Teaching plan 3B.

1 Wave phase and superposition

Student Book links Specification links Links to prior learning Suggested teaching order
● 3B.1 ● 2.3.39 ● Work on waves and the wave 1. Definition of wavefronts and ‘rays’.
equation 2. Introduction of radians and how they are
● Speed, distance, time related to degrees and to rotation.
calculations 3. Phase and phase difference.
● Wavelength and phase 4. Superposition effects.
Learning objectives
● Understand what is meant by the terms wavefront, superposition and phase.
● Explain examples of wave superposition.

Key terms Practical skills

● Wavefronts ● Drawing wavefront and ray diagrams.
● Superposition
● Constructive interference
● Destructive interference
Maths skills
Understand the relationship between degrees and radians and translate from one to the other (C.4.7).
Pre-unit homework suggestions
● Ask students to create a list of the similarities and differences between light and sound waves. This will review basic work on waves and also open
up the discussion to a comparison of wavelengths and frequencies.
Suggested starter activities Equipment Teacher notes
1. Use aerial photographs of water waves to identify Images of water waves The key idea is that rays are always perpendicular
wavefronts and to introduce diagrams of wavefronts and to wavefronts.
rays.

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 2. Demonstrate how water waves reflect and refract using a Ripple tank and accessories You should include plane and circular wavefronts.
ripple tank and ask students to draw wavefront and ray
diagrams of the effects.
3. Relate oscillatory motion to circular motion by asking Object on a rotating turntable moving Use this to link one complete oscillation to a rotation
students to observe circular motion edge-on. at constant angular velocity through 360 degrees.
Suggested main activities Equipment Teacher notes
1. Define the radian and show how to convert from degrees Make sure students are familiar with significant
to radians and vice versa. π
phase angles such as ,  and 2.
2
2. Define phase and phase difference for waves and for Software showing two waves with an
oscillations. adjustable phase difference
3. Provide graphical examples of waves with different phase Sheet with drawings of pairs of
differences and ask students to work out what these waves with various phase
phase differences are. differences
Then provide phase differences and ask students to
sketch the two waves.
4. Place two microphones at different distances from a Signal generator, two microphones, If the oscilloscope has an addition function, this
source. Demonstrate how the phase difference of the loudspeaker, 2-beam oscilloscope demonstration can also be used to show the result
sound received by each microphone varies with their of adding two waves with various phase
separation. differences.
5. Ask students, working in pairs, to send pulses along a Slinky™
Slinky™ toward each other and to observe how they
behave as they superpose.
6. Define constructive and destructive interference and
state the phase differences that result in these.

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 Suggested plenary activities Equipment Teacher notes
1. Demonstrate interference of sound using two Pair of loudspeakers, signal Move the microphone to different positions within
loudspeakers and a microphone. generator, microphone, oscilloscope the interference pattern. Switching off each speaker
in turn will show the individual waves. Switching
both on shows the resultant effect.
If wavelengths and speaker separations are
suitable, students can be invited to walk through the
pattern and hear the variation in loudness directly.
2. Demonstrate interference patterns in a ripple tank. Ripple tank producing plane waves, Ask students to explain, in terms of path difference
barrier with two openings (slits) and phase difference, why the maxima and minima
occur.
3. Demonstrate the interference pattern produced by Laser, double slit, screen This can be used to show that all waves can
coherent light passing through two narrow close slits. interfere or to emphasise that a wave model can be
used to describe light.
Homework suggestions
 Set exercises on conversion of angles from degrees to radians and vice versa. These could also prepare students for later work by including evaluation
π
of expressions such as sin .
3
 Provide plenty of opportunities for students to sketch graphs to show specific phase differences and to add waves with phase differences.
 Students should also answer all of the questions in the Student Book.
Wider reading
 Students can research how noise-cancelling headphones work.
Support ideas
 Radians seem abstract (and perhaps an unnecessary complication) to less confident students. Here, familiarity with a few specific values will suffice at
this stage: π/2,π and 2π.

Extension ideas
2 πx
● Students can derive or be shown how to derive the equation relating phase difference () to path difference (x):  = .
λ

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 Potential misconceptions
● Confusion of path difference (in m or in terms of wavelengths) and phase difference.
Links to future learning
● Analysis of interference and diffraction patterns.
Differentiation for IAS students
● This entire unit is relevant to both IAS students and IAL students.
Notes

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 Teaching plan 3B.2 Stationary waves
Student Book links Specification links Links to prior learning Suggested teaching order
● 3B.2 ● 2.3.37 ● Wave equation v = f 1. Coherence.
● 2.3.41 ● Graphical representation of 2. Formation of stationary waves.
● 2.3.42 waves 3. Description of stationary waves.

√
● CP5 ● Wavelength and phase
Speed of transverse waves on a string: v=
T
● Superposition 4. .
μ

√
Learning objectives
5. Stationary waves on a string: f =
1 T
● Explain what is meant by coherent waves. 2L μ
● Explain how a standing/stationary wave forms and identify nodes and antinodes. 6. Factors affecting the fundamental frequency for
● Use the equation for the speed of transverse waves on a string. stationary waves on a string.
● Verify experimentally what factors affect the frequency of standing waves on a string.

Key terms Practical skills

● Stationary or standing wave ● Investigate the effects of length, tension and
● Coherence mass per unit length on the frequency of a
vibrating string or wire (Core practical 5).
● Progressive wave
● Nodes
● Antinodes
● Sonometer
Maths skills Digital learning ideas
● Change the subject of an equation, including non-linear equations (C.2.2). ● Use of animations to investigate the formation
● Substitute numerical values into algebraic equations using appropriate units for physical of a stationary wave.
quantities (C.2.3).
● Solve algebraic equations, including quadratic equations (C.2.4).
● Plot two variables from experimental or other data (C.3.2).
k k
● Sketch relationships which are modelled by y = , y = kx2, y = 2 , y = kx, y = sin x, y = cos x,
x x
y = e±x, and y = sin2x, y = cos2x as applied to physical relationships (C.3.12).

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 Pre-unit homework suggestions
● Ask students to look at and describe the water waves on the surface of a teacup or small bucket when they tap the side of the vessel or shake it very
gently. They should see circular standing waves. Further discussion will suggest that these are the result of superposition of inward and outward
travelling waves leading to the conditions required to form a standing wave.
Suggested starter activities Equipment Teacher notes
1. Ask students to suggest the conditions for two waves to Draw out the idea that for consistent results
interfere constructively (or destructively) at one point. (maximum or minimum) the phase relationship
between the two waves must be fixed at 0 or . The
waves also need similar amplitudes.
2. Define coherence and state the conditions for two waves It might be useful to explain the difference between
to be coherent. coherent and incoherent light sources, such as a
laser and a filament lamp.
3. Demonstrate the formation of stationary waves on a long Slinky™ or rope and lots of space Place students at both ends and ask them to vibrate
Slinky™ or rope. the end of the Slinky™/rope vertically until they get
a stable pattern. They will soon be providing waves
of the same frequency travelling in opposite
directions. Show them that stationary waves can
also be set up if one end is fixed and the waves
superpose as a result of reflection at the fixed end.

Suggested main activities Equipment Teacher notes

1. Show an animation of the formation of standing waves There are plenty of animations online. State the
from two sinusoidal waves travelling in opposite conditions for formation of a standing wave.
directions.
2. Demonstrate the formation of a standing wave on a string String, pulley, vibrator, signal Show how transverse standing waves are formed
and introduce the terminology of standing waves, such as generator, stroboscope and show their motion in slow motion using the
nodes and antinodes. stroboscope.

3. Derive the formula for the fundamental frequency of a

stretched string from v=

√ T
μ
.

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 4. Core practical 5: Investigate the effects of length, tension Sonometer, masses and mass This can be an extended investigation, varying each
and mass per unit length on the frequency of a vibrating hanger, microphone, oscilloscope (or variable in turn whilst controlling the others. There
string or wire. datalogger to record and analyse is an opportunity to discuss what kinds of graph to
sound) plot to test the expected relationships.
Suggested plenary activities Equipment Teacher notes
1. Invite students to bring in stringed instruments and This could be linked to wider reading or to a
discuss how they produce sounds, and what affects their suitable video.
pitch.
2. Demonstrate standing waves on a circular wire attached Vibration generator, wire, signal This can be used to discuss the idea of boundary
to a vibration generator. generator, stroboscope conditions and as a model of Bohr’s simple
quantum atom.
3. Demonstrate standing waves in tubes and pipes. Tall beaker, speaker, water, signal You don’t need to go into too much detail, but this is
generator an opportunity to show that both transverse and
longitudinal waves can form stationary waves.
Homework suggestions
● Students write up the core practical.
● Students do all of the questions in the Student Book.
Wider reading
● Research the design of stringed musical instruments and the ways in which different notes are produced by them.
Support ideas
● Analysing the relationships in the core practical involves inverse proportion and square roots. It might be worth spending a little time considering how to
test power law relationships, for example, ‘Plot fo2 against T rather than fo against √T. ’
● Less confident students often grasp what a stationary wave is but find it hard to explain this in words – giving them some simple definitions would be
helpful.

Extension ideas
● Derive the equation for a standing wave from the addition of the equations for two travelling waves moving in opposite directions.
Potential misconceptions
● Assumption that the separation of nodes (or antinodes) is a full wavelength.
● Students sometimes think that the antinode is always at a maximum displacement rather than that it vibrates with maximum amplitude.

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 Links to future learning
● Forced oscillations and resonance is IAL only.
Differentiation for IAS students
● This entire unit is relevant to both IAS students and IAL students.
Notes

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 Teaching plan 3B.3 Diffraction
Student Book links Specification links Links to prior learning Suggested teaching order
● 3B.3 ● 2.3.50 ● Wave phase and superposition 1. Qualitative introduction to diffraction effects.
● 2.3.51 2. Factors affecting the amount of diffraction
● 2.3.52 (object/aperture size and wavelength).
● CP6 3. Single slit diffraction pattern.

Learning objectives 4. Diffraction grating formula.

5. Use of diffraction gratings to analyse light.
● Understand what is meant by the term diffraction.
● Understand the factors that affect the amount of diffraction.
● Describe an experiment to observe diffraction effects.

Key terms Practical skills

● Diffraction ● Determine the wavelength of light from a laser
● Maximum (plural maxima) or other light source using a diffraction grating
(Core practical 6).
● Minimum (plural minima)
● Monochromatic
Maths skills Digital learning ideas
● Use calculators to handle sin x, cos x, tan x when x is expressed in degrees or radians (C.0.6). ● There are a wide range of animations on the
● Identify uncertainties in measurements and use simple techniques to determine uncertainty when internet, which can be found by searching for
data are combined by addition, subtraction, multiplication, division and raising to powers (C.1.5). ‘diffraction effects animations’.

● Change the subject of an equation, including non-linear equations (C.2.2).

● Substitute numerical values into algebraic equations using appropriate units for physical
quantities (C.2.3).
● Solve algebraic equations, including quadratic equations (C.2.4).
● Use sin, cos and tan in physical problems (C.4.5).
Pre-unit homework suggestions
● Students could be set a task which requires them to use terms such as: amplitude, intensity, coherent, path difference, phase difference. These terms
need to be securely understood before working on diffraction problems. One possibility would be to ask students to complete a table defining the term
and giving an example.

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 Suggested starter activities Equipment Teacher notes
1. Use a ripple tank to illustrate diffraction of water waves Ripple tank, barriers Discuss the effect of varying the aperture size or
around the edge of a barrier and through apertures of wavelength. Show students how to draw wavefront
different size. and ray diagrams to illustrate the effects observed.
2. Identify the ratio of wavelength : aperture size as the Ask students what happens in the two extremes:
parameter which indicates how much diffraction occurs. ● wavelength much smaller than aperture size
● wavelength much longer than aperture size.
Draw students’ attention to the fact that a very small
aperture might cause a lot of diffraction but won’t
transmit much energy.
3. Stand behind a barrier (a door would work well) and Relate this to the relative sizes of the wavelengths
speak to the class. Ask them to explain using scientific of light and sound and the size of the barrier.
concepts why they can’t see you but can hear you. Sound has a wide range of frequencies so further
discussion can consider how diffraction changes
the spectrum of sound.
Suggested main activities Equipment Teacher notes
1. Ask students to work in pairs to investigate the pattern of Laser pens, screen, variable single Ensure students have been instructed how to use
diffraction when laser light passes through a narrow slit. slit lasers safely.
If different coloured lasers are available they can be
used to show the effect of changing wavelength.
You should refer to the CLEAPSS document PS52
Lasers, Laser devices and LEDs.
2. Core practical 6: Determine the wavelength of laser or Diffraction grating, laser, screen, This is a good opportunity to discuss uncertainties
other light source using a diffraction grating. metre rule, 30 cm rule and to ask students to calculate the wavelength and
state the range of uncertainty in their result.
3. Demonstrate the effect of passing coherent light through
a diffraction grating and derive the diffraction grating
equation: n = d sin .
4. Draw the intensity distribution for single slit diffraction.

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 Suggested plenary activities Equipment Teacher notes
1. Students work in pairs to measure the thickness of a Fine wires or hairs, micrometer To carry out this experiment, students will need to
human hair or a fine wire. screw gauge (to check results), be given the equation for the positions of minima in
laser, screen a single slit diffraction pattern.
2. Ask students whether there is a limit to the number of The two key factors are slit separation (which limits
orders of diffraction that will be visible and discuss the maximum number that will be visible) and the
reasons why some may not. minima of the single slit pattern (which limits the
intensity in different directions).
3. Use the diffraction grating to determine the range of Diffraction grating, white light source,
visible wavelengths. slit, screen, metre rule
Homework suggestions
● Students can be provided with sheets showing plane or circular wavefronts approaching various edges or obstacles. They need to complete
the diagrams by making careful drawings of the waves beyond the object.
● Students need plenty of practice with the diffraction grating equation.
● Students answer all of the questions in the Student Book.
Wider reading
● Students could research the reasons for using small tweeters and large woofers in compound speaker systems.
● Students could read about the uses of spectroscopy in chemistry, biology and astronomy.
● Students could research how diffraction gratings are made.
Support ideas
● Some students will struggle to calculate the wavelength of light accurately because of difficulties with units. They will need to be guided to
convert number of lines per millimetre to a slit separation in metres.
● Encourage students to check that their answers are reasonable. They should have an idea of the approximate wavelength of visible light so an answer
that is many orders of magnitude from this is probably concealing a unit or power error.

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 Extension ideas
● The minima for single slit diffraction can be derived by considering pairs of rays across the slit. The resulting pattern modulates the diffraction grating
pattern.
● Single slit diffraction patterns can be related to the pattern for light diffracting through a small circular hole or past a small circular object. This
could be demonstrated by dipping a microscope slide into lycopodium powder and then shining a laser through the slide and onto a screen (in a very
dark room!).
● Show students how to use a spectrometer (traditional or digital) to observe and analyse the spectrum of light from a gas discharge tube.
Potential misconceptions
● Many students confuse terms such as refraction and diffraction. It is important to give them plenty of opportunities to use these terms in class and to be
strict about the correct usage.
● Information about a diffraction grating is often given in terms of number of lines per millimetre or metre. Students need practice in converting these
numbers to slit separation d.
Links to future learning
● Double slit interference patterns.
● Electron diffraction experiments and their interpretation using a wave model.
● Spectra from stars (Hertzsprung–Russell diagram).
● Red shifts and Hubble’s law.
Differentiation for IAS students
● This entire unit is relevant to both IAS students and IAL students.
Notes

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 Teaching plan 3B.4 Wave interference
Student Book links Specification links Links to prior learning Suggested teaching order
● 3B.4 ● 2.3.39 ● Wave phase and superposition 1. Two-source interference with sound.
● 2.3.40 ● Diffraction 2. Double slit interference with light (Young’s
experiment).
Learning objectives
3. Explanation of the double slit pattern.
● Understand what is meant by the terms coherence, path difference and interference. 4. The nature of light.
● Interpret the relationship between phase difference and path difference.
● Explain examples of wave interference.

Key terms Practical skills

● Interference ● Interference experiments.

Maths links Digital learning ideas

● Change the subject of an equation, including non-linear equations (C.2.2). ● There are lots of online simulations showing
● Substitute numerical values into algebraic equations using appropriate units for physical how wavefronts superpose and form two
quantities (C.2.3). source interference patterns.

Pre-unit homework suggestions

● Students can read about the controversy over the nature of light.
Suggested starter activities Equipment Teacher notes
1. Demonstrate the creation of a sound interference pattern Signal generator, two loudspeakers, This demonstration is particularly convincing if one
using two loudspeakers and a microphone. large, open space, microphone, speaker is turned off with the microphone at a
oscilloscope position of a minimum in the pattern. The sound
gets louder.
2. Ask students to walk through the interference pattern and As above Speakers need to be at ear height.
describe what they hear. Wavelength and speaker separation must be
chosen to give a distance between maxima (where
the students will walk) of about 30 cm.
3. Discuss the conditions needed for an interference pattern Emphasise concepts such as coherence and similar
to be formed. amplitudes.

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 Suggested main activities Equipment Teacher notes
1. Demonstrate the formation of Young’s double slit Laser, double slit with a selection of Relate this to the previous demonstrations with
interference pattern by shining a laser through a double slit separations, screen, dark room sound and discuss path difference and phase
slit. difference.
2. Ask students to explain the formation of maxima and
minima and to explain why there is an intermediate
intensity on the screen between these extremes.
3. Review the link between path difference and phase
difference. Use it to explain the formation of the double
slit interference pattern, in particular the location and
nature of maxima and minima.
Suggested plenary activities Equipment Teacher notes
1. Demonstrate the formation of maxima and minima with Microwave transmitter and receiver,
microwaves. three aluminium barriers to form a
double slit
2. Discuss the significance of diffraction and interference
experiments in establishing the wave model of light (and
other electromagnetic waves).
3. Students construct their own double slit and use it to Microscope slides with one side Students will need to be given a formula to link the
measure the wavelength of visible light. covered in graphite, optical pin and wavelength to the fringe separation.
jig to rule slits, travelling microscope, One trick to measure the slit separation is to shine a
light source, colour filter, screen, projector past the slide and take measurements
30 cm rule from the enlarged image thrown on a distant screen
or wall.
Homework suggestions
● Students draw a clear, labelled diagram of apparatus that can produce a two-source interference pattern and should explain, using appropriate
terminology, why the pattern forms and how it would be affected by changing either the slit separation or the wavelength of the light.
● Students write up their own experiment to observe Young’s fringes and to calculate the wavelength of visible light.
Wider reading
● Thomas Young is a fascinating character who contributed to many branches of science (and Egyptology!). Students could research his life and work
and write a short biography.

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 Support ideas
● The large-scale effect with sound waves is easier to understand than the effects with light. It should be possible to measure out the actual paths
and use the path difference to predict the resultant sound intensity.
● A simple model can be used to explain the link between path difference, phase difference and interference effects. Two wooden strips marked with
equal 5 cm intervals can be pivoted from two separate points. As they are moved to different angles, the positions of constructive and destructive
interference become obvious.
Extension ideas
● Derive the formula for the separation of maxima in the double slit interference pattern.
● Explore the idea of double slits as a diffraction grating with two slits.
● Discuss the influence of single slit diffraction on the variation of maxima intensity.
● Introduce the double slit pattern formed by white light.
Potential misconceptions
● Students often confuse path difference and phase difference.
● Students might think that coherence requires waves to be in phase rather than to maintain a constant phase relation.
● Students sometimes confuse the separation of maxima with the distance from a maximum to a minimum.
● Maxima are often called interference fringes. This terminology needs to be explained.
Links to future learning
● Wave–particle duality of light and electrons.
Differentiation for IAS students
● This entire unit is relevant to both IAS students and IAL students.
Notes

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