Page 9 - FIS World

Field study, collaboration and analysis are all part of the project
The Group 4 Project is one way that FIS students develop their collaborative skills and cooperative spirit, whilst also applying their understanding of the scienti c method to a novel and challenging context.
Jasmin, a Grade 12 physics student, echoes this point: “I loved that [my project] had no direct a liation with physics, because I learned so much from my group members about the other sciences. At rst, I did not recognize any of the equipment we were allocated [but] I learned how to check the pH of di erent substances. Initially, I thought you would just stick the pH sensor directly into the soil, but actually you have to lter out the soil with water before checking its acidity. This was all new to me, and thus, I’m really glad that I got to engage with the other sciences.”
The Group 4 Project also gives students the opportunity to develop their laboratory skills before embarking on their IB coursework. Grade 11 student, Jessica, describes how her experience served as a stepping stone into the rigour
of the IB Diploma biology course: “I practiced creating a research question and conducting an experiment from start to nish, which we do not always have time to do in
science class; this level of commitment to a project or idea I feel will be bene cial when it comes to doing the [IB] internal assessment in the coming months.”
As the world becomes ever-more globalized and interconnected, the ability to collaborate e ectively is increasingly valued by employers in the elds of science and beyond. The Group 4 Project is one way that FIS students develop their collaborative skills and cooperative spirit, whilst also applying their understanding of the scienti c method to a novel and challenging context.
Leila Holmyard
FIS World Sta Writer
October 2017 FIS World 7