Dein Suchergebnis zum Thema: have/"<b/""

The experiment is set up in a jar that closes tightly. The natural water cycle is replicated in the jar. The water evaporates from the bowl, condenses on the lid, and drips on the plants and soil. It then evaporates again from the soil and the plant’s surface. Information and ideas: Only one answer is correct for some questions, while multiple answers are correct for other questions. The graphic gives students instructions on how to set up a small-scale water cycle. The questions support the students’ observations and subsequent guesses.
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The sun heats the water, which rises as invisible water vapour. The warm air cools in upper layers of the air and the vapour condenses. This uses up energy (evaporation), which is then released again during condensation. Information and ideas: The principle of evaporation is one element of the water cycle. Question: Why is the climate mostly milder in high-precipitation areas than in comparable dry areas?
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Electrical energy should if possible be generated at precisely the time at which it is needed. This is because electrical energy is difficult and expensive to store. A distinction is made between direct and indirect stores for electrical energy. Electrical energy can only be stored directly in capacitors. With indirect storage, the electrical energy can be converted into a different form of energy which can then be stored. Information and ideas: Students should think about the economical use of the energy stores shown (for example: How much energy can be stored? Can the energy store be used without any problems? Where do losses occur?).
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At least two of the following rays are needed to construct the image: • Ray from the object parallel to the optical axis (parallel ray) • Ray from the object through the focal point of the lens (focal ray) • Ray from the object through the central point of the lens (central point ray). The central point ray passes through the lens without changing direction. The parallel ray passes through the focal point on the other side of the lens, and the focal ray becomes the parallel ray. Note: The imaging equation is also frequently known as the “lens equation. Information and ideas: What are lenses needed for?
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Light quanta impinging on a semiconductor generate conduction electrons at higher potential due to the internal photo effect. From there they can flow away via the external circuit and can be used. This effect is dependent on the energy of the photons and on the semiconductor material. An animation shows how the electric current flows in the photocell. Graphics explaining the internal photo effect in a semiconductor and the energy diagram of the solar cell can also be displayed. Information and ideas: Where are photocells used for producing electric power? What efficiency can be attained?
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A short story leads to the task’s question. The students should explain why it is cooler in the shade of a tree with a thick canopy of leaves than under a patio umbrella covered with fabric. The question can be answered based on the energy balance during the transition between the states of aggregation; in this example, the transition is the evaporation of water from the leaves of a plant. Incremental hints for answering this task are available under “Not all shade is the same (hints for printing)” or “Not all shade is the same (interactive hints)” on the media portal of the Siemens Stiftung. The worksheet includes QR codes for using the interactive hints online and viewing the solution. Explanations of the experiment for the teacher are found in “Not all shade is the same (teacher information).”
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The experimentation process should be designed as a co-construction, with children and educational experts working side by side. Children form their own picture of the world with the support and collaboration of their peers. The idea behind metacognition is that children become aware of the learning process. This can be achieved through reflection, additional activities, and links to other areas of education. During the experimentation phase, it is important to build upon what the children already know and engage them in a dialogue so that ultimately, they will learn to think independently.
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The chart shows how much carbon dioxide (CO2, given in kg) occurs in the “extraction of a kW hour of energy from various types of energy sources. In addition, it also shows the carbon dioxide quantities released during fuel supply and during construction of the power plants. In the fossil energy source group, natural gas has a relatively low level of carbon dioxide emissions and is thus, alongside the renewable energies and nuclear power, a good alternative for reducing carbon dioxide. Natural gas can be used particularly efficiently in combined cycle power plants for electric power generation. Information and ideas: It is important to realize that even renewable electric power generation involves carbon dioxide emissions (through construction).
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In this simplified model experiment, the container wall corresponds to the atmosphere and the black cardboard corresponds to the Earth’s surface (absorber). In the open container without an absorber (on the left), most of the relatively short-wave light shines unhindered through the container; only a small portion is reflected by the container wall and an even smaller portion is absorbed by the probe. The container’s interior barely warms up. In the closed container with the absorber (on the right), the light shining into the container is mostly absorbed by the black cardboard. The heated cardboard emits radiation of longer wavelengths. This long-wave radiation is absorbed by the container’s wall and emitted as radiation: The container’s interior warms up. Image legend: 1 Reflection at the container’s wall 2 Absorption by the probe 3 Absorption by the black cardboard 4 Long-wave radiation from the black cardboard 5 Absorption and reradiation by the container’s wall 6 Radiation by the container’s wall to the surroundings
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Specialized basic and background information on the topic of “Renewable energies for teachers. Information and ideas: The guideline can also be handed to students for further study. In the context of wind turbines and power lines, an interesting inquiry task would be for the students to research why the population of birds of prey like harriers or kites is threatened in Germany. You should point out to the students that apart from power lines and wind turbines, hunters and the impacts of intensive agriculture must also be taken into account.
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