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Drawing appropriate diagrams is a useful problem solving heuristic that cantransform a given problem into a representation that is easier to exploit forsolving it. A major focus while helping introductory physics students learnproblem solving is to help them appreciate that drawing diagrams facilitatesproblem solution. We conducted an investigation in which 111 students in analgebra-based introductory physics course were subjected to two differentinterventions during recitation quizzes throughout the semester. They wereeither (1) asked to solve problems in which the diagrams were drawn for them or(2) explicitly told to draw a diagram. A comparison group was not given anyinstruction regarding diagrams. We developed a rubric to score theproblem-solving performance of students in different intervention groups. Here,we present some surprising results for problems which involve considerations ofinitial and final conditions.

Should Students be Provided Diagrams or Asked to Draw Them While Solving Introductory Physics Problems?