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Notes for teachers

Need to be familiar with excel/google sheets
Groups of 4
Have the spreadsheet with data tables made ahead of time and provide a copy for each student

List of Materials

Each group will need:

1 wooden block
1 plastic ruler
2 meter sticks
tape
4 marbles
1 regular-size smooth marker

Computers
Excel/Google Sheets

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Standards

Science Standards:

8.P4U1.4.11 Develop and use mathematical models to explain wave characteristics and interactions

8.P4U1.3 Construct an explanation on how energy can be transferred from one energy store to another.

Science and Engineering Practices

develop and use models
plan and carry out investigations
analyze and interpret data
use mathematical and computational thinking
engage in argument from evidence
obtain, evaluate and communicate information

Standards

ELA Standards

8.W.1 Write arguments to support claims with clear reasons and relevant evidence.

Math Standards

8.EE.B.5 Graph proportional relationships interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways.

Technology Standards

6-8.5.a. Students practice defining and solving problems by selecting technology for data analysis, modeling, and algorithmic thinking.

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Objective(s):

I can develop and use a model to explain wave characteristics and interactions.

I can analyze patterns in numerical data and graphs of how the energy transferred by a vibrating object changes in proportion to changes in the amplitude and/or frequency of the object’s vibrations.

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Agenda (2-3 days)

Introduce Investigation
Conduct experiment
Collect & Analyze Data
Written Conclusion

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Intro/Driving Question/Opening

What transfers more energy, waves of bigger amplitude or waves of greater frequency?

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Hands-on Activity Instructions

Step 1: Tape a plastic ruler to a wooden block so that when you lay the block on a table, the bottom of the plastic ruler is just higher than the thickness of a wooden meter stick. Make sure you can pull back the end of the plastic ruler 4 cm and that it vibrates without the tape coming off the wooden block.

Step 2: Secure the wooden block to the table so that it doesn’t move when you pull back and release the attached ruler. You can do this by taping the block to the table with tape

Step 3: Place 2 wooden meter sticks parallel to each other with a 1.9 cm gap between them. Slide them under the loose end of the plastic ruler so that the ruler is lined up over the 10 cm mark on each ruler.

Step 4: Make sure the marker and marbles can slide between the two meter sticks without getting stuck. Adjust the space between the meter sticks if needed. Duct tape the ends of each meter stick to the table

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Hands-on Activity Instructions

Students will start first with changing the frequency of a vibration
Have students record the data in their data table (provided as a spreadsheet)
Pull back the ruler 1 cm (this represents 1 wave per second), let it go and measure how far the marker went.

Record the data in the final position box

Set the system back up. Pull back the ruler 1 cm again. This time move the marble closest to the ruler back to the ruler and pull the ruler back 1 cm again. This represents 2 waves per second.

Record the data.
**Note: it does not matter if the marbles are touching each other or marker.

Continue process till you have done 4 waves per second.
To calculate the difference using excel/google sheets, just type in the = sign, followed by the cell you want to subtract from, followed by the - sign, and the cell you want to subtract

For example, =(B3-C3)
You can then have students copy and paste the formula into the rest of the difference column so that it automatically populates

Use the graph feature in excel/google sheets to create a line graph

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Hands-on Activity Instructions

Students will now investigate changing the amplitude of a vibration
Have students record the data in their data table (provided as a spreadsheet)
This time students will change how far back they pull the ruler. Pull the ruler 1 cm back and measure how far the marker went.

Record the data in the final position box

Set the system back up and pull back the ruler 2 cm back. This time move the marble closest to the ruler back to the ruler and pull the ruler back 1 cm again. This represents 2 waves per second.

Record the data.
**Note: it does not matter if the marbles are touching each other or marker

Continue process till you have pulled the ruler 4 cm back.
To calculate the difference using excel/google sheets, just type in the = sign, followed by the cell you want to subtract from, followed by the - sign, and the cell you want to subtract

For example, =(B3-C3)
You can then have students copy and paste the formula into the rest of the difference column so that it automatically populates

Use the graph feature in excel/google sheets to create a line graph

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Assessment

Graph and Analysis - What transfers more energy, waves of bigger amplitude or waves of greater frequency?

What patterns did you notice in how changing the amplitude of the vibration changed the amount of energy transferred?

What patterns did you notice in how changing the frequency of the vibration changed the amount of energy transferred

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Differentiation

Sentence stems

Graphic Organizers for writing

Remediation

Extension/Enrichment

Have students identify if each graph is proportional or exponential.

Have students test multiple trials.