Difference between revisions of "4-WAV-01"
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* 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 "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 | + | * Explain "oftenness" as frequency. Use [http://www.ltscotland.org.uk/5to14/resources/science/oscilloscope.asp 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. | * 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 energy, waves do not transfer energy. | ||
==Plenary== | ==Plenary== | ||
− | * Use | + | * Use [http://www.ltscotland.org.uk/5to14/resources/science/amplitude.asp this explorer] to sum up and demonstrate amplitude, frequency and wavelength. |
==Homework== | ==Homework== | ||
* Wave equation calculations worksheet | * Wave equation calculations worksheet |
Revision as of 12:24, 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 energy, waves do not transfer energy.
Plenary
- Use this explorer to sum up and demonstrate amplitude, frequency and wavelength.
Homework
- Wave equation calculations worksheet