Collaboration

I can collaborate

cooperative learning and problem-solving

GSS.C1 I can contribute productively to group discussions.

GSS.C2 I can keep my space and equipment organized and functional.

GSS.C3 I can treat everyone and everything with respect.

GSS.C4 I can use class time appropriately and efficiently.

GSS.C5 I can contribute significantly to group problem-solving.

GSS.C1 I can contribute productively to group discussions.

In this discussion, we talked about how we think the correct way to write the quadratic formula in code is. I believe that I contributed greatly to this conversation. Although, one stump that we did hit were the tiny misconceptions over the symbols and where to put them. Overall, I think that it was a beneficial learning experience.

Group Discussion

Within my group, we all work well together and evenly converse over a variety of topics. This picture is evidence of our group working together to solve a problem. As you can see, we are all collaborating without any problems and are discussing well. A strategy that will help me going forward with this skill is to make sure to pay close attention to what everyone is saying so that I can help provide insightful feedback and engage more efficiently in discussions.

I do not feel like I do this skill well enough. I need to focus on more actively participating and contributing to whole class discussions. I do not feel as though I push myself to speak up as often as I would like to.

GSS.C2 I can keep my space and equipment organized and functional.

I believe that this is true for me. After every experiment, I make sure that the space I worked in is clean before I move on to the preceding task. I also think that I keep a neat and concise binder specifically for physics class.

January 14, 2020

I still feel as though I demonstrate this skill well. I make always sure that my materials are always put away and that I help other group members clean up equipment. The shared table space is always organized and everyone keeps their things in check.

February 26, 2020

As of right now, I believe that I still demonstrate this skill well. I continue to clean up my materials and make sure that my peers do the same. If not, I clean it up for them and politely remind them to do it next time.

GSS.C3 I can treat everyone and everything with respect.

I like to believe that I have treated everyone and everything with respect so far. I try to be respectively kind to my classmates and teacher. I also care for my materials wisely and do not abuse them.

January 14, 2020

I think that I have shown this skill well. I am respectful of the people around me and the equipment I use for assignments. Additionally, I try to encourage my classmates to be repectful to not only each other and the materials, but the teacher as well.

February 26, 2020

I still believe that I do well at this skill. However, there is always room for improvement. I plan on trying to improve on this skill as the second semester continues.

GSS.C4 I can use class time appropriately and efficiently.

During class time, I listen thoroughly to the teacher's lesson and instructions. Meanwhile, I gather notes in my notebook over what is being said. Also, no time goes wasted in physics. I am either attempting to develop ideas, collaborating with other students, or dilligentely working on the assigned task at hand.

January 14, 2020

In the beginning of class, I have my physics notebook out and a pencil ready. I am never on my phone during class unless it is useful in relation to what we are learning and I am permitted to do so.

February 26, 2020

Before class starts, I continue to try to have my physics things out and have my phone in my backpack. During my time in class, I make sure that I am only working on physics and not another class.

May 27, 2020

Since online learning began, I have had my screen on every class period and have been paying attention to each lesson while taking notes. In addition, I have used my class time wisely and efficiently by using the given time to complete my assignments.

GSS.C5 I can contribute significantly to group problem-solving.

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In this assignment, we worked through our struggles and demonstrated an understanding of the question being asked -

Is it possible to have the bigger force arrow in a direction which does not match the direction an object is moving? If, so, what kind of motion is this? If not, why?

Even though I am not directly shown in this video, I was in this group and helped work with and modify this idea.

Marshmallow Experiment

In this experiment, we had to work in groups to see who could create the tallest and sturdiest model out of limited materials. We were given a marshmallow, spagetti, and tape. Our group worked really well together. We came up with various methods to get the best outcome. Each member of our group worked equally and we had no issues!

Whiteboard Activity

For this activity, our group members all equally collaborated to figure out how to add and subtract vectors. Finally, we figured out the steps to do so. This activity contributes to this skill because all of the group members, including myself, had even input on figuring out how to solve the problem. With this skill, I am not very good at this because I tend to be on the quieter side. In groups, I am usually scared to provide my input and am afraid to speak, especially with people that I don't know very well (which is pretty much everybody at this point). In the future, I hope to improve on this skill by overcoming my fears.

For this activity, all members actively contributed to come to a solution. We worked efficiently and used our time wisely in class. Additionally, I tried to make sure that all group members understood the concept before continuing.

Working as a class

When we presented whiteboards, members of the groups took turns in presenting our projects while the others went around to look at other groups work. While doing this, every group member contributed to group problem-solving by incorporating their imput to other groups presentations and talking about how to make each other's better.

What matters in a pendulum?

In this assigment, we were tasked with finding the variable that matters when using a pendulum. Each group member did calculations on a variable. The variable that I measured was the length of the string. Our group concluded that length matters in relation to time. As the length of the string increases, so does the time.

My pendulum

My measurements on the length of the string

Group members work:

Mass

Angle

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