<p><strong>Physics is everywhere!</strong></p><p>Europeana Collections provides access to over 50 million digitised items &#8211; books, music, artworks and more &#8211; with sophisticated search and filter tools to help you find what you&#8217;re looking for: https://www.europeana.eu/portal/hu &#160;&#160;&#160;</p><p>&#160;I do many activities with my students, related to the connections between science and art.</p><p>Science it&#8217;s everywhere, even in the pictures! The main idea is to find science(physics) in pictures representing the everyday life activities, the living and inanimate nature (rocks, monuments, buildings, water, mountains, air etc.).</p><p>During the activities, students collect and save images from the Europeana Galleries interface. Selected and saved images must be linked to a science(physics)-related phenomenon. A brief description of the physics corresponding to the images is then provided. For example: a possible text written on an image depicting ice caps: state change, freezing of water, temperature; on an image depicting a car: movement, speed, acceleration; rainbow: an optical phenomenon of light refraction, electromagnetic spectrum, and different wavelengths; the red colour of setting sun: wavelengths, white sunlight components, light absorption and scattering, atmosphere of the earth, molecules in the air... Of course the scientific level of the description depends of the level of age and knowledge of students. This is a good method to clarify the connection of learned concepts with everyday life, the possible misconceptions and to develop students' scientific vocabulary.</p><p>The methodological idea is to find science(physics) of everyday life in art (painting, graphics, and photos). In our lesson, the students identified general physical phenomena and processes in the reviewed art collections. It was an opportunity to discuss about many physical phenomena, discuss concepts, and clarify misconceptions. Several physical phenomena have been discovered about children in a single picture. They were very enthusiastic. The groups tried to override each other. It was an experience to discuss the pictures presented: who sees what? How do you build a bridge between physics and art?</p><p>I realised, that the pupils were much more courageous; talking about the prior knowledge they had seen and discovered in the pictures. The methodological idea that we have tested can serve as a guide for the introduction of different topics that are already known to students, or even new science topics, in an unusual motivating way. Targeting a picture in a targeted way, we can introduce a new topic, an experiment- thus enhancing the physics lesson and motivating the students. They may also be able to think of different physics-related posters in design and drawings.</p><p>With Internet applications, they can create more tasks, using images.</p>