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This inquiry-based lesson allows students to explore how energy is transferred through a wave.
This lesson results from a collaboration between the Alabama State Department of Education and ASTA.
Scientific and Engineering Practices: developing and using models
Crosscutting Concepts: patterns
Primary Learning Objective(s):
I can describe how waves can cause objects to move.
Additional Learning Objective(s):
31 to 60 Minutes
Materials and Resources:
Per group of four students:
Technology Resources Needed:
Tablet with video capability for slow motion (one per group)
Students should have knowledge of the basic components of a wave and should know that energy can be transferred through waves.
Think/Pair/Share - Students will discuss the following questions:
Have you ever floated on an inner tube in a pool or lake? Do you always stay in the same spot? Why or why not?
The teacher will lead a class discussion on how energy is transferred through waves using the questions the students answered in their science notebooks.
The students will repeat the above experiment using the slow motion videos but will add the ping pong ball to the surface of the water to see if energy can be transferred through the wave to make the ping pong ball move. They will do this with one person blowing air through a straw and then add a second person.
They will answer the following question in their science notebook:
Ongoing teacher observation should be used as a formative assessment throughout the lesson and discussions.
Students will create a simulation of placing a message in a bottle in a large body of water.
Students will place their wax bottle candy into a large pail of water and use their straws to create small and large waves around the bottle. The students will answer the following questions in their notebooks:
The answers given my the students in their science notebooks will be used as an assessment to ensure the standard has been met.
Provide students with a variety of objects that they could test using the procedures from the Elaborate portion of the lesson (bottle cap, styrofoam packing peanut, sponge, etc.).
It may be helpful to preview the vocabulary that will come up in the lesson. Providing the terms on cards would help students to visualize the word as they hear you say it during the lesson (amplitude, wavelength, frequency).
Students may draw what they see happening in their notebooks instead of writing their answers for the discussion time.