Collaborative Sciences Project

All IB science students must complete a Collaborative Science Project (CSP) as part of the required IB Group 4 (Science) practical program.  The CSP explores a specific issue, giving students the opportunity to recognize some of the interrelated systems, mechanisms and processes connected to the issue they are investigating. These interconnected factors may include the environmental, social and ethical implications of science and technology.  The following elements are expected from the Collaborative Science Project : 

• Making connections between different disciplines
• Developing the ability to approach unfamiliar situations with creativity and resilience
• Designing or modelling solutions to local and global problems in a scientific context
• Developing the ability to communicate and collaborate effectively
• Developing awareness of the ethical, environmental, economic, cultural and social impact of science

The CSP serves as a bridge between theoretical knowledge and real-world scientific collaboration, mirroring how scientists actually work together across disciplines to solve complex problems. The fundamental purpose of the CSP is to provide students with authentic experience in interdisciplinary scientific collaboration. The project emphasizes the interconnected nature of scientific disciplines and demonstrates how biology, chemistry, physics, and other sciences work together to tackle complex global issues. Students develop skills including teamwork, communication, critical thinking, and project management while exploring how scientific knowledge can be applied to solve practical problems that affect society and the environment. 

STEP 1:  Planning

• Students are put into interdisciplinary teams with students from other science subjects (biology, chemistry, physics, environmental systems).
• Students are introduced to the project theme, including the focus on approaches to learning skills, and the constraints on time and resources.

STEP 2:  Action

• Research forms the heart of the project, where teams conduct collaborative inquiry into their chosen real-world problem using sources, methodologies and knowledge from multiple scientific disciplines. This phase involves literature review and data analysis that draws upon the unique strengths and approaches of each represented science subject.
• Teams to produce both written and oral components that demonstrate their collaborative process and findings. Teams prepare presentations to share their work with peers and faculty, showcasing both their scientific findings and their collaborative learning experience.  This could be in the form of a video, podcast or scientific poster.

STEP 3:  Reflection

• Students document and evaluate their collaborative experience, analyzing how different scientific perspectives contributed to their understanding of the problem and solution development.
• Students reflect on challenges and successes faced during interdisciplinary collaboration and communication and identify how the project enhanced their appreciation for the interconnected nature of scientific knowledge.

STEP 4:  Documentation

• Students write a 100-word reflection on completion of the project, focusing on a genuine commentary on the experience (how students felt about it and benefited from it).

Past themes for the Collaborative Science Project at SHS have been:

• Science of superheroes 
• Science of medical specialties
• Science of the law 
• Science of the UN Sustainability Goals 
• Science of the Olympics
• Science in the kitchen 
• Science in the park
• Science of a National Park
• Science of endangered animals

If you are an IB Biology teacher, log in to the teacher resources to access documents related to the Collaborative Science Project.