Based on their knowledge gained from the “B6 Renewable energies” experiments from
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A short introductory text presents the experiment to the students. Then the research question is stated. The students make guesses and exchange ideas about possible solutions. This is followed by a list of the required materials as well as clear, step-by-step instructions for setting up and conducting the experiment in the small group. Observation questions for checking the results can be answered right on the instructions. There are also reflection questions for evaluating and incorporating the experiment and establishing the reference to the opening question. An additional research project encourages the students to do further research. Documentation aids in the student instructions or a blank form to be filled out is provided for documenting the experiment. Information and ideas: • Observe the safety information in these instructions, in the teacher instructions related to the experiment, as well as in the document “Safety information on the topic of the environment – Experimento I 8+” and discuss this information with your students. • Also observe the applicable safety guidelines for your school. • These student instructions are also available as a Word file.
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The experiments are used as relevant to the curriculum, in a context-oriented manner, and with communication of the corresponding safety information. All necessary information for using the experiment in class is clearly described. • Basic principles • Information on conducting the experiment
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The experiment comprises three subexperiments: • Storage of electrical energy as chemical energy (hydrogen) • Direct storage of electrical energy in capacitors • Storage of electrical energy in a zinc-iodide cell (redox flow) For each subexperiment, the students are first provided with an overview of the materials to be used and safety information. This overview is followed by the detailed, step-by-step instructions for conducting the experiment. Afterwards, the students are asked to note their observations. Specific questions are used to guide the students as they analyze the results of the experiments. At the end, the students are asked probing questions related to the experiment (an answer sheet is available for teachers). Notes: • Observe the safety information in the instructions as well as the applicable safety guidelines for your school and discuss it with your students.
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A short introductory text presents the experiment to the students. Then the research question is stated. The students make guesses and exchange ideas about possible solutions. This is followed by a list of the required materials as well as clear, step-by-step instructions for setting up and conducting the experiment in the small group. Observation questions for checking the results can be answered right on the instructions. There are also reflection questions for evaluating and incorporating the experiment and establishing the reference to the opening question. An additional research project encourages the students to do further research. Documentation aids in the student instructions or a blank form to be filled out is provided for documenting the experiment. Information and ideas: • Observe the safety information in these instructions, in the teacher instructions related to the experiment, as well as in the document “Safety information on the topic of the environment – Experimento I 8+” and discuss this information with your students. • Also observe the applicable safety guidelines for your school. • These student instructions are also available as a Word file.
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Photo: The screen of the digital desktop weather station shows the following: • Weather forecast (derived from air pressure measurement) • Time • Date • Temperature • Humidity (as a percentage).
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Photo: In a mechanical barometer, the deformation of the box is transferred directly to a needle via a system of levers and gears so that the air pressure can be read directly on a scale.
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Introduction to optics. Information and ideas: Intended as preliminary information for students as well as for teachers.
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The graphic can be labeled interactively, either individually or in full. Manual labeling on the interactive whiteboard is also possible.
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Photo: A household tap water filter is being filled with water at the tap.
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