Difference between revisions of "4-WAV-01"
From MrReid.org Wiki
(→Starter) |
(→Starter) |
||
Line 7: | Line 7: | ||
* 3.2, 3.3, 3.4, 3.5, 3.6 and 3.7 | * 3.2, 3.3, 3.4, 3.5, 3.6 and 3.7 | ||
==Starter== | ==Starter== | ||
− | * Use | + | * 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== | ==Main Body of Lesson== |
Revision as of 11:48, 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 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