SCIENCE ACTIVITY

By: Gary Lipon

LESSON PLAN

Teacher: Gary Lipon

Unit: Waves and Vibrations

Subject: Science 9

Date: Feb 7,02

Topic: Waves and Vibrations

Goal: All students will describe sounds and sound waves, explain shadows, color, and outer light phenomena, measure and describe vibrations and waves, and explain how waves and vibrations transfer energy.

Objective: To describe the properties of waves and their characteristics

Time Allotment: One 50 min lesson, One 10 min lesson (review of conclusions)

Group Product to Which Student Will Contribute:

-students will participate in “wave” demonstration at the beginning of class (30 min)

-students will take part in discussion on waves (20 min)

Process students will follow:

-students will participate in demonstration and then take part in discussion

Principle Behavioral Objectives:

1. Describe waves in terms of their properties (frequency, amplitude, wavelength, and wave velocity

2. Describe the behavior of waves when they interact

3. Describe the relevance of waves to every day life.

Principle Affective Objectives:

1. Develop group work skills (effective communication and interaction skills)

Questions the Teacher Will Ask to Identify, to Develop, or to Culminate the Activity:

1. Is “the wave” seen at sporting events really a true wave? NO If not, what is it? Since there is NO TROUGH it is a PULSE

2. Ask students to demonstrate a true wave

a. WAVELENGTH=Distance from someone with their hands up (CREST)-to the next person with their hands up (CREST).

b. AMPLITUDE=Their difference between their height when standing and kneeling

3. Is the amplitude consistent? NO, due to the varying heights of students

4. What is the MEDIUM in the wave? Students, as without them, NO MEDIUM

5. In what direction does the wave travel? Around in a circle

7. What is the motion of the MEDIUM? Wave travels in a circle while the medium goes up and down. Therefore, transverse wave

8. What is one period of the wave? Time for one student to stand and sit back down

9. How could the period be doubled? Go twice as slow

10. How could cut original period in half? Students move more quickly to demonstrate a very fast wave

11. How can you double the frequency of a wave? Double the speed of the wave

12. How long should it take for one wave to go by if want 16 in 30 seconds? 2 seconds

13. Introduce Superposition by asking: “How would you respond if two waves came, one from each side? Standing is only responding to one. Thus “Jump or stand on seat”

14. What happens when the CREST collides with TROUGH? If student on one side standing and kneeling on other side, what children in the middle do? Sit

CONCLUSION: When CREST and TROUGH collide, amplitudes add together

Teacher’s closure to activity:

-overhead is used as summation of all concepts covered in lesson

-distribute student handouts (summary of important information)

-class discussion is carried out with regards to implications of waves and vibrations to every day life.

How students will be evaluated:

Ask students in final few minutes: Does this unit seem interesting to you. What are the ways in which this unit applies to everyday life

Ask self after lesson: To what level did the students participate? Is this information interesting in the format in which it was presented? What can be done to improve lesson?

Provide students with worksheets: Questions designed to test understanding

Future evaluation: Unit test on Waves and Vibrations

Glossary (fundamental terminology for Activity):

waves, vibration, transverse waves, longitudinal waves, amplitude, wavelength, resting point, crest, trough, frequency, wave velocity, superposition of waves.

Materials (required in the Activity):

1. Overhead projector (extension cord) and prepared overlays

2. Photocopies of student handout

3. Student notebooks and pens