Application of Drones in Interdisciplinary Learning & Entrepreneurship Education

COPYRIGHT © 2020 ALL RIGHTS RESERVED

‘i-JOURNEY’

PAID NON-LOCAL STUDY LEAVE SCHEME

FOR SECONDARY SCHOOL TEACHERS,

EDUCATION BUREAU, HONG KONG

RICHARD C. Y. YEUNG

ry.yeung@chw.edu.hk

DEPARTMENT OF SCIENCE

CARMEL HOLY WORD SECONDARY SCHOOL

1

Having spent over 20 years as a science teacher, I have put a

great deal of effort into delivering science knowledge using a handson

approach. “Learning by Doing” is the crucial element that drives

students to learn, and it is definitely my favorite teaching pedagogy.

It was my great pleasure to have the opportunity to explore the

characteristics of Finnish education through joining the ‘i-Journey’

scheme to Helsinki and Jyväskylä in 2018. Using the Finnish and

Hong Kong curriculum frameworks as references, I developed a

drone-based interdisciplinary STEAM learning project by integrating

local academic subjects.

Here is the journal presenting the details of our new crosscurricular

learning programme.

2

Application of Drones in Interdisciplinary

Learning & Entrepreneurship Education

A School-based Initiative of ‘i-Journey’

Paid Non-local Study Leave Scheme

for Secondary School Teachers (2018-19)

Programme A1

Finland

3

無人機

跨學科 ‧ 創意學習 ‧ 實驗計劃

Drone-based Interdisciplinary STEAM Learning Project

迦密聖道中學 ‧ 科學科

Department of Science,

Carmel Holy Word Secondary School

《無人機在跨學科學習及創新教育上的應用》

教育局 “i-Journey” 在職中學教師帶薪境外進修 [ 芬蘭 ] 計劃學習項目

4

Programme A(1)

Interdisciplinary Learning &

Entrepreneurship Education

Helsinki & Jyväskylä, Finland

• The Finnish education system has been frequently regarded

as one of the most successful models in the 21 st century. Its

recent reform of the National Core Curricula puts emphasis

on collaborative classroom practices, phenomenon-based

enquiry and project-based/interdisciplinary learning, which

aim to promote the development of seven key transversal

competences in Finnish students. Jyväskylä, known as the

origin of Finnish teacher training, has established strong

roots in education over 150 years and housed the oldest

educational and pedagogical institution in Finland --

University of Jyväskylä.

5

https://www.edb.gov.hk/i-journey/


• This Jyväskylä-based study

programme is expected to provide

participants with knowledge of

relevant theories, research and

latest policies and practices in

Finland, and, more importantly,

offer insight into how the effective

measures can be adapted in the

Hong Kong context. In particular,

participants will learn how the

pedagogical foci of the above

transversal competences such as

ICT competence and competence

for the world of work can shed light

on the corresponding emphases of

the Ongoing Renewal of the School

Curriculum.

6

Programme Structure

i. Pre-trip Preparation

A one-week period in Hong Kong for research and

development of a school-based project proposal and

participating in related courses/activities.

9-13/4

Phase

1

(2018)

ii. Overseas Experience

iii. Post-trip Consolidation

A five-week period of structured learning and school

attachment/visits abroad, during which participants

further develop and finalise their proposals with the

knowledge and experience gained

A two-week period upon returning to Hong Kong for

consolidation, write-up of a detailed implementation

plan for the school-based project and participating in

related courses/activities.

15/4-20/5

21/5-1/6

Phase

2

(2018-19)

iv. Implementation of

Finalized Proposal

Implement the school-based project in participants’ schools with a

view to bringing positive changes. Good practices of any schoolbased

initiative / research will be shared with a larger professional

community.


7

The 'i-Journey' Scheme aims to create a unique learning experience for participants, where they will start

with an inquiry, get inspired in the process, and most importantly, bring an impact on their teaching/ student

learning/ school development.


I started the i-Journey with this question in mind:

“What is Phenomenon Based Learning?”

To me, it would be interesting to walk into the

Finnish classroom to observe how teachers guide

students’ learning through this innovative pedagogical

approach!

8

It is interesting to discover that the main

difference between Finland’s and Hong Kong’s

teaching is not the methods, but the mindset and

philosophy of education. Teachers in Finland have full

trust in their students’ potentials and capabilities.

9

I started to realize that holistic real-world

phenomena can provide a good starting point for

learning, during which information and skills are

studied in a real context by crossing the boundaries

among subjects.

10

Mentor

Prof. Hannu HEIKKINEN

Finnish Institute for Educational Research

University of Jyväskylä, Finland

PROJECT HOLDERS

11

LEARNING ELEMENTS

OF THE DRONE-BASED

PROGRAMME

Entrepreneur Proposals of

Future Drone Applications

Engineering Process

Micro:bit Coding and

Servo Motor Control

Programmed Flight

Water Contaminants

Surveying

FOV Measurement

Video Making

Geometry & Trigonometry

Drone Piloting &

Safety Concern

History of UAV

Development

Aerophysics

12

A novel pedagogical model integrating several Key

Learning Areas (KLAs), including Science, Mathematics,

Information Technology and Geography, was

established to connect drone technology to STEM

learning. While enhancing students’ STEM literacy and

ability to apply knowledge, it also aimed at teaching

students to have the patience to resolve problems and the courage to face failure, so

that they could undertake the missions of improving our life by harnessing technology

to good purpose ethically.

13

The programme ran between October 2018 and April 2019

and targeted Secondary Three and Secondary Four students.

Centred around junior secondary Mathematics and Science,

it comprised two phases, namely:

, and

14

The project was honoured in 2019 with

❑

“Global Spotlight of Employability”

by HundrED, the Finnish innovative

educational organization, and

❑ “NXTEducator Global Educational

Innovation Award” by Sayling Wen

Cultural & Educational Foundation.

15

CONTENT

The Origin

Finnish Exposure

Curriculum Integration

Implementation

Learning & Teaching (Phase 1)


Presentation & Sharing

Enlightenment

Acknowledgement

References

Appendix

p.23-40

p.41-84

p.85-104

p.105-141

p.142-262

p.263-306

p.307-340

p.341-405

p.406-416

p.417-434

p.435-443

16

The Origin

Why Drone?

Professional & Consumer Quadcopters

Application of a Drones in Teaching & Learning ?

Finnish Exposure

Schedule of i-Journey Programme

Inquire, Inspire & Impact

My Observations

Characteristics of the Finnish Education System

Phenomenon-based Learning

Transversal Competences

Curriculum Integration

CONTENT

Curriculum Planning

Structure of Cross-curricular Integration

Connection of KLAs in Drone-based Interdisciplinary Learning

Sequencing & Scaffolding of Drone-based Learning Activities

p.23-40

p.41-84

p.85-104

17

Implementation

Outline

Implementation Plan

Event Schedule

To Support Student Learning through Adoption of Drones

Knowledge Management

Back to Finland


Lesson 01

Lesson 02

Lesson 03

Lesson 04

Lesson 05

Lesson 06

Lesson 07

Lesson 08

Lesson 09

Lesson 10

Science & Technology

Drone Piloting

Programmed Flight

Drone Coding & Geometry

Trigonometry & Surveying

Micro:bit Coding

Coding & Engineering Process

Drone X Environmental Science

Drone Opportunities

Entrepreneur Proposal Presentation

p.105-141

p.142-262

18


Design of Drone-assisted Surface Water Sampling System

Water Landing Models

Hanging Basket Models

Water Sampling and Testing 1 (Clear Water Bay)

Water Sampling and Testing 2 (Lam Tsuen River)

Development of Drone (UAV) Water Sampling Technology

p.263-306

Presentation & Sharing

Learning & Teaching Expo

Sharing (Shantou Guangha Private School)

Tai Po Inno Expo

Project Sharing & Taster Lesson (CALFSS)

The First Ocean Park International STEAM Education Conference

‘i-Journey’ Fair

Internal Capacity Builiding (SBCDS, EDB)

Ednovation Fest

Global Spotlight on Employability Skills

Taipei NXTEducator Summit

“iMPACT” – A Fruitful Learning Experience & Achievement in ‘i-Journey’

p.307-340

19

Enlightenment

p.341-405

Mentor’s Messages

School-based STEM Curriculum Development

Reflection

• Interdisciplinary Teachers?

• Effective Collaborative Learning?

• Life Planning Education

• Self-directed Learning?

What Comes Next?

• DIY Drones?

• 3D Printed Drone Parts?

• Game Design

• Overseas Exchange

Development of School-based Interdisciplinary STEM Learning Activities

• Compare the Performance of Heat Packs by using Micro:bit Programming

• Circuit Problem Solving & Design of Vehicle Cabin Safety Alert System

• From Pinhole Camera to Aerial Camera

• Design & Application of Pinhole Cameras

Science Education & Value Education

• Natural Balance of CO 2 and O 2

Proposed Inter-departmental Collaboration of STEM Education

20

Acknowledgement

p.406-416

How did the ‘DREAM’ come true?

‘i-Journey’ programme

One-off Grant to Secondary Schools for the Promotion of STEM Education

Finland Education Experts

Mentors & Advisors

Colleagues

Alumni & Buddies

References

Websites

• Finland Education

• Drones & Education

• Drone Technology

• Drone Application

• Drones & Environmental Science

p.417-434

21

Readings

• National Core Curriculum for Basic Education

• Finnish Lessons 2.0 ~ What can the World Learn from Educational Change in

Finland?

• FinnishED Leadership ~ Four Ideas to Improve Schools

• The Finnish Miracle ~ 100 Years of Success

• Teach Like Finland ~ 33 Simple Strategies for Joyful Classrooms

• 像芬蘭這樣教 : 快樂教、快樂學的 33 個秘密

• 沒有資優班 : 珍視每個孩子的芬蘭教育

• 教育是 , 陪你找自己的路 : 歐盟「文化融合親善大使」的奧地利教育大震撼

• 思辨是我們的義務 : 那些瑞典老師教我的事

Appendix

Google Analytics

YouTube Studio

p.435-443

22

Carmel Holy Word Secondary School, Tai Wo, Hong 23Kong

1. THE ORIGIN

WHY DRONE ?

“There is a lot of

information out there

that’s saying in the

next 10 years the

drone industry will be

a multibillion-dollar

industry.”

Source: https://www.theatlantic.com/education/archive/2017/08/the-value-of-bringing-drones-to-the-classroom/537150

24

1. THE ORIGIN

source:

https://blog.ventureradar.com/2015/12/29/20-commercial-drone-use-cases-and-leading-innovators/

25

https://www.insider.com/photos-coronavirus-dronemessages-seoul-south-korea-2020-7

1. THE ORIGIN

300 Drones were programmed to display a variety of images over the

Han River to support the country as measures to avoid the spread of

the coronavirus disease (COVID-19) continue in Seoul, South Korea

26

https://www.scmp.com/tech/gear/article/3083093/

morocco-launches-fleet-dji-drones-tacklecoronavirus-sky

1. THE ORIGIN

A drone equipped with disinfectant liquid to

contain the spread of the novel coronavirus

27

Drone / UAV Operation &

Engineering Training (Japan, Taiwan)

1. THE ORIGIN

日本バンタン高等学院

ドローン&ロボティクス専攻

(Drone & Robotics Course)

台灣長榮大學

無人機應用學士學位學程

(Bachelor Degree Program of

Unmanned Aerial Vehicle)

28

Drone / UAV Operation &

Engineering Training (USA)

1. THE ORIGIN

Kansas State Polytechnic

BSc. in Unmanned Aircraft Systems

Flight and Operations

Purdue University

Unmanned Aerial Systems Degree

29

Professional Quadcopters

1. THE ORIGIN

Inspire 1 (Nov 2014)

• Max Flight Time = 18 mins

• FOV = 94 0

• CMOS = 1/2.3” CMOS

4/3” CMOS

1” CMOS

1/5” CMOS

1/2.3” CMOS

Inspire 2 (Nov 2016)


• FOV = 72 0

• CMOS = 4/3” CMOS

30

Consumer Quadcopters

1. THE ORIGIN

Phantom 4 Pro (Nov 2016)


• FOV = 84 0

• CMOS = 1” CMOS

Phantom 3 Professional (Apr 2015)


• FOV = 94 0


31

Source: https://www.73buzz.com/dji-mavic-2-pro-zoom/


1. THE ORIGIN

Mavic Pro (Sept 2016)


• FOV = 79 0


Mavic 2 Zoom (Aug 2018)


• FOV = 48-83 0


32


1. THE ORIGIN

Mavic Air (Jan 2018)


• FOV = 85 0


Spark (Apr 2017)


• FOV = 82 0


Mavic Mini (Nov 2019)


• FOV = 83 0


33


1. THE ORIGIN

Tello (Mar 2018)


• FOV = 83 0


Tello EDU (Nov 2018)


• FOV = 83 0


34

1. THE ORIGIN

Yet …

not that much has been done

in the education sector.

pedagogical models

connecting drones to STEM

learning in secondary schools

are limited.

35

1. THE ORIGIN

36

1. THE ORIGIN

Application of a Drones in TEACHING & LEARNING ?

( 無人機於學與教上的應用 ?) Max. Velocity ( 最高速率 ) = 30.05 m s -1

Study the flying performances of water rockets

( 研究水火箭的飛行表現 )

Scientific investigation ( 科學探究 ):

1. Size and shape of the wings ( 翼的大小和形狀 )?

2. Volume of water used ( 使用的水體積 )?

3. Pressure pumped ( 壓強的大小 )?

37

Educational

1. THE ORIGIN

Application

of Drones

38

STEM Knowledge & Skills

1. THE ORIGIN

• Interdisciplinary in nature.

• Based on the integration of the

formerly discrete disciplines of

science, mathematics, engineering

and technology.

• Combining the ability to produce

scientific knowledge, supported by

mathematical skills, in order to

design and build technological and

scientific products or services.

source:

Defining “STEM” skills: review and synthesis of the literature

https://files.eric.ed.gov/fulltext/ED570655.pdf

39

https://files.eric.ed.gov/fulltext/ED570655.pdf

Cognitive STEM Competencies

1. THE ORIGIN

40

Faculty of Education and Psychology,

University of Jyvä skylä , Finland

41

2. FINNISH EXPOSURE

Drone

Technology

Interdisciplinary

STEM Learning &

Entrepreneurship

Education

Apr - May 2018

'i - Journey'

Paid Non-local Study Leave Scheme

for Secondary School Teachers

42

Schedule of i-Journey Programme

2. FINNISH EXPOSURE

DATE

EVENT

01/08/2017 i-Journey Opens for Application

03/10/2017 Project Proposal and Application Submitted

18/12/2017 Application Accepted

02/02/2018 Pre-launch Meet-up @ EDB KTESC

16/03/2018 Launch Ceremony @ EDB KTESC

09/04/2018

10/04/2018

Recognising Educational Research In School

Introduction to Practitioner Research and Action Research (I)

Introduction to Practitioner Research and Action Research (II)

Latest Development in Interdisciplinary Learning & Entrepreneurship Education

11/04/2018 Mentoring @ HKBU (1)

12/04/2018

Essentials and Formulation of Professional Learning Communities

Sharing and Refining School-based Initiative / Research Plan

43

DATE

EVENT

2. FINNISH EXPOSURE

15/04/2018 Arrival to Helsinki, Finland

16/04/2018

17/04/2018

18/04/2018

19/04/2018

20/04/2018

Introduction to Finnish Education System and its Key Cornerstones

Visit to Ministry of Education and Culture (National Policies and Educational Strategy)

Visit to Finnish National Agency for Education (Curriculum Development in Finland)

Education Technology Development

Bus Transportation to Jyväskylä

Introduction to Teacher Education in Finland

Consultation & Mentoring Session (1)

Teacher as Reflective Practitioner

Introducing Research-based Approaches in Teacher Education

Classroom Delivery of Interdisciplinary Learning

Visit to Lower Secondary School: Teacher Training School of the University of Jyväskylä

Inquiry-based Learning and Subject Integration

Subject Teacher’s Multiple Tasks as an Educator

Finnish Phenomenon-based Learning: Essence and Challenge

Teacher Collaboration and Co-teaching

44

DATE

EVENT

2. FINNISH EXPOSURE

23/04/2018

24/04/2018

25/04/2018

Enhancing School Operational Culture through Shared Leadership

Classroom Management Tools and Methods

Enhancing Student Autonomy for Better Performance

Benefits of Cooperative Learning

Creating a Cooperative Lesson Plan


Assessment System in Finland

Assessment in Support of New National Curriculum

Assessment for Learning, not only of Learning

Continuous Assessment Practices and Tools

Self-assessment Guiding Students’ Learning

Peers assessment enhancing Students’ Learning

Assessment as a Tool towards Professional Growth

26/04/2018

School Attachment Day #1 – Muurame Upper Secondary School (Grades 10 – 12)

Welcome to Finland: The Country of Thousands of Lakes and Forests

School Tour

Dialogue with the Principal, Teachers and Students

45

2. FINNISH EXPOSURE

DATE

27/04/2018

30/04/2018

02/05/2018

03/05/2018

EVENT


Muurame Senior High School – Energy and Fun: The Best Years of Your Life”

Stakeholders

Class Observation; Dialogue with the Principal, Teachers and Students


Schools on to Move

Sustainable Development



Entrepreneurship in Muurame Upper Secondary School




Matriculation Examination


Reflection

46

2. FINNISH EXPOSURE

DATE

04/05/2018

07/05/2018

EVENT

School Attachment Day #6 – Kuokkala Comprehensive School (Grades 1 – 9)

Introduction

School Tour



Educational Leadership


08/05/2018


Effective Daily Leadership


09/05/2018


Support for Learning and School Attendance in Basic Education



47

DATE

EVENT

2. FINNISH EXPOSURE

11/05/2018



Reflection


14/05/2018 Kanavuori Nature Trail

15/05/2018

16/05/2018

Entrepreneurial Approach as a Motivator in Teaching

How to Support Creativity in Education?

Encouraging Creativity and the Development of Transversal Skills

Visit to the Finnish Institute for Educational Research

Investigating, Assessing and Developing the Finnish Educational System

Matriculation Examination and General Upper Secondary Education in Finland

17/05/2018 Consultation & Mentoring Session (6)

18/05/2018

Pohjanlampi Day Care Centre (0 – 7 years old)

Farewell Lunch, Overall Programme Summary and Wrap-up

Certificate Ceremony

48

2. FINNISH EXPOSURE

DATE

EVENT

19/05/2018 Bus Transportation from Jyväskylä to Helsinki Airport

20/05/2018 Arrival to Hong Kong

23/05/2018 Sharing Of Participants’ Overseas Learning Experiences (I), (II)

24/05/2018

Academic Writing Skills

Review and Integration of Participants’ Structured Learning and School Attachment with

their own Initiative

Mentoring @ HKBU (2)

28/05/2018 Application of Advanced Educational Research Methods and Analyses (I), (II)

29/05/2018 Refinement of the School-based Initiative and Development of an Implementation Plan

31/05/2018 Presentation of Finalised School-based Initiative (I), (II)

49

2. FINNISH EXPOSURE

It was exciting to have a first-hand

exposure on the world-class education

system. Being regarded as one of the best

in the world, there are no dead-ends

preventing Finnish students from

progressing to higher education.

The Finnish education system is divided

into three stages:

• pre-primary education for children

under 7;

• basic education (“Peruskoulu”) for

children aged 7-16; and

• upper secondary education with either

(i) general (academic) , or

(ii) vocational pathways

for those who have completed

compulsory basic education.

50

2. FINNISH EXPOSURE

51

2. FINNISH EXPOSURE

52

My Drone Footage in Finland

2. FINNISH EXPOSURE

53

2. FINNISH EXPOSURE

54

Made in Finland ~ 1 : Muuramen Lukio

(being posted on the Official Instagram of the Muuramen Lukio)

[Thank you Mr. Aki Puustinen (the Headmaster of Muuramen Lukio)]

2. FINNISH EXPOSURE

55

2. FINNISH EXPOSURE

Made in Finland ~ 2 : Outdoor Mentoring Session

(being posted on the Official Facebook of EduCluster Finland)

[Thank you Prof. Hannu Heikkinen (Professor, Finnish Institute for Educational Research, JYU)

and Ms Minna Suikkari (Lead Expert, EduCluster, Finland)]

56

2. FINNISH EXPOSURE

KeKe -- The Mascot of Muuramen Lukio

1. A HAPPY Learner.

Students learn more when they are happy and

relaxed. As a teacher, I can create a safe and

enjoyable environment that is conducive to learning.

2. A MAGNET on its head to attract good ideas.

Students can do that if they are active learners fully

engaged in a meaningful and authentic task. By

working in collaboration and discussion, spark

creativity and new ideas will be the natural outcome.

3. A TUMBLER.

No matter how hard you pushes it backward, it rights

itself in an upward position. It's just like learning.

Sometimes, failing or getting a less than a satisfactory

result is inevitable.

57

2. FINNISH EXPOSURE

The Finland education system puts

its focus on students’ learning rather

than testing.

Teachers believe in students’ potentials

and capabilities, while students trust their

teachers who give them the right tools to

develop them to be successful learners.

58

2. FINNISH EXPOSURE

Play can help children become

powerful learners.

Finnish schools put great effort

to increase physical activity

and decrease sedentary time

throughout the school days.

59

2. FINNISH EXPOSURE

“Less is more” is always the best

policy in Finland. Teachers find

that pupils learn better when they

get enough rest and variety in

their doings.

Phenomenon-based learning plays

a central role in the development

of transversal competences.

60

2. FINNISH EXPOSURE

Courses of the Upper Secondary

Schools are organized in modular

form but not tied to year classes so

that students can decide on their

individual study schedules freely.

The school (Muuramen Lukio) has put much emphasis

on the “inner entrepreneurship”, from which students

could find their own strength and role in a team.

61

2. FINNISH EXPOSURE

3 Important Facts

about Finland Education

1. All teachers must hold a

master’s degree.

2. No school inspections

or teacher evaluations.

3. 53.8% of 20- to 24-year-olds

study in universities or in

universities of applied

sciences.

62

2. FINNISH EXPOSURE

Source: Finnish National Agency for Education

63

2. FINNISH EXPOSURE

Source: Finnish National Agency for Education

64

2. FINNISH EXPOSURE

How the Finnish Education System

differs from the rest of the world’s?

Finnish schools are equal.

The profession of a teacher is respected.

Kids start school when ready for it.

Emphasis on pedagogic research.

Importance of inner motivation.

No strict standards in teaching methods.

In-school special education.

Learning by doing.

Little homework and short school days.

School meals for all.

65

Source:

http://www.strangerless.com/truth-finnish-education-system/

2. FINNISH EXPOSURE

Interesting myths about the Finnish Education System

• “There is no school uniform and you can dress as you like.”

(Wearing a cap in classroom is not allowed.)

• “There are no entrance exams, you only need the will to learn.”

(Many senior high schools you need good grades to enter.)

• “Finnish kids never get more than half an hour of homework.”

(Depends on how fast the kid is in doing his/her homework.)

• “It’s prohibited to put students into different classes according to

their capabilities and intellectual capacities.”

(In all classes there is a special education teacher to ensure that all

kids keep up with the rest of the class. However, there are also

schools for children with special needs.)

• “School is totally free.”

(Elementary school yes. In senior high school you have to pay for

your school books.)

66

2. FINNISH EXPOSURE

https://flipedu.parenting.com.tw/article/3131

芬蘭 ‧ 提倡「跨學科領域主題式學習」

Phenomenon-based Learning

培養孩子 21 世紀能力

◆ 加入學科知識的融合。

◆ 清晰課程主軸 , 課後多元評量。

◆ 製造情境 , 讓學生創造、思考。

◆ 鼓勵學生分組與團隊的共同學習。

◆ 老師互相合作 , 共同教學。

67

2. FINNISH EXPOSURE

Even though it would be fascinating

to think about an education built around

investigating real-life phenomena only,

Finland is not that radical.

What is true, nevertheless, is that

there is a strong emphasis on multidisciplinary

studies and integrating

different school subjects in Finland’s

current curriculum.

source: https://learningscoop.fi/why-do-we-need-phenomenon-based-learning/

68

2. FINNISH EXPOSURE

Phenomenon-based Learning https://www.valamis.com/hub/phenomenon-based-learning

Phenomenon-based learning is a learner-centred,

multidisciplinary instructional approach that is

based on student inquiry and problem solving.

Characteristics of Phenomenon-based Learning:

◆ no specific subject is taught,

◆ have a global context,

◆ have an interdisciplinary approach, and

◆ help learners to make connections across

different disciplines.

69

Strength of Phenomenon-based Learning?

2. FINNISH EXPOSURE

◆ Fosters greater engagement in learning new knowledge and skills

because learners are working towards what interests them personally.

◆ Enables deeper learning because learners are making connections

across subjects and seeing practical relevance to real life.

Weaknesses of Phenomenon-based Learning?

◆ There are no imposed learning goals because they are created during the

learning process.

◆ Lack of a formal structure where learners show completion of skills or

knowledge .

https://www.valamis.com/hub/phenomenon-based-learning

70

芬蘭 ‧ 「跨界能力」


7

2. FINNISH EXPOSURE

1

6

• 思考與學習能力

• 文化素養、溝通與自我表達能力

• 自我管理、日常生活技能與保護

自身安全能力

Growth as

Human

& Citizen

2

• 多元識讀能力

• 信息技術能力

5

• 工作生活能力與創業精神

• 參與和構建可持續發展未來的能力

4

Multiliteracy

3

http://www.businesstoday.com.tw/article-content-119085-161564

71

Gear towards

the development of


2. FINNISH EXPOSURE

72

2. FINNISH EXPOSURE

Drone-based

Interdisciplinary Programme

Phenomenon-based

Learning

Transversal

Competences

73

Drone-based Learning Components

& Transversal Competences

善用無人機科技

無人機與環境保護

無人機的未來

無人機創辦人故事

校友職涯分享

無人機創意企劃

2. FINNISH EXPOSURE

學習反思札記

體驗式學習

工程流程

無人機發展史

無人機科技應用

無人機安全關注

RIASEC 量表

協作及解難

自信及自律

無人機操作技巧

無人機編程飛行

微電腦編程應用

數學素養

科技素養

環境素養

74

2. FINNISH EXPOSURE

Thinking &

Learning to Learn

1

Drone-based Learning

Components

Web-based Learning Logbook

Reflective Writing

Experiential Learning

Engineering Process

Design Thinking

75

2. FINNISH EXPOSURE

Cultural Competence,

Interaction & Expression

2


Components

History of UAV Development

Commercial Drones

Safety & Public Concerns

Societal Impact of Drones

76

2. FINNISH EXPOSURE

Taking Care of Self

& Managing Daily Life


Components

3

Self-confidence & Self-discipline

RIASEC Interest Inventory

Communication Skills

Team Work & Problem Solving

77

2. FINNISH EXPOSURE

Multiliteracy

4


Components

Mathematical Literacy

Programming Literacy

Technology Literacy

Environmental Literacy

78

2. FINNISH EXPOSURE

ICT Competence

5


Components

BYOD

Drone Piloting & Programming

Micro:bit Coding

Google Drive & Google Sites

Movie Editing

79

2. FINNISH EXPOSURE

Working Life Competence

& Entrepreneurship

6


Components

Story of the Founder of DJI

Alumni Workplace Sharing

Drone Opportunities

Entrepreneur Proposals

80

2. FINNISH EXPOSURE

Participation & Involvement,

Building the Sustainable Future

7


Components

Making Good Use of Drones

Drone & Environmental

Conservation

The Future of Drones

81

2. FINNISH EXPOSURE

Reference: Hong Kong School Curriculum

Key Learning Areas

STEM Education & ITE

(4 Key Tasks)

Values & Attitudes

(7 Priority Values)

Generic Skills

Essential Learning Experiences

82

2. FINNISH EXPOSURE

School Curriculum Framework

(Learning to Learn 2+)

• Values & Attitudes & Generic Skills

• 5 Essential Learning Experience

1. Moral & Civic Education

II. Intellectual Development

III. Community Service

IV. Physical & Aesthetic Development

V. Career-related Experiences

SCI

Ed

MTH

Ed

TEC

Ed

Experiential Learning

Engineering Process

Design Thinking

History of UAV Development

Commercial Application of Drones

Drone Safety & Public Concerns

Alumni Workplace Sharing

Entrepreneur Proposals

• creative & practical plans

• proposal defense presentation

Making Good Use of Drone Technology

Drone & Environmental Conservation

• water sampling & analysis

83

2. FINNISH EXPOSURE

The eye-opening learning

journey to Finland has empowered me to

refine and launch the drone-based

interdisciplinary learning programme which

allowed my students to learn practical and

abstract knowledge as well as skills such as

problem-solving and communication skills in offthe-ground

ways.

84

Carmel Holy Word Secondary School, Tai Wo, Hong Kong

85

3. CROSS-CIRCULAR INTEGRATION

● 科目結連 :

以無人機科技為主軸 , 打造

跨學科課程。

( 包括 : 物理、化學、數學、電腦、地理 )

● 生涯規劃 :

透過 RIASEC 職業類型論引導

學生自我認識。邀請校友分享

職涯歷程 , 開闊學生視野眼界。

( 包括 : 屋宇測量、環境科學、市場營銷 )

課程

目標

(OBJECTIVES)

● 擴闊學習 :

增潤課程 , 多手作 , 重實習。

( 包括 : 飛行原理、工程過程、創意企劃、

網絡數據 )

● 學習管理 :

建立網上學習平台 , 支援學

生自主學習 , 促進同儕觀摩

交流。(Learning LogBook)

● 學以致用 :

提供情境 , 讓學生應用課堂

知識解難。

( 包括 : 測量計算、機械設計、

採集水樣系統 )

86


I

n recent times DRONE TECHNOLOGY has aroused much attention

in various sectors. Though there have been many applications of this technology in the

agricultural, industrial and commercial fields, not that much has been done in the

education sector. With obvious educational potential, drone application in STEM

learning has become a hot topic in education.

87

W


hile many drone-related learning activities such as drone-racing and dronemaking

are being reported, pedagogical models connecting drones to STEM learning

are limited. Hence, a pilot scheme called “Applications of Drones in Interdisciplinary

Learning & Entrepreneurship Education” was launched, aiming to develop a crosscurricular

framework of drone-based learning in the context of secondary education.

A Finnish interdisciplinary approach was

adopted to cultivate students’ transversal

competences by integrating knowledge of

aerophysics, trigonometry, coding, engineering

design, entrepreneurship and life planning under

the theme of drone technology.

88


在芬蘭著名教研教授

Prof. Heikkinen Hannu

及本地經驗導師指導下 ,

教師團隊發展一個以無人機科技為主軸的跨

學科課程。課程內容結連科學、數學、資訊科

技和地理等學習領域 , 並且加入生涯規劃和創

意企劃元素 , 目的旨在訓練學生運用知識的能

力、處理困難的耐性和面對失敗的勇氣 , 提升

STEM 素養 , 本著善良品格和價值觀 , 肩負善

用科技的使命 , 改善人類的生活。

教育局 “i-Journey”

在職中學教師帶薪境外進修計劃

89


計劃的首試驗階段已於

10/2018 至 04/2019 期間

順利進行。師生經歷了一

個豐富而精彩的 STEM 學

習旅程。課程設計及推行

經驗分別曾於學與教博覽、

海洋公園 STEAM 教育國際會議、賽馬會不一樣教育節及全球教育創新大賞論壇

( 台北 ) 中跟本地及其他國家區域的教學同工分享交流 , 一同開拓和發展現代科技於

跨學科 STEM 教育上的創新應用。

90


http://www.ed-archmat-ejd.eu/index.php/vision-aims.html

91


August 2018 (Volume 8, Issue 8), Technology Innovation Management Review

92


May, 2018 Jun, 2018 Jul, 2018

Aug, 2018

Sept, 2018 Oct, 2018

93

課程

規劃

CURRICULUM

PLANNING

數學 (MTH)

Polygon Equation

Trigonometric

Functions

科技應用及創業企劃

(Technology Application &

Entrepreneurship)

資訊科技 (ICT)

Micro:bit Coding

DroneBlocks

Tello Edu

無人機水樣

採集任務

DRONE

(Drone 無人 Water 機

Sampling Task)


科學 (SCI)

Force & Motions

Electrolytes

Microorganisms

地理 (GEO)

Water Pollution

Environmental

Protection

94


Technology Application &

Entrepreneurship

ICT

Micro:bit Coding

DroneBlocks

Tello Edu

MTH

Polygon Equation

Trigonometric

Functions

Drone-assisted

Surface Water

Sampling DRONE

& Water Analysis

SCI

Force & Motions

Electrolytes

Microorganisms

GEO

Water Quality

Environmental

Studies

95

Structure of

Cross-curricular

Integration (Jan, 2020)

Engineering Design

Environmental Studies

• River Water Monitoring in HK

• Water Quality Index (EPD)

• Rivers in Tai Po

• Contact Force &

Non-contact Force

• Balanced Force &

Unbalanced Force

• Friction

• Gravity

• Action Reaction Pair

SCI

Drone Technology

Application

& Entrepreneurship

GEO

ICT


❖Drone-assisted Surface

Water Sampling System

Surveying

Programmed Flight

MTH

• Angles & Parallel Lines

• Polygons

• Pythagoras’ Theorem

• Trigonometry

• Drone Coding

• Movie Editing

• Micro:bit Programming

• Servo Motor Control

96

simple robotic arms

“inchworm”

Engineering Design

Environmental Studies

TDS, hardness & NO 3 -N

measurement

alumni workplace sharing

(river water quality

& testing)

GEO



(building survey)

plot ratio, GFA & valuation

Surveying

Programmed Flight

polygonal flight path

facing centre circular orbit

SCI

MTH

Structure of Cross-curricular Integration (Jan, 2020)

ICT

97


❖Drone-assisted Surface


advantages of drones

micro:bit coding & system design

field experiments

(Clear Water Bay, Lam Tsuen River)

GEO

MTH

SCI


ICT

98

Levels of Domain Integration

Drone Technology

Application

& Entrepreneurship


TRANSdisciplinary


(marketing strategy)

entrepreneurial ideas

of UAV application

INTERdisciplinary

idea illustration &

defense presentation

GEO

MTH

MULTIdisciplinary

SCI


ICT

99

BLOOM’S TAXONOMY

&

GENERIC SKILLS

DEVELOPMENT

Problem Solving Skills

Drone Technology

Application

& Entrepreneurship


CREATE

CREATE EVALUATE

EVALUATE

ANALYSE

APPLY

Self Learning Skills

Creativity

UNDERSTAND

Collaboration Skills


Self-management Skills

REMEMBER

100

Connection of KLAs in Dronebased

Interdisciplinary Learning

Programmed Flight

square, spiral, polygon,

elevating nested loops,

orbiting around a centre pt.

Tec Ed

K2 Programming Concepts

K3 Material & Resources

K4 Structures & Mechanism

K6 Production Process


Drone Application

drone dancing, inspection,

agricultural spraying,

planet exploration,

3D scanning

Sci Ed

Mth Ed

Unit 19:Angles & Parallel lines

Unit 20:Polygons

Unit 25:Pythagoras’ Theorem

Unit 27:Trigonometry

K8 Concepts of System

K9 Application of Systems

Drones

Unit 1

• Application and

impact of Science

Unit 11

• Contact Forces &

Non-contact Forces,

• Balanced Forces &

Unbalanced Forces,

• Gravity, Friction

• Action & Reaction

101

Sequencing and Scaffolding of Dronebased

Learning Activities (L1-4)


SE

ME

TE

3D

Scanning

Multilayer

Orbital around

a Centre pt.

Drone

Dancing

Wave Pattern

Flight Path

Classification

of Drones &

Applications

Planet

Exploration

Spiraling Polygonal

Flight

Loop Pattern

on Vertical

Plane

Figure 8

Flight

Path

+

Structure of

Quadcopters

+

Box

Flight

Elevating

Squares with

Nested Loops

Hexagon

Mission

Polygonal

Flight

Spiraling

Square

Flying

Home

Orbiting

around a

Centre pt.

Obstacle

Course

Basic Working

Principle of

Quadcopters

• Angles & Parallel lines

• Polygons

Drone

Agricultural

Spraying

• Trigonometry

• Pythagoras’ Theorem

Inspection

102


103


104

Lab 512, CHW Drone-based Learning Centre

105

4. IMPLEMENTATION

Drone-based Interdisciplinary Learning (Outline)

Phase

1

Phase

2

36-hour

Interdisciplinary

Drone-based Course

(Ch.1-6, 10 lessons)

36 小時跨學科無人機為本課程

( 單元 1-6, 10 堂 )

12-hour

Engineering Task

(Ch.7-8, 3 lessons)

12 小時工程任務

( 單元 7-8, 3 堂 )

106

Phase 1 Phase 2

4. IMPLEMENTATION

07

Drone-assisted Surface


Water Sampling & Analysis 08

04

06

Drone Opportunity

• Target Market & Consumer Behavior

• Propaganda Strategy

• Entrepreneur Proposal & Presentation

Drone x Coding &

Engineering Process

• Introduction to Micro:bit Programming

• Servo Motors (180 & 360) & Driver Boards

• Coding Tasks

02

Drone Piloting

• Safety Concern

• Basic Piloting Skills

• Simple Movie Editing

• Introduction to the Programmble Drone

• Simple Geometry & Drone Programming

Drones x Environmental Studies

• Development of Water Sampling Protocol

• Coding of Micro:bit Radio-control

• Design of Water Sampling Arm

• Drone Loading Capacity Test

• Water Analysis

Drone x Trigonometry Application

• Drone FOV Calculation

• Application of Drones on Zone Area Measurements

• Valuation of a Zone Area

Science & Technology

• How Do Drones Work?

• History of the Drone Technology Development

• Commerical & Industrial Uses of Drones

01

107

05

03

Phase

1

Drone

Opportunities

L10

Entrepreneur

Proposal

Presentation

Science &

Technology

L01

Drone

Piloting

4. IMPLEMENTATION

L02

L08

Drone x

Environmental

Science

L09

Programmed

Flight

L03

L07

L04

Coding &

Engineering

Process

L06

Micro:bit Coding

L05

Trigonometry

& Surveying

Drone

Coding &

Geometry

CHWSS

108

4. IMPLEMENTATION

科學與

科技

無人機編程

飛行

三角函數與

區域測量

編程及

工程過程

無人機

發展潛力

L02 L04 L06

L08

L10

L01 L03 L05

L07

L09

無人機

操作

無人機編程

與幾何學

Micro:bit 編程

無人機與

環境科學

無人機

創業企劃

階段

1

109

CHW Drone-based Learning Team

4. IMPLEMENTATION

迦密聖道中學

無人機隊

CHWSS

110

Drone-based Interdisciplinary Learning Programme

無人機跨學科 • 創意學習 • 實驗計劃

4. IMPLEMENTATION

Tello * 7

Mavic Air * 6

+

Dobby, Mavic Pro,

Mavic 2 Zoom

no. of students = 16 (F.3,4)

no. of instructor = 3

no. of tutors = 2

no. of guests = 12

ISC Lab

Computer Rm

Activity Rm

Playground

111

4. IMPLEMENTATION

112

4. IMPLEMENTATION

校友職涯分享

113

4. IMPLEMENTATION

114

4. IMPLEMENTATION

115

4. IMPLEMENTATION

116

4. IMPLEMENTATION

117

4. IMPLEMENTATION

118

4. IMPLEMENTATION

119

4. IMPLEMENTATION

120

DATE

EVENTS

4. IMPLEMENTATION

11/5 Draft Proposal Presentation @ Jyväskylä, Finland

31/5 Finalized Proposal Presentation @ i-Journey, HKBU

12/6 Proposal Presentation @ STEM Committee, CHW

Event

Schedule

13/6 Proposal Presentation @ Science Panel Meeting, CHW

21/8 Proposal Presentation @ Staff Meeting, CHW

3/9 Launched Project Promotion Trailer

5/9 Drone Project Introduction & Demonstration (F.3 & 4)

5-12/9 Drone Team Member Recruitment

13/9 Confirmation of Drone Team Member List

28/9 Pre-course Meeting, Installation of Drone Apps & Testing

1/10 Launch of Web-based Learning LogBook

121

DATE

EVENTS

4. IMPLEMENTATION

20/10 L01: Course Outline & Introduction to Drone Technology

27/10 L02: Flying a Drone Safely

3/11 L03: Programmed Flight

Event

Schedule

(Con’t)

10/11 L04: Geometry & Drone Programming, Trigonometry & Drone Application

17/11 L05: Drone Surveying

24/11 L06: Micro:bit Coding

1/12 L07: Drone x Coding & Engineering Process (whole day)

8/12 L08: Drone x Environmental Science (whole day)

14/12 Project Presentation @ Learning & Teaching Expo 2018, HKCEC

15/12 L09: Drone x Entrepreneurship

23/1 Project Presentation @ Shantou Private Guangha School

16/2 L10: Drone Entrepreneur Proposals

17-18/2 Project Sharing @ Tai Po Inno Expo, Science Park

122

DATE

EVENTS

4. IMPLEMENTATION

1/3 Project Sharing @ i-Journey Development Program

1/3 Submission of Project Report to EDB

6/3 Project Sharing & Taster Lesson @ STEM Week, CALFSS

Event

Schedule

(Con’t)

9/3 Development of Tri-armed Water Sampling System

15/3

Submission of Conference Paper: A Finnish Interdisciplinary Approach to STEAM Learning :

Drone-assisted Surface Water Sampling

16/3 Drone-assisted Water Sampling Experiment @ Clear Water Bay, HKUST

19/3 Drone-assisted Water Sampling Experiment @ Lam Tsuen River, Tai Po

19/4 Submission of Project Report to Prof. H Hannu @ Jyväskylä, Finland

10/5 Press Interview (Wenweipo Education)

22/6

Project Presentation @ The First Ocean Park International STEAM Education Conference

2019

123

4. IMPLEMENTATION

To Support

Student Learning

through Adoption

of Drones

Tello

(Jan 2018)

Tello Edu

(Nov 2018)

obstacle

avoidance

Safety

Accessibilty

Cost

Mavic Pro

(Sept 2016)

2

Mavic Air

(Jan 2018)

CHW Drone Project

2015

2016

2017

2018

2019

2020

Phantom 3 pro

(Apr 2015)

Phantom 4 pro

(Nov 2016)

Spark

(Apr 2017)

Mavic 2 Zoom

(Aug 2018)

Mavic Mini

(Oct 2019)

4

5

124

4. IMPLEMENTATION

125

無人機

4. IMPLEMENTATION

MAVIC AIR

( 小型無人機 )

TELLO

( 微型無人機 )

● 無人機科技及飛行原理

● 航拍技巧及短片製作

● 三角函數及區域測量

● 工程過程及環境科學

● 編程模擬飛行 (Tello Edu App)

● 邏輯編程指令飛行 (Droneblocks)

● 幾何圖型與編程飛行

● 編程飛行表演

126

4. IMPLEMENTATION

迦密聖道 ‧ 無人機機隊

The CHW Drone Fleet

無人機

跨學科 ‧ 創意學習 ‧ 實驗計劃

Drone-based Interdisciplinary STEAM Learning Project

127

Knowledge Management

4. IMPLEMENTATION

• Pre-study

• Assignment

• Product Sharing

• Photo / Video Record

• Reflection …

https://sites.google.com/chw.edu.hk/chw-drone-project-2018

128

4. IMPLEMENTATION

Latest Development

of Drone Application

Application of Drones on

Planetary Exploration

Basic

Knowledge

of Drone

Technology

129

4. IMPLEMENTATION

Our

Electronic

Bookshelf

130

課業 : 備課筆記、編程飛行路徑

4. IMPLEMENTATION

131

課業 : 工程設計及改良

4. IMPLEMENTATION

Q. 製作右圖的遙控毛毛虫時 , 你 :

(a) 應用了什麼科學概念 ?

(b) 需要先學會什麼技巧 ?

(c) 使用了什麼電子部件 ?

(d) 認為成功的決定因素是什麼 ?

(e) 以 10 分為滿分 , 你會如何為本組

作品就以下項目評分 ( 需付說明 ):

• 編程

• 組裝

• 合作

• 解難

https://makecode.microbit.org/projects/inchworm

132

課業 : 工程設計及改良

4. IMPLEMENTATION

Q.1 360 servo motor 和 180 servo motor

各有什麼特色 ?

Q.2 設計「無人機水樣採集系統」時 , 涉及

哪些方面的工作分配 ?

Q.3 在 Mavic Air 機體底部加裝「水上降落

裝置」需要留意什麼 ?

Q.4 右圖為老師團隊研發的水上降落裝置

Mark III 型。

此款設計有何好處 ?

有何隱憂 ?

133

4. IMPLEMENTATION

無人機隊學員分享

好榮幸能夠參加聖道無人機隊 , 有機會成

為這個難得課程的一份子 , 實在來之不易。

我期望能學到一啲係中學

課程中領悟唔到嘅知識同

對無人機由零知識去到能

夠操控 , 用編程去控制無

人機 , 為未來出一分力。

吳善桐同學 ( 中三 )

雖然仲細 , 但深信能

夠做到最好 , 唔會因為遇

到困難 , 挫折而放棄呢個

任務 !

134


4. IMPLEMENTATION

你們知道為甚麼我會參加這個無人

機計劃 ? 因為我想在無人機的運作和操

控都有更多的了解。

我比較擅長科目物理、數學和化學。

我也很喜歡與其他組員一起合作去解決

困難。所以希望這次有更機會與我們組

的組員合作。

張志行同學 ( 中四 )

在這課程裏 , 我希望更了解無人機的運作例如它是如

何可以自動跟隨着操控的人 , 它的電池用了甚麼物質去令

至該無人機的運作時間加長。又例如它的雲台為甚麼可以

穩定影像等等。而我希望可以在這次課程裏學會更多運鏡

和後其處理的技巧。最後我想知道更多無人機如何在我們

生活上便利我們和最新趨勢又是如何。

135

4. IMPLEMENTATION


盧敏華同學 ( 中四 )

… 我們沒有放棄 ! 用盡

最後 1 秒的時間把它做得更

完美。很感動的是老師稱讚

我們 , 我們所有人的崗位都

做得好好 , 沒有人會放棄 ,

我們之間一起合作一起解難

已經是今天最大的收穫。

136

4. IMPLEMENTATION

王俊熙同學 ( 中三 )


… 是預備出外收集水樣本化驗的日子。

非常期待這個日子來臨 , 我們都同心協力分

工合作 , 製作能令無人機能夠浮在水面的裝

置 , 測試機械臂的負重等。大家都非常投入

這個過程 , 甚至連放午飯的時間也忘記 …

137

4. IMPLEMENTATION

Reflective Writing

… We collected the data

of the basketball court and

we did some math

calculation there which

killed my brain instantly.

We also learnt about the

aerial survey, which is used

to make a 3D model of

some enormous buildings.

Dick C H Lee (F.3)

138

4. IMPLEMENTATION

Reflective Writing

T T Hung (F.4)

... When all of us finished writing

the program, we launched the drones

together. That was really amazing to

see four drones flied and danced

together. Though the performance

was not perfect, it was definitely an

unforgettable experience.

139

4. IMPLEMENTATION

Back to Finland:

Submission of

Project Report to

Prof. Hannu Heikkinen

140

4. IMPLEMENTATION

Post Project Discussion

@ Jyvä skylä , Finland

141

Lesson 1: Introduction to Drone Technology

142

5. Learning & Teaching (Phase 1)

[ 課程安排及無人機科技介紹 ]

9:30 – 9:40 課程內容及安排

RY

9:40 – 9:50 學員須知、Whatsapp 群組及分組

RY

9:50 – 10:00 Learning Logbook (Google Sites) RY

10:00 – 10:20 Plickers 1 RY

10:30 – 10:50 無人機科技發展的歷史

RY

10:50 – 11:10 無人機科技介紹及示範

LO

11:20 – 11:50 基礎飛行物理學、機械工程學及示範

NL

11:50 – 12:05 無人機的近代應用

RY

12:05 – 12:15 Plickers 2 RY

12:15 – 12:30 整理及組織要點

RY

143


無人機 ◎ 跨學科 ◎ 創意學習 ◎ 實驗計劃

(Lesson 01 -- 課程安排及無人機科技介紹 )

( 圖三 )

本堂討論問題 :

1. 俗稱「無人機」的正式全名為什麼 ?( 中 / 英文 )

( 圖一 )

2. 「無人機」與「搖控飛機」之間有什麼主要分別 ?

3. 圖一的「無人機」可用作什麼用途 ?

4. 圖二的「無人機」所帶著的雙攝錄系統 , 在什麼情況下大

派用場 ? 試舉出兩項。

5. 最早期的航拍是以什麼方式實現的 ? 可以達到「航拍」的

目的麼 ? 有什麼不足之處 ?

6. 航拍機公司 DJI 的中文名稱是什麼 ? 當中帶出了什麼重要

意思 ?

7. DJI 的創辦人汪滔曾於香港那一間大學就讀 ? 他認為事業

的成功取決於什麼 ?

( 圖二 )

8. 參考圖三 ,「無人機」的機身底部通常安裝了什麼

類型的感應器 (sensor)? 不同的感應器各有什麼特點 ?

9. 螺旋槳高速轉動可令四軸無人機懸停於空中。當中涉及什

麼力學原理 ?

10. 四軸無人機向前飛行時 , 機體總會如何擺動 ? 當中涉及什

麼力學原理 ?

11. 四軸無人機是一種旋翼機。旋翼機的移動方式 pitch、roll

和 yaw 是什麼意思 ?

12. 直昇機的尾旋翼有什麼功能 ? 為什麼四軸無人機沒有尾旋

翼 ?

144

Discover Drones

(Douglas Hustad, Lerner)

Reading to Learn: THEME-BASED READING


Drones seem to be

everywhere. But what is

the difference between

drones used in the military

and those used in civilian

life? How fast can drones

travel? Users pilot crewless

aircraft of all shapes and

sizes for many different

purposes. Learn about the

types of drones in use

today and how drones will

change the world in the

years to come.

Audible Audiobook: https://www.amazon.com/Discover-Drones/dp/B083XNYS8S

145

The Dynamic World of DRONES

(Nikole Brooks Bethea)


Reading to Learn: THEME-BASED READING

Join super scientist Max

Axiom as he explores

the technology behind

and everyday use of

drones in our world.

Science and engineering

content central to the

STEM Initiative comes

alive in full-color graphic

novel format.

146


https://www.amazon.com/Dynamic-World-Drones-

Axiom-Adventures/dp/1515773965

147

Pigeon Photography


Dr Julius G. Neubronner

(Germany)

Doppel-Sport Pigeon Camera

(Germany, 1905)

@ Vintage Camera's Museum, Singapore

https://www.youtube.com/watch?v=d4u07Y3QxKg

148

Before Drone Cameras: Kite Cameras!

“San Francisco in Ruins” (by George R. Lawrence, USA)

Kite photo of San Francisco after the earthquake of 1906


G R Lawrence with the

22-kg "Captive Airship"

Height = 600m (2000 ft)

No. of Kites = 17

Weight = 22 kg

https://www.npr.org/sections/pictureshow/2014/01/15/260152557

"Captive Airship" suspended from

kites.

149


汪滔 (DJI 創辦人 , 行政總裁兼技術總監 )

DJI 創辦人

香港科技大學 (HKUST)

電機及電子工程學學士 (2006)

電子及計算機工程學哲學碩士 (2011)

夢想是很重要的 , 我從讀書

年代開始 , 就是興趣很多的人 , 但身

邊很多人就是家長讓他讀書就讀書 ,

問他喜歡甚麼 , 他說不出 , 只能說喜

歡成功 , 喜歡過的比你好 , 只有努力 ,

沒有 dream ( 夢想 )。

如果多一些人強調自己的興趣和

夢想 , 成功的機會才大。

大彊創新 (Dà-Jiāng Innovations) 的名字

源於創辦人汪滔的座右銘 :

「大志無彊」

汪滔最想上的大學

是麻省理工學院和斯坦

福大學 , 但由於成績不

是那麼出類拔萃 , 申請

遭到拒絕了。

他只好退而求其次 , 選擇了香港科技大

學學習電子工程專業。在上大學的頭三年 ,

汪滔一直沒找到自己的人生目標 , 但在大四

的時候他開發了一套直升機飛行控制系統 ,

他的人生由此改變。

https://topick.hket.com/article/1946278/

150

Basic Parts of a Quadcopter


Phantom 3 Standard

(April, 2015)

https://www.droneflyers.com/ebook-buying-flying-dji-phantom-3-4-quadcopters-chapter-2/

151

Accelerometers

sense the effects of

gravity against the

quadcopter.

Compass

keeps basic track

of which direction

the quadcopter is

pointing.

Sonar Sensors

help the quadcopter

know where the

ground is.

Positioning System


GPS gathers

satellite data to

determine the

position of the

quadcopter.

Barometer

measures the pressure

and altitude.

Gyroscope helps

keep the quadcopter

body level during

flight

https://www.droneflyers.com/ebook-buying-flying-dji-phantom-3-4-quadcopters-chapter-2/

152

1


Lesson 01

Science &

Technology

6

5

4

2

7

3

• F A controlled by rotor

spinning speed

• F A = F B

• if F B = F C hover

• if F B > F C climb

• if F B < F C descend

1 Propeller Guard

2 Propeller

3 Rotor

4 Aircraft Status Indicator

5 Camera

6 Antenna

7 Vision Positioning System

force exerted

on drone by

the Earth

(gravity)

(F C )

force

exerted

on air by

drone

(F A )

force

exerted on

drone by

air

(F B )

Q. To explore the Moon

with a quadcopter?

153

F A = F B (action-reaction pair), &

F A = F C


F A = force exerted on air by drone ()

F B () = F C ()

Net force acting on drone = 0 N

The drone will NOT lift off.

F C

F A

F B

F B = force exerted on drone by air ()

F C = force exerted on drone by air ()

paper

Sci Ed

Unit 11

Contact Forces &

Non-contact Forces,

Balanced Forces &

Unbalanced Forces,

Gravity,

Action & Reaction

154


無人機的推動系統主要由螺旋槳和電機 ( 摩打 ) 組成。

當螺旋槳旋轉時 , 螺旋槳施作用力 (B) 於空氣 ,

同時空氣施反作用力 (C) 於螺旋槳 ( 牛頓第三定律 )。

(a) 當反作用力 (C) = 地球施予無人機的重力 (A),

飛行器就會懸停。

(b) 當反作用力 (C) > 地球施予無人機的重力 (A),

飛行器就會升起。

地球

施予無人機

的重力

(A)

空氣

施予螺旋槳

的反作用力

(C)

螺旋槳

施予空氣

的作用力

(B)

155

螺旋槳旋轉的方向


1 號螺旋槳和 4 號螺旋槳屬於同一組 , 並以逆時針方向旋轉 ,

而 2 號螺旋槳和 3 號螺旋槳則以順時針方向旋轉 , 兩組螺旋槳

所產生的反扭矩互相抵銷 , 平衡機身。

BACKWARD

3

4

3 4

原地旋轉

1

2

1 2

如 2 號和 3 號兩個順時針方向旋轉的螺旋槳轉速增

加 , 而 1 號和 4 號轉速降低 , 由於反扭矩影響 , 機

體就會產生逆時針方向的旋轉。

FORWARD

156


水平移動

如 3 號和 4 號螺旋槳轉速增加 , 而 1 號和 2 號

轉速降低 , 因為飛行器後部的升力大於前部 ,

飛行器的姿態會向前傾斜。

BACKWARD

3 4

飛行器傾斜時 , 螺旋槳產生的

升力除了在豎直方向上抵消飛

機重力外 , 還有一個水平方向

的分力 , 讓飛行器有了水平向

前的加速度 , 飛機也因而能向

前飛行。

FORWARD

水平方向

的分力

2

1 2

4

FORWARD

BACKWARD

157


158


CW

BACK

Forward Vision

Positioning System

CCW

FRONT

Advanced

Understanding

the 2 sets of rotors rotating in

opposite directions…

WHY?

Downward Vision

Positioning System

Ultrasonic Sensors

Downward Vision

Positioning System

159


多旋翼飛行器之飛行運動原理 :

• 為了避免飛行時發生自旋的狀況 , 相

鄰馬達的轉向必須相反 , 以抵銷馬達

旋轉所產生的力矩。

(∴ 多旋翼飛行器的馬達數大多為偶數。)

( 圖中紅色標記為轉速較快的馬達 )

• 讓飛行器往前飛行 , 須使飛行器後方

馬達的轉速較快。

• 若飛行器前面的馬達轉速較快 , 則會

使飛行器往後飛行。

https://csie.npu.edu.tw/joomla/Seminar/15/15/paper/A9-02.pdf

160


多軸無人機

161


162

Mavic Pro 螺旋槳上的參數 (8330F)


83 : 螺旋槳展開的直徑為 8.3”

30 : 螺距

*

為 3.0”

F : 可折疊螺旋槳

* 螺距 = 假設在一種不能流動的介質中 ,

螺旋槳旋轉一周所上升或者前進

的距離。

Mavic Air 螺旋槳上的參數 (5332)


32 : 螺距

*

為 3.2”

Mavic 2 Zoom 螺旋槳上的參數 (8743F)


43 : 螺距

*

為 4.3”

F : 可折疊螺旋槳

163

Top Speed Comparison: https://www.youtube.com/watch?v=sgTLB4U3pDg


2-Blade Propeller ( 二葉槳 )

3-Blade Propeller ( 三葉槳 )

164

exoskeleton

GPS Module Board


SD card slot

cooling fan

heat sink

mainboard

Mavic Air Teardown

folding antenna

165

https://commons.wikimedia.org/wiki/File:Ka-32-coaxial.gif


Coaxial Rotor

Helicopter

166

The helicopter flies on its own, without human control.


NASA Mars Helicopter

the very first powered flight in the

extremely thin atmosphere

(<1% the density of Earth's) of Mars!

(surface gravity on Mars is only about

38% of the surface gravity on Earth)

https://mars.nasa.gov/technology/helicopter/

167


https://www.npr.org/2019/09/17/760649353/

• Surface Gravity on Saturn’s Moon

is about 13.8% of that on Earth

• Atmospheric Pressure = 1.45 atm

Less Gravitational

Attraction

(due to lower gravity)

More lifting force

(due to thicker

atmosphere)

168


[ 無人機駕駛技巧 ]

9:30 – 9:45 無人機飛行的安全事項

RY

9:45 – 10:00 Plickers 1 RY

10:00 – 10:15 無人機 (Teacher) 駕駛技巧及示範

RY,AH

10:15 – 10:25 無人機分配 (S1-S5)、連線及測試

RY,LO,AH

10:35 – 10:55 無人機分組飛行實習 [20mins] (514) RY,LO,AH

10:55 – 11:00 前往操場

11:00 – 11:20 無人機分組飛行實習 [20mins] ( 操場 ) RY,LO,AH

11:20 – 11:40 無人機拍攝任務 [20mins] RY

11:40 – 12:15 短片製作及上載 Google Drive RY

12:15 – 12:30 作品分享及總結

RY

169



(Lesson 02 -- 無人機安全駕駛技巧 )


1. 無人機除了被稱為 UAV (Unmanned Aerial Vehicle) 外 ,

另一個英文名稱是什麼 ?( 提示 :5 個英文字母 )

2. 「禁飛區」的英文說法是什麼 ? 在香港 ,「禁飛區」包括

什麼區域 / 地點 ?

3. 「警告區」的英文說法是什麼 ? 在香港 ,「警告區」包括

什麼區域 / 地點 ?

8. 為什麼不宜在香港的密集地區 ( 例如屋邨 ) 飛行無人機 ?

9. 無人機的螺旋槳多以什麼物料製造 ? 當在螺旋槳高速

轉動時 , 其殺傷力 ( 劃傷率 ) 相當於什麼程度 ?

10. 無人機在什麼情況下會強制自行降落 ?

11. 「RTH」是什麼意思 ?

12. 為使無人機在室內飛行的更安全 , 我們該將無人機調較至

什麼模式 ?

4. 在無人機起飛之前 , 必須進行什麼檢查程序 , 方可確保安

全飛行 ?

5. 無人機在香港和日本的限飛高度各為多少米 ?

6. 在香港駕駛無人機 , 只限於什麼時間 / 情況 ?

7. 根據 SCMP 於 2018 年 4 月的報導 , 香港和深圳

政府早前發現有人以無人機進行什麼不法用途 ?

170


… 突然聽到一聲巨響 , 其後下車查看 , 發現地

上有一隻航拍機 , 私家車後擋風玻璃碎裂 , 車

身被碎片刮花 , 懷疑遭航拍機擊中 … 在現場撿

獲一隻價值逾萬元的 dji Mavic 2 Pro 航拍機。

現場未有發現航拍機機主 ….

… 近年駕駛航拍機於本港越來越普遍 , 亦

不時有墜機意外 , 日前西環發生了航拍

機擊中途人事件 , 女傷者頭部被航拍機

擊中 , 太陽穴近眼尾位置因傷口過深更

縫了 5 針 ….

171


Drone got so close to hitting plane its

cabin crew could see what make it was …

A plane carrying up to 455 passengers

was nearly hit by a drone just 1 min after

taking off from Gatwick Airport …

(METRO , 21 Jul 2020)

An 18-month-old boy has lost an eye

after being hit by a drone flown by a

family friend.

(BBC News, 26 November 2015)

172

https://www.cad.gov.hk/reports/CADLeaflet-UAS-SafetyTips.pdf


173

Safety Concern

DOs


1. Be able to see the UAS with your eyes.

2. Safety check on your UAS and battery before

flight.

CHW

TAI PO

3. Fly only in daylight and good weather.

4. Open areas, 90m, away from persons, vessels,

vehicles or structures.

禁飛區

Restricted

Zones

警告區

Warning

Zones

DON’Ts

1. Don’t fly in night-time, bad weather, into cloud or

fog.

2. Don’t fly in / near airport, flight paths or helipads.

https://www.cad.gov.hk/english/Unmanned_Aircraft_Systems.html

174


( 油門 )

( 俯仰 )

( 偏航 ) ( 橫滾 )

Throttle: controls how much lift your drone is creating.

Yaw:

Pitch:

rotates the drone around its centre either clockwise or anticlockwise.

controls the forward and backward movement of your drone.

Roll:

controls the right and left movement of your drone.

175

ascending


HOW to measure the flying speed of Tello?

horizontal speed

of aircraft

attitude

above the

surface below

the aircraft

VERTICAL

x m

descending

Camera

Interface of the

Tello app

flying forward

flying backward

HORIZONTAL

176

Flight Information

(outdoor flight)

No. of GPS

satellites connected


Battery Level

Obstacles

Detection Status

Gimbal Slider

Photo / Video Toggle

Smart RTH

Shoot / Record Button

Intelligent Flight

Mode

Height from

the ground

Distance between

the aircraft and

the Home Point

Aircraft

speed

Camera Setting

Playback

Flight Telemetry

177


Flight

Simulator

178

https://www.facebook.com/DJISupport


Pre-flight

Checklist

179


Drone Logbook

180


[ 無人機編程飛行 ]

9:30 – 9:40 航拍技巧經驗分享及航拍任務介紹

RY

9:40 – 9:50 無人機分配 (S1-S5)、連線及測試

RY,LO,AH

9:50 – 9:55 前往操場

9:55 – 10:40 駕駛練習 [15mins]+ 校園航拍 [30mins] RY,LO,AH

10:50 – 11:00 返回 514, 檔案上載及分享

RY,LO

11:10 – 11:20 基礎編程概念及示範

RY

11:20 – 11:35 基礎編程練習

RY

11:35 – 11:45 小型無人機 Tello 連線及飛行示範

RY,AH

11:55 – 12:10 DroneBlocks 編程飛行示範

RY,AH

12:10 – 12:25 簡單編程飛行任務小比賽

RY,LO,AH

12:25 – 12:30 Tello Edu 功課及總結

RY

181



(Lesson 03 -- 無人機編程飛行 )


1. 使無人機進行慢速飛行的模式稱為什麼 ?

2. 配對 :

CIRCLE, BOX, FIGURE 8, 180, BOX+YAW, ORBIT

3. 「編程」是什麼意思 ?

4. 試為以下飛行動作編程 :

(i) 起飛 , 懸停 8s, 降落

(ii) 起飛 , 沿一個邊長 150cm 四方形飛行一周 , 降落 ( 見右

圖 )

182


Lesson 03

Programmed

Flight

DRONEBLOCKS

TELLO EDU APP

183


POTENTIAL APPLICATIONS

Agriculture Spraying, 3D Scanning,

Building Inspection, Drone Dance

PROGRAMMED FLIGHT 2

Hexagonal Flight Path, Polygonal Flight

Spiral Polygon, Flying Home 1, Flying Home 2,

Facing Centre Circular Orbit

PROGRAMMED FLIGHT 1

Hand-Landing, Repeating Flips, Loop,

Elevating Squares with Nested Loops,

Snake Mission

MANUAL FLIGHT

Box, 180, Box+Yaw,

Circle, Figure 8, Orbit

184

Mathematics &

Programmed Flight


FINISH

Hexagonal

Flight

Spiralling

Square

Flying

Home 1

Facing Centre

Circular Orbit

1 3 5 7

2 4 6 8

Polygonal

Spiralling

Flying

Elevating

START

Flight

Polygonal

Flight

Home 2

Facing Centre

Circular Orbit

185


60 0

120 0

186


187


Polygonal

Flight

Tec Ed

K2

Programming

Concepts

interior angle =

Mth Ed

Unit 19:Angles &

Parallel lines

Unit 20:Polygons

variables:

n = no. of sides

int = interior angle

ext = exterior angle

188


Spiralling

Square

variables:

length = flight distance

repeat: “length + 20”

determine the size of the spiraling square

189


190


[ 幾何與無人機編程、三角學與無人機的應用 ]

9:30 – 9:45 功課 (Q.1-3) 解答及實驗

RY

9:45 – 10:15 Programs with “variables” 1, 2 RY

10:25 – 10:35 Hexagonal Flight Path RY

10:35 – 10:50 “Polygon-Flight” Programme RY

10:50 – 11:00 Fly an Arc Pattern RY

11:00 – 11:15 Programming Challenges 1 RY,LO,AH

11:25 – 11:35 計算無人機的視角 (FOV) LO

11:35 – 11:45 無人機 (S1-S5) 及實驗用品分配

LO,AH

11:40 – 12:05 前往操場 , 實驗量度 FOV RY,LO,AH

12:10 – 12:30 FOV 計算及總結

LO,RY

191


(Lesson 04 -- 幾何與無人機編程、三角學與無人機的應用 )


( 圖二 )


( 圖一 )

1. 右圖 ( 圖一 ) 所示為一個四方迥轉的飛行路線 (Spiral Square)。

在此飛行的編程中 ,

(a) 涉及什麼變數 (variable)?

(b) 重覆 (repeat) 了多少次右轉指令 (yaw right)?

2. 參考右圖 ( 圖二 ) 的飛行編程 ,

(a) 畫出有關的飛行路線。

(b) 涉及什麼變數 (variable)?

(c) 最後一次直飛的距離是多少 ?

( 圖三 )

3. Tello 依據右圖 ( 圖三 ) 的六角形路線執行飛行指令。

過程中 yaw right 的角度應設定為多少 ?

4. 根據右圖 ( 圖四 ) 的資料 ,

(a) 哪個數據是得自無人機的的搖控器 ?

(b) 無人機視角 (FOV) 是多少 ?

192

Spiraling Polygonal Flight?


Lesson 04

Drone

Coding &

Geometry

193


194


195


Agriculture Spraying

Q. Flying home

after mission?

Planet Exploration

Applications?

196


FLYING HOME

(without GPS signal)

120 190 190

40

40

80 150

40 70 40

40

70

170

a

b

a = tan -1 (170/190) = 41.8 0

b = 90 – 41.8 = 48.2 0

250

170

90

50 50

130

210

g

d = √(170 2 + 190 2 ) = 255

40

70

40

40

g = 90 + a = 131.8 0

40

150

40

40 230

197


FLYING HOME


from Destination

198


n = 2, 6, 10, 14

120

80

40

n%4 = 2

1

4

1

0

6

110

190

150

FLYING HOME


from any spot?

250

n = 1, 5, 9, 13 1 9 5 1

170

n = 3, 7, 11

3

50

3 90 7 1

130

210

H

1

n%4 = 3

n%4 = 1

290

2

70

4

110

8

190

1

2

n = 4, 8, 12

n%4 = 0

270

199

length


x

n = 2, 6, 10, 14

x(2) * [ (n – 2) / 4 ]

n%4 = 2

(50) + 120 = 170

(50) + 80 = 130

190

170

150

130

110

90

70

50

H

(50 + 20) + 120 = 190

(50 + 20) + 80 = 150

(50 + 20) + 40 = 110

(50 + 20) + 0 = 70

Backward

(length + x) + x(2) * [ (n – 2) / 4 ]

(50) + 40 = 90

(50) + 0 = 70

Forward

(length) + x(2) * [ (n – 2) / 4 ]

200

n = 1, 5, 9, 13, …

Set length to 50

Set l to length

Set n to 14

Set x to 20


n = 2, 6, 10, 14, …

FW

BW

BW

n = 4, 8, 12, …

FW

BW

FW

FW

BW

n = 3, 7, 11, …

201


202

Better alternative?

(length) + x(2) * [ (n – 2) / 4 ]


170

n = 2, 6, 10, 14

n%4 = 2

170

45 0

170

135 0

170

√ (length + x(2) * ( (n – 2) / 4 ) 2 * 2)

H

x

203

45 0 45 0


45 0

45 0 Finally …

204


205


Which is the better one?

206


no. of spots = 12

q = 360 / 12

x 1 = r, y 1 = 0

repeat

repeat

repeat

x 2 = r cos q

y 2 = r sin q

Facing Centre

Circular Orbit

q

3

1

fly forward “r”

yaw left “q”

q

(x 2 , y 2 )

4

fly right “d”

yaw left 180 0 2

(x 1 , y 1 )

q

r

x 2

y 2

(x 2 , y 2 )

d = ?

(x 1 , y 1 )

y 2

d = (x 1 − x 2 ) 2 + (y 2 ) 2

x 1 -x 2

207


Set variables:

• n = no. of spots

• q = 360 / n

• r = radius

• d = x 1 − x 2

2 + y 2 − y

2

1

• x 1 = r

• x 2 = r cos q

• y 1 = 0

• y 2 = r sin q

Fly actions:

from (x 1 , y 1 ) to (x 2 , y 2 )

1. fly forward “r” cm

2. yaw left 180 0

3. yaw left “q”

4. fly right “d”

5. repeat 3-5 “n” times

208


Tec Ed

K2

Programming

Concepts

Mth Ed

Unit 19:Angles &

Parallel lines

Unit 25:Pythagoras’

Theorem

Unit 27:Trigonometry

209


B

q = 360 0 / 8 = 45 0

O

sin (45 0 /2) = AM/34

AM = 13.0

AB = 26.0

34

M

A

34

“simplified version”

Tec Ed

K9

Application of

Systems

no variable:

fixed “r”, “spot”

and “angle”

210


211


212


[ 無人機測量 ]

9:30 – 9:35 測定無人機 FOV ( 重溫 ) RY

9:35 – 9:45 無人機三角學測定區域長度 ( 簡介 ) RY

9:45 – 9:50 分配無人機 , 前往操場

AH,LO

9:50 – 10:15 測定無人機 FOV 和區域長度 ( 實驗 ) RY,LO,AH

10:25 – 10:40 數據處理及計算

RY

10:40 – 10:55 Plickers RY

10:55 – 11:10 三維立體掃瞄技術

RY

11:10 – 11:20 攝影測量與航繪測量程式

RY

11:30 – 12:10 校友職場專題分享 : 樓宇測量及估值

JIM

12:10 – 12:25 估值計算練習

JIM

12:25 – 12:30 總結

RY

213



(Lesson 05 -- 無人機與測量 )

( 圖一 )


( 圖二 )

1. Mavic Air 的視角 (FOV) 的平均實驗值為多少 ?

2. 根據 Mavic Air 測量的數據 , 一個迦密聖道籃球場的面積

為多少平方米 (m 2 )?

3. 沿東鐵線由上水站至大埔墟站的路線長度幾為多少公里 ?

4. 寫出兩個常用的航繪測量的電腦程式名稱 ( 參考圖一 )。

5. 測量學界分為哪四個組別 ?

6. 香港唯一依法例而設立的測量專業組織 ( 見圖二 ) 的

名稱是什麼 ?

7. 根據規劃署的資料 , 大埔的土地用途分成哪八類 ?

8. 如何計算一個屋苑地盤可興建

的總樓面面積 ?

9. 根據政府的地理資訊地圖 ,

迦密聖道中學的佔地面積約為多少平方米 (m 2 )?

10. 如將迦密聖道中學所佔土地 ( 見圖三 ) 改為興建

私人住宅用途 :

(a) 參考附近屋苑的用途規劃 , 在迦密聖道中學

所佔土地上可興建的住用樓層為多少 ?

(b) 地積比率為多少 ?

(c) 上蓋面積比率為多少 ?

(d) 參考附近屋苑的近期成交價 , 建好後的私人住宅價值

多少 ( 港元 )?

214

( 圖三 )


Lesson 05

Trigonometry

& Surveying

Example:

d = 72 m

h = 58 m

FOV (q) = ?

tan(q/2) = d/2

h

d/2

h

tan(q/2) = 72/2

58

tan(q/2) = 0.621

q/2 = 31.8 0

q = 63.7 0

d

215


FOV Measurement

Trial 1 Trial 2 Trial 3

d/2

(m)

h

(m)

2q

( 0 )

d/2

(m)

h

(m)

2q

( 0 )

d/2

(m)

h

(m)

2q

( 0 )

S1

S2

S3

S4

Average FOV (2q) = _________

216


217


5,411 m 2

(58,243 ft 2 )

如將迦密聖道中學

改建成「迦聖豪園」…

218


迦聖豪園

假設建築平方呎價

= @$12,000 ( 參考附近屋苑成交價 )

項目總值

= $12,000×(17,131×17)

= $3,494,724,000

( 即約 $35 億 )

最大上蓋面積

= 58,243×30%

= 17,473 ft 2

總樓面面積 (GFA)

= 58,243×5

可建層數

= 291,215 / 17,473

= 16.7

= 17 層

= 291,215 ft 2 確實每層可建面積

= GFA / 17

= 17,131 ft 2

$35 億

219

Aerial Photogrammetry


Computer-generated 3D models

220


[Micro:bit 編程 ]

9:30 – 9:35 micro:bit 介紹

RY

9:35 – 9:45 LED animation: Flashing / Beating Heart RY

9:45 – 9:55 Sensors: Light Sensor & Thermometer RY

9:55 – 10:05 Temperature Monitoring LO

10:05 – 10:15 Wireless Temperature Logging System LO

10:25 – 10:30 Servo & Driver Controller Board PM

10:30 – 10:40 180 Servo Motor Connection & Testing PM

10:40 – 11:10 Simple Robotic Task (1) PM

11:20 – 11:30 360 Servo Motor Connection & Tuning AN

11:30 – 11:45 Radio Controlled Twin 360 Servo Motors AN

11:45 – 12:25 Simple Robotic Task (2) – Catching Arm AN

12:25 – 12:30 總結

RY

221



(Lesson 06 -- Micro:bit 編程 )

( 圖三 )

( 圖二 )


( 圖一 )

1. micro:bit ( 見圖一 ) 是那個國家的出品 ?

( 圖四 )

2. micro:bit ( 見圖二 ) 內置了什麼感測器 (sensor)?

3. 圖三所示的 micro:bit 編程的功能是什麼 ?

4. 圖四所示的 micro:bit 編程的功能是什麼 ?

5. 本堂使用了的兩種伺服馬達 (Servo Motor) 各有什麼功能 ?

6. 圖五所示的 micro:bit 專用的擴展硬件有什麼功能 ?

( 圖五 )

7. 製作圖六 )micro:bit 自動步行裝置 “inchworm” 時 , 在機械

的設計上需要注意些什麼 ?

( 圖六 )

222


Lesson 06

Micro:bit

Coding

(Micro:bit 編程 )

編程

( 接收 )?

摩打位置 ?

180 servo

轉動的角度

和方向 ?

最佳闊度 ?

載重位置 ?

( 包括背面 )

前、後腳摩擦力

的分別 ?

223


224


[ 無人機 x 編程 x 工程 (Drone x Coding & Engineering Process)]

AM session 9:30 – 9:35

程序簡介

RY

9:40 – 9:50 360 Servo Motor Connection & Tuning AN

9:50 – 10:00 Wireless Twin 360 Servo Motors AN

10:00 – 10:45 Engineering Task (2) – Arm on the Drone!

AN, PM

10:55 – 11:05 無人機採集水樣任務及 Mavic Air 的特性和限制

RY

11:05 – 11:20 無人機水樣採集系統設計的四項考慮

RY

11:20 – 11:30 分組討論初步設計及分工

RY

11:30 – 12:30 水上降落及載重設計

RY, AH, CY

機械及編程設計

LO, AN, PM

PM session 1:45 – 2:30 系統測試前最後準備

AN,LO,RY,AH,CY

2:30 – 3:15 飛行表現及搖控機械測試 ( 一 ) AN,LO,RY,AH,CY

3:20 – 3:50 系統修正及改良

AN,LO,RY,AH,CY

3:50 – 4:20 飛行表現及搖控機械測試 ( 二 ) AN,LO,RY,AH,CY

4:20 – 4:30 總結

RY

225



(Lesson 07 -- 無人機 x 編程 x 工程 )

( 圖一 )


1. 右圖 ( 圖一 ) 的「360 servo motor」設定為 30 和 90 分別是什麼

意思 ?

2. 導致 Mavic Air 即時失靈而無法維修的情況是什麼 ?

( 圖二 )

3. 在 Mavic Air 機體下面加裝配件需要留意什麼 ?( 最少三項 )

4. 設計「無人機水樣採集系統」時 , 涉及哪四方面的工作分配 ?

( 圖三 )

5. 右圖 ( 圖二 ) 所示為「低重心雙體船箱」水上降落系統設計。

該設計不能成功起飛的可能原因是什麼 ?

6. 右圖 ( 圖三 ) 所示為一個「高重心雙膠樽」水上降落系統設計。

它的飛行表現穩定 , 浮力也理想。該設計的隱憂是什麼 ?

7. 在 Mavic Air 上安裝「無人機水樣採集系統」, 涉及什麼載重

部件 ? ( 最少三項 )

226

360 Servo Motor Connection & Tuning


227


Design Your

Drone Arm!

228

System Design

( 系統設計 )

( 水樣本採集程序 ) Drone

Water

Sampling

Protocols


Payload

Capacity

( 無人機負載能力 )

Machine

Design

Coding

Control

( 機械設計 )

Water Quality

Analysis ( 水質分析 )

( 編程控制 )

229

Mark I

( 低重心雙體船箱 )

Mark III

( 高重心串型發泡膠球 )

Mark V

( 高重心闊底雙 1.5L 膠樽 )


Mark VII

( 低重心

大發泡膠基球 )

13 Nov

15 Nov

26 Nov

28 Nov

14 Nov

23 Nov

26 Nov

28 Nov

Mark II

( 低重心雙柱狀發泡膠 )

Mark IV

( 高重心雙 1.5L 膠樽 )

Mark VI

( 低重心 1.5 層

串型發泡膠球 )

Mark VIII

( 低重心柱軸

發泡膠基球 )

230


Mark I

( 低重心雙體船箱 )

Mark VIII

( 低重心柱軸

發泡膠基球 )

Mark II

( 低重心

雙柱狀發泡膠 )

Mark VII

( 低重心

大發泡膠基球 )

231


Mavic Air 的特性和限制

● 不可濕水 !

● 機底有測高感應器

● 載重 ~ 200g

● 螺旋槳覆蓋大部份機背面積

● 昇力與機底空間大小有關

● 機身前輕後重

● 螺旋槳風力強勁

232


考核一 :

浮水系統固定測試

考核二 : 浮水能力測試 ( 無人機 + 負重 200g)

考核三 : 飛行穩定性測試 ( 不載重 )

考核四 :

考核五 :

考核六 :

考核七 :

micro:bit 編程無線搖控機械臂運作測試

機械臂採樣及吊重測試

系統飛行及機械臂操作測試

系統水上降落及起飛測試

233


[ 無人機 x 環境科學 (Drone x Environmental Science)]

9:30 – 9:50 林村河的地理環境及基本現況

RY

9:50 – 10:40 河溪水質及檢驗

朱子泳博士

10:50 – 11:00 無人機水樣採集任務的考核要求

RY

11:00 – 12:30 無人機水樣採集系統優化及乾地測試

RY,AH,CY, 布生

1:45 – 2:15 系統組合及控制員 ( 機、臂 ) 選拔

RY,LO,AH,CY, 布生

2:15 – 2:30 水池採樣測試

RY,LO,AH,CY, 布生

2:30 – 2:45 出發前最後準備

AH,CY

2:45 – 3:00 前往林村河採樣地點

3:00 – 3:30 水樣採集實驗 (30mins) AH,LO,CY

3:30 – 3:45 回校

3:55 – 4:30 水質分析及總結

RY

234


(Lesson 08 -- 無人機 x 環境科學 )


( 圖二 )


( 圖一 )

1. 林村河的起點和終點位於什麼地方 ?

2. 參考右圖 ( 圖一 ) 林村河在流出大海之前 , 會先與哪一條河匯合 ?

3. 環保署抽取河水檢驗後 , 將水質分成哪五個級別 ?

4. 參考右圖 ( 圖二 ), 環保署在林村河共設有多少個水質監測站 ?

5. 河水樣本中的大腸桿菌含量與水質有什麼關係 ?

6. 除了大腸桿菌含量外 , 今堂還介紹了哪幾個常用的河水質素指標 ?

7. 河溪對香港而言有什麼重要性 ?

8. 右圖 ( 圖三 ) 所示本港哪一條河溪的出口 ?

9. 下圖 ( 圖四 ) 所示的儀器可用以檢測河水樣本的什麼特性 ?

( 圖四 )

( 圖三 )

10. 「TDS」是什麼意思 ?TDS 數值的高低與河水水質有什麼關係 ?

235


Application of Drones in

Environmental Monitoring

Glacial Modelling

River & Flood Assessment

Coastal Erosion Tracking

Species Identification

Population Assessments

236


Hong Kong a u t h o r i t i e s set to ramp

up f i g h t a g a i n s t a i r p o l l u t i o n f r o m s h i p s

by f l y i n g d r o n e s to m o n i t o r e m i s s i o n s .

30 Jan, 2019

Hong Kong environmental inspectors will take

to the skies to police the city’s waters with drones

to help enforce a new law requiring ships to burn

cleaner marine fuels.

The sensor-equipped drones designed by the

HKUST will be flown into smoke plumes spewed

from ships to conduct real-time measurements

mainly of sulphur dioxide emissions.

237


Drone-assisted

Water Sampling

an effective means of

collecting water samples for

water quality monitoring and

marine conservation in

coastal areas at a low cost.

238


239


大腸桿菌

(E. coli)

大腸桿菌含量越高表示

受糞便污染的程度越大

2017 年林村河及大埔

河水質監測數據總結

240


[ 無人機 x 創業 (Drone x Entrepreneurship)]

9:30 – 9:45 環境科學 ( 續 ) --- 水質檢測 :TDS 及濁度

RY

9:45 – 9:50 Lesson 01 – 08 總結

RY

9:50 – 10:25 手勢操控 , ActiveTrack 及 FPV 體驗

RY,AH

10:35 – 10:55 FPV、小型無人機 (Tello) 遊戲及實習

RY,AH

10:55 – 11:05 發展無人機創業機會的可能性

RY

11:15 – 12:00 Marketing Strategy YEUNG

12:00 – 12:15 10-min Planning RY

12:15 – 12:25 無人機創業企劃方案要求

RY

12:25 – 12:30 無人機の最後一課 (16/02) RY

241



(Lesson 09 -- 無人機 x 創業 )

( 圖一 )


1. 右圖 ( 圖一 ) 所示的儀器可用以檢測河水樣本的什麼特性 ?

( 圖二 )

2. 「TDS」是什麼意思 ?TDS 數值的高低與河水水質有什麼關係 ?

3. 什麼物質會增加水的導電性 ?

4. 右圖 ( 圖二 ) 的 micro:bit 裝置運用什麼原理來檢測河水樣本的濁度 (Turbidity)?

5. 參考下圖的編程 , 當中的變數「transmittance」是什麼意思 ?

6. 在「無人機。跨學科。創意學習。實驗計劃」的課程中 , 包括哪 12 項

主要內容 ?

7. 助理市場經理 (Assistant marketing manager) 的主要工作是什麼 ?

8. 進行市場營銷 (marketing) 需考慮哪四項因素 ?

242

TDS = Total Dissolved Solid

( 水中總溶解性物質的濃度 )


• 純水是絕緣體。

• 河水中含無機鹽 ( 例 : 鎂鹽、鈣鹽 ),

所以河水具輕微導電性。

• 當河水中的無機鹽越多 , 水的

電導率就越高。

• 但 TDS 並不能直接反映水質的好壞。

• TDS 數值並不反映水中細菌和病毒等

有害物質含量。

243

Micro:bit 濁度測量儀

(Turbidity Meter)


244

?5. Learning & Teaching (Phase 1)

RIASEC

帶來的啟示 …

245


• 活動宣傳 ?

• 慶典表演 ?

• 科技教育 ?

• 旅遊推廣 ?

• 遊戲競技 ?

• 團隊訓練 ?

• 復康醫療 ?

• 高架維修 ?

• 環境檢測 ?

• 建築檢查 ?

246


https://www.droneii.com/drone-applications-2019

247


https://www.droneii.com/drones-and-thecoronavirus-from-crisis-to-opportunity

248


249


250


[ 無人機創業企劃 (Drone Entrepreneur Proposals)]

9:30 – 9:45 無人機課程總結

RY

9:45 – 10:00 RIASEC 帶來的啟示

RY

10:10 – 10:35 S1, S2 企劃匯報 GUEST

10:45 – 11:15 S3, S4 企劃匯報 GUEST

11:25 – 11:45 課程評核、檢討問卷及最後課業

RY

11:45 – 12:00 頒發獎項及修業證書

GUEST, RY

12:00 – 12:30 大食會

AH, RY

251


Lesson 10

Entrepreneur

Proposal

Presentation

252


藥物送遞及

樣本回送

(Drug Delivery)

跨海大橋及

高架路軌檢查

(Bridge Inspection)

清潔玻璃

外牆服務

(Glass Curtain

Wall Cleaning)

樹木普查護樹

監控及雀鳥保育

(Tree Care &

Conservation)

253

專家意見


S1: 標本通常只有一個 , 如果

無人機有意外就有機會失

去了唯一的標本。

通常病人出院時已拿取所

有藥物。

對獨居或患有認知障礙的

病人來說 , 無人機能夠作

提示作用。 ( 現職醫院護士 )

S2: 無人機監測其實政府 ( 木土

工程處 ) 都有做 , 可能不算

太創新 , 但正因如此 , 證明

這概念是可行的。

( 土木工程師 )

S3: 外國有用 UAV, 快捷方便 ,

省卻人親身上樹的時間。然而香港的

樹木都較擠迫 ,UAV 能否從樹枝間飛

行 ?

( 香港註冊樹藝師 )

S4: 現時的無人機難以對窗戶造成

足夠壓力 , 抹布與窗戶難充分

接觸 , 抺窗效率會較低。

但與抹窗機器人比較 , 飛行器

的彈性更高 , 不過可能需要改

裝設計 , 提升抹窗效率。

( 中大工程系畢業生 )

254

師姐的話


好可惜今天來不到見證 , 但你們只是在中學階段已能合

作完成這個大 project, 真的很厲害 !

不要少看你們在這課程中曾經發問、嘗試和發現的東西 ,

這是一種不論你將來在什麼地方發展 , 都畢生受用的能力與

經驗。

願你們繼續保有這顆好奇心與不怕失敗的熱誠 !

Proud of all of you!

朱葆婷校友

255

師兄的話


雖然我唔能夠出席 , 但睇左大家嘅創意之後 , 我都

有小小想法同大家分享。

首先我覺得大家對無人機嘅應用已經有深層次嘅理

解 , 每組嘅想法都好好可以幫助到唔同層面嘅人。而我個

人印象最深刻係抹窗 , 因為剛剛新年大掃除媽媽會伸手出

窗外抹窗 , 而成件事係好危險。如果有左呢 D 技術就可以

減低事故同令家人安心。

256

師兄的話 ( 續 )


科技日新月異對於呢一句說話 , 可能大家仲未有深刻

嘅體會。我體會最深嘅係由電腦未被普及 , 到智能手機以

及往後種種嘅新科技 , 每每新事物嘅出現 , 我都可以係腦

入面描繪出未來世界嘅新景象。

最後我相信大家學到嘅 , 唔只係無人機相關嘅技術同

應用。憑著對新科技嘅興趣 / 好奇心 , 以及對身邊事物嘅

關注 , 透過熟習 , 改良「解決問題的模式」, 將來需要面

對難題時可以應用返今日所學到嘅東西。

謝效江校友

257

課程檢討 (Google Form) 結果


258


259

Students’ Response


> 80%

260

同意 + 非常同意 %


100

90

80

70

60

100%

100%

100%

100%

50

40

100%

100%

30

20

<70%

10

100%

0

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10Q11Q12Q13Q14Q15Q17Q18Q19Q20

問卷題號

261

Q.16 請選出你最喜歡的五次無人機課堂 :


L10:RIASEC、無人機創業企劃方案匯報、無人機課程整合及總結

L09:TDS 及濁度測量、手勢操控 , 智慧跟隨及 FPV 體驗、小型無人機 …

L08: 林村河地理環境及基本現況、水樣採集任務

L07:360 伺服電機編程控制、無人機水樣採集系統

L06:Micro:bit 編程 : 燈號、光 / 溫度測量、無線測量傳訊、180 電機編 …

L05: 三角函數與區域測量、無人機於測量業的應用、三維立體掃瞄技 …

L04:Tello Edu 進階編程飛行、無人機編程與多邊形方程、三角函數與 …

L03: 航拍技巧、分組飛行實習 (2)、基礎編程概念、DroneBlocks 編程 …

L02: 無人機飛行安全事項、無人機駕駛技巧、分組飛行實習 (1)

L01: 無人機科技發展的歷史、無人機科技介紹及示範、無人機的近代應 …

0 2 4 6 8 10 12 14

262

Lesson 12: Field Experiment (Clear Water Bay)

263


Drone Water Sampling … HOW?

264

• Engineering Design of




265


Drone

Water

Sampling

System

Water Landing Model – Type 1 (Bimotor)

Water Landing Model – Type 2 (Unimotor)

Hanging Basket Model – Type 1 (Uniarm)

Hanging Basket Model – Type 2 (Triarm)

Engineering Design of

Drone-assisted

Surface Water Sampling System

Water Sampling

& Analysis

(Sea Water & River Water)

TDS

TD

NO3-N

266


Phase 2: Engineering Project

Design of the Drone-assisted

Surface Water Sampling System

• Thanks to the appreciable reliability of

drone technology, UAVs have played an

active role in environmental research and

marine conservation.

• Making a drone-assisted surface water

sampling device was decided on as an

exciting STEAM task for students in the

second phase of the programme.

267

第二階段 :

無人機水樣採集系統設計


本組成員參與學校的「無人機。跨學科。創意

學習。實驗計劃」, 學習無人機飛行原理、操控技巧、

編程飛行、區域測量和創業企劃等單元 , 並透過編程

及伺服電機機械設計 , 製作水樣本採集裝置。

完成 36 小時的跨學科 STEAM 課程後 , 本組計劃

運用所學知識 , 研發配備 micro:bit 編程裝置的無人

機 , 期望可以發展出一套方便可靠、危險性低且成本

低廉的「無人機地表水樣本採集系統」, 為海洋生態

保育提供更豐富的水質科學數據。

268


Designs were suggested :

Hanging Basket Model

• “Water Landing Model”

• “Hanging Basket Model”

Both devices were equipped with a micro:bit coded

remote-controlled water collecting arm.

The uplifting force

was greatly weakened

due to the unstable

air current turbulence

produced underneath.

The swirling hanging basket

was highly unstable and was

not that successful in the

water sampling process.

Water Landing Model

269


本組計劃以具 GPS 定位及避障功能的小型四軸無人機為基礎 ,

研發一套可執行水樣採集任務的無人機系統。在設計過程中 :

• 須避免無人機意外入水 , 並要測試安全飛行的負載上限 ; 及

• 採水臂不可遮擋視覺感應器 , 以免防碍飛行定位及避障性能。

水降式採水系統

(Water Landing Sampling System)

吊籃式採水系統

(Hanging Basket Sampling System)

270




水降式設計

預期可讓無人機降落於水面 , 以機械臂採集水樣後 ,

從水面起飛回航。然而 :

❑ 挑戰 1: 小心設定浮水基底的形狀及體積 , 以

提供足夠的浮力 , 但是機體不得靠貼

水面 , 而重心又不能過高 , 增加水上

傾側和反機風險。

❑ 挑戰 2: 螺旋槳產生向下的氣流被浮水基底擾

亂 , 令昇力大大減弱 , 令無人機出現

動力飽和甚至不能起飛的情況。

271




272

Water Landing Models


Mark II Mark IV Mark VI

Mark VIII

Mark X

Mark I Mark III Mark V

Mark VII

Mark IX

273


• Water Landing?

(Consideration of Density)

1.25L Bottle

• Larger Volume

• Lower Mass

Lower Density

Positioning of the Landing Base?

Aluminium Bar

274

• Water Landing?

(Consideration of Density)

Bamboo Stick

Foam Ball

Bamboo Stick

275

• Water Landing Model – Type 1 (Bimotor)

Water Collecting Arm

Robotic Control Unit

Water Landing Base

276

Sampling Bottle

(10ml)

Servo Motor

(FS90R)

Micro:bit

(on servo driver board)

Wooden Stick

Foam Bowl

Foam Ball

Aluminium Strip

Foam Block

277

278

• Water Landing Model – Type 2 (Unimotor)

Micro:bit


Wooden Stick

Foam Bowl

Sampling Bottle

(10ml)

Servo Motor

(FS90R)

Aluminium Bar

Foam Ball

Bamboo Stick

279

280




吊籃式設計

以長索懸吊裝有採水臂的吊籃在無人機上。在水面上空放下

採水臂採樣後 , 收起採水臂回航。此設計負載較輕 , 且不用

在水面降落 , 減去因湧浪導致機身入水的風險。不過 :

❑ 挑戰 : 螺旋槳向下產生的氣流令吊籃強烈旋擺 , 難

讓採水臂穩定地收集水樣。

❑ 改良 1: 改用 2m 吊索可使吊籃遠離螺旋槳以減低旋擺。

❑ 改良 2: 將採水臂增至三個 , 改善吊籃平衡 , 亦增加採集

水樣本的體積。

281




282

• Hanging Basket Model – Type 1 (Uniarm)


Micro:bit


Foam Cover

Foam Box

Sampling Bottle

(10ml)

Wooden Stick

283


Servo Motor

(SG90)

284

• Hanging Basket Model – Type 2 (Triarm)


Foam Bowl

Micro:bit


Servo Motor

(SG90)

Wooden Stick

Sampling Bottle

(10ml)

285


286


3D printed

Landing Gear

with Hook

287


288


289


290


海洋保育的後援科技 : 無人機地表水樣本採集系統

(Technology for Marine Conservation: Drone-assisted Surface Water Sampling System)

透過有效的水質監控以減少海水污染 , 是保護海洋

生態環境的重要一環。本組的 STEM 行動項目提出了善

用無人機科技的建議 , 發展更節省人力和合乎成本效益

的自動化水樣採集方法。尤其是發展中國家 , 更需要高

效監察科技及健全環保法律制度 , 方可有望抗衡日益嚴

重的海洋污染問題。

整全的水質數據有助呈現海洋的狀態全貌 , 亦能夠支援監察

海洋污染物的濃度 , 促進海洋環境及物種保育研究。願本組的研

究和實驗活動能夠喚起大眾對海洋保育的關注 , 留意人類活動對

海洋生境的影響 , 一起守護健康的海洋生物食物鍵和珍貴的地球

海洋資源。

291


跟傳統監測船採集水樣的方式比較 , 以無人機進行採樣具備多個優點 , 例如涉及的人力成本較低 , 機動性高

但耗用能源較少 , 保養維修費用相對低廉 , 對海洋生物的騷擾程度低 , 而且沒有海上航道的限制 , 可採樣的範圍較

大。此外 , 航拍測量和人工智能等技術漸趨普及 , 無人機能夠遵循預先編定的飛行路線自動往返。相關技術亦可

應用於發展自動化水樣採集 , 讓無人機按指示完成多個定點採樣 , 甚或進行自動海洋巡邏 , 辨識顏色或溫度異常的

水域 , 即時進行航拍記錄並收集樣本 , 進一步實現高效率的自動化無人機海洋水質檢測和污染源監控流程。

292

無人機水樣採集及水質分析

(Drone-assisted Surface Water Sampling & Testing)


清水灣

(CLEAR WATER BAY)

團隊計劃嘗試使用該系統到本港多處

水域進行採水試作實驗 , 具體測試系統在

不同風力和水流情況下的操作表現 , 實證

項目的可行性。

首次試作實驗於香港科技大學 (HKUST)

旁邊的石灘進行。

當日早上天氣良好 , 岸邊風力不少 ,

不時出現白頭湧浪。然而 , 無人機飛行穩

定 , 吊籃旋擺幅度輕微 , 遙控機械臂操作

良好 , 順利採得水樣本作分析。

293


系統先後兩次成功飛往離岸十多米外的水域取得

西貢清水灣海水樣本 , 初次實現了無人機地表水樣本

採集。

經試劑和儀器量度後 , 顯示樣本含約 200mg/L

碳酸鈣 ( 反映水硬度 ) 和超過 999mg/L 的總溶解固體

( 反映鹽度 ), 但當中未有發現硝酸鹽氮 ( 反映污染程度 ),

顯示樣本水質良好。

294


無人機水樣採集及水質分析


第二次實驗地點為學校附近的

林村河錦和橋。當天 (19/3) 天氣良

好 , 河邊風力不強 , 無人機成功於

河道排水口取得樣本。

林村河

(LAM TSUEN RIVER)

適逢潮漲 , 吐露港海水流入林村

河與淡水混合 , 提高了河水的碳酸

鈣和總溶解固體濃度 --- 測試數據顯

示碳酸鈣和總溶解固體濃度分別為

100 mg/L 和 680 mg/L。

295


此外 , 試劑測得樣本含約

2mg/L 硝酸鹽氮 , 顯示林村河

樣本水質略遜於清水灣。

不過 , 根據美國國家環境保

護局 (EPA) 的水質標準 , 硝酸鹽

氮的最大污染物容許濃度 (MCL)

為 10mg/L, 即按照硝酸鹽氮濃

度而言 , 林村河樣本水質仍屬理

想水平。

296

Water Quality

Analysis

Water Test Kit

(Nitrates, TH, COD)


TDS

(Total Dissolved Solid)

Micro:bitTurbidity Meter

297


水樣採集及水質分析 1,2


298


The First Ocean Park International STEAM Education Conference 2019

(Paper Accepted, 04 Apr., 2019)

A Finnish Interdisciplinary Approach to STEAM Learning:

Drone-assisted Surface Water Sampling

While many drone-related learning activities such as drone-racing and

drone-making are being reported, pedagogical models connecting drones

to STEAM learning are limited. Hence, a pilot scheme called “Applications

of Drones in Interdisciplinary Learning & Entrepreneurship Education” was

launched, aiming to develop a cross-curricular framework of drone-based

learning in the context of secondary education. A Finnish interdisciplinary

approach was adopted to cultivate students’ transversal

competences by integrating knowledge of aerophysics, trigonometry, coding

and engineering design under the theme of drone technology.

299


Thanks to the appreciable reliability of drone

technology, the unmanned aerial vehicles (UAV)

have played an active role in environmental

research and marine conservation. Surface water

sampling and water analysis, in particular, came to

our attention because drone-assisted water

sampling could be an effective way to

monitor water quality and pollution sources

at a low cost. Making a drone-assisted surface

water sampling device was decided on as an

exciting STEAM task for students in the second

phase of the programme.

300


Students acquired skills through

hands-on experiential learning and

applied what they learnt to design a

drone-assisted surface water sampling

system which offers an effective means of

collecting water samples for water quality

monitoring and marine conservation in

coastal areas. Cooperating with educators

from the HKUST, students will later conduct

trial experiments to collect sea water

samples which will then be analyzed at the

university laboratories.

301

Encouraged to learn from failure, the students eventually


invented an innovative tri-armed hanging drone-assisted water

sampling system. The novel contraption was proved to be

effective preliminarily by sea water sampling trials conducted at Clear

Water Bay. The water collected will then be examined at the HKUST

chemistry laboratories.

Micro:bit Remote

Arm Controller

Monitoring Drone

Tri-armed Hanging Basket

Sampling Drone

302


Knowledge and skills were studied by crossing the boundaries between science, mathematics, information

technology, engineering and entrepreneurship, meanwhile 21st century skills like technology literacy,

collaboration and creativity were also developed. The course evaluation revealed that all the learners showed

positive attitudes towards the engineering tasks and agreed that their STEAM literacy had been

considerably fostered through the scheme.

303


Development of Drone (UAV) Water Sampling Technology

…. to conduct in situ measurements of electrical conductivity

(EC), pH, dissolved oxygen (DO), and temperature, and collect

water samples simultaneously at different depths using an

unmanned aerial vehicle (UAV). The UAV system consists of a

hexacopter, water sampling cartridges (WSC), and a sensor

node. Payload capacity and endurance of the UAV were

determined using an indoor test station.

304


305


Source:

Science of the Total Environment

670 (2019)

Over the last decade, advancement in drone

technology has seen the development of

drone-assisted water sampling payloads

resulting in the ability to conduct water

sampling and retrieve physico-chemical data

from aquatic ecosystems. The application of

drones in this context provides the potential

to fulfil some aspects of the biological and

physico-chemical sampling required to meet

large-scale water sampling programmes in a

safer, efficient and more cost-effective manner.

306

NXTEducator Summit in Taipei

307

Exposure

&

Opportunities

Learning & Teaching Expo

Ednovation

Fest

Global Spotlight on

Employability Skills

7. Presentation & Sharing

NXTEducator

Summit

Professional

Development

@ Jyvä skylä

Proposal

Presentation

@ CHW

i-Journey

Fair

NXTEducator Global

Educational

Innovation Awards

Ocean Park

International

STEAM Education

Conference

Sharing

(Shantou Guangha

Private School)

Sharing

@ CALFSS

Report

Submission

to

Prof.

Heikkinen

Interview

(Sing Tao)

Tai Po Inno Expo

Interview (HundrED, Finland)

308


賽馬會不一樣

教育節

30/11/2019

06/03/2019

迦密愛禮信中學

STEM Week 交流

21/09/2019

22/06/2019

14/12/2018

迦密聖道中學

(CHWSS)

i-Journey

Fair ( 教育局 )

學與教博覽

海洋公園 STEAM

教育國際會議

創科 @ 大埔

17-18/02/2019

01/03/2019

i-Journey 分享

( 教育局 )

學與教博覽

(14/12/2018)

創科 @ 大埔

(17-18/02/2019)

迦密愛禮信中學

STEM Week

(06/03/2019)

汕頭私立廣廈學校交流

(23/01/2019)

教育局 i-Journey

課程設計分享

(01/03/2019)

海洋公園 STEAM

教育國際會議

(22/06/2019) 教育局 i-Journey Fair

(21/09/2019)

芬蘭 HundrED 訪問

(30/09/2019)

賽馬會不一樣教育節

(30/11/2019)

NXTEducator

全球教育創新大賞

(11/12/2019)

星島日報教育版訪問

(20/01/2020)

文匯報教育版訪問

(01/05/2019)

教育局中學校本

課程發展組分享

(24/10/2019)

Global Spotlight on


(10/12/2019)

教育局 i-Journey Hub

(16/12/2019)

309

Proposal Presentation

in Jyväskylä


Presentation in CHW

Lesson Observation (Prin. Joseph K P Kung, Mr. S W Yeung)

310


學與教博覽

2018


Interdisciplinary Learning and


無人機在跨學科學習及創新教育上的應用

311


無人機能否成為

有效教具 , 提升學

生的科學學習素養

和解決困難能力 ?

Sharing (Shantou Guangha Private School)

汕頭私立廣廈學校師生分享交流

◆ 無人機科技

◆ 教學應用 : 使用無人機收集數據

◆ 無人機在「跨學科」教育上的應用 ?

◆ 無人機學習團隊介紹及示範

◆ 跨學科無人機課程

312


我加入無人機隊時剛剛升上高中 ,

生活開始更加忙碌 , 時間也變得越來越

不足夠 , 但我當初仍然選擇了加入無人

機隊 , 正是被無人機用途上的多樣性與

發展潛力所吸引。

無人機的應用層面非常廣闊 , 包括農

業、電影業、軍事等 , 而我們在這短短

36 個小時裏面 , 學習內容包含了環境科

學、工程設計、編程飛行以及區域測量

這些到達大學程度的知識 , 這種探索未

知知識跟可能性的魅力 , 讓我在短時間

内愛上了無人機。

劉錦欣同學 [ 中四 ] 分享

313


在無人機課程中的知識在平常學習

生活中是很少遇到的知識 , 並且是較為

深奧的。

例如在第四節課的時候 , 我們運用了

之前數學課上學習到的三角學 , 計算無

人機的視角 , 利用航拍照片和高度計算

長度。這節課的難度十分的大 , 令我印

象深刻。

余慕遠同學 [ 中三 ] 分享

還有最最最最深刻的就是第八節課 ,

因為在這一節課上 , 我們在挑戰在無人

機上做浮水裝置或者吊廂裝置 …

314


創科 @ 大埔

Tai Po Inno Expo, Science Park

315


Experience Sharing with

the 2 nd cohort i-Journey participants

(SLPD, EDB)

316

Project Sharing

& Taster Lesson

@ STEM Week, CALFSS

無人機課程體驗及交流

( 迦密愛禮信中學 )

317

Interview with

Wenweipo

(Education)

文匯報教育版訪問

318


A Finnish

Interdisciplinary

Approach to STEAM

Learning:


Water Sampling

The First Ocean Park International

STEAM Education Conference 2019

第一屆海洋公園 STEAM 教育國際會議

2019

319


The First Ocean

Park International

STEAM Education

Conference 2019

320


Innovations in Education sharing

at “HundrED.org ”

(a hub of global education innovations, Finland)

321


i-Journey Fair

SLPD, EDB

322


芬蘭教育創新組織

HundrED.org

專訪

323


Internal Capacity Building,

School-based Curriculum Development

(Secondary) Section,

Education Bureau

324


賽馬會不一樣教育節

(Ednovation Fest)

325

Global Spotlight on


hundrED.org, Finland


326


NXTEducator


台灣溫世仁文教基金會

327


328


“The NXTEducator Summit, organized jointly by Sayling Wen Cultural & Educational Foundation

and Finnish-based non-profit education promoter HundrED, selected the seven winners out of

almost 100 entries from 21 countries submitted by Chinese-speaking K12 educators.

329

新加坡


台灣

NXTEducator


( 傳媒報導 )

330


台灣

331

馬來

西亞


日本

332


美國

馬來

西亞

333


i-Journey Hub

SLPD, EDB

334

星島日報

教育版專訪


335

星島日報教育版

專題故事


336


337

Summary of i-Journey Study Report


338


“iMPACT”

A Fruitful Learning

Experience &

Achievement

in ‘i-Journey’

Compendium of

‘i-Journey’

(1 st Cohort)

339


340

Rovaniemi, Finland

341

MENTOR'S MESSAGES (1)

Professor Hannu Heikkinen, Finnish Institute for Educational Research, University of Jyväskylä, Finland

Dear Yeung Chung Yiu Richard,

8. Enlightenment

Thank you for a very exciting plan and also for your thoughts about the visit in Finland. I must say this sounds

really one of the most innovative and brave plans I have seen.

I was especially excited how you would use drones for studing the specification and checking the field-of-view of a

drone as well as calculating the dimensions of the school playground by using the information provided by the

drone and applying trigonometry. Wow, must I say! I want to be there in your school playground and see how that

happens! I have not used drones to anything however, but after I read your plan the feeling that I do need one

grew stronger.

But anyway, let’s talk more of this when we meet. It remains to be seen to what extent the school experience and

scheduled program will directly support your plan. We don’t have drones in use in the schools, I think. But anyway

I am pretty confident that the experience in Finland will open up new ideas and thoughts about education in

general.

There are differences between our cultures and traditions as well as educational practices and one of them is

surely that in Finland there is a strong tradition of equal and free dialogue between students, teachers, teacher

educators and researchers.Thus, please don’t hesitate to ask me if there is anything in your mind.

6 April, 2018

342


Professor Hannu Heikkinen,

Finnish Institute for Educational Research, University of Jyväskylä, Finland

8. Enlightenment

Hi Richard,

I hope you are well and safely back home. I hope you enjoyed the trip!

Today, I just took another look at the video made by you about your statues in the grass of Jyväskylä harbor

as well as our Ruusupuisto building. It gave me good memories of the time we spent together here in

Jyväskylä. Thank you for all those good discussions and your active contribution. The summer has been

warm since then which is not usual. Maybe you brought some of the warmth with you.

I must say I was also very impressed of your presentation of your school project about using drones to

different purposes in education, and especially the maths dimension of it. I hope my initial comments as well

as the feedback after your presentation was useful. However, if you are interested in continuing the

discussion about the project I am fully at your service.

29 May, 2018

343

8. Enlightenment


Professor Hannu Heikkinen, Finnish Institute for Educational Research, University of Jyväskylä, Finland

Hi Richard,

Thank you for your reply and the video. I hope my comments are still useful and I am sorry I was not able to reply earlier. My

yesterday was too full of other urgent duties.

I am still impressed of your work with drones. I actually picked up professor Stephen Kemmis from Australia and told him

about your project. He is a world known expert of action research and interested in projects focusing on pedagogical

development. (https://scholar.google.fi/citations?user=DW2CHQkAAAAJ&hl=fi&oi=ao)

He was impressed too after seeing your video. We believe you are doing a cutting edge work in developing methods applying

drones in education. As you tell in the video, there are many applications for drones in different fields but not that much in

education.This is really important and innovative work!

Regarding the presentation, it is a good overview on the experience in Finland as well as the drone project. However, in case

my critical friend’s comments are welcome, you might want to think about the focus of the presentation and maybe there is

too much details and information for some purposes and the challenge might be to reduce it to the most essential. That

depends also on the time you have for your presentation. In case you are short of time, you might want to decrease the

information of using drones for other purposes than education, like inspecting power lines etc. But for me, also that part was

interesting.

I really appreciate your work with developing drone education, and I am happy and proud of you, and for this opportunity to

follow up your development work.

31 May, 2018

344

8. Enlightenment

反思 1

跨學科

課程

跨學科

教師

教師大多屬專科專教 , 能夠掌握本

科以外的知識不多。專科教師要推行

「跨學科學習」(interdisciplinary learning),

大多只能透過「跨部門」合作模式推

展 – 即教師本身並無「跨學科學習」

的經驗 , 卻要求學生掌握「跨學科學習」

的能力 --- 教師如何能夠體會箇中的困

難 ?

「跨學科老師」較能

推展「跨學科學習」: 研究無人機的

飛行原理 , 學習 micro:bit 編程 , 了

解本區 ( 大埔區 ) 規劃、土地用途及河

流水質情況等。透過體驗和實踐 , 方

能掌握各知識領域之間的聯繫和關係 ,

踏實推行跨學科課程。

345

8. Enlightenment

反思 2

合作

學習

能力

組合

「合作學習」(cooperative learning) 是

否一個有效的學習模式 ? 能否促進不同能

力的學生彼此學習 ? 理論或是可行 , 然而

教師不一定充分了解各同學的強弱項 , 以致

出現不理想的配搭 , 學生也不易找到自己參

與和貢獻的方式 , 最終未能達致預期的協作

效果。

在進行「合作學習」

之前 , 可先讓同學進行 RIASEC 問

卷 , 讓師生一同了解自己的能力傾向

(aptitude), 方便教師編配出較有根據

的能力組合 (skill set), 並讓組員彼此

認知大家的強弱項 , 作出更理想的分

工和協作安排。

346

8. Enlightenment

反思 3

生涯

規劃

校友

資源

學生在考試導向 (examination-oriented)

的氛圍下 , 學習知識多以應付考試為目的 ,

而缺乏理解待人態度、語言表達能力和解決

問題能力等「軟技巧」(soft skills) 的重要

性。此外 , 礙於教師對職涯世界的有限認

知 , 不易讓學生明白硬知識和軟技巧與個人

事業發展的關係。

可善用校友資源 , 配

合跨學科主題 , 邀請相關行業的校友

分享職涯上的經驗見聞。此舉既能開

拓學生眼界視野 , 提高學習動機和建

立正確價值觀 , 有利延伸學生的學習

到更實在的層次 , 促進生涯規劃 (life

planning) 及全人發展。

347

8. Enlightenment

反思 4

學習

擁有感

專屬

網站

建立學生的「學習擁有感」是促進「自

主學習」(self-directed learning) 的策略之

一。教師可以使用什麼方式或工具來提升

學生對自己學習的擁有感 (sense of

ownership)? 如何提供合適的平台 , 讓同

學展示不同形式的課業作品 , 增加更多建立

成功感的機會 ?

打造一個提供課程內容、

記錄學習感受和分享多媒體作品的專屬

網站 Learning LogBook。當中每

組均設有「組別專頁」展示團隊作品 ,

每位學生亦有展示個人課業的專頁 , 建

立歸屬感和擁有感 , 並鼓勵同學整理學

習和分享知識 , 促進互相學習 , 提升學

習團隊的知識量。

348

Interdisciplinary

learning is

implemented mostly through inter-departmental

collaboration. However, if teachers themselves do not

possess rich experience in interdisciplinary learning, it is

indeed not easy for them to develop students’

interdisciplinary competencies.

8. Enlightenment

Teachers designing interdisciplinary

curricula should first test the curriculum

contents from a learner’s perspective to identify

possible difficulties by themselves. This

ascertains the links between relevant subjects

and thus facilitates effective curriculum

mapping and cross-KLA collaboration.

REFLECTION

349

8. Enlightenment

Teachers should have a thorough understanding of the

strengths and weaknesses of individual students so as to help them

position themselves in a group and find their way to contribute.

The RIASEC test enables students to identify their aptitude.

To achieve more effective

REFLECTION

collaborative learning, teachers

can use the relevant data to group

students in such a way that ensures a

more reasonable combination of abilities

and hence better division of

responsibilities and cooperation.

350

REFLECTION

8. Enlightenment

Given that most teachers have limited

knowledge of the world of work, they may

not be able to satisfactorily explain to

their students the relevance of “hard

knowledge” and “soft skills” to career

development.

Therefore, teachers should take advantage of alumni

resources by, for example, inviting graduates working in

different sectors to hold career sharing sessions to widen

students’ horizons, enhance their learning motivation and

instill in them positive values as a means to promote

life planning and whole-person development.

351

8. Enlightenment

One of the strategies of promoting

self-directed learning is to

empower students to take ownership of

their own learning. Setting up the Learning

LogBook platform enables students to

showcase their group and individual

assignments.

While fostering a sense of ownership, this also

enables students to learn from each other and

increases everyone’s volume of knowledge by

encouraging students to consolidate their learning

and share knowledge.

REFLECTION

352

8. Enlightenment

353

School-base STEM

Curriculum Development?

( 校本 STEM 課程發展 ?)

試行計劃 1

Pilot

Scheme 1

• Framework Design

( 框架設計 )

• Safety & Practicality

( 安全及可行性 )

• L&T Strategy

( 學與教策略 )

• Alumni Participation

( 校友參與 )

試行計劃 2

Pilot

Scheme 2

• Refinement & Enrichment

( 優化及增潤 )

• Assessment Plan

( 評估計劃 )

• Overseas Exchange

( 海外交流 )

跨科組協作

(STEM 相關學科 )

Interdepartmental

Collaboration

[STEM related disciplines]

• Curriculum Mapping

( 課程統整 )

• Teaching Alignment

( 教程編配 )

• Staff Development

( 教師發展 )

8. Enlightenment

354

8. Enlightenment

Assessment Plan

( 評估計劃 )

DIY Drone

( 自組無人機 )

What Comes Next

( 下一步 … ?)

Python & AI

(Python 及人工智能 )

Overseas Exchange

( 海外交流 )

3D Printed

Drone Parts

( 打印無人機部件 )

Website Activity Tracking

( 網站活性跟蹤 )

355

What Comes Next ?

8. Enlightenment

DIY

Drones?

356

What Comes Next ?

8. Enlightenment

3D Printed

Drone

Parts ?

• nice display

• high stability

• least material

• small base area

Tello STAND

357

Tello STAND WITH

8. Enlightenment

BATTERY

STORAGE

• nice display

• high stability

• least material

• small base area

• readily accessible

What Comes Next ?

358

What Comes Next ?

8. Enlightenment

Tello LANDING GEAR

• high flight stability

• easy landing

• least material

359

8. Enlightenment

Tello LANDING GEAR

WITH HOOK


• easy landing

• least material

• stable delivery

What Comes Next ?

360

Tello CANDY

HOLDER

8. Enlightenment


• least material

• stable delivery

• high carry weight

What Comes Next ?

361

What Comes Next ?

8. Enlightenment

Tello GAME

DESIGN

362

8. Enlightenment

363

OVERSEAS EXCHANGE

Visit to the Vintage Camera's

Museum, Singapore

8. Enlightenment

364

OVERSEAS EXCHANGE

8. Enlightenment

Visit to the Unmanned

Aerial Vehicle (UAV) Centre,

Chang Jung Christian

University, Taiwan

365

Conclusion

8. Enlightenment

• Strengthen students’ ability to apply cross-KLA knowledge. (SE, ME &

TE).

• Nurture students’ creativity, collaboration and problem solving skills

(Drone-assisted surface water sampling system).

• Foster Students’ innovation and entrepreneurial spirit, focus on the

development of positive values and attitudes (Entrepreneurship

Proposals).

• Promote the pedagogical model in the “STEAM for ALL” direction to a

greater extent (Interdepartmental Collaboration).

366

8. Enlightenment

Development

of School-based

Interdisciplinary STEM

Learning Activities

Exemplars developed in the SBCDS, EDB

(2019-2020)

367

8. Enlightenment

Commercial Heat Pack

商品鐵粉暖包

“Self Made” Heat Pack

自製鐵粉暖包

Trail STEM Learning Experiment:

(Compare the Performance of Heat Packs by using Micro:bit Programming)

368

8. Enlightenment

溫度 / 0 C

比較自製鐵粉暖包和

商品鐵粉暖包的發熱表現

37 商品

32

27

自製

24

200 400 600 800 1000 1200

時間 /s

Data Collection & Analysis

369

Basic Framework of

Interdisciplinary STEM Learning Activities

8. Enlightenment

370

Exemplars of Interdisciplinary STEM Learning Activities

8. Enlightenment

Light, Trigonometry,

3D Drawing

Pinhole Camera:

Design & Application

(F.3)

From Obscura to

Aerial Camera

(F.3)

Light, Reflection,

Trigonometry,

Spreadsheet

Circuit &

Coding

Circuit Problem Solving &

Design of Vehicle Cabin

Safety Alert System

(F.2)

371

電路推理解難及

汽車安全系統模型設計 ( 中二 )


Design of Vehicle Cabin Safety

Alert System

8. Enlightenment

372

Black Box Circuits

8. Enlightenment

373

8. Enlightenment

374

Vehicle Cabin

Safety Alert System

(switch controlled ver.)

8. Enlightenment

某汽車公司正開發一個「乘客安全提示系統」。

根據公司要求 , 系統必須具備以下功能 :

乘客進入車箱後 :

• 坐在座位上 , 關門響聲提示、

安全帶提示燈及風扇同時啟動。

• 關上車門後 , 響聲提示停止。

• 繫上安全帶後 , 燈號熄滅。

乘客離開車箱時 :

• 解除安全帶 , 提示燈亮起。

• 開啟車門 , 聲提示響起。

• 離開座椅 , 系統關閉。

375

375

8. Enlightenment

乘客進入車箱後 :

• 坐在座位上 , 關門響聲提示、

安全帶提示燈及風扇同時啟動。

• 關上車門後 , 響聲提示停止。

• 繫上安全帶後 , 燈號熄滅。

乘客離開車箱時 :

• 解除安全帶 , 提示燈亮起。

• 開啟車門 , 聲提示響起。

• 離開座椅 , 系統關閉。

376

Vehicle Cabin

Safety Alert System

(micro:bit controlled ver.)

8. Enlightenment

377

Vehicle Cabin

Safety Alert System


8. Enlightenment

3D Printed Car Shell

378

Red LED

(door alert)

Yellow LED

(system status)

micro:bit B

(signal display)

micro:bit A

(response activation)

8. Enlightenment

Green LED

(safety belt alert)

3D Printed Car Shell

Vehicle Cabin

Safety Alert System


379

seatbelt

electromagnet

micro:bit B

8. Enlightenment

micro:bit A

380

8. Enlightenment

381

8. Enlightenment

382

從針孔照相機到航拍相機

-- 科學與數學的應用 ( 中三 )

From Pinhole Camera

to Aerial Camera

8. Enlightenment

383

8. Enlightenment

384

8. Enlightenment

385

8. Enlightenment

386

8. Enlightenment

387

8. Enlightenment

388

針孔照相機的設計

和應用 ( 中三 )


of Pinhole Cameras

8. Enlightenment

389

8. Enlightenment

亞里士多德

( 古希臘哲學家 , 公元前 384-322 年 )

(Problems, Aristotle)

墨子

( 中國戰國時代哲學家 , 公元前 468-376 年 )

《墨經》

Records of Mozi’s and

Aristotle’s Research

on the Properties of Light

and Formation of Images

物體

穿有小孔的外牆

室內牆壁

W

「光之人 , 煦若射。

下者之人也高 ; 高者之人也下。

足蔽下光 , 故成景於上 ;

首蔽上光 , 故成景於下。」《墨經》

390

8. Enlightenment

Investigate the Effect of Pinhole Sizes / No. of Pinholes /

Distribution of Pinholes on Image Formation

391

Making a Pinhole Camera with Variable Focal Length

to Study the Relationship between

Focal Length and Image Height

8. Enlightenment

392

8. Enlightenment

Investigate the Relationship between Focal Length and Angle of View of a Pinhole Camera

d

H

O

h (fixed)

angle of view

d

H

O

h (fixed)

d

H

O

h (fixed)

D (fixed)

393

Investigate the Relationship between Focal Length

and the Height of Object Captured

8. Enlightenment

應變項

獨立變項

394

Design a Pinhole Camera with

Variable Focal Length

to Study the Relationship between

Focal Length and Image Height

8. Enlightenment

d = 135mm

Screen (50×50mm)

d = 85mm

d = 50mm

Aluminium Foil

(12×12mm)

Viewing Hole (8×8mm)

(for capture photos)

(depends on phone model)

thickness = 2 mm

72mm

(depends on

phone model)

395

Determination of Angle of View

of the Camera of a Smartphone

8. Enlightenment

396

Using the Principle of the Pinhole Camera to measure

the approximate value of the Diameter of the Sun

8. Enlightenment

397

8. Enlightenment

398

8. Enlightenment

399

科學教育

與價值觀教育

( 責任感、承擔精神 )

Science Education

& Value Education

(Responsibility, Commitment)

二氧化碳與氧於自

然界中的平衡 ( 中二 )

Natural Balance

of CO 2 and O 2

8. Enlightenment

Sci Ed

Unit 5

Energy

Unit 7

Living Things

and Air

400

8. Enlightenment

401

Proposed Inter-departmental

Collaboration

of STEM Education

ME

8. Enlightenment

SE

TE

S3

ME

SE

TE

S2

S1

Interdisciplinary

STEM Module

402

S3 1 st Term TE-ME

Application of Basic

Trigonometry in

Programmed Flight

Missions of Drones

ME

S3 2 nd Term SE-ME-TE


of Pinhole Cameras

SE

8. Enlightenment

S2 2 nd Term TE-ME

Application of

Basic Geometry in

Programmed

Flight Missions of

Drones

S3 1 st Term SE-ME

From Pinhole Camera

to Aerial Camera

S2 2 nd Term SE-ME

SIX

Interdisciplinary

STEM Modules

TE

Measurement of the

Drone Flying Speeds

S2 1 st Term SE-TE


Design of Vehicle Cabin

Safety Alert System

403

Foundation of Subject

Knowledge & Skills

8. Enlightenment

S1

S2

(1 st Term)

S2

(2 nd Term)

S3

(1 st Term)

S3

(2 nd Term)

Module 1

Circuit Problem

Solving &

Design of Vehicle

Cabin Safety Alert

System

(SE-TE)

Module 2

Measurement of the

Drone Flying Speeds

(SE-ME)

Module 4


Trigonometry in

Programmed Flight

Missions of Drones

(TE-ME)

Module 6


of Pinhole Cameras

(SE-ME-TE)

--

Module 3


Geometry in

Programmed Flight

Missions of Drones

(TE-ME)

Module 5

From Pinhole Camera

to Aerial Camera

(SE-ME)

--

404

8. Enlightenment

Module SE ME TE

1

Circuit Diagrams

Current, Voltage & Resistance

Series / Parallel Circuits

Short Circuits

--

Micro:bit Coding

Design & Make

2 Speed, Distance and Time Rates, Ratios & Proportions --

3 --

4 --

5 Light Rays from an Object

6 Light Rays from an Object

Angles & Parallel Lines

Polygons

Pythagoras’ Theorem

Trigonometry

Similar Triangles

Pythagoras’ Theorem

Trigonometry

Rates, Ratios & Proportions

Similar Triangles

Trigonometry

Block-based Programming

Block-based Programming

--

Design & Make

Excel / Google Sheets

3D Drawing & Printing

405

406

9. Acknowledgement

We are grateful to ALL those participating in the project.

The overseas professional training in Finland was supported

by the ‘i-Journey’ programme.

The pilot drone scheme was funded by the One-off Grant to

Secondary Schools for the Promotion of STEM Education.

407

9. Acknowledgement

How did the “DREAM” come true?

CHW Buddies

i-Journey Buddies

Pre-Trip

Proposal

~ 20%

Enrichment

IMPLEMENTATION

B. Surveying

Vetting Committee

Prin. Kwan

Mr. Yeung

Prof. Heikkinen

Prof. Kemmis

Alumni

408

9. Acknowledgement

探索、研究、學習、享受、成長

WE LEARN TOGETHER

409

Special Thanks to the Finland Education Experts

9. Acknowledgement

Ms. Minna Suikkari

Lead Expert

EduCluster Finland

Mr. Aapo Halonen

Principal

Teacher Training School

University of Jyvä skylä

Finland

Dr. Seppo Pulkkinen

Headmaster

Kuokkalan Yhtenä iskoulu

Finland

Mr. Aki Puustinen

Headmaster

Muuramen Lukio

Finland

410

Special Thanks to My Mentors & Advisors

9. Acknowledgement

Prof. Heikkinen Hannu

Head of Education and the World of Work

Finnish Institute for Educational Research

University of Jyvä skylä , Finland

Prof. Joseph K C Kwan

Director of Health, Safety and Environment

HKUST

Mr. Joseph K P Kung

Principal

Shung Tak Catholic English College

Mr. S W Yeung

Teaching Consultant

Department of Education Studies

HKBU

411

9. Acknowledgement

Special Thanks to My Colleagues (Carmel Holy Word Secondary School)

S M Ho

Technical Support &

Drone Maintenance

C K Lo

Physics &

Mathematics

C M Pang

Programming

& micro:bit coding

K T Liu

Aerophysics &

Mechanical

Engineering

K M Po

Craftwork

& Maker

C Y Wong

Laboratory

Support

W A Tse

Programming

& micro:bit coding

412

Special Thanks to Alumni & Buddies

9. Acknowledgement

Y N Chan

General Studies

K M Jim

Building Survey

C K Yeung

E-commerce

& Marketing

Kaine

Y S Pang

Physics

(i-Journey)

K H Lai

Drone Piloting

Frances

K Y Huen

English

(i-Journey)

Dr. T W Chu

Environmental

Science

Helena

W Y Kwok

Liberal Studies

(i-Journey)

413

Mentors, Advisors & Buddies (i-Journey, Programme A1)

Prof. Hannu Heikkinen

Prin. Aapo Halonen

Prin. Aki Puustinen

Prin. Seppo Pulkkinen

Ms. Minna Suikkari

Prof. Joseph K C Kwan

Ms. Ingrid S K To

Prin. Joseph K P Kung

Mr. S W Yeung

Ms. Frances K Y Huen

Mr. Kaine Y S Pang

Ms. Helena W Y Kwok

(Finnish Institute for Educational Research, University of Jyväskylä, Finland)

(Teacher Training School, University of Jyväskylä, Finland)

(Muuramen Lukio, Finland)

(Kuokkalan Yhtenäiskoulu, Finland)

(EduCluster Finland)

(Safety & Environment Office, HKUST)

(School Leadership and Professional Development Section, EDB)

(Shung Tak Catholic English College)

(Department of Education Studies, HKBU)

(TWGHs Chen Zao Men College)

(Buddhist Wong Wan Tin College)

(Lung Cheung Government Secondary School)

Colleagues & Alumni (Carmel Holy Word Secondary School)

Prin. H Y Chan Mr. W A Tse Mr. H K Tse (alumni)

Mr. G B Colley Mr. C M Pang Mr. K H Lai (alumni)

Ms. M L Chau Ms Y T Lam Mr. K M Jim (alumni)

Mr. C K Lo Mr. K M Po Dr. T W Chu (alumni)

Ms. S M Ho Mr. C Y Wong Mr. C K Yeung (alumni)

Mr. K T Liu Mr. C C Lee Mr. Y N Chan (alumni)

Ms. P T Chu (alumni)

9. Acknowledgement

414

9. Acknowledgement

Prof. Hannu Heikkinen ( 芬蘭于韋斯屈萊大學教育研究所 ) Prin. Aki Puustinen ( 芬蘭穆拉梅高中中學 )

Prin. Aapo Halonen ( 芬蘭于韋斯屈萊大學教師培訓學校 ) Prin. Seppo Pulkkinen ( 芬蘭庫奧克拉綜合性學校 )

Ms. Minna Suikkari ( 芬蘭教育集群 )

關繼祖教授 ( 香港科技大學安全及環境處 ) 杜淳嘉女士 ( 香港教育局學校領導及專業發展組 )

龔廣培校長 ( 天主教崇德英文書院 ) 楊少榮先生 ( 香港浸會大學教育學系 )

禤家如老師 ( 東華三院陳兆民中學 ) 彭欣成老師 ( 佛教黃允畋中學 )

郭詠怡老師 ( 龍翔官立中學 )

陳凱茵校長 ( 迦密聖道中學 ) 林月菁女士 ( 迦密聖道中學 )

Mr. Colley, Gavin Bruce ( 迦密聖道中學 ) 李志聰先生 ( 迦密聖道中學 )

周美玲老師 ( 迦密聖道中學 ) 謝效江先生 ( 校友 )

勞子傑老師 ( 迦密聖道中學 ) 賴家謙先生 ( 校友 )

何素雯老師 ( 迦密聖道中學 ) 詹國銘先生 ( 校友 )

廖健德老師 ( 迦密聖道中學 ) 朱子泳博士 ( 校友 )

謝瑋晏老師 ( 迦密聖道中學 ) 楊俊傑先生 ( 校友 )

彭志明老師 ( 迦密聖道中學 ) 朱葆婷小姐 ( 校友 )

布桂滿先生 ( 迦密聖道中學 ) 陳應南先生 ( 校友 )

黃志勇老師 ( 迦密聖道中學 )

415

9. Acknowledgement

416

Oodi Helsinki Central Library, Helsinki

417

10. References

(A)

FINLAND EDUCATION

1. National Core Curriculum for Basic Education 2014. Opetushallitus.

2. Sahlberg, P. (2015). Finnish Lessons 2.0: What can the world learn from Educational Change in Finland?

New York and London: Teachers College Press.

3. 陳之華 (2016)。沒有資優班 ‧ 珍視每個孩子的芬蘭教育。新北市 : 木馬文化出版

4. Walker, T. D. (2017). Teach Like Finland: 33 Simple Strategies for Joyful Classrooms.

New York London: W. W. Norton & Company.

5. Chaker, A.N. (2017). The Finnish Miracle, 100 Years of Success. Helsinki: Alma Talent.

6. Finnish National Agency for Education. Assessed on 12 March 2018 at https://www.oph.fi/download/

190839_aiming_for_transversal_competences.pdf

7. Sahlberg, P. (2018). FinnishED Leadership: Four Big, Inexpensive Ideas to Transform Education.

The United States of America: Corwin.

418

10. References

(B)

DRONES & EDUCATION

1. Dian Schaffhauser. Drones Take Off in Education. (25/7/2018). Retrieved 15/8/2018, from THE JOURNAL:

https://thejournal.com/articles/2018/07/25/drones-take-off-in-education.aspx

2. DroneBlocks Curriculum. Retrieved 1/8/2018, from DroneBlocks: https://www.droneblocks.io/curriculum.

3. Norman, Helmi & Nordin, Norazah & Embi, Mohamed & Zaini, Hafiz & Ally, Mohamed. (2018). A Framework

of Drone-based Learning (Dronagogy) for Higher Education in the Fourth Industrial Revolution.

10.14419/ijet.v7i4.21.21605.

4. How drone technology impacts education and student learning. (5/2/2019). Retrieved 12/3/2019, from

EduCo: https://educoglobal.com/how-drone-technology-impacts-education-and-student-learning.

5. Adam Shore, Classroom Drones and Improving STEAM Education. Retrieved 5/4/2019, from dronegenuity:

https://www.dronegenuity.com/classroom-drones-improving-steam-education.

419

10. References

(C) DRONE TECHNOLOGY (1)

1. 航拍愛好者 ,〈你要知道的航拍無人機的發展 !〉, 每日頭條 ,27/8/2016,

https://kknews.cc/zh-hk/military/yg6jzj.html, 20/9/2017 讀取。

2. 〈知多一點點 2, 飛行器航拍的結構〉,YouTube,26/12/2016

https://www.youtube.com/watch?v=_wJO8JClIxY,29/7/2018 讀取。

3. 陳治平 (2017)。DJI 空拍機知識 & 飛行技巧白皮書。臺北市 : 城邦文化出版。

4. PanSci 泛科學 ,〈四軸飛行器的原理解構 | 科學大爆炸 2-EP.29 〉,YouTube,11/6/2017

https://www.youtube.com/watch?v=abuZu2_Khwc,20/9/2017 讀取。

5. The Fascinating History of Drones. (29/6/2017). Retrieved 20/9/2017, from droneblog:

https://www.droneblog.com/2017/06/29/the-fascinating-history-of-drones.

6. Drone Tech. World First AI Drone In The World? The Drone That Never Crash? (27/5/2018).

Retrieved 25/8/2018, from YouTube: https://www.youtube.com/watch?v=e8lAeeB3yHE.

420

10. References

(C) DRONE TECHNOLOGY (2)

7. 〈無人機 × AI 修復長城效率高 9 成〉, 晴報 ,14/9/2018,

https://skypost.ulifestyle.com.hk/article/2160617/,12/10/2018 讀取。

8. Fintan Corrigan. How Do Drones Work And What Is Drone Technology. (7/1/2019). Retrieved 2/2/2019,

from DroneZon: https://www.dronezon.com/learn-about-drones-quadcopters/what-is-drone-technology-orhow-does-drone-technology-work.

9. 38 Ways Drones Will Impact Society: From Fighting War To Forecasting Weather, UAVs Change Everything.

(24/1/2019). Retrieved 30/3/2019, from CBINSIGHTS: https://www.cbinsights.com/research/drone-impactsociety-uav

10. Miriam McNabb. DRONEII: Drones and AI, 2.0. (13/2/2019). Retrieved 10/3/2019, from Dronelife:

https://dronelife.com/2019/02/13/droneii-drones-and-ai-2-0/

421

10. References

(D) DRONE APPLICATION (1)

1. Drone applications on the rise, new market for Finland. (14/3/2016). Retrieved 22/4/2018, from UUTIS:

https://yle.fi/uutiset/osasto/news/drone_applications_on_the_rise_new_market_for_finland/8742029

2. Ben Lovegrove, What Are Drones Used For? 31 Uses For Flying Drones and UAV. From Aerial Photography

to Warfare (14/1/2017). Retrieved 11/10/208, from YouTube,

https://www.youtube.com/watch?v=bGdNzt3ddDs

3. WoW Production,〈無人機在建築及測量業的應用〉,YouTube,14/7/2017,

https://www.youtube.com/watch?v=VFl6Q8Hospk,30/10/2018 讀取。

4. Ruiz Estrada, Mario & Ndoma, Ibrahim. The Role of Unmanned Aerial Vehicles (UAV's) in the Case of Natural

Disasters Response. (26/9/2017).

5. 〈地政總署購入百多萬航拍機加速測繪及地圖效率〉,UWIRE.HK,3/1/2018,

https://unwire.hk/2018/01/03/landsddrone/life-tech/,24/5/2018 讀取。

422

10. References

(D) DRONE APPLICATION (2)

6. Mary-Ann Russon. Drones to the rescue! (1/5/2018). Retrieved 29/5/2018, from BBC NEWS:

https://www.bbc.com/news/business-43906846

7. 阿蒙 ,〈Elios 無人機深入核電設施檢查內部結構創業界先河〉,dronesplayer,27/6/2018,

https://dronesplayer.com/drone-use/elios- 無人機飛入核設施 - 逐吋檢查內部結構 - 創業界先 /page/21,

28/11/2018 讀取。

8. 〈無人機編織的創業夢 MSKY 帶你用「上帝視角」看新加坡〉, 無人機網 ,28/6/2018,

https://itw01.com/2MV2HED.html,21/07/2018 讀取。

9. The Benefits Of Drones To The Agricultural Industry. (19/10/2018). Retrieved 9/12/2018, from Drone USA:

https://www.droneusainc.com/articles/the-benefits-of-drones-to-the-agricultural-industry

10. Shore-to-ship trials with Skyways parcel delivery drone. (15/3/2019). Retrieved 27/3/2019, from Airbus

Helicopters: https://youtu.be/wz01SnFHa-w

423

10. References

(E) DRONES & ENVIRONMENTAL SCIENCE (1)

1. Malek Murison. Ocean Alliance Pioneers Drone Tech in Marine Conservation. (5/4/2017). Retrieved

25/9/2017, from Dronelife: https://dronelife.com/2017/04/05/ocean-alliance-marine-conservation/

2. Fung, Fun Man & Watts, Simon. (2017). The Application of Drones in Chemical Education for Analytical

Environmental Chemistry. 10.1021/bk-2017-1270.ch009.

3. Sophie Yeo, How drones are being used to protect the Amazon's dolphins. (26/1/2018). Retrieved 11/1/2018,

from The Guardian: https://www.theguardian.com/environment/2018/jan/26/indigenous-communities-usedrones-to-protect-amazon-river-dolphins.

4. 〈無人機水樣採集新行業但市場潛力巨大〉, 每日頭條 ,24/2/2018,

https://kknews.cc/other/lkx62ye.html,3/2/2019 讀取。

5. Malek Murison. Drones Continue to Make an Impact in Marine Conservation. (04/06/2018). Retrieved

12/8/2018, from Dronelife: https://dronelife.com/2018/06/04/drones-keeping-whales-safe-hawaii/

424

10. References

(E) DRONES & ENVIRONMENTAL SCIENCE (2)

6. Adam Shore, Drones Will Help Save The Environment. Here’s How. Retrieved 11/11/2018, from dronegenuity:

https://www.dronegenuity.com/ways-drones-help-save-the-environment.

7. NASA Scientists Create Biodegradable Fungus Drone. Retrieved 11/11/2018, from IFL Science!:

https://www.iflscience.com/technology/nasa-scientists-create-biodegradable-fungus-drone.

8. 勞敏儀 ,〈科大研無人機傳感器技術實時量度船舶排放污染物〉, 香港 01,30/1/2019,

https://www.hk01.com/ 社會新聞 /289514/,29/3/2019 讀取。

9. Water Sampling With Drones. Retrieved 12/2/2019, from DJI Enterprise, https://enterprise.dji.com/news

/detail/water-sampling-with-drones

10. Alok Gupta. Drones to monitor rising emissions from shipping sector. (12/2/2019) Retrieved 20/3/2019, from

CGTN: https://news.cgtn.com/news/3d3d514e77516a4e32457a6333566d54/index.html

425

CONTENT

10. References

1. The significance of local curricula and the local

curriculum process

2. Basic education as the foundation of general

knowledge and ability

3. Mission and general goals of basic education

4. Operating culture of comprehensive basic education

5. Organisation of school work aiming to promote

learning and well-being

6. Assessment

7. Support in learning and school attendance

8. Pupil welfare

9. Special questions of language and culture

10. Bilingual education

11. Basic education based on a particular philosophical

or pedagogical system

12. Optional studies in basic education

13. Grades 1–2

14. Grades 3–6

15. Grades 7–9

426

10. References

CONTENT

1. The Finnish Dream: A Good School

for All

2. The Finnish Paradox: Less Is More

3. The Finnish Advantage: The Teachers

4. The Finnish Way: Competitive

Welfare State

5. Is the Future Finnish?

427

10. References

CONTENT

1.Make Recess the Right of the Child

2.Use Small Data for Big Change

3.Enhance Equity in Education

4.Avoid Urban Legends About Finnish

Schools

428

10. References

CONTENT

1.An open mind

2.Trial and error

3.Working harder and smarter

4.Sisu

5.Being yourself

429

10. References

CONTENT

1.Well-being

2.Belonging

3.Autonomy

4.Mastery

5.Mindset

430

目錄

10. References

1. 幸福

安排時間讓大腦休息 / 一邊活動 , 一邊學習 / 放學後 , 讓身心重新充電 /

簡化空間 / 呼吸新鮮空氣 / 到野外走走 / 保持寧靜

2. 歸屬

組織學生福利團隊 / 認識每一個孩子 / 和學生玩耍 / 慶祝學習成果 /

追求班級夢想 / 禁止霸凌 / 打造共伴學習系統

3. 自主

一開始就給予自由 / 留一些彈性時間 / 提供更多選擇 / 和學生一起參與計畫 /

讓孩子玩真的 / 信任學生 , 同時賦予責任

4. 技巧

教學要抓對重點 / 探索教科書 / 適當運用科技 / 將音樂融入各種課程 /

多方引導 / 證明所學 / 主動和學生討論成績

5. 心態

尋找心流體驗 / 臉皮要更厚一點 / 邊喝咖啡邊合作 / 歡迎專家蒞臨 /

放假就是要休息 / 不要忘記樂趣

431

10. References

目錄

1. 新生活的開始

2. 芬蘭教育的特質

3. 芬蘭的基礎教育

4. 走訪各地的感動

5. 教育的未來式

432

10. References

目錄

1. 前進奧地利 : 奧地利給我的教育衝擊

2. 學習不該只有一種方式 : 奧地利教育如何

培養學生的學習力

3. 奧地利給我的文化衝擊 : 從日常生活中 ,

發展出的奧地利教育

4. 奧地利給我的人生啟發 : 每個孩子 , 都需

要一個永不放棄他的大人

5. 奧地利教育制度改革 : 不論哪一個國家 ,

都還在學習更好的教育方式

433

目錄

10. References

1. 語文科

語言是通往所有科目的基本工具 ── 瑞典高中語文課綱

媒體識讀和報章投稿 ── 非文學類閱讀寫作

文學中的民主素養 ── 文學類閱讀寫作

從吸收知識到生產知識 ── 學術寫作和畢業專題研究

閱讀習慣養成 ── 補習也沒有用的國文考試

2. 歷史科

學校沒教的歷史 ── 一段人、時間和勞動的簡史

勞工運動史和民主化的意義

歷史第一章教什麼 ?── 歷史的用途和史料批判

種族和階層偏見 ── 吉普賽人為什麼不工作 ?

我們從納粹歷史學到什麼 ?── 反歧視和民主教育的絕佳教材

從「你怎麼想」到「為什麼你會這麼想」── 政治宣傳和假新聞

3. 數學科

提高對數據的敏感度 , 增強對政治宣傳的抵抗力

沒有一件事是理所當然的 ── 數字和進位制的故事

老師 , 為什麼我們在歷史課上要算數學 ?── 從唯物和唯心史觀看到立體的歷史

社會老師和數學老師槓上了 ── 從數據看性別

434

435

11. Appendix

OUR PROJECT WEBSITES

436

MALAYSIA

UNITED KINGDOM

FINLAND

SINGAPORE

MACAO

UNITED STATES

SOUTH KOREA

CHINA

JAPAN, BRAZIL, THAILAND, FRANCE,

AUSTRALIA, INDONESIA, TUNISIA,

SPAIN, CROATIA, NETHERLANDS,

RUSSIA, SWEDEN …

HONG KONG

11. Appendix

TAIWAN

DISTRIBUTION OF

VISITORS OF OUR

PROJECT WEBSITES

437

11. Appendix

Zhongli

Taoyuan

Taipei

Yilan

Zhubei

Toufen

TAIWAN

Changhua

Douliu

Taitung

438

FINLAND

Helsinki, Jyväskylä,

Turku, Muurame

11. Appendix

CHINA

Shanghai, Changzhou, Hangzhou,

Ningbo, Guangzhou, Shenzhen

UNITED STATES

California, New York, Washington,

Pennsylvania, Virginia, Texas, Oregon

UNITED KINGDOM

London, Manchester,

Cwmbran

SOUTH KOREA

Seoul, Busan,

Daejeon,

JAPAN

Tokyu, Osaka,

Kanagawa

MALAYSIA

Kuala Lumpur,

Selangor, Penang

AUSTRALIA

Sydney

439

11. Appendix

440

11. Appendix

> avg

> avg

> avg

> avg

> avg

> avg

> avg

> avg

> avg

441

11. Appendix

片長

0:34

0:55

0:49

0:41

1:17

1:00

1:07

0:37

0:50

1:00

0:39

442

11. Appendix

每部影片的開頭前 15 秒 ,

觀眾最容易在這段期間

停止觀看。

相對觀眾續看率會將影片與所

有片長相近的 YouTube 影片

相互比較 , 顯示影片對觀眾的

吸引力。

443

drone, interdisciplinary


Interdisciplinary Learning &


THE END

444

Application of Drones in Interdisciplinary Learning & Entrepreneurship Education

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