G8 Week4 Worksheet
G8 Week4 Worksheet
G8 Week4 Worksheet
Subject: Physics
MS-PS4-1. Use mathematical representation to describe a simple model for waves that
includes how the amplitude of a wave is related to the energy in a
wave.
Will: *Provided by
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Slinky: Waves are usually classified in two ways. The first approach classifies
waves based on the direction that particles in the medium travel relative to the
direction that the wave travels. The two main types of waves based on this
classification scheme are transverse waves and longitudinal waves. For
transverse waves, matter moves perpendicularly to the direction of energy
propagation. For longitudinal waves, matter vibrates in the same direction that
the energy travels.
The second way of classifying waves is based on whether or not the wave
requires a medium to travel. Electromagnetic waves (light waves) do not require
a medium to travel, whereas mechanical waves (such as sound waves) do.
Musical Instruments: The amount of effort we put into blowing through the
instrument is proportional to the amount of energy in the initial disturbance. You’ll
notice the amplitude of the wave on the screen increase when you blow harder.
The frequency of the wave changes when we move the straws because
frequency depends on the length of the object that is vibrating (xylophone, vocal
cords, etc.).
The diagram below shows how amplitude and wavelength are determined when
the wave is plotted versus distance and how frequency can be determined if the
wave is plotted versus time (frequency = 1/period).
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Sound: In the specific case of sound waves, air particles bump into each other in
the direction of wave propagation. Plotting the air pressure in different places
produces a shape that resembles a transverse wave.
Classroom Procedure:
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The following presentation can be used that follows the procedure below:
https://docs.google.com/presentation/d/
1CtUHrpwY5cysLr3B6CgXC5610e2nBppL9J-AgK0sBik/edit?
usp=sharing
Students will be in groups of 3-4. Give them a tuning fork and a cup with water.
They will hit the tuning fork on the table and then place it in the water. Have them
write down their observations. What happens with the water? Why? Have them
hit the tuning fork with different amounts of force and observe how it affects the
water. Discuss with class about the transfer of energy and waves. Watch slow
motion video of tuning fork in water.
As a class, have someone demonstrate their 5 sounds. Show the waves and
have the class try to create those sounds. What is causing the amplitude or
frequency to change? What is the relationship between energy and amplitude?
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Assessment:
The following rubric can be used to assess students during each part of the activity. The
term “expectations” here refers to the content, process and attitudinal goals for this
activity. Evidence for understanding may be in the form of oral as well as written
communication, both with the teacher as well as observed communication with other
students. Specifics are listed in the table below.
1= exceeds expectations 2= meets expectations consistently 3= meets expectations
occasionally 4= not meeting expectations
Engage Explore Explain 1 Shows leadership in
the discussion and offers creative ideas reflecting a good scientific understanding of waves and sound.
Completes work accurately and completely. Works well independently in creating a musical instrument.
Provides an in-depth explanation of findings, making good use of vocabulary terms.
2 Participates in the
discussion and shows an understanding of the different parts of a wave.
Completes work accurately and completely. Works independently in creating a musical instrument.
Provides clear explanation of findings. Fills out worksheet clearly.
Contributes to the
3
brainstorm, but shows little understanding of waves.
Works well independently, but does not complete their instrument.
Provides a limited explanation of findings.
4 Does not participate in
brainstorm. Shows no understanding of waves.
Has trouble working independently. Does little to complete the instrument.
Is not clear in, or provides no explanation of findings.
Resources: "Explore Sound - welcome to exploring." 2006. 8 Oct. 2014
<http://www.exploresound.org/>
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