Wave Properties Lab

Overview

Lesson 2 continues the “Exploring the World of Waves” unit by having students measure and model wave properties—wavelength, frequency and amplitude—using the PhET Wave Interference simulation and a simple digital measuring workflow. Students connect observed changes in the simulation to wave terminology and begin building evidence-based explanations for how wave parameters relate.

Learning intentions

• Students will investigate how changing wave parameters affects wave characteristics in a simulation.
• Students will measure wavelength and amplitude from wave patterns using digital tools.
• Students will determine frequency by linking the wave source setting to wave cycles per second.
• Students will represent wave behaviour with a labelled model and explain patterns using scientific language.

Success criteria

• I can identify wavelength, amplitude and frequency on a wave diagram.
• I can take measurements (or simulation-read values) and record them accurately in a table.
• I can state how changing one parameter changes the others, using evidence from my data.
• I can communicate a brief scientific explanation using correct wave terminology for an audience.

Curriculum links

• PY-11-02: Students explain the properties and behaviours of waves.
• PY-11WS-06: Students use scientific process to solve scientific problems through planning, analysing and problem-solving.
• PY-11WS-07: Students communicate scientific arguments using evidence, scientific language and terminology for a specific audience.

Lesson structure (45 minutes)

1. 0–5 min · Retrieval hook. Teacher displays three labelled wave diagrams (amplitude, wavelength, frequency) and asks students to do a quick think-write: “Which property changes if we increase the source speed?” Students answer individually, then share with a partner.

2. 5–12 min · Set up and safety with digital tools. Teacher demonstrates one data capture method: setting up the simulation, choosing a consistent view, and recording values (including units) in a class template. Students watch, then open their team workspace and confirm they have a shared table ready.

3. 12–25 min · Team investigation A (wavelength). Teacher instructs teams to keep frequency and amplitude constant, then change spacing to vary wavelength; students measure wavelength (distance between successive crests) using the simulation’s ruler/grid or a digital measurement overlay and record at least 3 trials.

4. 25–33 min · Team investigation B (amplitude and frequency). Teacher directs teams to run two short rounds: (i) change amplitude while holding wavelength and frequency constant, then record observed amplitude changes; (ii) change frequency while holding amplitude constant, then record frequency values and describe how wave cycles change over the same time window.

5. 33–40 min · Model and connect. Teacher circulates with a checklist (accuracy of units, labelled sketches, evidence statements). Students produce one labelled model diagram showing amplitude and wavelength and a short “if…then…because…” explanation linking parameter changes to measured/observed wave features.

6. 40–45 min · Exit ticket (evidence-based argument). Teacher gives an exit ticket prompt: “If frequency increases but amplitude stays the same, what happens to wavelength? Use your simulation data to justify your answer.” Students submit a 4–5 sentence response including at least two measured/recorded values.

Resources

• Teacher device with the simulation ready to run
• Devices for students (Chromebooks/tablets/laptops) with access to PhET Wave Interference
• Printed or digital data table template (trial, settings, wavelength, amplitude, frequency, units)
• Student notebooks for labelled wave sketches
• Stopwatch or on-screen time reference if needed for cycle counting
• Markers/pen for diagram labelling and teamwork roles (data recorder, simulation operator, checker)

Assessment

• Formative during investigations: teacher observation of measurement method consistency, correct units, and accurate data recording.
• Checkpoint at 33–40 minutes: review of labelled model (wavelength and amplitude correctly located) and explanation structure (“because” linked to evidence).
• Exit ticket: evaluate whether students use at least two pieces of evidence and correct terminology to support a scientific claim about wave properties.

Differentiation

• Support: provide sentence starters for explanations (“When frequency increases, I observe… This suggests… because my data shows…”), and a worked example of one trial table.
• Support for measurement: allow students to record simulation-set frequency directly and focus measurement effort on wavelength and amplitude with a consistent reference point.
• Extension for fast finishers: challenge them to predict the outcome of a next parameter change before running it, then verify and report accuracy.
• EAL/SEN considerations: reduce cognitive load by assigning roles, using a simplified table version, and providing a word bank (crest, trough, amplitude, wavelength, frequency, period where relevant).