5. Reading Wave Data

GED® wave questions often use diagrams, tables, or graphs. First read the title, axis labels, and units. If a graph shows amplitude, think energy/loudness/brightness. If it shows frequency, think waves per second. If frequency rises while speed is constant, wavelength falls.

Worked example: a sound wave with higher amplitude is louder. A sound wave with higher frequency has higher pitch.

Deep explanation. Wave-data questions often test graph reading more than memorization. First read the title, axis labels, and units. Then decide what each variable means. Amplitude is tied to energy, loudness, or brightness. Frequency is tied to waves per second, pitch for sound, and color for visible light. Wavelength is one cycle length.

If a graph shows two waves, compare one feature at a time. Taller wave means greater amplitude. More cycles squeezed into the same horizontal distance means shorter wavelength and higher frequency if speed is the same. Fewer cycles in the same space means longer wavelength and lower frequency.

Worked example. If wave A has twice as many crests as wave B across the same distance, wave A has a higher frequency and shorter wavelength. If wave B is taller, wave B has greater amplitude and usually more energy.

⚠️ Common misconception: loudness and pitch are the same. Loudness depends mainly on amplitude; pitch depends on frequency.

💡 Tip: amplitude -> loudness/energy; frequency -> pitch/color.