(^)
MK. OK, s^ o don't we drawDialog this here...we Coding^ Comments
draw tension here, right? C Relates tohow anbut is a pd whysics claim her recohere one drawrder ro about s inle,
RM. Not... Sk Begthe tenins a Ssion. keptical question
MK111. RM. N. Rot like that, do yight? ou? RQSp Sk Request for SContinues questions startupport (^) ed in
MR. Yeah, that's how he [professor] drew 109.
it, di113. MKdn't he, on. And t his force dihen the nagramormal right here. s? B^
[Drawing N as she speaks.] (CW ) The Claimdrawing of the figur is implicit ine: the
WB WMT
N^30 o
1.5m
3 m1m- MK114. RM. O. Right? h, yeah. Sp Ck He agMK Checkrees with her. s for consensus
before continuing.^
Table 3-2. Group 4A, Lines 108-115.
In the dialog example between members MR and MK in Table 3-3 (page 79), they
consider asking the teaching assistant for help in determining where to put the "fulcrum."
This type of intervention by the teaching assistants was discouraged on graded group
problems. However, references to the professor or the teaching assistant frequently
surface when a group is stuck on a point as they are in lines 124-127. This is the point in
their solution when they draw the force-vector diagram.