Wave Physics Through Time

Overview

In this lesson (Lesson 22 of 25) students investigate how wave physics developed by researching key historical discoveries, then recreating the underlying experiments using ICT and PhET simulations. They compare their virtual results with original findings and communicate an evidence-based scientific explanation.

Learning intentions

Students will:

• explain wave properties and behaviours using correct scientific language
• use scientific process skills to investigate a question using simulations and data
• compare simulation outcomes with historical experimental results
• communicate a scientific argument to a specific audience using evidence from research and data

Success criteria

Students can:

• identify the key variables in a wave experiment (e.g. frequency, wavelength, amplitude) and predict how changes affect wave behaviour
• replicate a historical wave experiment in a PhET simulation and collect usable quantitative/qualitative data
• compare their results to historical findings and state whether they agree and why
• present a clear, structured explanation using wave terminology and evidence

Curriculum links

• PY-11-02 — Students explain the properties and behaviours of waves
• PY-11WS-06 — Students use scientific process to solve scientific problems
• PY-11WS-01 — Students develop and evaluate question and hypotheses for scientific investigations
• PY-11WS-07 — Students communicate scientific arguments using evidence and scientific terminology for a specific audience
• PY-11WS-04 — Students select and process qualitative and quantitative data and information

Lesson structure (45 minutes)

1. 0–5 min · Starter and purpose. Teacher displays two quick prompts: “Which wave property changes when frequency changes?” and “How can simulations help test historical ideas?” Students write a 2–3 sentence response and share one idea with a partner.

2. 5–15 min · Direct teach: research-to-simulation workflow. Teacher models a workflow on the board: choose a historical claim → turn it into a testable question/hypothesis → run a PhET simulation → collect data → compare to original results → communicate a conclusion. Students help fill in a class checklist (question, variable control, data type, comparison statement).

3. 15–25 min · ICT research sprint (historical connection). Students in groups of 3–4 use school-approved ICT resources to find one significant wave physics discovery (e.g. early work on sound waves, light as a wave, interference patterns, or wave speed relationships). Teacher circulates to ensure students capture: what the original experiment tried to show, key observations/values (if available), and the conditions used. Students record findings in a shared project doc or printed template.

4. 25–35 min · PhET reconstruction (simulation investigation). Teacher assigns each group a specific PhET recreation task linked to their discovery. Students run the simulation, adjust the relevant variables, and record results (at least two data points or one clear qualitative observation). Teacher prompts students to state what they kept constant, what they changed, and what measurement/observation they extracted.

5. 35–42 min · Compare and reason. Students complete a “Compare/Conclude” table: Historical finding (what original sources claim) vs Their simulation result vs Agreement level (agree/partly/doesn’t) vs Explanation (e.g. model limitations, measurement uncertainty, interpretation). Teacher checks for accurate wave terminology (frequency, wavelength, amplitude, speed) and correct reasoning.

6. 42–45 min · Mini-presentations (two minutes each, rapid). Each group delivers a rapid pitch: “Our discovery, our testable question, our simulation evidence, and our conclusion.” Teacher uses a short observation rubric focusing on clarity, evidence, and wave concepts.

Resources

• PhET simulations on student devices (school-approved access)
• School Wi-Fi and accounts/logins
• Group project template (question/hypothesis, variables, data table, compare/conclude, short script)
• Printouts or digital boards for wave property definitions and common relationships
• Rubric (teacher-facing or shared) for scientific communication
• Timer for rapid steps and presentations
• Data capture method: screenshot tool, spreadsheet template, or prepared data table sheets

Assessment

• Formative checks during circulation: correct identification of variables and wave terminology; evidence of data recording in the PhET task
• Compare/Conclude table review for reasoning quality (does the group link differences to plausible causes?)
• Quick observation during mini-presentations for PY-11WS-07 (structure, use of scientific language, evidence cited)

Differentiation

• Support: provide sentence starters for hypothesis and comparison (e.g. “If frequency increases, then…” “We observed…” “This supports/does not support…”).
• Support: supply a partially completed template for groups who need scaffolding on variables, data type, and what to keep constant.
• Extension: for groups ready, ask them to estimate uncertainty/measurement limits in the simulation and discuss how these could affect comparison to historical values.
• EAL/SEN: allow multimodal data (drawings + one measured value) and provide a word bank for wave behaviours (reflection, refraction, interference, diffraction where relevant).
• Collaboration structure: assign roles (researcher, simulation operator, data recorder, presenter) to reduce off-task behaviour and ensure participation.