Sunday 4 December 2011

Reflection, Refraction, and Diffraction


Reflection, Refraction, and Diffraction

The behavior of waves traveling along a rope from a more dense medium to a less dense medium (and vice versa) was discussed. The wave doesn't juststop when it reaches the end of the medium. Rather, a wave will undergo certain behaviors when it encounters the end of the medium. Specifically, there will be some reflection off the boundary and some transmission into the new medium. But what if the wave is traveling in a two-dimensional medium such as a water wave traveling through ocean water? Or what if the wave is traveling in a three-dimensional medium such as a sound wave or a light wave traveling through air? What types of behaviors can be expected of such two- and three-dimensional waves?
http://www.physicsclassroom.com/class/waves/u10l3b1.gifThe study of waves in two dimensions is often done using a ripple tank. A ripple tank is a large glass-bottomed tank of water that is used to study the behavior of water waves. A light typically shines upon the water from above and illuminates a white sheet of paper placed directly below the tank. A portion of light is absorbed by the water as it passes through the tank. A crest of water will absorb more light than a trough. So the bright spots represent wave troughs and the dark spots represent wave crests. As the water waves move through the ripple tank, the dark and bright spots move as well. As the waves encounter obstacles in their path, their behavior can be observed by watching the movement of the dark and bright spots on the sheet of paper. Ripple tank demonstrations are commonly done in a Physics class in order to discuss the principles underlying the reflection, refraction, and diffraction of waves.
If a linear object attached to an oscillator bobs back and forth within the water, it becomes a source of straight waves. These straight waves have alternating crests and troughs. As viewed on the sheet of paper below the tank, the crests are the dark lines stretching across the paper and the troughs are the bright lines. http://www.physicsclassroom.com/class/waves/u10l3b2.gifThese waves will travel through the water until they encounter an obstacle - such as the wall of the tank or an object placed within the water. The diagram at the right depicts a series of straight waves approaching a long barrier extending at an angle across the tank of water. The direction that these wavefronts (straight-line crests) are traveling through the water is represented by the blue arrow. The blue arrow is called a ray and is drawn perpendicular to the wavefronts. Upon reaching the barrier placed within the water, these waves bounce off the water and head in a different direction. The diagram below shows the reflected wavefronts and the reflected ray. Regardless of the angle at which the wavefronts approach the barrier, one general law of reflection holds true: the waves will always reflect in such a way that the angle at which they approach the barrier equals the angle at which they reflect off the barrier. This is known as thelaw of reflection. This law will be discussed in more detail in book.
http://www.physicsclassroom.com/class/waves/u10l3b3.gif

 The behavior of waves traveling along a rope from a more dense medium to a less dense medium (and vice versa) was discussed. The wave doesn't juststop when it reaches the end of the medium. Rather, a wave will undergo certain behaviors when it encounters the end of the medium. Specifically, there will be some reflection off the boundary and some transmission into the new medium. But what if the wave is traveling in a two-dimensional medium such as a water wave traveling through ocean water? Or what if the wave is traveling in a three-dimensional medium such as a sound wave or a light wave traveling through air? What types of behaviors can be expected of such two- and three-dimensional waves?
http://www.physicsclassroom.com/class/waves/u10l3b1.gifThe study of waves in two dimensions is often done using a ripple tank. A ripple tank is a large glass-bottomed tank of water that is used to study the behavior of water waves. A light typically shines upon the water from above and illuminates a white sheet of paper placed directly below the tank. A portion of light is absorbed by the water as it passes through the tank. A crest of water will absorb more light than a trough. So the bright spots represent wave troughs and the dark spots represent wave crests. As the water waves move through the ripple tank, the dark and bright spots move as well. As the waves encounter obstacles in their path, their behavior can be observed by watching the movement of the dark and bright spots on the sheet of paper. Ripple tank demonstrations are commonly done in a Physics class in order to discuss the principles underlying the reflection, refraction, and diffraction of waves.
If a linear object attached to an oscillator bobs back and forth within the water, it becomes a source of straight waves. These straight waves have alternating crests and troughs. As viewed on the sheet of paper below the tank, the crests are the dark lines stretching across the paper and the troughs are the bright lines. http://www.physicsclassroom.com/class/waves/u10l3b2.gifThese waves will travel through the water until they encounter an obstacle - such as the wall of the tank or an object placed within the water. The diagram at the right depicts a series of straight waves approaching a long barrier extending at an angle across the tank of water. The direction that these wavefronts (straight-line crests) are traveling through the water is represented by the blue arrow. The blue arrow is called a ray and is drawn perpendicular to the wavefronts. Upon reaching the barrier placed within the water, these waves bounce off the water and head in a different direction. The diagram below shows the reflected wavefronts and the reflected ray. Regardless of the angle at which the wavefronts approach the barrier, one general law of reflection holds true: the waves will always reflect in such a way that the angle at which they approach the barrier equals the angle at which they reflect off the barrier. This is known as thelaw of reflection. This law will be discussed in more detail in book.
http://www.physicsclassroom.com/class/waves/u10l3b3.gif


The behavior of waves traveling along a rope from a more dense medium to a less dense medium (and vice versa) was discussed. The wave doesn't juststop when it reaches the end of the medium. Rather, a wave will undergo certain behaviors when it encounters the end of the medium. Specifically, there will be some reflection off the boundary and some transmission into the new medium. But what if the wave is traveling in a two-dimensional medium such as a water wave traveling through ocean water? Or what if the wave is traveling in a three-dimensional medium such as a sound wave or a light wave traveling through air? What types of behaviors can be expected of such two- and three-dimensional waves?
http://www.physicsclassroom.com/class/waves/u10l3b1.gifThe study of waves in two dimensions is often done using a ripple tank. A ripple tank is a large glass-bottomed tank of water that is used to study the behavior of water waves. A light typically shines upon the water from above and illuminates a white sheet of paper placed directly below the tank. A portion of light is absorbed by the water as it passes through the tank. A crest of water will absorb more light than a trough. So the bright spots represent wave troughs and the dark spots represent wave crests. As the water waves move through the ripple tank, the dark and bright spots move as well. As the waves encounter obstacles in their path, their behavior can be observed by watching the movement of the dark and bright spots on the sheet of paper. Ripple tank demonstrations are commonly done in a Physics class in order to discuss the principles underlying the reflection, refraction, and diffraction of waves.
If a linear object attached to an oscillator bobs back and forth within the water, it becomes a source of straight waves. These straight waves have alternating crests and troughs. As viewed on the sheet of paper below the tank, the crests are the dark lines stretching across the paper and the troughs are the bright lines. http://www.physicsclassroom.com/class/waves/u10l3b2.gifThese waves will travel through the water until they encounter an obstacle - such as the wall of the tank or an object placed within the water. The diagram at the right depicts a series of straight waves approaching a long barrier extending at an angle across the tank of water. The direction that these wavefronts (straight-line crests) are traveling through the water is represented by the blue arrow. The blue arrow is called a ray and is drawn perpendicular to the wavefronts. Upon reaching the barrier placed within the water, these waves bounce off the water and head in a different direction. The diagram below shows the reflected wavefronts and the reflected ray. Regardless of the angle at which the wavefronts approach the barrier, one general law of reflection holds true: the waves will always reflect in such a way that the angle at which they approach the barrier equals the angle at which they reflect off the barrier. This is known as thelaw of reflection. This law will be discussed in more detail in.
http://www.physicsclassroom.com/class/waves/u10l3b3.gif


Reflection involves a change in direction of waves when they bounce off a barrier. Refraction of waves involves a change in the direction of waves as they pass from one medium to another. Refraction, or the bending of the path of the waves, is accompanied by a change in speed and wavelength of the waves. In Lesson 2, it was mentioned that the speed of a wave is dependent upon the properties of the medium through which the waves travel. So if the medium (and its properties) is changed, the speed of the waves is changed. The most significant property of water that would affect the speed of waves traveling on its surface is the depth of the water. Water waves travel fastest when the medium is the deepest. Thus, if water waves are passing from deep water into shallow water, they will slow down. And as mentioned in book, this decrease in speed will also be accompanied by a decrease in wavelength. So as water waves are transmitted from deep water into shallow water, the speed decreases, http://www.physicsclassroom.com/class/waves/u10l3b7.gifthe wavelength decreases, and the direction changes.
This boundary behavior of water waves can be observed in a ripple tank if the tank is partitioned into a deep and a shallow section. If a pane of glass is placed in the bottom of the tank, one part of the tank will be deep and the other part of the tank will be shallow. Waves traveling from the deep end to the shallow end can be seen to refract (i.e., bend), decrease wavelength (the wavefronts get closer together), and slow down (they take a longer time to travel the same distance). When traveling from deep water to shallow water, the waves are seen to bend in such a manner that they seem to be traveling more perpendicular to the surface. If traveling from shallow water to deep water, the waves bend in the opposite direction. The refraction of light waves will be discussed in more detail in a later unit of Book.

Reflection involves a change in direction of waves when they bounce off a barrier; refraction of waves http://www.physicsclassroom.com/class/waves/u10l3b8.gifinvolves a change in the direction of waves as they pass from one medium to another; and diffractioninvolves a change in direction of waves as they pass through an opening or around a barrier in their path. Water waves have the ability to travel around corners, around obstacles and through openings. This ability is most obvious for water waves with longer wavelengths. Diffraction can be demonstrated by placing small barriers and obstacles in a ripple tank and observing the path of the water waves as they encounter the obstacles. The waves are seen to pass around the barrier into the regions behind it; subsequently the water behind the barrier is disturbed. The amount of diffraction (the sharpness of the bending) increases with increasing wavelength and decreases with decreasing wavelength. In fact, when the wavelength of the waves is smaller than the obstacle, no noticeable diffraction occurs.
Diffraction of water waves is observed in a harbor as waves bend around small boats and are found to disturb the water behind them. The same waves however are unable to diffract around larger boats since their wavelength is smaller than the boat. Diffraction of sound waves is commonly observed; we notice sound diffracting around corners, allowing us to hear
others who are speaking to us from adjacent rooms. Many forest-dwelling birds take advantage of the diffractive ability of long-wavelength sound waves. Owls for instance are able to communicate across long distances due to the fact that their long-wavelength hoots are able to diffract around forest trees and carry farther than the short-wavelength tweets of songbirds. Diffraction is observed of light waves but only when the waves encounter obstacles with extremely small wavelengths (such as particles suspended in our atmosphere). Diffraction ofsound waves and of light waves will be discussed in a later unit of Book Tutorial.

Reflection, refraction and diffraction are all boundary behaviors of waves associated with the bending of the path of a wave. The bending of the path is an observable behavior when the medium is a two- or three-dimensional medium. Reflection occurs when there is a bouncing off of a barrier. Reflection of waves off straight barriers follows the law of reflection. Reflection of waves off parabolic barriers results in the convergence of the waves at a focal point. Refraction is the change in direction of waves that occurs when waves travel from one medium to another. Refraction is always accompanied by a wavelength and speed change. Diffraction is the bending of waves around obstacles and openings. The amount of diffraction increases with increasing wavelength.

Saturday 30 July 2011

Revision Tips


By making a plan and organising your time, you can divide your revision into manageable chunks. This will increase your chances of remembering the important facts, and help you avoid last-minute stress.

1) Find out what you need to know

  • Make your revision plan as early as possible. This will allow you to work out how much time to spend revising each day and, just as importantly, when to take breaks.
  • The first step is to get organised: find out when your exam is, and work out how much time you have until then.

2) Write a revision checklist

  • Start by dividing the number of days you have until the exam by the number of topics you need to revise. Ask your teacher for a list of topics, or make your own by going through your notes.
  • Think about any topics that will need more revision time – perhaps you covered them in more detail, or you found them more difficult.
  • Look at your work, realise what you need to learn and divide it into the topics. Don’t just stick to what you’re good at (and find easy to remember).

3) Make a revision plan

When you know how many days you need to spend revising each topic, you’ll be able to make revision part of your daily routine.
However, you need to be realistic:
  • set aside time on your plan for things you need to do, like going to school and mealtimes
  • split the remaining time into half-hour slots
  • break each topic on your revision checklist down into chunks that you can cover in 30 minutes, and fill your slots with these chunks
  • Don’t do an elaborate plan – There’s no need to use all the colours in the rainbow. This is a waste of time.

4) Get Going

  • It gets easier once you actually do something

5) Revise in the best way for you

  • The most futile way of revising is to sit down and read. It’s so passive that after about five minutes you will probably have switched off.
  • Find something that works for you — if you need to walk around, do so.
  • Or if you just need to sit at your desk making notes, do that instead.

6) Test Yourself

  • Most of all practice questions after revising a topic
  • Get hold of past papers and involve friends and parents if you need to. Saying answers out loud may help you to imprint them on your brain.

7) Find out about anything you don’t understand

  • Ask someone to explain it to you (Teacher, Revision Tutors or Parent)

8) Take breaks

  • Regular breaks are important if you’re going to stay alert while revising.
  • A five-minute break every half-hour is better than a 30-minute break after five hours.
  • Get up, make a drink, tidy your room, check your email – you’ll come back refreshed and ready to carry on.
  • Breaks will also help you absorb the information and avoid overload.

9) Look after yourself

  • Make sure you include a leisure activity in your revision plan twice or three times a week.
  • It’s important to set aside time to take your mind off exams.
  • A healthy mind needs a healthy body, so look after yourself.
  • Lots of sleep and regular exercise will help you stay alert.
  • Your body needs fuel, so eat plenty of fresh vegetables and fruit to help keep your energy levels up.

10) Remember to turn up

  • Check when and where your exams are. Don’t let that revision go to waste.

    Exams

    1) Taking Exams

  • Revising for exams is about more than just reading through the notes you made in class.
  • It also means knowing how to answer the questions for real when you’re in the exam.
  • Practising with old exam questions can improve your chances of doing well.

    2) Preparing for the exam – why it’s important

  • Revision works best when you practise what you’ll be doing in the exam – and that means answering questions.
  • By writing out what you know as exam answers, you’ll be making it easier to remember what you learned in class.

    3) Knowing what you will be examined on

    In the exam you’ll be expected to answer questions on the subjects you studied in class. This means you’ll need a full set of notes to revise from. If you missed some classes, your notes may not be complete.
    To make sure your notes are up-to-date, check your notes against the subject revision checklist (if you haven’t got one, ask your teacher). If the checklist shows you are missing notes on some subjects, ask your teacher which chapters of the text book you need to read, and make notes to fill in the gaps.

    4) Get hold of past exam papers

  • You’ll usually start getting copies of old exam paper shortly before you sit the exam. These are an ideal way to practise answering exam questions.
  • But you don’t have to wait until then to get some practice: most text books have example exam questions.
  • You can also download practice exam questions, along with answers (known as the mark scheme), from your awarding body’s websites. Awarding bodies are sometimes known as ‘exam boards’. Schools and colleges can choose which of the five recognised GCSE and A Level awarding bodies they use. The three GCSE and A Level awarding bodies based in England are:
  • Edexcel
  • Oxford, Cambridge and Royal Society of Arts (OCR)
  • Assessment and Qualifications Alliance (AQA)

5) USE EXAM PAPERS TO ORGANISE YOUR REVISION NOTES

  • Past exam papers are very useful when organising your revision notes.
  • Arrange your notes in the same order as the topics appear in the exam paper.
  • Once you’ve done this, try to list the key facts for each topic.
  • You’ll find that organising your notes makes them easier to remember.

6) HAVE A GO – PRACTISE DOING THE EXAM

  • Passing exams with top marks means knowing what to do, and also what to leave out. Getting this right needs practice.
  • Before you start writing, check the number in brackets after each question. This tells you how many points each question is worth. It also gives you a clue to how much effort is required.
  • For example, a three-mark question means you’ll probably have to make three points or show three workings. A question worth more marks will need a longer, more detailed answer or workings.
  • You might also find clues in the way exam questions are worded: what exactly is it asking you to do?