Glencoe Science
Chapter Resources
Waves
Includes:
Reproducible Student Pages
ASSESSMENT
TRANSPARENCY ACTIVITY MASTERS
✔ Chapter Tests
✔ Section Focus Activity
✔ Chapter Review
✔ Teaching Transparency Activity
✔ Assessment Transparency Activity
HANDS-ON ACTIVITIES
✔ Lab Worksheets for each Student Edition Activity
Teacher Support and Planning
✔ 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
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 Waves in Different Mediums . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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: gpscience.com
Interactive Chalkboard
The Glencoe Science Web site at: gpscience.com
An interactive version of this textbook along with assessment resources are available
online at: mhln.com
iii
Reproducible
Student Pages
Reproducible Student Pages
■
Hands-On Activities
MiniLab: Try at Home Observing Wavelength . . . . . . . . . . . . . . . . . . . . 3
MiniLab Experimenting with Resonance. . . . . . . . . . . . . . . . . . . . . . . . . 4
Lab Waves in Different Mediums . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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 near a second tuning fork that has the same
frequency.
3. Strike the tuning fork again. Hold it near 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
Waves in Different Mediums
Lab Preview
Directions: Answer these questions before you begin the Lab.
1. How do you represent the travel of waves through different mediums in this experiment?
2. Why do you use the spring toys in this experiment?
Have you ever swum underwater? If so, even with your head underwater,
you probably still heard some sounds. The noises probably sounded
different underwater than they do in air. Waves can change properties when
they travel from one medium into another.
Real-World Question
How is the speed of a wave affected by the type of material it is traveling through?
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Possible Materials
coiled spring toys (made out of both metal and plastic)
rope, both heavy and light
string
long rubber band, such as those used for exercising
strip of heavy cloth, such as a towel
strip of light cloth, such as nylon pantyhose
stopwatch
Goals
■
■
Demonstrate transverse and compressional waves.
Compare the speed of waves traveling through different mediums.
Safety Precautions
Procedure
1. Use pieces of each material that are about
the same length. For each material, have a
partner hold one end of the material still
while you shake the material back and forth.
Shake each material in the same way.
2. Have someone time how long a pulse takes
to reach the opposite end of the material.
3. Tie two different types of rope together or
tie a heavy piece of cloth to a lighter piece.
Observe how the wave changes when it
moves from one material to the other.
4. Observe compressional waves using coiled
spring toys. You can connect two different
types of coiled spring toys together to see
how a compressional wave changes in
different mediums.
Waves
5
Name
Date
Class
(continued)
1. Describe how the amplitude of the waves changed as they traveled from one material to a
different material.
2. Determine if the waves travel at the same speed through the different mediums.
3. Explain how the waves changed when they moved from one material to another.
4. Describe how the waves created in this lab got their energy.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Conclude and Apply
6 Waves
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 Question
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 between 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 second
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 seconds 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 seconds, 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 seconds. 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 seconds 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 seconds. 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 to be 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. Take note of 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)
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
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.
are called
are
obey the
law of
repeating
disturbances
2. ____________
that transfer
which states that
4.
the angle of
3. ____________
waves
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Meeting Individual Needs
Waves
5. ____________
through
matter or
6. ____________
equals
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. amplitude
a. a repeating disturbance that transfers energy
through matter or space
2. compressional
b. highest point of a wave
3. crest
c. bending of a wave as it moves from one
medium to another
4. diffraction
d. a material that a wave transfers energy through
5. frequency
e. lowest point of a wave
f. bending of a wave as it passes around a barrier
6. interference
7. medium
g. matter moves at right angles to the direction
the wave travels
8. rarefaction
9. refraction
i. when two or more waves overlap and combine
to form a new wave
j. matter moves in same direction as wave travels
10. resonance
11. standing wave
12. transverse
22 Waves
k. distance between one point on a wave and the
nearest point just like it
l. when waves continuously interfere with each
other
13. trough
m. how many wavelengths pass a fixed point each
second
14. wave
n. ability of an object to vibrate by absorbing
energy at its natural frequency
15. wavelength
o. measure of the energy in a wave
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
h. spread apart portion of a compressional wave
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: Completa con la palabra que mejor complete cada 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?
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.
1. amplitud
Satisface las necesidades individuales
2. de compresión
b. punto más alto de una onda
3. cresta
c. cuando una onda se dobla al pasar de un
medio a otro
4. difracción
d. material a través de la cual una onda transfiere
energía
5. frecuencia
e. punto más bajo de una onda
6. interferencia
f. cuando una onda al pasar alrededor de un
obstáculo
7. medio
g. la materia se mueve en ángulo recto a la dirección de viaje de la onda
8. rarefacción
9. refracción
26 Ondas
Columna II
a. alteración repetitiva que transfiere energía a
través de la materia o el espacio
h. parte separada de una onda de compresión
i. cuando dos o más ondas se sobreponen y se
combinan formando una nueva onda
10. resonancia
j. la materia se mueve en la misma dirección que
la onda
11. onda
k. distancia entre un punto en una onda y el
punto más cercano igual al primero
12. transversal
l. cuando las ondas interfieren continuamente
unas con otras
13. seno
m. el número de longitudes de onda que pasan
por un punto fijo en un segundo
14. onda
n. capacidad de un cuerpo de vibrar al absorber
energía en su frecuencia natural
15. longitud de onda
o. medida de la energía de una onda
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Columna I
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 the two types of mechanical waves and define them.
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 in 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 was even 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 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, a loud noise or sonic boom
is heard. 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 from their sonic
booms. 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
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
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.
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 gets too big it will vibrate the
glass 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 = λ ✕ 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. 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?
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 muscial instruments. How are the instruments you
named 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
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