C. What do you think constructive and destructive interference means based on your measurements? d. Verify your understanding using your text or online references. (cite references) 4. Consider the light pattern on the right: a. Describe where the points of constructive and destructive interference are in the image on the right. b. Create a similar wave pattern and use the detectors to find points of constructive and destructive interference C. Explain how you made the waves and used the detector. Insert an image of the entire screen for evidence. 5. These three patterns were made with sound waves by varying only one thing. a. What do you think was varied? b. Test your idea by making similar patterns. C. Is there more than one way to make these three patterns by varying only one thing? Test your ideas and provide evidence for support. d. Try to make similar patterns with light. Describe your A B observations and ideas. 6. Summarize key ideas that you want to remember about the relationships of interference patterns of water, sound and light waves. Develop your understanding: Open the Slits screen, then explore to make water waves with varying patterns. Frequency Water Ware Generator Amplitude O D Graph One Sue Sit With Wave Interference - Sits 4) PhET Explain your understanding: 7. How do waves made by a dripping faucet compare to the waves seen passing through slits? You may want to have both Interference and Slits open (or open the full simulation Waves Interference), so that you can easily compare the waves and their patterns. 8. Do the same concepts apply when you compare the sound and light waves in Interference and Slits screens? 9. Summarize your understanding of waves as they pass through slits. Make sure you demonstrate meeting learning goal C "Put up a barrier to see how the waves move through one or two slits. What sort of pattern do the slits create? How can you change this pattern?" 4/16/20 Loeblein https://phet.colorado.edu/en/contributions/view/5467 page 2