臺灣博碩士論文加值系統

現今教育現場開始以素養導向的教育取代原本知識本位的教學，強調透過「探究」與「實作」讓學生有展現多元思考的機會、以實證的方式學習科學知識。本文藉由文獻分析探討素養導向於實驗課程設計的內涵，並以「鐵器的防鏽挑戰」作為情境脈絡設計出一門可以適用於高中及大學端的多層次實驗課程，藉此體現素養導向實驗設計的內涵與實踐方法。
本實驗以拉曼光譜儀確認實驗課程所製備的四種經防鏽處理的樣品其表面的成分，並透過掃描式電子顯微鏡對樣品表面進行粒徑分析，由TGS822TF傳感器及LM393放大器搭配NI USB-6008 DAQ等電子零件開發出一台自組裝氫氣感測器，對於將鐵表面由單寧酸、沒食子酸及鹽酸修飾成四氧化三鐵時所產生的氫氣進行監控，透過已知氫氣量推導出測得數值及產氫量的關係式，成功以這台自組裝氫氣感測器確認反應所產生的氣體即為氫氣，並且量測到確切的反應停止時間，並計算出反應的總產氫量。

In recent years, education has been transformed from a knowledge-based orientation to a competency-based instruction. It emphasizes the method of practice and inquiry to make students have the opportunity to show multiple thinking and learn scientific knowledge in an empirical way. The Study herein analyzed the scientific literacy connotation by literature review. Using the "rust challenge of ironware" as a context to design a multi-level experimental course that can be applied to high school and university, further suggesting feasible approaches of course practices via a case study on topic of science subject. In this way, the connotation and practical methods of competency-based experimental design are reflected.
In this experiment, the Raman spectrometer was used to confirm the composition of the surface of the four anti-rust samples prepared in the experimental course, and the particle size analysis of the sample surface through the scanning electron microscope. The self-assembly hydrogen sensor was assembled mainly by the TGS822TF sensor and the LM393 amplifier, along with electronic parts like NI USB-6008 DAQ. Monitor the hydrogen generated when the iron surface is modified from tannic acid, gallic acid and hydrochloric acid to 〖Fe〗_3 O_4. The relationship between the measured value and the amount of hydrogen produced is derived from the measurement of the known amount of hydrogen. This hydrogen sensor was used to confirm that the gas produced by the reaction was hydrogen, the exact reaction stop time was measured, and the total hydrogen p roduction of the reaction was calculated.

第1章 緒論 1
1-1 研究目的 1
1-2 分析物簡介 2
1-2-1 沒食子酸 2
1-2-2 氫氯酸 3
1-2-3 藍洗液 3

第2章 分析原理及方法 4
2-1 拉曼散射 4
2-1-1 拉曼散射歷史簡介 4
2-1-2 拉曼散射原理介紹 5
2-2 TGS822TF傳感器 7
2-2-1 半導體式傳感器 7
2-2-2 基本電路 8
2-2-1 靈敏度 10
2-2-2 規格 11
2-3 酸洗產氫反應 12
2-3-1 氫氯酸 12
2-3-2 沒食子酸 13

第3章 藥品、儀器及實驗方法 14
3-1 主要實驗儀器 14
3-1-1 自組裝氫氣感測器 14
3-1-2 拉曼光譜儀 16
3-1-3 掃描式電子顯微鏡 17
3-2 儀器設備列表 18
3-3 實驗藥品列表 21

第4章 素養導向課程設計方法及概念 22
4-1 課程設計背景 23
4-2 核心素養及其具體內涵 23
4-3 自然科素養導向科學教育重點及課程設計原則 24
4-4 素養導向課程設計方法 25

第5章 課程設計內容與實驗結果 26
5-1 高中課程設計內容與實驗結果 26
5-1-1 單元一 防鏽大挑戰 27
5-1-2 單元二 產氫觀察-排水集氣法設計 29
5-1-3 單元三 實驗探討 32
5-2 標準品拉曼圖譜 33
5-2-1 Fe3O4及Fe2O3標準品拉曼 33
5-2-2 活性碳標準品拉曼圖 33
5-3 氫氯酸與鐵片產氫的反應 34
5-3-1 實驗流程 34
5-3-2 溶液配置 35
5-3-3 實驗結果 36
5-4 沒食子酸與鐵片產氫反應 38
5-4-1 實驗流程 38
5-4-2 溶液配置 39
5-4-3 實驗結果 40
5-5 鐵膽墨汁成分分析 42
5-5-1 樣品前處理 42
5-5-2 實驗結果 43
5-6 大馬士革刀刃表面分析 45
5-6-1 樣品前處理 45
5-6-2 實驗結果 48
5-7 藍洗液酸洗刀片分析 49
5-7-1 樣品前處理 49
5-7-2 實驗結果 50

5-8 自組裝氫氣感測器校正 52
第6章 結論 54
參考文獻 55

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