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Waves Forms, Interference, and Earthquakes

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  Document Type: Lesson Plan
  Lesson Plan Type: Experiential Learning,Inquiry
  Subject: Science
  Grade Level: 9,10,11,12
  Time: 60 minutes
  Last Updated: 02-09-2012
     
  Keywords:
     
     
 
Created/Provided by:
Alexander Miller
Evergreen Valley High School,
East Side Union High School District
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CALIFORNIA STATE STANDARDS ADDRESSED

Science/9/Physics
4.0 Waves have characteristic properties that do not depend on the type of wave. As a basis for understanding this concept: a. Students know waves carry energy from one place to another. b. Students know how to identify transverse and longitudinal waves in mechanical media, such as springs and ropes, and on the earth (seismic waves). c. Students know how to solve problems involving wavelength, frequency, and wave speed. d. Students know sound is a longitudinal wave whose speed depends on the properties of the medium in which it propagates. e. Students know radio waves, light, and X-rays are different wavelength bands in the spectrum of electromagnetic waves whose speed in a vacuum is approximately 3×108 m/s (186,000 miles/second). f. Students know how to identify the characteristic properties of waves: interference (beats), diffraction, refraction, Doppler effect, and polarization.
 
BRIEF DESCRIPTION
In this lesson students will use phone cords to demonstrate, longitudinal and transverse wave forms. Additionally they will show that waves transport energy and can interfere with each other.
 
PROCEDURES
 
Goal(s):
Students will understand that waves carry energy.
 
Specific Objectives:
The students will be able to demonstrate the following wave concepts: transverse wave form, longitudinal wave form, constructive interference, and destructive interference.
The students will be able to show that wave speed depends on properties of the medium.
 
Required Materials:
Phone cords
 
Anticipatory Set (Lead-in):
Have the students define transverse wave form, longitudinal wave form, constructive interference, and destructive interference for homework the night before. Also have the students visit this hippocampus and watch the video on wave motion.
 
Lesson Plan Procedure:
  1. Pair-up the students
  2. Allow some time for the students to explore making different waves.
  3. When the students are ready, have then demonstrate to you the wave concepts. Hint: if the cords are held to the floor then the waves will be confined to two dimensions and will move slow enough to see them
 
Closure (Reflect Anticipatory Set):
On October 17, 1989 just before the third game of the World Series between the Oakland A’s and the S.F. Giants a 7.1 magnitude earthquake struck Candlestick Park causing the stadium to crack. In terms of waves and energy describe how this earthquake produced near Santa Cruz cracked the S.F. Giant’s stadium?

Show the following pictures of the San Andreas fault from wikipedia.

Above the San Andreas Fault forms the Crystal Springs Reservoir west of San Mateo. (Image courtesy of the NASA Jet Propulsion Laboratory)



Above a map shows the extension of the San Andreas Fault from Santa Cruz up through San Francisco. (Image courtesy of the USGS)
 
Assessments & notes
 
Assessment Based on Objectives:
The demonstration of the wave concepts listed in the objectives is the assessment.
 
Possible Connections to Other Subjects:
Geology
 
Adaptations & Extensions:
The following site is an excellent online activity on earthquakes.

Virtual Courseware : Earthquake : Home
 
 
 
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Submitted by dougmiller on Thu, 02/09/2012 - 10:37


Title:

Waves Forms, Interference, and Earthquakes

Grade Level:

9,10,11,12

Subject:

Science

Author:

dougmiller

Time:

60 minutes

Lesson Plan Type:

Experiential Learning,Inquiry

Keywords:

Wave Forms, Longitudinal, transverse

Brief Description:

In this lesson students will use phone cords to demonstrate, longitudinal and transverse wave forms. Additionally they will show that waves transport energy and can interfere with each other.

California State Standards Addressed:

Science/9/Physics)4.0

Related Links:

Link 1:
Link 2:

Goal(s):

Students will understand that waves carry energy.

Specific Objectives:

The students will be able to demonstrate the following wave concepts: transverse wave form, longitudinal wave form, constructive interference, and destructive interference.
The students will be able to show that wave speed depends on properties of the medium.


Required Materials:

Phone cords

Anticipatory Set (Lead-in):

Have the students define transverse wave form, longitudinal wave form, constructive interference, and destructive interference for homework the night before. Also have the students visit this hippocampus and watch the video on wave motion.

Lesson Plan Procedure:

  1. Pair-up the students
  2. Allow some time for the students to explore making different waves.
  3. When the students are ready, have then demonstrate to you the wave concepts. Hint: if the cords are held to the floor then the waves will be confined to two dimensions and will move slow enough to see them

Closure (Reflect Anticipatory Set):

On October 17, 1989 just before the third game of the World Series between the Oakland A’s and the S.F. Giants a 7.1 magnitude earthquake struck Candlestick Park causing the stadium to crack. In terms of waves and energy describe how this earthquake produced near Santa Cruz cracked the S.F. Giant’s stadium?

Show the following pictures of the San Andreas fault from wikipedia.

Above the San Andreas Fault forms the Crystal Springs Reservoir west of San Mateo. (Image courtesy of the NASA Jet Propulsion Laboratory)



Above a map shows the extension of the San Andreas Fault from Santa Cruz up through San Francisco. (Image courtesy of the USGS)


Plan for Independent Practice:



Assessment Based on Objectives:

The demonstration of the wave concepts listed in the objectives is the assessment.

Possible Connections to Other Subjects:

Geology

Adaptations and Extensions:

The following site is an excellent online activity on earthquakes.

Virtual Courseware : Earthquake : Home

Additional Notes:




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