Resource Plasticity: Detailing a Common Chain of Reasoning with Damped Harmonic Motion

摘要: As part of ongoing research into cognitive processes and student thought, we have investigated the interplay between mathematics physics resources in intermediate mechanics students. We present evidence from a reformed sophomore‐level class which contains both tutorial lecture components. In context writing Newton’s Second Law for damped harmonic motion, students discuss signs spring damping forces. Using grounded theory approach, identify common chain reasoning request is followed by elaborative sense‐making checks consistency, finishing with an optional appeal group consensus. Our analysis provides description thinking terms Plasticity, extension Resource Theory.