Glencoe Science
Chapter Resources
Waves
Includes:
Reproducible Student Pages
ASSESSMENT
TRANSPARENCY ACTIVITY MASTERS
✔ Chapter Tests
✔ Section Focus Activity
✔ Chapter Review
✔ Teaching Transparency Activity
HANDS-ON ACTIVITIES
✔ Assessment Transparency Activity
✔ Lab Worksheets for each Student Edition Lab
Teacher Support and Planning
✔ Two additional Laboratory Activities
✔ Content Outline for Teaching
✔ Foldables–Reading and Study Skills activity sheet
✔ Spanish Resources
✔ Teacher Guide and Answers
MEETING INDIVIDUAL NEEDS
✔ Directed Reading for Content Mastery
✔ Directed Reading for Content Mastery in Spanish
✔ Reinforcement
✔ Enrichment
✔ Note-taking Worksheets
Glencoe Science
Photo Credits
Cover: Jason Childs/Getty Images
Section Focus Transparency 1: Marc Epstein/Visuals Unlimited
Section Focus Transparency 2: SuperStock
Section Focus Transparency 3: Erich Schrempp/Photo Researchers
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Table of Contents
To the Teacher
Reproducible Student Pages
■
iv
Hands-On Activities
MiniLAB: Try at Home Observing Wavelength . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
MiniLAB: Experimenting with Resonance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Lab:Wave Speed and Tension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Lab: Measuring Wave Properties . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Laboratory Activity 1: Velocity of a Wave. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Laboratory Activity 2: Waves in Motion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Foldables: Reading and Study Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
■
Meeting Individual Needs
Extension and Intervention
Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Enrichment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
■
Assessment
Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
■
Transparency Activities
Section Focus Transparency Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Teacher Support and Planning
Content Outline for Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T2
Spanish Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T5
Teacher Guide and Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T9
Additional Assessment Resources available with Glencoe Science:
•
•
•
•
•
•
•
•
•
ExamView® Pro TestMaker
Assessment Transparencies
Performance Assessment in the Science Classroom
Standardized Test Practice Booklet
MindJogger Videoquizzes
Vocabulary PuzzleMaker at: gpescience.com
Interactive Chalkboard
The Glencoe Science Web site at: gpescience.com
An interactive version of this textbook along with assessment resources are available
online at: mhln.com
iii
To the Teacher
This chapter-based booklet contains all of the resource materials to help you teach
this chapter more effectively. Within you will find:
Reproducible pages for
■ Student Assessment
■ Hands-on Activities
■ Meeting Individual Needs (Extension and Intervention)
■ Transparency Activity Masters
A teacher support and planning section including
■ Content Outline of the chapter
■ Spanish Resources
■ Answers and teacher notes for the worksheets
Hands-On Activities
Laboratory Activities: These activities do not require elaborate supplies or extensive pre-lab
preparations. These student-oriented labs are designed to explore science through a stimulating yet simple and relaxed approach to each topic. Helpful comments, suggestions, and
answers to all questions are provided in the Teacher Guide and Answers section.
Foldables: At the beginning of each chapter there is a Foldables: Reading & Study Skills
activity written by renowned educator, Dinah Zike, that provides students with a tool that
they can make themselves to organize some of the information in the chapter. Students may
make an organizational study fold, a cause and effect study fold, or a compare and contrast
study fold, to name a few. The accompanying Foldables worksheet found in this resource
booklet provides an additional resource to help students demonstrate their grasp of the
concepts. The worksheet may contain titles, subtitles, text, or graphics students need to
complete the study fold.
Meeting Individual Needs (Extension and Intervention)
Directed Reading for Content Mastery: These worksheets are designed to provide students
with learning difficulties with an aid to learning and understanding the vocabulary and
major concepts of each chapter. The Content Mastery worksheets contain a variety of formats
to engage students as they master the basics of the chapter. Answers are provided in the
Teacher Guide and Answers section.
iv
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
MiniLAB and Lab Worksheets: Each of these worksheets is an expanded version of each lab
and MiniLAB found in the Student Edition. The materials lists, procedures, and questions
are repeated so that students do not need their texts open during the lab. Write-on rules are
included for any questions. Tables/charts/graphs are often included for students to record
their observations. Additional lab preparation information is provided in the Teacher Guide
and Answers section.
Directed Reading for Content Mastery (in Spanish): A Spanish version of the Directed
Reading for Content Mastery is provided for those Spanish-speaking students who are
learning English.
Reinforcement: These worksheets provide an additional resource for reviewing the concepts of the chapter. There is one worksheet for each section, or lesson, of the chapter.
The Reinforcement worksheets are designed to focus primarily on science content and less
on vocabulary, although knowledge of the section vocabulary supports understanding of
the content. The worksheets are designed for the full range of students; however, they will
be more challenging for your lower-ability students. Answers are provided in the Teacher
Guide and Answers section.
Enrichment: These worksheets are directed toward above-average students and allow them
to explore further the information and concepts introduced in the section. A variety of
formats are used for these worksheets: readings to analyze; problems to solve; diagrams
to examine and analyze; or a simple activity or lab that students can complete in the
classroom or at home. Answers are provided in the Teacher Guide and Answers section.
Note-taking Worksheet: The Note-taking Worksheet mirrors the content contained in the
teacher version—Content Outline for Teaching. They can be used to allow students to take
notes during class, as an additional review of the material in the chapter, or as study notes
for students who have been absent.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Assessment
Chapter Review: These worksheets prepare students for the chapter test. The
Chapter Review worksheets cover all major vocabulary, concepts, and objectives
of the chapter. The first part is a vocabulary review and the second part is a concept review.
Answers and objective correlations are provided in the Teacher Guide and Answers section.
Chapter Test: The Chapter Test requires students to use process skills and understand content.
Although all questions involve memory to some degree, you will find that your students will
need to discover relationships among facts and concepts in some questions, and to use higher
levels of critical thinking to apply concepts in other questions. Each chapter test normally
consists of four parts: Testing Concepts measures recall and recognition of vocabulary and
facts in the chapter; Understanding Concepts requires interpreting information and more
comprehension than recognition and recall—students will interpret basic information and
demonstrate their ability to determine relationships among facts, generalizations, definitions,
and skills; Applying Concepts calls for the highest level of comprehension and inference;
Writing Skills requires students to define or describe concepts in multiple sentence answers.
Answers and objective correlations are provided in the Teacher Guide and Answers section.
Transparency Activity Masters
Section Focus Transparencies: These transparencies are designed to generate interest
and focus students’ attention on the topics presented in the sections and/or to assess
prior knowledge. There is a transparency for each section, or lesson, in the Student Edition.
The reproducible student masters are located in the Transparency Activities section. The
teacher material, located in the Teacher Guide and Answers section, includes Transparency
Teaching Tips, a Content Background section, and Answers for each transparency.
v
Teaching Transparencies: These transparencies relate to major concepts that will benefit
from an extra visual learning aid. Most of these transparencies contain diagrams/photos
from the Student Edition. There is one Teaching Transparency for each chapter. The Teaching
Transparency Activity includes a black-and-white reproducible master of the transparency
accompanied by a student worksheet that reviews the concept shown in the transparency.
These masters are found in the Transparency Activities section. The teacher material includes
Transparency Teaching Tips, a Reteaching Suggestion, Extensions, and Answers to Student
Worksheet. This teacher material is located in the Teacher Guide and Answers section.
Assessment Transparencies: An Assessment Transparency extends the chapter content and
gives students the opportunity to practice interpreting and analyzing data presented in
charts, graphs, and tables. Test-taking tips that help prepare students for success on standardized tests and answers to questions on the transparencies are provided in the Teacher
Guide and Answers section.
Teacher Support and Planning
Content Outline for Teaching: These pages provide a synopsis of the chapter by section,
including suggested discussion questions. Also included are the terms that fill in the blanks
in the students’ Note-taking Worksheets.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Spanish Resources: A Spanish version of the following chapter features is included in this
section: objectives, vocabulary words and definitions, a chapter purpose, the chapter Labs,
and content overviews for each section of the chapter.
vi
Hands-On Activities
Reproducible
Student Pages
Reproducible Student Pages
■
Hands-On Activities
MiniLAB: Try at Home Observing Wavelength . . . . . . . . . . . . . . . . . . 3
MiniLAB: Experimenting with Resonance . . . . . . . . . . . . . . . . . . . . . . 4
Lab: Wave Speed and Tension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Lab: Measuring Wave Properties . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Laboratory Activity 1: Velocity of a Wave . . . . . . . . . . . . . . . . . . . . . . . 9
Laboratory Activity 2: Waves in Motion. . . . . . . . . . . . . . . . . . . . . . . 13
Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 17
■
Meeting Individual Needs
Extension and Intervention
Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 19
Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 23
Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
■
Assessment
Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
■
Transparency Activities
Section Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 44
Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Waves
1
Hands-On Activities
Hands-On
Activities
2 Waves
Date
Class
Hands-On Activities
Name
Observing Wavelength
Procedure
1. Fill a pie plate or other wide pan with water about 2 cm deep.
2. Lightly tap your finger once per second on the surface of the water and
observe the spacing of the water waves.
3. Increase the rate of your tapping, and observe the spacing of the water
waves.
Analysis
1. How is the spacing of the water waves related to their wavelength?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
2. How does the spacing of the water waves change when the rate of tapping increases?
Waves
3
Name
Date
Class
Procedure
1. Strike a tuning fork with a mallet.
2. Hold the vibrating tuning fork 1 cm from a second tuning fork that has the
same frequency.
3. Strike the tuning fork again. Hold it 1 cm from a third tuning fork that has
a different frequency.
Analysis
What happened when you held the vibrating tuning fork near each of the other two? Explain.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Hands-On Activities
Experimenting with Resonance
4 Waves
Name
Date
Class
Hands-On Activities
Wave Speed and Tension
Lab Preview
Directions:
Directions: Answer
Answer these
these questions
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before you
you begin
begin the
the Lab.
Lab.
1.
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are used
to create
waves
in this
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Before playing her violin, a violinist must adjust the tension, or the amount
of force pulling on each end of the string, to make the violin produce the
correct notes.
Real-World Problem
How does the tension in a material, such as a guitar string or a coiled spring toy, affect the waves
traveling in the material?
Goals
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
■
Determine the relationship between tension and wave speed.
Materials
coiled-spring toy
stopwatch
meterstick
Safety Precautions
Procedure
1. Attach one end of the toy to a chair leg so
that the toy rests on a smooth floor.
2. Stretch the toy along the floor to a lenght
of 1m.
3. Make a compressional wave by squeezing
together several coils and then releasing
them.
4. Have your partner time how long a pulse
takes to travel two or three lengths of the
spring. Record this measurement in the
Wave Time column of your data table.
Record the distance the wave traveled in
your data table.
5. Repeat step 3 and 4 two or more times for
waves 2 and 3.
6. Stretch the toy to a length of 1.5 m.
7. Repeat steps 3 and 4 for waves 4, 5, and 6.
Waves
5
Name
Date
Class
(continued)
Compressional Wave Speed
Toy Length
Distance (m)
Wave Time (s)
Wave Speed (m/s)
Wave 1
Wave 2
Wave 3
Wave 4
Wave 5
Wave 6
Analyze Your Data
1. Calculate the wave speed for each wave using the formula:
speed = distance/time
2. Calculate the average speed of the waves on the spring with a length of 1.0 m by adding the
measured wave speed and dividing by 3.
3. Calculate the average speed of the waves on the spring with a length of 1.5 m.
Conclude and Apply
1. How did the tension in the spring change as the length of the spring increased?
2. How did the wave speed depend on the tension? How could you make the waves travel even
faster? Test your prediction.
Communicating Your Data
Compare your results with those other students in your class. Disscuss why results might
be different.
6 Waves
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Hands-On Activities
Data and Observations
Name
Date
Class
Hands-On Activities
Measuring Wave Properties
Lab Preview
Directions: Answer these questions before you begin the lab.
1. What materials are used to create waves in this lab?
2. How do you create waves of different wavelengths in this lab?
Some waves travel through space; others pass through a medium such as air,
water, or earth. Each wave has a wavelength, speed, frequency, and amplitude.
Real-World Problem
How can the speed of a wave be measured?
How can the wavelength be determined from
the frequency?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Materials
long spring, rope, or hose
meterstick
stopwatch
Goals
■
■
■
Measure the speed of a transverse wave.
Create waves with different amplitudes.
Measure the wavelength of a transverse wave.
Safety Precautions
Procedure
1. With a partner, stretch your spring across
an open floor and measure the length of
the spring. Record this measurement in the
data table. Make sure the spring is
stretched to the same length for each step.
2. Have your partner hold one end of the
spring. Create a single wave pulse by shaking
the other end of the spring back and forth.
3. Have a third person use a stopwatch to
measure the time needed for the pulse to
travel the length of the spring. Record this
measurement in the Wave Time column of
your data table.
4. Repeat steps 2 and 3 two more times.
5. Calculate the speed of waves 1, 2, and 3 in
your data table by using the formula:
speed = distance/time
Average the speeds of waves 1, 2, and 3 to
find the speed of waves on your spring.
6. Create a wave with several wavelengths.
You make one wavelength when your hand
moves left, right, and left again. Count the
number of wavelengths that you generate
in 10 s. Record this measurement for wave
4 in the Wavelength Count column in your
data table.
7. Repeat step 6 two more times. Each time,
create a wave with a different wavelength
by shaking the spring faster or slower.
Analyze Your Data
1. Calculate the frequency of waves 4, 5, and 6
by dividing the number of wavelengths by
10 s.
2. Calculate the wavelength of waves 4, 5, and
6 using the formula
wavelength = wave speed/frequency
Use the average speed calculated in step 5
for the wave speed.
Waves
7
Name
Date
Class
(continued)
Spring Length
Wave Time
Wave Count
Wavelengths
Wave Speed
Frequency
Wave 1
Wave 2
Wave 3
Wave 4
Wave 5
Wave 6
Conclude and Apply
1. Was the wave speed different for the three different pulses you created? Why or why not?
2. Why would you average the speeds of the three different pulses to calculate the speed of waves
on your spring?
3. How did the wavelength of the waves you created depend on the frequency of the waves?
Communicating Your Data
Ask your teacher to set up a contest among the groups in your class. Have each group
compete to determine who can create waves with the longest wavelength, the highest
frequency, and the largest wave speed. Record the measurements of each group’s efforts
on the board.
8 Waves
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Hands-On Activities
Wave Property Measurement
Date
1
Laboratory
Activity
Class
Velocity of a Wave
Energy can move as waves through material such as ropes, springs, air, and water. Waves that
need a material to pass through are called mechanical waves. Ripples in flags and sound waves are
examples of mechanical waves. Electromagnetic waves, such as light, can be transmitted through
matter as well as empty spaces.
The high part or hill of a transverse wave is the crest. The low part or valley of a transverse
wave is the trough. The amplitude of a mechanical wave is the distance the material through
which the wave is passing rises or falls below its usual rest position. Mechanical waves of large
amplitude transmit more energy than mechanical waves of small amplitude.
1 wavelength
Crest
Amplitude
Rest postion
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Trough
The wavelength is the distance between two similar points on successive waves. The number of
wavelengths that pass a fixed point in one second is the frequency of the wave. Frequency is measured in a unit called hertz (Hz). A frequency of 1 Hz indicates that one wavelength is passing a
point each second. The frequency can be found using the following equation:
frequency = number of wavelengths/1 s
The velocity of a wave depends upon the material through which the wave passes. The velocity of a
wave is equal to its wavelength times its frequency. A wave’s velocity is expressed in the same units as
any measurement of velocity—meters per second (m/s).
velocity = wavelength ✕ frequency
Strategy
Procedure
You will identify the crest, trough, and
amplitude of a wave.
You will determine the wavelength and
frequency of a wave.
You will calculate the velocity of a wave.
Part A—Frequency of a Wave
Materials
instant-developing camera
meterstick
20 pieces of colored yarn
rope, about 5 m long
or
coiled spring toy
1. Safety goggles should be worn throughout
the experiment. Tie the pieces of yarn to the
rope at 0.5-m intervals. Use the meterstick
to measure the distances.
2. Tie one end of the rope to an immovable
object, such as a table leg. Pull the rope so
it does not sag.
3. Make waves in the rope by moving the free
end up and down. Continue to move the
rope at a steady rate. Observe the crests,
troughs, and amplitude of the waves.
Waves
9
Hands-On Activities
Name
Name
Date
Class
Laboratory Activity 1 (continued)
Part B—Velocity of a Wave
1. Using the same rope setup as in Part A,
have a classmate move the rope with a
constant motion. Record the number of
wavelengths produced in 30 s in Table 2
as wave motion A. Photograph the entire
length of the moving rope using the
instant-developing camera. Rest the
camera on a table to keep it still.
2. Have your classmate increase the motion of
the rope and take another photograph.
Predict what will happen to the wavelength.
Again count the number of wavelengths
produced in 30 s, and record these values in
Table 2 as wave motion B.
3. Observe the developed photographs. For
each photograph, use the yarn markers to
determine the length of one wavelength.
Record these values in Table 2. You may
tape the photographs to the last page of
this Laboratory Activity.
10 Waves
4. Calculate the frequency of each of the three
waves produced in Part A. Use the equation
for the frequency found in the introduction. Record the values of the frequencies in
Table 1.
5. Calculate the frequencies of the two waves
produced in Part B. Record these values in
Table 2.
6. Calculate the velocities of the two waves
using the values of the wavelengths and
frequencies in Table 2. Use the equation
for velocity of a wave found in the
introduction. Record the values of the
velocities in Table 2.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Hands-On Activities
4. Continue making waves by moving the
rope at a constant rate. Observe a particular
piece of yarn. Count the number of wavelengths that you produce during a period of
30 s. Record this value in Table 1 as wave
motion A.
5. Slow the rate at which you are moving
the rope. Predict what will happen to the
frequency. Count the number of wavelengths produced in 30 s while maintaining
this constant slower rate. Record this value
in Table 1 as wave motion B.
6. Repeat the procedure in step 4 moving the
rope at a faster rate. Maintain this constant
rate for 30 s. Record this value in Table 1 as
wave motion C.
Name
Date
Class
Hands-On Activities
Laboratory Activity 1 (continued)
Data and Observations
Part A—Frequency of a Wave
Wave Motion
Number of Waves in 30 s
Frequency (Hz)
A
B
C
Part B—Velocity of a Wave
Wave Motion
Number of
Waves in 30 s
Frequency (Hz)
Wavelength (m)
Velocity (m/s)
A
B
Questions and Conclusions
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
1. As you increased the motion of the rope, what happened to the frequency of the waves?
2. As the frequency of the waves increased, what happened to the wavelength?
3. As the frequency of the waves increased, what happened to the velocity of the waves?
4. Does your data indicate that the velocity of a wave is dependent or independent of its
frequency? Explain.
Strategy Check
Can you identify the crest, trough, and amplitude of a wave?
Can you determine the wavelength and frequency of a wave?
Can you calculate the velocity of a wave?
Waves
11
Name
Date
Class
Laboratory Activity 1 (continued)
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Hands-On Activities
Attach photographs here.
12 Waves
Name
Date
Waves in Motion
Hands-On Activities
2
Laboratory
Activity
Class
Have you ever tossed a pebble into a puddle and watched the ripples? The ripples are actually
small water waves. Have you wondered what affects those ripples? In this Lab Activity, you will
look at ripples and how they behave.
Strategy
You will observe wave phenomena in a ripple tank.
Materials
ripple tank with light source and
bottom screen
ripple bar
*3/4-in dowel, about 5 cm shorter than
ripple tank
paraffin block
dropper
glass plate, about 1/4 the area of the
ripple tank
rubber stoppers cut to 1.5 cm high (2)
*Alternate materials
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Procedure
1. Turn on the light of the ripple tank. Allow
the water to come to rest. Touch your finger
once to the water surface to produce a wave.
On the screen at the base of the tank,
observe the shape of the wave. Does the
speed of the wave seem to be the same in all
directions? Record your observations in the
table in the Data and Observations section.
2. Place the ripple bar in the water. Allow the
water to come to rest. Using the flat of your
hand to touch only the ripple bar, roll the
ripple bar forward 1 cm. Observe the wave
you produce. Record your observations in
the table in the Data and Observations
section. NOTE: Be careful to touch only the
ripple bar when generating waves. Do not
touch the water with your hand.
3. Place a paraffin block in the tank parallel
and closer to the deep end of the ripple
tank. Orient the ripple bar so that it is parallel to the long edge of the paraffin block.
Allow the water to come to rest. Use the flat
of your hand to roll the ripple bar forward
1 cm, generating a wave that strikes the
paraffin block barrier straight on. Observe
what happens to the wave when it reaches
the barrier. How does the wave move after
it strikes the barrier? Record your observations in the Data and Observations section.
4. Reposition the paraffin block so that it is
not aligned with the edges of the tank. This
will change the angle at which the wave
strikes it. Position the ripple bar so that it is
parallel and closer to the shallow edge of
the tank. After the water has come to a rest,
move the ripple bar forward 1 cm with the
flat of your hand. Observe the shape of the
waves that reflect off the paraffin block.
Record your observations. Remove the
ripple bar from the water.
5. Allow the water to come to rest. Use the
dropper to drop one drop of water onto the
water surface. Observe the circular wave
shape. Note how the wave reflects from the
paraffin block and the point from which
the reflected wave appears to originate.
Record your observations in the Data and
Observations section.
6. Place a paraffin barrier on one side of the
tank, halfway between the shallow end and
the deep end of the tank. Place the ripple bar
parallel and closer to the shallow end. Again
use a ripple bar to produce a straight wave.
See step 3. Observe the part of the wave that
strikes the barrier as well as the part that
passes by it. Record your observations in the
table.
Waves
13
Name
Date
Class
Laboratory Activity 2 (continued)
deep to the shallow end of the tank. Record
your observations in the Data and Observations section.
8. Turn the glass so that its edges are no longer
parallel to the edges of the ripple tank.
Allow the water to come to rest, and then
repeat step 7. Observe the shape of the
waves that pass over the glass and that pass
around the glass. Also note the speed of
these waves. Record your observations.
Data and Observations
Step
Question
Observation
1
What is the shape of the wave?
1.
1
Is the speed of the wave the
same in all directions?
2.
2
What is the shape of the wave?
3.
3
What happens to the wave
at the barrier?
4.
3
What is the direction of the
wave after it strikes the barrier?
5.
4
What is the shape of the
reflected wave?
6.
5
How does the wave reflect
from the paraffin block?
7.
5
From what point does the reflected
wave appear to originate?
8.
6
What happens to the wave
that hits the block?
9.
6
What happens to the wave that
does not hit the block?
10.
7
What happens as waves pass
from deep to shallow water?
11.
8
What is the shape of the wave
that passes over the glass?
12.
8
What is the shape of the wave
that does not pass over the glass?
13.
8
How do the speed of the two
different waves compare?
14.
14 Waves
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Hands-On Activities
7. Support a piece of glass with rubber
stoppers so that the glass is in the shallow
end of the tank 1.5 cm from the bottom of
the tank and its top is just covered with
water. Position the glass so that the edges
of the glass are parallel to the edges of the
tank. Place the ripple bar in the deep end
of the tank, parallel to the edge. Allow the
water to come to rest. Then move the
ripple bar 1 cm to create a wave. Observe
what happens as the waves pass from the
Name
Date
Class
Questions and Conclusions
1. What is the shape of a wave produced at one point, such as with a drop of water or your fingertip?
2. What does a wave do when it hits a paraffin barrier?
3. Does a circular wave remain circular when it is reflected? Explain why this happens.
4. What happens to waves as they move into shallower water?
Strategy Check
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Can you identify behavior of waves?
Waves
15
Hands-On Activities
Laboratory Activity 2 (continued)
Name
Date
Class
Hands-On Activities
Waves
Directions: Use this page to label your Foldable at the beginning of the chapter.
Light Waves
Sound Waves
Both
are compressional waves
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
are repeating disturbances
or movements that transfer
energy
are transverse waves
do not need a medium to
travel through
need a medium to
travel through
wave speed depends on the
properties of the medium
traveled through
Waves
17
Meeting Individual Needs
Meeting Individual
Needs
18 Waves
Name
Date
Directed Reading for
Content Mastery
Class
Overview
Waves
Directions: Complete the concept map using the terms in the list below.
reflection
medium
incidence
energy
mechanical
space
that need a
1.
obey the
law of
____________
repeating
disturbances
2. ____________
are called
that transfer
which states that
4.
the angle of
____________
5. ____________
through
equals
3. ____________
waves
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
are
Meeting Individual Needs
Waves
matter or
6. ____________
the angle of
reflection
Directions: For each of the following write the letter of the phrase that best completes the sentence.
7. The high point of a transverse wave is __________ .
a. a rarefaction
b. the frequency
c. the crest
8. The less dense region of a compression wave is called __________.
a. a rarefaction
b. the frequency
c. the crest
9. The number of wavelenghts that pass a fixed point each second is
__________ of a wave.
a. a rarefaction
b. the frequency
c. the crest
Waves
19
Name
Date
Directed Reading for
Content Mastery
Class
Section 1 The Nature of Waves
Section 2 Wave Properties
■
■
Directions: Determine if each statement is true or false. If it is false, change the italicized word(s) to correct the
sentence.
___________________________ 1. Waves transfer matter as they travel.
___________________________ 2. A wave will travel only as long as it has energy
to carry.
___________________________ 4. All waves need a medium in order to travel.
___________________________ 5. Transverse and congressional waves are the two
types of mechanical waves.
___________________________ 6. In a compressional wave the matter in the
medium moves back and forth at right angles
to the direction that the wave travels.
___________________________ 7. In a transverse wave the matter in the medium
moves back and forth in the same direction
that the wave travels.
___________________________ 8. In a transverse wave, the peak of the wave is
the crest and the lowest spot is the trough.
___________________________ 9. The refraction of a wave is how many wavelengths pass a fixed point each second.
___________________________ 10. The speed of a wave is determined by multiplying the wavelength by the frequency.
___________________________ 11. In a compressional wave, the denser the
medium is at the compressions the smaller
its amplitude.
___________________________ 12. In a transverse wave, the higher the amplitude, the more energy it carries.
20 Waves
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Meeting Individual Needs
___________________________ 3. Anything that moves up and down or back
and forth in a rhythmic way is vibrating.
Name
Date
Directed Reading for
Content Mastery
Class
Section 3 The Behavior of
Waves
■
Directions: The illustration below represents the law of reflection. Copy the letters from the illustration next to
the terms they stand for.
1. ______ normal
2. ______ angle of reflection
c
3. ______ reflected beam
d
a
e
4. ______ incident beam
Meeting Individual Needs
b
5. ______ angle of incidence
Directions: Answer the questions in the space provided.
6. If you are picking up a coin on the bottom of the pool, can you just reach for
where the coin appears to be? Why or why not?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
7. What causes waves to bend?
8. What are the two types of interference and how do they work?
a.
b.
9. What is a standing wave?
Waves
21
Name
Date
Directed Reading for
Content Mastery
Class
Key Terms
Waves
Directions: Match the term in Column I with the correct definition in Column II by writing the correct letter in
the space to the left.
Column I
Column II
Meeting Individual Needs
1. compressional
a. a repeating disturbance that transfers energy
through matter or space
2. crest
b. highest point of a wave
3. diffraction
c. bending of a wave as it moves from one
medium to another
4. frequency
d. a material through which wave transfers energy
e. lowest point of a wave
6. medium
7. rarefaction
g. movement of matter at right angles to the
direction the wave travels
h. spread apart portion of a compressional wave
8. refraction
i. when two or more waves overlap and combine
to form a new wave
9. resonance
j. movement of matter in same direction as wave
travels
10. standing wave
22 Waves
f. bending of a wave as it passes around a barrier
11. transverse
k. distance between one point on a wave and the
nearest point just like it
12. trough
l. when waves continuously interfere with each
other
13. wave
m. how many wavelengths pass a fixed point each
second
14. wavelength
n. ability of an object to vibrate by absorbing
energy at its natural frequency
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
5. interference
Nombre
Fecha
Lectura dirigida para
Dominio del contenido
Clase
Sinopsis
Ondas
Instrucciones: Completa el mapa conceptual utilizando los términos dados a continuación.
reflexión
medio
incidencia
energía
mecánica
espacio
que necesitan un
son
1.
se llaman
obedecen la
Ley de
alteraciones repetidas
2. ____________
que transmiten
que enuncia que
4.
el ángulo de
ondas
5. ____________
3. ____________
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Satisface las necesidades individuales
Las ondas
a través
de la materia o
es igual al
ángulo de reflexión
6. ____________
Instrucciones: Para coda una telan siguientes, oraciones, escriba la letra de la frase que complete mejor coda
oración.
7. El punto más alto de una onda transversal es la __________ .
a. rarefacción
b. frecuencia
c. cresta
8. La región menos densa de una onda de compresión se llama _________.
a. rarefacción
b. frecuencia
c. cresta
9. El número de longitudes de onda que pasa un punto fijo cada segundo
es la __________ de una onda.
a. rarefacción
b. frecuencia
c. cresta
Ondas
23
Nombre
Fecha
Lectura dirigida para
Dominio del contenido
Clase
Sección 1 La naturaleza de
las ondas
Sección 2 Propiedades de
las ondas
■
■
Instrucciones: Determina si cada afirmación es falsa o verdadera. Si es falsa, cambia la(s) palabra(s) en itálicas
para corregir la oración
___________________________ 1. Las ondas transfieren materia cuando viajan.
___________________________ 3. Cualquier cosa que se mueva de arriba hacia
abajo y hacia adelante y hacia atrás de manera
rítmica está vibrando.
___________________________ 4. Todas las ondas necesitan un medio a través
del cual viajar.
___________________________ 5. Los dos tipos de ondas mecánicas son las
ondas transversales y las ondas congresionales.
___________________________ 6. En una onda de compresión, la materia del
medio se mueve de atrás y hacia adelante en
ángulos rectos a la dirección en que viaja la
onda.
___________________________ 7. En una onda transversal, la materia del medio
se mueve de atrás y hacia adelante en la
misma dirección en que viaja la onda.
___________________________ 8. En una onda transversal, el pico de la onda se
llama cresta y el punto más bajo se llama seno.
___________________________ 9. La refracción de una onda es la cantidad de
longitudes de onda que pasan por un punto
fijo por segundo.
___________________________ 10. La velocidad de una onda se determina multiplicando la longitud de onda por la frecuencia.
___________________________ 11. En una onda de compresión, entre más denso
sea el medio de las compresiones, menor será
la amplitud.
___________________________ 12. En una onda transversal, entre más alta es la
amplitud, más energía transporta.
24 Ondas
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Satisface las necesidades individuales
___________________________ 2. Una onda viajará siempre y cuando tenga
energía que transportar.
Nombre
Fecha
Lectura dirigida para
Dominio del contenido
Clase
Sección 3 Comportamiento
de las ondas
■
Instrucciones: La siguiente ilustración representa la ley de la reflexión. Copia las letras de la ilustración al lado
de los términos que representan.
1. ______ normal
b
a
3. ______ rayo reflejado
d
e
4. ______ rayo incidente
5. ______ ángulo de incidencia
Instrucciones : Contesta cada pregunta en el espacio dado.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
6. Si estuvieras tratando de recoger una moneda del fondo de una piscina, ¿podrías
alcanzar la moneda donde parece estar? Explica tu respuesta.
7. ¿Qué hace que una onda se doble?
8. ¿Cuáles son los dos tipos de interferencia y cómo funcionan?
a.
b.
9. ¿Qué es una onda estacionaria?
Ondas
25
Satisface las necesidades individuales
2. ______ ángulo de reflexión
c
Nombre
Fecha
Lectura dirigida para
Dominio del contenido
Clase
Términos clave
Ondas
Instrucciones: Coordina el término de la Columna I con la definición correcta en la Columna II y escribe la letra
correspondiente en el espacio en blanco de la columna I.
Columna I
Columna II
a. alteración repetitiva que transfiere energía a
través de la materia o el espacio
2. cresta
b. punto más alto de una onda
3. difracción
c. cuando una onda se dobla al pasar de un
medio a otro
4. frecuencia
d. material a través de la cual una onda transfiere
energía
5. interferencia
e. punto más bajo de una onda
6. medio
f. cuando una onda al pasar alrededor de un
obstáculo
7. rarefacción
g. la materia se mueve en ángulo recto a la dirección de viaje de la onda
8. refracción
9. resonancia
26 Waves
h. parte separada de una onda de compresión
i. cuando dos o más ondas se sobreponen y se
combinan formando una nueva onda
10. onda
j. la materia se mueve en la misma dirección que
la onda
11. transversal
k. distancia entre un punto en una onda y el
punto más cercano igual al primero
12. seno
l. cuando las ondas interfieren continuamente
unas con otras
13. onda
m. el número de longitudes de onda que pasan
por un punto fijo en un segundo
14. longitud de onda
n. capacidad de un cuerpo de vibrar al absorber
energía en su frecuencia natural
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Satisface las necesidades individuales
1. de compresión
Name
Date
1
Reinforcement
Class
The Nature of Waves
Directions: Answer the following questions on the lines provided.
1. What is a wave?
Meeting Individual Needs
2. What travels on a wave?
3. How is a wave created?
4. What is a mechanical wave?
5. List and define the two types of mechanical waves.
a.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
b.
6. What type of wave is a sound wave?
7. How does sound travel through a medium?
8. Describe the motion of something floating on water waves.
9. What causes ocean waves?
10. What are seismic waves?
Waves
27
Name
Date
2
Reinforcement
Class
Wave Properties
Directions: Study Figure 1, then identify each part by filling in the blanks below.
Figure 1
4.
1.
2.
3.
1.
3.
4.
Directions: Answer the following questions on the lines provided.
5. List three characteristics of a wave that you can measure.
6. What is meant by the frequency of a wave? What is the unit?
7. If the frequency of a given wave increases, what happens to the wavelength?
Directions: Fill out the following table by describing how to measure each of the quantities for the two types
of waves.
Wave
Wavelength
Amplitude
8. transverse
9. compressional
10. What is the velocity of a wave with a frequency of 6 Hz and a wavelength of 2 m?
28 Waves
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Meeting Individual Needs
2.
Name
3
Date
Reinforcement
Class
The Behavior of Waves
Directions: Answer the following questions on the lines provided.
1. How is an echo produced?
Meeting Individual Needs
2. When light is reflected, how are the angle of incidence and the angle of reflection related?
3. Compare and contrast refraction and diffraction.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
4. What happens to the direction of a light wave when it passes from a less dense medium such as
air into a more dense medium such as glass?
5. Why does a tree in the path of sunlight create a shadow instead of the light spreading around
the tree?
6. What happens when two waves approach and pass each other?
7. When is a standing wave produced?
Waves
29
Name
Enrichment
Sonic Booms
You have learned that a sound wave is a
compression wave. A sound wave’s speed is
affected by the medium through which the
wave travels. Temperature also affects the
speed of sound. Higher temperatures
increase the velocity of sound waves. At
room temperature (about 20°C) the speed of
sound is about 343 meters per second.
Meeting Individual Needs
The Sound Barrier
So what would happen if something, like an
airplane, traveled faster than the speed of
sound? For years physicists and engineers
argued about whether it were possible to fly
faster than sound. Think about this for a
moment. If the plane is making a certain
sound from the roaring of the jet engines,
what would happen when the jet flew faster
than the sound it was making? This point, at
which something is moving as fast as the speed
of the sound it is making, is called the sound
barrier. Some people thought that if a plane
flew faster than the speed of sound it would
explode or break apart from the force it
generated. In 1947 a man named Chuck Yeager
proved that this was not true. He was the first
man to fly faster than the speed of sound.
Today all kinds of supersonic jets fly faster
than the speed of sound. When a jet breaks
the sound barrier, it makes a loud noise or
sonic boom. If the plane is close enough to the
ground, the boom can break glass and damage
property. It is a forceful blast of sound. The
reason it is so forceful is because of the compression waves. As the plane flies faster and
faster, the air molecules begin to compress on
each other. They compress at an increasing
rate. Eventually the energy of compressed
molecules becomes too great and they explode
in all directions. This explosion makes the
sound known as the sonic boom.
In the Mach Cone
The explosion continues to occur as the
plane moves along, but you can only hear it as
it passes over you. You are in what scientists
call the Mach cone. The faster the plane goes,
the narrower the Mach cone becomes. If the
plane is flying high enough you will not be in
the Mach cone and will not hear any boom.
Supersonic planes are told to fly high enough
to avoid causing any damage. That’s why we
hear fewer sonic booms these days.
1. What is the sound barrier?
2. Describe what happens when a jet flies faster than the speed of sound.
3. How does a sonic boom happen?
4. What is a Mach cone?
30 Waves
Class
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
1
Date
Name
2
Date
Enrichment
Class
Superposition Principle
Two water waves are traveling in opposite directions. What happens when they meet? The
amplitudes of the waves add together. At the instant the waves overlap, the amplitudes of each point
in the overlap region is the sum of the amplitudes of the two waves. In other words, a wave with a
2-m amplitude crosses another wave with a 3-m amplitude, making a wave with a 5-m amplitude at
that one instant. Each wave travels through the water making its own contribution to the new wave’s
amplitude. This is true no matter what any other wave is doing. This characteristic of waves is called
the superposition principle. The diagram below shows the superposition of two waves at point P.
Before
P
During
P
After
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
1. If two waves with amplitudes of +4 cm and +2 cm pass through point P, what is the maximum
possible displacement of point P? Draw three scale diagrams showing the waves before they
meet, when they meet, and after they meet.
2. The amplitudes of two waves are +5 cm and –3 cm. What is the new wave formed after the two
waves meet? Make a drawing showing the waves before, during, and after their interaction.
3. Two water waves, one with an amplitude of +3 m and another with an amplitude of –3 m
approach and meet each other in a lake. Describe what happens to the waves as they meet each
other.
Waves
31
Meeting Individual Needs
P
Name
Enrichment
Glass, Sound Waves, and
Opera Singers
Meeting Individual Needs
You may have heard that some opera singers
can break a glass with their voice. Maybe you
saw a joke on television about someone
shattering glass with sound. Can this really
happen? Under certain circumstances, sound
waves can have a shattering effect on glass.
It all starts with the glass. Some types are
more easily shattered than others, but in
theory any glass can be broken. When you tap
a glass, say a water glass, you can hear a slight
sound or ringing. That sound is the resonant
frequency of the glass. Each glass has its own
resonant frequency. When tapped, the glass
vibrates back and forth. The thickness and
purity of the glass will determine the rate at
which it vibrates. Fine crystal usually has
resonant frequencies that are easy to hear.
Singing Vibrations
When a singer, or some other sound
source, produces the exact frequency (pitch)
of the glass, it will vibrate. This is resonance,
or one vibration making another vibration.
If the amplitude of the singer’s vibration
frequency increases, the glass vibrations will
also increase.
The problem for the glass is that it is made of
a material that has molecules bound together in
tight positions. Air is like a liquid and can move
freely; the molecules in glass cannot. If the
amplitude and resulting force of the initial
vibration source get too big the glass will vibrate
much too hard. The molecules in the glass cannot move as fast or as far as they are being
pushed. The result is that the glass will shatter.
Yelling Won’t Help
But yelling loudly at a glass most likely will
not break it. The resonant frequencies of glass
are usually very high. It also takes a pure tone,
like the kind opera singers can produce, to
resonate the glass. This is difficult to do. However, if you play an electric musical instrument
with a pure and high note at a loud volume,
it’s possible that an expensive piece of crystal
may shatter.
1. What are some things that determine the resonant frequency of glass?
2. What is resonance?
3. How can a singer make a glass resonate?
4. Why does the glass break from sound?
32 Waves
Class
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
3
Date
Name
Date
Note-taking
Worksheet
Section 1
Class
Waves
The Nature of Waves
A. Wave—a repeating disturbance or movement that transfers __________ through matter or space
1. Molecules pass energy on to _______________ molecules.
2. Waves carry energy without transporting __________.
3. All waves are produced by something that ____________.
a. May be solid, liquid, or ________
b. Not all waves need a medium to travel through. Example: _______________
B. Mechanical waves—waves that can travel only through __________
1. Transverse waves—matter in the medium moves back and forth _____________________
the direction that the wave travels. Example: _______________
2. Compressional waves—matter in the medium moves _________________________ that
the wave travels. Example: _______________
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
3. Combinations—not purely transverse or compressional; examples: water waves,
___________ waves
Section 2
Wave Properties
A. Ways waves differ
1. How much __________ they carry
2. How ________ they travel
3. How they look
a. ______________ waves have crests—the highest points—and troughs—the lowest points.
b. Compressional waves have dense regions called ________________ and less dense
regions called ________________.
B. Wavelength—the distance between one point in the wave and
___________________________________
Waves
33
Meeting Individual Needs
4. Medium—a ____________ through which a wave travels
Name
Date
Class
Note-taking Worksheet (continued)
C. Frequency—how many _______________ pass a fixed point each second
1. Expressed in _______________
2. As frequency increases, wavelength ______________.
3. The frequency of a wave equals the rate of _____________ of the source that creates it.
D. Wave ____________, or v, describes how fast the wave moves forward.
1. ____________ = wavelength _____________, or v = f
2. Light waves travel __________ than sound waves.
4. Light waves travel faster in _________ and _______________ than in liquids and solids.
E. Amplitude—a measure of the __________ in a wave
1. The more energy a wave carries, the ___________ its amplitude.
2. Amplitude of _________________ waves is related to how tightly the medium is pushed
together at the compression.
a. The __________ the compressions, the larger the amplitude is and the more energy the
wave carries.
b. The less dense the rarefactions, the __________ the amplitude and the more energy the
wave carries.
3. Amplitude of ______________ waves
a. The distance from the crest or trough of a wave to the ____________________of the
medium
b. Example: how high an ocean wave appears above the water level
Section 3
The Behavior of Waves
A. Reflection occurs when a wave strikes an object and _______________ of it.
1. _______ types of waves can be reflected.
2. The angle of incidence of a wave is always equal to the angle of ________________.
a. Normal—an imaginary line _________________ to a reflective surface
b. Angle of _____________—the angle formed by the wave striking the surface and the
normal
c. Angle of ______________—the angle formed by the reflected wave and the normal
34 Waves
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Meeting Individual Needs
3. Sound waves travel faster in ___________ and __________ than in gas.
Name
Date
Class
Note-taking Worksheet (continued)
B. Refraction—the ___________ of a wave caused by a change in its speed as it moves from one
medium to another
1. The greater the change in speed is, the ________ the wave bends.
2. When a wave passes into a material that slows it down, the wave is bent __________ the
normal.
3. When a wave passes into a material that speeds it up, the wave is bent _____________ the
normal.
1. If the obstacle is ___________ than the wavelength, the wave diffracts a lot.
2. If the obstacle is much __________ than the wavelength, the wave does not diffract much.
3. The larger the obstacle is compared to the wavelength, the ________ the waves will diffract.
D. Interference—the ability of two or more waves to ___________ and form a new wave
1. Waves pass right through each other and continue in ____________________________.
2. New wave exists only while the two original waves continue to ___________.
3. Constructive interference—waves _______ together
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
4. Destructive interference—waves ____________ from each other
E. Standing waves—a wave pattern that stays in ______________
1. They form when waves of equal ______________ and amplitude that are traveling in
____________ directions continuously interfere with each other.
2. Nodes—the places where two waves __________ cancel each other
F. Resonance—the ability of an object to ___________ by absorbing energy at its natural frequency
Waves
35
Meeting Individual Needs
C. Diffraction—an object causes a wave to change direction and ________ around it
Assessment
Assessment
36 Waves
Name
Date
Class
Waves
Chapter
Review
Part A. Vocabulary Review
Directions: Choose the correct term from the list below and write it in the space beside each definition.
amplitude
crest
law of reflection
refraction
transverse wave
compression
diffraction
frequency
medium
rarefaction
resonance
trough
wavelength
compressional wave
interference
reflection
standing wave
waves
1. when a wave strikes an object and bounces off
2. repeating disturbances that transfer energy through matter or space
3. highest point of a transverse wave
4. region where the medium is crowded and dense in a compressional
wave
5. wave that makes matter in the medium move back and forth at right
angles to the direction the wave travels
6. ability of two or more waves to combine and form a new wave
8. material through which a wave transfers energy
Assessment
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
7. lowest point of a transverse wave
9. the bending of waves around a barrier
10. less dense region of a compressional wave
11. ability of an object to vibrate by absorbing energy at its natural
frequency
12. wave in which matter in the medium moves back and forth in the
same direction the wave travels
13. distance between one point in a wave and the nearest point just like it
14. measure of how many wavelengths pass a fixed point each second
15. the angle of incidence is equal to the angle of reflection
16. measure of the energy in a wave
17. a special type of wave pattern that forms when waves of equal wavelength and amplitude traveling in opposite directions continuously
interfere with each other
18. the bending of a wave caused by a change in its speed as it moves
from one medium to another
Waves
37
Name
Date
Class
Chapter Review (continued)
Part B. Concept Review
Directions: Use the diagram below to answer questions 1–5.
c
a
A
B
b
d
1. What type of wave is wave A?
2. Which wave carries more energy?
3. What do points a and c represent?
4. What do points b and d represent?
5. How does the frequency of wave B compare with that of wave A?
Directions: Using the equation v = λ ✕ f, find the missing values.
7. A wave with a wavelength of 15 m travels at 330 m/s. Calculate its frequency.
Assessment
Directions: Answer the following questions on the lines provided.
8. How do scientists know that seismic waves can be either compressional or transverse?
9. Why do surfers like water waves with high amplitudes?
10. Will loud sounds from traffic near a school break glass objects inside the school? Explain.
38 Waves
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
6. What is the velocity of a wave with a frequency of 760 Hz and a wavelength of 0.45 m?
Name
Date
Chapter
Test
Class
Waves
I. Testing Concepts
Directions: Fill in the blanks using the terms listed below. Some terms may not be used.
wave
refraction
wavelength
crest
rarefaction
transverse wave
interference
wave speed
reflection
amplitude
seismic wave
node
medium
diffraction
frequency
trough
compression
compressional wave
standing wave
resonance
1. In a transverse wave, the ________________________ is the lowest point.
2. Adding energy at the natural frequency of an object is called ________________________.
3. The number of ocean waves that pass a buoy in one second is
the ________________________ of the wave.
4. The ________________________ of a transverse wave is its highest point.
5. To find the ________________________ of a wave, measure the distance from one trough to
the next trough.
6. When the string of a violin is played with a bow, the violin vibrates
7. Water waves bending around a dock is an example of ________________________.
8. The ________________________ of a wave is a measure of the energy it carries.
9. In a compressional wave in a coiled spring, a ________________________ is where the coils
are spread out.
10. A ________________________ is a repeating disturbance that transfers energy through
matter or space.
11. The bending of waves because of a change in speed is called ________________________.
12. The medium vibrates perpendicular to the direction the wave travels in a
________________________.
13. When you squeeze the coils of a spring together, you cause a ________________________.
14. The ________________________ is the material through which a mechanical wave travels.
15. ________________________ occurs when two waves combine to form a new wave.
16. The type of wave made by squeezing the coils of a spring and letting them go is
a ________________________.
Waves
39
Assessment
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
in ________________________.
Name
Date
Class
Chapter Test (continued)
II. Understanding Concepts
Skill: Interpreting a Scientific Diagram
Directions: Use the diagram to answer questions 1 and 2.
C
A
B
1. Identify each part of the diagram by filling in the blanks below.
A.
B.
C.
Assessment
Skill: Measuring Data
Directions: Match the units in one column to the quantities they measure in the other column by writing the
correct letter in the space provided.
3. wavelength
a. meters
4. frequency
b. meters/second
5. wave speed
c. hertz
Directions: Circle the word(s) in parentheses that make(s) each statement correct.
6. If an obstacle is much larger than the wavelength of a wave, almost no (refraction, reflection,
diffraction) occurs.
7. When you shake a rope up and down, you create a (transverse, compressional, seismic) wave.
8. When part of Earth’s crust breaks, (seismic, tidal, uniform) waves pass through Earth.
9. In a given medium, as the frequency of a wave increases, its speed (increases, decreases,
remains the same).
10. In a standing wave, the point at which the medium doesn’t move is called the (antinode,
node, compression).
40 Waves
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
2. What is the relationship between A and B in the diagram?
Name
Date
Class
Chapter Test (continued)
III. Applying Concepts
Directions: Answer the following questions on the lines provided.
1. How do particles move differently in transverse waves and in surface water waves?
2. A student holds a metal bar and strikes it with a hammer (a) in a direction parallel to its
length, and (b) in a direction at right angles to its length. What kinds of waves are produced in
each case?
a.
b.
3. Why don’t all loud sounds cause glass objects to break?
Assessment
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
4. A light wave passes at an angle through a chunk of glass into the air. What happens to it in
respect to the normal? Why?
5. In a standing wave, what kind of interference produces the crests and the nodes?
Directions: For questions 6 through 9, identify the parts of a transverse wave indicated.
6
8
7
9
6. _______________
7. _______________
8. _______________
9. _______________
10. A sound wave with a frequency of 260 Hz has a wavelength of 1.30 m. What is the speed of
the wave?
Waves
41
Name
Date
Class
Chapter Test (continued)
IV. Writing Skills
Directions: Answer the following questions using complete sentences.
1. The Moon does not produce light by itself. How do we get moonlight?
2. In a given medium, how are wavelength and frequency of a wave related? Using this relationship,
state which would be more diffracted, waves with high frequency or waves with low frequency.
3. How do you know that light is a kind of wave that can travel without a medium?
4. You are creating a wave on a rope by shaking the rope back and forth. If you shake your hand
the same distance but faster, what happens to the amplitude, frequency, wavelength, and speed?
Assessment
6. When two waves interfere, is there a loss of energy in the system? Explain.
7. Explain why you can see your reflection in an unbroken mirror but cannot see your reflection
in a broken mirror.
8. How can sound waves with different frequencies be produced by the same guitar string?
42 Waves
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
5. When refraction takes place because a wave is passing from one medium to another medium
with a different density, at what part of the media does the refraction take place?
Transparency Activities
Transparency
Activities
Waves
43
Name
1
Date
Section Focus
Transparency Activity
Class
Wave to the Camera
Transparency Activities
1. Describe the different waves in this picture.
2. If you are swimming underwater, can you still hear the noises
around you? What does this tell you about sound waves?
3. What does light travel through as it goes from the Sun to the eyes of
an underwater swimmer?
44 Waves
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
How many waves can you pick out in this scene? Is light described as
a wave? If you were there when this photograph was taken, you might
also mention the sound waves.
Name
2
Date
Section Focus
Transparency Activity
Class
Big Fiddle, Little Fiddle
Transparency Activities
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Have you ever heard the instruments below played? If you have,
you probably noticed that the bass produces a much lower sound
than the violin. The difference in the sounds is related to differences
in the waves each instrument produces.
1. Name some musical instruments. How are they played?
2. A cello is bigger than a violin but smaller than a bass. How do you
think the sound made by a cello compares to the sounds made by
violins and basses?
Waves
45
Name
3
Date
Section Focus
Transparency Activity
Class
Wave Art
Transparency Activities
1. What do the waves look like before they reach the wall? What do
they look like after passing through the opening?
2. Where do the waves in the photograph overlap?
3. What do you think this picture would look like if both holes were
plugged?
46 Waves
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
This artistic picture shows how waves can make fascinating patterns
in water. When waves travelling toward the wall reach the openings,
they pass through them. After passing through the openings, the
waves create new patterns as they overlap on the other side of the wall.
Date
Transparency Activities
Rest position
Teaching Transparency
Activity
Trough
Amplitude
Crest
2
Amplitude
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Name
Class
Amplitude of Waves
Waves
47
Name
Teaching Transparency Activity
Date
Class
(continued)
1. What is the highest point of a wave called?
2. What is the lowest point of a wave called?
3. How is the amplitude of a wave measured?
4. How is wavelength measured?
5. What is frequency?
Transparency Activities
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
6. What does the amplitude of a wave measure?
48 Waves
Name
Date
Assessment
Transparency Activity
Class
Waves
Directions: Carefully review the table and answer the following questions.
Electromagnetic Waves in Your Life
Shortest
Wavelength (cm)
Longest
Wavelength (cm)
Radio waves
0.1
10,000,000
Microwaves
0.1
100
Red light
0.000063
0.000076
Green light
0.000049
0.000056
Blue light
0.000045
0.000049
X rays
0.000000001
0.000001
1. Electromagnetic waves of different wavelengths have been given
different names. According to the table, which type of electromagnetic wave can have a wavelength greater than 5 m?
A radio waves
C red light
B microwaves
D blue light
2. According to the table, which type of electromagnetic wave can
have a wavelength of 0.000046 cm?
F radio waves
H red light
G microwaves
J blue light
Transparency Activities
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Type of Wave
3. If a device were emitting an electromagnetic wave of 0.00000001 cm,
what kind of device would it be?
A radio
C flashlight
B microwave oven
D x-ray machine
Waves
49
Teacher Support
and Planning
Teacher Support and Planning
Content Outline for Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T2
Spanish Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T5
Teacher Guide and Answers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T9
Waves
T1
Section 1
Waves
The Nature of Waves
A. Wave—a repeating disturbance or movement that transfers energy
Underlined words and
phrases are to be filled
in by students on the
Note-taking Worksheet.
through matter or space
1. Molecules pass energy on to neighboring molecules.
2. Waves carry energy without transporting matter.
3. All waves are produced by something that vibrates.
4. Medium—a material through which a wave travels
a. May be solid, liquid, or gas
b. Not all waves need a medium to travel through. Example: Light waves
B. Mechanical waves—waves that can travel only through matter
1. Transverse waves—matter in the medium moves back and forth at right angles to the
direction that the wave travels. Example: Water waves
2. Compressional waves—matter in the medium moves in the same direction that the wave
travels. Example: Sound waves
3. Combinations—not purely transverse or compressional, examples: water waves, seismic
waves
DISCUSSION QUESTION:
How are sounds made? When someone vibrates his or her vocal chords or slams a door, air particles
are pushed together. This starts a sequence of compressions in the air that make a wave. The air particles pass the energy on to neighboring air particles. When the wave reaches your ear, it causes your
eardrum to vibrate. Your inner ear sends signals to your brain, which your brain interprets as sounds.
Section 2
Wave Properties
A. Ways waves differ
1. How much energy they carry
2. How fast they travel
3. How they look
a. Transverse waves have crests—the highest points—and troughs—the lowest points.
b. Compressional waves have dense regions called compressions and less dense regions
called rarefactions.
T2 Waves
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Teacher Support & Planning
Content Outline
for Teaching
Teacher Support & Planning
Content Outline for Teaching (continued)
B. Wavelength—the distance between one point in the wave and the nearest point just like it
C. Frequency—how many wavelengths pass a fixed point each second
1. Expressed in hertz (Hz)
2. As frequency increases, wavelength decreases.
3. The frequency of a wave equals the rate of vibration of the source that creates it.
D. Wave velocity, or v, describes how fast the wave moves forward.
1. velocity wavelength frequency, or v f
2. Light waves travel faster than sound waves.
3. Sound waves travel faster in liquids and solids than in gas.
4. Light waves travel faster in gases and empty space than in liquids and solids.
E. Amplitude—a measure of the energy in a wave
1. The more energy a wave carries, the greater its amplitude.
2. Amplitude of compressional waves is related to how tightly the medium is pushed together
at the compression
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
a. The denser the compressions, the larger the amplitude is and the more energy the wave carries
b. The less dense the rarefactions, the larger the amplitude and the more energy the wave carries
3. Amplitude of transverse waves
a. The distance from the crest or trough of a wave to the normal position of the medium
b. Example: how high an ocean wave appears above the water level
DISCUSSION QUESTION:
In a thunderstorm, why do you see the lightning before you hear the thunder? Light waves travel
faster than sound waves.
Section 3
The Behavior of Waves
A. Reflection occurs when a wave strikes an object and bounces off of it.
1. All types of waves can be reflected.
2. The angle of incidence of a wave is always equal to the angle of reflection.
a. Normal—an imaginary line perpendicular to a reflective surface
b. Angle of incidence—the angle formed by the wave striking the surface and the normal
Waves
T3
c. Angle of reflection—the angle formed by the reflected wave and the normal
B. Refraction—the bending of a wave caused by a change in its speed as it moves from one
medium to another
1. The greater the change in speed is, the more the wave bends.
2. When a wave passes into a material that slows it down, the wave is bent toward the normal.
3. When a wave passes into a material that speeds it up, the wave is bent away from the normal.
C. Diffraction—an object causes a wave to change direction and bend around it
1. If the obstacle is smaller than the wavelength, the wave diffracts a lot.
2. If the obstacle is much larger than the wavelength, the wave does not diffract much.
3. The larger the obstacle is compared to the wavelength, the less the waves will diffract.
D. Interference—the ability of two or more waves to combine and form a new wave
1. Waves pass right through each other and continue in their original direction.
2. New wave exists only while the two original waves continue to overlap.
3. Constructive interference—waves add together
4. Destructive interference—waves subtract from each other
E. Standing waves—a wave pattern that stays in one place
1. They form when waves of equal wavelength and amplitude that are traveling in opposite
directions continuously interfere with each other.
2. Nodes—the places where two waves always cancel each other
F. Resonance—the ability of an object to vibrate by absorbing energy at its natural frequency
DISCUSSION QUESTION:
How do you think wave behaviors apply to music? Constructive interference causes sound waves to
become louder; destructive interference causes sound waves to become quieter. Standing waves create
rich, even, constant tones in music.
T4 Waves
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Teacher Support & Planning
Content Outline for Teaching (continued)
Ondas
La naturaleza de las ondas
Lo que aprenderás
■
■
■
A reconocer que las ondas transportan
energía, pero no transportan materia.
A definir ondas mecánicas.
A distinguir entre ondas transversales y ondas
de compresión.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Vocabulario
wave / onda: perturbación rítmica que transfiere energía a través de la materia o del
espacio; existe solamente mientras posea
energía para transportar.
medium / medio: cualquier material, ya sea
sólido, líquido, gas o una combinación de
estos tres, a través del cual una onda transfiere
energía.
transverse wave / onda transversal: tipo de
onda, como la ola, en que la materia del medio
se mueve de un lado a otro formando ángulos
rectos a la dirección en que viaja la onda; posee
crestas y senos.
compressional wave / onda de compresión:
tipo de onda donde la materia del medio
poseen un movimiento de vaivén en la misma
dirección en que viaja la onda; tiene compresiones y rarefacciones.
Por qué es importante
Oyes y ves en el mundo a tu alrededor debido a
la energía que transportan las ondas.
Propiedades de onda
Lo que aprenderás
■
■
■
■
A comparar y a contrastar las ondas transversales y las de compresión.
A describir la relación entre frecuencia y longitud de onda.
A explicar cómo la amplitud de una onda está
relacionada con la energía de la onda.
A calcular la rapidez de una onda.
Vocabulario
rarefaction / rarefacción: la región menos
densa de una onda de compresión.
wavelength / longitud de onda: distancia entre
un punto en una onda y el punto más cercano
semejante en la onda siguiente; a medida que
aumenta la frecuencia, la longitud de onda
siempre disminuye.
frequency / frecuencia: mide el número de longitudes de onda que pasan por un punto fijo
cada segundo y se expresa en hertz (Hz).
amplitude / amplitud: medida de la energía que
transporta una onda.
Por qué es importante
El cambiarle las propiedades a las ondas
permite usarlas de muchas maneras.
Velocidad de onda
y tensión
Antes de tocar su violín, la violinista debe ajustar la tensión o cantidad de fuerza que se ejerce
en cada extremo de las cuerdas, para que el
violín produzca las notas correctas.
Problema del Mundo Real
¿De qué manera afecta la tensión de un
material, como por ejemplo: las cuerdas de una
guitarra o un juguete con resortes, a las ondas
que viajan por el material?
Metas
■ determinar la relación entre tensión y
velocidad de onda
Materiales
juguete con resortes
cronómetro
regla medidora o cinta métrica
Ondas
T5
Teacher Support & Planning
Spanish
Resources
Medidas de seguridad
Procedimiento
1. Ata un extremo del juguete a la pata de una
silla de manera tal que el juguete descanse
sobre un piso liso.
2. Estira el juguete por el piso hasta una distancia de 1m.
3. Haz una onda compresional apretando
varios espirales del resorte y soltándolos
luego.
4. Haz que tu compañero tome el tiempo que
tarda un pulso en viajar dos o tres
longitudes del resorte. Anota esta medición
en la columna Tiempo de onda en tu tabla de
datos. Anota la distancia que viajó la onda
en tu tabla de datos.
5. Repite los pasos 3 y 4 dos o más veces para
las ondas 2 y 3.
6. Estira el juguete hasta una distancia de
1.5 m.
7. Repite los pasos 3 y 4 para las ondas 4, 5 y 6.
Datos y observaciones
Concluye y aplica
1. ¿De qué manera cambió la tensión del
resorte a medida que aumentaba la longitud
del resorte?
2. ¿De qué manera depende la velocidad de
onda de la tensión? ¿Cómo puedes hacer que
las ondas viajen más rápido? Prueba tu
predicción.
El comportamiento de las ondas
Lo que aprenderás
■
■
■
A identificar la ley de la reflexión.
A reconocer qué causa el doblamiento de las
ondas.
A explicar cómo se combinan las ondas.
Vocabulario
Velocidad de onda compresional
Longitud Distancia Tiempo de Velocidad de
del juguete (m)
onda (s) onda (m/s)
Onda 1
Onda 2
Onda 3
Onda 4
Onda 5
Onda 6
Analiza tus datos
1. Calcula la velocidad de onda de cada onda
utilizando la fórmula:
distancia
velocidad = tiempo
T6 Ondas
2. Calcula la velocidad promedio de las ondas
del resorte con una longitud de 1.0 m al
añadir la velocidad de onda medida y
dividiéndola por 3.
3. Calcula la velocidad promedio de las ondas
del resorte con una longitud de 1.5 m.
refraction / refracción: flexión de una onda a
medida que cambia de rapidez, al moverse de
un medio a otro.
diffraction / difracción: describe la flexión de
las ondas alrededor de un obstáculo; también
puede ocurrir cuando las ondas atraviesan una
abertura estrecha.
interference / interferencia: ocurre cuando dos
o más ondas se traslapan y se combinan para
formar una nueva onda; puede formar una
onda más grande (interferencia constructiva)
o una onda más pequeña (interferencia
destructiva).
standing wave / onda estacionaria: tipo de onda
que se forma cuando las ondas con longitud de
onda y amplitud idénticas, pero que viajan en
direcciones opuestas, interfieren continuamente
entre sí; posee puntos llamados nodos que no
se mueven.
resonance / resonancia: capacidad que tiene un
objeto de vibrar al absorber energía a su frecuencia natural.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Teacher Support & Planning
Spanish Resources (continued)
Por qué es importante
Puedes ver tu reflejo en un espejo, oír ecos y ver
sombras debido al comportamiento de las
ondas.
Mide propiedades
de onda
Algunas ondas viajan por el espacio, otras
pasan a través un medio como el agua o la
tierra. Cada onda tiene longitud, velocidad, frecuencia y amplitud de onda.
Problema del Mundo Real
¿Cómo se puede medir la rapidez de una onda?
¿Cómo puede determinarse la frecuencia de
una onda a partir de su longitud de onda?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Materiales
resorte de demostración largo (o cuerda o
manguera)
vara de medir
cronómetro
Metas
■ Medir la velocidad de una onda transversal.
■ Crear ondas con diferentes amplitudes.
■ Medir la longitud de onda de una onda transversal.
Medidas de seguridad
Teacher Support & Planning
Spanish Resources (continued)
Medidas de propiedades de ondas
Longitud
del resorte
Tiempo
de onda
Conteo
de ondas
onda 1
onda 2
onda 3
Conteo de Frecuencia Longitud
longitud
de onda
de onda
onda 4
onda 5
onda 6
Procedimiento
1. Con un compañero(a), estira tu resorte en el
piso despejado y mide la longitud del
resorte. Anota esta medida en la tabla de
datos. Asegúrate de que el resorte esté estirado la misma longitud para cada paso.
2. Haz que compañero(a) sostenga un extremo
del resorte. Crea una sola pulsación de onda
sacudiendo el otro extremo del resorte de
adelante hacia atrás
3. Haz que un tercer compañero(a) mida, con
el cronómetro, el tiempo que demora una
onda en moverse a lo largo del resorte.
Anota esta medida en la columna “Tiempo
de onda” de tu tabla de datos.
4. Repite los pasos 2 y 3, dos veces más.
5. Calcula la rapidez de las ondas 1, 2 y 3 en tu
tabla de datos, usando la siguiente fórmula:
rapidez = distancia / tiempo
Calcula el promedio de la rapidez de las
ondas 1, 2 y 3 para calcular la rapidez de las
ondas en tu resorte.
6. Crea una onda con varias longitudes de onda.
Tú creas una longitud de onda cuando tu
mano se mueve hacia la izquierda, derecha y
nuevamente a la izquierda. Cuenten el
número de longitudes de onda que haces en
Ondas
T7
10s. Anota esta medida para la onda 4 en la
columna Conteo de longitud de onda de tu
tabla.
7. Repite el paso 7 dos veces más. Trata cada
vez de crear una onda con diferentes longitudes de ondas sacudiendo el resorte lenta o
rápidamente.
Analiza tus datos
1. Calcula la frecuencia de las ondas 4, 5 y 6
dividiendo el número de ondas entre 10 s.
2. Calcula la longitud de onda de las ondas 4, 5
y 6 usando la siguiente fórmula:
longitud de onda = rapidez de onda / frecuencia
Usa la rapidez promedio, que calculaste en el
paso 5, para la rapidez de la onda.
Concluye y aplica
1. ¿Cambió la velocidad de onda para los tres
pulsaciones de onda que creaste? Explica.
2. ¿Por qué sacas el promedio de las tres pulsaciones de onda para calcular la rapidez de
las ondas en tu resorte?
3. ¿Cómo dependen las longitudes de onda que
creaste de la frecuencia de las ondas?
Guía de estudio
Repasa las ideas principales
Sección 1 La naturaleza de las ondas
Refiérete a las figuras en tu libro de texto.
1. Las ondas son perturbaciones rítmicas que
transportan energía a través de la materia o
del espacio.
2. Las ondas transfieren sólo energía, no materia.
3. Las ondas mecánicas necesitan un medio
por el cual viajar. Las ondas mecánicas
pueden ser de compresión o transversales.
4. Cuando una onda transversal pasa a través de
un medio, la materia en el medio se mueve en
ángulos rectos a la dirección en que viaja la
onda. Para una onda de compresión, la mate-
T8 Ondas
ria se mueve de delante hacia atrás, en la
misma dirección en que viaja la onda.
Sección 2 Propiedades de las onda
1. Las ondas transversales tienen puntos altos
(crestas) y puntos bajos (valles). Las ondas de
compresión tienen más áreas densas (compresión) y menos áreas densas (rarefacción)
2. Las ondas transversales y de compresión se
pueden describir según sus longitudes, frecuencias y amplitudes de onda: Conforme la
frecuencia aumenta, la longitud de onda
siempre disminuye.
3. A mayor amplitud de onda, mayor es la
energía que transporta.
4. La velocidad de una onda puede calcularse
multiplicando su frecuencia por su longitud
de onda.
Sección 3 El comportamiento de las ondas
1. Para todas las ondas, el ángulo de incidencia
es igual al ángulo de reflexión.
2. Una onda se dobla o refracta, cuando cambia la velocidad al entrar a un nuevo medio.
3. Cuando dos o más ondas se traslacan, se
combinan para formar una nueva onda. Este
proceso se llama interferencia.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Teacher Support & Planning
Spanish Resources (continued)
Hands-On Activities
MiniLAB: Try at Home (page 3)
1. The closer the waves, the shorter their wavelength.
2. As the rate of tapping increases, the spacing of the
waves decreases.
MiniLAB (page 4)
The second tuning fork started vibrating, but the
third one did not. The natural frequency of the
second tuning fork is the same as the frequency of
the waves that were hitting it from the first tuning
fork, so it resonated. The natural frequency of the
third tuning fork is different, so it did not resonate.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Lab (page 5)
Lab Preview
1. Compression (created by students' fingers) of a
coiled-spring toy creates waves.
2. Waves of different wavelengths can be created by
changing the length of the coiled-spring toy or by
compressing varying numbers of individual coils.
Analyze Your Data
1. Students' answers will vary depending on their
time observations. To obtain distance, students
should first multiply the length of the
coiled-spring toy in each trial by the number of
lengths the wave traveled. (The distance for each
of Waves 1–3 should reflect the product of the
number of lengths traveled by 1 m. The distance
for each of Waves 4–6 should reflect the product
of the number of lengths traveled by 1.5 m.) To
then determine the rate of speed for each trial,
each distance should be divided by the time the
wave took to travel that distance. The rate of
speed in all calculations should be expressed in
m/s.
2. Students' answers will vary but should reflect the
quotient obtained by dividing the sum of the
speeds of Waves 1–3 by 3. The average speed
should be expressed in m/s.
3. Students' answers will vary but should reflect the
quotient obtained by dividing the sum of the
speeds of Waves 4–6 by 3. The average speed
should be expressed in m/s.
Conclude and Apply
1. The tension in the spring increased as its length
increased.
2. Wave speed increased as tension increased
before release. Students' answers can include that
waves traveled faster when the length of the
coiled-spring toy increased (by stretching the toy)
or when a greater number of individual coils was
compressed to create the wave. In both situations,
tension increased.
Lab (page 7)
Lab Preview
1. a spring, rope, or hose
2. by shaking the spring faster or slower
Conclude and Apply
1. Accept all reasonable responses. Wave speed probably varies because it would be difficult to shake
the spring exactly the same way each time.
2. to compensate for errors in measurement
3. Wavelength decreased as frequency increased.
wavelength = wave speed ÷ frequency
Laboratory Activity 1 (page 9)
Notes: Wavelength is often measured from crest to
crest. You could mention to students that wavelength
can be found using any point on the wave, not just
the crest.
Lab Note: Students may find it difficult to get
satisfactory photos. You may wish to forego the
photography and simply have the students sketch
the waves.
Lab Note: In Part A, step 4, you may wish to increase
the time to 60 s. Remind students that a yarn marker
moves from a crest to a trough to a crest as one wave
passes that point.
Lab Note: In Part B, step 2 It is important that students maintain the same frequency during each 30-s
period.
Data and Observations
Data will depend on such factors as the type of rope
used, its diameter, and its tautness.
Questions and Conclusions
1. The frequency of the waves increased.
2. The wavelength decreased.
3. The velocity remained constant.
4. The data indicate that the velocity of a wave
moving through a material is independent of its
frequency. The velocity of the wave remained
constant even though its frequency increased.
Lab Note: Because taking a good photo of wave
patterns is difficult, you may wish to have students
attach sketches of the patterns instead of photos.
Laboratory Activity 2 (page 13)
Data and Observations
1. circular
2. yes
3. straight line
4. The pulse reflects off the barrier.
5. back toward the source
6. straight line
7. The wave bounces back.
8. a point on the other side of the paraffin block
9. The wave that hits the block is reflected.
10. The wave that does not hit the block continues
on in the same direction.
Waves
T9
Teacher Support & Planning
Teacher Guide
& Answers
11. The waves speed up as they pass from deep to
shallow water.
12. The waves that pass over the glass are curved.
13. The waves that do not pass over the glass are
straight.
14. The waves that pass over the glass are faster than
the waves that do not pass over the glass.
Questions and Conclusions
1. circular
2. reflects
3. Each part of the wave hits the barrier in succession,
so they reflect in succession and maintain their
circular shape
4. They move faster.
Meeting Individual Needs
Directed Reading for Content Mastery
Overview (page 19)
1. medium
2. reflection
3. mechanical
4. energy
5. incidence
6. space
7. c
8. a
9. b
Sections 1 and 2 (page 20)
1. energy
2. true
3. true
4. not all
5. transverse and compressional
6. transverse
7. compressional
8. true
9. frequency
10. true
11. larger
12. true
Section 3 (page 21)
1. c
2. d
3. e
4. a
5. b
6. No, because light refracts or bends as it moves
from the water to the air, the coin is not where it
appears to be.
7. refraction—passing from one medium to
another, waves bend because their speed
changes diffraction—waves bend around the
edge of an obstruction; diffraction varies
depending on the difference between wavelength and obstruction size
8. a. constructive—waves add together, two or
T10 Waves
more crests overlap; new amplitude is the
sum of the old amplitudes
b. destructive—waves subtract from each other,
crests and troughs overlap; new amplitudes is
the difference between old amplitudes
9. A standing wave forms when waves of equal
wavelength and amplitude, traveling in opposite
directions, continuously interfere with each
other.
Key Terms (page 22)
1. j
2. b
3. f
4. m
5. i
6. d
7. h
8. c
9. n
10. l
11. g
12. e
13. a
14. k
Lectura dirigida para Dominio del contenido
Sinopsis (pág. 23)
1. medio
2. reflexión
3. mecánica
4. energía
5. incidencia
6. espacio
7. c
8. a
9. b
Secciones 1 y 2 (pág. 24)
1. energía
2. verdadero
3. verdadero
4. no todos
5. transversal y de compresión
6. transversal
7. de compresión
8. verdadero
9. frecuencia
10. verdadero
11. más grande
12. verdadero
Sección 3 (pág. 25)
1. c
2. d
3. e
4. a
5. b
6. No, porque la luz se refracta o se dobla al
moverse del agua al aire, la moneda no está
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Teacher Support & Planning
Teacher Guide & Answers (continued)
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
donde pareciera que está.
7. refracción—paso de un medio a otro, las ondas
se doblan porque su velocidad cambia la
difracción—las ondas se doblan alrededor de
los bordes de un obstáculo; la difracción varía
dependiendo de la diferencia entre la longitud
de onda y el tamaño del obstáculo
8. a. constructiva—las ondas se suman, dos o más
crestas se sobreponen; la nueva amplitud es la
suma de las amplitudes anteriores
b. destructiva—las ondas se restan unas de las
otras, las crestas y los valles se sobreponen; la
nueva amplitud es diferente a las amplitudes
anteriores
9. Se forma una onda vertical cuando las ondas
con igual longitud de onda y amplitud, pero que
viajan en direcciones opuestas, interfieren constantemente unas con otras.
Términos claves (pág. 26)
1. j
2. b
3. f
4. m
5. i
6. d
7. h
8. c
9. n
10. l
11. g
12. e
13. a
14. k
Reinforcement
Section 1 (page 27)
1. A wave is repeating disturbance that transfers
energy through matter or space.
2. energy
3. any up and down or back and forth vibration
4. waves that can travel only through a medium
5. a. transverse waves: matter in the medium
moves back and forth at right angles to the
direction that the wave travels
b. compressional waves: matter in the medium
moves back and forth in the same direction
that the wave travels
6. compressional
7. How does sound travel through a medium? Particles are pushed together and move apart as
sound waves travel.
8. The object will follow a circle as it bobs up and
down.
9. The change in wind speed acts as a vibration as
it blows across the ocean surface.
10. They are a combination of compressional and
transverse waves that are caused by Earth’s crust
breaking.
Section 2 (page 28)
1.
2.
3.
4.
5.
crest
trough
amplitude
wavelength
Possibilities are frequency, wavelength, amplitude, and speed.
6. Frequency is the number of waves that pass a
given point in a second. The unit is hertz.
7. The wavelength decreases.
8. Measure the distance between two wave crests;
measure the distance between a crest and the
rest position.
9. Measure the distance between two compressions; measure the density of the medium at a
compression.
10. v = f × λ = 6 Hz × 2 m = 12 m/s
Section 3 (page 29)
1. Reflection of sound waves produces an echo.
2. The angle of incidence equals the angle of reflection.
3. Both phenomena are caused by the bending of
waves. Refraction occurs when waves bend
because they change speed as they pass form
one medium to another. Diffraction is caused by
waves bending around a barrier.
4. The light wave is bent toward the normal to the
surface.
5. The tree is large compared to the wavelength of
light, so the light rays are not diffracted.
6. When they meet, the waves interfere to form a
new wave.
7. A standing wave is produced when two waves of
equal wavelengths and amplitudes, traveling
opposite directions, continuously interfere with
in each other.
Enrichment
Section 1 (page 30)
1. The sound barrier is the limit of the speed of
sound for a particular sound wave in a certain
medium
2. When a jet flies faster than the speed of sound it
produces a sonic boom.
3. A sonic boom occurs when compression waves
stack up until the molecules in the wave explode
away form the source.
4. A Mach cone is a zone of exploding sound behind
a supersonic jet.
Section 2 (page 31)
1. sum of amplitudes ( 4 cm) ( 2 cm) 6
cm
P
P
+6
+4
+2
Before
During
P
Waves
T11
Teacher Support & Planning
Teacher Guide & Answers (continued)
2. sum of amplitudes ( 5 cm) ( 3 cm) 2 cm
+5
+2
–3
Before
During
+5
–3
After
3. The amplitude of the new wave is the sum of the
waves at the instant they meet, which would be
(+ 3 m) + (–3 m) = 0 meters. They would cancel
each other out, and at that instant, the lake would
be flat.
Section 3 (page 32)
1. The thickness and purity of glass can affect its resonant frequency
2. Resonance is vibration caused by absorption of
energy.
3. A singer can produce a high, pure note. This will
make the glass vibrate to the note.
4. When the glass begins to vibrate, it is resonating
with the pure sound. If the sound gets too loud,
the glass molecules cannot move back and forth
fast or far enough, so the glass breaks.
Note-taking Worksheet (page 33)
Refer to Teacher Outline; student answers are
underlined
Assessment
Chapter Review (page 37)
Part A. Vocabulary Review
1. reflection (8/3)
2. waves (1/1)
3. crest (4/2)
4. compression (2/1)
5. transverse wave (3/1)
6. interference (10/3)
7. trough (4/2)
8. medium (1/1)
9. diffraction (9/3)
10. rarefaction (5/2)
11. resonance (10/3)
12. compressional wave (3/1)
13. wavelength (5/2)
14. frequency (5/2)
15. law of reflection (8/3)
16. amplitude (6/2)
T12 Waves
17. standing wave (10/3)
18. refraction (9/3)
Part B. Concept Review
1. transverse (3/1)
2. B (6/2)
3. crests (5/2)
4. troughs (5/2)
5. It is 2 times greater. (5/2)
6. v = λ × f = 0.45 m × 760 Hz = 320 m/s (7/2)
7. f = v/λ = 330 m/s/5 m = 22 Hz (7/2)
8. Rock piles are moved in the same direction as a
seismic wave’s motion, or they can be moved at
right angles to it. (3/1)
9. The higher a water wave is above the normal,
the more energy it carries. A surfer is likely to
get a faster, longer ride from a high-amplitude
wave. (6/2)
10. Glass objects will resonate with sound at the
natural frequency of the glass. If the sound has
enough amplitude, the glass will shatter.
Although traffic noise can be loud, it’s not likely
that it will be at the natural frequency of glass
objects in the school. (6/2)
Chapter Test (page 39)
I. Testing Concepts
1. trough (4/2)
2. resonance (10/3)
3. frequency (5/2)
4. crest (4/2)
5. wavelength (5/2)
6. standing waves (10/3)
7. diffraction (9/3)
8. amplitude (6/2)
9. rarefaction (3/1)
10. wave (1/1)
11. refraction (9/3)
12. transverse wave (3/1)
13. compression (3/1)
14. medium (1/1)
15. interference (10/3)
16. compressional wave (3/1)
II. Understanding Concepts
1. a. angle of incidence (8/3)
b. angle of reflection (8/3)
c. normal (8/3)
2. They are equal (8/3)
3. a (5/2)
4. c (5/2)
5. b (7/2)
6. diffraction (9/3)
7. transverse (3/1)
8. seismic (2/1)
9. remains the same (7/2)
10. node (10/3)
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Teacher Support & Planning
Teacher Guide & Answers (continued)
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
III. Applying Concepts
1. In a transverse wave, the particles move perpendicular to the direction of the wave’s motion. In
a surface water wave the particles move in a circle, both up and down and back and forth. (3/1)
2. a. compressional waves (3/1)
b. transverse waves (3/1)
3. Only sound waves at the natural frequency of
glass cause it to vibrate. Most sound waves have
a different frequency than that of glass. (10/3)
4. The wave is refracted (bent) away from the normal. The air is less dense than the glass. (9/3)
5. Constructive interference between two crests
form the crests; destructive interference between
a crest and a trough form the nodes. (10/3)
6. crest (4/2)
7. amplitude (6/2)
8. wavelength (5/2)
9. trough (4/2)
10. v = λ × f = 260 Hz × 1.30 m = 338 m/s (7.2)
IV. Writing Skills
1. The moon reflects light from the Sun to Earth. (8/3)
2. As frequency increases, wavelength decreases.
Low-frequency waves have a greater wavelength,
so the low-frequency waves would be diffracted
more. (5/2)
3. Unlike other waves, light reaches Earth through
empty space from the Sun. Like other waves,
light can be reflected, refracted and diffracted.
(1/1, 8/3, 9/3)
4. Frequency increases and wavelength decreases.
Amplitude and wave speed stay the same. (5, 6, 7/2)
5. It takes place at the interface between the two
media. (9/3)
6. No, there is no energy loss. The waves just add
together as they pass through each other and
then continue on their way in their original
forms. (10/3)
7. With an unbroken mirror the light waves go
straight from your face to the mirror, so they are
reflected straight back. With a broken mirror,
the angles of incidence are all different, so the
angles of reflection are in all directions. (8/3)
8. The frequency of any wave is equal to the rate of
vibration. A guitarist makes a string shorter as
the guitarist’s fingers move down the frets. The
shorter string vibrates at a faster rate. (10/3)
Transparency Activities
Section Focus Transparency 1 (page 44)
Wave to the Camera
Transparency Teaching Tips
This is an introduction to waves. Ask the students
if they have ever dropped a rock into a pond and
watched a series of circular waves being formed.
■
When the rock strikes the water’s surface, energy
from the rock is transferred to the water, causing
waves to be formed. These waves transfer the
energy away from the source.
■ Ask the students to identify the energy source of the
water waves on the transparency. (It’s the wind.)
■ Explain that a water wave is a transverse wave (the
medium moves up and down, while the wave
moves forward). This can be demonstrated by
tying a piece of string to a doorhandle, with the
other end of the string held in your hand. By
snapping your wrist in a vertical fashion, a transverse wave will be generated.
■ Explain that sound waves are the result of vibrations. As the vibrations move outward, again in a
circular pattern away from the source, they compress air molecules. Called compressional waves,
these waves cause the molecules in the medium to
move in the same direction as the wave (not up
and down like a transverse wave).
Content Background
■ Waves carry energy, not matter.
■ The boats on the transparency move because
some of the wave’s energy is transferred to the
hulls of the ships.
■ The transparency photo is of Titusville, Florida,
during Hurricane Irene in 1999. Winds reaching
sustained speeds of 136 kph (85 mph) were registered up to 100 miles from the eye of the hurricane.
Answers to Student Worksheet
1. Answers will vary. Possible answers include the
waves on the ocean, sound waves, and light waves.
2. Yes, you can still hear sounds. This tells you sound
waves can travel through water.
3. Light travels through empty space, Earth’s atmosphere, the water, and the lenses of the swimmer’s
goggles.
Section Focus Transparency 2 (page 45)
Big Fiddle, Little Fiddle
Transparency Teaching Tips
This is an introduction to wave properties. Using a
real violin, bow one of the strings. Ask the students
to explain how sound travels (in terms of waves).
Bow a different note and ask the students to explain
why they heard a different sound, again in terms of
waves. Pitch is related to frequency, or number of
wavelengths passing a fixed point each second.
■ Ask the students to explain why the violin’s shape
and F-holes affect the sound it produces. (The
shape and materials act to increase the energy of
the waves.) Ask the students how this concept
applies to the large string bass on the transparency.
Content Background
■ In any stringed instrument the vibration of the
strings passes over the bridge and is transmitted
■
Waves
T13
Teacher Support & Planning
Teacher Guide & Answers (continued)
to the belly (soundboard) and through the sound
post to the instrument’s back, all of which amplifies the sound.
■ The most prized and expensive violins are those
created by Antonio Stradivari in the late 17th and
early 18th centuries. He altered the size of the
violin, making it larger, and experimented with
proportion, wood thickness and density, bridge
position, and varnish, each of which affects how
the instrument creates sound. His are the most
acoustically perfect of all violins. Stradivari made
more than 1,100 violins, cellos, violas, guitars, and
harps, of which over 600 still survive. The price
for an authentic Stradivarius violin can run over
one million dollars.
Answers to Student Worksheet
1. Stringed instruments can be strummed like a guitar or played with a bow like a violin. Some
instruments are tubes that people blow through,
while others, like drums, are struck to produce
sound.
2. The sound made by a cello is lower than the
sound made by a violin and higher than the
sound made by a bass.
Section Focus Transparency 3 (page 46)
Wave Art
Transparency Teaching Tips
This transparency is an introduction to the behavior of waves. Explain that the dark horizontal line
on the transparency is a wall in which two openings have been cut. Ask the students to explain
how the waves created the designs on both sides
of the wall. Point out that the waves striking the
wall and bouncing back are called reflected waves.
■ Focusing on the waves created by the water passing through the apertures, note that the wave
changes from a straight to a curved wave. This
process is called diffraction.
Content Background
■ Have the students look at the diffracting waves.
Ask the students whether the waves appear to be
adding to each other or canceling each other out.
Some interference is destructive; this happens
when the trough of one wave aligns with the crest
of another. Interference can also be constructive.
This occurs when the crests of two waves meet. In
this case, the two waves combine to form a larger
wave.
■ The largest ocean waves are generated by earthquakes. Called tsunamis, these waves have enormous energy. Their wave heights are small (one to
two feet), but the wavelengths (distance between
waves) are very large, between 100 and 200 km. As
a tsunami approaches the coast, friction with the
bottom slows the wave’s speed and shortens the
wavelength. The energy of the wave is amplified,
■
T14 Waves
with wave heights increasing from two to almost
one hundred feet.
Answers to Student Worksheet
1. The waves approach the wall in a straight line.
The waves passing through the openings change
from straight to curved (called diffraction). Since
there are two openings, interference occurs where
the waves overlap.
2. They overlap on the far side of the wall, starting
in the region between the two holes. Use a pointer
to indicate the overlap.
3. The pattern on the near side of the wall would be
very similar—waves would hit the wall and
reflect. There would be no pattern on the far side
of the wall.
Teaching Transparency (page 47)
Amplitude of Waves
Section 2
Transparency Teaching Tips
Demonstrate the differences in the motion of
transverse and compressional waves using a piece
of rope and a coiled spring.
■ Draw three transverse waves on the chalkboard
and remind the students that frequency is the
number of crests or troughs produced in a unit of
time. Have students identify the waves with the
highest and lowest frequency.
Reteaching Suggestion
■ Have students make two lists in their notebooks
with the headings Transverse Waves and Compressional Waves. Review the characteristics of each
type of wave beginning with a discussion of the
direction of wave motion. Then, discuss each part
of each wave. Have students write, below the
proper heading, complete definitions for each
wave part discussed.
Extensions
Activity: Working in small groups, have students
observe the motion of each type of wave using
pieces of rope and coiled springs. Have students
find out how to change the amplitude and frequency of waves.
Challenge: Using the formula for the speed of a
wave, speed equals frequency times wavelength
have students calculate the speed of a wave when
frequency and wavelength are given. Have them
determine formulas for calculating frequency or
wavelength when given the other two variables.
Answers to Student Worksheet
1. It is called the crest.
2. It is called the trough.
3. Amplitude is measured by calculating the distance
from the wave’s resting position to either a crest
or a trough.
■
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Teacher Support & Planning
Teacher Guide & Answers (continued)
Teacher Support & Planning
Teacher Guide & Answers (continued)
4. Wavelength is the distance from one crest to the
next, or from one trough to the next.
5. Frequency is the number of wave crests that pass a
point in a given time.
6. Amplitude measures the energy in the wave.
Assessment Transparency (page 49)
Waves
Section 3
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Answers
1. A. Remember that 5 m is 500 cm. Of the listed
waves, only radio waves are that long.
2. J. The question asks which category contains
0.000046. Forty-six falls between 45 and 49, so
0.000046 is in the blue light range (0.000045 to
0.000049).
3. D. Again, students are asked to categorize a wave.
This question, however, connects the information
to a machine by asking what kind of device would
emit such a wave.
Test-Taking Tip
Remind the students to read the directions carefully
and make sure they understand them before beginning.
The Nature of Science
T15