Group 4 Project The group 4 project allows students to appreciate the environmental, social and ethical implications of science and technology. appreciate the environmental, social and ethical implications of science and technology. allow them to understand the limitations of scientific study such as; allow them to understand the limitations of scientific study such as; –shortage of appropriate data –lack of resources.

Group 4 Project Rather than the products of scientific investigation, Rather than the products of scientific investigation, the emphasis is on; –interdisciplinary cooperation –processes involved in scientific investigation

Group 4 Project The choice of scientific or technological topic is open The choice of scientific or technological topic is open but the project should clearly address aims 7, 8 and 10 of the group 4 subject guides. but the project should clearly address aims 7, 8 and 10 of the group 4 subject guides.

Group 4 project must address aim 7 “ D evelop and apply the students’ information and communication technology skills in the study of science”.

Aim 7 may be partly addressed at the planning stage by using electronic communication within and between schools. by using electronic communication within and between schools. It may be that ICT (for example, data logging, spreadsheets, databases, and so on) will be used in the action phase It may be that ICT (for example, data logging, spreadsheets, databases, and so on) will be used in the action phase and certainly in the presentation/evaluation stage (for example, use of digital images, presentation software, web sites, digital video, and so on). and certainly in the presentation/evaluation stage (for example, use of digital images, presentation software, web sites, digital video, and so on). Group 4 project must address aim 7

Group 4 project must address aim 8 “ R aise awareness of the moral moral ethical ethical social social economic economic environmental environmental implications of using science and technology” implications of using science and technology”

Group 4 project must address aim 10 “Encourage an understanding of the relationships between scientific disciplines and the overarching nature of the scientific method". “Encourage an understanding of the relationships between scientific disciplines and the overarching nature of the scientific method".

Group 4 Project The project can be practically or theoretically based. The project can be practically or theoretically based. Collaboration between schools in different regions is encouraged. Collaboration between schools in different regions is encouraged. Students work in a collaborative activity from different group 4 subjects. Students work in a collaborative activity from different group 4 subjects. Work on a scientific or technological topic. Work on a scientific or technological topic.

Science, technology, society and environment (STSE) education originates from the science technology and society (STS) movement in science education. originates from the science technology and society (STS) movement in science education.science educationscience education

Goals of STSE Enabling students to formulate a critical understanding of the interface between science, society and technology. Enabling students to formulate a critical understanding of the interface between science, society and technology. Developing students’ capacities and confidence to Developing students’ capacities and confidence to –make informed decisions, –take responsible action to address issues arising from the impact of science on their daily lives.

Goals of STSE Engaging students in examining a variety of real world issues and grounding scientific knowledge in such realities. Engaging students in examining a variety of real world issues and grounding scientific knowledge in such realities. In today's world, such issues might include the impact on society of: In today's world, such issues might include the impact on society of: –global warming, global warmingglobal warming –genetic engineering, genetic engineeringgenetic engineering –animal testing, animal testinganimal testing –deforestration practices, deforestration –nuclear testing and environmental legislations, such as the EU Waste Legislation or the Kyoto Protocol. nuclear testingEU Waste LegislationKyoto Protocolnuclear testingEU Waste LegislationKyoto Protocol Non-human primates make up 0.3 percent of research animals, with 55,000 used each year in the U.S.primates

Energy from the sun Wind Energy Effects on the environment

Consequences of Fossil Fuels Fossil fuels produce a lot of energy and are relatively cheap Fossil Fuels will eventually run out because we are using them faster than they can be replaced…remember they take thousands of years to form Fossil fuels produce gases that destroy the ozone layer of the atmosphere

The environment Choices we make affect our environment – Should we use fuel efficient cars, cars that are fueled by gas and energy from the sun – or should we use the typical cars that burn oil and pollute our environment? – Should we continue to burn coal, a fossil fuel – or should we try to find an alternative environmentally friendly energy source

The Environment in our dreams

Group 4 Project Ideally, the project should involve students collaborating with those from other group 4 subjects at all stages. Ideally, the project should involve students collaborating with those from other group 4 subjects at all stages. it is not necessary for the topic chosen to have clearly identifiable separate subject components. it is not necessary for the topic chosen to have clearly identifiable separate subject components. However, for logistical reasons some schools may prefer a separate subject "action" phase. However, for logistical reasons some schools may prefer a separate subject "action" phase.

Possible Project Ideas WEATHERING WEATHERING Biology: bacterial effects,fungi and moulds,lichens,root damage,algae Biology: bacterial effects,fungi and moulds,lichens,root damage,algae Chemistry: acid rain,ozone,effect of soot deposits Chemistry: acid rain,ozone,effect of soot deposits Physics: effects of sunlight,structural stresses,hot-cold cycles and their effects Physics: effects of sunlight,structural stresses,hot-cold cycles and their effects

Project stages The 10 hours allocated to the group 4 project, which are part of the teaching time set aside for IA, can be divided into three stages: The 10 hours allocated to the group 4 project, which are part of the teaching time set aside for IA, can be divided into three stages: planning planning action action evaluation. evaluation.

Planning This stage is crucial to the whole exercise and should last about two hours. This stage is crucial to the whole exercise and should last about two hours. The planning stage could consist of a single session, or two or three shorter ones. The planning stage could consist of a single session, or two or three shorter ones. This stage must involve all group 4 students meeting to "brainstorm" and discuss the central topic, sharing ideas and information. This stage must involve all group 4 students meeting to "brainstorm" and discuss the central topic, sharing ideas and information. The topic can be chosen by the students themselves or selected by the teachers. The topic can be chosen by the students themselves or selected by the teachers. Where large numbers of students are involved, it may be advisable to have more than one mixed subject group. Where large numbers of students are involved, it may be advisable to have more than one mixed subject group.

Planning After selecting a topic or issue, the activities to be carried out must be clearly defined. After selecting a topic or issue, the activities to be carried out must be clearly defined. At this stage, if the project is to be experimentally based, apparatus should be specified so that there is no delay in carrying out the action stage. At this stage, if the project is to be experimentally based, apparatus should be specified so that there is no delay in carrying out the action stage. Contact with other schools, if a Joint venture has been agreed, is an important consideration at this time. Contact with other schools, if a Joint venture has been agreed, is an important consideration at this time.

TOPICS SELECTED BY OUR SCHOOL G4 TEACHERS WATER PhotosynthesispH level testing Energy Conversion

TOPICS SELECTED BY OUR SCHOOL G4 TEACHERS POLLUTION

TOPICS THAT CAN BE SELECTED BY OUR SCHOOL  FOOD TECHNOLOGY Preservation Packaging

Freeze drying is a food-processing method that provides unique benefits:

Bottling and Packaging lines Bottling and Packaging lines Highly automated, bottling and packaging lines, require germ-free conditions for activities such as: Highly automated, bottling and packaging lines, require germ-free conditions for activities such as: washing/rinsing, measuring, filling, capping, foiling, labelling, drying, case packing. washing/rinsing, measuring, filling, capping, foiling, labelling, drying, case packing.

Action Lasts around six hours Lasts around six hours May be carried out over one or two weeks in normal scheduled class time. May be carried out over one or two weeks in normal scheduled class time. Alternatively, a whole day could be set aside if, for example, the project involves fieldwork. Alternatively, a whole day could be set aside if, for example, the project involves fieldwork. Students should investigate the topic in mixed subject groups or single subject groups. Students should investigate the topic in mixed subject groups or single subject groups. There should be collaboration during the action stage; findings of investigations should be shared with other students within the mixed/single subject group. There should be collaboration during the action stage; findings of investigations should be shared with other students within the mixed/single subject group. It is important to pay attention to safety, ethical and environmental considerations. It is important to pay attention to safety, ethical and environmental considerations.

Evaluation Lasts for two hours; Lasts for two hours; students share students share their findings, their findings, both successes and failures. both successes and failures. How this is achieved can be decided by the teachers, the students or jointly. How this is achieved can be decided by the teachers, the students or jointly. One solution is to devote a morning, afternoon or evening to a symposium where all the students, as individuals or as groups, give brief presentations. One solution is to devote a morning, afternoon or evening to a symposium where all the students, as individuals or as groups, give brief presentations.

Evaluation Alternatively, the presentation could be more informal the form of a science fair: where students circulate around displays summarizing the activities of each group. Alternatively, the presentation could be more informal the form of a science fair: where students circulate around displays summarizing the activities of each group. The symposium or science fair could also be attended by parents, members of the school board and the press. This would be especially pertinent if some issue of local importance has been researched. Some of the findings might influence the way the school interacts with its environment or local community. The symposium or science fair could also be attended by parents, members of the school board and the press. This would be especially pertinent if some issue of local importance has been researched. Some of the findings might influence the way the school interacts with its environment or local community.

Addressing internationalism There are also possibilities in the choice of topic to illustrate the international nature of the scientific endeavour and the increasing cooperation required to tackle global issues involving science and technology. There are also possibilities in the choice of topic to illustrate the international nature of the scientific endeavour and the increasing cooperation required to tackle global issues involving science and technology. An alternative way to bring an international dimension to the project is to collaborate with a school in another region An alternative way to bring an international dimension to the project is to collaborate with a school in another region

Types of project It could be undertaken in a wide range of ways. It could be undertaken in a wide range of ways. Designing and carrying out a laboratory investigation or fieldwork. Designing and carrying out a laboratory investigation or fieldwork. Carrying out a comparative study (experimental or otherwise) in collaboration with another school. Carrying out a comparative study (experimental or otherwise) in collaboration with another school. Collating, manipulating and analysing data from other sources, such as scientific journals, environmental organizations, science and technology industries and government reports. Collating, manipulating and analysing data from other sources, such as scientific journals, environmental organizations, science and technology industries and government reports. Designing and using a model or simulation. Designing and using a model or simulation. Contributing to a long-term project organized by the school Contributing to a long-term project organized by the school

Bireysel Beceriler( Sadece Grup 4 Projesi Değerlendirmesi için) GÖRÜŞLER DÜZEYLERKişisel Güdümlenme ve Azim Takım Halinde ÇalışmaKendini Yansıtma Tam/2Projeyi kişisel güdümlenme tutumuyla ele alır ve çalışma tamamlanana kadar dikkatle takip eder. Grup çalışması içerisinde işbirliğinde bulunur ve diğerlerinin görüşlerini de dikkate alır. Kendi yeterlilik ve zayıflıklarına tam bir farkındalık gösterirler ve öğrenme deneyimlerini göz önünde bulundururlar. Kısmi/1Projeyi tamamlar, fakat zaman zaman kişisel güdümlenmeden yoksundur. Görüş alış verişlerinde bulunmaktan kaçınmaz; ama işbirliğinde bulunabilmesi için yönlendirilmesi gerekebilir. Kendi yeterlilik ve zayıflıklarına sınırlı bir farkındalık gösterirler ve öğrenme deneyimlerini zaman zaman göz önünde bulundururlar. Hiç/0Motivasyon ve azim göstermez. Grup çalışması dahilinde işbirliği yapmak için girişimde bulunmaz. Kendi yeterlilik ve zayıflıklarına hiçbir şekilde farkındalık göstermezler ve öğrenme deneyimlerini hiçbir zaman göz önünde bulundurmazlar.