One of Project BoxSand's goals is to close-the-loop on effective curriculum reform iterations. We are coding all the content and resources, every text, video, and homework question, to a set of atomistic learning objectives. As students go through the course we can see how their path through resources relates to successfully completing these learning objectives. This allows us to find the most effective resources for accomplishing the desired learning outcomes.  

Summary

The goal is to become familiar with the characteristics of vectors in multiple representations and use them for the appropriate physical quantities. Specifically, students need to be able to use physical and mathematical representation to perform vector operations such as scalar multiplication, addition, subtraction.

Atomistic Goals

Students will be able to...

1. Understand the two models of light; wave model and particle model

2. Be able to understand the difference between the geometry of a sinlge, double, or multi-slit grating

3. Be able to understand how a wave and interference pattern for a double-slit are similar but different for multi-slit

4. Be able to know when and how to use the small angle approximation

5. Be able to understand the condition for far field r vs d

6. Understand and apply Huygen's principle

7. Be able to understand and apply the correct mathematics for single slit vs double slit which can be misleading

8. Understand what the fringe order represents

9. Be able to understand the features of a diffraction pattern

10. Students should understand the interference and diffraction of waves, so they can apply the principles of interference to coherent sources in order to:

    i. Describe the conditions under which the waves reaching an observation point from two or more sources will all interfere constructively, or under which the waves from two sources will interfere destructively.

    ii. Determine locations of interference maxima or minima for two sources or determine the frequencies or wavelengths that can lead to constructive or destructive interference at a certain point.

    iii. Relate the amplitude produced by two or more sources that interfere constructively to the amplitude and intensity produced by a single source.

11.  Students should understand the interference and diffraction of waves, so they can apply the principles of interference and diffraction to waves that pass through a single or double slit or through a diffraction grating, so they can:

    i. Sketch or identify the intensity pattern that results when monochromatic waves pass through a single slit and fall on a distant screen, and describe how this pattern will change if the slit width or the wavelength of the waves is changed.

    ii. Calculate, for a single-slit pattern, the angles or the positions on a distant screen where the intensity is zero.

    iii. Sketch or identify the intensity pattern that results when monochromatic waves pass through a double slit, and identify which features of the pattern result from single-slit diffraction and which from two-slit interference.

    iv. Calculate, for a two-slit interference pattern, the angles or the positions on a distant screen at which intensity maxima or minima occur.

    v. Describe or identify the interference pattern formed by a diffraction grating, calculate the location of intensity maxima, and explain qualitatively why a multiple-slit grating is better than a two-slit grating for making accurate determinations of wavelength.

The success of this curriculum relies heavily on preparing for lecture by engaging with the pre-lecture study resources below. The pre-lecture videos and homework have the strongest correlation with success, followed by the reading. More engagement with all of the resources is correlated with better performance in the course. Students who do the pre-lecture study and homework also report much greater satisfaction with the course. Routine is the heavy lifter of success!

Reading

Read the BoxSand introduction to double, single, and multi.

Check out OpenStax's section on Young's Double Slit Experiment

Videos

To prepare for the pre-lecture homework and lecture materials, watch the following required videos. Research shows that taking notes by hand is the preferable method for retention. For this reason these videos are paced so that you can write down everything we write down. There are also supplementary videos that are strongly suggested but could be viewed after lecture while working on practice problems. Watching all of these videos is shown to be one of the strongest correlators with success in this course. 

| Required Pre-lecture Videos |

Youngs Double Slit - Apparatus and conceptual (15min)

Youngs Double Slit - Apparatus and conceptual (15min)

Youngs Double Slit - governing equations (6min)

Youngs Double Slit - governing equations (6min) 

| Supplemental but Suggested |

Youngs Double Slit - Apparatus and conceptual review(2min) **

Youngs Double Slit - Apparatus and conceptual review(2min) 

Youngs Double Slit - example - simple with small angle (5min) **

Youngs Double Slit - example - simple with small angle (5min) 

Simulations

    1. none

Other Suggested Resources

    1. none

Pre-lecture Homework

Complete the following assignment before attending lecture or answering the lecture questions. Watching the videos and performing the suggested reading before attempting these questions will likely be necessary.

    Pre-lecture Homework | Calendar

In order to maximize efficiency while learning physics, education research has suggested a Flipped Classroom approach with multiple Guided Peer Learning (GPL) lectures a week. To get the most out of these events students need to front load the lecture with pre-lecture study, outlined above. Attending a live lecture is highly preferred but if you're unable to, there is an asynchronous alternative. During lecture it is important to either use a digital version with a tablet and pen, or print a copy to write on. If the live lectures feel too fast, read through each lecture question and prepare before class begins. Many questions will be skipped due to time constraints, it is a good study strategy to come back and try to answer those questions.

Lecture Templates

The blank template workbook is provided so that you do not have to write down the questions or redraw complicated figures.

    Lecture Template | Calendar

Lecture Solutions

The completed templates will be available within one week of the last lecture class. It is an important metacognative step to review the questions you've answered that we were unable to cover in class.

    Lecture Solutions | Calendar

The most important post-lecture activity is doing your post-lecture homework shortly after completing the lecture questions. You learn physics by practicing problems! Occasionally there may be additional resources on the BoxSand site that we feel could be helpful in your learning. Those resources will be linked here.

Reading

    1. none

Videos

    1. none

Simulations

    1. none

Other Suggested Resources

    1. none

Example Problems and Practice

    1. A red laser with wavelength λ=700 nm shined on a double-slit with width d=10 mm. The screen is located D=2 m away from the slit. How far up from the central maximum is the m=2 bright fringe?

    2. How does the position of the 2nd bright fringe in example 1 change if the wavelength used is λnew=350 nm instead of λold=700 nm?

    3. There are additional practice problems you can work for credit | Calendar

Post-lecture Homework

Complete the post-lecture homework assignment as soon as possible after completing the lecture questions. If you need help, and you've already watched the pre-lecture videos and read the pre-lecture readings, reach out to one of our many support systems available here: support site.

    Post-lecture Homework | Calendar

One of the main learning objectives is improving problem solving and critical thinking skills. These are high on Bloom's Taxonomy of thinking and require synthesizing multiple logical ideas and concepts into a consistent framework. To improve these skills requires continually pushing the envelope on what you can analyze. Challenge homework is designed to push you, often to the point of reaching out for help. Luckily we are ready to support you with our live and asynchronous support. The last objective of challenge homework is for you to write out your solutions clearly, have them graded by a human, and partial credit given. Exams are all about partial credit and a clearly organized solution that leads the reader through the logical pieces. Challenge homework is place to practice these steps. For more help on any studies or homework, see our support site.

Your challenge homework solutions are to be saved as a PDF and uploaded to Gradescope.

Challenge Homework Questions

Download the questions below and either answer them digitally with your tablet and pen or by hand.

    Challenge Homework Questions can be found on the calendar.

Challenge Homework Solutions

Challenge homework solutions will be available within one week of their due date.

   Challenge Homework Solutions | Calendar