To overcome students’ inaccurate prior knowledge on primary additive colours, a coloured-light mixer has been constructed to enable students to observe directly the colours produced and reach the conclusion by themselves that the three primary colours of light are red, green, and blue (NOT red, yellow, and blue). Three closely packed tiny light-emitting diodes (LEDs) producing primary colours are combined with green intensity varying circuitry to generate the standard colour-triangle secondary colours and various shades ranging from yellow to orange and pale blue to cyan. In the laboratory, students worked collaboratively, predicting, observing and explaining, and finally discussing until there was a consensus.

A container was placed on top of a piece of white paper, and a pin positioned so that it vertically touched an outside wall of the container. Students were asked to predict the image of the pin when it was observed from the top of the container. Two scenarios of either an empty container or a container completely filled with water were considered in order to raise students' thinking involving the concepts of refraction and total internal reflection.

Worksheets are the guideline for students to learn as they can write their own idea, notes, questions, and understandings within the worksheet. Therefore, it is easy to investigate students’ understandings about the topics. In this study, researchers aimed to elicit 70 Thai high school students’ correct understanding and misconceptions of simple DC circuits from their responses on the worksheet. The participants came from 2 schools and attended the simple DC circuits activity. Participants were asked to setup the 3 resistors series and parallel circuits then write down their response to these questions: 1) Which resistor will be burnt first? 2) Sorting amount of the current passing to each resistor and 3) Sorting amount of the potential difference across each resistor. By analysing students’ responses on the worksheet, 3 common misconceptions as 1) Clashing current misconception 2) Stored up and used up current misconception and 3) Closer circuit misconception were found.

A set-up comprising a magnetic disc, a solenoid and a mechanical balance was used to teach first-year physics students Newton's third law with the help of a free body diagram. The image of a floating magnet immobilized by the solenoid's repulsive force should help dispel a common misconception of students as regards the first law: that stationary objects are not being acted on by any force at all. Dropping the magnet onto the electrified solenoid, which can change polarity, can lead to more sophisticated elaboration of the second law.