Lesson Plan: P2.4.01


LESSON PLAN
Teacher Subject Period Date Year Ability LSA/Other Support
Science

Context and
Landmark
Assessment		 P2.4.01
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
What is a wave?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. Waves may be either transverse or longitudinal.
  2. The ripples on a water surface are an example of a transverse wave
  3. Longitudinal waves show areas of compression and rarefaction.
  4. Sound waves travelling through air are longitudinal.
  5. Students should be able to describe the difference between longitudinal and transverse waves.
  6. Students should be able to describe evidence that, for both ripples on a water surface and sound waves in air, it is the wave and not the water or air itself that travels.
  7. Students should be able to describe wave motion in terms of their amplitude.
  8. Students should be able to describe wave motion in terms of their wavelength.
  9. Students should be able to describe wave motion in terms of their frequency.
  10. Students should be able to describe wave motion in terms of their period.
  11. The amplitude of a wave is the maximum displacement of a point on a wave away from its undisturbed position.
  12. The wavelength of a wave is the distance from a point on one wave to the equivalent point on the adjacent wave.
  13. The frequency of a wave is the number of waves passing a point each second.
  14. Period = 1 / freqency T = 1 / f
  15. The wave speed is the speed at which the energy is transferred (or the wave moves) through the medium.
  16. All waves obey the wave equation: wave speed = frequency x wavelength v = f x λ
  17. Students should be able to identify amplitude and wavelength from given diagrams
  18. Students should be able to describe a method to measure the speed of sound waves in air.
Think about how you can match the needs of ALL students
Keywords:
  • Amplitude: the vertical distance between a peak or a valley and the equilibrium point. (2)
  • Frequency: the number of wave cycles passing a point per unit time (1)
  • Period: the time needed for one complete cycle of vibration to pass in a given point. (1)
  • Displacement: a measurement of distance of the movement of a particle from its equilibrium position in a medium as it transmits a second wave (1)
  • Hertz: unit of measurement for frequency (1)
  • Wavelength: the distance between two successive crests or troughs of a wave (1)
  • Wave: how energy is transferred from A to B (1)
  • Longitudinal: In longitudinal waves, the oscillations are along the same direction as the direction of travel and energy transfer. (1)
  • Compression: A compression is a region in a longitudinal wave where the particles are closest together. (1)
  • Rarefaction: A rarefaction is a region in a longitudinal wave where the particles are furthest apart. (1)
  • Transverse: In transverse waves, the oscillations (vibrations) are at right angles to the direction of travel and energy transfer. (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. Name the two different types of waves.
    The two types of waves are called transverse and longitudinal.
  2. What are the ripples on a water surface examples of?
    The ripples on a water surface are examples of transverse waves.
  3. What types of waves show areas of compression and rarefaction.
    The type of waves that show compression and rarefaction are called longitudinal waves.
  4. What type of wave is a sound wave?
    Sounds waves are examples of longitudinal waves.
  5. What is the difference between longitudinal and transverse waves.
    In a transverse waves, the oscillations (vibrations) are at right angles to the direction of travel and energy transfer. In longitudinal waves, the oscillations are along the same direction as the direction of travel and energy transfer.
  6. Do the waves in air or the wave in the water travel?
    For both ripples on a water surface and sound waves in air, it is the wave and not the water or air itself that travels.
  7. How can you describe wave motion?
    Wave motion can be described in terms of amplitude.
  8. How can you describe wave motion?
    Wave motion can be described in terms of wavelength.
  9. How can you describe wave motion?
    Wave motion can be described in terms of frequency.
  10. How can you describe wave motion?
    Wave motion can be described in terms of period?
  11. What is meant by amplitude of wave.
    The amplitude of a wave is the maximum displacement of a point on a wave away from its undisturbed position.
  12. What is meant by wavelength?
    The wavelength of a wave is the distance from a point on one wave to the equivalent point on the adjacent
  13. What is the frequency of a wave?
    The frequency of a wave is the number of waves passing a point each second.
  14. What does period and frequency equal to?
    Period = 1 / freqency T = 1 / f
  15. What is wave speed?
    The wave speed is the speed at which the energy is transferred (or the wave moves) through the medium.
  16. What is the equation that links the frequency, wave speed and wavelength?
    Wave speed = frequency x wavelength; v = f x λ
  17. Identify amplitude and wavelength from given diagrams
    identify amplitude and wavelength from given diagrams
  18. What method could be used to measure the speed of sound waves in air.
    Over a long distance time how long it takes an observed sound to be heard. Use an oscilliscope.
Identify questions for high, middle, low and identify questioning techniques- Challenge questions

Learning Phases/Episodes
Think about how you can match the needs of ALL students
Differentiation: AGT, SEND, LLL, Disadvantaged
Remember to check for PROGRESS
Starter Activity Differentiation and Challenge question/task
  • Students to copy and complete the keywords.
  • Teacher reveals missing letters; Students correct mistakes;
  • Discuss the scientific meanings of the words.
  • Students to write down the definitions of the most important / new keywords.
  • Discuss the 'Memory Anchor'.
    • What does it show?
    • How does it relate to the what we are learning about today (title)?
Think about PACE – Develop, consolidate and deepen knowledge, skills and understanding
Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension
Remember to give time to apply knowledge, skills and understanding
Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension

Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension

Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension


Plenary Differentiation and Challenge question/task
  • Students to answer the 'Key Questions' with learning partners.
Progress Check
  • Teacher to reveal and discuss the answers to the questions.
 Extension
  • What have learnt about the 'Big Ideas' today?

Homework Differentiation and Challenge question/task