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.

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.

In the “Through a Dog's Eyes” experiment, the students learned about the primary colors of light (red, green, blue), the anatomy and physiology 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.

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.

Students worked in groups of two, each dissecting 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. The newly acquired knowledge helped students better understand the physiology of dogs.

The students were shown an animation of the various forms of canine gait. Based on their observations, they had to design and built 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.

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.