http://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/hintergruende/hintergrund-eng/hintergrund-mouchot-gb.pdf
have fuel for the seam engines that were the central power source in the factories. To France, this started to pose a major problem, as the coal deposits turned out to be limited and were almost ex- hausted
http://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/hintergruende/hintergrund-eng/hintergrund-mendeleev-gb.pdf
examples: air was considered to be an element until well into the 18th century when several chemists started almost simultaneously their study of pneumat- ics and were able to show that air was a combi- nation
http://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/mendeleev.zip
examples: air was considered to be an element until well into the 18th century when several chemists started almost simultaneously their study of pneumat- ics and were able to show that air was a combi- nation [...] Klassen with the support the European Commission (project 518094-LLP-1-2011-1-GR-COMENIUS-CMP) and The Uni- versity of Winnipeg, Canada, and is based, in part, on His- torical Background: The Development of
http://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/geschichten/geschichten-eng/dalton-story-gb.pdf
were chemicals and ap- paratuses on the table. However, this time things would be different. Dalton started to talk, and he talked about the new, quantitative approach in chemistry: He stressed that there [...] ” asked Smythe. “Why?” – this was a thought that had never come to Dalton’s mind. “Why?” Dalton started to think, and stood silent in the classroom. “Why?” None of the writings of the modern chemists was [...] theatre of the Royal Institution – the seats were well occupied, there was a good audience. Dal- ton started to describe his first experiments, gave the numbers of the quantitative analysis, and finally drew
http://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/hintergruende/hintergrund-eng/hintergrund-atome-gb.pdf
other evidence was produced that questioned the indivisible character of the atom. In actuality, the starting point was research that, in retrospect, could be taken as further evidence for the atomic theory [...] with the support of the European Commission (project 518094-LLP-1-2011-1-GR-COMENIUS-CMP) and the Uni- versity of Flensburg, Germany. This publication reflects only the views of the author, and the Commission
http://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/biografien/biografien-eng/lavoisier-biografie-gb.pdf
nature and he often carried out bar- ometrical and meteorological observations. In 1754, Antoine started attending Collège des Quatre Nations (Collège Mazarin), which was known for its advanced teaching
http://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/lavoisier-respiration.zip
nature and he often carried out bar- ometrical and meteorological observations. In 1754, Antoine started attending Collège des Quatre Nations (Collège Mazarin), which was known for its advanced teaching [...] with the support of the European Commission (project 518094-LLP-1-2011-1-GR-COMENIUS-CMP) and the Uni- versity of Flensburg, Germany. This publication reflects only the views of the author, and the Commission [...] person was subjected to. Firstly the person was at rest, and secondly he/she was at work”. Lavoisier started to refer to his inferences from the experiment. “I assumed that the purpose of the human respiration
http://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/dalton.zip
John received a good gen- eral education. However, he soon left school and started helping his father. When John was 12, he started working as a teacher in a local school. He earned his living and provided [...] were chemicals and ap- paratuses on the table. However, this time things would be different. Dalton started to talk, and he talked about the new, quantitative approach in chemistry: He stressed that there [...] ” asked Smythe. “Why?” – this was a thought that had never come to Dalton’s mind. “Why?” Dalton started to think, and stood silent in the classroom. “Why?” None of the writings of the modern chemists was
http://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/biografien/biografien-eng/dalton-biografie-gb.pdf
John received a good gen- eral education. However, he soon left school and started helping his father. When John was 12, he started working as a teacher in a local school. He earned his living and provided
http://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/rutherford-nuclear.zip
1888, to Taranaki, also for flax milling. At the age of 10, Ernest read his first science book and started performing his first experiments. In 1887, Ernest won a scholarship to Nelson Col- lege, an all-boys [...] school teacher, but after multiple failed attempts to obtain a per- manent teaching position, he started doing re- search in the field of electrical science. At the time, there were scholarships initiated [...] model of the atom. In 1919, Rutherford arrived in Cambridge, where he became the Director of Cambridge Uni- versity’s Cavendish Laboratory. It was there that he gained international fame. Twice he spoke in