Group 4 Project Info Booklet
Group 4 Project Info Booklet
Group 4 Project Info Booklet
Ecuador
&
Global
issues
Page 1
The Group 4 Project is a collaborative project undertaken by all students together, during their IB/BSQ Diploma
course. The collaboration may extend to other local institutions and IB schools or to schools in other countries,
through the internet. The Project is a group experience and the emphasis is upon:
Participation;
Interdisciplinary cooperation;
The methodology involved in scientific investigation.
Collaboratively, students explore aspects of one scientific question or topic or problem, within the different science
disciplines offered at BSQ - Biology, Physics and Chemistry. Successful participation in the Group 4 Project is an
obligatory component of the IB Diploma course, and therefore also of the BSQ Diploma.
The products of the research and investigation are not as important as the process and the collaboration.
The Group 4 Project should attempt to address #10 of the IB Group 4 Sciences Aims, that is to:
develop an understanding of the relationships between scientific disciplines and their influence on other areas of
knowledge.
The Project may also be used to address Aims 7 & 8:
Aim 7: develop and apply 21st century communication skills in the study of science.
Aim 8: become critically aware, as global citizens, of the ethical implications of using science and
technology.
The Group 4 Project as BSQ is also used as a full introduction to the needs of the single, moderated IA practical
investigation, which is carried out by every student in the second year.
<2 hours
<6 hours
<2 hours
Assessment
The Group 4 Project may be used to contribute a maximum of 10 to the total of 40 (SL & BSQ) or 60 (HL) hours
required in the practical Portfolios, assuming the Project is satisfactorily completed.
The group 4 Project cannot be used for IA assessment criteria.
Page 2
ASSESSMENT
Individual performance in the GROUP 4 PROJECT will be assessed according to an overall team assessment
which is then adjusted for each member of the team. The adjustment will result from a teacher assessment
and a self-assessment made by each member of the team.
The GROUP 4 PROJECT will serve as a useful introduction into the demands of the Independently
Assessed Practical Investigation (IA), which is the single, long piece of course work submitted for
moderation in each of the sciences offered for the IB Diploma.
The expectation is that students will review and closely follow the IB assessment criteria and band levels,
doing their best to obtain as a team the highest score out of 24. From the IB assessment criteria will be
derived an assessment for each team
IB ASSESSMENT CRITERIA
PERSONAL ENGAGEMENT
2 marks
EXPLORATION
ANALYSIS
EVALUATION
COMMUNICATION
TOTAL
24
Full details of the assessment criteria and band level descriptors, as well as a check list at completion, will
be available to students and will be published on the Group 4 Project Blog.
INDIVIDUAL ASSESSMENT
Each team will be assessed by the Science teachers, according to the IA assessment criteria, to generate one
overall mark (out of 24).
This mark will then be modified according to the student self-assessment and the other requirements
described on pages 7, 8, 9 & 10, and an evaluation made by the science teachers based on individual quality
of work and completion of all the Project requirements. These will generate one single mark for each student
in the team.
This mark will be translated into the grade awarded for the GROUP 4 PROJECT for each student.
Page 3
Page 4
Page 5
When
Where
Introduction
to the IA and
the Group 4
Project
C-Lab
Preparation
and research
C-Lab
9:40 to 10:20 am
Planning
Action
Thursday 4th June
All day (Science Fair Day)
Final
Assembly of
Poster
Presentations
C-Lab
C-Lab
Presentation
Library
Notes
Description of Group 4 Project, the Blog and handouts
Presentation about the IA and its requirements and
assessment and moderation
Organisation into teams
Introduction of Project theme
Early planning
Teams brainstorm, with the help of PT, JO and SK, and
discuss ways in which to investigate central topic
Each team decides their area of research and
investigation and completes the summary format on
Page 7 & 8 of this handbook, containing:
Names of team members
Focused topic for investigation
Investigations and research which will be undertaken
Biology, chemistry and physics components
Teams make very short presentation of their summary
in a general meeting, using a mind map prepared in the
planning
Start of research.
Research
Page 6
Obesity
What questions in each of the subject areas could be experimentally investigated in the
topic you have chosen?
Biology issues
Determining calorie values of juice
substances.
Chemistry issues
Physics issues
What might be one research question which links the different investigations you are
proposing and what is its link to one of the 20 global issues listed in Our Choice, Our
Future?
Page 7
Who are the members of the group? What areas of research and experimentation will
each one of them be responsible for? Include someone who is responsible for
coordinating everything.
Create one planning mind map for the group which outlines what you will be
researching and how everything is linked together. (This mind map will be the basis of
the preliminary presentation made to everyone together at the end of the planning
session.)
Page 8
Complete an equipment request, for everything you will need from the Science
Department. Things the Department cannot provide must be brought from home.
No Apparatus/Equipment/Che
.
micals
120ml beakers
Thermometer
3 litres of water
1/2 sugar
pipettes
Fresh (brought from home)
weighting balance
Universal indicator
Bunsen burner
tripod
calorimeter
Qty.
Comments
10
4
3 litres
1/2
pounds
6
1
1
Page 9
GROUP 4 PROJECT
Did not participate in the work of the group; did not stay with the group; showed no consideration, thought,
or interest in the activity; did not contribute in any way; did not want a learning experience.
Only participated because it was obligatory or when instructed to do so, and had to be coerced; did not
voluntarily offer to participate or contribute; put forward no ideas to the group; did not participate or was
unnecessarily negative in discussions; a burden to the group and not a team player; was not motivated to
benefit from a personal learning experience.
Participated reluctantly; only seldom offered ideas or to participate in the planning or design of the
investigation or the poster; not usefully constructive in the group discussions or did not listen; preferred
others to work; was not able to usefully benefit from a personal learning experience.
Participated as needed; prepared to help and work with group members; shared in the planning or design of
the investigation or poster as required; participated usefully in the group discussions; consequently
benefited from a personal learning experience.
Participated and shared in the whole process; offered useful ideas and initiatives; an integral and
constructively active member of the group; aware of the need to benefit from a personal learning
experience.
Helped the group to understand the project, using personal knowledge and experiences; actively helped to
plan and design the investigation and poster; undertook tasks voluntarily; helped to lead the group to good
results; listened to others and accepted their suggestions; was seeking to benefit from a personal learning
experience.
Good leader; active, positive and constructive participation, using personal knowledge and experiences;
helped others throughout the project; did more than his/her share; showed most initiative in the design
of the investigation and poster, and offered many sensible ideas; good insight into problems and offered
rational solutions; dedicated to achieving a personal learning experience and accomplished this most
successfully by understanding personal strengths and weaknesses.
PRINT the full names of your group. INCLUDE YOURSELF IN THIS LIST. Use the rubric above and write a
score (1 to 7) which is your evaluation of the participation of each group member, in the space beside the name.
Names of Group Members
Score (1 to 7)
Patricia Hernandez
Page 10
Wagner Ona
Emilio Yarad
Jhouse yepez
GROUP 4 PROJECT
PERSONAL CONTRIBUTION
Write a short statement, outlining how you contributed to this Group 4 Project. This is not
published on the Blog.
Starting from day one my contribution to this project has been truly active; I
collaborated deciding which idea we were going to investigate, thus providing
detailed research to the idea of obesity and sugar in juices. When it comes to what I
was in charged or what I did it goes as following: Day 1 I created a group chat so we
can have discussion outside of class, moreover I was in charge of bringing the juice
extractor the day of the practical. The day of the practical I had many jobs, making
the homemade juices, extracting the concentrated sugar solutions and grinding them
to have a sugar like solution, and finally in charged to provide the Work done
equation and PE=mgH equation to work out how much distance a person has to run
in order to burn off the calories from the juices. Besides the practical part I was in
charged with Emilia Perkins to put all the information my group and I had done onto
the scientific poster, as well as creating the Method, Aim, Hypothesis, Conclusion,
Pictures, research and equation pages in the GROUP 4 PROJECT blog to have
proof of our work and the participation each team member had.
Page 11
Page 12
(http://www.globalnetwork.org/)
GIN MISSION STATEMENT
To help students realise they can make a difference by
empowering them to work internationally with their peers to
solutions for global issues.
issues-
develop
In 2002, Jean-Francois Rischard published High Noon: 20 Global Problems, 20 Years to Solve Them,
This decisively influential book was published in 2002 and has inspired important environmental debate and
policy making, most especially under the logo, "OUR CHOICE; OUR FUTURE".
Global Issues Network is a worldwide forum which promotes the involvement of students in the active search
for solutions to some of the critical problems which we commonly face.
13 years on, Rischard's book, the logo and GIN could also serve as the keystones for the BSQ 2015 Group 4
Project.
Global warming
Biodiversity and ecosystem losses
Fisheries depletion
Deforestation
Water deficits
Maritime safety and pollution
Page 13
Page 14
....BE CREATIVE!!!
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