Students will be able to analyze and interpret data to describe the behavior of mechanical waves as they intersect. 8.P.3A.4
Content Knowledge Support
- Read and compete interactive science workbook pages 68-71.
Discussion Topics
1. 🤔Do you like music? Then this discussion is for you! Add a picture of your favorite artist 😄 Check out this video about the physics of playing guitar and 🤓 summarize using 3 or more specific details from the video and/or module how the music you love directly involves the constructive and destructive interference of sound waves.😎
2. Choose your favorite instrument and explain how wave interference can enhance and/or diminish it's sound quality.
3. Create at least two drawings of your own and use them to explain constructive and destructive wave interference to a 7th grader.
3. Create at least two drawings of your own and use them to explain constructive and destructive wave interference to a 7th grader.
Recommended Exercises
(Level 3) Analysis
Investigate wave interactions using an online interactive and this assignment TEMPLATE. |
(Level 5) Creation
Create your own 10 question multiple choice test that includes both constructive and destructive interference questions. Each question requires an original diagram created by you and a correct answer key using this assignment TEMPLATE.
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Additional Exercises & Extensions
(Level 1) Comprehension
- Wave interference worksheet.
- Complete the Standing Waves Google Form.
- Explain the difference between constructive and destructive interference using 15-20 words.
(Level 2) Application
- Making constructive and destructive waves assignment TEMPLATE.
- Explain how noise cancelling headphones work in terms of wave interference using 30 words or more.
- Besides musical instruments research and explain some other applications of standing waves and wave interference.
- Experiment with the interactive below and create a standing wave. Report each of the variables necessary to create the standing wave (including the tension, damping, and end type). Using the ruler feature what was the amplitude of your wave before and after wave interference? Explain how you know you created a standing wave.
(Level 3) Analysis
- Investigate wave interactions using an online interactive and this assignment TEMPLATE.
(Level 4) Evaluation
- Explain what the world would be like if waves didn't interfere with one another using 50 words or more. Provide specific examples of how sound and/or light would behave differently and how this would impact your daily life.
- Is a standing wave really standing? Explain why or why not and evaluate whether or not this is the best term for this phenomenon.
(Level 5) Creation
- Record yourself creating a standing wave using a musical instrument and accurately explain how wave interference helped produce that sound.
- Create your own 10 question multiple choice test that includes both constructive and destructive interference questions. Each question requires an original diagram created by you and a correct answer key using this assignment TEMPLATE.
- Using this interactive create an instructional video explaining how to create both constructive and destructive waves.
Lab Exploration
Additional Explorations
- Research interference in reference to light waves or ocean waves.
Future Learning Connections (9-12)
- Develop and use models (such as drawings) to exemplify the interaction of mechanical waves with different boundaries (sound wave interference) including the formation of standing waves and two-source interference patterns.
- Use the principle of superposition to explain everyday examples of resonance (including musical instruments and the human voice).
- Develop and use models to explain what happens to the observed frequency of a sound wave when the relative positions of an observer and wave source changes (Doppler Effect).
- Construct scientific arguments that support the wave model of light and the particle model of light.
- Plan and conduct controlled scientific investigations to determine the interaction between the visible light portion of the electromagnetic spectrum and various objects (including mirrors, lenses, barriers with two slits, and diffraction gratings) and to construct explanations of the behavior of light (reflection, refraction, transmission, interference) in these instances using models (including ray diagrams).
English Language Learners
Module Review Resources
Vocabulary Practice
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