SPH4U The 

Wave Nature of Light Unit Plan

Day / Topic Curriculum  Agenda Timing Materials Needed Assessment/  Reference

Expectations Evaluation

Chapter 9 – Waves and Light
Day 1 E2.1 use appropriate  Do Now 20 min Diagnostic Assessment Diagnostic SPH3U
Refraction terminology related to  Diagnostic Assessment SNC2D Optics Unit
(9.1, 9.2) the wave nature of light,  ‐ Hand out assessment as students walk in
including, but not  ‐ Find out how much students remember from SPH3U (use 
limited to: diffraction,  modified unit test from SPH3U)
dispersion, wave  ‐ If possible try to complete at end of previous day's class
interference, nodal line, 
phase, oscillate, 
Unit Hook 5 min Formative  Nelson Physics 12
polarization, and 
Write question on the board:   (Discussion) ‐ Unit 4 ‐ Chp. 9 & 10
electromagnetic 
How can we use properties of light to create technologies 
radiation [C]
that enhance our lives?
Use Think Pair Share to discuss.  Possible answers:  X‐rays, 
MRI, CT scans, photocells, lasers, infrared cameras, night 
vision goggles, sunglasses, CFLs, LEDs, CD, DVDs, Fibre optics, 
holograms, GPS etc.
Introduce Unit Project 10 min Unit Project Handout Nelson Physics 12
‐ In teams of 4, prepare and deliver a 3‐5 min oral  ‐ Unit 4 ‐ Chp. 9 & 10
presentation
‐ Discuss topics, may choose own topic
‐ Review rubric ‐ analysis of principles of light, assess impact 
to society, careers
‐ Choose own group and topic, sign up on Day 3
‐ Presentation on Day 9
Activity 25 min ‐ Worksheet Formative http://phet.colorad
Lab ‐ PhET Bending Light (Java applet) ‐ Book computer lab o.edu/en/simulation
‐ Create a worksheet with guiding questions ‐ Need computers with  /bending‐light
‐ Work in pairs with elbow partner to complete lab Java and Internet access
‐ Use PhET Simulation 
Lab

Ms. Lu Page 1 of 13 March 15, 2013

SPH4U The Wave Nature of Light Unit Plan

Day / Topic Curriculum  Agenda Timing Materials Needed Assessment/  Reference

Expectations Evaluation

Consolidation/Exit Ticket 10 min Fill in the blanks handout Formative Nelson Physics 12

Match terminology to definitions: Periodic wave, Universal  ‐ Sections 9.1, 9.2 
wave Equation, Law of Reflection, Refraction, Snell's Law, 
Dispersion, Total Internal Refraction, Fibre Optics etc.

Homework (Problem Set) 5 min Formative Nelson Physics 12

Page 443 # 1‐8, 12, 16, 20‐21 ‐ Sections 9.1, 9.2 
Page 458 # 1‐8

Ms. Lu Page 2 of 13 March 15, 2013

SPH4U The Wave Nature of Light Unit Plan

Day / Topic Curriculum  Agenda Timing Materials Needed Assessment/  Reference

Expectations Evaluation

Day 2 E2.2 conduct inquiries  Do Now 5 min Blank paper Formative Nelson Physics 12

Diffraction involving the diffraction  Page 458 #10.  Write out answers and hand in.  This will test  ‐ Sections 9.3
(9.3) and interference of  if students did the homework or not, of course bright students 
waves, using ripple  will be able to do this if they didn't do the homework.
tanks or computer 
simulations [PR]
Take up homework 5 min Take up on board (if  Nelson Physics 12
Check if there are any questions from previous day's  needed) ‐ Sections 9.1, 9.2 
homework

Hook ‐ Observation Stations 15 min ‐ Ripple tank Formative  Nelson Physics 12

Students to rotate through two stations ‐ Two speakers (Observation) ‐ Section 9.3
Station 1:  Ripple tank to observation diffraction ‐ Use computer  ‐ Station 1: 
Complete page 1 of worksheet simulations if equipment  Investigation 9.3.1, 
Station 2:  Interference from two speakers not available p. 487‐488
Complete page 2 of worksheet ‐ Station 2:  Mini‐
Investigation lab, p. 
Note: I did not create the worksheet. 464
‐ Computer 
Simulation
http://phet.colorad
o.edu/en/simulation
/wave‐interference 

Direct Instruction 15 min
Go through the derivations and sample problems p. 461, 466, 
467 on board.  Provide time to complete practice problems 
on p. 461, 467

Activity 20 min Formative Nelson Physics 12

Homework problems ‐ p 468‐469 #1‐7 ‐ Section 9.3
Complete as group activity.  Split class into 7 groups (table 
groups if easier).  Each group to complete one question on 
chart paper and present answers to class.

Ms. Lu Page 3 of 13 March 15, 2013

SPH4U The Wave Nature of Light Unit Plan

Day / Topic Curriculum  Agenda Timing Materials Needed Assessment/  Reference

Expectations Evaluation

Homework 5 min Formative Nelson Physics 12

Complete the questions you did not do. ‐ Section 9.3

Consolidation 5 min
‐ Summarize Lesson verbally

Exit Ticket 5 min Exit ticket Formative

1. Name one thing you learned today.
2. Name one thing you would like to know more about.

Ms. Lu Page 4 of 13 March 15, 2013

SPH4U The Wave Nature of Light Unit Plan

Day / Topic Curriculum  Agenda Timing Materials Needed Assessment/  Reference

Expectations Evaluation

Day 3 E2.3 conduct inquiries  Do Now 5 min ‐ Terminology Review  Formative Nelson Physics 12

Double Slit  involving the  Terminology Review Worksheet Worksheet ‐ Review of 9.1, 9.2, 
Concepts diffraction, refraction,  ‐ Hand out worksheet as students walk in ‐ SmartBoard 9.3
(9.4) polarization, and  ‐ Take up answers, have students go up and fill in the blanks 
interference of light  on the SmartBoard
waves (e.g., shine lasers  ‐ Announce Chp. 9 Quiz on Day 5
through single, double, 
Take up homework 5 min Take up on board (if 
and multiple slits; 
Check if there are any questions from previous day's  needed)
observe a computer 
homework
simulation of Young’s 
double‐slit experiment;  Hook 5 min Formative  Nelson Physics 12
measure the index of  Write question on the board:   (Discussion) ‐ Section 9.4
refraction of different  Is light a wave or particle?
materials; observe the  ‐ Use Think Pair Share (TPS) to discuss and take up answers.
effect of crossed  ‐ Extension: Use debate format as an alternative to TPS 
polarizing filters on  (depends on class/group dynamics)
transmitted light) [PR]

Direct Instruction 10 min YouTube Video http://www.youtu

Watch and discuss Dr. Quantum video be.com/watch?v=
DfPeprQ7oGc

Activity 30 min ‐ PhET Lab Handout Formative http://phet.colorad

Lab ‐ PhET Quantum lab (Java applet) ‐ Book computer lab o.edu/en/simulation
‐ Complete question 1 together as a class ‐ Need computers with  /quantum‐wave‐
‐ Work in pairs with elbow partner to complete lab Java and Internet access interference
‐ Use PhET Simulation 
Lab

Ms. Lu Page 5 of 13 March 15, 2013

SPH4U The Wave Nature of Light Unit Plan

Day / Topic Curriculum  Agenda Timing Materials Needed Assessment/  Reference

Expectations Evaluation

Homework (to hand in) 5 min Formative

Complete questions 2‐9 (required)
Challenge questions 10‐17 (optional)

Consolidation 5 min
‐ Summarize Lesson verbally

Exit Ticket 5 min Exit ticket Formative

1. Name one thing you learned today.
2. Name one thing you would like to know more about.

Ms. Lu Page 6 of 13 March 15, 2013

SPH4U The Wave Nature of Light Unit Plan

Day / Topic Curriculum  Agenda Timing Materials Needed Assessment/  Reference

Expectations Evaluation

Day 4 E2.4 analyse diffraction  Do Now 5 min ‐ Young's double‐slit  Formative Nelson Physics 12

Double Slit Math and interference of  Hand in PhET Quantum Lab experiment note ‐ Section 9.4
(9.5) water waves and light  ‐ Hand out worksheet as students walk in ‐ SmartBoard
waves (e.g., with  ‐ Write a note about Young's double‐slit experiment.  Create a 
reference to two‐point  a fill in the blank worksheet.  Take up answers.
source interference in a 
Take up homework 5 min Take up on board (if  Nelson Physics 12
ripple tank, thin‐film 
Check if there are any questions from previous day's  needed) ‐ Section 9.4
interference, multiple‐
homework
slit interference), and 
solve related problems  Direct Instruction 10 min Nelson Physics 12
[PR, AI] Show proofs and derivations for the formulas used pp. 479‐ ‐ Section 9.5
482.

Activity 30 min ‐ Chart Paper Formative Nelson Physics 12

Homework problems ‐ p 484 #2‐8 ‐ Markers ‐ Section 9.5
Complete as group activity.  Split class into 7 groups (table 
groups if easier).  Each group to complete one question on 
chart paper and present answers to class.

Homework 5 min Formative Nelson Physics 12

Complete the questions you did not do. ‐ Section 9.5

Consolidation 15 min
‐ Summarize Lesson verbally
‐ Review content covered in Chapter 9
‐ Review quiz expectations (20 min, multiple choice, fill in the 
blanks etc.)

Ms. Lu Page 7 of 13 March 15, 2013

SPH4U The Wave Nature of Light Unit Plan

Day / Topic Curriculum  Agenda Timing Materials Needed Assessment/  Reference

Expectations Evaluation

Chapter 10 – Applications of the Wave Nature of Light
Day 5 E3.1 describe and  Chapter 9 Quiz 20 min Quiz (did not create) Summative Nelson Physics 12
‐ Quiz explain the diffraction  ‐ Closed book, put all notes away, need a pen or pencil ‐ Chapter 9
‐ Diffraction  and interference of  ‐ No talking
Gratings water waves in two  ‐ 20 minutes
(10.3) dimensions If you finish early read section 10.3 of textbook

Hook 5 min YouTube Video from  Formative http://www.youtub

Watch and try to explain why this works. Laser show videos (if  Thomas Altman e.com/watch?v=Imz
equipment available, replicate in the classroom as a  7IYEJZJ4
demonstration)
http://altmanscienc
e.com/Lasers.html
Direct Instruction 10 min Nelson Physics 12
‐ Discuss how a spectrometer works 10.3
‐ Discuss how this relates to CDs or DVDs
‐ Show proofs (maxima, minima) and derivations for the 
formulas used pp. 523.

Activity 30 min Worksheet from Roberta  Formative http://roberta.tevlin

Complete worksheet courtesy of Robert Tevlin. Tevlin Day 1.5 .ca/12U%20Course/
1)%20Wave%20Nat
ure%20of%20Light/
Wave%20nature%20
Main.htm

Consolidation 5 min
‐ Summarize Lesson verbally

Exit Ticket 5 min Exit ticket Formative

1. Name one thing you learned today.
2. Name one thing you would like to know more about.

Ms. Lu Page 8 of 13 March 15, 2013

SPH4U The Wave Nature of Light Unit Plan

Day / Topic Curriculum  Agenda Timing Materials Needed Assessment/  Reference

Expectations Evaluation

Day 6 E3.2 describe and  Return Quizzes 5 min Marked Quizzes Formative Nelson Physics 12

‐ Polarization explain the diffraction,  Take up questions that everyone missed.  Post answers.  Tell  ‐ Chapter 9
(10.5) refraction, polarization,  students to see me after class if there are specific questions 
‐ Thin Film and  and interference of  they want to discuss.
Single Slit  light waves (e.g., 
Click questions (or individual white board questions) 5 min Take up on board (if  Formative Nelson Physics 12
Interference reduced resolution 
5 multiple choice questions to review previous day's content  needed) 10.3
(10.1, 10.2) caused by diffraction, 
(need to create)
mirages caused by 
refraction, polarization  Direct Instruction 5 min
caused by reflection  Complete observation lab, hand in by end of class
and filters, thin‐film 
interference in soap  Activity ‐ Observation Stations 45 min ‐ Mirror Formative  Nelson Physics 12
films and air wedges,  Students to rotate and make observations for each station ‐ Light beam (Observation) ‐ Section 10.1, 10.2, 
interference of light on  Station 1: Reflection (Mirror and laser/light beam) ‐ glass 10.5
CDs) Station 2: Thin film (soap) on glass ‐ beaker with water
Station 3: Thin film (oil) on water  ‐ soap
E3.3 use the concepts of  Station 4: Interference of light on CDs ‐ oil
refraction, diffraction,  Station 5: Newton's Rings and Air Wedges ‐ CDs
polarization, and wave  Station 6: Anti‐reflective coatings on glasses, windshields,  ‐ Newton's Rings
interference to explain  cellphone cameras ‐ Air Wedges
the separation of light  Station 7: Polarizing camera filter (or sunglasses) ‐ Old glasses with anti‐
into colours in various  Station 8: LCD displays and Polarization reflective coating
situations (e.g., light  ‐ polarizing camera filter 
travelling through a  Complete observations on worksheet or sunglasses
prism; light contacting  Note: I did not create the worksheet. ‐ LCD display (picture 
thin film, soap film,  frame)
stressed plastic  If finished early, start homework.
between two polarizing 
filters)

Homework 5 min Formative Nelson Physics 12

p. 511 #1‐3,5 ‐ Section 10.1, 10.2, 
p. 519 #1‐3,7‐10 10.5
p. 537 #1‐2,5‐6,11‐12

Ms. Lu Page 9 of 13 March 15, 2013

SPH4U The Wave Nature of Light Unit Plan

Day / Topic Curriculum  Agenda Timing Materials Needed Assessment/  Reference

Expectations Evaluation

Consolidation 5 min
‐ Summarize Lesson verbally

Exit Ticket 5 min Exit ticket Formative

1. Name one thing you learned today.
2. Name one thing you would like to know more about.

Ms. Lu Page 10 of 13 March 15, 2013

SPH4U The Wave Nature of Light Unit Plan

Day / Topic Curriculum  Agenda Timing Materials Needed Assessment/  Reference

Expectations Evaluation

Day 7 E3.4 describe, in  Do Now 5 min Blank paper Formative Nelson Physics 12

Electromagnetic  qualitative terms, the  Page 537 #7.  Write out answers and hand in.  This will test if  ‐ Section 10.1, 10.2, 
Radiation production of  students did the homework or not, of course bright students  10.5
(10.4) electromagnetic  will be able to do this if they didn't do the homework.
Projects work  radiation by an 
period (1/2  oscillating electric 
Take up homework 5 min Take up on board (if  Formative Nelson Physics 12
period) dipole (e.g., a radio 
Check if there are any questions from previous day's  needed) ‐ Section 10.1, 10.2, 
transmitter, a 
homework 10.5
microwave emitter, an X‐
ray emitter, electron  Hook 5 min Formative  Nelson Physics 12
energy transitions in an  Write question on the board:   (Discussion) ‐ Section 10.4
atom) What is an example of electromagnetic radiation?  I can think 
of ten, how many can you come up with?
‐ Use Think Pair Share (TPS) to discuss and take up answers.

Direct Instruction 10 min Image of  Nelson Physics 12

Show image of electromagnetic spectrum Electromagnetic  ‐ Page 527
Discuss practical examples Spectrum

Consolidation 5 min Review Package

‐ Summarize Lesson verbally
‐ Handout Unit 4 ‐ Chp. 9 & 10 Review Package so students 
can start their review
‐ Review content covered in Chapter 9 and 10
‐ Review quiz expectations (60 min, multiple choice, fill in the 
blanks etc.)
Homework (to hand in) 5 min Formative Nelson Physics 12
p. 531 #1‐6, 10‐11 ‐ Section 10.4

Activity 40 min Formative

Work period to complete group projects.

Ms. Lu Page 11 of 13 March 15, 2013

SPH4U The Wave Nature of Light Unit Plan

Day / Topic Curriculum  Agenda Timing Materials Needed Assessment/  Reference

Expectations Evaluation

Day 8 E1.1 analyse, with  Group Presentations 5 min Question Worksheet  Summative

Group  reference to the  ‐ Review format, ground rules, respect for each other
Presentations principles related to the  ‐ Questions: each person to come up with a question to ask.  I 
wave nature of light, a  will call on you randomly.  Every person will ask at least one 
technology that uses  question.  Complete and hand in worksheet.
these principles (e.g.,  ‐ peer evaluation ‐ presentation skills only (not content)
Xeon lights, 
Timeline 70 min Nelson Physics 12
spectroscopes, 
7 groups @ 10 min per group ‐ Unit 4 ‐ Chp. 9 & 10
polarized sunglasses) 
3‐5 min presentation
[AI, C]
5 min for questions/comments

E1.2 assess the impact 
on society and the 
environment of 
technologies that use 
the wave nature of light 
(e.g., DVDs, polarized 
lenses, night vision 
goggles, wireless 
t k ) [AI C]

Ms. Lu Page 12 of 13 March 15, 2013

SPH4U The Wave Nature of Light Unit Plan

Day / Topic Curriculum  Agenda Timing Materials Needed Assessment/  Reference

Expectations Evaluation

Day 9 E1. analyse technologies  Take up homework 5 min Take up on board (if  Formative Nelson Physics 12

Review that use the wave  Check if there are any questions from previous day's  needed) ‐ Section 10.4
nature of light, and  homework
assess their impact on 
society and the  Activity 70 min Formative Nelson Physics 12
environment; Work period to review/study for summative test. ‐ Unit 4 ‐ Chp. 9 & 10
If there are any misconceptions or particular topics that need 
E2. investigate, in  to be reviewed, do as a class, otherwise it is a work period.
qualitative and 
quantitative terms, the  Students should use this opportunity to ask any questions 
properties of waves and  they have or work on the review package if they haven't 
light, and solve related  started yet.
problems;
Day 10 Unit 4 ‐ Chp. 9 & 10 Summative 60 min Unit Test Summative Nelson Physics 12
Summative Test E3. demonstrate an  ‐ Closed book, put all notes away, need a pen or pencil ‐ Unit 4 ‐ Chp. 9 & 10
understanding of the  ‐ No talking
properties of waves and  ‐ 60 minutes
light in relation to  If you finish early read start Diagnostic for next unit
diffraction, refraction, 
Unit 5 Diagnostic 15 min Diagnostic Assessment Diagnostic
interference, and 
‐ Closed book, put all notes away, need a pen or pencil
polarization.
‐ No talking
‐ 15 minutes
If you finish early read or do quiet work

Ms. Lu Page 13 of 13 March 15, 2013

SPU4U Unit Project Wave Nature of Light

Applications of “Light” in the real world

Task:

In teams of 4, prepare and give a 3-5 min oral presentation (i.e. video, skit, poem,
song, for ask Ms. Lu about an alternative format) on one of the following topics. Your
team must sign up for a topic (posted in class).

Requirements:

Your presentation must include a description of your situation, a description of the

applications of light involved (and a diagram) and any technological advancement.

In addition, you must prepare and submit electronically to Ms. Lu 2 multiple choice
questions about the physics of your topic. Select questions will be included in our unit
test.

For your selected topic, you will need to:

 Analyse, with reference to the principles related to the wave nature of light, how
your technology uses these principles
 Assess the impact on society and the environment or your technology that uses
the wave nature of light
 Discuss and explain careers that would use this technology 
 
 
 
Topics:

Textbook
# Topic Page
Reference
Electromagnetic waves used in applications such as
1 10.6 538-539
lidar and photoelasticity
2 Light nanotechnology and counterfeit preventions 10.7 540-541

3 Global Positioning Systems 10.8 542-543

Investigation
4 CD and DVD Storage Capacity 547
10.3.1
5 Optical Pattern Analysis Unit task 4 556

6 Select own topic with teacher’s approval

Ms. Lu Page 1 of 2 March 15, 2013

SPU4U Rubric Wave Nature of Light

Group Members:

Mark Level 1 Level 2 Level 3 Level 4

Group Three members do not Two members do not One member does not All members participate
Participation participate. participate. participate. equally
[C] /4
Effectiveness Does not communicate Somewhat communicates Does an okay job of Effectively communicates
of situation background, current situation background, current communicating situation situation background, current
Presentation technology and physics. technology and physics. One background, current technology and physics.
[C, A] Little effort has been made to or more requirements may technology and physics. Presentation has been
make presentation effective. be missing. Presentation Some attention to detail andobviously rehearsed; effort
appears not to be rehearsed effort made to make has been put into making the
/ prepared in advance. presentation effective. presentation effective and /
/4 or entertaining.
Description of Physics description Physics description Physics description does an Physics description
Physics [K/U] inaccurately models somewhat models situation. okay job modeling the accurately models situation.
/4 situation. situation.
Impact on Description inaccurately Description somewhat Description does an okay job Description accurately
Society [T/I] discusses the impact on addresses the impact on explaining the impact on explains the impact on
/4 society. society. society. society.
Career Does not discuss careers Explains careers that would Explains careers that would Thoroughly explains careers
Applications that would use this use this technology at a high use this technology at a high that would use this
[A] technology. level. No examples provided level. Provides generic technology. Provides
/2 examples. detailed examples.
Multiple No questions are submitted. Questions are inadequate or Questions are okay, may or Questions are excellent and
Choice missing. Will not be used on may not be appropriate for effective evaluation tools. 4
Questions [T/I] a test. test. possible answers are
provided. Includes solutions
/2 and explanations.
TOTAL
/20
Comments:

Ms. Lu Page 2 of 2 March 15, 2013

SPH4U ‐ Unit Test: The Wave Nature of Light  Name:__________________________
 
Date:__________________________
     
       
 
22K  11T  2A  3C 
 
 
  Unit Test
Strand: The Wave Nature of Light 
 
  Expectations: 
E1. analyse technologies that use the wave nature of light, and assess their impact on society and 
the environment; 
E2. investigate, in qualitative and quantitative terms, the properties of waves and light, and solve 
related problems; 
E3. demonstrate an understanding of the properties of waves and light in relation to diffraction, 
refraction, interference, and polarization.
   
   
PART 1 – FILL IN THE BLANKS – 10 MARKS 
 
  Directions:  Fill in the blanks. 
 
  1. A wave with a repeated pattern over time or distance is called 
 
  ______________________. 
 
10K   
2. The index of refraction is the ratio of the speed of light in 

______________________ to the speed of light in ______________________. 

3. The nodal line is a line or curve along which ______________________ 

interference results in ______________________ displacement. 

4. A diffraction grating consists of a ______________________ number of closely 

spaced ______________________ slits that produces interference patterns. 

5. Three ways that polarized light can be produced from unpolarized light are: 

______________________, ______________________, and 

______________________. 

Ms. Lu, UOIT Secondary School    Page 1 of 6 
SPH4U ‐ Unit Test: The Wave Nature of Light  Name:__________________________

  Date:__________________________

 
     
PART 2 ‐ MATCHING – 5 MARKS 
 
    Directions:  Beside each definition, write the letter of the term from the right hand 
column.  Use each term only once. 
 
      1. The bending of light as it travels at an  A. Dispersion 
  angle from one medium to another.  
         
      2. The separation of a wave into its  B. Iridescence 
 
5K  component parts according to a given   
characteristic.   
       
    3. The bending and spreading of a wave  C. Reflection 
when it passes through an opening.   
       
    4. The phenomenon that occurs when  D. Incoherence 
two waves in the same medium 
intersect.   
       
    5. A change in direction of a light ray after  E. Interference 
meeting an obstacle.  
       
      F. Refraction 
 
       
      G. Diffraction 
 
       
      H. Interference 
 

Ms. Lu, UOIT Secondary School    Page 2 of 6 
SPH4U ‐ Unit Test: The Wave Nature of Light  Name:__________________________

  Date:__________________________

 
     
PART 3 – TRUE AND FALSE – 5 MARKS 
 
    Directions:  For each question below, circle True or False. 
 
    True  False  1. Newton’s Particle Theory of Light states that light particles 
  travel in straight lines with a maximum velocity and therefore 
  have kinetic energy. 
   
5K    True  False  2. At Brewster’s angle, the refracted ray and reflected ray are 
parallel to each other. 
 

 
  True  False  3. Specular reflection is the reflection of light from a surface 
where all the reflected rays are directed in many different 
directions.  
 
  True  False  4. A light beam diffracting around a small solid disc will create a 
bright spot in the centre of the disc’s shadow. 
 
  True  False  5. Electromagnetic waves consist of magnetic and electric fields 
that are parallel to each other and to the direction of 
propagation, and oscillate in phase. 
 

 
Ms. Lu, UOIT Secondary School    Page 3 of 6 
SPH4U ‐ Unit Test: The Wave Nature of Light  Name:__________________________

  Date:__________________________

 
     
PART 4 – MULTIPLE CHOICE – 5 MARKS 
 
    Directions:  Circle the most correct answer. 
 
  1. The colours in anti‐reflective coatings on eyeglasses, solar cells, and the colours 
  seen as sunlight shines on a soap bubble, can be explained by  
  A. Light interfering as it reflects within a thin film 
  B. Light diffracting within a thin film 
2K  C. Light dispersing across a thick film 
  D. Light polarizing inside a thin film 
   
  2. To increase the distance of the first dark fringe from the central maximum in a 
  single‐slit diffraction pattern, you should  
  A. Use more intense light 
  B. Use light of a longer wavelength 
  C. Use light of a higher frequency 
 
D. Replace the slit with a wider opening 
 
 
 
 
3. All light waves have a speed of 3.0 ∗ 10  m/s.  What is the wavelength of light that 
  has a frequency of 5.0 ∗ 10  Hz?  
  A. 6.0 ∗ 10  
B. 6.0 ∗ 10  
 
3T  C. 6.0 ∗ 10  
D. 1.5 ∗ 10  
 
4. Light travels from air into a transparent material that has an index of refraction of 
1.3.  The angle of refraction is 45°.  What is the angle of incidence?  
A. 23° 
B. 45° 
C. 50° 
D. 67° 
 
5. A double‐slit experiment uses two slits 0.35 mm apart to produce an interference 
pattern on a screen 1.5 m from the slits.  The distance between adjacent bright 
spots in 2.4 mm.  What is the wavelength of the incident light?  
A. 0.56 µm 
B. 0.56 mm 
C. 0.84 µm 
D. 0.84 mm 
 

 
Ms. Lu, UOIT Secondary School    Page 4 of 6 
SPH4U ‐ Unit Test: The Wave Nature of Light  Name:__________________________

  Date:__________________________

 
     
PART 5 – SHORT ANSWER – 13 MARKS 
 
    Directions:  Show your work. 
 
  1. Determine the critical angle for light inside a diamond at the diamond‐air 
  boundary.  The diamond has an index of refraction of 2.42. 
 
 
3T 
 
 
 
 

 
1C 

  2. Most computer LCD projectors emit polarized light of red, green, and blue.  You 
  project the image of a white screen from the LDC project.  When you hold a 
  polarizing filter in front of the projector lens, the “shadow” case by the filter is 
  bright green.   
 
 
 
A. Explain why the shadow is green.  
 
 
 
   
   
 
1T   
   
 
 
 
B. Predict what would happen if you rotated the polarizing filter by 90°. 
 
 
 
 
2A 
 
 
 
 

 
1C 

   
Ms. Lu, UOIT Secondary School    Page 5 of 6 
SPH4U ‐ Unit Test: The Wave Nature of Light  Name:__________________________

  Date:__________________________

 
     
PART 5 – SHORT ANSWER – 13 MARKS ‐ CONTINUED 
 
    Directions:  Show your work. 
 
  3. Explain the key differences between Newton’s particle theory of light and Huygen’s 
  principle.  Provide examples to illustrate your point.  
   
 
4T 
 
 
 
 
 
1C 

 
Ms. Lu, UOIT Secondary School    Page 6 of 6 
 Refraction PhET Lab  How the angle of refraction compares to the angle of incidence,
measured from the normal, when going from water to air,
Purpose: To investigate the behaviors and characteristics  At what angle of incidence does something different happen that did
of light when it bends due to refraction. These properties not occur in the first investigations? Describe what happens to the
and characteristics will be true for all other EM waves - refracted beam at this critical angle.
and sound as well.  How changing the index of refraction of the bottom material changes
the angle of refraction,
Questions:  How changing the index of refraction of the bottom material changes
What happens to the speed of light as it goes from air to water? when the critical angle appears,
 Hypothesis:  How changing the index of refractions of both materials changes the
What happens to the frequency of light as it goes from air to water? angle of refraction. What conditions produce no refraction? What
 Hypothesis: conditions produce maximum refraction?
What happens to the wavelength of light as it goes from air to water? Write down the steps you needed to do to accomplish each task, and in a table,
 Hypothesis: record your observations for each.

Procedure: You are now ready to investigate the beam itself. Click on the More Tools tab,
Go online and search for “phet bending-light”, or go to the PhET website and change your beam to a wave.
http://phet.colorado.edu/en/simulation/bending-light, and run the sim. Mess  Using the speed tool, investigate the connection between the index of
around with the controls and tools provided on the Intro tab; your first tasks are: refraction of the bottom material and the speeds of the beams in air
 Learn how to turn the beam on and off, and in the bottom material.
 Learn how to change the beam to a wave, Write down the steps you needed to do to accomplish this task, and in a table,
 Learn how to change the angle of the beam. record your observations; what equation connects the above two variables?
Write down the steps you needed to do to accomplish each task.
 Using the time tool, investigate the connection between the index of
You will be systematically learning about changing angles in refraction refraction of the bottom material and the frequency of the beam in
- Which beam is best suited for measuring angles, the ray or wave? that material compared to the beam in air. Observe the wavelength of
- Which tool should you select for measuring angles, the protractor or intensity the beam in the material compared to its wavelength in air (you may
meter? slow down or pause the sim for this).
-Using this setup and tool, you will investigate and discover: Write down the steps you needed to do to accomplish each task, and in a table,
 How the angle of refraction compares to the angle of incidence, record your observations.
measured from the normal, when going from air to water,
BONUS:
 How changing the index of refraction of the bottom material changes
the angle of refraction,  Using the equation you found for the index of refraction, find the index
of refraction of mystery materials A & B. Search online and theorize
 How changing the index of refractions of both materials changes the
what these materials might be.
angle of refraction. What conditions produce no refraction? What
conditions produce maximum refraction?  Investigate and report what effect changing the color (wavelength) of
Write down the steps you needed to do to accomplish each task, and in a table, the beam has on any of the refraction behaviors you already recorded.
record your observations for each.
Conclusion:
Investigate the materials further: set the top material to be water, and the bottom What were your hypotheses, and were they validated by the results of your
one to be air. Systematically investigate and discover: investigations? If not, what did you learn? Summarize what conditions are
necessary for refraction to occur, and how changing those conditions changes
the amount of refraction. What conditions cause exceptional behavior?
 PhET’s Quantum Wave Interference Simulation

http://phet.colorado.edu/en/simulation/quantum-wave-interference

Select settings as follows:

Hit the Run Now button. Set up the simulation (using controls from top to bottom):
- high intensity
- screen: hits, medium brightness, no fade
- particles: electrons
- slits: 1/10 width, ½ separation, ¾ vertical (this produces three clear maxima)
- add a potential barrier to block the right slit
- gun: ½ intensity (middle of slider), ½ velocity (default)

Download from PhET, courtesy of Roberta Tevlin, TDSB Page 1 of 5

 Electron Interference Name ________________

An electron gun is set to fire a couple hundred electrons per second. The screen at the back detects the electrons
that make it through the slit(s).

1) The right slit is blocked off. If the gun is fired for two seconds you will see about 200 electrons spread over
a) in a narrow region opposite the slit
b) mostly on the left half of the screen
c) only on the left half of the screen
d) spread evenly over the whole screen

Prediction and Reason: ……………………………………………………………..

Sketch the Result:

2) If the experiment is repeated the screen will look

a) exactly the same
b) almost the same
c) very different

Prediction and Reason: ……………………………………………………………..

Sketch the Result:

3) The right slit is opened and the left slit is blocked. Sketch the pattern that will form.

How does this pattern compare to the previous one?

4) Both slits are uncovered. The screen will show about 400 electrons that hit
a) evenly across the screen
b) in one concentrated region fading to the edges
c) in two concentrated regions. The middle will have few hits.
d) in three concentrated regions. The middle will have many hits.

Prediction and Reason: ……………………………………………………………..

Sketch the Result:

How does this pattern compare to the two single slit patterns?

Download from PhET, courtesy of Roberta Tevlin, TDSB Page 2 of 5

5) The intensity is reduced so that there will only be one electron going through the slits at a time. The next
electron will land
a) anywhere on the screen
b) almost anywhere but most likely in the middle third
c) most likely in the middle or near 0.6 nm or 3.6 nm
d) most likely near 1.2 nm or 3.0 nm

Prediction and Reason: ……………………………………………………………..

Result: …

6) When the intensity of the gun is altered so that only one electron is travelling at a time. What will the pattern
look like? You will see
a) one spread out region that is the sum of the two spread out regions from each slit
b) three spread out regions because an individual electron acts like a wave
c) three spread out regions because the electrons ricochet off the slit edges

Prediction and Reason: ……………………………………………………………..

Result: ………………………………………………………………………………….

7) A detector is added to the left slit. This will be able to detect whether the electrons went through the left side
or the right slit. It will not block the electrons.
Sketch the Result:

How does this pattern compare to the two single slit patterns?

8) If you turn the detector off then electron goes through

a) the left slit
b) the right slit
c) either the left or right, but we can’t know which
d) both slits
e) neither slit

Prediction and Reason: ……………………………………………………………..

Result:

Download from PhET, courtesy of Roberta Tevlin, TDSB Page 3 of 5

9) The wavelength of an electron is given by = h/mv. If the electrons move faster, then the
a) pattern will get brighter
b) pattern will get fainter
c) bright spots will move closer together
d) bright spots will move further apart
Prediction and Reason: ……………………………………………………………..

Result:
10) How will the pattern for just a single slit change as the slit width is decreased? It will become
a) fainter all over but the same size
b) fainter all over and narrower
c) fainter directly opposite the slit
d) fainter where it diffracts around the slit

Prediction and Reason: ……………………………………………………………..

Result:

11) You can’t detect a person’s wavelength because

a) people are not waves, that’s only for sub microscopic particles
b) the wavelength is ridiculously big
c) the wavelength is ridiculously small

Prediction and Reason: …………………………………………………………………….

12) A person’s mass is on the order of 100 kg. Typical human speeds are on the order of 100 m/s and h is on the
order of 10-33 Js. A human’s wavelength is similar to the size of a
a) cell b) atom c) nucleus d) proton e) something else

Prediction and Reason: ………………………………………………………………..

13) Go to the simulation at

http://phet.colorado.edu/new/simulations/sims.php?sim=Quantum_Wave_Interference. Select helium atoms as
your particle. On the screen settings choose ‘hits’, not average intensity and disable the fade option. Add double
slits.
a) At the default settings, how far is the first maximum from the center? Use the ruler.

b) What are the slit separations and speed of the helium at this setting?

c) What is the wavelength of helium at this speed?

d) Calculate how far the slits must be from the screen?

e) Alter the settings until you get the clearest pattern of central three maxima. Describe in detail what you
must do and why to achieve this.

Download from PhET, courtesy of Roberta Tevlin, TDSB Page 4 of 5

14) The real electron experiment was preformed by A Tonomura in 1989. The electrons were accelerated by a
potential difference of 5 x 104 m/s V. Do the following calculations non-relativistically. (Details can be found at
http://www.hqrd.hitachi.co.jp/em/doubleslit.cfm.)
a) How fast were these electrons moving?

b) How fast is that compared to the speed of light? 42 %.

c) How long would they take to cross the 1 m apparatus?

d) What was the wavelength of these electrons?

e) Should relativistic equations be used?

f) How was the slit set-up in this experiment different from the simulation?

15) The experiment demonstrating interference of buckminsterfullerene, C60, had the molecules moving at
210 m/s. Each molecule has an atomic mass of 720 atomic units and a diameter of 1 nm. The molecules
passed through slits with widths of 50 nm and separations of 100 nm. After the slits, the molecules travelled
1.25 m before being detected. (More details can be found at
http://www.quantum.univie.ac.at/research/matterwave/c60/index.html.)
a) What is the mass of one molecule?

b) What is the momentum?

c) What is its wavelength?

d) How does this wavelength compare the size of the molecule?

e) How does this wavelength compare the size of the slits?

f) How far apart would the slits be for the interference of light with a ratio like this?

g) How far apart would the fringes be separated if the screen was 5 m from the slits?

h) How far from the center would the first maximum be?

i) How was the slit set-up different from the simulated experiment?

16) The two-slit experiment illustrated several fundamental concepts in quantum mechanics. Explain what each
of these is and how they are demonstrated in the experiments:
a) Intrinsic Randomness
b) Measurements Affect Reality
c) Superposition
d) Heisenberg’s Uncertainty Principle

17) Google “Dr. Quantum double slit”. This should take you to a very popular and well-animated version of the
electron two-slit experiment. Unfortunately it has the physics seriously wrong in a few places. Describe these.

Download from PhET, courtesy of Roberta Tevlin, TDSB Page 5 of 5

Using Phet’s Quantum Wave Interference as an Interactive Lecture Demonstration

The Quantum Wave Interference simulation is a fantastic resource for making quantum mechanics tangible to
students. The point of this particular lesson is to take students step by step through a series of ‘experiments’ that
confront them with the basic conflict between the wave model and particle model. I like to do this with
electrons rather than light because the electrons are more obviously particles than photons are. The
demonstration shows their wavelike behaviour.

Go to http://phet.colorado.edu/new/simulations/sims.php?sim=Quantum_Wave_Interference.

Hit the Run Now button. Set up the simulation (using controls from top to bottom):
- high intensity
- screen: hits, medium brightness, no fade
- particles: electrons
- slits: 1/10 width, ½ separation, ¾ vertical (this produces three clear maxima)
- add a potential barrier to block the right slit
- gun: ½ intensity (middle of slider), ½ velocity (default)

Note: the simulation shows the probability wave – it would be nice if it could be turned off. Don’t draw
attention to the wave. If students ask about it, praise them for noticing it and say that it will be covered later.

The rest of this file is similar to the four pages that the student gets, but with extra information and the answers
to the questions in bold. As you go through the concept questions make the students write down an answer and
a short reason. Then have them discuss their answers with their nearest neighbours. Then you can have a full-
class discussion or go straight to the simulation. After they see what happens you can help them consider what
the results mean. Give them time to write down their new ideas. This process has been shown to help students
form the mental models needed in physics. The last four to six questions can be assigned for homework.

Download from PhET, courtesy of Roberta Tevlin, TDSB Page 1 of 8

1) An electron gun is set to fire a couple hundred electrons per second. The screen at the back detects the
electrons that make it through the slit(s).
The right slit is blocked off. If the gun is fired for two seconds you will see about 200 electrons
a) in a narrow region opposite the slit
b) mostly on the left half of the screen
c) only on the left half of the screen
d) spread evenly over the whole screen

After the predictions are made, hit the button on the gun and hit it again two seconds later.

The shading above shows the average distribution because it was easier for me to do this on the
computer. However, students should draw the dots to emphasize the randomness.

Copy the screen using the copy screen option so it can be compare to later results.
2) If the experiment is repeated the screen will
a) exactly the same
b) almost the same
c) very different
:

Clear the screen using the button to the right of the screen. Fire electrons for two seconds. Copy the
screen. The two screens should be similar, but not identical.

3) The right slit is opened and the left slit is blocked. Sketch the pattern that will form.

How does this pattern compare to the previous one?

Clear the screen. Move the potential barrier to the left slit. Fire electrons. Copy the screen.
The pattern is similar to the first two, but reflected about the middle of the screen.

4) Both slits are uncovered. The screen will show about 400 electrons that hit
a) evenly across the screen
b) in one concentrated region fading to the edges
c) in two concentrated regions. The middle will have few hits.
d) in three concentrated regions. The middle will have many hits.

How does this pattern compare to the two single slit patterns?

Clear the screen. Clear the barrier. Fire for two seconds. Copy the screen.

Download from PhET, courtesy of Roberta Tevlin, TDSB Page 2 of 8

The pattern for two slits is not a sum of the patterns from the two individual slits! Draw attention to the
nodal regions. With two slits open, they receive fewer electrons than with one open. Adding electrons has
resulted in fewer electrons in these places.

What does it look like? It is like the interference pattern you would get from water/light/sound waves
passing through two slits.

What could be interfering? It could be electrons jostling each other, with ones that pass through the left
slit bumping into those on the right slit. That’s what water molecules do.

Suggest looking at the pattern when there is only one electron in the device at a time. Turn the intensity
to almost zero. You should see an electron arrive only once or twice a second.

5) The intensity is reduced so that there will only be one electron going through the slits at a time. The next
electron will land
a) anywhere on the screen
b) almost anywhere but most likely in the middle third
c) most likely in the middle or near 0.6 nm or 3.6 nm
d) most likely near 1.2 nm or 3.0 nm

Turn the gun on and leave it running while you have the students argue about this. It will take quite a
while before the result is obvious.

Add a ruler and divide the screen into parts and assign the parts to particular groups. They can cheer
when an electron lands in their spot. Make sure that it isn’t fair, i.e. some groups get a region with nodes
and others get a maximum. Eventually, they will see that the pattern is random but not even.

This shows a fundamental principle in quantum mechanics.

A) Intrinsic Randomness: We cannot know what will happen in a specific instant, but we can have a very
good idea of what will happen if it is repeated many times. We have to give up causes and effects.

6) When the intensity of the gun is altered so that only one electron is travelling at a time. What will the pattern
look like? You will see
a) one spread out region that is the sum of the two spread out regions from each slit
b) three spread out regions because an individual electron acts like a wave
c) three spread out regions because the electrons ricochet off the slit edges

Once the simulation has been running long enough, they see that that the answer is either b or c.
However, if it were due to ricocheting, the pattern should be a sum of the two individual ones. Draw
attention to the nodal regions again. Suggest looking more closely to see which slit it went through.

7) A detector is added to the left slit. This will be able to detect whether the electrons went through the left side
or the right slit. It will not block the electrons.
Sketch the Result:

Download from PhET, courtesy of Roberta Tevlin, TDSB Page 3 of 8

 How does this pattern compare to the two single slit patterns?

Turn the gun up a bit to speed things along.

The pattern has changed! It is the sum of the two individual patterns, the pattern that you would suspect
from particles fired through two slits.

The simulation doesn’t let us record which slit it went through, nor does it tell us how the detecting is
done. They have to believe you when you say that no matter how it is done, no matter how careful you
are, once you can tell which slit they went through they behave like particles and there is no
intereference.

This experiment shows two key points, common throughout quantum mechanics, not just the two-slit
experiment.

B) Measurements Affect Reality: What you measure fundamentally changes the results of your
measurement. No matter how gently and carefully you observe the electron - you affect it.

C) Superposition: If we don’t know what state an object is in, then it is in a combination or

superposition of those states and these possibilities can interfere with each other. If there are two
indistinguishable paths - their probabilities can interfere. The electron can be in more than one
place at a time. It can go through both slits.

8) If you turn the detector off then electron goes through

a) the left slit
b) the right slit
c) either the left or right, but we can’t know which
d) both slits
e) neither slit
This pattern is a result of the interference of something that passes through both slits but the
interpretation of this is debatable.

The electron is always detected as a whole electron. However, when it is not being detected its location is
probabilistic and the probabilities are described extremely precisely by the Schrodinger Wave Equation.
The electron’s probability wave – not a smeared out electron - went through both slits and interfered
with itself. The fuzzy blob coming out of the gun represents this probability wave as we imagine it.
However, it can never be directly observed. What we observe is either an electron or no electron. The
interpretation of what happens between the gun and the screen is still under debate. The main
explanations are Copenhagen, many-worlds, sum over paths (Feynman) and the Bohm wave guide. Most
phycisists don’t bother themselves with this, they just accept that QM works and get on with their work.

9) The wavelength of an electron is given by = h/mv. If the electrons move faster, then the
a) pattern will get brighter
b) pattern will get fainter
c) bright spots will move closer together
d) bright spots will move further apart

Download from PhET, courtesy of Roberta Tevlin, TDSB Page 4 of 8

This is not easy to see with the simulation. Set the gun on maximum intensity and the lowest speed.
Slowly increase the speed and watch the probability wave, not the pattern for the clearest result.

At the lowest speeds you can only see three maxima. As you increase the speed, the pattern spreads less
and you can see the next maxima as well.

The wavelength is smaller, therefore the pattern is spread out less. This is like blue light vs. red light. x
= L/d.

10) How will the pattern for just a single slit change as the slit width is decreased? It will become
a) fainter all over but the same size
b) fainter all over and narrower
c) fainter directly opposite the slit
d) fainter where it diffracts around the slit

Set the gun on maximum intensity and medium speed. Cover the right slit with a potential barrier. Look
at the probability wave not the pattern on the screen for the clearest result.

As the slits get narrow, the intense direct wave gets reduced, but the edge effects remain. By removing
most of the direct wave (which behaves most like a particle), the diffraction effects (wave-like behaviour)
are more noticeable.

This is an example of another key aspect of quantum mechanics.

D) Heisenberg’s Uncertainty Principle: They more you know about where the electron is (narrow slit) the
less well you know its momentum (where it goes after the slit); x p < h/2. This is a fundamental limit
(like faster than light travel) and not a restriction of our technical abilities (like faster than sound travel
was a century ago).

Show the video clip of a real electron experiment from Japan. So far, they have had to accept very weird
results from a programmed simulation. It is important to show the real thing.
http://www.hqrd.hitachi.co.jp/em/doubleslit.cfm Click on movie clip 1. It is a short video - lasting only a
minute. The students can examine the details later as homework.

11) You can’t detect a person’s wavelength because

a) people are not waves, that’s only for sub microscopic particles
b) the wavelength is ridiculously big
c) the wavelength is ridiculously small
A person’s momentum will be much, much more than an electron’s and so their wavelengths will be
proportionately smaller.

12) A person’s mass is on the order of 100 kg. Typical human speeds are on the order of 100 m/s and h is on the
order of 10-33 Js. A human’s wavelength is similar to the size of a
a) cell b) atom c) nucleus d) proton e) something else

The wavelength is on the order of 10-33 m. The objects aren’t nearly small enough. Cells are measured in
micrometres (10-6 m), atoms are nanometres (10-9 m), nuclei in picometres (10-12 m) and protons are
femptometres (10-15 m). The human wavelength, is close to the Planck length, which is the length that

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results from combining h, G and c so they produce units in m. The length is given by the square root of
hG/c3. and is10-35 m.

We can’t show people intereference but we can show very large molecules interfering. Show data of
buckyball (buckminsterfullerene, C60) interference.

http://www.quantum.univie.ac.at/research/matterwave/c60/index.html

Go down one page to show how the shape resembles a soccer ball. The next page shows a photo of the lab
and equipment. The next page shows the results with and without the grating. Point out the extra two
maxima with the grating.

13) Go to the simulation at

http://phet.colorado.edu/new/simulations/sims.php?sim=Quantum_Wave_Interference. Select helium atoms as
your particle. On the screen settings choose ‘hits’, not average intensity and disable the fade option. Add double
slits.
a) At the default settings, how far is the first maximum from the center? Use the ruler.
Around 1.1 nm.
b) What are the slit separations and speed of the helium at this setting?
1.2 nm, 0.15 km/s
c) What is the wavelength of helium at this speed?
= h/mv = 6.63 x 10-34 Js /4.00 x 1.66 x 10-27 kg x 150 m/s = 0.67 nm
d) Calculate how far the slits must be from the screen?
L = x1 d/ = 1.1 nm x 1.2 nm/0.67 nm = 2.0 nm. This agrees with the measurement on the
simulation.
e) Alter the settings until you get the clearest pattern of central three maxima. Describe in detail what you
must do and why to achieve this.
Make the slits as narrow as possible to increase the size of the nodes, so the maxima are more
distinct. Make the slit separation about twice the size of the slit widths. If d is too small, the central
maximum dominates and it turns into a single slit pattern. If d is too large, the interference
weakens and the central maximum starts to disappear. Increasing the vertical distance separates
the maxima more, but they soon go off the screen, the middle setting is best. Similarly, decreasing
the speed will in crease the wavelength and spread the pattern more, but the middle setting is best.

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14) The real electron experiment was preformed by A Tonomura in 1989. The electrons were accelerated by a
potential difference of 5 x 104 m/s V. Do the following calculations non-relativistically. (Details can be found at
http://www.hqrd.hitachi.co.jp/em/doubleslit.cfm.)
a) How fast were these electrons moving?
Use kinetic energy equals electric energy and you get a speed of 1.(3) x 108 m/s if calculated non-
relativitistically. v = sqrt( 2qV/m) = sqrt(2 x 1.6 x 10-19 C x 5 x 104 V/9.11 x 10-31 kg). Site gives 1.2 x
108 m/s. To one digit these are the same.
b) How fast is that compared to the speed of light? 42 %.
Site says about 40%.
c) How long would they take to cross the 1 m apparatus?
t = d/v = 7.(9) ns.
d) What was the wavelength of these electrons?
Use the De Broglie equation. = h/p = 6.63 x10-34 Js/(9.11 x 10-31 kg x 1.3 x 108 m/s) = 5.(6) x 10-24
m.
e) Should relativistic equations be used?
Gamma is 1.1, so if we are only concerned with one digit there is no problem. For two digits we
should use relativity.
f) How was the slit set-up in this experiment different from the simulation?
The slit was formed by an "electron biprism" …“which consists of two parallel plates and a fine
filament at the center. The filament is thinner than 1 micron (1/1000 mm) in diameter. “ You can
demonstrate something similar by putting a straight pin in the path of a laser pointer beam.

15) The experiment demonstrating interference of buckminsterfullerene, C60, had the molecules moving at
210 m/s. Each molecule has an atomic mass of 720 atomic units and a diameter of 1 nm. The molecules
passed through slits with widths of 50 nm and separations of 100 nm. After the slits, the molecules travelled
1.25 m before being detected. (More details can be found at
http://www.quantum.univie.ac.at/research/matterwave/c60/index.html.)
a) What is the mass of one molecule?
720 x 1.660 x 10-27 kg = 1.195 x 10-24 kg.
b) What is the momentum?
1.195 x 10-24 kg x 210 m/s = 2.51 x 10-22 kg m/s
c) What is its wavelength?
h/p = 2.65 x10-12 m = 0.00265 nm
d) How does this wavelength compare the size of the molecule?
1/500! The wavelength is much smaller than the object itself.
e) How does this wavelength compare the size of the slits?
1/50, 000! We often say that to demonstrate interference you need a wavelength comparable to the
slit separation. What we really mean is that this is what is needed to demonstrate it easily.
f) How far apart would the slits be if you were demonstrating the interference of light with a ratio like this?
d = 5 x 10-7 m x 50,000 = 2.5 cm.
g) How far apart would the fringes be separated if the screen was 5 m from the slits?
If the screen was 5 m away the fringes would be separated by a tenth of a millimetre. This could
be detected but not easily!
h) How far from the center would the first maximum be?
x1 = L/d = 2.65 x 10-12 m x 1.25 m/1.00 x 10-7 m = 3.31 x 10-5 m.
i) How was the slit set-up different from the simulated experiment?
A diffraction grating of many slits was used to intensify the interference.

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16) The two-slit experiment illustrated several fundamental concepts in quantum mechanics. Explain what each
of these is and how they are demonstrated in the experiments:
a) Intrinsic Randomness
We cannot know what will happen in a specific instant, but we can have a very good idea of what will
happen if it is repeated many times. We have to give up causes and effects on an individual basis. We
don’t know where the next electron will land but we know what the pattern of 100 electrons will be.
b) Measurements Affect Reality
What you measure fundamentally changes the results of your measurement. No matter how gently and
carefully you observe the electron - you affect it. A detector at one slit destroys the interference pattern of
two slits.

c) Superposition
If we don’t know what state an object is in, then it is in a combination or superposition of those states and
these possibilities can interfere with each other. If we don’t try to detect which slit the electron goes
through then electron can be in more than one place at a time. The probability of where it goes is a result
of its amplitude of going through both slits.

d) Heisenberg’s Uncertainty Principle

The smaller the uncertainty in position - the greater the uncertainty in momentum - x p < h/2. This is
a fundamental limit (like faster than light travel) and not a restriction of our technical abilities (like
faster than sound travel was a century ago). They better you know where the electron was (narrow slits)
the less well you know its momentum (where it goes after the slit) and its position at the screen becomes
less predictable.

17) Google “Dr. Quantum double slit”. This should take you to a very popular and well-animated version of the
electron two-slit experiment. Unfortunately it has the physics seriously wrong in a few places. Describe these.

The biggest error, is that the double slits appear to give a single slit interference pattern with the central
maximum twice as wide as the others. The next most serious, is that when the electrons are sent through
one slit they show almost no diffraction. If the diffraction patterns don’t overlap, they can’t interfere. It
shows the electron smearing out and splitting into two, which can leave you imagining that this is what
interferes. However, the interference pattern is due to the interference of probability not smeared out
matter.

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SPH4U Terminology Review Wave Nature of Light

Directions: Underneath each diagram, write the letter or term from the right hand column.  
Use each term only once. 
         
The bending of light as it travels at  The separation of a wave into its  A. Dispersion 
an angle from one medium to  component parts according to a given   
another.   characteristic.    B. Iridescence 
   
C. Reflection 
 
D. Incoherence
 
E. Interference
   
  F. Refraction 
 
1.___________________  2.___________________  G. Diffraction 
 

     
The phenomenon that occurs when  A change in direction of a light ray  H. Total 
two waves in the same medium  when it meets an obstacle where the  Internal 
intersect.   incoming ray and the outgoing ray are  Reflection 
  on the same side of the obstacle. 
 

  
3.___________________  4.___________________   
 

     
The bending and spreading of a  An effect that occurs when light   
wave when it passes through an  encounters a boundary between a 
opening.  medium with a higher index of 
refraction and one with a lower index 
of refraction. 

   
5.___________________  6. ___________________   
     

Olivia Lu Page 1 of 2 March 7, 2013

SPH4U Light: Wave or Particle? Wave Nature of Light

Newton’s Particle Theory of Light  Huygens’ principle (1678) 
 Light travels in ______________ or  All points on a wave can be thought 
“corpuscles”  of as new sources of ____________

 
 Particles travel in ______________ 
lines with ______________ velocity 
and have ______________ energy 
 
 Light ______________ a medium or   
ether to travel in   Light travels ______________ the 
  ether 
 Explains ______________ and   
______________ but NOT   Explained ______________, 
______________  _____________ and ____________
 
 

Olivia Lu Page 2 of 2 March 7, 2013

SPH4U Terminology Review Wave Nature of Light
 

Directions: Underneath each diagram, write the letter or term from the right hand column.  
Use each term only once. 
         
The bending of light as it travels at  The separation of a wave into its  A. Dispersion 
an angle from one medium to  component parts according to a given   
another.   characteristic.    B. Iridescence 
   
C. Reflection 
 
D. Incoherence
 
E. Interference
   
  F. Refraction 
 
1.____Refraction______  2.____Dispersion______  G. Diffraction 
 

     
The phenomenon that occurs when  A change in direction of a light ray  H. Total 
two waves in the same medium  when it meets an obstacle where the  Internal 
intersect.   incoming ray and the outgoing ray are  Reflection 
  on the same side of the obstacle. 
 

  
3.____Interference____  4.____Reflection______   
 

     
The bending and spreading of a  An effect that occurs when light   
wave when it passes through an  encounters a boundary between a 
opening.  medium with a higher index of 
refraction and one with a lower index 
of refraction. 

   
5._____Diffraction_____  6._Total Internal Reflection_   
     

Olivia Lu Page 1 of 2 March 7, 2013

 
SPH4U Light: Wave or Particle? Wave Nature of Light
 

Newton’s Particle Theory of Light  Huygens’ principle (1678) 
 Light travels in __particles__ or   All points on a wave can be thought 
“corpuscles”  of as new sources of __spherical 
waves__ 

 
 Particles travel in __straight__ lines 
with __maximum__ velocity and 
have __kinetic__ energy 
 
 Light __does not need__ a medium 
or ether to travel in   
   Light travels __through__ the ether
 Explains __diffraction__ and   
__reflection__ but NOT   Explained __reflection__, 
__refraction__  __refraction__ and __diffraction__ 
 
 

Olivia Lu Page 2 of 2 March 7, 2013

 
Date: ______________________ Student Name: ______________________

Exit Ticket
 
Answer and hand in the following questions: 
 

1. Name one thing you learned today.
 

2. Name one thing you would like to know more about. 
 

Date: ______________________ Student Name: ______________________

Exit Ticket
 
Answer and hand in the following questions: 
 

1. Name one thing you learned today.
 

2. Name one thing you would like to know more about.