Have two students hold opposite ends of a Slinky and stand two meters apart, so that the Slinky is extended to roughly 2/3 of its length. Instruct the third student to gather a few end coils into his or her hand, and then -- after the Slinky has come to rest -- release the coils. Students will witness a primary wave traveling the length of the slinky directly from one end to the other. A third student can start the stopwatch when the first student releases the coils and then stop it once the wave reaches the other end. Students can then see how the velocity of the wave relates to the distance traveled.
The same experiment can be adjusted for secondary, Love and Raleigh waves. Have the students stand as before with the Slinky extended to approximately 2/3 its length. Instead of gathering coils, have one student simply shake his or her hand -- the hand holding the Slinky -- up and down. A Secondary wave, despite the up-and-down movement of the disturbance, will travel the length of the Slinky. Again, a third student can time the wave and calculate the velocity, comparing it to the significantly faster primary waves.
Using the same setup as the previous two experiments, have the students hold the ends of the Slinky while it rests on a tabletop. Next, have one student shake the end of the Slinky quickly from side to side. Students will witness the Love wave propagating along the slinky, much in the same way as the secondary wave. Because of the shearing motion of these waves, secondary and Love waves are also known as shearing waves. Students can also time the propagation of these waves and compile them with their earlier findings.
Rayleigh waves are more difficult to produce with a Slinky, but not impossible. With a Slinky suspended between two students, have one student rapidly move one end of the slinky in a circular motion congruent to the direction of the Slinky's coil. The motion should follow this pattern: up, back (toward the student who is moving the slinky), down, forward and then up again. This wave will look very much like a secondary wave, but will in fact be a Rayleigh wave. Students can time and record the velocity of this wave and compare it to their other results.