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International
BaccalaureateDiplomaProgrammeIBDPNewsletter
May Issue
A COMPLETE REPORT ON THE GROUP4 PROJECT INFORMATION
The group 4 project is an interdisciplinary
activity in which all IBDP students must
participate. The objective is that students
from the different group 4 subjects
(experimental sciences) work together toanalyze a common
scientific topic or
problem.
The group 4 project allows students to
appreciate the environmental, social and
ethical implications of science and
technology. It also allows them to
understand the limitations of scientific study.
The emphasis is on interdisciplinary
cooperation and the processes involved in
scientific investigation, rather than the
products of such investigation.
Students are given a theme and put intogroups comprising
students taking Biology,
Chemistry and Physics. Groups activities
must be related to a focused topic within the
Project theme. Groups are given 10 hours for
the three stages of the Group 4 Project:
planning, action and evaluation.
The planning stage is for groups to conduct
meetings to brainstorm and discuss the
Project theme and its underlying topics, and
share ideas and information. After selectinga focused topic, the
activities to be carried
out must be clearly defined before moving to
the other stages. This stage is crucial to the
whole project as it would determine how
successful the project will be and it should
last about 2 hours.
The action stage is where the research or
experiments about the focused topic is
carried out. This stage lasts about 6 hours or
more, depending on the requirements of the
various investigations planned. During this
stage, it is important that attention is paid to
safety, ethical and environmental
considerations.
The emphasis during the evaluation stage is
on students sharing their findings, with their
peers. How this is conducted is decided by
the teachers and the students jointly.
In short, the group 4 project is a good
platform for students from different group 4
subjects to think outside of the box, to
explore and to learn beyond what their
textbooks can offer.
The theme of the Group 4 Project this year at
TCSH was Pollution. Lets see how students
from the July 2012 intake tackled the task.
THE NEWSLETTER TEAM
Editors: Hoh Jingyi & Quek Siew Yean
Team members:
Alastair Lim Chen Yuan Hafizudden Khalis bin Mohamed Nizam
Hannah Khaw Huey Mei Jamie Chin May Ying
Mohamed Adam bin Mohamed Azlan
TEACHER ADVISOR
Miss Navina Navaratnam
IBDP English Literature
Lecturer
CONTACT US
International Baccalaureate DiplomaProgramme
Taylors College Sri Hartamas
G1, Ground Floor
No.62, Jalan Sri Hartamas 1Sri Hartamas
50480 Kuala LumpurMalaysia
Tel : 603-62030168 (ext 211)
Email: [email protected]
Introduction to Group 4 ProjectbyHoh Jingyi
mailto:[email protected]:[email protected]:[email protected]:[email protected]
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PHOTO BOOTH
tudents deep in concentration during the observation
f the effects of different solution on the pH values oflodea
plants.
aked dirt in the oven to get rid of water molecules!
cute warning sign to fend off the itchy hands of IB
tudents.
design model created by a group of innovative
tudents in hope to reduce the occurrence of acid rain in
he future. Big dreams!
The Group 4 Project was conducted on 16
and 17 April 2013, following weeks of intense
preparation. First-year IBDP students were
divided into 6 groups. Each group had to
make full use of their ingenuity to try and
find solutions or investigate problems around
the main theme of the Group 4 Project,
Pollution.
An aspect that sets the Group 4 Project apart
from the usual pre-university science projects
is its free-choice concept. The students from
the 6 groups are allowed to make any
investigations and request for any materials
(as long as it is viable, of course!) related to
the main theme.
On the first day of the Group 4 project, the 6
groups had to execute all hands-on activities
pertaining to their experimental designs and
procedures. Some groups did experiments
like Magnetic Levitation for domestic usage
or delved into Sulphide Mining predicaments
and attempted to neutralize the acidic water
(due to sulphur). Some groups were
investigating other methods to reduce the
time taken for afforestation by studying the
effects of music on plants, while the others
had thought up some extremely brilliant andforward looking
designs to solve the issue of
air pollution and investigate how the acidity
of the water affects plant growth.
After weeks of research, planning adevelopment, the 6 groups
presented th
findings on the second day, in front of
audience that included students, lecture
and members of the college leadership.
was a fairly transient event spanning ov
roughly 1.5 hours.
The event showcased interesting findin
and some practical solutions to deal with t
issues of Pollution.
The audience played a big role too in t
success of the Group 4 project with th
encouragement, interesting and thougprovoking questions, which
at times baffl
the presenters and caught them off gua
Nevertheless, it was a fun experience f
both the IB teachers and the students alike
The Group 4 Project at TCSHbyMohamed Adam bin Mohamed Azlan
Students carefully testing a
making amendments to themagnetic levitation circuit.
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WONG FOONG YEE, IB 1
The Group 4 Project is a good opportunity
for students to carry out independent
research, collaborate with different people
and explore different ideas.
NATASHA SHEREE JETLY
The Group 4 Project really challenged each
and every one of us to think outside the boxand produce
something of quality within a
short span of time.
AHMAD FAKHRULLAH B. MOHD FAZIN, IB 1
The entire process in the Group 4 Project was
tedious but it allowed plenty of room for
improvements and improvisations.
PHOEBE TAN SIEW LIN & HANNAH KHAW HUEY MEI, IB 2
Phoebe: The Group
4 Project gave me
the freedom to
investigate issues of
our interest that
relate to the theme
of the project by
allowing us to delve deeper into subjects we are passionate
about. Who knows, this might be a stepping stone to greater
ideas in the future!
Hannah: I liked how we were actually allowed to use our
imagination in this project! Instead of learning theories
and
regurgitating them in exam papers, I think the Group 4
Project
allowed us to apply theories to real life.
Now, we turn to the teachers for their input
on the wonderful Group 4 Project!
All our lecturers remarked that it was a job
very well done over the two days and lauded
our presentations done at the end of the
Project. The nature of the Group 4 Project
itself brings students from the different
realms of science, namely Physics, Chemistry
and Biology together to tackle a general
scientific theme that was given. Ms. Prema,
our Biology lecturer, said that the Group 4Project enables
students to identify a wide
range of problems. Sharing similar
sentiments, Mr. Josh, our Chemistry lecturer,
mentioned that the basis of this open-ended
project is to encourage students to explore
the vast boundaries of Science and come up
with an array of innovative and practical
ideas. In short, the Group 4 Project is holistic.
Describing the students performance, Mr
Josh was delighted with the wide range of
interesting projects tackled as well as the
magnificent teamwork shown among the IB
students. Ms. Prema
also praised the IB
students for the
immense effort put
into impressive
research initiative
and being resourceful
in the gathering of
materials before the
execution of their
projects.
When asked about
what lessons students
may have learnt from
the two-day scientific
journey, Ms. Prema
remarked that the problem-solving skills
gained from the study of Science can be
applied in various fields that students are
interested to venture into as Science is a
wholesome subject. Mr. Josh highlighted
that the integration of ideas, the ability to
work in a group and the leadership and
entrepreneurship skills gained will bode w
for our future.
Group 4 TeachersbyHafizudden Khalis bin Mohamed Nizam
Student FeedbackbyQuek Siew Yean
