科学课10年级的学生需要运用他们所学的关于能量转化和创造性思维的知识来解决一个问题：如何让鸡蛋毫发无损地从15米的高度坠落？

In class, students have been learning about how energy is transformed between states. Combined with our Targeted Learning theme from November of Generating Ideas they were given the opportunity to create and test an actual solution to a problem.

学生们一直在课堂上学习各种形态的能量转换，在这些理论知识的基础上结合11月份激发创意的目标学习主题，他们有机会构建并测试问题的实际解决方案。

初建模型.

For this hands-on class activity, students were given the task of protecting an uncooked egg when dropped from a height of 15 meters.  To do this, they were given simple materials like cardboard boxes, packing tape, Styrofoam and paper.

在这一实践性的活动课上， 学生们的任务是让一枚从15米的高度扔下的生鸡蛋不受到任何损害。为了完成这项任务，我们为他们准备了一些简单的材料，如纸箱，包装胶带，塑料泡沫和纸张。

 

At the beginning, students designed a prototype and then used that to construct the model that they determined would best protect the egg when dropped from the fourth floor of our school building.  Of course, there was a real sense of competition as students worked in pairs to make sure that their creation actually protected the egg。

开始时，学生们设计并搭建了演示模型，他们十分确定按此模型操作可以在鸡蛋从学校四楼坠落的时候起到最好的保护作用。 因为实验是分组进行，学生在此过程中也体现出了很强的竞争意识，他们都想确保自己组的方案能真正起到保护鸡蛋的作用。

Once they got to the testing stage, the anticipation was high as students wanted to make sure that their design met the task of protecting the egg.  One member of the pair, went on the roof (with the approval of General Affairs and close supervision by the teacher and Principal) and let their invention fall to the ground below to the other partner.

在测试阶段，学生们对完成保护鸡蛋的任务都抱有很高的期望。 两名组员中的一名会走上屋顶（经总务批准并由老师和校长密切监督），然后让鸡蛋用他们的设计方案坠落到另一名组员手中。

There were some very different designs produced some red flags but all of the designs protected the egg.  In the discussion after the experiment was over the teachers and students wondered about increasing the amount of weight of the object they created and how that might affect the results.

虽然其中有几个方案在实验过程中出了一些小状况，但所有的设计都成功的保护了鸡蛋。在实验结束后的讨论中，老师和学生们提出了如果增加实验对象的重量会对实验结果产生怎样的影响这一假设。

This activity is typical of the “Do” step from the Know-Do-Understand model from BC curriculum that students are following in Science 10 and other subjects.  Earlier in the semester for their mid-term assessment, students constructed a cell-model out of “Slime” which they had made by themselves.  While this was a very different kind of test for our students, it is a good example of how teachers are not only building students “knowledge” but also their ability to apply to a real problem so that their deep understanding of the concepts can be increased.  What will these students be doing next?

这项活动所对应的是BC课程知道-完成-理解模式中的完成，是此模式在10年级科学课中的具体体现。在此前的期中测验时，学生们也用他们自己制作的“Slime”构建了一个细胞模型。虽然这对于学生来说是一种不同于寻常的测验，但它恰恰是一个很好的例子，很好的诠释了在我们学校，老师不仅要建立学生的“知识”体系，还要培养他们解决实际问题的能力，以增加他们对理论知识的深入理解。我们对于学生下一步的成就充满了期待。