The first purpose was to develop a diagnostic test to investigate new anchoring and bridging analogies. Second one was to compare the effects of bridging analogies based instruction (BABI) versus traditional teaching method (TTM) on sophomore students&rsquo / misconceptions in Newton&rsquo / s Third Law (NTL). An Anchoring Analogy Diagnostic Test (AADT), Newton&rsquo / s Third Law Misconception Test (NTLMT), and Attitude Scale toward Newton&rsquo / s Third Law (ASNTL) were used as measuring tools. Unlike single analogies in each step as used in literature, the researcher introduced the group concept and developed the new style of concept diagrams after the first part. The second part was conducted with 308 students in the same department of the same public universities of previous year sample in 2006-2007. In the study, the instructors administered the NTLMT and ASNTL as a pretest. One instructor had randomly assigned one control and one experimental group, while the other instructor (researcher) had randomly assigned two groups. Experimental groups were instructed by the BABI while control groups were instructed by the TTM. After three-week treatment period, the same tests were given as posttests to both groups. The first part analyzed by using both Excel and SPSS indicated that the AADT was effective in diagnosing anchoring analogies, bridging analogies, and target cases. It was also easy to develop the new style of concept diagrams. The second part were analyzed by using multivariate analysis of covariance (MANCOVA). According to the results, the BABI significantly remediate students&rsquo / misconceptions in the NTL with respect to the TTM. However, the BABI showed no significant effect on students&rsquo / attitudes toward the NTL with respect to the TTM.