Active Physics Worksheets for Experiment Videos

Wave Motion (and Ray Optics)

13 Wave Motion

Experiment 13.1 Transverse pulses and waves

Go to Active Physics YouTube channel and search for the video ‘V13 e141’.
A slinky spring is used in the video instead.
Result
Draw an arrow to show the motion of the particle when a transverse pulse passes.

Draw an arrow to show the motion of the particle when a transverse wave passes.

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Wave Motion (and Ray Optics)

Discussion

1. Describe the motion of the particle when the pulse passes.

perpendicular
The particle oscillates in a direction ___________________ (perpendicular /
parallel) to the direction of travel of the pulse when the pulse passes.

2. How does the size of the pulse change as it travels along the spring?

The pulse becomes smaller.

3. Is the direction of motion of the particle the same as the direction of travel of the
transverse wave?

No.

4. How does the travelling speed of the pulse or wave changes in the following
cases?

situation observation

The tension in the spring is increased. The speed increases.

The spring is shaken at a higher rate. The speed remains unchanged.

The spring is shaken at a larger degree. The speed remains unchanged.

© Pearson Hong Kong 2015 2

Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

13 Wave Motion

Experiment 13.2 Longitudinal pulses and waves

Go to Active Physics YouTube channel and search for the video ‘V13 e142 ‘.
Result
Draw an arrow to show the motion of the coil when a longitudinal pulse passes.

Draw an arrow to show the motion of the coil when a longitudinal wave passes.

Discussion

1. Describe the motion of the coil when the pulse passes.

parallel
The coil oscillates in a direction ___________________ (perpendicular / parallel)
to the direction of travel of the pulse when the pulse passes.

2. Is the direction of motion of the coils parallel to the direction of travel of the
longitudinal wave?

Yes.

© Pearson Hong Kong 2015 3

Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

13 Wave Motion

Extra Experiment Transverse wave model

Go to Active Physics YouTube channel and search for the video ‘V13 e143’.
Result
An image similar to a transverse wave is produced on the screen. The image can
demonstrate some properties of a real transverse wave.
Discussion

1. Describe the motion of the ‘particle’.

The ‘particle’ moves up and down.

2. State the difference(s) between the direction of motion of the ‘particle’ and the
direction of travel of the ‘transverse wave’.

The motion of the ‘particle’ is perpendicular to the direction of travel of the ‘wave’.

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3. By how many ‘wavelengths’ does the ‘wave’ move when the ‘particle has
completed one cycle of motion?

The ‘wave’ moves by one wavelength.

4. What happens when the voltage applied to the motor increases?

The ‘wave speed’ increases and the ‘particles’ oscillate at a higher frequency.

5. Compare the motion of any two ‘particles’ if

(a) they are separated by one ‘wavelength’.
(b) they are separated by half of the ‘wavelength’.

(a) They always move in the same direction.

(b) They always move in opposite directions.

6. State the difference(s) between this ‘transverse wave’ and a real transverse wave.

This image is actually not a wave and no energy is transferred from one place to another

when this ‘wave’ travels.

© Pearson Hong Kong 2015 5

Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

14 Reflection, Refraction and Diffraction

Experiment 14.1 Ripple tank

Go to Active Physics YouTube channel and search for the video ‘V14 e151’.
Result
Bright and dark fringes are observed on the screen when water waves are produced in
the ripple tank.
Discussion

1. The four sides of the ripple tank are inclined. Why?

To reduce the unwanted reflected waves.

2. Some ripple tanks have spongy layers on the sides. What is the purpose?

To reduce the unwanted reflected waves.

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Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

3. Are water waves (straight or circular) travelling at a constant speed?

Water waves travel at a constant speed.

4. What happens to the waves when the bar or dipper vibrates at a higher
frequency?

Their wavelengths reduce.

5. Sketch a diagram to explain why bright and dark fringes are observed on the
screen.

© Pearson Hong Kong 2015 7

Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

14 Reflection, Refraction and Diffraction

Experiment 14.2 Reflection of water waves

vibrating vibrating
straight bar dipper

plane reflector
plane reflector

Run the simulation ‘S14-e151’.

Produce some waves and observe what happens.
Result
Sketch the reflected wavefronts and rays in the cases below.

Straight incident wavefronts Circular incident wavefronts

Discussion

1. How are the direction of travel of the incident waves, the direction of travel of
the reflected waves and the plane reflector related?

The angle of incidence (the angle between the normal and the incident ray) is equal to

the angle of reflection (the angle between the normal and the reflected ray).

© Pearson Hong Kong 2015 8

Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

14 Reflection, Refraction and Diffraction

Experiment 14.3 Refraction of water waves

Run the simulation ‘S14-e152’.
Produce some waves and observe what happens.
Result
Sketch the refracted wavefronts and rays in the following cases. (The shaded areas
represent the shallower region.)

Discussion

1. What happens to the wavelength of the water waves when they enter a shallower
region?

The wavelength decreases.

2. Hence, what can you say about the wave speed in a shallower region?

The wave speed is lower in a shallower region.

© Pearson Hong Kong 2015 9

Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

14 Reflection, Refraction and Diffraction

Experiment 14.4 Diffraction of water waves

Run the simulation ‘S14-e153’.
Produce some waves and observe what happens.
Result
Sketch the diffracted wavefronts and rays in the following cases.

Discussion

1. How does the change in wavelength affect the wave pattern observed?

The degree of diffraction increases as the wavelength increases.

2. How does the change in the width of the slit affect the wave pattern observed?

The degree of diffraction decreases as the slit of the width increases.

3. How does the size of the obstacle affect the wave pattern observed?

The degree of diffraction decreases as the size of the object increases.

© Pearson Hong Kong 2015 10

Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

14 Reflection, Refraction and Diffraction

Extra Experiment Reflection of microwaves

Go to Active Physics YouTube channel and search for the video ‘V14 e198’.
Result

How is the angle of reflection related to the angle of incidence of microwaves?

The angle of reflection is equal to the angle of incidence.

Discussion
1. Does the reflection of microwaves obey the law of reflection?

Yes.

2. What is the purpose of setting up an aluminium screen between the transmitter

and the receiver?

This reduces the microwaves directly sending from the transmitter to the receiver.

© Pearson Hong Kong 2015 11

Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

14 Reflection, Refraction and Diffraction

Extra Experiment Refraction of microwaves

Go to Active Physics YouTube channel and search for the video ‘V14 e199’.
Result

Do the microwaves converge or diverge after passing through the lens?

The microwaves converge.

Discussion
1. Compare the travelling speeds of microwaves in paraffin and air. Which one is
lower?

The travelling speed of microwaves in paraffin is lower.

© Pearson Hong Kong 2015 12

Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

14 Reflection, Refraction and Diffraction

Extra Experiment Diffraction of microwaves

Go to Active Physics YouTube channel and search for the video ‘V14 e1910’.
Result

1. Where is the receiver when the maximum reading is noted on the milliammeter?

The receiver is at the middle.

2. What happens to the reading of the milliammeter when the receiver is moved
behind the slit?

The reading drops gradually when the receiver is moved away from the middle.

Discussion

1. Do the microwaves spread after they pass through the slit?

Yes.

2. What can you say about the slit width and the wavelength of the microwaves?

The microwaves have a wavelength comparable to the slit width.

© Pearson Hong Kong 2015 13

Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

15 Interference and Stationary Waves

Experiment 15.1 Superposition of pulses

Go to Active Physics YouTube channel and search for the video ‘V15 e153’.
Result
Describe what you observe when the pulses meet in the following cases.

The pulses add up to a larger pulse.

The pulses cancel out each other.

Discussion

1. Describe the change in the shape of the long spring when the two pulses meet.
Briefly describe the motion of the pulses after they meet.

When two pulses meet, the resultant displacement of the particle is the sum of the two.

After the pulses separate, they travel in the original directions, as if nothing has

happened.

© Pearson Hong Kong 2015 14

Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

15 Interference and Stationary Waves

Experiment 15.2 Transverse stationary waves

Go to Active Physics YouTube channel and search for the video ‘V15 e154’.
Result
specific
Stable waveforms are produced for ___________________ (all / specific) frequencies.
higher
The ___________________ (higher / lower) the frequency, the more ‘packets’ are

formed.

Discussion

1. When a stable waveform is produced, do all the points on the long spring have
the same amplitude?

No. Particles between two nodes (within the same ‘packet’) vibrate at different

amplitudes.

© Pearson Hong Kong 2015 15

Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

15 Interference and Stationary Waves

Experiment 15.3 Motion of particles in a transverse stationary wave

signal
fixed generator
end

vibrator

Go to Active Physics YouTube channel and search for the video ‘V15 e155’.
Result
Fill in the table below.

frequency / Hz

1 ‘packet’ formed 14.0

2 ‘packets’ formed 28.0

3 ‘packets’ formed 42.0

Discussion

1. When a stationary wave is produced on a string, are the amplitudes of all the
particles the same?

No. Particles between two nodes (within the same ‘packet’) vibrate at different

amplitudes.

2. What is the relation between the frequencies at which stable waveforms are
produced?

The frequencies are integral multiple of f, where f is the lowest frequency at which a

stable waveform is formed.

3. In the above situations, what is the relation between the wavelength and
frequency of the stationary wave?

The product of the wavelength and frequency is a constant.

© Pearson Hong Kong 2015 16

Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

15 Interference and Stationary Waves

Experiment 15.4 Interference of water waves

vibrating dippers

ripple tank

Run the simulation ‘S15-e157’.

Produce some waves and observe what happens.
Result
An interference pattern is observed when two waves are produced by coherent
sources.
Discussion

1. How does the interference pattern change with (a) the frequency of vibration of
the dippers and (b) the distance between the two dippers?

The antinodal lines become farther apart when (a) the frequency of vibration decreases or

(b) the distance between the two dippers decreases.

© Pearson Hong Kong 2015 17

Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

15 Interference and Stationary Waves

Extra Experiment Interference of microwaves

Go to Active Physics YouTube channel and search for the video ‘V15 e1911’.
Result

1. Is a strong or weak microwave signal detected when the receiver is at the

middle?

A strong signal is detected.

2. What happens to the reading of the milliammeter when the receiver is moved
behind the slit?

Three maxima and two minima are noted when the receiver is moved behind the screen.

Discussion

1. What factors do you think will affect the number of weak signals detected?

The wavelength of the microwaves and the slit separation

© Pearson Hong Kong 2015 18

Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

15 Interference and Stationary Waves

Extra Experiment Interference of sound waves

Go to Active Physics YouTube channel and search for the video ‘V15 e201’.
Result

1. What do you observe when you walk in front of the loudspeakers?

Alternate strong and weak sounds are noted.

Discussion

1. Suppose a microphone connected to a CRO is moved in front of the loudspeakers.

Explain briefly the change in the signal shown on the CRO.

The sounds from the loudspeakers interfere. Strong and weak signals are noted where

constructive and destructive interferences occur respectively.

2. If the two loudspeakers are far apart, can you observe the alternate strong and
weak signals?

The distance between the antinodal lines becomes very small if the loudspeakers are far

apart. It would be harder to observe alternate strong and weak signals then.

© Pearson Hong Kong 2015 19

Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

16 Light and Sound

Experiment 16.1 Young’s double slit experiment

Go to Active Physics YouTube channel and search for the video ‘V16 e192’.
Result

white light

blue light

red light

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Wave Motion (and Ray Optics)

Discussion
1. The interference pattern consists of alternate bright and dark fringes with
uniform spacing. Explain how they are formed.

The lights from the two slits interfere. At the positions where bright fringes are formed,

the lights interfere constructively. At the positions where dark fringes are formed, the

lights interfere destructively.

2. If light is a particle but not a wave, how will the pattern observed through a
double-slit look like?

Only two bright lines would be observed on the screen.

3. Compare the fringe separation for red light and blue light. What can you say
about the wavelength of the lights?

The fringe separation for red light is larger. Hence we can deduce that the wavelength of

red light is longer.

© Pearson Hong Kong 2015 21

Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

16 Light and Sound

Experiment 16.2 Plane transmission grating

Go to Active Physics YouTube channel and search for the video ‘V16 e193’.
Result

Discussion
1. What are the differences between the interference pattern formed by the grating
and that formed by a double-slit?

Brighter lines are formed using a grating.

2. What is the expected change in the fringe pattern if a green laser source is used?

The fringe separation becomes smaller.

© Pearson Hong Kong 2015 22

Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

16 Light and Sound

Extra Experiment Diffraction of light

Go to Active Physics YouTube channel and search for the video ‘V16 e191’.
Result

white light

blue light

red light

© Pearson Hong Kong 2015 23

Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

Discussion

1. Does light spread after is passes through the single slit?

Yes.

2. Diffraction of light can be observed only when the slit is very narrow. What can
you say about the wavelength of light?

The wavelength of light is very small.

3. Compare the degree of diffraction for red light and blue light. What can you say
about the wavelength of the lights?

The degree of diffraction of red light is larger. Hence we can deduce that the wavelength

of red light is longer.

© Pearson Hong Kong 2015 24

Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

16 Light and Sound

Extra Experiment Visible spectrum formed by a grating

Go to Active Physics YouTube channel and search for the video ‘V16 e194’.
Result

Discussion
1. The grating is placed 2 m away from the lamp housing. Why?

By doing so, light rays incident on the grating will be nearly parallel.

2. Compare the zeroth-order fringe and the first-order fringe. What is the difference
in the colour distribution?

The zeroth-order fringe is white in colour. The first-order fringe shows a visible spectrum,

with the violet end closest to and the red end farthest from the middle.

3. Compare the brightness of the first-order fringe and the second-order fringe.

The first-order fringe is brighter.

© Pearson Hong Kong 2015 25

Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

16 Light and Sound

Extra Experiment Estimating the wavelength of a monochromatic

light using a double-slit

Go to Active Physics YouTube channel and search for the video ‘V16 e195’.
Result
1.00
The distance between the double-slit and the microscope = __________ m
3.5 × 10
The slit separation = __________
−4
m

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For red light, the estimated wavelength is

Δya/D = (2.1 × 10−3) × (3.5 × 10−4) / 1 = 7.35 × 10−7 m

For blue light, the estimated wavelength is

Δya/D = (1.6 × 10−3) × (3.5 × 10−4) / 1 = 5.60 × 10−7 m

Discussion
1. In practice, distance between five successive bright fringes is measured. Why
don’t we simply measure the distance between two successive bright fringes?

Taking an average from the distance between five successive fringes can reduce the error

of the measurement.

2. Which coloured light (red or blue) has a smaller wavelength according to the
result?

Blue light has a smaller wavelength.

© Pearson Hong Kong 2015 27

Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

16 Light and Sound

Extra Experiment Estimating the wavelength of a monochromatic

light using a grating

Go to Active Physics YouTube channel and search for the video ‘V16 e196’.
Result
3.33 × 10 −6
The slit separation = __________ m

light x/m

red 0.225

blue 0.135

For red light the estimated wavelength is

d sin (tan−1 x) / m = (3.33 × 10−6) × sin (tan−1 0.225) / 1 = 7.31 × 10−7 m

For blue light the estimated wavelength is

d sin (tan−1 x) / m = (3.33 × 10−6) × sin (tan−1 0.135) / 1 = 4.46 × 10−7 m

© Pearson Hong Kong 2015 28

Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

16 Light and Sound

Extra Experiment Visible spectrum

screen

ray box convex lens prism

Go to Active Physics YouTube channel and search for the video ‘V16 e197 ‘.
Result

Describe the pattern observed on the screen.

A visible spectrum is formed on the screen.

Discussion
1. Which coloured light is refracted the most and which is refracted the least?

Violet light is refracted the most and red light is refracted the least.

© Pearson Hong Kong 2015 29

Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

16 Light and Sound

Extra Experiment Audible frequency range

Go to Active Physics YouTube channel and search for the video ‘V16 e202’.
Result

1. What is your audible frequency range?

20 to 20 000 Hz

© Pearson Hong Kong 2015 30

Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

16 Light and Sound

Extra Experiment CRO traces of musical notes

Go to Active Physics YouTube channel and search for the video ‘V16 e203’.
Discussion

1. How does the CRO trace change

(a) when the frequency of the output is changed?
(b) when the volume of sound is changed?

(a) The distance between the peaks becomes larger when the frequency of sound

decreases, and smaller when the frequency of sound increases.

(b) The trace shrinks in height when the sound becomes softer, and grows in height

when the sound becomes louder.

2. When the same musical note is produced by different musical instruments, are
the CRO traces of the notes the same?

No.

© Pearson Hong Kong 2015 31

Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

17 Reflection of Light

Experiment 17.1 Laws of reflection

ray box

plane mirror

paper protractor

Go to Active Physics YouTube channel and search for the video ‘V17 e161’.
Result
Fill in the table below.

angle of incidence / ° angle of reflection / °

30 30

40 40

50 50

60 60

70 70

Discussion

1. What is the relation between the angle of incidence and the angle of reflection?

The angles are equal.

© Pearson Hong Kong 2015 32

Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

Appendix
Paper protractor

© Pearson Hong Kong 2015 33

Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

17 Reflection of Light

Experiment 17.2 Image formation by a plane mirror

Go to Active Physics YouTube channel and search for the video ‘V17 e162’.
Result
do
The image and the pencil ___________________ (do / do not) coincide. Thus the
equal to
distance between the object and the plane mirror is ___________________ (smaller

than / equal to / larger than) the distance between the image and the plane mirror.

Discussion

1. Is the position of the intersection point of the extended reflected light rays the
same as the position of the image?

Yes. The reflected light rays appear to come from the image.

2. State the difference between the image formed by the plane mirror and the
object.

The image is laterally inverted.

© Pearson Hong Kong 2015 34

Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

18 Refraction of Light

Experiment 18.1 Apparent depth

Go to Active Physics YouTube channel and search for the video ‘V18 e172’.
Result
The objects appear to be at higher positions than they are when viewed through
materials of larger refractive index.
Discussion

1. In step 1, how is the position of the image of the coin related to the water depth?

The image of the coin rises as the water depth increases.

2. In step 2, is there any relation between the degree of bending of the chopstick
and the position of the observer?

The chopstick appears to bend more if it is viewed at a lower angle.

3. In step 3, what is the difference when viewing the words through the glass block?
If a plastic block of a smaller refractive index is used instead, will there be any
differences?

The words appear to be lifted. If a plastic block of a smaller refractive index is used, the

words appear to be lifted to a less extent.

© Pearson Hong Kong 2015 35

Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

4. Sketch ray diagrams to explain the phenomena observed.

© Pearson Hong Kong 2015 36

Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

18 Refraction of Light

Experiment 18.2 Laws of refraction

paper protractor

semi-circular block

Go to Active Physics YouTube channel and search for the video ‘V18 e171’.
Result
Fill in the table below.

angle of incidence i / ° angle of refraction r / ° sin i sin r

0 0 0 0

20 14 0.342 0.242

30 19 0.500 0.326

40 24 0.643 0.407

60 34 0.866 0.559

© Pearson Hong Kong 2015 37

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Discussion

1. Plot a graph of sin i against sin r.

2. Describe the relation between sin i and sin r.

The ratio of sin i and sin r is a constant, i.e. sin r is directly proportional to sin i.

3. What is the refractive index of the material?

The refractive index = slope of the graph = (0.84−0)/(0.55−0) ≈ 1.53

© Pearson Hong Kong 2015 38

Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

Appendix
Paper protractor

© Pearson Hong Kong 2015 39

Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

18 Refraction of Light

Experiment 18.3 Total internal reflection

paper protractor

semi-circular block

Go to Active Physics YouTube channel and search for the video ‘V18 e173’.
Result
42
The critical angle c of the material is ___________________ °.
Discussion

1. Describe how the brightness of the reflected ray and refracted ray change as the
angle of incidence increases.

As the angle of incidence increases, the reflected ray becomes brighter while the refracted

ray becomes dimmer.

2. When the angle of incidence exceeds c, can you see the refracted ray any more?

No.

3. Calculate the refractive index n of the material from c.

n = 1 / sin c = 1 / sin 42° ≈ 1.49

© Pearson Hong Kong 2015 40

Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

Appendix
Paper protractor

© Pearson Hong Kong 2015 41

Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

18 Refraction of Light

Experiment 18.4 Total internal reflection in prisms

Go to Active Physics YouTube channel and search for the video ‘V18 e174’.
Result
Sketch the rays through the triangular prism(s) in each case.

Discussion

1. Can a prism be used as a device for reflecting light?

Yes.

© Pearson Hong Kong 2015 42

Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

19 Lenses

Experiment 19.1 Refraction in convex and concave lenses

Go to Active Physics YouTube channel and search for the video ‘V19 e181’.
See how to trace the light rays through a cylindrical lens.
Result
Use a ray box to direct some parallel light rays towards a cylindrical convex lens
along the principal axis. Measure the focal length of the lens using the paper ruler
given in the appendix. Repeat with various lenses.

convex lens focal length / cm

A 5.9

B 10.0

C 14.3

Use a ray box to direct some parallel light rays towards a cylindrical concave lens
along the principal axis. Extend the emergent light rays backwards and measure the
focal length of the lens using the paper ruler given in the appendix. Repeat with
various lenses.

concave lens focal length / cm

D 5.9

E 10.0

F 14.3

© Pearson Hong Kong 2015 43

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Wave Motion (and Ray Optics)

Discussion

1. When using a convex lens, do all the light rays converge to a point on the focal
plane if they are incident on the lens obliquely?

Yes.

2. When using a concave lens, do all the light rays appear to diverge from a point
on the focal plane if they are incident on the lens obliquely?

Yes.

3. What are the differences between the refraction of light in a convex lens and that
in a concave lens?

Parallel light rays are converged by a convex lens but diverged by a concave lens.

© Pearson Hong Kong 2015 44

Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

Appendix
Paper ruler for measuring the focal length of a cylindrical convex lens using parallel
light rays

Direct parallel light

principal axis
rays in this direction.

Place your cylindrical

lens along this line.

focal plane : +17 D lens

focal plane : +10 D lens

focal plane : +7 D lens

© Pearson Hong Kong 2015 45

Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

Paper ruler for measuring the focal length of a cylindrical concave lens using parallel
light rays

principal axis
Place your cylindrical
lens along this line.

focal plane : −17 D lens

Direct parallel light

rays in this direction.

focal plane : −10 D lens

focal plane : −7 D lens

© Pearson Hong Kong 2015 46

Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

19 Lenses

Experiment 19.2 Formation of images by a convex lens

translucent screen

illuminated object

lens

Go to Active Physics YouTube channel and search for the video ‘V19 e182’.
Result

Sketch the image observed when the object is placed at various distances. Also state
the nature of the image. (f is the focal length of the lens.)

object distance image nature

>2f inverted, diminished and real

inverted, same size as the object

=2f
and real

between 2f and f inverted, magnified and real

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State the nature of the image observed when the object distance is smaller than f.

The image is erect, magnified and virtual.

Discussion

1. When a part of the lens is covered by a cardboard, what happens to the image on
the screen?

The image becomes dimmer.

2. As long as the image can be caught by a translucent screen, how does the image
distance change when the object distance decreases?

The image distance increases when the object distance decreases.

3. In what case can no image be caught by the screen?

When the object distance is smaller than the focal length of the convex lens, no image can

be caught by the screen.

4. As long as the object distance is smaller than the focal length of the convex lens,
how does the size of the image change when the object distance increases?

The size of the image increases when the object distance increases.

© Pearson Hong Kong 2015 48

Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

19 Lenses

Experiment 19.3 Formation of images by a concave lens

illuminated object

lens

Arrange the set-up as shown. Observe the image formed.

Result

State the nature of the image observed.

The image is erect, diminished and virtual.

Discussion

1. Can we use a screen to catch the image formed by a concave lens? Why?

No. The image is virtual.

© Pearson Hong Kong 2015 49

Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

19 Lenses

Experiment 19.4 Measuring the focal length of a convex lens

lens

opaque
screen
opaque
illuminated object
screen

lens

plane mirror

Go to Active Physics YouTube channel and search for the video ‘V19 e183’.
Result
20
Using method 2, the focal length of the lens is found to be ______________ cm.
Discussion

1. Which convex lens has a shorter focal length? The one that is thicker at the
centre or the one that is thinner at the centre?
The convex lens that is thicker at the centre has a shorter focal length.

2. When using method 2, will the result be different if the distance between the
plane mirror and the lens is changed?

No. Yet the image may become dimmer if the mirror is farther.

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Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

19 Lenses

Experiment 19.5 Plotting graphs to show the relation between the

object distance and image distance

illuminated object
translucent screen
lens

metre rule

Go to Active Physics YouTube channel and search for the video ‘V19 e184’.
Result
Fill in the table below.

u / cm v / cm (1/u) / cm−1 (1/v) / cm−1

40.0 38.5 0.0250 0.0258

38.0 42.0 0.0263 0.0242

36.0 46.5 0.0278 0.0219

34.0 51.2 0.0294 0.0194

32.0 59.2 0.0313 0.0168

© Pearson Hong Kong 2015 51

Active Physics Worksheets for Experiment Videos
Wave Motion (and Ray Optics)

Discussion

1. Using the data obtained, plot a graph of (1/v) against (1/u).

Find the focal length f from the y-intercept of the graph.

f = 1/(y-intercept) = 1/0.062 ≈ 16.1 cm

2. The focal length of a concave lens cannot be found by this method. Why?

The image is virtual and cannot be caught by a screen.

© Pearson Hong Kong 2015 52