group 4 project personal contribution

8/21/2019 Group 4 Project Personal Contribution

1/17

NAME: ……………Jhosue Yepez ………………………..

The IB Group 4 Project - May2015

Ecuador&

Global issues

Year 12 IB Group 4 Project May 201 Pa!e 1


2/17

THE GROUP 4 PROJECT AT BSQ – INTRODUCTION

The Group 4 Project is a collaborative project undertaken by all students together, during their IB/BSQ iplo!a

course" The collaboration !ay e#tend to other local institutions and IB schools or to schools in other countries,

through the internet" The Project is a group e#perience and the e!phasis is upon$

● Participation%● Interdisciplinary cooperation%● The !ethodology involved in scienti&ic investigation"

'ollaboratively, students e#plore aspects o& one scienti&ic (uestion or topic or proble!, )ithin the di&&erent science

disciplines o&&ered at BSQ * Biology, Physics and 'he!istry. Successful partcpat!" " t#e Gr!up 4 Pr!$ect s a"

!%l&at!r' c!(p!"e"t !f t#e IB Dpl!(a c!urse) a"* t#eref!re als! !f t#e BSQ Dpl!(a.

The products o& the research and investigation are not as i!portant as the pr!cess and the c!lla%!rat!""

The Group 4 Project should atte!pt to address +- o& the IB Group 4 Sciences .i!s, that is to$

“develop an understanding of the relationships between scientific disciplines and their influence on other areas of

knowledge”.

The Project !ay also be used to address .i!s 0 1$

.i! $ “develop and apply 21st century communication skills in the study of science.”

.i! 1$ “become critically aware, as global citizens, of the ethical implications of using science and technology.”

T#e Gr!up 4 Pr!$ect as BSQ s als! use* as a full "tr!*uct!" t! t#e "ee*s !f t#e s"&le) (!*erate* IA practcal

"+est&at!") ,#c# s carre* !ut %' e+er' stu*e"t " t#e sec!"* 'ear.

T#e Gr!up 4 Pr!$ect Pr!cess

- hours is allocated to the Group 4 Project, divided into three stages$

● P-ANNING and DEINITION O ACTI/ITIES 23 hours● ACTION co!pleting research and/or investigations, usually in class/lab ti!e 25 hours● E/A-UATION preparation and display o& presentation, and sharing o& results 23 hours

Assess(e"tThe Group 4 Project !ay be used to contribute a !a#i!u! o& - to the total o& 4- 6S7 0 BSQ8 or 5- 6978 hours

re(uired in the practical Port&olios, assu!ing the Project is satis&actorily co!pleted"

The group 4 Project cannot be used &or I. assess!ent criteria"

Practcal p!rtf!l! re0ure(e"ts

:vidence &or satis&actory participation in the project is re(uired" This evidence should be collected together in one

place 6this booklet )ith any e#tra pages or photos attached8 and !ay include the &ollo)ing$

● . copy o& the initial instructions and guidelines &or the project 6this booklet8 1!%l&at!r'2● . student;s Project log 1!%l&at!r'2● The co!pleted planning docu!ent 6P;s 0 18

● . state!ent )ritten by a student about his/her o)n individual contribution 6P -8 1!%l&at!r'2● . copy o& the sel&*evaluation 6P


3/17

ASSESS3ENT

Individual per&or!ance in the G=>?P 4 P=>@:'T )ill be assessed according to an overall tea! assess!ent

)hich is then adjusted &or each !e!ber o& the tea!" The adjust!ent )ill result &ro! a teacher assess!ent

and a sel&*assess!ent !ade by each !e!ber o& the tea!"

The G=>?P 4 P=>@:'T )ill serve as a use&ul introduction into the de!ands o& the Independently

.ssessed Practical Investigation 6I.8, )hich is the single, long piece o& course )ork sub!itted &or

!oderation in each o& the sciences o&&ered &or the IB iplo!a"

The e#pectation is that students )ill revie) and closely &ollo) the IB assess!ent criteria and band levels,

doing their best to obtain as a tea! the highest score out o& 34" Aro! the IB assess!ent criteria )ill be

derived an assess!ent &or each tea!

IB ASSESS3ENT CRITERIA

PERSONA- ENGAGE3ENT (ar5s

E6P-ORATION 7

ANA-8SIS 7

E/A-UATION 7

CO33UNICATION 4

TOTA- 4

Full details of the assessment criteria and band level descriptors, as well as a check list at completion, willbe available to students and will be published on the roup ! "ro#ect $log.

INDI/IDUA- ASSESS3ENT

:ach tea( )ill be assessed by the Science teachers, according to the I. assess!ent criteria, to generate one

overall !ark 6out o& 348"

This !ark )ill then be !odi&ied according to the student sel&*assess!ent and the other re(uire!ents

described on pages , 1, < 0 -, and an evaluation !ade by the science teachers based on individual (ualityo& )ork and co!pletion o& all the Project re(uire!ents" These )ill generate one single !ark &or each student

in the tea!"

This !ark )ill be translated into the grade a)arded &or the G=>?P 4 P=>@:'T &or each student"

Year 12 IB Group 4 Project May 201 Pa!e "


4/17

INDI/IDUA- PROJECT -OG BOO9

:very student !ust independently !aintain a Pr!$ect -!& B!!5 , )hich )ill be attached to this booklet as

evidence o& their participation in the Group 4 project"

The Pr!$ect -!& B!!5 is your personal record it )ill not be published 6on the Group 4 Science Blog8" The

style o& the Pr!$ect -!& B!!5 is decided by the student, but it !ust be co!pleted on .4*sie paper, in order

to be included in the Practical Port&olio6s8 and later photocopied" It is reco!!ended that you at &irst

co!plete the Pr!$ect -!& B!!5 on your o)n school Blog, adding to it as you go along" It should then be

printed out to be included in the Practical Port&olio"

The Pr!$ect -!& B!!5 should re&er to every stage o& the Group 4 Project, &ro! initial discussions to

choosing a topic and the!e, to the &inal presentation" The Pr!$ect -!& B!!5 is thus a diary o& the Project"

The Pr!$ect -!& B!!5 should re&er to the entire Project )here possible, including contributions !ade by

other tea!s, to develop the collaborative investigations o& one topic"

The Pr!$ect -!& B!!5 provides a record o& participation in the Project and sho)s the !anner in )hich the

student participated" It !ay also be used as a rough book, &or preparing the various stages o& the project"

The Pr!$ect -!& B!!5 should contain a &ront page, )hich is co!pleted after the )hole project is &inished,

)hich neatly su!!arises the stages, the dates, and the ti!e spent in each stage, in the &or! o& a calendar"

The Pr!$ect -!& B!!5 is not assessed as such, on its o)n, but )ithout its co!pletion in &ull, a student can

not receive a grade &or the Group 4 Project, and the student )ill there&ore not satis&y the re(uire!ents o& the

IB iplo!a"



5/17

THE GROUP 4 PROJECT B-OG

The link to the Group 4 Project Blog is$ http$//blogs"britishschool(uito"edu"ec/group4project/

The opening 69o!e8 page )ill give a general introduction to the Group 4 Project"

Aro! the 9o!e page various other pages and links and in&or!ation can be selected, including the speci&ic

page &or the 3-C Group 4 Project, called Pr!$ect Ju"e :;


6/17

T#e Gr!up 4 Pr!$ect :;< = T#e Brts# Sc#!!l Qut! = T(eta%le

Sta&e >#e" >#ere N!tes

I"tr!*uct!"

t! t#e IA a"*

t#e Gr!up 4

Pr!$ect

Thursday 31th Eay

4$--*C$3- p!'*7ab

escription o& Group 4 Project, the Blog and hand*out;s

Presentation about the I. and its re(uire!ents andassess!ent and !oderation

>rganisation into tea!s

Introduction o& Project the!e:arly planning

Preparat!"

a"* researc#

Eonday st @une

Year 12 IB Group 4 Project May 201 Pa!e #


7/17

T#e Gr!up 4 Pr!$ect = Su((ar' !f pr!p!se* researc# "+est&at!"s

(Each participant should complete this format)

>#at s t#e Br!a* Researc# Quest!"?

>#at s t#e s"&le t!pc ,#c# '!u ,ll "+est&ate?

>#at 0uest!"s " eac# !f t#e su%$ect areas c!ul* %e e@per(e"tall' "+est&ate* " t#e

t!pc '!u #a+e c#!se"?

Biology issues 'he!istry issues Physics issues

eter!ining calorie values

o& juice substances"

eter!ining the calorie

values o& the juice, and the

di&&erent substances in the

juice )hen boiling"

eter!ine )ork that can

be done &ro! those

calories" hich juice )ill

provide !ore energy

)ithout having as !uch

sugar"

>#at (t %e !"e researc# 0uest!" ,#c# l"5s t#e *ffere"t "+est&at!"s '!u are

pr!p!s"& a"* ,#at s ts l"5 t! !"e !f t#e : &l!%al ssues lste* " Our C#!ce) Our

uture?

How calories from sugar in juice contribute to obesity

Year 12 IB Group 4 Project May 201 Pa!e $

Obesity


8/17

>#! are t#e (e(%ers !f t#e &r!up? >#at areas !f researc# a"* e@per(e"tat!" ,ll

eac# !"e !f t#e( %e resp!"s%le f!r? I"clu*e s!(e!"e ,#! s resp!"s%le f!r

c!!r*"at"& e+er't#"&.

Possible coordinators$ Earia :!ilia P, agner >na or Patricia 9ernande

Patricia 9ernande$calori!eter 6biology issues 0 'he!istry issues8

:!ilia Perkins$6biology issues8

@osue Depe$Brings le!on - , orange -, hal& pound o& !ora &resh &ruits" 6Physics issues8

agner >na$ >range juice e#tractor, 6Physics issues8

:!ilio Darad$ bring del valle juices$ !ora, le!onade and orange" 6biology issues8

Create !"e pla"""& ("* (ap f!r t#e &r!up ,#c# !utl"es ,#at '!u ,ll %e

researc#"& a"* #!, e+er't#"& s l"5e* t!&et#er. )*his mind map will be the basis of

the preliminary presentation made to everyone together at the end of the planning

session.+

Year 12 IB Group 4 Project May 201 Pa!e %


9/17

C!(plete a" e0up(e"t re0uest) f!r e+er't#"& '!u ,ll "ee* fr!( t#e Sce"ce

Depart(e"t. T#"&s t#e Depart(e"t ca""!t pr!+*e (ust %e %r!ut fr!( #!(e.

No

.

Apparatus&E'u(p)e*t&+he

)(ca,s

-ty. +o))e*ts

120), ea/ers 10

her)o)eter 4

Year 12 IB Group 4 Project May 201 Pa!e


10/17

" ,(tres o 3ater " ,(tres

1&2 su!ar 1&2pou*s

p(pettes #

5resh ru(ts 6rou!ht ro) ho)e7

3e(!ht(*! a,a*ce

8*(9ersa, (*(cator

Bu*se* ur*er 1

tr(po 1

ca,or()eter

GROUP 4 PROJECT

E/A-UATION O THE PARTICIPATION O INDI/IDUA-

TEA3 3E3BERS

lone you will reflect upon the participation of each member of your team and record your evaluation using the

rubric below. *hese evaluations will be put with those completed by the other members of your group and by your

teacher)s+, and will be moderated by your teacher)s+according to the - assessment criteria and band levels. *he

maimum score is / points.

id not participate in the )ork o& the group% did not stay )ith the group% sho)ed no consideration, thought,

or interest in the activity% did not contribute in any )ay% did not )ant a learning e#perience"

3 >nly participated because it )as obligatory or )hen instructed to do so, and had to be coerced% did not

voluntarily o&&er to participate or contribute% put &or)ard no ideas to the group% did not participate or )as

unnecessarily negative in discussions% a burden to the group and not a tea! player% )as not !otivated to

bene&it &ro! a personal learning e#perience"

J Participated reluctantly% only seldo! o&&ered ideas or to participate in the planning or design o& the

investigation or the poster% not use&ully constructive in the group discussions or did not listen% pre&erred

others to )ork% )as not able to use&ully bene&it &ro! a personal learning e#perience"

4 Participated as needed% prepared to help and )ork )ith group !e!bers% shared in the planning or design o&

the investigation or poster as re(uired% participated use&ully in the group discussions% conse(uently bene&ited &ro! a personal learning e#perience"

C Participated and shared in the )hole process% o&&ered use&ul ideas and initiatives% an integral and

constructively active !e!ber o& the group% a)are o& the need to bene&it &ro! a personal learning

e#perience"

5 9elped the group to understand the project, using personal kno)ledge and e#periences% 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% )as seeking to bene&it &ro! a personal learning

e#perience"

Good leader% active, positive and constructive participation, using personal kno)ledge and e#periences%helped others throughout the project% did !ore than his/her share% sho)ed !ost initiative in the design

o& the investigation and poster, and o&&ered !any sensible ideas% good insight into proble!s and o&&ered



11/17

rational solutions% dedicated to achieving a personal learning e#perience and acco!plished this !ost

success&ully by understanding personal strengths and )eaknesses"

P=IT the &ull na!es o& your group" I'7?: D>?=S:7A I T9IS 7IST" ?se the rubric above and )rite a

score 6 to 8 )hich is your evaluation o& the participation o& each group !e!ber, in the space beside the na!e"

Na(es !f Gr!up 3e(%ers Sc!re 1; t! 2

Earia :!ilia Perkins 5

Patricia 9ernande 5

agner >na

:!ilio Darad 5

@house yepe 5

GROUP 4 PROJECT

PERSONA- CONTRIBUTION

rite a short state!ent, outlining ho) you contributed to this Group 4 Project" This is not

published on the Blog

I have been collaborating since the day the group 4 project started. I then started bygiving ideas such as working with petroleum and oil, but since those ones didnt gotpicked as a topic for the investigation I also gave ideas and contributed in picking upthe obesity subject. I then created subpages for the actual blog, for our group to putthe finish work there. !hen the e"perimentation day actually came, I brought #$oranges, #$ lemons and half a pound of blackberries. In the same day I contributedby making the actual homemade juice, I also made a mind map and researched therelationship that obesity and sugar have. %hen I contributed with getting some of work done e&uation done. %hen I sent to !agner all my information about the 'im(which I actually said in the presentation), and my research and mind map about therelationship with sugar and obesity.



12/17

GROUP 4 PROJECT – ASSESS3ENT REQUIRE3ENTS

For successful completion of the roup ! "ro#ect and in order for the "ro#ect to be included as 10 hours

of practical investigation, each participant and everyone in the team must participate in all the

activities and turn in all documentation )or copies+ to support their participation in the roup ! "ro#ect.

C!(plete* -!&=%!!5 – eac# stu*e"tThis should de!onstrate a !ini!u! o& - hours spent on the project"

"al Prese"tat!"s

" POSTER )hich is the &inal presentation o& the tea!;s )ork and results" This should be based upon the

co!!on &or!at, and include pictures, graphs, su!!aries, etc" There should be a Ttle 1Researc# Quest!"2,

an A%stract, an I"tr!*uct!", a Detale* Researc# Quest!", an H'p!t#ess, a description o& the 3et#!*,

the Results, the C!"clus!"s a"* E+aluat!", and Ac5"!,le*&e(e"t o& the re&erences and resources )hich

have been used" A p#!t! !f t#e f"al prese"tat!" (a' %e "clu*e* ,t# !t#er (ateral fr!( t#e &r!up 4

Pr!$ect " t#s Ha"*%!!5) as e+*e"ce !f '!ur partcpat!". This evidence !ay also be uploaded onto the

Group 4 Project Blog" The Poster !ust satis&y all the needs o& assess!ent &or the I., as described on Page J

o& this booklet, and in the I. Guide Book"3" 3IND 3APCONCEPT DIAGRA3 )hich, on a single sheet o& paper, links all the !ajor ideas o& the

group;s research investigation to the central the!e$ >?= '9>I': >?= A?T?=:

J" .n ORA- PRESENTATION during )hen the tea! )ill describe their research and investigations, and their

results and conclusions"

Pers!"al c!"tr%ut!" – eac# stu*e"t

. paragraph docu!enting each participant;s individual contributions to the project")(ee "age 10 of this $ooklet+

E+*e"ce – eac# stu*e"t

:ach student should provide so!e evidence o& the )ork they and the group co!pleted" This !ay be photographs6o& the e#peri!ental investigation, or o& the &inal presentation, etc8"

E+aluat!" !f t#e Partcpat!" !f I"*+*ual Tea( 3e(%ers. :veryone is re(uired to !ake an evaluation o&

the participation o& each group !e!ber in the project, using the &or!at E+aluat!" !f t#e Partcpat!" !f

I"*+*ual Tea( 3e(%ers" )(ee "age +

Pr!per c!(plet!" !f Bl!& pa&e1s2 = Gr!up



13/17

(http*++www.global issuesnetwork.org+)

GIN MISSION STATEMENT To help students realise they can make a diference by empowering them to work internationally with their peers to deelopsolutions !or global issues"

● In 3--3, @ean*Arancois =ischard published “ &igh oon3 20 lobal "roblems, 20 4ears to (olve *hem ,”● This decisively in&luential book )as published in 3--3 and has inspired i!portant environ!ental debate and

policy !aking, !ost especially under the logo, OUR CHOICEF OUR UTURE"

● Gl!%al Issues Net,!r5 is a )orld)ide &oru! )hich pro!otes the involve!ent o& students in the active search

&or solutions to so!e o& the critical proble!s )hich )e co!!only &ace"

● J years on, =ischardKs book, the logo and GI could also serve as the keystones &or the BSQ 3-C Group 4

Project"

These are the issues )hich )ere identi&ied by =ischard$

Twenty Global Issues, Twenty Years to Solve Them

Sharing our planet: Issues involving the global

commons

• Global warming• Biodiversity and ecosystem losses

• Fisheries depletion• Deforestation

• Water deficits• Maritime safety and pollution

Sharing our humanity: Issues requiring global

commitment

• Massive step-up in the fight against poverty

• Peaceeeping! conflict prevention! combating terrorism• "ducation for all• Global infectious diseases

• Digital divide• #atural disaster prevention and mitigation

Sharing our rule book: Issues needing a global

regulatory approach

• $einventing ta%ation for the &'st century• Biotechnology rules• Global financial architecture

• (llegal drugs• )rade! investment and competition rules• (ntellectual property rights• "-commerce rules

Year 12 IB Group 4 Project May 201 Pa!e 1"

http://www.global-issues-network.org/http://www.global-issues-network.org/http://www.amazon.com/High-Global-Problems-Years-Solve/dp/0465070108http://www.amazon.com/High-Global-Problems-Years-Solve/dp/0465070108http://www.global-issues-network.org/http://www.global-issues-network.org/http://www.global-issues-network.org/http://www.global-issues-network.org/http://www.global-issues-network.org/http://www.amazon.com/High-Global-Problems-Years-Solve/dp/0465070108


14/17

• (nternational labor and migration rules

T#e BSQ Gr!up 4 Pr!$ect :;<

!" #$I#E - !" %!T!"E

:ach group should choose one global issue )hich is e!braced by the list presented by =ischard, andresearch and, by using scienti&ic e#peri!entation, investigate #!, t#e sce"ces ca" c!lla%!rate t!

*e"tf' a"* &e"erate s!lut!"s t! t#e pr!%le(" The chosen issue/proble! (ust relate to :cuador in

so!e )ay"

The research and e#peri!ental investigation should be evidence*based and sho) a level o&

sophistication )orthy o& an IB student" The evidence !ust be gathered through both research and

e#peri!entation"

9ere are so!e e#a!ples o& )hat !ight be researched$

Natural disaster prevention and mitigation 5 “6olcanoes in 7cuador L

Gl!%al I"fect!us Dseases * L*he 7cuador response to the (wine 8Flu epidemicL

B!*+erst' a"* ec!s'ste( l!sses * L9here have all the animals gone:L

B!*+erst' a"* ec!s'ste( l!sses “*he "etroleros v *he "eople v *he ation”

>ater Defcts “;uitoater Safet' a"* P!llut!" “*he problems of the =io (an "edro”

Def!restat!" “-llegal logging in mazonia

Illegal drugs 5 “>ocaine production in the ndes region”

s#eres *eplet!" “*he al?pagos problem”

I"tellectual Pr!pert' Rts “9ho owns the biodiversity of the mazon basin:”

Gl!%al >ar("& “lobal predictions 5 7cuador realities”

>& course you !ay use any o& the ideas above, but I a! sure that you can also co!e up )ith so!ething)orth)hile yourselves"



15/17

T#e &e"eral "ee*s !f a sce"tfc p!ster) %ut...

BE #"E'TI(E)))



16/17

T,! e@a(ple !f a Sce"tfc P!ster

Year 12 IB Group 4 Project May 201 Pa!e 1#


17/17

E@a(ples !f 3"* a"* C!"cept 3aps

Year 12 IB Group 4 Project May 201 Pa!e 1$

group 4 project personal contribution

Documents