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This should all sound incredibly familiar, like I'm just repeating myself in terms of photoelectric effect, because essentially that's what I'm doing, and that's one reason we spent so much time and did so many problem-set problems on the photoelectric effect.
这应该听起来极其熟悉，就像我在重复自己在讲光电效应时所说的话，因为基本上我正是在这样做，这也是我们在光电效应这个问题上,花这么多时间,做这么多习题的原因之一。
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And part of the reason for putting it up is that I want to, as much as possible, answer that question by separating out the mechanism, which is the computer from computational thinking. Right.
提出这个问题的原因有一部分在于,我想尽量，将计算机与,计算思维分开,来回答它。
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So I put the electron configurations and actually drew it on an energy diagram here, so we can actually think about why this might be happening.
所以我写出了它们的电子排布,并画成了能级图的形式，这样我们就可以好好想一想,这个问题发生的原因。
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Well it kind of depends on what you think is driving the problem, and each of these things suggest a different level, different types of things you might do.
这取决于你对产生这个问题的原因的理解,不同的理解决定着你可以采取的,行动的层次和方式
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But as the foreign slave trade was closed off, for a whole variety of reasons, only one of which was that there was this passage, sort of a vow, in the original Constitution that the question would be re-visited in 20 years, and 1808 was 20 years.
但随着海外奴隶交易,基于多种原因被封闭之后,这段只提到其中一个原因,是由于最初的宪法契约,这个问题要追溯到二十年前,内战开始前20年即1808年
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Here, a little more work, and that's why I'll come back to that idea.
这里需要更多些的工作，这就是我回过讲这个问题的原因。
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What I'd rather have is your interpretation of things like I thought this thing was really interesting and here's why, or I remember back in week two of the class we talked about this issue and it links up with what we're now talking about in week eight, or I just saw something on the news and here's how it relates, and all those sort of things are the way the concept sheets go.
我想看到的是你们自己对于问题的理解,比如我认为这个问题很有趣,原因如下,或是,我想起之前在第二周谈到的问题,和现在第八周正在讨论的内容有联系,或是,我看到条新闻和课程有所联系,这些东西都能写到观点报告里
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