Outcomes

Pupils can identify types of wave: ocean surface, sound, EM, etc.
Pupils can describe the differences between longitudinal and transverse waves.
Pupils recall that waves transfer energy without transferring matter.
Pupils understand and can use the terms amplitude, frequency, wavelength and period.
Pupils can use the wave equation <math>v=f \lambda</math>

Specification References

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: ocean surface waves, shock and sounds waves, and "Mexican" waves.

By linking to ocean surface waves, discuss the idea of a medium through which waves travel. The idea that the medium does not move is the important concept. This also works well with a Mexican wave around the classroom - the pupils remain stationary but the wave moves. Elicit the idea that waves transfer energy and/or information, but not matter. It might help to link to WiFi or radio/television transmissions and if pupils have trouble believing that waves do not transfer matter it could be useful to link to an example of an object floating in the sea which is moved only by the tides.

In reference to the different types of wave identify longitudinal and transverse waves. The slinky is useful here because you can demonstrate both longitudinal and transverse waves.

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 this explorer to sum up and demonstrate amplitude, frequency and wavelength.

Paraffin in wave tank is flammable, but is floating on a layer of water.
In all work with flashing lights, teachers must be aware of any student suffering from photo-induced epilepsy. This condition is very rare. However, make sensitive inquiry of any known epileptic to see whether an attack has ever been associated with flashing lights. If so, the student could be invited to leave the lab or shield his/her eyes as deemed advisable. It is impracticable to avoid the hazardous frequency range (7 to 15 Hz) in these experiments.