Droehm Team:
Learning Is a Journey
Quest 1: Wave Properties
With Models and Graphing Waves
Q1P1: Self Assess
On your paper learning target page, self assess on W.1 and SEP2 with an S, M, P, L. Remember, it is totally ok to start at an "L". We will reassess at the end of the Quest and you will have a chance to improve your self assessment then!
Remember ONLY self assess on W.1 and SEP2!
Q1P2: What are waves? Labs
Google Classroom: Q1P2: What are waves? Lab Doc
Checkins: Check in every 2 stations you complete until you are completely finished. You MUST do these lab stations in order!
Check in with Mrs. Roehm. She will give you feedback on your lab document and give you a signature on your Assignment Tracker.
Station 1: Slinky Waves
1. It is very important to follow Mrs. Roehm’s guidelines for handling a slinky. Be sure to follow her instructions!
2. Read the following Big Idea:
3. Listen to how to say “longitudinal” and repeat it OUT LOUD.
4. Listen how to say “transverse” and repeat it OUT LOUD.
5. With both ends of the slinky on the floor and ONLY ONE person moving their hand, figure out how you would have to move the slinky to make a transverse wave.
6. Then, figure out how you would have to move the slinky to make a transverse wave.
7. Now - quiz each other! One person in the group says “longitudinal” or “transverse” and the slinky person has to make that type of wave. Repeat like 5-6 times varying the order you say the terms. (For example - “Longitudinal” - “Transverse” - “Transverse” - “Longitudinal” - “Transverse” - “Longitudinal”.)
8. Now, read the Big Idea again. Sound waves are longitudinal. Light waves are transverse.
9. Flip flop the “quizzer” and “quizzee” roles. One person in the group says “sound” or “light” and the slinky person has to make that type of wave. Repeat like 5-6 times varying the order you say the terms. (For example - “Sound” - “Light” - “Sound” - “Sound” - “Light” - “Sound”.)
10. Answer the lab questions.
Station 2: Digital Wave Model
1. Read this Big Idea:
3. Click the start button on Wave Model A. Watch the wave and determine if it is transverse or longitudinal.
4. Click the start button on Wave Model B. Watch the wave and determine if it is transverse or longitudinal.
5. Click the start button on Wave Model A. Watch the wave and determine if it is a light wave or a sound wave.
6. Click the start button on Wave Model B. Watch the wave and determine if it is a light wave or a sound wave.
7. Answer your lab questions.
Station 3: Professor Russel's Waves
1. Read the Big Ideas:
3. Look at Professor Russell’s Longitudinal Wave Model.
4. First, look at what the particles look like and how they are organized. What about this makes you know it is a longitudinal wave?
5. Second, look at the red dot. What do you notice about how the red dot?
6. Next, look at the black “Wave” arrow. What do you notice about how it is moving compared to the red dots.
7. Discuss as a group: How does this show that waves transfer energy, not matter.
8. Scroll down and look at Professor Russell’s Transverse Wave Model?
9. First, look at what the particles look like and how they are organized. What about this makes you know it is a transverse wave?
10. Second, pick a dot in the wave and watch it. What do you notice about how that dot is moving?
11. Discuss as a group: How does this show that waves transfer energy, not matter?
12. Answer the questions on your lab sheet.
Station 4: Rope Waves
1. Read the Big Ideas:
2. Ask Mrs. Roehm for the safety tips.
3. Go into the courtyard and create a transverse wave with the spring rope.
4. As you make your waves, think about how this model proves that waves transfer energy, not matter.
5. Answer your lab questions.
Q1P3: Mechanical vs Non Mechanical Labs
Google Classroom: Open the Q1P3: Mechanical vs Non Mechanical Labs.
Checkpoints: After 2 Stations, At the end
Check in with Mrs. Roehm. She will giveyou feedback on your lab document and give you a signature on your Assignment Tracker.
Station 1: Bell in a Vacuum
1. Read the Big Ideas:
2. Turn on the sound maker (AKA the “bell”).
3. Carefully place it in the vacuum chamber. Be VERY careful with the glass! It is irreplaceable and very fragile.
4. Turn on the vacuum pump. The pump will start sucking the air out of the chamber until there is nothing left in the chamber - like the vacuum of space!
5. Listen to how the sound changes over time.
6. Turn the vacuum pump off.
7. Take out the noise maker and place the finger light in the vacuum chamber.
8. Turn on the vacuum pump. Does the light change at all?
9. Answer your lab questions.
Station 2: Traveling Sound
1. Read the Big Ideas:
2. Wrap each end of the string around a finger on each hand about the same amount.
3. Swing the hanger so that it strikes a desk or table. Observe and describe the sound as you hear it through the air.
4. Repeat step 2 with all 3 hangers. EACH person in the group must try this. You can't hear it without doing it yourself. **If you don't hear the difference, ask Mrs. Roehm.
5. Answer the questions on your lab sheet.
If you don't understand the written directions below, you can watch this video. You don't have to watch the video. Only watch it if you don't understand the written directions below the video.
Station 3: The Oobleck Dance
1. Read the Big Ideas:
2. Put about an eighth teaspoon of oobleck onto the drum end with the balloon.
3. Make all sorts of sounds into the open end of the paper towel roll and watch the oobleck dance about! Constant, steady low or high sounds work the best, but experiment to see what you can make!
4. Answer your lab questions.
Station 4: Pouring Light Down the Drain
1. Read the Big Ideas:
2. Go to the back room.
3. Fill the water bottle that is covered in tin foil with water using a funnel.
4. Turn on the provided flash light, place it at the bottom of the bottle.
5. Turn off the lights in the room so it is dark.
6. While holding the light at the bottom of the bottle, pour the water out of the bottle into the sink.
7. Answer the lab questions.
Station 5: Does it need a medium?
1. Read the Big Ideas:
2. Click this link and determine if the waves are mechanical or not.
3. Answer the lab questions.
Q1P4: Parts Of a Wave Concept Map Lab
Google Classroom: While this assignment is in Google Classroom, you will have to complete this lab on paper because there is a graph you need to create.
Checkpoints: After every test/station
Check in with Mrs. Roehm and show her finished concept map.
Station 1: Digital Definitions of Transverse Waves
1. Read the Big Ideas:
2. Click on this link. This link will help you complete the “Transverse” Side of your concept map. We will do the “Longitudinal” side later.
3. Draw a Transverse wave in the “Transverse” Box on your Concept Map.
4. Click on the “Crest” Tab. Label the crest on your Transverse Wave.
5. Click on the “Trough” Tab. Label the trough on your Transverse Wave.
6. Click on the “Frequency” tab.
7. Read the definition.
8. Click “Start.”
9. Look at the difference between “High Frequency” and
“Low Frequency.”
10. Draw a High Frequency and Low Frequency wave on the
Transverse side of the Concept Map.
11. You will leave the “Slinky Motion” box empty for now.
12. Repeat the process for Wavelength and Amplitude. For these, make sure you click “Make Longer Wavelength” and “Make Greater Amplitude” to be able to compare the waves.
13. Answer your lab questions.
14. Check in with Mrs. Roehm for accuracy.
Station 2: Transverse Slinky Waves
1. Read the Big Ideas:
2. Get a slinky.
3. First, make a transverse wave. Write in the empty slinky motion box under “Transverse” with what you had to do with your hand to create that slinky wave. (For example, “side to side” or “push”)
4. Look at the waves you drew for Frequency.
5. Using the slinky, recreate those “High Frequency” and “Low Frequency” waves with the slinky. AKA - Try to get the slinky wave to look like the wave you drew.
6. Determine if Frequency is made by moving the slinky “fast” or “slow” and which property is made by moving the slinky “a big distance side to side” vs “a small distance side to side”
7. Then, fill in the empty “Slinky Motion” box for “Frequency” on the “Transverse” side of your Concept Map.
8. Repeat Steps 4 - 7 for Wavelength.
9. Repeat Steps 4 - 7 for Amplitude.
10. Show Mrs. Roehm your answers for accuracy.
Station 3: Digital Definitions for Longitudinal Waves
1. Read the Big Ideas:
2. Click on this link.
3. Click on the “Compression” Tab. Draw the longitudinal wave model and label “compression” in the box under “Longitudinal.”
4. You do not need to check in with Mrs. Roehm for this station.
Station 4: Slinkoscope
1. Read the Big Ideas:
2. Find an Open Slinkoscope station.
3. Watch this video to see how a Slinkoscope works.
4. Put a blank piece of graph paper under the marker.
5. Assign one group member to make the longitudinal waves
with the slinky.
6. Assign one group member to move the graph paper at a
constant speed while the slinky waves are made. (You can
rotate jobs as you go so everyone gets a turn.)
Frequency:
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First, the slinky wave student should “push fast” and see what kind of wave graph is created.
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Then, the slinky wave student should “push slow” and see what kind of wave graph is created.
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Notice that the graph that the Slinkoscope made is the same as a “High and Low Frequency” waves on the “Transverse” side of the Concept Map! While longitudinal waves “look” different, the actual graphing of waves is the same.
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Mrs. Roehm already drew the waves for you on your Concept Map. Notice for Frequency, the faster you push, the closer the compressions are to each other.
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In the “Slinky Motion” box for “Frequency” on the “Longitudinal” side of the Concept Map, write “fast or slow.”
Wavelength:
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Get new graph paper in the Slinkoscope.
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If you want, switch roles so a new student is moving the paper and slinky.
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First, the slinky wave student should “push fast” and see what kind of wave graph is created.
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Then, the slinky wave student should “push slow” and see what kind of wave graph is created.
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Notice that the graph that the Slinkoscope made is the same as a “Long and Short Wavelength” waves on the “Transverse” side of the Concept Map! While longitudinal waves “look” different, the actual graphing of waves is the same.
-
Mrs. Roehm already drew the waves for you on your Concept Map. Notice for Wavelength, the faster you push, the closer the compressions are to each other.
-
In the “Slinky Motion” box for “Wavelength” on the “Longitudinal” side of the Concept Map, write “fast or slow.”
Amplitude:
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Get new graph paper in the Slinkoscope.
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If you want, switch roles so a new student is moving the paper and slinky.
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First, the slinky wave student should “push hard” and see what kind of wave graph is created.
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Then, the slinky wave student should “push soft” and see what kind of wave graph is created.
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Notice that the graph that the Slinkoscope made is the same as a “High and Low Amplitude” waves on the “Transverse” side of the Concept Map! While longitudinal waves “look” different, the actual graphing of waves is the same.
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Mrs. Roehm already drew the waves for you on your Concept Map. Notice that for Amplitude, pushing harder makes the compressions tighter!
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In the “Slinky Motion” box for “Wavelength” on the “Longitudinal” side of the Concept Map, write “fast or slow.”
Q1P5: Complex Waves
Google Classroom: This assignment is on paper. Get the paper from the front.
Checkins: At the end of the assignment
Get a slinky and complete the assignment (it is on paper). Show Mrs. Roehm your completed assignment for a signature.
Q1P6: W.1 Formative
Complete this W.1 Formative. DO NOT close the tab! You will have to show Mrs. Roehm your score.
***Complete Q1P7 (Reassess) before checking in. Show Mrs. Roehm your score and your reassessment at the same time!
Q1P7: Reassess
From Your Folder/Binder: Get out your Waves Learning Target Page.
Reassess only on targets FM.1 and SEP2 ONLY.
Show Mrs. Roehm your completed re-assessment (FM1, SEP2 ONLY). Mrs. Roehm will give you a signature on your Assignment Tracker.