  The resources framework emphasizes the potential productivity of student
intuitions for constructing a canonical understanding of physics. It models
learning as the progressive coordination and refinement of these resources.
Yet, there is a lack of theoretical clarity about how resources should be
coordinated and refined to align with canonical physics. We present causal
network diagrams as a tool for representing the targets of research
coordination. As an example, we compare student reasoning about projectile
motion to the causal network describing that motion. We argue that the causal
networks make manifest and explicit two types of resource coordination required
to achieve a correct physical understanding: (i) integrating additional causal
influences and mediators and (ii) using qualitative logic to draw valid
inferences.
