Dein Suchergebnis zum Thema: have/"<b

In order for energy to be available whenever it is needed, the energy is stored. This medium shows the most important energy stores for thermal, mechanical, chemical and electric energy. They are extremely important, particularly with a view to using renewable energy sources. Storing energy usually requires conversion processes, since not all forms of energy are equally suitable for storage. This module provides an overview of the efficiency of storage. Information and ideas: In-depth information on energy stores can also be found in the “Renewable energy sources guideline. The media “Stores for electrical energy and “How batteries and accumulators work are also available specifically for electric energy stores. These are provided as individual media on the media portal of the Siemens Stiftung.
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In fuels cells, hydrogen “burns“ with oxygen to form water. The hydrogen and oxygen molecules are ionized at catalytically activated electrodes. In the process hydrogen loses electrons which are taken up by oxygen. The information module shows this “original principle of the fuel cell and explains (graphically and in the form of an animation) a modern membrane fuel cell with polymer membrane, a so-called PEM fuel cell. Its use in power plants is presented. In this application solid oxide fuel cells (SOFC) are generally used. The parameters of PEM and SOFC fuel cells are compared. Information and ideas: Fuels cells are also used in combination with gas turbines in power plants.
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In fuels cells, hydrogen “burns“ with oxygen to form water. The hydrogen and oxygen molecules are ionized at catalytically activated electrodes. In the process hydrogen loses electrons which are taken up by oxygen. The simulation shows this “original principle of the fuel cell and explains (graphically and in the form of an animation) a modern membrane fuel cell with polymer membrane, a so-called PEM fuel cell. Its use in power plants is presented.
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The students will investigate the solubility of clay, salt, silica sand, dish detergent, and cooking oil in water and record their guesses and observations in tables. 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 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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