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
More intriguing information
1. THE WAEA -- WHICH NICHE IN THE PROFESSION?2. La mobilité de la main-d'œuvre en Europe : le rôle des caractéristiques individuelles et de l'hétérogénéité entre pays
3. How Low Business Tax Rates Attract Multinational Headquarters: Municipality-Level Evidence from Germany
4. Language discrimination by human newborns and by cotton-top tamarin monkeys
5. Behavioural Characteristics and Financial Distress
6. Spatial Aggregation and Weather Risk Management
7. Density Estimation and Combination under Model Ambiguity
8. Giant intra-abdominal hydatid cysts with multivisceral locations
9. The name is absent
10. Chebyshev polynomial approximation to approximate partial differential equations