https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/geschichten/geschichten-eng/liebig-story-gb.pdf
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 [...] the whole night. Now we have to strain the chicken. I will check if Emma will start absorbing this type of food.’, the student only nod- ded his head and started to strain another portion of the extract
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/joule-2.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
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/eijkman.zip
their search for the cause of the disease. • What advice would you give to the research team? Episode 3: The chicken model of beriberi Christiaan Eijkman was in his laboratory, bend- ing over his microscope [...] those of beriberi. Eijkman now had an animal model—one Christiaan Eijkman: Simplex non veri sigillum 3 Storytelling Teaching Model: http://science-story-telling.eu could say a chicken model—for beriberi [...] blankly into the distance, wondering if he would ever be able to find the cause of beriberi. Discussion 3 • Name all the factors that contributed to Eijkman’s confusion during his experimentation with the chickens
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/merian.zip
Cambridge History of Science; Vol. 3: Early Modern Science, Cambridge 2006. Findlen, Paula: Natural history, in: Katharine Park (Hrsg.): The Cambridge History of Science; Vol. 3: Early Modern Science, Cambridge [...] Frankfurt am Main, then I watched much more beautiful butterflies and moths that hatched from other type of larvaes. This encouraged me to collect all the caterpillars that I could find, in order to study [...] text, describing how silk is produced, based on the suggested resources or on the research in the web. 3. Make inquiry in the web and write a text for the history of silk production from the ancient years
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/hintergruende/hintergrund-eng/hintergrund-energie-gb.pdf
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 [...] Fig. 2 Rumford’s cannon-boring experiment (Thompson 1798). Background for stories concerning energy 3 Storytelling Teaching Model: http://science-story-telling.eu portance for Rumford’s work lies in the [...] the most suitable material for the uniforms of the Bavarian soldiers who ideally would get only one type of uniform that was sup- posed to be suitable for winter as well as summer. Like in the experiment
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/mouchot.zip
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/rumford.zip
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/geschichten/geschichten-eng/lichtenberg-story-gb.pdf
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 [...] which very often creates the sparks as long as ¾ inch’. Story: Mysterious patterns of Lichtenberg 3 Storytelling Teaching Model: http://science-story-telling.eu To conduct our experiment in a traditional