(^) draw an idealized sketch of the problem, then a free-body diagram, then force diagrams.
In most problems, the correct solution requires the properly drawn free-body and force
diagrams. In this example, there is no resolution as to whether they are drawing a free-
body diagram or a force diagram.
- JV What's that, the fDialog ree-body or Coding^ Comments
the f83. Sorce?V T (^) hat's the free-body. RQCl C NeClarifThis claim relw Eicatiopisode.n. RQCl =ates to the probl Request foem r
- EW Yeah Sp solving strateg y.
- SV No, that's the force. C the idea. An additional Claim that changes
- SV He'86. EW (mumblesll just redraw) this [i.e., the X^
pictustatemre ofent] for the f the sign inree- thbodye problem...that's all
right.
C
EW Oh[i.e., the weight] of, and y the board. ou gotta have the w W W = Weight belongs on FBD.
J90. SV See, I told yV Fine with me. ou we have to use Sp
statics and Newton's second...and statics. C Nethe pwell as thw Eroblempisoe pde. sohysics. Tlving strateghis claim relates toy, as^
JV92. SV Wh Yeahat is (^) this? [writing on her Sp Support for the claim.
paper] It'L times t?s L tim I canes w't remhat?ember w Is it Lhat it is in times f?
the book.
RQCl paper sShe scribbled thhe had anis ond EW di a piece ofdn’t write
it on the solution sheet.
Jthey're all fV It doesorces, isnn't m't it?atter, becau I mean, it'se it's, s
aboujust a mt. Ifatter o it's a tenf what fsionorce y or a wou're talkeight or a... ing
RQCl
?
Table 3-9. Group 4C, Lines 82-91.
There are essentially three simultaneous two-way conversations going on in this
group. Very little three-way conversation occurs in this group, and I do not believe there
is any three-way group communication occurring. A key component of cooperative
learning is face-to-face interaction. This means the participants in a group are physically
placed so as to enhance their communication. The original seating arrangement of this
group along a table followed this order: