Force dynamics questions in high schools are surprisingly low on student score, even simpler ones, despite teachers passion in teaching, the development of student Misconceptions banks and instruments to father, classify and methodically process the issue.

Some reasons are:

1. Force dynamics are based on sketches. These are meaningless in principle even though they represent reality, without words attached to them to enact meaning (literary reference on request)

2. Forces are a notion of interaction. They are absent when objects dont interaction. This causes a cognitive paradox that leads to dismissal of their ontologically status and thus ability to involves them in the analysis

3. Force dynamics analyze causation into finer primitives that most people do not have developed intuiotions for I.e it is a generalization over the traditional linguistic notion of “causative”: it analyzes “causing” into finer primitives and sets it naturally within a framework that also includes “letting,” “hindering,” “helping,” and still further notions.