Study of the phenomenon of Diffraction Simulation Playbook
- Ensure all VR devices are charged and calibrated
- Walk students through safety protocols and how to handle virtual rulers and optical elements
- Review key terms: diffraction, wavelength, interference pattern
- Allocate ~20–25 minutes for full simulation including measurements and calculations
- Pause after students install the iris to discuss diffraction patterns
- Encourage multiple attempts at ruler-based measurements to improve precision
- Remind students to measure from correct reference points (e.g., midpoint of iris platform)
- Allow peer support for interpreting measurements and calculating results
- Use a rotation system if devices are limited (e.g., 3 students per station)
- Provide printed diagrams of diffraction setups for students waiting their turn
- Assign group roles: controller, measurer, recorder
- Preload the simulation on all headsets and test interactivity of the iris object
- Ensure the VR ruler grabs correctly and calibrates on both ends
- Instruct students to reset the ruler if measurements don’t register
- Before: Conduct a warm-up question: “Where do you observe diffraction in everyday life?” (e.g. CDs, soap bubbles, etc.)
- During: Pause after the first diffraction pattern appears — ask students what changed and why
- After: Assign a discussion: “Why does the diffraction pattern change with iris position?”
Optionally, students can compare this to the double-slit experiment in class.
Simulation title: Diffraction Pattern Lab
Description: Students explore how diffraction patterns change based on the position of an iris between a laser and a screen. They measure distances and fringe width, then calculate the iris aperture using VR tools.
Simulation type: VR
Subject and age: Physics, Grades 8–10
Key topics:
- Wave behavior and diffraction
- Light interference and stripe patterns
- Measurement techniques in optics
- Calculating aperture using diffraction equations
| Time | Simulation Stage | What Happens Before the Action? | What Should Be Done? | What Happens After the Action? |
|---|---|---|---|---|
| 00:00 | Optical laboratory | The student sees a lab scene with a laser, screen, ruler, and iris on the table. | — | Scene initializes |
| 00:06 | Iris setup | Instruction appears: “Install the iris between the screen and the laser, close to the laser.” | Student picks up the iris using trigger and places it accordingly. | A diffraction pattern appears on the black screen. |
| 00:16 | Observe pattern |
1. A red stripe with dark gaps (diffraction pattern) appears. 2. Question appears: “Is there a diffraction pattern in the form of stripes on the screen?” |
1. Student notices: moving iris changes stripe spacing (closer to screen = tighter pattern). 2. The student needs to answer the question on the screen. |
1. When moving the iris, the width of the bands on the screen changes. 2. The information on the board changes to a blank table that needs to be filled in. |
| 00:28 | First measurement (L) | Instruction appears: “Measure the distance between the screen and the iris.” | Using the VR ruler: select start point at the screen and end point at center of iris base — repeat 3 times. | Measurements are recorded on the virtual board. |
| 00:56 | Second measurement (Δx) | Instruction appears: “Measure 3 times the distance between the first minima in the 2x diffraction pattern.” | Using ruler, measure distance from red center to nearest dark band — repeat 3 times. | All three values are recorded on board. |
| 01:18 | Final calculation | Prompt: “Calculate the width of the iris using the formula on the board.” | Click the “Perform Calculation” button. | The system then displays the final calculated result in the table. Result appears — iris width determined. |
| 01:27 | Finish and exit | The student sees all measured and calculated values clearly displayed on the virtual board. | If the table is already complete, the student does not need to perform any additional actions. | The simulation ends. |
Diffraction is the physical phenomenon in which waves bend and spread around obstacles or pass through narrow openings (such as slits), resulting in the formation of characteristic interference patterns that consist of alternating bright and dark regions.
Central fringe width is directly proportional to the wavelength of the light being used and inversely proportional to the size of the aperture through which the light passes.
Fringe spacing formula (for a single slit diffraction pattern): Δx = λ × L / a
Where
- Δx — spacing between adjacent fringes (distance between dark bands)
- λ — wavelength of the light source
- L — distance from the slit (or iris) to the screen
- a — slit width (iris aperture in the simulation)
- What changed when you moved the iris closer to the screen or laser?
- Why do diffraction patterns appear only after placing the iris?
- How does this experiment demonstrate the wave nature of light?
- How would using a different wavelength of light affect the pattern?
- How do you accurately measure fringe width in a diffraction pattern?
- Explain the relationship between iris position and fringe spacing.
- Derive the formula used to calculate slit width based on observed data.
- Why are multiple measurements needed in this simulation?
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Video walkthrough
- QR Code to simulation
- Printable lab worksheet
- Teacher answer key
- Google Form quiz