takevbooklet

PROJECT PARTNER SCHOOLS
Coordinator School:
TAKEV Fen Lisesi, İzmir-Turkey
Partner Schools:
Liceul Teoretic Tudor Vianu,Gıurgıu-Romania
Colegio San Agustín,Valdepenas-Spain
Zespól Szkól we Wrzosowej, Wrzosowa- Poland

Special thanks to
Contact Teachers: Benito Piña Delgado, Spain
Cristina Anghel, Romania
Slywia Kaniewska, Poland
for being an excellent partners on new way of learning science
Physics, Chemistry and Physics Teachers:
Nilgün Uran, Ayşe Embel, Zülfiye Çidam, Binur Akıneri Oral, Turkey
Justyna Wilk, Magdalena Dróżdż- Korbyla,Poland
Cristina Soare, Catalina Nan, Gherghina Bragaru, Laura Stanisteanu,
Georgeta Nicula, Romania
for to develop active learning based science education materials with us
English Teachers: Anna Wisniewska-Wtoch, Poland
Iuliana Dinu , Romania
Our Principals: Gönül Ketenci ,Turkey
Adelina Veronica Sirbu ,Romania
Sor María Isabel Guerra Sánchez , Spain
Krzysztof Ujma , Poland
for their support during project meeting.
Thank you to everyone who took part in this project and Congratulations
On behalf of all partners
Ayşe Ruhşah Erduygun, Turkey
Coordinator Teacher

INTRODUCTION
Recently, a number of researches have reported the benefits of “active
learning” as applied to the teaching of science. Briefly, active learning refers to the
application of any teaching strategy in which students actively participate in academic
exercises or projects rather than passively listen to an instructor's lecture.
The purpose of this project is to provide practical examples of the learning
material and exercises, which allow to improve critical and creative thinking skills in
the education, to find out the weak and the strong points of the different science
learning materials to develop active learning based science education materials , to
apply for an active learning methods and to share our experiences.

ACTIVE LEARNING
Why Use Active Learning?
 We need effective teaching techniques.
 When compared to traditional teaching methods (lecture), students learn more
material and enjoy class more.
 Seeing and Hearing is Not Enough
 We are different!...

What is the purpose of Active Learning?
 Increase student participation
 Increase student engagement
 Increase student retention
 More student ownership in course
 Less lecturing by instructor
 More exciting classroom experience
 Higher level thinking
Active Learning Methods
Active Learnıng Techniques
 Think-pair-share (pair-share)
 Role playing, simulations
 Generate lists
 Cooperative learning
 PBL and case studies
 Concept maps
 Classroom Assessment Techniques (CAT’s)
 Brainstorming
 Games
 Debates
In this project, we used active learning methos and techniques, shared our
experiences over active learning based science education methods in our project.
With the help of this cooperation, A new perspective towards the active learning
based science education was built. You can find above all active lessons that used in
our classroom.

PHYSICS
Name of the institution: TAKEV Fen Lisesi, İzmir-Turkey
Teacher : Ayşe Ruhşah Erduygun
Disciplines: Physics
Target groups: 10 th grade
Name of lesson and subject: Non Horizontally Launched Projectiles
Objectives: At the end of lesson, students should be able to:
 understand Nonhorizantally launched projectiles;
 understand horizantal and vertical movement;
 identify equations of motion;
 solve problem by using principle of projectiles .
Methods and Techniques: Learn by doing, Games, Project based learning, Problem
solving
Overwiev: The study of projectile motion brings together a lot of what you have
learned in the past knowledge about motion and force. Student need to know about
gravity, forces, velocity, acceleration, and vector components to be able to fully
understand this subject. Firstly summarise this concepts with examples from daily
life: Ball…
Short description:
Imagine for a moment that you are watching an object as it rises into the air after you
kick it upwards at an angle. Look at Figure 1 below as you read through this
description.

 When it left your foot, it was going at the fastest that it can possibly move
during its flight.
 The instant it leaves your foot, gravity is pulling down on it, causing it to have
less and less vertical velocity.
 Remember that there will be no change in the horizontal component of its
velocity.
 When it reaches the highest point in its flight, it isn’t moving up, and it isn’t
moving down, for an instant of time… its vertical velocity is ZERO!
 By the time it reaches the ground again, it will still be moving with its original
horizontal velocity and will have just as much vertical velocity as when it left
your foot. It will have the exact same velocity as it left your foot with!
GAME: “Who can throw away?”
Play a game by using protractor, toy gun and meter in the school garden. Throw ball
by gun with different angle.
Observe the ball and answer the questions.

Measure displacement with different angle.Decide for long displacement which angle
can we use. Answer : Θ= 45°
Observe vertical and horizontal movement. Students can use this information about
its movement to make some calculations. Students know...
 that there is gravity (-9.81m/s2
) causing the acceleration on the object
vertically.
 the initial vertical velocity of the object.
 the final vertical velocity of the object. Students can even use this two ways,
since Students can say that the final vertical velocity happens at the halfway
point (zero m/s), or when it gets back to the ground (same as it left the ground
at).
This gives them enough information to calculate the maximum height of the flight,
and the time it spends in the air. After that, Students can calculate just about
anything…

Example 1: Student kick a soccer ball at an angle of 40° above the ground with a
velocity of 20m/s.
a. How high will it go?
b. How much time does it spend in the air?
c. How far away from you will it hit the ground (aka range)?
d. What is the ball’s velocity when it hits the ground?
Before Students can calculate anything else, they first need to break the original
velocity into components.
Students do this so we have a vertical component to do the first couple calculations
with. The horizontal component will be used later.
vy = sin 40° (20m/s) = 13m/s
a) THINK VERTICAL!
At its maximum height, halways through its flight, the object won't be going up or
down, so Students will say that its final velocity at that point is zero.
vf
2
= vi
2
+ 2ah h = (vf
2
- vi
2
) / 2a= (02
- 132
) / 2(-9.81) h = 8.6 m
The ball will reach a maximum height of 8.6 m.
b) THINK VERTICAL!
Same ideas as above...a = (vf - vi) / t t = (vf - vi) / a= (0 - 13) / -9.81 t = 1.3 s
But this is only the time to the halfway point, so the final answer is 2.7s.
c) THINK HORIZONTAL
It is moving at a constant velocity horizontally during the whole time we just figured
out, so let’s use Figure 2 that was drawn above to get the horizontal component of
the velocity.

vy = cos 40° (20m/s)
v = d/t d = vt= 15m/s (2.7s) d = 41 m
41m is the horizontal distance (range) that it has traveled.
d) The ball’s velocity when it hits the ground is exactly the same as when it was
originally launched… 20 m/s at 40° up from the horizontal. The only difference is that
now it's spiking into the ground. (http://www.studyphysics.ca)
HOME WORK:
1. PROBLEM SOLVING: Calculate maximum height and horizontal distance of
soccer ball at an angle of 45° and 60° above the ground with a velocity of 20m/s.
2. PROJECT: DO YOUR LAUNCH!... LAUNCH COMPETITION

Results: You can enjoy and learn Physics at the same time.

Teacher : Ayse Ruhsah Erduygun
Name of lesson and subject: Linear motion
 understand linear motion in daily life;
 understand linear motion equations;
 identify formula of motion;
 solve problem by using principle of motion .
Methods and Techniques: 5E instructional model ( engage, explore, explain,
elaborate, evaluate)
ENGAGE
Kinematics is the study of the motion of objects. Types of motion:
Linear Circular
Rotational

Talk with students examples of linear motion on above pictures and videos.

EXPLORE
EXPERIMENT: LINEAR MOTION
Analyzing the motion of objects in physics labs is to perform a ticker tape analysis.

EXPLAIN
VELOCITY &ACCELARATION
Velocity is defined as the change in an object's position with respect to time.
Acceleration is defined as the change in an object's velocity with respect to time.
Acceleration is a vector that is defined as the rate at which an object changes its
velocity. An object is accelerating if it is changing its velocity.
video
1. Which car or cars (red, green, and/or blue) are undergoing an acceleration? Study
each car individually in order to determine the answer.
2. Which car (red, green, or blue) experiences the greatest acceleration?
MOTION WITH CONSTANT VELOCITY
Consider a car moving with a constant, rightward (+) velocity - say of +10 m/s.

MOTION WITH CHANGING VELOCITY
Consider a car moving with a rightward (+), changing velocity - that is, a car that is
moving rightward but speeding up or accelerating.

ELABORATE
By using video, compare types of linear motion.
EVALUATION
Write the types of motion for each time interval.
Draw the acceleration- time and displacement- time graph.
Results
Students like learning by doing so doing experiment is the best way to learn physics.
Using video is very impressive way to young people. At the end, students can
understand grahics very well.

Name of lesson and subject: Refraction and Snell’s Law
 determine refraction on different materials;
 understand refraction laws;
 identify formula of refraction;
 measure refraction angle applied in the formation of images by concave
lenses;
 calculate refraction index of liquid by using Snell’s law;
 solve problem by using principle and law of refraction .
Methods and Techniques: 5E instructional model ( engage, explore, explain,
Short description:
ENGAGE
Demonstration: A pencil is held halfway into a flat pan filled with water. Why does it
shadow appear bent?

EXPLORE
Qualitive and quantitive investigation of refraction using different materials.
By doing experiments, students measured incident and refraction angle according to
different incident angle and different liquids.
They noticed that there must be a relation between incident angle and refraction
angle. Another fact that refraction angle changed due to types of liquid.
Water:
Incident angle (ɵ1) 10° 30° 40°
Refraction angle (ɵ2) 7,6° 22° 29,3°
Alcohol:
Incident angle (ɵ1) 10° 30° 40°
Refraction angle (ɵ2) 7,9° 24,2° 32,2°

EXPLAIN
Concepts: Refraction and Snell’s law.
They calculated the refraction index of different liquid that used in the experiments by
Snell’s law.
n1 Sin ɵ1= n2 Sin ɵ2 n1= 1 (Air) n Water= 1,31 n Alcohol=1,36
ELABORATE
Investigation: How is the principle of refraction applied in the formation of images by
concave lens?
Students showed changing of formation of images by using different liquids using
above experiment with concave lens.
For R= 20,5 cm Sample put in the center of lens at R, students measured image of
sample in water and alcohol. By using Snell2s law they calculated index of refraction.

Liquid H(cm) İndex of refraction
Water 16 1,28
Alcohol 15,8 1,30
EVALUATE
Problem solving: For following diagram A and B; measure incident angle , calculate
refraction angle.
Results: The students learn easily by 5E methods according to traditional methods.
They explored their subject. All demonstrations and experiments supported them to
learn well.

Name of the institution: Tudor Vianu High School – Giurgiu, Romania
Teacher : Cristina Anghel
Target groups – 11th
grade
Name of lesson and subject : Electromagnetic waves
Themes:
• Production and propagation of electromagnetic waves,
• Classification of electromagnetic waves,
• Properties of electromagnetic waves,
• Applications.
Objectives
 To understand that there are different types of electromagnetic waves,
 To understand that we experience natural electromagnetic radiation from the
sun and from terrestrial sources, and human-made electromagnetic radiation
from sources such as cell phones, microwave ovens, and power lines,
 To understand that astronomical objects emit electromagnetic radiation at all
frequencies and by observing objects at different frequencies their structure
and phenomena can be understood more deeply.
Methods and Techniques: Collaborative learning using e-learning tools like:
wikispaces.com , slideshare.net, glogster.edu.
Short description
In this lesson, students explore various types of electromagnetic waves.
They watch a video fragment and use an interactive activity that explains both
the range of the spectrum and common sources of electromagnetic waves.
Investigating the electromagnetic waves, sharing ideas and exchanging
information by receiving and providing feedback .
• Students are involved into a brainstorming type activity about electromagnetic
waves and objects that emit radiations and are watching a podcast using a
website recommended by the teacher, analyze different regions of the
frequency spectrum and devices emitting radiation for each frequency /
wavelengt.
• Documentation activity in which students collect information about types of
electromagnetic waves studied and completed a worksheet joint boxes using a

wiki or mind mapping. The information collected is stored and labeled on a
bookmarking site.
• Using information gathered in documentation work, students will make a
presentation of research results of various regions of the spectrum, common
devices that emit electromagnetic radiation and effects on the environment or
themselves. Each team discusses and analyzes the selected information of
the documentation activity and prepare the final work (a PowerPoint
presentation or a interactive poster using Glogster.edu).
Results
The students learn best when they are actively involved in the process.
By means of collaboration students can learn from each other, support themselves,
communicate and extend their knowledge.
Besides the educational benefits, students develop their team spirit, tolerance and
mutual respect.
https://sites.google.com/site/lsalcomeniusproject/activitati/prezentari/prezentari-
romania
http://beluema.edu.glogster.com/unde-electromagnetice

Teacher : Cristina Soare
grade
Name of lesson and subject: The study of simple electrical circuits
Objectives
At the end of project students should be able to:
 define the notion of electricity;
 define countable properties characteristic to electricity;
 specify the units of measurement in the International System;
 measure the countable properties of electricity;
 determinate experimentally the electrical resistance of a consumer;
 formulate the Ohm's Law;
 solve simple problems using Ohm's Law.
Methods and Techniques:Project based learning
Short description : Project’s activities
 documentation concerning countable properties of electricity;
 making a PowerPoint presentation;
 presentation of the results and discussion (the teacher helps the students with
new information if he/she must);
 laboratory work : determination of the electrical resistance of a conductor;
 making a flyer that describes the method and the results of the laboratory
work;
 solving problems of practical importance on day to day life using Ohm's Law
Results
 the students have been active in all stages of the project, they collaborated
and helped each other;
 using the computer in all stages of the project led to motivation of all students
to review previously learned concepts and learn new ones;
 coordination of the students 'activity was needed and also satisfied during the
entire activity;

 in the end the results of the evaluation test obtained by the students involved
in the project were better than the results of those who studied the same
theme using the classic methods.
romania

Teacher : Cristina Soare
grade
Name of lesson and subject : Human eye
Acquiring new knowledge and training intellectual skills lesson
Title of the chapter: Geometrical Optics
Objectives:
During the lesson and at the end of it, students will be able to:
 identify the role of the main components of the eye in forming visual
sensations;
 explain the visual accommodation as a process based on the property of the
elasticity of the crystalline
 compare the mode of forming the image in the case of the normal eye, myopic
hypermetropic;
 establish the type of the lenses which vision defects can be corrected with;
 solve simple problems using the lens formula for correcting sight defects;
Contents:
- The structure of the human eye;
- The description of the image formed on the retina;
- Vision/sight defects and their correction;
- solving simple problems related to correcting vision/sight defects;
Methods and Techniques:
- exposure
- heuristic conversation
- questioning
Short description
Students’ tasks:
- to create a power-point presentation with title „The human eye” - a team of 3
students;
- discussions about the presentations;
- to complete the worksheets attached to the didactic project, students being
organized into teams of 2 members;
Evaluation:
- checking how students completed the worksheets given by the teacher
- grading the students who presented to their classmates the theme „Human
Eye” and those who have correctly solved the problems proposed in the
worksheets within the shortest time.
Results
- The notions studied during the biology lessons helped the students find
information and understand the new notions

- During the class, the students were the main actors, the teacher just helped
them organise the activities
- The students who shared their power point presentations were glad to play the
teacher’s role and in the end their work was rewarded
https://sites.google.com/site/lsalcomeniusproject/activitati/prezentari-reuniune-de-
proiect---valdepenas-spania-2013

Teacher : Cristina Anghel
Target groups : 10th
grade
Name of lesson and subject: Heat engine
Objectives
Students will be able to:
 understand the meaning of the terms like heat engine, source, sink working
substance , efficiency, coefficient of performance, reverse heat engine etc.
 understand the working of a heat engine and explain the various
thermodynamic processes involved.
Methods and Techniques:5E instructional model ( engage, explore, explain,
Short description
Engage:
 Understand the meaning of the term ‘HEAT ENGINE’.
 List the different types of heat engines
 Recall the principle of a heat engine.
Explore:
The main characteristics of heat engines – the students are stimulated to identify the
heat engines characteristics based on their daily life knowledge.
 How does a heat engine work?
 The components of the heat engine.
 Visit the Technical Museum “Dimitrie Leonida” – Bucharest
Explain:
Strokes and processes in the running of heat engines
List the different thermodynamic process in a heat engine,
Recall the meaning of the term efficiency of heat engine,
List the efficiencies of Otto engine and Diesel engine,
Elaborate:
 Strong points and weak points for each kind of engine
 Similarities and differences between the Otto cycle and the Diesel cycle
Evaluate : a quiz will be given ( multiple choices) to determine if the students
understand heat engines.
Results
The students learn best when they are actively involved in the process.
By means of collaboration students can learn from each other, support themselves,
communicate and extend their knowledge.

http://www.slideshare.net/cristinaiulia/motoare-termice-22302857

Name of the institution: Colegio San Agustín,Valdepenas- Spain
Teacher : Benito Piña Delgado
Target groups – 4th grade
Name of lesson and subject: Hydrostatic Pressure and Atmospheric Pressure
Objectives
 define pressure;
 specify the units of pressure in the International System;
 define Fundamental principles of fluid statics and Pascal's principle;
 observe fluid compressibility;
 define Communicating vessels and hydraulic systems;
 observe Atmospheric pressure;
 define Archimedes’ principle
 solve simple problems using Pascal's Law and Applications of the
Archimedes’ principle.
Methods : Project based learning
Short description :
1. We started asking students: What pressure is ?, What does it depend on?,
Does water exert pressure?, And the air?, How can we measure it?, etc..
2. We prepared some experiments and students deduced the theoretical
concepts.
3. We choose the most suitable answers given by the students and explained
them the theoretical concepts behind the experiments.
4. We prepared activities based on real situations.
Project’s activities
Students explain how water presses the air inside the latex glove and inflates it.
Students explain if we have a large surface, the pressure is lower

Although we can not see the air, we can feel the effect of atmospheric pressure
Tantalo´s glass is a siphon. When water reaches the top of the tube, water falls down
and the glass is emptied.
When oxygen runs out atmospheric pressure is higher than internal pressure.
Therefore, water is pushed into the glass.

In the first picture atmospheric pressure prevents water from falling and
in the second picture helps to empty the bottle.
Another way to explain how a submarine works.
Playing tricks with atmospheric pressure

Results
Students learned theoretical concepts through active learning. All Physic students
passed the exam but most important was all of them did not forget this active
lessons because they prepared their own experiments and showed the rest of
students.

Name of the institution: Zespól Szkól we Wrzosowej, Wrzosowa- Poland
Teacher : Slywia Kaniewska
Target groups – 2 nd grade
Name of lesson and subject: Building circuits, reading and creating
ideological systems by assembly based on schematics.
Methods:Project based learning
Short description:
We have organized the lesson for students, parents and the rest of teachers. The
lesson was conducted by two teachers: English and Physics. It concerned an
electrical current phenomena.The main aim of the lesson was to introduce students
the issues of electricity. During the lesson we showed how to work with our new
remote controls (iVotes). Parents have the opportunity to see their children in the
classroom. The working language was English. During the lesson we showed also
some interesting elements that can be used on the interactive whiteboard.
1. Introduction of Ohm’s Law and definitions of current, voltage, resistance.
2. Introduce Kirchhoff’s current.
3. Series Circuits.
4. Parallel Circuits.
5. Power.
6. Bulbs in series demonstration.
7. Bulbs in parallel demonstration.
8. Explanation of the non-linearity
of light bulbs.
9. Conclusion of lessons
10. Tutorial on using a voltmeter.
During 5 lessons we were working with students by developing their curiosity,
stimulating their imagination, improving knowledge and skills about electricity. We
had 2 main topics for one lesson. Next step of the lessons was the test of electricity.
I used the website which is below for sharing tests in English.
The prior knowlegde: The students had introductory lessons according to the steps
we presented above.They also ecounter electricity on a daily basis. The goal of this
lesson is to link together these prior experiences and konwledge in order to work
with electrical elements and build new devices according to the instruction.

Overview: In this lesson students will complete a pre- test and explore properties of
electricity and build an electricical circuit.
Objectives:
The students will:
 complete the pre- test related to electricity and electrical circuit,
 biuld electrical circuit.
Require materials and equipment:
 three sets for the construction circuit elements,
 additional batteries, lamps and wires.
 worksheet with questions as the pre-test,
 instruction.
Materials
Lesson outline:
1. Distribute the pre-test, allow students to complete the pre- test.
2. Dividing the students for four groups.
3. Distribute sets of electrical elements.
4. Distribute the additional elements e.g. wires, multimeters, lamps, bulbs.
5. Present information from the Electricity and Electrical Circuit in Power Point.
6. Distribute instruction for the Electric Activity.
7. Students follow the instruction in the Electric Circuit Activity Sheet.

Products windmills
Results:
You can see students product above.Finally we collected photos from this lesson on
school wall. We did some kind of movie from the lesson with sense of humor a bit:)
If the students do not understand:Refer back to previous topics and learning
more.They can go to the school Physics classroom and buid the devices again.
If the students need to be further challenged: Have students look in reference
materials ( e.g.more difficult instruction) and buid additional devices during extra
courses.

CHEMISTRY
Teacher : Zülfiye Cidam
Disciplines: Chemistry
Name of lesson and subject: Periodic table, compounds, chemical reactions
 learn periodic table;
 desing Periodic table;
 learn elements, compound and their properties;
 understand daily life chemistry;
 understand chemical reaction and equations.
Activity-1
Methods and Techniques: Visual and activity based method
Short description:
Students always worry to learn periodic table in chemistry class. We focus on this
subject to make it easy with entertaining activity and we cook muffins and decorate
them with elements in periodic table.
Results
They will remember and learn easily with this activity. After our lesson, we also give a
feast with Period Table 

Activity- 2:
Methods: Visual and activity based method
Short description:
In our lab time, we create problems to based on chemical activities and we realize
those activities in our laboratory class.
Create problems:
 Chemical Activities
 Chemical Reactions
Results
By using this experiments, Students learn more easily and always remember those
activities.
Activity -3
Methods and Techniques: Cooperative learning
Short description:
We encourage our students to prepare a bingo game about elements and symbols.
Afterwards it is easy to learn all of those elements and symbols and we have great
time together.
Create Bingo Game :Elements ,Symbols
Easy Learning: Easy to remember , Entertaining Activity
Cooperation: Increase team work,Use Knowledge

Results
This method is also increase cooperation and their relations . They learn to work as a
team.
Activity-4
Methods and Techniques: Game
Short description
Other entertaing activity to keep our students attention alive is memory game. We
create teams and distribute elements and symbols among them.
Results
They created all materials as teams and we have great time to learn elements and
symbols via memory game.

Activity-5
Method and Techniques: Game,cooperative learning
Short description
Monopoly is commonly play among teenagers. We create a technique : Game for
compounds and their properties. Students prepared a chemical monopoly about
compounds and their properties.
Result
They created all compounds and their properties as teams and we have great time to
learn.
Activity 6:
Method and Techniques: Learning by doing
Short description:
Chemisty and their materials could be seen in everywhere in our daily life and we are
living with them all the time. Students want to increase the reputation and
recognition of chemical materials.

Results:
Students made soaps, candles, detergents, eau de cologne. They learned daily
life chemistry very well by doing these.

Teacher : Georgeta Nicula
Target groups - 10th
grade
Name of lesson and subject : The chemical properties of acetylene
Objectives :
 To describe the reactions acetylene takes part in alkyne
 To investigate in order to underline some caracteristics and properties
 To formulate rules, definitions and generalizations
 To learn the concept of metal acetylides
 To study the concept of unsaturated character determinated by the existence
of the relation bond π
 To underline the importance of acetiylene
 To use specific notions
Method:
 Heuristic conversation
 Questioning
 Experiment
 Cube and puzzle method
Short description
Checking the existing knowledge
 In order to check the existing knowledge, the teacher asks the students to
solve the following an reaction scheme.
The development of the lesson
 Establish the formulas of the compounds A and B
 Write the reaction equations needed to obtain acetylene from the given
reaction scheme
 Indicate the structure and the physical properties of acetylene
Question : Knowing the chemical structure of acetylene, indicate the common
reaction types of acetylene and alkenes?
The chemical properties of acetylene
A) ADDITION REACTIONS
B) OXIDATION REACTION
C) SUBSTITUTION REACTION
EXPERIMENTS
 The addition of bromine to acetylene
 The oxidation of acetylene using potassium permanganate
 Obtaining silver acetylides
HOMEWORK Create cubes and puzzles to illustrate the chemical properties of
acetylene

Results
The chemical experiment is an active method which allow the students create and
practice on their own some operations to observe, study and to measure the results.

Teachers : Laura Stanisteanu, Georgeta Nicula
Target groups - 12th
grade
Name of lesson and subject: Thermochemistry
Objectives:
 Explain the relationship between energy and heat;
 Construct equations that show the heat change for chemical and physical
processes; Calculate heat changes in chemical and physical processes.
 Classify, by type, the heat changes that occur during melting, freezing,
boiling, and condensing; Calculate the heat changes that occur during melting,
freezing,boiling, and condensing
Method:
 Problematisation
 Learning by guided discovery
 Algorithmic
 Chemical experiment
 Interdisciplinarity
Short description
We start from the first principle of thermodinamics
We ask the students to give us some examples of biological reactions which occur
with heat release and, respectively, with absorbation of heat
The combustion of glucose - exothermic reaction where the heat emitted is as
energy for our body.
We ask the students to calculate which is the energy released when we eat 120
grams chocolate which contains 15% (procent) glucose?
The students will experimentally establish the enthalpy of formation, in standard
conditions, for MgO - ΔHo
f Mg.
Results
the chemical experiment is an active method which allow the students create and
practice on their own some operations to observe, study and to measure the results.
romania

Name of lesson and subject: Chemical Reactions
Objectives
 define Physical and chemical changes;
 define chemical reaction and adjustment of chemical equations;
 define Conservation of mass and energy aspects of the reactions;
 observe chemical reaction in daily life;
 solve elementary chemical calculations with masses and volumes.
Method: Project based learning
Short description
 We started asking students: What a Chemical change is?,What a phisical
change is? What could I see in a chemical reaction?, What´s happening in a
chemical reaction? Have you ever seen a chemical reaction?
 We prepared some practices and students deduced theoretical concepts.
 We choose the most suitable answers given by the students and explained
 We prepared activities based on real problems.
Resources On Line
We used other resources to remember previous concepts like Periodic Table and
Chemical bonds.
TRIVIAL CHEMICAL ,TETRIS PERIODIC TABLE ,METAL OR NO METAL
ACTIVITIES CHEMICAL REACTIONS ,STOICHIOMETRY
HIDROGEN PEROXIDE DESCOMPOSITION

With this reaction, students could learn about Avogadro’s Hypothesis, the Ideal Gas
Law and gas phase Stoichiometry.
This is a key reaction of Hydrogen Peroxide.
2 H2O2(aq) 2 H2O(l) + O2(g)
Hydrogen Peroxide solutions (3-30%) are used for bleaching (pulp, paper, straw,
leather, hair, etc.) and to treat wounds. Its value as an antiseptic is low, but the
evolution of Oxygen when it comes into contact with clotted blood helps to loosen dirt
and assists in cleansing a wound.
DEHYDRATION OF SUGAR BY SULFURIC ACID

One of the most spectacular chemistry demonstrations is also one of the simplest. It's
the dehydration of sucrose with sulfuric acid.
Sugar is a carbohydrate, so when you remove the water from the molecule, you're
basically left with elemental carbon. The dehydration reaction is a type of elimination
reaction.
C12H22O11 + H2SO4 → 12 C + 11 H2O + mixture water and acid
Although the sugar is dehydrated, the water isn't 'lost' in the reaction. Some of it
remains as a liquid in the acid. Since the reaction is exothermic, much of the water is
boiled off as steam.
Results
Students learned theoretical concepts through active learning. All Chemistry students
lessons because they prepared their own experiments and showed the rest of
students.

Teacher : Justyna Wilk
Target groups: 2 nd grade
Name of lesson and subject: Food Chemistry
Objectives: At the end of project students should be able to:
 Understand “How to detect the protein in food products?”;
 determine organic and inorganic acids properties;
 measure boiling time;
 observe the effect of the dissolved substance on the speed of water boiling.
Methods: Experimental methos
Short description and Results:
Experıment 1:
 Add Nitric Acid V to protein products.
 After adding Nitric Acid V, the protein products could be yellowish and the
destruction of its structure appears.

Results
We can see some changes in the milk structure immediately
Before: After:
The changes on cheese appear later
White cheese:
Before After
Yellow cheese
Before After
The final effect of all the products:

Experıment 2
 Sulfuric Acid VI The tube was inserted in an inorganic acid, inetolen where
magnesium was added ealier, and hydrogen appeard then
Mg+H2SO4 MgSO4 + H2
The reaction takes place very rapidly and magnesium dissolves.
CH3COOH +2 Mg (CH3COO) 2 Mg + H2

Experıment 3
Dıstılled Water: Distilled water is the water deprived of minerals and other
substances by distillation
Boiling time:29 seconds
Mıneral Water: Mineral water is the natural healing water containing at least 1,000
mg / litre of dissolved solids in the form of ions
Tap Water
Tap water is pure water that is suitable for consumption. It should contain the right
amount of minerals.

Results:The more positive and negative ions, dirt, germs and bacteria there are in
the water solution, the water boils faster.
Conclusions of the lesson:The method students used is very encouraging and the
experiments were carried out with great interest and pleasure. It helped students to
understand better what happens while chemical reactions appear.

BIOLOGY
Teacher : Nilgün Uran
Disciplines: Biology
Name of lesson and subject: Root Structures and Types
 Understand root structures and types;
 Aware with their environment;
Short description
ENGAGING
At the beginning of the lesson we start by showing slides and photos about the
subject to determine if our students have any basic knowledge or misunderstanding.
To do that, we ask simple questions about the subject using the photos and let them
answer without interfering. After they finish talking , if the answer is wrong or party correct,
we give clues and small reminders to make them understand their own mistakes.

While showing the photos and pictures we start asking…
Question Samples (Warm-up Questions)
 What are the main functions of a root?
 What are the main types of roots?
 What are the main tissues of a mature root?
 Why do you think roots have root hair?
 In which plants do you see tap root and fibrous root?
 How do roots grow?
EXPLORİNG
Study groups with equal number of students starts studying and experimenting on
the root samples .
While they are studying, we ask more questions to let them explore more about the
sample they are experimenting.

Activity I
The root samples collected from our surrounding observed morfologicly and
seperated as tap and fibrous roots by our students. Later they start drawing and
taking notes about the samples to explore the specific differences of tap and fibrous
roots.
Activity II
They take longitudinal and crosss sections samples of a suitable root they’ve just
studied and observe it under a microscope. With this activity they explore the root
tissues and seperate them as monocot and dicot.
Activity III
A school trip to Ege University Botanical Garden with a guide let the students
discover new examples about the subject.
Activity IV
They start germinating a bean seed in the lab and measure the root length in
different periods of time to explore which part of the root grows.

EXPLAIN
After the activities in lab and botanical garden, the students receive a fascicule
containing pictures and schematics with lecture notes. Using these fascicules,
mutual questions from each side is answered.
A common thing we use is showing them the pictures and photos we showed before
in the beginning of the class and let them name the parts and samples.
• Identify the numbered regions on
the plant root longitudinal section
below.
1. Root Hairs
2. Zone of cell differentiation
3. Zone of cell elongation
4. Zone of cell division
5. Root Cap
•

ELABORATION
After all the studies and explaining, we want them to make a concept map based on
the knowledge they collected in the lesson.
EVALUATION
After the lecture is completed we ask different types of questions (such as grid ) to
evaluate the level of their understanding.
1.ROOT HAIR 2.ENDODERMIS 3.ROOT CAP 4.PERICYCLE
5.TAP ROOT
6. GROUND
TISSUE
7.VASCULER
CYLINDER
8.FIBROUS
ROOT
9.ZONE OF
CELL
DIVISION
10.ZONE OF CELL
DIFFERENTIATION
11.XYLEM 12.FLOEM
13.MONOCOT
14.ZONE OF
ELONGATION
15.DICOT 16.EPIDERMIS
Based on this Grid the students answer the questions below.
1.In which type of root, the primary root grows long and thick while the secondary
roots remain small?
- 5
2.What type of root do onion,corn and grass roots have?
- 8

3.With which structure does the root increases its surface area to absorb water and
minerals?
- 1
4.Between which tissues is the ground tissue located?
- 2, 16
5.Vascular bundle consists of what?
- 11, 12
6.The water absorbed by root hairs go throught which tissue cells to reach xylem? (In
which order?)
- 16 6 2 4
7.In what part of root does apical meristem located?
- 9
8. Which type of plants have tap roots?
- 15
At the same time we give our students worksheets containing multiple choice, fill in
the blank and maching questions.

Name of lesson and subject: CELL DIVISION: Meiosis
 Understand root structures and types;
 Aware with their environment;
Short description
ENGAGING
At the beginning of the lesson we start of by showing pictures and schematics about
the concepts of DNA molecule, chromatin fiber, chromatit, chromosome, homologous
chromosome, diploid and haploid cells, crossing over, tetrat formations and etc...
While showing pictures and photos about the subject, we ask questions about
these terms.
Chromatin fiber is made of what?
Is it related to condensed chromosome form?

What is the difference between chromatin and
chrosome?
Why does chromatin gets shorter and thicker?
How does this process works?
In this schematics , do you see the difference between diploid and haploid terms?
What are the number of chromosome in diploid and haploid cells?
How do diploid and haploid cells get
produced?
What do the term gamete means? Why do
they get produced?

From these pictures, you can see human homologous
chromosomes which are grouped together in pairs. A
picture of chromosome arranged in this way is known
as a KARYOTYPE.
Can you identify the person’s sex using karyotypes?
From these pictures, can you see the difference between meiosis and mitosis cell division?
What is the purpose of meiosis? In which kind of reproduction we see meiosis?
What are the differences between metaphase and anaphase of mitosis from metaphase
and anaphase of meiosis? What happens during metaphase I and anaphase I?

After showing some general knowledge on mitosis and meiosis, I let my students discuss the
subject with each other.
EXPLORE

ELABORATION
After these studies, we give our students some meiosis models and games to reinforce their
knowledge on the subject.
After all the studies and explaining, we want them to make a concept map based on the
knowledge they collected in the lesson.

EVALUATION
Test Questions
1. A diploid cell contains two pairs of homologous chromosomes. Each pair is
heterozygous for a pair of alleles, Aa and Bb respect. After meiosis, how many
different combinations of these alleles could be produced in the haploid
daughter cells?
a. 2 b. 4 c. 8 d. 16 e. 64
2. 2. Which of the following is a major difference between mitosis and meiosis?
a. Interphase is present only in mitosis.
b. Homologous chromosomes associate only in meiosis.

c. DNA replication occurs only in mitosis.
d. Daughter chromatids separate only in meiosis.
e. Chromosomes line up on the cell equator only in meiosis.
Result
At the end of the lesson, students will individually explained Meisos by using our
model to help them to retain and systematize the concepts learned and the
correlation.

Teacher : Gherghina Bragaru
Target groups -10th
grade
Name of lesson and subject : The Human Excretory System
Objectives
• Identify and describe the structure of the excretory system organs to explain
the relationship between structure and function
• Explain the nephron’s structural features as a morphofunctional unit of the
kidney
• Graphical representation of the excretory system components
• The proper usage of terms specific to biology
• Underline the importance of excretion for people’s health
Teaching methods:
Conversation, experiment, observation, demonstration, shaping
Short description
The lesson starts with the students being asked questions which lead them to a
better understanding of the excretory function. Previously learnt knowledge will be
used in order to study of the following functions: digestion and absorption, circulation
and respiration. The following questions can be used to start the conversation:
 Which are the vital substances for a proper functioning of the organism?
 How does the human body secure such substances? Which functions are
used?
 How do the nutrients get to the body cells?
Answering the questions above will make the students use the previously studied
knowledge in a new context.
Mentioning these problems will implicitly lead to debating the possibility of removing
the toxic products resulted from burnings and cell activity

Results
At the end of the lesson, students will individually solve a puzzle to help them to
retain and systematize the concepts learned and the correlation between kidney
structure and its functions. This will be used as an evaluation method.

Teachers : Gherghina Bragaru, Catalina Nan
grade
Name of lesson and subject : Genetic mutations
Objectives
The students will be able to understand the role of genotype in the development of
phenotypic characteristics.
Methods: experiment, problem-solving, learning by discovery.
Short description
To capture attention we present images with mutations in plants and animals.
The students analyze, compare and identify the differences in organisms of the
same species, above. We present a cause as the primary source of variability
organisms: definition, important mutation, classification mutations, mutagenic factors.
Problem: ,, Taking into account genetic recombination, explain the occurrence of the
different phenotypes and their importance.
The experiment:The teacher organizes students in groups,
 each group is given Petri plates with biological material – Drosophila
Melanogaster
 students analyze, compare and identify the various characters of the
organisms: they use the magnifying glass and microscope.
Results
Students achieve awareness of the basics, the possibilities and the methods of
grasping knowledge - in terms of their own perception in particular and of the outside
world in general.
romania

Name of lesson and subject: The cell
Objectives
 define structure of eukaryotic cells and prokaryotic cells;
 define cell nucleus, cellular functions and chromosomes and karyotype;
 define Cell reproduction and Mendel's laws;
 define the inheritance in humans and the inheritance of blood groups;
 define mutations.
Method: Project based learning
Short description
 We start asking students: How is a cell?, What can you see inside an animal
cell?, Have you ever seen a cell?, What difference do you find between an
animal and a vegetable cell, etc..
 We prepare activities based on real problems using different resources
 We choose the most suitable answers given by the students and explained
Vegetable Cells
Students made models of vegetable cells
Animal Cells
Students made models of animal cells

Resources On Line
We used other resources to remember previous concepts:
Structure of eukaryotic cells, MITOSIS AND MEIOSIS, MEIOSIS, CELLS FUNCTION
CELL ANATOMY, TRIVIAL
Biology Videos
Because of we don’t have a Biology Laboratory we used videos -about the cell, the
genes, about clones, mutations, Mendel’s Law, etc- in our school is very difficult to
prepare experiments for this subject.
HOW THE CELL WORK? ,STRUCTURE OF EUKARYOTIC AND PROKARYOTIC CELLS ,MITOSIS
AND MEIOSIS ,CLONES AND CLONING ,MENDEL´S LAW
We prepared a video about DNA replication where all students participated as actors
https://www.youtube.com/watch?v=FO3cvQky5Sg
Results
Students learned theoretical concepts through active learning. All Biology students
lessons because they prepared their own cells models and showed the rest of
students.

Teacher : Magdalena Dróżdż- Korbyla
Name of lesson and subject: Basic molecules of living organism
Objectives: At the end of project students should be able to:
 understanding the role of individual chemical groups in living organisms
 determining the chemical structure of compounds
 detection of various chemical substances in biological material
The task of the "good start"
 The stock of ideas
 The mental map
 A laboratory method
 Models
 Mutual teaching – expert groups
 Mutual teaching - a learning game
 The revision test
 Self-evaluation
Methods: Experimental method, concept map, games
Short description & Results:
Mental Map is placed on the board and completed during the task

Experiment 1
The research question: What elements do a protein, carbohydrates and fats consist
of?
The experiment in progress: an egg protein, sucrose and butter are placed in
sequence in three tubes, then every of them is heated over the burner. There have
been observations of water vapor and charring.
Experiment 2
The research question: What elements does a protein consist of?
The experiment in progress: A protein was placed in the tube, the concentrated
solution of NaOH was added and it was heated. Then the moistened test paper was
placed close to the outlet of the tube. During the process of heating the gas was
emitted with a characteristic odor, and the paper changed its colour into blue. It was
found that the emitted gas is ammonia, and thus the protein consists of nitrogen.
Students make models of carbohydrates, fats, proteins and DNA in groups using the
literature. Selected students also make a model of glucose, starch and cellulose. The
posters with models of chemical compound formulas are hung in the classroom.

Detecting the presence of organic compounds in the biological material–
carring out simple biological and chemical experiments by students.
Experiment 1
The research problem: How to detect starch in potato tubers and bread?
The experiment in progress:
 The positive control test was made - iodine liquid was applied to pure starch
 The negative control test was made - iodine liquid was dropped into tap water
 Study samples were made- iodine liquid was applied to bread and a potato
tuber. There has been a colour change from brown to purple in both tests.
Evaluation: The highly diluted solution of iodine in a potassium iodide is used to
detect starch in the solid and liquid phase. Iodine is absorbed from a solution of
odine in a potassium iodide by the starch molecules, and therefore dark blue colour
appears.

Experiment 2
The research question: In what parts of the plant do we detect glucose?
 Preparing solutions of selected fruit by its trituration and connection with water.
 Using urine strips to identify the presence and concentration of glucose.
Evaluation: The solution of Fehling is used for detecting simple sugars and
disaccharides such as glucose and maltose which have a spare ketone group.
Simple sugars and disaccharides reduce cupric hydroxide to cupric oxide after
adding the solution of Fehling and they get oxidised.
Experiment 3
The research question: How to detect glucose and maltose?
 Dissole 50 g of sugar: grape,beet,sun membrane in 3 tubes, in afew distilled
water. In 4 th test tube mix 2 solutions: Fehling I and II.
 Then add a few drops of this mixture to every tube with sugar.
 Heat the tubes carefully over the burner tube.

Experiment 4
The research question: Where is the biggest amount of fats?
 The materials needed: sunflower seeds, almonds, walmnuts, paper napkins
 We grind a small amount of the materials on the napkins.
 We decide if the product contain fat stains or not while holding it in the sun.
Evaluation: Fats, as a substance deposited in the seeds, can be detected relatively
easy by using the so-called test ‘fat stain’. While the stains left on the paper because
of water or essential oils, they dry up quickly. Fat stains are permanent.
Experiment 5
The research question: How can we "see" the lipids?
Prepare thin sections of sunflower seeds and subject them to the action of hot Sudan
III, heating gently over the blowpipe, make preparations to observe, perform a
microscopic observation.
Experiment 6
The research problem: Is there the protein in cottage cheese, an egg and an apple?
Put some cottage cheese, a white part of an egg and some apple into the tubes, add
a little nitric acid by a pipette (caution!) Heat over the blowpipe softly.

Evaluation: Cheese and a white part of an egg changed the colour to a yellow one
under the influence of concentrated nitric acid. It indicates the presence of protein in
this product (the xantoprotein reaction)
Learning the functions of compound groups – ‘expertgroups’ – the element of
mutual learning
Expert groups – the class divided into four groups work with the Internet and the
coursebook. Every group deals with one kind of compound – proteins, carbohydrates,
nucleic acids and fats. After some time one representative of the group joins another
group and teaches them about the function as an expert.
Biochemical ‘Peter’ : ‘Memory’
A didactic game - the element of mutual learning – one group prepares a card game
for the other group in which the cards must be matched in pairs.
Example pairs: starch – the spare material of plants , glucose – C6H12O6, cellulose –
the building, ingredient of the plant cell wall, the revision test – the teacher asks
students to write the answer on the piece of paper. The teacher writes the correct
answer on the blackboard during this time. Students verify their answers. After

several quwstions students carry out self-evaluation. Self-evaluation – students
check validity of the tasks done by specifying in which stage they acquired
knowledge the most.

PHYSICS
Target groups: 10th grade
Experiment: Design a bridge by using only cardboard for carrying two person
Purpose: To learn equlibrium
Materials: Thick cardboard, glue
Procedure:
 Create 4 group from students
 Give 5 hard cardboard (each 50*50 cm) to each group.
 Design a bridge by using only cardboard for carrying two person
 Select best one.
Conclusion:
We can learn equilibrium. If the bridge is in equilibrium, it’s net force will be zero.
4 students design their own bridge. We tested it
in our laboratuary. It carried approximately
maximum 210 kilograms.

Experiment: A New Method for Finding Curie Tempreture
Purpose: to determine Curie temperature of ferromagnetic materials in the harmonic motion
with increasing temperature by using new optical method.
Materials: Ferromagnetic materials (10 g of iron, magnetite, unknown sample in the form of
rectangular block), NdFeB permanent magnet, wire, polarized laser source (600nm, 200
mW), polarizer, fotodiode, digital oscilloscope, candle.
Figure 1. Experimental set-up Figure 2. Heating process
 Figure 1 shows the experimental setup to measure Curie temperature of materials.
When the sample heated by candle, it shows ferromagnetic behaviour up to Curie
temperature.
 When the sample reached A, temperature of sample decreased Curie temperature. It
went to B again because of ferromagnetic properties. If this motion is continous,
periodic motion was obseved.
(a)
(
b
)
Figure 5. Experimental set-up (a)Magnetite (b) Optical measuremet
 When all samples were used in the set-up, the periode of iron, magnetite and
unknown samples between A and B points were observed different.
 The differencies between samples were detected by using polarized laser source
(600nm, 200 mW), polarizer, photodiode. A new set-up added to system.Polarizer
attached to wire that carried ferromagnetic sample. Laser and photodiode were
placed shown at Figure 5(b).
Magnetite
Ferromagnetic
material
Heat

 When samples were heated to Curie
temperature, periodic motion began. The
measurements were taken by using photodiodes.
Wave shape of an electrical signal were observed
by using oscilloscopes.
Figure 6. Oscilloscope
Results :
For all measurements, period of sample was found proportional to Curie temperature.
Sample İron Magnetite Unknown
Period(ms) 525 425 310
Curie temperature
(K)
1043 858 ?
Table 1. Period-Curie temperature
In this study, the change of period values were important for finding Curie
temperature.. According to table 1, Curie temperature of ıron is highest, its cooling time is
very long. Period of samples are related to this duration.
This equation give us T= 645 K.
This value is approximately Nickel’s Curie temperature. According to measurement,
unkown material was estimates as nickel or nickel alloy.
Conclusıon:
Curie temperatures of sample were obtained by new technique. The results of period
change was investigated by opto-electrical measurement. This experimental results
and calculations show that Curie temperature can find by using new method.

Teacher: Cristina Anghel
grade
Experiments: The electric motor
Purpose
The working of the electric motor can be understood by watching the actions of a
bobbin placed in a magnetic field when it is crossed by electric current.
Materials
Copper wire with a diameter of 0.2 to 0.5 mm
Iron nails
A Tin
Procedures
Electromagnets are made of iron nails that wraps 2-3 lines of turns (about 200
to 300 turns)
The coil is made of two iron nails head assembled tail, which is wound the
same number of turns.
Direction of winding copper wire is the same as the coil and the
electromagnets.
The shaft is made of a bike spoke, or knitting needle.
Collector lamellae are cut from the lid of a tin and stick to collector.
What happens to the bobbin when it is crossed by electric current?
A bobbin, whose sides are parallel with the lines of the magnetic field in which it is
placed, rotates with 90 degrees, when the bobbin is crossed by electric current.
How can we maintain the turning round of the bobbin?
If we want the bobbin to rotate continuously we must change the direction of the
electric current through the whirls. For this reason it was created a device built from
two plates, assembled on the bobbin’s axis. These plates, isolated one from another,
are connected with the heads of the wire of the bobbin and they rotate at the same
time with the bobbin. Each plate of the collector has a fix conductor named collector
brush.

Changing the direction of the electric current through the whirls of the bobbin, after
each turn around of 180 degrees, the bobbin rotates in the same direction
continuously.

Teacher: Cristina Anghel
grade
Experiments: Coupled oscillators
Purpose
Highlighting the energy transfer between two coupled oscillators. Many important
physics systems involved coupled oscillators. Coupled oscillators are oscillators
connected in such a way that energy can be transferred between them. The motion
of coupled oscillators can be complex, and does not have to be periodic.
Materials
Fixed stand, yarns, balls ( or any objects that can be suspended)
Procedures
If we imprint a movement to an oscillator that it's in an equilibrium position, the
energy of the movement will be transmitted to the other oscillator after some time.
The first oscillator will lose it's energy while the other oscillator will retrieve the energy
transferred from the first.
The students will have the opportunity to prove their creativity by making their own
models.

Experiments : Water rocket
Purpose: To make water rocket
Materials:
 Two 1250 ml pop bottles
 An inflater
 Four card boards
 Tape/ Glue gun
Procedure:
 Prepare two 1250 ml PET bottles.
 Cut one of the bottles into three parts. Please keep the bottles top and middle
section.
 Stick the bottles top into the other PET bottle’s bottom part.
 Stick the first bottle’s middle section into the second bottle’s top part. (Please
use the insulating tape.)
 Cut four acrylic boards as the four empennages of the rocket.
 Pour about 200 ml Water into the bottle.
 Cap the rocket into the inflater ready to launch.
 Put the rocket into the launch pad.
 Pump the air into the bottle.
 Make sure the atmospheric pressure in the bottle is about 70~75 percent.


Results:
We prepared a rocket, using water as fuel. It reached around 60m

CHEMISTRY
Teacher : Zülfiye Çidam
Experiment: Precipitation
Purpose: To observe the chemical reaction between two aqueous solution.
Materials:
 Potassium Iodide (KI)
 Lead (II) Nitrate(Pb(NO3)2)
 Distilled water
 250 mL erlenmayer
 Funnel
 Spaula
Procedure:
 Prepare 3 mL 2M potassium iodide (KI) solution in erlenmayer
 Prepare 3 mL 2M Lead (II) Nitrate in another erlenmayer.
 Mix them properly by using funnel.
 Then filter the precipitation from the mixture.

Results:
A precipitation reaction is a reaction in which soluble ions in separate solutions are
mixed together to form an insoluble compound that settles out of solution as a solid.
That insoluble compound is called a precipitate.
Potasium Iodide and Lead (II) Nitrate are salts of colorless solutions. When we mix
them Potassium Iodide are formed and this compound has yellow color and
unsoluble.The other compound is Potassium Nitrate which is soluble.
2KI(çöz) + Pb(NO3)2(çöz) -----> 2KNO3(çöz) + PbI2(k)

Teacher : Zülfiye Çidam
Experiment: Forming Soap Bubbles
Purpose: To observe the exothermic
Materials:
 Liquid Soap
 Hidrogen Peroxite (H2o2)
 Potassium Iodide
 Gratuated Cyclinder
Procedure:
 Pour 30 ml liquid soap in gratuated cyclinder.
 Add food coloring and 40 ml hidrogen peroxite (h2o2).
 Mix and shake the mixture properly.
 Add potassium ıodide slowly.

Results:
Hidrogen peroxite (h2o2) and iodide to form oxygen gas. Ki used as a catalyst. And
liquid soap used to make bubbles while oxgen released.

Teacher: Georgeta Nicula
Target groups – age of students/ grade - 16 - 17
Experiments : Iron Corrosion
Purpose
The corrosion is a process in which metals are converted into oxides or other
compounds.
This process causes a gradual damage of the metals.
In this experiment they investigate some of the factors involved in the corrosion
process
Materials:
 4 new nails
 copper wire
 a Zn band
 agar ( gelatin)
 water
 K3[Fe(CN)6] 0,1M
 phenolphthalein 0,1%
 2 Petri boxes
Procedures
 Prepare about 100 ml agar solution as it follows:
 Heat about 100 ml distilled water to a gentle boil. Add 1 g of agar powder.
Continue heating and stir until agar is dispersed. In the agar solution about 5
drops of 0,1 M potasium ferricyanide and 3 drops of 0,1% phenolphthalein
solution are added. Shake it.
 The four new nails are prepared as it follows:
 One right – angled bend
 One surrounded with a copper wire
 Another will be surrounded by a zinc band
 The fourth remains unchanged
 In a Petri box put a normal nail and the right-angled bent one and in another
Petri box put two nails surrounded by copper wire and zinc band, without
touching each other.
 Add carefully the warm and still fluid solution in Petri boxes until the nails and
the pieces attached are covered with about 0,5 cm of liquid.
 Students notice what happens to the boxes. The boxes are kept till the next
day when new observations are made.
Results
 Corrosion occurs rapidly when the subject suffers mechanical stress.
 Some metals such as magnesium and zinc delay rusting and metals less
active than iron accelerates corrosion.

 Magnesium and zinc in contact with iron anode and force iron to act as a
cathode and it doesn’t corrode.

Teacher: Georgeta Nicula
grade
Experiments : The manufacture of soap
Purpose
Since the beginning of the humankind, people have been interested in keeping their
bodies clean. Many recipes for soap have been used in history. The Egyptians
discovered a mixture of vegetable and animal oils and alkaline salts, which created a
certain type of soap used both for treating skin disease and for cleaning, as
mentioned in The Jews Papyrus (a medical document). Alkaline hydrolysis (the
saponification of fats) was made by French chemist Nicholas Leblanc in 1791.
Twenty years later it began the manufacturing of the modern soap, thanks to Michel
Eugene Chevreul, another French chemist.
The main raw materials/substances for obtaining soap are animal and vegetable fats.
C3H5 – (OCOR)3 + 3NaOH  3R-COONa + C3H5 (OH)3
Triglycerides (fat) Na salt of a fatty acid glycerin
Materials: different fats, 30-40% NaOH sol, sodium chloride, (Ethyl) alcohol
Procedures: place in a capsule 3 g fat, 3 ml alcohol and 3ml NaOH, while stirring
with a rod and heat on a water bath until it begins to boil. After several minutes, the
mixture quickly becomes homogenous and fat saponification is completely finished.
To the obtained solution, you may add a warm saturated solution of sodium chloride,
stirring with a rod. The mixture is disturbed/ unsettled and at the surface of the liquid
a layer of soap that floats separates. After the mixture was submitted by maintaining
capsule in the water bath, you sink the capsule into a pot/recipient with cold water a
few minutes and you will observe the formation of a layer of soap which solidifies.

Experiments : Acetic Acid and Calcium Carbonate
Purpose: To observe acid and base reaction
Materials and Procedure:
Results
It creates carbon dioxide and calcium acetate and water. The carbon dioxide bubbles
off and leaves a solution of calcium acetate. It can then be boiled and it will turn into
calcium acetate crystals as the water boils off as steam.
CaCO3 + 2CH3COOH ------> CO2 + H2O + Ca(CH3COO)2
We encouraged them to start experimenting with chemical reactions within a
controlled enviroment:

Experiments : A Cake In Three Minutes
Purpose: To learn mixtures, emulsions, solutions, etc
8 spoonfuls flour
8 spoonfuls sugar
4 spoonfuls cocoa powder
6 spoonfuls milk
6 spoonfuls sunflower oil
2 eggs
3 minutes in the microwave
Our students had to make a machine and they had to put a egg in. When the
machine fell from 7 meters, the egg does not break

Result: We finished our lesson preparing a delicious and sweet chemical reaction in
3 minutes.We prepared a CREATIVITY CONTEST.

Teacher : Justyna Wilk
Experiment: How to detect starch in potato tubers and bread?
Purpose: To detect the presence of organic compounds in the biological material
– carring out simple biological and chemical experiments by students.
 The positive control test was made - iodine liquid was applied to pure starch
 The negative control test was made - iodine liquid was dropped into tap water
 Study samples were made- iodine liquid was applied to bread and a potato
tuber. There has been a colour change from brown to purple in both tests.
Result &Conclusion:
The highly diluted solution of iodine in a potassium iodide is used to detect starch in
the solid and liquid phase. Iodine is absorbed from a solution of iodine in a potassium
iodide by the starch molecules, and therefore dark blue colour appears.

BIOLOGY
Experiment: Determinatıon of Glucose in Different Foods
Purpose: to determinate of glucose in different foods by using indicators
Materials:
Various food stuff
- Tangerine
- Orange
- Lemon
- Apple
- Grape
- Honey
- Tomato
Procedure:
1. Placed a piece of nutrients in test tubes.
2. Drop fehling or benedict solution İn test tube .
3. Keep the tube in hot water bath for a period.
4. Observe color change.
Equipments:
- 7 test tube
- Beaker (500 mL)
- Water,
- Bunsen burner
Benedict solution or Fehling solution

Results:
Benedict or fehling solution is indicators for glucose.
When these indicators is dropped on nutrient which contains glucose, brick red color
is observed. The greater the ratio of glucose in food that becomes darker red color.
According to the amount of glucose in foods, foods are sequenced from highest to
lowest as follow: Honey>Apple>Tomatos>Grape>Tangarine>Lemon

Experiment: Transportatıon from Semı-Permeable Membrane wıth Dıffusıon
Purpose: to show the diffusion of small molecules by using a semi-permeable
membrane of intestine
Materials:
• 20% glucose solution
• Starch solution
• Iodine solution
• Benedict solution (Fehling's solution)
• İntestine membrane
• 6 beakers
• Graduated cylinder
• Pipette Dropper
• Rope
• Hot water bath
• Test tube
• Absorbent paper
• Sensitive balance
Procedure:
-A-
-Fill the membrane sac with starch solution from open end.
-Connect firmly and thoroughly the open ends of membrane sac.
-Wash and dry the membrane sac to avoid starch infection.
-Put the membrane sac in the beaker which is filled with water and iodine
solution(add 5 ml of iodine solution for 50 ml water).
-Wait 1 hour.
-Observe color change of outside and inside of the membrane sac.
-Remove the membrane sac from beaker and then transfer the liquid of sac to
beaker.
-Observe color change.

-B-
-Fill the membrane sac with glucose solution from open end.
-Connect firmly and thoroughly the open ends of membrane sac.
-Wash and dry the membrane sac to avoid glucose infection.
-Put the membrane sac in the beaker which is filled with water and benedict solution
(add 5 ml of benedict solution for 50 ml water) and then put it in hot water bath.
-Observe color change of outside and inside of the membrane sac.
-Remove the membrane sac from beaker and then transfer he liquid of sac to
beaker.
-Observe color change.
Results:
Pure water in beaker and lugol's solution , "selectively permeable," the small intestine
in the starch solution is to leave for 1 day, then control when to small molecules that
have lugol in the small intestine through starch solution, mixed and starch of the
solution to the color of the darkblue color it is.
In this order of pure water - lugol's solution of iodine, the amount of variation in the
solution also the color will appear. Also in the bowel and water - iodine solutions, a
total of iodine are of equal value.
In this experiment, the starch molecule, and because of this the solution of pure
water - iodine solution and the transition could not.

Teacher: Gherghina Bragaru
Experiments : THE PLANT CELL – STRUCTURE
Materials
 Red or white onion bulb
 Microscope
 Glass slides and lamellae
 Petri bowl with water
 Dropper
 Lance like needle
 Bistoury
 Tweezers
 Scissors
 Filter strip or blotting paper
 Dyestuff - methyl blue, iodine in potassium iodide
Procedures
 Section the bulb onion
 Detach the epidermis on the internal leaf’s surface( the concave side)
using a pair of tweezers
 Put the epidermis in a Petri bowl which contains water or dyestuff
 Wash the colored preparation with water
 Cut the epidermis in chips, put it on a glass slide in one drop of water
 Cover the preparation with a lamella
 The water excess is absorbed with blotting paper
Results, conclusion
You will notice:
 a single-layered tissue
 prozenchimatic cells, without intercellular spaces, closely connected
 cell wall dotted from place to place
 cellulosic membrane
 one bright, ball-shaped nucleus in each cell, centrally located for the young
cells or partially for the grown-up ones
 abundant cytoplasm around the nucleus
 one or a few vacuoles with cell sap:
- the young cells have a greater number of vacuoles
- the grown-up cells have less vacuoles; only one large
vacuole sometimes

Teacher: Gherghina Bragaru
Experiments : PLASMOLYSIS AND CYTOLYSIS (OSMOTIC LYSIS
Purpose:
Plasmolysis is the process in which the volume of the protoplast in a living cell is
reduced, after reducing the quantity of water inside it, especially cell sap, using an
external hypotonic solution.
Cytolysis/ osmotic lysis occurs by the introduction of water in the cell, which makes
the volume of the protoplast become as it was.
REQUIRED MATERIALS:
 bulbs onion (Allium cepa)
 hypertonic KNO3- 1M (NaCl or 5-7% sucrose)
 glass slides and lamellae
 filter paper or blotting paper
 microscope
MODE OF ACTION:
 Section the onion bulb
 Remove a part of the superior epidermis
 Place the material on the glass slide
 Apply the lamella
 Put 1-2 drops of sodium chloride solution or a solution which contains
5-7% sucrose
 Analyze it under a microscope
 Notice how the saline solution or the sucrose come in between the
glass slide and the lamella form a hypertonic environment around the
biological material
RESULT:
The cell’s membrane and the vacuole’s membrane have selective permeability
Due to the hypertonic exterior solution:
 the vacuoles constrict, diminishing
 the water in the vacuoles goes outside
 the cells lose water
 the protoplasm detach from the cellulosic wall
PLASMOLYSIS:
1. Incipient plasmolysis
 The detachment is only at the cell’s corner
2. Concave plasmolysis
 During the first 3 minutes – the detachment is made in another
areas as well
3. Convex plasmolysis (final)
 During the next 10-15 minutes, when the detachment is on large
sections, getting a convex shape

Teacher : Magdalena Dróżdż- Korbyla
Experiment: How to see DNA?
Purpose: To observe DNA
Mix 170 ml of water with a half teaspoon of salt and stir it well, pour thesolution into a
beaker with two teaspoons of dish washing fluid, add somechopped onion. ‘Heat
onion soup for about 10 minutes. Then cool themixture gradually and mix it for about
3 seconds. Filter everything and pour it into the beakers.
Pour frozen alcohol (the same amount as the substances in the beakers), pour it
carefully on the beaker walls.
Result:
DNA is created after a while on the breaking of two substances.

SCIENCE DAY IN ROMANIA
On the second of April, Tudor Vianu
Highschool organized „Science Day”,an
event which has as main purpose to valuate
the results of the Comenius Project
„Learning science through active learning”
project meant to stimulate students’ interest
in studying sciences. The activity was a
partnership which involved „Academician
Marin Voiculescu” School, „Saint Gheorghe”
School and School Nr. 7 from Giurgiu.The
activity was planned in two sections and
included experiments in the highschool
laboratories (Physics, Chemistry and
Biology) and a section of scientific
presentations.Highschool students showed
their younger guests scale models and
experimental SLIDES which underline the
way some physical or chemical phenomena
happen and some demonstrations which
were first presented in project meetings
such as the electric motor, photovoltaic cell,
continuous current circuits, the creation of a
galvanic element, the way soap is produced, the way we get a nitric dye, obtaining
fresh microscopic preparations, highlighting plasmolisys.The event was interactive,
each participant could experiment and get the information he needed. At the end of
the activities, the presented materials were appreciated as being instructive, useful,
funny.100 pupils and 50 highschool students attended the activity, which was
coordinated by the Physics, Chemistry and Biology teachers: Cristina Anghel,
Cristina Soare, Georgeta Nicula and Gherghina Bragaru.

SCIENCE DAY IN SPAIN
4th
SCIENCE WEEK
From: 26th
March
To: 30th
March

SCIENCE DAY IN POLAND
We organised Family Picnik. There we
prepared the box with Comenius project.
There were exhibitions of our trips,works,
activities of our project. Parents, students
and local community were able to see
the work and photos of your children in
the program. In addition, we showed
experiments. The students were dressed
in T-shirts of Comenius. All experiments
were very impressive and focused a lot
of viewers especially young children.
We made presentations of experiments.
We wanted to show that we can be fun
with learning and it does not have to be
boring. It has to be a motivation for
further work. We also have composed
such a dynamic background music.

POSTERS
Student Theodor Pita – Tudor Vianu High School

Realized to artistically present the collaboration of all countries that were partners
during the project, but also to emphasize the fact that science can be funny if we deal
with it in a proper way, the poster was enthusiastically perceived by the audience in
the posters contest in Poland .
Biology – the circulatory system
Students Madalin Macaneata and Lavinia Soava, Tudor Vianu High School
Created by studens, this poster is used in classes because it facilitates the
understanding of certain concepts and it offers a great overview of the circulatory
system.
While being used during classes, it stimulates knowledge, curiosity and the
competition spirit for future similar materials to be realized.
It underlines the way each student illustrates knowldge gained durin the Biology
classes.

Chemistry – Polymers
Students Roxana Buzea and Ionela Sirbu, Tudor Vianu High School
The Chemistry lessons in the curriculum can be realised in a way that is more
attractive for students.
Using an interactive application, the poster was created in collaboration and it
presents the way of understanding the contents.
The main parts of the lesson are organised in such a manner as to become more
accessible for all the students.
The use of pictures arouses a greater interest in the information contained in the
mentioned chapter.

Physics- Electromagnetic waves
Student Madalin Macaneata, Tudor Vianu High School
The poster was created as a result of collaborative learning activities and as a
means of active learning. The purpose of the activity was to integrate tasks based on
investigation and research, to extend the communication to the students outside the
school area and to create a learning space where the use of digital instruments/tools
is possible.
The topic was discussed in classes during the last school year and the poster was
used as an auxiliary element.
https://www.youtube.com/watch?v=xpS9LzrOo4A

Student Deniz Cantimur, TAKEV Fen Lisesi

Student Selin Aktaş, TAKEV Fen Lisesi

Student Yonca Yunatçı, TAKEV Fen Lisesi

Students:Ivan Jimenez, Sandra Cruz, Maria Bellon, Colegio San Agustín

Student: Karolina Kamińska ,Zespól Szkól we Wrzosowej

Student: Monika Skrzypczak, Zespól Szkól we Wrzosowej

Student: Paweł Parafiniuk, Zespól Szkól we Wrzosowej

COMENIUS MEETING IN TURKEY
17-19 NOVEMBER, 2011
November 17h
:Welcome to Turkey and our school
 School guided tour, visiting General Manager and School Principal
 Introduction of Izmir and our school -Partners school and country introduction
 Presentation about Turkish Education System and active learning in Science
education
 Presentation of partner countries’ education system
 Making plan of the 1st
year of project (Creating new methods for
Physics,Chemisty and Biology subjects)
 Discussion of partners’ tasks

November 18th
: Old İzmir (Smyrna) guided tour
November 19th
:Visiting Virgin Mary’s house and Ephesus

COMENIUS MEETING IN ROMANIA
3-5 MAY 2012
The second project meeting took place in 2-6 May 2012 at Tudor Vianu
Highschool, in Giurgiu, Romania.
According to the purpose of the project, this meeting result was the practice
exchange and sharing experience by presenting the outcome of the work of each
institution, partner in the project.
During the first workday, each teacher,
member of the project team, presented his/her
lesson plans, debate the lesson plans, and
planning the next project activities.
Students involved in practising the didactic
projects (both Romanian students and guest
foreign students) took part in the presentation and
they had the opportunity to explain or present
certain parts of the lessons. Also, they answered
the questions of the teachers who realised the
lesson plans.
The students who took part in the presentation were divided into mixed teams and
they had to answer a 14 question Science Quiz. Each institution partner in the project
contributed in the making of the quiz.

During the Romanian meeting project, there were organised 2 thematic visits.
The first one was at the Technical Museum “Dimitrie Leonida”, in Bucharest, where
the students and the teachers took part in an interactive electricity lesson.
The second thematic trip was at Comana Natural Reservation. The trips
offered the participants the opportunity to discuss about the role of the non-formal
education in increasing the students’ interest in science. At Comana, the students
and the teachers participated to a workshop at the Paper Mill, where they created
their own handmade paper. The activity had a positive impact on students as they
expressed their will to experience together, discovering the universality of the
practiced crafts.

COMENIUS MEETING IN POLAND
4-6 OCTOBER 2012
October 4th
:
The partners'visit at zespół szkół in wrzosowa
 The guided tour at our school accompanied by the head teacher alicja janowska
 Our guests' participation in lessons prepared by our teachers

 The presentation of experiments and posters in the school gym for all our
students
 Experiments made by the students participating in the project

 The evening meeting at school with the presence of the local folk dance group
wrzosowianie
October 5th
: Visiting cracov
 Sightseeing kazimierz - the jew district in cracov
 Students in the science garden - making experiments
 Guided tour of the wawel castle and the old town
in cracov

October 6th
:
 Visiting the black madonna monastery - a religious centre of oland
 Sightseeing częstochowa
 The official farewell dinner

COMENIUS MEETING IN SPAIN
6-8 JUNE 2013
June 6th
:
• Welcome to San Agustín School.
• Guided Tour.
• Teachers and students introduce their countries, cities and schools.
• Teachers introduce their active lessons.
• Teachers prepare final report.
• Welcome dinner at school

June 7th
:
 Guided Tour in TOLEDO, visiting: Cathedral Alcazar Old Jewish Quarter
Transito Synagogue Monasterio San Juan de los Reyes

June 8th
:
Guided Tour in VALDEPEÑAS, visiting: Wine Museum Aruspides Wineries Gregorio
Prieto Windmill

CONCLUSION
The main idea of the project is that starting from active learning concepts to
involve pupils, teachers and schools in developing a new approach in teaching and
learning science.
Each teacher involved was welcome to bring in the project personal
experiences and personal suggestion in building new lessons; each pupil involved in
the project was stimulated to use his/her energy and creativity in developing
interesting activities as logo competition, project poster competition, science day. By
this project, between 51 teachers and 429 pupils shared experience over active
learning methods in science education such as informal activities etc. in science
education. We developed several active based science activities and lesson plans
which can be applied in every class condition. By project meetings we adjusted the
calendar or the distribution of tasks, in order to rise the quality of the project. In all
activities we were in good cooperation to improve the project implementation.Our
students were improved(14-18 years old) knowledge, understanding and skills by
fully integrating the project into each schools curriculum and by the extensive use of
information technology to share both process and outcomes.
During the project everybody contributed in execution of different products.
This booklet is one of our products and the summary of all studies in our 3 years.

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