8/18/25-8/22/25

Physics II Period 2

• Introduction to the course.

• Review wave definitions and properties.

• Start "Wave Tank" Gizmo

• 🎯 Objectives

By the end of this lesson, students will be able to:

• Describe the properties of mechanical waves (e.g., wavelength, frequency, amplitude, speed).
  
  

• Identify the differences between transverse and longitudinal waves.
  
  

• Conduct and analyze a wave tank experiment to observe wave behavior.
  
  

• Predict and explain the effects of changes in energy or medium on wave properties.

Standard - 3.2.10.B1:
Differentiate among the principles of force and motion.

• Investigate and explain the relationships among mass, force, and motion.
  
  

Standard - 3.2.10.B2:
Explain how energy can be transferred from one place to another.

• Explain how waves transfer energy.
  
  

• Differentiate among the types of waves (e.g., transverse, longitudinal).
  
  

Standard - 3.4.10.A1:
Apply concepts of systems, subsystems, feedback, and control to solve complex technological problems.

• Use tools and materials to observe systems in action.
  
  

🧪 Materials

• Wave tank or long clear plastic container
  
  

• Water
  
  

• Dyes (optional for visualization)
  
  

• Ruler or measuring stick
  
  

• Timer or stopwatch
  
  

• Objects to create barriers or obstacles (blocks, small boards)
  
  

• Data collection sheet
  
  

• Slinkies (optional for simulating longitudinal waves)
  
  

🧠 Vocabulary

• Wave
  
  

• Crest
  
  

• Trough
  
  

• Amplitude
  
  

• Wavelength
  
  

• Frequency
  
  

• Transverse wave
  
  

• Longitudinal wave
  
  

• Reflection
  
  

• Refraction
  
  

• Interference
  
  

📋 Procedure

1. Engage (5–10 min)

• Ask: “How does energy move across water when you drop a stone into a pond?”
  
  

• Show a quick demo or video clip of waves in action (ocean waves, ripple tank).
  
  

2. Explore (25–30 min)

Students conduct the Wave Tank Lab:

Lab Tasks:

• Create transverse waves by tapping or moving water side to side.
  
  

• Measure wave speed by timing wave travel over a fixed distance.
  
  

• Observe and record what happens when waves hit barriers (reflection), pass through openings (diffraction), or different materials (refraction).
  
  

• Optional: Use a slinky to model longitudinal waves.
  
  

Students complete a Wave Observation Sheet, recording measurements and descriptions for:

• Wavelength
  
  

• Amplitude
  
  

• Speed
  
  

• Wave behavior near obstacles
  
  

3. Explain (10–15 min)

Class discussion of observations:

• What changed when the wave’s energy or medium changed?
  
  

• How do these relate to real-world phenomena (e.g., sound waves, light, ocean waves)?
  
  

Introduce or reinforce key terms with visual aids or diagrams.

4. Elaborate (Homework or Extension)

• Have students research or write a short report on how waves are used in real-world applications (e.g., medical imaging, communication, seismology).
  
  

5. Evaluate (10 min)

Assessment options:

• Lab sheet completion and accuracy
  
  

• Exit ticket (e.g., “What is one way waves can be changed by the medium they move through?”)
  
  

• Quiz on wave vocabulary and concepts (optional)
  
  

📊 Differentiation & Accommodations

• Use visuals and diagrams for ELL or struggling learners.
  
  

• Allow students to work in pairs or small groups.
  
  

• Provide guided lab instructions for students needing extra support.
  
  

📎 Optional Extensions

• Introduce wave interference patterns.
  
  

• Use a phone or tablet slow-motion camera to analyze wave movement.
  
  

• Explore sound waves with tuning forks and water.
  
  

Period 4 Honors Physics

• Introduce the course

• Branches of physics activity-Draw a car and label the branches of physics that each part represents.

Period 5 Physics

• Same as period 4

Period 6 Investigative Techniques

• Introduce the course

• Discuss first project Sustainability and Solar OvensUse models to explore bridges (3.1.7.B).
  
  

• Apply the technological design process (3.2.7.D).
  
  

• Understand forces & motion on bridges (3.4.7.C).
  
  

• Explore structural design in engineering (3.6.7.C).
  
  

• Examine how technology solves human needs (3.8.7.B)

Period 4 and 5 Physics

Measurement notes and lab

PA Core Standards Addressed:

CC.2.4.2.A.1 – Measure and estimate lengths in standard units using appropriate tools.
CC.2.4.2.A.4 – Represent and interpret data using line plots, picture graphs, and bar graphs.

Period 7 Robotics

• Introduce the course and start building EV3 Robots

Science and Technology and Engineering Education (STE)

• 3.4.7.A1 – Describe how technology is used to extend human potential and analyze its impact.
  
  

• 3.4.7.B2 – Demonstrate how engineering design is applied in the development of a product or system.
  
  

• 3.4.7.C2 – Explain how automation and robotics affect people and the environment.
  
  

• 3.4.7.D1 – Apply the use of appropriate tools to solve problems and build models.
  
  

Mathematics

• CC.2.2.7.B.3 – Model and solve real-world and mathematical problems by using and connecting numerical, algebraic, and/or graphical representations.
  
  

• CC.2.4.7.A.1 – Use scale drawings and geometric constructions to solve problems.
  
  

Career Education and Work

• 13.1.8.A – Relate careers to individual interests, abilities, and aptitudes.
  
  

• 13.2.8.C – Develop an individualized career plan including goals based on research.

Period 8 STEM

• Introduce the course and start engagements.