化學(xué)專(zhuān)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(xué)研究-化學(xué)工程(完整版)
【正文】 案的課程，比僅僅提供個(gè)人活動(dòng)的說(shuō)明更具價(jià)值。 作為大學(xué)教師，筆者對(duì)專(zhuān)業(yè)知識(shí)的介紹、討論和活動(dòng)，提出了寶貴的經(jīng)驗(yàn)。并根據(jù)各種材料來(lái)源（見(jiàn)表 1），對(duì)這些活動(dòng)進(jìn)行了調(diào)整。 CCSP，是 18個(gè) 加州科學(xué)工程項(xiàng)目 之一 （ CSP， 2020）， 由 大學(xué) 材料科學(xué) 學(xué)院與當(dāng)?shù)貙W(xué)區(qū)合作 ， 面向全體學(xué)生 ， 促進(jìn)科技教育 的一個(gè)活動(dòng) 。從上世紀(jì)起，我們的社會(huì)已經(jīng)變得越來(lái)越依賴(lài)現(xiàn)代材料如塑料、復(fù)合材料、 半導(dǎo)體等，這些材料大大擴(kuò)展了我們的技術(shù)領(lǐng)域。另一項(xiàng)研究暗示年長(zhǎng)學(xué)生無(wú)法注意到自己在課外的科學(xué)使用情況，而往往認(rèn)為科學(xué)只是關(guān)于閱讀和講座，而不是一項(xiàng)實(shí)際的活動(dòng)。 通過(guò)給大學(xué)生介紹化學(xué)教學(xué)經(jīng)驗(yàn)和旁聽(tīng)初高中同事關(guān)于這方 面的談話(huà)，筆者認(rèn)識(shí)到化學(xué)教師對(duì)教學(xué)的態(tài)度，可以作為學(xué)生學(xué)習(xí)知識(shí)成功與否關(guān)鍵。比如金屬，半導(dǎo)體和聚合物是中學(xué)老師在課程中所用的材料。 Malone, 1983。 Sorge, 2020). One such study indicated that science attitudes show a “precipitous drop” when students make the transition from elementary to middle school (Sorge, 2020). This particular study suggested that the observed changes in attitude may be connected to developmental changes in students and remended further research (Sorge, 2020). Another study suggested that older students’ inability to see themselves using science outside the classroom may be connected to their perception that science is about reading and lecture and not about performing activities (Barman, 1999). Moreover, students’ attitudes toward science can be “most significant” in determining whether or not they will continue with further science study or choose science as a career (Osborne, 2020, ). With these issues in mind, a 40hour professional development (PD) course was created for middle and high school teachers. The focus of this course was materials chemistry, an area rich in applicable content relevant to both teachers’ and students’ lives. In order for students to fully appreciate science and value learning it, science courses throughout K12 grades need to clearly show the relevance of science taught in the classroom to everyday life (Barman, 1999). To make chemistry accessible by showing how it relates to materials used in everyday life, we placed the chemistry of bonding into the context of the resulting material properties. In just the last century, our society has bee increasingly reliant on modern materials such as plastics, posites, and semiconductors, and all of these materials have extended the boundaries of our technological capabilities (Sass, 1998). The relevance of materials like these to students’ everyday life is obvious, and this allows us to make chemistry more interesting and accessible. The connection between bonding type and observable material properties gives teachers a way to update their own knowledge and teach a basic concept with renewed interest and more applicability. Figure 1 below illustrates the connection and flow of the concepts covered in this course. The materials themselves are the basis of this course these are the observables that the t
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