learning-process:science [Wan-Wan Wander No More]

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======Science studies 科學研究======
Our semester goal for science class is to give students insights into the world as perceived by canines based on their sensory abilities, their Umwelt, and also continue practicing the engineering design process by making a water dispenser for stray animals.

我們本學期科學課的目標是幫助學生瞭解犬類如何以牠們自己的方式感知世界 (環境界)。另外，通過製作流浪動物的飲水器，繼續工程設計流程的訓練。


Educating the students about the sensory ecology of canines fostered increased awareness of canine physiology and behavior, which is one of the first steps we could take in order to devise a well-thought-out plan to help stray dogs. We conducted simple scientific experiments that demonstrated the differences in certain sensory perceptions, namely vision and hearing, between humans and canines.
  
犬類感官生態的教育提升了學生對於犬類生理和行為的認識，也是我們為了制定完善流浪犬幫助計畫的重要一步。我們進行了許多簡單的科學實驗，以幫助學生瞭解人類和犬類某些感官知覺(視覺與聽覺)上的差異。
 
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In the "Through a Dog's Eyes" experiment, the students learned about the primary colors of light (red, green, blue), the anatomy and function of the human eye, and the range of colors that dogs can see. They also made two products:
1.Newton's color wheel-  demonstrated that white light is comprised of all the colors of the visible spectrum. 
2. Dog-eye lenses- lenses that simulate dogs' eyesight made from cellophane and cardboard. 

 在「狗狗看世界」的實驗中，學生學習到光的三原色（紅、綠、藍）、人眼的構造和作用以及狗對顏色的認知範圍。他們也在這次的實驗中產出了兩項作品：
1.牛頓色環——證明白光是由可見光譜中的所有顏色均勻混合而成。
2. 狗眼鏡片——利用玻璃紙和紙板製做出能模擬犬類視覺的眼鏡。


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In the "The Voice of Dogs" experiment, students learned about the basic science of sound and explored the differences in ear structure between humans and canines. By the end of the class, students had learned how earbuds work and remade earphones of their own using magnets, copper wire, and recyclable cups. 

在「狗狗好聲音」的實驗中，學生們學習了聲音的科學，並探索了人類和犬類耳朵結構上的差異。課程結束時，學生不僅理解了耳機運作的原理，還使用磁鐵、銅線及可回收杯製作了新的耳機。

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In groups of two, students dissected a chicken wing to learn about the different structures ( ligaments, tendons, muscles, fat, blood vessels, and bones) inside the wing and how the structures work together for the wing to move. They can apply the newly acquired knowledge to better understand the physiology of dogs as well.

學生分成了兩人小組解剖雞翅。在這過程中，他們學習到了解雞翅內部的不同結構（韌帶、肌腱、肌肉、脂肪、血管及骨骼），以及這些結構是如何互相作用使雞翅運動。這些新獲得的知識也可以被運用在瞭解犬類的生理結構上。


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The students were shown an animation of the various forms of canine gait. Based on their observations, they had to design and build a robot that is capable of replicating dog locomotion using only one gear motor. The robot had to be four-legged and capable of walking on its own. This task turned out to be quite challenging for the students as they were given a lot of freedom with their design when in fact they are more used to just being spoon-fed with clear step-by-step instructions. Nevertheless, most students worked hard and did a commendable job.

學生們先觀看了一個關於犬類各種步態的動畫，然後根據所學，嘗試設計並製造一個能仿真狗走路方式的機器狗。該機器狗僅能使用一個減速馬達，且必須能運用四足自己行走。這項任務對學生來說極具挑戰性，因為他們被給予很多設計上的自由，這反而讓習慣被給予明確步驟的他們，無所適從、亂了陣腳。儘管如此，學生們仍非常努力完成這項任務，並取得了可取的成績。

To continue our practice of the engineering design process from last semester, we gave students the task of designing and constructing a water dispenser that could filter water and automatically dispense water for a few days. They worked in groups of four and creatively used their understanding of math and science to brainstorm different solutions and compared their ideas. After choosing what they believed to be the most promising idea, they created a prototype and tested the prototype to measure performance.  They were able to refine their design and make a functioning prototype before classes moved online. For more information, see "Water Dispenser + Water Analysis" under Learning Process. 
 
為了延續上學期工程設計流程的訓練，我們讓學生設計和製作一個動物飲水器。該飲水器必須能濾水並持續幾天的自動補水。學生們組成四人小組，發揮他們在數學和科學方面的知識集思廣益，試圖找出最佳的設計。在做出了選擇後，他們根據設計製作出一個原型並針對其進行測試與評估。每個小組在課程轉為線上前，皆改善過他們的設計並製造出一個能完成老師基本要求的飲水器。如欲瞭解更多關於這些飲水器的資訊，請參閱學習過程目錄下的「製作自動飲水器 + 水質分析」。