4-WAV-01

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.

Plenary

• Use [this explorer] to sum up and demonstrate amplitude, frequency and wavelength.

Homework

• Wave equation calculations worksheet

Additional Information

Resources Required

• Wave Tank