https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/dalton.zip
that could be formed from Sulphur and Oxygen – one consisted of 2g Sulphur and 3g Oxygen, the other of 2g Sulphur and 3g Oxygen. There were other chemical substances where similar ratios could be found [...] cannot be made or destroyed. 2. All atoms of the same element are iden- tical. 3. Different elements have different types of atoms. 4. Chemical reactions occur when atoms are rearranged. 5. Compounds are [...] Lavoisier’s chemistry 3 On some of the controversies with respect to the existence of a vacuum and the related philosophical implications see Shapin & Schaffer 1989. Background Atoms 3 Storytelling Teaching
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/democritus.zip
and every phe- nomenon is inevitable. Democritus assumed that different types of atoms exist and by describing these different types, he could explain the differences between objects. According to him, different [...] Lavoisier’s chemistry 3 On some of the controversies with respect to the existence of a vacuum and the related philosophical implications see Shapin & Schaffer 1989. Background Atoms 3 Storytelling Teaching [...] the vacuum. 2. Write the important differences between the Democritus’ views and the Plato’s views. 3. Make inquiry in the web and create a written text concerning the current scientific views about the
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/geschichten/geschichten-eng/dalton-story-gb.pdf
that could be formed from Sulphur and Oxygen – one consisted of 2g Sulphur and 3g Oxygen, the other of 2g Sulphur and 3g Oxygen. There were other chemical substances where similar ratios could be found [...] cannot be made or destroyed. 2. All atoms of the same element are iden- tical. 3. Different elements have different types of atoms. 4. Chemical reactions occur when atoms are rearranged. 5. Compounds are [...] explain the chemical behav- ior of substances we know nowadays and are a Story The teacher and the atoms 3 Storytelling Teaching Model: http://science-story-telling.eu valuable tool for the future research.”
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/liebig.zip
Organic Chemistry in its Application in Physiology and Pathology (1842) 3. Familiar Letters on Chemistry (1843) Biography: Justus von Liebig 3 Storytelling Teaching Model: wiki.science-stories.org © 2012, S@TM [...] extract 3 Storytelling Teaching Model: wiki.science-stories.org © 2012, S@TM Research Group *** ‘Professor…’, a student timidly came to Liebig. ’You should go to bed. You haven’t slept for 3 days’. Liebig [...] was obtained. Ignoring ion dissociation, the reaction can be written as follows: 2 KOH + CO2 → K2CO3 + H2O By subtracting the mass of the kaliapparat before combustion from the mass of the kaliapparat
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/lichtenberg.zip
figures: Actually, there were two types of figures, one representing the discharge of one type of electricity, the other occurring when the discharge took place with the other type of electricity. The advocates [...] the electric discharges, the dust formed specific, mysterious figures – in fact two types of figures created by two types of electricity (positive and negative). In fact, I was really lucky!...’ References [...] the feeling that the electricity will be used in the future Biography: Georg Christoph Lichtenberg 3 Storytelling Teaching Model: wiki.science-stories.org © 2012, S@TM Research Group in communication:
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/hintergruende/hintergrund-eng/hintergrund-guericke-gb.pdf
ry-telling.eu He changed this experimental setup and the underlying principle in several various types. In- stead of the 16 horses he also used a few men and later masses to determine a numerous value [...] Guericke’s ‘vacuo spatio’. One can see among other thing the air pump on the left. (Guericke 1672) Figure 3. Engraving by Casper Schott, 1658. (http://commons.wikimedia.org/wiki/File:Magdeburg.jpg, 19.2.2013) [...] Figure 5. Experiment to determine a value for the vacuum’s force. (Guericke 1672, 111) This is the Title 3 Storytelling Teaching Model: http://science-story-telling.eu in the upper room. While probably a single
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/guericke.zip
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/hintergruende/hintergrund-eng/hintergrund-atome-gb.pdf
little distance apart, but repelling upon being squeezed into one another” (Feynman et al. 1963, I-3). The statement is relevant to the historical background of the atom in that Feynman is clearly pointing [...] ancient atomic hypothesis. Of particular importance was the demonstration of the ex- istence of a vacuum.3 Another argument used was that if a tiny piece of incense is burned, it can be smelled throughout the [...] and there was no claim whatsoever about the existence of atoms or the nature of their properties. 3 For some of the controversies with respect to the existence of a vacuum and the related philosophical
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/rutherford-nuclear.zip
Lavoisier’s chemistry 3 On some of the controversies with respect to the existence of a vacuum and the related philosophical implications see Shapin & Schaffer 1989. Background Atoms 3 Storytelling Teaching [...] cam.ac.uk/camphy/nucleus /nucleus1_1.htm Biography: Ernest Rutherford, 1st Baron Rutherford of Nelson 3 Storytelling Teaching Model: wiki.science-stories.org © 2012, S@TM Research Group Biography: Ernest [...] with the simulations concerning the J.J. Thompson’s atomic model and the Rutherford’s atomic model. 3. Design the courses of the a rays in the J.J. Thompson’s atomic model and the Rutherford’s atomic model
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/joule-1.zip
23 W1/Q1 =3.96 4 Student’s Learning Activities (Joule and energy) Storytelling Teaching Model: http://science-story-telling.eu W2= ………………… joule Q2=………………….. cal. W2 /Q2 W3= …………………….joule Q3=…………………………cal [...] covery of radiant heat, Herschel 1800. Fig. 3:Ice calorimeter by Lavoisier and Laplace (Lavoi- sier 1789), https://upload.wikimedia.org/wikipedia/ commons/3/35/Ice-calorimeter.jpg 4 Background for stories [...] Fahrenheit scale to the Celsius scale and write it down in the 3d column of the table. On the basis of the data recorded in the 1st and 3d columns what conclusions can you draw about the relation between