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…

…and hopefully a lot more fun

The First THS Group 4 Science Fair Symposium of the Senses

YAY!!!!!

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

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

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