Dein Suchergebnis zum Thema: have/"<b

The students will investigate the conductivity of pure water as well as of water with citric acid and water with washing soda. The instructions first include a photo and a list of the required apparatus and materials. Text and pictures explain the preparations for the experiment step by step. Then several assignments are presented: The students should express their guesses, conduct the experiment, and note down their observations. Information and ideas: • Observe the safety information in these instructions as well as in the teacher information related to the experiment and discuss them with your students. • Also observe the applicable safety guidelines for your school.
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The students will make dirty water and then try to purify the water again. In the process, they will learn about material/substance separation based on differing densities as well as the terms skim off, decant, and filter. The instructions first include a photo and a list of the required apparatus and materials. Text and pictures explain the preparations for the experiment step by step. Then several assignments are presented: The students should express their guesses, conduct the experiment, and note down their observations. Information and ideas: • Observe the safety information in these instructions as well as in the teacher information related to the experiment and discuss them with your students. • Also observe the applicable safety guidelines for your school.
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People are about 70% water – babies even 75%. Water is in every body cell, it forms the basis for our blood, for every type of tissue cell and for the entire human brain. Information and ideas: Students can first guess how much water there is in humans, animals and plants. This interactive graphic can be the starting point for working on the topics role of water in the body and water intake and loss in people.
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Water covers around two-thirds of planet earth. Water is a carrier of different forms of energy. The hydropower (mechanical energy) of rivers and lakes is one of the oldest forms of energy used. However, water is also a carrier of thermal and chemical energy. In the case of geothermal power or fuel cell technology, for example, we convert these forms of energy to useful energy for people. No matter what form of energy we use, it is always converted without carbon dioxide emissions! Information and ideas: The use of hydropower over the course of history intersects with history studies. Using the following source: International Energy Agency (IEA)
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Strictly speaking, energy is stored not only in molecular movements and vibrations but also in the transition between physical states. During evaporation and condensation, water absorbs and releases a relatively large amount of energy owing to the strong hydrogen bridge bonds. Information and ideas: As background for the topic water as a means of energy storage and water in power generation, which is also important for thermal power engines, such as the steam engine. Even without going into thermodynamics, it is clear where steam engines get their energy from: The superheated steam contains a great deal of energy. Given the same volume, this corresponds to a high pressure that can move a piston.
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The actions on the intake and release side can be looked at separately. Together they determine the water balance. The individual factors on the release side include: evaporation from plants, from the Earth’s surface, from surface waters, from the sea, from factories, from people. The outflow includes the outflow from surface waters into the sea and the outflow into the ground water. The intake side includes above all precipitation and the inflow from glaciers. Information and ideas: The interactive graphic can be used to round off work on the water cycle, as it takes a more detailed look at the intake and release sides separately from each other.
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The students will learn how to correctly use a digital multimeter (safety information, selecting the measuring range, connecting the measuring cables, etc.). In addition, circuits for simple electrical measurements are presented, and aspects to be taken into account during the respective measurements are explained. Tips are also provided for avoiding short circuits when setting up circuits and for handling batteries and accumulators competently. Information and ideas: The topics covered in this basic course are dealt with only to the extent and in the detail necessary for working with Experimento | 10+.
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In this process, pressure is applied to salty water, pressing it against a semi-permeable membrane with extremely small pores. The pore size allows water molecules of around 0.28 nm to pass through, while salt ions are kept back. (Although salt ions in and of themselves are smaller than water molecules, in this case they are significantly larger due to their bonded hydration shell). This process is used in large plants around the world to desalinate seawater in areas with shortages of drinking water. Information and ideas: In addition to reverse osmosis, there are other membrane filter procedures that differ in the pore size of the membrane: • Microfiltration • Ultrafiltration • Nanofiltration
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Membrane filters consist of a microporous material. During filtration of water suspended particles above a certain size are retained while smaller particles can pass through the membrane unimpeded. Apart from typical applications of the individual filter types, this tabular overview also lists the main parameters. Plastic is generally used as the filter material, although metal and ceramic membranes are also possible in principle. Depending on the size of the particles to be separated out and the pore size of the membrane the filtration process is referred to as microfiltration, ultrafiltration, nanofiltration or reverse osmosis. The smaller the pores are, the greater the applied pressure difference has to be in order to force the water through the membrane. Information and ideas: Information on the individual filtration processes for further study can be found in the “Guideline for water treatment on the media portal of the Siemens Stiftung.
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The video starts with a brief introduction to the greenhouse gas carbon dioxide. A graphic then illustrates the functional principle of the greenhouse effect. Two things become clear: firstly, that life on Earth would not be possible without the greenhouse effect; secondly, that the human-induced greenhouse effect is having a harmful effect on the Earth. Carbon dioxide produced by humans is named as the cause of this harmful effect. The video ends on the following question for further study, “… and where does this additional CO2 come from? Information and ideas: This video sequence can be followed, for example, by a detailed discussion of harmful greenhouse gases. This video is an excerpt from the teaching DVD, „Das grüne Paradoxon – Warum die Erde wärmer wird.
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