Recent postsView all

14 Feb 19
Gp4 hands off / hands on
10 Feb 19
Wolf blood moon
22 Jan 19
New lab :-)
11 Jan 19
Happy New Year! (EM)
3 Jan 19
Google classroom idea
2 Jan 19
Making connections
21 Nov 18
Cross and dot
31 Oct 18
The wow factor
23 Oct 18
Causing tension
13 Oct 18
Physics gender gap (EM)
13 Oct 18
How many zlings in your plodge?
29 Sep 18

Group 4 project

Wednesday 23 May 2018

On Monday we did our group 4 project. The aim was to have an enjoyable day out to and do  enough science to tick off the IB requirement. Students were put into groups of mixed sciences then transported by space ship (bus) to a distant planet (a nearby coastal area). There they had about 4 hours to classify all life forms within a given area. On returning to campus they made posters, films and presentations which they presented in the evening. The idea was not to use previous knowledge of classification but to invent a new one based on observation.

It is interesting that almost all the groups put plants and animals in different groups. What is the evidence that a seaweed is not in the same group as a sea anemone, or that a barnacle is an animal but looks like a rock. A sponge doesn't move but it is more closely related to a crab than kelp. It's really difficult to abandon previous knowledge and think in a new way.

So where is the physics? My students were thinking the same thing so measured heights, timed tides and calculated velocities, that wasn't really the idea but they learnt a bit about why average velocity is a fairly meaningless quantity. The idea, well mine at least, was that physics students would bring a different way of thinking to the problem, maybe classifying purely on the basis of colour, or size.

So, did we satisfy our aim? Yes.


Which option?
30 May 2018
Last minute
9 May 2018


To post comments you need to log in. If it is your first time you will need to subscribe.