教师眼中的G4P —— 效实IB高二科学实验项目

The dates of 25th, 26th and 27th September were an exciting fixture in our Science Calendar as students from IB1 were engaged in the annual Group 4 Projects. During this time the IB1 students were taken off-timetable to learn, share, practice and showcase their Science prowess.
9月25—27日对于效实IB科学学科是非常重要的日子，因为IB高二学生开展了一年一度的Group 4科学实验项目活动。在这段时间里，IB高二学生走出课堂，学习、分享、实践并展示了他们出色的科学技能。

The IB group 4 project is a collaborative activity where students from different Science Subjects work together (within a group) on a scientific topic, allowing for concepts and perceptions from across the disciplines to be shared.  The aim of the projects is to “develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge”. It also allows students to appreciate the environmental, social and ethical implications of science and technology, at the same time allowing them to understand the limitations of scientific study.
IB中心的Group 4项目是一项团队合作活动。选修不同科学学科的学生就同一个科学主题组成团队，展开学术活动。从而使跨学科的概念和观点得到分享。这个项目的主旨在于“理解科学各学科的关系以及它们对其他领域知识的影响”。它还促使学生去思考科学技术对环境、社会和伦理方面的启示，同时帮助他们认识科学研究的局限性。 

The program for the 3 days offers students an opportunity to;
三天的实验项目让同学们有机会： 

★ Work within a diverse group of students from different backgrounds

★ 小组背景多元化——与不同学科的同学合作

★ Ask a question or identify a problem from a topic (This year the topic was energy)

★ 由既定主题展开研究，提出问题或锁定课题（今年的主题是能量）

★ Design, and carry out an investigation that answers the question or solves the problem

★ 设计并进行实验，以回答小组的研究问题

★ Use knowledge and skills from Biology, Chemistry, and Physics

★ 综合运用生物、化学、物理三门学科的知识和技能

★ Collect and analyze data

★ 收集和分析数据

★ Design a display board with skills they learnt from Art

★ 运用美术学科的知识设计展板

★ State how their project embodies the IB Learner profile (Reflective, Open minded, Risk takers, Caring, Balanced, Principled, Knowledgeable, Inquirers, Communicators, Thinkers)

★ 阐述他们的设计是如何反映IB学习者特征的（会反思、无偏见、敢挑战、有同情心、会权衡、有原则、有见识、常发问、擅交流、会思考）

★  Make TOK connections

★ 联系知识理论课所学知识

★ Make CAS connections

★ 联系知识理论课所学知识

★ Use 21st century communication skills to share their findings to an audience that included Students, Teachers and Parents using good English.

★ 应用21世纪交流技能，将实验结果分享给各位听众，包括学生、老师和懂英语的家长们。 

Our students made excellent efforts in investigating different aspects of energy. There was a huge variety of investigations, including;
我们的学生投入大量精力与时间研究能量的不同方面，表现相当不错。研究形式与内容精彩各异，包括：

The efficiency of energy transfer in soil or fuel, How to use paper waste to create biofuel, Do energy drinks and bars really contain energy, The link between frequency of light and energy, The relationship between temperature and efficiency of soap, The different forms of energy, Batteries made from food, Sound amplitude and the link with energy, Link between wavelength and photosynthesis, The energy contains in food, The dream of perpetual motion mechanism, The link between energy and non-newtonian fluids, ...
土壤或燃料中能量传递的效能、如何将废纸浆转化为生物燃料、功能饮料和能量棒中是否真的蕴含能量、光频与能量的关系、肥皂温度与功效的关系、能量的不同形式、食品电池、声幅及其与能量的联系，波长与光合速率的联系、食物中的能量、永动机之梦、非牛顿流体与能量…… 

For students, the most exciting, at the same time, challenging aspects of the projects, is that they ask a question, or identify a problem that interests them the most. Further to that, they decide on the types of equipment or substances to use and design a unique methodology to find a solution. This is what makes the IB science program special. Students develop skills and knowledge to solve 21st century problems in an innovative and collaborative approach.
对学生来说，最让他们兴奋的正是实验项目最具挑战的部分——提出研究问题，或者锁定一个最感兴趣的话题。之后，他们将决定用何种实验仪器或者物质，并设计一个独特的研究方法来寻找答案。这就是IB科学项目的独特之处。学生用一种创新和合作的方式来学习知识和技能，从而研究解决21世纪的难题。 

展示实验成果

合作探讨

裘校长体验“非牛顿流体”，并聆听同学的精彩讲解

Although, the skills and knowledge that students gained during the project are useful academically, other qualities have a wide application to lifelong learning. For example;
虽然学生在这个项目中学到的知识和技能在学术上颇有裨益，其他的技能从终身学习的角度上看有更广阔的应用。例如：

★ Collaborative Skills – Ensures efficiency when solving a problem

★ 合作力——确保解决问题的高效性

★ Reflection – Sometimes if the initial plan does not work, you have to modify course or start all over again

★ 反思力——有时候，初次尝试可能会失败。这时候，需要调整策略重新再来。

★ Innovation – If equipment does not work the way you intended, or not giving you the results you need, change the method or materials

★ 创造力——如果实验仪器的作用与预期不同，或者不及期望的效果。那就需要改变实验方式或材料。

★ Patience is a virtue – capturing data can be a laborious process, waiting for results can be painful. Finding a creative way of doing it or filling the time by doing other things can help. Some students stayed in the lab until about 08:30 pm

★ 意志力——收集数据是一个相当艰辛的过程，等待实验结果更是煎熬。找到创意的实验方式或在等待过程中完成其他任务能起到帮助。有些学生甚至到晚上八点半还在实验室工作。

★ Time Management – each step of the process had to be completed within the stipulated time.

★ 时间管理——实验中的每一步都需要在规定的时间内完成。

★ Dealing with setbacks – ‘In the middle of difficulty lies opportunity’ – Albert Einstein

★  抗挫力——爱因斯坦说过，“困难中往往暗藏机会”。

Judging students efforts was not focused only on the final product but, equally on the planning, execution, and presentation. The emphasis of the group 4 project is thus, the journey, not the final product.
评判学生的表现并不局限于最终的实验结果，也同样落在他们的计划、执行和展示方面。Group4项目的重点在于过程而非最终的结果。 

  

  

  

各实验小组展板欣赏

There was an awards ceremony where all students were awarded a participation certificate and the best 3 groups were awarded something a bit more special. At the end, students were visibly exhausted but there was a huge sense of accomplishment. As teachers, we also hope that students fully experienced the joy of studying science.
活动最后的颁奖典礼上，所有学生均被授予参与证书，其中表现最好的三个小组得到的奖品更加特殊。最后，学生们看起来都十分疲惫，但却散发着满满的成就感。作为老师，我们希望学生们从这次经历中体会到学习科学的乐趣。 

一等奖小组

二等奖小组

三等奖小组

作者：效实IB物理老师 Ms. Teinturier
摄影：效实IB数学老师 Mr. Rutherford
      国际中心 宋向龄