अभिकथन (A): मानव श्वसन प्रणाली का मॉडल बनाने से छात्र की वैचारिक समझ में काफी सुधार होता है। कारण (R): ऐसे क्रियाशील मॉडल डायाफ्राम की गति और उससे जुड़े वायु प्रवाह को व्यावहारिक व दृश्य रूप में दिखाते हैं।

Learners use a potometer to measure water loss from leaves under a fan, in sunlight, and in shade. They notice that water loss under the fan is not proportional to sunlight exposure. They then hypothesize why the microclimate affects transpiration differently. This activity reflects experiential learning because it:

A student performs an iodine test on leaves from a plant kept in the dark for 48 hours. The leaf does not turn blue-black, but leaves from a plant kept in sunlight do. The student then predicts what would happen if the plant is returned to sunlight for 24 hours. This activity demonstrates experiential learning by: