教育 - 金山湾区华人 https://chinesebay.com/sf "Chinese" in SF "Bay" Area - ChineseBay.com Fri, 16 Feb 2024 14:48:26 +0000 en-US hourly 1 https://wordpress.org/?v=6.5.6 213489486 AFI讲座 – 李昌永:从北大到哈佛到美国民选法官 https://chinesebay.com/sf/afiwebinar-frombj-to-us/ Fri, 16 Feb 2024 14:48:26 +0000 https://chinesebay.com/sf/?p=324   直接注册讲座： https://us06web.zoom.us/webinar/register/WN_Pk9-YKZjS9yTnw8cG1Verw#/registration  

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]]> 324 Mrs. Pfahnl’s Bio A Lab: Fermentation 1 Yogurt https://chinesebay.com/sf/mrs-pfahnls-bio-a-lab-fermentation-1-yogurt/ https://chinesebay.com/sf/mrs-pfahnls-bio-a-lab-fermentation-1-yogurt/#respond Sat, 24 Dec 2022 21:55:30 +0000 https://chinesebay.com/sf/mrs-pfahnls-bio-a-lab-fermentation-1-yogurt/ Mrs. Pfahnl’s Bio A Lab: Fermentation 1 Yogurt

Fermentation does not require Oxygen. There are two types of fermentation: Lactic acid and alcohol. Yogurt making is similar to our muscle during excise which produces lactic acid.Purpose: Observe changes during milk fermentation process.Materials:1. Milk (Any kind. cow milk is the cheapest. Other milk will work.)2. Yogurt (It is the starter. Needs to be the same milk yogurt as the above. Greek Yogurt may be ideal for cow milk.)

3. Table sugar (Crystal sugar is the easiest to dissolve.)4. Clean cups (Dishwasher cleaned is ideal.)5. Measure cup and spoonProcedures:1. Label 4 cups 1-4;2. Add half cup of milk to each cup;3. Cup 1, no sugar;4. Cup 2, 1 tsp sugar;5. Cup 3, 1 tbsp sugar;6. Cup 4, 2 tbsp sugar;7. Add ½ tsp yogurt to each cup and mix well;8. Put the cups in oven and turn on the light;9. Observe in 12 h, 24 h

Four clean glass jars (dishwasher cleaned).Clean 1 teaspoon ( boiling water cleaned)

Add 1 teaspoon sugar in jar 2.

One clean tablespoon (boiling water cleaned)

Add 1 tablespoon sugar in jar 3. Then 2 tablespoons sugar in jar 4.

Half cup of milk.

Add milk to each jar.

Milk in all jars.Use a clean spoon to mix sugar into milk.Fresh Greek yogurt.

Add ½ teaspoon yogurt into each jar.Mix with clean spoon.

Put in oven.

Keep oven lights on.

Result:1. Pictures 34%;2. Data 33%;3. Presentation 33%.

Links:

Lactose and yogurt: https://pubmed.ncbi.nlm.nih.gov/1957819/

Yogurt and gut health https://www.sciencedirect.com/science/article/pii/B9780128051344000237

Yogurt story https://www.npr.org/sections/thesalt/2015/07/15/391927036/hey-yogurt-maker-whered-you-get-those-microbes#:~:text=By%20law%2C%20anything%20called%20%22yogurt,well%20as%20fruit%20and%20flavorings.)

Yogurt 100 year review https://pubmed.ncbi.nlm.nih.gov/29153184/

Anti cancer properties of yogurt https://pubmed.ncbi.nlm.nih.gov/31643163/

Yogurt is a Low glycemic index food https://pubmed.ncbi.nlm.nih.gov/28615381/

The post Mrs. Pfahnl’s Bio A Lab: Fermentation 1 Yogurt first appeared on 金山湾区华人.

]]> Mrs. Pfahnl’s Bio A Lab: Fermentation 1 Yogurt

Fermentation does not require Oxygen. There are two types of fermentation: Lactic acid and alcohol. Yogurt making is similar to our muscle during excise which produces lactic acid.
Purpose: Observe changes during milk fermentation process.
Materials:
1. Milk (Any kind. cow milk is the cheapest. Other milk will work.)
2. Yogurt (It is the starter. Needs to be the same milk yogurt as the above. Greek Yogurt may be ideal for cow milk.)

3. Table sugar (Crystal sugar is the easiest to dissolve.)
4. Clean cups (Dishwasher cleaned is ideal.)
5. Measure cup and spoon
Procedures:
1. Label 4 cups 1-4;
2. Add half cup of milk to each cup;
3. Cup 1, no sugar;
4. Cup 2, 1 tsp sugar;
5. Cup 3, 1 tbsp sugar;
6. Cup 4, 2 tbsp sugar;
7. Add ½ tsp yogurt to each cup and mix well;
8. Put the cups in oven and turn on the light;
9. Observe in 12 h, 24 h

Four clean glass jars (dishwasher cleaned).
Clean 1 teaspoon ( boiling water cleaned)

Add 1 teaspoon sugar in jar 2.

One clean tablespoon (boiling water cleaned)

Add 1 tablespoon sugar in jar 3. Then 2 tablespoons sugar in jar 4.

Half cup of milk.

Add milk to each jar.

Milk in all jars.
Use a clean spoon to mix sugar into milk.
Fresh Greek yogurt.

Add ½ teaspoon yogurt into each jar.
Mix with clean spoon.

Put in oven.

Keep oven lights on.

Result:
1. Pictures 34%;
2. Data 33%;
3. Presentation 33%.

Links:

Lactose and yogurt: https://pubmed.ncbi.nlm.nih.gov/1957819/

Yogurt and gut health https://www.sciencedirect.com/science/article/pii/B9780128051344000237

Yogurt story https://www.npr.org/sections/thesalt/2015/07/15/391927036/hey-yogurt-maker-whered-you-get-those-microbes#:~:text=By%20law%2C%20anything%20called%20%22yogurt,well%20as%20fruit%20and%20flavorings.)

Yogurt 100 year review https://pubmed.ncbi.nlm.nih.gov/29153184/

Anti cancer properties of yogurt https://pubmed.ncbi.nlm.nih.gov/31643163/

Yogurt is a Low glycemic index food https://pubmed.ncbi.nlm.nih.gov/28615381/

The post Mrs. Pfahnl’s Bio A Lab: Fermentation 1 Yogurt first appeared on 金山湾区华人.

]]> https://chinesebay.com/sf/mrs-pfahnls-bio-a-lab-fermentation-1-yogurt/feed/ 0 273 Mrs. Pfahnl’s BioA Lab Fermentation 2 Yeast Dough https://chinesebay.com/sf/mrs-pfahnls-bioa-lab-fermentation-2-yeast-dough/ https://chinesebay.com/sf/mrs-pfahnls-bioa-lab-fermentation-2-yeast-dough/#respond Sat, 24 Dec 2022 21:55:30 +0000 https://chinesebay.com/sf/mrs-pfahnls-bioa-lab-fermentation-2-yeast-dough/ Mrs. Pfahnl’s BioA Lab: Fermentation 2 Yeast Dough

Yeast is an eukaryote. It is a single cell fungi. Bacteria is a prokaryote.

The products from yeast fermentation are carbon dioxide and ethanol. This is why using store bought yeast you can make bread without sour taste. The carbon dioxide in the dough causes the volume to rise.

Sourdough is fermented by a mixture of bacteria and acid tolerable yeast. Similar to bacteria making yogurt, lactatic acid is one of the byproducts. That is why it tastes sour. It takes longer time for yeast in sourdough to produce carbon dioxide and ethanol.

Purpose:

Observe yeast fermentation process.

Materials:

1. Commercially available yeast product within expiration date

2. All purpose flour or bread flour

3. water

4. sugar

7. measurement tools

8. four dishwasher cleaned clear cups or jars at least 2 cups in volume

9. ruler

10. marker

Prodecure:

1. Label cups 1-4

2. Addd 0, ½teaspoon, 1 teaspoon and 2 teaspoon sugar into the 1-4 cups separately

3. Add half cup of room temperature water into each cup

4. Stir and make sure liquid becomes clear

5. Add ¼ teaspoon of yeast to each cup

6. Stir and let it sit for about 5 min (Activation of yeast activity, or waking up yeast from dormant state.)

7. Add half a cup of all purpose or bread flour to each cup and mix well

8. Let sit for a couple of min for the dough to settle to the bottom of the cup

9. Use a marker to mark the level

10. Keep it at room temperature and observe how the dough rise, mark the dough level on cups at 0.5h, 1h, 1.5h, 2h, 2.5h, 3 h, 3.5 h, 4h, 12 h

11. Use a ruler to mearure the height at each time point

12. Make a graph based on your data: X= time points, Y= rising dough level comparing with the original dough level. Use different color of simbol to represent different sugar level.

Grading:

1. Three Pictures 34%

2. Data and graph 33%

3. Presentation in Flipgrid 33%

Reference:

Bread Chemistry https://www.compoundchem.com/2016/01/13/bread/ Yeast and bread https://www.thekitchn.com/the-science-behind-yeast-and-how-it-makes-bread-rise-226483

Bread making https://www.theguardian.com/science/blog/2009/nov/26/science-breadmaking

Science of sourdough bread https://www.scientificamerican.com/article/the-science-of-sourdough-how-microbes-enabled-a-pandemic-pastime/

Global sourdough project http://robdunnlab.com/projects/sourdough/

Making sourdough bread https://www.theguardian.com/science/2020/may/23/the-science-of-making-sourdough-bread

Biology of sourdough https://www.discovermagazine.com/planet-earth/the-biology-of-sourdough

Intro video for sourdough https://www.youtube.com/watch?v=i6rdK_3_8Wg

Beginner sourdough video https://www.youtube.com/watch?v=BJEHsvW2J6M

Science behind sourdough https://www.youtube.com/watch?v=l_8UDwFETZo

UC Davis sourdough secretes https://www.youtube.com/watch?v=y5xOpss4j5E

CNBC repot on Sourdough bread https://www.youtube.com/watch?v=nX6SAH3w6UI

Mrs. Pfahnl's experiment

1. four clean jars2. 1/2 teaspoon sugar into jar 2

3. 1 teaspoon sugar in jar 3, then 2 teaspoons sugar in jar 44. Add half cup water in each jar 5. sugar is not dissolved

6. use spoon to stir for sugar to dissolve 7. sugar dissolved in water completely

8. commercially available yeast 9. Add ¼ teaspoon yeast in each jar10. Yeast floating on top11. Use spoon to stir and mix yeast into water

12. Add half cup of flour to each jar13. use chopstick to stir and mix flour into liquid 14. Since the jar is almost full I transferred the content to a bigger jar.15. Mark the original level of the mixture 16. Record time and temperature17. At ½ hour, increased about 2 mm
18. At 1 hour, increased about 1 cm

19. At 2 hours it almost filled the whole jar.

20. At 11 hours, the level actually falling. 21. From 11 h to 25h they were left in 4 C refrigerator. Jar 1 and 2 fall to 1 h level, but 4 and 5 only dropped half a cm.

The post Mrs. Pfahnl’s BioA Lab Fermentation 2 Yeast Dough first appeared on 金山湾区华人.

]]> Mrs. Pfahnl’s BioA Lab: Fermentation 2 Yeast Dough

Yeast is an eukaryote. It is a single cell fungi. Bacteria is a prokaryote.

The products from yeast fermentation are carbon dioxide and ethanol. This is why using store bought yeast you can make bread without sour taste. The carbon dioxide in the dough causes the volume to rise.

Sourdough is fermented by a mixture of bacteria and acid tolerable yeast. Similar to bacteria making yogurt, lactatic acid is one of the byproducts. That is why it tastes sour. It takes longer time for yeast in sourdough to produce carbon dioxide and ethanol.

Purpose:

Observe yeast fermentation process.

Materials:

1. Commercially available yeast product within expiration date

2. All purpose flour or bread flour

3. water

4. sugar

7. measurement tools

8. four dishwasher cleaned clear cups or jars at least 2 cups in volume

9. ruler

10. marker

Prodecure:

1. Label cups 1-4

2. Addd 0, ½teaspoon, 1 teaspoon and 2 teaspoon sugar into the 1-4 cups separately

3. Add half cup of room temperature water into each cup

4. Stir and make sure liquid becomes clear

5. Add ¼ teaspoon of yeast to each cup

6. Stir and let it sit for about 5 min (Activation of yeast activity, or waking up yeast from dormant state.)

7. Add half a cup of all purpose or bread flour to each cup and mix well

8. Let sit for a couple of min for the dough to settle to the bottom of the cup

9. Use a marker to mark the level

10. Keep it at room temperature and observe how the dough rise, mark the dough level on cups at 0.5h, 1h, 1.5h, 2h, 2.5h, 3 h, 3.5 h, 4h, 12 h

11. Use a ruler to mearure the height at each time point

12. Make a graph based on your data: X= time points, Y= rising dough level comparing with the original dough level. Use different color of simbol to represent different sugar level.

Grading:

1. Three Pictures 34%

2. Data and graph 33%

3. Presentation in Flipgrid 33%

Reference:

Bread Chemistry https://www.compoundchem.com/2016/01/13/bread/ Yeast and bread https://www.thekitchn.com/the-science-behind-yeast-and-how-it-makes-bread-rise-226483

Bread making https://www.theguardian.com/science/blog/2009/nov/26/science-breadmaking

Science of sourdough bread https://www.scientificamerican.com/article/the-science-of-sourdough-how-microbes-enabled-a-pandemic-pastime/

Global sourdough project http://robdunnlab.com/projects/sourdough/

Making sourdough bread https://www.theguardian.com/science/2020/may/23/the-science-of-making-sourdough-bread

Biology of sourdough https://www.discovermagazine.com/planet-earth/the-biology-of-sourdough

Intro video for sourdough https://www.youtube.com/watch?v=i6rdK_3_8Wg

Beginner sourdough video https://www.youtube.com/watch?v=BJEHsvW2J6M

Science behind sourdough https://www.youtube.com/watch?v=l_8UDwFETZo

UC Davis sourdough secretes https://www.youtube.com/watch?v=y5xOpss4j5E

CNBC repot on Sourdough bread https://www.youtube.com/watch?v=nX6SAH3w6UI

Mrs. Pfahnl’s experiment

1. four clean jars2. 1/2 teaspoon sugar into jar 2

3. 1 teaspoon sugar in jar 3, then 2 teaspoons sugar in jar 4
4. Add half cup water in each jar
5. sugar is not dissolved

6. use spoon to stir for sugar to dissolve 7. sugar dissolved in water completely

8. commercially available yeast
9. Add ¼ teaspoon yeast in each jar
10. Yeast floating on top11. Use spoon to stir and mix yeast into water

12. Add half cup of flour to each jar
13. use chopstick to stir and mix flour into liquid
14. Since the jar is almost full I transferred the content to a bigger jar.
15. Mark the original level of the mixture
16. Record time and temperature
17. At ½ hour, increased about 2 mm
18. At 1 hour, increased about 1 cm

19. At 2 hours it almost filled the whole jar.

20. At 11 hours, the level actually falling. 21. From 11 h to 25h they were left in 4 C refrigerator. Jar 1 and 2 fall to 1 h level, but 4 and 5 only dropped half a cm.

The post Mrs. Pfahnl’s BioA Lab Fermentation 2 Yeast Dough first appeared on 金山湾区华人.

]]> https://chinesebay.com/sf/mrs-pfahnls-bioa-lab-fermentation-2-yeast-dough/feed/ 0 274 Mrs. Pfahnl’s Bio A Lab DNA Extraction https://chinesebay.com/sf/mrs-pfahnls-bio-a-lab-dna-extraction/ https://chinesebay.com/sf/mrs-pfahnls-bio-a-lab-dna-extraction/#respond Sat, 24 Dec 2022 21:55:30 +0000 https://chinesebay.com/sf/mrs-pfahnls-bio-a-lab-dna-extraction/ Mrs. Pfahnl’s Bio A Lab DNA Extraction

Purpose: Extract DNA from fruits at home.

Materials:

1. Dish wash detergent 1 tablespoon

2. Salt 1 tablespoon

3. Water 1 cup

4. One new ziplock bag (sandwich or freezer bag)

5. Strainer (cheesecloth or paper towels will work as well)

6. Antiseptic rubbing alcohol (isopropyl alcohol) at least 70% About ⅛ to ¼ cup

or triple distilled Voldka (ethanol) half a cupkeep it in freezer before starting the experiment ​
7. Clean transparent glass cup

8. Toothpick or fork

9. Clean measuring tools (spoons and cups)

10. Half of a banana

Or 4-5 strawberries without stems
Or a kiwi without skin

Procedures:

1. Add detergent, salt and water into a ziplock bag and mix well

2. Add fruits into the bag, let out as much air as possible, lay flat on counter and smash into small pieces with fingers

3. Use strainer to filter out the fibers and leave liquid mixture in a cup (about a cup). If cheesecloth or paper towels is used, volume may be less.

4. Measure half cup of the mixture liquid (from step 3)

5. Measure ⅛ to ¼ cup freezer cold antiseptic alcohol or half cup of triple distilled Voldka

6. Pour the cold alcohol (from step 5) along the side of the cup to create a clear layer on top of the liquid (step 4)

7. Do not disturb. Wait and observe for a few minutes.

8. Use toothpick to fish out DNA strands

Reference video

https://youtu.be/ojGRBQ2FjP8

https://youtu.be/sFD1gUHMYwU

Note：

1.The function of salt is to distrupt the structure of plant cell wall, so it becomes permeable for detergent to have contact with cell membrame.

2. The function of detergent is to disove cell membrane and nuclear envolop to release DNA from the nucleus.

3. Filtration by strainer is to separate cell wall and DNA mixture.

4. DNA is not soluable in cold and high concentration of cold alcohol.

5. Alcohol is lighter than water. Thus, the cold alcohol will float on top of the DNA mixture in step 6. However, alcohol is soluable in water, pouring alcohol slowly along the edge of the cup is necessary to prevent it from mixing with water.

6. DNA in mixture of step 4 enters alcohol layer of step 6 through difusion process. DNA will appear in the alcohol layer due to precipitaion.

7. Plant genomic DNA strands are very long. After enough DNA precipitated in the alcohol layer, the long strands may tangle together and easily be picked out.

8. Overall, this is a fun experiment for students to learn and understand DNA.

The post Mrs. Pfahnl’s Bio A Lab DNA Extraction first appeared on 金山湾区华人.

]]> Mrs. Pfahnl’s Bio A Lab DNA Extraction

Purpose: Extract DNA from fruits at home.

Materials:

1. Dish wash detergent 1 tablespoon

2. Salt 1 tablespoon

3. Water 1 cup

4. One new ziplock bag (sandwich or freezer bag)

5. Strainer (cheesecloth or paper towels will work as well)

6. Antiseptic rubbing alcohol (isopropyl alcohol) at least 70% About ⅛ to ¼ cup

or triple distilled Voldka (ethanol) half a cup
keep it in freezer before starting the experiment ​

7. Clean transparent glass cup

8. Toothpick or fork

9. Clean measuring tools (spoons and cups)

10. Half of a banana

Or 4-5 strawberries without stems

Or a kiwi without skin

Procedures:

1. Add detergent, salt and water into a ziplock bag and mix well

2. Add fruits into the bag, let out as much air as possible, lay flat on counter and smash into small pieces with fingers

3. Use strainer to filter out the fibers and leave liquid mixture in a cup (about a cup). If cheesecloth or paper towels is used, volume may be less.

4. Measure half cup of the mixture liquid (from step 3)

5. Measure ⅛ to ¼ cup freezer cold antiseptic alcohol or half cup of triple distilled Voldka

6. Pour the cold alcohol (from step 5) along the side of the cup to create a clear layer on top of the liquid (step 4)

7. Do not disturb. Wait and observe for a few minutes.

8. Use toothpick to fish out DNA strands

Reference video

https://youtu.be/ojGRBQ2FjP8

https://youtu.be/sFD1gUHMYwU

Note：

1.The function of salt is to distrupt the structure of plant cell wall, so it becomes permeable for detergent to have contact with cell membrame.

2. The function of detergent is to disove cell membrane and nuclear envolop to release DNA from the nucleus.

3. Filtration by strainer is to separate cell wall and DNA mixture.

4. DNA is not soluable in cold and high concentration of cold alcohol.

5. Alcohol is lighter than water. Thus, the cold alcohol will float on top of the DNA mixture in step 6. However, alcohol is soluable in water, pouring alcohol slowly along the edge of the cup is necessary to prevent it from mixing with water.

6. DNA in mixture of step 4 enters alcohol layer of step 6 through difusion process. DNA will appear in the alcohol layer due to precipitaion.

7. Plant genomic DNA strands are very long. After enough DNA precipitated in the alcohol layer, the long strands may tangle together and easily be picked out.

8. Overall, this is a fun experiment for students to learn and understand DNA.

The post Mrs. Pfahnl’s Bio A Lab DNA Extraction first appeared on 金山湾区华人.

]]> https://chinesebay.com/sf/mrs-pfahnls-bio-a-lab-dna-extraction/feed/ 0 275 雷春杂文：mRNA疫苗科普 https://chinesebay.com/sf/%e9%9b%b7%e6%98%a5%e6%9d%82%e6%96%87%ef%bc%9amrna%e7%96%ab%e8%8b%97%e7%a7%91%e6%99%ae/ https://chinesebay.com/sf/%e9%9b%b7%e6%98%a5%e6%9d%82%e6%96%87%ef%bc%9amrna%e7%96%ab%e8%8b%97%e7%a7%91%e6%99%ae/#respond Sat, 24 Dec 2022 21:55:30 +0000 https://chinesebay.com/sf/%e9%9b%b7%e6%98%a5%e6%9d%82%e6%96%87%ef%bc%9amrna%e7%96%ab%e8%8b%97%e7%a7%91%e6%99%ae/ 雷春杂文：mRNA疫苗科普

写于2020年感恩节前夕

前言

人体的防御系统，是一个有条有理、精确细致的复杂体系。

如果拿司法和军队做比喻，对于少量的，对国家整体安全威胁不大的“不法分子”, 一些白细胞警察会自动将它们“逮捕”、“法办”。这相当于解决国家内部问题、甚至国际间谍组织的活动。免疫学称作先天免疫Innate immunity。以上这些长相不同的白细胞，是身体的第一道安全防线。

但是，如果边防哨所的巡逻兵或者散布各地的特工人员（抗体），发现了敌人（抗原），入侵国家边境或者企图制造恐怖袭击时，会上报“军事领导”，组织“擒拿”、“防御”或“反攻”。这种防御机制，根据事态的严重性，需要调集不同的军事、政治力量。免疫学称作后天免疫adaptive immunity。疫苗是帮助身体建立后天免疫adaptive immunity的一个途径。其中，B细胞和T细胞是两大不同但又互作的防御力量，如果说B细胞是冲锋陷阵的海陆军官兵，T细胞可以说成是高级指挥、国家安全部、国防部，以及具有大规模杀伤力的“空军”甚至“航母”；B细胞具有快速反应能力，T细胞面向全局。

第一部分 免疫反应之一 ：海陆军短刃相接

体液免疫Humoral Immunity

这个图显示：由B细胞演化来的浆细胞大量产生抗体的过程。

B细胞表面的抗体对病源的识别，相当于边防哨所的官兵捕抓了间谍或小股敌军。经过严密审讯，敌军的信息被写成报告（抗源和MHC分子结合），报给有军事指挥权的上级（成熟T细胞 a mature matching T-cell）。军事长官（T细胞）认定敌军的意图后，（通过细胞因子cytokines）下达指令，增加识别这种敌人的边防部队（大量增殖对这种抗源有特异性的B细胞），其中的武装部队（浆细胞plasma cell）对所有发现的敌军展开进攻（释放抗体），力图在敌人还没站住脚的时候，一举将其消灭。同时，设置专门应对这类敌人的机构（记忆B细胞Memory B Cell）。这个图显示：B细胞会演变成两类：记忆B细胞和浆细胞。记忆B细胞对病源的再次入侵会有极快的反应，产生大量的抗体，迅速铲除病源。

第二部分 免疫反应之二：空军或航母作战

细胞免疫Cell Mediated Immunity

这个图显示：T细胞演化成杀手T细胞（Killer T Cell）又称细胞毒性T细胞（CCytotoxic T cell）的过程。

当敌人已经突破第一道海陆军防线，集结于境内（侵入细胞）后，炮兵坦克军（巨噬细胞macrophage）开始围攻被敌军占领的地区（被感染的细胞），在消灭并抓捕到其司令头子后，向国防部（记忆T细胞Memory T Cell）呈递战略部署文件（抗源-MHC与记忆T细胞受体结合），同时，也向国家安全部 (辅助 T细胞Helper T Cell) 提供信息（抗源-MHC与辅助T细胞受体结合）。国家安全部 (辅助T细胞)发信息（细胞因子Cytokines）给国防部（记忆T细胞），确定敌人的规模（大量被感染的细胞）后，集结空军（增殖T细胞），根据地标（感染细胞表面的抗源标记），通过轰炸机投放毒气弹（杀手T细胞释放细胞因子），歼灭整个阵营的敌人（杀死被感染的细胞）。同时，国防部（记忆T细胞）对敌人备案，时刻监控，一旦再度入侵，会迅速出击，消灭敌人于初期。

第三部分：抗原和抗体

Antigen and Antibody

这个图显示：抗原和抗体是一把钥匙开一把锁的关系，有精准的特异性。

这个图显示抗体的三种作用：1. 中和作用，抗体阻止病毒或者毒性蛋白与受体细胞结合；2. 协助吞噬作用，病源菌或病毒，因抗体的附着而被识别并吞噬；3. 补体系统作用，抗体的附着直接导致病原表面形成孔洞而解体。

这个图显示：巨噬细胞不仅吞入病菌或者受病毒感染的细胞，还会帮助免疫细胞识别这些入侵者。

第四部分 传统灭活疫苗、减活疫苗和病毒载体疫苗

传统的灭活疫苗，以流感RNA病毒为例，是经过在受精的鸡蛋胚胎中生长、分离后，在一定的温度作用下导致其失去活性，再注入人体的。人体的免疫系统，识别表面蛋白，对它产生免疫反应，制造浆细胞和记忆B细胞。因为流感RNA变异很快，每年流行的病毒表面蛋白的结构都有变化，必须每年都预测后重组疫苗。包括的病毒种类越多，有效性越好，目前有四价疫苗。这种传统疫苗生产的周期比较长，对鸡蛋过敏的人不适合打。

减活疫苗是致病的病毒在更换宿主及传代的过程中“减活”，毒性和繁殖力减弱，但抗原保持不变。流感减活病毒是鸡的胚胎里繁殖的。病毒学家Shen博士说：“新冠病毒减活疫苗的风险很大。一旦减活的程度不够，或者新冠减活病毒在体内由于某些原因活得更多活力，反而就真的正常感染了从而传播更多其他人。病情也可能恶化。所以现在一般比较严重（传染风险或者发病后果比较严重）的传染病，如果有其他疫苗的选择余地，不要用减活疫苗的形式。”

进入临床试验的病毒载体新冠疫苗，有腺病毒和RSV两种病毒载体新冠疫苗，病毒载体将新冠的S蛋白遗传物质带入细胞，迫使受感染的细胞表达新冠S蛋白，诱发免疫反应。

免疫力低的人不合适用任何活病毒疫苗。

病毒再次侵袭时，记忆B细胞会迅速繁殖特异的浆细胞、产生大量抗体。记忆T细胞也会在识别感染的细胞后迅速投毒，杀死被感染的细胞。

第五部分 新冠mRNA疫苗

这个图显示：新冠病毒表面的突起蛋白(Spike Protein)，简称S蛋白，是诱发免疫反应的主要因素。这种蛋白还有不同的亚基（subunit）。制造mRNA疫苗的公司，首先，要根据S蛋白的立体空间结构及序列的保守性设计最佳抗原；其次，要设计5’ Cap端的非蛋白翻译序列，保证其在细胞中的高产性及分子的稳定性；第三，要设计出最佳的多A尾巴（Poly A Tail）的长度，使得人工合成的mRNA分子在细胞中有较长的不被降解的时间，达到大量产生S蛋白，诱发免疫反应的目的。

这个图显示：裸露的mRNA很容易被空气中、水中无处不在的RNA酶降解，几乎不可能直接注射后到达细胞内部，翻译蛋白。它需要保护和载体。mRNA疫苗是利用纳米脂质的包装来避免被RNA酶降解的。脂质作为载体，起着保护和运输两个作用。

这个图显示：脂质包装的mRNA与细胞膜融合后进入细胞，并利用细胞的蛋白合成系统生产S蛋白。

这个图显示：细胞分泌的游离于体液的S蛋白会诱导B细胞产生抗体，并产生记忆B细胞。图中没有显示的情况还有，细胞膜表面的S蛋白，会诱发T细胞的免疫反应，产生记忆T细胞，为杀死被病毒入侵的细胞做准备。

大部分mRNA在人体细胞里的寿命只有几分钟，这是高等生物的基因调控机制的一部分。因此，相当长的时间里，几乎没有人认为mRNA可以制作成疫苗。

经过三十多年科学家们的不断努力，mRNA疫苗的关键技术有了突破：

1.设计合成的mRNA的稳定性相对较好，不容易被降解失活；

2.融合进入细胞后，其寿命和翻译蛋白的活性延长至几天；

3. 包装mRNA的脂质（lipid）是正电纳米粒子，不仅稳定性好，可以保护负电的mRNA，还可以和双层负电磷酸酯（phosphate lipid bilayer）细胞膜亲和，帮助mRNA输入细胞。

纳米脂质如果过大，不容易降解，对细胞会有毒性；如果过小，对mRNA的保护性、以及与细胞膜的融合性都会差。Pfizer和Maderna两家公司在这方面的技术会有一些差异。
Pfizer的疫苗稳定性差，需要零下负70摄氏度的低温保存，而Moderna可以在零下20摄氏度保存6个月。其差异很可能是脂质大小不同。Pfizer虽然稳定性差，但因为脂质较小、降解快，副作用也就相对轻一点。

这个图显示：第二次注射疫苗会大大增加记忆细胞的数量，为抗体的产生和杀手细胞的形成提供条件，达到防病毒侵害的目的。

Pfizer的mRNA疫苗图示。

AstraZeneca的腺病毒载体新冠疫苗图示。

AstraZeneca公司的腺病毒作为载体的新冠疫苗也在临床实验中取得了很大成功。腺病毒载体将新冠的S蛋白序列的DNA带入细胞，进入细胞核，转录成mRNA，迫使受感染的细胞表达新冠S蛋白，并被分泌到细胞表面和细胞外，诱导记忆T细胞、记忆B细胞以及抗体的产生。因为DNA比较稳定，腺病毒新冠疫苗的优点是可以常温保存，便于运输。

第六部分 mRNA疫苗的功过

从理论上说，mRNA的作用有以下几种考虑：

1. 脂质的毒性。这些人工合成的脂质，作为载体，将侵入细胞。注射部位的细胞种类不同，对这种脂质的反应也就不同。脂质颗粒越大，毒性越大，降解也越慢。目前看到的两家公司的临床结果，副作用时间不长，都在可以耐受范围内。

2. mRNA的序列和翻译的蛋白也可能造成某种反应。有篇文章中提到通过加入RNA复制酶系列来延长蛋白质产出时间。这解释了一般只能存在几分钟的mRNA，如何在几天后还能翻译生产蛋白。这种酶不是人体本身有的，是否会被人体免疫系统识别，造成没有预料到的反应，还需要观察。

3. mRNA疫苗没有逆转录酶的序列，侵入人体细胞的基因组的可能性为零。这是优于有逆转录酶的RNA病毒载体，以及DNA载体疫苗的地方。

4. mRNA疫苗保存和运输所需的低温，如果没有严格执行，不知会造成什么样的毒副作用；或者打了无效，也会是负面的因素。

5. ADE（Antibody-dependent enhancement）抗体依赖的增强作用是“非中和性抗体”附着病毒后吸引巨噬细胞吞噬，但又不导致其降解，反而在细胞内复制，造成更大感染性的副作用。今年5月发表在自然杂志上的文章，综述了疫苗和抗体的ADE致病机理。二期和三期临床会对ADE进行深入观察和研究，疫苗公司在这方面应该不敢马虎。目前出结果的三家公司（Pfizer、Moderna和AstraZeneca）还没有病例。图示：疫苗和抗体的ADE致病机理。

这张图显示：RBD部分是S蛋白的免疫识别位点，也是mRNA疫苗的序列设计部分。相对整个病毒或者完整的S蛋白，利用RBD亚基subunit序列制造的疫苗，不容易诱发非中和性抗体的产生，ADE副作用的可能性也就大大降低了。

结束语

mRNA疫苗是一个全新的疫苗，在过去的三十多年间，从科学研究角度，有了极大的发展。这次新冠的肆虐，给了它大展身手的机会，但也给人们心理带来不小的挑战。是否相信它的安全性、可靠性和有效性，成了民众关切的话题。

我这篇科普文章的目的不是给你一个确切的答案，而是希望大家根据科学知识来为自己的健康做决定。即使在医学界，也有赞同和反对的声音。

我先生作为医生，接触到无症状有感染性的新冠病人的机会较高，他会义无反顾地接受第一批疫苗。我作为全职高中老师，在过去的几个月，已经和新冠学生擦肩而过了几次，心有余悸，如果有疫苗可以接种，我不会错过时机。

希望大家都安全度过这个难关，曙光在前。

感恩节快乐！

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3597572/#!po=0.510204

https://www.nature.com/articles/nrd.2017.243

https://www.nature.com/articles/s41541-020-0159-8

https://www.nature.com/articles/s41564-020-00789-5.pdf

https://en.m.wikipedia.org/wiki/Humoral_immunity

https://en.m.wikipedia.org/wiki/Cell-mediated_immunity

https://en.m.wikipedia.org/wiki/Antigen

https://www.vaccines.gov/basics/types

https://openstax.org/books/concepts-biology/pages/17-3-adaptive-immunity#fig-ch17_03_04

https://www.cdc.gov/coronavirus/2019-ncov/vaccines/different-vaccines/how-they-work.html?CDC_AA_refVal=https%3A%2F%2Fwww.cdc.gov%2Fcoronavirus%2F2019-ncov%2Fvaccines%2Fabout-vaccines%2Fhow-they-work.html

https://www.cdc.gov/coronavirus/2019-ncov/vaccines/different-vaccines/mRNA.html

https://www.cell.com/cell/fulltext/S0092-8674(20)31237-X

https://www.pei.de/SharedDocs/Downloads/EN/newsroom-en/dossiers/ppt-erste-studie-sars-cov-2-impfstoff-en.pdf?__blob=publicationFile&v=7

https://pfe-pfizercom-d8-prod.s3.amazonaws.com/PFIZER-MRNA_Vaccine-COVID_Infographic_final_square.png

https://www.pfizer.com/news/hot-topics/covid_19_vaccine_u_s_distribution_fact_sheet

https://www.nejm.org/doi/full/10.1056/nejmoa2022483 (Moderna Clinical trial result)

https://www.modernatx.com/modernas-work-potential-vaccine-against-covid-19

https://www.astrazeneca.com/media-centre/press-releases/2020/azd1222hlr.html

https://www.statnews.com/2020/11/10/the-story-of-mrna-how-a-once-dismissed-idea-became-a-leading-technology-in-the-covid-vaccine-race/

https://www.wsj.com/articles/moderna-and-pfizer-are-reinventing-vaccines-starting-with-covid-11605638892

https://www.cnbc.com/2020/11/23/covid-vaccine-cdc-should-warn-people-the-side-effects-from-shots-wont-be-walk-in-the-park-.html

https://www.biospace.com/article/another-covid-19-vaccine-joins-the-race-this-time-it-s-a-live-weakened-virus/

http://life.nthu.edu.tw/~bioclass/files/980111%20class-1.pdf

https://www.raps.org/news-and-articles/news-articles/2020/3/covid-19-vaccine-tracker

https://www.washingtonpost.com/graphics/2020/health/covid-vaccine-update-coronavirus/

https://www.mdpi.com/2076-393X/8/3/404/htm

The post 雷春杂文：mRNA疫苗科普 first appeared on 金山湾区华人.

]]> 雷春杂文：mRNA疫苗科普

写于2020年感恩节前夕

前言

人体的防御系统，是一个有条有理、精确细致的复杂体系。

如果拿司法和军队做比喻，对于少量的，对国家整体安全威胁不大的“不法分子”, 一些白细胞警察会自动将它们“逮捕”、“法办”。这相当于解决国家内部问题、甚至国际间谍组织的活动。免疫学称作先天免疫Innate immunity。以上这些长相不同的白细胞，是身体的第一道安全防线。

但是，如果边防哨所的巡逻兵或者散布各地的特工人员（抗体），发现了敌人（抗原），入侵国家边境或者企图制造恐怖袭击时，会上报“军事领导”，组织“擒拿”、“防御”或“反攻”。这种防御机制，根据事态的严重性，需要调集不同的军事、政治力量。免疫学称作后天免疫adaptive immunity。疫苗是帮助身体建立后天免疫adaptive immunity的一个途径。其中，B细胞和T细胞是两大不同但又互作的防御力量，如果说B细胞是冲锋陷阵的海陆军官兵，T细胞可以说成是高级指挥、国家安全部、国防部，以及具有大规模杀伤力的“空军”甚至“航母”；B细胞具有快速反应能力，T细胞面向全局。

第一部分 免疫反应之一 ：海陆军短刃相接

体液免疫Humoral Immunity

这个图显示：由B细胞演化来的浆细胞大量产生抗体的过程。

B细胞表面的抗体对病源的识别，相当于边防哨所的官兵捕抓了间谍或小股敌军。经过严密审讯，敌军的信息被写成报告（抗源和MHC分子结合），报给有军事指挥权的上级（成熟T细胞 a mature matching T-cell）。军事长官（T细胞）认定敌军的意图后，（通过细胞因子cytokines）下达指令，增加识别这种敌人的边防部队（大量增殖对这种抗源有特异性的B细胞），其中的武装部队（浆细胞plasma cell）对所有发现的敌军展开进攻（释放抗体），力图在敌人还没站住脚的时候，一举将其消灭。同时，设置专门应对这类敌人的机构（记忆B细胞Memory B Cell）。这个图显示：B细胞会演变成两类：记忆B细胞和浆细胞。记忆B细胞对病源的再次入侵会有极快的反应，产生大量的抗体，迅速铲除病源。

第二部分 免疫反应之二：空军或航母作战

细胞免疫Cell Mediated Immunity

这个图显示：T细胞演化成杀手T细胞（Killer T Cell）又称细胞毒性T细胞（CCytotoxic T cell）的过程。

当敌人已经突破第一道海陆军防线，集结于境内（侵入细胞）后，炮兵坦克军（巨噬细胞macrophage）开始围攻被敌军占领的地区（被感染的细胞），在消灭并抓捕到其司令头子后，向国防部（记忆T细胞Memory T Cell）呈递战略部署文件（抗源-MHC与记忆T细胞受体结合），同时，也向国家安全部 (辅助 T细胞Helper T Cell) 提供信息（抗源-MHC与辅助T细胞受体结合）。国家安全部 (辅助T细胞)发信息（细胞因子Cytokines）给国防部（记忆T细胞），确定敌人的规模（大量被感染的细胞）后，集结空军（增殖T细胞），根据地标（感染细胞表面的抗源标记），通过轰炸机投放毒气弹（杀手T细胞释放细胞因子），歼灭整个阵营的敌人（杀死被感染的细胞）。同时，国防部（记忆T细胞）对敌人备案，时刻监控，一旦再度入侵，会迅速出击，消灭敌人于初期。

第三部分：抗原和抗体

Antigen and Antibody


这个图显示：抗原和抗体是一把钥匙开一把锁的关系，有精准的特异性。


这个图显示抗体的三种作用：1. 中和作用，抗体阻止病毒或者毒性蛋白与受体细胞结合；2. 协助吞噬作用，病源菌或病毒，因抗体的附着而被识别并吞噬；3. 补体系统作用，抗体的附着直接导致病原表面形成孔洞而解体。


这个图显示：巨噬细胞不仅吞入病菌或者受病毒感染的细胞，还会帮助免疫细胞识别这些入侵者。

第四部分 传统灭活疫苗、减活疫苗和病毒载体疫苗


传统的灭活疫苗，以流感RNA病毒为例，是经过在受精的鸡蛋胚胎中生长、分离后，在一定的温度作用下导致其失去活性，再注入人体的。人体的免疫系统，识别表面蛋白，对它产生免疫反应，制造浆细胞和记忆B细胞。因为流感RNA变异很快，每年流行的病毒表面蛋白的结构都有变化，必须每年都预测后重组疫苗。包括的病毒种类越多，有效性越好，目前有四价疫苗。这种传统疫苗生产的周期比较长，对鸡蛋过敏的人不适合打。

减活疫苗是致病的病毒在更换宿主及传代的过程中“减活”，毒性和繁殖力减弱，但抗原保持不变。流感减活病毒是鸡的胚胎里繁殖的。病毒学家Shen博士说：“新冠病毒减活疫苗的风险很大。一旦减活的程度不够，或者新冠减活病毒在体内由于某些原因活得更多活力，反而就真的正常感染了从而传播更多其他人。病情也可能恶化。所以现在一般比较严重（传染风险或者发病后果比较严重）的传染病，如果有其他疫苗的选择余地，不要用减活疫苗的形式。”

进入临床试验的病毒载体新冠疫苗，有腺病毒和RSV两种病毒载体新冠疫苗，病毒载体将新冠的S蛋白遗传物质带入细胞，迫使受感染的细胞表达新冠S蛋白，诱发免疫反应。

免疫力低的人不合适用任何活病毒疫苗。

病毒再次侵袭时，记忆B细胞会迅速繁殖特异的浆细胞、产生大量抗体。记忆T细胞也会在识别感染的细胞后迅速投毒，杀死被感染的细胞。

第五部分 新冠mRNA疫苗

这个图显示：新冠病毒表面的突起蛋白(Spike Protein)，简称S蛋白，是诱发免疫反应的主要因素。这种蛋白还有不同的亚基（subunit）。制造mRNA疫苗的公司，首先，要根据S蛋白的立体空间结构及序列的保守性设计最佳抗原；其次，要设计5’ Cap端的非蛋白翻译序列，保证其在细胞中的高产性及分子的稳定性；第三，要设计出最佳的多A尾巴（Poly A Tail）的长度，使得人工合成的mRNA分子在细胞中有较长的不被降解的时间，达到大量产生S蛋白，诱发免疫反应的目的。

这个图显示：裸露的mRNA很容易被空气中、水中无处不在的RNA酶降解，几乎不可能直接注射后到达细胞内部，翻译蛋白。它需要保护和载体。mRNA疫苗是利用纳米脂质的包装来避免被RNA酶降解的。脂质作为载体，起着保护和运输两个作用。

这个图显示：脂质包装的mRNA与细胞膜融合后进入细胞，并利用细胞的蛋白合成系统生产S蛋白。

这个图显示：细胞分泌的游离于体液的S蛋白会诱导B细胞产生抗体，并产生记忆B细胞。图中没有显示的情况还有，细胞膜表面的S蛋白，会诱发T细胞的免疫反应，产生记忆T细胞，为杀死被病毒入侵的细胞做准备。

大部分mRNA在人体细胞里的寿命只有几分钟，这是高等生物的基因调控机制的一部分。因此，相当长的时间里，几乎没有人认为mRNA可以制作成疫苗。

经过三十多年科学家们的不断努力，mRNA疫苗的关键技术有了突破：

1.设计合成的mRNA的稳定性相对较好，不容易被降解失活；

2.融合进入细胞后，其寿命和翻译蛋白的活性延长至几天；


3. 包装mRNA的脂质（lipid）是正电纳米粒子，不仅稳定性好，可以保护负电的mRNA，还可以和双层负电磷酸酯（phosphate lipid bilayer）细胞膜亲和，帮助mRNA输入细胞。

纳米脂质如果过大，不容易降解，对细胞会有毒性；如果过小，对mRNA的保护性、以及与细胞膜的融合性都会差。Pfizer和Maderna两家公司在这方面的技术会有一些差异。
Pfizer的疫苗稳定性差，需要零下负70摄氏度的低温保存，而Moderna可以在零下20摄氏度保存6个月。其差异很可能是脂质大小不同。Pfizer虽然稳定性差，但因为脂质较小、降解快，副作用也就相对轻一点。


这个图显示：第二次注射疫苗会大大增加记忆细胞的数量，为抗体的产生和杀手细胞的形成提供条件，达到防病毒侵害的目的。

Pfizer的mRNA疫苗图示。

AstraZeneca的腺病毒载体新冠疫苗图示。

AstraZeneca公司的腺病毒作为载体的新冠疫苗也在临床实验中取得了很大成功。腺病毒载体将新冠的S蛋白序列的DNA带入细胞，进入细胞核，转录成mRNA，迫使受感染的细胞表达新冠S蛋白，并被分泌到细胞表面和细胞外，诱导记忆T细胞、记忆B细胞以及抗体的产生。因为DNA比较稳定，腺病毒新冠疫苗的优点是可以常温保存，便于运输。

第六部分 mRNA疫苗的功过

从理论上说，mRNA的作用有以下几种考虑：

1. 脂质的毒性。这些人工合成的脂质，作为载体，将侵入细胞。注射部位的细胞种类不同，对这种脂质的反应也就不同。脂质颗粒越大，毒性越大，降解也越慢。目前看到的两家公司的临床结果，副作用时间不长，都在可以耐受范围内。

2. mRNA的序列和翻译的蛋白也可能造成某种反应。有篇文章中提到通过加入RNA复制酶系列来延长蛋白质产出时间。这解释了一般只能存在几分钟的mRNA，如何在几天后还能翻译生产蛋白。这种酶不是人体本身有的，是否会被人体免疫系统识别，造成没有预料到的反应，还需要观察。

3. mRNA疫苗没有逆转录酶的序列，侵入人体细胞的基因组的可能性为零。这是优于有逆转录酶的RNA病毒载体，以及DNA载体疫苗的地方。

4. mRNA疫苗保存和运输所需的低温，如果没有严格执行，不知会造成什么样的毒副作用；或者打了无效，也会是负面的因素。

5. ADE（Antibody-dependent enhancement）抗体依赖的增强作用是“非中和性抗体”附着病毒后吸引巨噬细胞吞噬，但又不导致其降解，反而在细胞内复制，造成更大感染性的副作用。今年5月发表在自然杂志上的文章，综述了疫苗和抗体的ADE致病机理。二期和三期临床会对ADE进行深入观察和研究，疫苗公司在这方面应该不敢马虎。目前出结果的三家公司（Pfizer、Moderna和AstraZeneca）还没有病例。图示：疫苗和抗体的ADE致病机理。


这张图显示：RBD部分是S蛋白的免疫识别位点，也是mRNA疫苗的序列设计部分。相对整个病毒或者完整的S蛋白，利用RBD亚基subunit序列制造的疫苗，不容易诱发非中和性抗体的产生，ADE副作用的可能性也就大大降低了。

结束语

mRNA疫苗是一个全新的疫苗，在过去的三十多年间，从科学研究角度，有了极大的发展。这次新冠的肆虐，给了它大展身手的机会，但也给人们心理带来不小的挑战。是否相信它的安全性、可靠性和有效性，成了民众关切的话题。

我这篇科普文章的目的不是给你一个确切的答案，而是希望大家根据科学知识来为自己的健康做决定。即使在医学界，也有赞同和反对的声音。

我先生作为医生，接触到无症状有感染性的新冠病人的机会较高，他会义无反顾地接受第一批疫苗。我作为全职高中老师，在过去的几个月，已经和新冠学生擦肩而过了几次，心有余悸，如果有疫苗可以接种，我不会错过时机。

希望大家都安全度过这个难关，曙光在前。

感恩节快乐！

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3597572/#!po=0.510204

https://www.nature.com/articles/nrd.2017.243

https://www.nature.com/articles/s41541-020-0159-8

https://www.nature.com/articles/s41564-020-00789-5.pdf

https://en.m.wikipedia.org/wiki/Humoral_immunity

https://en.m.wikipedia.org/wiki/Cell-mediated_immunity

https://en.m.wikipedia.org/wiki/Antigen

https://www.vaccines.gov/basics/types

https://openstax.org/books/concepts-biology/pages/17-3-adaptive-immunity#fig-ch17_03_04

https://www.cdc.gov/coronavirus/2019-ncov/vaccines/different-vaccines/how-they-work.html?CDC_AA_refVal=https%3A%2F%2Fwww.cdc.gov%2Fcoronavirus%2F2019-ncov%2Fvaccines%2Fabout-vaccines%2Fhow-they-work.html

https://www.cdc.gov/coronavirus/2019-ncov/vaccines/different-vaccines/mRNA.html

https://www.cell.com/cell/fulltext/S0092-8674(20)31237-X

https://www.pei.de/SharedDocs/Downloads/EN/newsroom-en/dossiers/ppt-erste-studie-sars-cov-2-impfstoff-en.pdf?__blob=publicationFile&v=7

https://pfe-pfizercom-d8-prod.s3.amazonaws.com/PFIZER-MRNA_Vaccine-COVID_Infographic_final_square.png

https://www.pfizer.com/news/hot-topics/covid_19_vaccine_u_s_distribution_fact_sheet

https://www.nejm.org/doi/full/10.1056/nejmoa2022483 (Moderna Clinical trial result)

https://www.modernatx.com/modernas-work-potential-vaccine-against-covid-19

https://www.astrazeneca.com/media-centre/press-releases/2020/azd1222hlr.html

https://www.statnews.com/2020/11/10/the-story-of-mrna-how-a-once-dismissed-idea-became-a-leading-technology-in-the-covid-vaccine-race/

https://www.wsj.com/articles/moderna-and-pfizer-are-reinventing-vaccines-starting-with-covid-11605638892

https://www.cnbc.com/2020/11/23/covid-vaccine-cdc-should-warn-people-the-side-effects-from-shots-wont-be-walk-in-the-park-.html

https://www.biospace.com/article/another-covid-19-vaccine-joins-the-race-this-time-it-s-a-live-weakened-virus/

http://life.nthu.edu.tw/~bioclass/files/980111%20class-1.pdf

https://www.raps.org/news-and-articles/news-articles/2020/3/covid-19-vaccine-tracker

https://www.washingtonpost.com/graphics/2020/health/covid-vaccine-update-coronavirus/

https://www.mdpi.com/2076-393X/8/3/404/htm

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]]> https://chinesebay.com/sf/%e9%9b%b7%e6%98%a5%e6%9d%82%e6%96%87%ef%bc%9amrna%e7%96%ab%e8%8b%97%e7%a7%91%e6%99%ae/feed/ 0 276 Mrs. Pfahnl’s Bio A Lab: Osmosis https://chinesebay.com/sf/mrs-pfahnls-bio-a-lab-osmosis/ https://chinesebay.com/sf/mrs-pfahnls-bio-a-lab-osmosis/#respond Sat, 24 Dec 2022 21:55:29 +0000 https://chinesebay.com/sf/mrs-pfahnls-bio-a-lab-osmosis/ Mrs. Pfahnl’s Bio A Lab: Osmosis

Osmosis is a passive transportation of water molecules through semipermeable cell membrane.

The purpose of the experiment is to investigate the different salt levels affects the intake or output of the water molecules of plant cells.

Materials:1. Four narrow cups which can at least hold one cup of water

2. Measure cup of 1 cup, half a teaspoon, 1 teaspoon3. Two Large (white, yellow or sweet) potatoes at least 2 inches long4. Table salt5. Cutting knife and cutting board6. Gloves to protect your hands7. RulerProcedures:

1. Label the 4 cups 1, 2, 3, 42. Add ½ tsp salt in cup 23. Add 1 tsp salt in cup 34. Add 2 tsp salt in cup 45. Add 1 cup of water to every cup6. Mix salt with water by stirring with a spoon in the order of cup 2, 3 and 47. Cut one potato in half along the length8. Cut into about 1 cm thickness9. Cut into 1 cm strips10. Cut the ends of the strips to 6 cm long11. Put 3 strips in each cup12. Measure length at ½h, 1h, 2h, 4h, 24h

Results:
1. Take pictures (34% grade)

2. Collect data and Make a graph (33% grade)

3. Present in Flipgrid (33% grade)

The post Mrs. Pfahnl’s Bio A Lab: Osmosis first appeared on 金山湾区华人.

]]> Mrs. Pfahnl’s Bio A Lab: Osmosis

Osmosis is a passive transportation of water molecules through semipermeable cell membrane.

The purpose of the experiment is to investigate the different salt levels affects the intake or output of the water molecules of plant cells.

Materials:
1. Four narrow cups which can at least hold one cup of water

2. Measure cup of 1 cup, half a teaspoon, 1 teaspoon
3. Two Large (white, yellow or sweet) potatoes at least 2 inches long
4. Table salt
5. Cutting knife and cutting board
6. Gloves to protect your hands
7. Ruler
Procedures:

1. Label the 4 cups 1, 2, 3, 4
2. Add ½ tsp salt in cup 2
3. Add 1 tsp salt in cup 3
4. Add 2 tsp salt in cup 4
5. Add 1 cup of water to every cup
6. Mix salt with water by stirring with a spoon in the order of cup 2, 3 and 4
7. Cut one potato in half along the length
8. Cut into about 1 cm thickness
9. Cut into 1 cm strips
10. Cut the ends of the strips to 6 cm long
11. Put 3 strips in each cup
12. Measure length at ½h, 1h, 2h, 4h, 24h

Results:
1. Take pictures (34% grade)

2. Collect data and Make a graph (33% grade)

3. Present in Flipgrid (33% grade)

The post Mrs. Pfahnl’s Bio A Lab: Osmosis first appeared on 金山湾区华人.

]]> https://chinesebay.com/sf/mrs-pfahnls-bio-a-lab-osmosis/feed/ 0 272 Mrs. Pfahnl’s Bio A Lab: Catalase https://chinesebay.com/sf/mrs-pfahnls-bio-a-lab-catalase/ https://chinesebay.com/sf/mrs-pfahnls-bio-a-lab-catalase/#respond Sat, 24 Dec 2022 21:55:26 +0000 https://chinesebay.com/sf/mrs-pfahnls-bio-a-lab-catalase/ Mrs. Pfahnl’s Bio A Lab: Catalase

September 29, 2020

Purpose: Investigate catalase activities in different fruits or vegetables.

Materials:

1. Hydrogen peroxide 3% from any drug store2. Dish washing detergent any brand

3. Potato (white, yellow or sweet) or carrot

4. Avocado

5. Apple

6. Tap water

7. Three narrow transparent cups labeled 1-3

8. measuring cup

9. measuring spoon: 1 table spoon

10. ruler

11. cutting board

12. knife

Procedures:

1. Add half cup of water to each cup

2. Add one drop of dish washing detergent into each cup and mix

3. Add 1 table spoon hydrogen peroxide 3% into each cup and mix

4. cut potato/carrot, avocado and apple into 1 cm cubes

5. Add 6 cubes of potato/carrot into "cup 1"

6. Add 6 cubes of avocado into "cup 2"

7. Add 6 cubes of apple into "cup 3"

8. Measure the thickness of the foam at 3 min, 20 min

Thickness of foam at 3 min, cup 1=0.5 cm, cup 2=1 cm, cup 3 a few bubbles. Thickness of foam at 3 min, cup 1=1 cm, cup 2=2 cm, cup 3 not much bubbles.

Observation and data analysis

1. Take pictures to document your experiment (34% of your grade)

2. Make data chart and graph for each cup. X= time Y=thickness of foam (33% of your grade)

3. Make Flipgrid video to explain the observation. Which plant material has the most catalase activity and which one has the least? (33% of your grade)

The post Mrs. Pfahnl’s Bio A Lab: Catalase first appeared on 金山湾区华人.

]]> Mrs. Pfahnl’s Bio A Lab: Catalase

September 29, 2020

Purpose: Investigate catalase activities in different fruits or vegetables.

Materials:

1. Hydrogen peroxide 3% from any drug store2. Dish washing detergent any brand

3. Potato (white, yellow or sweet) or carrot

4. Avocado

5. Apple

6. Tap water

7. Three narrow transparent cups labeled 1-3

8. measuring cup

9. measuring spoon: 1 table spoon

10. ruler

11. cutting board

12. knife

Procedures:

1. Add half cup of water to each cup

2. Add one drop of dish washing detergent into each cup and mix

3. Add 1 table spoon hydrogen peroxide 3% into each cup and mix

4. cut potato/carrot, avocado and apple into 1 cm cubes

5. Add 6 cubes of potato/carrot into “cup 1”

6. Add 6 cubes of avocado into “cup 2”

7. Add 6 cubes of apple into “cup 3”

8. Measure the thickness of the foam at 3 min, 20 min

Thickness of foam at 3 min, cup 1=0.5 cm, cup 2=1 cm, cup 3 a few bubbles.
Thickness of foam at 3 min, cup 1=1 cm, cup 2=2 cm, cup 3 not much bubbles.

Observation and data analysis

1. Take pictures to document your experiment (34% of your grade)

2. Make data chart and graph for each cup. X= time Y=thickness of foam (33% of your grade)

3. Make Flipgrid video to explain the observation. Which plant material has the most catalase activity and which one has the least? (33% of your grade)

The post Mrs. Pfahnl’s Bio A Lab: Catalase first appeared on 金山湾区华人.

]]> https://chinesebay.com/sf/mrs-pfahnls-bio-a-lab-catalase/feed/ 0 271 Physical Science 2020 Fall Syllabus https://chinesebay.com/sf/physical-science-2020-fall-syllabus/ https://chinesebay.com/sf/physical-science-2020-fall-syllabus/#respond Sat, 24 Dec 2022 21:55:25 +0000 https://chinesebay.com/sf/physical-science-2020-fall-syllabus/ Physical Science 2020 Fall Syllabus

Physical Science with Lab

Basic Course Information

Course Name: Physical Science with Lab

Semester: Fall 2020

Location: CECFC High School Room 222 and or online

Instructor Information

Instructor: Ms. Chun Pfahnl

Email: Chun.pfahnl@coloradoearlycolleges.org

CECFC Web Site: https://fortcollins.coloradoearlycolleges.org/apps/pages/index.jsp?uREC_ID=1249407&type=u&pREC_ID=1989991

Office Hours: By appointment

Course Materials

1.Text book: Physical Science Concepts in Action by Wysession, Frank, Yancopoulos Publisher: Pearson, 2011. ISBN: 0-13-317211-2

2.Computer access to online resources posted in OneNote and CECFC website

3.Home lab materials

4.Spiral notebook or binder with loose leaf paper, graph paper, storage for completed work, tests, etc. (e.g., 3-ring binder). A notebook is required. Style/type are at the discretion of the student.

5.Pens, pencils (required)

6.Scientific calculator (for example: Texas Instruments TI-30Xa Calculator). Calculator

must be able to perform scientific notation. Required. Note: Cell phones are not allowed to be used as calculators.

Welcome Message

Welcome Physical Science Students! This class is to open your door to the world of science! As a teacher, my goal is to help you to observe scientific phenomenon and apply scientific principal in everyday life. The hybrid model of the class will be synchronous online and in person, with option of asynchronous through online resources and Teams class channel recording. I will expect you to join me online or in person during your class period everyday Monday through Thursday. Or if you need asynchronous e-learning, your actual time of watching the video will be analyzed and completion of homework will be needed for participation grade. Friday will be asynchronous study day. You will be expected to review textbook, replay assigned videos, work on lab reports, projects, and or take quizzes.

I obtained B.S. degree in Biochemistry and worked as an animal scientist in China before I received M.A. degree in Biology at Smith College. I worked as a Biomedical Scientist for over 10 years and have taught Chinese for over 16 years including one year at CEC. This will be my first year teaching Physical Science.

Course Description

Physical Science with Lab

Description: This course is designed to help students develop the skills and abilities necessary to be successful in science classes. The course will do so through the study of scientific measurement, data analysis focusing on chemistry and physics. Students will learn both general problem-solving and laboratory techniques, as well as specific concepts from each field, throughout several lectures

and laboratory assignments in each section. Students will leave the course with a set of tools for future science classes as well as an indication of which sciences most appeal to their interests.

Prerequisites: MAT 060

Designation: College Prep

Credits: 0.5

Course Learning Outcomes

Upon completion of the course, it is expected that students will have the ability to:

Convert between and understand the importance of units
Translate quantitative information into graphical or tabular form, and vice versa Communicate scientific and technical information through speech and writing
Record measurements appropriately according to device accuracy
Follow proper laboratory guidelines and protocols
Use mathematical representations of physical laws to make analyses and predictions Solve word problems using simple mathematical equations and dimensional analysis Develop and use models to represent physical systems
Use the periodic table to identify and predict properties and trends of elements Construct an explanation for the outcome of a simple chemical reaction
Follow basic scientific procedures
Course Overview

Instructor’s Overview of the Course

Students will be expected to:

· Review lecture notes and the textbook.

· Learn the vocabulary and work practice problems in each chapter.

· Seek help through in-house tutors or the instructor by appointment.

Graded Instructional Activities

Activities

Contribution to Overall Grade

Labs

15

Quizzes

15

Exams

20

Projects

20

Participation

30

TOTAL

100%

Grading Scales and Standards

Students are expected to regularly check grades on Infinite Campus and address any discrepancies or questions with the instructor within a week of the grade posting date.
Replace with information on course grading scales and standards.

Letter Grade

Range

A

90 – 100%

B

80 – 89%

C

70 – 79%

F

69% and lower

Absence and Tardy Policy
In CECFC’s fast-paced, semester based program, attendance is crucial for success. In the event of an absence, a guardian needs to communicate with the school attendance line. See the Student and Family Handbook for guidance on “excused absences”.
In addition, regardless of the nature of the absences, a student’s first priority should be to check the school website for information about course work for the day and then to contact the instructor to communicate the absence and to create a plan for completing any missed work.

Arriving in class prepared and ready to learn is also crucial. Students who are arrive after the start of class will be considered tardy. Please be conscientious of arriving on time as to not disrupt your classmates and to ensure you are prepared to learn for the entire period. Three tardies in a course will be viewed the equivalent of an absence.
EXPLAIN HOW PARTICIPATION GRADES SPECIFIC TO YOUR CLASS AND HOW STUDENTS CAN MAKE THOSE UP IN THE EVENT OF AN EXCUSED ABSENCE. Participation grades will be negatively impacted in the case of an unexcused absence.

CECFC takes a team approach to ensuring students can access their courses. After a student’s second absence in a course, the instructor and other support staff will begin to monitor and work with a student and potentially his/her family to ensure attendance and appropriate access to the course.

General Course Information

Culture of Responsibility and Workforce Readiness

Students should read and be familiar with these school policies found on the CECFC website. Behavior contrary to these expectations will be dealt with through my classroom conduct plan outlined below.

This class is the pre-requisite for college courses. Students are expected to conduct themselves in a manner that shows this college readiness in the following ways:

The student communicates questions or concerns with the teacher directly (in person or via email) and not through a third party such as a parent.
The student notifies the teacher of absences and communicates needs or confusion over make-up work
The student consistently engages respectfully and professionally in the classroom with all individuals.
Remote Learning Expectations

When interacting online with the instructor and classmates, students are expected to uphold expectations of professionalism and respect. This includes emails, discussion boards, and live class meetings. Students are expected to uphold the following expectations in all school related platforms and interactions online:

Share your ideas and differing opinions but do not attack others
Keep an open mind to what others have to say
Do not dominate the conversation. Focus on interacting and inviting others into the conversation.
Avoid slang and use complete, edited sentences to communicate your ideas clearly.
Use emojis, underlining, or bold words when appropriate to convey tone, but avoid using these excessively or negatively.
Appropriate humor can be acceptable, but remember it can often be hard to interrupt online. Consider what you are posting before you post it.
Stay on topic and only post what is appropriate for the class and particular learning activity
Use the “Community” channel in Teams for other questions or to connect with classmates.
The instructor reserves the right to delete inappropriate or off-topic comments or posts. If a student does not meet these remote learning expectations, he or she may also be referred to the Campus Culture team and/or Dean of Academics.

Video Recording and Sharing

Live classes via Teams and D2L will be recorded and provided for all students to access at a later time in order to accommodate students who are unable to attend class and for students to material if needed. All of these course materials provided online are the property of the instructor. This includes videos, voice recordings, pictures, handouts, slides, etc. The following are appropriate uses of all materials provided by your instructor via Teams, D2L, or email.

Downloading videos/voice recordings for yourself to review in connection to the course
Saving or printing files to assist yourself in completing course work
Students cannot download, print, post, or use the course materials in any other way without written consent from the instructor. Ensure that you ask for permission prior to using or sharing the intellectual property of the instructor for any other purposes other than completing and understanding coursework.

CECFC General Writing Expectations

All students are expected to demonstrate an understanding of written communication in writing composed in and for all classes/courses at CECFC. Failure to apply these standards may lead to a class consequence at the discretion of the instructor. This may include a grade deduction for the assignment or an ungraded assignment until the student revises his/her writing to meet CECFC’s composition expectations.

At a minimum, writing that a student submits to an instructor to be graded should demonstrate the following characteristics after completing the writing process (brainstorming, organizing, drafting, revising, and editing):

Complete sentences (Avoid run on sentences and fragments)
Correct Capitalization
Correct Spelling
Logical paragraph structure (Avoid long blocks of text lacking one controlling idea.)
Clarity (An instructor should not have to re-read a sentence in order to understand the meaning the student is attempting to convey.)
Formatting (Use a style guide to ensure correctly formatted text size, spacing, headings, etc. in the style the instructor has requested.)
Sources should be correctly cited using all norms of the style assigned by the instructor in order to avoid plagiarism
Professional and academic word choice appropriate to the audience and purpose
Legible handwriting (if applicable)
If a student is not confident in demonstrating each of the above characteristics, tutors are available to assist in revising and editing any assignment, big or small, prior to submission.

Academic Honesty

Students are expected to conduct themselves with ethically in all courses and assume full responsibility for the content and integrity of the academic work they submit. The guiding principle of academic integrity will be that a student's submitted work, examinations, reports, discussions, and projects must be that of the student's own work and unique to the course. Consequences will follow any of the following actions:

Represent the work of others as their own (this includes copying material from the Internet for discussion postings or other assignments without proper citation)
Use or obtain unauthorized assistance in any academic work.
Give unauthorized assistance to other students.
Modify, without instructor approval, an examination, paper, record, or report for the purpose of obtaining additional credit.
Misrepresent the content of submitted work.
Collaboration. Unless otherwise instructed, all work submitted is to be done individually by the student. This means you should not be working in pairs or in a group to write discussion posts, complete assignments or take quizzes and other assessments unless specifically asked to do so by your instructor.

Plagiarism / Dual Submission. Plagiarism, whether intentional or accidental, is academic dishonesty and may incur disciplinary action ranging from receiving a zero on an assignment or failing a course to more severe consequences. Plagiarism means

Using someone else’s ideas and not correctly citing that use. This means that if you put someone else’s work into your own words, put it in your work, and do not correctly document it, the idea is plagiarized.
Using someone else’s words without quotation marks and not correctly citing that use.
Using someone else’s images or other works (such as from the Internet) without correctly citing that use.
Submitting work that has been turned in for credit in another class or at another institution unless specifically permitted by your instructor.
Tutoring

Tutoring is available through the Wolf Den and highly encouraged for students at all levels needing or wanting support in their courses. Visit the Wolf Den in person or on the CEC website to make an appointment.

Course Schedule

Important Dates

First Day of Class: 8/10/2020

Deadline for Schedule Changes: Add 8/17/2020; Drop 8/27/2020; Withdraw 11/13/2020

Last Day of Class: 12/15/2020

Course Plan

Week

Date

Topic

To Do

Week 1

8/10-15

Online learning Apps

Teams, OneNote, Calendar. Outlook

Week 2

8/17-21

Chapter 11 Motion

Chapter 12 Forces and Motion

11.1 Distance and Displacement
11.2 Speed and Velocity
11.3 Acceleration
12.1 Forces
12.2 Newton's First and Second Laws of Motion

Week 3

8/24-28

Chapter 12 Forces and Motion

12.3 Newton's Third Law of Motion and Momentum
12.4 Universal Forces

Week 4

8/31-9/4

Chapter 13 Forces in Fluids

13.1 Fluid Pressure
13.2 Forces and pressure in Fluids
13.3 Buoyancy

Week 5

9/8-11

9/7 no class

Chapter 14 Work, Power, and Machines

14.1 work and power
14.2 work and machines
14.3 Mechanical advantage and Efficiency
14.4 Simple Machines

Week 6

9/14-18

Chapter 15 Energy

15.1 Energy and Its Forms
15.2 Energy Conversion and Conservation
15.3 Energy Resources

Week 7

9/21-25

Note: 9/23 SAT test day. No in person class

Chapter 16 Thermal Energy and Heat

16.1 Thermal Energy and Matter
16.2 Heat and Thermodynamics
16.3 Using Heat

Week 8

9/28-10/2

Chapter 17 Mechanical Waves and Sound

17.1 Mechanical Waves
17.2 Properties of Mechanical Waves
17.3 Behavior of Waves
17.4 Sound of Hearing

Week 9

10/5-9

Chapter 2 Properties of Matter

Chapter 3 States of Matter

2.1 Classifying Matter
2.2 Physical Properties
2.3 Chemical Properties

3.1 Solids, liquids and gases
3.2 The gas laws

Week 10

10/12-14

10/15-16 fall break

Chapter 3 States of Matter

Chapter 4 Atomic Structure

3.3 Phase changes

4.1 Studying Atoms
4.2 The Structure of an Atom

Week 11

10/19-23

Chapter 4 Atomic Structure

Chapter 5 The Periodic Table

4.3 Modern Atomic theory

5.1 Organizing the Elements
5.2 The Modern Periodic Table
5.3 Representative Groups

Week 12

10/26-30

Chapter 6 Chemical Bonds

6.1 Ionic Bonding
6.2 Covalent Bonding
6.3 Naming Compounds and Writing Formulas
6.4 The Structure of Metals

Week 13

11/2-6

Chapter 7 Chemical Reactions

7.1Describing Reactions
7.2 Types of Reactions
7.3 Energy Changes in Reactions
7.4 Reaction Rates
7.5 Equilibrium

Week 14

11/9-13

Chapter 8

Solutions, Acids, and Bases

8.1 Formation of Solutions
8.2 Solubility and Concentration
8.3 Properties of Acids and Bases
8.4 Strength of Acids and Bases

Week 15

11/16-20

Chapter 9

Carbon Chemistry

9.1 Carbon Compounds
9.2 Substituted Hydrocarbons
9.3 Polymers
9.4 Reactions in Cells

Week 16

11/23-27 Thanksgiving Break

Week 17

11/30-12/4

Chapter 10

Nuclear Chemistry

10.1 Radioactivity
10.2 Rates of Nuclear Decay
10.3 Artificial Transmutation
10.4 Fission and Fusion

Week 18

12/7-9

12/10-15 finals

This page exists as a resource but may be adapted for your own needs.Insert Course Name Class Contract for___________________________
Once you are confident you understand the contents of this syllabus, read and sign each section below. Detach this portion and return to your Instructor by _________ (Due Date)

Syllabus Agreement
A parent or guardian and I have both read the syllabus it’s entirety, have asked any questions about parts that we were unsure about, and realize that changes may potentially be made as the semester progresses.
As a student or parent of a student enrolled in Course Name, I agree to:
-Check Infinite Campus weekly for grade and assignment updates, class messages, and attendance.
-Use my CECFC Office 365 account for school related emails and to save work
-Attend Group Tutoring sessions during the first 30 minutes of my lunch period as needed and as referred by my instructor
Student Signature: ______________________________________________________ Date: _________
Guardian Signature: _____________________________________________________ Date: _________

The post Physical Science 2020 Fall Syllabus first appeared on 金山湾区华人.

]]> Physical Science 2020 Fall Syllabus

Physical Science with Lab

Basic Course Information

Course Name: Physical Science with Lab

Semester: Fall 2020

Location: CECFC High School Room 222 and or online

Instructor Information

Instructor: Ms. Chun Pfahnl

Email: Chun.pfahnl@coloradoearlycolleges.org

CECFC Web Site: https://fortcollins.coloradoearlycolleges.org/apps/pages/index.jsp?uREC_ID=1249407&type=u&pREC_ID=1989991

Office Hours: By appointment

Course Materials

1.Text book: Physical Science Concepts in Action by Wysession, Frank, Yancopoulos Publisher: Pearson, 2011. ISBN: 0-13-317211-2

2.Computer access to online resources posted in OneNote and CECFC website

3.Home lab materials

4.Spiral notebook or binder with loose leaf paper, graph paper, storage for completed work, tests, etc. (e.g., 3-ring binder). A notebook is required. Style/type are at the discretion of the student.

5.Pens, pencils (required)

6.Scientific calculator (for example: Texas Instruments TI-30Xa Calculator). Calculator

must be able to perform scientific notation. Required. Note: Cell phones are not allowed to be used as calculators.

Welcome Message

Welcome Physical Science Students! This class is to open your door to the world of science! As a teacher, my goal is to help you to observe scientific phenomenon and apply scientific principal in everyday life. The hybrid model of the class will be synchronous online and in person, with option of asynchronous through online resources and Teams class channel recording. I will expect you to join me online or in person during your class period everyday Monday through Thursday. Or if you need asynchronous e-learning, your actual time of watching the video will be analyzed and completion of homework will be needed for participation grade. Friday will be asynchronous study day. You will be expected to review textbook, replay assigned videos, work on lab reports, projects, and or take quizzes.

I obtained B.S. degree in Biochemistry and worked as an animal scientist in China before I received M.A. degree in Biology at Smith College. I worked as a Biomedical Scientist for over 10 years and have taught Chinese for over 16 years including one year at CEC. This will be my first year teaching Physical Science.

Course Description

Physical Science with Lab

Description: This course is designed to help students develop the skills and abilities necessary to be successful in science classes. The course will do so through the study of scientific measurement, data analysis focusing on chemistry and physics. Students will learn both general problem-solving and laboratory techniques, as well as specific concepts from each field, throughout several lectures

and laboratory assignments in each section. Students will leave the course with a set of tools for future science classes as well as an indication of which sciences most appeal to their interests.

Prerequisites: MAT 060

Designation: College Prep

Credits: 0.5

Course Learning Outcomes

Upon completion of the course, it is expected that students will have the ability to:

  • Convert between and understand the importance of units
  • Translate quantitative information into graphical or tabular form, and vice versa Communicate scientific and technical information through speech and writing
  • Record measurements appropriately according to device accuracy
  • Follow proper laboratory guidelines and protocols
  • Use mathematical representations of physical laws to make analyses and predictions Solve word problems using simple mathematical equations and dimensional analysis Develop and use models to represent physical systems
  • Use the periodic table to identify and predict properties and trends of elements Construct an explanation for the outcome of a simple chemical reaction
  • Follow basic scientific procedures

Course Overview

Instructor’s Overview of the Course

Students will be expected to:

· Review lecture notes and the textbook.

· Learn the vocabulary and work practice problems in each chapter.

· Seek help through in-house tutors or the instructor by appointment.

Graded Instructional Activities

Activities

Contribution to Overall Grade

Labs

15

Quizzes

15

Exams

20

Projects

20

Participation

30

TOTAL

100%

Grading Scales and Standards

Students are expected to regularly check grades on Infinite Campus and address any discrepancies or questions with the instructor within a week of the grade posting date.
Replace with information on course grading scales and standards.

Letter Grade

Range

A

90 – 100%

B

80 – 89%

C

70 – 79%

F

69% and lower

Absence and Tardy Policy
In CECFC’s fast-paced, semester based program, attendance is crucial for success. In the event of an absence, a guardian needs to communicate with the school attendance line. See the Student and Family Handbook for guidance on “excused absences”.

In addition, regardless of the nature of the absences, a student’s first priority should be to check the school website for information about course work for the day and then to contact the instructor to communicate the absence and to create a plan for completing any missed work.

Arriving in class prepared and ready to learn is also crucial. Students who are arrive after the start of class will be considered tardy. Please be conscientious of arriving on time as to not disrupt your classmates and to ensure you are prepared to learn for the entire period. Three tardies in a course will be viewed the equivalent of an absence.

EXPLAIN HOW PARTICIPATION GRADES SPECIFIC TO YOUR CLASS AND HOW STUDENTS CAN MAKE THOSE UP IN THE EVENT OF AN EXCUSED ABSENCE. Participation grades will be negatively impacted in the case of an unexcused absence.

CECFC takes a team approach to ensuring students can access their courses. After a student’s second absence in a course, the instructor and other support staff will begin to monitor and work with a student and potentially his/her family to ensure attendance and appropriate access to the course.

General Course Information

Culture of Responsibility and Workforce Readiness

Students should read and be familiar with these school policies found on the CECFC website. Behavior contrary to these expectations will be dealt with through my classroom conduct plan outlined below.

This class is the pre-requisite for college courses. Students are expected to conduct themselves in a manner that shows this college readiness in the following ways:

  • The student communicates questions or concerns with the teacher directly (in person or via email) and not through a third party such as a parent.
  • The student notifies the teacher of absences and communicates needs or confusion over make-up work
  • The student consistently engages respectfully and professionally in the classroom with all individuals.

Remote Learning Expectations

When interacting online with the instructor and classmates, students are expected to uphold expectations of professionalism and respect. This includes emails, discussion boards, and live class meetings. Students are expected to uphold the following expectations in all school related platforms and interactions online:

  • Share your ideas and differing opinions but do not attack others
  • Keep an open mind to what others have to say
  • Do not dominate the conversation. Focus on interacting and inviting others into the conversation.
  • Avoid slang and use complete, edited sentences to communicate your ideas clearly.
  • Use emojis, underlining, or bold words when appropriate to convey tone, but avoid using these excessively or negatively.
  • Appropriate humor can be acceptable, but remember it can often be hard to interrupt online. Consider what you are posting before you post it.
  • Stay on topic and only post what is appropriate for the class and particular learning activity
  • Use the “Community” channel in Teams for other questions or to connect with classmates.

The instructor reserves the right to delete inappropriate or off-topic comments or posts. If a student does not meet these remote learning expectations, he or she may also be referred to the Campus Culture team and/or Dean of Academics.

Video Recording and Sharing

Live classes via Teams and D2L will be recorded and provided for all students to access at a later time in order to accommodate students who are unable to attend class and for students to material if needed. All of these course materials provided online are the property of the instructor. This includes videos, voice recordings, pictures, handouts, slides, etc. The following are appropriate uses of all materials provided by your instructor via Teams, D2L, or email.

  • Downloading videos/voice recordings for yourself to review in connection to the course
  • Saving or printing files to assist yourself in completing course work

Students cannot download, print, post, or use the course materials in any other way without written consent from the instructor. Ensure that you ask for permission prior to using or sharing the intellectual property of the instructor for any other purposes other than completing and understanding coursework.

CECFC General Writing Expectations

All students are expected to demonstrate an understanding of written communication in writing composed in and for all classes/courses at CECFC. Failure to apply these standards may lead to a class consequence at the discretion of the instructor. This may include a grade deduction for the assignment or an ungraded assignment until the student revises his/her writing to meet CECFC’s composition expectations.

At a minimum, writing that a student submits to an instructor to be graded should demonstrate the following characteristics after completing the writing process (brainstorming, organizing, drafting, revising, and editing):

  • Complete sentences (Avoid run on sentences and fragments)
  • Correct Capitalization
  • Correct Spelling
  • Logical paragraph structure (Avoid long blocks of text lacking one controlling idea.)
  • Clarity (An instructor should not have to re-read a sentence in order to understand the meaning the student is attempting to convey.)
  • Formatting (Use a style guide to ensure correctly formatted text size, spacing, headings, etc. in the style the instructor has requested.)
  • Sources should be correctly cited using all norms of the style assigned by the instructor in order to avoid plagiarism
  • Professional and academic word choice appropriate to the audience and purpose
  • Legible handwriting (if applicable)

If a student is not confident in demonstrating each of the above characteristics, tutors are available to assist in revising and editing any assignment, big or small, prior to submission.

Academic Honesty

Students are expected to conduct themselves with ethically in all courses and assume full responsibility for the content and integrity of the academic work they submit. The guiding principle of academic integrity will be that a student’s submitted work, examinations, reports, discussions, and projects must be that of the student’s own work and unique to the course. Consequences will follow any of the following actions:

  • Represent the work of others as their own (this includes copying material from the Internet for discussion postings or other assignments without proper citation)
  • Use or obtain unauthorized assistance in any academic work.
  • Give unauthorized assistance to other students.
  • Modify, without instructor approval, an examination, paper, record, or report for the purpose of obtaining additional credit.
  • Misrepresent the content of submitted work.

Collaboration. Unless otherwise instructed, all work submitted is to be done individually by the student. This means you should not be working in pairs or in a group to write discussion posts, complete assignments or take quizzes and other assessments unless specifically asked to do so by your instructor.

Plagiarism / Dual Submission. Plagiarism, whether intentional or accidental, is academic dishonesty and may incur disciplinary action ranging from receiving a zero on an assignment or failing a course to more severe consequences. Plagiarism means

  • Using someone else’s ideas and not correctly citing that use. This means that if you put someone else’s work into your own words, put it in your work, and do not correctly document it, the idea is plagiarized.
  • Using someone else’s words without quotation marks and not correctly citing that use.
  • Using someone else’s images or other works (such as from the Internet) without correctly citing that use.
  • Submitting work that has been turned in for credit in another class or at another institution unless specifically permitted by your instructor.

Tutoring

Tutoring is available through the Wolf Den and highly encouraged for students at all levels needing or wanting support in their courses. Visit the Wolf Den in person or on the CEC website to make an appointment.

Course Schedule

Important Dates

First Day of Class: 8/10/2020

Deadline for Schedule Changes: Add 8/17/2020; Drop 8/27/2020; Withdraw 11/13/2020

Last Day of Class: 12/15/2020

Course Plan

Week

Date

Topic

To Do

Week 1

8/10-15

Online learning Apps
  • Teams, OneNote, Calendar. Outlook

Week 2

8/17-21

Chapter 11 Motion

Chapter 12 Forces and Motion

  • 11.1 Distance and Displacement
  • 11.2 Speed and Velocity
  • 11.3 Acceleration
  • 12.1 Forces
  • 12.2 Newton’s First and Second Laws of Motion

Week 3

8/24-28

Chapter 12 Forces and Motion

  • 12.3 Newton’s Third Law of Motion and Momentum
  • 12.4 Universal Forces

Week 4

8/31-9/4

Chapter 13 Forces in Fluids

  • 13.1 Fluid Pressure
  • 13.2 Forces and pressure in Fluids
  • 13.3 Buoyancy

Week 5

9/8-11

9/7 no class

Chapter 14 Work, Power, and Machines

  • 14.1 work and power
  • 14.2 work and machines
  • 14.3 Mechanical advantage and Efficiency
  • 14.4 Simple Machines

Week 6

9/14-18

Chapter 15 Energy

  • 15.1 Energy and Its Forms
  • 15.2 Energy Conversion and Conservation
  • 15.3 Energy Resources

Week 7

9/21-25

Note: 9/23 SAT test day. No in person class

Chapter 16 Thermal Energy and Heat

  • 16.1 Thermal Energy and Matter
  • 16.2 Heat and Thermodynamics
  • 16.3 Using Heat

Week 8

9/28-10/2

Chapter 17 Mechanical Waves and Sound

  • 17.1 Mechanical Waves
  • 17.2 Properties of Mechanical Waves
  • 17.3 Behavior of Waves
  • 17.4 Sound of Hearing

Week 9

10/5-9

Chapter 2 Properties of Matter

Chapter 3 States of Matter

  • 2.1 Classifying Matter
  • 2.2 Physical Properties
  • 2.3 Chemical Properties
  • 3.1 Solids, liquids and gases
  • 3.2 The gas laws

Week 10

10/12-14

10/15-16 fall break

Chapter 3 States of Matter

Chapter 4 Atomic Structure

  • 3.3 Phase changes
  • 4.1 Studying Atoms
  • 4.2 The Structure of an Atom

Week 11

10/19-23

Chapter 4 Atomic Structure

Chapter 5 The Periodic Table

  • 4.3 Modern Atomic theory
  • 5.1 Organizing the Elements
  • 5.2 The Modern Periodic Table
  • 5.3 Representative Groups

Week 12

10/26-30

Chapter 6 Chemical Bonds

  • 6.1 Ionic Bonding
  • 6.2 Covalent Bonding
  • 6.3 Naming Compounds and Writing Formulas
  • 6.4 The Structure of Metals

Week 13

11/2-6

Chapter 7 Chemical Reactions
  • 7.1Describing Reactions
  • 7.2 Types of Reactions
  • 7.3 Energy Changes in Reactions
  • 7.4 Reaction Rates
  • 7.5 Equilibrium

Week 14

11/9-13

Chapter 8

Solutions, Acids, and Bases
  • 8.1 Formation of Solutions
  • 8.2 Solubility and Concentration
  • 8.3 Properties of Acids and Bases
  • 8.4 Strength of Acids and Bases

Week 15

11/16-20

Chapter 9

Carbon Chemistry
  • 9.1 Carbon Compounds
  • 9.2 Substituted Hydrocarbons
  • 9.3 Polymers
  • 9.4 Reactions in Cells

Week 16

11/23-27 Thanksgiving Break

Week 17

11/30-12/4

Chapter 10

Nuclear Chemistry
  • 10.1 Radioactivity
  • 10.2 Rates of Nuclear Decay
  • 10.3 Artificial Transmutation
  • 10.4 Fission and Fusion

Week 18

12/7-9

12/10-15 finals

This page exists as a resource but may be adapted for your own needs.

Insert Course Name Class Contract for___________________________
Once you are confident you understand the contents of this syllabus, read and sign each section below. Detach this portion and return to your Instructor by _________ (Due Date)

Syllabus Agreement
A parent or guardian and I have both read the syllabus it’s entirety, have asked any questions about parts that we were unsure about, and realize that changes may potentially be made as the semester progresses.

As a student or parent of a student enrolled in Course Name, I agree to:
-Check Infinite Campus weekly for grade and assignment updates, class messages, and attendance.
-Use my CECFC Office 365 account for school related emails and to save work
-Attend Group Tutoring sessions during the first 30 minutes of my lunch period as needed and as referred by my instructor

Student Signature: ______________________________________________________ Date: _________
Guardian Signature: _____________________________________________________ Date: _________

The post Physical Science 2020 Fall Syllabus first appeared on 金山湾区华人.

]]> https://chinesebay.com/sf/physical-science-2020-fall-syllabus/feed/ 0 267 雷春杂文：疫情中开学的点滴 https://chinesebay.com/sf/%e9%9b%b7%e6%98%a5%e6%9d%82%e6%96%87%ef%bc%9a%e7%96%ab%e6%83%85%e4%b8%ad%e5%bc%80%e5%ad%a6%e7%9a%84%e7%82%b9%e6%bb%b4/ https://chinesebay.com/sf/%e9%9b%b7%e6%98%a5%e6%9d%82%e6%96%87%ef%bc%9a%e7%96%ab%e6%83%85%e4%b8%ad%e5%bc%80%e5%ad%a6%e7%9a%84%e7%82%b9%e6%bb%b4/#respond Sat, 24 Dec 2022 21:55:25 +0000 https://chinesebay.com/sf/%e9%9b%b7%e6%98%a5%e6%9d%82%e6%96%87%ef%bc%9a%e7%96%ab%e6%83%85%e4%b8%ad%e5%bc%80%e5%ad%a6%e7%9a%84%e7%82%b9%e6%bb%b4/ 雷春杂文：疫情中开学的点滴

2020年8月9日

第一部分 宾夕法尼亚大学工程学院父母欢迎网络会记录

学校主持人 Rachel Shearon

经历分享：高年级学生Skylar（三年级）、Shari（母亲）和Joe Ronkin （父亲）一家

学校发言人：工程学院院长Vijay Kumar教授

参会人员：250多位工程学院新生家长

时间：2020年8月6日星期四下午东部时间3点至4点

还有两个星期宾大就要陆续让新生入住了，很多家长忐忑不安的心情加剧，有最后一刻7月31日截止日期时决定不去学校的，也有虽然决定让孩子们去，但仍然焦虑异常的。

7月初至8月初，宾大接连在全美各地办了多场线上新生家长问题解答会。在解答可以回答的问题同时，对当场不能回答的，都有跟踪回答，并发电邮给所有参会家长。每一场解答会，都为下一场，奠定了更好的基础，学校在这个过程中，根据家长的疑问和要求，对学校提供的服务做了调整。

其中一个非常现实的是冰箱问题，学生们在校只三个月不到的时间，如果要自己买或者租冰箱，都是极为不方便的，和其他同学共用冰箱，又会有传染风险。这次会的开始，Shearon女士就报告说，学校会为每一个学生的每一间宿舍提供二合一的微波炉冰箱。这让很多家长都大大地松了一口气。

Shearon女士给家长们几点建议：1. 积极和学校保持密切联系，时刻关注学校发的电邮、每日新闻、每周新闻、官方脸书信息等；2. 轻装去学校，不要带没必要的物品，需要时通过UPS、Fedex、Amazon邮寄，不建议用Postal Service邮局；3. 取得孩子宿舍邻友父母的电话、电邮等信息，互相交流；4. 做好HIPPA Legal Form，让孩子带一份、手机上存一份、家里留一份，保证万一孩子住院时，家长有参与做医疗决定的权利。

Skylar同学给新生的建议是：1. 最大限度利用学校的学术资源，私教中心Tutoring Center、教授答疑时间Office Hour都非常重要，很多学生羞于寻求帮助，也许是因为在高中时都是顶级学生，从来没有过这种需要，但宾大的工程学科是非常不容易读的，遇到困难是很正常的，一定要改变思维，积极寻求帮助；2. 课程的助教TA，都是上过同一门课的高年级学生，他们可以提供更具体的帮助；3. 网课的优势是都有录像，可以重放、慢放，比面对面课堂更不容易遗漏信息，因此，疫情改变的教学方式，反而是有益于学生的；4. 教授答疑时间Office Hour，不仅是去问问题，还是一个和教授交流的机会，不要认为自己没有问题而错过；5. 学校有丰富的俱乐部，要在Club Fair中寻找自己的兴趣爱好。

高年级学生Margo Squire和Sam Lewittes回答了关于注册课程和校园环境的问题。如果注册不上想要的课，不必担心。加入waitlist等待名单，和Orientation Advisor 联系，要求得到permit许可。另外，在加课Add和减课期间，比较容易选到课。工程学院外面新建了很多可以户外学习、吃饭的有桌椅的场所，还有不少安静的户外学习绿地和角落，都非常舒适和安全。

工程学院Kumar院长欢迎在线家长，说这场疫情危机是Mixed Blessing喜忧参半的祝福，以往很难能让250个新生家庭同时聚到一起，而网络会议，让它成了现实。今年的新生是非凡的一届，工程学院的申请人数超越了任何一届，能够被录取，是很常不容易的，祝贺每一位学生和家长。我们面对的是一个不确定的未来，从身心的各个层面，来拥抱其不确定性成了生活的常态。我们不会对所有问题都有确切的答案，不会立刻知道每一个细节。宾大还在逐步完善新冠测试程序process。暑期进行了分阶段开放校园的措施，6月8日开放20%人员容量，约每人200平方尺；7月13日，开放50%的容量，每人100平方尺；要求全部戴口罩，增加清洁程序。从实践中摸索安全开学所需要的体系：备有新冠阳性隔离楼；为每一位返校学生邮寄测试样品盒并统一测试，给阳性学生提供在家隔离的机会；到校后及时测试并快速出结果，最大限度保证学生在宿舍的安全、杜绝病毒传播；对于高发地区的返校学生，也有一系列具体安排。七月底的统计数字显示，宾大78%的学生会回到校园学习。总之，今年的校园生活会异于常年different，但又比想象的还要激动人心exciting than expected。

他还说，科学技术的重要性是空前的。这批新生出生至今的不到二十年间，计算机的速度提高了7倍，DNA序列测试速度提高了5倍，科技发展的速度是惊人的。困境中，我们往往过度预计近两年的风云变化，却严重低估十年后的发展。用Bill Gates的话来说，不要夸大下面几个月的冲击，而是要充满信心地展眼未来的四年。世界对科技生产力，特别是计算机和工程的需求，是前所未有的。我们面对两大挑战，第一个挑战，因新冠的爆发而显而易见，很多方面都需要工程技术，比如说，我们急切需要大规模的、精准的、随时随地都可以测试新冠病毒的现代化设备；可喜的是，宾大有相当多的与之相关的、本科生参与的生物工程、化学工程、机械工程项目。医学研究的成果，需要工程技术来转化成为最终输送出去并用于临床的终端产品。Kumar教授参与的、机器人对病人提供服务的项目，在疫情期间凸显重要，比如不需要护理人员冒着生命危险进出病房对呼吸机进行维护。这些项目，集计算机、电子、机械等工程为一体，有大量的本科生参加，不需要面对面，而是通过网络进行合作开发。但是，当今社会更大的挑战是种族主义，特别是对黑人的歧视，科技会使之更加明显，比如人工智能，在搜集大数据后，对黑人的犯罪预估，会远远高于白人，机器学习和对数据的处理将是更大挑战。宾大工程学院正在新建，为本科生提供学习机会的数据处理研究中心、能源环境中心及与沃顿联手的创业中心。

最后，他说欢迎新生们到宾大校园、到宾大工程学院！非常期待一个月后见到所有的学生们，可能是面对面、可能是视频、也可能是线上和面对面都有。感谢参与此网络见面会！

第二部分 大学安全开学分析

如何安全开学，是全世界的热点话题，争论也异常激烈。8月8日，北美华人医师联盟为此组织了两队，以“大学生可以在秋季回到校园上课”和“大学生应该留在家里全部网课”为正反观点，展开了唇枪舌战，旁观听众达300人左右。

我个人认为，这不是一个非黑即白的论题，要结合实际情况，对具体学校、具体个人做分析。脱离这两点，任何建议都是没有意义的。

宾夕法尼亚大学欢迎所有学生重返校园，而且能达到78%的返校率，有它的特殊之处。首先，从地理位置，虽然宾大在市中心，但费城的新冠疫情控制得比较好，不是高发地区。其次，宾大有世界顶级的医学院、护士学院、工程学院和举世闻名的沃顿管理学院。医学和工程提供了一流的检测新冠的手段和技术，可以当天出结果，而不是美国大部分地区的几天；因而，可以做到及时contact tracing跟踪接触人群、立即隔离。护理学院和沃顿的紧密合作，可以把阳性学生的管理和服务做到最佳。医学院不仅可以测试，还会为严重病人提供最好的医疗。学校的学生保险，以及与之匹配的其它保险，都可以提供足够的资金来源。第三，校园比较紧凑，所有的12个学院都在走路可以到达的范围，即使校外公寓，也可步行，有的甚至比校园宿舍还近，不需要公共交通，避免密闭空间接触感染可能。学校范围内没有其它单位，容易限制闲杂人进入，而且有全美模范的校园警察队伍。

有了这三项实力，即使全部课程是网课，宾大还能够不减学费和杂费，吸引近80%的学生回到校园生活。

其他学校的挑战各不相同，比如，普林斯顿大学，没有医学院，新冠检测会受到限制，无法及时隔离，也没有照顾学生的能力；康奈尔大学地处农村，人员稀少，有一流的兽医学院，检测可以很及时，但人医学院在纽约市，有相当距离，照顾生病的学生不是很方便，因此只是让新生和二年级的学生返校。哈佛、MIT、斯坦福等学校都有各自的不便之处，是否开放学校、开放多少，都有他们自己的考量。

第三部分 高中开学第一周

我所在的高中，一个暑假都在研究如何开学。美国的公立中小学必须按照当地郡政府County的卫生部门Health Department的指令做决定。学区7月底的决定是Hybrid模式，网课和面对面分批进行， 每周约一半的学生到学校进入课堂学习两天，互相保持6尺的社交距离，要求戴口罩，而且每天早上要量体温、填健康调查表。这给老师们很大的焦虑，每个班需要分两拨，周一周二到校的，和周三周四到校的。如果不能同步教学，一个班实际上是两个班的工作量。全职老师至少有5个班，我们高中每门课要每天上55分钟，这一下子就变成了10个班，需要设计近10个小时的课量。我计划网课和面对面授课同步，这对网课技术的熟练、及课程设计的要求都相当高。我花了一个暑假学习网课教学，最后还是觉得手忙脚乱。学校走廊里单向路标

走廊地上的单向路标。我上课的两个教室是反方向的，虽然只间隔一间，但按照箭头，要把学校走一圈，不行至少5分钟，才能到达下一个教室。

走廊里学生休息的椅子间距加大后达到了六尺。

我的科学教室，桌椅要重新摆放才能达标，只能等男老师来了才行，这些实验桌都是实木的，相当重。

8月3日星期一是老师返校的第一天。整个学校的气氛都变了。到处是单行箭头，保证社交距离；教室门敞开，避免触摸门把手，增加空气流动；饮水器全部停用；厕所洗手水池四变二，保证6尺间距；厕所风干机都套上了塑料袋，改用擦手纸，避免产生气溶胶；桌椅都要重新摆放，用尺子量好有6尺间距；课本计划在教室发放，每本书都标好学生名字，不可以搞错，避免取书时排队；课堂时间从55分钟减到50分钟，要用5分钟喷消毒水清洁桌面；每个学生要有固定座位，任课老师要准备每堂课的sitting chart座位表，以便contact tracing接触跟踪；除了半天教职工的线上会议，一个接一个的网络教学workshop接踵而至，仅如何做视频就有三个不同的App，弄得晕头转向。终于在周一离开前，摆好了符合社交距离的教室。

8月4日星期二傍晚，突然收到校长的电邮，本地学区全部改为网课。周三早上，他在网络会议中说，郡的卫生部门，根据当地新冠人数的增加趋势，以及测试结果滞后一周的情况，决定建议所有中小学从现在开始至10月14日秋假前全部网课。会后，我们科学教研室的老师聚在一起，对网课后的实验课如何设计，进行了讨论。我打算让学生就地取材，在家里做物质科学和生物实验，但高年级的大学水平的课，无法在家操作，如果购买在家的kit实验盒，每个学生要增加150-250美元的费用，在教学经费缩减的条件下，完全不可能实现，唯一的办法是让这部分学生到学校上实验课。与校长开会讨论后，决定分批让学生到校。这已经是周四的中午，我的教学大纲还只有骨头架子，很多细节还有待努力。

我们学校是最早开学的一个，本来以为可以有至少两周的时间，和学生面对面教学，建立联系connection，但这个机会一下子就没有了。于是，学校要求老师们录像介绍自己和课程，虽然孩子们说我的英语几乎没有口音，但对着镜头，实在是太别扭，下意识地紧张。周五，我用iPad，花了两个半小时的时间录了三门课的六段1-4分钟的录像，三个给学生，三个给家长。又和教同一门课不同时段的老师一起录了一小段介绍。紧张得我手脚发凉。

整个周末都在写教学大纲和调整网课，希望能教好今年的104名学生。

The post 雷春杂文：疫情中开学的点滴 first appeared on 金山湾区华人.

]]> 雷春杂文：疫情中开学的点滴

2020年8月9日

第一部分 宾夕法尼亚大学工程学院父母欢迎网络会记录

学校主持人 Rachel Shearon

经历分享：高年级学生Skylar（三年级）、Shari（母亲）和Joe Ronkin （父亲）一家

学校发言人：工程学院院长Vijay Kumar教授

参会人员：250多位工程学院新生家长

时间：2020年8月6日星期四下午东部时间3点至4点

还有两个星期宾大就要陆续让新生入住了，很多家长忐忑不安的心情加剧，有最后一刻7月31日截止日期时决定不去学校的，也有虽然决定让孩子们去，但仍然焦虑异常的。

7月初至8月初，宾大接连在全美各地办了多场线上新生家长问题解答会。在解答可以回答的问题同时，对当场不能回答的，都有跟踪回答，并发电邮给所有参会家长。每一场解答会，都为下一场，奠定了更好的基础，学校在这个过程中，根据家长的疑问和要求，对学校提供的服务做了调整。

其中一个非常现实的是冰箱问题，学生们在校只三个月不到的时间，如果要自己买或者租冰箱，都是极为不方便的，和其他同学共用冰箱，又会有传染风险。这次会的开始，Shearon女士就报告说，学校会为每一个学生的每一间宿舍提供二合一的微波炉冰箱。这让很多家长都大大地松了一口气。

Shearon女士给家长们几点建议：1. 积极和学校保持密切联系，时刻关注学校发的电邮、每日新闻、每周新闻、官方脸书信息等；2. 轻装去学校，不要带没必要的物品，需要时通过UPS、Fedex、Amazon邮寄，不建议用Postal Service邮局；3. 取得孩子宿舍邻友父母的电话、电邮等信息，互相交流；4. 做好HIPPA Legal Form，让孩子带一份、手机上存一份、家里留一份，保证万一孩子住院时，家长有参与做医疗决定的权利。

Skylar同学给新生的建议是：1. 最大限度利用学校的学术资源，私教中心Tutoring Center、教授答疑时间Office Hour都非常重要，很多学生羞于寻求帮助，也许是因为在高中时都是顶级学生，从来没有过这种需要，但宾大的工程学科是非常不容易读的，遇到困难是很正常的，一定要改变思维，积极寻求帮助；2. 课程的助教TA，都是上过同一门课的高年级学生，他们可以提供更具体的帮助；3. 网课的优势是都有录像，可以重放、慢放，比面对面课堂更不容易遗漏信息，因此，疫情改变的教学方式，反而是有益于学生的；4. 教授答疑时间Office Hour，不仅是去问问题，还是一个和教授交流的机会，不要认为自己没有问题而错过；5. 学校有丰富的俱乐部，要在Club Fair中寻找自己的兴趣爱好。

高年级学生Margo Squire和Sam Lewittes回答了关于注册课程和校园环境的问题。如果注册不上想要的课，不必担心。加入waitlist等待名单，和Orientation Advisor 联系，要求得到permit许可。另外，在加课Add和减课期间，比较容易选到课。工程学院外面新建了很多可以户外学习、吃饭的有桌椅的场所，还有不少安静的户外学习绿地和角落，都非常舒适和安全。

工程学院Kumar院长欢迎在线家长，说这场疫情危机是Mixed Blessing喜忧参半的祝福，以往很难能让250个新生家庭同时聚到一起，而网络会议，让它成了现实。今年的新生是非凡的一届，工程学院的申请人数超越了任何一届，能够被录取，是很常不容易的，祝贺每一位学生和家长。我们面对的是一个不确定的未来，从身心的各个层面，来拥抱其不确定性成了生活的常态。我们不会对所有问题都有确切的答案，不会立刻知道每一个细节。宾大还在逐步完善新冠测试程序process。暑期进行了分阶段开放校园的措施，6月8日开放20%人员容量，约每人200平方尺；7月13日，开放50%的容量，每人100平方尺；要求全部戴口罩，增加清洁程序。从实践中摸索安全开学所需要的体系：备有新冠阳性隔离楼；为每一位返校学生邮寄测试样品盒并统一测试，给阳性学生提供在家隔离的机会；到校后及时测试并快速出结果，最大限度保证学生在宿舍的安全、杜绝病毒传播；对于高发地区的返校学生，也有一系列具体安排。七月底的统计数字显示，宾大78%的学生会回到校园学习。总之，今年的校园生活会异于常年different，但又比想象的还要激动人心exciting than expected。

他还说，科学技术的重要性是空前的。这批新生出生至今的不到二十年间，计算机的速度提高了7倍，DNA序列测试速度提高了5倍，科技发展的速度是惊人的。困境中，我们往往过度预计近两年的风云变化，却严重低估十年后的发展。用Bill Gates的话来说，不要夸大下面几个月的冲击，而是要充满信心地展眼未来的四年。世界对科技生产力，特别是计算机和工程的需求，是前所未有的。我们面对两大挑战，第一个挑战，因新冠的爆发而显而易见，很多方面都需要工程技术，比如说，我们急切需要大规模的、精准的、随时随地都可以测试新冠病毒的现代化设备；可喜的是，宾大有相当多的与之相关的、本科生参与的生物工程、化学工程、机械工程项目。医学研究的成果，需要工程技术来转化成为最终输送出去并用于临床的终端产品。Kumar教授参与的、机器人对病人提供服务的项目，在疫情期间凸显重要，比如不需要护理人员冒着生命危险进出病房对呼吸机进行维护。这些项目，集计算机、电子、机械等工程为一体，有大量的本科生参加，不需要面对面，而是通过网络进行合作开发。但是，当今社会更大的挑战是种族主义，特别是对黑人的歧视，科技会使之更加明显，比如人工智能，在搜集大数据后，对黑人的犯罪预估，会远远高于白人，机器学习和对数据的处理将是更大挑战。宾大工程学院正在新建，为本科生提供学习机会的数据处理研究中心、能源环境中心及与沃顿联手的创业中心。

最后，他说欢迎新生们到宾大校园、到宾大工程学院！非常期待一个月后见到所有的学生们，可能是面对面、可能是视频、也可能是线上和面对面都有。感谢参与此网络见面会！

第二部分 大学安全开学分析

如何安全开学，是全世界的热点话题，争论也异常激烈。8月8日，北美华人医师联盟为此组织了两队，以“大学生可以在秋季回到校园上课”和“大学生应该留在家里全部网课”为正反观点，展开了唇枪舌战，旁观听众达300人左右。

我个人认为，这不是一个非黑即白的论题，要结合实际情况，对具体学校、具体个人做分析。脱离这两点，任何建议都是没有意义的。

宾夕法尼亚大学欢迎所有学生重返校园，而且能达到78%的返校率，有它的特殊之处。首先，从地理位置，虽然宾大在市中心，但费城的新冠疫情控制得比较好，不是高发地区。其次，宾大有世界顶级的医学院、护士学院、工程学院和举世闻名的沃顿管理学院。医学和工程提供了一流的检测新冠的手段和技术，可以当天出结果，而不是美国大部分地区的几天；因而，可以做到及时contact tracing跟踪接触人群、立即隔离。护理学院和沃顿的紧密合作，可以把阳性学生的管理和服务做到最佳。医学院不仅可以测试，还会为严重病人提供最好的医疗。学校的学生保险，以及与之匹配的其它保险，都可以提供足够的资金来源。第三，校园比较紧凑，所有的12个学院都在走路可以到达的范围，即使校外公寓，也可步行，有的甚至比校园宿舍还近，不需要公共交通，避免密闭空间接触感染可能。学校范围内没有其它单位，容易限制闲杂人进入，而且有全美模范的校园警察队伍。

有了这三项实力，即使全部课程是网课，宾大还能够不减学费和杂费，吸引近80%的学生回到校园生活。

其他学校的挑战各不相同，比如，普林斯顿大学，没有医学院，新冠检测会受到限制，无法及时隔离，也没有照顾学生的能力；康奈尔大学地处农村，人员稀少，有一流的兽医学院，检测可以很及时，但人医学院在纽约市，有相当距离，照顾生病的学生不是很方便，因此只是让新生和二年级的学生返校。哈佛、MIT、斯坦福等学校都有各自的不便之处，是否开放学校、开放多少，都有他们自己的考量。

第三部分 高中开学第一周

我所在的高中，一个暑假都在研究如何开学。美国的公立中小学必须按照当地郡政府County的卫生部门Health Department的指令做决定。学区7月底的决定是Hybrid模式，网课和面对面分批进行， 每周约一半的学生到学校进入课堂学习两天，互相保持6尺的社交距离，要求戴口罩，而且每天早上要量体温、填健康调查表。这给老师们很大的焦虑，每个班需要分两拨，周一周二到校的，和周三周四到校的。如果不能同步教学，一个班实际上是两个班的工作量。全职老师至少有5个班，我们高中每门课要每天上55分钟，这一下子就变成了10个班，需要设计近10个小时的课量。我计划网课和面对面授课同步，这对网课技术的熟练、及课程设计的要求都相当高。我花了一个暑假学习网课教学，最后还是觉得手忙脚乱。学校走廊里单向路标

走廊地上的单向路标。我上课的两个教室是反方向的，虽然只间隔一间，但按照箭头，要把学校走一圈，不行至少5分钟，才能到达下一个教室。

走廊里学生休息的椅子间距加大后达到了六尺。

我的科学教室，桌椅要重新摆放才能达标，只能等男老师来了才行，这些实验桌都是实木的，相当重。

8月3日星期一是老师返校的第一天。整个学校的气氛都变了。到处是单行箭头，保证社交距离；教室门敞开，避免触摸门把手，增加空气流动；饮水器全部停用；厕所洗手水池四变二，保证6尺间距；厕所风干机都套上了塑料袋，改用擦手纸，避免产生气溶胶；桌椅都要重新摆放，用尺子量好有6尺间距；课本计划在教室发放，每本书都标好学生名字，不可以搞错，避免取书时排队；课堂时间从55分钟减到50分钟，要用5分钟喷消毒水清洁桌面；每个学生要有固定座位，任课老师要准备每堂课的sitting chart座位表，以便contact tracing接触跟踪；除了半天教职工的线上会议，一个接一个的网络教学workshop接踵而至，仅如何做视频就有三个不同的App，弄得晕头转向。终于在周一离开前，摆好了符合社交距离的教室。

8月4日星期二傍晚，突然收到校长的电邮，本地学区全部改为网课。周三早上，他在网络会议中说，郡的卫生部门，根据当地新冠人数的增加趋势，以及测试结果滞后一周的情况，决定建议所有中小学从现在开始至10月14日秋假前全部网课。会后，我们科学教研室的老师聚在一起，对网课后的实验课如何设计，进行了讨论。我打算让学生就地取材，在家里做物质科学和生物实验，但高年级的大学水平的课，无法在家操作，如果购买在家的kit实验盒，每个学生要增加150-250美元的费用，在教学经费缩减的条件下，完全不可能实现，唯一的办法是让这部分学生到学校上实验课。与校长开会讨论后，决定分批让学生到校。这已经是周四的中午，我的教学大纲还只有骨头架子，很多细节还有待努力。

我们学校是最早开学的一个，本来以为可以有至少两周的时间，和学生面对面教学，建立联系connection，但这个机会一下子就没有了。于是，学校要求老师们录像介绍自己和课程，虽然孩子们说我的英语几乎没有口音，但对着镜头，实在是太别扭，下意识地紧张。周五，我用iPad，花了两个半小时的时间录了三门课的六段1-4分钟的录像，三个给学生，三个给家长。又和教同一门课不同时段的老师一起录了一小段介绍。紧张得我手脚发凉。

整个周末都在写教学大纲和调整网课，希望能教好今年的104名学生。

The post 雷春杂文：疫情中开学的点滴 first appeared on 金山湾区华人.

]]> https://chinesebay.com/sf/%e9%9b%b7%e6%98%a5%e6%9d%82%e6%96%87%ef%bc%9a%e7%96%ab%e6%83%85%e4%b8%ad%e5%bc%80%e5%ad%a6%e7%9a%84%e7%82%b9%e6%bb%b4/feed/ 0 268 Biology A Syllabus https://chinesebay.com/sf/biology-a-syllabus/ https://chinesebay.com/sf/biology-a-syllabus/#respond Sat, 24 Dec 2022 21:55:25 +0000 https://chinesebay.com/sf/biology-a-syllabus/ Biology A (“Micro”-biology)

Basic Course Information

Course Name: Bio A: 1100, 1200, 1500, 1600, 1700; Chun Pfahnl and Erik Powers

Semester: Fall 2020

Location: Fort Collins CEC room 222 for Labs. All other work online.

Instructor Information

Instructor: Chun Pfahnl (1100, 1200) or Erik Powers (1500, 1600, 1700)

Email: chun.pfahnl@coloradoearlycolleges.org

or erik.powers@coloradoearlycolleges.org

CECFC Web Site: https://fortcollins.coloradoearlycolleges.org/
Office Hours: We are currently planning to hold office hours on Fridays. The details depend in part on Health Department requirements and administrative needs. More details will be available soon.

Main Textbook: Concepts in Biology. Publisher, Openstax.org.

This textbook is available online at https://openstax.org/details/books/concepts-biology

Hardcopies may be obtained through Amazon.com or other booksellers by using these ISBN numbers:

Hardcover:

ISBN-10: 1938168119

ISBN-13: 978-1-938168-11-6

Paperback:

ISBN-13: 978-1-50669-653-9

Powerpoint presentations for the OpenStax book are found at

https://drive.google.com/drive/folders/14_LdUt5h58HertzfgtosRISJXPTuEFpe

Youtube user Sciogenes has a playlist of the textbook (chapters 1-10) read out loud. You can find the section of the book you want to listen to at

https://www.youtube.com/playlist?list=PLHSqHiN2oAdvUfUdw6V-HR63NS4u9kVmz

Supplemental Textbook (Hardback): Biology, Miller & Levine. Publisher, Pearson.

Welcome to Bio A!

Welcome to introductory Biology! We have a unique opportunity this semester. Science students are often separated from the real world by the classroom walls. This semester we have the opportunity to see how biology works right where you live.

Course Description of Bio A

During this course students will practice, cooperative, inquiry and project-based learning in the study of molecular and cellular biology including biochemistry, cell structure and function, the metabolic process of respiration and photosynthesis, cellular reproduction and the basic concepts of genetics. Laboratory experiences will encourage scientific thinking by following procedures, collecting, and analyzing data.

Prerequisites: MAT 060; COMP 090

Course Learning Outcomes

In accordance with the Colorado Department of Education, to meet Colorado Academic Standards in life science

1. Explain driving principles behind cellular processes.

2. Using probability, justify patterns of inheritance and genetic traits

3. Develop literacy skills in scientific writing

4. Use scientific notation and unit conversion

5. Interpret graphs and data

6. Evaluate evidence as sufficient support for popular scientific claims

7. Investigate the role of science in American culture.

Page Break

Course Overview

Instructor’s Overview of the Course

Biology is both skill- and theory-driven. We will learn about the general knowledge of biology (the theory). We will also practice specific scientific skills. This is why we emphasize Labs and summaries in Homework assignments so heavily, making Exams slightly less than half of the grade.

Graded Instructional Activities

Activities

Contribution to Overall Grade

Exams

40% of Total Grade

Quizzes

15% of Total Grade

Homework

20% of Total Grade

Labs

25% of Total Grade

TOTAL

100%

Exam Guide

Knowledge of Biology is highly interrelated. This means we have a comprehensive Final Exam. So we want to give students to an opportunity to review material from earlier in the semester. This means each Exam is mostly based on questions from recent material, with some points based on reviews. This chart breaks down how many points each exam will be worth. It also states how many points will be from the chapters previously studied.

Exam

Exam Points

Chapters 1-2

Chapters 3-4

Chapters 5-6

Chapters 7-8

Chapters 9-11

Exam 01

60

60

Exam 02

80

10

70

Exam 03

100

10

10

80

Exam 04

120

10

10

10

90

Exam 05

140

10

10

10

10

100

Final Exam

200

40

40

40

40

40

Totals

140 pts

140 pts

140 pts

140 pts

140 pts

Grading Scales and Standards

Students are expected to regularly check grades on Infinite Campus and address any discrepancies or questions with the instructor within a week of the grade posting date. Replace with information on course grading scales and standards.

Letter Grade

Range

A

90 – 100%

B

80 – 89.999%

C

70 – 79.999%

F

69.999% and lower

Late Assignments Policy

Homework and written assignments may be made up if they are missed because of an excused absence at no penalty on the next school day. Written assignments may be turned in late for 70% credit up to one week after the assigned due date, after which they are no longer worth points.

You may know in advance that you will be unable to participate in a particular day’s assignment. In that case, let the instructor know in advance of the times you can’t participate.

Absence and Tardy Policy

In CECFC’s fast-paced, semester based program, attendance is crucial for success. In the event of an absence, a guardian needs to communicate with the school attendance line. See the Student and Family Handbook for guidance on “excused absences”.
In addition, regardless of the nature of the absences, a student’s first priority should be to check the school website for information about course work for the day and then to contact the instructor to communicate the absence and to create a plan for completing any missed work.

Arriving in class prepared and ready to learn is also crucial. Students who are arrive after the start of class will be considered tardy. Please be conscientious of arriving on time as to not disrupt your classmates and to ensure you are prepared to learn for the entire period. Three tardies in a course will be viewed the equivalent of an absence.
Since there will be some form of online assignment due each day, Monday through Friday, it is critical to check every day.

Participation grades will be negatively impacted in the case of an unexcused absence.

CECFC takes a team approach to ensuring students can access their courses. After a student’s second absence in a course, the instructor and other support staff will begin to monitor and work with a student and potentially his/her family to ensure attendance and appropriate access to the course.

General Course Information

Culture of Responsibility and Workforce Readiness

Students should read and be familiar with these school policies found on the CECFC website. Behavior contrary to these expectations will be dealt with through my classroom conduct plan outlined below.

This class is the pre-requisite for college courses. Students are expected to conduct themselves in a manner that shows this college readiness in the following ways:

The student communicates questions or concerns with the teacher directly (in person or via email) and not through a third party such as a parent.

The student notifies the teacher of absences and communicates needs or confusion over make-up work

The student consistently engages respectfully and professionally in the classroom with all individuals.

Classroom Conduct

I strive to have my classroom be a comfortable, fun, and yet professional place to be. To maintain that environment, certain behaviors will not be tolerated. If your actions detract from yours or another’s learning, or are disruptive to the culture of my classroom, you will be verbally warned. If the behavior continues you will be sent to a staff assigned detention and receive a point deduction on in class assignments from that week for your lack of participation.

All interaction in the virtual classroom should be professional, thoughtful, and kind. All communication within the school’s Office 365 apps is monitored. Nothing is private. So, staff and students alike should only use Teams, Email, and any other app for school appropriate work and communication.

Attendance

Attendance records are taken each day at 3:30pm. What if a student completes work after 3:30pm? Then they need to email the instructor to let them know.

If students are having technical difficulties, they must reach out to our tech support at . . . .

Open a ticket - Email support@coloradoearlycolleges.org

Phone Support (M-F, 7:30-4:00) – 970-305-4303

In order to be counted in attendance, students must demonstrate active participation to be marked as present for the day. Each day there will be assignments or quizzes or responses required that will be counted for attendance.

As examples, the following behaviors count for earning a present and at least one of these behaviors must be demonstrated during a synchronous class or within the 24-hour window of an asynchronous class:

Posting a thoughtful response to a discussion question

Participating in a “live” discussion during class

Using the chat feature to appropriately engage in class material to meet the learning goal

Completing a class poll related to the learning goal

Completing and/or uploading a worksheet provided by the teacher

Completing a Microsoft Form quiz, questions, or response

Creating and sharing a Flipgrid video

Other assignments according to instructor’s discretion

Remote Learning Expectations

When interacting online with the instructor and classmates, students are expected to uphold expectations of professionalism and respect. This includes emails, discussion boards, and live class meetings. Students are expected to uphold the following expectations in all school related platforms and interactions online:

Share your ideas and differing opinions but do not attack others

Keep an open mind to what others have to say

Do not dominate the conversation. Focus on interacting and inviting others into the conversation.

Avoid slang and use complete, edited sentences to communicate your ideas clearly.

Use emojis, underlining, or bold words when appropriate to convey tone, but avoid using these excessively or negatively.

Appropriate humor can be acceptable, but remember it can often be hard to interrupt online. Consider what you are posting before you post it.

Stay on topic and only post what is appropriate for the class and particular learning activity

Use the “Community” channel in Teams for other questions or to connect with classmates.

The instructor reserves the right to delete inappropriate or off-topic comments or posts. If a student does not meet these remote learning expectations, he or she may also be referred to the Campus Culture team and/or Dean of Academics.

Video Recording and Sharing

Live classes via Teams and D2L will be recorded and provided for all students to access at a later time in order to accommodate students who are unable to attend class and for students to material if needed. All of these course materials provided online are the property of the instructor. This includes videos, voice recordings, pictures, handouts, slides, etc. The following are appropriate uses of all materials provided by your instructor via Teams, D2L, or email.

Downloading videos/voice recordings for yourself to review in connection to the course

Saving or printing files to assist yourself in completing course work

Students cannot download, print, post, or use the course materials in any other way without written consent from the instructor. Ensure that you ask for permission prior to using or sharing the intellectual property of the instructor for any other purposes other than completing and understanding coursework.

CECFC General Writing Expectations

All students are expected to demonstrate an understanding of written communication in writing composed in and for all classes/courses at CECFC. Failure to apply these standards may lead to a class consequence at the discretion of the instructor. This may include a grade deduction for the assignment or an ungraded assignment until the student revises his/her writing to meet CECFC’s composition expectations.

At a minimum, writing that a student submits to an instructor to be graded should demonstrate the following characteristics after completing the writing process (brainstorming, organizing, drafting, revising, and editing):

Complete sentences (Avoid run on sentences and fragments)

Correct Capitalization

Correct Spelling

Logical paragraph structure (Avoid long blocks of text lacking one controlling idea.)

Clarity (An instructor should not have to re-read a sentence in order to understand the meaning the student is attempting to convey.)

Formatting (Use a style guide to ensure correctly formatted text size, spacing, headings, etc. in the style the instructor has requested.)

Sources should be correctly cited using all norms of the style assigned by the instructor in order to avoid plagiarism

Professional and academic word choice appropriate to the audience and purpose

Legible handwriting (if applicable)

If a student is not confident in demonstrating each of the above characteristics, tutors are available to assist in revising and editing any assignment, big or small, prior to submission.

Page Break

Academic Honesty

Students are expected to conduct themselves with ethically in all courses and assume full responsibility for the content and integrity of the academic work they submit. The guiding principle of academic integrity will be that a student's submitted work, examinations, reports, discussions, and projects must be that of the student's own work and unique to the course. Consequences will follow any of the following actions:

Represent the work of others as their own (this includes copying material from the Internet for discussion postings or other assignments without proper citation)

Use or obtain unauthorized assistance in any academic work.

Give unauthorized assistance to other students.

Modify, without instructor approval, an examination, paper, record, or report for the purpose of obtaining additional credit.

Misrepresent the content of submitted work.

Collaboration. Unless otherwise instructed, all work submitted is to be done individually by the student. This means you should not be working in pairs or in a group to write discussion posts, complete assignments or take quizzes and other assessments unless specifically asked to do so by your instructor.

Plagiarism / Dual Submission. Plagiarism, whether intentional or accidental, is academic dishonesty and may incur disciplinary action ranging from receiving a zero on an assignment or failing a course to more severe consequences. Plagiarism means

Using someone else’s ideas and not correctly citing that use. This means that if you put someone else’s work into your own words, put it in your work, and do not correctly document it, the idea is plagiarized.

Using someone else’s words without quotation marks and not correctly citing that use.

Using someone else’s images or other works (such as from the Internet) without correctly citing that use.

Submitting work that has been turned in for credit in another class or at another institution unless specifically permitted by your instructor.

Tutoring

Tutoring is available through the Wolf Den and highly encouraged for students at all levels needing or wanting support in their courses. Visit the Wolf Den in person or on the CEC website to make an appointment.

Other

We do not yet know what restrictions in or out of the physical classroom we may face. In the event of work in the building:

· Food and drink are not allowed in this classroom apart from water (this may also be not allowed on certain days do to lab activates)

· Sleeping in class can be dangerous, is not allowed and will result in a loss of participation points for the week

· Phones and headphones are not allowed in class and will be confiscated. Phones that must be silenced and, in your bag. Additionally, headphones left around your neck or hanging from your shirt collar will be considered in use

· Packing up/leaving before the end of class period is disrespectful and will not be permitted, do not assume class has been dismissed. Doing so will result in a staff assigned detention and loss of any in-class assignment points from that day.

· Leaving policy: bathroom breaks are allow as needed up to once a week, you must write your name in the lower right-hand corner of the white board and leave your phone under your name.

Important Dates

First Day of Class: August 11, 2020

Deadline for Schedule Changes:

Last Day to Add: 8/17/2020

Last Day to Drop: 8/27/2020

Last Day to Withdraw: 11/13/2020

Last Day of Class: December 15, 2020

Course Schedule

Course Plan

Week

Date

Lecture Topic

Labs

Exams

Week 1

8/10

Safety and Procedures

Set up Lab 1: Plant Growth Comparison

Week 2

8/17

Ch1/Ch2.1: Scientific Method, Chemistry

To be Announced (TBA)

Week 3

8/24

Ch2.2 Water

TBA

Week 4

8/31

Ch2.3 Biomolecules

TBA

Exam 01 (Ch1-2, exam on Fri)

Week 5

9/7

Ch3: Cell Structure

TBA

Week 6

9/14

Ch4.1-4.3: Energy

TBA

Week 7

9/21

Ch4.4-4.5 Energy without oxygen

TBA

SAT Testing (Wed)

Exam 02 (Ch3-4), exam on Fri)

Week 8

9/28

Ch5: Photosynthesis

TBA

Week 9

10/5

Ch6.1-6.2: Cell Reproduction

TBA

Week 10

10/12

Ch6.3-6.4 Cancer and bacteria

TBA

Exam 03 (Ch5-6, exam on Wed)

(Oct 15-16th, Fall Break, Thu-Fri)

Week 11

10/19

Ch7: Cellular Inheritance

TBA

Week 12

10/26

Ch8.1-8.2: Inheritance Patterns

TBA

Week 13

11/2

Ch8.3: Extensions of Inheritance patterns

TBA

Exam 04 (Ch7-8, exam on Fri)

Week 14

11/9

Ch9: Molecular Biology

TBA

Week 15

11/16

Ch10: Biotechnology

TBA

Week 16

11/23

Thanksgiving Week

Celebrate Thanksgiving

Week 17

11/30

Ch11.1-11.3: Evolution

TBA

Week 18

12/7

Ch11.4-11.5 Speciation

TBA

Exam 05 (Ch9-11, exam on Wed)

Week 19

12/14

Final Exams

Final Exam (Ch1-11)

The post Biology A Syllabus first appeared on 金山湾区华人.

]]> Biology A (“Micro”-biology)

Basic Course Information

Course Name: Bio A: 1100, 1200, 1500, 1600, 1700; Chun Pfahnl and Erik Powers

Semester: Fall 2020

Location: Fort Collins CEC room 222 for Labs. All other work online.

Instructor Information

Instructor: Chun Pfahnl (1100, 1200) or Erik Powers (1500, 1600, 1700)

Email: chun.pfahnl@coloradoearlycolleges.org

or erik.powers@coloradoearlycolleges.org

CECFC Web Site: https://fortcollins.coloradoearlycolleges.org/
Office Hours: We are currently planning to hold office hours on Fridays. The details depend in part on Health Department requirements and administrative needs. More details will be available soon.

Main Textbook: Concepts in Biology. Publisher, Openstax.org.

This textbook is available online at https://openstax.org/details/books/concepts-biology

Hardcopies may be obtained through Amazon.com or other booksellers by using these ISBN numbers:

Hardcover:

ISBN-10: 1938168119

ISBN-13: 978-1-938168-11-6

Paperback:

ISBN-13: 978-1-50669-653-9

Powerpoint presentations for the OpenStax book are found at

https://drive.google.com/drive/folders/14_LdUt5h58HertzfgtosRISJXPTuEFpe

Youtube user Sciogenes has a playlist of the textbook (chapters 1-10) read out loud. You can find the section of the book you want to listen to at

https://www.youtube.com/playlist?list=PLHSqHiN2oAdvUfUdw6V-HR63NS4u9kVmz

Supplemental Textbook (Hardback): Biology, Miller & Levine. Publisher, Pearson.

Welcome to Bio A!

Welcome to introductory Biology! We have a unique opportunity this semester. Science students are often separated from the real world by the classroom walls. This semester we have the opportunity to see how biology works right where you live.

Course Description of Bio A

During this course students will practice, cooperative, inquiry and project-based learning in the study of molecular and cellular biology including biochemistry, cell structure and function, the metabolic process of respiration and photosynthesis, cellular reproduction and the basic concepts of genetics. Laboratory experiences will encourage scientific thinking by following procedures, collecting, and analyzing data.

Prerequisites: MAT 060; COMP 090

Course Learning Outcomes

In accordance with the Colorado Department of Education, to meet Colorado Academic Standards in life science

1. Explain driving principles behind cellular processes.

2. Using probability, justify patterns of inheritance and genetic traits

3. Develop literacy skills in scientific writing

4. Use scientific notation and unit conversion

5. Interpret graphs and data

6. Evaluate evidence as sufficient support for popular scientific claims

7. Investigate the role of science in American culture.

Page Break

Course Overview

Instructor’s Overview of the Course

Biology is both skill- and theory-driven. We will learn about the general knowledge of biology (the theory). We will also practice specific scientific skills. This is why we emphasize Labs and summaries in Homework assignments so heavily, making Exams slightly less than half of the grade.

Graded Instructional Activities

Activities

Contribution to Overall Grade

Exams

40% of Total Grade

Quizzes

15% of Total Grade

Homework

20% of Total Grade

Labs

25% of Total Grade

TOTAL

100%

Exam Guide

Knowledge of Biology is highly interrelated. This means we have a comprehensive Final Exam. So we want to give students to an opportunity to review material from earlier in the semester. This means each Exam is mostly based on questions from recent material, with some points based on reviews. This chart breaks down how many points each exam will be worth. It also states how many points will be from the chapters previously studied.

Exam

Exam Points

Chapters 1-2

Chapters 3-4

Chapters 5-6

Chapters 7-8

Chapters 9-11

Exam 01

60

60

Exam 02

80

10

70

Exam 03

100

10

10

80

Exam 04

120

10

10

10

90

Exam 05

140

10

10

10

10

100

Final Exam

200

40

40

40

40

40

Totals

140 pts

140 pts

140 pts

140 pts

140 pts

Grading Scales and Standards

Students are expected to regularly check grades on Infinite Campus and address any discrepancies or questions with the instructor within a week of the grade posting date. Replace with information on course grading scales and standards.

Letter Grade

Range

A

90 – 100%

B

80 – 89.999%

C

70 – 79.999%

F

69.999% and lower

Late Assignments Policy

Homework and written assignments may be made up if they are missed because of an excused absence at no penalty on the next school day. Written assignments may be turned in late for 70% credit up to one week after the assigned due date, after which they are no longer worth points.

You may know in advance that you will be unable to participate in a particular day’s assignment. In that case, let the instructor know in advance of the times you can’t participate.

Absence and Tardy Policy

In CECFC’s fast-paced, semester based program, attendance is crucial for success. In the event of an absence, a guardian needs to communicate with the school attendance line. See the Student and Family Handbook for guidance on “excused absences”.
In addition, regardless of the nature of the absences, a student’s first priority should be to check the school website for information about course work for the day and then to contact the instructor to communicate the absence and to create a plan for completing any missed work.

Arriving in class prepared and ready to learn is also crucial. Students who are arrive after the start of class will be considered tardy. Please be conscientious of arriving on time as to not disrupt your classmates and to ensure you are prepared to learn for the entire period. Three tardies in a course will be viewed the equivalent of an absence.
Since there will be some form of online assignment due each day, Monday through Friday, it is critical to check every day.

Participation grades will be negatively impacted in the case of an unexcused absence.

CECFC takes a team approach to ensuring students can access their courses. After a student’s second absence in a course, the instructor and other support staff will begin to monitor and work with a student and potentially his/her family to ensure attendance and appropriate access to the course.

General Course Information

Culture of Responsibility and Workforce Readiness

Students should read and be familiar with these school policies found on the CECFC website. Behavior contrary to these expectations will be dealt with through my classroom conduct plan outlined below.

This class is the pre-requisite for college courses. Students are expected to conduct themselves in a manner that shows this college readiness in the following ways:

The student communicates questions or concerns with the teacher directly (in person or via email) and not through a third party such as a parent.

The student notifies the teacher of absences and communicates needs or confusion over make-up work

The student consistently engages respectfully and professionally in the classroom with all individuals.

Classroom Conduct

I strive to have my classroom be a comfortable, fun, and yet professional place to be. To maintain that environment, certain behaviors will not be tolerated. If your actions detract from yours or another’s learning, or are disruptive to the culture of my classroom, you will be verbally warned. If the behavior continues you will be sent to a staff assigned detention and receive a point deduction on in class assignments from that week for your lack of participation.

All interaction in the virtual classroom should be professional, thoughtful, and kind. All communication within the school’s Office 365 apps is monitored. Nothing is private. So, staff and students alike should only use Teams, Email, and any other app for school appropriate work and communication.

Attendance

Attendance records are taken each day at 3:30pm. What if a student completes work after 3:30pm? Then they need to email the instructor to let them know.

If students are having technical difficulties, they must reach out to our tech support at . . . .

Open a ticket - Email support@coloradoearlycolleges.org

Phone Support (M-F, 7:30-4:00) – 970-305-4303

In order to be counted in attendance, students must demonstrate active participation to be marked as present for the day. Each day there will be assignments or quizzes or responses required that will be counted for attendance.

As examples, the following behaviors count for earning a present and at least one of these behaviors must be demonstrated during a synchronous class or within the 24-hour window of an asynchronous class:

Posting a thoughtful response to a discussion question

Participating in a “live” discussion during class

Using the chat feature to appropriately engage in class material to meet the learning goal

Completing a class poll related to the learning goal

Completing and/or uploading a worksheet provided by the teacher

Completing a Microsoft Form quiz, questions, or response

Creating and sharing a Flipgrid video

Other assignments according to instructor’s discretion

Remote Learning Expectations

When interacting online with the instructor and classmates, students are expected to uphold expectations of professionalism and respect. This includes emails, discussion boards, and live class meetings. Students are expected to uphold the following expectations in all school related platforms and interactions online:

Share your ideas and differing opinions but do not attack others

Keep an open mind to what others have to say

Do not dominate the conversation. Focus on interacting and inviting others into the conversation.

Avoid slang and use complete, edited sentences to communicate your ideas clearly.

Use emojis, underlining, or bold words when appropriate to convey tone, but avoid using these excessively or negatively.

Appropriate humor can be acceptable, but remember it can often be hard to interrupt online. Consider what you are posting before you post it.

Stay on topic and only post what is appropriate for the class and particular learning activity

Use the “Community” channel in Teams for other questions or to connect with classmates.

The instructor reserves the right to delete inappropriate or off-topic comments or posts. If a student does not meet these remote learning expectations, he or she may also be referred to the Campus Culture team and/or Dean of Academics.

Video Recording and Sharing

Live classes via Teams and D2L will be recorded and provided for all students to access at a later time in order to accommodate students who are unable to attend class and for students to material if needed. All of these course materials provided online are the property of the instructor. This includes videos, voice recordings, pictures, handouts, slides, etc. The following are appropriate uses of all materials provided by your instructor via Teams, D2L, or email.

Downloading videos/voice recordings for yourself to review in connection to the course

Saving or printing files to assist yourself in completing course work

Students cannot download, print, post, or use the course materials in any other way without written consent from the instructor. Ensure that you ask for permission prior to using or sharing the intellectual property of the instructor for any other purposes other than completing and understanding coursework.

CECFC General Writing Expectations

All students are expected to demonstrate an understanding of written communication in writing composed in and for all classes/courses at CECFC. Failure to apply these standards may lead to a class consequence at the discretion of the instructor. This may include a grade deduction for the assignment or an ungraded assignment until the student revises his/her writing to meet CECFC’s composition expectations.

At a minimum, writing that a student submits to an instructor to be graded should demonstrate the following characteristics after completing the writing process (brainstorming, organizing, drafting, revising, and editing):

Complete sentences (Avoid run on sentences and fragments)

Correct Capitalization

Correct Spelling

Logical paragraph structure (Avoid long blocks of text lacking one controlling idea.)

Clarity (An instructor should not have to re-read a sentence in order to understand the meaning the student is attempting to convey.)

Formatting (Use a style guide to ensure correctly formatted text size, spacing, headings, etc. in the style the instructor has requested.)

Sources should be correctly cited using all norms of the style assigned by the instructor in order to avoid plagiarism

Professional and academic word choice appropriate to the audience and purpose

Legible handwriting (if applicable)

If a student is not confident in demonstrating each of the above characteristics, tutors are available to assist in revising and editing any assignment, big or small, prior to submission.

Page Break

Academic Honesty

Students are expected to conduct themselves with ethically in all courses and assume full responsibility for the content and integrity of the academic work they submit. The guiding principle of academic integrity will be that a student's submitted work, examinations, reports, discussions, and projects must be that of the student's own work and unique to the course. Consequences will follow any of the following actions:

Represent the work of others as their own (this includes copying material from the Internet for discussion postings or other assignments without proper citation)

Use or obtain unauthorized assistance in any academic work.

Give unauthorized assistance to other students.

Modify, without instructor approval, an examination, paper, record, or report for the purpose of obtaining additional credit.

Misrepresent the content of submitted work.

Collaboration. Unless otherwise instructed, all work submitted is to be done individually by the student. This means you should not be working in pairs or in a group to write discussion posts, complete assignments or take quizzes and other assessments unless specifically asked to do so by your instructor.

Plagiarism / Dual Submission. Plagiarism, whether intentional or accidental, is academic dishonesty and may incur disciplinary action ranging from receiving a zero on an assignment or failing a course to more severe consequences. Plagiarism means

Using someone else’s ideas and not correctly citing that use. This means that if you put someone else’s work into your own words, put it in your work, and do not correctly document it, the idea is plagiarized.

Using someone else’s words without quotation marks and not correctly citing that use.

Using someone else’s images or other works (such as from the Internet) without correctly citing that use.

Submitting work that has been turned in for credit in another class or at another institution unless specifically permitted by your instructor.

Tutoring

Tutoring is available through the Wolf Den and highly encouraged for students at all levels needing or wanting support in their courses. Visit the Wolf Den in person or on the CEC website to make an appointment.

Other

We do not yet know what restrictions in or out of the physical classroom we may face. In the event of work in the building:

· Food and drink are not allowed in this classroom apart from water (this may also be not allowed on certain days do to lab activates)

· Sleeping in class can be dangerous, is not allowed and will result in a loss of participation points for the week

· Phones and headphones are not allowed in class and will be confiscated. Phones that must be silenced and, in your bag. Additionally, headphones left around your neck or hanging from your shirt collar will be considered in use

· Packing up/leaving before the end of class period is disrespectful and will not be permitted, do not assume class has been dismissed. Doing so will result in a staff assigned detention and loss of any in-class assignment points from that day.

· Leaving policy: bathroom breaks are allow as needed up to once a week, you must write your name in the lower right-hand corner of the white board and leave your phone under your name.

Important Dates

First Day of Class: August 11, 2020

Deadline for Schedule Changes:

Last Day to Add: 8/17/2020

Last Day to Drop: 8/27/2020

Last Day to Withdraw: 11/13/2020

Last Day of Class: December 15, 2020

Course Schedule

Course Plan

Week

Date

Lecture Topic

Labs

Exams

Week 1

8/10

Safety and Procedures

Set up Lab 1: Plant Growth Comparison

Week 2

8/17

Ch1/Ch2.1: Scientific Method, Chemistry

To be Announced (TBA)

Week 3

8/24

Ch2.2 Water

TBA

Week 4

8/31

Ch2.3 Biomolecules

TBA

Exam 01 (Ch1-2, exam on Fri)

Week 5

9/7

Ch3: Cell Structure

TBA

Week 6

9/14

Ch4.1-4.3: Energy

TBA

Week 7

9/21

Ch4.4-4.5 Energy without oxygen

TBA

SAT Testing (Wed)

Exam 02 (Ch3-4), exam on Fri)

Week 8

9/28

Ch5: Photosynthesis

TBA

Week 9

10/5

Ch6.1-6.2: Cell Reproduction

TBA

Week 10

10/12

Ch6.3-6.4 Cancer and bacteria

TBA

Exam 03 (Ch5-6, exam on Wed)

(Oct 15-16th, Fall Break, Thu-Fri)

Week 11

10/19

Ch7: Cellular Inheritance

TBA

Week 12

10/26

Ch8.1-8.2: Inheritance Patterns

TBA

Week 13

11/2

Ch8.3: Extensions of Inheritance patterns

TBA

Exam 04 (Ch7-8, exam on Fri)

Week 14

11/9

Ch9: Molecular Biology

TBA

Week 15

11/16

Ch10: Biotechnology

TBA

Week 16

11/23

Thanksgiving Week

Celebrate Thanksgiving

Week 17

11/30

Ch11.1-11.3: Evolution

TBA

Week 18

12/7

Ch11.4-11.5 Speciation

TBA

Exam 05 (Ch9-11, exam on Wed)

Week 19

12/14

Final Exams

Final Exam (Ch1-11)

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