The Phasor model addresses the very simple concept of linking a moving Phasor to the time-domain representation of the waveform. In doing so it shows the Phasor rotating as opposed to the stationary picture often presented in textbooks. This enables the teacher to explore the amplitude and phase relationships of signals sharing the same frequency, with the attendant difficulties of Phase Lead,d Phase Lag and vector addition that always seems to be a source of difficulty for students. Extending the concept to include two (or more) Phasors each with different frequencies allows the teacher to illustrate the effect of adding the signals together to produce a signal which is not sinusoidal. In this way more complex signals can be built up by adding a number of Phasors with different frequencies, amplitudes and phases together. This can be used to illustrate the construction of, for example, a square wave formed from 200 Phasors. Students can easily see the importance of several aspects of this without requiring understanding of the mathematics normally used to describe this in the literature. It can easily be observed that phase is every bit as important as amplitude in this process and that in order to get a very sharp change in time we require Phasors at very high frequencies and that to get a perfect square wave an infinite number of frequencies are necessary.

The teacher can also demonstrate the link between phase and time by simply showing the necessary phase changes required to move a complex signal along the time-axis.
The link between the sine series and the cosine series version of a signal may also be observed in the two Phasor windows which show, in a visual manner, the Hilbert transform and allowing the Phasor summation in the other window to be very large (infinite).

Phasor is a versatile teaching tool that gives an insight into signal construction that is unavailable from the books on the subject. It does not rely on any detailed mathematical understanding and can therefore be used to introduce concepts at an earlier educational stage.

As well as the ideas demonstrated here, the model can be used to provide resources for topics such as negative frequency, bandwidth, Gibbs' phenomenon, modulation and general comprehension of time- and frequency-domains.