Group 4 Project

2014

R. Massey, R. Holmes, H. ParisTigard 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…

…and hopefully a lot more fun

The First THS Group 4

Science Fair Symposium of the Senses

YAY!!!!!

Final Products•How it worksModel 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 projectModels, Hands-On Activities, Competitions, etc. will be presented in an after-school Science Fair Symposium on Feb 26, 2014

Time Line•Planning Stage – 2 hrsJan 14: Informational MeetingAfter 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 hrsFeb 19: Group MeetingScience 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 competitionsAre 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

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.

Teams

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

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