Its a toy train with a sound sensor. I don't want to give the game away but the question had two completely different solutions that give the same result, isn't it just great when that happens? The question is on this years exam, some people didn't like it others do, I do. Physics is all about solving problems that at first glance you have no idea what to do, but how do we prepare our students for such challenges?

OK, that's the first point, here's the second. I was blown away by the level of activity during the 3 weeks I gave over to IA. Many students really got stuck into their research. They had difficult problems to solve so needed my help. We all need to be needed right? Show can I keep hold of this enthusiasm?

I've been teaching via the guided inquiry activities on my website for the past 2 years, it works well but the classes can be a bit quiet. The activities start from the basics and build up to the more advanced stuff. Some of my students have not done any physics so need to start low, others have done it all before. Since I am using a student centred approach my students do not have to study the same thing, so here's what I'm going to do.

Parallel to the guided inquire I am going to write a series of problem based learning packages, these will sometimes be theory, sometimes practical/ simulation and often a mix. The student activity will no take a long time to prepare as there does not have to be much instruction, the teachers notes may take a bit longer.

Student will be able to do either the GI or PBL unit. This is just for second years.

Here's the first activity:

Doppler effect (PBL)

Doppler teachers notes

This is more than 1 lessons worth but I am hoping that students might work in a group and share out tasks. Looking forward to next term already.