What is a Wave?

Description:

Unit 7:Waves and Sounds

Objective:

The objective from Unit seven that I chose gave the instructions of identifying the crest, trough, wavelength, and amplitude of any wave. In addition, a student should be able to distinguish the differences between transverse and longitudinal waves.

Artifact:

Many elementary students learn about the parts of a wave and usually have to label the parts on an examination to show understanding of a wave and its parts. Therefore, using diagrams is a great way to learn the parts of a wave. The tool that I will use to explain the parts of a wave is a diagram of a wave with labeled parts: crest, trough, and amplitude.

http://www.ngsir.netfirms.com/englishhtm/TwaveA.html

http://www.ngsir.netfirms.com/englishhtm/TwaveA.html

In order to have students understand in the difference between transverse and longitudinal waves, I have two different applets, one for each type of wave. Students will work with each applet by changing the different values in order to see a different in crest heights, trough depths, and amplitudes. After playing with the applets and learning the difference between the two different waves: transverse waves move up and down, and the longitudinal waves move forward and backward like a slinky.

Implementation:

Students between grades third through fifth grades should be able to use the diagram or wave parts and the wave applets. The topic of wave parts and the difference between transverse and longitudinal waves falls into the unit of Waves. The activities completed before using these tools are minimal because the tool was supplemental learning strategies to a lecture. The activities students will perform will be drawing their own diagram to display understanding of the wave parts. They also will work with each applet by changing the different numbers in order to see a different in crest heights, trough depths, and amplitudes.

If I were to teach these activities in a classroom without computers or internet. I would have to become flexible and make the activities more hands-on. I would do this by having a hand drawn wave parts diagram, metal springs to demonstrate the transverse waves and a few slinkies for the longitudinal waves. I believe young children might be more interested and have more fun if the activities are doen without the applets.

Procedure for Wave Diagram

  1. Look at diagram and learn to identify the wave parts: crest, trough, wavelength and amplitude.
  2. Draw and label individual wave diagram without the help of the original diagram. Then compare it to the original diagram. This will be a study tool for the worksheet displaying the students’ understanding of the wave parts.
  3. After studying, label the wave parts on the worksheet with blank above each wave part.

Procedure for the Transverse Wave Applet

  1. Go to the website listed above.
  2. After the applet has loaded, begin by clicking the start button. The wave will move up and down.
  3. In order to change the amplitude and wavelength of the wave move the scroll bars from left to right.

Procedure for the Longitudinal Wave Applet

  1. Go to the website listed above.
  2. After the applet has loaded, you will see that the applet is already moving up and down.
  3. In order to change the amplitude and wavelength of the wave move the scroll bars from left to right.

Evaluation:

The only safety required for these tools is to make sure you are accessing the correct website instead of websites that can get you into trouble. In order to stay out of trouble verify the website URL you entered into the address bar before you proceeding to the next web page. These activities help complete the understanding the objective to know the parts of wave and to distinguish difference between a transverse a longitudinal wave. The diagram shows all of the parts of a wave, and the applets show the movement of the each wave. The effectiveness of these activities is very good because they are hands-on and visual. There is a minimal cost for the price of the metal springs and the slinkies if these activities were to be taught as hands-on activities.