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 [[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.
+
* 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 [[http://www.ltscotland.org.uk/5to14/resources/science/amplitude.asp this explorer]] to sum up and demonstrate amplitude, frequency and wavelength.
+
* 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

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

Additional Information

Resources Required

Textbook References

Website References

Skills Addressed

Safety/Hazards

Notes