Ein Kompetenzmodell zur FÃ¶rderung eines interdisziplinÃ¤ren ...

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3 - The student must also be able to: 3.1 - obtain and use quantitative data from diagrams plotting the relationships between physical quantities (particularly in connection with time elapsed); 2.5 Pressione relativa [ kPa ] 2 1.5 1 0.5 0 0 20 40 60 80 100 tempo [ s ] 120 140 160 180 Quale dei due vasi era stato riempito con acqua all’inizio dell’esperimento? 47 3.2 -deducefrom diagrams of stored quantities as functions of time information about the magnitudes of incoming and outgoing flows and vice versa; 0.03 0.027 0.024 0.021 n_aq:1 n_gas:1 n_aq, n_gas 0.018 0.015 0.012 0.009 0.006 0.003 0 0 5 10 15 TIME 20 25 30 CO CO 2( g) 2( aq) 3.3 - read and use process diagrams that graphically represent various processes; 48
3.4 - recognize and make explicit the analogies between situations in different fields of study; dV/dt = I V dp/dt = F dn/dt = I n + π n 50 49 3.5 - imagine and describe experimental situations by analogy. Hydraulik Elektrizität Mechanik Wärmelehre Chemie
Page 1 and 2: Ausrichtung des Physikunterrichts a
Page 3 and 4: A (new?) model for a coordinated ap
Page 5 and 6: 2 - The experimental background: de
Page 7 and 8: Interaction: transfer 13 Interactio
Page 9 and 10: Processes: “machines” ... 17 Vo
Page 11 and 12: Model results: chemical potential v
Page 13 and 14: Systemdynamische Modellierung: Das
Page 15 and 16: 3 - The conceptual framework Extens
Page 17 and 18: Ein Energiemodell Energie kann gesp
Page 19 and 20: Graphical representation: process d
Page 21 and 22: 4 - Skills concerning the reference
Page 23: 2 - With respect to the quantitativ
Page 27 and 28: A model with chemical potential H +
Page 29: Gruppo di ricerca September 2007 L

Ein Kompetenzmodell zur FÃ¶rderung eines interdisziplinÃ¤ren ...

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