UNIT PLAN
Unit Title: The wave nature of light
Name:
Harinder Pal Singh Missan
Number of Lessons: 10
Subject: Physics
Time: (in periods)
Grade/Level:
75 min
12
Rationale:
This unit encompasses the study of modern sciences, from the discovery of the wave like properties of light up to present day quantum
mechanics aspect of wave theory and application in various fields ranging from instruments to military applications. During the unit
studying waves, sound, and light students will gain valuable knowledge of underlying principles of modern technology and will learn how to
observe different wave and sound phenomenon’s using various experimental methods. Since a lot of today's technology whether natural or
man-made is based on the fundamental principles and concepts hence studying these topics will be of paramount help in the sustaining and
furthering of the society. As we continue to explore the world around us, we rely on technology that uses waves of some form, from the
radio and television broadcasts we use for entertainment, to the sonar, radar, and stealth technologies we use to defend our country. Studying
waves, sound, and light in concept, experimentally, and practically will give the student a broader sense of the science of physics. This
knowledge will help them to become more prepared for the technologies of present and future.
Overview:
The unit is spread over ten days comprising 7 lessons starting with topics like Refraction, diffraction, different light experiments and their
concept, em waves and radiation, including group presentation, quizzes, activities, video lectures and ending with summative task on Day
10. The unit plan follows a pattern where during each topic or after each topic followed by quiz or a test. This is to keep the students
engaged and to create a learning environment where whole class is a part of the learning process.
Curriculum Expectations:
Overall Expectations (from curriculum documents)
E1. Analyse technologies that use the wave nature of light, and assess their impact on society and the environment;
E2. Investigate, in qualitative and quantitative terms, the properties of waves and light, and solve related problems;
E3. Demonstrate an understanding of the properties of waves and light in relation to diffraction, refraction, interference, and polarization.
Specific Expectations: (from curriculum documents)
E1.1 analyse, with reference to the principles related to the wave nature of light, a technology that uses these principles (e.g., Xeon lights,
spectroscopes, polarized sunglasses)
E1.2 assess the impact on society and the environment of technologies that use the wave nature of light (e.g., DVDs, polarized lenses, night
vision goggles, wireless networks)
E2.1 use appropriate terminology related to the wave nature of light, including, but not limited to: diffraction, dispersion, wave interference,
nodal line, phase, oscillate, polarization, and electromagnetic radiation
E2.2 conduct inquiries involving the diffraction and interference of waves, using ripple tanks or computer simulations
E2.3 conduct inquiries involving the diffraction, refraction, polarization, and interference of light waves (e.g., shine lasers through single,
double, and multiple slits; observe a computer simulation of Young’s double-slit experiment; measure the index of refraction of different
materials; observe the effect of crossed polarizing filters on transmitted light)
E2.4 analyse diffraction and interference of water waves and light waves (e.g., with reference to two-point source interference in a ripple
tank, thin-film interference, multiple-slit interference), and solve related problems
E3.1 describe and explain the diffraction and interference of water waves in two dimensions
E3.2 describe and explain the diffraction, refraction, polarization, and interference of light waves (e.g., reduced resolution caused by
diffraction, mirages caused by refraction, polarization caused by reflection and filters, thin-film interference in soap films and air wedges,
interference of light on CDs)
E3.3 use the concepts of refraction, diffraction, polarization, and wave interference to explain the separation of light into colours in various
situations (e.g., light travelling through a prism; light contacting thin film, soap film, stressed plastic between two polarizing filters)
E3.4 describe, in qualitative terms, the production of electromagnetic radiation by an oscillating electric dipole (e.g., a radio transmitter, a
microwave emitter, an X-ray emitter, electron energy transitions in an atom)
Prerequisite Concepts and Skills:
Students need to know about kinetic energy, molecular theory, temperature, energy gap etc for success in this unit
Teacher Preparation Required:
Materials:
Topic Material – PowerPoint Presentations, activity sheets, problem sheets, different activities
Resources:
Chapter 9, 10, 11, Nelson Physics 12, Toronto, Nelson Education Ltd.
Ministry of Education 2008, “The Ontario Curriculum, Grade 11 and 12 Physics
Cross-Curricular Connections:
There is a lot of cross-curricular connection where wave nature of light can be helpful. The information gained by students here is further to
what they have already learnt in Grade 11 University Physics strand of Waves and Sounds. The is also connection between Grade 12 college
Physics strand of electricity and magnetism and energy transformations, Grade 12 University Earth and Space science strand of Astronomy,
Grade 12 science strand of medical technologies and the topics discussed in this unit.
Differentiated Instruction (DI):

give extra time for those with exceptional learning needs

pair and group students according to abilities such that stronger students can be presented with more challenging problems while
weaker students can have more intervention from me;

provide support as needed for those students who benefit from direct one-to-one I will intervention;

help students with special needs choose a suitable modified problem set

Students who are IEPs or difficulty focusing in the class, provide extra attention to help them. Students who do not understand or
have difficulties, go around and help them. Move disruptive students.

Students will work individually or in pairs. In pairs they can help each other who need help stay on task
Connections to Social Justice Framework and Student Connection:
In order to have social justice framework and student connection this unit provides multiple opportunities to engage in the investigation of
scientific questions and the development of plausible solutions and let students to think critically about the social justice implications of realworld science. Included in this unit are curriculum expectations related to assessing the impact on society and the environment of
technologies that use nature of light, issues related to safe handling and designing of the equipment and the role of this technology in various
industries like health, electronics.
Overview of Lessons:
Lesson #
and Title
(time in
minutes)
Lesson 1
Learning
Outcomes in
lesson
(a) Instructional Objectives
(b) Teaching Strategies
By the end of
Diagnostic Assessment (20
Asking them a
Diagnostic, Discussion
Nelson Physics 12, Unit
Refraction
this lesson the
min)
question (10 min)
(formative),
4, Chapter 9-10
students will be
‐ Hand out assessment as
How can we use
able to learn
students walk in
properties of light
Hot potato crossword
about concept
‐ Find out how much students
to create
activity
http://phet.colorad
o.edu/en/simulation
/bending‐light
of wave nature
remember from SPH3U
technologies that
of light,
Introduction to Unit Project
enhance our lives?
various
(15 min)
Use Think Pair Share
definitions and
‐ In teams of 4, prepare and
to discuss.
refraction laws.
deliver a 7 min oral
The students
presentation
will also get an
‐ Discuss topics, may choose
overview of
own topic
other laws
‐ Review rubric
which will be
‐ Sign up by Day 4
discussed as a
‐ Presentation on Day 9
part of the unit
Explanation of concept (20
min)
Periodic wave, Universal
wave Equation, Law of
Reflection, Refraction, Snell's
Law, Dispersion, Total
Lesson Activities
Assessment Strategies
Materials
(Specific to This Lesson)
Internal Refraction, Fiber
Optics etc.
Match terminology to
definitions (10 min):
Periodic wave, Universal
wave Equation, Law of
Reflection, Refraction, Snell's
Law, Dispersion, Total
Internal Refraction, Fiber
Optics etc.
Homework given
Lesson 2
By the end of
Ask students to solve a
Diffraction
this lesson
question from section 9.2. (5
should will be
min)
able to
This will help to gauge student observation diffraction
http://phet.colorado.edu/e
understand the
understanding and whether
n/simulation/wave-
Hook (15 min)
how it is
Ripple tank to
observed in
natural and
man-made
environment.
Students will
also have a
simulation
Take up homework (5 min)
Check if there are any
questions from previous day's
homework
Go through the derivations
(20 min) and sample
problems on p. 461, 466 on
board.
Nelson Physics 12 Unit 4
section 9.3
phenomenon of they have done the homework. Use computer
diffraction and
Formative
interference
hands on
experience and
understand
how the
phenomenon
looks like and
how it can be
affected by
changing
Activity (20 min)
Homework
problems
Complete as group activity.
Split class into different
groups. Each group to
complete one question on
chart paper and present
answers to class.
Summarizing the lesson and
review worksheet given (5
min)
Formative
Exit Slips (5 Min)
variables
Day 3
At the end of
What things you learned today
and what thing you like to
know more about.
Review worksheet and
Think Pair Share
Interference
this lesson
announcement of the chapter
activity (10 min)
Nelson Physics 12, Unit
examples
students will
quiz on Day 5 (5 min)
Asking student question
4, Section 9.4
have clear
Formative
whether light a wave or
Double split
understanding
Take up homework on white
concepts
of the
board (5 min)
a particle?
phenomenon of
Interference
Youtube video (10 min) on “
and its
Whats beyond double slit
https://www.youtube.com
observation in
experiment”
/watch?v=YoQYnhHQ95
various
U
applications.
PhET lab using classroom
Activity (30 min)
Students will
computers and simulation lab
Wave interference
also learn how
on PhET website
the interference
Formative
http://phet.colorad
o.edu/en/simulation
/quantum‐wave‐
looks like and
Assigning Homework and
will gain much
summarizing lesson (10 min)
interference
more visual
understanding
Exit Slips (5 Min)
Formative
What things you learned today
and what thing you like to
know more about.
Day 4
By the end of
Handing out fill in the blank
Think Pair Share
Double slit
the lesson the
worksheet on Young double
activity (35 min)
experiment
students will be slit experiment and then taking Assigning group of 4-5
concept
able to
up the worksheet on smart
students and then
continued
understand the
board (5 min)
assigning each group a
mathematics
behind the
question on diffraction,
Take up homework (5 min)
concept of
interference or
refraction.
interference
Quantitative discussion of the
Students to discuss
observed in the
double slit experiment (10
within the group and
double slit
min)
with the class
experiment.
Summarizing lesson and
reviewing concepts of the
chapter (10 min)
Review quiz questions (10
min)
Formative
Nelson Physics 12, Unit 4
Section 9.5
Day 5
By the end of
Chapter 9 quiz (MCQ) (20
Summative
Nelson Physics 12
Quiz and
this lesson
min)
Diffraction
student will
gratings
understand the
Laser diffraction and
https://www.youtube.com/
phenomenon or
interference and how
watch?v=9D8cPrEAGyc
diffraction and
and why it works (5
how it is
min)
Chapter 9
observed in
everyday life.
Explanation on the working of
The student
spectrometer, quantitative
Nelson Physics 12,
will also learn
proofs and how this is related
Section 10.3
to produce the
to various application
phenomenon in
specially CDs or DVDs (10
the lab using
min)
lasers.
Activity (30 min)
PhET simulation on
laser and its working.
Completing worksheet
http://phet.colorado.edu/e
n/simulation/lasers
https://www.youtube.com
/watch?v=y3SBSbsdiYg&
list=PLED25F943F8D608
Summary of the lesson (5
min)
Exit tickets (5 min)
What things you learned today
and what thing you like to
know more about.
1C%20
Day 6
Take up questions on the quiz
Polarization
and discussion in the class (10
Thin film and
min)
single slit
Reviewing topics from
experiment
previous day (5 min) (on
Formative
Nelson Physics 12,
Section 10.3
white board or smart board)
Activity (45 min)
Formative
Observational activity
Section 10.1-10.5
using laser pointer and
making observation on
the interaction of laser
with thin film of oil on
water, cellphone
camera, LCD
(cellphones) and film of
soap on glass and their
explanations
Summarizing the contents and
assigning homework (10 min)
Exit tickets (5 min)
What things you learned today
and what thing you like to
know more about.
Nelson Physics 12,
Formative
Day 7
At the end of
Take up homework and check
Electromagnetic
this lesson
if there are any questions need
radiation
should will
help (5 min)
Formative
Nelson Physics 12,
Section 10.1-10.5
understand
about the
Activity (10 min)
production of
Think pair share
electromagneti
activity
c radiations and
Ask students to come
their
up with 10 examples of
applications in
electromagnetic
various devices
radiations and then take
Formative
up answers
Electromagnetic spectrum,
explanation of the spectrum
Powerpoint lecture
and discuss based on
Nelson Physics 12, page
wavelengths and frequencies.
527
Also discuss practical
examples (25 min)
Summary of the lesson (5
min)
Distribution of review
package for chapter 9-10 (5
min)
Review the whole chapters
and quiz (20 min)
Exit tickets (5 min)
What things you learned today
and what thing you like to
know more about.
Day 8
With this
Explanation of the rules of the
Group
activity the
prezi and explaining marking
presentation
students will
scheme which will help.
(Prezi)
learn how to
Students involvement will
communicate
have a good impact of their
their ideas to
style as they will need it in the
their peers,
higher education
which will
prepare them
Each student will get 10
for future
minutes to present and total
situations
article from the revision.( 65
minute)
Day 9
Take up questions from
Review
previous lesson (5 min)
Formative
Open floor, any
question from the
whole unit, if there is
any misconception take
Nelson Physics 12
it up on the smart board
or go through the topic
again. If nothing is
there to discuss
students can work on
the unit themselves (70
min)
Day 10
Summative test (60 min)
Summative test
Student discussion after the
summative test (10 min)
Exit tickets (5 min)
What things you learned today
and what thing you like to
know more about.
Reflections/Revisions (if necessary, continue on separate sheet)