Energieumwandlung

Objective: The glossary serves to systematically document terminology and knowledge in this subject area. The goal is to foster a solid understanding of key technical terms and to develop the ability to apply them in professional contexts and visually connect them.

Content and Methods: The content is conveyed through precise definitions and the application of that knowledge: First, key technical terms are explored. Learners then deepen their understanding by visually representing relationships in a concept map and by independently writing a text using technical terminology that incorporates the terms they have learned.

Competencies:

• Subject-matter expertise: Proficient use of chemical nomenclature and understanding
• Methodological skills: Ability to organize complex information using concept maps
• Language skills: Writing texts that are linguistically accurate in technical terms to demonstrate a thorough understanding of the subject matter

Target audience and level: Grades 7 and above

Objective: This worksheet uses a fictional criminal case to introduce students to the basics of nuclear chemistry and atomic structure in a playful way. Students examine β⁻ decay using the example of an isotope and learn to quantitatively determine atomic composition and radioactive decay processes based on atomic and mass numbers.

Content and Methods: The material is taught by combining contextual learning, tabular particle analyses, and mathematical methods for describing radioactive processes. The starting point is a fictional case file in which a laboratory investigation is used to develop fundamental questions about nuclear transformations and radiation. Building on this, the isotopes are analyzed in terms of their proton, neutron, and electron counts, and nuclear reaction equations and the principle of β⁻ decay are explored. This is supplemented by a quantitative evaluation of radioactive decay using half-life calculations to determine residual amounts and sample age, before students assess their understanding in a short, summary exit ticket.

Competencies:

• Subject-specific competence: Distinguishing between basic physical and chemical concepts (isotope, atomic number, mass number) and classifying nuclear transformations
• Scientific inquiry: Mathematical modeling of decay processes using half-life functions and deriving nuclear reaction equations
• Communication and Explanation Skills: Simplifying complex atomic processes to suit the audience

Target Audience and Level: Middle School

Objective: The worksheet is structured as a motivating chemistry puzzle (based on the escape room concept). Students assist a professor in the lab in deciphering the mixed-up labels of three unknown liquids/substances (samples A, B, and C) using systematic, experimental identification tests.

Content and Methods: The activity combines theoretical preliminary considerations, experimental analysis, and cooperative quality assurance to investigate various classes of substances in aqueous solution. Students compare solutions/substances, formulate hypotheses about particle behavior, and analyze the samples through experiments. The results are reviewed as part of a peer-review process and subsequently theoretically justified through transfer tasks at the particle level.

Competencies:

• Subject-specific competence: Applying knowledge of substance properties to identify unknown substances
• Knowledge Acquisition: Independently sketching and labeling experimental setups, as well as implementing a qualitative analysis strategy
• Media Competence: Approaching scientific problems
• Language Competence: Formulating a logically consistent detective report using specialized chemical terminology

Target Audience and Level: High school

Objective: The worksheet is structured as a motivating chemistry puzzle (based on the escape room concept). Students assist a professor in the lab in deciphering the mixed-up labels of three unknown liquids (samples A, B, and C) using systematic, experimental identification tests.

Content and Methods: The content is conveyed by combining a digital problem-solving task with qualitative identification experiments: Guided by an audio guide, students gather relevant information and examine the unknown liquids for their solubility, acid-base and redox behavior, and evaporation properties. The results are systematically documented in a lab report and subsequently used to identify the substances in a scientifically grounded final report.

Competencies:

• Subject-Specific Competence: Applying knowledge of material properties (solubility, pH, acid-metal reaction) to identify unknown substances.
• Knowledge Acquisition: Independently sketching and labeling experimental setups, as well as implementing a qualitative analysis strategy.
• Media Competence: Using digital learning elements (QR codes/audio) to approach science-related problems.
• Language Competence: Writing a logically consistent detective report using specialized chemical terminology.

Target Audience and Level: Middle School

Objective: This worksheet aims to help learners understand the pros and cons of a particular profession and prepare them for a job interview.

Content and Methods: A text describes the profession, including its advantages and disadvantages. A dialogue scenario for a job interview serves as a basis for learners to practice in a role-play. Detailed role cards provide guidance on emotions and goals. A checklist supports preparation for the job application.

Competencies:

• Vocational knowledge: Understanding the requirements of the profession
• Communication: Preparing for and conducting a job interview
• Self-reflection: Reflecting on one’s own abilities

Target group and level: Spanish learners at A2 level

Objective: This worksheet aims to provide learners with a basic understanding of the Spanish economy and gross domestic product (GDP).

Content and Methods: It covers a country’s economy (sectors, challenges, opportunities) and explains the concept of GDP. Methods include reading comprehension, multiple-choice questions, and describing the economy.

Competencies:

• Reading comprehension
• Understanding of basic economic concepts
• Written expression

Target audience and level: Spanish learners at A2 level

ESD:

• SDG 8 (Decent Work and Economic Growth): Addressing sustainable economic opportunities for the future
• SDG 9 (Industry, Innovation, and Infrastructure): Promoting innovation in the green economy

Objective: The worksheet aims to educate learners about the use of artificial intelligence in medical diagnostics. Learners should understand how AI systems support professionals, increase efficiency, and what ethical questions arise regarding responsibility and trust.

Contents and methods: The content includes an introduction to AI-supported imaging based on informational texts, analysis tables on areas of application, a practical case study, and an overview of the pros and cons of opportunities and risks. Methodologically, the content is taught through a combination of technical text work, structured analysis, case studies, and reflective exchange formats such as opinion rounds and evaluation surveys.

Competencies:

• Technical competence: Understanding how AI works in medical imaging and diagnostics.
• Ethical reflection competence: Critical examination of the question of who bears ultimate responsibility for AI-supported wrong decisions.
• Assessment competence: Weighing up the opportunities and challenges of technological innovations.

Target group and level: From grade 10 onwards.

Learners critically examine the economic, social, and environmental consequences of large-scale events using a selected example and weigh up the opportunities and risks.

Contents and methods: 

Based on informational texts about various roles (e.g., city administration, citizens' initiative, environmental officers), learners develop subject-specific arguments. The method includes preparing a structured discussion using tables and concluding with the creation of an informational statement to announce the decision.

Skills:

• Multiperspective analysis of complex economic issues
• Argumentation and judgment skills in socio-political debates
• Transfer of theoretical economic data to municipal decision-making processes
• Cooperation and communication skills within a role simulation

Target group:

Grade 8 and above

Learners analyze the concept of soft power as a modern instrument of foreign trade policy and understand how cultural appeal is systematically used to increase national exports and global influence.

Contents and methods:

Using a factual text and a fictional eyewitness account, the differences between hard and soft power as well as mechanisms such as nation branding, public diplomacy, and the halo effect are explored. The methodological implementation involves text analysis, the reconstruction of chains of effects, research in the “Global Soft Power Index,” and a concluding critical assessment of state cultural control.

Competencies:

• Technical competence: Distinguishing and explaining international power categories (hard vs. soft power)
• Analytical competence: Investigation of the economic impact of cultural exports (e.g., K-pop) on gross domestic product
• Judgment competence: Critical reflection on the opportunities and dangers of state influence on culture and national identity
• Media and research competence: Dealing with global comparative studies to measure the intangible assets of nations

Target group:

Grade 10 and above

Learners critically examine the impact of generative artificial intelligence on the creative industries and develop their own well-founded position on the subject.

Content and methods:

The material provides an introduction to how generative creative content works. In a discussion, students take on different roles (e.g., politicians, tech industry, cultural workers), analyze subject-specific arguments, and compile them in a table. An optional practical task allows them to experiment with AI tools themselves.

Skills:

• Critical examination of technological innovations and their social consequences
• Change of perspective and ability to argue within the framework of a debate
• Media literacy through reflection on copyright, authenticity, and the dangers of manipulation
• Use of digital tools for creative content creation

Target group:

Grade 10 and above