Problem-Based Learning Project Description
Can You Hear Me Now?

NOTES
It is your responsibility to have a copy of the notes even if you were absent. Each part should be clearly labeled and in your ISB. This includes the important info we first pulled out of the story, the research questions, and the notes on your research and that of the rest of the class. Photocopy or printed electronic copy is acceptable if you were absent…but I should see evidence that you’ve attempted to obtain a copy to help you write your final response. Notes will be part of your ISB grade.

FINAL PRODUCT
Now it’s time to show some proof that you are able to answer Liz’s original question at the end of the story -
“What could be causing these events to occur at the same time and how does it work?” Your response to this question in going to come in the form of a formal apology from AT&T, explaining to its customers the science behind the recent dropped calls.
Choose one of the following formats:
  • A commercial-style video designed for a general TV audience (no more than 2-3 minutes long)
  • A written letter going specifically to AT&T customers in the mail (3+ paragraphs long)
  • Another format that has been approved by me
30 pts for your response to the final question – goes onto your “Assessment Grade”

Excellent
OK
Needs Improvement
Solar Winds/Storms
Explains the wind that is coming from the Sun. What it’s made of, how it leaves the surface of the Sun and travels through space. Makes use of correct vocabulary in explanation
10
Explains the wind that is coming from the Sun. Explains most of the following: what it’s made of, how it leaves the surface of the Sun and travels through space. Most correct vocabulary is used
7
Attempts to explain the wind that is coming from the Sun. Misses most major points: what it’s made of, how it leaves the surface of the Sun and travels through space. Overall, correct vocabulary is not used
5
Frequency/Cycle
Discusses the frequency of solar storms and why they are more severe at certain times. Explains how they may be related to the appearance of sunspots. Makes use of correct vocabulary
10
Discusses the frequency of solar storms and why they are more severe at certain times. Most correct vocabulary is used
7
Attempts to discuss the frequency of solar storms OR why they are more severe at certain times. Overall, correct vocabulary is not used
5
Possible Effects
Explains (not just lists) possible effects of solar storms. Explains how 2 or more of the following would be affected: GPS, satellites, cell phones, power grids, aurora borealis
10
Explains possible effects of solar storms. Explains how 1 or more of the following would be affected: GPS, satellites, cell phones, power grids, aurora borealis
7
Only lists possible effects of solar storms or does not effectively explain the following: GPS, satellites, cell phones, power grids, aurora borealis
5
Because the information you need to complete this project was collected from different groups and has been shared in front of the class, I have been able to weed out bad sources of info. You DO NOT need to attach a bibliography. However, if your project has information that looks really "off", I may ask where you got it. If you've done additional research, it's not a bad idea to keep track of your source.

In addition, if I find that you have copied any of your info word for word from another source, you will receive reduced credit due to academic dishonesty. It is your job to put these concepts into your own words.

DUE DATE

Mon, Oct 7th. On this date you must have a hard copy of any kind of paper-based project (letter, brochure, etc.) OR you must have sent me an e-mail at dg08bps@birmingham.k12.mi.us with a link to your commercial (YouTube, Goanimate, etc.).

If you do not have this ready to go during your class period on MONDAY, you may use your NEXT DAY pass to get one more day. NO EXCUSES!