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Quantum Mechanics - Part 1: Crash Course Physics #43

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Title:

Quantum Mechanics - Part 1: Crash Course Physics #43

URL:

https://www.pbs.org/video/quantum-mechanics-part-1-crash-course-physics-43-nu4ylp/

Content Source:

PBS
Type: Audio/Video

Overview:

What is light? That is something that has plagued scientists for centuries. It behaves like a wave and a particle. Is it both? In this episode of Crash Course Physics, Dr. Shini introduces the idea of quantum mechanics and how it helps us understand light. Also, there's this thing called the ultraviolet catastrophe.

Content Standard(s):
Science
SC2015 (2015)
Grade: 9-12
Physics
8 ) Investigate the nature of wave behavior to illustrate the concept of the superposition principle responsible for wave patterns, constructive and destructive interference, and standing waves (e.g., organ pipes, tuned exhaust systems).

a. Predict and explore how wave behavior is applied to scientific phenomena such as the Doppler effect and Sound Navigation and Ranging (SONAR).

Unpacked Content
Scientific And Engineering Practices:
Planning and Carrying out Investigations
Crosscutting Concepts: Structure and Function
Disciplinary Core Idea: Waves and Their Applications in Technologies for Information Transfer
Evidence Of Student Attainment:
Students:
  • Investigate the nature of wave behavior.
  • Illustrate the concept of the superposition principle responsible for wave patterns.
  • Illustrate the concept of the superposition principle responsible for constructive and destructive interference.
  • Illustrate the concept of the superposition principle responsible for standing waves.
  • Explore and explain how wave behavior is applied to scientific phenomena such as the Doppler Effect and Sound Navigation and Ranging (SONAR).
  • Predict what the wave pattern would be for an object at rest or an object moving toward or away from an observer using the Doppler Effect and SONAR.
Teacher Vocabulary:
  • model
  • Doppler Effect
  • constructive interference
  • destructive interference
  • standing wave
  • superposition principle
  • wave
  • wave speed
  • frequency
  • period
  • speed of light
  • speed of sound
  • wavelength
  • medium
  • SONAR
  • RADAR
  • Red shift
  • ultrasound
  • crest
  • trough
  • amplitude
  • node
  • antinode
  • sound
  • mechanical
  • electromagnetic
  • compression
  • rarefaction
  • longitudinal
Knowledge:
Students know:
  • The concept of the superposition principle.
  • The relationship among frequency, wavelength and speed.
  • The relationship between frequency and pitch.
  • The relationship between wavelength and color.
Skills:
Students are able to:
  • Illustrate/model the concept of the superposition principle responsible for wave patterns.
  • Illustrate/model waveforms to show interference.
  • Illustrate/model waveforms to show standing waves.
  • Explore wave behavior.
  • Make predictions about wave behavior as applied to phenomena such as Doppler and SONAR.
  • Locate information from multiple sources.
Understanding:
Students understand that:
  • When waves interfere they form wave patterns predicted by the law of superposition.
  • Wave behavior, known as the Doppler Effect, can be used to determine the relative speed of objects producing or reflecting waves.
AMSTI Resources:
ASIM Module:
Wave Behavior; Vibrating String; Doppler Demo; Properties of Sound; Palm Pipes; Speed of Sound; Spectrum of Stars; Double Slit Diffraction
Science
SC2015 (2015)
Grade: 9-12
Physics
10 ) Plan and carry out investigations that evaluate the mathematical explanations of light as related to optical systems (e.g., reflection, refraction, diffraction, intensity, polarization, Snell's law, the inverse square law).

Unpacked Content
Scientific And Engineering Practices:
Planning and Carrying out Investigations
Crosscutting Concepts: Cause and Effect
Disciplinary Core Idea: Waves and Their Applications in Technologies for Information Transfer
Evidence Of Student Attainment:
Students:
  • Based on evidence from investigations, students can trace the path of light refracted through a lens or reflected off a mirror and find the focal point.
  • Based on evidence from investigations, students determine the relationship between intensity and distance from a light source.
  • Experimentally demonstrate Snell's Law.
  • Experimentally demonstrate the mirror and lens equations.
Teacher Vocabulary:
  • medium
  • model
  • graph
  • image distance
  • object distance
  • focal point
  • magnification
  • critical angle
  • refraction
  • reflection
  • diffraction
  • interference
  • constructive interference
  • destructive interference
  • principal axis
  • center of curvature
  • intensity
  • inverse
  • angle of incidence
  • angle of reflection
  • angle of refraction
  • index of refraction
  • speed of light
  • system
  • velocity
  • polarization
  • minima
  • maxima
  • order
  • slit width
  • slit separation
  • object
  • image
  • real
  • virtual
  • inverted
  • erect
  • spherical aberration
  • chromatic aberration
  • total internal reflection
  • law of reflection
  • Snell's lLaw
  • prism
  • ray
  • concave
  • convex
  • plane
  • divergent
  • convergent
  • ray diagrams
Knowledge:
Students know:
  • How light interacts at boundaries of different media.
  • The wave properties of light.
  • Basic trigonometric equations.
  • How to do graphical analysis.
  • Inverse and inverse square relationships.
  • Types of images and how images are formed.
  • Appropriate units of measure.
  • How to identify a system.
Skills:
Students are able to:
  • Develop an appropriate experimental procedure.
  • Create a data sheet.
  • Collect and organize experimental data.
  • Follow written and verbal instructions.
  • Make measurements using standard units.
  • Effectively manipulate laboratory equipment.
  • Work safely in collaborative lab groups.
  • Manipulate equations.
  • Interpret graphical data.
  • Solve mathematical equations.
  • Draw a light ray diagram and identify the location of an image.
Understanding:
Students understand that:
  • The behavior of light is predictable mathematically allowing the development of optical devices to improve vision macroscopically and microscopically.
AMSTI Resources:
ASIM Module:
This standard is related to standard 8—waves and should be a continuation of the discussion of waves. Light is discussed in earlier grades and that learning should be reinforced. This standard does not address color but color should be included when working on this standard. This standard provides examples covering an extremely wide range of optics. In this document, emphasis was placed on refraction and reflection; however, the topics of diffraction and interference should also be considered for historical and mathematical relevance. Illuminance; Plane and Curved Mirrors; Concave Mirror; Snell's Law; Convex and Concave Lenses; Convex Lens; Polarized Filters and Meter Basics
Tags: light, photoelectric effect, photons, physics, quantum mechanics, ultraviolet, wave
License Type: Custom Permission Type
See Terms: https://www.pbs.org/about/about-pbs/terms-of-use/
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
AccessibilityVideo resources: includes closed captioning or subtitles
Comments

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  This resource provided by:  
Author: Stephanie Carver