Date:

Week:
Subject:

26/5/2015

Day:
Period:
Class:
Learning Area:

Physics

Tuesday
5S1

Chapter 6: Waves
Learning Objective:
6.4 Analysing Diffraction of Waves
Learning Outcomes:
At the end of the lesson, student will be able to
describe diffraction of waves in terms of wavelength, frequency, speed, direction of
propagation and shape of waves
draw a diagram to show diffraction of waves
Teaching Strategies:
Cooperative

learning
Mastery learning
Constructivism

Contextual
learning

Enquiry-discovery

Science process skills:

communicating

Classifying

interpreting data

using space-time
relation
defining
inferring
operationally
controlling
predicting
variables
hypothesizing
Experimenting
Prior Knowledge:
- properties of wave

Measuring and
using number

Future studies

Teaching Aids:
handout, video, ripple tank

Induction
Set:
(10 min)

Observing

Teaching and Learning Activities:

Step 1: Show video about diffraction to students using teaching courseware

Step 2: Questioning
Q&A: Have you ever seen boats by the harbour with sea waves beating on
them and creating patterns of waves around the boats?
Expected outcomes: Yes / Never
Q&A: Observe what happens to the wave? Why?
Expected outcomes: Waves bend // waves reflected // direction or shape of
waves changed. There is obstacle (boat) // boat blocks the incident waves.

Developm
ent:
(50 min)

Step 3: Teacher introduce diffraction of waves to students by telling them

the above phenomena is diffraction.
1. Students carry out activity in groups using ripple tank. Teacher asks them
to observe the waves pattern before and after passing through
- large gap (10 cm)
- small gap (2 cm)
- large obstacle (10 cm)
- small obstacle (2 cm)
2. Teacher also asks students to draw the wave patterns for each situation
on a piece of paper.
Expected outcomes for gap:

3. Teacher asks students to observe diagrams of wave passing through gaps

only, then guides students to describe diffraction of waves and compare
diffraction effects.
Q&A: What is the pattern of the waves after passing through the gap?
Expected outcomes: Circular / bend / still straight at middle / missing at
corner
Q&A: Compare the pattern of the waves after passing through the small and
big gap?
Expected outcomes: One is circular; another is straight and bends only a bit
at corner.
Q&A: Compare the wavelength with the size of gap.
Expected outcomes: wavelength smaller than gap / larger than gap.
Q&A: Compare the direction of propagation / wavelength / speed / frequency
before and after diffraction.
Expected outcomes: change direction / equal wavelength, speed, frequency
Q&A: What can you conclude about the diffraction effect when waves pass
through smaller gap or bigger gap?
Expected outcomes: The smaller the gap, the waves bend more circular /

more obvious.
4. Teacher asks students to observe diagrams of wave passing through
obstacle only, then guides students to describe diffraction of waves and
compare diffraction effects.
Expected outcomes for obstacles:

Q&A: What is the pattern of the waves after passing through the obstacle?
Expected outcomes: bend at edges / missing at middle / combined after a
while / calm area behind obstacle
Q&A: Compare the pattern of the waves after passing through the small and
big obstacle?
Expected outcomes: bigger calm area for big obstacle / vice versa // waves
combined faster after smaller obstacle
Q&A: Compare the wavelength with the size of obstacle.
Expected outcomes: wavelength smaller than obstacle / larger than
obstacle.
Q&A: Compare the direction of propagation / wavelength / speed / frequency
before and after diffraction.
Expected outcomes: change direction / equal wavelength, speed, frequency
Q&A: What can you conclude about the diffraction effect when waves pass
through smaller obstacle or bigger obstacle?
Expected outcomes: The smaller the obstacle, more spreading of waves /
smaller shadow / combines after shorter distance
Closure:
(10 min)

Summary :
Guide student complete the I-Think map:

Scientific attitude and Noble value:

realising that science is a means to understand nature,
having an interest and curiosity towards the environment.
HOTS question:

Diagram above shows water waves approaching a harbour and chalets near the beach.
Without a retaining wall, the waves will be able to damage the harbour and chalets during
monsoon season. As an engineer, you are assigned to build a retaining wall to protect the
boats docked in the harbour and the chalets near the beach.
Rajah di atas menunjukkan gelombang air yang sedang merambat menghala ke sebuah pelabuhan
dan chalet-chalet berdekatan dengan pantai. Tanpa benteng halangan, gelombang itu berupaya
merosakkan pelabuhan dan chalet ketika musim tengkujuh. Sebagai seorang jurutera, anda
ditugaskan untuk membina sebuah benteng untuk melindungi bot-bot yang sedang berlabuh di
pelabuhan dan chalet-chalet berdekatan pantai. Dalam reka bentuk anda, berikan penekanaan dan
penerangan.

[10 marks / markah]

Reflection:

What went well in the class?

What problems did I experience? Are there things I could have done differently?

Improvement plan: