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The Group 4 Project: a chance to broaden your knowledge of various global issues, including energy and science
Written by Amy Park | Published. 2022.04.13 12:51 | Count : 171

[Image of slides introducing the project; photo credit: Amy Park]

The Group 4 Project helped me expand my knowledge of various global issues, especially energy, and made me more interested in science itself.


In addition, working with new people my age improved my communication skills and led to stronger friendships. 

The Group 4 Project is a collaborative project that is done in the junior year by students following the IB (International Baccalaureate) curriculum and covers various science subjects such as biology, chemistry, physics, the environment, and sports.

In groups of five to seven, students develop a product or idea for the purpose of making the environment more sustainable.

There are three main aims: understand the relationships between science disciplines, develop 21st century communication skills, and become global citizens who are aware of the implications of science.

As a student attending an IB school, I was placed in a group that was assigned the topic of energy efficiency.

My five groupmates and I initially struggled to come up with an idea since we had never seriously thought about ways of reducing energy consumption.

However, we noticed a bicycle standing in front of the physics classroom and immediately thought of an idea: a bicycle that generates renewable energy. 

After we got confirmation from our advisor, we moved on to the planning stage.

The problem here was that our group had only one person who was confident in the field of physics.

This was a major issue since most of the work was related to physics.

However, we were able to overcome this by having all other groupmates focus on non-physics tasks such as designing, researching, and planning.

Through this fast transition, we were able to work more efficiently and quickly. 

To encourage other students to use our bicycle generator, we developed two ideas: holding a contest (with an award) and giving punishment.

For the first idea, we would prepare a prize such as a cafeteria coupon or small snack for pedaling the longest distance.

By holding this contest monthly, we would be able to generate a sufficient amount of energy.

For the second idea, we would use cycling as a punishment for students who fall asleep during class.

As cycling is a physical activity, it would also be an effective way for students to stay awake during class even though students might not like it first.

Since there are about 500 students in the high school, we believe this will be very successful in providing an additional source of renewable energy. 

The final step was to take action.

We talked with the physics teachers and our advisor about how this could be done in our school.

To find out, the teachers recommended that we conduct a survey to see if the idea would be effective.

We asked questions like “Would you participate in a cycling competition?” and “Do you believe that cycling can help enhance your physical health?” Out of the people we asked, about 40 percent answered “Yes” to both questions, with most of them being boys.

Thus, we concluded that this idea is realistic and persuasive. 

Overall, the Group 4 Project taught me that there are many global issues that remain unsolved and are having serious impacts worldwide.

I recommend that all IB school students participate in this activity as an excellent learning opportunity and also encourage students in non-IB schools to engage in similar activities. 



Amy Park

Grade 11

Seoul Foreign School





Amy Park  hsr@dherald.com

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