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We report on the design of an introductory thermal physics module taught through Problem Based Learning (PBL) within a lecture-based curriculum and discuss how some of the potential benefits of PBL, in particular, effective mixed-ability teaching and increased student motivation, can be realized within such a framework. We describe how the transition from lecture-based to PBL teaching has taken place and illustrate the development and implementation of our methodology with two problems from the module.
Kampen et al. (Wed,) studied this question.