「溫室效應」是大家耳熟能詳的名詞，但大多人對它一知半解。新聞常常會報導：溫室效應已很嚴重，專家表示，幾年之後，一些小島嶼將會被海水掩沒，極洲生物將失去牠們的土地。在考試時，題目寫著：深色及淺色對光吸散熱效果不同，所以市面上的陽傘都有固定的顏色配置；再者，我們常使用的建築材料中，哪一種最符合「吸熱慢又散熱快」的效果呢？我們經由簡單的實驗來比較，獲得淺薄的認識。日常生活中諸多現象都與熱相關，我們藉由模擬「溫室效應」來了解其原理與效應。

本報告透過以PVC管接上中音直笛頭模擬吹奏直笛的?況，?用Spectrogram音頻測試軟體測?所得結果，在管徑、前孔長、前孔寬?、氣??、溫?都被控制為常?的情況下，分別改變其管長、孔徑大小和?孔間距?研究聲音、直笛孔的大小與距?對誤差的影響，藉由孔的直徑、距?與誤差的關係，發現孔?的直徑愈小時，其誤差就愈大。但只要孔徑到達一定大小時，波長的依據會由孔中心變為孔前端，?照此規?進?。當孔之間的距?越大時，其頻?就會愈小。管柱前端效應對頻?的影響遠大於末端效應。但得到這些結果之後，我們又對直笛本身的奧妙產生疑問，於是在討?時先對調音方式進?研究，而發現在孔全蓋住的情況下，調音的效果並?大，而其餘則可藉由移動直笛上段與中段?接距?改變頻?，進?調音的工作。接下?則是討?高八?音是如何產生的，我們發現要使音高八?，必須將大拇指所按的孔改為半孔，於是?解大拇指所按的孔是讓音提高八?的關鍵，?將其取名為高八?音孔。為?要瞭解高八?音的產生，在查資?時又發現直笛發聲時內部產生的駐波並?是只有一種，其最低頻?的整?倍都可形成駐波，而最低的頻?稱為基音，決定音高，其餘決定音色，稱為泛音，所以只要讓原本的基音被?倍頻?的泛音取代，就可呈現出高八?的音。

為什麼常有呼吸系統傳染病如流行性腦膜炎、白喉、百日咳等流行時，醫生及父母都告訴我們盡量避免出入公共場所？所以我們想，是不是這些地方，空氣中含細菌比較多？於是引起我們幾位同學作此項細菌數之調查與研究的興趣，以滿足我們的好奇心。

雨水酸化現象最早是在 1967 年於北歐為瑞典的科學家所發現，但歐洲地區的雨水可能自1950年代使已開始一年一年地增酸，若以 PH 值表示，則約從過去的 6.0 降至目前的 4.0 左右，但 PH 值到達 4.0 以下亦是常有的事。一般所謂雨水酸化，是指PH值低於 5.6的雨水而言。酸性雨水降至地面，對於環境乃是一種嚴重的威脅，一般報告指出它會使土壤變酸，減低肥力；侵蝕金屬造成生銹，會損害建築物，為害木材；會傷害植物，阻礙植物生長；會使湖水、池水變酸，為害或消滅魚類；會改變土壤或空氣中的生物相，造成不平衡；另外亦可能影響動物的生長，以及人類的健康。它的影響雖是緩慢且難以發現的，但卻是全面性的，故被認為是一種近代環境的大問題。木研究是在測定與分析台灣各地區雨水的酸化的情形，希望人們加以關心、研究，並設法解決。

Purpose of the research Experiments were performed to determine if the frequencies of the colours of pigment differ from the frequencies of the colours of filtered light. The third experiment was performed to determine whether the different colours of filtered light have an influence on plant growth. Procedures Experiments I and II were performed in sunlight and the temperatures of different colours of paper, as well as a white paper underneath different colours of transparencies, were measured by means of an infrared thermometer. The Stefan-Boltzmann equation was used for calculations. Experiment III was performed by placing ten spinach seedlings under each of the Code 40 red, green, blue and black/white shade nets. The control, 10 spinach seedlings, had no Code 40 shade net covering. All these spinach seedlings were grown under similar conditions and harvested after 4 weeks. Data In Experiment I the yellow paper was the only colour that did not perform according to the sequence of the white light spectrum (ROYGBIV). The temperature of the different colours of paper determined the amount of energy that was re-emitted. In Experiment II it was determined that the primary colours red, green and blue, as well as yellow of the filtered light, performed according to the white light spectrum. In Experiment III the spinach plants underneath the blue shade net have the highest average fresh mass (g), as well as the largest average leaf area (cm2), while the spinach plants underneath the red shade net have the lowest average fresh mass (g), as well as the smallest average leaf area (cm2). Conclusions In Experiment I the primary colours of the white light spectrum are red, green and blue. When red and green are combined, yellow is obtained. Therefore the temperature of the yellow paper was lower than expected, because only blue light was absorbed, while red, green and yellow light were reflected. In Experiment II all the colours of the transparencies performed according to ROYGBIV. By comparing the amount of energy of the colours of pigment to the colours of the filtered white light spectrum, it became apparent that there is a difference between the frequencies of the colours of pigment and the frequencies of the colours of filtered white light spectrum.

我們探討的內容有兩項主題：第一是觀察者在空氣中(疏介質)看水中(密介質)的物體，第二是觀察者從水中(密介質)去看空氣中(疏介質)的物體。這兩項主題皆有虛像位置的推導與測量，及分析觀察方向改變時虛像位置的奇妙變動。首先，我們運用簡易的數學與物理知識自創一個『虛像位置』的幾何公式，及自行設計兩種『觀測視角測量器』的工具，進行實驗測量與理論演算的工作。接著引入複雜但精確的微分公式作為檢驗自創公式的依據，最後再全面分析各種實深條件下的測量值與理論值之差距。

「啊!救命啊!好燙!」冬至的那天媽媽為我們燉雞湯進補，把弟弟燙得呱呱叫，弟弟說它又不會冒煙，怎麼會那麼燙呢!爸爸因公事忙，常常晚點回家吃晚飯，卻又非要媽媽把菜和湯熱一下不可，真奇怪，怎麼冷的那麼快呢!是不是和使用的的游有關係呢，使我對它發生了興趣，而加以研究。

為解決聲音課程教學時,製作出吸管直笛吹奏，但吸管笛有音量太小的問題，遂想到運用薄膜振動來放大音量，即是在吸管笛前方加入一個發聲源（大聲公）。實驗時分為四部份（1）大聲公：針對發聲源的部位進行實驗，以音量大小分析。（2）薄膜振動水管笛：薄膜振動水管笛吹奏效果不佳，而且體積重大、不易攜帶。（3）薄膜振動吸管笛：保鮮膜做振動膜，效果最佳、而且穩定度高。（4）吸管排笛、吸管笛、薄膜振動吸管笛之比較：薄膜振動吸管笛音量最大。薄膜振動吸管笛與排笛的頻率很接近，兩者應屬閉管笛，而吸管笛為開管笛。薄膜振動吸管笛的音色聽起來像簧管樂器,且波形圖具有特殊的鋸齒狀波。而排笛及吸管笛的波形較平滑。

過錳酸鉀在水中魔幻似的擴散，令人看到屬於科學的美麗與神秘。擴散一向被 認為是簡單的概念。濃度、溫度與管徑，是影響它的三大因素。我們的研究，設計 了四種裝置，來探討物質在水中的擴散。分別是固定式，持續滴入式，單向電錶式 與雙向擴散裝置。以固定式裝置，單純的觀察過錳酸鉀的紫色跑多快。以運動學最 簡單的「速率」定義，來探討這些變因有什麼關係，結果如下：自行定義的擴散速率=趨勢線斜率x濃度梯度→趨勢線斜率正比於溫度與管徑截面積。 這種設計，可以進一步研究溶質在水中擴散所受到的阻力：阻止過錳酸鉀擴散 的效果，鎂離子比鈣離子強，而且鎂離子濃度愈高愈好。電錶式擴散裝置，利用導 電性造成電錶指針瞬動，把所有的無色離子擴散研究變成可能。雙向擴散，離子相 撞產生沉澱，都提供了研究液體擴散的新方向。

阿媽的芥菜園面臨了滯銷危機，所以我研究芥菜加工成品的營養價值及美味作法，以便推廣芥菜。結果發現芥菜的營養價值高，加工成品多元美味，尤其是做成衝（ㄔㄨㄥˋ）菜可以保留最多的芥子油。原味衝菜問卷調查研發出美味的衝菜作法是利用微波方式，能成功的將芥菜花中苦味成分黑芥子硫?酸鉀?解成嗆辣成分的異硫氰酸烯丙酯。調味衝菜問卷是以微波衝菜加配料設計出葷、素兩種，皆大受歡迎，尤其是素的「豆乾衝菜」，具備美觀、嗆辣、不苦澀以及少油、少鹽的條件，而受到肯定。由衝菜蒸餾實驗中發現「微波衝菜」的芥子油含量最多，而芥子油極易揮發不易保存。所以最佳的攝取方式為直接食用微波衝菜，以達到殺菌、抗癌、助消化等芥子油的功效。

Within the framework of the new educational model for mathematics based on constructivism, results are presented of the design, application, and evaluation processes of a series of didactic sequences aimed at developing the student’s abilities for problem solving as part of the geometry curriculum for technological preparatory schools, using the Cabri-Geometre II software. In this case, subjects of study were ten newly enrolled students from CETis 18 preparatory school in Mexicali, Baja California, Mexico. The theoretical basis for this work is the constructivist approach, mainly emphasizing Mashbits views (1997) regarding problem solving. This didactic proposal was longitudinally applied in a quasi-experimental qualitative design under the following analysis categories: problem solving skills and the impact of Cabri- Geometre II in geometry learning. Recognizing the potentiality this research can have with the proper follow-up, it is intended to include it in the preparatory school curricula. For this purpose, teachers should be trained to focus their work on learning instead of on teaching. As a result of this, designing educational programs will require for teachers to become more knowledgeable not only in discipline, but in the use of computer technology, the teaching process, learning, and the students themselves. The final objective of this project is to instill educators to play this new role. As a final point, conclusions on various psychological, pedagogical, and technological aspects are given placing emphasis on the creation of learning situations with their appropriate theoretical support. Using the Cabri-Geometre II as a resource, these situations will provide geometry teaching with a more dynamic and interesting concept applicable to real-life situations.

七十九年七月二日我們參加學校舉辦的學藝營時，我們去觀察泥火山，本來以為和火山相似，後來到現場才知道它截然不同的。觀察中我們有許多疑問，於是我們從事下列之探討。