7 月 13 日上午，大連王府高中國(guó)際部首屆科學(xué)節(jié)匯報(bào)展演在學(xué)校多功能廳圓滿落幕。參展作品涵蓋多個(gè)學(xué)科，與社會(huì)生活息息相關(guān)，體現(xiàn)了學(xué)生們?cè)鷮?shí)的學(xué)科基礎(chǔ)，對(duì)生活的細(xì)心觀察和認(rèn)真思考。此次科學(xué)節(jié)活動(dòng)由科學(xué)組發(fā)起，學(xué)科組長(zhǎng) Mr.Hamill 先生作為總負(fù)責(zé)人。為幫助學(xué)生們完成項(xiàng)目，科學(xué)組的老師們認(rèn)真籌備撰寫(xiě)了 《科學(xué)展手冊(cè)》，成立了課外俱樂(lè)部，每周五下午固定召開(kāi)學(xué)術(shù)會(huì)議。在舉辦科學(xué)節(jié)的同時(shí)，英語(yǔ)組還開(kāi)設(shè)了學(xué)術(shù)寫(xiě)作課程作為此項(xiàng)活動(dòng)的補(bǔ)充，幫助學(xué)生提升英語(yǔ)實(shí)際運(yùn)用能力——閱讀和撰寫(xiě)英語(yǔ)學(xué)術(shù)論文。隨著項(xiàng)目的進(jìn)展，導(dǎo)師們持續(xù)不斷地提供學(xué)術(shù)和英語(yǔ)的雙向支持。

大連王府高中國(guó)際部不僅重視學(xué)生的學(xué)術(shù)成績(jī)，更加關(guān)注培養(yǎng)學(xué)生的綜合素養(yǎng)，幫助學(xué)生提早適應(yīng)大學(xué)的學(xué)習(xí)方式?？茖W(xué)節(jié)是以學(xué)生興趣為導(dǎo)向，以培養(yǎng)學(xué)生科研能力為目標(biāo)，融合科學(xué)探究、人工智能等多種形式；通過(guò)學(xué)生自主選題，團(tuán)隊(duì)合作，在一個(gè)學(xué)期內(nèi)完成課題立項(xiàng)、調(diào)研信息、設(shè)計(jì)方案，實(shí)踐探究和作品展示。學(xué)生們通過(guò)此次活動(dòng)，大大提升了跨學(xué)科學(xué)習(xí)能力；不同階段的研究工作幫助學(xué)生們提高邏輯思維能力，數(shù)據(jù)分析處理能力，英語(yǔ)演講能力等。完成劍橋全球統(tǒng)考，英語(yǔ)演講大賽等多種多樣的學(xué)術(shù)活動(dòng)或課外活動(dòng)的同時(shí)，豐富多彩的經(jīng)歷充分歷練了王府學(xué)子的時(shí)間管理能力，而這是孩子們今后就讀海外大學(xué)最重要的技能之一。

本次參展作品的研究過(guò)程中以學(xué)生為主體，指導(dǎo)老師在學(xué)生科研能力、創(chuàng)作方法上加以輔助和引導(dǎo)。不僅充分激發(fā)了同學(xué)們分析問(wèn)題和解決問(wèn)題的能力，還鍛煉了大家的動(dòng)手實(shí)踐與協(xié)作能力，培養(yǎng)了創(chuàng)新意識(shí)和科學(xué)精神。在作品展出環(huán)節(jié)上，每組同學(xué)將自己組的成果進(jìn)行展示，并與參觀的師生們講解和交流。

 

01 PART 一等獎(jiǎng)

無(wú)人超市售貨系統(tǒng)

Efficiencycomparison of using AI to manage a stock control system versus stock countmethod employed in traditional commercial outlets.

設(shè)計(jì)構(gòu)思：

在學(xué)校舉辦的科學(xué)節(jié)中，我們?cè)O(shè)計(jì)了一個(gè)無(wú)人超市售貨系統(tǒng)。但是由于這個(gè)項(xiàng)目過(guò)于復(fù)雜，我們?cè)诂F(xiàn)階段只做了系統(tǒng)后臺(tái)的數(shù)據(jù)分析部分。首先，利用程序構(gòu)造出可供使用的數(shù)據(jù)集。接著，把所有的商品分類(lèi)放到五個(gè)貨架上，并根據(jù)利潤(rùn)替換貨品。我們還創(chuàng)造出了計(jì)算商品前景的公式。在此基礎(chǔ)上，利用 PED 等經(jīng)濟(jì)知識(shí)計(jì)算出每個(gè)商品利潤(rùn)最大時(shí)的銷(xiāo)售額及銷(xiāo)售數(shù)量，并在已有的分析結(jié)果基礎(chǔ)上，利用經(jīng)濟(jì)學(xué)和數(shù)學(xué)結(jié)合的公式，算出每個(gè)商品的最佳售價(jià)和下一階段進(jìn)貨的最佳庫(kù)存數(shù)量。利用這個(gè)系統(tǒng)，商家可以通過(guò)調(diào)控價(jià)格達(dá)到收益最大化，也可以提高庫(kù)存的利用率，降低數(shù)據(jù)分析的人工費(fèi)等等。除此之外，我們所創(chuàng)造的智能超市會(huì)利用圖像識(shí)別來(lái)分辨客戶所選的商品，因此在結(jié)賬時(shí)就不需要掃描商品條形碼了。未來(lái)，我們還會(huì)不斷優(yōu)化此系統(tǒng)，努力創(chuàng)造出屬于可落地使用的智能零售系統(tǒng)。

 

02 PART 二等獎(jiǎng)

探究衛(wèi)生間遮簾的生物負(fù)擔(dān)

An investigation into the bioburden load found onpublic bathroom curtains.

設(shè)計(jì)構(gòu)思：

作為學(xué)習(xí)生物的學(xué)生，我們把目光聚焦到了細(xì)菌上，在 Mr.Hamill 先生的幫助下選擇了一個(gè)十分有趣的課題——「探究衛(wèi)生間遮簾的生物負(fù)擔(dān)」 。通俗來(lái)說(shuō)，就是探究衛(wèi)生間遮簾細(xì)菌數(shù)量及生長(zhǎng)位置。通過(guò)制作模具，收集、培養(yǎng)細(xì)菌，計(jì)算數(shù)據(jù)，設(shè)計(jì)步驟，最后得出結(jié)論。關(guān)于未來(lái)進(jìn)一步的實(shí)驗(yàn)，我們想在各種各樣的織物中找出一種最適用于衛(wèi)生間遮擋且細(xì)菌最不易滋生的產(chǎn)品，并應(yīng)用到實(shí)際生活。

通過(guò)這次活動(dòng)，我們也把 「細(xì)菌無(wú)處不在，洗手成為習(xí)慣」 的理念分享給了同學(xué)們，號(hào)召同學(xué)們關(guān)注個(gè)人衛(wèi)生。本次項(xiàng)目學(xué)習(xí)我們收獲頗豐，懂得了科學(xué)實(shí)驗(yàn)需要堅(jiān)持不懈，深刻理解了團(tuán)隊(duì)合作的重要性。對(duì)我們來(lái)說(shuō)，參加科學(xué)節(jié)是非常棒的決定！

 

扇葉數(shù)量對(duì)于能量轉(zhuǎn)化輸出功率的影響

Effect of blade number on the power output of awindmill generator.

設(shè)計(jì)構(gòu)思：

在這學(xué)期科學(xué)節(jié)的活動(dòng)中，我們感觸很多。對(duì)于我們而言，這是一次全方位的鍛煉。我們非常珍惜這次經(jīng)歷。我們?cè)跍?zhǔn)備階段幾乎一整天都呆在活動(dòng)教室——一遍遍反復(fù)修改報(bào)告，精心設(shè)計(jì)展示板，用心對(duì)待每一個(gè)環(huán)節(jié)。雖然對(duì)于高一的我們來(lái)說(shuō)，這次已經(jīng)取得了不錯(cuò)的成績(jī)，但我們還是發(fā)現(xiàn)自己有很多欠缺，特別是展示前的同學(xué)問(wèn)答環(huán)節(jié)。雖然大部分問(wèn)題我們都能一一回答，但有些問(wèn)題還是難住了我們。一名同學(xué)所提到的計(jì)算公式是我們所沒(méi)有想到的，也沒(méi)有進(jìn)行深入研究。賽事已過(guò)，最重要的莫過(guò)于從過(guò)往汲取經(jīng)驗(yàn)與啟發(fā)，并不斷學(xué)習(xí)新知識(shí)來(lái)提升自己的能力，充實(shí)自己。

 

03PART 三等獎(jiǎng)

研究英語(yǔ)詞匯量和雅思閱讀成績(jī)的關(guān)系

Impact of vocabulary size on Chinese high schoolstudents as a predictor of IELTS score.

設(shè)計(jì)構(gòu)思：

在這幾個(gè)月的科學(xué)節(jié)中，我們對(duì)雅思閱讀分?jǐn)?shù)和英語(yǔ)詞匯量之間的關(guān)系展開(kāi)了研究。通過(guò)收集高一、高二學(xué)生過(guò)去雅思閱讀考試成績(jī)以及網(wǎng)絡(luò)詞匯量的數(shù)據(jù)，我們運(yùn)用統(tǒng)計(jì)學(xué)卡方檢驗(yàn)原理檢測(cè)出了兩者之間存在的聯(lián)系，并畫(huà)出趨勢(shì)散點(diǎn)圖。由此發(fā)現(xiàn)大于 7000 的詞匯量才是嚴(yán)重影響閱讀成績(jī)的因素。

通過(guò)這次活動(dòng)，我們不僅得出了本次課題的結(jié)論，同時(shí)還積累了做學(xué)術(shù)研究的經(jīng)驗(yàn)，寫(xiě)學(xué)術(shù)論文，做學(xué)術(shù)展示的技巧。

 

飲食習(xí)慣與年齡之間的關(guān)系變化

An analysis of body satisfaction, self-esteem andregular eating habits.

設(shè)計(jì)構(gòu)思：

我們以調(diào)查問(wèn)卷的形式調(diào)查了大連王府高級(jí)中學(xué)內(nèi)部 73 名師生、部分校外家長(zhǎng)和朋友們。調(diào)查問(wèn)卷的問(wèn)題主要是關(guān)于人們的年齡、飲食習(xí)慣、對(duì)自己身材的看法、身材管理、對(duì)當(dāng)今社會(huì)現(xiàn)象的看法五大方面的問(wèn)題。我們對(duì)不同年齡的人進(jìn)行了分組，分別分析了這五組數(shù)據(jù)。

 

在這次調(diào)研中我們學(xué)會(huì)了如何更加高效地進(jìn)行長(zhǎng)期團(tuán)隊(duì)合作，在寫(xiě)論文、做調(diào)查、繪制海報(bào)、整理資料等方面都取得了不小的進(jìn)步，為未來(lái)出國(guó)留學(xué)的學(xué)習(xí)生活做了不少的鋪墊和練習(xí)。

為鼓勵(lì)學(xué)生積極參與科技節(jié)，并對(duì)同學(xué)們的成果給予肯定，學(xué)校準(zhǔn)備了豐厚的獎(jiǎng)品，并進(jìn)行了隆重的頒獎(jiǎng)儀式。國(guó)際部張?jiān)瓶ｉL(zhǎng)致總結(jié)發(fā)言，他高度贊揚(yáng)了同學(xué)們的精彩匯報(bào)。他驕傲于同學(xué)們?cè)谶M(jìn)行項(xiàng)目學(xué)習(xí)的過(guò)程中，所展現(xiàn)出的過(guò)硬的學(xué)術(shù)分析能力和流利的英語(yǔ)演講能力，并贊許同學(xué)們已具備海外大學(xué)大三、大四學(xué)生的科研能力，鼓勵(lì)同學(xué)們積極參與學(xué)校的各項(xiàng)活動(dòng)，抓住一切機(jī)會(huì)充分鍛煉自己的綜合能力。

 

From John Hamill

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DRS』s Science Fairprogramme is an excellent opportunity for students to choose an area ofinterest, conduct in-depth research and demonstrate problem solving,decision-making, and independent learning skills. It contributes to the strongacademic program of challenging courses and practical experiences on offer atDRS and prepares students for the next step when pursuing further education.This experience fosters students as active learners, and develops capabilitiesnot conventionally taught such as the ability to work independently. It alsoengages students in complex, challenging tasks allowing integration of learning,generation of knowledge, reflection and creation of a final product reflecting21st century global demands required of all students.

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Science Fair can be broken down into 3 main stages: aliterature review and scientific report, a project display board and finally anoral presentation with follow up questions. To assist students with these taskswe prepared a 『Science Fair Manual』 and set up an extra-curricular club thatmeets each Friday afternoon. The first few meetings of club focused on theacademic style expected. Science Fair has high standards in terms of content,structure, formatting and referencing. Students must follow the standardscientific process to design their project, collect data, conclude results, andanalyse validity in order to identify error and suggest improvements.

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Concurrent with Science Fair, the English Departmenthas developed an academic writing course which complements the programme toassist students in the reading of academic papers, as well as eliciting keyinformation pertinent to their chosen topic. Of course, club tutors have beenthere to provide ongoing English and scientific support as the projectsprogressed.

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In order to further develop not only the validity oftheir research, but also students』 abilities to make connections, all groupshave been encouraged to make industry contacts to discuss their project andgain advice from professionals. One group made video conference calls withAmazon Web Services in Sydney, Australia where they were able to be pointed inthe right direction on some issues as well as receive several useful resourcesfor their project. Another group contacted a gut microbiome testing laboratoryin Shanghai to help inform their initial background research.

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Some of the working titles for this year』s ScienceFair included:

• Efficiency comparison of using AI to manage a stock controlsystem versus stock count method employed in traditional commercial outlets.
• An analysis of body satisfaction, self-esteem and regulareating habits.
• Impact of vocabulary size on Chinese high school students asa predictor of IELTS score.
• An investigation into the bioburden load found on publicbathroom curtains.
• Effect of blade number on the power output of a windmillgenerator.
• Influence of camera pixel density on tracking quality of amotion capture programme.

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On Tuesday morning Science Fair students prepared forthe culmination of all their hard work. Reports were printed and bound, displayboards were finalised and displayed along-side supporting apparatus andquestionnaires. Then, all students and teachers were invited to an 『Open House』where they had the opportunity to mingle with the teams and discuss theirresearch and findings.

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Following the Open House, each team presented theirresearch in the Lecture Hall. All the teams preformed eloquent and professionalpitches of their projects and displayed their critical thinking abilities byevaluating their research to identify errors in their methodologies, areas forimprovement and recommendations as to why and how their work is important. Theyalso faced grilling questions from the panel of Judges.

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In summary, I am extremely proud of the effort andhard work all students in the Science Fair group have put in over the previoussix months to get to this point. I can safely say that everyone in attendanceof the presentations were suitably impressed with the results and I lookforward to leading the team next year and to continue to improve the standards.I hope to see some teams return to further develop their research. Well doneeveryone!

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大連王府高級(jí)中學(xué)國(guó)際部

讓學(xué)生成為

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真實(shí)世界的觀察者

不唯書(shū)本的探索者

未來(lái)世界的想象者

美好生活的踐行者