(^)
man was in the middle third of the class. This ability mix is seen in their aggregate class
average: they were above the class mean at the time of the group problem (z = .8). All
three students were full-time, residential students at the University. MK was the
Recorder, MR was the Skeptic (She actually wrote "Spy" on the video log sheet, but
verbally identified herself as the skeptic), and RM identified himself as the Energizer.
Here is an extended example from Group 4A, an example of a “raw” transcript.
this is a weird foMK: OK, so then what?rce. We ha We've a weightll need to draw going. the bar. [Draw We have tensis bar.] Aon this nd
way, rigRM:/MR: Yeht? [drawah s T vector]
MK: SoRM: You ha we labve a weightel that T? right here. [Points to where WB goes on
diagMR: Tramhe bar w.] eight. In the middle.
RM: YeahMR: That [w, goes ineight] alw the mays goes iniddle. the center [i.e., center of mass].
MK: OK, soMR: That should be at this is weight bar. [lab one end, 1.5 mels deters. iagram while talking.]
MK: WMR: The what?eight of (^) the bar? They always do it from the center. We
is. [Inalways do it fdicating labrom thels fe cenor thter. We distane're gces.] Sooing to it's alw have toays at 1 know how far o.5. ver it
MK: OhMR: Meters, OK [Draw s and labels the 1.5 meters.]
T^
1.5 m WBIn problems involving forces (either static or dynamic), students were taught the
importance of drawing an idealized sketch of the problem situation, a free-body diagram,
and force-vector diagrams. The grading of the solution considered the correctness of this
step and this group thus gives much attention to drawing these three diagrams. This
segment of their dialog opens with a procedural discussion about drawing the “free-body”
and “force thingy” diagrams. These statements are all claims that relate to the process of
the solution.