Wave Motion Workshop

Overview

Students investigate transverse and longitudinal wave motion using hands-on wave drivers (slinkies and wave pulses) and the PhET “Wave on a String” simulation. They record measured features (amplitude, wavelength, period/frequency, and wave speed) and compare real and simulated behaviour to strengthen explanations of wave properties and energy transfer without matter transfer.

Learning intentions

• Students will model transverse and longitudinal waves and describe how particle motion relates to wave direction.
• Students will measure/estimate wavelength, amplitude, and either frequency or period from real and simulated waves.
• Students will relate wave speed to wavelength and frequency using observations and calculations.
• Students will communicate a scientific argument using evidence from both slinky observations and the simulation.

Success criteria

• I can identify whether a wave is transverse or longitudinal using particle motion and wave direction.
• I can describe how wavelength and amplitude change when frequency or driving conditions change.
• I can use measurements to calculate wave speed and justify the method with evidence.
• I can explain similarities/differences between the slinky results and the PhET model using scientific language.

Curriculum links

• PY-11-02: Students explain the properties and behaviours of waves (wave properties; transverse vs longitudinal behaviours; light and sound connections through shared wave language).
• PY-11WS-03: Students conduct scientific investigations to collect data and information using a controlled approach with repeat trials.
• PY-11WS-05: Students analyse and evaluate primary and secondary data and information (compare slinky data with simulation outputs; identify limitations).
• PY-11WS-07: Students communicate scientific arguments using evidence and scientific terminology for a specific audience.

Lesson structure (45 minutes)

1. 0–5 min · Starter prompt. Teacher displays two quick sketches: particles moving perpendicular to wave travel and particles moving parallel to wave travel; students write “transverse” or “longitudinal” and one reason in pairs. Students share one reason with the class; teacher uses responses to set the session focus on particle motion.

2. 5–10 min · Safety and setup briefing. Teacher demonstrates correct slinky handling and how to take consistent measurements (marking the slinky’s position, counting cycles, using a phone timer). Students set up equipment at their bench: slinky, ruler, phone/timer, lab sheet, and begin a “Data table” draft.

3. 10–22 min · Stations: real wave creation (slinkies). Teacher runs two mini-station tasks, rotating or alternating groups:

• Station A (transverse): student creates pulses or a repeating wave on a slinky stretched across the bench (one end driven rhythmically).
• Station B (longitudinal): student creates compressions/rarefactions by pushing/pulling segments in a back-and-forth motion along the slinky. Students record at least one set of values each: amplitude estimate, wavelength estimate (distance between crests or compressions), and frequency/period (from counting oscillations over time).

4. 22–33 min · PhET simulation comparison. Teacher introduces PhET “Wave on a String” focusing on transverse waves and the simulation controls (amplitude, frequency, and wave speed/relationship). Students run the simulation to reproduce one measured scenario from their slinky data and record simulated wavelength and frequency, noting any differences in how wavelength changes with driving frequency.

5. 33–40 min · Calculate and justify. Teacher provides a short worked template on the board for wave speed: (v = f\lambda) (or for time/period relationships) and checks each group’s reasoning. Students calculate wave speed for real and/or simulated cases, then write a 3–4 sentence evidence statement: claim → measurement evidence → explanation using wave terminology.

6. 40–45 min · Exit ticket (quick). Teacher collects a one-question exit ticket: “Using your data, explain one relationship you observed between frequency and wavelength (or amplitude and wave height).” Students submit and also circle which wave type they modelled most accurately and why (accuracy/limitations).

Resources

• Slinkies (enough for group stations)
• Rulers or metre rules; masking tape for measurement marks
• Phone timers (or classroom stopwatch)
• Lab observation sheets (data tables + sentence starters)
• PhET “Wave on a String” access on devices (teacher account + student access)
• Calculator function (phones or basic calculators)
• Projector/board for demonstration and equation prompt
• Safety instructions sheet (informal verbal + on board)

Assessment

• Formative: teacher checks data tables during station work for correct definitions (amplitude, wavelength, frequency/period) and measurement consistency.
• Formative: teacher circulates to confirm longitudinal vs transverse identification using particle motion and wave direction.
• Summative (lightweight): evidence-based exit ticket and the group evidence statement (claim–evidence–explanation) from calculations.

Differentiation

• Support: provide a measurement scaffold (e.g., “count 10 cycles in X seconds; frequency = cycles/time”) and sentence starters for the scientific argument.
• Support: give an “answer check” list (units for frequency, wavelength in metres, amplitude as relative/estimated length).
• Extension: ask advanced students to predict how wavelength changes before running the simulation, then compare prediction vs result and evaluate error sources.
• EAL/SEN: allow diagrams and labelled sketches as part of explanations; pre-teach terms “compression, rarefaction, crest, trough, amplitude, wavelength, frequency, period, transverse, longitudinal”.