Every physics teacher I have ever talked to wonders about how to help students see physics as a tool that can provide insight in a broad range of settings to address whatever question is on the table at the moment. We all see that students have a natural tendency to focus on the few questions we ask and not consider the many questions we don't ask. At the deep end of the the pool physics is about considering a setting or observation and wondering what physics could tell us about it. This starts with posing questions to ourselves that lead to new questions and on and on. Here is a blog posting from a high school physics teacher who seeks to address this by not setting goals for her students. I hope this reading will provide you with some insight into this model and why it is both powerful and challenging.

Here is a link to the webpage:

Do you think it's a reasonable assertion that most situations in life come without defined questions? What do you think the statement "Solving problems starts with asking the right questions." means in this context?

Given the limited time we all have in class do you think the best way to learn how to address problems without questions is to throw you in the deep end or try to build your way to this skill?

Consider a situation in which you had to learn a new tech trick for your phone, computer, or some software. Presumably, if you're alone, you start by asking Dr. Google. What did you ask first? Does the question you orginally ask lead to a different better question? Do you sometimes find that there must be a better way to ask the question. How do you figure out what question to try asking next? Does this feel like a goalless sort of problem or is the goal clear even though the questions are not?