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Product 13166

By: The Flinn Staff

Measuring with Laser Light Physical Science and Physics Laboratory Kit
Measuring with Laser Light Physical Science and Physics Laboratory Kit
In the Measuring with Laser Light Laboratory Kit for physical science and physics, analyze the diffraction patterns produced by fishing line, copper wire, and a strand of human hair.

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How can an object less than a millimeter wide be measured? Students use a key-chain laser pointer to measure the width of three micrometer-size objects—a fishing line, copper wire, and a strand of human hair. As the laser light bends around each object, students analyze the diffraction patterns produced. Concepts such as wavelength, diffraction, and constructive and destructive interference become clear as students calculate the width of each object. When students compare the experimental values with the accepted values, they will be astonished at the accuracy of this “high-tech” method of measurement! Teacher Notes with sample data, extensive background information and reproducible student worksheet are provided. Includes six laser pointers, fishing line, copper wire, and materials to make frames for the objects being measured. Students supply their own hair. Complete for a class of 24 students working in groups of four.

Correlation to Next Generation Science Standards (NGSS)

Science & Engineering Practices

Developing and using models
Asking questions and defining problems
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking

Disciplinary Core Ideas

MS-PS4.A: Wave Properties
HS-PS4.A: Wave Properties

Crosscutting Concepts

Patterns
Cause and effect
Scale, proportion, and quantity

Performance Expectations

MS-PS1-1: Develop models to describe the atomic composition of simple molecules and extended structures.
MS-PS1-2: Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
MS-PS1-3: Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
MS-ESS3-1: Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.
HS-PS1-1: Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
HS-PS1-2: Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
HS-PS1-3: Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.
HS-PS2-6: Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.
HS-PS1-7: Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
HS-ESS3-2: Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
HS-ETS1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.