I call students to the gathering area. I tell them that we have learned about light already this year, but we are going to add a little more to our understanding of light and how they travel.
I have students sit back-to-back. One member of the pair sits facing the screen, the other facing away. I play a YouTube video of the Queen waving, https://www.youtube.com/watch?v=yJQRTQJL7jQ silently. The student watching the screen must describe to his/her partner what is going on and the partner must try to mimic it. I wander between pairs and tell students when they have it correct.
I call students into a circle and we discuss how difficult it was to describe what the queen was doing accurately. I introduce the vocabulary:
Now that we know this vocabulary, we can describe that the queen waves with high frequency and low amplitude.
Before we move on, I also introduce the vocabulary term, wave.
What exactly does this mean? This means that waves move from a point of rest to a maximum point and then back again.
I tell students that there are two kinds of waves. We are going to make these different waves using a slinky. I have students sit in pairs facing each other. They each take an end of the slinky and stretch it out on the floor (this works best on floor and not carpet).
To Make Longitudinal Waves:
To Make Transverse Waves:
I gather students back into a circle and we talk about the different waves. I tell students that sound waves are longitudinal waves and water waves are an example of a transverse wave.
Now that students know how to make different waves, I ask them to make high and low frequency waves and also with large and small amplitude.
I ask students to turn to a shoulder partner on their right, and describe what they observed today in the wave simulations. They also ask each other what other things might create waves.