國(guó)際學(xué)校生物課也可以這么好玩！

◆ 6月10日，《Science》子刊發(fā)布了關(guān)于細(xì)胞在面臨癌變危險(xiǎn)時(shí)如何向身體發(fā)出警報(bào)的新見(jiàn)解，為尋找可能的治療方法打開(kāi)新的大門(mén)。英國(guó)劍橋癌癥研究所名譽(yù)顧問(wèn)、臨床科學(xué)家Matthew Hoare博士說(shuō)：“生命科學(xué)的發(fā)展永無(wú)止境，21世紀(jì)是生命科學(xué)發(fā)展的黃金時(shí)代。”可以說(shuō)，未來(lái)人類(lèi)社會(huì)的發(fā)展就是生命科學(xué)的發(fā)展。

On 10th June 2019, the Science series published new insights into how cells can alert our body when faced with cancerization, marking the new chance to the possible treatment for cancer. Dr Matthew Hoare, Clinician Scientist and Honorary Consultant of CRUK Cambridge Institute says that the development of Bioscience is an ongoing process, and the 21st century is the golden age for its development. That is to say, the development of our future society is the development of Bioscience.

科學(xué)探究社

the Scientific Research Club

為了不斷激發(fā)更多青少年的科學(xué)熱情，培養(yǎng)探索精神，蘇州外國(guó)語(yǔ)學(xué)校相城校區(qū)國(guó)際高中部成立了科學(xué)探究社。

In order to inspire teenagers’ passion about science learning, and foster their spirit of inquiry at a younger age, the Scientific Research Club of the SCFLS Senior High School is thus established for our students.

科學(xué)探究成果展示

Scientific research

科學(xué)探究，是學(xué)生積極主動(dòng)地獲取知識(shí)、認(rèn)識(shí)和解決問(wèn)題的重要實(shí)踐活動(dòng)。它涉及提出問(wèn)題、猜想與假設(shè)、制訂計(jì)劃、進(jìn)行實(shí)驗(yàn)、收集證據(jù)、解釋與結(jié)論、反思與評(píng)價(jià)、表達(dá)與交流等要素。

蘇州外國(guó)語(yǔ)學(xué)校相城校區(qū)國(guó)際高中部科學(xué)探究社給學(xué)生制造了一個(gè)思考科學(xué)問(wèn)題和解決科學(xué)問(wèn)題的空間。

接下來(lái)，讓我們走進(jìn)科學(xué)實(shí)驗(yàn)室，看看他們的科學(xué)探究成果吧！

Scientific research is an important practice for students to initiatively acquire knowledge, identify and solve problems. This process involves the key elements such as “Defining Problem and Research, Hypothesis, Develop the Instrumentation Plan, Collect Data, Analyze and Draw Conclusions, Reflection and Evaluation, Expression and Communication”. Our Scientific Research Club allows the students to think about and solve some scientific problems. So now, let’s walk into the Science Laboratory to see how their research is going!

問(wèn)題1：如何用簡(jiǎn)單的方法收集氧氣？

Question 1: How to collect Oxygen in a simple way?

早在17世紀(jì)，科學(xué)家們就發(fā)現(xiàn)了光合作用的存在，而氧氣便是光合作用的產(chǎn)物之一。剛剛學(xué)習(xí)過(guò)光合作用的同學(xué)們很快便想到了通過(guò)綠色葉片來(lái)獲取氧氣，但如何收集呢？起初這個(gè)問(wèn)題難倒了好多同學(xué)，在經(jīng)歷了一次次的討論和改進(jìn)之后，他們終于如愿收集到滿(mǎn)滿(mǎn)一試管的氧氣。

Early in the 17th century, the scientists have already discovered the existence of photosynthesis. Oxygen is one of the products of photosynthesis. The students have just learned about this unit, so they easily came up with the idea to produce oxygen by using green leaves, but how to collect it? Many students were stuck on this problem at the very beginning, but after several rounds of discussion and trials, they finally succeeded to collect a full test-tube of oxygen.

問(wèn)題2：花粉粒的結(jié)構(gòu)？

Question 2: What’s the structure of pollen grain

春天的時(shí)候，萬(wàn)物復(fù)蘇，很多花都會(huì)逐漸開(kāi)放，這個(gè)時(shí)候是人最容易過(guò)敏的時(shí)候，許多人也都有過(guò)花粉過(guò)敏的經(jīng)歷。帶著對(duì)花粉的好奇，同學(xué)們走進(jìn)實(shí)驗(yàn)室，將花苞解剖，取出花粉，在40倍顯微鏡下一步步揭開(kāi)了花粉粒的神秘面紗。

Spring is the time when people can easily catch hay fever because of the blossom. In order to disclose the mystery behind pollen, the students walked into the laboratory, dissected the bud, extracted the pollen and observed the structure under the 40x microscope.

問(wèn)題3：如何提取葉綠素？

Question 3: How to extract chlorophyll?

 

大量的研究報(bào)告指出，幾乎所有的合成色素都不能向人體提供營(yíng)養(yǎng)物質(zhì)，某些合成色素甚至?xí)：θ梭w健康，近年來(lái)，天然色素越來(lái)越受到人們的青睞。葉綠素作為最常見(jiàn)的天然色素之一，自然成了實(shí)驗(yàn)室提取色素的首選材料。同學(xué)們親自取材，碾磨，抽提，最后通過(guò)靜置分層可以清晰的看到葉綠素的四種成分。

A large number of reports have pointed out that almost all the synthetic pigment cannot provide nutrition to our body. Some of them may even endanger our health. In recent years, the natural pigment has won a large popularity. As one of the most common natural pigment, chlorophyll is the most preferred material in laboratories. Our students could clearly see the four ingredients of chlorophyll by the following steps: picking, grinding, extracting and static layering.

學(xué)生通過(guò)親身經(jīng)歷和體驗(yàn)科學(xué)探究活動(dòng)，不僅可以激發(fā)學(xué)習(xí)的興趣，增進(jìn)對(duì)科學(xué)的情感，同時(shí)也可以學(xué)習(xí)科學(xué)探究的基本方法，初步形成科學(xué)探究的基本能力。

By experiencing the scientific research activities in person, students’ interest in learning science can be greatly inspired. Meanwhile, they could also learn some basic approaches of carrying out scientific research, thus preliminarily forming their scientific research abilities.

科學(xué)探究社的導(dǎo)師Raina，有8年的科研經(jīng)歷，是一名DP生物雙語(yǔ)教師。她認(rèn)為：“科學(xué)探究活動(dòng)對(duì)發(fā)展學(xué)生的科學(xué)素養(yǎng)具有不可替代的作用。

With eight years of scientific research experience, Ms. Raina, tutor of the Scientific Research Club and a bilingual DP Biology teacher, firmly believes that scientific research plays an indispensible role in developing students’ scientific attainments.

下面，跟著Raina老師一起來(lái)了解下DP生物這門(mén)課吧！

通過(guò)學(xué)習(xí)DP生物這門(mén)課，學(xué)生可以了解科學(xué)家如何相互工作和交流?？茖W(xué)研究的方法多種多樣，但通過(guò)實(shí)驗(yàn)證實(shí)方法的有效性是科學(xué)的特征。教師為學(xué)生提供設(shè)計(jì)調(diào)查，收集數(shù)據(jù)，開(kāi)發(fā)技能，分析結(jié)果，與同伴協(xié)作以及評(píng)估和交流的機(jī)會(huì)。

DP生物學(xué)課程的目標(biāo)是使學(xué)生能夠

1.通過(guò)激發(fā)自我挑戰(zhàn)，在全球范圍內(nèi)感知科學(xué)研究和創(chuàng)造力；

2.獲得一系列科學(xué)和技術(shù)特征的知識(shí)，方法和技巧；

3.應(yīng)用和使用一系列科學(xué)和技術(shù)特征的知識(shí)，方法和技巧；

4.培養(yǎng)分析、評(píng)估和整合科學(xué)信息的能力；

5.培養(yǎng)對(duì)科學(xué)活動(dòng)期間有效合作和溝通的必要性和價(jià)值的認(rèn)識(shí)；

6.開(kāi)發(fā)實(shí)驗(yàn)和調(diào)查科學(xué)技能，包括使用現(xiàn)有技術(shù)；

7.在科學(xué)研究中發(fā)展和應(yīng)用21世紀(jì)的溝通技巧；

8.作為全球公民，對(duì)使用科學(xué)和技術(shù)的倫理影響具有批判意識(shí)；

9.了解科學(xué)技術(shù)的可能性和局限性；

10.了解科學(xué)學(xué)科之間的關(guān)系及其對(duì)其他知識(shí)領(lǐng)域的影響。

By studying biology in the DP, students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterizes the sciences. Teachers provide students with opportunities to design investigations, collect data, develop manipulative skills, analyse results, collaborate with peers and evaluate and communicate their findings. Through the overarching theme of the nature of science, the aims of the DP biology course are to enable students to:

1. appreciate scientific study and creativity within a global context through stimulating and challenging opportunities

2. acquire a body of knowledge, methods and techniques that characterize science and technology

3. apply and use a body of knowledge, methods and techniques that characterize science and technology

4. develop an ability to analyse, evaluate and synthesize scientific information

5. develop a critical awareness of the need for, and the value of, effective collaboration and communication during scientific activities

6. develop experimental and investigative scientific skills including the use of current technologies

7. develop and apply 21st century communication skills in the study of science

8. become critically aware, as global citizens, of the ethical implications of using science and technology

9. develop an appreciation of the possibilities and limitations of science and technology 10.develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge.

評(píng)估模式

Assessment model

本課程的目的是讓學(xué)生能夠?qū)崿F(xiàn)以下評(píng)估目標(biāo)

1.展示對(duì)以下方面的知識(shí)和理解：

?事實(shí)，概念和術(shù)語(yǔ)

?方法和技術(shù)

?傳播科學(xué)信息

2.申請(qǐng)：

?事實(shí)，概念和術(shù)語(yǔ)

?方法和技術(shù)

?傳播科學(xué)信息的方法。

3.制定，分析和評(píng)估：

?假設(shè)，研究問(wèn)題和預(yù)測(cè)

?方法和技術(shù)

?主要和次要數(shù)據(jù)

?科學(xué)解釋。

4.展示進(jìn)行富有洞察力和道德調(diào)查所需的適當(dāng)研究，實(shí)驗(yàn)和個(gè)人技能。

It is the intention of this course that students are able to fulfill the following assessment objectives:

1. Demonstrate knowledge and understanding of:

? facts, concepts, and terminology

? methodologies and techniques

? communicating scientific information.

2. Apply:

? facts, concepts, and terminology

? methodologies and techniques

? methods of communicating scientific information.

3. Formulate, analyse and evaluate:

?? hypotheses, research questions and predictions

?? methodologies and techniques

?? primary and secondary data

?? scientific explanations.

4.Demonstrate the appropriate research, experimental, and personal skills necessary to carry out insightful and ethical investigations.

Assessment at a glance