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Group 4 Project. 2014 R. Massey, R. Holmes, H. Paris Tigard High School. Content. What is the Group 4 Project? IB requirements Final Products Timeline Topics and Teams What is expected of you Personal Skills and Documentation. What is the Group 4 Project?.
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Group 4 Project 2014 R. Massey, R. Holmes, H. Paris Tigard High School
Content • What is the Group 4 Project? • IB requirements • Final Products • Timeline • Topics and Teams • What is expected of you • Personal Skills and Documentation
What is the Group 4 Project? • Group 4 subjects (the sciences) base understanding on experiment – emphasis of this project is on the process of a scientific investigation • Emphasis is on interdisciplinary cooperation and collaboration – each discipline brings a special perspective and expertise to the group • Sole IB assessment of Personal Skills
IB Group 4 Requirements(the “why” you are doing this) • Demonstrate ICT (Information and Communication and Technology) skills • Address moral, ethical, social, economic, and environmental implications of using science and technology • Show how the different disciplines all relate to a single scientific issue • Show you can use the processes of the scientific method
That being said…this year we are trying something New and Different…
Final Products • How it works Model and/or powerpoint on how the sense works including aspects from physics, chemistry, and biology • Hands-On Activities and Competions 3-5 (or more) events for others to do at the symposium • Powerpoint documentation of your project Models, Hands-On Activities, Competitions, etc. will be presented in an after-school Science Fair Symposium on Feb 26, 2014
Time Line • Planning Stage – 2 hrs Jan 14: Informational Meeting After selecting a focused topic, the activities to be carried out must be clearly defined before moving to action phase • Action Stage – 5 hrs (Jan 16-Feb 19) • Evaluation Stage – 3 hrs Feb 19: Group Meeting Science Fair Symposium on Feb 26, 2014 Models, Hands-On Activities, Competitions
Planning Stage • First Meeting • Teachers divide students into groups • Teachers supply topic – Exploring the Senses • Student groups will choose a sense (no more than two groups to a single sense) • Groups should choose a group leader and recorder. Keep a record of what each person did and how well group members interacted. • Groups should begin to develop an action plan of who will do what, by when, and with what help, and brainstorm possible activities and competitions
Planning Stage – Action Plan Second Meeting – On your own • Brainstorm on how your group will present “How the sense works” and what are the aspects for biology, chemistry, and physics. • Brainstorm on possible activities and how the activities might be made into exciting, hands-on participatory competitions • Who will do what? By when? With what help?
Action Stage • Carry out action plan • Each group will prepare a physical model and/or slide show presentation that describes the physics, chemistry, and biology of their topic and explain how it works. • Each group will investigate, test, and prepare 3-5 (or more) hands-on activities or competitions for other students to actually do, that show various facets of the sense • Powerpoint documentation of project
Evaluation • Powerpoint presentation and/or model of how the sense works. Is this description well-presented? Is it clear and informative? Does it address aspects from physics, chemistry, and biology? • At symposium, present power-point and model along with graphics describing activities and conduct activities and competitions Are the activities fun, informative, age-group appropriate? • Powerpoint documentation of project • Load powerpoints onto Group 4 website
How did you specifically use ICT (information, communication, technology)? • Data bases • Communication with experts • Data logging • Spreadsheets • Graphs and graphing software • Digital images or video • Presentation software
Teams Teachers are randomly choosing teams this year. This is to ensure that each group has someone from each discipline and to better assess teamwork skills.
Team 1 • Ian Schacter– Biology • Conner Arndt- Chemistry • Mika Green– Chemistry • Lena Tarhuni– Chemistry • Rebekka Kruse– Physics
Team 2 • Gabriela Guziar– Biology • Megan Franz– Chemistry • Jon Phan– Chemistry/Physics • Kela Apau- Chemistry • Amanda Li- Biology
Team 3 • Sierra Halsem– Biology • Gavin Hawken– Chemistry/Physics • Lily Vitali- Chemistry • Austin Carsh– Chemistry • Julia Patru - Biology
Team 4 • Laurel Nave-Powers – Biology • Alan Haynes – Chemistry/Physics • Madelaine Au – Chemistry • Emily Nguyen- Biology • Jessie Liu – Chemistry
Team 5 • Amy Krager – Biology • Erin Heath - Chemistry • Taylor Kinch – Chemistry • Corey Fusick – Physics • Shannon Pastori– Chemistry
Team 6 • Nina Williams – Biology • Harrison Liu– Chemistry • Kaylee McClung– Chemistry • Austin Smart - Physics • Ethan Tingey– Chemistry
Team 7 • Madeleine Connolly – Biology • Megan Shaw – Chemistry • Trang Tran – Chemistry • Andrew Sanders – Physics/Chemistry
Team 8 • Daniel Kim– Biology • Kyla Smart - Chemistry • Samantha Sun – Chemistry • Marina Predovic – Biology
Team 9 • Max Bourque – Biology • Herbert Good – Biology • Daniel Trinh- Chemistry • Nicholaus Lor- Chemistry • David Moeller - Biology
Personal Skills • Approach a project with self-motivation and follow it through to completion • Ability to work with others in a group situation and integrate the views of others • Show awareness of your own strengths and weaknesses and learn about yourself from this experience
Self-motivation and follow-through to completion • You are expected to get your assigned tasks done “yesterday” • Non-completion reflects poorly on the entire group • One person or a subset of the group doing most, if not all, of the work reflects poorly on the entire group
Work with others in a group situation and integrate the views of others • You MUST demonstrate that you can work in a team situation • Collaboration with input from all disciplines is a key success factor • You MUST show consideration from all disciplines
Self-reflection of your own strengths and weaknesses and how you put yourself outside your comfort zone • This project is designed to be a learning experience • You are expected to tackle some personal weakness
Personal Skills - Documentation • Each participant is required to hand in a confidential paper with documentation of specific examples on how you personally met or did not meet these personal skills goals