Drawings, figures, and sketches are common companions of traditional physics problems. Usually, teachers use them as supplements to the text of the problem. If the text can be understood without a sketch or a drawing, many teachers would see no reason to add it. On the other hand, some teachers like to use drawings (or photos) even when this is not necessary, mostly to make handouts more attractive for the students. But drawings (cartoons, art, photos) can play a more active, or proactive (or even provocative), role in physics problems. Here we present some new suggestions of how to use drawings (cartoons, art, etc.) in physics problems. The nontraditional problems in this paper use the new types of problems introduced in a recently published textbook.

Van Heuvelen
College Physics
San Francisco
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