works

POSSIBLE IDEAS FOR ACTIVITIES:- Create a board game - Create a visual dictionary - Create a three-dimensional representation/model- Complete a Venn diagram- Make a graphical representation- Draw a cartoon, present - Make a poster, present- Make a presentation - Make a video, present- Plan a contest - Prepare a skit - Create a play/Role play - Creative writing: Write a poem, write a song- Read and present a current scientific article- Do research on brief history of an instrument, scientist- Contest: Use mirrors and lenses to direct a laser beam through an obstacle course