Unit Goals: What is a wave? How do they act? How are do waves differ?
Goals: SWBAT...
1. Define a "standing wave"
2. Label the components of a wave
3. Define wave-related terms
Warm-Up (5min):
1. What is a standing wave?
2. Copy the wave pictured on the board, then label each of the components
standing wave demo with nodes (pivot points)
CLASSWORK
1. Questions on #059A: Waves on a String (8min)
Directions:
1. Open Waves on a String: https://phet.colorado.edu/en/simulation/wave-on-a-string
2. With the Oscillate button on and with No End checked, investigate waves more carefully using the Amplitude slider.
Write answers to the following after your group has talked about each and agreed.
a) Define Amplitude in everyday language.
b) Explain how the wave behaves as the Amplitude changes using the characteristics you described in the warm-up
c) Use a rope/string/ on the floor for some investigations and explain how you could change the Amplitude of a wave.
3. Repeat step number 2, for Frequency, Tension and Damping.
4. Set Amplitude on high, Frequency to .25Hz, Damping on none, and Tension on low. Also, have on Oscillate, Timer and No End. Use the Pause button to freeze the wave.
a) Place a blank piece of paper on your monitor and trace the wave and the wave generator. Mark the green balls. This is a vertical position- horizontal position graph, label your axes.
b) Quickly press Play, and then Pause again. Use the same piece of paper, put it on the monitor and make sure to get the generator in the same spot. Trace the new wave.
c) Write about the differences and similarities in the characteristics. You may have to do some more tests by pressing Play, then Pause and tracing to test your ideas.
5. Same settings as above in #4. Set Amplitude on high, Frequency to .25Hz, Damping on none, and Tension on low. Also, have on Oscillate, Timer and No End. Use the Pause button to freeze the wave.
a) Measure the vertical location of a green ball with a ruler. B) Record the vertical position and time.
b) Quickly press Play, then Pause repeatedly to make a data table the vertical position of the green ball versus time.
c) Make a graph of vertical position versus time.
d) Write about the differences and similarities between vertical position- horizontal position graphs (from step 4) and vertical position-time graph you just made.
6. Investigate how waves behave when the string end is Fixed and Loose with Manual settings. Discuss the behavior with your partners, or think about it on your own. Test your ideas and the write a summary.
7. Read to find out what a standing wave is, investigate how to produce one with the simulation and write a procedure that another student could follow to produce a standing wave. Links on standing waves are immediately below:
http://www.physicsclassroom.com/class/waves/Lesson-4/Traveling-Waves-vs-Standing-Waves
http://www.physicsclassroom.com/class/waves/Lesson-4/Formation-of-Standing-Waves
2. #060A: "What is a Wave?" Reading/Notes
The link to the reading is below. While reading, define the terms listed, or answer the questions I've given.
What is a Wave?
a. To introduce a wave to a slinky, what must you do to the first coil in the slinky? (hint, there are four options - list them all)
b. Define "wave" (see end of second paragraph)
c. What is the difference between a pulse and a wave?
What is a Medium?
d. Define "medium"
e. How is the function of the wave medium (to carry the wave) similar to the function of the news media?
f. What is the medium of a stadium wave?
Particle-to Particle interaction
g. In a wave, if the first particle (in a slinky, this would be the first coil) is disturbed upwards, what would happen to the second (next) coil?
A Wave Transports Energy, not Matter
h. In the stadium wave, what happens to the particles (the fans) after the wave passes? How is this similar to a water wave?
i. "energy transport phenomenon" In a slinky wave, how does energy get transferred from the first coil to the last?
Link is here ----> LINK
Wave Demo with Slinky
3. #060B: Check Your Understanding
Answer the five questions below:
1. TRUE or FALSE: In order for John to hear Jill, air molecules must move from the lips of Jill to the ears of John.
2. Curly and Moe are conducting a wave experiment using a slinky. Curly introduces a disturbance into the slinky by giving it a quick back and forth jerk. Moe places his cheek (facial) at the opposite end of the slinky. Using the terminology of this unit, describe what Moe experiences as the pulse reaches the other end of the slinky.
3. Mac and Tosh are experimenting with pulses on a rope. They vibrate an end up and down to create the pulse and observe it moving from end to end. How does the position of a point on the rope, before the pulse comes, compare to the position after the pulse has passed?
4. Minute after minute, hour after hour, day after day, ocean waves continue to splash onto the shore. Explain why the beach is not completely submerged and why the middle of the ocean has not yet been depleted of its water supply.
5. A medium is able to transport a wave from one location to another because the particles of the medium are ____.
a. frictionless
b. isolated from one another
c. able to interact
d. very light
At Home Learning (HW)
1. Complete #060A & B
2. I'm checking #059A tomorrow (Thursday) with an oral quiz. I'll ask you two questions about the simulation activity. Questions could be...
....how does frequency change with an increase in amplitude?
....how does the wave pattern change with an increase in damping?
....compare & contrast the vertical position- horizontal position graphs (from step 4) and vertical position-time graph
....how are standing waves created?
3. Quiz Friday on waves, (wavelength, frequency, amplitude, their interactions, plus medium, plus how waves interact (the video from day 57), etc)