Audio

Video

1.1.      Shaun:    You can have the banister, if that, if that pulley there, the pulley there, if that was on our side then, ahm.

[Points toward chalkboard in the general direction of earlier drawing]

1.2.      WMR:    This was, this [1] was on your side, because the class was pulling here [1], and I was pulling here [2].

1.3.      Shaun:    No, but if that, switch it around=

1.4.      Sharon:   =You were B.

1.5.      Jon:        //If you were B]

1.6.      Shaun:    Switch the] whole thing around, like say, we were pulling.

[gestures switching]

1.7.      Sharon:   //If we were B]

1.8.      Jon:        If we were B] and you A

1.9.      Shaun:    No, if we were B but you had the banister on your side (1.0 s)

[points toward chalkboard]

1.10.    Jon:        Ha?

1.11.    Shaun:    Like if the banister was on that side (.) OK, just say there was a banister on that side.

[points toward chalkboard]

2.1.      Shaun:    If we pulled the hardest, then the banister would fly.

2.2.      David:    We were pulling where the pulley is.

2.3.      WMR:    You guys were pulling on this one here.

[I point to string [students]

2.4.      Jon:        That's a strong //support.]

in Figure 1]

2.5.      Alain:     But you] would have lost if there was a 1000 people on //there.]

2.6.      Sharon:   It woul]dn't have moved because I think

                           //it is attached.]

2.7.      Alain:     Yeah, exactly.]

2.8.      Shaun:    See, he is,] actually it does

2.9.      WMR:    It is attached to that pulley, but that pulley isn't att//ached.]

[I point to pulley [1] and [2] in Figure 1].

2.10.    Shaun:    No, but] it's attached to the banister.

3.1.     WMR:    The banister is over here? (1.8 s)

[I begin to draw]

3.2.      Shaun:    Yeah, the banister is over //here]

3.3.      WMR:    And] who is here [1]?

3.4.      Julie:       Us.

3.5.      Kevin:    Us.

3.6.      WMR:    The class?

3.7.      Andre:    The class is, against you.

3.8.      WMR:    And like this? (3.4 s)

                           Is that what you mean?

[I end drawing]

3.9.      Julie:       Yeah.

3.10.    Shaun:    Yeah.

3.11.    WMR:    How is that [1] different from this [2] //one?]

3.12.    Shaun:    No], no, it's like that, but you have a banister on your side.

3.13.    Krista:    Like both have banisters.

4.1.      Shaun:    OK (2.5 s)

4.2.                     And then this thing [2] over this [3].

4.3.                     You can, you can still have that [1], but if we [4]=

4.4.      WMR:    =Where do I pull? Which end do I pull?

4.5.      Shaun:    You can pull on here [5].

[looks at Figures 2a-d] [draws rope [2]]

4.6.                     With the, OK (3.8 s) this is a banister.

[starts new diagram by drawing a banister]

4.7.      WMR:    But we have the banister here [6].

[points to [6]]

4.8.      Andre:    Oh God

4.9.      Shaun:    (5.2 s)

4.10.                   Banister [1]

[erases in part diagram in 4.1-4.5] [begins new one]

4.11.    WMR:    OK

4.12.    Shaun:    Long string [2]

4.13.    WMR:    OK, pulley

4.14.    Shaun:    Roth [4], pull here [3]

4.15.    WMR:    OK.

4.16.    Shaun:    Then there is a pulley.

4.17.    WMR:    And where do you pull? (1.7 s)

4.18.    Shaun:    And then there is another banister here [5], and then we pull (.) here [6] [class]

4.19.    Xs:         Ah, yeah (4.2 s) (applause)

[several students applaud]

4.20.    WMR:    OK, thank you very much, can you?

[I signal Shaun to sit] [Shaun reluctantly leaves]

4.21.    Alain:     But then Mister, Doctor Roth doesn't have anything to pull at!

[I applaud Alain]