(^) 93. ME We've got thirty degrees and alpha.
(^) [ME labels these on their diagram.] G^
force diagram
+x
+y
f
fcos
Ws Wm
fsin
T Tsin30
Tcos30
(^30)
94. S95. ME Or wT Yeah. e could call it Bill. EnSp Sp = SEn = Enupportcouragem (^) ent
- ST96. CB Ha! Bill^ EnEn^
- T99. ME I donA Bill, th't...we ane dongle. 't have to be specific. En
Alpha sounds good to me. Sp^
Table 3-14. Group 4D, Lines 75-99.
This group did not engage in any overt summarizing, consensus checking or
skeptical questioning activities. This may be due to the lack of identifying the role of
skeptic with a specific individual. However, their discussion proceeds from one thought
to another in an orderly fashion. This is seen in their discussion of the free-body diagram
where individual thoughts in the discussion of the forces are connected to one another
(lines 18-22, Table 3-13, page 97). The discussion of where to locate the weight
connects to the next thought about the existence of a torque due to this weight. In all of
the previous examples, there are several references to the surface features of the problem,
that is, the observable data. These data, such as the weight of the strut or mug, are used
by the students to construct the free-body and force-vector diagram. While constant
reference to these features may seem redundant, they actually are an important facet of
their solution.