QMUL Department of Materials Problem Based Learning
QMUL 材料系 基于问题的学习

Introduction and Aims

简介与目标

Problem Based Learning (PBL) is a concept used to enhance multidisciplinary skills using planned problem scenarios. It is an active way of learning that teaches students problem-solving skills while at the same time allowing them to acquire basic knowledge. PBL was first introduced in the late 1960s at McMaster University in the US and has since spread around the world mainly in medical education. In 2000 the Materials Department at QMUL was the first Materials Department in the UK to introduced PBL.

基于问题的学习（PBL）是一个概念，用以在有计划的问题状况中增强多学习技能。这是一种积极的学习方式，让学生们在获得基本知识的同时教授他们解决问题的技能。首次引入PBL，是1960年代的美国麦克马斯特大学，后来蔓延至世界各地，主要用于医学教育。在2000年，QMUL的材料系是英国首个引入PBL的材料系。

The principal aims of implementing PBL are:

实施PBL的主要目的是：

• To integrate knowledge and skills from a range of multidisciplinary modules
• To acquire knowledge through self study
• To teach students how to work in groups and manage group projects
• To improve and develop the communication skills of the students
• To develop the problem solving skills of the student
• To encourage self-motivation, curiosity and thinking
• ...And finally to make learning more fun!
• 将一系列的多学科模块的知识和技能整合起来
• 通过自学获取知识
• 教会学生如何在团队中工作以及如何管理团队项目
• 改善并增强学生的沟通技能
• 发展学生解决问题的技能
• 鼓励自我激励、好奇与思考
• ……最终会让学习更好玩！
  

For the first year students, the PBL program consists of 6 case studies (3 per semester) and some initial sessions of key-skills training, as well as some miscellaneous lectures which are beneficial and essential to your development as a student. For the second year students, PBL consists of 4 case studies (2 per semester) and some key skills sessions that will prepare you with the skills that you are required to have in order to complete the PBL tasks.

对于第一年的学生，PBL项目包含了六个案例研究（每学期三个）以及大量的关键技能培训的初步训练，还有一些其他讲座，因为你还是个学生，这些讲座对于你的发展是有益而必要的。对于第二年的学生，PBL包含了四个案例研究（每学期两个）以及一些关键技能训练，这些训练将为你准备完成这些PBL任务所必需的技能。

During the case studies, the PBL groups meet regularly for at least an hour each week. There are no compulsory times and locations for these meetings; it is up to the individual groups to decide when and where to meet. However, it is a requirement for all members of each group to meet up at least once a week with their group tutor.

在案例研究过程中，PBL小组召开每周至少一个小时的会议。对于这些会议，没有规定时间和地点，有各自团队自己决定会议的时间地点。不过，每个小组的每个成员每个星期必须与小组导师会面至少一次。

Attendance at all group meetings is compulsory and will be registered by the case group tutor.

组员必须出席每一次的小组会议，并将由案例小组到时负责登记。

By completing the PBL, the students are expected to learn how:

通过完成PBL，学生应当学会如何：

• To use basic computer packages like Word, Excel, and Powerpoint
• To operate basic lab equipment such as microscopes and mechanical testing machines
• To solve problems in an organised manner using brainstorming and resource investigation techniques
• To analyse and discuss experimental data using written reports, posters and oral presentations
• To work in groups, by managing group meetings and recording them using formal minutes to note all actions and decisions
• 使用基本的计算机软件包，如Word、Excel以及PowerPoint
• 操作基本的实验室设备，比如显微镜和力学测试仪器
• 有条理地使用头脑风暴和资源调查技术去解决问题
• 利用书面报告、海报和口头陈述来分析和讨论实验数据。
• 在团队中工作，并管理小组会议，以及在记录的时候精确到分钟来记录所有的活动和决定。
  

Group Selection

小组选择

In the first year, you will initially be assigned to work with all the other tutees of both your own tutor and another randomly selected tutor. For at least one of the two case studies, your individual tutor will also act as your case group tutor. After this, the groups will change on a random basis every two or three case studies. This ensures that any effect of group selection is evened out over the first two academic years.

在第一年，一开始你将被随机指定导师，并被安排与同一导师手下的所有学生一起工作。在经过至少一个案例研究之后，你的个人导师也将成为你的案例小组导师。在这之后，每经过两三次案例研究，都要随机改变小组。这样可以确保小组选择在头两个学年的所有影响都趋于平均。

PBL Group Roles

PBL小组角色

By rotation at each meeting, students play four specific roles within the group. These are chairman, scribe, minutes secretary and general members. During a group meeting, the chairman has the task of directing the conversation. It is useful to record information while working on a case study in order to make this information available to the entire group. The scribe does so by taking down important matters on a white board, flip chart or large sheet of paper. The information addressed in a student group must be incorporated in the minutes. This facilitates the recording of a case study. During each group meeting, one of the students must therefore act as secretary. A guideline for writing meeting minutes is given later.

通过在每次会议的时候轮流，学生在小组中扮演四种特定角色，分别是主持人、速记员、会议记录员以及一般成员。在小组会议期间，主持人的任务是引导交谈的方向。这对于在案例研究时记录信息非常有用，为了让信息对整个小组都有用。速记员在一块白板上、活动挂图或者一张大纸记录下重要事项。在学生小组中涉及的信息必须写入会议纪要。这可以促进案例研究的记录。因此，在每个小组会议中，必须要有一名学生担任会议记录员。后面将给出一份如何撰写会议纪要的指南。

Role of Chair

主持人的职责

• To lead the group through the 7 steps
• To encourage participation of all group members
• To maintain good group dynamics
• To keep time
• To ensure the group sticks to the task at hand
• To check if the scribe records the points raised in the discussion
• 领导小组通过这七个步骤
• 鼓励所有小组成员参与其中
• 保持小组活力
• 保证时间
• 保证小组还在坚持工作
• 检查速记员是否记录下讨论中提出的要点。
  

Role of Secretary

会议记录员的职责

• To make minutes of the meeting by structuring the points written down by the scribe
• To distribute the minutes of the meeting to all group members and the tutor
• To participate in the group discussion
• 通过整理速记员写下的要点来书写会议纪要
• 分发会议纪要给所有小组成员和导师
• 参与小组讨论
  

Role of Scribe

速记员的职责

• To record points raised by the group
• To help the group order their thoughts
• To participate in the group discussion
• 记录小组提出的要点
• 帮助小组成员整理思路
• 参与小组讨论
  

Role of Group Member

小组成员的职责

• To follow the 7 steps
• To actively participate in the group discussion
• To listen to each others contribution
• To ask open questions
• To independently research all the learning objectives
• To share information with each other
• 完成以下七个步骤
• 积极参与小组讨论
• 倾听他人的发言
• 提出开放式的问题
• 独立研究所有学习目标
• 与所有人分享信息
  

Supervision

监督

In PBL different roles for teaching staff can be distinguished:

在PBL中，教学人员可以担任的角色有：

• The case group tutor
• 案例小组导师
• The case study champion
• 案例研究管理员

The Case Study Tutor

案例研究导师

During the case study, a tutor supervises each group. This person is usually an academic member of staff or a research assistant in the department. As tutor to the group, the academic has several tasks. They should:

在案例研究过程中，一个导师监督一个小组。导师通常由系里的学术工作人员或研究助理担任。作为小组导师，有这么几项任务。他们应该：

• Listen carefully to what students already know and stimulates them to tackle possible future obstacles
• Ask questions and stimulates discussion
• Monitor progress and performance
• Support the students with their group interactions
• Considers ways of improving the co-operation in the student group as an instrument for attaining the case study goals
• Explain how the material is organised
• Give evidence of his professional ability by listening, asking questions and giving instructions
• 仔细倾听学生已经知道了哪些，激励他们解决未来可能遇到的障碍
• 提出问题并鼓励讨论
• 监控进度和表现
• 支持学生展开小组互动
• 考虑增进学生小组内部合作程度的途径，合作是达成案例研究目标的手段
• 解释素材是如何组织的
• 通过倾听、询问和给出指示来表明他的专业能力

The overall role of the tutor is:

导师的总体职责是：

• To stimulate the group at appropriate moments to explore the material in more depth
• Supervisor of the group learning process
• Formal moderator of the individual students within the group
• 在合适的时候鼓励小组更深入的探索素材
• 监督小组的学习进程
• 在小组成员之间作为正式的调解人

Tutors should never:

导师不应该：

• Act as the chairman
• 变成主持人
  
• Lecture in the traditional sense
• 举行传统意义上的讲座
  
• Impose their knowledge on the students
• 将自己的知识强加给学生

Tutors notes are provided in more detail here
下面是更详细的导师须知

Tutor Notes

导师须知

Prior to the start of the case study the tutor should:

在开始案例研究之前，导师应该：

• Check the scheduled PBL timetable at the start of the academic year and note when they are expected to be a tutor
• 在学年一开始就检查预定的PBL时间安排表，并标明什么时候担任导师
  
• If any significant periods of planned absence overlap with their tutoring commitments then the tutor is expected to swap their tutoring role with a colleague and inform the PBL co-ordinator of the change
• 如果有什么预定的重大事项与他们的辅导安排发生冲突，那么该导师与一名同事交换辅导职责，并告知PBL协调员该变化
  
• In the week prior to the start of the specific PBL exercise they should read the briefing documents provided both for the students and for the tutors which will be circulated by the case study champion
• 在开始特定的PBL练习前一周，阅读由案例研究管理员为学生和导师同时提供的简报。

During the initial case briefing session the tutor should:

在最初的案例简报会中，导师应该：

• Attend so that they can confirm what the students have been told
• 参与进去，以便可以确认学生在谈些什么
  
• Introduce themselves at the end of the session to their group
• 在会议结束时可以向小组介绍自己
  
• Organise the time, place and location of the first group meeting at a time that is convenient for the whole group. Typically this will be on the day of the briefing meeting
• 管理时间，将第一次小组会议的时间安排在整个小组都方便的时间。通常都安排在简报会当天。

During the case group meetings they should:

在案例小组会议中，他们应该：

• Ensure that a chairman, secretary and a scribe are selected and ensure that they know their respective roles
• 确保选出一名主持人、会议记录员和一名速记员，并保证他们知道各自的职责
  
• Stimulate the conversation by asking questions which will enable the group when appropriate to explore the material in more depth
• 通过提问题的形式激励交谈，这将使得小组在合适的时候深入探究素材
  
• Supervise the group learning process
• 监督小组学习进程
  
• Encourage less vocal members to participate
• 鼓励沉默寡言的成员参与进来
  
• Resolve any significant disputes
• 解决任何重大争论
  
• Record the attendance of the group
• 记录小组的出勤情况
  
• Complete the meeting review forms for the case group
• 为该案例小组完成会议审查表
  
• Ensure that subsequent follow up meetings have been arranged
• 确保接下来的会议已经安排好了
  
• At the final meeting the tutor should review the draft submissions such as the presentation or a report. Then they should point out any obvious factual errors and provide advice on style and format of the final submission
• 在最后一次会议上，导师应该审查提交的各类草稿，比如演示报告或者报告。他们应该指出任何明显的事实错误，并就结题报告提出样式或格式上的建议
  

At the end of the case study the tutor should:

在案例研究结束时，导师应该：

• Attend the assessment event (presentation, trial, poster session or other evaluation)
• 出席评估活动（展示、答辩、海报任务或其他评估）
  
• Produce a mark for each of the groups who you observe and return the completed evaluation form to the case champion
• 为你所观察的每个小组评出一个分数，并将完成的评估表交回案例管理员
  
• Collect from their PBL group the peer review forms and collate the marks
• 收集每个PBL小组的组员互评表并整理分数
  
• Complete the case group assessment forms and return them to the case study champion at the end of the session
• 完成案例小组评估表，并在活动结束的时候交回到案例研究管理员
  

Please note that the tutor is also responsible for moderating the individual scaling factor generated from the peer review process. This should reflect each individual performance with consideration to the feedback from the peer assessment forms completed by all the students at the conclusion of each project as well as reflecting their own observations recorded on the meeting review form.

请注意，导师还负责调节组员互评过程中产生的个人比例因子。这将反映出个人的表现，考虑到每个项目总结时所有学生完成的组员互评表的反馈，以及反映了他们自己记录在会议审查表中的观察。

Role of the Case Study Champion

案例研究管理员的职责

Each case study has a champion who conceives the case study, puts it into paper, gives a verbal and written explanation for tutors and assesses how the student group deals with the case study. Students should be able to contact the case study champion at designated times during the period in which the case study is being completed.

每个案例研究都有一个管理员，他构思了这个案例研究，并将其变成文字，并为导师给出口头和书面解释以及关于学生小组如何处理案例研究的评定方法。在完成案例研究的过程中，学生应该能够在指定的时间里联系案例研究的管理员。

Stepped Project Plan

分步的项目计划

The following stepped plan approach is essential in order to ensure that a systematic method of working is used for all the case studies. Thus group meetings should be structured to follow the following stepped-plan.

为了确保所有案例研究都使用系统的工作方法，以下分布计划方法就显得很必要了。所以，小组会议应当按照以下分布计划进行。

Step 1: Explain unknown wording, statements and concepts

第一步：解释未知措辞、申明和概念

Step 2: Define the problem

第二步：定义问题

Step 3: Brainstorming

第三步：头脑风暴

Step 4: Make a systematic inventory

第四步：定出一份系统化的清单

Step 5: Formulate self-study assignments

第五步：制定自学任务

Step 6: Perform self-study assignments

第六步：执行自学任务

Step 7: Report on self-study After each group meeting, the group will formulate the next stage of the self-study assignments.

第七步：在每次小组会议之后报告自学任务，小组将制定下一阶段的自学任务。

Whenever a case is completed with a written group report and/or a presentation then the draft version of the report or presentation needs to be discussed during the last group meeting of that case.

不管案例最后是以书面报告还是以演示文稿的形式完成，报告或演示文稿的草稿都需要在最后一次有关案例的小组会议上进行讨论。

Methods of Assessment

评估方法

The students will be expected to submit one or a number of the following at the completion of each project: a poster, a report, an oral presentation or an html web page.

要求学生在每一次完成项目之后提交一至多件以下物品：一份海报、一份报告、口头陈述或一份网页。

Each individual's performance will be reviewed using the peer review process to generate an individual scaling factor for each student. This is done by each student completing a peer assessment form at the conclusion of each project. This is to be handed in to the tutor at the assessment meeting.

每个个体的表现都将利用组员互评过程来审查，为每个学生产生一个个人比例因子。这将由每个学生在项目结束的时候填写一份组员互评表来完成。这份表将在评估会上交给导师。

The tutor is responsible for moderating the individual scaling factor generated from the peer review process. This should reflect each individual performance with consideration to the feedback from the students. Each tutor should then complete a group assessment form for their group which should be handed over to the case group champion.

导师负责调节组员互评过程中产生的个体比例因子。这将反映出每个人的表现，以及所有学生的反馈。每个导师都应该为其小组完成一份小组评估表，这将上交到案例小组管理员手上。

The champion will collate all the group marks and the scaling factors and generate the individual marks for the study.

管理员收集所有小组的分数和比例因子，并得出个人在这次学习中的分数。

Tutors should note that the individual performance marks should not alter the average mark obtained by the group. Therefore the average of the multipliers for the whole group must be 1.00. Performance marks must be maximum of 1.0 and minimum of 0.1. You can only award a member 0.0 if he/she was absent during the entire duration of the PBL. You will need to provide a reason for each of the performance marks you assigned to yourself and your group members. For an excellent performance, 1.0 should be awarded hence the individual mark will be the same as the group mark. However, if you feel that any group members have not contributed sufficiently during this PBL, you can award them any mark from 0.1 to 0.9. The performance marks do NOT need to have an average of 1.0.

导师应该注意到，个人的表现分数不应该影响到小组的平均分。因此，对于整个小组而言，乘数的平均数必须为1.00. 表现在必须介于1.0 和0.1之间。如果该学生在整个PBL过程中都缺席，你可以给他0.0分。你需要为你给自己和小组成员打的每一个表现分数提供一条理由。对于出色表现，可以给1.0，这样个人分数就和小组分数一样了。然而，如果你觉得任何一个小组成员在PBL期间没有足够的贡献，你可以给出0.1到0.9之间的任何分数。表现分并不必都是1.0.

Typical individual mark = [(report + presentation)/2] x individual scaling factor

典型的个人分数=[(报告+演示文稿)/2]x个人比例因子

As an individual in the group, it is essential that you demonstrate:

作为一名小组成员，你能证明以下能力非常重要：

• Ability to analyse
• 分析能力
  
• Inventiveness
• 创造力
  
• Critical ability
• 批判能力
  
• Theoretical knowledge
• 理论知识

Practical skills as well as your group contributions which may be:
你的实际技能以及小组贡献，比如：

• Role as a chairman
• 主持人的职责
  
• Role as a minutes secretary
• 会议记录员的职责
  
• Role as writer
• 速记员的职责
  
• Role as group member
• 小组成员的职责
  

Writing Reports

撰写报告

A single submission for each group, which will always be 4 pages or less in length, is frequently (but not always) expected for a case study. The report should be:

每个小组提交一份，长度在四页纸以内，一般（但不总是）都要跟案例研究有关。报告应该：

• Structured
• 是结构化的
  
• Include details of any experimental work undertaken
• 包含所从事的实验工作的细节
  
• Include plots/tables of all the essential discoveries during the investigation
• 包含调查期间所有重要发现的相关图/表
  

Presentations

演示文稿

Frequently you will be asked to carry out a group presentation on your findings. Typically only 1-3 members should actually make the presentation. But throughout the year, every student will be expected to have presented their findings at least once. Presentations will be restricted to 12 minutes each, with 5 minutes for questions. Powerpoint presentations are allowed, but they must be emailed to the case group champion before 10am on the day of the presentation to ensure that it can be downloaded onto a departmental laptop well in advance of the meeting. Immediate feedback will be provided on your team performance once all the groups have presented their findings.

更多的是要求你就你们的研究成果进行一次小组汇报。通常只需一至三名成员进行具体的汇报。但是在整个学年里，希望每个学生都能够至少汇报一次。每个汇报都将被限制在十二分钟以内，随后是五分钟的问答时间。允许使用PowerPoint演示文稿，但是必须汇报当天上午十点钟之前将其寄给案例小组管理员，以确保在会议开始之前下载到系里计算机中。一旦所有小组都汇报完他们的研究成果，你们小组的表现将会被立即反馈出来。

Posters

海报

Occasionally, the assessment will be based upon a poster presentation. This should be clear, concise, attractive, and easy to read. Facilities for printing up to A1 size posters will be provided by the department. Again, only a single poster should be submitted per group.

偶尔，会基于一张海报来评估。这应当是一张清晰、简明、有吸引力、易于阅读的海报。系里将提供A1尺寸的海报打印纸。再次强调，一组只能提交一份海报。

Web Resources

网络资源

Occasionally, you may be asked to create a web based report to explain your findings. This should incorporate colourful graphics and should be easy to navigate. Again, only a single report per group should be handed in to the case study champion on either a floppy disc or CD ROM disc. All reports will be assessed once they have been loaded onto the departmental server.

偶尔，会要求你制作一份网页报告来阐述你的研究成果。这里面应该加入色彩丰富的图片，并且易于导航。再次强调，一个小组只能提交一份报告到案例研究管理员处，可以使用软盘或光盘上交。一旦全部报告都被上传到系里服务器上就开始评估。

Design and Build-Based Studies

设计与基于建造的学习

Occasionally, you will be asked to make a device or structure as part of the case study. This must be submitted at the end of the study period for either evaluation or testing.

偶尔，或要求你制作一样设备或结构，作为这次案例研究的证明。无论是出于评估或是测试，你都必须在案例研究结束之前提交。

Booking Facilities

预订设备

Booking

预订

For some activities, you will be able to undertake experimental investigations to support your case study.

对于某些活动，你可以进行实验调查来支持你的案例研究。

As the space and equipment is limited, it will be often the case that access to certain areas or machinery will be made available on a first come-first served basis. Please enquire this with your group tutor/case study champion. In some circumstances, you will only be allowed to work under supervision. Then it is essential that you liase with the individual identified by the case study champion prior to booking or reserving a time slot.

由于场地和设备有限，经常会遇到这种情况：根据先来先到原则使用某场所或机器。具体事宜请询问小组导师或案例研究管理员。在某些情况下，你只能在监护下进行工作。接下来很重要的一点是，在预订或预留一段时间空档之前，你必须先与案例研究管理员指定的人进行联系。

Use of rooms and labs

使用房间及实验室

• The champion will instruct students on the risks involved in working in labs. Students should ask for appropriate regulations and safety information.
• 管理员会告诉学生实验室工作中所涉及的风险。学生应当询问相应的规则和安全信息。
  
• Certain tasks can only be undertaken under supervision. Please make sure that this rule, when invoked, is strictly adhered to.
• 某些任务只能在监督下操作。当遇到这种情况的时候请确保严格遵守这条规则。
  
• Ask for approval to use equipment. You will need to be trained to use certain specialised equipment. Use appropriate protective clothing, such as lab coats, spectacles, and gloves.
• 请求批准使用设备。要使用某些准们设备，你需要接受训练。穿戴合适的保护服，比如实验大褂、护目镜以及手套。
  
• In the case of an unsafe working environment, immediately notify your group tutor or the Learning Coordinator as well as the case champion.
• 处在不安全的工作环境中的时候，立即通知你的小组导师或学习协调员以及案例管理员。
  
• Work neatly and clean up your mess. Turn off equipment and lights. Clean white / black boards at the end of meetings.
• 工作时注意整洁，并清扫垃圾。关闭设备，关灯。会议结束后擦干净白板或黑板。
  
• Do not eat, drink or smoke in Labs or in the meeting rooms
• 不要在实验室或会议室吃东西、喝饮料或抽烟。
  
• The use of equipment, materials and machines is not without danger! Check instructions and ask assistance.
• 使用设备、材料和机器都有危险！检查操作说明并请求协助。
  

Model Meeting Format

模式化会议格式

Prior to each group meeting, an agenda is made; often, every meeting is held and minutes are written and circulated. Below you will find a model for an agenda. The model agenda can be changed or altered depending on the progress of the case study. For example, for the first and last meeting during a case study the agenda will need special issues for those meetings. During the meeting the agenda should be followed step by step.

在小组会议之前，流程已经定下来了，基本上每次会议都是：举行会议、记录会议并分发记录。下面你将会发现一个流程模式。该模式化流程是可以根据案例研究的进程而变更或修改的。比如，对于案例研究的第一次和最后一次会议，该流程可能需要为这些会议处理特别问题。在会议期间，流程应该是如下一步一步来的。

Example Meeting Agenda and minutes should include:

模式化流程和会议记录应该包括：

• PBL Group number
• PBL小组成员
  
• Date of meeting
• 会议日期
  
• Title of case study
• 案例研究的标题
  
• Number of meeting
• 会议编号
  
• Minutes of the last meeting
• 最后一次会议的记录
  
• List of attendees
• 出席者名单
  
• Agreement on different roles of group members (which should change at each meeting)
• 有关不同小组成员职责的协议（每次会议怎么轮换）
  
• Check roles of group members
• 检查小组成员的职责
  
• Announcements of group members or tutor
• 小组成员或导师的发言。
  
• Minutes of previous meetings
• 上次会议的记录。
  
• Discuss issues arising from the minutes of the previous group meeting
• 讨论起因于上次小组会议记录的问题。
  
• Work on case study using a stepped-plan
• 在案例研究中使用分步计划。

In case of the first meeting of a new case study group:

在新的案例研究小组的第一次会议中：

• Explain unknown wording, statements and concepts in problem statement (step 1)
• 解释问题申明中不了解的措辞、申明和概念（第一步）
  
• Define the problem (step 2)
• 定义问题（第二步）
  
• Brainstorming (step 3)
• 头脑风暴（第三步）
  
• Systematic inventory (step 4)
• 整理目录（第四步）
  
• Formulate self-study assessments (step 5)
• 制定自学评估方法（第五步）
  
• Discuss content of the written report or other forms of report in general terms
• 大体讨论书面报告或其他形式报告的内容

In case of subsequent meetings

在接下来的会议中：

• Report of individual members on their self-study (step 7)
• 各个组员报告自己的自学情况（第七步）
  
• Look back to problem statement (step 2)
• 重新审视问题申明（第二步）
  
• Possibly brainstorming (step 3)
• 可以考虑头脑风暴（第三步）
  
• Systematic inventory (step 4)
• 整理目录（第四步）
  
• Formulate self-study assessment (step 5)
• 制定自学评估方法（第五步）
  
• Discuss and further fill in different sections of the report
• 讨论并进一步填充报告的不同章节
  
• Discuss final version of the report (last meeting of a case)
• 讨论报告的最终稿（最后一次会议）
  
• Planning
• 制定计划
  
• Make agreements on the progress of the case study
• 就案例研究的进度达成协议
  
• Make agreement on the progress of the report
• 就报告进度达成协议

For all meetings you should:

对于所有会议你都应该：

• Record time of closure.
• 记录结束时间。
  
• Plan time and location of next meeting
• 确定下一次会议的时间和地点
  

http://www.materials.qmul.ac.uk/pbl/

Problem Based Learning – Sample Project: CACTI or SUCCULENTS

基于问题的学习——范例项目：仙人掌或肉质植物

PROJECT TITLE: GARDEN PLAN FOR CACTI OR SUCCELENTS

项目标题：使用仙人掌或肉质植物的花园计划

Project Aim 项目目标 Plan the establishment of a collection of different cultivars of either Cacti OR Succulents suited to growing in a specified locality. 制订计划移栽一组适于特定环境中生长的不同种类的仙人掌或其他肉质植物。 Learning Outcomes 预期成果 1. Identify factors that will affect the successful culture of a specified group of cacti or succulents in a specified locality. 2. Determine criteria for selecting cultivars of cacti or succulents 3. Select cultivars of cacti or succulents appropriate for cultivation in a specified situation 4. Choose plant establishment techniques appropriate to the cultivation of selected cacti or succulent cultivars in a specified locality. 5. Determine a routine 12 month maintenance program for a selected collection of cacti or succulent cultivars to be grown in a specified locality. 确定将会影响到在特定地点成功种植特定仙人掌或肉质植物的因素。 确定选择仙人掌或肉质植物种类的标准。 选择适合栽培在特定环境中的仙人掌或肉质植物种类。 选择适合于为特定地点选择的仙人掌或肉质植物的植物移栽技术。 为选定的一组仙人掌或肉质植物能在特定地点生长，确定一套十二个月的例行维护程序。

Problem Definition

问题定义

You are (hypothetically) a horticultural consultant who has been asked to visit a client who has a keen interest in either cacti or succulents.

你（假设）是一名园艺顾问，受邀访问一名客户，他对仙人掌或肉质植物有着强烈的兴趣。

Your client’s property is located within 20 km of where you live, with soils, topography (ie. ground slopes) and climatic conditions roughly similar to your own home.

你的客户居住在离你驻地二十公里的地方，土壤、地形（比如地面斜坡）和气候条件都和你家附近大致相同。

The client has a desire to create a garden of some type, to display a collection of cacti or succulents but is uncertain of how to plan this project in order to ensure optimum success.

客户有一个愿望，希望建立一个某种类型的花园，用来展示收集的仙人掌或肉质植物，但是不确定如何计划这个项目才能确保最佳成功。

Team Structure and Mode of Interaction

小组结构与互动模式

Being a relatively short project, the quantity of interaction with others needs to be limited. Your team will consist of yourself, your tutor, and a friend or relative who you will use as a hypothetical client.
作为一项相对较短的项目，与其他人互动的次数需要受到限制。你的团队包括你自己、你的导师，以及一名愿意充当假设客户的朋友或者亲戚。

You are in the hypothetical role of a horticultural consultant. Your tutor is in the hypothetical role of a cacti or succulent specialist 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.

你所扮演的角色是一名园艺顾问。你导师的虚拟角色是一名仙人掌或肉质植物专家，你在项目过程中会向该专家寻求专业意见。你要想在真实状况中与顾问打交道那样与导师打交道。

You need to enlist the assistance of someone as a client (hypothetical or real: it is your choice). This client will need to talk to you at least once, and perhaps more, about what they would like to have you plan for their garden.

你需要争取客户的协助（虚拟的或真实的，你自己决定）。该客户至少需要与你交谈一次，或者更多，谈论他们打算请你设计的花园式什么样子的。

• You must interview the client (once or more) and determine their requirements.
• 你必须与客户面谈（一次或多次），弄清楚他们的需求。
  
• 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. Therefore, 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，开始做最后的提交之前，你必须联系你的导师两次，可以通过电话、传真或者邮件。在每次联系的时候，你都应当记住，这位虚拟的顾问（导师）既是一名专家，也是按小时计费的。因此，你题的问题应当是有意义的，旨在帮助实现既定项目目标，最重要的是，不要罗嗦。联系应当简明扼要且富有时效。
  
• You must also seek support from your tutor and any other interested parties within the school, 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.
• 你也必须从你的导师和学校其他任何有兴趣的人那儿寻求支援，通过提交相关问题到学生室内论坛上，然后寻找有意义的反馈。在项目期间，开始做最后的提交之前，至少进行两次。你也必须检查所有反馈，如果有用，将其整合进你的结题报告。
  

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.

你可能会请求指导、援助，或者仅仅是报告你的进度。如果必须，你也可以请求更频繁的援助，只要理由充分。你的导师并不负责为你解决问题。

Discussion Questions

讨论问题

? What criteria must your plan meet to satisfy the client? (eg. Is low maintenance a high priority or not so important? Are aesthetics critical or not so important as long as the plants are healthy?)
? What are the site characteristics that are relevant to this project?
? What site characteristics might affect growth of the plants detrimentally?
? What times of the year are the plants more likely to suffer problems on this site, and what sort of problems might they be?
?What resources are available and what limitations exist that may affect what can be achieved? (eg. Manpower, time, tools and equipment, money, etc).
? What are reasonable goals in this situation?
? How can you ensure that plant survival and ongoing health is maximised.

• 你打算采用什么标准来满足客户？（比如，低可维护性高紧迫性，或者不那么重要？在审美上很挑剔，还是只要植物活着就行？）
• 与项目相关的场地有什么特性？
• 哪些场地特征对植物的生长可能不利？
• 哪个季节在这个地点的这些植物更容易遇到问题，他们遇到的可能是什么类型的问题？
• 有哪些可用资源，存在哪些可能会影响到实施的限制？（比如，人力、时间、工具和设备，金钱等等）
• 在这种情况下有哪些合理目标？
• 你如何保证植物的生存和持续健康都做到最好？

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

这些问题范例是需要你在方案中去解决的，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）——你可能要借助其他人——其他学生，你能联系到的专家，你的朋友——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（必需）——你可能会用到的一些资源，具体选择权在你。你可能会从课本、书籍、期刊、新闻节目、互联网上等处中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:

网络资源可以包括：

http://www.acs.edu.au/links
http://www.cacti.com

Guidelines

指导

Duration - This project should take up to 14 hours (including communications with a tutor or others). When between 10 hours of work has been completed, you should be moving onto the final report; and when 14 hours is completed, submit what you have, no matter what stage it is in. You may be penalised for exceeding this time limit.

时间：该项目将要花费十四个小时（包括与导师和其他人的联系）。当十个小时的工作完成以后，你应当开始结题报告。当十四个小时的工作完成以后，提交你所有数据，不管还处在哪一阶段。超时会受到处罚。

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出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

报告将作为一部分，用以向学校展示你以合适的途径解决问题。你与导师和学生论坛的其他人发生的互动也将证明你以适当的方式解决问题。

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.

你可以使用各种形式来展示你的项目，但是花在准备展示报告上的时间不要超过项目总时间的四分之一。

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).

大多数学生可能会提交一份书面陈述，可能会包含若干图表。如果你手头有设备有技术，提交一份其他形式的演示报告也是可以的（比如使用了PowerPoint或者Flash、视频、CD、DVD的多媒体演示文稿）。

Your presentation must include:

你的报告必须包括：
1. a summary of the site conditions on the property (hypothetical or real),
2. a list of plant selection criteria you used to choose plants to include in the collection,
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. a list of plants you selected to include in the collection,
6. a description of the way you would plant and establish the plants
7. a summarised 12 month maintenance program, listing briefly the actions you would take each month of the first 12 months after planting, including such things as feeding, pest control, watering, pruning, plant inspections or anything else.

1. 关于在此土地上的场所条件的小结（虚拟或真实的），
2. 你用于选择植物的选择标准的列表，
3. 在项目期间发生的，同时你未能解决或者你认为没有必要解决的，问题列表，
4. 已用资源列表，包括人力资源，
5. 你选择的植物列表，
6. 对于你打算种植及确定植物的途径的描述，
7. 一份为期十二个月的护理方案，简要列出种植后的头十二个月每个月的活动，包括施肥、除虫、浇水、修剪、植物检查以及其他任何事情。
   

PresentationComponent	Minimum Required	Maximum Allowed
Site conditions	Half a page or 1 minute presentation or equivalent	One page or 3 minute presentation or equivalent
Plant selection criteria	List of four points or 20 second presentation, or equivalent	Half page or 1 minute presentation or equivalent
list of issues	A few words for each point bulletedor equivalent	Half page or equivalent
list of resources	A few words for each point bulleted or equivalent	Half page or equivalent
List of plant cultivars	List of 6 cultivar names	List of 25 cultivar names
How to establish the plants	150 words or 30 second presentation or equivalent	Full page or 90 second presentation, or equivalent
Maintenance program	Half page	One full page

.

报告内容	最低要求	最高要求
场所条件	半页纸或一分钟陈述或相当	一页纸或三分钟陈述或相当
植物选择标准	列出四点或二十秒陈述或相当	半页纸或一分钟陈述或相当
问题列表	每点少量单词或相当	半页纸或相当
资源列表	每点少量单词或相当	半页纸或相当
植物列表	列出六种植物名称	列出二十五种植物名称
如何确定这些植物	一百五十字或三十秒陈述或相当	一整页纸或九十秒陈述或相当
护理方案	半页纸	一整页纸

http://www.acs.edu.au/enrolment/problem-based-learning/cactus-and-succulents-project.aspx

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