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Students use PhET Bending Light to vary refractive index and incidence angle and observe reflection, refraction and total internal reflection.
My science planning uses questioning, simulation, practical investigation, formative assessment and differentiated pathways to make abstract concepts visible and testable.
A constructivist sequence on light begins with the question, “Why do objects appear bent in water and what does this tell us about light?” Students move from digital exploration to practical investigation and authentic application.
Students use PhET Bending Light to vary refractive index and incidence angle and observe reflection, refraction and total internal reflection.
Small groups use prisms, lenses and water, with scaffolded templates for novice learners and quantitative extensions using Snell’s Law.
Students create a poster, infographic, short video or debate connecting scientific concepts with phenomena such as fibre optics, rainbows, insulation or the greenhouse effect.