These ten questions practise the four skills in collaboration and project planning: writing a clear aim, allocating roles honestly, keeping a log and choosing evidence. All teams, sources and data are invented.
Answer each on paper first, then open the worked answer. The questions run from easier to harder.
Questions
Q1 (easy). Is “Plastic bottles at school” an aim or a topic? Explain in one sentence.
Show answer
It is a topic. It names an area but says nothing about what will be found out, about whom, over what time or when the work is done. See [clarifying the aim](@GP-M08-L01).Q2 (easy). Rewrite the topic in Q1 as an aim that answers what, which group, how long and finished when.
Show answer
For example: "Count the plastic bottles placed in the three recycling bins of our school in one week and compare two explanations for the totals, finishing with a one-page summary." It names the thing, the place, the time and the end point. Other wordings are fine if all four parts are present.Q3 (easy). A team lists tasks: “research”, “presentation”, “everything else”. What is wrong with this list?
Show answer
The tasks are too broad and have no owners or finish points. "Everything else" cannot be checked. The team should split the work into specific tasks, give each one owner and say what done looks like. See [allocating roles](@GP-M08-L02).Q4 (medium). Two students both think the other is writing the survey questions. Which planning step was missed, and what is the fix?
Show answer
No single owner was named for the task. The fix is to assign one person, record it in the shared plan and agree when the questions will be ready. If the other student wants to help, the plan can name them as a reviewer.Q5 (medium). A student writes: “Our team was perfectly organised.” The log shows the plan changed twice. Rewrite the sentence to match the record.
Show answer
For example: "Our plan changed twice, once when the canteen closed early and once when a source could not be checked, and we recorded each change with its reason." It keeps the changes visible and can be backed by dated entries. See [recording decisions and changes](@GP-M08-L03).Q6 (medium). Look at this log line: “Thu: met, talked about things.” List what is missing.
Show answer
It has no decision, no reason and no names. A usable entry might be "Thu: agreed to drop the interview and use a questionnaire because the teacher was unavailable; all three present."Q7 (medium). Kumar wrote the log entry for Wednesday on Saturday from memory. How should he mark it?
Show answer
He should label it as written on Saturday about Wednesday's meeting. This keeps the record honest about when it was made, and the reader can judge how much weight to give it.Q8 (harder). Wei Jie wants to say, “I did all the research.” The task table gave research to Wei Jie and Aina, and the log shows Aina found Source B. Write a truthful statement and say what evidence supports it.
Show answer
A truthful version: "I found Source A and compared it with Source B, which Aina found." The task table and the dated log entries naming who found each source support it. Claiming all of it would describe a teammate's work as his own.Q9 (harder). A student has five items:
- A dated log entry about a changed task
- A photo of the team smiling
- A spreadsheet of her own results
- A general chat message saying “well done”
- An undated note about a problem
Which two are the strongest evidence for “I adjusted my approach after a problem”, and why?
Show answer
The dated log entry and the undated note, if the note describes the problem and links to the entry. The log entry shows the change and the reason with a date, and the note adds detail about the problem itself. The photo and the chat message are too general, and the spreadsheet shows results rather than the adjustment. See [choosing evidence](@GP-M08-L04).Q10 (harder). A team changes its aim on day four from “how much canteen food is wasted” to “why do students leave food”. List what should be recorded and how it affects the roles.
Show answer
Record the date, the old and new aim, the reason and who agreed. Then check each role: weighing waste may no longer fit, while interviews or a questionnaire may need an owner. Update the task table and note which earlier work still counts, so the final account shows both the original and the changed plan.If you got these wrong
| Error type | Go back to |
|---|---|
| Topic written as an aim, missing limits (Q1, Q2) | Clarify the aim |
| Roles vague, no owner, overstated contribution (Q3, Q4, Q8) | Allocate roles |
| Log entry vague, tidied or written late (Q5, Q6, Q7, Q10) | Record decisions and changes |
| Weak or general evidence chosen (Q9) | Choose evidence for reflection |
If a mix of these goes wrong, reread the module overview and redo the questions after a day.
What should you do next?
Take one of your own practice tasks and write an aim, a task table and two log entries. Then circle which items you would keep as evidence and say why.
A teacher can look at that practice set with you and show where an aim, a role or a record is too vague, without writing any assessed work. That is the focus of our online one-to-one Global Perspectives tuition.