The learning sequence visually represents the Observe, Represent, Refine generic learning design and outlines the resources, tasks and supports needed for this design. This generic design is useful in developing a mental model of a physical phenomenon at the non-visible level.

The tasks for this generic learning design consist of a process of observing a phenomenon, representing the phenomenon using a formalised representation language, comparing this with those of peers and then refining the representation based on accepted representations of the phenomenon.

This generic learning design requires a well-produced media element to demonstrate the actual physical phenomenon, background content on the phenomenon, means for learners to represent their mental models and compare them with other learners and accepted representations of the phenomenon.

Learning settings making use of this generic learning design require learner support in the form of feedback on representation of learner mental models.

In designing the learning setting information on supporting learners in representing their mental models of non-visible phenomenon and encouraging learners to share their ideas with other learners.

This generic learning design is useful for supporting learners in developing a scientifically acceptable mental model of the non-visible structures and processes responsible for a physical phenomenon.

Assessment in this generic learning design is problematic. The success of the design requires assessment of the learners' responses, but it is not explicitly built into the design. It is expected that other assessment activities will take this up.

This design can be implemented with very little technology, but technology to present a non-visible phenomenon and for learners to represent their mental model is a great advantage.