Abstract
This chapter presents an example of mathematics within a multidisciplinarity context, which took place recently in Danish upper secondary school. The case’s topic was modelling a system of chemical equilibrium in a solution of molecules and ions. The teacher deliberately focused on the intertwined mathematical modelling and chemical modelling, as a means to realize a multidisciplinary teaching perspective of the two subjects. The students’ written reports were analysed with the aim to study different aspects of their perceptions of modelling, as a result of multidisciplinary teaching. Means and obstacles for support of modelling competency by multidisciplinary teaching are discussed.
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Notes
- 1.
The law of mass action: When a reversible reaction has attained equilibrium at a given temperature, the reaction quotient (the product of the molar concentrations of the substances to the right of the arrow divided by the product of the molar concentrations of the substances to the left, with each concentration raised to a power equal to the number of moles of that substance appearing in the equation) is a constant. (Holtzclaw et al. 1984 p. 4).
- 2.
The law of conservation of matter: During an ordinary chemical change, there is no detectable increase or decrease in the quantity of matter. The law of conservation of energy: During an ordinary chemical change, energy can be neither created nor destroyed, although it can be changed in form. (Holtzclaw et al. 1984 p. 4).
References
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Andresen, M., Petersen, A. (2011). Modelling Chemical Equilibrium in School Mathematics with Technology. In: Kaiser, G., Blum, W., Borromeo Ferri, R., Stillman, G. (eds) Trends in Teaching and Learning of Mathematical Modelling. International Perspectives on the Teaching and Learning of Mathematical Modelling, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0910-2_51
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DOI: https://doi.org/10.1007/978-94-007-0910-2_51
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