Description

This article traces the design and development of two engaging biology-infused demonstrations for year 11 and 12 (age 17-18) physics in Singapore, and the affective responses to these demonstrations of student participants (n = 133). The infusion of biology into physics demonstrations as a strategy to meet some of the goals of current educational initiatives within Singapore in the area of physics education, and the usefulness of demonstrations as a tool in the teaching and learning of physics are highlighted.

Cross-curricular

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