Group discussion- Sean, Hongtao, Micaiah, Shi Ying, Catherine
Video 1
http://m.youtube.com/watch?v=YVmDvV9JCAw

Video 2
http://m.youtube.com/watch?v=mv7Eo_qda7E

Video 3
http://m.youtube.com/watch?v=7Ei2Uaco5gU

We deeply apologise for our late post of links as we had some technical difficulties. Thank you for understanding.

Comment by each student

Dear all,
  Thank you for those who have made the comments. However, there is some misinterpretation of how it should be done. In one conversation of yours, you can display 0,1 or more standards. Therefore, you need not try to fit in all the standards and grade them. I believe what Heng Yee has done is more aligned to what is needed.
Thank you.

Kinematics Group Discussion - Gloria, Alicia, Yong Hoe, Boon Jian, Jun Yang.

Discussion on question 1:

https://www.youtube.com/watch?v=Xlq1jE8Vp9w&list=UUL-iOEvq-XNNR85tLG-_CFA

Discussion on question 2:

https://www.youtube.com/watch?v=8k3FeVVIvA8&list=UUL-iOEvq-XNNR85tLG-_CFA

Discussion on question 3:

https://www.youtube.com/watch?v=ZPv-hQDAZ6M&list=UUL-iOEvq-XNNR85tLG-_CFA

We sincerely apologize for the late post due to certain difficulties we had with YouTube, but here are the links to our discussions for each question regarding this activity. Thank you.

Group discussion - Jia Yi, Zhu Yin, Guan Ting, Kai Wei

Our recordings got corrupted and hence, we were unable to upload most of them from the main iPad we recorded from.
However, we managed to record some parts of it using the second iPad but it was cut off halfway due to lack of space. Thus, we lacked our discussion for question 3.
Really sorry for the inconvenience caused.

Question 1 and 2
http://youtu.be/sulSC3lMATk
Question 2
http://youtu.be/7YpDNZo6mNU

Kinematics Group Discussion: Kaining, Charissa, Fangci, Joe

Question 1:
http://www.youtube.com/watch?v=S8hltYONioA&feature=youtu.be

Question 2 Part 1:
http://www.youtube.com/watch?v=LWcdZsPBsxU&feature=youtu.be

Question 2 Part 2:
http://www.youtube.com/watch?v=3a1MtLTie5M&feature=youtu.be

Question 3 Part 1:
http://www.youtube.com/watch?v=my5JfV5ssJw&feature=youtu.be

Question 3 Part 2:
http://www.youtube.com/watch?v=6rPmQlndsj8&feature=youtu.be

AUDIO RECORDINGS - Junwei, Geraldine, JingQi, Kengwen

(I) AND (II)
http://youtu.be/em-LpmJnMnM
http://youtu.be/vGR_9ayJrlI

(III)

http://youtu.be/S-fRzHlw9jw
http://youtu.be/FVwkVKJ8mfQ

http://youtu.be/1SZiDiXtej8

Group Discussion-Esther, Han Kang, Ryan, Joanna

The links below are to the discussion videos on increasing the chances of survival when falling of a building. We had to split the first part into two.

Part 1.1
http://m.youtube.com/watch?v=k6e9-DCTuqA
Part 1.2
http://m.youtube.com/watch?v=p_XqJ1DkEEM
Part 2
http://m.youtube.com/watch?v=zSA7yZRDOuw
Part 3
http://m.youtube.com/watch?v=RfuU6jR2PcA

GROUP DISCUSSION - BENJAMIN, SANDY, GENIEVE, NINGZHE

Hello guys,
The below links are the group discussion videos for the 12 March physics lesson.
Sorry but we faced technical difficulties with the first video and was unable to upload them. :(

PART 2:  https://www.youtube.com/watch?v=W9js8VEqW_A&feature=youtu.be
PART 3:  https://www.youtube.com/watch?v=_IrPMAOwcmc&feature=youtu.be

Thanks! :)

Audio Recording - Heng Yee, Jing Han, Jason, Poh Zheng, Shi Heng

Activity - An investigation on how to increase the chance of survival from a fall off the building

Part 1: http://www.youtube.com/watch?v=yV5AFJeyySM

Part 2: http://www.youtube.com/watch?v=DkdGFSYPRn0

Part 3: http://www.youtube.com/watch?v=9QmsQskv9PI

Dear 3A/J students,

         After your discussion that took place on 12/3/2014, your group will have 3 audio recorded files.
Can the group leader
1) upload these audio files on youtube
2) create a new post (kindly create the post title with all the students name on it) with the URL for the 3 audio recorded files.

After the post is created,
I need each member in the respective group to do the following
1) Listen to each audio file and pick up your own conversation
2) Using the rubrics for critical thinking that is attached to this post, create comments for all the 3 audio file do a self-assessment of your critical thinking skill.
3)
An example is of such a comment is given as below

Generic type	1) Timestamp of audio file 2) Speaker 3) Intellectual standard displayed 4) Score of the intellectual standard displayed based on the critical thinking rubric
Example	3:30 – 3:50, Claire, Depth , 3

A member in each group should only
(i) post as a comment that is under your own group post
(ii) post all your self-assessment of all of the 3 audio files under a single comment on the blog.
For example

3:20-3:50, part 1, David, Clarity 3
5:20-5:55, part 1, David, Depth 3
1:20-2:50, part 2, David, Logic 1
4:20-5:20, part 2, David, Precision 2
0:20-0:50, part 3, David, Acurracy 3
3:20-3:50, part 3, David, Clarity 3


_________________________________________________________________________________

Rubric for Critical Thinking
Standards and Elements	1	2	3	4	Point
ACCURACY : Identifies main purpose and/or concept for the  question	Highly inaccurate, with wrong or no purpose or concepts stated.	Low accuracy, or either the purpose or concepts  sated inaccurately	Some accuracy with purpose and concrete of question but subtle inaccuracies.	Complete accuracy with correct purpose and concepts clearly stated
CLARITY: Understands the facts, data, or examples used to support	No use of facts, data or examples	Incorrect or minimal use of the facts, data or examples	Some correct use of facts, data or examples	Frequent correct use of facts, data or examples
PRECISION: Identifies and uses the content-specific vocabulary	Include no content-specific vocabulary	Low precision, an attempt to use the content-specific vocabulary but uses incorrectly or minimally	Some precision, does incorporate content-specific vocabulary,	Complete precision with frequent use of content-specific vocabulary
DEPTH: Demonstrate complexity of understanding	No understanding of the connections among purpose and concepts	Limited understanding of the connections among purpose and concepts	Generally understands the connections among the purpose and concept	Complex understanding of the connections among the purpose and concepts
RELEVANCE: Identifies or generates conclusion(s) and personal significance to the questions	No relevance or conclusions stated	Low relevance, with basic conclusions stated	Some relevance with basic conclusions but does not connect to the concepts	Complete relevance, explains several conclusion.
LOGIC: Applies concepts and content to broad contexts	No application of concepts	Low application of concepts or incorrect application of concepts	Some application of concepts, but uses generic ideas	Complete application of concepts and content to other contexts by using pertinent examples and supply details
Based on Richard Paul and Linda Elder critical thinking conceptualisation. For most information, visit http://www.criticalthinking.org/

Dear students,
                 Paul's Wheel of Reasoning and the Intellectual Standards are used as a guide for students to think critical and you have learnt them during your CID 1 lessons. Attached are some pictures to recap on these tools.

Kinematics

Activity - An investigation on how to increase the chance of survival from a fall off the building

There is a fire in the school and people trapped at the fourth level of the building. These people are trapped at the top of the building that is 20 m above the ground.  The only chance of survival is for these people to fall off the building.

(Note: You are unable to find any item to aid you in the safety of this fall.)

You can use the Paul’s Wheel of Reasoning and the Intellectual standards provided to guide your group discussions.

(1)   In your group, discuss on the possible factors that will affect the time taken for the person to fall off the building and hit the ground. [15 min ]

(2)   (i) What is/are the ways to increase the time taken for the person to fall off the building and hit the ground?

(ii) What is/are the ways to decrease the time taken for the person to fall off the building and hit the ground?

[15 min]

(3)   Based on what you have discussed on part (1) & (2).

Do you think that it is wise to increase or reduce the time taken for the object to fall off the building and hit the ground? Provide explanation through the use of illustrations, graphs to support your hypothesis that you make.

[20 min]

Activity after discussion

You are to use the fourth level of the school building to conduct the activity.

You are to simulate the person’s fall by using an eraser (a person) and a stopwatch provided to evaluate your findings on the answers on part (2) and (3).

[10 min]

Extension question:

What is the velocity of the person just before it hit the ground?