Exploring student use of force resources in non-force contexts: insights from a forces-first mechanics course

Introductory mechanics courses in the United States usually introduce kinematics concepts before forces. While some research has been done on broadly restructuring these introductory courses to forefront modeling, energy, and other over-arching concepts to help connect introductory physics topics conceptually, one simpler and less-studied approach is teaching forces first. Teaching forces first emphasizes force’s role as the mechanistic backbone of other introductory topics, and forefronts simple vector math before presenting students with kinematic equations. Using Resource Theory as the theoretical framework, we conducted multiple semi-structured, task-based interviews over the course of the semester with students in a forces-first, algebra-based mechanics course. The interviews covered kinematics, fluids, rotation, and work-energy problems, and our goal was to explore how students draw on force resources in contexts where they may not be explicitly required for solving the problem. This presentation covers preliminary results from this work.