"Peer Instruction - A User's Manual" by Eric Mazur (Prentice Hall, 1997)and with similar questions that I have created myself (available separately). I think of the best conceptual questions as "Physics Koans," because like koans in Zen Budhism one learns as much or more from thinking about the problem than from just getting the right answer (and in Zen there often isn't a right answer).
I do these at the end of a unit, after I've explained the idea, to test their understanding of the idea and to open things up for questions and discussion.
I have found that after I use these in class, even a big lecture class of 80 or more students, I get more questions and more discussion than had I not used these questions.
These kinds of questions work especially well for physical demonstrations. Ask the students to predict the outcome of the demonstration first, and they will pay more attention to the demonstration, the result, and your explanation. The example question of blowing between two sheets of paper shows this, and after folding two cards each student should have two sheets of paper that they can use to try it themselves.
So to get the answer to the question about the two strips of paper, try it yourself. If you don't know the answer to the question about the fox then Google for "What does the fox say?" and view what the fox himself actually says.
"Peer Instruction for Astronomy" by Paul J. Green (Prentice Hall, 2003)so I also include a set of cards ABCD and DEF? (Green's book does include it's own colored response card.)
Both sets of cards have "?" as one of the choices. This turns out to be very important. It gives the students a way to let me know that they are lost, without them having to ask questions, which some struggling students find hard to do. If I see more than one student presenting the "?" then I know I need to expand my explanation of the material. It is important to not react to the "?" in any direct way that reflects on the student, since they may already feel vulnerable because they don't understand the question or the material it deals with.
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