(^)
One of the major facets of the problem-solving strategy is the Physics Description
and the attention to drawing diagrams, particularly free-body diagrams. Free-body
diagrams preceed the “Plan” section of the problem-solving strategy where equations are
constructed. Long before they have properly drawn diagrams, on which they all agree,
they begin to look for equations that will solve the problem (Table 3-8):
(^) Dialog Coding Comments
- SV Just forces? C New Episodethe form of a question, i..e, "We. This is a claim in
- EW We want to find like F-x, just need forces."
F-y. 58. SV And we have to use torque. C C A physics claim. A physics claim. - EW No, we basically want to find tension...yeah, I know. That's the
whole force diagram, right there.
Ch C An additional claim immediately follows the Challenge.- JV Do we have to use torques? 61. SV Yeah, that's statics. RQC C RQCl = Request for Claim
- JV OK, whatever you call it. Sp W Claim (Yeah, use torques) with implicit warrant (that’s statics).
- EW OK, use Newton's second law... [writes F= ma while JW and SV
talk and look at their own papers.]
C New EpisodeThis begins a discussion of what. A physics claim.- JV Don't we have to write down principles to use.
those things then?...umm, all the forces of torque equal, what are these? What's
that? [ He is referring to what EW has written on the paper.]
C An additional Claim that changes the idea.
SV Tau? 66. SV Tau equals L times. Cl C (^) A physics claim.
JV Oh, yeah, moment arm times... W They use very few obvious warrants.
Table 3-8. Group 4C, Lines 56-67.
Another thing noticed about this group was the rapid fire character of their
conversation. Subjects of sentences change abruptly and thoughts are left uncompleted.
EW’s mumbling (Table 3-9, page 87; Line 86) is partially due to his soft voice, but also
because SV didn’t let him say much. The other two students easily acquiesce to her
ideas. This example (Table 3-9) captures some of that behavior. Students were taught to