NEWSLETTER - DBIS

NEWSLETTERJANUARY & FEBRUARY Volume:1 Issue:4

ibdp

E N G L I S H

A : L A N G U A G E A N D

L I T E R A T U R EWhile studying the literary text ‘Americanah’ students engaged in a

Role Play activity where they recreated important conversations

between characters and highlighted the various themes and conflicts

involved. For language, they watched the movie ‘The Namesake’ and

learned how to analyse visual language, especially learning about

camera angles and cinematography. This is also part of their wider

study of the concepts of identity and immigration. Furthering the skill

of analysis students were taught to view texts from the Marxist

perspective which sees money as the basis of hierarchical

relationships in society and they analysed how language is part of

this. The HL students completed their study of the novel ‘The

Handmaid’s Tale’ and undertook an activity where they created

Twitter posts for different characters as a way of recapitulating their

emotions and discussing the concept of freedom of expression which

the characters in the novel do not have.

E V E N T S

22nd January Theatre Appreciation

workshop

6th FebruaryThe G4 Cognopolis

8th February

TOK Simulated Role

Play

18th February

The Psychology of Food

Business

JANUARY & FEBRUARY Volume:1 Issue:4

H I N D I BNew calendar year began with exploring the theme ‘मानवीय सझूबूझ'. Students practiced various reading and

listening comprehension exercises related to topics like entertainment, media, communication, technology and

scientific innovation. Students learnt the art of speech writing, interview writing and report writing. They also

researched the impact of technology on the younger generation and society followed by a presentation with

appropriate use of vocabulary and sentence structure. HL students continued reading and discussing the play‘एक और द्रोणाचायय' and various stories written by Mohan Rakesh. Students wrote their Unit Test for the second term

followed by discussion on common errors and measures to improve it. We have started the next theme ‘ग्रह -

सहभाजन' and students are exploring the changes in the environment and its impact on life.

S P A N I S H B S LWe started the new year by diving deeper into the theme - 'El ingenio humano- human ingenuity' and its effects

on various fields like art, entertainment and means and communication. Students studied text types like writing

a review or critique, interview writing and revisited the grammar concepts of the present tense of subjunctive

and degrees of comparison along with its application. While exploring these topics students comprehended

various listening and reading texts that talked about advantages and disadvantages of technology and its impact

on human lives.

Our ongoing theme is 'Cómo compartimos el planeta- How we share our planet'. Students are exposed to a lot

of new vocabulary related to the environment. They recently comprehended a new text type - 'El decálogo'-

commandments or Do's and Don'ts in case of a hurricane. Under this text type they revised the uses of 'Las

expresiones de obligación - expressions of obligation' by making a mind map to facilitate the understanding of

the topic.

Students appeared for their Second Formative Test in the month of Jan. The question papers and mark schemes

are shared with them along with the answer sheets on Managebac and the feedback was given to the parents

during the Open House.


S P A N I S H A B I N I T I O

Starting the year with the theme of ‘experience’, students explored the topic of managing time in Spanish.

They learnt to describe their daily schedule and what they do on the weekends. They also researched a

few famous personalities like Frida Kahlo and Rigoberta Menchú and spoke about their lives in Spanish.

Adding to that, grammar concepts like exclamative sentences and the indefinido tense regular and

irregular verbs were introduced and practiced in class. Currently, students are delving into the topic of

festivals, while reading about various celebrations in various Hispanic cultures they are working on a

blog of their own wherein they compare and contrast an Indian festival with a Spanish one. Constant

activities based on reading, speaking, writing in various formats like postcards, blogs, and letters, and

listening have been practiced in classes for an all-around language immersion.


Postcards written by students to their family, wherein, they are

describing the Spanish festival of San Fermin.


CNBC-Dunkin Donuts failing in India How fast food restaurants get you to

spend more money.

Students also understood how marketing of goods is different from marketing of services .They

explored the concepts of changing customer preferences and completed a Quiz on market

share .The topic of Market Planning covered the concepts of the 7 P's of Marketing Mix,

elements of a marketing plan followed by a recap on the different marketing objectives, in the

form of a Word Cloud created by students.

B U S I N E S S M A N A G E M E N TThe new year started with the introduction to the unit of Marketing with the topic of The Role of Marketing.

The topics this term were approached differently with various Video based case study tasks that enabled

students to critically think and analyse different business scenarios.

Video Based Case study Tasks:


Word cloud on examples of marketing objectives(www.menti.com)

The concept of market segmentation was covered through an activity where students identified the target

market segment of different businesses through advertisement videos of Emirates Palace of Abu Dhabi, the

Switzerland tourism advert and the Star Value pack advertisement of MS Dhoni and Hardik Pandya, they also

brainstormed on whether these businesses have been able to effectively target the relevant market

segments.The HL management tool of Position maps was introduced through a video case study task where

students analysed how Starbucks are positioning themselves in China.

Students also viewed an interesting video on the Ratner’s Group which was the most famous corporate blooper

in business history.

The Billion dollar speech that sank a major company

(How a misplaced comment by Gerald Ratner cost the business £500m)


http://www.menti.com/

To understand the concept of USP students were given different products like crocs, a sandwich, a guest house

and coffee as a part of a group task and were asked to adapt these products to create a USP for them and present

the USP of the products to the rest of the class.

Students explored the concept of unethical marketing in depth by way of analysing images of various

deceptive marketing techniques used by businesses and identifying the type of marketing

fraud those images represented.The students also watched trailers of a series of Netflix and Hotstar

documentaries on some of the biggest scams/frauds of the corporate world.

Group Activity- Create a USP for the product

Trailers of Netflix and Hotstar documentaries on some of the biggest

scams/frauds of the corporate world.


Students explored the website of LIC of India and analysed some of the insurance policies to understand the

concept of confusion marketing. They also had a discussion on whether Bait and Switch marketing strategy

used by businesses is an unethical practice?The Unit Test Papers were shown to the students and common areas

of errors were discussed in the class.

The topic of sales forecasting was introduced by viewing a comic act by Britain's biggest comedian star

Michael Mcintyre.( Michael Mcintyre- Visits Fortune Teller Before Lockdown!) analogy of which was used to

discuss the idea of forecasting and its limitations. Students also explored the various sales forecasting

techniques like Extrapolation,Time series analysis and practised various numericals to calculate the moving

averages for a given set of sales data.

A Comic Act Analysis (On the concept of Forecasting)

Michael Mcintyre- Visits Fortune Teller Before Lockdown!

The HL topic of organizational planning tools enabled students to get familiar with various planning tools

that are used by organizations. A practice worksheet was given to help students design tools like a fishbone

diagram for real life business situations like the Rise and fall of Subway over the years.A force field analysis

for a local butcher shop with reference to the case of Plant -based meat on rise in China.

Force field analysis created on Plant based meat at the Butchers

Block-By Anaia Aranjo


ECONOMICSThe students started with the unit Market failure and covered the various concepts related to it. They analysed

the real life context of the movie Erin Brocovich and lyrics of the song Yellow Taxi to understand the concepts

of Externalities. The students evaluated the various policy options that can be adopted by the government. The

students also analysed the BBC video on sacred, indigenous festival Antogo, in Dogon in Mali and applied the

theory of Common Access resources.

The students also came up with solutions for the problem of deforestation in Haiti and discussed the conflict

of well being and sustainability. The Creative Nudges adopted by the governments were discussed as a

solution to externalities. Asymmetric information was covered through case studies of second hand car sale

and insurance market. The students explored Kate Raworth's ‘Doughnut economics’ and the ‘Elephant Graph’

through the prism of equity. Additionally, the topics of cost, economies of scale, revenue, profit

maximisation, perfectly competitive and monopolistic forms of market have been covered with the aid of

case studies.


PSYCHOLOGYStudents delved into the Biological aspect of

Psychology with a Neural Activity puzzle wherein

they attached different parts of the neuron to

understand synaptic transmission. Brain hats helped

understand the interplay between the various brain

parts and their contribution to cognition and

behavior.

They explored different neurotransmitters via videos, researched

correlations to actual activities.

Psychology and Business of Food: Collaborating with Business Studies, Guest Speaker, Ms. Preet Sanghavi

enthralled the audience and gave some interesting insights regarding the food business and the marketing

gimmicks that affect thinking and decision making: Food Photography/ Price point/ schemes tricks/hacks

used by advertisers.

The discussion also touched upon, how mood affects the food you chose? (happy, sad, anxious, elated),

unhealthy habits and their effect on mental health.This session was enjoyed by students and staff alike.


ENVIRONMENT SYSTEMS AND SOCIETIES (ESS)Students were fascinated by the role and impact of soil on human life through a movie clip ‘dirt’. They realized

that soil need not be considered a mere piece of dirt rather an entire ecosystem that harbours millions of life

forms and tonnes of organic matter. They presented the information on various topics like ‘the formation of soil,

structure of soil, soil horizons, soil productivity, soil degradation and sustainable use of soil’. They compared

different terrestrial food production systems, created system diagrams and evaluated the sustainability of these

food production systems. They brought the soil samples from different places and used a dichotomous key to

identify the type of soil. They analyzed their soil samples by testing the pH, water holding capacity, porosity and

moisture content of the samples and prepared a lab report on it.

Soil Analysis

BIOLOGYThe students started planning for their IA and through an activity- ‘Experiments with The Simpsons’, they

practiced identification of variables, sources of errors, methods of improvements. They honed their data

collection and analysis skills and learned to make solutions through lab experiments, ‘Calculating osmolarity

of potato tissues’ and ‘Plasmolysis of onion cells’. They studied about the structure of the neuron, transmission

of nerve impulses and function of neurotransmitters in synaptic transmission. Discussions were led based on

videos of ‘How music affects brain function’, ‘Neurons that shaped civilization’. During this term, the students

were introduced to Genetics- Gene locus, Alleles, Mutations. They explored the theory, history and necessity

of the Human Genome Project. They also learned to use databases to download DNA base sequences of genes

of different animals and compare similarities and differences between them.



CHEMISTRYIn the month of January and February, the topics Chemical Equilibria and Chemical Energetics ( SL) were

covered. To support conceptual understanding simulations on Chemical Equilibria and Thermodynamics were

shared with the students. Numericals based on the topics were practised consistently. Students performed an

experiment to determine calcium carbonate content in egg shells. They visited the laboratory and enhanced their

understanding on standardisation and back titration.They also attempted a class test on the topic Chemical

Kinetics.


PHYSICSIn these months, the students have covered the topics on Oscillations, Simple Harmonic Motion , Types of waves,

Standing waves, Travelling waves. The topics on Wave Phenomina i.e. diffraction in waves and interference were

also discussed as a part of AHL Physics. The students performed a simulation experiment on a Simple pendulum.

The students also performed an experiment on finding the specific heat capacity of a solid by the method of

mixtures in the laboratory. Also the practical on finding the refractive index of the material of glass and an

activity on the diffraction pattern produced by a single slit using a laser were done in the laboratory.


MATHEMATICS: ANALYSIS AND APPROACHES(AA)We completed the unit on Functions in both the HL and SL class. We have completed most of the content from the

unit on Geometry and Trigonometry. The students have been introduced to the mandatory mental mathematics drills

to reduce the students’ careless calculation errors.

The IAs, process and assessment criteria have been introduced. The CAS activity for the unit on Geometry has been

initiated in the class

Angles of Elevation and Depression Bingo

Dot and Cross Product of Vectors


MATHEMATICS: APPLICATION AND INTERPRETATION(AI)During this period,

the topics that have

been covered for SL are

Descriptive statistics and

Probability . We have

started with geometry

and trigonometry. In HL,

content from descriptive

statistics and probability

was covered . Revision

worksheets have been

given to reinforce the

topics studied in term 1.


THEORY OF KNOWLEDGE (TOK)Areas of knowledge Arts:

A series of sessions on what art is and the

functions it serves, how it is interpreted, how it

relates to knowledge and knowing and how it

helps to shape each of us as knowers was

facilitated by Mr Juergen D’Souza (HOD of

Art & Design). The Knowledge Questions

explored were delved deep into the TOK

knowledge framework. Students responded and

reflected on the following Knowledge

Questions through discussions, Padlet,

documentaries and famous artworks from

different genres.

•Can art change the way we interpret the world?

The TOK Framework: Scope and

Perspectives were analyzed by thinking about

how art can be interpreted, and how we might

look for symbolism and allegory in the arts,

and question whether it is possible to be too

analytical.

•Can some knowledge in the arts only be

gained through experience? How does the

medium used change the way that knowledge is

produced, shared or understood?

The TOK framework ‘Methods and Tools’

were examined knowing the purpose of art,

considering the intention of the artist, the

functions of the arts, the power of the art and

the notion of beauty.

• On what criteria could it be decided if the

state has the right to censor art that is deemed

immoral or blasphemous?

Here the TOK framework ‘Ethics’ was

scrutinized considering that art has a

significant link with cultural, national or

political beliefs, the ethics of using art to

promote products, ideas and ideologies and

think about the ethical responsibilities of

artists.

Area of Knowledge MathematicsMs. Mimansa Vahia (Mathematics Dept.) conducted sessions on

what mathematical knowledge is, how mathematical knowledge

is developed, how it connects to other areas of knowledge and

its importance to us as knowers. The Knowledge Questions

were explored through discussions, group tasks, and analytical

approaches to math problems etc.


•What is it about Mathematics that enables mathematical results to remain unchanged over time?

The TOK framework: Scope was evaluated considering what mathematics is, and how mathematical knowledge has

been constructed and developed over time.

•Do mathematical symbols have meaning in the same way that words have meaning?

The TOK framework: Perspectives were considered looking into the usage of simple mathematical symbols and

rules of syntax to build complex mathematical ideas.

3)Optional Theme: Knowledge and

Technology:

A surprise experiential learning task was organized to give

our students an opportunity to apply their knowledge to

solve real-world challenges. On the 8th of February, 2021,

students participated in a Simulated Role Play activity

facilitated by Ms. Pratibha Bhattacharya (HOD of ICT). It

was performed near the main stage opposite the school

ground with all the safety protocols in place. This learning

outside the classroom activity was planned to basically move

out from the confines of our classroom walls and develop

interpersonal skills, communication skills, teamwork skills

and ability to tackle or face the real-life situations in an

informal environment.

The Knowledge Question explored was: Does the moral

ethics of the developer influence the outcome of the

technology used? Students enacted various scenarios

depicting the moral dilemma involving self-driven cars. The

students gave their own perspectives on moral judgments

that they applied in the course of the scenarios encountered

during the role play. The role play culminated with making

connections to the Trolley Problem developed by

philosophers Philippa Foot and Judith Jarvis Thomson and

understanding practical ethics, i.e. the two arms of thoughts

that exist in decision-making: Utilitarianism and Deontology.

4) Upcoming TOK Exhibition:

Through several sessions on understanding the IB

requirement for the TOK exhibition: Students learnt about

the how to select an object, evaluated the rubric criteria,

analyzed the different graded commentaries, and unpacking

the relevant TOK concepts and framework. A viva voce

was conducted with the TOK advisors ( Ms Aarti, Ms

Reema, Ms Sharon, Ms Sowjanya & Ms Mimnasa) where

each student proposed their three objects, IA prompt and

its manifestation in the real world. DBIS IBDP TOK

exhibition is rescheduled to the 9th of April, 2021.


EE (EXTENDED

ESSAY)IBDP Extended Essay

assessment criteria was

unpacked for the students.The

students had to break down

the strands of the assessment

criteria and create an advice

sheet for their juniors.

Grade 11 students have

finalised their EE subject and

had a first informal meeting

with their respective EE

supervisors.

CAS (CREATIVITY, ACTIVITY

AND SERVICE)We started the new year with Film Making for the students as their

creativity experience. Various facilitators from Shamiana Shorts

have been taking online and in-person sessions with the students.

The concepts they have covered are:

•Mis en scene - sound, light and visuals that are a part of the frame.

This session was conducted by Mr. Shreyas Pardiwalla.

•Mind mapping

•Storyboarding

The mind mapping and the storyboarding sessions were

conducted by Ms. Geeta.

•Short films - time duration, certification, genre, Audio (Dialogue,

Background score, Foley sound) This session was conducted by Mr.

Cyrus Dastur.

•Cinematography - Concept, Story, Shooting, Editing

The facilitator Narjes, a cinematographer conducted the

session and discussed how lighting and cinematography

works using the film ‘La femme et le TGV’.Watch the film

here: La femme et le TGV.

A discussion was followed after the watching of the making

of La femme et le TGV

The film-making course will culminate with the

students making their own short films.

Mis-en-scene session conducted by

Mr. Shreyas Pardiwalla.

Individual sessions were conducted with the students to check on their CAS progress and give them feedback prior

to the second interview before the end of the current academic year.


https://vimeo.com/453406390/a345f079f8

https://www.youtube.com/watch?v=Awp4NMvJLes&t=610s

Business Management CAS activity

Students as part of the topic of The Role of Marketing understood how commercial marketing is different from

social marketing. As an extension task students were given a Theatre Marketing Assignment as a Business

Management CAS activity where they had to create and record a Theatre play on the global pandemic of 2020 (social

marketing) and come up with a Title and Poster for the play.

As an introduction to the CAS activity students looked at some of the posters from the recent theatre productions

in the West End (London) and Broadway (New York) and selected the best ones they liked and critically analysed

these posters from the marketing aspect on what attracted them about the poster/show as an audience.

To understand the Role of a Marketing Director they watched a video of a marketing Director who handled the

marketing for Theatre Shows, this was followed by an interesting analysis task for the students on Hamilton the

poster and Hamilton the Rejects.


In order to enable students to prepare for their Theatre play on the Global Pandemic of 2020 a Theatre

Appreciation workshop was organised by inviting guest speaker Mrs. Arti Mehra Patt, founder of creative expression

who has vast experience of working in this field. over the years.

The workshop focused on building appreciation amongst students for the diverse aspects of Theatre through

understanding the various distinctive processes involved such as production elements, artistic development and theatre

marketing.

As a part of the workshop the guest speaker conducted a miming activity with the students where they had to reflect

and note down the varied emotions they experienced during the lockdown due to the global pandemic of 2020 and

then find novel ways to express and enact inventively these emotions through different body movements.

-Ms. Neena Dhawan

IBDP Business Management Faculty


mailto:[email protected]

CAREER AND COLLEGE COUNSELLOR

Writing Components: Resume, Personal Statement, Essays | University Application Timelines

The University application process can seem very daunting to students. Understanding each of the components is

extremely critical. Writing will enable students to talk about their journeys. The requirements differ based on location

and individual universities. Deadlines start as early as October of grade 12 and go on until March. The school

encourages students to submit their application materials for review two weeks before the actual application

deadlines.

Huron at Western (Grades 9 - 11)

Huron University hosted an ‘Ask Us Anything’ session for students and parents of grades 9 - 11. They briefly spoke

about study in Canada and Huron, Life on Campus, Opportunities for international students after graduation,

scholarships and more.

University Application Forms and Writing Component (Grade 11)

As part of the application process students were introduced to the difference between essays and personal statements

and application forms and limits. Key points discussed:

- Word Count

- Personal vs Academic Essays

- British English vs American English

- Why College Essays

-Application Forms - Common Application | UCAS | Ashoka | Krea | Flame

University of Toronto

As one of the most competitive universities in Canada, University of Toronto spoke about application

components, the college system, scholarships and more.

Indian Universities Application Process and Entrance Exam Process (Grades 9 - 11)

Indian Liberal Arts and Sciences Universities evaluate student applications holistically as compared to the traditional

universities that focussed on cut offs. Universities discussed their individual requirements and acceptance of the SAT

exam as part of the admissions process.

List of Participating Universities

Plaksha University

O.P Jindal Global University

VIT

Symbiosis University

Shiv Nadar University

Flame University

NMIMS


School of Visual Arts, New York and DBIS Faculty

Introduction

As part of the Career and College Counselling we

introduced our Visual Arts faculty Mr. Juergen Dsouza

to the School of Visual Arts, New York to understand

Portfolio Requirements for students to apply to Art and

Design courses.

-Ms.Jahanvi Ruparel

Career and College Counsellor

Psychology and Business Management Collaborative

session on ‘The Psychology and Business of food’

A session on “Invest and Indulge- The Psychology of Food Business” was organised for the students where

guest speaker, Miss Preet Sanghvi, co-founder of Gourmet Tales Co. with a Masters degree in World Food

Cultures and Mobility from the University of Gastronomic Sciences in Pollenzo, Italy and with a vast experience

of working in this field conducted a session which was an amalgamation of psychology and business studies

concepts.

The session gave some interesting insights regarding the food business and the marketing gimmicks that affect

thinking and decision making, for example Food Photography/Price point/schemes tricks/hacks used by

advertisers and explored how food and emotions are interlinked.

-Ms. Jasica Bhutta and Ms. Neena Dhawan

IBDP Psychology and Business Management Faculty


EMOTIONAL WELLBEING SESSIONA session on communications skills was organised by the School Counsellor, Ms. Bindu Chaddha on 10th February,

in AV Room with all the safety protocols in place. The session was facilitated by Fr. Ian Dolton. The session began

with an informal discussion about the teenage years and the developmental changes. A game was used to introduce

the topic and students were asked to reflect on their understanding about the game and relate the same to their own

life. A short video on communication was shown to the students related to the topic.

Father also gave examples to clarify the questions and doubts put forward by the students.

Importance of trust, self respect, self worth and difficult emotions were highlighted and the reflection of the same

through our communication to self and others on a routine basis was emphasised. Students opened up and were

happy to share their doubts and questions with Fr.Ian.

-Ms. Bindu Chaddha

Emotional Wellbeing Counsellor


IBDP ‘The G4 Cognopolis’

Humans are constantly evolving and producing new and better technology in various industries such as chemical,

fashion, metallurgical, food or electrical. Production rates have skyrocketed over the years with the increase in demand

and supply. As a result of this, most times the waste that is produced is not given as much importance and mostly

dumped in landfills or in the water which in turn affects the air, the land and water on which we survive. The United

Nations has stated that human beings alone produce 11.2 billion tonnes of solid waste worldwide.. Some of the waste

is biodegradable and will be decomposed over a large number of years. But there is also waste that is not

biodegradable and is not going anywhere but just contributes to accumulating garbage and destroying nature.

It is therefore very important that the future generations are made aware of this problem. It is imperative to not just

manage the waste but also come up with strategies and ideas aiming towards a sustainable method of waste

management.

Keeping this aim in mind, the DBIS IBDP students of 2022, planned their group 4 project on the topic:

A sustainable method of waste disposal, aiming towards a positive impact on the environment.

The students were divided into groups wherein each group was working with a specific type of waste. They used

their knowledge of Physics, Chemistry, Biology and Environmental Science to research and find a sustainable

method of managing the waste type that they have chosen. They also used IT in their method of waste

management or to present their method to the audience.

DBIS Group 4 project named ‘G 4 Cognopolis’ was held on 6th February 2021 for the IBDP students through a

webinar on a virtual platform.

The first group of students Kanishk Shah, Keshav Nagpal, Vritee Muni and Anaia Aranjo used their research and

experimental skills to suggest alternative practices that will help reduce the impact of detergent on aquatic life. Their

lab made detergent has shown promising results and had a reasonably less environmental impact compared to the

commonly used detergents. The rapid rise in the online shopping and food delivery has generated mountains of

cardboard and packaging waste. So, the next group- Araiya Goradia, Joshua Norhona, Kush Khandelwal and

Pareena Tamhankar thought of giving possible solutions to manage the E-commerce waste . They proposed that

the first step has to be the implication of 3 R’s principle. Their next proposed solution was the use of a

biodegradable polymer made of sodium alginate that is more efficient than the currently used packaging materials.

The clothing and cosmetic industries are the huge contributors to global waste. So, Kavya Narayan, Aradhya Rohatgi

and Zahra Gonsalves gave better alternatives to reduce the waste generated from the fashion industry. Their

alternatives were using natural dyes, recycling and using eco-friendly packaging materials. The Eco-Plast made by

Mehek Mehta, Trishit Dedhia and Karan Khandelwal was biodegradable, had fairly less carbon footprint, zero health

damage. It was as strong and durable as the normal plastic and hence was a better alternative to the plastic for the

one time use of gowns, gloves and masks during the COVID-19 pandemic.

The special guest to grace the occasion was Ms. Akila R Sekar. She is project manager for a consulting project for an

AI pharmaceutical start-up in London.

-Ms. Sowjanya Ghosh and Ms. Hina Shabnam

IBDP Biology and ESS faculty


ReflectionIt is said that “Science is not about asking why, it is about asking why not?” and that is exactly what we all had in

our mind when brainstorming about the G4 project.

The G4 event was a project where the students were put into groups of three or four and with the help of the group

four subjects had to come up with an idea related to our umbrella topic which was ‘Waste Management’. The group

four subjects include physics, chemistry, biology and ESS and aspects from all of these had to be included in one way

or the other in all of our projects. This event certainly did make the wheels in our heads turn and pushed us to think

out of the box. There were various types of projects that we came up with, from biodegradable packaging

alternatives for E-commerce packaging to waste management in the fashion industry. Each of these projects required

planning and coordination as data had to be found along with conducting experiments. This taught us the importance

of time management as towards the end we all were stressed as a lot of work had piled up to be completed at the end

moment. Moreover we understood the importance of having concrete data to back our ideas up and how crucial

statistics are when explaining the severity of a situation.

Overall it educated us about the pressing problems we face and how it affects thousands of species and the harm it

causes to our environment. So even though the G4 project was tiring and required all the teachers to push and force

us to finish our work, in the end for all of us this was an educational experience where we learnt something new and

got to experiment with things. With each of us presenting a unique idea we most surely did enjoy exploring and

learning from our fellow peers.

-Araiya Goradia

IBDP Year 1






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NEWSLETTER - DBIS