Abstract
A review of student answers to diagnostic questions concerned with Newton's Laws showed a tendency for some students to change their answer to a question when the following question caused them to think more about the situation. We investigate this behavior and interpret it in the framework of the resource model; in particular, a weak Newton's Third Law structure being dominated by an inconsistent Newton's Second Law (or “Net Force”) structure, in the absence of a strong, consistent Newtonian structure. This observation highlights the hidden problem in instruction where the implicit use of Newton's Third Law is dominated by the explicit conceptual and mathematical application of Newton's Second Law, both within individual courses and across a degree program. To facilitate students' development of a consistent Newtonian knowledge structure, it is important that instructors highlight the interrelated nature of Newton's Laws in problem solving.
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