Saskatchewan Learning
Physics 20
Curriculum, 1992
Learning Outcomes
Core Unit I: The Physics of Everyday
Things
A. Introduction to Physics
Students will increase their abilities to:
1. Formulate a response to the question: "What is physics?".
2. Identify some of the topics often studied within the realm of physics.
3. Recognize that different disciplines have evolved in science.
4. Suggest some reasons why different disciplines exist within science.
5. Give an example of a situation in which a person studying physics might need to
know something about the other disciplines within science.
6. Demonstrate that observation is an essential part of science.
7. Recognize that new things are always being learned in science.
8. Point out that all things in science are tentative.
B. Discovering Physics
Students will increase their abilities to:
1. Recognize that important ideas in physics are all around us.
2. Demonstrate an enjoyment of learning about physics.
3. Explore common items that operate on the basis of important principles in
physics.
4. Manipulate a variety of tangible objects found around the home or elsewhere.
5. Disassemble and re-assemble a variety of everyday things to try to discover what
makes them work.
6. Apply important principles in physics to solve typical problems that might occur
around the home or elsewhere.
C. Measurement and Data Analysis
Students will increase their abilities to:
1. Express physical quantities using a value, appropriate SI units, and (if necessary)
direction.
2. Recognize the advantages of the SI system of measurement.
3. Distinguish between fundamental units and derived units.
4. Demonstrate the correct use of the SI system of measurement.
5. Recognize the limited accuracy of measured quantities.
6. Express numbers in scientific notation.
7. Express numerical information to the correct number significant figures.
8. Determine the order of magnitude of physical quantities.
9. Collect experimental data.
10. Graph numeric information.
11. Interpret information from a graph.
12. Extrapolate and interpolate graphical information.
Core Unit II: Wave Motion
A. Properties of Waves
1. Wave Terminology
Students will increase their abilities to:
1. Define the following terms: wave, disturbance, medium, pulse, vibration, cycle,
periodic motion, simple harmonic motion, transverse vibration, longitudinal
vibration, crest, trough, compression, rarefaction, frequency, period, amplitude,
phase, wavelength.
2. Give examples of periodic motion.
3. Apply the correct units for period and frequency in problem solving and
applications.
4. Solve problems involving period, frequency, and wave motion.
2. Universal Wave Equation
Students will increase their abilities to:
1. Explain that the universal wave equation applies to all types of waves.
2. Apply the universal wave equation to various types of problems relating to waves.
3. Principle of Superposition
Students will increase their abilities to:
1. Define the following terms: interference, constructive interference, destructive
interference.
2. State the Principle of Superposition.
3. Predict the resulting wave pattern when two waves travelling in opposite
directions meet at a given point.
4. Illustrate constructive and destructive interference using diagrams, models, or
computers.
B. Wave Phenomena
1. Transmission, Reflection, and Refraction
Students will increase their abilities to:
1. Define the following terms: medium, amplitude, fixed-end reflection, free-end
reflection, partial reflection, boundary, angle of incidence, angle of reflection,
normal, barrier, parabolic reflector, stroboscope, refraction.
2. Explain that waves travel at a constant speed in a uniform medium.
3. Explain that a change in medium or a change in the condition of a medium will
usually result in a change in the speed of a wave passing through that medium.
4. Suggest how the condition of a particular medium could be changed.
5. Explain that the frequency of a wave depends on the source which produced it.
6. Describe the changes in wavelength and speed that occur when waves travel from
one medium to another.
7. Explain the relationship between speed and wavelength for periodic waves
experiencing refraction.
8. Explain the relationship between frequency and wavelength for waves in a fixed
medium undergoing a change in frequency.
9. State the laws of reflection.
10. Explain how the laws of reflection apply to straight water waves reflecting from a
straight barrier.
11. Demonstrate an understanding of wave transmission, reflection, and refraction by
relating these phenomena to practical and common experiences.
12. Interpret the relationship between speed and wavelength for waves undergoing
refraction.
13. Apply problem solving techniques to the relationship between speed and
wavelength for waves undergoing refraction.
2. Diffraction and other Wave Phenomena
Students will increase their abilities to:
1. Define the following terms: diffraction, phase, nodal lines (nodes), antinodes
(loops), standing wave pattern, resonant frequency, dispersion, dispersive
medium, phase delay.
2. Explain that the speed of waves depends on the frequency in a dispersive medium.
3. Describe the two conditions that would lead to a maximization of the degree of
diffraction experienced by waves.
4. Explain that nodal points are located one-half of the wavelength of the interfering
waves from one another.
5. Explain standing wave interference patterns by relating them to an understanding
of constructive and destructive interference.
6. Explain that the fixed ends of a one dimensional standing wave pattern must
always be nodal points.
7. Explain that only certain resonant frequencies will produce standing wave
interference patterns.
8. Explain that waves exhibit other properties such as scattering and polarization.
Core Unit III: Light
A. Characteristics of Light
1. Sources and Transmission of Light
Students will increase their abilities to:
1. Define the following terms: luminous, nonluminous, rectilinear propagation,
beam, incandescence, ray, transparent, translucent, opaque, penumbra, umbra,
eclipse.
2. Give examples of some common luminous and nonluminous objects.
3. Explain that light usually travels in straight lines.
4. Give some examples which illustrate the rectilinear propagation of light.
5. Identify objects which are transparent, translucent, and opaque.
6. Apply and understanding of the inverse square law relationship between the
intensity of light and the distance from the source.
2. The Speed of Light
Students will increase their abilities to:
1. Define the following terms: speed, absolute index of refraction, index of
refraction, relative index of refraction, light year.
2. Describe the methods used by Galileo, Roemer, and Michelson to measure the
speed of light.
3. Explain why the speed of light is difficult to measure.
4. State the value of the speed of light in a vacuum to three significant figures.
5. Explain that the speed of light is fastest in a vacuum and slower in other materials.
6. Recognize that the index of refraction for a particular medium can be used to
determine the speed of light in that medium.
7. Apply the definition of the absolute index of refraction (or the definition of the
index of refraction) to solve problems.
8. Explain that light travels slightly slower in air than in a vacuum, but in many
situations this difference is negligible.
9. Recognize that the higher the value of the index of refraction for a particular
medium the slower light will travel through that medium.
10. Solve problems to determine the relative index of refraction between any two
given media.
11. Calculate the distance, in metres, that light travels in one light year, based on its
speed in metres per second.
12. Explain why the light year is used to measure astronomical distances.
B. Reflection
1. Laws of Reflection
Students will increase their abilities to:
1. Define the following terms: interface, ray, incident ray, point of incidence,
normal, reflected ray, angle of incidence, angle of reflection, specular reflection,
diffuse reflection, indirect lighting, direct lighting.
2. State the laws of reflection.
3. Compare and contrast specular and diffuse reflection.
4. Explain why the laws of reflection still apply for diffuse (irregular) reflection.
5. List some different kinds of surfaces which produce either specular or diffuse
reflection.
6. Compare the effects produced by direct and indirect lighting.
7. Apply the laws of reflection in problem solving.
2. Plane Mirrors
Students will increase their abilities to:
1. Define the following terms: real image, virtual image, plane mirror,
magnification, ray diagram.
2. Identify the characteristics of an image formed by a plane mirror.
3. Distinguish between a real and a virtual image.
4. Identify some optical systems which produce either a real or a virtual image.
5. Draw ray diagrams neatly, accurately, and to some appropriate scale.
6. Apply the correct use of solid and dotted lines on ray diagrams.
7. Interpret solid and dotted lines on ray diagrams.
8. Label ray diagrams correctly, using conventional symbols.
9. Determine appropriate scales to use when drawing ray diagrams.
10. Apply the magnification formula and the mirror equation in problem solving.
11. State the four important image characteristics which need to be considered for any
type of optical system.
12. Recognize and explain the importance of ray diagrams in geometric optics.
13. Demonstrate an understanding of important principles of drawing ray diagrams.
14. Draw ray diagrams for analysis and for solving problems dealing with optics.
15. Recognize the combined use of ray diagrams and equations in solving problems
related to optics.
16. Use ray diagrams, along with other experimental or theoretical methods, to
determine the characteristics of an image in an optical system.
17. Describe the location and number of images formed by two perpendicular plane
mirrors.
18. Suggest some applications of multiple images formed by more than one mirror.
3. Curved Mirrors
Students will increase their abilities to:
1. Define the following terms: converging mirror, concave surface, diverging mirror,
convex surface, vertex, principal axis, focal plane, centre of curvature, radius of
curvature, focal length, paraxial rays, axial point, principal focus, spherical
mirror, cylindrical mirror, aberration, spherical aberration, parabolic mirror,
conjugate points.
2. Explain the Principle of Reversibility.
3. Distinguish between a concave and a convex surface.
4. Draw diagrams of converging and diverging mirrors, showing the principal axis
and important points located on the principal axis for each.
5. Explain the difference between a focal point and a focal plane.
6. Explain one way that spherical aberration can be corrected in a curved mirror.
7. Express the relationship between the focal length and the radius of curvature of a
curved mirror.
8. Apply the relationship between the focal length and the radius of curvature of a
curved mirror in solving problems.
9. Use the rules for drawing ray diagrams for converging and diverging mirrors
(parallel-ray method) to position an object on the principal axis and locate the
position and other characteristics of the image.
10. Interpret the characteristics of an image from a ray diagram.
11. Demonstrate an understanding of the importance and use of a procedure of
verification when using ray diagrams and equations.
12. Observe and explain that the image position in either a converging or a diverging
mirror depends on the location of the object.
13. Observe and explain that except for the image position, all other characteristics of
an image formed in a diverging mirror are independent of the object position.
14. Observe and explain that the characteristics of an image formed in a converging
mirror depend on the object position.
15. Apply mirror equations to solving problems.
16. Apply the sign conventions for mirror equations correctly when solving problems.
17. Recognize that ray tracing and the use of equations are techniques that developed
from experimentation.
C. Refraction
1. Snell's Law
Students will increase their abilities to:
1. Define the following terms: refraction, boundary, partial reflection, point of
incidence, refracted ray, angle of refraction, spectrum, dispersion, dispersive
medium, chromatic aberration, lateral displacement, angle of deviation.
2. Explain why refraction occurs.
3. Explain that no bending of the incident ray occurs if it strikes the boundary while
travelling along the normal.
4. Draw and label a diagram which illustrates the way in which light behaves when
it undergoes refraction.
5. State the three laws of refraction.
6. Apply Snell's Law to solve problems relating to refraction.
7. Recognize the direction that a refracted light ray will bend, depending on the
relative index of refraction for the two media.
8. Explain what causes chromatic aberration.
9. Solve problems relating to the refraction of light.
10. Identify several applications or examples from common experience which
illustrate the refraction of light.
2. Total Internal Reflection
Students will increase their abilities to:
1. Define the following terms: total internal reflection, critical angle.
2. Solve problems involving the refraction of light.
3. Recognize situations in which total internal reflection could occur.
4. Determine the critical angle for light travelling from any medium into some other
medium.
5. Recognize that the critical angle depends on the relative index of refraction
between two media.
6. Explain how an incident ray, travelling towards a medium with a lower index of
refraction, would behave if the angle of incidence were smaller than the critical
angle, the same size as the critical angle, or larger than the critical angle.
Core Unit IV: Heat
A. Heat and Temperature
Students will increase their abilities to:
1. Define the following terms: thermal energy, heat, temperature, convection,
conduction, radiation, thermal expansion, linear expansion, coefficient of linear
expansion.
2. Identify some important postulates of the kinetic molecular theory.
3. State what is meant by a theory.
4. Explain that, as new information accumulates, a theory could be supported,
modified, or rejected in favour of new theories which better help to explain the
evidence.
5. Describe the difference between a theory and a law.
6. Give an example of an observable phenomenon which lends support to the kinetic
molecular theory.
7. Explain the difference between heat and temperature.
8. State the correct units used to measure heat energy and temperature.
9. Explain that heat can not be measured directly whereas temperature can.
10. State that a thermometer, like any other measuring instrument, must be calibrated
in some way.
11. Recognize the limitations of certain materials that are used in making
thermometers.
12. Explain the reference points that were used to calibrate the Celsius temperature
scale.
13. Compare the Celsius and Kelvin temperature scales.
14. Convert a temperature reading from degrees Celsius to Kelvin and vice versa.
15. State that substances vary in their amount of thermal expansion.
16. State three important factors which determine the linear expansion of a material.
17. State the correct units for the coefficient of linear expansion.
18. Recognize that the coefficient of linear expansion is based on the unique physical
properties of different substances.
19. Suggest some applications in which an understanding of thermal expansion would
be extremely useful.
20. Recognize any potentially hazardous situations that could arise from the thermal
expansion of materials, especially those involving an increase in pressure from the
expansion of gases in closed containers.
21. Solve problems involving heat and temperature, and thermal expansion.
B. Specific Heat Capacity and Latent Heat
Students will increase their abilities to:
1. Define the following terms: specific heat capacity, specific latent heat, specific
latent heat of fusion, specific latent heat of vaporization.
2. Solve problems involving specific heat capacity and specific latent heat.
3. Distinguish between specific heat capacity and specific latent heat.
4. Use the correct units for specific heat capacity and specific latent heat.
5. Identify several unique physical properties of water.
6. Suggest some environmental implications leading from the physical properties of
water.
C. Thermodynamics
Students will increase their abilities to:
1. Define the following terms: calorimeter, heat engine, heat pump.
2. State the Law of Conservation of Energy.
3. Give a practical example which illustrates the Law of Conservation of Energy.
4. State the Principle of Heat Exchange.
5. Give a practical example which illustrates the Principle of Heat Exchange.
6. State the Zeroth, First, Second and Third Laws of Thermodynamics.
7. Give examples to illustrate the Laws of Thermodynamics.
8. Explain that it is impossible to build a perfect heat engine.
9. Explain that as one attempts to reach absolute zero, it becomes progressively more
difficult to reach it, such that it becomes impossible to actually ever attain it.
Optional Unit V: Sound
A. Applications
1. The Human Ear
Students will increase their abilities to:
1. Define the following terms: meatus (auditory canal), tympanic membrane
(eardrum), cochlea, auditory nerve, Eustachian tube.
2. Identify some important physical principles involved in human hearing such as:
amplification, levers, accelerometers, resonance, longitudinal waves, and
pressure.
3. Explain the physical process by which sound signals reaching the ear are
transferred from the outer ear to the middle ear.
2. Other Applications
Select any three of:
Acoustics
Animal calling
Applications of ultrasound and infrasound
Audio engineering
Hearing impairment
Hearing in animals
Musical instruments
Sonar and/or radar
Supersonic and subsonic speed
Synthesizers and/or synthetic sound
The human voice
B. Transmission of Sound
1. Production of Sound
Students will increase their abilities to:
1. Define the following terms: sound, pressure, longitudinal waves, compression,
rarefaction, vacuum, echo, reverberation, damping.
2. Describe some of the ways in which sound illustrates wave behaviour.
3. Explain that sound is produced by vibration.
4. Determine some vibrating sources which produce different sounds.
5. Explain that the vibrations cause a change in pressure near the vibrating source.
6. Explain that the changes in pressure can create a series of longitudinal sound
waves which are transmitted from the source.
7. State that sound can not travel in a vacuum.
8. Explain that sound can travel through different types of solids, liquids, and gasses.
9. Define an echo and reverberation and state similarities and differences between
them.
10. Identify two important damping principles.
11. Give examples of different kinds of damping devices.
2. Speed of Sound
Students will increase their abilities to:
1. Explain that the speed of sound varies in different types of media.
2. Make generalizations comparing the speed of sound in solids, liquids, and gases.
3. State that the temperature of air (or any other gas) affect the speed of sound in that
medium.
4. Calculate the speed of sound in air at different temperatures.
5. Solve problems relating to the speed of sound in air, or any other given medium.
6. Suggest an experimental procedure which could be used to determine the speed of
sound.
C. Characteristics of Sound
1. Intensity
Students will increase their abilities to:
1. Define the following terms: intensity, bel, decibel, logarithmic scale.
2. State the units commonly used to measure sound intensity.
3. Illustrate the relationship between sound intensity values expressed in W/m2 and
in multiples of 10 on the dB scale.
4. Compare logarithmic and arithmetic scales.
5. State that 0 dB has been arbitrarily set to correspond to the threshold of human
hearing.
6. State that the threshold of pain lies somewhere between 120 and 130 dB.
7. Explain that minimum threshold levels of human hearing vary with frequency.
8. Estimate the approximate intensity of sounds emanating from various different
sources.
9. Recognize that sound intensity diminishes with increased distance.
10. Explain why instruments which measure sound intensity must be placed at some
standard distance away from a sound source.
11. Interpret inverse square law relationships, as illustrated by the dependence of
distance from the source on sound intensity.
12. Solve problems relating to the intensity of sound.
13. Explain why extremely loud sounds may cause a perforation of the eardrum.
14. Explain that repeated exposure to loud sounds may cause permanent hearing
damage.
15. Explain that the intensity of a sound, as well as its duration, determine the extent
of hearing damage that could occur from it.
16. Realize that hearing damage is usually irreparable.
17. Recognize that partial hearing loss first begins with certain frequencies, then
extends to other frequencies until total deafness occurs.
18. Realize that a "ringing" sensation in the ears may be an indication that permanent
hearing damage has occurred.
19. Realize that there are few pain receptors in the ears to warn us when hearing
damage may be taking place.
20. Recognize that permanent hearing loss is usually irreparable.
21. Explain that hearing protectors can be used to help protect the ears from loud
noises.
22. Recognize that hearing protectors can not protect the ear adequately from sounds
which travel through the skeleton into the bones of the middle ear.
23. Explain that hearing loss tends to become more pronounced with age.
24. Explain that in certain developed parts of the world hearing loss among people
tends to be more severe.
25. Explain some things which may be of assistance to people who have experienced
hearing loss.
26. Appreciate the role that both science and technology play in helping people who
have experienced hearing loss.
27. Recognize that noise pollution poses a serious threat to the quality of life.
28. Suggest a variety of factors which are contributing to noise pollution in both
urban and rural environments.
29. Explain how the term "quality of life" relates to the issue of noise pollution.
30. Suggest various ways in which the amount of noise pollution experienced in any
given situation might be reduced.
2. Pitch
Students will increase their abilities to:
1. Define the following terms: pitch, infrasonic, ultrasonic.
2. Explain that pitch is a term used to describe the frequency of sound waves.
3. State the approximate range of audible frequencies for humans.
4. State some important applications for ultrasonic and infrasonic sound.
5. Explain that doubling the frequency will raise the pitch of a sound by one octave.
6. Explain that only certain devices, such as a tuning fork, are capable of producing
sounds having a single frequency.
3. Doppler Effect
Students will increase their abilities to:
1. Explain that when a sound source generating waves moves relative to an observer,
or when an observer moves relative to a source, there is an apparent shift in
frequency.
2. Explain that the frequency apparently decreases when the distance separating the
source and the observer increases.
3. Explain that the frequency apparently increases when the distance separating the
source and the observer decreases.
4. Apply mathematical relationships describing the Doppler Shift to problem
solving.
5. Describe a situation or an application which involves the Doppler Effect.
6. Transfer an understanding of the Doppler Effect to practical examples and
common experiences.
4. Harmonics, Resonance, and Interference
Students will increase their abilities to:
1. Define the following terms: natural frequency of vibration, mechanical resonance,
fundamental frequency, overtones, harmonics, beat frequency.
2. Explain that all objects have a unique natural frequency of vibration.
3. Explain that a periodic force occurring at the same frequency as the natural
frequency of vibration of an object may cause the object to begin to vibrate.
4. Explain that the periodic force and the object being affected must come into
contact for mechanical resonance to occur.
5. Explain that mechanical resonance may cause objects to undergo failure.
6. Suggest ways in which the failure of an object due to mechanical resonance can
be prevented.
7. Transfer an understanding of mechanical resonance to practical examples and
common experiences.
8. Explain that mechanical resonance must be taken into account when selecting and
designing materials for a specific application.
9. State that the fundamental frequency is the lowest frequency which will produce a
standing wave pattern in a one dimensional medium.
10. State that the first overtone has twice the frequency of the fundamental frequency.
11. Explain that a closed pipe does not exhibit first (or any odd number) overtone, but
only even numbered overtones (or odd harmonics).
12. State that overtones have whole number multiples of the fundamental frequency.
13. Identify different variables which will affect the frequency produced by a
vibrating string.
14. Apply mathematical relationships governing the frequency of vibrating strings in
problem solving.
15. Recognize that musical instruments are designed based on important underlying
physical principles.
16. Suggest how an understanding of standing wave interference patterns can help to
explain resonance in air columns.
17. State that an air column will resonate if certain specific frequencies of sound pass
through it.
18. Recognize that resonance will occur when an antinode (loop) is allowed to form at
the end of the air column from which sound is escaping.
19. Explain that an adjustable air column can be made to resonate at several different
lengths for a given frequency of sound.
20. Solve problems relating to the resonance of sound in open and closed air columns.
21. Explain why a vibrating tuning fork produces an interference pattern.
22. Explain why the placement of one or more speakers in a room affects the quality
of sound produced.
23. Explain that beats are produced when two sound sources vibrate at slightly
different frequencies.
24. Explain that the beat frequency depends on the difference in the frequencies of the
two vibrating sources.
25. Apply an understanding of beat frequency in problem solving.
Optional Unit VI: Optics
A. Applications
1. Human Vision
Students will increase their abilities to:
1. Define the following terms: accommodation, near point.
2. Describe the function of the following parts of the human eye: cornea, lens, ciliary
muscles, suspensory ligaments, iris, aqueous humour, vitreous humour, sclerotic,
retina, rods, cones, optic nerve.
3. Research the causes and known treatments of any of the following defects in
human vision: myopia (nearsightedness), hypermetropia (farsightedness),
presbyopia, astigmatism, colour blindness, cataracts.
4. Describe how the rods and cones on the retina respond to light differently.
5. Explain why binocular vision is necessary for correct depth perception.
6. Explain the differences between regular eye glasses, bifocals, and trifocals.
2. Other Applications
The topics listed here summarize alphabetically major applications found in many
Secondary Level physics resources. Other applications of light may be added to the list.
animal vision
apparent depth
applications of light involving
computers
artificial light sources
atmospheric effects
binocular vision
binoculars
black body radiation
cameras
catadioptric lenses
colour perception
colour pigments
colour temperature
compound lenses
contact lenses
eclipses
electron microscopes
emission spectroscopy
eproms
fibre optics
fluorescence
fun-house mirrors
gravity lenses
holography
illuminance
image enhancing
one-way mirrors
optical aberrations
optical illusions
optical instruments
optical levers (i.e., Cavendish balance)
optometry
parabolic reflectors
periscopes
phosphorescence
photoelasticity
photoelectric cells
photographic applications
pinhole cameras
plasma displays
prism retroreflectors
prisms
projectors
rainbows
range finding
rearview mirrors
remote sensing
resolution
resolving power
Search for Extraterrestrial Intelligence
(S.E.T.I.)
solar cells
solar heating
infrared light
kaleidoscopes
laser disks
lasers
light emitting diodes
lidar (light detecting and ranging)
light meters
light microscopes
light pressure
lighting
liquid crystal displays
magnifiers
solar reflectors
spectroscopy
spotlights and search lights
sun tanning
telescopes
television
thin films, air wedges, and iridescence
ultraviolet light
video recording
x-ray diffraction
zoom lenses
B. Lenses
Students will increase their abilities to:
1. Define the following terms: converging (positive) lens, diverging (negative) lens,
optical centre, principal axis, principal focus, focal length, focal plane, achromatic
lens, virtual object.
2. Distinguish between a converging (positive) lens and a diverging (negative) lens.
3. Draw diagrams of converging and diverging lenses, showing the principal axis
and important points on the principal axis for each type of lens.
4. Draw neat, properly labelled, accurate, scaled ray diagrams for single thin lenses.
5. Apply the rules for drawing ray diagrams for converging and diverging lenses
(parallel-ray method) to draw an object on the principal axis and locate the
position and other characteristics of its image.
6. Use a ray diagram to interpret the characteristics of an image formed by a lens.
7. Demonstrate an understanding of the importance and use of a procedure of
verification.
8. Recognize that, even though light rays are refracted at both surfaces by a lens, for
thin lenses the incident rays can be shown refracting at the construction line
passing through the optical centre of the lens.
9. Explain why light rays travelling over a long distance are effectively parallel
when they reach a lens (or other type of optical system).
10. Apply lens equations, in conjunction with ray diagrams and other methods, to
solve problems in optics dealing with lenses.
11. Explain one method that can be used to correct for spherical aberration in lenses.
12. Distinguish between a real object and a virtual object.
13. Identify various useful applications of lenses, and show their importance to
society.
C. Physical Optics
1. Important Phenomena
Students will increase their abilities to:
1. Define the following terms: polarization, polarizing filter, central maximum,
secondary maxima, interference fringes, path difference, interferometer, beam
splitter, monochromatic light, diffraction grating.
2. Describe a mechanical model which helps to conceptualize the polarization of
light.
3. Give examples of reflecting surfaces which are capable of polarizing light.
4. Explain that scattering in the atmosphere produces polarization.
5. Describe the diffraction pattern produced by a single slit.
6. Explain why the diffraction of light is most pronounced when the slit is narrow,
within the same order of magnitude of the wavelength(s).
7. Describe the interference pattern produced by Young's double slit experiment.
8. Suggest why Young's double slit experiment gave support to the wave theory of
light.
9. Use the relationship between wavelength, the distance between adjacent nodal
lines on the screen, the slit separation, and the perpendicular distance between the
slits and the screen to solve problems relating to interference.
10. Explain how Michelson's interferometer produced an interference pattern.
2. Electromagnetic Radiation
Students will increase their abilities to:
1. Define the following terms: electromagnetic spectrum, electromagnetic radiation,
monochromatic light, continuous spectrum, line spectrum, visible light, infrared
light, ultraviolet light.
2. State what predictions Maxwell made about the nature of electromagnetic waves.
3. State the range of wavelengths for visible light.
4. Describe the infrared and ultraviolet regions of the electromagnetic spectrum.
5. Investigate several practical applications of infrared and ultraviolet light.
6. Describe regions of the electromagnetic spectrum on both sides of the visible
spectrum and state several applications that arise from them.
7. Explain that different regions of the electromagnetic spectrum vary in their
frequency, wavelength, and the amount of energy possessed.
3. Colour
Students will increase their abilities to:
1. Define the following terms: additive primary colours, secondary colours, filter,
complementary colours, colour filter.
2. State the three additive primary colours.
3. Explain that "white light" contains at least the three additive primary colours.
4. Explain that usually nonluminous objects appear to be a certain colour because
they reflect light at those wavelengths that combine to produce the resulting
colour observed.
5. Suggest what causes some nonluminous surfaces to appear to be black or white.
6. Explain that by combining red, green, and blue light at varying intensities, a wide
range of other colours can be produced.
7. Suggest some applications of the additive theory of light.
8. State the three secondary colours of light.
9. Give examples to illustrate what is absorbed and what is transmitted by various
different types of filters.
10. Suggest some important applications of colour theory.