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Group 4 Project

Group 4 Project. Some Philosophy. Scientific investigations of today involve teamwork which , like the Group 4 Project, is interdisciplinary. The underpinnings of teamwork are: communication and respect for each other. Nature of the Project. Collaborative experience

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Group 4 Project

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  1. Group 4 Project

  2. Some Philosophy Scientific investigations of today involve teamwork which , like the Group 4 Project, is interdisciplinary. The underpinnings of teamwork are: communication and respect for each other

  3. Nature of the Project • Collaborative experience • Interdisciplinary co-operation • ‘Real Science’ activity • Processes, not Products

  4. Topic • Sustainable Energy

  5. Participation • All students investigate the same topic • Split into smaller groups for 3 or 4 topics • Each group will choose their own sub-topic.

  6. 6 - 9 Hours (6 - 9) Evaluation

  7. Planning (2 – 3 hours) • Mixed-subject sessions: brainstorm the topic • Develop a hypothesis • Suggest data collection • Sharing of information & ideas

  8. Definition of Activities • Develop subject-specific questions to answer • A subject specific hypothesis • Define specific tasks • Talk to staff (technicians) when planning your experiments.

  9. Action (6 - 9 hours) • Separate/group subject investigations • During ‘Normal’ lessons, after school or during Grp 4 time.

  10. Evaluation (2 – 3 hours) • The emphasis during this stage is on students sharing their findings, both successes and failures, with the group 4 team. • Each group will be expected to give a brief presentation of your investigation (5 mins per team) Each person in the team will have 1 min to present their findings followed by Q&A. • Each project will be peer reviewed.

  11. Assessment • The group 4 project forms one part of a candidate's overall practical experience and must be assessed for personal skills. (page ) • If students study two sciences they must receive the same PS mark for the different sciences.

  12. Example of Process to Identify a group 4 Project: • Step 1: Identify major topics: e.g., body, pollution, water, recycling, air, energy, nutrition, waste, agriculture. • Step 2: concentrate on a few topics: Impact of microwaves.., flat screen TV.. • Step 3: Narrow topic down to one: e.g., Impact of phones on seed growth?

  13. Example of Process to Identify a group 4 Project (cont.): • Step 5: Students in each subject come up with issues in their own areas. • Step 6: Create a hypothesis • Step 7: Students in each subject narrow these down to what they can collect in terms of data and investigations.

  14. Broad Topic: Sustainable Energy • Biology issues: Tracking growth of seeds at different stages. • Physics Issues: Recording/Measuring the electromagnetic waves emitted by cell phones and impact on 4 seeds from different phone cases • Chemistry Issues: Identify any chemical reaction taking place to explain growth if any. • D.T Issues: Student came up with a CAD drawing of phone casing that will limit the impact of cell phones on plants/human beings. (Heavily linked toTopic 4-Materials)

  15. Broad Topic: Sick Building Syndrome Focused Question: How do the environmental conditions in a given building cause illness? • Biology issues: Survey of symptoms, research into existing medical data: studies of respiratory illnesses, research on organisms --cause/effect • Chemistry Issues: Call Health Department to find out tests for sick building e.g. in humidity studies, harmful gases,, etc. CO, CO2, particulates, water analysis, investigations of Brownian motion; Rn detection, condensation patterns • Physics Issues: measurement of electromagnetic fields, air flow patterns, R factors, temperature of the buildings • DT: Comparing materials used in the construction of buildings (topic 4) Looking at the impact of room layout and U-Value (topic 12)

  16. Evaluation of Personal Skills: Personal Skills • Accepted responsibility to contribute to team • Encouraged the contributions of others • Recognized the contributions of others • Showed self-motivation and perseverance • Showed ethical behavior in personal relations and reporting results • Paid due attention to environmental impacts

  17. Evaluation of Personal Skills: • Evaluate yourself (student 1) and each of the other members of your group on each of the skills listed in the table below: • Use the following evaluation scale: 1 = did not display the skill at all 2 = displayed the skill to some extent 3 = did all that could be expected in this respect N = I did not have an opportunity to observe this skill

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