# Pop Bottle Waves and Hair Dryer Ripples

Contributor
Mary Ellen Kanthack
Type Category
Instructional Materials
Types
Lesson/Lesson Plan , Activity , Experiment/Lab Activity
Note
This resource, vetted by NSTA curators, is provided to teachers along with suggested modifications to make it more in line with the vision of the NGSS. While not considered to be "fully aligned," the resources and expert recommendations provide teachers with concrete examples and expert guidance using the EQuIP rubric to adapted existing resources. Read more here.

No reviews

## Description

This is the first lesson in a series of lessons on waves. It is an exploratory lesson where students observe, draw and think about how waves are shaped, how they move and what creates them. The teachers creates a model using a plastic bottles with colored water inside. The students then make their own models using the materials and procedures set up by the teacher. Students observe and record the waves and how they change. Students also observe how a hair dryer creates ripples on water that the teacher models for them. Students then gather together to discuss their observations. The teacher creates a collaboration board as a means of recording their ideas/explanations around the speed of the waves and evidence to support these ideas from their observations and investigation.

Intended Audience

Educator
Educational Level
Language
English
Access Restrictions

Free access - The right to view and/or download material without financial, registration, or excessive advertising barriers.

#### Performance Expectations

4-PS4-1 Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.

Clarification Statement: Examples of models could include diagrams, analogies, and physical models using wire to illustrate wavelength and amplitude of waves.

Assessment Boundary: Assessment does not include interference effects, electromagnetic waves, non-periodic waves, or quantitative models of amplitude and wavelength.

This resource appears to be designed to build towards this performance expectation, though the resource developer has not explicitly stated so.

In this lesson the students recreate a model first demonstrated by the teacher using bottles and a cork to explore wave properties. The motion is created by the students "rocking" the bottles back and forth to a metronome. A teacher could modify this lesson to be more student driven by asking the students to use the model to create different size waves instead of outlining the procedure and rhythm of rocking to which they must follow. This could come after their initial observations. of a teacher-led model. Student-centered explorations will pique curiosity and questions that lead to deeper thinking and more focused observing when using the metronome. The videotaping is a effective strategy that allows students to go back and observe more closely the waves that were created. Vocabulary of amplitude and wavelength aren't explicitly used, but their concepts are being developed and expressed by the students in their own words, setting up potential for subsequent lessons to more directly address their terminology and concepts.

#### Science and Engineering Practices

This resource is explicitly designed to build towards this science and engineering practice.

This lesson, while more teacher guided, does allow for students to use models to describe and predict phenomena.This first lesson could be more connected to developing a model if students were given phenomenon or problem to figure out. In this lesson students are using a model demonstrated by the teacher. A suggestion might be to show students a video of waves in water ( a phenomenon) and asking them how this could be happening. Students could share their thinking about what they think is happening in the video and then the teacher might say "Now you are going to have an opportunity to model what might be happening. Students could be given the materials bottles, water, cork, food coloring and asked to develop their own model of what they were thinking. As mentioned in the PE section, it would be more effective to allow students time to explore the model first, before timing their rocking with the metronome. This exploration would enable students to then make predictions about the waves created to the different rhythms.

#### Disciplinary Core Ideas

This resource is explicitly designed to build towards this disciplinary core idea.

The model using the bottles with colored water and a cork as well as the hair dryer blowing over water, are effective investigations of the edited core idea. The concept of no net motion in the direction of the wave is not addressed in this lesson.

#### Crosscutting Concepts

This resource is explicitly designed to build towards this crosscutting concept.