DP Collaborative Science Project
Designing a Permanent Habitation on Mars
Utilizing Design Technology, Chemistry,
Physics and Biology
Global Contest: Orientation in Space and Time
Statement of Inquiry:
The colonization of Mars within the lifetime of current humanity
will require the ingenuity of integrating multiple scientific
disciplines to provide an environment that integrates a series of
systems that can provide adequate levels of energy and
resources to sustain life for prolonged periods of time and at
the same time consider the long-term consequences of such a
departure from Earth in relative isolation.
The task:
You and your team of research scientists are tasked with
identifying likely problems/challenges and solutions to be taken
into consideration for the next crewed mission to Mars. The
global space organisations have decided to join forces and
share all resources as the need to colonise other planets has
become a greater priority due to the unstable environmental
conditions on earth. You are considered a specialist in your field
of study within your research team. The expectation is that you
and your team collaborate to present information, in any form
of your choosing, to the council of international space agencies.
The product or presentation should address the problems of
colonizing Mars and possible solutions based on your area of
expertise
End Product:
Your end product will contain 1 typed document and 1 Product
file. Using the following
checklist ensure that both pieces of the assessment are
complete and up to date.
1. Typed document should contain the following:
Complete GRASPS description of your project including the
role each student had and their contributions.
Groups will submit one document with all members’
feedback included. Individual reflection pieces of 350-500
words. The Reflection section will be used to assess each
student for Criterion C. Reflections should include details from 3
different perspectives, beginning, middle and end.
o Beginning (+-150 words): Reflect on how you would approach
this task? How did you and your group come to a consensus?
How were roles divided? What did you hope to learn from this
task? What connections did can you identify within an
interdisciplinary context?
o Middle (+-150 words): What alterations did you need to
make during the project? Did you need to change your
methodology or approaches? What will you need to do to
complete your final draft? What have you learned so far in
terms of subject knowledge and interdisciplinary connections?
o End +-(200 words): What extensions can be made to this
project? Why is it important for scientists to think about these
problems as interconnected issues? Was it beneficial to work
collaboratively on these interdisciplinary issues? What does
success mean to you in the process of creating this project? Do
you think you have been successful in meeting the objectives of
this project?
• Bibliography of all sources used (Harvard style)
2. Product file requirements:
All products must contain a verbal discussion element with
a 7-15 discussion of the product.
Video products should be between 7- 15 minutes.
Problems (2-4 problems) should demonstrate a clear
interconnectedness between
Physics/Chemistry/Biology/Design Technology or
Computer Science. The number of the problems depends
on the complexity of the problems. Fewer problems with
greater complexity, more integration and
interconnectedness.
Problems or issues must demonstrate interdisciplinary
understanding between Physics/Biology/Chemistry etc...
Other interdisciplinary connections are encouraged but not
mandatory (Ethics, TOK, Social Studies, Economics etc.)
Groups may choose to present their product online or
create a video that can be uploaded.
Developing your GRASPS TASK:
GRASPS is an acronym for:
• Goal – states the problems or challenges to be
resolved.
Be clear and concise with the descriptions and
interdisciplinary connections.
What are the problems the group is
addressing?
Crit A specifically addresses interdisciplinary
approaches.
• These problems or challenges will form the
foundation of your knowledge investigation.
Role – explains who students are in the scenario
and what they are being asked to do.
Mention each student's name and the role
they will play in this project.
Be descriptive, this serves as a
communication tool for your assessment.
Set clear expectations of what each person
should be doing.
Create a timeline of when this task should
be completed.
Audience – who the students are solving the
problem for, who they need to convince of the
validity and success of their solution for the
problem. (Remember, the audience is not
limited to the instructor.)
Who are you going to be addressing in the
product?
Do not say G10 students and teacher, be
creative.
Specify who you need to convince of your
solutions or ideas.
This should match your product and goal.
Situation – provides the context of the situation
and any additional factors that could impede
the resolution of the problem.
Create a contextual understanding for your
audience.
This supports your product and takes your
audience into consideration.
Expands on the limitations of your solutions
and takes into consideration other
factors that may influence the success of
your product/solutions/goals.
Product, Performance, and Purpose – explains the
product or performance that needs to be
created and its larger purpose.
Creatively explains what the product is that
you will be producing to communicate your
goals and solutions within a particular
context.
Must contain a verbal component to
communicate your ideas.
Product ideas: (7-15 minutes presentation)
▪ PPT presentations
▪ Video documentary
▪ News Issue/program
▪ Posters/Symposium
▪ Discussion/debate
▪ UN Conference/Roleplay
▪ NASA Meeting/Roleplay
▪ SPACE X board meeting with Elon Musk
