Problem Based Learning – Sample Project: MOTIVATION
基于问题的学习——范例项目：动机

PROJECT TITLE: Motivation Strategy

项目标题：积极性策略

Project Aim

项目目标
Create and present a plan with specific strategies for improving the employee’s motivation in the workplace, based on a clear understanding of the person’s needs, values and situation.

创建并展示一项计划，通过对个人的需求、价值和状况的清楚理解，包含有提高增进雇员在工作场所的积极性的具体策略。

Learning Outcomes

预期成果
1. Explain the significance of knowledge and understanding to motivation.
2. Identify tangible rewards and negative motivators appropriate to a specified motivation problem.
3. Integrate factual information with theoretical information to derive a sensible solution to a motivational problem within a limited time frame.
4. Plan the initiation of motivational action in response to a specified motivation problem.
5. Plan actions for sustaining motivation in a specified workplace situation.

1. 阐述知识和对动机的理解的重要性。
2. 针对具体动机问题，确定相应的物质奖励和负面因素。
3. 在一个有限的时间内，就某个动机问题，理论联系实际，得出一个明智的解决办法。
4. 对启动回应具体动机问题的激励行为，做出计划。
5. 就具体工作状况计划出维持动机的行动。
   

Problem Definition

问题定义
You are a supervisor in a workplace, in charge of 10 employees.

你是某工作场所的管理者，负责十名雇员。

Over the last few weeks, you have noticed a change in behaviour in one employee. This person is usually efficient, cheerful, cooperative, accurate, energetic and productive. Two months ago, the person’s spouse unexpectedly left, clearing out the bank account. Since then, he/she has become increasingly withdrawn, gloomy, slow to complete tasks, and forgetful. The standard of his/her work has fallen, and co-workers are beginning to complain. This person is also a friend with whom you sometimes go jogging. You have also noticed that he/she has lost interest in social or physical activities, and in maintaining a healthy diet.
在过去数周，你注意到一名雇员的行为发生改变。此人以往有效率、开朗、合群、准确、充满活力且富有成效的。两个月以前，此人的配偶出人意料出走，并席卷银行账户。从那以后，他就变得越来越孤僻、忧郁、难于完成任务，以及健忘。他的工作质量有所下降，合作者开始抱怨。此人也是有时和你一起慢跑的朋友。你也注意到他失去了对社会活动或体育活动的兴趣，也不再保持健康的饮食习惯。

Your task: Plan a strategy to motivate this employee that also considers workplace requirements and conditions.

你的任务：制定一项策略，激励该员工重新考虑工作场所的需求和条件。

Team Structure and Mode of Interaction

团队结构与互动模式
Being a relatively short project, the quantity of interaction with others needs to be limited.

作为一项比较短的项目，与其他人的互动的次数必须受到限制。

Your team will consist of yourself and your tutor. You are in the hypothetical role of a supervisor in the workplace. Your tutor is in the hypothetical role of an industrial relations consultant. You should approach your tutor in the same way that you would approach an industrial relations consultant.

你的团队包括你自己和你的导师。你扮演某工作场所的管理员。你的导师扮演一名生产关系顾问。你应当像跟真实的生产关系顾问打交道那样和你的导师打交道。

• You must contact your tutor two times via phone, fax or email during the project, before attempting to commence the final submission. At each point of contact, you should be mindful that the hypothetical consultant (tutor) is both an expert but also one that charges by the hour; so questions you put should be meaningful, designed to contribute toward achieving the stated project aim, and above all, should not be repetitive. Contact should be concise and time efficient.
• 在项目期间，开始结题之前，你必须通过电话、传真或者邮件，与你的导师联系两次。每次联系的时候，你都要记住，导师的虚拟角色不管是一名专家，也是要按时收费的。因此你提的问题要有意义，旨在有助于实现设定的项目目标，尤其是，不要重复。每次联系都应该简明扼要、富有时效。
  
• You must also seek support from your tutor and any other interested parties within the school community, by submitting relevant questions to a student room forum, seeking meaningful feedback, on at least two occasions during the project, before attempting to commence the final submission. You must also check for responses and if useful, incorporate the responses into your final report.
• 你也应当从你的导师和学校社区其他任何感兴趣的人寻求支援，提交相关问题到学生讨论会上，寻找有意义的反馈，在整个项目过程中、开始结题之前至少两次。你也应当检查反馈，如果有用，你可以将其整合进你的结题报告中。
  

You may ask for guidance, assistance or simply report on your progress. You may request more frequent assistance if necessary, within reason. It is not your tutor’s role to solve the problem.

你可能会寻求指导、援助，或者仅仅是一次简单报告你的进度。如果必需的话，又有合理的理由，你可能要请求更频繁的援助。你的导师不负责帮你解决问题。

Discussion Questions

讨论问题

• Why is an understanding of grief relevant to this situation?
• 为什么和这个状况相关的是一个悲伤的认识呢？
  
• Which key factors affecting this person’s behaviour can you expect to influence and which might you not expect to influence?
• 在影响到该员工的行为的关键因素当中，哪些是你可以预测到其影响力的，哪些是你不能预测的？
  
• What are reasonable goals in motivating a person in this situation?
• 什么样的目标是在这种情况下激励人的合理目标？
  
• How can you ensure that co-workers are not adversely affected by this person’s current attitude or by any individual attention that he/she may receive?
• 你如何确保合作者没有受到该员工的态度，或者他可能受到的个人关注的不利影响？
  
• How can Maslow’s hierarchy of needs help clarify this person’s changing needs?
• 马斯洛的层次需求如何有助于澄清该员工的需求改变？
  
• What are reasonable parameters or boundaries when friendship and workplace roles overlap?
• 当朋友关系和工作关系发生重叠的时候，有哪些合理的参数或划分边界？
  

These are issues or questions that you should address in your solution, whether or not you can find answers.

这些都是你将要在你的解决方案中需要解决的，你可能会得到答案，也可能不。

Resources

资源
Human resources (optional) – You may draw on the skills, knowledge and assistance of others – other students, experts whom you consult, friends. All assistance must be formally acknowledged.

人力资源（可选）：你可以利用其他人——你能联系到的其他同学、专家，朋友——的技能、知识和援助。所有援助都必须得到正式认可。

Other resources (compulsory)– You are expected to use some resources, but the choice of which ones are yours) You may gather the information required to solve this problem from course readings, books, journals, news programs, the internet, etc. All sources must be acknowledged.

其他资源（必要）：估计你会使用到的某些资源，具体使用哪一项由你自己决定。你可能会从课本、书籍、期刊、新闻节目、网络等处收集解决问题所必需的信息。所有资源都必须得到认可。

Internet Resources may include:

网络资源包括：

http://www.counsellingpsychologistlondon.com/depression.html
http://www.careermotiv8.com/dpr.htm
http://www.accorservices.com/en/aboutus/solutions/bienetre/index.asp

Guidelines

指导

Duration - This project should take between 8-10 hours (including communications with a tutor or others). When 10 hours of work has been completed, submit what you have, no matter what stage it is in. You may be penalised for exceeding this time limit.

时间——该项目需要8-10个小时（包括与导师和其他人的交流时间）。当十个小时的工作时间结束以后，提交你所有资料，无论它还处在哪个阶段。超时可能会受到处罚。

Assessment - You will be assessed on your capacity to work through the problem to a logical conclusion. You are not being assessed on the report.

评估——将会对你解决问题的到合乎逻辑的结论的能力进行评估。不会根据你的报告进行评估。

The report will be part of what shows the school that you have worked through the problem in an appropriate way. Your interaction with a tutor, and use of a forum in the student room are also indicators that you have worked through the problem appropriately

报告将作为向学校展示的一部分，展示你利用适当的方式解决问题。你与导师的互动，对学生讨论会的利用，也都象征着你通过合适的方式解决问题。

Final Report

结题报告

You may use any if a variety of means to present your project but should not spend more than a quarter of the total time involved in the project, on preparing the presentation. Most students are likely to submit a written presentation, possibly with one or more illustrations. If you have the equipment at hand, and appropriate skills, it is acceptable for you to submit a presentation any other way (eg. Multi media presentation with Power point or Flash, Video, CD, DVD).

你可能会使用各种手段展示你的项目，但是在准备陈述时，不要在这上面花去项目总时间的四分之一。大多数学生可能都会提交一份书面陈述，可能包含若干插图。如果你手头有设备，又懂技术，你提交一份其他形式的演示（比如，使用了PowerPoint或者Flash、视频、CD、DVD的多媒体演示报告），也是可以的。

Your presentation must include:

你的汇报必须包括：
1. an account of the problem-solving process you experienced,
2. your solution,
3. a list of issues that arose during the project, that you either could not deal with or that were not essential to the project
4. a list of resources used, including human resources.
5. an evaluation of your performance, including what you did very well, and what you can improve
6. a precise summary of you learned about problem solving and motivation from this project.

1. 一份你所经历的解决问题的过程的记录。
2. 你的解决方案。
3. 一份在项目过程中出现的问题列表，主要是你没有解决的，以及你认为没有必要解决的。
4. 一份已用资源列表，包括人力资源。
5. 对你表现的评价，包括你哪些做得好，哪些还要改进。
6. 一份你从这个项目中学到的有关解决问题和动机的确切总结。
   

Presentation Component	Minimum Required	Maximum Allowed
account of the problem-solving process	One paragraph or 1 minute presentation or equivalent	One page or 3 minute presentation or equivalent
your solution	One sentence or 20 second presentation, or equivalent	Half page or 1 minute presentation or equivalent
list of issues	A few words for each point bulleted or equivalent	Half page or equivalent
list of resources	A few words for each point bulleted or equivalent	Half page or equivalent
evaluation of your performance 100 words	1 minute presentation or equivalent 300 words	3 minute presentation or equivalent
precise summary of you learned	100 words or 30 second presentation or equivalent	Half page or 90 second presentation, or equivalent

.

陈述的要素	最低要求	最高要求
解决问题的过程的记录	一个段落或者一分钟的陈述或相当	一页纸或三分钟的陈述或相当
你的解决方案	一句话或者二十秒的陈述或相当	半页纸或一分钟的陈述或相当
问题列表	每点几个单词或相当	半页纸或相当
资源列表	每点几个单词或相当	半页纸或相当
对你表现的评价	一分钟的陈述或者相当于三百字	三分钟的陈述或相当
对你所学的确切总结	一百字或三十秒的陈述或相当	半页纸或九十秒的陈述或相当

http://www.acs.edu.au/enrolment/problem-based-learning/motivation.aspx

Problem Based Learning – Sample Project: WILDLIFE MANAGEMENT
《基于项目的学习——范例项目：野生动物管理》

PROJECT TITLE: MANAGEMENT PLAN for the FRAGMENT OWL

项目标题：碎片猫头鹰管理计划

Project Aim

项目目标
Determine an appropriate management plan for an endangered species of wildlife.

确定一项针对一种濒临绝种的野生动物的合适的管理计划。

Learning Outcomes

预期成果
1. Identify the objectives of a management program for an endangered species.
2. Determine appropriate techniques for carrying out a census of an endangered species.
3. Identify techniques for increasing the population of the endangered species.
4. Identify pest species and their undesirable effect on the endangered species of bird.
5. Identify techniques for reducing the undesirable impacts of the pest species on the endangered bird.
6. Present a management plan in a form that is appropriate for use by wildlife workers.

1. 确定管理程序的目标是一种濒危物种。
2. 确定合适的统计该物种数目的技术。
3. 确定一种能增加该物种数量的技术。
4. 确定该物种的有害物种及其不良影响。
5. 确定能减少该物种的有害物种造成的不良影响的技术。
6. 以适合于野生动物工作者的形式展示管理计划。

Problem Definition

问题定义
You are a wildlife manager who previously has worked in large National Parks. You have now been assigned a new position as manager of Fragment National Park. Fragment National Park is the last place on Earth that the Fragment Owl can be found in the wild.

你是一名野生动物管理员，曾经在一个大型国家公园工作。你现在在碎片国家公园有了一份新的管理员职务。碎片国家公园是地球上能找到野生碎片猫头鹰的最后一个地方。

Fragment National Park is so named because it is a very small patch of forest, isolated from other patches of forest. The Park has a total area of 100 Hectares. It consists of temperate forest with a small amount of weed invasion, mostly concentrated on its edges.

碎片国家公园如此命名是因为这是一块很小的森林碎片，孤立于森林的其他部分。公园总面积100公顷。它由温带森林构成，间或少量杂草，主要集中在它的边缘。

Your main role in your new position is to develop a management plan for the Fragment Owl. This will be quite a challenge, as Fragment National Park is surrounded by semi cleared to totally cleared areas with semi rural housing. The local residents have a love of cats, and this has lead to a feral cat problem in the park. The cats are particularly well fed as they not only feed on the Fragment Owl and the other native birds, but there is a large population of feral rats. The rats also provide a food source for the Fragment Owl.

你的新职务的主要任务就是为碎片猫头鹰开发一套管理计划。这非常具有挑战性，因为碎片国家公园的四周属于半清除到带有半农舍的全清除区域。当地居民喜欢养猫，这导致了公园的野猫问题。猫非常喜欢吃碎片猫头鹰，当然也吃其他本地鸟类，但是野猫数量太多了。碎片鸮的食物来源之一是大鼠。

The Owl would normally have eaten the chicks of other native birds and the Fragment mouse. However, there are few species of native birds in the park now, due to the clearing of the surrounding land for housing. The Fragment mouse has been almost completely displaced by the introduced rat.

猫头鹰通常捕食其他本地鸟类的雏鸟和碎片鼠。然而，现在公园里有少数种类的本地鸟类，由于清除房屋周围的土地。碎片鼠也几乎被前面提到的大鼠替代了。

Team Structure and Mode of Interaction

小组结构与交互模式
You are in the hypothetical role of a wildlife manager, but you will not be working alone. You will interact with a number of different people in this project. Being a relatively short project, the quantity of interaction with others needs to be limited, and you need to plan to ask your questions in a concise and clear manner.

你将扮演一名假设的野生动物管理员，但是你不必独自工作。你将与项目中的其他若干人员发生互动。作为一个相对较短的项目，与其他人互动的数量需要受到限制，在提问的时候你需要注意简洁明了。

Your team will consist of yourself; your tutor; two friends or relatives who will pose as landholders; and one wildlife manager you will interview. Your tutor is in the hypothetical role of a wildlife manager who you refer to for specialist advice on the project. You should approach your tutor in the same way that you would approach a consultant in a real life situation.

你的团队包括你自己、你的导师、两个以土地所有者姿态出现的亲朋好友，一名你将要采访的野生动物管理员。你的导师的作用是给是给你这个假设的野生动物管理员角色提供专家建议。你应当像在现实状况中对待顾问那样去对待你的导师。

You must do the following:

你必须完成以下任务：

• You must interview the two landholders and determine whether they have any issues regarding the preservation of the Fragment Owl.
• 你必须采访两名土地所有者，弄清楚他们对于保护碎片鸮存在的问题。
  
• You must contact your tutor twice via phone, fax or email during the project, before attempting to commence the final submission. At each point of contact, you should be mindful that the hypothetical consultant (tutor) is both an expert but also one that charges by the hour; so questions you put should be meaningful, designed to contribute toward achieving the stated project aim, and above all, should not be repetitive. Contact should be concise and time efficient.
• 在这个项目中，上交结题报告之前，你必须通过电话、传真或者邮件与你的导师联络两次。每次联系的时候，你都应该记住，这虚拟的顾问（导师）是一名按小时收费的专家；因此你提出的问题应当是有意义的，旨在帮助实现一定的项目目标，最重要的是，不应当重复。联系应当是简明扼要有时间效率的。
  
• You must also seek support from your tutor and any other interested parties within the school, by submitting relevant questions to one of the student room forums, seeking meaningful feedback, on at least two occasions during the project, before attempting to commence the final submission. You must also check for responses and if useful, incorporate the responses into your final report.
• 在这个项目中，上交结题报告之前，你必须至少两次从你的导师和学校里任何感兴趣的人那儿寻求支援、提交相关问题到某个学生论坛、发现有意义的反馈。你也必须检查反馈，如果有用，将其整合进你的结题报告中。
  
• You must contact a real life wildlife manager at least once during the project. You might contact such a person by telephone, email, fax, in writing or by some other method. You will need to ask what their views are on the problem and what they might do to overcome the problem.
• 在这个项目中，你必须联系一名真实的野生动物管理员至少一次。你可能通过电话、邮件、传真、书信或者其他途径联系。你要就某个问题询问他们的观点，以及他们将如何解决这个问题。
  

Discussion Questions

讨论问题

• What are the goals of the management program for the Fragment Owl?
• 针对碎片鸮的管理程序的目标是什么？
  
• What are the interactions between owl, cat, rat and mouse in Fragment National Park?
• 碎片国家公园里的猫头鹰、猫、大鼠、小鼠之间的互动关系是怎样的？
  
• What issues do landholders have in terms of the preservation of the Fragment Owl? Issues might include whether they would be prepared to have all cats desexed; are they prepared to have their access to the National Park limited, and so on.
• 土地所有者在碎片鸮的保护方面有什么问题？问题可能包括他们是否愿意让所有的猫去势，他们是否愿意在进入国家公园的时候受到限制，诸如此类。
  
• What do other wildlife managers feel are the major challenges and possible options for managing the population of Fragment Owls?
• 在管理碎片鸮数量方面，其他野生动物管理员觉得什么是最大的挑战和可能办法呢？
  
• What are the options for the future for the Fragment Owl?
• 针对碎片鸮的未来有什么办法？
  

These are examples of issues or questions that you may address in your solution, whether or not you can find answers.

这些你可能在方案中展开讨论的问题范例，你可能会找到答案，也可能不。

Resources

资源

• Human resources (optional) - You may draw on the skills, knowledge and assistance of others – other students, experts whom you consult, friends. All assistance must be acknowledged.
• 人力资源（可选）——你可以利用别人——别的学生、你咨询的专家、朋友——的技能、知识和帮助。所有帮助都必须得到正式认可。
  
• Other resources (compulsory) – You are expected to use some resources, but the choice of which ones are yours. You may gather the information required to solve this problem from course readings, books, journals, news programs, the internet, etc. All sources must be acknowledged.
• 其他资源（必选）——一些预计你会使用的资源，但是你自己决定具体使用哪一样。你可能从课本、书籍、期刊、新闻节目、互联网等处中收集解决问题所必需的信息。所有信息都必须得到正式认可。
  

Guidelines

指导
Duration- This project should take between 8-10 hours (including communications with a tutor or others). When 10 hours of work has been completed, submit what you have, no matter what stage it is at. You may be penalised for exceeding this time limit.

时间——该项目肯能要花费8-10小时（包括与导师和其他人的联系）。当十个小时的工作完成后，提交你所有东西，不管它还处在哪个阶段。超过这个时限你可能会受到处罚。

Assessment - You will be assessed on your capacity to work through the problem to a logical conclusion. You are not being assessed on the report, but the report will need to demonstrate that you have worked through a logical process in order to arrive at your conclusion. Your interaction with a tutor and use of a forum in the student room are also indicators that you have worked through the problem appropriately.

评估——评估你解决问题的出一个合乎逻辑的结论的能力。不是基于报告对你进行评估，但是你需要用报告来证明你通过合乎逻辑的过程来达成你的结论。你与导师的交互过程、你在学生活动室里的讨论会中的活动也会成为你解决问题的合适证明。

Final Report

结题报告
You may use any if a variety of means to present your project but should not spend more than a quarter of the total time involved in the project, on preparing the presentation.

你可以使用任何方式来展示你的项目，但是不应该在准备展示上花费超过总时间四分之一的时间。

Most students are likely to submit a written presentation, possibly with one or more illustrations. If you have the equipment at hand, and appropriate skills, it is acceptable for you to submit a presentation any other way (e.g. multimedia presentation with PowerPoint or Flash, Video, CD or DVD).

大多数学生可能会提交一份包含一份或若干份插图的书面陈述。如果你手头有设备，你又懂技术，你也可以提交一份其他形式的陈述（比如，带有Powerpoint或Flash、视频、CD或DVD的多媒体演示报告）。

Your presentation must include:

你的报告必须包括：

1. the goals of the Management Plan for the Fragment Owl,
2. a list of issues that arose during the project, that you either could not deal with or that were not essential to the project.
3. a list of resources used, including human resources.
4. a future direction for management, for use by future managers.
5. a description of the consultations that were undertaken with stakeholders.
6. a summarised management plan for the fragment owl

1. 针对碎片鸮的管理计划的目标，
2. 一份在项目期间发生的问题清单，主要包括你没能处理或者认为没有必要处理的问题，
3. 一份已用资源清单，包括人力资源，
4. 为将来的管理员准备的未来管理方向，
5. 对与利益相关者达成的协商的描述，
6. 针对碎片鸮的概述性管理计划。

This report should be no longer than 3 pages of written text, or the equivalent in spoken words.

该报告不应该多于三页纸，或者相当的发言。

http://www.acs.edu.au/enrolment/problem-based-learning/wildlife.aspx

Problem Based Learning – Sample Project: PLAY LEADERSHIP
基于问题的学习——范例项目：扮演领导

PROJECT TITLE: AFTER-SCHOOL PLAY PROGRAM.

项目标题：放学后的游戏

1. Project aim

1、项目目标

Plan an after-school play program appropriate for a specific situation.

计划一项适合特定情况的放学后游戏活动。

2. Learning Outcomes

2、预期成果

• Identify stakeholders in a planned program (anyone with a vested interest in the program);
• Identify main needs and concerns of key stakeholders (such as activities and resources for handicapped children; concerns for child safety);
• Establish realistic parameters for a planned play program (such as limits to budget, time and resources etc.);
• Select a site according to stated criteria;
• Design a program appropriate to a given situation and available resources;
• Establish a procedure for reviewing and evaluating the program.

• 确定计划中的利益相关者（任何一个在活动中获得利益者）；
• 确定主要利益相关者的主要需求和关注（比如为残障儿童设计的活动和资源；对儿童安全的关注）；
• 为计划中的游戏建立切合实际的参数（比如预算、时间和资源等的限制）；
• 按照一定的标准选择一个场所；
• 设计一份计划表，以适合给定环境和已有资源；
• 为审查和评估这份计划表，建立相应的流程。

3. Problem Definition

3、定义问题

In many of the families of your community, both parents work. This means that many primary school children (ages 5-12) must spend after-school hours in the care of baby sitters or older siblings. Some children participate in some after-school activities run by different schools, but these are inconsistent, poorly structured, boring, and cannot accommodate enough children to meet community needs. While some parents are able to leave work earlier once or twice a week, most are not in a position to do so. Some young children also go home alone, and are unsupervised for 1-2 hours until a parent returns. This situation is causing some distress and concern in the community, to parents, siblings, and teachers who do not feel it is their responsibility to ‘baby sit’ children after school.

在你社区的许多家庭，父母都需要工作。这意味着许多小学生（5-12岁）必须在放学之后照顾婴幼儿兄弟姐妹。一些孩子参与一些有不同学校发起的课外活动，但是这些活动不一致、结构不合理、枯燥无味，并且不能容纳足够多的孩子以满足社区需要。虽然有些家长每周能够有一两次提早下班，但绝大多数家长没有能力做到这一点。一些幼儿也独自回家，并且有一两个小时没有人监管，直到家长回来。这种局面造成了一些困扰，并引起了社会的关注，因为家长、哥哥姐姐们，以及教师们都不认为在放学之后临时照看孩子们是他们的职责。

A group of parents with children in two different schools has met to find a solution to this problem. They have found some after-school play programs in other areas have gained government funding or been financed by charitable organisations or corporations. Therefore, they have decided to design a program and apply for funding to run it. You are one of these parents, and you in charge of planning the program.

分属两所不同学校的一群家长和孩子聚在一起寻找解决这个问题的办法。他们发现了一些课外游戏活动，在其他地区获得政府基金的资助，或慈善机构或公司的赞助。因此他们决定设计一套活动，并申请运作资金。你是这些父母中的一员，你负责规划这项活动。

Your task: Design an after-school play program that can be attended by primary school children in the community. Then, prepare a presentation of your program. (Do not write a funding application).

你的任务：设计一种放学后的游戏活动，适合本社区的小学生参与。然后，准备一份相应的演示文稿（不必写申请资金的程序）。

4. Team Structure and Mode of Interaction

4、队伍结构与互动模式
Your role: You are a parent who has been chosen to lead a group of parents in the design of an after-school play program in your community. This design is to be (hypothetically) submitted to the local city council or government or a charitable organisation with a request/application for funding.

你的角色：你是一名家长，被选出来领导一群家长设计你所在社区小学生放学后游戏活动。该设计（根据假设）需要向当地人大或政府或某慈善机构请求/申请资金。

Tutor’s support: You must contact your tutor twice before commencing on your final report, by phone, fax or email. The tutor’s role is to act as a consultant, equivalent to a paid consultant in the real world. The tutor will time each contact. Therefore, you must plan for each contact to ensure that the contact is efficient and time effective. You may ask for guidance as needed, or simply report on your progress. You may request more frequent assistance if necessary, within reason. It is not your tutor’s role to solve the problem.

导师的支持：在你开始结题报告之前，你必须跟导师联系两次，可以通过电话、传真或者邮件。导师扮演顾问的角色，相当于真实世界中的收费顾问。到时每次和你联系的时候都会计时。因此，你必须为每次联系做好计划，以确保这次联系是高效率的，有效益的。根据需要你可以请求指导，或者简单的汇报你的进度。如果有必要，你可以请求合理范围内的更频繁的协助。你的导师不负责解决问题。

Student forum: You must submit relevant questions to a student room forum on at least two occasions during the project, before commencing the final report. You must check for responses, and incorporate useful responses in your report.

学生座谈：在这个项目过程中，开始结题报告之前，你必须就至少两种情况提交相关问题到学生座谈会上。你必须检查反馈，并将有用的反馈整合进你的报告。

5. Discussion questions

5、讨论的问题
These are issues or questions that you should address in your solution, whether or not you can find answers.

这些都是你需要在你的解决方案中关注的议题或问题，你可能找得到答案，也可能不。

• What is the demonstrated need for an after-school play program?
• What is the target group for the program, and how will the program meet their needs?
• What existing resources can be used and what limitations might they impose on the project? (e.g. a suitable location for the program; people to run the program);
• What is funding needed for?
• What criteria will be applied to program design and implementation (e.g. Must it contribute to child development? Is cost effectiveness an issue? Do government regulations apply?)
• How will the program cater for different abilities and interests (including disabilities)?
• What safety issues must be addressed, and how?
• What are the site characteristics that are relevant to this project?
• Will the program be adversely affected by seasons or weather, and how will these be catered for?
• What are reasonable goals in this situation for different stakeholders?

• 什么能证明这项放学后游戏活动是必需的？
• 这项活动的目标群体是谁，这项活动将如何去满足他们的需求？
• 那些现有资源可加以利用，这些资源对该项目有何限制？（比如，适合该活动的场地；运作这项活动的人）
• 需要多少资金？
• 在设计和实施该活动的时候采用什么标准？（比如，是否有助于孩子的发展？其成本效率是否成问题？是否由政府规划实施？）
• 该活动如何迎合不同的能力和兴趣（包括残疾人）？
• 有哪些安全问题必须得到解决，如何解决？
• 与该项目有关的场所有哪些特点？
• 该活动是否受到不利季节或天气的影响，如何应对这种不利影响？
• 在这项方案中能给予利益相关者哪些合理目标？

6. Resources

6、资源
Human resources (optional): You may draw on the skills, knowledge and assistance of others – other students, experts whom you consult, friends. All assistance must be formally acknowledged.

人力资源（可选）：你可以利用别人的技能、知识和协助——你能够请教的其他学生、专家，以及你的朋友。所有协助都必须得到书面认可。

Other resources (compulsory): You are expected to use some resources, and can choose which to use. You may gather the information required to solve this problem from course readings, books, journals, news programs, the internet, etc. All sources must be acknowledged.

其他资源（必需）：预计你要使用一些资源，并可以选择使用哪些。你可能从课本、书籍、期刊和互联网等地方收集用以解决问题的信息。所有来源都必须得到认可。

Internet Resources may include:

互联网资源可能包括：
http://www.tafe.sa.edu.au/lsrsc/learn/springboards/community/rec.html
http://www.boowakwala.com/
http://www.allianceforchildhood.net/projects/play/play_activities.htm

7. Guidelines

7、指导
Duration: This project should take between 8-10 hours (including communications with a tutor or others). When 10 hours of work has been completed, submit what you have, no matter what stage it is in. You may be penalised for exceeding this time limit.

时间：该项目将要花费8-10小时（包括与导师或其他人的交流时间）。完成十个小时的工作时间以后，不论处在哪个阶段，都要提交所有数据。如果超出时间限制，你会受到处罚。

Assessment: You will be assessed on your capacity to work through the problem to a logical conclusion. You are not being assessed on your final report. You will be assessed on your problem-solving process. This will be demonstrated to the school in the following ways:

评估：项目将会评估你解决问题得出一个合乎逻辑的结论的能力。不是对你的结题报告进行评估，是对你解决问题的过程进行评估。将通过以下途径证明给学校看：
• Your final report, and
• Your interaction with a tutor, and
• Your use of a forum in the student room.

• 你的结题报告，以及
• 你与导师的互动，以及
• 你在学生之家的讨论会中的表现。

8. Final Report

8、结题报告
You may use a variety of means to present your project. You may choose to submit a written presentation, with or without illustrations. If you have the equipment at hand, and appropriate skills, you may submit your presentation using technology (eg. multi media presentation with Power Point or Flash, video, CD, DVD).

你可能会使用多种方式展示你的项目。你可能会提交一份书面陈述，也许有插图，也许没有。如果你手头上有设备、以及相应的技能，你可能会提交多媒体演示文稿（比如，使用Powerpoint或者Flash、视频、CD、DVD的多媒体演示文稿）。

Your presentation must include:

你的演示文稿必须包含：

1. your design;

2. explanation of how it meets community needs;

3. a description of the site (If possible, describe a real site, though a hypothetical site is acceptable);

4. criteria for selecting plants or trees, their location and how they will be established/maintained, if relevant;

5. a description of the facilities and equipment required;

6. explanation of how different needs are met (eg. disabled, different age groups and abilities, etc);

7. an account of the problem-solving process you experienced

8. a list of issues that arose during the project, that you either could not deal with or that were not essential to the project;

9. a list of resources used, including human resources;

10. an evaluation of your performance, including what you did very well, and what you can improve;

11. a summary of you learned about problem solving from this project;

12. a summary of you learned about play program design from this project.

1. 你的设计；
2. 解释如何满足社区要求；
3. 对场地的描述（如果可能的话，描述真实场地，当然也可以描述一个假设场地）；
4. 选择植物或树木的标准，摆放植物的标准，以及建立/维护这些标准的原因，如果需要的话；
5. 对所需设施和设备的描述；
6. 解释如何满足不同的需求（比如，残疾儿童、不同年龄段或能力的儿童等）；
7. 你解决某个问题的详细过程；
8. 项目期间出现的问题清单，那些你要么不能处理要么不必处理的问题；
9. 所有已用资源清单，包括人力资源；
10. 评价你自己的表现，包括你做的好的地方和需要改进的地方；
11. 概述你从这个项目中学到的解决问题方法；
12. 概述你从这个项目学到的有关游戏活动设计方法。
    

Presentation Component	Minimum Required	Maximum Allowed
1. Description of program design	Half a page or 3 minute presentation or equivalent	1 pages or 5 minute equivalent
2. Explanation of how it meets community needs	200 words or 2 minute equivalent	Half a page or 3 minute equivalent
3. Site selection criteria and description	200 words or 2 minute equivalent	Half a page or 3 minute equivalent
4. Criteria for plants/trees, location, and how they will be established/maintained	200 words or 2 minute equivalent	Half a page or 3 minute equivalent
5. List of facilities and equipment needed	200 words or 2 minute equivalent	Half a page or 3 minute equivalent
6. Explanation of how different needs are met	200 words or 2 minute equivalent	Half a page or 3 minute equivalent
7. Outline of the problem-solving process you experienced	Half a page or 3 minute equivalent	1 page or a 5 minute equivalent
8. List of issues that arose during the project, but were not addressed	200 words or 2 minute equivalent	Half a page or 3 minute equivalent
9. List of resources used, including human (tutor, student forum, other)	200 words or 2 minute equivalent	Half a page or 3 minute equivalent
10. Evaluate your performance	200 words or 2 minute equivalent	Half a page or 3 minute equivalent
11. Summary of what you learned about problem solving from this project	200 words or 2 minute equivalent	Half a page or 3 minute equivalent
12. Summary of what you learned about play program design from this project	200 words or 2 minute equivalent	Half a page or 3 minute equivalent

.

报告元素	最低要求	最高要求
1. 关于活动设计的描述	半页纸或相当于三分钟的陈述	一页纸或相当于五分钟的陈述
2. 解释如何满足社区需求	两百字或相当于两分钟的陈述	半页纸或相当于三分钟的陈述
3. 场地选择标准及描述	两百字或相当于两分钟的陈述	半页纸或相当于三分钟的陈述
4. 关于植物/树木及其摆放的标准，以及建立/维护这些标准的理由	两百字或相当于两分钟的陈述	半页纸或相当于三分钟的陈述
5. 所需设施设备列表	两百字或相当于两分钟的陈述	半页纸或相当于三分钟的陈述
6. 解释如何满足不同需求	两百字或相当于两分钟的陈述	半页纸或相当于三分钟的陈述
7. 简述你经历过的解决问题的过程	半页纸或相当于三分钟的陈述	一页纸或相当于五分钟的陈述
8. 列出在项目期间产生的、目前还没有解决的问题	两百字或相当于两分钟的陈述	半页纸或相当于三分钟的陈述
9. 列出已用资源，包括人力资源（导师、学生讨论会，以及其他）	两百字或相当于两分钟的陈述	半页纸或相当于三分钟的陈述
10. 评价你的表现	两百字或相当于两分钟的陈述	半页纸或相当于三分钟的陈述
11. 概述你从这个项目中学到的解决问题方法	两百字或相当于两分钟的陈述	半页纸或相当于三分钟的陈述
12. 概述你从这个项目中学到的游戏活动设计方法	两百字或相当于两分钟的陈述	半页纸或相当于三分钟的陈述

http://www.acs.edu.au/enrolment/problem-based-learning/play-leadership.aspx

Oscillating reaction - Briggs-Rauscher reaction

振荡反应——BR反应

The next step in our kinetics part of the show is to move from single-step and multistep (clock) reactions to oscillating reactions. Here, after reaction is completed, the system returns to its “initial” state and the reaction starts over again. The particular example we use (the Briggs-Rauscher (BR) reaction) is perhaps the most impressive of the chemical oscillations. Three colourless solutions are mixed in a beaker and the stirred batch goes through 15 or more cycles of colourless, to amber, to blue-black, before ending as a blue-black mixture with the odour of iodine. The reaction was developed by Thomas S. Briggs and Warren C. Rauscher of Galileo High School in San Francisco [1]. This reaction is a hybrid of two other oscillating chemical reactions, the Bray-Liebhafski reaction and the Belousov-Zhabotinsky reaction [2]. The simplified (but still rather lengthy) explanation of the chemistry involved is given in the end of this section.

在这次展示中的动力学部分，接下来我们将从单步反应和多步（时钟）反应转移到振荡反应。这里，在反应完成之后，系统回到“初始”状态并再次开始反应。我们所用的例子（BR反应）也许是化学振荡中最令人印象深刻的例子。三种无色溶液混合在烧杯中，经过搅拌，经过至少十五次循环，依次为无色、琥珀色、蓝黑色，结束的时候是带有碘酒气味的蓝黑色溶液。这个反应是由三藩市伽利略高中的托马斯·S·布里吉思和沃伦·C·劳舍尔[1]发明。这个反应混合了其他两个振荡反应，布雷·李博哈夫斯基反应和贝罗索夫·扎宝京斯基反应[2]。所涉及到的简单（但也仍然相当长）化学解释附于本节末尾。

Preparation. Prepare three solutions as follows.

预备。准备以下三种溶液。

Solution A. Pour 400 ml of distilled water into a 2-litre beaker. Wearing gloves pour 410 ml of 30% hydrogen peroxide into the water. Dilute the solution to one litre with distilled water.

溶液甲：在2升烧杯中倾注400毫升蒸馏水。戴手套倾倒410毫升30%的过氧化氢溶液到水中。用蒸馏水将溶液稀释至1升。

Solution B. Place 43 g of potassium iodate (KIO₃) and approximately 800 ml of distilled water in the second 2-litre beaker. Add 4.3 ml of concentrated H₂SO₄ to this mixture. Warm and stir the mixture until the potassium iodate dissolves. Dilute the solution to one litre with distilled water.

溶液乙：取第二个2升烧杯，放入43克碘酸钾（KIO₃）和大约800毫升蒸馏水。添加4.3毫升浓硫酸（H₂SO₄）到溶液中。加热并搅拌溶液至碘酸钾溶解。用蒸馏水将溶液稀释至1升。

Solution C. Dissolve 16 g of malonic acid and 3.4 g of manganese sulphate (hydrate) in approximately 500 ml of distilled water in the third 2-litre beaker. In the 100-ml beaker heat 50 ml of distilled water to boiling. In a separate beaker mix 3 g of soluble starch with about 10 ml of water and stir the mixture to form a slurry (or the starch can be suspended in a little alcohol but in this case extra care must be exercised when pouring into the boiling water). Pour the slurry into the boiling water and continue heating and stirring the mixture until the starch has dissolved (1-2 minutes). Pour this starch solution into the solution of malonic acid and manganese sulphate and dilute the mixture with distilled water to one litre.

溶液丙：取第三个2升烧杯，将16克丙二酸和3.4克硫酸锰（水合物）溶解于大约500毫升蒸馏水中。在一个100毫升烧杯中加热50毫升蒸馏水至沸腾。取另一个烧杯，混合3克可溶性淀粉和10毫升蒸馏水，搅拌至充分混合（淀粉也可以悬浮在少量酒精中，但在这种情况下，在倒入沸水中时需格外小心）。将悬浊液倒入沸水中，并继续加热搅拌直至淀粉溶解（1-2分钟）。将淀粉溶液倒入丙二酸和硫酸锰溶液中，用蒸馏水将混合溶液稀释至1升。

Demonstration. Set a 1.5-litre beaker on the magnetic stirrer and place the stirring bar into the beaker. Pour 500 ml of solution A and 500 ml of the solution B into the beaker and adjust the stirring rate to produce a large vortex in the mixture. Then pour 500 ml of solution ^oC into the beaker. The initially colourless solution will become amber almost immediately. Then it will suddenly turn blue-black. The blue-black will fade to colourless, and the cycle will repeat several times with a period which initially lasts about 15 seconds but gradually lengthens. After a few minutes the solution will remain blue-black.

现象：在磁力搅拌器上放置一个1.5升烧杯，将磁力搅拌棒放入烧杯。将500毫升溶液甲和500毫升溶液乙倒入烧杯，调整搅拌速率至混合溶液形成一个大的漩涡。然后将500毫升溶液丙导入烧杯。一开始无色的溶液几乎立即就变成琥珀色。然后他将突然变成蓝黑色。蓝黑色会慢慢过渡到无色，循环会重复数次，一开始每次循环大约持续十五秒钟，但后来会逐渐延长。几分钟之后溶液会停留在蓝黑色状态。

The following explanation of the chemistry involved in this demonstration is taken (with some minor alterations) from Shakhashiri’s book [2]. In the BR reaction the evolution of oxygen and carbon dioxide gases and the concentrations of iodine and iodide ions oscillate. The somewhat simplified mechanism of this reaction can be represented by the following overall transformation:

以下是涉及到本次演示的化学解释，摘自夏克哈西瑞的书[2]。在BR反应中，氧气和二氧化碳气体的产生过程，以及游离碘和碘离子的浓度发生振荡。该反应的某种简化机制可以表示为以下整体转换：

IO₃^- + 2 H₂O₂ + CH₂(COOH)₂ + H⁺==> ICH(COOH)₂ + 2 O₂ + 3 H₂O (11.1)

This transformation is accomplished through two component reactions:

该转变是通过两个组分反应完成的：

IO₃^- + 2 H₂O₂ + H⁺==> HIO + 2 O₂ + 2 H₂O (11.2)

HIO + CH₂(COOH)₂==> ICH(COOH)₂ + H₂O (11.3)

The first of these two reactions can occur via two different processes, a radical process and a nonradical process. Which of these two processes dominates is determined by the concentration of iodide ions in the solution. When [I^-] is low, the radical process dominates; when [I^-] is high, the nonradical process is the dominant one. The second reaction (eq. (11.3)) couples the two processes. The reaction consumes HIO more slowly than that species is produced by the radical process when that process is dominant, but it consumes HIO more rapidly than it is produced by the nonradical process. Any HIO which does not react by eq. (11.3) is reduced to I^- by hydrogen peroxide as one of the component steps of the nonradical process for reaction (11.2). When HIO is produced rapidly by the radical process, the excess forms the iodide ions, which shut off that radical process and start the slower nonradical process. Reaction (11.3) then consumes the HIO so rapidly that not enough is available to produce the iodide ion necessary to keep the nonradical process going, and the radical process starts again. Each of the processes of reaction (11.2) produces conditions favourable to the other process, and, therefore, the reaction oscillates between these two processes.

这两个反应中的第一个可以通过两个不同的过程发生，原子团过程和非原子团过程。这两个过程谁占优势，是由溶液中碘离子浓度来决定的。当[I^-]浓度低时，原子团反应占主导；当[I^-]浓度高时，非原子团反应占主导。第二个反应（方程式11.3）使这两个过程偶合。当原子团过程占优势的时候，该反应所消耗的HIO比原子团过程所产生的数量要慢，但是它消耗的HIO比非原子团过程（11.2）产生的要快得多。任何没有参与方程式11.3反应的HIO被过氧化氢分解成 I^- ，这是反应11.2的非原子团过程的一个组分步骤。当原子团过程快速产生HIO的时候，多余的HIO就形成碘离子，它将关闭原子团过程并启动缓慢的非原子团过程。然后反应11.3快速消耗HIO以至于不能继续产生碘离子来保持非原子团过程，这样原子团过程再次开始。反应11.2的每一项过程都会产生有利于另一项过程的条件，因此，该反应在这两个过程当中振荡。

The detailed explanation requires attention to the individual steps of the two processes. If iodide ions are present in sufficient concentration, the reaction follows the nonradical process, reaction (11.2). The iodide ions react rather slowly with iodate ions,

有关详细解释需要重视这两个过程的独立步骤。如果碘离子浓度足够，反应引发非原子团过程，反应11.2。碘离子与碘酸盐离子一起缓慢反应。

IO₃^- + I^- + 2 H⁺==> HIO₂ + HIO (11.4)

The iodous acid (HIO₂) is further reduced to hypoiodous acid (HIO),

亚碘酸（HIO₂）进一步分解成次碘酸（HIO），

HIO₂ + I^- + H⁺==> 2 HIO (11.5)

The hypoiodous acid is then reduced by hydrogen peroxide,

接下来次碘酸被过氧化氢进一步分解，

HIO + H₂O₂==> I^- + O₂ + H⁺ + H₂O (11.6)

The net transformation represented by eq. (11.2) is obtained by the stoichiometric addition of eq. (11.4) + eq. (11.5) + eq. (11.6).

方程式11.2表现出来的合成转换由方程式11.4+方程式11.5+方程式11.6构成。

Because reaction (11.2) is slower than reaction (11.3) under these conditions, so much HIO is used up by reaction (11.3) that reaction (11.6) cannot replenish the I^- consumed in reactions (11.4) and (11.5); the [I^-] keeps diminishing.

因为在这些条件下反应11.2比反应11.3要慢，所以HIO都被反应11.3用完，反应11.6不能补充反应11.4和11.5所消耗的 I^- ；[I^-]持续减少。

Once the iodide ions have been sufficiently depleted, the nonradical process becomes very slow, and the radical process for reaction (11.2) can take over. This process involves the five steps [3].

一旦碘离子完全枯竭，非原子团过程变得非常缓慢，反应11.2的原子团过程开始。这一过程涉及到五个步骤[3]。

IO₃^- + HIO₂ + H⁺==> 2 IO₂^· + H₂O (11.7)

IO₂^· + Mn²⁺ + H₂O ==> HIO₂ + Mn(OH)²⁺ (11.8)

Mn²⁺ + H₂O₂==> Mn²⁺ + H₂O + HOO^· (11.9)

Mn(OH)²⁺ + H₂O₂==> Mn²⁺ + H₂O + HOO^· (11.9)

2 HOO^·==> H₂O₂ + O₂ (11.10)

2 HIO₂==> IO₃^- + HIO + H⁺ (11.11)

These steps, when combined in the stoichiometry of 2 (eq. (11.7)) + 4 (eq. (11.8)) + 4 (eq. (11.9)) + 2 (eq. (11.10)) + eq. (11.11), have the overall result given by eq. (11.2). A significant feature of this process is that, taken together, the first two steps (eqs. (11.7) and (11.8)) are autocatalytic - they produce 2 HIO₂ for each one consumed. Therefore, the rate of these steps increases as they occur. Because this radical process is autocatalytic, it causes a rapid increase in the concentration of HIO, which is produced by the disproportionation of HIO₂ (eq. (11.11)). This process does not rapidly consume all the iodate in the solution, because the last step is second order in the catalytic species. Thus, as its concentration increases because of the autocatalytic nature of the early steps, HIO₂ is ever more rapidly consumed in this last step, and the sequence of the reactions quickly reaches a steady state.

这些步骤，当由2(方程式11.7)+4(方程式11.8)+4(方程式11.9)+2(方程式11.10)+方程式11.11合成时，就得到方程式11.2所给结果。总的来说，这一过程的一个显著特征就是，这一过程的头两步（方程式11.7和11.8）是自催化的——他们每消耗一个 HIO₂ 就生成两个。因此，这两步的增长率如同它们的发生一样迅速。因为这个原子团过程是自催化的，所以导致了HIO的浓度急剧增加，这是由 HIO₂ （方程式11.11）的歧化反应生成的。这个过程不会很快消耗完溶液中的碘酸盐离子，因为最后一步在催化剂中是第二级的。因此，其浓度的增加是因为早期步骤的自催化性质，HIO₂ 在最后一步以更加快的速率消耗着，这样，反应的顺序很快达到稳定状态。

Equations (11.8) and (11.9) indicate the function of the manganese catalyst. The manganese is oxidised in reaction (11.8) and reduced in reaction (11.9). Its catalytic effect in the reaction is accounted for through its providing the means for reducing IO₂^· radicals to HIO₂, thereby completing the autocatalytic cycle of equations (11.7) and (11.8).

方程式11.8和11.9显示出锰催化剂的威力。锰在反应11.8中被氧化，并在反应11.9中被还原。该反应中的催化效果因为它将 IO₂^· 原子团还原为 HIO₂ 被证明，从而完成了方程式11.7和11.8自催化循环。

The hypoiodous acid produced by the radical process reacts with malonic acid by reaction (11.3). However, the radical process is faster than reaction (11.3), and the excess HIO reacts with hydrogen peroxide by reaction (11.6) to create I^-, which shuts off the radical process and returns the system to the slow nonradical process initiated by reaction (11.4).

由原子团过程生成的次碘酸与丙二酸发生反应（11.3）。不过，该原子团过程比反应11.3要快得多，多余的HIO与过氧化氢发生反应（11.6），产生I^- ，它可以关掉原子团过程，让系统回到反应11.4引发的缓慢的非原子团过程。

The dramatic colour effects arise because reaction (11.3) does not take place in a single step, but by the sequence of reactions (11.12) and (11.13).

会发生戏剧性的色彩效果，是因为反应11.3并不是一步完成的，而是由反应11.12和11.13依次完成。

I^- + HIO + H⁺==> I₂ + H₂O (11.12)

I₂ + CH₂(COOH)₂==> ICH(COOH)₂ + H⁺ + I^- (11.13)

The solution turns amber from the I₂ produced through reaction (11.12), when the radical process maintains [HIO] greater than [I^-]. The excess HIO is converted to I^- through the reaction with H₂O₂ (eq. (11.6)). The solution suddenly turns dark blue when [I^-] becomes greater than [HIO], and the I^- can combine with I₂ to form a complex with the starch. With [I^-] high, reaction (11.2) switches to the slow nonradical process. The colour then fades as reaction (11.3) consumes iodine faster than it is produced. When the system switches back to the rapid radical process, the cycle is repeated.

溶液变成琥珀色是因为，在原子团过程保持着[HIO]数量多于[I^-]的时候，反应11.12产生的 I₂ 。多余的HIO通过与 H₂O₂ 反应（方程式11.6）转变成 I^- 。当[I^-]变得多于[HIO]时，I^- 与 I₂ 一起和淀粉组成络合体，溶液瞬间变成蓝黑色。当[I^-]浓度高时，反应11.2切换到缓慢的非原子团过程。因为反应11.3消耗的游离碘远多于它生成的，所以颜色逐渐淡去。当系统切换回快速的原子团过程时，循环又开始了。

The above reaction steps constitute a skeleton mechanism for the BR oscillating reaction. Upon initial mixing of the solutions, IO₃^- reacts with H₂O₂ to produce a little HIO₂. The HIO₂ reacts with IO₃^- in the first step of the radical process (eq. 11.7). The autocatalytic radical process follows, rapidly increasing the concentration of HIO. The HIO is reduced to I^- in a reaction with H₂O₂ (eq. 11.6). The large amount of HIO reacts with I^-, producing I₂ (eq. 11.12). The I₂ reacts slowly with malonic acid, but the concentration of HIO, I₂ and I^- all increase, because reaction (11.2) is faster than reaction (11.3). As [I^-] increases, the rate of its reaction with HIO₂ (eq. 11.5) surpasses that of the autocatalytic sequence of reactions (11.7) and (11.8). The radical process is then shut off, and the accumulation of reduced iodine is consumed by reaction (11.3) operating through the sequence of reactions (11.12) and (11.13). Eventually [I^-] is reduced to such a low value that reactions (11.7) and (11.8) become faster than reaction (11.5), and the radical process takes over again. This oscillating sequence repeats until the malonic acid or IO₃^- is depleted.

上述反应步骤构成了BR振荡反应的基本机制。在刚开始混合的溶液中，IO₃^- 与 H₂O₂ 反应产生少量 HIO₂ 。HIO₂ 与 IO₃^- 在原子团过程的第一步（方程式11.7）发生反应。自催化原子团过程紧随其后，快速增加着HIO的浓度。HIO与 H₂O₂ 反应（方程式11.6）被还原成 I^- 。大量的HIO与 I^- 反应，生成 I₂ （方程式11.12）。I₂ 与丙二酸缓慢地反应，但是HIO、 I₂ 和 I^- 的浓度都在增加，因为反应11.2比反应11.3要快。因为[I^-]浓度在增加，与 HIO₂ （方程式11.5）的反应速率超过了反应11.7和11.8的自催化顺序。接下来原子团过程被关闭，游离碘的累积减少是被反应11.3通过反应11.12和11.13序列消耗的。最终，[I^-]减少到一个相当低的程度，反应11.7和11.8开始快过反应11.5，原子团过程再次启动。这种振荡序列一直重复到丙二酸或者 IO₃^- 耗尽。

Chloride ion concentrations in excess of 0.07 M suppress the oscillations [4]. Therefore the vessels used for the preparation of the solutions must be clean and distilled water must be used for all preparations.

氯离子浓度超过0.07M就会抑制振荡[4]。因此用于准备溶液的容器必须清洁，所有准备过程都必须使用蒸馏水。

Safety. 30% (100 vols) hydrogen peroxide is corrosive and a strong oxidising agent, contact with skin and eyes must be avoided. Sulphuric acid can cause severe burns, when concentrated it is a powerful dehydrating agent and generates considerable heat when diluted with water. If spilled on to the skin, care must be exercised to avoid excessive heating when flushing with water. If you have an ice bath to hand use the water from that or you can quickly remove the bulk of the liquid with a dry cloth or tissue. Flush with plenty of water and then treat the area with sodium hydrogen carbonate NaHCO₃. Spills on the floor or bench should be neutralised with NaHCO₃ and rinsed thoroughly.

安全：30%过氧化氢具有腐蚀性，是一种强氧化剂，必须避免接触到皮肤和眼睛。硫酸能导致严重灼伤，高浓度的是一种强大的脱水剂，用水稀释时能产生大量热量。如果溅到皮肤上，用水冲洗时必须小心操作以免导致过热。如果你手头上有冰浴，就是用冰水，或者你可以使用干布或纸巾快速擦去大部分酸液。接下来用大量水冲洗，然后用碳酸氢钠 NaHCO₃ 处理受伤区域。洒到地板或凳子上的要用碳酸氢钠 NaHCO₃ 中和并彻底清洗。

References.

1. T.S. Briggs and W.C. Rauscher, J. Chem. Educ., 1973, 50, 496.

2. B.Z. Shakhashiri, Chemical Demonstrations: A Handbook for Teachers of Chemistry, Volume 2, Wisconsin, US, The University of Wisconsin Press, 1985, pp. 248-256.

3. P. De Kepper and I.R. Epstein, J. Am. Chem. Soc., 1982, 104, 49.

4. D.O. Cooke, React. Kinet. Catal. Lett., 1975, 3, 377.

参考资料：

http://www.chem.leeds.ac.uk/delights/texts/expt_11.html

http://pubs.acs.org/cgi-bin/abstract.cgi/jpcafh/2007/111/i04/abs/jp067070y.html

http://en.wikipedia.org/wiki/Briggs-Rauscher_reaction

Chickensaurus Skeleton

小鸡龙骨架

By Kevin Kelly February 22, 2008 | 1:12:07 AMCategories: Biology, Projects

作者：克利柯文

As a lesson in anatomy, my son and I reassembled a chicken skeleton from the bones remaining after a chicken dinner. We cleaned and dried the bones, then hot-glued them together. It came out pretty cool. A chicken is a lot bigger than you'd think. We gave it a pouncing pose. From the proper angle it does have a dinosaur look about it.

因为一堂解剖学的课，我和我儿子将一顿鸡肉大餐留下的骨头组装成骨架。我们清洗、干燥这些骨头，然后将其热胶合在一起。做出来还是蛮不错的。鸡的骨架会比你想象的要大得多。我们让它摆出一副展翅的姿势。从合适的角度看过去，确实有点恐龙的英姿。

To do this you need: A whole chicken, which can be found at a Chinese or equivalent market. You really do want the whole chicken. It should look pretty gruesome, like this.

你需要准备的：一只整鸡，可以在中国市场或者类似的地方找到。一定是一只完整的鸡。看上去有点恶心，像这个。

Boil the whole thing for 10 minutes or so. Cool and strip as much meat as will easily come off. Then simmer the rest for 4 or 5 hours until the rest of the meat falls off. Once you have removed as much flesh as you can -- you may need to pick it a bit -- toss the collection of bones into a bowl filled with Draino, or equivilent drain cleaner. This stuff is primarily sodium hydroxide, or lye, with a little bleach. (It is also severely caustic, so don't be stupid about it.) Completely submerge the bones in the liquid and let soak for at least a day. The lye should dissolve most of the remaining meat, and the bleach will whiten the bones when dried.

整只沸水煮十分钟左右。冷却之后可以很轻松的剥离大块条状鸡肉。然后中火煮四到五个小时，直到余下的肉全部脱离。在你将肉都除去以后——这是个精细活——将这些骨头收集到一个碗里，浸泡通乐，或者类似的下水管道清洁剂。这东西主要是氢氧化钠，以及少量漂白剂。这东西有强腐蚀性，所以不要拿它来开玩笑。溶液完全淹没骨头，至少浸泡一天。碱液能够溶解剩下的绝大部分鸡肉残渣，而漂白剂可以让骨头晾干之后显得很白。

Google for a guide to chicken anatomy. The one we found quickly was not quiet detailed enough to easily tell which side of the bone was up or down. We often had to puzzle it out and guess. That's part of the learning.

放狗去找鸡的骨骼图。我们很快发现，这幅图 不够详细，不能告诉我们骨头哪头朝上。我们经常不得不靠猜测来拼图。这也是个学习过程。

Lay out the pieces first to figure out the arrangement. Then start hot gluing. I strung a piece of 16 guage wire through a cardboard base to use as the support of the vertabrae. The wire slipped easily enough through the spinal cord holes in each vertabrae, yet was firm enough to keep the neck in position.

现将这些骨头在纸上摆出正确的位置。然后开始热胶合。我将一根16号钢丝穿过纸板立起，作为整副椎骨的支撑。钢丝很光滑，每块椎骨都可以通过椎孔从钢丝滑下去，也足够坚硬，能保持颈部的位置。

Extra tiny bones at the end? So what?

最后还缺一些额外的小骨头怎么办？

An alternative procedure is to buy an extra pack of chicken feet and legs when you buy the chicken and then process these extra parts along with the whole chicken. Or get two chickens. You'll then have enough legs and feet to make a pseudo-dinosuar. You can also re-arrange the bones anyway you want. Because of the detailing in the natural bones, the final model looks very authentic.

一个办法是在买整鸡的时候额外买一包鸡腿和鸡爪子，然后将这些额外部分和整鸡组合在一起。或者就买两只整鸡。这样你就会有足够的腿和爪子来做伪恐龙。你也可以以任何你想要的方式重新安排这些骨头。因为使用了真实的骨头，所以最后的模型看上去非常逼真。

There's even a book on how to do this. T-Rex to Go: Build Your Own from Chicken Bones gets pretty elaborate about replicating T-Rex and other famous dinos. (An earlier version of the book is called "Make Your Own Dinosaur Out of Chicken Bones." which is the one I used.) Once we had the bones ready, it took an afternoon to hot glue it together. Sort of like assembling a machine, you learn a lot of how things work. "Oh, that's what the spine does!"

甚至还有人专门出书介绍如何做这个。《用鸡骨头组建你自己的暴龙》对复制暴龙和其他著名恐龙有很漂亮的阐述。（我使用的是这本书更早的版本。）一旦我们准备好骨头，只需要一个下午就可以热胶合起来。有点像组装一台机器，你可以学到这东西是如何工作的。“咦，这块脊椎是干什么的？”

http://blog.wired.com/geekdad/2008/02/chickensaurus-s.html