Revision as of 11:08, 11 October 2009

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>

Use presentation (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, seismic (P and S, not Love) and "Mexican".

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.

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 * 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".
+* Use presentation (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, 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".