ALEX Classroom Resource


Introduction to Waves

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Introduction to Waves


Content Source:

National Geographic
Type: Learning Activity


In this activity, students learn about waves by comparing and contrasting photographs and watching a hands-on demonstration. Students will gather around a pan of water. Demonstrate how waves of different sizes are formed by tilting the pan in different directions and disturbing the water. Put a cork in the pan to represent a boat on the ocean. Ask students to describe how the cork moves as the waves change in size.

Content Standard(s):
SC2015 (2015)
Grade: 4
6 ) Develop a model of waves to describe patterns in terms of amplitude and wavelength, and including that waves can cause objects to move.

Unpacked Content
Scientific And Engineering Practices:
Developing and Using Models
Crosscutting Concepts: Patterns
Disciplinary Core Idea: Waves and Their Applications in Technologies for Information Transfer
Evidence Of Student Attainment:
  • Develop a model of waves to describe patterns of amplitude.
  • Develop a model of waves to describe patterns of wavelength.
  • Develop a model of waves that describes patterns that cause objects to move.
Teacher Vocabulary:
  • Patterns
  • Propagated
  • Waves
  • Wave amplitude
  • Wavelength
  • Net motion
  • Model
  • Relevant components
  • Peaks
Students know:
  • Waves can be described in terms of patterns of repeating amplitude and wavelength (e.g., in a water wave there is a repeating pattern of water being higher and then lower than the baseline level of the water).
  • Waves can cause an object to move.
  • The motion of objects varies with the amplitude and wavelength of the wave carrying it.
  • The patterns in the relationships between a wave passing, the net motion of the wave, and the motion of an object caused by the wave as it passes.
  • How waves may be initiated (e.g., by disturbing surface water or shaking a rope or spring).
  • The repeating pattern produced as a wave is propagated.
  • Waves, which are the regular patterns of motion, can be made in water by disturbing the surface. When waves move across the surface of deep water, the water goes up and down in place; there is no net motion in the direction of the wave except when the water meets a beach.
  • Waves of the same type can differ in amplitude (height of the wave) and wavelength (spacing between wave peaks).
Students are able to:
  • Develop a model to make sense of wave patterns that includes relevant components (i.e., waves, wave amplitude, wavelength, and motion of objects).
  • Describe patterns of wavelengths and amplitudes.
  • Describe how waves can cause objects to move.
Students understand that:
  • There are similarities and differences in patterns underlying waves and use these patterns to describe simple relationships involving wave amplitude, wavelength, and the motion of an object.

Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.4.6- Using given models, identify patterns found in waves.

Tags: amplitude, wave, wave length
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Author: Stephanie Carver