今天GJXX小編搜羅了上海宏潤(rùn)博源學(xué)校物聯(lián)網(wǎng)與可持續(xù)化生活、教育與藝術(shù)研究小組希望給擇校的家長(zhǎng)們提供參考。

 

編者按：

During the week of 15 November, SHBS students embarked on a range of intensive inquiry- and project-based learning programs that took them out of traditional classrooms and into the amazing city they call home. For this second year of Building Shanghai, the program theme is sustainability-- what’s required to confront our global climate emergency to continue thriving in the future.

11月15日這周，上海宏潤(rùn)博源學(xué)校的同學(xué)們走出教室，走進(jìn)上海這座充滿魅力的城市，開(kāi)展一系列基于課題項(xiàng)目的探究式學(xué)習(xí)。今年是我們建設(shè)上海項(xiàng)目開(kāi)展的第二年，主題是“可持續(xù)性”上海——這也是應(yīng)對(duì)全球氣候危機(jī)，實(shí)現(xiàn)未來(lái)持續(xù)繁榮必須要做的課題。

Every group explored an essential aspect of Shanghai’s economy and culture, with a focus on how innovation, conservation, and adaptation can address pressing environmental concerns—with topics including Ecological Diversity, Sustainable Fashion, Modern Agriculture and Organic Agriculture, Green Energy, The Fate of Garbage, Hospitality and Tourism, Environmental Ethics of Art, and The Cost of Money: can e-currency be green?

在老師們的帶領(lǐng)下，各小組同學(xué)調(diào)研了上海經(jīng)濟(jì)和文化的不同側(cè)面，涉及到的話題包含生態(tài)多樣性，可持續(xù)性時(shí)尚，現(xiàn)代農(nóng)業(yè)與有機(jī)農(nóng)業(yè)，新能源，垃圾的命運(yùn)，酒店與旅游業(yè)，編織藝術(shù)的環(huán)保理念探索，貨幣的成本等。

一起來(lái)看一下物聯(lián)網(wǎng)小組帶來(lái)的簡(jiǎn)單匯報(bào)吧。

Let’s take a look at the brief report brought by the IOT group.

DAY 1

第一天小組的主要任務(wù)是必要背景知識(shí)的學(xué)習(xí)。上午全體同學(xué)先對(duì)信息技術(shù)下社會(huì)各方面的變動(dòng)進(jìn)行了初步討論，緊接著張老師引導(dǎo)同學(xué)們觀看了數(shù)個(gè)相關(guān)的前沿視頻。同學(xué)們通過(guò)學(xué)習(xí)和之前自己的討論進(jìn)行對(duì)比總結(jié)，對(duì)信息藝術(shù)交互、物聯(lián)網(wǎng)與工業(yè)4.0等前沿領(lǐng)域有了更深的了解。

On the first day, the group focused on learning the necessary background knowledge.  In the morning, all students had a preliminary discussion on the changes in all aspects of society in this IT era, and then Mr. Zhang showed us a few related cutting-edge videos.  By summarizing what they had learned and comparing it with  their previous discussions, students gained a deeper understanding of cutting-edge fields such as information art interaction, Internet of Things and industry 4.0.  

下午，同學(xué)們開(kāi)始進(jìn)行基礎(chǔ)編程與硬件電路知識(shí)的學(xué)習(xí)。通常這種學(xué)習(xí)過(guò)程會(huì)使用到很多電子元器件，但我們這次全程在tinkercad平臺(tái)上完成了電路的模擬搭建以及代碼測(cè)試功能。在學(xué)習(xí)的同時(shí)讓同學(xué)們確實(shí)地體驗(yàn)了前沿科技下無(wú)紙化學(xué)習(xí)的高效和便利。

In the afternoon, students began to learn knowledge on basic programming and hardware circuit.  Usually, many electronic components are used in this learning process, but this time, we completed the simulation of the circuit and code test function on tinkerCAD platform.  At the same time, students really enjoyed the efficiency and convenience of paperless learning brought by the cutting-edge technology.

晚上，同學(xué)們?cè)赾oursera平臺(tái)上繼續(xù)通過(guò)UCI(University of California, Irvine) 發(fā)布的網(wǎng)絡(luò)課程繼續(xù)補(bǔ)充智能硬件的相關(guān)知識(shí)，并且完成了一項(xiàng)測(cè)試。

In the evening, students continued to learn more knowledge on intelligent hardware through a UCI(University of California, Irvine) online course on Coursera and completed a test.

DAY 2

"Can machines think?" Today, as we get closer to realizing Turing's assertion, the question that Turing alluded to in 1950 resonates again.

“機(jī)器會(huì)思考嗎？”今天，隨著我們?cè)絹?lái)越接近于實(shí)現(xiàn)圖靈的斷言，圖靈在 1950 年提到的問(wèn)題再次引起了共鳴。

To find the answer to Turing's question, we stepped into the 'Book of Sand' AI-Art show held by Aiiiii Art Center and Art and Artificial Intelligence Lab, established in 2021 and affiliated to College of Design and Innovation, Tongji University.

為了尋找圖靈問(wèn)題的答案，我們走進(jìn)了由艾廠人工智能藝術(shù)中心合作與同濟(jì)大學(xué)設(shè)計(jì)創(chuàng)意學(xué)院-藝術(shù)與人工智能實(shí)驗(yàn)室合辦的“沙之書”人工智能藝術(shù)展。

 

SHBS

During the visit in Ai-Art Center, we started to meditate on how algorithm, big data and neural network have their reflection on the artistic visualization and expression.

在參觀人工智能藝術(shù)中心的過(guò)程中，我們開(kāi)始對(duì)算法、大數(shù)據(jù)和神經(jīng)網(wǎng)絡(luò)在藝術(shù)可視化和表達(dá)方面的應(yīng)用進(jìn)行反思。

After getting back to school, students analyzed how the contemporary avant-garde works of art in the exhibition interacted with various computer technologies, and broadened their understanding of the possibilities of artistic creation in the digital age.  

回到學(xué)校后，同學(xué)們分析了展覽中當(dāng)代先鋒藝術(shù)作品和各個(gè)計(jì)算機(jī)技術(shù)是如何交互的，也打開(kāi)了對(duì)數(shù)字時(shí)代藝術(shù)創(chuàng)作可能性的認(rèn)識(shí)。

DAY 3

第三天，我們回歸本周的核心主題：現(xiàn)代科技下的可持續(xù)化生活——校園IoT物聯(lián)網(wǎng)智能改造。我們計(jì)劃制作一個(gè)理論上可以將學(xué)校任何傳統(tǒng)電器設(shè)備接入校園網(wǎng)并且實(shí)現(xiàn)遠(yuǎn)程控制的物聯(lián)網(wǎng)插座原型產(chǎn)品。

On the third day, we returned to the core theme of this week: Sustainable campus life brought by modern technology -- intelligent transformation of campus IoT.  We planned to make a prototype Internet of Things socket that could theoretically connect any traditional electrical equipment of the school to the campus network and make remote control come true.  

在全面開(kāi)始項(xiàng)目制作之前，同學(xué)們先分析了這兩天的學(xué)習(xí)成果，并且完成了產(chǎn)品設(shè)計(jì)的思維導(dǎo)圖。

Before starting the project, students analyzed their learning these two days and completed the mind map on product design.  

主要負(fù)責(zé)技術(shù)部分的高同學(xué)（Kay）和張同學(xué)（Louis）也在下午完成了電路構(gòu)建和初步的代碼設(shè)計(jì)。

Kay and Louis, who were mainly responsible for technical support, completed the circuit construction and preliminary code design in the afternoon.  

之后，就是漫長(zhǎng)的原型產(chǎn)品制作環(huán)節(jié)。在這期間，同學(xué)們需要應(yīng)用電子電路、開(kāi)源硬件編程、網(wǎng)絡(luò)通訊等知識(shí)。

Next came the long process of prototyping.  During this period, students needed to apply knowledge of electronic circuits, open source hardware programming, network communication, etc. 

最后，在第三天結(jié)束之前，我們大致實(shí)現(xiàn)了原型產(chǎn)品的基礎(chǔ)功能，不過(guò)就算是作為原型產(chǎn)品，我們的IoT智能插座還有很多需要調(diào)試和優(yōu)化的地方。

Finally, by the end of the third day, we had roughly implemented the basic features of the prototype. However, even as a prototype, our IOT smart socket still needed to be adjusted and improved.  

DAY 4

我們小組兵分兩路：硬件測(cè)試組完成IoT智能原型，負(fù)責(zé)總結(jié)和第五天展會(huì)講解的文案組完成最后的海報(bào)與會(huì)場(chǎng)講解ppt設(shè)計(jì)。

We were divided into two groups: The hardware test group completed the IoT intelligent prototype, and the copywriting group which was supposed be responsible for making summary and presentation on the 5th day finished designing the posters and ppt.

DAY 5

第五天，大家調(diào)試好需要展示的硬件設(shè)備，并且放置好海報(bào)后，用自信的態(tài)度和飽滿的熱情向每一位來(lái)訪者講解并且展示整個(gè)小組一周時(shí)間的調(diào)查和研究、開(kāi)發(fā)成果。

On the fifth day, after debugging the hardware equipment and placing the posters, we explained to each visitor with confidence and enthusiasm and showed the results of the investigation, research and development done by the whole team during the week.

雖然2021年秋季建設(shè)上海的活動(dòng)結(jié)束了，但我們的腳步不會(huì)停下，接下來(lái)我們會(huì)繼續(xù)優(yōu)化和改良我們的IoT智能系統(tǒng)，并且代表學(xué)校去各類創(chuàng)客展上和其他國(guó)家或者地區(qū)的學(xué)校社團(tuán)交流和分享。

Although the 2021 Building Shanghai week was over, we will keep going further. Next, we will continue to optimize and improve our IoT intelligent system, and on behalf of our school, we will attend various maker exhibitions to communicate and share with school communities in other countries or regions.  

文 | Neal Zhang

翻譯 | Dawn Xu

排版 | Jang