Search

Copyright of Nachrichten aus der Chemie is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The production of hydrogen often takes place by steam reforming, which releases a large amount of CO2. In addition to the electrolysis of water using electricity from renewable energies, there are already ways to use light energy for the production of green hydrogen. This includes photoreforming. With a suitable photocatalyst organic substrates are converted into hydrogen and other by‐products in a CO2‐neutral manner. Integrating this topic into the chemistry classroom opens up the opportunity to address different perspectives and dimensions within the framework of an education for sustainable development (ESD), in which current problems and future technologies can be discussed. [ABSTRACT FROM AUTHOR]

A tested teacher training in workshop format on different fuel cell types for use in chemistry classes is presented. Besides the characterization based on core ideas for planning, especially the structure‐building lowcost experiments are shown, which have been (further) developed in our working group. Since all accompanying materials are available for download free of charge, it is possible to work through the content via distance learning and to ask questions via e‐mail. [ABSTRACT FROM AUTHOR]

Copyright of Chemkon - Chemie Konkret is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Biological fuel cells are so far underrepresented in the theory and practice of chemistry lessons at German schools. A school experiment on an enzymatic fuel cell is presented in a short portrait below. It is simple, quick to set up and delivers reproducible, didactically concise results that allow a qualitative understanding of how it works. The set‐up is quite simple and easy to carry out due to the use of inexpensive materials such as filter paper strips, activated carbon, surfactant, lactase (tablets) and lactose. [ABSTRACT FROM AUTHOR]

The article reports for the first time on the photocatalytic production of hydrogen in an LED‐powered one‐pot cell. Thereby essential subprocesses of artificial photosynthesis are realized, whereby basic concepts and compulsory contents of chemistry lessons are applied. The detailed description of the new model experiment in the article is supplemented by an online video. The didactic bridging function of one‐pot cells between two‐pot cells with separate reaction chambers and compact components in engineering is explained using examples of electrochemical, photogalvanic and photocatalytic cells. [ABSTRACT FROM AUTHOR]

The article briefly outlines the principle of curricular innovation research before illustrating it with the enzymatic fuel cell: First, the choice of topic is justified. Then, based on a system for enzymatic fuel cells with β‐glucose oxidase and laccase presented in the literature, individual stages of optimization or new development of an analogous school experiment with lactase are presented and an outlook on existing implementations is given. The article concludes with an assessment of the suitability of the school experiment of the enzymatic fuel cell with lactase. [ABSTRACT FROM AUTHOR]

We present a demonstration involving the oxidative photobleaching of a raspberry juice dye under visible laser light irradiation using the semiconductor titanium dioxide. A plausible interpretation of the phenomenon is discussed that aids in the understanding of semiconductor energetics and the nature of light. (Contains 2 figures.)

In this paper we give an insight into results from our curricular innovation research which aims at integrating photochemistry in university and school curricula. We have been exploring experimental approaches and developing teaching materials for more than 20 years and most of our experiments and teaching materials have been digitalized and made available in German and English as open educational resources (OER) on our website. The addressed photochemical content can be connected to well‐established subject content at school and university level chemistry, but their theoretical interpretation and the understanding of their applications go well beyond this. However, primarily they should motivate learners to, even after they leave school and university, continue to work on the investigation and development of sustainable processes and materials based on the use of (solar) light. [ABSTRACT FROM AUTHOR]

Copyright of Chemkon - Chemie Konkret is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Photo processes, which are indispensable for sustainable development, have not yet been adequately represented in educational policy guidelines (KMK and state guidelines on ESD). Although the principles of "green chemistry" and sustainability are increasingly being addressed in chemical education publications, light as the most sustainable form of energy and chemistry with light remains underrepresented here as well. In this paper, freely accessible digital resources produced by the Didactics of Chemistry are presented for the development of ESD‐relevant teaching/learning content that focuses on light as a form of energy. In it, photochemical expertise and pedagogical principles are brought together in scientifically consistent and didactically concise formats. It can be accessed via established teaching contents. Its use by learners should definitely be guided or at least moderated by teachers, whereby in the sense of systemic thought processes, the contents dealt with should not only be considered in isolation, but should be brought into larger contexts. [ABSTRACT FROM AUTHOR]

The article gives a short introduction to biological fuel cells with a reference to the concept of sustainability. It then describes a selection of priorly proposed cells and introduces three new simple school experiments on yeast‐based biological fuel cells that can be carried out with low‐cost everyday materials. The experiments can be used to understand the basic working principle of a biological fuel cell. They are easy to set up and can be carried out within a regular school lesson. In the proposed experimental sequence students can explore how different cell geometries can enhance the performance of the biological fuel cell. [ABSTRACT FROM AUTHOR]