When students solve physics problems, physics instructors hope that they use and interpret algebraic symbols in coordination with their conceptual understanding, their understanding of geometric relationships, and their intuitions about the physical world. We call this process physics sense-making. \Plug-and-chug" and \template" problem solving strategies, which are common for many students, exclude sense-making. We have designed a mechanics course for sophomore, under-graduate students that emphasizes sense-making and traditional physics content in equal measure. Sense-making is supported in all aspects of the course: during in-class activities, on augmented homework assignments, and on exams. While sense-making prompts on homework assignments are strongly scaffolded at the beginning of the course, these supports fade as the course progresses. In this paper, we discuss an analysis of students' homework responses to open-ended sense-making prompts throughout the course.