# Tagged: constant acceleration

# Suspended Bucket

From a regular physics quiz in late March (the blanked out part is just a small note I made while discussing with the student)—

In the comments—

- What was the student thinking? How did he or she decide to make these particular marks on the paper?
- What question or problem would you pose next to help the student make the next step toward understanding?

Maybe for this one, we should focus on question 2. What questions or problems would help the student move toward a better understanding? What would help him/her reason herself out of this mistake the next time an opportunity for it temptingly appears?

# Jumping off a cliff

On a quiz in late February. The blanked out parts were my writing and the student’s writing (in pen, while viewing my solutions to the quiz immediately after taking it).

In the comments—

- What was the student thinking? How did he or she decide to make these particular marks on the paper?
- What question or problem would you pose next to help the student make the next step toward understanding?

P.S. I’m looking for more authors for this blog. If you would like to share student work here, please email me at physicsmistakes at gmail dot com so that I can get you set up as one of the blog authors.

Keep calm and mistake on!

# Kinematics Graphs

On a quiz from October of the past year.

In the comments, let’s get started with some practice picking our way into the student brain.

- What was the student thinking? How did he or she decide to make these particular marks on the paper?
- What question or problem would you pose next to help the student make the next step toward understanding?

# Fan Cart

Via Frank’s Noschese 180 blog (with his permission).

In the comments—

- What was the student thinking? How did he or she decide to make these particular marks on the paper?