{'fraction_non_alphanumeric': 0.018711018711018712, 'fraction_numerical': 0.0, 'mean_word_length': 4.966942148760331, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
The use of the visual-spatial intelligence in the solution of elementary physics problems.

The process of transforming a word problem, the only kind in physics, to a mathematical representation of that problem uses several of Howard Gardner's Multiple Intelligences. Traditionally, only the verbal-linguistic and logical-mathematical intelligences have been emphasized. However, the authors have found that solving physics problems requires the ability to visualize the problem statement into a mental video. Not only does this process entail the visual-spatial intelligence but also the kinesthetic as the student needs to have a sense of how the physical world works. This paper addresses visual techniques that aid in the solution of mechanics problems in freshman physics courses. First is the use of multiple sketches to enhance visualization of the problem. Most texts suggest "sketch" the problem with the implication of a single sketch. When the problem is time-dependent, it is appropriate most of the time to provide two or more sketches. These sketches are snapshots in time taken from the mental video of the problem at hand. Another is the use of tables for data organization and recognition. Creating a visual organization of information makes it much easier to see what to do next for the visualspatial student. Both are visual tools to solve analytical problems. Several examples of application of these methods are presented.