Resonance Simulator
Explore Resonance Simulator as an interactive EJS simulation for mechanics.
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1. Watch or Launch
Launch the Interactive
Open the simulation, adjust the controls, and compare what changes on screen before answering the concept-check questions.
2. Big Ideas
What Students Can Learn
- Identify the driving frequency and the system's natural response.
- Compare amplitude at different driving frequencies.
- Recognise damping as a factor that limits amplitude.
- Use graph or motion evidence rather than just saying vibration is present.
Guiding Question
Which driving frequency produces the largest response, and how does damping affect it?
3. Try the Investigation
Start Away from Resonance
Observe the response at a low or high driving frequency.
Sweep the Frequency
Change the driving frequency in steps and compare amplitude.
Locate the Peak
Find the frequency range with the largest steady response.
Test Damping
If damping is available, compare how the peak response changes.
4. Teacher Notes
Lesson Use
Use this to show that timing matters, not only force size. Resonance is about energy transfer at the right frequency.
Discussion Prompts
Ask: What is being driven? Which setting gives the largest amplitude? What happens when damping increases?
Teaching Moves
Make students record amplitude for several frequencies before naming the resonance condition.
5. Concept Check
These questions are generated from the topic and the concept illustrated by the simulation. Use them after students have explored the model.
Concept Score
Correct first attempts build a streak and unlock higher point multipliers on this device.
1. What indicates resonance?
2. What should be varied to find resonance?
3. What does damping usually do to resonance?
4. Why is timing important?
5. What evidence should students cite?
Expert Challenge
Unlocks after 3 correct concept-check answers on this page.
1. In a resonance interactive, what should students compare to identify resonance?
2. What feedback fits 'resonance means the largest force is always applied'?
3. How should damping be included in a resonance explanation if the control is shown?
4. What is the expert use of a resonance graph?
5. What makes a resonance conclusion expert-level?
7. Learning Pulse
Anonymous activity shows this resource is being discovered, revisited, and used by learners in different places.
Where Recent Learners Are From
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