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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-nutrition-gb.pdf
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 [...] effects of calcination and combustion. Energy in Food Today, the word calorie is synonymous with energy. Many products in modern supermarkets identify the contained energy in kilocalories and the amount of [...] defined energy as “a power to change in opposition to resistance.” He, furthermore, distin- guished between “actual or sensible” energy (e.g., en- ergy of movement) and “potential or latent” energy Rankine
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/didaktik/didaktisch-eng/student-workbook-on-eijkman-and-vitamins.pdf
are the possible causes of disease? b) Can you think of any likely causes for the beriberi epidemic? c) How would you begin to look for the cause? Instructions: Step 3 In the space below, please, summarize [...] discuss your answers with you in class. Student Workbook: Christiaan Eijkmann: Simplex non veri Sigilum 5 Episode 4: Rice is not just rice Instructions: Step 1 Listen carefully as your teacher presents Episode [...] Eijkman trying to find out with his many versions of diet? b) Why could Eijkman not find an explanation? c) What advice would you have for Eijkman? Instructions: Step 3 In the space below, please, summarize
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/didaktik/didaktisch-eng/eijkman-didaktik-gb.pdf
contribution to the development of science, based on some of his experiments. 2. Write the reasons for: a) the appearance of avitaminosis in the human body, only from the absence of the vitamins C and B and b) [...] false explanation of his research that was conducted in Indonesia. 5. Describe the characteristics of science and the ways it develops, according to the McComas’ list, based on the narration as well the [...] subjective element” and c) “Science is a highly creative endeavor”. B) The activity 3 concerns the characteristic of Nature of Science: “Scientific knowledge is tentative but durable”. C) The activity 4 concerns
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/didaktik/didaktisch-eng/en-la-eijkman.pdf
disease which took a long time to develop. To wait a very long time, until the rabbits or monkeys showed signs of beriberi, wouldn't work. He needed animals which developed the disease more quickly. It would [...] follows: During the first years of Eijkman's work at the institute in Java, two of his colleagues managed to extract micro-organisms from people who had died from beriberi. When they returned to Europe they [...] down the common points and present them in class. Picture 1: Beggining of the experiment Picture 21: 5 weeks after 4 Student’s Learning Activities (Eijkman and Beri-Beri) Storytelling Teaching Model: ht
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/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/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