Figure 3 presents one student’s knowledge around the properties of materials, which showed there were 10 of the 25 testing of material properties that did not align with the student’s prediction of the observation. The POE technique was intended to challenge students’ prior knowledge about phenomena (Liew & Treagust, 1995). The student was unsure if plastic would stretch but wrote it “easily stretches” after testing the plastic. Similarly, the student was unsure if polyfoam was waterproof but after testing was able to circle “no” and write “absorbs water”. The student may have demonstrated prior understandings about content knoweldge where alignment between prediction and observation occurred. For instance, when testing whether the paper would be squashed, the student underlined and circled “yes” and wrote “when squashed it stays”. There were eight “unsure” prior knowledge responses prior to testing, which suggested the activity challenged the student’s existing knowledge about the properties of materials towards considerations for designing and constructing the Medical Mission kit.