{
  "annotation_id": "9bcc8d77-a5b8-4882-9198-d11cffbde6b2",
  "date_created": "2026-03-02T18:01:10.316000Z",
  "date_modified": "2026-03-02T18:01:10.316000Z",
  "file_hash": "ea4d0ed74356a4aa76da299815956a0ba54ea7e1b9ea929e83625cff17590002",
  "private": false,
  "record": {
    "abstract": "The Modeling Instruction program at Arizona State University has developed a\nrepresentational tool, called a system schema, to help students make a first\nlevel of abstraction of an actual physical situation [1]. A system schema\nconsists of identifying and labeling all objects of interest from a given\nphysical situation, as well as all the different types of interactions between\nthe objects. Given all the relevant objects and their interactions, students\ncan explicitly identify which are part of their system and which are not, and\nthen go on to model the interactions affecting their choice of system as either\n(i) mechanisms for energy transfer, or (ii) forces being exerted. In this\npaper, I describe the system schema tool, give examples of its use in the\ncontext of forces, and present some evidence on its effectiveness in helping\nstudents understand Newton\u0027s Third Law.",
    "arxiv_id": "physics/0608092",
    "authors": [
      "Brant E. Hinrichs"
    ],
    "categories": [
      "physics.ed-ph"
    ],
    "doi": "10.1063/1.2084715",
    "journal_ref": "AIP Conference Proceedings, Vol. 790, pgs 117-120, 2005 (2004\n  Physics Education Research Conference)",
    "title": "Using the System Schema Representational Tool to Promote Student   Understanding of Newton\u0027s Third Law",
    "url": "https://arxiv.org/abs/physics/0608092"
  },
  "schema_id": "dorsal/arxiv",
  "source": {
    "execution_id": "5bef4c19-7b66-4dc3-a835-3afad3adedf6",
    "id": "arXiv Dataset IDs",
    "type": "Model",
    "variant": "snapshot-2026-03-01",
    "version": "0.1.0"
  },
  "user_id": 1000002
}