Welcome… Let’s take attendance !

IB Group 4 Project Wildfire

So - what IS the purpose of the Group 4 Project? This project allows students in different group 4 sciences to work together on a scientific or technologic problem.

The Group 4 Project Aims to..  “encourage an understanding of the relationships between scientific disciplines and the overarching nature of the scientific method” [IB Aim 10]  “raise awareness of the moral, ethical, social, economic and environmental implications of using science and technology” [Aim 8]

The Group 4 Project Aims to..  “develop and apply your information and communication technology skills in the study of science” [Aim 7]  may address the international nature of the scientific endeavor and the increasing cooperation required to tackle global issues involving science and technology.

As an individual, identify 1-2 ideas you have about WILDFIRE… ? A fact ? ? An opinion ? ? A question ? Task 1a

Turn to the person(s) next to you and share your ideas. Share a few ideas with the group. Task 1b

This Year’s Topic = WILDFIRE Your task is to work as a team to develop a grant proposal for a scientific study of wildfire. Your proposal must contain... A testable question A testable question grounded in a meaningful context grounded in a meaningful context A reasonable hypothesis A reasonable hypothesis Supported by some preliminary data Supported by some preliminary data Data may be ‘practical’ – collected by your team Data may be ‘practical’ – collected by your team or ‘theoretical’ – based on the work of others or ‘theoretical’ – based on the work of others May incorporate a model or simulation May incorporate a model or simulation A plan for your proposed scientific investigation A plan for your proposed scientific investigation Demonstrating sound scientific design Demonstrating sound scientific design

A great resource A great resource for fire basics… for fire basics… The Book of Fire Book The Book of Fire Book (Feel free to use and return the book this morning. If you’d like to check a book out, please sign the check out sheet.) (Feel free to use and return the book this morning. If you’d like to check a book out, please sign the check out sheet.)

In a few minutes, you will work in a small group to… Write out 2-3 testable* questions – each on a separate poster strip - that relate to wildfires. Be prepared to share with the group. Let’s have the teachers start with an example… Task 2a – Generating Ideas

Teachers will model this... What methods can we use to plan efficient evacuation of populated areas? What methods can we use to plan efficient evacuation of populated areas? which road routes should be preplanned as a function of speed of fire, distance from route....? what is the role of media/social media – are there vulnerabilities? effects of geography/environment? logistics – pets, larger animals,... Task 2a – Generating Ideas

Some Possibilities… How does fire temperature impact the water run-off after the fire? How does fire temperature impact the water run-off after the fire? How does fire mitigation impact the likelihood of house survival during a fire? How does fire mitigation impact the likelihood of house survival during a fire? What is the impact of local geography on spread speed of wildfire? (Waldo Canyon vs. Black Forest) What is the impact of local geography on spread speed of wildfire? (Waldo Canyon vs. Black Forest) How does the spread of wildfire in populated areas compare to the spread of wildfire in unpopulated areas? How does the spread of wildfire in populated areas compare to the spread of wildfire in unpopulated areas?

Other Possibilities… How does the spread of wildfire in an evergreen forest compare to that found in a deciduous forest? How does the spread of wildfire in an evergreen forest compare to that found in a deciduous forest?

When you finish your task… BREAK TIME… 10 minutes – stay in the room unless you need to use the restroom – quiet in the halls Help yourself to homemade quick breads

Share your ideas with the larger group, building a ‘surround’ of ideas in the classroom. Share your ideas with the larger group, building a ‘surround’ of ideas in the classroom. Consider what the different questions have in common and how they differ. Consider what the different questions have in common and how they differ. TASK 2b

Possible Groupings Possible Groupings Effects of Fire in non-populated areas Effects of Fire in non-populated areas Effects of Fire in populated areas Effects of Fire in populated areas Nature of fire itself? Nature of fire itself? Environmental Impacts – Destruction? Renewal? Environmental Impacts – Destruction? Renewal? Immediate vs Long term Effects? Immediate vs Long term Effects? Fire Prevention / Mitagation Fire Prevention / Mitagation Logistics of Wildfires Logistics of Wildfires Fire suppression Fire suppression Task 2a cont.

Project Stages The entire project will count for 10 hours* of your practical lab experiences for your IB Group 4 course. Think of the project in terms of 3 stages: The entire project will count for 10 hours* of your practical lab experiences for your IB Group 4 course. Think of the project in terms of 3 stages: Planning (~ 2-3 hours) Planning (~ 2-3 hours) Action (~ 6-5 hours) Action (~ 6-5 hours) Presentation / Evaluation (~ 2 hours) Presentation / Evaluation (~ 2 hours)

form a team (more details shortly) form a team (more details shortly) discuss and select ONE specific testable question discuss and select ONE specific testable question conduct some preliminary research conduct some preliminary research to set the context to set the context to help you write a reasonable hypothesis (If… then… because) to help you write a reasonable hypothesis (If… then… because) As time permits, As time permits, begin work on the design of your scientific investigation. begin work on the design of your scientific investigation. begin work on your presentation for your proposal. begin work on your presentation for your proposal. Submit draft TODAY Friday - February 21 st – no earlier than 11 am and no later than 3:33 p.m. – no earlier than 11 am and no later than 3:33 p.m. You will receive feedback on your draft on or before Friday, February 28. Planning (~ 2-3 hrs TODAY)

Action (~ 6 hours*) During this stage you will continue your research continue your research further developing the context further developing the context gathering data to support your hypothesis gathering data to support your hypothesis (either your own or from others reliable, scientific resources) (either your own or from others reliable, scientific resources) [Plan on each team member spending 1-2 hours of outside time on this… sometime after feedback (nlt 2/28) and before 3/7] work collaboratively to work collaboratively to design your scientific investigation design your scientific investigation to develop your presentation to develop your presentation [Finalize your work on 3/7 during periods 5, 6, and 7] [Finalize your work on 3/7 during periods 5, 6, and 7]

Evaluation (~ 2 hrs) The final stage includes Presenting your grant proposal to other students and staff at our Presenting your grant proposal to other students and staff at our ‘Wildfire Symposium’ Wednesday, March 12 6:30 – 8:30

Assessment of Project You will earn a grade in the IB science class in which you are enrolled You will earn a grade in the IB science class in which you are enrolled  Your teacher will determine specifics, but this will be a ‘significant’ grade that will be based on  Effective completion of the three stages of the project (plan, action, evaluation)  Completion of the IB requirements (next slides)

Assessment of Project For IB, you need to keep: For IB, you need to keep: [1] evidence of your involvement  Individual Reflection,  a log of the hours you spent on the project both individually and in your team  Personal commentary on the Group 4 experience  Hard copy of your final grant proposal

Assessment of Project If you are in Physics, Biology or Chemistry, you will also earn points If you are in Physics, Biology or Chemistry, you will also earn points towards your internal assessment for IB (does not apply to SL Computer Science) [2]Personal Skills Criterion Self-motivation and perseverance Self-motivation and perseverance Working effectively in a group Working effectively in a group Self-reflection Self-reflection will include self- and group- assessment of personal skills will include self- and group- assessment of personal skills this is the only place where this criterion is assessed ! this is the only place where this criterion is assessed !

Personal Skills Criterion

Assessing the Project Finalized Scoring guides/rubrics will be posted on the SharePoint site no later than February 28 th. Finalized Scoring guides/rubrics will be posted on the SharePoint site no later than February 28 th. Assessment of grant proposal Assessment of grant proposal Self and team assessments of personal skills Self and team assessments of personal skills (drafts are currently posted)

The Project… Will be completed in small groups… Will be completed in small groups… of 4-6 students of 4-6 students Each team must include 2 students enrolled in SL Physics Each team must include 2 students enrolled in SL Physics and 2-4 students enrolled in another Group 4 diploma class(es) HL / SL Chemistry (currently 20 students) HL / SL Chemistry (currently 20 students) HL Biology (currently 20 students) HL Biology (currently 20 students) SL Computer Science (currently 16 students) SL Computer Science (currently 16 students) Each student must be a welcome member of a group. Each student must be a welcome member of a group. If a student is absent, they will be placed on a separate, make-up team. Do not include an absent student in your group. If a student is absent, they will be placed on a separate, make-up team. Do not include an absent student in your group. Final group membership may be adjusted by instructors. Final group membership may be adjusted by instructors.

What NOW? Form Teams  Proposed Teams …  ideally formed around a common interest  Team of 4 – 6  Must have minimum of 2 physics students plus.....  2 or more students from other Group 4 diploma class.  EVERYONE must be included in a team  Teachers reserve right to adjust teams as needed !  When you have a team, submit a team form… and get to work

Ready… Set… Go… Fill out a team form and turn it in Fill out a team form and turn it in to Ms. Smith to Ms. Smith Get to work! You can work in this room… or… Period 2: Distance Learning Lab / Room 15 Period 2: Distance Learning Lab / Room 15 Period 3: Distance Learning Lab / Room 15 / Room 153 in the tech building Period 3: Distance Learning Lab / Room 15 / Room 153 in the tech building Period 4: The entire top floor of the library Period 4: The entire top floor of the library You must submit your draft no earlier than 11:11 and no later than 3:33 p.m. TODAY You must submit your draft no earlier than 11:11 and no later than 3:33 p.m. TODAY You MUST work collaboratively for the remainder of the time this morning… you may NOT reschedule. You MUST work collaboratively for the remainder of the time this morning… you may NOT reschedule.

IDENTIFICATION Identify team # and name List all team members Date TESTABLE QUESTION Specific, Clearly Stated Context provided – why is this question important – Why should this study be funded? Be sure to cite resources for your research HYPOTHESIS Clearly linked to question “If…. Then… because…” format recommended Because component is scientifically accurate and supported by preliminary research PROPOSED INVESTIGATION Scientifically sound (see DESIGN criterion if needed) Your draft is due no earlier than 11:11 and no later than 3:33 today. Submit it to the Group 3 SharePoint site with a descriptive file name. Your draft needs to include:

2014 Group 4 Project Requirements and Timeline StageTaskDate(s) PLANPLAN Day 1 - Introduce Group 4 Project; Form Teams; Select Testable Question; Initial Research; Develop Context and Hypothesis; Prepare and submit draft nlt 3:33 pm Friday, 2/21/14 Pds 1-4 Lecture Hall – Palmer High School Attendance required – you will be field-tripped from your classes. On your own – 1-2 hours of time to further the project After feedback – before 3/7 ACTIONACTION Day 2 – Share research findings; develop scientific investigation; finalize proposal; plan presentation Friday, 3/7/14 Pds 5-7 Lecture Hall – Palmer High School Attendance required – you will be field-tripped from your classes.

Requirements and Timeline StageTaskDate(s) P E R V E A S L E U N A T A I T O A N T I O N Present your grant proposal at Wildfire Symposium Wednesday, March 12, 2014 Time: 6:30 – 8:30 Submit Individual documentation of Group 4 Project for your lab portfolio – – include reflection with log of hours and a hard copy of your proposal No later than Friday, March 14, 2014 NOTE: Access information about the Group 4 project at our SharePoint Site at

Next Steps… Complete your draft and place it in the drop box on our Group 4 SharePoint site: Complete your draft and place it in the drop box on our Group 4 SharePoint site: Commit to the work that needs to be done before the next meeting. (~ 1-2 hrs/student) Commit to the work that needs to be done before the next meeting. (~ 1-2 hrs/student) Meet on Friday, March 7 th during periods 5 – 6 and 7 to complete proposal. Meet on Friday, March 7 th during periods 5 – 6 and 7 to complete proposal. Come to the Wildfire Symposium on March 12 to present your grant proposal Come to the Wildfire Symposium on March 12 to present your grant proposal

Photo Credits for Slide # 2 exposure/colorado-springs-wildfire-analysis colorado-fires-22-gt/ Wires/2013/0613/Colorado-fires-2013-destroy-hundreds-of-homes begins-subside