TataKelola dan KamSiber Kecerdasan Buatan v022.pdf
Sciences ro music bun
1. NATURAL SCIENCES,
CHEMISTRY AND PHYSICS THROUGH MUSIC
Music is… Life Long Learning
Liceul de Arte “Regina Maria” Alba Iulia
SPAIN – 20th-25th March, 2017
2. PRIMARY SCHOOL
SUBJECT: Natural Sciences
LEARNING UNIT: PLANTS
LESSONS: teaching, and learning scientific elements through music
4. COMPETENCES IN NATURE SCIENCES
Shaping and developing the abilities of exploration and investigation
of reality, using specific tools and procedures
Recognition of the main parts of plants and their role
Development of an interest regarding a balanced living environment
Raising awareness regarding the effects of human activity on nature
Recording of their observations regarding some phenomena or
processes of plants
5. OBJECTIVES / AIMS OF THE LESSONS
Observe various plants in time
Explore and identify the parts of the plants
Recognize the parts of a plant and their role
Make associations between the parts/roles discussed
Investigate the role of bees in the life of plants
6. RESOURCES
➢ Handouts with the lyrics of songs: The voice of flowers, Zum, zum,
zum (a song of bees)
➢ Handouts with drawings of the parts of plants
➢ Snowdrops, tulips, plants with roots
➢ Pictures illustrating plants
➢ Musical instruments: piano, flute, cello
➢ Science books, colouring handouts, botanical atlas
7. METHODS
Listening to different songs related to the topic of spring flowers (The Voice of
Flowers)
Selecting specific information from songs and then synthetize it in drawings
Making associations between the verses of the songs and the plants to be analysed
Performing various songs according to the topic
Singing rhyming songs accompanied by the piano, the flute and the violin and then
solving song-related tasks
Using rhythmic verses/ words by making hands percussion on desks and body
Listening and singing Zum, zum, zum (a song about bees) and solve song related
tasks useful in understanding the role played by bees in the life of plants
Establishing connections between the work of bees and the growth of plants, as well
as the short-term and long-term effects
8. EVALUATION
Systematic observation of pupils
Song interpretations
Associations of plants and musical instruments (the sounds they
produce)
Identification of similarities and differences between plants with the
help of the music listened to/ performed
Presentation of the process of the growth of plants in relation to the
work of bees
Completion of evaluation worksheets while listening to certain pieces
of music
11. SECONDARY SCHOOL
SUBJECT: CHEMISTRY
LEARNING UNIT: CHEMICAL BONDS
LESSONS: explanation of Ionic bond between metal and
non-metal
IONIC BOND
12. SCIENTIFIC COMPETENCES
Analytical approach to defining scientific questions: WHY A
METAL AND A NON-METAL LOVE EACH OTHER?
Broad-based knowledge acquisition: students know the atomic
structure of metals and non-metals
Creation of scientifically testable hypotheses: could a metal and a
non-metal love each other? Why not?
Interpretation and analysis of data: how does the Ionic bond take
place: use of sweet candies!
13. OBJECTIVES / AIMS OF THE LESSONS:
Improving students’ attention and motivation
Acknowledging of natural processes that take place between metals and
non-metals
Development of scientific attitude and scientific thinking
Development of skills in chemistry at different levels
Development of scientific values of inquiry, creativity, perseverance,
honesty, tolerance, accuracy, respect for natural processes and their
properties
To make psychological connections between types of music and types
of chemical bonds (violin/piano)
14. RESOURCES:
o Musical instruments: piano, violin
o Handouts with the Ionic bonding
o Short theatre piece with actors: story-teller,
metal character and non-metal character
o Sweet candies for electrons
--
15.
16.
17. METHODS
In front of the class, there is a story teller and 2 other characters: a metal
and a non-metal
Each student has a poster on his/her T-shirt with METAL and NON-
METAL
There is also a student playing the piano and a student playing the violin
While a sad song is played on the violin, the story teller says that the metal
and the non metal are very sad because they have no stable structure of
electrons on their last layer
18. METHODS
The metal gives electrons/sweet candies to the non-metal and therefore
it will have a stable structure
The non-metal receives the electrons/sweet candies and will also have a
stable structure
The metal becomes a positive ion and the non-metal becomes a negative
ion: together they create a Ionic bond
Now, a happy play starts at the piano and the metal and the non-metal
are dancing together... happily ever after!
All the students in the class eat sweet candies (not electrons) and work
in pairs to draw various Ionic bonds on their papers
METAL AND NON-METAL LOVE EACH OTHER!
19.
20. SECONDARY SCHOOL
SUBJECT: CHEMISTRY
LEARNING UNIT: CHEMICAL BONDS
LESSONS: explanation of Covalent bond between non-metals
COVALENT BOND
21. SCIENTIFIC COMPETENCES
Analytical approach to defining scientific questions: I WONDER
WHETHER NON-METALS LOVE EACH OTHER?
Broad-based knowledge acquisition: students know the atomic
structure of non-metals
Creation of scientifically testable hypotheses: non-metals love
each other? Of course they do!!
Interpretation and analysis of data: how does the Covalent bond
take place: use of sweet candies!
22. OBJECTIVES / AIMS OF THE LESSONS:
Improving students’ attention and motivation
Acknowledging of natural processes that take place between non-metals
Development of scientific attitude and scientific thinking
Development of skills in chemistry at different levels
Development of scientific values of inquiry, creativity, perseverance,
honesty, tolerance, accuracy, respect for natural processes and their
properties
To make psychological connections between types of music and types of
chemical bonds (violin/piano)
23. RESOURCES:
o Musical instruments: piano, violin
o Handouts with the Covalent bonding
o Short theatre piece with actors: story-teller, two
non-metal characters
o Sweet candies for electrons
24.
25.
26. METHODS
In front of the class, there is a story teller and 2 other characters: two
non-metals (eg: 2 Oxygen atoms)
Each student has a poster on his/her T-shirt with NON-METAL
There is also a student playing the piano and a student playing the
violin
While a sad song is played on the violin, the story teller says that the
non metals are very sad because they have no stable structure of
electrons on their last layer
27. METHODS
The non-metals put together some of their electrons/candies
and therefore they will both have a stable structure
Together they form a Covalent bond
Now, a happy play starts at the piano and the non-metals are
dancing together... happily ever after!
All students in the class eat sweet candies (not electrons) and
work in pairs to draw various covalent bonds on their papers
NON-METALS LOVE EACH OTHER!
28.
29. SECONDARY SCHOOL
SUBJECT: PHYSICS
LEARNING UNIT: THE ATOM
LESSONS: explanation of atomic structure
THE ATOM
30. SCIENTIFIC COMPETENCES
Identification of atoms, atom structure, characteristic element, atomic
relative mass, the characteristics of periodic table, the subject matter and
description of subject matter
Using proton number and the simple structure of atoms to explain the
periodic table, with special reference the elements of proton number 1 to 20
Describe the build up of electrons in “shells” and understand the
significance of valence electrons and the noble gas electronic structures
31. OBJECTIVES / AIMS OF THE LESSONS
Improving students’ attention and motivation
Acknowledging of the atomic structure in order to be able to understand
the phenomenons of electricity
Development of scientific attitude and scientific thinking
Description of the distribution of mass and electric charges with an atom
Deduction of the member of protons, neutrons and electrons in atoms and
ions
Working out of the number of protons and neutrons in atoms from nucleon
32. RESOURCES
o Musical instrument: piano
o Scores created by music teachers for the Hymn
of the Atom
o Short poems written by students about the
atomic structure
--
33. METHODS
students work together in writing the lyrics of the hymn of the atom
the music teacher writes the score for the hymn of the atom
students learn the strucure of the atom with the song, rehearsing and
singing it together, accompanied by a piano
while rehearsing the hymn, the teacher gives sientific information
connected with the atomic structure: handouts with neutrons, electrons,
protons, nucleons, what does it mean orbitals and so on
34. METHODS: “chemical literature”
Everybody with a common sense knows that during
Chemistry class we are struggling to calculate and
understand how atoms never lose their neutrons, nor
protons, nor electrons!
The orbitals s, f, p, orbitals type d, they all look like
students that study hard Chemistry, and then they look
like teachers that are trying hard to teach us all Chemistry!
36. SECONDARY SCHOOL
SUBJECT: CHEMISTRY
LEARNING UNIT: PERIODIC SYSTEM OF ELEMENTS
LESSONS: atomic structure of various chemical elements
ATOMIC STRUCTURE
37. SCIENTIFIC COMPETENCES
Know that atoms of different elements can bond to form new substances that often
have very different properties from the original elements.
Can identify elements either metals, non-metals, or metalloids, and knows where
they are on the periodic table. (For example, non-metals are to the right of the
“staircase”.)
Can identify the properties of metals, non-metals, and metalloids.
Understand that non-metals tend to share valence electrons with each other when
forming compounds, and that this is known as covalent bonding.
Understand that a metal and a non-metal will typically form a compound with the
metal giving up electrons and the non-metal taking electrons, and that this is knows
as ionic bonding.
38. OBJECTIVES / AIMS OF THE LESSONS
students will know how to read the Mendeleev table of elements
students will understand the structure of the atom and they will
be able to write it
guesing and reading the properties of various substances starting
from the structure
establish the uses of substances starting from their chemical and
psysical properties
39. RESOURCES
o musical instrument: piano
o scores: J.S. Bach, D. Scarlatti, Fr. Chopin etc.
o periodical system of elements
o handouts with atom structure
o poems about atoms
--
40. METHODS
students write poems about the structure of chemical elements: the lyrics
contain notions about the structure of the atom
all students in class try to write poems: atom structure, atom properties
etc. and then choose the scores (or any song they like if they cannot read
scores) that they consider suitable for their poem (eg. J.S. Bach, D.
Scarlatti, Fr. Chopin)
students work in pairs (or group): one student plays the piano, another
students recites the poem in front of the classroom
or: students work in group of 6 and 4 of them make a quartet to play the
music of the atom, and the other 2 recite the poem like a dialogue
45. SECONDARY SCHOOL
SUBJECT: PHYSICS
LEARNING UNIT: OPTICAL PHENOMENA
LESSONS: light behaviour
REFLECTION AND REFRACTION OF LIGHT
46. SCIENTIFIC COMPETENCES
understanding of interaction of light with various surfaces
knowing that the angle at which light hits a reflecting
surface is called the angle of incidence and the angle at
which light bounces off a reflecting surface is called the
angle of reflection
measuring the the angle of incidence and the angle of
reflection
47. OBJECTIVES / AIMS OF THE LESSONS
explain when the pehomenon of reflection and refraction of light
appears
understand and explain how reflection and refraction of light
takes place
students will work with the laws of reflection and refraction
students will explain that some light is scattered in all directions
when it hits very small particles such as gas molecules or much
larger particles such as dust or droplets of water.
48. RESOURCES
o drawings of reflection and refraction of light
o optical prism
o musical instruments: piano
o poems with optical phenomena
o scores
--
49. METHODS: coloured images, piano and poetry
all students in the class are drawing with coloured pensils or tempera
the reflection and the refraction of light while listening to piano music
(recommended classical music)
while the class is drawing, a pair of students introduce reflection and
refraction with scientific information in poetry: a student goes to the
piano and starts a play of his/her own choice and the other recites the
poem about reflection and refraction of light
54. SCIENTIFIC COMPETENCES
Recognize that waves are a way for energy to travel, as distinct
from the kinetic energy carried by a moving object
Understand basic wave properties like amplitude, superposition,
and interference (constructive and destructive)
For periodic waves, know how frequency, wavelength, and wave
velocity are related
To understand how physical systems can be made to vibrate
in frequencies that correspond to the notes of the musical scale
55. OBJECTIVES / AIMS OF THE LESSONS:
The student should be able to describe the basic characteristics of waves such
as frequency, wavelength, amplitude, period, and speed
The student should be able to identify and distinguish between contrasting
types of waves
The student should be able to predict how alterations in the medium through
which a wave is traveling will effect the properties of that wave
The student should be able to utilize the principle of superposition to predict the
shape and amplitude of a wave form resulting from the interference of two
waves
56. RESOURCES
o String instruments such as: violin, cello,
guitar, piano
o Various percussion instruments
o Wind instruments: flute, oboe, etc.
--
57.
58. METHODS: STRING
On a string instrument, it is possible to play harmonics (standing waves)
by creating nodes
These occur when the player touches the string at specific points very
gently with a finger while trying to make a sound normally with the bow
This effect is only possible when the player’s finger is in exactly the right
spot
Similarly, electrons can only exist in shells. The analogy is even more
appropriate when students study electrons and quantum states in more
detail
59. METHODS: wind, string, percussion
For younger students, it is possible to explain the characteristics of
sound waves by the help of musical instruments: frequency, amplitude,
lenght, period and speed
Various types of sounds are made, for example, with various wind,
string and percussion instruments and intuitively even very young
students can understand the characteristics of sound waves
Discussions on the concept of resonance and application of the concept
to the analysis of musical instruments that involve the vibration of
strings and air inside a column
60. METHODS: ORCHESTRA
Take your students to a concert: You can hear plenty of sound in a
concert hall where an orchestra is playing.
Each instrument vibrates in its own particular way, producing the
unique sound associated with it.
The acoustical power coming from these instruments originates with the
musician.
It is the energy of a finger thumping on a piano key and the energy of
the puff of air across the reed of the clarinet and the energy of the slam
of cymbals against each other that causes the instrument’s vibration
An orchestra with 75 performers has an acoustic power of about 67
watts!!!
61. A wave is a transfer of energy without a transfer of matter:
Sound intensity levels (measured at 10 m away) for various
musical instruments
Orchestral instrument Sound intensity level (dB)
Violin (at its quietest) 34.8
Clarinet 76.0
Trumpet 83.9
Cymbals 98.8
Bass drum (at its
loudest)
103
How
many
clarinets
would it
take to
equal the
acoustic
power of
a pair of
cymbals?
64. SCIENTIFIC COMPETENCES
understanding the various modes of vibration of a rigid surface
ability to use a cello bow to excite the edge of a thin metal or
wooden plate.
knowledge and ability to use an oscillator, amplifier, and an
electro-mechanical oscillator.
the great advantage is that we can easily vary the frequency of
excitation thereby providing a whole vista of experimentation
65. OBJECTIVES / AIMS OF THE LESSONS
When resonating, a plate or membrane is divided into regions that
vibrate in opposite directions, bounded by lines where no vibration
occurs
Drawing a bow over a piece of metal whose surface was lightly covered
with sand
The plate was bowed until it reached resonance, when the vibration
causes the sand to move and concentrate along the nodal lines where
the surface is still, outlining the nodal lines
The patterns formed by these lines are what are now called Chladni
figures
66. RESOURCES:
o any type of sound producing device that will
make standing waves and register the frequency
o metal plate
o salt and coloured sand
o violin bow, cello bow
--
67. METHODS: standing waves and music
CHLADNI PLATES
Technique to study the motions of
vibrating plates: starting with a metal
plate whose surface had been lightly
sprinkled with sand, students can
see that bowing it produces
characteristic patterns that could be
related to the physical dimensions of
the plate
70. PRIMARY/SECONDARY
SCHOOL
SUBJECT: NATURAL SCIENCES /PHYSICS
LEARNING UNIT: PROCESSES
LESSONS: states and processes in nature (solid, liquid, vapor)
WATER CYCLE IN NATURE
71. SCIENTIFIC COMPETENCES
knowledge of the natural world and its processes
understand changes in nature and various developmental phases
(water cycle, seasons etc.)
understand the importance of water, warmness and light for
humans, animals, and plants
72. OBJECTIVES / AIMS OF THE LESSONS
the students will integrate complex scientific concepts of
ecological processes with designed animation and music
the students will be able to ilustrate how biotic and abiotic
systems involved in carbon and water are influencing human
activities
the students will design and conduc experiments in nature in
order to observe the water cycle
73. RESOURCES
o big screen, loud speakers
o various videos with music and animations of
natural processes like water cycle in nature
o handouts with the water cycle in nature and
coloured pencils/tempera
--
74.
75. METHODS
PHASE 1: WE ARE PREPARING TO SEE A CELLO CONCERT
The mass of water on Earth remains fairly constant over time but the
partitioning of the water into the major reservoirs of ice, fresh water,
saline water, and atmospheric water is variable depending on a wide
range of climatic conditions
The water moves from one reservoir to another, such as from river to
ocean, or from the ocean to the atmosphere, by the physical processes of
evaporation, condensation, precipitation, infiltration, surface runoff
and subsurface flow.
The water goes through different forms: liquid, solid, and vapor.
76. METHODS
PHASE 2: ON THE SEASIDE, THE SUN IS RISING - EVAPORATION
Cello concert starts smoothly:
The sun, which drives the water cycle, heats water in oceans and seas.
Water evaporates as water vapor into the air. ice and snow can
sublimate directly into water vapour. Evotranspiration is water
transpired from plants and evaporated from the soil.
As altitude increases, air pressure decreases and the temperature drops.
77. METHODS
PHASE 3: RAIN IS COMING - CONDENSATION, PRECIPITATION
Cello concert changes into increased intensity:
The lowered temperature causes water vapour to condense into a tiny
liquid water droplet which is heavier than the air, such that it falls
unless supported by an updraft. A huge concentration of these droplets
over a large space up in the atmosphere become visible as cloud. Fog is
formed if the water vapour condenses near ground level, as a result of
moist air and cool air collision or an abrupt reduction in air pressure.
Air currents move water vapour around the globe, cloud particles
collide, grow, and fall out of the upper atmospheric layers as
precipitation.
78. METHODS
PHASE 4: RIVERS FLOWS... FORTE - INFILTRATION, SURFACE RUNOFF
Cello concert becomes more intense, increased in intensity and speed, also
with elements of percussion on cellos:
Some precipitation falls as snow or hail, sleet, and can accumulate as ice caps
and glaciers, which can store frozen water for thousands of years. Most water
falls back into the oceans or onto land as rain, where the water flows over the
ground as surface runoff.
A portion of runoff enters rivers in valleys in the landscape, with streamflow
moving water towards the oceans. Runoff and water emerging from the
ground may be stored as fresh water in lakes.
Not all runoff flows into rivers, much of it soaks into the ground as
infiltration.
79. METHODS
PHASE 5: BACK TO THE OCEAN
Cello music loses intensity and at the end replays the theme:
Some infiltration stays close to the land surface and can seep back into
surface-water bodies (and the ocean) as groundwater discharge. Some
groundwater finds openings in the land surface and comes out as
freshwater springs. In river valleys and floodplains, there is often
continuous water exchange between surface water and ground water in
the hyporheic zone.
Over time, the water returns to the ocean, to continue the water cycle.
80. METHODS
PHASE 6: WATER CYCLE... CYCLING AGAIN
Cello theme starts again, with image of the actual
concert: and the public is amazed with happiness!
81. “Music is a moral law. It gives soul to the universe,
wings to the mind, flight to the imagination, a charm to
sadness, gaiety and life to everything; It is the essence
of order and lends to all that is good, just, and
beautiful.” (Plato)
