AIC The Group 4 Project

2023

【資料圖】

Group 4 project is a compulsory component of the IBDP that is completed by all science students. Group 4 project is planned and produced by students, and it involve interdisciplinary investigation in all sciences subjects. The students chose to perform their Group 4 project through attending a science trip atFutian Mangrove Forest Ecological Park, Shenzhen.In this interdisciplinary collaboration, students were divided into seven groups, each ensuring that there were students from each of Chemistry, Biology, Physics, Computer Science and ESS subjects. The project is a two-part task: one part is to act as a leader in the subject they specialise in and study, and the second part is to act as a supporter and facilitator in the measurement and experimentation of the non-major subjects.

第四組項(xiàng)目是所有IB課程理科學(xué)生必須完成的內(nèi)容，該項(xiàng)目是由學(xué)生計(jì)劃，制作和倡議，它涉及所有科學(xué)學(xué)科，目的是跨學(xué)科調(diào)查。學(xué)生們選擇了通過參加福田紅樹林生態(tài)公園的科學(xué)實(shí)地考察來完成他們的第四組項(xiàng)目。這次實(shí)地考察的主要目的是跨學(xué)科合作，學(xué)生分為七個(gè)組，每個(gè)組里都確保有學(xué)化學(xué)、生物、物理、計(jì)算機(jī)學(xué)科和ESS的學(xué)生，他們的職責(zé)分為兩大部分，一個(gè)是在自己擅長和自己主學(xué)科項(xiàng)目上擔(dān)任領(lǐng)導(dǎo)者的角色; 另一個(gè)是在自己的非主學(xué)科測量與實(shí)驗(yàn)方面, 擔(dān)任協(xié)助與支持者的角色。

Students take leadership and lead the group to try to solve some problems and experiments approved by the teacher, such as measuring water quality, or measuring the content of some elements in different trees, students can take leadership in their own speciality. Each student has a supporter role in the group, a recorder role, and a leader role when it comes to the student"s subject of expertise. Through this activity, students are able to apply their textbook knowledge in a very practical way. Students are able to develop their organisational, leadership and collaboration skills.

完成第一部分職責(zé)的活動(dòng)中, 學(xué)生擔(dān)任自己擅長或主學(xué)科項(xiàng)目的領(lǐng)導(dǎo)者，需帶領(lǐng)所在小組嘗試解決老師提出的問題，比如測量水質(zhì)，或者測量紅樹林樹木中的某些元素含量，學(xué)生可以在自己的專業(yè)上，體悟領(lǐng)導(dǎo)者角色。完成第二部分職責(zé)活動(dòng)中，學(xué)生在做非本專業(yè)的測量時(shí)，可以輔助其他的同學(xué)去展開小組合作，幫助團(tuán)隊(duì)共同完成這個(gè)任務(wù)。每個(gè)學(xué)生在小組活動(dòng)中有不角色的體悟，在擅長的學(xué)科，擔(dān)當(dāng)領(lǐng)導(dǎo)者的角色；在非主項(xiàng)目學(xué)科，擔(dān)任支持協(xié)作者的角色及記錄者的角色。通過這個(gè)活動(dòng), 學(xué)生可以將課本上的知識(shí)學(xué)以致用，實(shí)踐性非常強(qiáng)。鍛煉了學(xué)生的領(lǐng)導(dǎo)能力，組織能力與協(xié)作能力。

The Group 4 Project allow students to appreciate environmental, social and ethical implications of Science and understaning the limitation of Scientific study.

第四組項(xiàng)目讓學(xué)生了解科學(xué)對(duì)環(huán)境、社會(huì)和道德的影響，并了解科學(xué)研究的局限性。

This activity helps students to improve their collaborative skills. From task allocation to implementation to conclusion, they need to work closely with other group members, which is a great help to develop their overall skills. This activity also makes students realise that in reality, disciplines are not independent of each other, but are closely linked. For example, in the process of exploring mangroves, knowledge from many disciplines such as physics, chemistry, biology and computer science are used to solve problems together. This kind of interdisciplinary collaboration practice helps students to gain a more comprehensive understanding of the disciplines and to develop their integrative skills. The students were supposed to respect each other, share ideas in their respective subjects and collaborate toegther to complete the task given that is to solve various environmental challenges in our surrounding.

這次活動(dòng)是IB課程的重要組成部分，該項(xiàng)目可以幫助學(xué)生提升合作能力，從任務(wù)分配，實(shí)施到總結(jié)，都需要小組成員明確任務(wù)，密切合作，針對(duì)問題找出解決方案，這對(duì)學(xué)生綜合能力提升有很大的幫助。通過該項(xiàng)目也讓學(xué)生認(rèn)識(shí)到，在現(xiàn)際生活問題解決中，各學(xué)科知識(shí)需綜合應(yīng)用，比如在探究紅樹林的過程中，需要運(yùn)用到物理、化學(xué)、生物、計(jì)算機(jī)科學(xué)等多個(gè)學(xué)科的知識(shí)來共同解決問題。這種跨學(xué)科合作的實(shí)踐，幫助學(xué)生更全面地了解學(xué)科知識(shí)，并培養(yǎng)學(xué)生的綜合能力。學(xué)生們?cè)诨顒?dòng)中相互尊重，在各自的學(xué)科中分享想法，并合作完成所給的任務(wù)，解決了各種挑戰(zhàn)。

After the whole activity, students are expected to reflect in 50 words describing their experiences and challenges they faced during ther Gooup 4 collaborative activities.

在整個(gè)活動(dòng)結(jié)束后，學(xué)生們需要寫一份大約50字的報(bào)告, 反思與總結(jié)他們?cè)诘谒男〗M的合作活動(dòng)中所面臨的經(jīng)驗(yàn)和挑戰(zhàn)。

學(xué)生報(bào)告分享

We have greatly enjoyed this project. Despite complications at the beginning about how to collect the water sample and test for nitrates, we eventually found a way to overcome the obstacles by improvising with simple equipment and test indirectly for nitrate ions through the local vegetation. Overall, the teamwork was very cohesive, with the few of us very efficiently managing each of our parts.

我們非常喜歡這個(gè)項(xiàng)目。盡管一開始關(guān)于如何收集水樣和測試硝酸鹽的問題很復(fù)雜，但我們最終找到了克服障礙的方法，即用簡單的設(shè)備進(jìn)行即興創(chuàng)作，通過當(dāng)?shù)氐闹脖婚g接測試硝酸鹽離子。總的來說，團(tuán)隊(duì)合作非常有凝聚力，我們幾個(gè)人非常有效地管理著我們的每一個(gè)部分。

-----Kenny DP1

During this project, we studied Bio, CS, Chem, Physics and ESS. In nature sciences, we’ve known the biodiversity. In CS, we learned more about sensor and different usability. By investigating, we have found a lot. In conclusion, we’ve learned different fields of science, and known how interesting the sciences are.

在這個(gè)項(xiàng)目中，我們學(xué)習(xí)了生物、CS、化學(xué)、物理和ESS。在自然科學(xué)方面，我們已經(jīng)知道了生物多樣性。在CS中，我們了解了更多關(guān)于傳感器和不同的可用性。通過調(diào)查，我們發(fā)現(xiàn)了很多東西。總之，我們學(xué)習(xí)了不同的科學(xué)領(lǐng)域，知道了科學(xué)是多么有趣。

-----Joey Wang DP2

Throughout the project, my teammates and I communicated and cooperated with each other to finish our task and we’ve also discovered a lot of interesting fun fact . Everyone is useful and helped a lot, I really appreciate with their help and what they’ve done and accomplished in the project.

在整個(gè)項(xiàng)目中，我和我的隊(duì)友們相互溝通和合作，完成了我們的任務(wù)，我們還發(fā)現(xiàn)了很多有趣的事實(shí)。每個(gè)人都很有用，幫助了很多，我真的很感謝他們的幫助以及他們?cè)陧?xiàng)目中所做的工作和取得的成績。

-----Lelesley DP1

文|Kenneth

資料補(bǔ)充 | Leo Xia