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We discuss the effect of administering conceptual and quantitative isomorphicproblem pairs (CQIPP) back to back vs. asking students to solve only one of theproblems in the CQIPP in introductory physics courses. Students who answeredboth questions in a CQIPP often performed better on the conceptual questionsthan those who answered the corresponding conceptual questions only. Althoughstudents often took advantage of the quantitative counterpart to answer aconceptual question of a CQIPP correctly, when only given the conceptualquestion, students seldom tried to convert it into a quantitative question,solve it and then reason about the solution conceptually. Even in individualinterviews, when students who were only given conceptual questions haddifficulty and the interviewer explicitly encouraged them to convert theconceptual question into the corresponding quantitative problem by choosingappropriate variables, a majority of students were reluctant and preferred toguess the answer to the conceptual question based upon their gut feeling.

Coupling Conceptual and Quantitative Problems to Develop Expertise in Introductory Physics Students