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An instrument to assess the basic knowledge state of students taking a first course in physics has been designed and validated. Measurements with the instrument show that the student's initial qualitative, common sense beliefs about motion and causes has a large effect on performance in physics, but conventional instruction induces only a small change in those beliefs.

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Common sense beliefs of college students about motion and its causes are surveyed and analyzed. A taxonomy of common sense concepts which conflict with Newtonian theory is developed as a guide to instruction.