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Collaborative Project 2023 - 2AB Gymnasium Münsterplatz
2AB Collaborative Project 2023.movIntroduction:
Introduction:
The collaborative sciences project (CSP) gives IB Diploma Programme (DP) students the opportunity to work together in an interdisciplinary team. They work towards a common goal related to a real-world issue, pursued through the lens of the scientific method. Throughout the project, the emphasis is on the experience of collaborative problem-solving, the focus being the process rather than the product. The total time contingent for the CSP is 10 hours.
At the Gymnasium Münsterplatz we are currently taking students on a 2-day experience into the Swiss Alps to complete this compulsury component of the IB Group 4.
Working collaboratively in a team requires a certain level of self-awareness and empathy with other team members. It also requires a high level of motivation and two-way communication. The opportunity to reflect on these factors, in terms of what went well and lessons learned, will be invaluable for future collaborations and the personal growth of each individual student. Through studying any of the DP science subjects, students should become aware of how scientists work and communicate with each other. The scientific method can take a wide variety of forms, but it is the emphasis on a practical experimental approach that distinguishes the DP sciences from other subjects.
The CSP provides an opportunity for students to focus on a wide range of aims, including the following.
- Making connections between different disciplines
- Developing the ability to approach unfamiliar situations with creativity and resilience
- Designing or modelling solutions to local and global problems in a scientific context
- Developing the ability to communicate and collaborate effectively
- Developing awareness of the ethical, environmental, economic, cultural & social impact of science
Collaborative Project 2023 - Classes of 2026 - 2A/2B
Collaborative Project 2023 - Classes of 2026 - 2A/2B
This year's collaborative project will take us to the Aletsch glacier near Fiescheralp. In this nature reserve students have multiple opportunities to connect their learning to real-world issues. “To what extent does altitude affect the interactions between organism and the environment?” In this case, the following opportunities might arise.
You may look at exploring how artificial intelligence is being used in conservation and biodiversity work.
You could explore any of the numerous interactions between abiotic (non-living e.g. temperature, UV radiation, humidity, pressure...) and biotic factors (living ones, e.g. ecosystems, heartrates, breathing rates etc).
You might explore how physiological components of pyhsical exercise are affected by altitude.
You could examine how alternative energy systems in the environment might be used to power energy supplies in Switzerland
You could examine levels of pollution caused by ski tourism
You could look into the resilience or adaptability of plants or animals to their environment
You could explore the effects of altitude on cooking times
You could determine the diversity of plants in different areas
You might look into the effects of global warming and climate change on the glacier melting, changes in biodiversity or other factors
Vernier LoggerPro dataloggers or sensors may be useful to record variables of the environment such as:
Changes in light influx
Temperature
pH
Windspeed
Air humidity
Heart rate
Turbidity
Soil moisture
UVA/B radiation
Blood pressure
Manuals to most of the school's sensor can be found here.
CSP 2023 - Outline copy.pdf"To what extent does altitude affect the positive interactions between organisms and environment? "
"To what extent does altitude affect the positive interactions between organisms and environment? "
Watch this video to get inspired for your work in altitude!
Have you ever wondered out how plants are adapted to life in altitude? Watch this video produced by ETH Zurich to understand plant physiology.
10 hour project timeline - more details:
10 hour project timeline - more details:
Introduction session:
Introduction session:
Session 1 & 2 (3-4 hours): Project proposals
Session 1 & 2 (3-4 hours): Project proposals
Here you are introduced to the CSP field trip and are provided with the logistical details regarding timing, cost, location and itinerary. You are put into interdisciplinary teams with students from your and the other class. Each team will brainstorm ideas they may choose to research at the field-trip site. This session occurs in advance of departure to the field-trip location, so that any equipment required on-site can be organized well in advance. Teams develop a project proposal and submit it to their mentor for approval. This can be done verbally with quick oral feedback. The proposal should include:
Research Question
an outline of the method/methodology of data collection
Equipment list/required materials and/or informed consent forms (if applicable).
a risk assessment
an equipment list and/or informed consent forms (if applicable).
Submission of research plan/outline using https://forms.office.com/e/mfq4adrbLz
Action
Action
Session 3 & 4 (3−4 hours): Collecting data
Session 3 & 4 (3−4 hours): Collecting data
You will work in your team to collect data. Make sure you consider the safety, ethical and environmental aspects of their work throughout the process. Where possible, you should work to investigate variations of an independent variable and complete repeated trials. Document your evidence and work to develop your own expertise for presenting their data to their peers. Those who finish their data collection early can begin working on their presentations.
Session 5 (2 hours): Developing presentations
Session 5 (2 hours): Developing presentations
You work collaboratively within you CSP team to develop a presentation of their findings. The presentations should clearly outline the lines of inquiry pursued through their research. Make sure you share the process of gathering evidence, as well as a summary of the evidence in response to the line of inquiry.
Evaluate the challenges encountered during data collection in a field-site location and make suggestions for how these could be overcome in the future.
Session 6 (1 hour): Delivering presentations
Session 6 (1 hour): Delivering presentations
Keep the presentation concise. Try to make the presentations interactive - this will help to increase engagement.
Ideally, the wider school community could be involved by making the presentations public. All CSP presentations will be cataloged on this website.
Reflection
Reflection
Session 7 (1 hour): Writing reflections
Session 7 (1 hour): Writing reflections
Do not forget to write your 100-word reflections. Reflections should be individual and genuine. You should comment specifically and concisely on how well you progressed in constructively contributing to the project’s development, as part of a team. Try to also comment on any obstacles and/or opportunities you found in communicating within a team setting. The most authentic reflections are not lists of what was done, but a genuine commentary on what students felt and how you grew through the experience. The reflections are stored electronically as evidence of completing the CSP.
Collaborative Project Reflection:
Collaborative Project Reflection:
Students will write a 100-word reflection on completion of the project. The most authentic and valuable reflections are written as genuine commentaries on the experience—how students felt about it and benefited from it—rather than as lists of what was done.
Download the reflection sheet here - complete it, and upload it to this folder by 30 June 2023.
Please adhere to the following file naming style: ClassLastnameFirstnameCSP2023.pdf
Collaborative Project Reflection form.pdfPage updated
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