Wildlife Conservation Center New York Aquarium 12^th Grade:

 

Understanding Water Movement in the Science Classroom while Studying Sharks

Grade Level: 12

Learning Standards: Science Standard 12, 15

Time Requirements: Approx. 1-hour prep time and 3 hours class time

Topics covered by this lesson: Concept used in the study of waves. Students will study the living environment of sharks. To test how the velocity and force of an object or air effect water and the waves created.

Pre-Visit:

Purpose: Students predict and test how the effects of velocity and force of an object or air on water effect the waves created. Students will learn how sharks survive in water.

Objectives: Students will:

1.     Understand the concepts of crest, trough, height, wavelength, and period in studying waves.

2.     Research the habitat of sharks in the wild and at the aquarium.

Materials Required: large clear container half filled with colored water, clear baking dish half filled with colored water, transparency (overhead) machine, 2 pencils, box of straws, pen/pencils, paper, encyclopedias, internet(optional)

Student learning prerequisites:

Students will be divided into groups t research different aspects about sharks in the wild an tame. Ask students to describe waves that they have seen. How were the waves created? What did they look like? Students should share answers.

Place a large clear container(fish tank works well) half-filled with colored water so that all the students can see it easily. Tell students that they will be watching waves move through the water as you rock the dish back and forth. Provide definitions pertaining to water waves as you create waves:

• Crest: highest point of a wave
• Trough: lowest point of a wave
• Height: distance from crest to trough
• Wavelength: distance between the crest of one wave to the crest of another wave, or the trough of one wave to the trough of another wave
• Period: time it takes for the wave to pass a fixed point

Students should write these definitions in their class notes.

Put a clear baking dish half filled with colored water on an illuminated overhead projector machine. Tell students that they will be predicting how water will react to objects touching it at different forces and from different places in the dish. Call on different students to help demonstrate each step so that all students can take a turn in helping with the experiment. For each of the steps, first ask students what will happen, then allow a student to demonstrate the step. Next as students why the water behaved as it did? Ask them to note the crest and troughs of the waves being crated. Discuss with students the effects of distance between forces and the effects of difference in force used.

1. Tap water lightly in the center with a pencil.
2. Tap water harder in the center with a pencil
3. Tap water lightly close to one side with a pencil
4. Tap water harder close to one side with a pencil
5. Tap 2 pencils, each about 1 inch from the center at the same time with the same force
6. Tap 2 pencils, each at opposite ends of the dish, at the same time with the same force
7. Tap 2 pencils, each about 1 inch from the center at the same time but with more force
8. Tap 2 pencils, each about 1 inch from the center with the same force about one second apart
9. Tap 2 pencils, each about 1 inch from the center with the same force about 5 seconds apart
10. Alternate taping 2 pencils back and forth at opposite ends of the dish
11. Blow straight down on water with the straw from 2 inches above
12. Blow straight across the water with the straw from 2 inches above
13. Blow diagonally across the water with the straw
14. 2 students blow straight across the water with the straws pointed at the same point
15. 2 students line up on one side of the dish, each straw an inch from the water and an inch from the next straw and blow at the same time
16. 2 students line up on one side of the dish, each straw an inch from the water and an inch from the next straw and blow one after the other a second apart

On the second day of class students will report their research about the sharks.

Visit:

Students will review the exhibit on sharks at the aquarium in their predetermined groups. They will have notebooks and pencils. The groups will have specific assignments. They will ask questions of the tour coordinator. After getting as much information as possible on their topic, they will review the rest of the exhibit. Some of the students will go into the water with nets to see what type of sea life they may obtain.

Post Visit: Each group will present their findings to the big group. They will answer questions from the group. They will compare their finding with their research.

Evaluation/Assessment: Students will be evaluated based on class participation in activities and groups.

Possible questions that may be brought up:

What is a wave?

How does force of an object effect the waves created?

How are the sides of the dish used in the experiment similar to how water would react to a boat in the water?

What are some differences in the way sharks live in the wild that in the aquarium?

 

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Last modified on: Tuesday, August 21, 2001