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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]

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]

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]

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]

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]

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]

This document is a New Year's greeting from the chairpersons of a professional group. The greeting acknowledges the ongoing challenges in the world, including wars, migration, and expressions of antisemitism and Islamophobia. It also highlights the growing climate crisis and the need for action to address it. The document emphasizes the importance of promoting open and democratic discussions and fostering tolerance and resilience among students. Additionally, it addresses the issue of personnel shortages in education, particularly in STEM fields, and calls for creative solutions and support for teachers. The document concludes by acknowledging the positive aspects within the community and the opportunities to improve chemistry education in the coming year. The author, Claudia Bohrmann-Linde, is a professor of chemistry education with research interests in energy, digital resources, and sustainable education. [Extracted from the article]

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]

Was haben biologische Brennstoffzellen, wellenmechanische Grundlagen für die Quantenchemie, Bildung für nachhaltige Entwicklung (BNE) und die asymmetrische Organokatalyse gemeinsam? Das ist vor dem Hintergrund gut, als diese CHEMKON-Ausgabe neue Impulse für den Chemieunterricht liefert, die je nach Lehrkraft sowie Interesse und Fähigkeiten von Lerngruppen für den Chemieunterricht oder andere Formen von Lernangeboten aufgenommen werden können. Ihre Forschungsschwerpunkte sind u.a. die experimentell-konzeptionelle Erschließung innovativer und zukunftsträchtiger Entwicklungen im Bereich Energie und Energieumwandlungen für den Chemieunterricht, die Entwicklung und Optimierung digitaler Lehr-Lernressourcen, die Entwicklung BNE-bezogener Unterrichtsmaterialien und bilingualer Chemieunterricht. [Extracted from the article]

Education for Sustainable Development has been an essential part of instruction in chemistry classes for some time now. Leaners experiencing sustainable education are enabled to understand coherences and sustainable action by approaching a topic using different perspectives, that is ecological, economic, political, social and cultural dimensions. In this paper, it is shown how nearly all Unesco Sustainable Development Goals (SDGs) can be connected to compulsory content of the German curriculum. Furthermore, a learning unit for students grade ten with the topic "Climate impact of carbon dioxide and approaches to emission reduction" is presented that illustrates how the mentioned dimensions can be addressed in chemistry lessons. [ABSTRACT FROM AUTHOR]

Presents an experiment on photogalvanic cells for classroom investigation. Principles to be used in teaching photochemistry. List of chemicals used during the experiment; Hazards involved in the experiment.

Translation abstract Education for Sustainable Development has been an essential part of instruction in chemistry classes for some time now. Leaners experiencing sustainable education are enabled to understand coherences and sustainable action by approaching a topic using different perspectives, that is ecological, economic, political, social and cultural dimensions. In this paper, it is shown how nearly all Unesco Sustainable Development Goals (SDGs) can be connected to compulsory content of the German curriculum. Furthermore, a learning unit for students grade ten with the topic “Climate impact of carbon dioxide and approaches to emission reduction” is presented that illustrates how the mentioned dimensions can be addressed in chemistry lessons. [ABSTRACT FROM AUTHOR]

Education for sustainable development, carbon dioxide, climate impact, SDGs, integration into the curriculum Keywords: education for sustainable development; carbon dioxide; climate impact; SDGs; integration into the curriculum; BNE; Kohlenstoffdioxid; Klimawirksamkeit; Lehrplananbindung EN education for sustainable development carbon dioxide climate impact SDGs integration into the curriculum DE BNE Kohlenstoffdioxid Klimawirksamkeit Lehrplananbindung 91 91 1 04/24/23 20230401 NES 230401 B Das Titelbild b zeigt die 17 Ziele nachhaltiger Entwicklung ("Sustainable Development Goals", SDGs). Dies wird im Beitrag von E. Kiesling, J. Venzlaff und C. Bohrmann-Linde ab S. 96 diskutiert. [Extracted from the article]

Die hervorragenden Ergebnisse der deutschen Teilnehmer bei einem internationalen Chemiewettbewerb bestätigen, dass sich die Förderung von naturwissenschaftlichem Unterricht nach dem Muster der mittlerweile über 165 MINT-EC Schulen in Deutschland lohnt. [ABSTRACT FROM AUTHOR]

Beyond a mere documenting and intellectually inspiring character of videos in teaching/learning settings, the software H5P offers the possibility to initiate an interactive engagement with videos by integrating further elements in a target group‐oriented manner. This paper will present basic information on H5P, as well as the use and production of H5P videos in chemical didactics. [ABSTRACT FROM AUTHOR]

The article focuses on a demonstration that involves the oxidative photobleaching of a raspberry juice dye under visible laser light through the aid of semiconductor titanium dioxide. It explores the plausible interpretation of the phenomenon that supports the understanding of nature lights and semiconductor energetics.

The article presents a laboratory experiment to help first-year undergraduate analytical chemistry students understand the concept of simultaneous electrochemiluminescence (ECL). It describes the phenomenon of ECL using an electrochemical cell to illustrate the reaction of luminol with hydrogen peroxide. Information on equipment and materials used, procedure, safety considerations, and discussion topics is provided.