As part of the National HE STEM programme we have developed and implemented a modelling curriculum in first year mechanics to overcome well known conceptual difficulties. By modelling we mean more than just the development of mathematical equations to describe the evolution of a physical system; we also mean the use of multiple representations both to understand the problem at hand as well as to develop a solution. We have developed a structured approach to both teaching and assessing the use of such representations through the ACME protocol: Assess the problem Conceptualise the Model and Evaluate the solution. This paper describes the implementation of this protocol within a conventional lecture setting during a single semester of the 2011-12 academic session and demonstrates the impact on conceptual understanding of 42 students though pre-course and post-course testing using the Force Concept Inventory (FCI). Detailed analysis shows that on virtually every question in the FCI student performance improved with questions 4 and 15 relating to Newton’s third law showing especially large gains. The average FCI score rose from 17.7 (out of 30) to 22.5 with the distribution of post-instruction scores being statistically significantly different (p=0.0001) from the distribution of pre-instruction scores.
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