Difference between revisions of "4-WAV-01"
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* Pupils can use the wave equation <math>v=f \lambda</math> | * Pupils can use the wave equation <math>v=f \lambda</math> | ||
==[[Specifications|Specification]] References== | ==[[Specifications|Specification]] References== | ||
| − | * 3.2 | + | * 3.2, 3.3, 3.4, 3.5, 3.6 and 3.7 |
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==Starter== | ==Starter== | ||
* Introduce the concept of a wave by showing pupils examples of different types of wave in which the wave nature is obvious: water, seismic (P and S, not Love) and "Mexican". | * Introduce the concept of a wave by showing pupils examples of different types of wave in which the wave nature is obvious: water, seismic (P and S, not Love) and "Mexican". | ||
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* Use [[wave tank]] to demonstrate water waves. Ask pupils what aspect of the waves could be changed. Elicit "size" and "oftenness". | * 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 sound waves (volume), seismic waves (more/less damage), "Mexican" (more/less movement - e.g. seated/standing), light (brightness). | * Explain "size" of waves as amplitude and ask pupils what the effect of changing amplitude would be on sound waves (volume), seismic waves (more/less damage), "Mexican" (more/less movement - e.g. seated/standing), light (brightness). | ||
| − | * Explain "oftenness" as frequency. | + | * Explain "oftenness" as frequency. Ask pupils what the effect of changing frequency would be on the wave types mentioned above (excepting light). |
| + | * Show pupils (idealised) diagram of wave and mark on amplitude. | ||
| + | * Show pupils diagrams of low- and high-frequency waves and via those diagrams introduce the concept of wavelength. | ||
==Plenary== | ==Plenary== | ||
==Homework== | ==Homework== | ||
| − | + | * Wave equation calculations worksheet | |
=Additional Information= | =Additional Information= | ||
===Resources Required=== | ===Resources Required=== | ||
Revision as of 04:12, 18 June 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
- Introduce the concept of a wave by showing pupils examples of different types of wave in which the wave nature is obvious: water, seismic (P and S, not Love) 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 sound waves (volume), seismic waves (more/less damage), "Mexican" (more/less movement - e.g. seated/standing), light (brightness).
- Explain "oftenness" as frequency. Ask pupils what the effect of changing frequency would be on the wave types mentioned above (excepting light).
- Show pupils (idealised) diagram of wave and mark on amplitude.
- Show pupils diagrams of low- and high-frequency waves and via those diagrams introduce the concept of wavelength.
Plenary
Homework
- Wave equation calculations worksheet
