WavesWavesAuthor:Author: Bettefinch Coley Bettefinch Coley

Bettefinch ColeyBettefinch ColeyRucker-Stewart Middle School Rucker-Stewart Middle School

Gallatin, TN Gallatin, TN

Content Area:Content Area: Physical Science Physical Science Course/Grade Level:Course/Grade Level: 6 6thth grade grade

Topic:Topic: Classification of Waves Classification of WavesTime Frame:Time Frame: 1 or 2 class periods 1 or 2 class periods

E WaveE WaveStandard NumberStandard Number:: 14.0 Energy 14.0 Energy

The student will investigate energy and its uses.The student will investigate energy and its uses.

Learning ExpectationsLearning Expectations::

14.1 Identify and describe characteristics of waves.14.1 Identify and describe characteristics of waves.14.5 Understand the nature of light, including the electromagnetic14.5 Understand the nature of light, including the electromagnetic

spectrum.spectrum.

Performance AssessmentPerformance Assessment::

The students will be able to identify wavelength, frequency, and The students will be able to identify wavelength, frequency, and amplitude of a wave.amplitude of a wave.

Materials NeededMaterials Needed

• Wave machine Wave machine

• Tuning fork Tuning fork

• Ripple tankRipple tank

• Oil Funnel Oil Funnel

• Plastic bottle (one Plastic bottle (one per student)per student)

• BucketBucket

• Cookie SheetCookie Sheet

• SandSand

• WaterWater

• Food coloringFood coloring

• Slinkies Slinkies

• Spring Spring

• PaperPaper

EngagementEngagement

• Energy, things like light, heat, and sound, moves in waves. You’ve probably seen waves in the ocean, or ripples when you throw a rock in a pond. Moving energy is not like the wave you do with your hand.

• Energy waves have peaks and valleys, just like ocean waves. The height of each energy wave is called the amplitude, and the length between the wave peaks is called the wavelength (ha!).

EngagementEngagement

• How often a wave goes by you in a set amount of time is called its “frequency.” When you tune your radio to 107.7, you’re tuning to its frequency 107.7 million waves per second or 107.7 Megahertz. Hertz was a scientist who studied waves.

• Waves with high amplitudes (tall waves) have more energy than waves with low amplitudes (short waves). Waves with high frequencies and short wavelengths (short distances between waves) have more energy than waves with low frequencies (long distances between waves).

EngagementEngagement

• The basic shape of energy waves is the same, but the height, speed, and distances between waves are always to measure the amount of energy in the waves. Waves have their ups and downs.

• So, hang ten (toes) over your chair to surf with me as we study waves.

ExplorationExploration

Students will come to the front of the room and Students will come to the front of the room and lock arms. The teacher will pull and push on the lock arms. The teacher will pull and push on the first person in a side to side motion thus creating first person in a side to side motion thus creating a longitudinal wave. Then the teacher will pull a longitudinal wave. Then the teacher will pull and push on the first person in a forward and and push on the first person in a forward and backward motion creating a transverse wave.backward motion creating a transverse wave.

Students will be asked to write their observations Students will be asked to write their observations in their Scientist’s Notebooks. Students will then in their Scientist’s Notebooks. Students will then be asked to write of any personal knowledge of be asked to write of any personal knowledge of the different types of waves. the different types of waves.

ExplanationExplanation

Students will divide into six cooperative groups and explore six stations. The students will work Students will divide into six cooperative groups and explore six stations. The students will work with waves at the different stations and write down two or more observations at each station. with waves at the different stations and write down two or more observations at each station. Students groups should spend at least five minutes at each station. Students groups should spend at least five minutes at each station.

Station 1. Wave machines- Station 1. Wave machines- Students will explore bell wave machines. These are available at most high schools.Students will explore bell wave machines. These are available at most high schools.2. Ripple tank- Students will observe the patterns that water waves make.2. Ripple tank- Students will observe the patterns that water waves make.3. Students will fill a funnel with sand and observe patterns made when the funnel is 3. Students will fill a funnel with sand and observe patterns made when the funnel is

set in a swinging motion and the paper is dragged under it.set in a swinging motion and the paper is dragged under it.4. Students will observe water wave characteristics in a large bucket of water and in 4. Students will observe water wave characteristics in a large bucket of water and in

a shallow cookie sheet. Students will observe waves in a shallow medium and in a shallow cookie sheet. Students will observe waves in a shallow medium and in a deep medium.a deep medium.

5. Students will observe a tuning fork placed in a cup of water. The water will splash 5. Students will observe a tuning fork placed in a cup of water. The water will splash showing vibration. showing vibration.

6. Students will make a wave in a bottle by filling a plastic bottle with a mixture of 6. Students will make a wave in a bottle by filling a plastic bottle with a mixture of oil, water and food coloring. oil, water and food coloring.

Extra/Or: 1. rope tied to a door knob or other solid objectExtra/Or: 1. rope tied to a door knob or other solid object2. (slinky) spring2. (slinky) spring3. (screen door ) spring3. (screen door ) spring

ExtensionExtension

Reporters from each Reporters from each group will report the group will report the discoveries each group discoveries each group made at the six stations. made at the six stations. The teacher will record The teacher will record these observations on these observations on the blackboard. The the blackboard. The group will summarize group will summarize their results and come to their results and come to a consensus with regard a consensus with regard to their observations of to their observations of waves. waves.

Teacher can go over the Teacher can go over the terms with diagrams and terms with diagrams and use observations. The use observations. The terms that need to be terms that need to be covered are:covered are:

waves (mechanical and waves (mechanical and electromagnetic), electromagnetic), transverse, longitudinal, transverse, longitudinal, amplitude, wavelength, amplitude, wavelength, frequency, and speed.frequency, and speed.

EvaluationEvaluation

Students will be graded according to Students will be graded according to their observations in their journals.their observations in their journals.

5 points-------------------5 observations5 points-------------------5 observations

4 points-------------------4 observations4 points-------------------4 observations

3 points-------------------3 observations3 points-------------------3 observations

2 points-------------------2 observations2 points-------------------2 observations

1 point--------------------1 observation1 point--------------------1 observation

Did You Know That?

• Sound waves move through water at 1,500 meters (5,000 feet) per second?

• At 300,000 kilometers a second, light waves are the fastest thing we know of in the universe?

• Loud sounds have more energy than quiet sounds?

• Copyright 2001, Bill Nye and Nye Labs, LLC. All rights reserved.

Books of Science!

• "Making Waves: Finding Out About Rhythmic Motion"by Bernie Zubrowski.

• Published by Morrow Junior Books, 1994.

EnrichmentEnrichment

The Big Ideas!

Energy often moves in waves.

All waves have a similar shape.