This is more well-established question of nurture, in terms of moving away from the way we normally teach to what is clearly more effective way.

这更是一种,培养方法问题，从我们平常的教学方法,转移到,明确的更有效的方法。

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They found that certain cells, in particular, epithelial cells from monkey kidneys, were very effective at propagating the virus.

他们发现有些细胞,尤其是在猴肾脏的上皮细胞中,这种病毒能够有效地增殖

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So if we have total +2 and complete shielding -1 where that can actually negate a full positive charge, because remember our nucleus is plus 2, +1 one of the electrons is minus 1, so if it totally blocks it, all we would have left from the nucleus is an effective charge of plus 1.

抵消一个完全的正电荷,因为记住我们的原子核是,其中一个电子是,所以如果它完全挡住了它，我们从原子核中留下的，全部有效电荷就是，所以，在我们的第一个例子中,我们的第一种极端情况。

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The electron completely canceled out 1 it's equivalent of charge from the nucleus, such that we only saw in a z effective of 1.

电子完全抵消了来自原子核的等量电荷,这样我们仅仅看到有效的z为，在极端案例b中。

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And the point that I also want to make is the way that they differ, z effective actually differs from the total charge in the nucleus due to an idea called shielding.

我也想指出的一点是它们不同的方式,有效的z事实上不同于原子核的，总电荷量,因为屏蔽效应。

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