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Learning objectives

By the end of this section, you will be able to:

  • Explain the phenomena of interference.
  • Define constructive interference for a double slit and destructive interference for a double slit.

The information presented in this section supports the following AP® learning objectives and science practices:

  • 6.C.3.1 The student is able to qualitatively apply the wave model to quantities that describe the generation of interference patterns to make predictions about interference patterns that form when waves pass through a set of openings whose spacing and widths are small, but larger than the wavelength. (S.P. 1.4, 6.4)
  • 6.D.1.1 The student is able to use representations of individual pulses and construct representations to model the interaction of two wave pulses to analyze the superposition of two pulses. (S.P. 1.1, 1.4)
  • 6.D.1.3 The student is able to design a plan for collecting data to quantify the amplitude variations when two or more traveling waves or wave pulses interact in a given medium. (S.P. 4.2)
  • 6.D.2.1 The student is able to analyze data or observations or evaluate evidence of the interaction of two or more traveling waves in one or two dimensions (i.e., circular wave fronts) to evaluate the variations in resultant amplitudes. (S.P. 5.1)

Although Christiaan Huygens thought that light was a wave, Isaac Newton did not. Newton felt that there were other explanations for color, and for the interference and diffraction effects that were observable at the time. Owing to Newton’s tremendous stature, his view generally prevailed. The fact that Huygens’s principle worked was not considered evidence that was direct enough to prove that light is a wave. The acceptance of the wave character of light came many years later when, in 1801, the English physicist and physician Thomas Young (1773–1829) did his now-classic double slit experiment (see [link] ).

A beam of light strikes a wall through which a pair of vertical slits is cut. On the other side of the wall, another wall shows a pattern of equally spaced vertical lines of light that are of the same height as the slit.
Young’s double slit experiment. Here pure-wavelength light sent through a pair of vertical slits is diffracted into a pattern on the screen of numerous vertical lines spread out horizontally. Without diffraction and interference, the light would simply make two lines on the screen.

Why do we not ordinarily observe wave behavior for light, such as observed in Young’s double slit experiment? First, light must interact with something small, such as the closely spaced slits used by Young, to show pronounced wave effects. Furthermore, Young first passed light from a single source (the Sun) through a single slit to make the light somewhat coherent. By coherent    , we mean waves are in phase or have a definite phase relationship. Incoherent means the waves have random phase relationships. Why did Young then pass the light through a double slit? The answer to this question is that two slits provide two coherent light sources that then interfere constructively or destructively. Young used sunlight, where each wavelength forms its own pattern, making the effect more difficult to see. We illustrate the double slit experiment with monochromatic (single λ size 12{λ} {} ) light to clarify the effect. [link] shows the pure constructive and destructive interference of two waves having the same wavelength and amplitude.

Questions & Answers

If a prism is fully imersed in water then the ray of light will normally dispersed or their is any difference?
Anurag Reply
the same behavior thru the prism out or in water bud abbot
If this will experimented with a hollow(vaccum) prism in water then what will be result ?
What was the previous far point of a patient who had laser correction that reduced the power of her eye by 7.00 D, producing a normal distant vision power of 50.0 D for her?
Jaydie Reply
What is the far point of a person whose eyes have a relaxed power of 50.5 D?
What is the far point of a person whose eyes have a relaxed power of 50.5 D?
A young woman with normal distant vision has a 10.0% ability to accommodate (that is, increase) the power of her eyes. What is the closest object she can see clearly?
29/20 ? maybes
In what ways does physics affect the society both positively or negatively
Princewill Reply
how can I read physics...am finding it difficult to understand...pls help
rerry Reply
try to read several books on phy don't just rely one. some authors explain better than other.
And don't forget to check out YouTube videos on the subject. Videos offer a different visual way to learn easier.
hope that helps
I have a exam on 12 february
David Reply
what is velocity
the speed of something in a given direction.
what is a magnitude in physics
Jiti Reply
Propose a force standard different from the example of a stretched spring discussed in the text. Your standard must be capable of producing the same force repeatedly.
Giovani Reply
What is meant by dielectric charge?
It's Reply
what happens to the size of charge if the dielectric is changed?
Brhanu Reply
omega= omega not +alpha t derivation
Provakar Reply
u have to derivate it respected to time ...and as w is the angular velocity uu will relace it with "thita × time""
do to be peaceful with any body
Brhanu Reply
the angle subtended at the center of sphere of radius r in steradian is equal to 4 pi how?
Saeed Reply
if for diatonic gas Cv =5R/2 then gamma is equal to 7/5 how?
define variable velocity
Ali Reply
displacement in easy way.
Mubashir Reply
binding energy per nucleon
Poonam Reply
Practice Key Terms 5

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