Siam Physics Congress 2015
20-22 May 2015
Understanding of diffraction and interference of light using the learning
package cooperated STAD technique: a case of secondary high school.
S.Aungplachai1* and S.Klunboot1
Department of Physics, Faculty of science, King Mongkut’s University of technology Thonburi,
Bangkok, THAILAND 10140
*Corresponding author. E-mail: krunan_phys@hotmail.com
1
Abstract
The objective of this study was designed the effective learning activities for studying in diffraction and
interference patterns of light. The learning package of diffraction and interference of light (LPID) were used with
the cooperative learning, Student Teams-Achievement Divisions (STAD) technique, for the secondary high
school students. LPID was designed that consists of the adjustable-width single slit and double-slit two laser light
sources (red, green) and acrylic box, that can be flow the smoke. The diffraction and interference patterns were
observed. The expectations of study in learning physics were investigated by Maryland Physics Expectations
(MPEX) and the assessment for learning was observed by normalized gain. Research has shown results of this
learning package.
Keywords: diffraction and interference of light, Student Teams-Achievement Divisions (STAD) technique
Introduction
The learning package of the interference and the
diffraction of light (LPID)
High-school students experience difficulty in
understanding the concept of diffraction and
interference of light since it cannot be physically
observed in a classroom. Most students take the
approach of remembering the formula and apply them
based on value substitution. It is mistakenly assumed
that students, who substitute correct number,
understand the phenomena. Many teachers nowadays
take the approach of getting final results, without
observing the physics experimentally and connecting
to daily life, as a mean to evaluate student
understanding [1]. In this study, simple and
inexpensive experimental setup was constructed and
applied to the classroom to improve student
understanding in diffraction and interference
phenomena. Student Teams-Achievement Divisions
(STAD) technique was used to get student involved
and to increase student discussion in the classroom.
The results from the assessment of students’
achievement and motivation were also discussed in
this paper.
The LPID consisted of the adjustable-width
single slit with Micrometer, double-slit, two laser
light sources (red and, green color) and acrylic box
which contained, smoke for beam visualization.
Materials and Methods
In the classroom, the LPID was used to
demonstrate the phenomena of diffraction and
interference. In the first experiment, the red and green
laser beam offseted vertically from the 650 and 532
nm semiconductor lasers were sent through the
adjustable-width single slit attached to the
micrometer. The single slit of widths 25, 50, 75
microns were set, and the diffraction patterns were
observed as shown in Figure 3. The acrylic box
containing smoke was then placed after the slit so that
students could observe beam path. Figure 4 shows the
Sample
The population in this study was composed of
Thirty-six Grade-11 students of Rittiyawannalai 2
School in second semester of academic year 2014.
The period of class of activity was limited to six
hours.
Figure 1 The adjustable-width single slit and
double-slit.
Figure 2 The acrylic box containing smoke.
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Siam Physics Congress 2015
20-22 May 2015
observed the green-color beam scattered by the
smoke.
Figure 3 The diffraction patterns observed after the
adjustable-width single slit attached to the
Micrometer.
Figure 4 The observed the green-color beam scattered
by the smoke.
In the second experiment, the double slit of
250 micron spacing was used to demonstrate the
interference pattern of both red and green laser beams.
Figure 5 shows the pattern observed on the screen.
Figure 5 The interference patterns observed using the
double slit separated by 250 microns.
Student Teams - Achievement Divisions (STAD)
technique
The STAD technique, known as “student team
learning” was designed and researched by researchers
at Johns Hopkins University. The STAD technique
was one of the simplest and most extensively
researched approaches among cooperative learning
techniques. It was an effective instrument to begin
with for teachers who are new to the cooperative
learning technique. The main purpose of STAD was
to drastically improve and accelerate learner
performance. The modified STAD consists of:
subsection teams; individual improvement scores and
class demonstrations [2]. The learning based on the
STAD technique includes.
1. Class Presentation; teachers review the lessons
learned and present new concepts.
2. Team Study; teachers provide students with
different abilities provide mixed.
3. Test/Quizzes; students does the quiz as an
individual after learning or doing activities.
4. Individual Improvement Score; the development or
progression of its members.
The advantaged of STAD technique was
students were enthusiastic and help each other
assistance because students’ score will be changed to
the achievement of group. In addition, students learn
how to work as group. It was very useful on to the
real work. The lesson plan of five objectives were
1. Students can be differentiating mechanical wave
properties of light waves.
2. Students can tell properties the interference of light.
3. Students can tell the interference patterns of light
when passing through the slit of various sizes.
4. Students can tell properties the diffraction of light.
5. Students can tell the diffraction patterns of light
when passing through the slit of various sizes.
In this research, researchers were evaluated
students’ achievement using normalized gain which
calculated by the pretest and posttest score [3] and
observed expectations of study in learning physics
were investigated by Maryland Physics Expectations
(MPEX) [4].
Results and Discussion
As the result of the learning on the STAD
technique found that students were interested in
learning more and collaboration was well. Figure 6
shows the process of teaching and learning by STAD
technique.
Figure 6 The learning by STAD technique.
The achievement of the students found that
students achievement were improved shows in figure
7 constituted the achievement conceptual dimensional
normalized gain because students do on by
themselves and students were actually seen that light
travel in a straight line. Furthermore, students also
worked together very well and excellent command
students were able to explain and help friends to
understand clearly.
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References
0.65
0.41
0.49
0.57
Normalized gain <g>
0.8
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0
0.76
Siam Physics Congress 2015
20-22 May 2015
1.
2.
1
2
3
4
5
conceptual dimensional normalized gain
3.
Figure 7 The achievement conceptual dimensional
normalized gain.
percent (%)
Figure 8 shows the results the MPEX survey of
students found that the experts were expecting an
increase of three groups coherence, reality link and
effort because students learn by myself and can be
applied in daily life. The other three groups were
expected a few experts because six hours for teaching
may not be able to change the attitude of students
immediately.
60
40
20
0
4.
SOMNUK Boonpa, profusely, "The solution
concepts in teaching physics" journal Science.
73: 19 from January to March, 2534.
Micheal M van Wyk, The Effects of the STADCooperative Learning Method on Student
Achievement, Attitude and Motivation in
Economics Education, J Soc Sci, 33(2): 261-270
(2012).
Hake R. “Interactive-engagement vs tradition
methods: A six-thousand-student survey of
mechanics test data for introductory physics
courses Am”, J.Phys. 66 64-74, 1998.
Redish, E.F., Saul, J.M., &Steinberg, R.N.
“Student expectations in introductoryphysics”,
American Journal of Physics. 66: 212-224, 1998.
pre-test
post-test
Expectations
Figure 8 The MPEX survey of students was
expectations of students
Conclusions
From this instruction can be improve students
understanding diffraction and interference by STAD
technique. In addition, students are expect to increase
from the previous report three group were coherence,
reality link, effort and learning of advanced for the
students was in a middle level of <g> = 0.55.
From this research can be further develops in the
adjustable-width double-slit.
Acknowledgments
The author would like to thank The Institute for
the Promotion of Teaching Science and Technology
(IPST). Physics department, Faculty of science,
KMUTT, Thailand for supporting the author in
conducting this research study.
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