Year 11 IB Diploma Collaborative Sciences Project

In Weeks 7 and 8 of this term, the Year 11 IB Diploma Collaborative Sciences Project brought students together to tackle one of the most pressing global issues of our time: how cities can adapt to the challenges of climate change. Working in interdisciplinary teams, students explored real-world problems such as urban heat, flooding, energy resilience, air quality, and water security, with a particular focus on how these issues impact dense urban environments like Hong Kong. Through this inquiry, students combined knowledge from their IB science subjects, biology, chemistry, physics, and design technology, to better understand the potential for science and design to mitigate some of the impacts of climate change.

Over the course of the 10-hour project, students followed a process grounded in the scientific method. They carried out research, collected primary data through experimentation and observation, and analysed their findings to develop evidence-based solutions. The emphasis of the project was not just on outcomes, but on collaboration and problem-solving, encouraging students to draw on diverse perspectives and skills. The project aimed to develop key IB learner attributes while giving students practical experience of how scientists and designers work together in real world contexts to address complex global challenges.

The project culminated in a final showcase on Friday, 12 June, where each group presented their investigations and proposed solutions through display boards, models, and demonstrations. This event provided an opportunity for students to communicate their ideas clearly and reflect on the effectiveness and sustainability of their solutions. Overall, the project was a valuable and engaging experience that highlighted the importance of interdisciplinary collaboration in creating innovative responses to the environmental challenges facing our cities today.

Students' reflections:

“I think this project brought the year group closer together as we worked with people outside our friendship circles.” - Kyra

“It was a way for students to apply their unique scientific knowledge to solve real-world problems while thinking outside the box and developing real, transferable teamwork skills.” - Luka

“A memorable moment was definitely the construction and assembly of the models, as it was great to see it come together in real time.” - Daniel

Aileen O'Donnell, Secondary Teacher