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With the advent of high-level programming languages capable of quicklyrendering three-dimensional simulations, the inclusion of computers as alearning tool in the classroom has become more prevalent. Although work hasbegun to study the patterns seen in implementing and assessing computation inintroductory physics, more insight is needed to understand the observed effectsof blending computation with physics in a group setting. In a newly adoptedformat of introductory calculus-based mechanics, called Projects and Practicesin Physics, groups of students work on short modeling projects -- which makeuse of a novel inquiry-based approach -- to develop their understanding of bothphysics content and practice. Preliminary analyses of observational data ofgroups engaging with computation, coupled with synchronized computerscreencast, has revealed a unique group interaction afforded by the practicesspecific to computational physics -- problem debugging.

A Case Study: Novel Group Interactions through Introductory Computational Physics