1

Name:…………………………………………. Form: ……… Research Group: ………

This booklet must be completed and handed in at the end of the project.
Contents

Page

Introduction and Aims 3

Assessment and ‘Expo’4

What to Bring5

Equipment /Lab safety 6

Safety7

Research questions8

Research questions 9

Programme 10

Group A 11

Group B12

Planning sheet13

Peer evaluation 14

Personal Reflection15

Personal Skills assessment16

Field notes/photos 17-18

Raw data tables19

Map20

IB GROUP 4 PROJECT JUNE 2009

Introduction

Sights, sounds, smells, tastes, and senses. This is really what any Group 4 project is about, and the basis of what you will be doing over the next few days.

The group 4 project allows you to appreciate the social, ethical and environmental implications of science in a local context.

This should be a collaborative team exercise where concepts, skills and experience from across the Group 4 subjects are shared.

The emphasis is on interdisciplinary cooperation and the process/methods/skills involvedin scientific investigations rather than the products/results obtained.

Aims and Objectives

  1. To gain in experience ofinvestigative, practical research and field work, unrestricted by the limitations of studying in a classroom.
  2. To collaborate with colleagues from different subject areas, and handlenew apparatus and concepts.
  3. Toworkas part of a team. Exchanging and recognising ideas of others and integrating these successfully into a task.
  4. To develop organisational and communication skills within a group.
  5. To display high levels of self motivation and perseverance.
  6. To be able to recognise the limitations and authenticity of data and approach scientific research in an ethical manner.
  7. To pay more attention to the environmental impact of experimental research.
  8. To be self-reflective and recognise personal contribution but also evaluate the overall success of the team.

Structure and Overview

• Day 1 Planning -‘brainstorming’, planning, predicting, hypothesising, sharing ideas.

-organising team, choosing apparatus, chemicals, etc

• Day 1/2 Action -carrying out the research, manipulative skills, fieldwork or analysis in lab.

• Day 3 Evaluation-Presentation of methods, ideas, results and conclusions.

-Displayed as an ‘expo’ to communicate and summarize research and share understanding.

-Self and group evaluation. To consider learning experience, reflecting on personal and group strengths and weaknesses.

Assessment

  • Participation in the group 4 project is compulsory in order to gain an IB diploma.
  • Each student must show evidence of their participation by completing the following in this booklet.

a)Planning sheet (pg 13).

b)Action: Field notes, tables of results, sketches, diagrams etc (the inclusion of photo’s is especially encouraged.) (pg’s 17, 18, 19)

c)Evaluation: Peer evaluation of another groups presentation (pg 14).

Self reflection of personal contribution (pg 15).

Self evaluation of personal skills (pg 16)

  • The completed booklet must then be submitted to your group leader/teacher.
  • Photos. The IB requires evidence of participation in the Group 4 project. It is encouraged that students include photos of the fieldwork and/or presentation as evidence and then stick these in this booklet.
  • During the project your individual progress and that of the group will be monitored by your teachers. This will be used to award a grade for personal skills(PS). (pg 16)

Skills assessed.

  1. Self motivation and perseverance.
  2. Teamwork.
  3. Self reflection.
  • This grade is worth 6 points towards your final IA mark (out of 48).

Wednesday Exposition (Expo)

  • Each group will display aposter presentationdescribing their research to the rest of the IB diploma students and staff on the last day of the project (Wed).
  • This presentation will take place in the Sportshall and each group will have 2 display boards of space and a table. Samples and examples of research can be displayed on the table but no dangerous chemicals can be used.
  • Students and staff will then be able tocirculate to other groups, asking questions about the research and processes involved. Students should be willing to present and communicate their findings clearly and answer questions. (See pg’s 16 and 17 for skills required).
  • A group ofjudges will decide the most impressive research groups, but each group will also have a vote.
  • The winning group will be presented with HMV vouchers as prizes. The best presentations will be displayed to the rest of the school.

What to Bring

Prepare to spend a maximum of two daysin the field collecting data. The rest of the time will be spent in labs carrying out tests, completing analysis and producing poster presentations.

Rucksack/ BagandBottle of Water

Camera and mobile phone* (for safety)

Packed Lunch (lunch will not be provided and there are no facilities.)

Raincoat (Possibility of rain)

Towel, wellington boots or appropriate footwear if working in the stream.

Trainers / Walking shoes

Shorts (better than jeans)

Change of clothes/spare T-shirt (very sweaty).

Clipboard or plastic folder for booklet.

Thumb drives and calculator.

Stationery (Pencils, pens, rulers etc.)

Sun cream, hat and mosquito repellent

Equipment list

As well as normal laboratory equipment, there is some specialised equipment that you might want to use.

Complete an equipment order form available in the designated labs.

It is the responsibility of the whole group to return this lab equipment clean and in good order. Failure to do so could incur costs and will affect your overall grade.

You will be given a tray to keep all your equipment neat and tidy at the end of each day.

Bucket / Quadrat / Surface temperature probe
Sample bottles. / Ping pong ball / Turbidity sensor
Zip-lock bags for samples / Transect line / Colorimeter
Identification charts / Tray / Conductivity probe
Kicking nets / Trowel / Light sensor
Mackayne bottles / Data logging equipment / pH sensor
Measuring tape / Calculator / Chromatography paper
Labels / Dissolved oxygen sensor / Various solvents
Meter ruler / Nitrate electrode. / 0.001M EDTA solution
String / Calcium electrode / 0.5M acid and alkali
Specimen pots / Humidity sensor / Universal indicator.
Stop watch / Temperature probe / Solochrome black indicator
pH 10 buffer / Burettes / pipettes
Flow rate sensor / Lap top computer / Pestle and mortar

Data-Logging Equipment.

It may be possible to use some data logging equipment. This will enable you to make quick and accurate readings and also draw and analyse graphs.

This equipment may need to be shared with another group. A group will take collective responsibility for the safe return of this equipment. Failure to do so may incur costs and will affect your final grade.

Use of Lab Equipment

  • Students are expected to comply with normal workshop rules posted in each of the rooms.
  • Lab equipment taken for field work must be signed out and returned in clean and in good order.
  • Sensors, probes and data logging equipment are sensitive and expensive. Treat with care.
  • All equipment and chemicals must be tidied away on a tray and labelled at the end of each day.
  • At the end of the project equipment must be cleaned, tidied away or handed in to the technicians.
  • It is the responsibility of each group to accomplish this effectively. Groups that do not adhere to this will be marked down for personal skills.

Access to Technology and Art Materials/Resources.

  • Students must be aware of the need to recycle, use materials sparingly andof environmental awareness.
  • Students will have access to a limited amount of art equipment and resources that can be used in the poster presentation. A tray will be provided containing these materials, so that all groups have equal access. Any additional material required will be provided at the expense of the group.
  • All waste materials should be tidied away and recycled accordingly.
  • At the end of the project, it is a requirement to dismantle, tidy away and recycle your presentation. Failure to do so may affect your overall grade.

Safety

Safety in the Lab

  • Students are expected to comply with normal lab rules posted in each of the rooms.
  • No flip Flops.
  • Acids and alkalis are corrosive.
  • Treat solvents as flammable: No naked flames or bunsens.
  • Pay attention to hazard symbols on bottles of chemicals.
  • Treat all chemicals as potentially harmful.
  • Check hazcards or ask a teacher if uncertain.
  • Wear goggles.
  • Report any breakages or spillages immediately to a teacher supervisor or technician.

Safety in the CountryPark

Please follow the following recommendations regarding your personal safety and that of your group.

  1. Work together responsibly as a group. If your group splits up to divide labour, do not work alone, work in pairs. If part of your group returns to school to carry out lab work, you must inform a teacher/group leader.
  2. Some of your research will be unsupervised, it is important to ‘check in’ with a teacher/group leader at least every 1 hour.
  3. Do not venture far from these trails/paths.
  4. Do not climb trees or cross rough/dangerous terrain.
  5. If investigating the stream, pay attention to fast flowing or deep water, slippery rocks and surfaces.
  6. Drink lots of water in hot conditions.
  7. Avoid wild animals such as snakes, boars, dogs, monkeys and large spiders. If you come into contact with one, do not approach, retreat slowly, do not run.
  8. Do not feed dogs or monkeys. Do not eat in the vicinity of groups of monkeys.
  9. Stay away from the main road.
  10. Handle brightly coloured plants with care. Some may cause skin irritations.

If anyone in your group is hurt or injured. Send for first aid help immediately from a teacher/group leader.

Part of your assessment is on teamwork, integrity and environmental awareness. Please treat the wildlife in the country park with respect. No litter. When taking samples be sensitive to the ecosystem.

Safety in theWorkshop/Kitchens

  • If students need to use specialised equipment in the workshops/kitchen, they must ask permission and be properly trained/supervised before hand.
  • Students cooking must wear an apron. Have their hair tied back if it is long, wash their hands and avoid wearing nail varnish. Students should avoid wearing baggy clothing that could potentially catch fire.
  • No flip flops are allowed. All feet must be covered.
  • No running.
  • Spills/waste material must be cleaned up immediately.
  • All cookers /gas rings/machinery must be turned off after use.
  • No flames must be left unattended in the kitchen.
  • Work carefully, sensibly and safely at all times.
  • In the kitchen, students must wash up In hot soapy water
  • All units/workbenches must be thoroughly cleaned down after use.
  • Any food or waste materials on the floor must be swept up.
  • All unused food or materials must be returned to the front desk.

Investigation

  • Each group will be allocated a research question.
  • These can be modified during the project as required.
  • The questions try to link aspects of biology, chemistry, physics and technology.
  • Students do not have to work in their own specialist subject area.
  • Some groups will research and investigate a topic specifically related to Food Technology.
  • Each group needs to elect a team leader to take responsibility for decision making and the overall organisation of the group.

Research Questions

Groups A1 / B1. Does the magnesium and calcium ion content of the stream water vary in different positions on the stream? What are the causes of these ions in the water and how does this compare to the ion content of tap and bottled water? Does the ion content affect the conductivity of the water? Does the Magnesium concentration affect the colour of the river plants? Is it possible to design and make a product that can be used to collect water samples at different positions on a river?

Groups A2 / B2. Do oxygen levels in the stream water vary with flow rate and how does this affect the plant/animal diversity? Why is this important? How are river plants adapted to fast flowing parts of the stream?How is turbidity related to rate of flow? Is it possible to design and make a system that will allow you to compare the flow rate or surface flow rate of water in different parts of a stream?

Groups A3 / B3. How do nitrate levels in the stream water vary in different positions in the stream? What are the causes of nitrates in stream water and what are the effects to plant and animal diversity? What affect will human influence have on nitrate levels? Does the flow rate of the stream affect the levels of nitrates? What other pollutants are common in river water in HK? What is the mass of dissolved solid in the river water and is this also related to flow rate? Is it possible to design and make a product that safely allows the user to observe what is happening below the water level of a pond?

Groups A4 / B4. Why are plants/leaves different colours? Is it possible to extract and compare these colours for different plants/leaves using colorimetry or chromatography? Is plant colour related to soil pH?Does the pH of the soil affect its electrical conductivity? Which of these colours are most sensitive to acidic/basic conditions?Is it possible to develop a product that will allow the user to obtain plant/leaf samples safely at different heights and positions?

Research Questions (continued)

Groups A5 / B5. Does light intensity vary up and around a tree? How does this affect the distribution of algae or lichens on the tree bark? How does it affect the size and shape of leaves? Does the humidity vary around a tree? How are some plants adapted for humid conditions? Is it possible to make dyes from plant life? Develop a system that would allow measurements to be taken beyond the normal reach of an adult; for example when measuring the light levels in the branches of a tree.

Groups A6 / B6. Does the light intensity that a leaf receives affect its stomatal density? Is it possible to measure the different levels of light absorbed/reflected by a leaf for different wavelengths of light? How are different leaves adapted to maximise light absorption for photosynthesis? How are these leaves adapted to disperse rainwater? Design and make a product that would allow you to measure how effective leaves are at dispersing water.

Food Technology Research Questions

Group A7/B7. How does the type/amount of cream or milk affect the taste, colour and texture of ice cream? What effect does the diary content have on the nutritional impact of the product? How is the viscosity (runniness) and melting point of the ice cream affected by this? Is it possible to design and make a suitable container to not only successfully market the product, but also to keep it cold? Is it possible to design and devise methods and instruments for comparing the viscosity and melting points of the ice cream samples?

Group A8/B8. How does the type/amount of butter or margarine affect the taste, colour, texture and nutrition of cookies? What effect does the fat content have on the nutritional impact of the product? How is the strength and crumbliness of the cookies affected by this? Is it possible to design and make a suitable container to not only successfully market the product, but also to keep it fresh? Is it possible to design and devise methods and instruments for comparing the strength and the crumbliness of the cookie samples?

Programme

Group A and B / Both Groups
Time / Mon 1st June / Tues 2nd June / Wed 3rd June
8.oo / Registration in Groups (Drama Studio) / Registration in Groups (Drama Studio) / Registration in Groups (Drama Studio)
8.30 - 9.50 / 8.30 Planning and selecting equipment (labs) / 8.30 am
Buses leave
Action / Data Analysis (labs)
10.00 - 10.30 / 10 am
Buses leave / Action / Data Analysis
(labs)
10.30 - 13.00 / Action / Action
12.30 Buses return to school / Set up display and work on presentations.
(Sports Hall)
13.05 - 14.00 / Action
13.30 Buses return to school / Data Analysis (labs) / Presentation and evaluation (Sports Hall)
14.00 - 15.00 / Data Analysis (labs) / Data Analysis (labs) / Judging, summary and clear up
(Sports Hall)
15.00 – 15.10 / Registration and briefing in groups (labs) / Registration and briefing in groups (labs) / Registration.
Hand in completed G4 booklet (Sports Hall)
Group A
Sub / Mrs Boag (Room 142) / Grp / Sub / Ms C. Hopkins (Room 141) / Grp
B,C / Adrian CHIU / A1 / B / Andrew COOK / A5
B / Royi HOROWITZ / A1 / DT / Tami KWOK / A5
B,C / Asta MAN / A1 / B / Lawrence LAM / A5
B / Terence LAW / A1 / B,C / Jasmeen SETHI / A5
C / Laura YAN / A1 / P / Nehal MATHUR / A5
P / Aakash SHAH / A1 / P / Lorraine CHAN / A5
DT / Morgan KWOK / A1 / B / Hiu Ching WONG / A5
P / Hunter FRISINGER / A1 / C,P / Christina Yu / A5
Sub / Mr V. Cavin (Room131) / Grp / Sub / Mrs H. Evans (Room 142) / Grp
B,C / Karen CHUI / A2 / C,P / Jacky CHAN / A6
C,P / Vishalsai DASWANI / A2 / B / Joshua COXALL / A6
P / Oliver DUDDEN / A2 / B,C / Linda LAM / A6
B / Mary WONG / A2 / F / Nicholas LEE / A6
C / Raveen MATHEW / A2 / B,C / Mandy SHUM / A6
B / Georgina TSUI / A2 / DT / May KWON / A6
B,C / Wang Kit Calvin WU / A2 / B / Nathan MINSBERG / A6
DT / Daniel HO / A2 / C / Nathanael YIP / A6
P / Callum KENNY / A6
Sub / Mr P. Chan (Room 122) / Grp / Sub / Mrs C. Bean (Room 232) / Grp
B,P / Christopher TANG / A3 / B / Beatrice DE LOS SANTOS / A7
C / Holly DOBBIN / A3 / DT / Sarah KOHLER / A7
C,P / Jefferson YEN / A3 / B,C / Charlotte MOON / A7
B / Richard JUAN / A3 / B / Haywood SHUM / A7
B / Bharisha MIRPURI / A3 / B,C / Sian RIEBE / A7
P / Nicholas SCHMITT / A3 / B / Ankita ROY / A7
B,C / Kevin YEUNG / A3 / B / Shanti SADHWANI / A7
DT / Emily WORDSWORTH / A3 / B / Stephanie TSUI / A7
Sub / Mr J. Gilchrist (Room 132) / Grp / Sub / Ms E. Lee (Room 233) / Grp
B,C / Zaki COLLINS / A4 / B,C / Aakriti BATRA / A8
B,C / Charles TANG / A4 / B / David BILLOW / A8
DT / Keely KUK / A4 / F / Vivian CHAO / A8
C,P / Takanori OGYU / A4 / C / Sonia MAHBUBANI / A8
B / Natasha RIDD / A4 / B / Gal NAGAR / A8
C / Katerina YIP / A4 / B / JordanTROY / A8
B / Chris MACKAY / A4 / DT / Sarina ROFE / A8
B / Kenji IKEGAYA / A4 / F / Paloma SHAH / A8
Group B
Sub / Mrs T. Lant (Room 121) / Grp / Sub / Mr C. Windle (Room 131) / Grp
B / Jocelyn CHAN / B1 / DT / Kevin CHAN / B5
C,P / Jonathan CHEUNG / B1 / B / Janice CHEUNG / B5
DT / Marco AEXEL / B1 / C,DT / Young-Jun CHOI / B5
C / Nicholas LAM / B1 / B / Hannah HODSON / B5
B / Jacqueline WU / B1 / B / Amanda ZHANG / B5
C,P / Tarun SHESH / B1 / DT / Thomas TING / B5
B,C / Khushbu KHILANI / B1 / P / Brandon HWANG / B5
C / David ZHU / B1 / B,C / Daniel WILSON / B5
Sub / Mrs F. Wightman (Room 121) / Grp / Sub / Mr. D. Reeves. (Room 132) / Grp
B / Harry FUNG / B2 / DT / Eddie CHAN / B6
B,C / Emily CHAK / B2 / B,C / Juliet CHEUNG / B6
B,C / Hannah GILCHRIST / B2 / B / Joseph HOPKINS / B6
B,P / Benjamin LEE / B2 / B,C / Samantha MALCOLM / B6
P,DT / Byron NG / B2 / C,P / Williams MAN / B6
P / Kevin CURTIS / B2 / B,C / Alexander WONG / B6
C / Vivian YAU / B2 / P / Louis ATTWOOD / B6
B / Michelle CLOUGH / B2 / P / Min Joon LEE / B6
Sub / Mr. T. Anson (Room 122) / Grp
P / Jonathan COLLIER / B3 / Sub / Mr M. Smith (Room 233)
B,C / Harvest CHAN / B3 / B / Lorna BAILEY / B7
B / Eliza Young HALIMA / B3 / B / Jaanam BALANI / B7
B,C / Fion LEE / B3 / C / Charlotte CHAPMAN / B7
C / Geoffrey LEUNG / B3 / DT / Natasha MOTWANI / B7
DT / Hugh ROWLAND / B3 / B / Benjamin KENDE / B7
B / Stephanie TSIM / B3 / B / Emma MURPHY / B7
B / Peter TANG / B3 / B / Jonathan SHUPACK / B7
C / Aisha UDUMAN / B7
C / Zachary WONG / B7
Sub / Ms J. Rickards (Room 141) / Grp
B / Gene CARPENTER / B4 / Sub / Ms K. Rasby (Room 232) / Grp
P,DT / Arnold CHAN / B4 / B / Adi BRAUNSHTAIN / B8
C / Helen CHOI / B4 / B / James CARRIBAN / B8
B / Tiffany HO / B4 / B / Lesley COOK / B8
B,P / Allen LIU / B4 / C / Karin RYD / B8
C,DT / Louise LUI / B4 / DT / Naomie SANDT / B8
DT / Stewart STANDALOFT / B4 / B,C / Tanya TANG / B8
B / Mahir VACHANI / B4 / B / Julia PEREZ / B8
C,P / Emily CHENG / B8

Investigation Planning Sheet