化學專業(yè)畢業(yè)論文外文翻譯--彎曲它伸展它錘打它打破它：材料化學研究-化學工程-預覽頁
【正文】 overed and Representative Activities Content Representative Activities Demonstrated Material Property BondingConcept(s ) Applied Basics of Bonding Melted Away Melting point Differences in ionic andcovalent bonding Metal or Nonmetal? Conductivity, malleability Differences in metallic and covalent bonding Basics of Solids Solid State Models Structure of solids at atomic level Bonding in solids Crystals Up Close Structure of solids at macroscopic level Bonding in solids Properties of Metals, Defects Drop the Noodle Comparing heat conduction in metals Metals conduct heat well due to delocalized nature of bonding electrons Metal Working amp。 Nakleh, 1992). The struggle with chemistry extends beyond the students to the teachers of chemistry – teaching an abstract, plex subject, and making it accessible, relevant and applicable to students, is challenging (Gabel, 1999).The authors know this from experience in teaching introductory chemistry to college students and hear this anecdotally from colleagues teaching in middle and high ’ attitudes toward teaching chemistry can be just as critical to student success as their knowledge of the subject. “In all education,especially science, the teacher is the enabler, the inspiration but also the constraint. … their instructional behaviors are influenced by their attitudes towards science, a fact that does not go unnoticed by students” (Vaidya, 1993, ). Also, the middle and high school years are critical ones for science education. Studies have shown that as students get older, their attitudes towards science bee less favorable (Fleming amp。 Kind, 2020。 collaborators from Materials Engineering (MATE) played a key role in the first incarnation of the course. Undergraduate chemistry and materials engineering students developed some of the background content and adapted several of the activities in the first year. The work of two of these students became their senior projects, which are required for graduation from this university (Barber, 2020。 這篇文章描述了材料科學作為提高對基礎化學概念的興趣的使用方法。所有課程的內容將被描述，以及一些相關的活動將被突出強調。我們將通過對錯誤觀念和問題的研究來解決這個問題。” 他們的教學行為是受其對科學態(tài)度影響的，事實上這也是不被學生忽視的“（ Vaidya， 1993 年，第 63 頁）。 一項研究表明，當學生從小學過渡到中學時對科學的態(tài)度呈出現(xiàn)“急劇下跌”的趨勢（佐爾格， 2020）。此外，學生在確定他們是否會繼續(xù)進一步研究或選擇科學為職業(yè)上，對科學的態(tài)度是“最重要的”（奧斯本， 2020， ）。老師們把化學的結構及由此產生的材料特性聯(lián)系到一起。鍵合類型和觀察到的材料特性之間的聯(lián)系，給教師提供了一種特殊的方式來更新自己的知識，一種更適用更有 興趣的方式向學生教授基本概念。結構及鍵合緊密連系在一起，決定了固體的性質。在第一年中，化學與材料工程的本科學生創(chuàng)設了一些背景內容來適應這些活動。所有課程的部分已 經(jīng)設計好。例如，材料包括金屬絲、金屬片、塑料食品袋、垃圾袋和發(fā)光二極管 。同時老師在實驗之前應具備一張材料來源的清單。此外，課程的合作性所產生的影響也是不可
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