Wave Interactions

Overview

Today students are introduced to PhET simulations and practise using one physics simulation to explore core wave ideas. They will learn how to access, control variables, collect observations, and explain wave behaviours aligned to Stage 6 Physics.

Learning intentions

Students will be able to:

• explain what PhET simulations are and how they help model physics concepts
• use PhET controls (play/pause, reset, variable sliders) safely and effectively
• describe properties and behaviours of waves using appropriate scientific language
• record observations and draw conclusions using evidence from the simulation
• apply a scientific process to solve a question about wave behaviour

Success criteria

• I can describe what a PhET simulation is and name at least two ways it represents real physics.
• I can change one variable at a time and predict what will happen before running the simulation again.
• I can identify and explain at least two wave properties/behaviours shown in the simulation (for example, amplitude, wavelength, frequency, reflection).
• I can communicate results clearly on the guided exploration worksheet and justify my conclusion using observations.

Curriculum links

• PY-11-02 — Students explain the properties and behaviours of waves.
• PY-11WS-06 — Students use scientific process to solve scientific problems (planning, conducting, processing/analysing, communicating).
• Working scientifically expectations: questioning, predicting, investigating, and recording evidence from a model.

Lesson structure (50 minutes)

1. 0–5 min · Hook and orientation. Teacher opens the PhET introduction and waves deck and shows a short “before/after” visual of waves changing when amplitude or frequency changes; students quick-write: “What might a simulation help you do that a diagram cannot?” Students share one idea with a partner and then one with the class.

2. 5–12 min · Direct teach: What PhET is and how to use it. Teacher guides students through key PhET features on the PhET introduction and waves deck: controls panel, reset, measurement/readouts, and the idea that it is a model you test by changing variables. Students follow along on teacher screen, then locate the same buttons on their own device.

3. 12–18 min · Guided setup: choose one simulation scenario. Teacher directs students to a selected waves PhET simulation suitable for Year 11 (e.g., waves on a string or wave basics with adjustable frequency/amplitude) shown in the PhET introduction and waves deck. Students open the simulation, press reset, and complete the first two “tool check” items on the guided exploration worksheet (where to change amplitude/frequency and how to restart cleanly).

4. 18–33 min · Guided exploration (teacher models then students run). Teacher demonstrates one investigation cycle using the PhET introduction and waves deck: predict → change one variable → run → observe → record. Students work in pairs through the investigation table on the guided exploration worksheet. They must change only one variable at a time across three trials, recording: what changed and what wave behaviour/property it affected.

5. 33–40 min · Data check and mini-conference. Teacher pauses class and uses a discussion prompt on the PhET introduction and waves deck: “Which wave property did your variable most directly affect, and how do you know?” Students hold a brief “show your evidence” discussion: each pair points to one recorded observation and reads their conclusion sentence.

6. 40–47 min · Whole-class synthesis to meet PY-11-02. Teacher consolidates key vocabulary and behaviours visible in the simulation (e.g., amplitude/energy relation, wavelength/frequency relationship, reflection/transmission depending on the chosen sim) using the PhET introduction and waves deck. Students revise one statement on the guided exploration worksheet to make it more evidence-based.

7. 47–50 min · Exit ticket reflection (assessment for learning). Teacher displays the exit questions on the PhET introduction and waves deck and students complete them on the bottom of the guided exploration worksheet: (1) “One thing simulations let us do is…” and (2) “A wave behaviour I observed was… because…”.

Resources

• the PhET introduction and waves deck (hook, PhET navigation, guided investigation instructions, synthesis prompts, exit ticket)
• the guided exploration worksheet (tool check + guided investigation table + conclusion + exit questions)
• Student devices with internet access or pre-loaded PhET pages
• Headphones optional (only if device setup requires audio)
• Projector/interactive display for teacher modelling
• Timer visible to keep paced exploration

Assessment

• Formative during guided exploration: teacher circulates, checks that students change one variable at a time and record observations accurately on the guided exploration worksheet.
• Formative discussion check: mini-conference responses using evidence from the worksheet.
• Exit ticket (collected): quick review of whether students can link a wave behaviour/property to an observation from the simulation (aligning to PY-11-02 and PY-11WS-06).

Differentiation

• Support: provide sentence starters on the guided exploration worksheet (e.g., “When I increased ___, I observed ___.” “This shows that ___ affects ___.”).
• Support: allow pairs to use a “checklist” style tool check for PhET controls (reset, pause, slider, readouts).
• Extension: students who finish early add an extra trial that investigates a second variable and state whether their outcome matches their prediction.
• EAL/SEN considerations: keep instructions short; read key steps aloud; use paired roles (one controls sliders, one records observations) to reduce cognitive load.