THE ENIGMA OF SCHEMES

The issue of the schemes has a puzzle that perhaps you help me solve, and I'm pretty sure it will interest you. It' s this:

It comes from my experience as a teacher and after correcting approximately four thousand physics exams. When I put myself at correcting an exercise in kinematics and I find that the student presents a clear scheme, complete and without error, which plainly shows the situation the exercise utterance referres to ... then I know I can read the rest of the exercise development with a certain lightness, since the probability of finding subsequent errors is almost null. It seems a well-done scheme ensures success.

And vice versa: when I start to correct the exercise and no scheme is presented, or it' s incomplete, or very rudimentary, or it has mistakes, then I know I have to look carefully at the development of the exercise because it inevitably contains fatal errors.

There's something about schemes, I don't know exactly what it is ... but they seem to be the key to success. It's a shame teachers don't cultivate in themselves nor in their students the ability to make schemes.

Here you have a detailed description of the preparation of schemes. Think about it.