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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/geschichten/geschichten-eng/liebig-story-gb.pdf
supporting the development of farming. I was great- ly surprised when I drew the conclusions from my research. Imagine that if there is one mineral less in the soil, the plant develops until it uses this [...] smallest amount will limit the development of the plant?’, Muspratt assured himself, trying to under- stand his friend the best he could. Liebig nodded. ‘That’s not all. I’ve managed to work out the formula of [...] extract was edited by Peter Heering and is based, in part on Historical Back- ground: Food, energy and work – developing a science of nutrition written by Andreas Junk and on Biography: Justus von Liebig written
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/didaktik/didaktisch-eng/liebig-didaktik-gb.pdf
activities. 4. Based on the web research, locate the factors in the development of the plants, based on the Liebig’s law of the minimum. 5. Write a text in which to explain the meaning of the Liebig’s law [...] demands and relies on empirical evidence” and b) “Scientific knowledge is tentative but durable”. C) The activity 5 concerns the characteristic of Nature of Science: “Scientific knowledge is tentative but durable” [...] the harms from the use of the fertilizers. 8. Write the characteristics of science and the ways it develops in the Liebig’s based on the narration as well the lesson activities, according to the McComas’s
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/liebig.zip
FIGURE: The components of energy balance. Carb, pro, and fat represent energy input from carbohydrate, protein, and fat, respectively. AEE, activity energy expenditure; REE, resting energy expenditure; TEM, thermal [...] 12-28-549878.shtml) http://www.39kf.com/cooperate/qk/American-Society-for-Nutrition/017302/2008-12-28-549878.shtml http://www.39kf.com/cooperate/qk/American-Society-for-Nutrition/017302/2008-12-28-549878 [...] the conservation of energy—the belief that every physical force stood in equilibrium with an equivalent counter-force In terms of physiology, the laws of energy conservation and energy conversion stand next
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/didaktik/didaktisch-eng/mariecurie-didaktik-gb.pdf
based on the suggested information. 5. Make inquiry in the web and to present certain points about the cathode rays, the X- rays, the rays of Becquerel, the a, b, c, rays or the alpha, βeta, and γ rays [...] tentative but durable”, b)“Science demands and relies on empirical evidence” and c) “Science has a subjective element”. C) The activity 6 concerns the characteristics of Nature of Science: a) “Scientific [...] results After the lesson, the students are expected to: 1. Locate the Curie’s contribution to the development of science, based on the narration as well as the lesson activities. 2. Write the differences between
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/didaktik/didaktisch-eng/en-la-curie.pdf
officially announced their discovery, b) the scientist or scientists who made the discovery, c) the country and the institution they worked in. Working collaboratively in your group please place the date [...] environment in which she grew up and took the decisions about her future with those that prevail in your country now. What are the biggest differences? ……………………………………………………………………………………………………………… …………………………………… [...] on the internet and posted in your classroom. Activity 3 Maria, Pierre and their collaborators, managed to isolate one decigramme of radium in the state of its permanent salt and to determine its atomic
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/biografien/biografien-eng/eijkman-biografie-gb.pdf
com: http://www.encyclopedia.com/doc/1G2- 2830901294.html Jansen, B. C. P. (1950). C. Eijkman. Journal of Nutrition, 42, 2–8. Merritt, C., & Tan, S. Y. (2011). Christiaan Eijkman (1858– 1930): The vicar of [...] a massive study of over two-hundred-and-eighty thou- sand prisoners in Javanese prisons, Eijkman managed to find the cure. Using the findings of Eijkman’s study, scientists were able to isolate a nutrient [...] Christiaan re- tired. Three years later, based on Eijkman’s trials and research into beriberi, B. C. P. Jaiisen and W. F. Do- nath discovered that unpolished rice contained a nu- trient they called thiamin
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/lavoisier-respiration.zip
wikipedia.org/wiki/%CE%91%CE%BD%CE%B1%CF%80%CE%BD%CE%B5%CF%85%CF %83%CF%84%CE%B9%CE%BA%CF%8C_%CF%83%CF%8D%CF%83%CF%84%CE%B7%CE%B C%CE%B1#.CE.97_.CE.BB.CE.B5.CE.B9.CF.84.CE.BF.CF.85.CF.81.CE.B3.CE.AF.CE.B1_ [...] durable” and c) “Science has a subjective element”. B) The activities 3 and 4 concern the characteristic of Nature of Science: “Scientific knowledge is tentative but durable”. C) The activity 5 concerns the [...] wikipedia.org/wiki/%CE%91%CE%BD%CE%B1%CF%80%CE%BD%CE%B5%CF%85%CF%83%CF%84%CE%B9%CE%BA%CF%8C_%CF%83%CF%8D%CF%83%CF%84%CE%B7%CE%BC%CE%B1#.CE.97_.CE.BB.CE.B5.CE.B9.CF.84.CE.BF.CF.85.CF.81.CE.B3.CE.AF.CE.B1_.CF
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 (