Difference between revisions of "4-WAV-01"
From MrReid.org Wiki
(→Additional Information) |
|||
Line 43: | Line 43: | ||
* [[Wave Tank]] | * [[Wave Tank]] | ||
===Textbook References=== | ===Textbook References=== | ||
+ | * Pople Chapter 6 | ||
+ | * Pople 6.01 pp. 124-125 | ||
===Website References=== | ===Website References=== | ||
+ | * [http://www.upscale.utoronto.ca/GeneralInterest/Harrison/Flash/ClassMechanics/TravelWaves/TravelWaves.swf Travelling wave applet] | ||
===Skills Addressed=== | ===Skills Addressed=== | ||
===Safety/Hazards=== | ===Safety/Hazards=== | ||
+ | * Paraffin in wave tank is flammable, but is floating on a layer of water. | ||
===Notes=== | ===Notes=== |
Revision as of 13:19, 11 October 2009
Contents
Outcomes
- Pupils understand and can use the terms amplitude, frequency, wavelength and period.
- Pupils can describe the differences between longitudinal and transverse waves and give examples of each.
- Pupils recall that waves transfer energy without transferring matter.
- Pupils can use the wave equation <math>v=f \lambda</math>
Specification References
- 3.2, 3.3, 3.4, 3.5, 3.6 and 3.7
Starter
- Use PowerPoint slides (too large for wiki) to introduce the concept of a wave by showing pupils examples of different types of wave in which the wave nature is obvious: water, shock and "Mexican".
Main Body of Lesson
- Use wave tank to demonstrate water waves. Ask pupils what aspect of the waves could be changed. Elicit "size" and "oftenness".
- Explain "size" of waves as amplitude and ask pupils what the effect of changing amplitude would be on water waves (taller/shorter waves), shock waves (more/less damage), seismic waves (more/less damage), "Mexican" (more/less movement - e.g. seated/standing).
- Explain "oftenness" as frequency. Use online oscilloscope to demonstrate amplitude (and its link to volume) and introduce the concept of frequency with reference to sound.
- Pupils draw (idealised) diagram of wave and mark on amplitude. Elicit concept of wavelength and have pupils mark wavelength on their diagram. Explore link between frequency and wavelength.
- Use pupils to demonstrate amplitude and frequency on "slinky wave".
- In a well-behaved class pupils could be given lengths of elastic and allowed to demonstrate to themselves.
- Link use of slinky to the nature of transverse waves; and from that to the nature of longitudinal waves.
- Run through list of wave types and help pupils categorise them into transverse and longitudinal.
- Ocean
- Sound
- Shock
- Seismic (P and S)
- Light
- After discussing wave types ask pupils what waves are transferring. Link to the three important characteristics: waves are travelling disturbances (mostly in a medium), waves transfer information/energy, waves do not transfer energy. It might help to link to WiFi or radio/television transmissions.
- Pupils may have trouble believing that waves do not transfer matter; it could be useful here to link to an example of an object floating in the sea which is moved only by the tides.
- Show pupils wave equation and do wave equation worksheet. Pupils will need to be reminded of submultiple prefixes, particularly micro and nano.
Plenary
- Use this explorer to sum up and demonstrate amplitude, frequency and wavelength.
Homework
- Wave equation calculations worksheet
Additional Information
Resources Required
Textbook References
- Pople Chapter 6
- Pople 6.01 pp. 124-125
Website References
Skills Addressed
Safety/Hazards
- Paraffin in wave tank is flammable, but is floating on a layer of water.