“科学的世界里没有坦途，只有不畏劳苦沿着陡峭山路攀登的人，才有希望达到光辉的顶点。”
作为历史悠久且普受欢迎的IB学术活动之一，Group4科学展不仅给每位IB学生提供了跨学科运用知识，解决现实问题和提升国际视野的机会，也培养了学生的团队合作精神，信息技术运用以及表达交流能力。今年参与科学展的11年级IB学生被分为13组，每组由选修生物、化学和物理的5-6名学生组成。
On June 10th, grade 11 IBDP students completed the 2020 Group 4 Project. The Group 4 Projects is a required activity for all IBDP students to promote collaboration between different scientific disciplines.
今年我们把服务学习（service learning）融合到科学展中并要求学生将成果以一节互动课的形式展现给融合部的小学生，要特别考虑低龄学生对课程内容和选题的接受度。每组还需要设计一个反馈表来反思提升自己的授课技能。通过反馈表的情况以及现场的热烈气氛，我们发现PYP的学生非常喜欢这样特殊的课堂尝试。在这个过程中，十一年级学生也体验到了分享知识的快乐。
This year, we decided to incorporate the school’s new service learning initiative into the Group 4 Project by having the Grade 11 students prepare interactive lessons for the Primary Years Program (PYP) students. All the presentations were of a high quality and were enjoyed by all the students .
部分课程主题展示
Some topics from the presentations
如何通过硝酸银发现指纹？
How to enable the fingerprint to appear by using silver nitrate?
Our topic is about enabling fingerprint to appear by using silver nitrate. Firstly, we press a fingerprint on paper. Secondly, we spray silver nitrate solution to the fingerprint. Thirdly, the silver chloride precipitate on paper is exposed to ultraviolet light, it can decompose to element silver which is black. Then we can observe the shape of the fingerprint by the black color.
人造雪的秘密
How to make artificial snow and the theory?
Our experiment is about artificial snow. We simply mixed sodium polyacrylate with water in a certain ratio. After the chemical reaction, the white powder may form into crystals. By using this method, many winter Olympics games and ski resorts use this artificial snow widely. For our presentation, we choose to demonstrate this process through the PowerPoint by introducing the theory and usage of artificial snow.
关于闪电你知道多少？
Basic knowledge about the science of lightning
We would provide a 20-minute lesson for PYP students and explaining the theory and the basic knowledge of chemistry, biology and physics behind lightning. As for Physic, we would talk about the formation of lightning, phenomenon (like, sound and light); as for Biology, we would talk about lighting (forest fire) and biodiversity; as for Chemical, we would talk about the fertilizer.
柠檬水被纸吸收后的氧化反应
The oxidation reaction of lemon juice when it is absorbed by paper
Our project is about using lemon juice to write down messages on A4 paper, due to the chemical properties of lemon juice, the words written will disappear and reappear when heat added. The form we choose is a 20-minute-lesson for PYP students and shows the entire process in the classroom. Considering safety, we will divide students into five to six groups, and we will operate all the heating process, and PYP students could attend in the writing process.
压缩食品的制造原理及食用后身体的吸收机制
The manufacturing principle of compressed food and its chemical reactions in the body after consumption
Our group's project is based on the scientific knowledge about compressed biscuits. These include production principles (physics), food calories (chemistry), and digestion(biology). First, we reveal the high-calorie nature of compressed biscuits by a simple combustion experiment. Secondly, with the introduction and explanation, these help the children to have better understanding of our topic.
植物的光合作用如何受到光照强度的影响
How the photosynthetic reaction of plants is affected by various concentrations of chemicals and light intensity?
Our group mainly introduces the biological knowledge - plant photosynthesis, firstly we introduced to the children the role of carbon dioxide, harm and solutions. Then we explained in detail how photosynthesis works in plants.
教师评语
Teachers' comments
At the end of last semester, Shangde opened our fantastic newly upgraded science building, but then the virus happened and we could not use them during the online teaching phase. Our DP students adapted to using online simulated experiments and one Grade 12 student even submitted his final experimental report based on a simulation, which scored well. Since returning to regular classes in May, we have slowly started to use the laboratories. In Physics, we have done experiments on resistivity, gas laws, acceleration and simple harmonic motion, all using the newly purchased PASCO datalogging equipment. This is helping prepare our Grade 11 students for their own individual Physics experiment which will we do early next semester.
—— 融合部物理老师 David
During the presentations, Grade 11 students had showed their excellence in insistence, caring, communication, inquiring and creativity. Moreover, since the audiences are PYP students who have not gotten enough scientific training, many Grade 11 students found that it was not easy to coach elementary students using high school knowledge. However, they got their reflections promptly and changed their presentation style in the way that suits for elementary students. Overall Grade 11 students have carried out wonderful G4 projects. Besides science excellence, they also learned to care and influence other people, as indicated in IB Learner Profile.
—— 融合部生物老师 潘涛博士
十一年级学生们为这次科学展准备非常充分。从定课题，到做实验再到最后的展示，每个环节都是他们精心设计的，小组成员之间的合作也非常顺畅。我尤其对他们的展示环节印象深刻，他们站在讲台上娓娓道来的样子颇有小老师的风范。在和小朋友的互动时也是轻言细语，非常有耐心。在他们身上我看到了IB十大培养目标中勇于探索和富有爱心的特质。
—— 融合部化学老师俞雪
学生反思
Students' reflection
In this G4 project, we combined the mechanism of physical, chemical and biological parts to explain the principles in running. In this process, I improved my skills of exploring unknown knowledge, communicating skills and thinking skills. When we encounter difficulties, such as an imprecise knowledge base, we discuss the solution carefully and refine our ideas. In addition, we carefully controlled the dosage and time to ensure the accuracy of the conclusion. In this process, I have acquired some experimental skills, but I still need to make the conclusion more precise and concise.
——11C Cecilia
In this G4 project, I am responsible for lecturing some basic concepts of acid and base to the PYP students. In this process, I improved my collaboration skills because this group is made up of students from all subjects in Group 4. In that way, everyone needs to make a contribution to the group and communicate with each other to solve the problems. In addition, this project also enhanced my knowledge application ability. It’s easy to learn knowledge in class, but how to teach others and how to apply it to explain some real-life situation is a good question to consider.
——11B Armor
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