Why is robert bunsen important

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Click the Edit button above to get started. This sample is exclusively for KidsKonnect members! To download this worksheet, click the button below to signup for free it only takes a minute and you'll be brought right back to this page to start the download! Robert Bunsen was a German chemist best known for his invention of the Bunsen burner.

He also discovered the existence and characteristics of the elements cesium and rubidium. See the fact file below for more information on the Robert Bunsen or alternatively, you can download our page Robert Bunsen worksheet pack to utilise within the classroom or home environment. This is a fantastic bundle which includes everything you need to know about the Robert Bunsen across 22 in-depth pages. These are ready-to-use Robert Bunsen worksheets that are perfect for teaching students about Robert Bunsen who was a German chemist best known for his invention of the Bunsen burner.

If you reference any of the content on this page on your own website, please use the code below to cite this page as the original source. It's years to the day since the birth of Robert Bunsen, the German chemist famous for inventing the ubiquitous Bunsen burner. But Bunsen's scientific legacy is far, far more important than that — he was one of the most ingenious chemists of the 19th century, whose work led to the discovery of a new element, an antidote for arsenic poisoning and would one day provide clues to the constituents of stars.

So it's fitting that Google is celebrating Bunsen's legacy today with an animated Google doodle with bubbling colourful liquids in flasks, a distillation column, test tubes, taps and powering it all, of course, the famous burner. For this modest, quiet man, the Bunsen burner was simply a means to an end. Bunsen and his faithful lab assistant Peter Desaga surely the original Beaker? Kirchhoff, whose own research contributed to the fundamental understanding of electrical circuits, had an unknown disability that restricted his movement to a wheelchair or crutches for most of his life.

He also made a number of improvements in chemical batteries for use in isolating quantities of pure metals—including one known as the Bunsen battery. He created the Bunsen burner for use in flame tests of various metals and salts: its nonluminous flame did not interfere with the colored flame given off by the test material.

This line of work led to the spectroscope. You might draw a second arrow on the board -- from the Old World to the New World -- and post appropriate drawings or images around it. Adapt the Lesson for Younger Students Younger students will not have the ability to research foods that originated in the New and Old World. You might adapt the lesson by sharing some of the food items in the Food Lists section below.

Have students collect or draw pictures of those items for the bulletin board display. Students might find many of those and add them to the bulletin board display. Notice that some items appear on both lists -- beans, for example. There are many varieties of beans, some with New World origins and others with their origins in the Old World.

In our research, we found sources that indicate onions originated in the New and sources that indicate onions originated in the Old World. Students might create a special question mark symbol to post next to any item for which contradictory sources can be found Note: The Food Timeline is a resource that documents many Old World products. This resource sets up a number of contradictions.

For example: Many sources note that tomatoes originated in the New World; The Food Timeline indicates that tomatoes were introduced to the New World in The Food Timeline indicates that strawberries and raspberries were available in the 1st century in Europe; other sources identify them as New World commodities. Foods That Originated in the Old World: apples, bananas, beans some varieties , beets, broccoli, carrots, cattle beef , cauliflower, celery, cheese, cherries, chickens, chickpeas, cinnamon, coffee, cows, cucumbers, eggplant, garlic, ginger, grapes, honey honey bees , lemons, lettuce, limes, mangos, oats, okra, olives, onions, oranges, pasta, peaches, pears, peas, pigs, radishes, rice, sheep, spinach, tea, watermelon, wheat, yams.

Extension Activities Home-school connection. Have students and their parents search their food cupboards at home; ask each student to bring in two food items whose origin can be traced to a specific place foreign if possible, domestic if not. Labels from those products will be sufficient, especially if the products are in breakable containers. Media literacy. Because students will research many sources, have them list the sources for the information they find about each food item.

Have them place an asterisk or checkmark next to the food item each time they find that item in a different source. If students find a food in multiple sources, they might consider it "verified"; those foods they find in only one source might require additional research to verify. Assessment Invite students to agree or disagree with the following statement:The early explorers were surprised by many of the foods they saw in the New World. Have students write a paragraph in support of their opinion.

Click here to return to this week's World of Learning lesson plan page. Where Did Foods Originate?