Science - Pre-AP Physics

Unit of Study: Wave Motion and Characteristics

Third Grading Period – Weeks 1& 2 (10 Days)CURRICULUM OVERVIEW

Big Idea / Unit Rationale
Waves are caused by vibrations, and waves transmit energy from one location to another without transmitting matter. Much of the information we gather about our world comes to us through light and sound waves. All waves have common characteristics such as amplitude, frequency, period and wavelength. / Both electromagnetic (light) waves and sound waves are used to make our lives better and easier. For example, microwaves are used for cooking, ultrasound waves for medical diagnosis, radio waves for communication, and infrared waves for finding natural resources.
TEKS / TEKS Specificity - Intended Outcome
Concepts / Physics TEKS 8 The student knows the characteristics and behavior of waves. The student is expected to
8A examine and describe a variety of waves propagated in various media and describe wave characteristics such as velocity, frequency, amplitude, and behaviors such as reflection, refraction, and interference
8B identify the characteristics and behaviors of sound and electromagnetic waves
8C interpret the role of wave characteristics and behaviors found in medicinal and industrial applications
IPC TEKS 5 The student knows the effect of waves on everyday life. The student is expected to
5A demonstrate wave types and their characteristics through a variety of activities such as modeling with ropes and coils, activating tuning forks and interpreting data on seismic waves
5B The student is expected to demonstrate wave interactions including interference, polarization, reflection, refraction, and resonance within various materials / ” I CAN” statements highlighted in yellow should be displayed for students.
I can:
  • Describe simple harmonic motion (8A)
  • Identify how waves are formed by vibrating objects (8A)
  • Describe how waves transmit energy without transmitting matter (8A)
  • Identify and describe the parts of a wave including amplitude, frequency, period and wavelength (8A)
  • Demonstrate wave characteristics using a rope or a slinky (IPC 5A)
  • Calculate the frequency or period of a wave (3B)
  • Calculate the velocity of a wave using frequency and wavelength (3B)
  • Identify and compare longitudinal and transverse waves (IPC 5A)
  • Show how waves interfere with each other (IPC 5B, 8A)
  • Describe reflection, refraction and polarization and give real world examples of each (IPC5B, 8A)
  • Describe the roll of light and sound waves in everyday life including medicine and industry (8C)

Skills / Physics TEKS 1 The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The student is expected to
1Ademonstrate safe practices during field and laboratory investigations
Physics TEKS 2 The student uses scientific methods during field and laboratory investigations. The student is expected to
2A plan and implement experimental procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology
Physics TEKS 3 The student uses critical thinking and problem solving skills to make informed decisions. The student is expected to
3B express laws symbolically and employ mathematical procedures including vector addition and right-triangle geometry to solve physical problems /
  • apply technology to explore waves and their motion (2A)
  • plan and implement investigations into wave motion and wave characteristics (2A)
  • conduct investigations in a safe manner (2A)
  • manipulate equations to find a specific quantity (3B)

Evidence of Learning
  1. Given a picture of a transverse wave, students will accurately describe the frequency, amplitude, period, and wavelength at least 80% of the time or higher
  2. Given the frequency and wavelength of a wave, students will accurately calculate the period and velocity of the wave at least 80% of the time or more.
  3. Given a picture of a real world wave, students can accurately identify the wave as transverse or longitudinal 80% of the time or more.

Science – Pre-AP Physics

Unit of Study: Wave Motion and Characteristics

Week 1 – Lesson 1 – Harmonic Motion (2 days)CURRICULUM GUIDE

Essential Questions / Essential Pre-requisite Skills
  • What is harmonic motion and how is it formed?
  • How is energy transformed during harmonic motion?
  • How are the amplitude, period and frequency of harmonic motion measured and calculated?
/ The student can:
  • Demonstrate wave types and their characteristics (IPC 5A)
  • Recognize that waves are generated and can travel through different media (8th grade science – 8.7B)

The Teaching Plan
Instructional Model & Teacher Directions
The teacher will… / So students can…
5E Model of Instruction
Engage
  • Demonstrate simple harmonic motion (motion that repeats itself) using a large pendulum in the front of the class (a basketball hanging from the ceiling works well). What is happening to the energy in the pendulum as it swings back and forth? When does potential energy change to kinetic energy and back to potential again? What force causes the pendulum to swing back and forth? Does the motion of the pendulum repeat over time? (8A)
  • Or use a spring with a mass attached that bounces up and down to show harmonic motion. What energy transformations occur as the mass bounces up and down? Does the motion repeat over a period of time? (8A)
  • Vibrations (such as those that come from simple harmonic motion) can cause waves to form (8A)
  • Note to teacher – only present simple harmonic motion as an introduction to wave characteristics (do not cover Hooke’s law or harmonic motion in detail)
/
  • Identify when the motion of an object repeats itself (the pendulum on a grandfather clock, a student bouncing up and down on a trampoline, etc.)
  • Describe the transformation of energy from potential to kinetic and back again in a swinging pendulum
  • Identify the forces that keeps a child on a swing moving back and forth in harmonic motion

Explore
  • Use the lab activity “The Pendulum and Simple Harmonic Motion”, p. 474-475 of the textbook to explore harmonic motion. What defines simple harmonic motion? What is the restoring force for a pendulum? (8A, 2A)
  • Or use the Holt Technology Lab, “Pendulum Periods”, p. T50 to explore harmonic motion (8A, 2A)
  • Or use Vernier: Physics with Calculators – “Simple Harmonic Motion”, p. 15-1 to explore harmonic motion (8A, 2A)
  • Measure the period of harmonic motion and convert the period into the frequency of the motion. How are the period and frequency related? (8A, 8B)
/
  • Work together in cooperative groups to explore harmonic motion
  • Describe amplitude, period and frequency of harmonic motion
  • Identify the restoring force that causes simple harmonic motion in a pendulum (gravitation force)
  • Use Marzano’s 6 steps for learning vocabulary to define the words associated with harmonic motion and wave motion such as period, frequency, and amplitude.

Explain
  • How does the length of the pendulum string affect the period or time of motion? (8A)
  • How does the mass of affect the harmonic motion of a spring? (8A)
  • What are some other forms of harmonic motion (motion that repeats itself) that we see in everyday life? (8A)
  • Does all harmonic motion have the similar characteristics (amplitude, period, frequency)? (8A)
  • Waves also have amplitude, period, and frequency because periodic vibrations of matter or electrons cause them. (8A)
  • What are the units for measuring period and frequency? (8A)
/
  • Define period, frequency, and amplitude in your science journal
  • Describe some amusement park rides that demonstrate harmonic motion
  • Identify the units used for period (seconds), frequency (Hertz), and amplitude (meters)

Elaborate
  • Describe how the potential and kinetic energy of a pendulum or spring and mass system change as the mass moves back and forth or up and down. Is this harmonic motion? What is the restoring force in each situation? Where is the equilibrium position? Why doe the motion not continue forever? What happened to the initial energy of the system? Is energy conserved in harmonic motion? (8A)
  • Does the length of the string affect the period and frequency of the pendulum?(8A)
/
  • Review conservation of energy and energy transformations
  • Identify restoring forces and equilibrium positions

Evaluate
  • Define period, frequency and amplitude for an object in harmonic motion (8A)
  • Measure or calculate frequency and period (8A, 3B)
  • Calculate the length of a pendulum to give a specific period (8A, 3B)
  • Describe how to adjust a Grandfather clock if it is running two fast or two slow (8A)
/
  • calculate the period when given frequency, or the frequency when given period
  • apply knowledge of harmonic motion to real world situations

Vocabulary:
  • vibration
  • harmonic motion
  • periodic motion
  • frequency
  • amplitude
  • period
  • equilibrium position
  • restoring force
/ Holt Physics
Chapter 12 (pp. 438-463)
  • Section 12.1-12.2
Laboratories:
Holt Technology Lab Manual
“Pendulum Periods”, p. T50
Textbook
“The Pendulum and Simple Harmonic Motion”, p. 474-475
Quick lab – “Energy of a Pendulum”, p. 444
Vernier: Physics with Calculators – “Simple Harmonic Motion”, p. 15-1

Textbook Practice Problems

Motion of a pendulum, p. 449 / Key Formulas
f = 1 T = 1 Period of a pendulum = 2 π √L/g
T f
Evidence of Learning
Differentiation / Interims/TAKS/Benchmarks / College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
What do you do for students who need additional support?
Use the web site “Simple Harmonic Motion” to reinforce how frequency, period and amplitude can be changed for a pendulum or spring in harmonic motion.
What do you do for students who master the learning quickly?
Use the Reading Comprehension Process to read the Consumer Focus article, “Shock Absorbers and Damped Oscillation”, p. 442 of the textbook. How does this article relate to the ride experienced by a passenger in a car? Journal about how the ride would change in a car based upon the type of shock absorber used (small or large shock absorber). How does a car ride when the shock absorbers are worn out? /
Interim Assessment Sample Question
A pendulum (Grandfather) clock is not keeping accurate time. The clock is running too slow so the time keeps falling behind the true time. The length of the pendulum can be adjusted on the clock to make it run faster or slower. What adjustment should be made to make this clock run faster?
  1. Shorten the pendulum
  2. Lengthen the pendulum
  3. Increase the weight on the end of the pendulum
  4. Decrease the weight on the end of the pendulum.
Answer - A
TAKS Released Question
None / An object of mass m is attached to a vertically mounted spring that has a spring constant k. The object is displaced from its equilibrium position and allowed to oscillate. Assume that air resistance and friction are negligible. To increase the frequency of the motion, one could
  1. increase the amplitude of the motion
  2. change to a spring with a greater spring constant
  3. mount the spring horizontally
  4. attach an object of greater mass
  5. attach an object of the same mass but greater density
Answer - B

Science – Pre-AP Physics

Unit of Study: Wave Motion and Characteristics

Week 1 – Lesson 2 – Wave Characteristics (3 days)CURRICULUM GUIDE

Essential Questions / Essential Pre-requisite Skills
  • What types of waves require a material (medium) to travel through, and what types do not need a medium?
  • How is the energy in a wave displayed in its amplitude?
  • How do the vibrations of transverse and longitudinal waves differ?
  • How are the speed, frequency and wavelength of a wave related and calculated?
/ The student can:
  • Recognize that waves are generated and can travel through different media (8th grade science – 8.7B)
  • Demonstrate wave types and their characteristics (IPC 5A)
  • Recognize that waves are generated and can travel through different media (8th grade science – 8.7B)

The Teaching Plan
Instructional Model & Teacher Directions
The teacher will… / So students can…
5E Model of Instruction
Engage
  • What is your favorite radio station? What frequency is that station? Radio waves are an example of wave motion. Like harmonic motion, waves frequencies, periods, and amplitude. (8A)
  • Clap your hands together loudly. What type of wave did that create? Like radio waves, can sound waves also have different frequencies (pitch)? (8A)
  • Drop a marble in a tank or bowl of water. The waves created go out in all directions. Water waves have the same characteristics that sound and radio waves have. (8A)
  • All waves are caused by a disturbance or vibration of some type. (8A)
/
  • Describe the use of waves in everyday life (music, light, thunder, radio and TV, telephones, etc)
  • Think-pair-share about how waves are created by a vibration (the marble hitting the water, the air vibrating from your clap)
  • Review the concepts of period, frequency and amplitude from harmonic motion

Explore
  • Use a slinky or a rope to explore the characteristics of transverse waves including amplitude, wavelength, period and frequency. What direction did the rope or slinky vibrate compared to the direction that the wave moved? How could you measure the wavelength, frequency and amplitude? (8A, IPC 5A, 2A)
  • Or use Active Physics, Communications, “Making Waves”, p. C4 to explore transverse waves with a Slinky. (8A, 2A)
  • Or use the web site “Transverse Waves” to explore the characteristics of waves. (8A, 2A)
  • Demonstrate the differences between transverse and longitudinal (compression) waves using a slinky. How do the directions of the vibrations differ? How do we measure the wavelength of each type or wave? (8A, IPC 5A)
  • Demonstrate how to measure wavelength and amplitude on both a transverse and longitudinal waves. (8A, IPC 5A)
  • Calculate the velocity of waves given the frequency and wavelength. (8A, 3B)
  • Use a slinky or a rope to explore interference between waves and reflection of waves off of a boundary between two media. (8A, IPC 5B)
/
  • Use the Reading Comprehension process to read about wave characteristics in Active Physics, Predictions, p. P128, “Describing Waves”
  • Work in groups to explore wave motion and characteristics
  • investigate and describe the period, frequency, wavelength, and amplitude of various waves
  • discuss and identify the characteristics of transverse and longitudinal waves
  • demonstrate wave interference and the relationship between velocity, frequency and wavelength
  • describe the affect of interference between waves
  • calculate the velocity of various waves using frequency, period and wavelength

Explain
  • Discuss transverse and longitudinal (compression) waves? Light is a good example of a transverse wave and sound is a good example of a longitudinal wave. How are these types of wave different and the same? How do we measure wavelength and amplitude on each type of wave? (8A)
  • What are some real life examples of transverse and longitudinal waves? (8A)
/
  • identify examples of transverse and longitudinal waves
  • Compare and contrast similarities and difference between transverse and longitudinal waves

Elaborate
  • Show how a marble dropped in a tub of water creates a wave. How is a pulse different from a series of waves? (8A, IPC 5A)
  • Show the video clip “Superposition of waves” to demonstrate how waves interfere. When two waves interfere, are the waves changed in any way? (8A, IPC 5B)
  • Use the web site “Earthquakes – Seismic Waves” to discuss the two part of an earthquake wave. What kind of wave is the “S” wave? What kind of wave is the “P wave? (8A, IPC 5A)
/
  • Discuss interference of radio or sound waves
  • Journal about how earthquakes form waves and how the different types of waves (S and P Waves) travel at different speeds. How can scientists determine the epicenter of an earthquake using the S and P waves?

Evaluate
  • How are period, frequency and velocity related and calculated for waves? (8A, 3B)
  • What are some examples of transverse and longitudinal waves? (8A, IPC 5A)
  • How do you measure the amplitude and wavelength on a transverse or longitudinal wave? (8A, IPC 5A)
How does the direction of the vibrations on a transverse wave differ from those on a longitudinal wave? (8A, IPC 5A) /
  • Demonstrate wave characteristics using a slinky and measure the amplitude, frequency and wavelength of the waves they create.
  • Calculate the velocity of waves given different information about the wave
Describe the differences between transverse and longitudinal waves and give real life examples of each
Vocabulary:
  • wave speed
  • frequency
  • amplitude
  • wavelength
  • period
  • interference
  • constructive interference
  • destructive interference
  • transverse wave
  • longitudinal wave
  • pulse
  • trough
  • crest
  • P waves
  • S waves
/ Holt Physics
Chapter 12 (pp. 452-463)
  • Section 12.3 – 12.4
Laboratories:
Active Physics
-Communication, p.C4, “Making Waves”
- Predictions, p. P128, “Describing Waves”
Textbook Practice Problems
Wave Speed, p. 457 / Key Formulas
f = 1 T = 1
T f
V = f λ
Evidence of Learning
Differentiation / Interims/TAKS/Benchmarks / College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
What do you do for students who need additional support?
Use the web site Transverse Wavesto review transverse waves. Draw and label the parts of a transverse wave including amplitude, wavelength and frequency.
What do you do for students who master the learning quickly?
Read the article “De Broglie Waves on p. 466 in the textbook. Describe in your science journal how light can be both a wave and a particle at the same time. / Interim Assessment Sample Question

Answer J
TAKS Released Question

Answer F
Additional TAKS Questions /

None Available

Science – Pre-AP Physics