Detailed Lesson Plan on Transverse and Longitudinal Wave

LEARNING COMPETENCY: Differentiate mechanical and electromagnetic waves

CODE: S7LT-IIIc-5

I. Objective
At the end of the lesson, 85% of the learners must be able to:
define mechanical and electromagnetic waves
differentiate transverse and longitudinal wave

II. Subject Matter

A. Topic: Waves around you

B. References:
 K-12 Curriculum Guide for Science.
 K-12 Curriculum Guide for Science.
 Grade 7 Teachers Guide
 Grade 7 Learners Material

C. Time Allotment: 2 hours

D. Instructional Materials

 Grade 7 Learners Material Book

 Laptop
 LED TV
 Power point about Waves
 Videos
 Pictures
 Basin
 Water
 A coin
 A rope (at least five meters long)
 A colored ribbon
 A coil spring (Slinky™)
 A basin filled with water
 A paper boat
III. Procedure
A. Teaching Strategy
 Inquiry Approach – The teacher will throw questions to the students to allow them
share their knowledge/ideas about.
 Activity Method – the students will be given an activity on the differences of plant
and animal cells according to presence and absence of certain organelles.
 Constructivist Approach - The teacher will let the students synthesize new
understanding from prior learning and new information.
  Discovery Learning- The teacher will let the student explore the different stations
and let them discover how transverse, longitudinal and surface waves moves
through a medium.
 Experimentation- The teacher will lead the experiment together with the students
and see what happens when a coin is drop in a basin full of water.
B. Interdisciplinary integration
The lesson is integrated to Physical Education as they will learn Kinesthetically.
Activities such as the wave game appeals to both kinesthetic and visual learners.
C. Routine Activity
 Classroom Management
 Prayer
 Attendance
D. Developmental Activity
 Review of past lesson
 Motivation
4 pictures 1 word. The teacher will present 4 different pictures about waves,
coil spring or spring and water and let the students think what the pictures
portrait for 5 minutes.
Guide question: What is the common thing that all the pictures presents?

E. Lesson Proper
- The teacher will present a video about a group of people doing a hand wave.
- The Big wave. The students were ask to do a continuous human wave and
Using a cardboard arrow, the students is prompt to indicate the direction of
propagation of the wave.
o Guide Question:
 How does the wave looks like?
- The teacher conduct an experiment.
o Procedure:
 Take a clear basin and fill it with water
 Observe the basin full of water
 Drop a coin into the basin
 Observe
o Guide Questions:
 What have you seen after you drop the coin into the basin?
 Is there any difference before and after you drop the coin? Why?
 Is there any disturbances in the water after you drop the coin?
 What is created after you drop the coin into the basin?
 Based on what you have seen during the demonstration, what is
the definition of wave?
 - The students will define the waves.
o Key Concept
 After you drop the coin into the basin full of water, it created a
ripple. Those ripples are what we called Waves.
 Waves is a disturbance that travels through a medium from one
location to another.
- The teacher presents the idea that waves is caused by the disturbance the coin or
any material applied to the water. There are 3 types of waves. The transverse
waves, longitudinal waves and surface waves.
- The Explorer. The students will be divided into 3 groups. The students will
explore 3 different stations and complete the work sheet given. After 8 minutes,
the students should move to the next station until such time that they have
explored all 3 stations.
o Guide Questions:
 Transverse waves
 What is the cause of the waves?
 Describe the motion of your hand as you create waves
 Does the wave transport the colored ribbon from its
original position to the end of the rope?
 Does the ribbon move in the same direction as the wave?
 Longitudinal waves
 Describe the motion of the wave created
 Does the wave transport the colored ribbon from its
original position to the end of the rope?
 Describe the motion of the colored ribbon.
 Surface waves
 Do the waves set the paper boat into motion?
 What is required to set an object into motion?
 If you exert more energy in creating periodic waves by
tapping the surface with greater strength, how does this
affect the movement of the paper boat?
- The teacher will select 1 representatives of each group and let them share their
results and insights of either transverse, longitudinal and surface waves.
- The teacher will show the video to help students make connections between the
3 different station activities and with the 3 types of waves.
o Key Concept
 Waves can be typified according to the direction of motion of
the vibrating particles with respect to the direction in which the
waves travel.
 Waves in a rope are called transverse waves because the
individual segments of the rope vibrate perpendicular to the
direction in which the waves travel.
 When each portion of a coil spring is alternatively compressed
and extended, longitudinal waves are produced.
 Waves on the surface of a body of water are a combination of
transverse and longitudinal waves. Each water molecule moves
in a circular pattern as the waves pass by
F. Generalization
The students were asked to summarized all the things that they have learned.
IV. Assessment
 In 1/4 sheet of paper, answer the following questions correctly:
1. What is wave?
2. What do you call the wave in which particles of the medium move
in perpendicular to the direction that the wave moves?
3. What do you call the wave in which particles of the medium move in a
direction parallel to the direction that the wave moves?
4. Draw the transverse waves in rope.
5. Draw the longitudinal wave in slinky.
6. Draw the surface wave in the water.
7. If wave does not transport matter what does it transport from one place to
another?
V. Assignment
List at least 10 examples and applications of waves in everyday life and tell whether it is
a transverse, longitudinal or surface waves

Examples and Applications of Waves in Type of Waves

Everyday Life (Transverse/Longitudinal/Surface)

Name of Students/Group number: Date:

Waves Worksheet
INTRODUCTION:
Waves is defined as the spreading of disturbance from one place to another. There are
different types of waves: Transverse, Longitudinal and Surface waves.
I. OBJECTIVES:
a) Observe and draw the different types of waves
b) Describe the 3 different types of waves
II. MATERIALS:
1. A rope (at least five meters long)
2. A colored ribbon
3. A coil spring (Slinky™)
4. A basin filled with water
5. A paper boat
III. PROCEDURE:
TRANSVERSE WAVES
1. Straighten the rope and place it above a long table.
2. Hold one end of the rope and vibrate it up and down. You would be able to observe
a pulse.
3. Draw three sketches of the rope showing the motion of the pulse at three subsequent
instances (snapshots at three different times).
4. Draw an arrow to represent the direction of the pulse’s motion.

TIME 1

TIME 2

TIME 3

Q1. What is the cause of the waves?

 Q2. Describe the motion of your hand as you create waves.

You will now tag a specific part of the rope while making a series of pulses. A periodic wave can
be regarded as a series of pulses. One pulse follows another in regular succession.

Figure 1. Periodic wave

5. Tie one end of the rope on a rigid and fixed object (e.g heavy table, door knob, etc).
6. Attach a colored ribbon on one part of the rope. You may use scotch tape to fix the
ribbon.
7. Make a wave by continuously vibrating the end of the rope with quick up-and-down
movements of your hand.
8. Draw the waveform or the shape of the wave that you have created

Q3. Does the wave transport the colored ribbon from its original position to the end of the
rope?

Q4. Does the ribbon move in the same direction as the wave?

LONGITUDINAL WAVES
1. Connect one end of a long table to a wall.
2. Place coil spring on top of table.
3. Attach one end of the coil spring to the wall while you hold the other end.
4. Do not lift the coil spring. Ask a friend to vibrate the end of the coil spring by doing a
back-and-forth motion
5. Draw how the coil spring looks like as you move it back-and-forth

Q1. Describe the motion of the wave created.

 6. Attach a colored ribbon on one part of the coil spring. You may use an adhesive tape to
fix the ribbon. Ask a friend to vibrate the coil spring back-and-forth while you observe the
motion of the colored ribbon. Remember that the colored ribbon serves as a marker of a
chosen segment of the coil spring.
Q2. Does the wave transport the colored ribbon from its original position to the end of the
rope?

Q4. Describe the motion of the colored ribbon.

SURFACE WAVES
1. Place a basin filled with water on top of a level table. Wait until the water becomes still
or motionless.
2. Create a wave pulse by tapping the surface of the water with your index finger and
observe the direction of travel of the wave pulse. Tap the surface of the water at regular
intervals to create periodic waves.
3. View the waves from above and draw the pattern that you see. In your drawing, mark
the source of the disturbance.

4. Wait for the water to become still before you place your paper boat on the surface.
Create periodic waves and observe what happens to your paper boat.
Q1. Do the waves set the paper boat into motion?

Q2. What is required to set an object into motion?

Q3. If you exert more energy in creating periodic waves by tapping the surface with greater
strength, how does this affect the movement of the paper boat?