Identifying the Phenomena and the Need for an Explanation
Having established the empirical ‘reality’ of the investigation, the teacher works with
the students to construct the ‘problem space’ or phenomena to be explained - the
transformation from a gas to a liquid. In short the teacher works to establish the need
for an explanation.
Display on Screen: Gas to Liquid Screen with the ‘Hide Particles ’ viewing option (as
in figure 6.11)
|
Teacher: |
Yep and what’s happening to my water now at the moment? Points at water |
|
Kate: |
Its boiling [Looking at the screen] |
|
Teacher: |
its boiling excellent. What am I seeing happen at the top? Where my Teacher points at the saucepan lid |
|
Kate: |
Water’s dropping Looking at the screen |
|
Teacher: |
Water’s dropping down. Okay. Any ideas why that’s happening? |
|
Kate: |
Looks at teacher, looks at the screen and shrugs her shoulders |
|
Teacher: |
What do you think’s happening there? Why is my water turning into a Points at the water in the pan/points at water on the saucepan Hd |
|
Kate: |
Condensation |
|
Teacher: |
Condensation. Why do you reckon we’re getting condensation? Any |
|
S2: |
Because the steam from the Bunsen burner. From the boiling is, |
250
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