Students will be able to:
use information from textbooks and classroom discussions to
-calculate the frequency of a transverse wave.
-construct a graph to show the relationship between the frequency and wavelength of electromagnetic waves.
The do now was to solve several frequency problems:
a) A man standing on the pier counts 10 waves that pass him in 2 seconds. What is the frequency?
b) Jovani threw a pebble into the lake. He counted 35 ripples in the water that passed a branch sticking from the water in 7 seconds. What is the frequency?
c) Imara counted the number of times a hummingbird's wings moved in 10 seconds. She counted 110 times. What is the frequency?
d) Which situation has the greatest frequency?
e) Which situation carried the most energy?
Students submitted and reviewed HL #13.
Students began graphing frequency waves. Students looked the call letters and numbers of several Florida AM and FM radio stations. They then converted the numbers to scientific notation (after changing the call numbers to the correct frequency, since AM radio stations broadcast in KHz, while FM radio stations broadcast in MHz.
Students then plotted the data. Those classes that did not complete the graph will do so tomorrow.
There was no home learning.