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Psychologists have long known that an expert in a field not only knowssignificantly more individual facts/skills than a novice but also has thesefacts/skills organized into a mental hierarchy that links the individual facts(at the bottom of the hierarchy) together with larger more-encompassing ideas(at the top of the hierarchy). In the Spring quarter of 2012, UC Davis offered4 sections (about 180 students each) of the first quarter of introductoryphysics, Physics 9A, covering Newtonian mechanics. One of these sections is a"treatment" group and had the entire 10-week quarter's set of ideas introduced,largely qualitatively, in the first 6 weeks followed by the 4 weeks wherestudents learn to use those ideas to solve the algebraically complicatedproblems that physicists prize. The other three sections were organized asusual. The treatment group and one of the other sections were taught by theauthor and were identical (same homework, discussion, lecture, and lab) exceptfor the organization of the content. After controlling for GPA as well as ForceConcept Inventory pretest scores, the treatment group was found, with betterthan 99% confidence, to score higher on the final exam. Some curricular detailsof the treatment class are discussed in this paper.

A class where qualitative discussions, coming weeks before computationally complicated practice, helps students' problem solving abilities