| Lesson Plan |
| Grade: |
Date: 25/02/2026 |
| Subject: Physics |
| Lesson Topic: understand how wavelength may be determined from the positions of nodes or antinodes of a stationary wave |
Learning Objective/s:
- Describe the relationship between node/antinode spacing and wavelength in standing waves.
- Calculate wavelength from measured distances between successive nodes or between a node and its adjacent antinode.
- Apply the procedure to different resonating systems (string, open‑closed tube, open‑open tube) and evaluate measurement accuracy.
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Materials Needed:
- Projector or interactive whiteboard
- Printed worksheet with node/antinode diagrams
- String apparatus or lab set‑up for standing‑wave demonstration
- Open‑closed tube or pipe for acoustic demo
- Ruler or measuring tape
- Calculator
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Introduction:
Begin with a quick demonstration of a vibrating string showing visible nodes and antinodes, asking students what they notice about the spacing. Recall prior learning about wave properties and the definition of wavelength. Explain that today they will learn how to determine the wavelength from those measured positions, and success will be shown by correctly calculating λ in several examples.
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Lesson Structure:
- Do‑now (5'): Students sketch a standing wave and label nodes/antinodes from a provided diagram.
- Mini‑lecture (10'): Review node‑antinode relationships and the formulas λ = 2d and λ = 4d using the projector.
- Guided practice (15'): Work through the vibrating‑string example together, measuring distances and calculating λ.
- Lab activity (20'): Small groups use a string set‑up or tube to locate nodes/antinodes, record distances, and compute λ.
- Check for understanding (5'): Quick exit‑ticket quiz with one problem on an open‑open pipe.
- Summary & homework briefing (5'): Recap key steps and assign the three practice questions from the source.
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Conclusion:
Summarise the two key relationships linking node/antinode spacing to wavelength and stress the value of averaging multiple measurements for accuracy. Students complete an exit ticket that asks them to determine λ for a new scenario, and for homework they finish the three practice questions provided.
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