PhET Explorers

Overview

Today students learn what PhET science simulators are for and practise using two specific sims: States of Matter and Forces and Motion. Students follow a planned sequence to gather evidence from the simulator safely and validly, then explain what they changed and what happened.

Learning intentions

Students will:

• Explain the purpose of PhET simulators for science learning and investigation
• Navigate a simulator interface (play/pause, reset, controls, graphs/timers where available)
• Use States of Matter to observe how temperature and particle behaviour relate to state changes
• Use Forces and Motion to test how forces affect motion, then describe relationships using simple scientific language

Success criteria

Students can:

• Tell what PhET is and why we use it
• Show they can find and use the main controls to run an investigation (change one variable, observe, reset)
• Record observations clearly (what I changed, what I observed, what it suggests)
• Use evidence from the simulator to give a correct, basic explanation

Curriculum links

• SC4-WS-03: Students plan safe and valid investigations (e.g., choose a change/variable and decide what to record)
• SC4-WS-04: Students follow a planned procedure to undertake safe and valid investigations (e.g., step-by-step simulator use)
• SCLS-WS-03: Students participate in planning safe investigations (e.g., shared class questions and recording plan)
• SCLS-WS-04: Students safely participate in an investigation by following a sequence (e.g., class modelled routine and student practice)

Lesson structure (60 minutes)

1. 0–8 min · Hook + purpose of PhET. Teacher uses the introduction slides to show a quick “before/after” idea: Can you change particles and forces without a real lab? Students think-pair-share: what tools help scientists test ideas safely and quickly, and how simulators might help.

2. 8–16 min · Interface tour (teacher demo). Teacher plays the introduction slides and models how to use one demo “practice panel” routine: locate play/pause, sliders/controls, reset, and the observation area. Students follow along with their device, using “stop and show” when prompted (thumbs up if they can find the same control).

3. 16–24 min · Plan a mini investigation routine. Teacher refers to the introduction slides and briefly frames a sequence students will use for both sims:

• Choose what to change (variable)
• Choose what to observe (outcome)
• Run, record, reset, repeat Students complete the first two boxes on the PhET investigation worksheet: “What will I change?” and “What will I observe?” for States of Matter (teacher provides one example class question).

4. 24–38 min · Guided activity 1: States of Matter. Teacher turns to the introduction slides for step-by-step prompts. Students work in pairs at the simulator:

• Change temperature and observe particle movement and state labels (or particle diagram if shown)
• Make one change and record it (what changed + what you saw)
• Reset and repeat once with a different temperature change Teacher circulates using a checklist: students change one variable, use pause/step if available, and write observations (not guesses).

5. 38–46 min · Whole-class check-in (evidence talk). Teacher brings students back to the front using the introduction slides discussion prompts:

• “What did you change?”
• “What evidence did you collect?”
• “What does your observation suggest about particle behaviour?” Students respond using sentence starters on the slide: “I changed…, so I observed…, which suggests…”

6. 46–56 min · Guided activity 2: Forces and Motion. Teacher returns to the introduction slides for the second simulator routine:

• Predict what happens when force changes (one simple prediction only)
• Test by changing force (or mass/angle if available) and observing motion/acceleration/trajectory
• Record one trial: force setting → motion observed Students repeat once more (change one variable again, observe, record, reset).

7. 56–60 min · Plenary + exit reflection. Students complete the final “Exit Ticket” box on the PhET investigation worksheet: one sentence answering “What is the purpose of PhET and how did you use it like a scientist today?” Teacher collects worksheets and quickly checks for correct use of “changed/observed” language.

Resources

• the introduction slides
• the PhET investigation worksheet
• Student devices with access to PhET simulators (States of Matter and Forces and Motion)
• Headphones optional (only if audio is present in the simulator)
• Timer visible to class (for transitions and active recording)
• Class checklist (teacher copies onto board or uses on devices)

Assessment

• Formative observation during guided practice: students follow the sequence (change → observe → record → reset)
• Worksheet checks: evidence statements include “what changed” and “what I observed”
• Exit reflection: identifies the purpose of PhET and links it to safe, valid testing of ideas

Differentiation

• Provide sentence starters on the PhET investigation worksheet for “I changed… / I observed… / This suggests…”
• For support: pre-assign one specific variable to test first (e.g., only temperature in States of Matter; only force in Forces and Motion)
• For extension: ask students to design a “second test” where they keep one factor the same and change another, then explain how this improves validity
• EAL/SEN: allow drawing (e.g., particle diagram or motion path) alongside short written observations