yarn (1-2 meters) tape sticky notes slinky short piece of yarn or ribbon calculator stopwatch
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1 Objective: I can identify the properties of waves and relate them to the energy they carry. Materials: yarn (1-2 meters) tape sticky notes slinky short piece of yarn or ribbon calculator stopwatch Demonstration: As Mrs. Wright and the student volunteers demonstrate two types of waves, analyze the different waves by answering the following questions. Types of Waves: Longitude: vibration is in the same direction as wave movement (back and forth) Transverse: vibration is perpendicular to the direction of wave movement (sideways or up and down) Orbital: vibration is circular as energy moves through fluid Rope Waves 1. In which direction does the wave move? In what direction does the disturbance (your hand) move? What type of wave was created? Why? 2. How does the movement of the rope compare with the movement of the wave? 3. Where does the energy of the wave come from? Slinky Waves 1. In which direction does the wave move? In what direction does the disturbance (your hand) move? What type of wave was created? Why? 2. How does the movement of the toy compare with the movement of the wave? 3. Where does the energy of the wave come from? Animated Waves: 1. In which direction does the wave move? In what direction does the disturbance (wind strength) move? What type of wave was created? Why? 2. How does increasing the wind strength affect the surface water? Wave base? 3. Where does the energy of the wave come from?
2 Explore: Part A: Wave Properties 1. Use the yarn given to you to construct a transverse wave. (Leave some extra yarn at the end of the wave to be used later.) 2. Identify the crest, trough, wavelength, and amplitude of the wave that you created. 3. Increase the amplitude of the wave while keeping the frequency constant. (Use the excess yarn for this step and notes if needed!) 4. Explain what increasing the amplitude represents. 5. Change the frequency (make it higher and lower). 6. What happened to the wavelength when you changed the frequency? Part B: Relationship Between Energy and Amplitude & Frequency and Wavelength 1. Obtain a slinky. 2. Sit on the floor facing another student (sit far enough apart so that the spring toy is stretched out and straight). 3. Move one end of the spring toy side to side at a constant rate so that you create a transverse wave. Note the wavelength of the wave you create. 4. Increase the amplitude of the waves. 5. Describe what you had to do to increase the amplitude. 6. How did the change in amplitude affect the wavelength? 7. Shake the spring side to side about twice as fast as they did before. 8. Which properties of the waves changed?
3 Part C: Measuring Frequency 1. Tie a piece of yarn to one of the center coils of the spring toy. 2. Move one end of the toy side to side at a constant rate to make a series of transverse waves. 3. Using a stop watch, count how many waves pass through the coil in 10 seconds. You will know when a wave passes through the coil because the piece of yarn will move up and down. 4. Since frequency is the number of waves that pass a given point in one second, divide the number of waves by 10 since you timed the waves for 10 seconds. Now you can determine the number of waves that passed through the coil in 1 second. That is the frequency of the wave. 5. Record your results in the chart below. 6. Remember that scientists must use units of measure when recording lab data. Frequency in measured in hertz (Hz). 7. Repeat this portion of the experiment three times. Trials Number of waves that pass through the toy in 10 seconds Frequency (Hz) Describe how amplitude, wavelength, and frequency relate to the amount of energy carried by a wave.
4 Objective: I can plot and interpret a month s worth of tide data. Materials: Graph paper Explore: 1. Examine the tide data table. Find the highest high tide and the lowest low tide in the month. What is the difference between these two heights? 2. The graph is provided. The x-axis represents the day of the month and the y-axis should be height of tide in feet. 3. Now you are ready to plot your data. First create a key, indicating a color for both the High and Low Tide. Line 1: High tide data make sure to connect the points with the color from your key. Line 2: Low tide data make sure to connect the points with the color from your key. 4. Label the Moon Phases on your graph (write phase vertically): For the 5th of the month, label 3rd quarter. For the 12th of the month, label new moon. For the 19th label 1st quarter and for the 26 th, label full moon. 5. Label the spring tides and neap tides on your graph. (HINT: Remember that there are two spring tides and two neap tides each month.) 6. Answer the questions by interpreting the data. Analysis: 1. What type of pattern do your graphs show? 2. Is the difference in height between high tide and low tide on a given day fairly constant over a month? Explain why or why not. 3. Are the dates of the highest high tide and highest low tide the same? Explain your results. 4. Which day of the month has the largest tidal range (range is the high tide minus the low tide)? Is this a spring or neap tide? What is the tidal range on this day in feet? Why is there such a drastic change in tides on this day? Explain the earth/sun/moon alignment? 5. Which day of the month has the smallest tidal range (range is the high tide minus the low tide)? Is this a spring or neap tide? What is the tidal range on this day in feet? Why is there such a drastic change in tides on this day? Explain the earth/sun/moon alignment?
5 6. How many days are there between the two spring tides? Between the two neap tides? Explain your results. 7. Use your results from to explain how the phase of the moon is related to the height of high tide. DAY HIGH (feet) LOW (feet) MOON PHASE rd Quarter New Moon st Quarter Full Moon
6 Title: Height of Wave (feet) KEY: : High Tide Time (Days) : Low Tide
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