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剑桥中学证书国际物理实验考试介绍 总被引:2,自引:1,他引:1
介绍了剑桥大学地方考试联合会制定的普通水平学校证书国际考虑大纲对高中学生物理实验技能的要求。分析了剑桥国际物理实验考试和实验试题的特点。 相似文献
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Karen Marrongelle 《The Journal of Mathematical Behavior》2007,26(3):211-229
The purpose of this paper is to present evidence supporting the conjecture that graphs and gestures may function in different capacities depending on whether they are used to develop an algorithm or whether they extend or apply a previously developed algorithm in a new context. I illustrate these ideas using an example from undergraduate differential equations in which students move through a sequence of Realistic Mathematics Education (RME)-inspired instructional materials to create the Euler method algorithm for approximating solutions to differential equations. The function of graphs and gestures in the creation and subsequent use of the Euler method algorithm is explored. If students’ primary goal was algorithmatizing ‘from scratch’, they used imagery of graphing and gesturing as a tool for reasoning. However if students’ primary goal was to make predictions in a new context, they used their previously developed Euler algorithm to reason and used graphs and gestures to clarify their ideas. 相似文献
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Those who have worked in the Royal Institution of Great Britain have, since its foundation in 1799, made significant contributions
to scientific knowledge, to its practical application, and to its communication to a wide variety of audiences. Such work
cannot be carried out in an architectural vacuum, and in this paper we examine how the buildings of the Royal Institution,
20 and 21 Albemarle Street in central London, have shaped the work undertaken within its walls and how, on a number of occasions,
the buildings have been reconfigured to take account of the evolving needs of scientific research and communication.
This paper is based on the Conservation Plan of the Royal Institution that we wrote during 2003. The Conservation Plan did
not examine the land owned by the Royal Institution to the north (i.e., 22 and 23 Albemarle Street; for this area see Richard Garnier, “Grafton Street, Mayfair,” Georgian Group Journal 13 (2003), 210–272), but it did discuss 18 and 19 Albemarle Street. In this paper we concentrate on the core Royal Institution
buildings at 20 and 21 Albemarle Street. Other studies of the relationship of architecture,space, and science include Crosbie
Smith and Jon Agar, ed., Making Space for Science: Territorial Themes in the Shaping of Knowledge (Basingstoke: Macmillan, 1997); Peter Galison and Emily Thompson, ed., The Architecture of Science (Cambridge, Mass.: MIT Press, 1999); and Sophie Forgan,“The architecture of science and the idea of a university,” Studies in History and Philosophy of Science 20 (1989), 405–434.
Frank A.J.L. James is Professor of the History of Science at the Royal Institution; he has written widely on the history of
nineteenth-century science in its social and cultural contexts and is editor of the Correspondence of Michael Faraday. He is President of the British Society for the History of Science. Anthony Peers is an Associate of Rodney Melville and
Partners where he works in the field of building conservation as an architectural historian. He is a Council member of the
Ancient Monument Society. 相似文献
6.
Bram van Asch Henk Hollmann Henk van Tilborg 《Journal of Combinatorial Theory, Series A》2006,113(8):1594-1613
When Jack van Lint was appointed as full professor at the Eindhoven University of Technology at the age of 26 he combined a PhD in number theory with a very open scientific mind. It took a sabbatical visit to Bell Laboratories in 1966 to make him understand that a new and fascinating field of applied mathematics was emerging: discrete mathematics. It fascinated and inspired him for the rest of his life. When he passed away on September 28, 2004, he left behind a legacy of 18 books and 177 articles, covering many aspects of coding theory, combinatorics, and finite geometry.van Lint was also a strong international advocate of the role that discrete mathematics ought to play in modern applied mathematics curricula. Quite a few departments sought his advice. Years later, four different universities showed their appreciation by awarding him an honorary degree.This overview is an homage to van Lint's academic achievements and can serve as an introduction to his work for younger generations. 相似文献
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利用现代教育理论,结合物理实验的教学实际,探讨和研究了探索性物理实验的双重教育功能.通过具体的探索性物理实验案例,验证了探索性物理实验具有激发学生的兴趣、发展学生的探索精神和唤起教师创造性的双重教育功能. 相似文献
8.
S. Han H. Kühn F. W. Hsing K. Münnemann B. Blümich S. Appelt 《Journal of magnetic resonance (San Diego, Calif. : 1997)》2004,167(2):187
We have visualized the melting and dissolution processes of xenon (Xe) ice into different solvents using the methods of nuclear magnetic resonance (NMR) spectroscopy, imaging, and time resolved spectroscopic imaging by means of hyperpolarized 129Xe. Starting from the initial condition of a hyperpolarized solid Xe layer frozen on top of an ethanol (ethanol/water) ice block we measured the Xe phase transitions as a function of time and temperature. In the pure ethanol sample, pieces of Xe ice first fall through the viscous ethanol to the bottom of the sample tube and then form a thin layer of liquid Xe/ethanol. The xenon atoms are trapped in this liquid layer up to room temperature and keep their magnetization over a time period of 11 min. In the ethanol/water mixture (80 vol%/20%), most of the polarized Xe liquid first stays on top of the ethanol/water ice block and then starts to penetrate into the pores and cracks of the ethanol/water ice block. In the final stage, nearly all the Xe polarization is in the gas phase above the liquid and trapped inside the pores. NMR spectra of homogeneous samples of pure ethanol containing thermally polarized Xe and the spectroscopic images of the melting process show that very high concentrations of hyperpolarized Xe (about half of the density of liquid Xe) can be stored or delivered in pure ethanol. 相似文献
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