Worksheet
Pulse Superposition: Interference
Refer to the following information for the next three questions.
The diagram below shows two pulses approaching each other in a uniform medium.
1. Which diagram best represents the superposition of the two pulses?
2. Question #1 is an example of which type of interference?
completely constructive interference
completely destructive interference
partially destructive interference
3. Which diagram best represents the medium after the pulses have passed through each other?
Refer to the following information for the next three questions.
Two pulses traveling in the same uniform medium approach each other, as shown in the diagram below.
4. Which diagram best represents the superposition of the two pulses?
5. If the left crest which is moving to the right were to be replaced by a trough moving to the right, which diagram would best represent the superposition of the two pulses?
6. Question #5 is an example of which type of interference?
completely constructive interference
completely destructive interference
partially destructive interference
Refer to the following information for the next two questions.
Shown below is a snapshot graph, taken at t = 0 seconds, of two waves approaching each other at 1 m/sec.
7. Which diagram correctly represents the superposition of the two pulses at t = 4 seconds?
8. Question #7 is an example of which type of interference?
completely constructive interference
completely destructive interference
partially destructive interference
Refer to the following information for the next two questions.
Shown below is a snapshot graph, taken at t = 0 seconds, of two pulses approaching each other at 1 m/sec.
9. At what later time would this snapshot graph occur?
t = 3 seconds
t = 3.5 seconds
t = 4 seconds
t = 4.5 seconds
t = 5 seconds
10. Question #9 is an example of which type of interference?
completely constructive interference
completely destructive interference
partially destructive interference
Refer to the following information for the next question.
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