Summary: This LO is a experimental problem in which the student is given a standard experiment with double slit interference and included in the question are the wavelength, split separation, and screen distance. From this information they should be able to determine the number of bright fringes on the screen. This is a standard word problem that I chose because it is a likely problem that a student would encounter in a test that includes double slit interference.
https://www.slideshare.net/secret/o5ONsuxXV4Cnb5

Summary: This learning object is a series of word problems that explores different ways of apply the equation of path difference in double slit interference, manipulating the equation and using other mathematical relations to solve the questions.

Summary: This is a clicker question and explanation depending on figuring out the number of regions of maximum light intensity involved in a double-slit interference.

https://blogs.ubc.ca/phys101/files/gravity_forms/1-72f8f8fec225ededbd95c074100f3d9f/2015/03/Learning-Object-2.pages.zip

Summary: Conceptual questions based on the double slit experiments including the concepts of constrictive and destructive interference. Equations relating m, L, d and lamda are explained about the number of fringes obtained with varying wavelength/distance between the slits and the distance of the slits from the screen.
http://http://www.slideshare.net/KunashniParikh/kunashni-learning-object-l09

Summary: I explore how the double-slit experiment changed ideas of how light behaves and eventually led to the acceptance of light acting as both a particle and a wave