IDP

**Interest-Driven Project**  Reflection on IDP __Reflect on Process __ Reflect on your experiences identifying the phenomena, identifying the correct variable to change, deciding on the right experimental items and procedures, and researching the concepts behind your phenomena.

__Reflect on Knowledge Gained__ Reflect on your knowledge gained/misconceptions corrected through your research process. Also reflect on whatever you have learnt at the end of the IDP process (after you have finished your presentation and addressed any questions raised during Q n A).

My Process  Related Files to Download:


 * What is this all about?**

You are being given time to explore a scientific phenomenon that you have observed or read about, or that has always interested you. You will examine a phenomenon based on your interest areas, and explore the scientific concept/s related to the phenomenon. The main task is for you to pose a question about the phenomenon, and design an investigation that will help answer the question. You will then present your findings to your class in a 3 minute presentation.

This is **//not//** an IRS Project (not so long or rigorous) nor is it Writing a Scientific Report (not so formal).

The following steps (and the skills involved) will guide you in this project:

1. Think of a scientific phenomenon. (e.g. Drinking milk decreases spiciness. Cutting onions makes me tear.) //(Skill – Observe; Habit -// //Responding with awe and wonderment)//

2. What scientific concept/s is/are involved in the phenomenon? //(Research through asking and reading)//

3. Pose a question of what will happen if a variable is changed. “What if I drink hot milk after I have eaten spicy food?” //(Skill – Inquiry; Habit of Mind -// //Questioning and problem-posing/Thinking Flexibly)//

4. Test your hypothesis / find out answer(s) to your question //(Skill – Inquiry; Habit// //of Mind// //– Using all senses to gather information)//

5. Communicate your findings to your classmates //(Skill – Inquiry; Habit// //of Mind// //- Thinking and communicating with clarity and precision)//

You are given 3 minutes to present your findings to your classmates. There will be a 2-min Q & A Session at the end of the Show-&-Tell.

You will be assessed using the accompanying rubrics under the main categories: a. Content b. Skills c. Metacognition (This will be submitted as a reflective piece after the Show-and-Tell in a single-page type-written with Arial Font-size 12 and double-spacing.)

Some questions you may want to consider in your reflective piece:

· How did this project increase my interest in science and things around me? Am I glad to be given time to do something that interested me? · How did doing this project make me think differently about the process of science? · Did I encounter any difficulties, and how did I overcome them? //(Try not to say I was lazy in the beginning, and did not have a proper plan, but waited until the last minute before I started work. Plan well ahead, start early, and you won’t have to write this, and end up sounding like 90% of your classmates.)// · What else would I want to investigate after this, having done this project?

6. You will need to submit your proposal form to your teacher by **26th March 2009**. Your teacher will confirm your ideas by **2 April 2009**. The presentation will place from **//Term 2 Week 4//**.

For those who need more ideas, feel free to visit the following websites:

1. Sports Science - []

2. Kitchen Science - []


 * Rubrics for Assessing IDP**
 * || ** Stellar (4) ** || ** Well Done (3) ** || ** Limited (2) ** || ** I need Help! (1) ** ||
 * ** Content ** ||
 * ** Idea ** || Independently identified a phenomenon and a related question interesting to the student and could be investigated || Identified, with teacher’s help, a phenomenon and a question interesting to the student and could be investigated || Identified, with teacher’s help, a phenomenon and a question which could be investigated. || Identified a phenomenon and a question which could not be tested or one which did not merit investigation. ||
 * ** Background Research ** || Research is comprehensive and specific, and brings out relevant explanations and theories behind the phenomenon identified. || Research is sufficient, and brings out at least one relevant explanation or theory behind the phenomenon identified. || Research is limited and brings out at least one explanation or theory behind the phenomenon identified || There is no evidence of research done to help in explaining the phenomenon identified. ||
 * ** Skills ** ||
 * ** Scientific Investigation ** || Investigation shows that very careful thought has been put into the selecting appropriate procedures and materials, and addresses question well. || Investigation shows thought has been put into selecting appropriate procedures and materials, and addresses question. || Investigation procedures and materials are mostly appropriate, lacking in consideration of certain aspects, or address the question in a limited way. || Investigation procedures and materials are inappropriate and do not address the question. ||
 * ** Presentation ** || Clearly and concisely summarizes the project. Information is relevant. Speaks fluently with good eye contact, and shows confidence and interest in project. Effective use of visuals or tools. || Clearly summarizes the project. Information is relevant. Speaks fluently with eye contact, and shows some interest in project. Attempt to use visuals or tools. || Information given is adequate, but presentation is difficult to follow. Moderate eye contact. Limited use of visuals or tools. || Information presented is confusing and not relevant. Presentation is unclear, with minimal eye contact. ||
 * ** Metacognition ** ||
 * ** Reflection ** || Reflection demonstrates depth and progression of thoughts, and insight || Reflection demonstrates some depth and progression of thoughts. || Reflection demonstrates little/superficial level of thinking. || Irrelevant/No reflection communicated ||