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We describe an extracurricular learning path on waves focused on energytransfer. The advantages of introducing mechanical waves by using the Shivewave machine and laboratory activities are presented. Laboratories are realizedby inquiry, i.e. students explore waves behavior in qualitative way, guess whatcan happen and suddenly test their hypothesis. Recently, we presented somedisciplinary knots that arise usually in empirical investigation, according tothe Model of Educational Reconstruction and discussed methodological choicesmade in designing the learning path and preliminary result about itsrealization with few, interested and talented pupils. We report the second yearof this learning path performed with the same students that are introduced tomore complex topics such as analogy in wave phenomena and resonance.Laboratories are described with particular attention for the energytransformation. We designed the activities in order to propose a complementaryexperience compared to what was done in class. Despite resonance is a relevantphenomenon which runs through almost every branch of physics, many studentshave never studied it. Yet, resonance is one of the most striking andunexpected phenomenon in all physics and it easy to observe but difficult tounderstand. Students performed activities in laboratory on several resonantsystems. Our purpose was to outline how it is possible to tune a system or adevice in order to obtain resonance and an efficient energy transfer fromdifferent physical systems, such as a mechanical one and an electrical one.This year, the final task was to analyze different natural phenomena in orderof choosing one suitable for energy transfer. We present our considerations onthe students' learning process and on the possibility of extend a similar pathin a classroom.

An empirical study on a learning path on wave physics focused on energy