Bring a good question into the classroom. — Bingkun Qi
Connect a physical intuition with a clear explanation through tasks, modelling and feedback. Explore a complete lesson and a ten-minute hands-on activity.
Teaching design · Original lesson · 45-minute plan
A force-analysis lesson for students with an IGCSE foundation: uncover a misconception, build a model, then check understanding through independent practice and an exit ticket.
Predict 2 min · Observe 3 min · Derive 3 min · Challenge 2 min
Learning goal
Distinguish instantaneous displacement from amplitude, explain the effect of phase difference, and check an observation with an equation.
Define the model first
We consider two sinusoidal waves obeying linear superposition. Their displacements, measured along the same direction at the same position and time, add algebraically.
The waves have the same frequency and a fixed phase difference φ. This demonstration also uses the same wavelength and direction of travel, so φ is independent of position.
The amplitude of wave 1 is fixed at A₁ = 1. A₂ can vary from 0 to 1. All displacements and amplitudes use the same relative units.
2 min
Predict: commit to an explanation
Before looking at the resultant-amplitude readout, set A₁ = A₂ = 1 in your model. Predict R for phase differences of 0°, 90° and 180°. Record a number or a range, with a reason.
Will the crests of both waves occur at the same position?
If the resultant displacement is zero at one instant, must its amplitude be zero?
3 min
Observe: add point by point
In the lab below, set the amplitude of wave 2 to 1, then move the phase slider to 0°, 90° and 180°. Pause the animation. At one horizontal coordinate, read the two displacements and check that the bright resultant curve equals their algebraic sum. Then check the resultant amplitude.
At φ = 90°, the resultant displacement is 1 at a crest of wave 1. Is that also the maximum displacement of the resultant?
Play the animation and watch one fixed position: instantaneous displacement changes with time, while the amplitude stays constant for the current settings.
3 min
Derive: express the pattern mathematically
Let θ = kx − ωt. Add the displacements, then expand the trigonometric expression:
y₁ = A₁ sin θ; y₂ = A₂ sin(θ + φ)
y = y₁ + y₂ = (A₁ + A₂ cos φ) sin θ + A₂ sin φ cos θ
y = R sin(θ + δ)
R² = (A₁ + A₂ cos φ)² + (A₂ sin φ)²
R = √(A₁² + A₂² + 2A₁A₂ cos φ)
Match the coefficients of sin θ and cos θ with the expansion of R sin(θ + δ). Square and add to eliminate δ.
The formula gives the amplitude R, not the displacement y at a particular position and time. When R = 0, the phase δ of the zero resultant need not be defined.
Check your predictions
A₁
A₂
φ
Predicted R
Observed / calculated R
1
1
0°
1
1
90°
1
1
180°
2 min
Challenge: do opposite phases always cancel?
Keep A₁ = 1, set A₂ = 0.50 and φ = 180°. Calculate R before testing it with the sliders. Explain why the resultant is no longer a line of zero displacement.
Without testing every setting, find the minimum and maximum R as the phase varies with A₁ = 1 and A₂ = 0.50.
Check after completing the activity
In phase · φ = 0°
R = 2. The displacements have the same sign at each position, and the crests coincide.
A quarter cycle apart · φ = 90°
R = √2 ≈ 1.41. The resultant reaches its peak at a different position from either individual wave, so reading the displacement at a crest of wave 1 does not give the resultant amplitude.
Equal amplitudes, opposite phase · φ = 180°
R = 0. At every position and time, the displacements have equal magnitudes and opposite signs.
Challenge · A₂ = 0.50, φ = 180°
R = |1 − 0.50| = 0.50. Opposite phases make the displacements subtract; complete cancellation also requires equal amplitudes.
Extension
0.50 ≤ R ≤ 1.50. In general, |A₁ − A₂| ≤ R ≤ A₁ + A₂.
The distinction to keep
Superposition adds signed displacements at the same position and time: y = y₁ + y₂. Amplitude is the maximum distance from equilibrium. In general, R is not A₁ + A₂; in this model that equality holds when the waves are in phase.
How this example is designed
Keep the original prediction and reasoning, then vary one parameter at a time. When observations disagree with a prediction, read all three displacements at the same horizontal coordinate before discussing amplitude. Use unequal amplitudes to test the claim that opposite phases always cancel, as well as the ability to substitute into a formula.
This is a public teaching example; it contains no student records or claims of measured classroom outcomes.
Teaching experience
Physics, mathematics and advanced mathematics in an international school
Undergraduate physics lecture and laboratory teaching at CUNY
Teaching assistant experience at EPFL
From physics research to the classroom, I enjoy breaking complex problems into steps that people can understand and explore. I am also experimenting with AI-assisted development, turning everyday teaching needs into question banks and practice websites.
A force-analysis lesson for students with an IGCSE foundation: uncover a misconception, build a model, then check understanding through independent practice and an exit ticket.
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