S
All About Waves
You will use Power Point as an introduction/review information about waves. As you
read through the power point, complete your notes. At the end of class, you will answer
questions on an exit card and hand it to the teacher as you exit the class.
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View the Tacoma Narrows Bridge Collapse video as a class.
Using ClassFlow, answer the following question: “Why do you think the bridge collapsed?”
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This task uses:
Login to www,classflow.com/student
Type the code displayed on the screen (supplied by the teacher) and sign in with your student desk #.
Type your answer.
Login into Mrs. Gothrup’s Blackboard.
Click on Class Materials.
Click on the Waves folder.
Using the Waves Notes power point, complete your Wave packet.
After you complete your notes, pair up with a partner, report to the lab, get a slinky and complete the
following tasks:
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Sit on the floor across from each other ten tiles apart with each of you holding one end of the slinky.
Have the outside person hold their end still and the other person move the slinking back and forth to do
the following:
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Make a transverse wave with a 2 tile amplitude and only one wave length (1 loop).
Make a transverse wave with a 2 tile amplitude and two wave lengths (2 loops).
Make a transverse wave with a 2 tile amplitude and three wave lengths (3 loops).
Make a transverse wave with a 2 tile amplitude and four wave lengths (4 loops).
Learning Objective(s):
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The student will understand the
basic concepts of a wave by
reading and completing notes.
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The student will simulate
transverse and longitudinal
waves.
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The student will explain how
wave length and frequency
affects energy input levels and
pitch.
Now switch with your partner and let them practice making the above transverse ways. Repeat the steps.
Now, discuss with your partner the following questions and answer them on your exit ticket (index card):
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As the wave length shortened, what happened to the frequency?
As the wave length shortened, what happened to the energy input?
Which transverse wave that you created would have the highest pitch?
Which transverse wave that you created would have the deepest pitch?
Now take your slinky and practice making longitudinal waves (compressional waves). Practice making
compressional waves with one, two, three, and four compressions.
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SUBSTITUTION
Technology acts a direct substitute,
with no functional improvement
On your exit card, right the relationship you observed: As the compressions increased, the energy input
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Put your slinking back on the counter and return to your desk with your exit card.
Put your Wave packet in your binder and study them for homework.
Write your name and class hour on your index card. As you exit the class, hand your exit card to the
teacher.
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EdPuzzle
You will view a video on EdPuzzle about waves and answer questions in order to deepen
your understanding of wave characteristics.
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Login into Mrs. Gothrup’s Blackboard.
Click on Class Materials.
Click on the Waves folder.
Click on Bill Nye’s Video ABout Waves.
Click “Login with EdPuzzle.”
Login using your teacher assigned student ID.
Watch the video and type in your answers.
Logoff and return your iPad/laptop to its docking station.
AUGMENTATION
Technology acts as a direct tool for
substitution with some functional
improvement.
This task uses:
Learning Objective(s):
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The student will view an
EdPuzzle video and
answer questions as a
formative assessment of
characteristics of a wave.
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Catch the Wave
You will complete the NMSI activity, “Catch the Wave”, video making a two frequency
and four frequency transverse wave, and explain how the wave length affects the
frequency, energy input level, and pitch. Last, you will take a gallery walk in order to
view and comment on another groups video and explanation.
1. In your assigned group, complete the edited version of the NMSI activity,
“Catch the Wave” provided by your teacher.
2. After you collect all of your data in your data table, video two group members
making a two frequency and four frequency transverse waves.
3. As a group, view the video, collaborate about what you see, and write a
written explanation about how the wave length, frequency, and energy levels
change between a two frequency and four frequency transverse waves.
4. Place your iPad on the counter by your group number and your group’s
written explanation.
5. When directed by the teacher, start the Gallery Walk and move to another
station in order to view another group’s video and explanation. As a group,
comment on their video and explanation.
MODIFICATION
Technology allows for the
creation of new tasks that were
previously not conceivable
This task uses:
iPad Video
Learning Objective(s):
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The student will read and
complete a multi-step lab
activity using springs in
order to explore wave
characteristics.
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The student will
collaborate about and
evaluate another group’s
video and explanation
about wave lengths,
frequency, and energy
levels of transverse waves.
1. What did they do well?
2. What could they improve?
3. Do you agree or disagree with their explanation? Explain your answer and leave it at their station
for that group to read your feedback.
6. Return to your original station and read the other group’s evaluation of your
work.
7. Prepare to report your thoughts and findings to the class.
8. Prepare your station for the next class.
9. Return to your desk when instructed by the teacher.
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Tellagami
Students will use the Tellagami App to share their results from the NMSI wave activity.
They will upload their Tellagami video to Blackboard, and view and comment on
another student’s work in another class.
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Open Tellagmi App.
Click create.
Customize your character (setting, mood, etc.) – 10 minutes
Position your camera over your graph showing the results from your
NMSI wave activity and select camera again (this should take a picture of
your graph and make it your background for your Tellagami.)
5. Select message.
6. Record your summation of your results that is illustrated by the graph.
7. Select share.
8. Select save (this will save your Tellagami on your camera roll.)
9. Login to Mrs. Gothrup’s Blackboard account.
10.Click on Science Blog.
11.Complete the assignment for NMSI Wave Tellagami.
REDEFINITION
Technology allows for the
creation of new tasks that were
previously not conceivable
This task uses:
Learning Objective(s):
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Create a Tellagami video
about your results from
the NMSI “Catch a Wave”
activity.
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Use evidence to explain
and communicate the
results of investigations.
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Compare and critique the
results of investigations
from other class periods.
IMPACT SAMR Cover Sheet
Teacher: Tammy Gothrup
Louisiana Math Standard (include description):
GLE PS-31: Compare types of electromagnetic waves (PS-M-C3); GLE PS-32:
Identify and illustrate key characteristics of waves (e.g., wavelength, frequency, amplitude) (PS-M-C4)
MODIFICATION
Technology allows for the
creation of new tasks that were
previously not conceivable.
AUGMENTATION
Students will use the Tellagami App
to share their results from the NMSI
wave activity. They will upload their
Tellagami video to Blackboard, and
view and comment on another
student’s work in another class.
Identify and illustrate key
characteristics of waves. Compare
types of electromagnetic waves
You will complete the NMSI activity,
“Catch the Wave”, video making a two
frequency and four frequency transverse
wave, and explain how the wave length
affects the frequency, energy input level,
and pitch. Last, you will take a gallery
walk in order to view and comment on
another groups video and explanation.
Identify and illustrate key
characteristics of waves Compare
types of electromagnetic waves
You will view a video on EdPuzzle
about waves and answer questions in
order to deepen your understanding
of wave characteristics.
Compare types of electromagnetic
waves
Technology acts as a direct tool
for substitution with some
functional improvement.
SUBSTITUTION
Technology acts as a direct tool for
substitution with no real change.
You will use Power Point as an
introduction/review information
about waves. As you read through
the power point, complete your
notes. At the end of class, you will
answer questions on an exit card and
hand it to the teacher as you exit the
class.
Identify and illustrate key
characteristics of waves
Suggested Technology
iPad video
transformation
Technology allows for the
creation of new tasks that were
previously not conceivable.
Learning Objective(s)
enhancement
REDEFINITION
Task Overview