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SCI 322 M1L3 Waves Interference Remote Lab

This document provides an overview of key concepts related to wave interference including superposition, constructive and destructive interference, and standing waves. It then describes an interactive simulation that allows students to explore these concepts by creating interference patterns with water, sound, and light waves. Students can vary parameters like the number and positioning of wave sources to observe how this changes the interference patterns. The simulation also models waves passing through single and double slits to demonstrate how barrier openings influence the resulting wave patterns.

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107 views5 pages

SCI 322 M1L3 Waves Interference Remote Lab

This document provides an overview of key concepts related to wave interference including superposition, constructive and destructive interference, and standing waves. It then describes an interactive simulation that allows students to explore these concepts by creating interference patterns with water, sound, and light waves. Students can vary parameters like the number and positioning of wave sources to observe how this changes the interference patterns. The simulation also models waves passing through single and double slits to demonstrate how barrier openings influence the resulting wave patterns.

Uploaded by

miranda.christyleahlynn
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Module 1 Lesson 3: Superposition, Interference and Standing Waves

VOCABULARY:

Frequency – is a measurement of how often a recurring event such as a wave occurs


in a measured amount of time. Frequency is one way to define how fast a wave moves.

Amplitude – distance between the resting position and the maximum displacement of
the wave.

Superposition – is the principle describing the effect of two waves of the same type
passing the same point at the same time.

Interference – is the phenomenon that occurs when two waves meet while travelling
along the same medium.

Main types of interference:


Constructive – happens when two waves overlap in such a way that they combine to
create a larger wave.

Destructive – happens when two waves overlap in such a way that they cancel each
other out.

Standing Waves – occurs when two waves of the same frequency, wavelength, and
amplitude are moving in opposite directions and interfere with each other. It has
certain points called nodes where the amplitude is always stationary, and other points
called antinodes where the amplitude fluctuates with maximum intensity.

APPLICATION:

Waves Interference‌Remote Lab 2 Interference


(This‌‌lesson‌is designed ‌for‌a‌ ‌‌student‌‌working‌remotely‌.)‌

This lab uses the Waves Interference simulation from PhET Interactive Simulations at University of
Colorado Boulder, under the CC-BY 4.0 license.
https://phet.colorado.edu/sims/html/wave-interference/latest/wave-interference_en.html

Note about prior learning: Students should have completed Waves on a String Remote Lab and Waves
Interference Remote Lab 1‌ (or Waves Intro‌Remote Lab‌ ) or lessons with similar learning goals.

Learning Goals: Students will be able to:


A. Create an interference pattern with two sources, and determine the ways to change the pattern.
B. Find points of constructive and destructive interference by eye and by using the detectors.
C. Put up a barrier to see how the waves move through one or two slits. What sort of pattern do the
slits create? How can you change this pattern?

Develop your understanding: Open the Interference screen, then explore to make water waves with
varying patterns.

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Explain your understanding:
1. Consider these three patterns of water waves:

A B C
a. Describe the similarities and differences of the three patterns of water waves.

b. Experiment to make similar patterns, then explain how you can use the simulation to
make each.

c. Why do the directions say “similar patterns”?

2. Experiment to make waves of different interference patterns with water, sound, and light.
Use your own words and captured images from the simulation to show you can meet
learning goal A: “Create an interference pattern with two sources, and determine the ways to
change the pattern.”

3. Use the Water Level tool to understand what is happening in the water tank:

a. Measure the dark and light areas of waves made with only one faucet. Insert a screen
image to help explain your answer.

b. Make waves using both faucets and measure the dark, light and fuzzy spots. Insert a
screen image to help explain your answer.

c. What do you think constructive and destructive interference means based on your
measurements?

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d. Verify your understanding using your text or online references. (cite references)

4. Consider the light pattern on the right:


a. Describe where the points of constructive and destructive
interference are in the image on the right.

b. Create a similar wave pattern and use the detectors to find points of
constructive and destructive interference.

c. Explain how you made the waves and used the detector. Insert an
image of the entire screen for evidence.

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5. These three patterns were made with sound waves by varying only one thing.

.
A B C
a. What do you think was varied?
b. Test your idea by making similar patterns.
c. Is there more than one way to make these three patterns by varying only one thing? Test
your ideas and provide evidence for support.
d. Try to make similar patterns with light. Describe your observations and ideas.

6. Summarize key ideas that you want to remember about the relationships of interference
patterns of water, sound and light waves.

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Develop your understanding: Open the Slits screen, then explore to make water waves with varying
patterns.

Explain your understanding:


7. How do waves made by a dripping faucet compare to the waves seen passing through slits? You
may want to have both Interference and Slits open (or open the full simulation Waves Interference),
so that you can easily compare the waves and their patterns.

8. Do the same concepts apply when you compare the sound and light waves in Interference and Slits
screens?

9. Summarize your understanding of waves as they pass through slits. Make sure you demonstrate
meeting learning goal C “Put up a barrier to see how the waves move through one or two slits. What
sort of pattern do the slits create? How can you change this pattern?”

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