In order to successfully introduce the definition and characteristics of transverse light waves to your students, you will have to pass out a worksheet with key terms and data for them to absorb. With respect to transverse light waves, the worksheet should define the term, as well as discuss the difference between longitudinal and transverse waves. Unique examples of the two include transverse light waves and longitudinal light waves. Other key terms that must be defined include pulse, oscillation, wave train, harmonic, period, frequency and amplitude.
In addition to key terms, showing your students how a transverse light wave physically oscillates will help them get a better grasp of the concept. Start by instructing a student to get to the front of the class. Hand him a piece of rope, instructing him to shake the rope up and down. As he continuously shakes the rope, point out to your students the shape of the wave he is making, defining the highest point of the rope as the crest and the low point as the trough. Explain that this motion is essentially what is happening with a transverse light wave.
In addition to a simplified example, you can perform practical experiments with your students to show them how light waves refract and interact with other particles in nature to change color and move. Practical applications include glass block refraction experiments, measuring the critical angle of a light wave and flame refraction. To perform a glass block refraction, you need ray blocks, a compass for measurement and semi-circular glass blocks. From here, you will shine light through the two different blocks, measuring the refraction while shooting different levels of light through them.
After several weeks of study and research, you should test your students on the key terms and principles surrounding transverse light waves. In addition to the definitions and key terms you have studied, there should be graphs on your test, illustrating the way in which transverse light waves refract and move in a regular state. Instead of labeling the graphs, leave them unlabeled, forcing your students to write where the crest and trough of the wave is as well as which way the particles move in relation to the wave itself.