Reflection: Developing a Conceptual Understanding Applying a Problem-Solving Protocol to Momentum Problems - Section 4: Pair Work: Applying the G.I.R.L.S. Protocol to Momentum Problems


We have been learning about the best practices for studying and learning physics for several weeks and have used the G.I.R.L.S. protocol earlier in the semester. However, during this semester a few new students have been added to my roster who needed to be introduced to this protocol. I thought this would be an easy task since all but a handful of students already know how to apply this protocol to physics problems and the only thing that was different was the particular content we were studying. 

Many students liked the triangular model of the momentum equation and asked questions like: "Can we do this with any equation?" and "Why haven't I seen this before?" Some students are new to the class and had not seen the G.I.R.L.S. protocol before; so I had students at their tables reiterate the steps of the protocol using the example that I guided the class through. I also circled the room and asked students to show me how they determine which relationship to use based on the problem statement. I consider this strategy to be a successful one because approximately 90% of the class was able to complete this activity at a competent level or above including students who have extended time accommodations.

  Using Guided Problems to Improve Student Understanding of Momentum
  Developing a Conceptual Understanding: Using Guided Problems to Improve Student Understanding of Momentum
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Applying a Problem-Solving Protocol to Momentum Problems

Unit 6: Momentum
Lesson 3 of 14

Objective: Students will use the G.I.R.L.S. protocol to solve problems related to the momentum of an object.

Big Idea: Momentum is linearly related to both mass and velocity.

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