Collaborative Sciences Project in DP - written by Mr. German Quiñonez, Ms. Shirley Qi. The Collaborative Sciences Project (CSP) is a core component of the IB Diploma Programme that brings together students from different science subjects (Biology, Chemistry, and Physics) to work as a team on a real-world scientific challenge.

Over a minimum of ten hours, students move beyond textbooks to design and conduct their own investigations, from testing plant pigments in dye-sensitized solar cells to building biofuel cells from fruit waste. The CSP emphasizes the process of collaboration over the final product, helping students develop communication, problem-solving, and reflective skills while addressing local and global issues through the lens of science. Read more about some innovative projects from our students below!

As renewable energy grows increasingly significant, exploring sustainable power generation and the wonder of how plants generate energy as producers has become our focus. This project develops a simple solar cell using plant extracted natural dyes, mimicking photosynthesis to convert light into electricity. It combines biology, chemistry, and physics, aiming to compare efficiency across different pigments and show interdisciplinary links in green energy. During testing, unstable readings, limited reference data, and material issues led to unexpected errors. The experiment highlighted the need to confirm details and expected outcomes in advance, suggesting future research requires more thorough preparation before experimental design.   - Xinran Lu (Amy)

This collaborative science project aimed to identify which plant was the best absorber of CO2 through photosynthesis; however, because the natural light was very weak, we had to build artificial light inside a chamber in order to mimic photosynthesis. Therefore, I prepared different plant samples and recorded the CO2 data through the usage of Logger Pro. As I worked with my team, it improved communication, organization and efficiency in time within the group. Yes, our project had several limitations, such as insufficient materials and inconsistencies in CO₂ concentration changes compared to our expectations, which caused us to spend more time conducting the experiment. Despite the different challenges, this experiment helped me better understand photosynthesis and how different plants react to it.   - Mani Sasannejad

Our project investigates the generation of electricity from rotten fruit waste using a simple enzymatic biofuel cell. The aim was to compare how different types of rotten fruit (banana, apple, orange, pear, and tomato) affect the electrical output (voltage) when glucose oxidase enzyme is used as the biocatalyst. Through this experiment, I learned how enzymes can directly convert chemical energy from food waste into electrical energy, beautifully linking biology (enzyme function), chemistry (redox reactions), and physics (electron flow and voltage). Most importantly, I realised the true power of science. The inspiring idea of turning rotten fruit waste into usable electrical energy would be completely impossible without scientific knowledge — otherwise, the waste would simply pollute the environment. - Eunsung Kim (David)

Our project investigates how different catalysts affect the propulsion performance of hydrogen peroxide decomposition in a small rocket test motor, as an indirect measure of the catalytic ability of biological catalysts compared to chemical catalysts. Hydrogen peroxide acts as a monopropellant, decomposing into water and oxygen gas without combustion. When accelerated by a catalyst, oxygen gas is rapidly produced, generating pressure and thrust as it exits through a nozzle. Measuring this thrust allows us to evaluate catalytic effectiveness. We selected this reaction because it produces relatively non-toxic products (oxygen gas) and operates at lower temperatures than many traditional rocket fuels, making it safer. We compared a biological catalyst, catalase enzyme, with an inorganic catalyst, potassium permanganate, to determine how catalyst type influences thrust, burn duration, and total impulse. - Jiachen Liu (Jason)

Hanova Global University Fair: A World of Opportunities on Our Doorstep - written by Ms Jane Lei.  On April 8th, Hanova had the privilege of welcoming nearly 40 university and college admission representatives from 10 different countries at our annual Global University Fair. The event was a wonderful time in which our Secondary community came together for an inspiring morning of discovery, connection, and possibility.

Hanova’s auditorium was transformed into a global crossroads where university and college representatives eagerly met our students and families. From large public research universities to small arts colleges, institutions from Canada, China, France, Italy, Japan, Malaysia, Singapore, Switzerland, the UK, and the USA participated in the university fair. Students explored programs ranging from engineering and business to arts and design. Parents asked thoughtful questions about admission requirements, scholarships, tuition, and housing. 

A special thank you to all the admission representatives, colleagues, and students who helped make this event run smoothly. And of course, to all the families who attended: your curiosity and engagement made the morning meaningful. The world feels a little smaller, and a lot more accessible, when we explore it together. 

At Hanova, we continue building partnerships with a range of institutions of higher education. If you missed the fair, don’t worry, please reach out to our University & Career Counselors for personalized guidance on international applications. Stay tuned for more events! 

Rethinking Idioms: Year 7 Students Create New Meanings - written by Ms Soohyun Park.  Year 7 Korean Language students recently explored the meaning and use of idiomatic expressions through a critical and creative lens. Rather than simply memorizing common idioms, students were encouraged to question and reflect on the ideas behind them.

After learning a range of idiomatic expressions, students discussed whether their original meanings always reflect fair or positive perspectives. Through these discussions, they identified potential issues within certain expressions and reinterpreted them to better align with their own values and viewpoints.

Each student then created a poster presenting their reimagined idiom. Alongside their visual work, students wrote explanations outlining the original meaning, the issue they identified, their newly developed interpretation, and the visual strategies they used to communicate their ideas effectively.

To extend the impact of their learning, all student work was compiled into a class book. Completed on March 13, the book was shared with PYP Year 5 and Year 6 classrooms, where students had the opportunity to read the entries and vote for their favorite poster until early April.

Through this project, students strengthened their critical thinking, creativity, and communication skills, while also engaging meaningfully with the wider school community.