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.
第四組項目是所有IB課程理科學生必須完成的內容，該項目是由學生計劃，制作和倡議，它涉及所有科學學科，目的是跨學科調查。學生們選擇了通過參加福田紅樹林生態公園的科學實地考察來完成他們的第四組項目。這次實地考察的主要目的是跨學科合作，學生分為七個組，每個組里都確保有學化學、生物、物理、計算機學科和ESS的學生，他們的職責分為兩大部分，一個是在自己擅長和自己主學科項目上擔任領導者的角色; 另一個是在自己的非主學科測量與實驗方面, 擔任協助與支持者的角色。
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.
完成第一部分職責的活動中, 學生擔任自己擅長或主學科項目的領導者，需帶領所在小組嘗試解決老師提出的問題，比如測量水質，或者測量紅樹林樹木中的某些元素含量，學生可以在自己的專業上，體悟領導者角色。完成第二部分職責活動中，學生在做非本專業的測量時，可以輔助其他的同學去展開小組合作，幫助團隊共同完成這個任務。每個學生在小組活動中有不角色的體悟，在擅長的學科，擔當領導者的角色；在非主項目學科，擔任支持協作者的角色及記錄者的角色。通過這個活動, 學生可以將課本上的知識學以致用，實踐性非常強。鍛煉了學生的領導能力，組織能力與協作能力。
The Group 4 Project allow students to appreciate environmental, social and ethical implications of Science and understaning the limitation of Scientific study.
第四組項目讓學生了解科學對環境、社會和道德的影響，并了解科學研究的局限性。
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.
這次活動是IB課程的重要組成部分，該項目可以幫助學生提升合作能力，從任務分配，實施到總結，都需要小組成員明確任務，密切合作，針對問題找出解決方案，這對學生綜合能力提升有很大的幫助。通過該項目也讓學生認識到，在現際生活問題解決中，各學科知識需綜合應用，比如在探究紅樹林的過程中，需要運用到物理、化學、生物、計算機科學等多個學科的知識來共同解決問題。這種跨學科合作的實踐，幫助學生更全面地了解學科知識，并培養學生的綜合能力。學生們在活動中相互尊重，在各自的學科中分享想法，并合作完成所給的任務，解決了各種挑戰。
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.
在整個活動結束后，學生們需要寫一份大約50字的報告, 反思與總結他們在第四小組的合作活動中所面臨的經驗和挑戰。
學生報告分享
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.
我們非常喜歡這個項目。盡管一開始關于如何收集水樣和測試硝酸鹽的問題很復雜，但我們最終找到了克服障礙的方法，即用簡單的設備進行即興創作，通過當地的植被間接測試硝酸鹽離子。總的來說，團隊合作非常有凝聚力，我們幾個人非常有效地管理著我們的每一個部分。
-----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.
在這個項目中，我們學習了生物、CS、化學、物理和ESS。在自然科學方面，我們已經知道了生物多樣性。在CS中，我們了解了更多關于傳感器和不同的可用性。通過調查，我們發現了很多東西。總之，我們學習了不同的科學領域，知道了科學是多么有趣。
-----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.
在整個項目中，我和我的隊友們相互溝通和合作，完成了我們的任務，我們還發現了很多有趣的事實。每個人都很有用，幫助了很多，我真的很感謝他們的幫助以及他們在項目中所做的工作和取得的成績。
-----Lelesley DP1
文|Kenneth
資料補充 | Leo Xia
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