## Reflection: Discourse and Questioning Practicing Projectile Motion - Section 4: Students Share Solutions

In the second student sample that group got the correct solution, but they made an assumption that was incorrect. They used a time of 3s to find the height the ball traveled, but that was the total time that the ball was in flight. In a situation such as this one, I wait to see if one of my students catches this mistake. If they don't bring it up, I ask the presenting group why they used that time and try to probe until we identify the issue. If the group doesn't see an issue with the time, I might also try to probe with questions asking why they assumed the initial velocity was zero.

Once the class understands why this solution is not sound, I guide the students through the correct solution. I do this guiding by staying in the back of the room and asking the presenting group to start over with a blank sheet of paper. As a class we identify the givens, choose the appropriate equation, and then substitute values in to solve the problem. This exchange is teacher-assisted with questions such as "What do we know?", "What equation can we use?", and "What are our essential assumptions?".

Discourse and Questioning: What if the solutions aren't correct?

# Practicing Projectile Motion

Unit 2: 2-D Kinematics
Lesson 6 of 7

## Big Idea: Students become the teacher today when they get in front of the class to share their solutions to projectile motion problems.

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3 teachers like this lesson
Standards:
Subject(s):
Science, Physical Science, Projectile Motion, AP Physics, vector
50 minutes

### Sara Leins

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