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Activities
Topic 3: “EQUALITY”
Activities
Topic 3: “EQUALITY”
SCIENCE
“The human body”
Asesor de Ciencias de la Naturaleza:
RAFAEL ANTONIO LÓPEZ SERRANO
1. THE CIRCULATORY SYSTEM
The main parts of the circulatory system are:
Artery: It’s a thick walled blood vessel that carries blood away from the heart. An artery
carries blood mixed with oxygen and nutrients.
Vein: A vein is a blood vessel that carries blood back to the heart. It carries blood mixed
with carbon dioxide and waste products.
Capillary: A capillary is the smallest blood vessel. Capillaries have very thin walls. They
connect arteries to veins.
Heart: It’s a muscle about the size of your fist. The heart pumps blood around the body.
Blood provides the body with the oxygen and nutrients it needs. The heart beats between 70 to
80 times every minute. When we exercise, it beats faster.
ACTIVITIES
1. Read the text and translate it.
2. Why does your body need a circulatory system?
3. What is an artery? What is a vein?
4. What do you think it happens to a person when the heart valves are not working?
5. What keeps the blood moving through the circulatory system?
6. True or false:
a) The human heart is the size of your eye.
b) The heart doesn’t have muscles.
c) It beats between 70 to 80 times a minute.
d) When you exercise, it beats slower.
7. Complete the sentences:
a) Blood with carbon dioxide and waste products is carried in ____________.
b) Blood with oxygen and nutrients is carried in ______________.
c) The smallest blood vessel is a ______________.
d) The organ that pumps blood around the body is the _______________.
VOCABULARY
CONCEPTO
INGLÉS
Aparato circulatorio
Circulatory system
Arteria
Artery
Vena
Vein
Capilar
Capillary
Corazón
Heart
Oxígeno
Oxygen
Dióxido de carbono
Carbon dioxide
Nutrientes
Nutrients
Válvulas
Valves
Sangre
Blood
Vaso sanguíneo
Blood vessel
Puño
Fist
Bombear
Pump
Latir
Bite
Productos de desecho
Waste products
1. Write these words in English:
a. Aparato circulatorio:
b. Vaso sanguíneo:
c. Dióxido de carbono:
d. Latir:
e. Nutrientes:
f. Arteria:
g. Vena:
h. Corazón:
i. Válvulas:
j. Oxígeno:
2. Find 10 words of this vocabulary in the word snake:
BLOODARTERYHEARTVEINOXYGENCAPILLARYPUMPBITEVALVESFIST
2. THE EXCRETORY SYSTEM
The cells in your body produce waste that cannot be by your body. The excretory system
removes these waste products from your body. The excretory system includes your kidneys,
bladder, and urinary tract. Waste products are carried in the blood from the liver to the kidneys.
They are organs that filter waste out of the blood. The kidneys send useful particles back into
the blood and produce urine, which consists of waste and excess water. The ureters are tubes
that carry urine from the kidneys to the bladder. The bladder stores urine until it can be
released. And finally, the urethra is a tube that carries urine from the bladder to the outside of
the body.
ACTIVITIES
8. Read the text and translate it.
9. Why does your body need an excretory system?
10. What is the function of the kidneys?
11. How does waste leave the body?
12. What is the function of the urethra?
13. Which of the following pairs of organs are parts of the excretory system?
e) Tongue, stomach.
f) Heart, arteries.
g) Trachea, lungs
h) Kidneys, bladder
14. Complete the sentences:
a) The __________ stores urine until it can be released.
b) The __________ is a tube that carries urine to the outside of the body.
c) The __________ are tubes that carry urine from the kidneys to the bladder.
d) The __________ are organs that filter waste out of the blood.
VOCABULARY
CONCEPTO
INGLÉS
Aparato excretor
Excretory system
Riñones
Kidneys
Uréteres
Ureters
Vejiga urinaria
Bladder
Uretra
Urethra
Orina
Urine
Productos de desecho
Waste products
Sangre
Blood
Tracto urinario
Urinary tract
Filtrar
Filter
Hígado
Liver
Órgano
Organ
Acumular
Store
Liberar
Release
Eliminar
Remove
2. Write these words in English:
a. Aparato excretor:
b. Productos de desecho:
c. Tracto urinario:
d. Eliminar:
e. Liberar:
f. Acumular:
g. Filtrar:
h. Sangre:
i. Órgano:
j. Riñones:
2. Find 8 of these words in the word snake:
LIVERBLOODURINEURETHRABLADDERURETERSKIDNEYSORGAN
3. THE HUMAN SKELETON
Animals can be invertebrate and vertebrate. Vertebrates are animals with a backbone
which is part of their internal skeleton or endoskeleton.
In our case, the human skeleton is an inner framework made of bones. There are 206
different bones. These bones give form to the body and protect the organs inside us.
The skull bones protect our brain, ribs protect our heart and lungs, and the pelvis
protects our bladder.
Bones aren’t flexible, so they are connected to each other at joins. These permit us to
move our arms, legs, hands, fingers and other parts of our body.
ACTIVITIES
15. Read the text and translate it.
16. What is the function of these bones: skull, ribs and pelvis?
17. What is the function of the human skeleton?
18. What is the longest bone in our body?
19. True or false:
i) Bones are flexible.
j) The skeleton has 306 bones.
k) The skeleton can’t protect the organs.
l) All vertebrates have a backbone.
m) Invertebrates have an endoskeleton.
20. Match a, b, c, d, e to f, g, h, i, j :
a) Skull.
f) Cráneo.
b) Rib.
g) Esternón.
c) Pelvis.
h) Clavícula.
d) Sternum.
i) Costilla.
e) Clavicle.
j) Pelvis.
VOCABULARY
CONCEPTO
Invertebrados
Vertebrados
Columna vertebral
Esqueleto
Endoesqueleto
Exoesqueleto
Cráneo
Clavícula
Pelvis
Vértebra
Esternón
Costilla
Fémur
Húmero
Tibia
Hueso
Cerebro
Corazón
Pulmones
Armazón
INGLÉS
Invertebrates
Vertebrates
Backbone
Skeleton
Endoskeleton
Exoskeleton
Skull
Clavicle
Pelvis
Vertebra
Sternum
Rib
Femur
Humerus
Tibia
Bone
Brain
Heart
Lungs
Framework
3. Write these words in English:
a. Endoesqueleto:
b. Armazón:
c. Vejiga urinaria:
d. Pulmones:
e. Cerebro:
f. Corazón:
g. Hueso:
h. Exoesqueleto:
i. Esqueleto:
j. Vertebrado:
k. Invertebrado:
l. Columna vertebral:
2. Find 8 bones from the previous exercise in the word snake:
HUMERUSTIBIAFEMURRIBSTERNUMCLAVICLESKULLPELVIS
4. THE DIGESTIVE SYSTEM
The organs in our digestive system make the nutrition process possible. Digestion begins in the
mouth:
Mouth: When we chew our food, our teeth break it into small pieces. Saliva mixes with
the food to make it soft. The tongue moves the food around our mouth and forms a soft ball. We
call this small ball the bolus. The bolus moves down the throat and the oesophagus into the
stomach.
Oesophagus: It’s a tube that connects our mouth to our stomach.
Stomach: It’s a hollow bag. The stomach muscles mix the bolus with gastric juices and
liquids for several hours. The digested food moves from the stomach into the small intestine.
Small intestine: It connects the stomach and the large intestine. It absorbs digested
food. Bile from the liver and enzymes from the pancreas continue to break down the food.
Liver: The liver produces the bile.
Pancreas: It produces several digestive juices.
Large intestine: Not absorbed food from the small intestine goes into the large intestine.
The large intestine eliminates undigested waste.
ACTIVITIES
21. Read the text and translate it.
22. What is the main function of the digestive system?
23. Explain the steps of digestion with a diagram. Start with the stomach and end with the small
intestine.
24. Do you think the large intestine has bile? Why or why not?
25. What happens to food in the small intestine?
26. Which is the function of the pancreas?
n) To produce digestive juices.
o) To mix food with liquid.
p) To separate the food.
q) To get nutrients into the blood.
27. Complete the sentences:
a) The organ that produces the bile is the ____________.
b) The tube that connects the mouth with the stomach is the ______________.
c) They mix the bolus with gastric juices and liquids: ______________.
d) The organ that eliminates undigested waste is the _______________.
VOCABULARY
CONCEPTO
Aparato digestivo
Boca
Dientes
Nutrición
Saliva
Bolo alimenticio
Esófago
Estómago
Jugos gástricos
Garganta
Hígado
Bilis
Páncreas
Enzimas
Intestino delgado
Intestino grueso
Faringe
Lengua
Glándulas salivares
Mezclar
Músculos del estómago
INGLÉS
Digestive system
Mouth
Teeth
Nutrition
Saliva
Food bolus
Oesophagus
Stomach
Gastric juices
Throat
Liver
Bile
Pancreas
Enzymes
Small intestine
Large intestine
Pharynx
Tongue
Salivary glands
Mix
Stomach muscles
4. Write these words in English:
a. Músculos del estómago:
b. Lengua:
c. Faringe:
d. Glándulas salivares:
e. Intestino delgado:
f. Aparato digestivo:
g. Intestino grueso:
h. Jugos gástricos:
i. Bolo alimenticio:
j. Boca:
k. Garganta:
l. Enzimas:
2. Find 8 of the previous words in the word snake:
TONGUEPANCREASBILELIVERTHROATSTOMACHOESOPHAGUSTEETH
5. THE RESPIRATORY SYSTEM
These are the main parts of the respiratory system:
Nose: You inhale and exhale air through your nose. The passages in the nose heat and
moisten the air.
Mouth: The air from your nose enters your mouth. You also inhale and exhale through
your mouth.
Throat: Air from the mouth flows down into your pharynx and passes over your voice
box, called the larynx. The vocal cords are there.
Epiglottis: It’s a little flap of cartilage that covers the larynx. It prevents food from going
into the lungs.
Trachea: The trachea is a strong tube that is divided into two branches that are
connected to the lungs.
Lungs: You have a right and left lung. You fill the lungs with air when you inhale.
Bronchi: These are the branches of the trachea inside the lungs. Each branch, which is
divided into smaller and smaller branches, is called a bronchus.
Alveoli: The alveoli are small, thin sacs at the end of each bronchus. Gas exchange
takes place here.
Diaphragm: It’s a flat muscle. It helps us inhale and exhale.
ACTIVITIES
28. Read the text and translate it.
29. What is the main function of the respiratory system?
30. Where does air go to from the throat?
31. How do we call the tubes that take air into the lungs?
32. What happens if you don’t have an epiglottis?
33. Complete these sentences:
a) The muscle that helps you inhale and exhale is the ____________.
b) The tube that contains our vocal cords is the ______________.
c) A strong tube that is divided into two branches is the ______________.
d) The flap of cartilage that covers the larynx is the _______________.
VOCABULARY
CONCEPTO
Aparato respiratorio
Nariz
Boca
Garganta
Epiglotis
Faringe
Laringe
Cuerdas vocales
Pulmones
Alveolos
Bronquios
Ramas
Diafragma
Tráquea
Respirar
Cartílago
Bronquio
Músculo
Oxígeno
Dióxido de carbono
INGLÉS
Respiratory system
Nose
Mouth
Throat
Epiglottis
Pharynx
Larynx
Vocal cords
Lungs
Alveoli
Bronchi
Branches
Diaphragm
Trachea
Breathe
Cartilage
Bronchus
Muscle
Oxygen
Carbon dioxide
5. Write these words in English:
a. Músculo:
b. Oxígeno:
c. Alvéolos:
d. Tráquea:
e. Cartílago:
f. Aparato respiratorio:
g. Bronquios:
h. Nariz:
i. Dióxido de carbono:
j. Boca:
k. Garganta:
l. Epiglotis:
2. Find 8 words of this vocabulary in the word snake:
BRONCHIBREATHELUNGALVEOLIDIAPHRAGMLARYNXPHARYNXTHROAT
Activities
Topic 3: “EQUALITY”
GEOGRAPHY
& HISTORY
“Woman in the middle ages”
Asesoras de Ciencias Sociales:
MARÍA ÁNGELES ÁLVAREZ ARIAS DE SAAVEDRA
LUCÍA BARAHONA MUÑOZ
In this unit we are going to study the following aspects related to the role of women in the
Middle Ages:
•
Relation between men and women.
•
Education of women.
•
Women and work.
•
Dressing: meaning and importante.
•
Web Quest: Women in the Middle Ages.
•
Vocabulary.
1. Read the following text and answer the questions below:
“In the rural environment, women carried out the hardest work of the farmers, and it wasn’t
strange to see them with the plough as if they were animals. These women were illiterate and
they couldn’t go out of the small village. In towns, life wasn’t very easy. From the XIII th century,
weavers corporations gave some rights to women. In that way, the owner of a workshop’s
widow could replace her husband in the running of the workshop and she could become a
member of the weavers corporation. Those women could become bourgeois with that
economical independence, so they could have servants (from the country) at their disposal.
Even so, they couldn’t take part in the local administration without the consent of a male
relative.
Noblewomen used to be educated in convents - later, rich bourgeois families imitated this kind
of education – they were worried about the education of their children , they attended religious
ceremonies and social life activities, they took part in parties and receptions in castles and in big
bourgeois houses. Castilian women disposed of a wing of the castle, where they lived
surrounded by their lady companions, they gave their guests the welcome, they had parties and
they played dice, cards and chess.
There were three conditions imposed by the Church in order to get married:
- Age: women should be twelve years old.
- Absence of relationship.
- Consent.
Only the first and second conditions could be observed, leaving aside the third, since
sometimes, women didn’t choose their husbands.
Both noblewomen and plebeian women got married because their parents decided it , even
when these women were children. This happened mainly in real and noble families. Definitely,
in all social classes, husbands were the owners and masters of homes.
Questions:
a) ¿What was the role of men, fathers or husbands in the life of women?
b) Where did women have more liberty, in rural or in urban environments? Why?
Although they were free in that environment, which limitations did they have comparing
them to men?
c) Where did noblewomen use to be educated? Which were their jobs?
d) Which limitations did the Church impose to marriages? Did women have the liberty to
choose husbands?
2. Read carefully the biography of Christine de Pisan (1364-1430) and the
text below:
French poet, prose writer and humanist, born in Venice. She spent her
childhood in the Court of the King Charles V of France and she will
write about his biography later. After ten years of marriage with the
secretary of the Court, Etienne du Castel, she became a widow at the
age of 25. Since then, she could maintain her family thanks to her
writings. Her first poems, ballads of unsuccessful loves, showed the
sadness of her early widowhood and they became popular
immediately. Her prose writings defended women from the slanders of
Jean de Meung in the “Roman de la Rose”. These prose writings include a letter to the God of
Love (1399), which was a protest against courtly love. “The City of Ladies” (1405) is an account
of the heroic deeds of women. Her autobiography, the point of view of Christine (1405), was an
answer to her detractors. One of his last writings is Song to honour Joan of Arc (1429).
The City of Ladies (fragment).
"If it were a costume to send girls to schools and make them learn sciences, the same as boys
do, girls would learn everything perfectly and they would understand the delicacy of every art
and science in the same way as boys…because… although women have a more delicate body
than men, weaker and less skilful to do some things, they are wittier and they have a great mind
The time has come to stop strict laws of men from preventing women to study science and
other subjects. I think that those women who have liberty, desired for a very long time, must
study in order to show men how mistaken they are when they deprive us of this honour and
benefit. If a woman learns in such a way that she can write about her thinking, she must do it
and she shouldn’t reject that honour, she should show it instead of showing elegant clothes,
collars or rings. These jewels are ours because we wear them, but the honour of education is
completely ours”.
a. What does Christine de Pisan defend in this text?
b. What kind of women could be educated? Why?
c. Look for information about other women who, in the Middle Ages, were important in
fields that were only for men. (Queens, poets, scientists…).
3. Women and work.
In the rural economy, women were never absent. They shared with men different tasks
related to sowing, cornfields or harvest, looking after animals and housework. The situation is
not very different from other centuries or millenniums. However, women carried out specific
tasks such as looking for water, looking after the fire, cooking or even taking wheat to the mill
while men devoted themselves to plowing, stockbreeding and taking clothing to the fulling mill.
They shared tasks but, in the end, it was a hard work.
From the 11th Century onwards, the beginning of urban development and the
appearance of a bourgeoisie whose economic basis was not the land but craftwork and trade,
people put into practice new ways of working. Women incorporated to labour work – divided into
“arts” or “crafts” – thanks to their familiar association: the woman helps her husband in his craft
and, then, she replaces or succeeds him. In the heart of this familiar association, the father
teaches his craft to his children. We have a brilliant example: the two statues representing the
Church and the Synagogue in the Strasbourg Cathedral are Sabina’s work, the daughter and
successor of Von Steinbach, a great sculptor.
In fact, in the 13th Century, the incorporation of women to labour world in the cities was
a reality. These women had tasks mainly related to clothing and tailoring – spinners, knitters,
dry cleaners, seamstresses, tailors and even washerwomen – and also related to food – bakers,
greengrocers, or elaboration of beer (a task carried out by women in England) – and women
also worked as bartenders and bar owners. We can also find women working in crafts related to
leather, metal, and even in building – they carried materials and manufactured mortars – and in
the English mining industry from the 14th Century onwards.
In those crafts reserved to women we can find the traditional Medieval hierarchical
organisation from the apprentice to the master, also including the worker or partner.
a) What tasks did women carry out in the rural environment?
b) What crafts were reserved to women in cities? Nowadays, do we find similar tasks
exclusively carried out by women?
c) How was the hierarchical organisation in guilds?
d) Read the following picture about wool manufacture:
Wool manufacture:
Most of the craftsmen and craftswomen devoted themselves to wool manufacture. The
elaboration of textile products was very complex and required the collaboration of many
different guilds. For example, in order to elaborate a woolen clothing, workers from different
guilds had to follow seven steps:
1- Workers washed and carded wool. Carding was the process of removing fibers.
2- Spinners elaborated thread with wool (spinning)
3- Weavers elaborated clothing with thread (weaving)
4- Dry cleaners dyed the clothing (dyeing)
5- Workers combed and straightened the clothing, that is, they crushed and stretched
the clothing.
6- They carded the clothing.
7- They sheared the clothing (they cut and levelled fibers)
e) Look up these crafts in the dictionary:
Carders, people who use a fulling machine, cloth shearers, spinners, weavers and dry cleaners.
3. Clothing:
a) Identify the social group to which each woman belongs to. Justify your choice.
b) Looking at these dresses, can you identify the activities these women did?
c) What information can we get by looking at a dress? Why is it important for an
historian?
d) Look for information and images of Medieval women’s dresses and notice how
clothing evolved from the High Middle Ages to the Low Middle Ages.
4. WebQuest “The Woman in the Middle Ages:
http://es.geocities.com/middleageswomen/index.htm
Activities
Topic 3: “EQUALITY”
MUSIC
“Harmony in the world”.
Asesores de Música:
RAFAEL FUNES ARJONA
JESÚS MARÍA RÍOS BONNIN
History note:
MONODY AND POLYPHONY
At the beginning, music consisted of only one melody (one line), sang or played by only
one singer or instrument. It was like this in Ancient Greece and Rome’s music, and still during
the Middle Age in prophane music (popular songs, trovers and music for dancing) and also in
religious music (Gregorian Chant).
But monks in abbeys started to experiment with adding
another line over the original line, always with the same interval
(usually fourths and fifths above). They did it probably to make their
melodies more powerful and amazing, thinking about the great size of
churches and cathedrals and the large number of people that used to
go to the religious celebrations. They tried it with church organs and it
was actually THE BIRTH OF POLYPHONY. It happened in the tenth
century a.D., more or less.
They soon thought about composing added lines that not only weren’t parallel lines
(always at the same intervals above or below), but they also were new melodies whose notes
could join with the old ones with a good sound result. Since that moment, they have been
composing music with different pitched sounds working at the same time for one thousand
years.
So remember:
Î We call monody to music with one pitched sound following the next one, but never
sounding together.
Î We call polyphony to music with different notes sounding at the same time, combined
according to some rules known as HARMONY.
INTERVALS
The interval is the distance between two notes with different pitches
We call intervals with an ordinal number: second (2nd), third (3rd), fourth (4th), fifth (5th), sixth
(6th), seventh (7th), eighth (8th). To know the interval between two notes, we count all the notes
from one to the other (these notes included).
We can count intervals up or down. If we count up the stave, the
interval is “above”. But if we count down the stave, the interval is
“below”.
Intervals can be between consecutive notes (one after another)
or simultaneous notes (both sounding together).
Sometimes we can distinguish between major and minor intervals. It depends on the number
of tones and semitones that the interval has. For example, thirds (3rds) can be major (one tone +
one tone) or minor (one tone + one semitone)
EXERCISES: INTERVALS
1.- Write in English the name of these notes and what the interval is.
2.- Write in each bar the note to form the interval.
3.- Count the number of tones and semitones to say if the following intervals are major or minor.
4.- (In the computers room).
This monk has to build some polyphony from an old gregorian melody
for tomorrow mass. He is very worried because he has lost his plume.
Could you help him with your computer in order to send him to the past
the arranged music?
Why don´t you use the Sibelius editor?
1. Firstly, you have to write the original melody as shown here:
2. After that, you have to add a new melody with the same line, but separated by a
determined interval from the original melody. You can try with a fourth or a fifth, above
or below, and check the result you prefer.
3. Finally, you can save your favourite arrange in the folder your teacher tells you to send
it to the monk as quick as possible in our time-machine. Don’t forget to write your name
and surname, and the interval you have chosen in the name of the file.
HARMONY
When we make polyphony (playing different notes at the same time, as we know), sometimes
it’s difficult to make them sound well together. In order to make it easier to match different
notes, there is a group of rules called HARMONY.
Harmony tells us how to combine notes in a good way
Music words are also important in common language. We say “harmony” when we refer to
different things that work well together, although they aren’t musical notes.
What a wonderful harmony of smells !
Hmm… The colours of this picture harmonize well.
We
have
a
harmonic
relationship
There is also a very important harmony for all the people in
your planet:
The harmony of men and women living and working
together!
CONSONANCE AND DISSONANCE
According to harmony rules, we distinguish between consonance and dissonance. When two
different notes match well, sounding o.k. together, we call it a consonance. But when two
different notes don’t match well, and they sound badly together, it is a dissonance.
When we have two sounds, they will be consonant or dissonant depending on the interval.
Usually, 3rd and 5th are consonant, and 8th too, of course (because 8th is actually the same note).
These are the most important consonances because we use them to build the chord, as we will
see. Also 6th is consonant, and 4th sometimes can be consonant and other times can’t (most of
the times it is), but they are less important than the others.
However, 2nd and 7th usually “crash”, and they sound nasty, so they are dissonant.
________________________________________________________________________
1.- Say the interval and if they are consonances or dissonances.
________________________________________________________________________
After reading it, maybe you think beautiful music uses only consonances, but if you think that,
you are wrong. Consonances and dissonances need to live together, and the best composers
through history liked to combine them. It is sure that the most beautiful music you know is plenty
not only of consonances but also of dissonances.
Could you imagine music made only with consonances? How boring!!
So remember:
The difference between consonance and dissonance depends on the interval.
_____________________________________________________________________
2.- Say what the indicated intervals are and if they are consonant or dissonant. How many
dissonances are there in the score?
“MAKING” HARMONY: BUILDING CHORDS
A chord is a three-notes group (or sometimes four) that sound together (simultaneously), made
up of a main note (root note or fundamental note) and two consonances above it (a 3rd and a
5th). Chord is very important in harmony, because almost all western music is composed with
progressions of chords.
When the chord has four notes o more, you can add other intervals (7th, 11th) from the root note
(always thirds over the note below) or a duplication (by repeating a note, e.g.: the root note).
Examples:
CHORD DEGREE
You can build the chord over any degree of the scale. We have seven degrees in the scale.
Their names are:
I. Tonic
II. Supertonic
III. Mediant
IV. Subdominant
V. Dominant
VI. Superdominant/Submediant
VII. Leading note / Subtonic
These degrees are the seven notes of any scale.
The chord we build over the tonic note (I degree) is called TONIC CHORD. The chord built over
the II degree is called SUPERTONIC CHORD, and so on.
By building all possible chords over all degrees of a scale, we have a TONALITY (or KEY).
MAJOR AND MINOR CHORDS
A chord can be major or minor. It depends on its third (3rd), counting from the root note. If the
chord has major third, it’s a major chord; but if the chord has minor third, we have a minor
chord.
NAMING CHORDS
The chord takes its name from the root note. You must say also if it is major or minor.
Be careful, notice that a chord can have two names: its proper name (e.g.: C major chord),
that’s always the same, and its degree, that can change depending on the key. For example:
EXERCISES: CHORDS
1.- Are they major or minor chords?
2.- Build three-note chords from the notes given and write the chord’s name.
3.- Build four-note chords from the notes given, and write the chord’s name. You can’t use 7ths,
so you must duplicate one note (the root note, the third or the fifth). Try different possibilities.
4.- Write F major key D major scales. After that, write all their chords in the stave below, adding
their degree-name. Be careful with the accidentals.
INVERSIONS
When you build a chord, you can order its notes in different ways depending on the note that
you put in the bass:
- Root position or fundamental position: when the bass is the root note. The sound of chords
in root position is heavy, firm. We usually use fundamental position especially in cadences.
- First inversion: when the third (3rd) (always counting from the root note) is the bass note. Its
sound is a bit lighter than the root position.
- Second inversion: when the fifth (5th) is in the bass. Its sound is very light and unstable.
EXERCISES: INVERSIONS
1.- Identify the inversion (root position, first inversion or second inversion) of the following
chords.
2.- Write these chords in all its inversions.
3.- Change the inversion of the chords.
HARMONIC FUNCTIONS: THE SINTAXIS OF MUSIC
Now you know the different chords you can make from the notes of any scale. What you’re
going to learn in advance is the role each chord takes in the musical speech (we mean the way
music works).
The most important role is the TONIC FUNCTION. This is the function of the Tonic Chord (I). It
marks the beginning and the end of a musical phrase.
The following function in order of importance is the DOMINANT FUNCTION. It is done most of
times by the Dominant Chord (V), and also sometimes by the Leading Chord (VII). It presents
the Tonic, so when we hear the Dominant we expect to hear the Tonic after it. This movement is
called PERFECT CADENCE (see next page), and is the normal way to finish a musical phrase.
Easy writing:
Real writing:
Attention! : look at the examples above and observe the movement of parts. The best
way to lead a part is to look for the least movement: in other words, the least interval from one
note to the following note.
The third function is the SUBDOMINANT FUNCTION. It is, of course, the function of
the Subdominant Chord (IV), but also of the Supertonic (II) and the Superdominant (VI)
chords. Basically, the function of the Subdominant is to be before the Dominant, like Dominant
goes before Tonic.
Easy writing:
Real writing:
So we already have the three main harmonic functions: tonic, dominant and subdominant
functions. Due to these functions, we can feel that music has sense when we listen to it. The
harmonic movement: Tonic-Subdominant-Dominant-Tonic is the simplest, the most common,
the most repeated in lots of musical phrases from the beginning of tonalities, at about 1600. Of
course, it isn’t the only harmonic movement that is possible to compose, but is maybe the most
important and also the easiest, so we’ll focus on it.
1. Complete the progressions that don’t have a note in each chord. Write the degrees below
them (II-V-I; IV-V-I; VI-II-V-I).
2. Create progressions in two or three tonalities: Sd (II-IV-VI), D, T. Put next to them the
appropriate scale.
TONALITY
A Tonality is the collection of all the possible chords built over the notes (degrees) of a
scale and the relationships between them.
Each tonality takes its name from the scale it takes the notes and chords from. For
instance, we can talk about the tonality of C Major, D Major, B flat Major, A minor… All music
you know (at least all music before 1900) is composed in a determined tonality. (To give an
example of the beginning of some famous piece of music).
CADENCES
In music, the term CADENCE refers to any kind of pause or ending for a musical phrase. We
make cadences by combining some determined chords. There are different kinds of cadences
depending on the chords they are made of.
PERFECT CADENCE (V-I)
Perfect Cadence is the most common way to finish a phrase with a real sensation of
end or relax. You can compare it with the “punto y aparte o punto y final” when you write a text.
Perfect Cadence is composed of a Dominant Chord and a Tonic Chord (V-I). For a total
ending sensation both chords must be in root position.
BROKEN CADENCE (V-VI)
When you compose, if you want to create a surprise or expectation in listeners, you can
use a Broken Cadence. It is made of a Dominant Chord (V), like Perfect Cadence, but followed
by a Subdominant Chord (usally a Superdominant or VI degree Chord) instead of a Tonic
Chord. As listeners expected a Tonic, not a Subdominant, it produces a surprising effect.
SEMI-CADENCE (Subdominant-V)
In the middle of a musical phrase, a Semi-cadence can make listeners feel music has to
continue until a real ending appears (perfect cadence). You make a semi-cadence when you do
a pause in a Dominant Chord (V), usually from a subdominant function chord (II, IV or VI).
It sounds similar to a comma in the middle of the phrase, in common language, or like a
question, answered after a perfect cadence).
PLAGAL CADENCE (IV-I)
It sounds like a conclusion, so its effect is very similar to a Perfect Cadence. Composers
use it as an alternative option for ending sensations, not using always the Perfect Cadence.
You make a perfect cadence by joining a subdominant function chord (usually the
Subdominant Chord –IV–) and a Tonic Chord (I). As we said in perfect cadence, both chords
must be in their basic state.
THE MIXED CHOIR
VOICES AND TESSITURA
A CHOIR or CHORUS is an ensemble of singers. There are a lot of kinds ofchores.
These are some of them:
- Monodic choir: all singers with the same pitch, like Gregorian chant.
- Polyphonic choir: with different voices singing different notes together. The base of their
sonority is the chord. They started in the early Renaissance, usually in two or three male voices.
- Unaccompained choir or choir “a capella”: when they sings without instrumental
accompaniment. It’s really a difficult way of singing and only a very good choir can do it well.
- Male choir: the one composed of men’s voices. Their song can be monodic (all singers with
the same pitch, like Gregorian chant) or polyphonic, quite common in early Renaissance vocal
music (usually in three voices). One example of a popular modern male choir is the Russian
Red Army Choir, a huge ensemble with orchestra and dance sections.
- Female choir: it consists of women’s voices.
- Children’s or Boys’ choir: it can be considered as a variation of female choir because
children voice range is more or less the same as women voice range, although there is a little
difference of timber. Probably, the most famous children’s choir in the world is the Vienna Boys’
Choir.
- MIXED CHOIR: consisting of female and male voices. The most common and important kind
of choir is the mixed choir made up of four different voices (two female voices and two male
ones): soprano, alto, tenor and bass. Here you have the range of each voice:
In the mixed choir, each voice sings each note of the chord, sharing them out from the
bass (who takes the lowest note) to the soprano (who takes the highest one).
History note: mixed choir was born in the last Renaissance, about the XV th century,
as a result of the development of harmony and the four-part chord. It was very important during
the XVth and the XVIth centuries,and composers of that time did their best for mixed choir. After
that, mixed choir in four voices is still the most common one nowadays.
You can form a choir with only one singer or with several singers per voice. In that case,
it is necessary a conductor or choirmaster to conduct correctly such a number of people
singing together.
Look at this score. Each voice of the mixed choir has a different stave, so you need a
group of four staves to write a complete line, with all its voices. This group of staves that sound
at the same time is called staff system or stave system. Notice that bass voice reads Bass
Clef.
WOMEN, MEN AND CHOIRS
Did you know that at the beginning of choirs women were not allowed to sing in them?
In the Middle Ages most of choirs were church choirs. People thought women were worse than
men and they couldn’t have any important role in churches. So, children replaced women to
sing the highest parts in scores. What do you think about?
Nowadays, it is normal that men and women collaborate in choirs, singing together.
They are complementary. They have different voices that need each other to get a beautiful and
harmonic sound in choirs, the same as in normal life: women and men are equal but with
different qualities, all important to help each other, work and live together and make the Earth a
better planet to live in.
MUSIC IS BETTER WHEN MEN AND WOMEN SING TOGETHER
LIFE IS BETTER WHEN MEN AND WOMEN WORK TOGETHER
Activities
Topic 3: “EQUALITY”
TECHNOLOGY
“All of us can use tools”
Asesor de Tecnología:
JOSÉ VÍCTOR TORRELLAS CASTILLO
1) Write every drawing tool below with the correct definition:
Pencil
Rubber
Pencil sharpener
Refillable pencil
Protractor
T-square
Set square
Ruler
A pair of compasses
You use it to draw parallel or perpendicular lines.
Oh my God. I mistake again!
You use it if you need a constant thickness.
When you need to measure an angle you use it.
You must use it only to measure distances.
We use it to draw, sketch, etc.
You use it if your pencil point is too thick.
It is used to draw circles or arcs.
You use them to draw horizontal lines.
2) Find the following drawings tools:
Pencil, Pencil sharpener, Rubber, Refillable pencil, A pair of compasses, Protractor, Set
square, T-square, Ruler, Fine pen, Parallel motion
A
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3) Try to guess what tool he/she is!
The teacher calls one of the pupils to the blackboard. The pupil has to take one card. After that,
he has to imagine that he is the tool on the card. Other pupils have to make some question in
order to guess what tool his/her partner is.
4) Try to guess with your partner.
It’s the same game that the game above, but this time in pairs. Every two pupils have a set of
cards, and they play in the same way as in activity 3.
Technology
.
Drawing Tools
.
Drawing Tools
PENCIL
Technology
Technology
.
Drawing Tools
Technology
.
Drawing Tools
REFILLABLE PENCIL
FINE PEN
Technology
Technology
.
Drawing Tools
.
Drawing Tools
MILAN
480
PENCIL SHARPENER
RUBBER
Technology
Technology
Drawing Tools
PROTRACTOR
.
RULER
.
Drawing Tools
A PAIR OF COMPASSES
Technology
Drawing Tools
SET SQUARE
.
Activities
Topic 3: “EQUALITY”
ART
“Men and women’s works”
Asesora de Plástica:
SARA MOYANO REINA
EQUALITY AMONG ARTISTS
You already know that a sculpture is a three dimensional shape which can be rounded
and looked from different points of view, and can be made of materials as wood, stone, steel..
We are going to learn about two sculptors of the 20th century, who made important
works of art. Both of them worked in the same time but in different countries; however, their
works had the same success and recognition. Another important difference between them is
that one is a man and the other is a woman, something that doesn’t really mind nowadays
because a man and a woman have the same possibilities in our society.
EDUARDO CHILLIDA (1924–2002) was a
sculptor from Basque Country (Spain)
notable
for
his
monumental
abstract
works. They are known internationally.
There is a museum with an outdoor
sculpture garden dedicated to his work
near
San
Sebastian.
“Peine
de
los
Vientos” is a group of sculptures, probably
his most important and famous work
placed in the coast of San Sebastián. It is
formed by three huge steel sculptures set
in the rocks next to the sea.
LOUISE BOURGEOUIS.
She is a French artist born in 1911, who
worked mainly sculpture. In her sculptures,
she has worked in many different mediums,
including rubber, wood, stone, metal…
Louise Bourgeois finds inspiration for her
works from her childhood, when she had
painful experiences. This is why all of her
sculptures
incorporate
a
sense
of
vulnerability and fragility and they are
becoming important works of a feminist
nature and proud. Louise Bourgeois has
become a special case in the history of art
because of her strong feminist personality, her frank attitude to social conventions, and her
works, which have become universal imaginings of the human soul. Her most famous works are
possibly their spider structures. One of them can be enjoyed in the area round the Guggenheim
Museum in Bilbao.
A) Answer these questions about the texts and images:
•
What is a sculpture?
•
Which image represents an abstract sculpture? And a realistic one?
•
Which material do you think did the sculptors use for these works?
•
In with country are both works located? In which region and cities?
•
Which one do you like more? Why?
•
Say some similarities between both sculptures.
•
Describe the landscape where each sculpture is located.
B) Fill in the gaps with the words below. There is one you don’t need to use.
FRAGILITY
SOUL
MUSEUM
SOCIETY
NOWADAYS
WOOD
INTERNATIONALLY
ABSTRACT
SPIDER
POINTS OF VIEW
1. A sculpture can be rounded and looked from different ……………………..
2. Some traditional materials to work sculpture are …………… or stone.
3. ………..... a man artist and a woman artist have the same possibilities in our
………………
4. Chillida and Bourgeouis’ art is known as………………………..
5. There is a ……………… dedicated to Chillida near San Sebastian.
6. Most Chillida’s sculpture are huge and ………………...
7. Some of Louise Bourgeouis’ sculptures show ……………………
8. There is one ………………. structure in Bilbao, near Guggemheim Museum.
EQUALITY IN DRAWING
Maybe you can think that sculpture is a hard word where it is needed to sculpt stone, solder
steel, carve wood… and then you can wonder if being a sculptor is a job just for men. The fact
is that most famous sculptors in History of Art are only men: Miguel Ángel, Bernini, Rodin… but
that’s just because traditionally women didn’t have the same possibilities as men. In modern
art, the number of women artists is increasing more and more, since women have equal
possibilities as men in our society. Louise Bourgeouis is an example of a woman artist who
defends her artistic feminist ideas and has managed to take a place in contemporary art world.
1. There are a lot of jobs that traditionally have been related to sexes. You have some
examples below where you have to decide if they are traditionally man jobs or women
jobs.
FIREMAN
POLICEMAN
NURSE
NANNY
SECRETARY
DRESSMAKER
SOLDIER
HOUSEWIFE
ELECTRICIAN BULLFIGHTER
2. Now, you have to choose one of these jobs and make a drawing where you show that it
can be done by the opposite sex (for example a firewoman, a secretary man…).
Activities
Topic 3: “EQUALITY”
MATHEMATICS
“Equations”
Asesores de Matemáticas:
ANDRÉS BRUNO CHICA
MARÍA JOSÉ IGLESIAS MOYA
RAFAEL UREÑA LLINARES
FIRST DEGREE AND SECOND DEGREE EQUATIONS
1. An identity is an equality that is always fulfilled, that is to say, for every value of the variable
or the unknown quantity.
An equation is an equality that is sometimes fulfilled, that is to say, for some values of the
variable or the unknown quantity.
2. A first degree equation is also called linear equation. It can be expressed in this way: ax=b.
Its solution is in this way: x=b/a.
First degree equations only have one solution.
A second degree equation or quadratic equation can be expressed in the following way:
ax2+bx+c=0.
It is solved with the following formula: x =
− b ± b 2 − 4ac
2a
The discriminant of a second degree equation is the number: ∇ = b − 4ac
2
A second degree equation can have two solutions, one solution or no solution, depending on
the discriminant that can be positive, zero or negative respectively.
ACTIVITIES
EXERCISE 1: Complete the following sentences:
a. An identity is an equality that is fulfilled…………..
b. An equation is an equality that is fulfilled…………
c. A first degree equation has……………….solutions.
d. The number of solutions of a second degree equation can be……….., ………………………..,
depending on…………………………….
EXERCISE 2: Solve the following first degree equations:
1.
2 x + 3 = 5( x − 1) − 3x + 8
2. 2 x − 3 x − 7 = 5 x + 1 − x
3. 4 x + 6 − x − 3 x = 5 + 8 x − 3 − 2 x
4. ( x + 2) − x − 4 x = 4
2
2
EXERCISE 3: Solve the following second degree equations:
1. x − 6( x + 7) = 30
2
2. 5 x − 3 x = 0
2
3. 7( x − 3) = 12 )
2
4.
4 2
8
x − 9x + = 0
3
5
EXERCISE 4: PROBLEMS
A. The addition of two numbers is 48. If one of the numbers is half the other number, which
numbers are they?
B. Mary has 4 fewest comics than Sara. If Mary gives Sara two of her comics, Sara will have
three times the quantity of comics of Mary. How many comics does each of them have?
C. If you multiply a number by two times itself, the result is 288. What number is it? Is there
more than a solution?
D. If you multiply Luisa’s age and her brother’s age, who is 5 years younger than her, the result
is 176. How old are they?
E. The price of a ring and its case is 10200 euros. The ring is 10000 euros more expensive than
the case. Which are the prices of the ring and the case?