7 Standing Waves

Light & Optics Unit
Becky McCoy
Lesson Title: Standing Waves

Timing: 50 Minutes
Target Audience:
High School Conceptual Physics Course (9th – 12th grade)
Objectives:
Students Will Be Able To:
• Define a standing wave.
• Identify properties of a standing wave.
• Explain differences between light and sound waves.
The Teacher Will Be Able To:

• Identify and correct lingering misconceptions of light waves.
• Prepare students for Ray v. Wave Battle.
• Give students opportunities to understand standing waves conceptually.
Standards Assessed: New York State, The Physical Setting

4.3 iii. identify nodes and antinodes in standing waves
4.3 vi. predict the superposition of two waves interfering constructively and
destructively (indicating nodes, antinodes, and standing waves)
Misconception(s) Addressed:
• Standing waves have no energy or motion.
Prior Knowledge: Previous class discussions on wave superposition.
Aim: Explore properties of standing waves in light and sound.
Concept Map Vocabulary:

• Standing Wave • Interference
• Node • Destructive Interference
• Superposition • Beat
Necessary Preparation:
COPIES
• Battle! Assignment
• Battle! Rubric (saved with Lesson 8)
MATERIALS
• Something to watch YouTube videos
• Two jump ropes
• 12 to 15 feet of 1/8" nylon cord
Light & Optics Unit
Becky McCoy
• 1 foot of 1/8" nylon cord
• Electric drill and chuck key
• 1 20-penny bent nail
• #2 barrel swivels (found in the fishing section of sporting goods)
SET UP
• Assemble standing wave demonstration
• Have computer/projection set up for the start of class
QuickTimeª and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
Light & Optics Unit
Becky McCoy
Lesson Plan
Aim: Explore properties of standing waves in light and sound.
Physics Push-Up: Standing Wave Videos (7 minutes)

Have students watch clips of the Double Dutch, Surfing, Standing Wave on a string, and Laboratory
Standing Wave Videos and write what each video tells them about standing waves – to be collected.
• Double Dutch: http://www.youtube.com/watch?v=A6Tub5_NXOA#
• Surfing:
http://www.youtube.com/watch?v=uFwEGrxNp5Q&feature=PlayList&p=998B26BD06D6A520
&playnext=1&playnext_from=PL&index=24
• Standing Wave on a String: http://www.youtube.com/watch?v=MT7EpS4OX3k
• Laboratory Standing Wave: http://www.youtube.com/watch?v=lNg_woUaPgM
Activity: Standing Wave Demonstrations (25 minutes)

Materials:
• Two jump ropes
• 12 to 15 feet of 1/8" nylon cord
• 1 foot of 1/8" nylon cord
• Electric drill and chuck key
• 1 20-penny bent nail
• #2 barrel swivels (found in the fishing section of sporting goods)
Procedure:
1. Begin by having several students do double dutch or jump rope and discuss how this is one ½
wavelength and the next demonstration will show multiple ½ wavelengths.
2. Before presenting the demonstration with the drill, provide some background information on the
electromagnetic spectrum. This activity will lead to a discussion about wavelengths in the
electromagnetic spectrum (as in harmful UV rays).
3. Prior to the demonstration, you will need to bend a 20-penny nail to a right angle.
4. Attach a swivel to each end of the nylon cord.
5. Tie the 1-foot piece of cord to one of the swivel holders. This is the piece of cord that a student
will hold during the demonstration.
6. Slide the bent nail through the eye of the other swivel.
7. The nail end should be put into the drill bit fitting and tightened securely with the chuck key.
8. To ensure the safety of your students, it is imperative that the cord does not break during the
demonstration. Be sure to test it before you present it to your students.
9. Ask a student to hold one end of the cord.
10. Plug in the drill and the demonstration begins. The less tension you apply, the more waves will
appear. You can also vary the speed and reverse the direction of the drill to get different wave
effects. Experiment and have fun!
Light & Optics Unit
Becky McCoy
Questions to Ask:
• The length of the wave is measured as the distance from wave crest to wave crest. What happens
to the length of the wave when the drill speeds up, i.e., when more energy is added? (The
wavelength shortens.)
• What occurs to the wavelength when the drill is slowed? (The wavelength increases.)
• UV radiation is a relatively short wavelength. It is shorter than visible light. What is the energy of
UV radiation relative to visible light? (It has higher energy.)
• Why do you think UV radiation is of such great concern? (Because it has so much energy,
ultraviolet light in large doses can be damaging.)
• We hear so much about ultraviolet radiation these days. What about even shorter wavelengths,
such as x-rays and gamma rays that also come from the sun? Do they cause damage too? (Yes.)
Activity Summary: Light v. Sound Waves (13 minutes)

Standing waves are a phenomena we usually only deal with when teaching sound, but it is worth
mentioning during this unit in order to help students understand more about destructive interference of
waves. Use the video Standing vs. Traveling Waves (http://www.youtube.com/watch?v=03cUrkjqdE0) to
show the difference between standing and traveling transverse and longitudinal waves.
This is also a time to explain the differences between sound and light waves, specifically, light does not
need a medium to travel through, but sound does. Information like this might help teams build their
arguments for the Ray v. Wave Debate next class.
As an early preview for the next unit on sound, show this video of a Chladni Plate
(http://www.youtube.com/watch?v=h3N_VeQ6pLs) which makes the nodes and beats of sound waves
very clear!
Homework: Ray v. Wave Battle Research (5 minutes)

Students should prepare arguments for the Ray v. Wave Battle next class by researching (via the internet,
textbook, and class notes) for their team.
Exit Strategy: Team Assignments

Teams for the Battle will be assigned during the time allocated for explaining the homework.
Extension Activity:
Discuss examples of standing waves in sound (stringed instruments specifically). Find a couple videos to
show or have an instrument in class.
Assessment:
• Physics Push-Up responses
• Teacher evaluation of student discussion throughout class
Resources:
Standing Wave Demonstration: http://www.ucar.edu/learn/1_5_2_22t.htm
Light & Optics Unit
Becky McCoy
Double Dutch: http://www.youtube.com/watch?v=A6Tub5_NXOA#
Surfing:
http://www.youtube.com/watch?v=uFwEGrxNp5Q&feature=PlayList&p=998B26BD06D6A520&playnext=1&p
laynext_from=PL&index=24
Standing Wave on a String: http://www.youtube.com/watch?v=MT7EpS4OX3k
Laboratory Standing Wave: http://www.youtube.com/watch?v=lNg_woUaPgM
Notes & Adaptations:

Light & Optics Unit
Becky McCoy
Battle!
Ray v. Wave Theories of Light
Challenge: You must use class notes, textbooks,

and internet resources to build the case
for your team’s argument.
Task: Your team must be prepared with the

following…
• 2 physical phenomena that provide evidence for your model.
• 1 drawing that demonstrates your strongest argument.
• 1 example of another law in Physics that supports your argument.
• 2 questions for the other team.
• 1 theory that explains the flaw in your model.
Tips: It will help if you’re familiar with the other

team’s argument so you can strengthen
your own.
The success of the battle will be determined by the rubrics everyone
will fill out at the end of class.

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Light & Optics Unit

Lesson Title: Standing Waves

The Teacher Will Be Able To:

Standards Assessed: New York State, The Physical Setting

Prior Knowledge: Previous class discussions on wave superposition.

Aim: Explore properties of standing waves in light and sound.

Concept Map Vocabulary:

Aim: Explore properties of standing waves in light and sound.

Physics Push-Up: Standing Wave Videos (7 minutes)

Activity: Standing Wave Demonstrations (25 minutes)

Activity Summary: Light v. Sound Waves (13 minutes)

Homework: Ray v. Wave Battle Research (5 minutes)

Exit Strategy: Team Assignments

Notes & Adaptations:

Challenge: You must use class notes, textbooks,

Task: Your team must be prepared with the

Tips: It will help if you’re familiar with the other

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