MR: OK, what happened here? 11:09
11:08:00	Sham: The rope is too skinny (comotion
		[Teacher waits until class is quiet]
11:10:	MR: Now it’s my turn to speak up here, and I want to select speakers rather than having conversations go on here. What happened here now? Amanda?
	Ama: the pulley was stronger than half the class
	MR: who was, did the pulley do anything?
	Xs: yeah
	MR: who pulled?
	Xs: we do
	Xs: you
	MR: I pulled, but I got some help you mean?
	Xs: yeah, a lot
	MR: So, (3) Devin?
	Xs: You
	Dev: Ahm you were pulling the pulley and I think that gave you the advantage over 8 or 9 of us or 10, and you were winning till Ian’s wheel stopped and then you had an advantage over us
	Sham: Ahm (2) ˇ You were pulling your own string, though, like one end of the string was tied to tha tha end thing, and you were just pulling it, and the pulley was attached to the thing, so when you pull, the whole pulley moves and everyone on the string moves with you.	[T selects him through pointing] [pointing to blackboard] [pulling movement]
	MR: So you are saying that one pulley is attached, one side attached?	[begins drawing pulley]
	Sham: to the, to the banister, over //there]
11:11	MR: and] the other side was not attached?
	Sham: no, the other side we were trying to pull. If we had let go, you would be off somewhere=
	MR: =where was I, on which side was I?
	Kian: °A°
	Don: no, you were on B
	X: B
	MR: Don, why do you think I was on B?	[points to BB]
	Don: because you were pulling on the little rope attached the pulley, and we were just going in a circle
	MR: You, you were pulling this string (.)
	Don: yeah (.)
	MR: and I was pulling on the side that was?
	Rile: °let’s switch sides°
	Don: supports, strong supports	[T draws on the blackboard]
	MR: who supported me?
	X: you see the?)
	X: (Don?)
	MR: sh:sh: who supported me? where (2)
	Mac: the pulley
	MR: OK, the pulley (.)
	AJ: us, that supported us, °(there was no one to hold it?)°
	MR: out loud AJ
	AJ: never mind
	MR: no, I DO mind
	AJ: OK, I forgot
	MR: out loud
	AJ: I forGOT
	MR: Sh::sh: (3) Carla?
	Car: the railing out there
11:12:	MR: the railing out there, the railing there helped, the railing helped part and what helped me to make use of the railing?
	Ril: the pulley
	MR: Amanda?
	Ama: the pulley
	MR: the pulley, the pulley sort of helped me to make use of the (.) of the railing, and I have you pull on the open end. See this, what would have happened if we had rigged up the pulleys like, like Shamir wants me to do? Something like, (.) what would have happened if we had set up the pulleys like this? (3)	[drawing]
	Kian: yeah
	MR: what would have happened in this case? Jennifer?
	Jen: well, it would have been easier for the class to pull you (.)
	MR: because?
	Jen: because there is nothing helping you, only you
11:13	MR: so in this case, when you have a pulley fixed somewhere, and I pull one open end, and the class pulls the other open end, I don’t stand a chance (2)
	Sham: but
	MR: there was a question? (2)
	Sham: but, when we were pulling on that other one, we were pulling, we were just pulling the banister string
	MR: No, you were pulling here, this pulley	[open end, A]
	Sham: yeah, but it was attached to the banister, if we pulled really hard then the (.)
	Don: I know, I //know]
	Sham: if we] pulled the hardest, then the banister would fly
	Dani: we were pulling where the pulley is	[T walks to the block and tackle]
	(12)
	Dani: tough guy
	MR: you guys were pulling on this one here	[T holds the string, see Figure 1]
	Don: that’s a strong //support]
	Asl: but you would] have lost if there was a 1000 people on //there]
	Chan: It wou]ldn’t have moved because I think //it is attached]]
	Asl: //Yeah, exactly]
	Sham: see, he is, ] actually it does
	MR: it is attached to that pulley, but that pulley isn’t att//ached]
	Sham: no, but] it’s attached to the banister
	Chan: (and so?) what are you
	MR: No, my rope is attached to the banister
	Sham: you had your support, if all of us let //go,] you would have been //in] Kelowna 11:14 ((laughter, 1))
	X: no]
11:14	Sham: You would have been //in] Kelowna	[Laughter]
	X: no no]
	MR: Don?
	Don: the class was your strong support, we were holding it, because if we had’a let go you would’a
	Sham: we were holding you up
	Don: yeah,
	Sham: because of that pulley
	MR: oua, no, I don’t know who held who up? (.) Chantelle?
	Chan: well if the other rope is hold on to there, then we wouldn’t be pulling anything, ‘cause it’s it’s stuck onto there, so
	Dani: No, it was going around something °so he was pulling°
	MR: so you are saying that I cheated a bit, I //used]
	Xs: yeah]
	X: you did]
	MR: I used the support of the railing, and I used the pulleys and in fact what did the pulleys do? (3) Mac?
	Mac: I just wanted to say can we set it up like the other one like Shamir said
	MR: Amanda?
	Aman: the pulleys give you lots of support
	MR: yeah, and lots of, what were we talking about all these days?
	Kian: °slippage°
	MR: ahm (2)
	Kian: slippage
11:15	MR: well, the pulleys they have that, they decrease the friction, but something else, (.) I had an advantage, I had a mechanical advantage, and Daniel used another word last period, which was to gear down, (.) what I did, we geared down all of your effort, so that I actually could hold it. (3)
	Sham: you can have the banister, if that, if that pulley there, the pulley there, if that was on our side then ahm	[points toward blackboard]
	MR: this was, this was on your side, because the class was pulling here, and I was pulling here	[points to A] [points to B]
	Sham: no, but if that, switch it around=
	Chan: =you were B
	Don: //if you were B]
	Sham: switch the] whole thing around, like say, we were pulling	[gestures switching]
	Chan: if we were B]
	Don: if we were B] and you A
	Sham: no, if we were B but you had the banister on your side (1)	[points to BB]
	Don: ha?
	Sham: like if the banister was on that side (.) OK, just say there was a banister on that side
	Ian: °I like this one best°	[Points to]
	MR: Does anyone understand what Shamir is asking me?
	Xs: No
	Ian?: yeah
	Dev: I do
	Sham: OK, if the
	MR: SH:: (1) who said I do? (1) OK, Devin	[Devin and Riley raise their hands]
11:16	Dev: Or what if there is a railing over there, and we were B, and, and you still had the rai//ling]
	MR: Oh], I still can’t imagine what you, what you are trying to say
	Sham: do you want me to draw //it?]
	MR: the] banister is over here? (1.8)	[begins drawing]
	Sham: yeah, the banister is over //here]
	MR: and] who is here?
	Jenni: us
	Dev: us
	MR: The class
	AJ: the class is, against you
	MR: and like this? (3.4) is that what you mean?	[ends drawing]
	Jenni: Yeah
	Sham: yeah
	MR: how is that different from this //one?]
	Sham: no], no, it’s like that, but you have a banister on your side
	Kian: like both have //banisters]
	Sham: no, no], no keep the class there, keep the class there	[points toward BB]
	Don: Oh, I know, //I know what he means]
	Sham: move the banister] on the other side
	Don: I know what he means (3)
	MR: Do you know what he means?	[T walks toward Don, hands him the chalk]
11:17	Don: well, ok, if you had the (.) banister thing, the railing goes like that then (design 6))
	MR: yeah
	Don: this is the string and then there would be a pulley. Am I doing this right to you?
	Sham: yeah
	Don: And then this would, I don’t think come out there	[to Shamir] [Shamir walks to the front]
	AJ: Oh, two people out there (4.4)
	Sham: OK (2.5) and then this thing over this, you can, you can still have that, but if we=	[checks out previous drawing] [draws rope] [points to "banister"]
	MR: =where do I pull, which end do I pull?
	Sham: you can pull on here, with the, OK (3.8) this is a banister	[points to banister string] [starts new drawing]
	MR: but we have the banister here	[points to old drawing]
	AJ: Oh good
	Sham: (5.2) banister	[erases old drawing] [draws new one
	MR: OK
	Sham: Long string,
	MR: OK, pull it
	Sham: , Roth, pull here
	MR: OK
	Sham: then there is a pulley
	MR: and where do you pull? (1.7)	[draws rope 2]
11:18	Sham: and then there is another banister, here, and then we pull (.) here
	Xs: Ah, yeah (4.2)	[several students applaud]
	MR: OK, thank you very much, can you	[sign to sit down] [he is reluctantly giving up stage]
	Asl: but then Mr, Dr. Roth doesn’t have anything to pull at	[I applaud Aslam]
	Sham: that’s //just the thing]
	X: that's exactly]
	Dani: that’s the point
	Sham: exactly, that’s the thing, that’s where what’s happening to us
	Asl: yeah I know, exactly
	Sham: now let’s try it and you’ll be sitting...
	Ian: the whole (bearing?) (??) banister
	Dani: it’s like a catapult
	MR: what happens here?
	Asl: we should just have, you know what you had, we should have one of those connected to the same thing so then it would be even, like what we are pulling at
	Sham: yeah, and then we’d see?
	X: Yeah
	Don: (we’d never do it?)
	Asl: No, like, you know what you had on your side? (1)	[turns to block-and-tackle]
	MR: you mean, here over //here]=
	Asl: yeah]
	MR: =and then you go a few times around with the rope, and I pull here and you pull //here]
	Asl: yeah]
	Sham: and the banister can be stuck to the bottom
		[Several students speak at the same time]
	MR: just a second, Daniel, Dan first
11:19	Dan: can I draw something?
	MR: out	[He comes to blackboard to draw]
	Dan: draw
	MR: go ahead
	Dan: this is the banister, and this is another banister,
	Sham: Yeah, that’s the way
	Dan: this is the banister, and this is another banister, and then Roth, and here is the pulley, and here is another pulley right here, and then //connected to the banister,]] the class	[Draws sketch] [takes about 40 s]
	X: yeah, that’s what I said, exactly] (2)
	MR: Aslam
11:20	Asl: and then when the rope is like tight from the banister to the pulley, then the person, not the person on that side, but the other person that is loose, it isn’t like, it isn’t tight yet, then that is the winner (5)
	MR: now here, I wouldn’t have any advantage, because both sides are the same
	Asl: °exactly°
	Dani: °what’s your point?°
	MR: in this case, both sides are the same (.) yeah, in this case and in this case I don’t have a chance ((design 2, 8)). This one, (.) to me (.) it looks to me, someone is cheating himself ((design 5)), because I hold on with the wall, and you stand no chance, you don’t move me a bit, and when you’re tired then I start
	Ril: you don’t move us either
	MR: when you are tired, then I start moving
	Ril: //yeah ??]
	Asl: //(he doesn’t have anything to do?)]
	Sham: //yeah, but see that’s] what happened to us, that’s what you guys did to us when you , when you were tired	[continues to mumble]
11:21	MR: Ok, let’s stop here, and I make u:: (2) I made use of the pulley in a way that is similar to this ((design 1)) and remember, this, for B it’s easier than for A, for the class, and in fact ˇ, the way I rigged up the pulley, it made it five times easier, yeah, it made it five times, here you only get half ((design 1)), the way I set it, you get about 5 times. What I wanted to do, is quickly switch to this activity, and by the way, you did an activity, and you filled out a form, and we haven’t gotten all the forms. ((change to 2nd class lever))