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https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/story-curie-eng-full.zip
was very important to his par- ents. James Rutherford’s work was also very impor- tant to the development of his son’s personality. His father’s work required the family to move quite of- ten. In 1876 [...] graduates of universities to go anywhere in the world and work on research of importance to their home country’s industries. Rutherford applied for the scholarship and, through a fortunate turn of events, received [...] of view; however, it illustrates the degree to which knowledge about the nature of science has developed in recent decades. In order to teach the concept of atomism, one must recognize another important
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/geschichten/geschichten-pol/mariecurie-story-pl.pdf
rendus de l'Academie des sciences, no 127 pp. 176-177, Paris http://pl.wikipedia.org/wiki/Maria_Sk%C5%82odowska- Curie Lemire L. (2011). Maria Skłodowska-Curie, Świat Książki, Warszawa Sklodowska – Curie [...] wysyłają samoistne promieniowanie. Maria proponuje nazwać tę cechę pierwiastków "radioaktywnością". P5. Maria Curie była pierwszą osobą, która użyła słowa "radioaktywność”. Załóżmy, że jesteś Marią Curie [...] bizmut reaguje inaczej niż wasz bohater”. Maria Curie: „Proszę spróbować podgrzać go w próżni do 700 0C. Co się dzieje? Bizmut pozostaje w najbardziej rozgrzanym miejscu w rurce, podczas gdy coś w rodzaju
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/biografien/biografien-eng/joliotcurie-biografie-gb.pdf
particles emitted by polonium samples with the specified activity. She deeply investigated the range, energy, and the ionisation, which is caused by the alpha particle along its track. She conducted her experiments [...] referred in her works to the number of ions appearing in the air under the effect of the element radium C radioactivity. She conducted this research in the years 1927-1929, together with Frederic Joliot, whom [...] elements, eg: eeSiPnPHeAl 0 1 30 14 30 15 1 0 30 15 4 2 27 13 (2) eeCNnNHeB 0 1 13 6 13 7 1 0 13 7 4 2 10 5 (3) eeAlSinSiHeMg 0 1 27 13 27 14 1 0 27 14 4 2 24 12 (4) On that day Frédéric said: “we were late with
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/didaktik/didaktisch-eng/joliotcurie-didaktik-gb.pdf
properties of the positron, based on the suggested data resources or by their research in the web. 5. Verify the conservation of the mass and the electric charge in the both sides of the reaction, during [...] “Scientific knowledge is tentative but durable”, b) “Science demands and relies on empirical evidence” and c) “Science has a subjective element”. B) The activity 3 concerns the characteristics of Nature of Science: [...] Science: a) “Science has a subjective element” and b) “Science demands and relies on empirical evidence”. C) The activity 4 concerns the characteristic of Nature of Science, which are quoted in the above activities
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/joliot-curie.zip
the nature of science has developed in recent decades. In order to teach this central concept, one aspect gets relevant which was also important in the historical development but will not be discussed [...] analysis booth for the development in the Greek antiquity as well as for the modern period, and it can also be identified in the educational conceptions. How- ever, the historical development of the concept of [...] Heraclites and Empedocles were among those scholars who developed or promoted respective conceptions. About 450 BC, two philosophers developed ideas that are relevant to the introduction of the atomic
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/didaktik/didaktisch-eng/scoring-of-student-questions.pdf
Framework Categories Peripheral Factual Conceptual Philosophical Level 1 P1: 0 F1: 1 C1: 3 E1: 3 Level 2 P2: 2 F2: 2 C2: 4 E2: 5 [...] new situation they encounter, to realize that questions play a key role in this stage of their development. Unfortunately, children’s curiosity is frequently stifled when they enter school, where conformity [...] prediction, or factor to be investi- gated should be named or implied in the question. a. Level 1 (C1) i. Clarification or elaboration Question prototypes: How (does it work) … ? How do we know that (
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/didaktik/didaktisch-eng/rumfordsuppe-didaktik-gb.pdf
a web research, write a text about the relation between the incoming energy in the human organism by food and its further trail. 5. Based on a web research about: calorie, food, label, joule, nutrition [...] and the relation between joule and cal. 6. Write the characteristics of science and the ways it develops, based on the Thompson’s narration as well the lesson activities, according to the McComas’s list [...] s to Teachers (Rumford and nutrition) Storytelling Teaching Model: http://science-story-telling.eu C) The activity 7 concerns the characteristics of Nature of Science, which are quoted in the activities:
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/hintergruende/hintergrund-pol/hintergrund-nutrition-pl.pdf
Duden, Fremdwörter, Eintrag Energie 18 William Rankine, „On the General Law of the Transformation of Energy“, Philosophical Magazine and Journal of Science, seria 4, vol.5 , no. 30, (1853), str. 109 – [...] prywatny komunikat 20 Max Rubner, Gesetze des Energieverbrauchs bei der Ernährung, Leipzig 1902 powinno być dawane jako „jedzenie dla mózgu” tylko osobom pracującym intelektualnie. Rys. 5. Jubileuszowy znaczek [...] trzech „sztab” zboża każdego miesiąca, co dawało średnio 700 gramów mąki dziennie dla każdego robotnika5. Jeśli weźmiemy pod uwagę, że ci robotnicy prawdopodobnie nie pracowali fizycznie tak, jak żołnierze
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/hintergruende/hintergrund-eng/hintergrund-energie-gb.pdf
which are relevant with respect to teaching energy in lower secondary school: Energy as a concept, together with energy conservation, re- newable energy, and energy efficiency. The aim of this historical [...] identified as a starting point for various develop- ment in the energy science – he carried out exper- iments that were related to the formulation of the principle of energy conservation as well as to a field [...] depending on the temperature differences. Only when the concept of energy and energy dis- sipation (and in this respect entropy) had been developed, both Joule’s and Carnot’s findings were no longer in contradiction
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/joule-1.zip
which are relevant with respect to teaching energy in lower secondary school: Energy as a concept, together with energy conservation, re- newable energy, and energy efficiency. The aim of this historical [...] select a total mass of 10 lb. (2 bodies of 5 lbs each) and we let it drop 5, 10, 20 times from a height of 1m. 1. You have selected a mass of 10 lbs. and let it drop 5 times. The temperature increase in the [...] 5h= 5m 10h =…… 20h ……. Use the formula ΔΘ(οC)=ΔΘ(οF).5/9 in order to convert the difference in temperature that was measured in the Fahrenheit scale to the Celsius scale and write it down in the 3d column