The Collaborative
Science Project
Updated October 2024
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Group 4 Subjects for IB
Biology Chemistry
Group 4
Computer
Physics
Science
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Aims of the group 4 subjects
1. Develop conceptual understanding that allows connections to be made between different areas of
the subject and to other DP disciplines.
2. Acquire and apply a body of knowledge, methods and techniques that characterize science and
technology.
3. develop an ability to analyse, evaluate and synthesize scientific information and claims.
4. Develop the ability to approach unfamiliar situations with creativity and resilience.
5. Design and model solutions to local and global problems in a scientific context.
6. develop an appreciation of the possibilities and limitations of science and technology
7. develop technology skills in a scientific context.
8. Develop the ability to communicate and collaborate effectively
9. develop awareness of the ethical and environmental, economic, and social impact of
science.
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What is the Collaborative Science project?
It is an interdisciplinary activity
in which students in the group 4
4 of the IB curriculum work
collaboratively on a common
topic to address a real-world
problem. Examples include
climate change, energy crisis,
environmental pollution, etc.
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Why the Collaborative Science Project?
A: It addresses aims 7, 8, and 10 of the group 4 aims in the subject
guides:
7. develop and apply 21st century communication skills in the study
of science
8. become critically aware, as global citizens, of the ethical
implications of using science and technology
10. develop an understanding of the relationships between scientific
disciplines and their influence on other areas of knowledge.
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B: It addresses the nature of science
• 4.1 under the human face of science.
• 4.1. Science is highly collaborative, and the scientific
community is composed of people working in science,
engineering, and technology. It is common to work in teams
from many disciplines so that different areas of expertise and
specializations can contribute to a common goal that is
beyond one scientific field. It is also the case that how a
problem is framed in the paradigm of one discipline might
limit possible solutions, so framing problems using a variety of
perspectives, in which new solutions are possible, can be
extremely useful.
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C: It demonstrates aspects of the
IB learner profile in a science context
The aim of all IB programmes is to develop internationally minded people who,
recognizing their common humanity and shared guardianship of the planet, help
to create a better and more peaceful world.
Attribute Descriptor
We approach uncertainty with forethought and determination; we work
independently and cooperatively to explore new ideas and innovative
Risk-takers
strategies. We are resourceful and resilient in the face of challenges and
change.
We develop and use conceptual understanding, exploring knowledge
Knowledgeable across a range of disciplines. We engage with issues and ideas that have
local and global significance.
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Summary
• The CSP project allows students to appreciate the
environmental, social, and ethical implications of
science and technology.
• It allows them to understand the limitations of
scientific study, for example, the shortage of
appropriate data and/or the lack of resources.
• Emphasis is on the process rather than the product.
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STAGES IN THE CS PROJECT
Planning
PYP Action
1997 2012
Evaluation
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Planning (2hours)
• This stage must involve all group 4 students meeting to
“brainstorm” and discuss the central topic, sharing ideas
and information.
• After selecting a topic or issue, the activities to be
carried out must be clearly defined before moving from
the planning stage to the action and evaluation stages.
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Action (6hours)
• The action stage may be carried out over one or two weeks in
normal scheduled class time. Alternatively, a whole day could
be set aside if, for example, the project involves fieldwork.
• There should be collaboration during the action stage; findings
of investigations should be shared with other students within
the mixed/single-subject group.
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Evaluation (2hours)
• students share their findings, both successes and
failures, with other students.
• Method 1 formal: students give brief presentations.
• Method 2 informal: Takes the form of a science fair
where students circulate around displays summarizing
the activities of each group.
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Types of Projects
The project may have a hands-on practical action phase or one involving
purely theoretical aspects. It could be undertaken in a wide range of
ways:
1. designing and carrying out a laboratory investigation or fieldwork.
2. carrying out a comparative study (experimental or otherwise) in
collaboration with another school.
3. collating, manipulating and analysing data from other sources, such
as scientific journals, environmental organizations, science and
technology industries and government reports.
4. designing and using a model or simulation.
5. contributing to a long-term project organized by the school.
© International Baccalaureate Organization 2016
What are we to do?
Brainstorming on a Theme
Meet your group of students
Meet your students to brainstorm on the type of
project to carry out. This must address a real-world
problem within the theme.
Collaboratively plan the action stage
Collaborative planning should be detailed enough to
make the action phase easy.
Gather resources required for the technician
Resources should be available or easily accessible from
the market in the shortest time.
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Action plan
WHAT
Student
Title of Project Resources By
Teacher Team
are When
Members
Needed?
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Presentations
Display of projects on posters
There will be a day when projects will be displayed
for all students and staff to visit and interact with
their owners
Submission of summary of project in the form of
PowerPoint or word document
The teacher will collect the report of the project
the supervised for onward submission to the head
of science.
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Theme for CSP 2024
Science and technology for sustainable development
SDG 6: Water and Sanitation
Reflection
Application to CAS projects
TOK: Preservation vrs exploitation of natural resources
Learner profile attributes applied
ATL skills applied
Aspects of International Mindedness developed during the project
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The End
© International Baccalaureate Organization 2016
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