Action research in the physics classroom: the impact of authentic, inquiry based learning or instruction on the learning of thermal physics

Fernandez, Flavian Brian

doi:10.1186/s41029-017-0014-z

Asia-Pacific Science Education

Table 3

From: Action research in the physics classroom: the impact of authentic, inquiry based learning or instruction on the learning of thermal physics

S/N	Time	Teaching/Learning Activity	Resources	IBL stage	Rationale/Remarks
1.	10 min	Introduction: Brief students on lesson outline	-	-	To elicit students’ prior knowledge and situate them within the topic.
1.	10 min	Explain that thermal energy is a form of energy that can be transferred. Recall methods of heat transfer from lower sec science.		Evaluate
2.	15 min	Lesson Development
		Key Concept – Thermal Equilibrium
		Q: What happens to a cup of hot water left to stand for a few hours in a room? And Q: What happens to a cup of cold water left to stand for a few hours in a room?		ENGAGE	Students must be able to differentiate between ‘energy’, ‘sensation’ and ‘temperature’.
		Link ‘sensation ‘to the transfer of energy into or out of our hands. Use example of a cup of hot coffee or a metal doorknob.	Iced water, room temperature water and hot water (70 °C)	EXPLORE	Students must understand that thermal energy transfer will stop when objects reach the same temperature.
		Student Demo: 3 water troughs
		Q: When does energy transfer stop?
3.	15 min	Lesson Development	-
		Key concept – Methods of Heat Transfer		EXPLAIN	Students already have some understanding of the concepts involved with conduction, convection and radiation so it was important to get them to elicit and reinforce prior concepts learnt.
		Conduction - fastest in solids, slowest in gases - presence of free electrons in metals
		Convection - Density changes in a fluid - Causes movement of medium
		Radiation - Features of good absorbers/radiators - Features of poor
		- absorbers/radiators
		Student Demo: Get a row of students to act as particles in a medium and demonstrate how energy is transferred from one end to another.
4.	5 min	Briefing in Ice Cream Challenge, Movement to Physics laboratory	Laptop, projector
5.	30 min	Group Activity: Ice Cream Challenge
5.	30 min	Students will be tasked with designing a ‘fridge’ in order to prevent a popsicle from melting. They work in groups of 4 and are provided with a set of materials. They are also expected to produce a sketch of their design with explanations for their choice of materials.	Black paper, Aluminium foil, stryrofoam, sponge, cotton, Ziploc bags, plastic container, Sketch book, markers	ENGAGE/EXPLORE/EVALUATE	As students collaborate and discuss ideas, they will learn from one another and get a chance to verbalise their own thoughts.
6.	10 min	Student Presentations & Discussions	-
		Two groups of students will be selected to present their designs to the class and explain their choices. Students will be invited to discuss about the merits and disadvantages of certain materials.		EXPLAIN	To allow students to make their thinking explicit and share ideas with one another.
				EXPLAIN	A conscious effort was made to allow the lesson to be as student-directed as possible.
7.	5 min	Conclusion	-	-
7.	5 min	Recap of main ideas and key learning points by teacher.	-	-

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