  With the advent of high-level programming languages capable of quickly
rendering three-dimensional simulations, the inclusion of computers as a
learning tool in the classroom has become more prevalent. Although work has
begun to study the patterns seen in implementing and assessing computation in
introductory physics, more insight is needed to understand the observed effects
of blending computation with physics in a group setting. In a newly adopted
format of introductory calculus-based mechanics, called Projects and Practices
in Physics, groups of students work on short modeling projects -- which make
use of a novel inquiry-based approach -- to develop their understanding of both
physics content and practice. Preliminary analyses of observational data of
groups engaging with computation, coupled with synchronized computer
screencast, has revealed a unique group interaction afforded by the practices
specific to computational physics -- problem debugging.
