https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/geschichten/geschichten-eng/rutherford-story-gb.pdf
life oc- curred when he chose Professor J. J. Thompson (known as JJ by his students) at Cambridge Uni- versity’s Cavendish Laboratory as his doctoral su- pervisor. Cambridge had just instituted the new [...] By 1898, at the age of 27, with JJ’s help, Rutherford obtained his first job as professor at McGill Uni- versity in Montreal, Canada. Finally, he was also able to marry his sweetheart, Mary, who had waited [...] published the details of his new model of the atom, but not too many people be- lieved him at the start. It remained up to Niels Bohr to join Rutherford and devise his Bohr atomic model, which was a refinement
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/geschichten/geschichten-eng/merian-story-gb.pdf
very slowly. Sometimes she would start to draw the strange leaves on the branches that the silk- worms were eating and sitting at. And then one day the silkworms started to spin themselves into a cocoon [...] draw it – but the old man shook his head and said: “No that is out of question, I guess you want to start your own silkworm breed?” Sibylla shook her head and said: “No, I would only like to draw the silkworms [...] decided to inspect this phenomenon some more and to observe it even closer. Maria Sibylla Marian started observing and drawing silkworms, caterpillars and butterflies at the age of thirteen. Nineteen years
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/biografien/biografien-eng/merian-biografie-gb.pdf
still believed that insects were created from dirt and mud. Her observations started in 1660 in Frankfurt. At 13, she started to study the metamorphosis of insects, for example, the development of silkworms [...] and plants. She visited plantations along the Suriname River in search of new caterpillars. She started with a 40-mile canoe expedition up the river to the plantation of Providence in April 1700, together
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/merian.zip
still believed that insects were created from dirt and mud. Her observations started in 1660 in Frankfurt. At 13, she started to study the metamorphosis of insects, for example, the development of silkworms [...] very slowly. Sometimes she would start to draw the strange leaves on the branches that the silk- worms were eating and sitting at. And then one day the silkworms started to spin themselves into a cocoon [...] and plants. She visited plantations along the Suriname River in search of new caterpillars. She started with a 40-mile canoe expedition up the river to the plantation of Providence in April 1700, together
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/geschichten/geschichten-eng/dalton-story-gb.pdf
were chemicals and ap- paratuses on the table. However, this time things would be different. Dalton started to talk, and he talked about the new, quantitative approach in chemistry: He stressed that there [...] ” asked Smythe. “Why?” – this was a thought that had never come to Dalton’s mind. “Why?” Dalton started to think, and stood silent in the classroom. “Why?” None of the writings of the modern chemists was [...] theatre of the Royal Institution – the seats were well occupied, there was a good audience. Dal- ton started to describe his first experiments, gave the numbers of the quantitative analysis, and finally drew
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/biografien/biografien-eng/dalton-biografie-gb.pdf
John received a good gen- eral education. However, he soon left school and started helping his father. When John was 12, he started working as a teacher in a local school. He earned his living and provided
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/dalton.zip
John received a good gen- eral education. However, he soon left school and started helping his father. When John was 12, he started working as a teacher in a local school. He earned his living and provided [...] were chemicals and ap- paratuses on the table. However, this time things would be different. Dalton started to talk, and he talked about the new, quantitative approach in chemistry: He stressed that there [...] ” asked Smythe. “Why?” – this was a thought that had never come to Dalton’s mind. “Why?” Dalton started to think, and stood silent in the classroom. “Why?” None of the writings of the modern chemists was
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/geschichten/geschichten-eng/lavoisiermasse-story-gb.pdf
difficult with gases, however, we could try to do this more systematically with the metals.” He started to set up a different apparatus, a glass flask in which he placed some lead. When heated, the lead
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/lavoisier-mass.zip
John received a good gen- eral education. However, he soon left school and started helping his father. When John was 12, he started working as a teacher in a local school. He earned his living and provided [...] are small integer multiples. This law, together with the law of constant composi- tion, forms the starting point towards the stoi- chiometric approach in chemistry. However, even though this law was based [...] discussions amongst the chem- ists who accepted the atom as a useful hypoth- esis, the physicists started to use the atom as a real object with explanatory power. Particular- ly the developing science of
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/hintergruende/hintergrund-eng/hintergrund-mendeleev-gb.pdf
examples: air was considered to be an element until well into the 18th century when several chemists started almost simultaneously their study of pneumat- ics and were able to show that air was a combi- nation