Units 11, 12 & 13 Overview
Pacing:5 Instructional Weeks
Report Period 4: Weeks 5-9
How are light and sound similar and different?
Key Concepts/Overarching Questions
KEY CONCEPT
Key 1: A wave can be characterized by the
distance between crests and the frequency of the
crests’ occurrence.
OVERARCHING QUESTIONS
What is a wave?
What is transferred by a wave?
Key 2:
Sound is a longitudinal wave.
How is a sound wave different than other
waves?
Key 3: The speed of light is the speed limit set
by nature
What controls the speed of a wave?
Key 4: A fish sees the world differently from us,
and its view from under water is limited by a
well-defined angle.
How do waves change direction?
It is recommended that one day per unit is spent on reviewing PSSA open-ended type questions.
Units 11, 12 & 13 Overview
Alignment to Standards
Focus Pennsylvania Standards
Focus Standards
3.1.12.C Assess and apply patterns in science and technology.
3.2.12.A Evaluate the nature of scientific and technological knowledge.
3.4.10.C Distinguish among the principles of force and motion.
3.4.12.C Apply the principles of motion and force.
Eligible Content
State Assessment: Focus Anchors
S11.A.3.3.3 Analyze physical patterns of motion to make predictions or draw conclusions (e.g.,
solar system, tectonic plates, weather systems, atomic motion, waves).
S11.C.2.1.1 Compare or analyze different types of waves in the electromagnetic spectrum (e.g.,
ultraviolet, infrared, visible light, x-rays, microwaves) as it relates to their properties, energy
levels, and motion.
Units 11, 12 & 13 Overview
Unit Texts
Additional Resources
Supplies & Materials
TEXT AND
ADDITIONAL
ASSOCIATED
RESOURCES
RESOURCES
Holt Physics
Text, Chapters
http://www.sciencejoywagon.com/explrsci/media/tonebeat
11 to 15
.htm
Holt Physics
One Stop
Planner
Holt Physics
Student Lab
Manual
Holt Physics
Problem
Workbook
Holt Physics
Quizzes Book
Hewitt
Conceptual
Physics text and
Teacher edition
SUPPLIES AND
MATERIALS
Styrofoam
cups
Slinky
Water
String
Pendulum
Masses
Chart paper or
whiteboards
Markers
5 gallon
buckets
Computer and
Internet
access, LCD
and Screen
Concave and
convex lenses
Rive Ray Box
Overhead
projector
8” x 8” x 2”
clear baking
dish
Fresnel lens
Concave and
convex
mirrors
Golf Club
Tubes
Large bottle of
water
Laser
Flashlight
Pins
Plane mirror
Refraction
block
Slinky
3 cm diameter
spring- 2
meters long
slinky
Smoke alarm
buzzer
Tuning Fork
Units 11, 12 & 13 at a Glance
Pacing: 5 Instructional Weeks
Module
Module
1
2
Pacing
10 days
(2 weeks)
5 days (1
Key
Overarching Questions
Student Products
A wave can be
characterized by the
distance between
crests and the
frequency of the
crests’ occurrence.
What is a wave?
What is transferred by a wave?
Student notes from the
lab investigations
Solved problems
Homework
assignments
Completed Exam
A sound wave is a
longitudinal wave
How is a sound wave different
from other waves?
Student notes from the
lab investigations
week)
3
5 days
A light wave is a
transverse wave
(1 week)
4
32 days
(6.4 weeks)
Waves change
direction (Refract) by
interacting with
matter.
What controls the speed of a
wave?
What controls the direction of
a wave?
Student notes form the
lab investigations
Solved problems
Homework
assignments
Completed Exam
Student notes form the
lab investigations
Solved problems
Homework
assignments
Completed Exam
Required Culminating Project: Students should use the Write Tools rules to write a multiple
paragraph paper that summarizes the wave properties; reflection, refraction, interference and diffraction.
The paper should discuss how these properties affect the amplitude, direction, velocity and wavelength
of the wave.
Suggested Unit Performance Assessment:
Estimating Distance Using Light and Sound Waves
This performance assessment is designed to test students’ understanding of the concepts of wave speed
and propagation in a medium for both light and sound waves. Students will use the speeds of sound and
light waves and the time interval between observing lightning and hearing thunder to determine how far
they are from the location of a thunderstorm. Students will then have the opportunity to apply the same
idea to a different context.
Waves
Important Topics
Wave Source and Description
 Know that oscillating sources create waves
 Know that a medium is required for some waves
 Define frequency, period of oscillation
 Know how to find frequency, given period and period, given frequency
 Know the units for frequency and period
 Know how to interpret kHz, MHz, GHz
 Know the symbol for wavelength in formulas (λ)
 Be able to distinguish between transverse and longitudinal waves and give examples of each
 Know the parts of a transverse wave – crest, trough, wavelength, amplitude, speed
 Know the parts of a longitudinal wave – compression, rarefaction, wavelength, amplitude, speed
Wave Motion
 Know that some waves require a medium, some do not
 Know that when a wave propagates through the medium, the medium oscillates, but does not
propagate
 Know that energy is transmitted through space by the propagation of a wave
 Know the relationship between wavelength, wave speed and frequency of the wave
 Be able to find v, f, or λ given the other 2 quantities
 Know that the velocity of a wave is determined by the medium, so that in a given medium, v and
f are inversely related
Wave Interactions
 Know that many waves can occupy the same bit of the medium
 Know that waves pass through each other
 Define constructive and destructive interference
 Be able to determine the amplitude of the interference pattern, given the interfering amplitudes
 Know that waves can reflect when changing media
 Know that reflected waves are inverted
 Know that standing waves can be generated from the interference pattern made by a wave and
its reflection (or any other source with the same frequency and amplitude)
 Be able to identify the nodes and antinodes for 1-D waves
 Know the amplitude of oscillation at the nodal points and antinodal points
 Be able to identify the nodal and antinodal lines for 2-D waves
Relative Motion of Sources or Receivers
 Know that the wave generated by a stationary source will be different than that by one made by
a source that is moving with respect to the medium
 Know that a moving source will affect the wavelength of the resulting wave and therefore the
perceived frequency for a stationary receiver
 Know that a moving receiver will perceive a different frequency than a stationary receiver
 Be able to tell if frequency or wavelength is shifted up or down for situations in which the
source or the receiver is in motion with respect to the medium
 Recognize that in cases where the source speed is greater than the wave speed, a single source
can interfere with itself
 Define a bow wave
 Define a shock wave
 Know the conditions in which a sonic boom is made
 Know the conditions in which a sonic boom is heard
Key Terms
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









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Wave
Oscillation
Vibration
Period
Frequency
Hertz
Kilohertz, megahertz,
gigahertz
Medium
Propagate
Crest
Trough
Wavelength
Compression
Rarefaction
Amplitude
Equilibrium position
Transverse
Longitudinal
Pulse
Interference
Interference pattern
Constructive interference
Destructive interference



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


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

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Reflection
Incident wave
Standing wave
Node
Antinode
Doppler effect
Doppler shift
Bow wave
Shock wave
Sonic boom
Super sonic
Formulas
f 
1
T
T
1
f
v  f
Threshold Problems
Conceptual problems
 Hewitt p. 508 #1-3, 6-30, 34-54
Computational problems
 Hewitt p. 512 #61-67
Sound
Important Topics
Physical Nature of Sound Waves
 Understand that sound is a longitudinal compression wave of air molecules
 Identify parts/properties of sound waves - amplitude, node, wavelength, frequency & period
 Explain that sound causes objects (i.e., an ear drum or a guitar string) to vibrate at specific
natural and resonant frequencies
 Describe/define the property “pitch” and how it correlates with sound wave frequency
 Describe/define the concepts “infrasonic” and “ultrasonic” and explain why dogs and bats hear
ranges of sound outside the human range of hearing
 Define/describe the property “intensity” and how it correlates with sound wave amplitude as
well as with loudness
 Relate decibel levels to common events (rock concerts, jack hammers, factory jobs, etc.)
Propagation of Sound Through Matter
 Relate the speed of sound to the speed of vibrating particles within the medium
 Explain how sound wave interference can be “destructive” (subtractive) or “constructive”
(additive) with respect to the original waves
 Recognize the role of interference in the tonal quality of different musical instruments
 Explain the effects of temperature, particle density and medium elasticity on the speed of sound.
 Describe how the Doppler effect changes frequency when a sound source is moving toward or
away from the listener
The Human Perception of Sound
 Describe how the outer ear captures sound waves
 Explain how the ear drum receives the outer ear vibrations and transfers them to the inner ear via
the 3-bone structure
 Explain how the cochlea in the inner ear contain cilia (hair-like structures) that vibrate at a
variety of resonant frequencies
 Understand that the cochlea converts sound pressure vibrations into electrical impulses sent to
the brain.
Key Terms

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
pitch
intensity
infrasonic
ultrasonic
compression

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

rarefaction
resonance
beats
forced vibration
natural frequency




resonant frequencies
Doppler effect
ear drum
cochlea
Threshold Problems
Conceptual problems
 Hewitt p.528 #1-26, 32, 33, 39, 40, 42, 43
Computational problems
 Hewitt p.530 #46, 50
Web Resources
Hearing
http://www.howstuffworks.com/hearing.htm
Hearing & Complete information on sound
http://hyperphysics.phy-astr.gsu.edu/Hbase/sound/soucon.html
http://www.philtulga.com/MSSActivities.html
Sound
Important Topics
Physical Nature of Sound Waves
 Understand that sound is a longitudinal compression wave of air molecules
 Identify parts/properties of sound waves - amplitude, node, wavelength, frequency & period
 Explain that sound causes objects (i.e., an ear drum or a guitar string) to vibrate at specific
natural and resonant frequencies
 Describe/define the property “pitch” and how it correlates with sound wave frequency
 Describe/define the concepts “infrasonic” and “ultrasonic” and explain why dogs and bats hear
ranges of sound outside the human range of hearing
 Define/describe the property “intensity” and how it correlates with sound wave amplitude as
well as with loudness
 Relate decibel levels to common events (rock concerts, jack hammers, factory jobs, etc.)
Propagation of Sound Through Matter
 Relate the speed of sound to the speed of vibrating particles within the medium
 Explain how sound wave interference can be “destructive” (subtractive) or “constructive”
(additive) with respect to the original waves
 Recognize the role of interference in the tonal quality of different musical instruments
 Explain the effects of temperature, particle density and medium elasticity on the speed of sound.
 Describe how the Doppler effect changes frequency when a sound source is moving toward or
away from the listener
The Human Perception of Sound
 Describe how the outer ear captures sound waves
 Explain how the ear drum receives the outer ear vibrations and transfers them to the inner ear via
the 3-bone structure
 Explain how the cochlea in the inner ear contain cilia (hair-like structures) that vibrate at a
variety of resonant frequencies
 Understand that the cochlea converts sound pressure vibrations into electrical impulses sent to
the brain.
Key Terms





pitch
intensity
infrasonic
ultrasonic
compression





rarefaction
resonance
beats
forced vibration
natural frequency




resonant frequencies
Doppler effect
ear drum
cochlea
Threshold Problems
Conceptual problems
 Hewitt p.528 #1-26, 32, 33, 39, 40, 42, 43
Computational problems
 Hewitt p.530 #46, 50
Web Resources
Hearing
http://www.howstuffworks.com/hearing.htm
Hearing & Complete information on sound
http://hyperphysics.phy-astr.gsu.edu/Hbase/sound/soucon.html
http://www.philtulga.com/MSSActivities.html
Light
Important Topics
The Nature of Light
 Understand the duality of light
 Describe how the speed of light was measured
 Explain how light is comprised of perpendicular electric and magnetic transverse waves
 Understand the properties of wavelength and frequency
 Explain why light travels in a vacuum
Electromagnetic Spectrum
 Describe the Electromagnetic Radiation Spectrum in terms of frequency, wavelength and energy
 Know the various categories of EM radiation
 Know the danger associated with the EM wavelengths smaller than visible light – UV, x-rays &
gamma rays
 Explain the nature of transparent, opaque and metallic materials
 Describe how various types of shadows are formed
Polarization
 Describe polarized light
 Explain that non-polarized light waves vibrate in different, random directions.
 Describe how polarizing glass works
 Explain how polarized glasses are used to view 3-D images
Key Terms
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photon
electromagnetic wave
electromagnetic spectrum
radio waves
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microwaves
infrared radiation
visible light
ultraviolet radiation
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Threshold Problems
Conceptual problems
 Hewitt p. 548 #1, 6-9, 10, 12, 20, 21, 24,
26-30, 36, 41, 46
Computational problems
 n/a
Web Resources
Electromagnetic Spectrum
x-rays
gamma rays
transparent
opaque
http://imagine.gsfc.nasa.gov/docs/science/know_l1/emspectrum.html
http://science.hq.nasa.gov/kids/imagers/ems/index.html
http://hyperphysics.phy-astr.gsu.edu/hbase/ems1.html
http://phet.colorado.edu/simulations/sims.php?sim=Radio_Waves_and_Electromagnetic_Fields
Units 11, 12 & 13 Instructional Pathway
Module 1: SNAPSHOT
A wave can be characterized by the
distance between crests and the frequency
of the crests’ occurrence.
Pacing: 10 days—2 weeks
Objectives:
Students will be able to:
 Identify the amplitude of vibration.
 Recognize the relationship between period and frequency.
 Calculate the period and frequency of an object vibrating with simple harmonic motion.
 Interpret waveforms of transverse and longitudinal waves.
 Apply the relationship between wave speed, frequency, and wavelength to solve problems.
 Relate energy to amplitude.
 Apply the superposition principle and differentiate between constructive and destructive
interference.
CE’s & PE’s:
Content Expectations:
Students will know that…
CE 9-1-1: Waves are periodic phenomena in both time and space: the waveform repeats itself after a
time, called a period, and at a distance, called the wavelength. (STANDARD 3.4.12.C) (ELIGIBLE
CONTENT S11.A.3.3.3, S11.C.2.1.1)
CE 9-1-2: Wave speed is determined by dividing the wavelength by period. (STANDARDS 3.1.12.C,
3.4.12.C) (ELIGIBLE CONTENT S11.C.2.1.1)
CE 9-1-3: Periodic phenomena, like waves, are described mathematically by periodic functions, like
sine and cosine. (STANDARDS 3.1.12.C, 3.4.12.C) (ELIGIBLE CONTENT S11.A.3.3.3)
CE 9-1-4: The small vibrations of the pendulum are described by simple harmonic motion, a period that
is independent from the amplitude. (STANDARD 3.4.10.C)
Performance Expectations:
Students will be able to…
PE 9-1-1: Recognize wave phenomena and mathematically describe their features, in terms of
wavelength and frequency. (STANDARDS 3.1.12.C, 3.4.12.C) (ELIGIBLE CONTENT S11.A.3.3.3,
S11.C.2.1.1)
PE 9-1-2: Calculate wave speed for various kinds of waves, including sound and light waves.
(STANDARDS 3.1.12.C, 3.4.12.C) (ELIGIBLE CONTENT S11.C.2.1.1)
PE 9-1-3: Show how the periodicity of the waves is matched mathematically by the periodic functions,
with appropriate variables and constants. (STANDARDS 3.1.12.C, 3.4.12.C) (ELIGIBLE CONTENT
S11.A.3.3.3)
PE 9-1-4: Determine the period of a simple pendulum, and classify the physical quantities on which it
depends. (STANDARD 3.4.10.C)
Text References, Materials & Supplies:
Resources
Hewitt Conceptual Physics p.490: standing
wave lab
Holt Physics Student Lab Manual, p. 47 – 49
Holt Problem Workbook, p107
Needed Supplies
Styrofoam cups
Water
Slinky
String
Pendulum masses
Chart paper or whiteboards
Markers
Holt Physics, p. 367 – 401—Chapter 11
One Stop Planner: Transparencies 46, 47,
39A, 48, 49, 50, 51, 52, 53
Computer and Internet access, LCD and
Screen
Overhead Projector and Transparencies or
ELMO
Instructional Pathway:
1.
2.
3.
4.
5.
6.
7.
8.
Lab Activity on standing waves
Investigation of pendulum periodic motion
Lab investigation: producing a standing wave on a spring.
Summarize work using the transparencies.
Investigate the interaction of wave pulses on a slinky.
Investigate the reflection of a pulse on a slinky
Solve problems found in Textbook, pages 396-401
Test
Assessments (formative and/or summative):
Formative assessment is to be done as the teacher observes the students during the lab classes. The
teacher is to check for student understanding by asking questions and directing the students to
concentrate on different parts of the activities in order to answer the teacher’s questions
Summative assessment
Exam on Chapter 11 found on the Holt resources disk. Either the general level exam or the advanced
level exam can b e used. A teacher generated exam is also acceptable
Differentiation:


Holt Problem Workbook, p. 107
Pendulum Lab, p. 402 of the Holt text
Physics
Unit: 9
Module 1: DETAILED
INSTRUCTIONAL PATHWAY
DAY 1 ENGAGE
Provide the students with Styrofoam cups and water. They should follow the
instructions on page 490 of Hewitt’s Conceptual Physics.
Allow the students time to set up the experiment and practice producing waves
in the water. The students should record their observations and answers to the
questions they and the teacher generate.
Ask the students to answer the following questions about the cup of water.
 What is causing the waves in the water?
 Would a different surface cause waves?
 What can you do to make the waves taller (higher) or shorter (deeper)?
 What can you do to change the distance between the waves.
The students should write up their answers to these questions on either white
boards or chart paper and be prepared to present them to the class.
DAY 2 EXPLORE
Set up the pendulum experiment found in the Discovery Lab: Pendulums and
Spring Waves, on pages 47 to 49 of the student Lab manual.
The lab is intended to provide the students with a chance to measure the period
of a pendulum, adjust the pendulum to produce a specific period, and realize
that pendulum length alone governs the period of the pendulum. This lab
relates to the periodic nature of waves
At no point does the lab include the effect of pendulum mass on the period of a
pendulum.
To compensate for this, either:
Set up pendulums of different masses at each lab station and have the students
compare the results at the end of the lab.
OR
Ask the students to repeat the lab with a different mass.
OR
SEE THE ENRICHMENT NOTE AT THE RIGHT
DAY 3 EXPLORE/EXPLAIN
The students should continue the lab experiment on page 49 of the student lab
manual. After completing the portion of the lab on page 49
have the students produce a standing wave in the spring.
Teacher Notes:
Module 1 is Chapter
11 in the Holt text
Day 1
The activity with the
cup and water is
intended to expose the
students to the ideas:
1. Vibrations cause
waves.
2. Different materials
will vibrate at different
rates.
3. Adjustments in the
way the cup is held will
result in vibrations that
differ in rate and
amplitude.
This initial
investigation is
intended to provide the
students with some
experience with
amplitude, frequency,
period and wavelength.
The students should not
be expected to use
these terms at this point
in the unit. The use of
proper vocabulary will
be developed in later
activities. This lab
relates to the periodic
nature of waves
Enrichment
The more advanced
students could
investigate the effects
Guide the students to an understanding that:
The person’s arm is vibrating left and right.
The swinging arm produces waves in the spring just as the vibrating cup
produced waves in the water.
The period of the swinging arm is the same period of time between recurring
features in the wave.
Have the students define the meaning of Crest, Trough, Wavelength and
Frequency
Ask the students:
1. What would happen to a small paper ball that is dropped beside the spring
vibrating with a standing wave? (It is propelled along a path that is
perpendicular to stationary spring. This shows the direction of the motion of the
individual coils of the spring in a transverse wave.).
2. How would you generate a wave with larger amplitude?
3. Does a larger amplitude wave require more energy to generate? (Yes, the
hand is applying a force through a greater distance. This requires more work
and thus more energy).
4. Does a higher frequency wave require more energy to generate? (Yes, if the
amplitude is kept the same as other generated waves in the experiment. The
hand pushing the spring is moving a greater distance in the same amount of
time, therefore doing more work and requiring more energy).
5. What is the frequency at which you generate the wave on the spring? (How
often is your hand returning to the left, or right, side of your body while the
wave is generated?).
6. What is the period of the wave? (How much time passes between your hand
moving from left to right and back to the left?)
7. What happens to the period of the wave when the frequency is doubled or
tripled?
8. Diagram a standing wave on a spring and identify the crest, trough,
wavelength, and direction of vibration.
9. Ask the students about steps 22 to 24 (this is a longitudinal wave). The lab
experiment uses these steps to introduce the idea of a longitudinal vibration.
These questions need to be asked to assist the student’s conceptual
development of waves.
of pendulum length and
mass on the
pendulum’s period in a
formal lab experiment
of teacher or student
design. There is a lab
found on page 402 of
the Holt Physics Text
that investigates the
effect of pendulum
length and mass on the
period of a pendulum.
This lab relates to the
periodic nature of
waves
Day 4 ELABORATE
Select a few student lab groups to quickly summarize what they have learned
during the lab activities over the last three days.
After the student presentations, show a sequence of five transparencies to
summarize and explain the concepts of the last three days.
Use Transparency TR46 to display a trapeze as a simple pendulum and relate
the lab to a real life situation. This is figure 3 on page 373 of the Holt textbook.
The transparencies are
Transparency TR47 relates simple harmonic motion of a pendulum to a mass
pushing and pulling a slinky along its longitudinal axis. Use this to explain
why some waves are called Longitudinal Waves. Ask the students to explain
the types of waves they investigated in the lab activities. This is table 1 found
on page 375 of the Holt textbook
found on the Holt
Resources Disk.
Use Transparency 39A (Table 2 on page 377 of the Holt Text) to reinforce the
meaning of the terms amplitude, period and frequency
Use Transparency TR48 (Figure 10 Page 383 of the Holt text) to relate a
vibrating arm to transverse waves. Explain how the frequency of the arm
matches the frequency of the transverse wave on the rope.
Ask the students to explain what is happening to the red Dot and ask them
questions that will guide them in developing an understanding that the rope
does not move left to right. It moves only up and down, like the red dot.
Involve the students in a discussion to explain what they think is moving from
the left to the right. Allow them to suggest several alternatives and guide them
to the correct answer, (An energy pulse), by asking a sequence of leading
questions.
Use Transparency TR49 to assist them in answering the last question. Use
questions to stimulate the discussion that eventually leads them to the
understanding that energy is being transmitted by transverse and longitudinal
waves.
Explain the relationship between the velocity, frequency and wavelength of a
wave. The derivation of the equation is found on page 386 of the Holt text.
Day 5 ELABORATE
Review the velocity, frequency and wavelength equation, v = f 
Solve the sample problem D found on page 387 of the Holt Text and assign
problems 1 to 4 on page 387 to provide the students practice in dealing with the
relationships between velocity, frequency and wavelength.
ENRICHMENT:
If you have some extra
time or the students
have need for
Day 6 EXPLORE/EXPLAIN
enrichment, assign the
Provide each lab group with a slinky.
Review with the groups how to generate a pulse on one side of the slinky with a Wave Speed Problems
found on page 107 of
quick left/right movement that returns the student’s hand to the original
the Holt Problem
position.
Workbook.
Have two students on opposite ends of the spring, generate pulses on the same
side of the slinky and then write and draw what occurs as the pulses meet in
Day 5 is set aside for
the middle of the slinky.
the students to explore
wave interference on a
The teacher should ask the students to record their answers to the following
slinky.
questions in their notebooks.





What happens to the two pulses generated on the same side of the
slinky when they meet?
What are your reasons for this answer?
What happens to the amplitude of the pulses when they meet in the
middle of the slinky?
Would the same thing happen if the students generated pulses of
different amplitudes and allowed them to meet in the middle of the
slinky?
What is the amplitude of the pulses after they move away from the
middle of the slinky?
The teacher should ask the students to record their answers in their notebooks.
Have two students, on opposite ends of the spring, generate pulses on
opposite sides of the slinky and then write and draw what occurs as the pulses
meet in the middle of the slinky.





What happens to the two pulses generated on opposite sides of the
slinky when they meet?
What are your reasons for this answer?
What happens to the amplitude of the pulses when they meet in the
middle of the slinky?
Would the same thing happen if the students generated pulses of
different amplitudes and allowed them to meet in the middle of the
slinky?
What is the amplitude of the pulses after they move away from the
middle of the slinky?
Day 7 Explain/ Elaborate
The students should present their information and explain their results to either
the class or to another lab group.
Following the presentations, the teacher should summarize the lab process and
present the following transparencies found on the Holt Resources CD:
Transparency #
TR50
TR51
Title
Constructive Interference
Destructive Interference
Equivalent diagram in
the book
Figure 16 page 390
Figure 17 page 391
Day 8 EXPLORE/EXPLAIN
This class is set aside for the students to explore reflection.
Have one student generate a pulse on one side of the slinky while the student on
the opposite end of the slinky holds the slinky in place and does not permit it to
Some students will
believe the pulses
collide and bounce off
of each other.
By generating pulses of
different amplitudes on
opposite ends of the
slinky, the students can
see that the wave
pulses pass through
each other and do not
bounce off of each
other.
Make sure that the
students see the
decrease in amplitude
when pulses on
different sides of the
slinky meet. Also make
sure that the students
see an increase when
pulses on the same side
of the slinky meet.
move. (fixed boundary reflection)
The students should describe, in their notebooks, the reflected wave.
Next tie a string to one end of the slinky and have the student on the end
without a string generate a pulse.(free boundary reflection)
The students should describe, in their notebooks, the reflected wave.
Finally, have the students generate standing waves of different frequencies.
The students should describe, in their notebooks, how the waves reflect in the
standing waves that they produced.
The students should present their information and explain their results to either
the class or to another lab group.
Following the presentations, the teacher should summarize the lab process and
present the following transparencies found on the Holt Resources CD.
Note to the teacher:
The two type of
reflection affect how a
standing wave is set up.
The type of reflection
determines the
Transparency #
Title
Equivalent diagram in overtones that are
produced.
the book
TR52
Reflection of a pulse
Figure 19 page 392
A student interested in
TR53
Standing Waves
Figure 20 page 393
an enrichment
assignment could do
For homework, assign questions 1 to 5 on page 394
some research on
musical instruments
Day 9 Elaborate
and the types of
Assign various questions and problems from Holt text, pages 396 to page 401
reflections that are
to meet the abilities of your students.
produced in standing
waves in the
Day 10 Evaluate
instruments.
Evaluate the students’ knowledge of vibrations and waves with either the
general level exam or the advanced level exam for Holt, chapter 11. A teacher
generated exam is also acceptable.
Unit 11, 12 & 13 Instructional Pathway
Module 2: SNAPSHOT
Sound is a longitudinal wave
Pacing: 5 Days—1 week
Objectives: Students will be able to:
 Explain how sound waves are produced.
 Relate frequency to pitch.
 Compare the speed of sound in various media.
 Relate plane waves to spherical waves.
 Recognize the Doppler Effect, and determine the direction of a frequency shift when there is
relative motion between a source and an observer.
 Calculate the intensity of sound waves.
 Relate intensity, decibel level, and perceived loudness.
 Explain why resonance occurs.
 Differentiate between the harmonic series of open and closed pipes.
 Calculate the harmonics of a vibrating string and of open and closed pipes.
 Relate harmonics and timbre.
 Relate the frequency difference between two waves to the number of beats heard per second.
CE’s & PE’s:
Content Expectations:
Students will know that…
CE 9-2-1: The directions of vibration and propagation of a wave may be perpendicular (light) or parallel
(sound). (STANDARDS 3.2.12.A, 3.4.10.C) (ELIGIBLE CONTENT S11.A.3.3.3, S11.C.2.1.1)
CE 9-2-2: Human perception of light and sound differs according to the transversal (light) and
longitudinal (sound) nature of waves. (STANDARDS 3.2.12.A, 3.4.10.C) (ELIGIBLE CONTENT
S11.C.2.1.1)
CE 9-2-3: Relative motion of the source and the receptor of a sound create a change in the perceived
frequency of the sound. (STANDARD 3.4.10.C) (ELIGIBLE CONTENT S11.A.3.3.3)
CE 9-2-4: Standing waves in an air column produce a sound effect in wind instruments.
(STANDARDS 3.2.12.A, 3.4.10.C) (ELIGIBLE CONTENT S11.A.3.3.3)
Performance Expectations:
Students will be able to…
PE 9-2-1: Recognize the transversal and longitudinal waves. (STANDARD 3.4.10.C) (ELIGIBLE
CONTENT S11.A.3.3.3)
PE 9-2-2: Comment on the properties and perception of sound, such as speed, intensity, and pitch of
sound. (STANDARDS 3.4.10.C, 3.4.12.C)
PE 9-2-3: Estimate the magnitude of the Doppler Effect in various practical cases. (STANDARDS
3.2.12.A, 3.4.10.C) (ELIGIBLE CONTENT S11.A.3.3.3)
PE 9-2-4: Account for the harmonics in various musical instruments. (STANDARDS 3.2.12.A,
3.4.10.C)
Text References, Materials & Supplies:
Resource
Hewitt Conceptual Physics, p.514 Wave
Interference. Also p.490 - 508
Needed Supplies
Tuning Fork
Slinky
Holt Physics Student Lab Manual, p. 53 - 55
Holt Physics, p. 407 – 443—Chapter 12
Golf Club Tubes
Holt Physics Text Skills Practice Lab, p440441
One Stop Planner: Transparencies 54, 55, 56,
57, 40A
Computer and Internet access
LCD and Screen
Overhead Projector and Transparencies or
ELMO
Holt Physics, p. 367 – 401—Chapter 11
5 gallon buckets
Water
Smoke alarm buzzer
9 v. battery
Foam ball
Instructional Pathway:
1. Hewitt text - demonstration p 514
2. Three part student lab - Student Lab Manual, p 53 - 55
3. Discussion of previous days work using transparencies.
4. Doppler Effect demonstration
5. Skills practice lab – Speed of Sound
6. Internet demonstration of beating
7. Evaluation
Assessments (formative and/or summative):
A teacher generated exam on this material.
Differentiation:


Pick and choose portions of Section 2, Sound Intensity and Resonance; and Section 3,
Harmonics. This can be done in regular class time or assigned as advanced assignments.
For those students in need of further work on sound, and if the lab is equipped with Vernier
interface equipment, have the students complete all or part of the CBL lab Sound Waves and
Beats, found in the CBL Lab Manual, pages 179 to 187
Module 2: DETAILED
INSTRUCTIONAL PATHWAY
Teacher Notes:
DAY 1 Engage
Use a tuning fork to demonstrate that vibration produces sound.
Differentiation / Scaffolding
& Common Misconceptions
Hewitt Text, page 514. Use the Discover demonstration to show that sound
waves can interfere with each other, just as pulses on a coil spring can interfere
with each other.
Teacher Note: This
module is found in
chapter 12 of the Holt
Physics Text.
Direct the students’ attention to a slinky and show how waves can be generated
using a pushing and pulling motion.
Point out that this is the same motion used by the tuning fork to generate sound.
Set up the lab experiment found on pages 53 – 55 of the Student Lab Manual.
This lab can be set up as three different stations in order to save time.
Most mounted tuning forks are sold as resonant pairs and it is difficult to change
one of them without damaging the resonant boxes. (part two of the lab) This part
of the activity may have to be eliminated.
The third part of the lab dealing with resonant frequency can use 5 gallon wax
buckets that can be gathered from the custodian over a number of months and a
set of plastic golf tubes
The five gallon bucket can be filled with water and the golf tube is dropped into
the bucket. A vibrating tuning fork is then placed at the end of the tube. As the
tube is raised or lowered in the water the tube will produce an amplified musical
tone as the resonant length of the air in the tube is approached.
Ask the students what will happen if the tuning fork is rotated 90 degrees at the
opening of the golf tube.
Ask the students if they can describe what is happening and relate it to the
standing wave they produced on the slinky in the last chapter.
Ask them to describe the pitch of the resonant frequency of the longest air
column in the golf tube. Ask them to describe the pitch of any other resonant
frequency that is produced as the length of the air column in the golf tube is
shortened.
Ask the students to develop some statement that relates the length of air column
to the frequency of the resonant musical pitch that is produced
An alternate version of
the lab uses two
pendulums consisting
of a coiled spring and a
pendulum mass tied to
a horizontal string.
Another alternative
uses pendulums on a
string and connected to
a horizontal string.
In all cases, one
pendulum is set in
motion and loses
amplitude as the
companion pendulum
increases its amplitude.
Golf Club tubes are
sold for a dollar each in
sporting goods stores,
in the golf department.
They are used to
separate the golf clubs
from each other in the
golf bag. They prevent
golf clubs from
banging together.
The tubes are soft
plastic that can be cut
to different lengths
with a razor blade.
DAY 2 EXPLORE/EXPLAIN
Through discussions with the students, guide them to an understanding that the
resonant frequency is the result of a standing wave in the tube. This standing
wave sets up a constructive interference that amplifies the pitch of the tuning
fork.
Use the transparency TR54 to help the students understand how a tuning fork
creates rarefactions and compression in the air. (figure 1 page 408)
Use the transparency TR55to help the students understand how the compressions
and rarefactions can be equated to a transverse wave. Make sure the students
understand that sound waves are different in that they vibrate back and forth
along the direction of travel. (figure 2 page 409)
Use transparency TR56 to help the students understand how sound wave fronts
expand in a spherical pattern.
Doppler Effect Demonstration
Connect a smoke alarm buzzer to a 9 volt battery and put it into a foam ball.
Have the students listen to the buzzer while the foam ball is stationary. Then
have the students listen to the foam ball as they throw the ball around the
classroom. As the ball passes students the pitch of the buzzer will appear to
increase and decrease in pitch.
Ask the students to explain how the pitch appears to change while the ball is in
motion. Use transparency TR57 (figure 5 page 412) to help the students
understand what is happening to the wave fronts surrounding the moving ball.
Ask the students to write out the explanation of how the distance between wave
fronts affects the pitch.
Guide them through the discussion to the conclusions:
 A shorter distance between the wave fronts causes human ears to hear an
increased frequency. The pitch appears to go up.
 A longer distance between wave fronts causes human ears to hear a
decreased frequency. The pitch appears to go down.
Assign the Section review on page 413 to assist the students understand section 1
on sound waves.
See the enrichment note at the right
Day 3-ELABORATE
The students should complete the Skills Practice Lab-Speed of Sound, found on
pages 440 to 441 of the Holt Physics textbook.
Enrichment
For advanced students,
or if you have some
extra time, pick and
choose portions of
Section 2, Sound
Intensity and
Resonance; and Section
3, Harmonics. This can
be done in regular class
This lab uses resonance to help the students calculate the speed of sound in air
and helps them to understand that the speed is dependent upon the air
temperature.
time or assigned as
advanced assignments.
OR
If your lab is equipped with Vernier Interfaces and probes, the same experiment
can be performed. The write up of the procedure and instructions can be found
on page 938 and 939 of the Holt Physics textbook
Transparency TR40A provides the speed of sound at different temperatures and
in different materials
Day 4 ELABORATE
Many of the students are trained to listen for beats when tuning a guitar without
the assistance of a tuning machine
If your lab is equipped with matched tuning forks that have weights on one of the
tuning forks to allow its frequency to be adjusted by a few cycles per second, Ask
the students to listen quietly to what they are hearing when the two tuning forks
are struck, and allowed to vibrate, at the same time.
They will typically talk about an increase and decrease in volume (amplitude).
Through a discussion with the students, remind them of constructive and
destructive interference.
Have them explain how interference might affect the amplitude of a wave.
If you have Internet access and speakers on a workstation in class, access the
following website to demonstrate the beating phenomena:
http://www.sciencejoywagon.com/explrsci/media/tonebeat.htm
DAY 5 EVALUATE
Evaluate the students understanding of sound waves using a teacher generated
quiz.
TEACHER NOTE
During the beating
process, the up and
down shift in amplitude
occurs once each
second for each hertz
difference in the two
frequencies.
Enrichment:
For those students in
need of further work on
sound, and if the lab is
equipped with Vernier
interface equipment,
have the students
complete all or part of
the CBL lab Sound
Waves and Beats,
found in the CBL Lab
Manual, pages 179 to
187
Units 11, 12 & 13 Instructional Pathway
Module 3: SNAPSHOT
The speed of light is the speed limit set by
nature.
Pacing: 1 week
Objectives: The Students will be able to:
 Identify the components of the electromagnetic spectrum.
 Calculate the frequency or wavelength of electromagnetic radiation.
 Recognize that light has a finite speed.
CE’s & PE’s:
Content Expectations:
Students will know that…
CE 9-3-1 The speed of light is considerably faster than the speed of sound. (STANDARD 3.4.12.C)
(ELIGIBLE CONTENT S11.C.2.1.1)
CE 9-3-2: Light propagates as a transverse electromagnetic wave, which consists of changing electric
and magnetic fields. (STANDARDS 3.4.10.C, 3.4.12.C) (ELIGIBLE CONTENT S11.C.2.1.1)
CE 9-3-3: Visible light can be approximated as rays; some of the rays are reflected off the boundary and
some of them penetrate the other media. (STANDARDS 3.2.12.A, 3.4.10.C) (ELIGIBLE CONTENT
S11.C.2.1.1)
Performance Expectations:
Students will be able to…
PE 9-3-1: Compare the speeds of light and sound and arrive at practical conclusions about the
difference in properties and perception of light and sound. (STANDARDS 3.2.12.A, 3.4.12.C)
(ELIGIBLE CONTENT S11.C.2.1.1)
PE 9-3-2: Comment on the nature of light as a transverse electromagnetic wave propagating with a
constant speed. (STANDARDS 3.4.10.C, 3.4.12.C) (ELIGIBLE CONTENT S11.C.2.1.1)
PE 9-3-3: Sketch a diagram of reflection of light rays off a mirror and comment on mirror reflections.
(STANDARDS 3.2.12.A, 3.4.10.C)
Text References, Materials & Supplies: T
Resource
Hewitt conceptual Physics, p 534 - 539
Holt Physics, p. 446 -454
Problem Workbook, p 111
Needed Supplies
Chart paper or whiteboards
Markers
Slinky
3 cm diameter spring- 2 meters long
Computer and Internet access
LCD and Screen
Overhead Projector and Transparencies or
ELMO
Flashlight
Laser
Spray bottle of water
Instructional Pathway:
1. Speed in a spring investigation.
2. Pulse reflection and transmission at the connection between two springs.
3. Reflection demo on a sheet of glass
4. Speed of light discussion
5. Inverse square law of light intensity
6. Problem solution
7. Assessment
Assessments (formative and/or summative):
Teacher generated quiz
Differentiation:

none
Module 3: DETAILED
INSTRUCTIONAL PATHWAY
Engage Day 1
Light has a speed limit determined by the material in which it moves. This can
be demonstrated by connecting two springs so that each has one free end and one
end connected to the other spring.
The one spring is a slinky; the other is a 2 meter long spring of about 3 cm.
diameter. The slinky is very “soft”, or has low spring constant compared to the
two meter long 3 cm diameter spring. Both springs are available from any
science supply house.
Divide the students into groups and have one of the students in each group
generate a transverse pulse on one side of the slinky. Have the students observe
and record what happens to the pulse when it meets the 3 cm diameter spring.
Have the students stretch the 3 cm spring and observe what happens to the pulse
generated on the slinky when it enters the spring when it is stretched, or has less
coils per centimeter (less dense).
DAY 2 ENGAGE/EPLORE
Now reverse the direction of the wave. Generate the pulse on one side of the 3
cm diameter spring and allow it to travel into the slinky.
Also, generate the pulse on the 3 cm. diameter spring and allow it to enter a
slinky that has less coils per cm. (stretched slinky)
The students should share what they observed by way of short presentations or
posting of the results on chart paper
Question the students on what they know about how light behaves when it meets
a window (transmission and reflection).
Shine a light onto a sheet of glass. Ask the students a series of questions that
helps them to realize that light is both reflected and transmitted when it meets
glass. Point out that this is just what happened to the wave pulse on the slinky
and the 3 cm. diameter spring.
Explain why we are interested in the interactions.
Involve the students in a discussion of the speed of the wave in the springs and
how this is determined. Make sure the students realize the speed change is a
result of the fact that the material through which the wave travels determines the
speed of the wave.
Teacher Notes:
Differentiation / Scaffolding
& Common Misconceptions
Notes on Slinky
Activity.
 Part of the pulse
energy will reflect
from the slinky
and spring
boundary.
 Some of the
energy will
transfer to the 3
cm. diameter
spring and create a
smaller amplitude
pulse on the same
side of the spring
as the slinky.
 The transmitted
pulse will move
slower.
 When the direction
is reversed, the
pulse entering the
slinky from the 3
cm. diameter
spring speeds up.
All of these results are
important for speed,
reflection and
refraction.
Day 3 Explain
Refer the students to pages 534- 535 of the Hewitt textbook. Engage the students
in a discussion that develops an understanding of the methods used by Roemer,
Huygens and Michelson to measure the speed of light.
Point out that light is a partially electric and partially magnetic wave. See the
Holt text diagram page 447 diagram 2
Point out that light is a small portion of the electromagnetic spectrum and that all
the electromagnetic waves are transverse waves with a speed determined by the
material through which they pass.
The students should understand that light travels at 3 x 108 m/sec in a vacuum
and that the speed of light is slower in a more dense material like air, glass and
water. Remind the students that this decrease in speed is in line with the speed
change observed when the pulse traveled from a less dense spring to a more
dense spring.
The students should understand that transparent materials have atoms that absorb
light energy and immediately reemit the energy as light. Even though the light
appears to pass through the transparent material without interacting with it, the
absorption and remission of the energy takes a little more time and so the
transmission of light through a transparent material takes more time than is
required to pass though the same distance in a vacuum. In other words, the light
slows down. The more time required for the absorption and reemission of the
light energy, the slower the speed of light in the transparent material.
The students should also understand that opaque materials also have atoms that
absorb light energy. However, the atoms of opaque materials emit the absorbed
energy in a totally random manner that turns the light into internal kinetic energy
in the opaque material. (See pages 537 to 539 of the Hewitt text)
Day 4 ELABORATE
Use a sprayer bottle filled with water to demonstrate the inverse square law that
governs the intensity of light at a surface.
Spray the water downward from the bottle at a distance of 10 cm.
The students should calculate the wet area created by the spray bottle.
Ask the students to guess what would happen to the area wet by the spray bottle
when the distance to the surface doubles.
Double the distance and spray water from the bottle.
Through discussions with the students, help them to understand the same amount
of water is sprayed when the bottle is close and farther away from the surface so
the bigger area wet by the water from a greater distance has less water per square
centimeter than the same area wet from the bottle from a smaller distance.
Relate this to the amount of light falling on a surface from a flashlight. The
flashlight at a greater distance lights up a larger area, but with less intensity. The
Misconceptions.
Some students believe
that sound and light
differ only in
frequency. Make sure
they realize that sound
is a mechanical wave
that vibrates matter
back and forth along its
direction of travel as it
passes through the
material. Light is a
transverse
electromagnetic wave
that does not need a
material to travel from
one place to another.
students could say that this light is not as bright. Through discussion, help the
students to realize that the light intensity is inversely proportional to the distance
from the light source squared.
Demonstrate the solution of problems using the equation v = f. (c = f in the
Holt Text). Sample problems for this section are found on page 448 of the
textbook and on page 111 of the Problem Workbook.
Assign the problems appropriate for the abilities of the students in the class. The
problems are found on page 449 of the Holt text and on page 111 of the Holt
Problem Workbook
Day 5 EVALUATE
Evaluate the students understanding of the topics in this section with a teacher
generated quiz.
Unit 11, 12 & 13 Instructional Pathway
Module 4: SNAPSHOT
A fish sees the world differently from us, and
its view from underwater is limited by a welldefined angle.
Pacing: 32 days –6.4 weeks
Objectives: Students will be able to:
 Distinguish between specular and diffuse reflection of light.
 Apply the law of reflection for flat mirrors.
 Describe the nature of images formed by flat mirrors.
 Calculate distances and focal lengths using the mirror equation for concave and convex spherical
mirrors.
 Draw ray diagrams to find the image distance and magnification for concave and convex
spherical mirrors.
 Distinguish between real and virtual images.
 Describe how parabolic mirrors differ from spherical mirrors.
 Recognize situations in which refraction will occur.
 Identify which direction light will bend when it passes from one medium to another.
 Solve problems using Snell’s law.
 Describe how light waves bend around obstacles and produce bright and dark fringes.
 Calculate the positions of fringes for a diffraction grating.
 Describe how diffraction determines an optical instrument’s ability to resolve images.
 Describe how light waves interfere with each other to produce bright and dark fringes.
 Identify the conditions required for interference to occur.

Predict the location of interference fringes using the equation for double-slit interference.
CE’s & PE’s:
Content Expectations:
CE 9-4-1 The speed of light and sound depends on the media through which the waves propagate.
(STANDARD 3.4.12.C) (ELIGIBLE CONTENT S11.C.2.1.1)
CE 9-4-2: Refraction occurs when the speed of light changes at the boundary of two optically different
media. (STANDARDS 3.4.12.C) (ELIGIBLE CONTENT S11.C.2.1.1)
CE 9-4-3: Optical lenses produce a variety of images, depending on their focal length and the distance
of an object from the lens. (STANDARD 3.4.10.C)
CE 9-4-4: The human eye contains a natural converging lens; its shortcomings may be corrected by
man-made lenses. (STANDARDS 3.2.12.A, 3.4.10.C)
CE 9-5-1: Light waves interact with each other producing beautiful interference pictures.
(STANDARD 3.4.10.C) (ELIGIBLE CONTENT S11.C.2.1.1)
CE 9-5-2: If the size of an obstacle is comparable with wavelength, the wave can actually bend around
it, producing the spots of light at the location of geometrical shadow. (STANDARD 3.4.10.C)
(ELIGIBLE CONTENT S11.C.2.1.1)
CE 9-5-3: X-rays have short wavelengths comparable to atomic size, and can thus penetrate soft tissue.
(STANDARD 3.4.12.C) (ELIGIBLE CONTENT S11.C.2.1.1)
Performance Expectations:
Students will be able to…
PE 9-4-1: Apply Snell’s law of refraction to realistic situations. (STANDARDS 3.2.12.A, 3.4.10.C,
3.4.12.C)
PE 9-4-2: Sketch ray diagrams to determine the type of image created by a lens. (STANDARDS
3.2.12.A, 3.4.10.C)
PE 9-4-3: Apply the thin-lens equation and magnification factor to practical problems.
(STANDARDS 3.2.12.B, 3.2.12.C, 3.4.10.B, 3.4.12.B, 3.4.12.C)
PE 9-5-1: Interpret an interference pattern in terms of the minima and maxima of light intensity.
(STANDARDS 3.2.12.A, 3.4.10.C)
PE 9-5-2: Explain the nature of diffraction and describe its applications. (STANDARDS 3.2.12.A,
3.4.10.C)
PE 9-5-3: Recognize various types of waves in the light spectrum, and explain their properties and
applications. (STANDARDS 3.2.12.A, 3.4.10.C, 3.4.12.C) (ELIGIBLE CONTENT S11.C.2.1.1)
Text References, Materials & Supplies:
Resource
Needed Supplies
Holt Physics, Quick Lab p. 122
Plane mirror
Holt Physics, p. 451-480, & 487 - 515
Laser
One Stop Planner: Transparencies 63, 64, 65,
66, 67, 46A, 70, 71, 72, 49A, 73, 74, 75, 76,
79, 50A, 51A, 52A, 80,81,82, 83, 53A
Pins
Concave and convex mirrors
Holt Problem Workbook p. 117 – 119, 123 126
Large bottle of water
Slinky
Holt Quiz Book 85, 86, 87, 88, 91, 92, 93,
94, 97, 98, 99, 100
Refraction block
Hewitt Conceptual Physics Book 625 - 629
Hewitt Conceptual Physics Book-Teacher p
606-609
Concave and convex lenses
Rive Ray Box
Overhead projector
8” x 8” x 2” clear baking dish
Fresnel lens
Holt Lab book p. 59 – 61, 65 - 67
Instructional Pathway:
1. Reflection demonstrations
2. Reflection Labs- flat mirror
3. Reflection labs-curved mirror
4. Review and summarize with transparencies
5. Solve reflections problems for curved mirrors.
6. Quiz
7. Refraction demonstrations
8. Refraction Lab
9. Refraction discussion
10. Concave lens lab
11. Oral lab report
12. Discussion and explanation with transparencies
13. Index of refraction discussion
14. Snell’s Law problems
15. Quiz
16. Refraction lab-lens
17. Rive Ray Box labs/demonstrations
18. Image formation lab/demonstration
19. Solve thin lens problems
20. Discussion of lens and image formation as a review for the quiz
21. Quiz
22. Interference demonstrations
23. Mathematical explanations of interference.
24. Solve interference problems.
25. Review for a quiz
26. Quiz
27. Diffraction demonstrations
28. Enrichment-Poisson’s Spot demonstration
29. Mathematics explanations of interference
30. Diffraction gratings
31. Review for a quiz
Assessments (formative and/or summative):
Assorted quizzes.
Differentiation:






Day 6: extra problems: concave and convex mirrors
Day 13: extra problems: Snell’s Law
Day 20: extra lens magnification problems
Day 24 and 25: Interference Problems
Day 28: Poisson’s Spot
Day 29: Mathematics of diffraction
Module 4: DETAILED
INSTRUCTIONAL PATHWAY
Teacher Notes:
DAY 1 ENGAGE
Demonstration:
(If your lab has enough equipment, set this up as an inquiry lab.)
Mount a mirror on a wall or cabinet. Shine a thin beam of light or the light from
a laser pointer onto the mirror. Introduce chalk dust into the beam so that the
students can clearly see the light as it approaches the mirror and than how it
bounces off of the mirror and strikes some prearranged target. Have three
students hold a large piece of string so that one end is at the light source, one
point of the string is where the light strikes the mirror and the opposite end of the
string is at the point at which the reflected light strikes the target. Have the
students measure the angles between the mirror and the incident and reflected
beams of light. From these angles it is possible to get the angle between the
incident and reflected beams. Set up a drawing and fill in the measured angles.
Add a line perpendicular to the mirror. Measure the incident angle between the
incident ray and the perpendicular line and the reflected angle between the
reflected ray and the perpendicular line.
Compare the incident and reflected angles.
In discussions with the students, guide the students to the idea that the Law of
Reflection states that the incident angle equals the reflected angle. Make sure
that they know that these angles are measured between the line perpendicular to
the mirror and the incident ray and the perpendicular line and the refracted ray.
Demonstration In a darkened classroom, shine a thin beam of light on a mirror
sitting on the table top. Allow the beam to shine on a target screen or wall so that
the students can see the reflected light. Also shine a thin beam of light onto the
table top. Do not use a mirror.
The students should see a difference in the reflected light.
The one reflected from the table top will be fuzzy and diffuse - Diffuse
Reflection.
The one reflected from the mirror will be sharp and well defined - Specular
Reflection
Prep the students for the reflection lab on day two.
Day 2 Reflection Lab: ENGAGE/EXPLORE
The students should complete the Flat Mirror Reflection lab activity found on
page 60 of the lab manual. Draw the students’ attention to the similarity between
the initial activity and this mirror and pin activity. Reinforce the idea that the
incident angle equals the reflected angle.
Differentiation / Scaffolding
& Common Misconceptions
Day 3: EXPLORE
The students should complete the virtual images lab found on page 59 of the lab
manual. The purpose of this lab is to help the students locate the position of
images found in a mirror (virtual images) The image should be located the same
distance “into” the mirror as the object is positioned in front of the mirror. The
students should also notice that the image in the mirror is reversed.
Reinforce the idea that the image is reversed and located the same distance into
the mirror.
Day 4: EXPLORE
The students should complete the curved mirror lab found on page 61 of the lab
manual. The purpose of this lab is to help the students describe the images
formed by a curved mirror The students should watch for the size, location and
orientation, (erect or inverted)
Through discussions with the lab groups, reinforce the ideas that the image is
determined by the position of the object. A summary of the lab can be found in
Table 4 found on page 460 of the Holt text
Day 5: EXPLAIN/ELABORATE
Summarize the work of the last four days by reviewing the slides below
Slide #
Topic
TR63
Image Formation with a flat
mirror
Image formation by a concave
spherical mirror
Images Created by a concave
mirror
Image formation by a convex
mirror
Image aberration and Parabolic
Mirrors
Sign Conventions and Rules for
drawing reference Rays
TR64
TR65
TR66
TR67
TR46A
Diagram or table in
the Holt text
Figure 8 p. 453
Figure 11 p. 456
Table 4 page 460
Figure 13 p 463
Figures 14 and 15 p.
467
Different form of the
slide Table 5 page 464
Day 6: ELABORATION
Introduce the mirror equation found on page 457 and the magnification equation
found on page 458 of the Holt text. Explain how this equation can be used to
design reflection systems without the need for trial and error. Solve the Concave
mirror sample problems on pages 461 & 462 of the Holt text and the Convex
mirror sample problem on pages 465 & 466 of the Holt text.
Depending upon the abilities of your students, assign some or all of the problem
from problem set B from Holt, page 462 and problem set C from Holt, page 466.
If desired, and if time permits, additional problems can be found on pages 112 to
115 of the Holt Physics Problem Workbook.
Day 7 EVALUATION
Determine the students level of understanding of reflections from flat and plane
mirrors through the use of either a teacher generated quiz or the quizzes on plane
mirrors found on pages 85 and 86 of the Holt Quizzes Book and the quiz on
curved mirrors found on pages 87 and 88 of the Holt Quizzes Book
Day 8: ENGAGE
Place a large bottle of water (remove the label) on a table. Shine a thin beam of
light (a laser pointer may work just as well) on the bottle and move it from side to
side on the bottle. Ask the students to explain in writing why they believe the
beam of light changes direction. The answers will vary.
OR
Perform the demonstration found on page 490 of the teacher’s edition
Ask the students if they remember the slinky connected to the 3 cm. diameter
spring. The slinky pulse slowed when it entered the 3 cm diameter spring and it
speeded up when the pulse on the 3 cm spring entered the slinky.
Through discussion with the students, guide them to the understanding that the
light slows down when it enters the water bottle and speeds up when it emerges
into the air. This changes the direction of the light beam.
Ask the students if there is anything else that is changing as the light beam moves
across the diameter of the bottle (the incident angle changes). Guide them
through a discussion to an understanding that the amount of direction change is
determined not only by the type of material the light wave is entering. but also by
the angle of incidence.
Day 9: EXPLORE
The students should complete the Principles of Refraction lab found on pages 65
and 66.
It is possible to substitute straight pins and a refraction block if your lab is
equipped with them.
A laser pointer and a refraction block also work well.
As the students are working, ask them guiding question about the direction the
light beam turns when it enters the container (glass refraction block, etc) and the
direction it turns when the light beam leaves the container. Ask them if they can
make a statement about the relative density of the materials (air and the
container) and the direction of the light beam turns?
Day 10: EXPLAIN
In a short discussion with the students, explain that the light beam turns toward
the perpendicular line when entering a more dense material (container) and it
Misconception:
Refraction
Students may think that the
frequency of light changes
as light enters a different
medium. Point out that the
frequency cannot change.
If the refracted frequency
were less than the incident
frequency, wave crests
would have to “pile up”
somewhere. If the
refracted frequency were
greater than the incident
frequency, crests would
have to “pop up” from
nowhere.
TEACHER NOTE
If necessary, review the
angle of incidence from
reflection
turns away when entering a less dense material (air).
Based upon this explanation, ask the students to write a short description of how
they think a lens might work. (same concept.)
The students should complete the lab activity on convex lenses found on page 67
(Steps 11 through 13) of the Holt Lab Experiments Book. Record their answers
in the form of notes and drawings in their notebook
Day 10: EXPLAIN
The students should complete the lab activity on concave lenses found on page
67 (Steps 14 through 16) of the Holt Lab Experiments Book. Record their
answers in the form of notes and drawings in their notebook.
Day 11: EXPLAIN
The students present their results in either a short oral lab report, or by creating a
poster of their results on large chart paper.
Day 12: ELABORATE
Use the slides and figures below to assist the students in explaining what is
occurring when waves enter a refracting media.
Transparency #
Title
Figure or table in the Holt
textbook
TR70
Refraction
Figure 2 p. 488
And figure 29.18 on page
587 of the Hewitt Text
TR71
Refraction and the wave
Figure 3 p. 489
model of Light
And figure 29.17 p.587 in
the Hewitt Textbook
TR72
Image positions for objects Figure 4 p. 491
in different media
TR49A
Indices of Refraction for
Table 1 page 490
different media
Introduce the concept of the index of refraction and how the index is determined
(See page 490 of the Holt Textbook).
Add Snell’s law to the discussion to account for the angle of refraction. Guide
the students through a short discussion that helps them to understand that
refraction is governed by both the index of refraction and the angle of incidence.
DAY 13: ELABORATE
After demonstrating the solution to Sample Problem A on page 492 of the text,
dealing with Snell’s Law, assign problems matched to your students’ abilities
found on page 493 of the text.
If time permits, or the need exists for additional problem practice, assign a
selection of problems found on page 117 of the Holt Physics Problem Workbook
TEACHER NOTE:
Angle of Refraction is
governed by:
 the index of
refraction
 the incident
angle
TEACHER NOTE
At this point in the
school year it is
sometimes difficult to
plan duration of lessons
due to the constant
interruption from
DAY 14: ELABORATE
Discuss the homework and review for the quiz
Day 15: EVALUATE
Determine the students level of understanding of refraction through the use of
either a teacher generated quiz or the quizzes on refraction found on pages 91 and
92 of the Holt Quizzes Book
DAY 16: ENGAGE/EXPLORE
The students should complete the Quick Lab found on page 496 of the Holt
Physics Text.
Engage the students in a discussion that seeks to develop the student’s
understanding that the lens refraction ability is bending rays by an amount that
changes as the curve of the lens causes a change in the incident angle of the
incident ray.
If you have a Fresnel lens, ask the students how this lens works. The answers
will vary. See the explanation in the right column.
DAY 17: ENGAGE/EXPLORE
Demonstration or Lab Activity 1
Using a device for producing parallel light rays, project parallel rays that intersect
a cross section of a convex lens. Point out that the point at which the convex lens
brings the rays to a point is the same focal point measured in the activity of the
day before. Make this activity a lab activity if you have enough Rive Ray Boxes
to set up a lab experiment
Demonstration or Lab Activity 2
Project the same parallel rays onto a cross-section of a concave lens. Ask the
students to explain why this lens cross-section causes the rays to diverge. Make
this activity a lab activity if you have enough Rive Ray Boxes to set up a lab
experiment
The answers will vary. Guide the students in a discussion that accepts all student
answers and guides them to recognize the difference between the concave lens
and the convex lens is the incident angle. This is the reason for the different
effect on the parallel light rays.
DAY 18: ENGAGE/EXPLORE
Demonstration or Lab Activity 3
Provide the students with Concave and Convex lenses and allow them to
experiment with producing images by looking through them at the object and
projecting light from the lenses onto a screen. Have the students set up lenses to
duplicate the six situations found on page 497 of the Holt Physics Textbook. In
discussions with the students make sure they understand the differences between
real and virtual images.
proms, field trips,
assemblies, class
meetings, testing and
other reasons for which
it is necessary to pull
your physics students
out of the classroom. It
is up to the teacher to
decide if the needs of
the students are best
met by running the
activities at the left as
demonstrations or labs.
Be aware that the rules
for drawing ray
diagrams for lenses are
the same rules for
drawing ray diagrams
for mirrors
FRESNEL LENS
The thickness of the
lens DOES NOT cause
a larger angle of
refraction. The greater
angle of incidence at
the edge of the lens
causes a greater angle
of refraction at the
edges of the lens.
A flat Fresnel lens
works because each
circle on the lens has a
different incident angle.
The Fresnel lens is
constructed so that the
incident angle is greater
for each circular
element as the radius
increases.
DAY 19: EXPLAIN
Demonstration or Lab Activity 4
The instructions for drawing ray diagrams for thin lenses are provided in the
Hewitt Teacher Textbook on pages 606 to 609. Provide a sequence of partial ray
diagrams that provide a horizontal line, a lens, the focal lengths and an arrow to
represent an object. Have the students complete the ray diagram to show the size
of the image, the position (erect or inverted), and the distance from the lens,
whether it is real or virtual.
DAY 20: ELABORATE
Introduce the students to the thin lens equation and the lens magnification
equation.
Solve sample problem B on thin lenses found on Holt page 500 and 501.
According to time restrictions and your students abilities, assign the problems on
page501.
Additional problems can be found on pages 118 and 119 of the Holt Physics
Problem Workbook
DAY 21: ELABORATE
Check the students understanding of the problems assigned yesterday and correct
any misunderstandings.
Review for the quiz assisted by the following slides, figures and diagrams.
Transparency #
TR73
TR74
TR75
TR76
Title
Lenses and Focal
Length
Images created by
converging lenses
Images created by
diverging lenses
Nearsighted and
Farsighted
Figure or table in the
Holt textbook
Figure 5 p. 494
Figure 6 p.495
Table 3 p. 497
Figure 7 p. 498
Table 5 p. 502
Fig. 30.19 p. 614 Hewitt
Day 22: EVALUATION
Determine the students level of understanding of image formation using thin
lenses through the use of either a teacher generated quiz or the quiz on thin lenses
found on pages 93 and 94 of the Holt Quizzes Book
Day 23: ENGAGE
Demonstration 1
Perform the demonstration on interference found on Holt, page 526.
Demonstration 1A
Reflection, Refraction
and Diffraction change
a wave’s direction.
Another method is to set up two computer workstations within 3 meters of each
other and use them to generate the same single frequency musical tone. The
following website will produce musical tones.
http://www.sciencejoywagon.com/explrsci/media/tonebeat.htm
Interference does not
change a wave’s
direction. It is
mentioned here
because it is one of the
Demonstration 2
A clear 8” by 8” by 2” baking dish can be set on an overhead projector and waves properties of a wave.
can be produced by a wave machine. The shadows of the waves can be projected
on the screen. Pictures of some ripple tank interference patterns can be found on Interference of light
pages 628 and 629 of the Hewitt textbook.
waves creates bright
areas (constructive
interference) and dark
Demonstration 3
It will probably be necessary to actually draw two waves on a single horizontal
areas (destructive
line and show how they interfere constructively and destructively in two
interference).
dimensions. After drawing the resultant wave, the diagrams of two waves
interfering on Holt page 526 will make more sense.
Demonstration 4
This Interference demonstration is found on page 622 of Hewitt’s text. This
interference pattern results in colors from a thin film. Do the set up and
production of the thin film a few days before the class meets. Allow it to dry
in order to see the colors. Show the students how the thin film is created and
then set the new film aside. Take out the previously constructed and dried thin
film for the immediate presentation.
Day 24: EXPLORE/EXPLAIN
A more mathematical method of presenting interference is found on pages 527 to
530 of Holt Physics. Use this information, depending on available time and the
ability of the students.
Day 25: ELABORATE
Assign the solution of the interference problems, found on page 531.
Day 26: ELABORATE
Review the solution of the problems and correct any difficulties the students may
have.
Review for a quiz using the following transparencies, figures and diagrams.
Transparency #
Title
Figure or table in the
Holt textbook
TR79
Conditions for the interference
Figure 6 p. 528
of Light Waves
TR50A
Comparison of waves in phase
and 180degreesout of phase
ENRICHMENT
Day 24 and 25 are
possible topics for
enrichment
TR51A
TR52A
Path Difference for waves from
two slits
Position of Higher Order Fringes
Figure 7 p. 529
Figure 8 p. 530
Day 27: EVALUATION
Determine the students level of understanding of Interference through the use of
either a teacher generated quiz or the quiz on interference found on pages 97 and
98 of the Holt Quizzes Book
Day 28: ENGAGE
Demonstration 1
Use the overhead ripple tank described on day 23, demonstration 2, to show wave
diffraction in the area of a barrier.
See the ripple tank pictures on page 625 of Hewitt
Waves moving in directions, other than straight ahead, result from diffraction.
Demonstration 2
Turn out the lights in the classroom and lower the blinds. Open the classroom
door a very small amount. The light cast on the floor from the hall will diverge
in an ever widening path. This is the result of diffraction.
Demonstration 3
In the darkened classroom shine a laser beam on a diffraction grating. It will
produce a central bright spot and a number of less bright secondary bright spots
to the left and right of the central bright spot. The bright spots are the result of
diffracted waves that interfere with each other after the diffraction
Demonstration 4--Enrichment
Poisson’s Spot demonstration, found on page 534 of Holt, is an advanced
demonstration that might require some discussion that is above the level of a
number of students. Use if you feel your students are advanced enough. The full
explanation is provided, with the description, on page 534
Day 29: EXPLORE/EXPLAIN/EVALUATE --Enrichment
A discussion of the mathematics of diffraction should occur here dealing with the
information found on pages 532 to 538 of the Holt Physics Text.
Day 30: ELABORATE--Enrichment
Introduce the students to the mathematics surrounding diffraction gratings
Solve sample problem B on thin lenses found in Holt, pages 537 and 538.
According to time restrictions and your students abilities, assign the problems on
page 538.
Additional problems can be found on pages 123 to 126 of the Holt Physics
Problem Workbook
A more conceptual
discussion can be
found in Hewitt:
Conceptual Physics,
pages 625 to 627
Day 31: ELABORATE Review for a quiz
Transparency #
Title
TR80
TR81
TR82
TR83
TR53A
Figure or table in the
Holt textbook
Diffraction of Light with Figure 11 p. 533
decreasing slit width
Constructive
Figure 16 p.535
interference by a
diffraction grating
Function and use of a
Figure 17 p. 536
diffraction grating in a
spectrometer
Resolution of two light
Figures 20 & 21 p. 539
sources
Destructive interference Figure 12 p. 533
in single slit diffraction
Day 32: EVALUATION
Determine the students level of understanding of Diffraction through the use of
either a teacher generated quiz or the quiz on diffraction found on pages 99 and
100 of the Holt Quizzes Book
Units 12 & 13 CULMINATING PROJECT
Pacing: 1 Period
Suggested Performance Assessment: Estimating Distance Using Light and Sound
Waves
Teacher’s Notes
This performance assessment is designed to test students’ understanding of the concepts of wave
speed and propagation in a medium for both light and sound waves. Students will use the speeds of sound
and light waves and the time interval between observing lightning and hearing thunder to determine how far
they are from the location of a thunderstorm. Students will then have the opportunity to apply the same idea
to a different context. Students may need assistance with questions 6 and 8.
Students may work in groups of three on the explanations and analysis, but each student should
produce an individual written account of the inquiry and its conclusions. Before they begin working on the
unit performance assessment, review the instructions provided in the student handout. Also review the
rubric in order to explain what you will be looking for in the unit performance assessment.
This assessment may take one class period to complete. You may introduce this assessment towards
the end of the fifth key concept.
This performance assessment aligns to the following expectations: CE 9-1-2, PE 9-1-2, CE 9-2-1,
PE 9-2-1, CE 9-3-1, and PE 9-3-1.
Estimating Distance Using Light and Sound Waves,
Scoring Rubric
Discuss the following rubric with students, so they know what is expected of them:
Score
Explanations
Analysis
4
Both time equations are accurate, and the
process for obtaining them is clear.
The time interval equation is accurate.
The rewritten time interval equation (in
terms of L and vs) is accurate, and the
process for obtaining it is clear.
The numerical value of L is accurate, and
the process for obtaining it is clear.
The response to question 8 is accurate,
and the process for obtaining it is clear.
Provides a detailed, clear, and accurate
response for which time (tS or tL) is greater.
Both time equations are accurate, but the
process for obtaining them is not clear.
The time interval equation is accurate.
The rewritten time interval equation (in
terms of L and vs) is accurate, but the
process for obtaining it is not clear.
The numerical value of L is accurate, but
Provides a clear and accurate response for
which time (tS or tL) is greater, but the
response needs more details.
3
Provides a detailed, clear, and accurate
response for whether the thunder or lightning
is observed first.
Provides a detailed, clear, and accurate
response for why the time to observe the
lightning, tL, is so small that it can be
neglected.
Provides a clear and accurate response for
whether the thunder or lightning is observed
first, but the response needs more details.
the process for obtaining it is not clear.
The response to question 8 is accurate, but Provides a clear and accurate response for
the process for obtaining it is not clear.
why the time to observe the lightning, tL, is so
small that it can be neglected, but the
response needs more details.
2
1
Provides a process for obtaining the time
equations, but one or both equations are
not accurate.
The time interval equation is not accurate.
Provides a process for obtaining the
rewritten time interval equation (in terms
of L and vs), but the equation is not
accurate.
Provides a process for obtaining the
numerical value of L, but the value is not
accurate.
Provides a process for obtaining the
response to question 8, but the response is
not accurate.
Provides a clear response for which time (tS
or tL) is greater, but the response contains
mistakes.
The equations, processes, and numerical
values provided do not relate to the
content.
The responses provided do not relate to the
content.
Provides a clear response for whether the
thunder or lightning is observed first, but the
response contains mistakes.
Provides a clear response for why the time to
observe the lightning, tL, is so small that it
can be neglected, but the response contains
mistakes.
Activity Sheet:
Estimating Distance Using Light and Sound Waves
Objective: Estimate your distance from the location of a storm by measuring the time interval between
seeing lightning and hearing thunder.
Complete the tasks below:
1. Draw a diagram of an observer (yourself) at a distance L from the current location of a storm.
Sketch a sound wave and a light wave that originate from the location of the storm and are
simultaneously coming at you.
2. On the diagram, label the speed of the sound wave vS, and the speed of the light wave vL. Denote
the time it takes for the sound of thunder to reach you as tS, and the time it takes for the lightning to
be seen by you as tL.
3. Using your notations, write the equation for the time it takes to hear the sound of thunder, tS, and the
equation for the time it takes to see the lightning, tL (assume the motions of both sound and light are
uniform).
4. Look up the values for the speeds of light and sound (use the value of the speed of sound
corresponding to normal conditions: about 344 m/s).Which time, tS or tL, do you expect to be
greater, and why? Which would you observe first, the thunder or the lightning, and why? (Hint:
Look at your time equations from question 3).
5. Using the expressions for tS and tL, write an equation for the time interval between observing the
lightning and hearing the thunder. Denote the time interval as Δt.
6. In practice, the time to observe the lightning, tL, is so small with respect to tS that it can be neglected.
Can you explain why? (Hint: Look at your equation for Δt from question 5.) With this in mind,
rewrite your equation for the time interval Δt, in terms of L and vs only.
7. You measure the time between observing the lightning and the thunder to be five seconds. Using
the equation from question 6, calculate L. (In practice, you may use this method every time you
need to determine how far the current location of a thunderstorm is from where you stand).
8. Apply your new understanding to a different context: Students are about to run a race of 200 m. The
judge stands at a finish line and observes the coach firing a starter pistol. The judge is not an expert
in physics, and decides to start the timer when he hears the shot, and not when he sees the light.
How much of the actual running time is not accounted for by the judge? (Hint: the time interval Δt
between seeing the light and hearing the shot.)