EXCHANGE OF STUDENTS: Liceo Croce Aleramo’s students ASK questions to Lycée Faustin Fleret’s Students

EXCHANGE OF STUDENTS: Liceo Croce Aleramo’s students ASK questions to Lycée Faustin Fleret’s Students

The high school Croce Aleramo  includes a linguistic, scientific, social- health and sports. The high school Croce-Aleramo has  joined to Eureka’s project in collaboration with Eco-environmental Institute I.E.A. Eureka’s project provides for the exchange of good practises and development of innovative training courses between secondary school and active associations in the fields of environmental and civil education, from France, Greece, Italy and Turkey in order to: 

  • mitigate the phenomeon of Early School Leaving
  • Combat the Neet
  • Promoting better post-school guidance pathways 
  • Improving pupils’ knowledge of environmental sustainability and the impact of climate change.

And my question is: Which projects could be more interesting to deal with?

Hi everyone, I’m Kosal Loffredo, I’m one of the boys who took part in this project.

And now I’m going to show you what  environmental issues we’ve been dealing with.

Google forms were used to evaluate students’ initial knowledge of environmental issues. 

The project “Ambient’amici”, provides for each of the classes involved to be divided into groups, each of which is assigned the following study and reflection activity: 

  1. Air pollution 
  2. Water pollution 
  3. Pollution from waste 
  4. Sustainable consumption
  5. Biodiversity 

And my question is: and according to you, which of these problems pollutes the most?

Hi  everyone, I’m Giulia Ivone and I’m one of the girls who took part in this project.

and now I’m going to show you, how we’ve organized for this project.

The teacher proposed to the students a reflection on the issues related to the specific project activity.

The students carried out a stynthesis research on what was discussed with the teacher. 

Then they  summarized what emerged in the two previous steps, through a powerpoint presentation that illustrates the topic  and the problem within their neighborhood or city. 

The teacher explained to the students a series of questions from which to start a survey. 

So the students carried out a questionnaire with a google module, that they administered to relatives and friends. 

and then studied the answer to the questionnaire through derived graphs commenting on the most relevant results. 

The students at the end of the reflections have made a short film on the environment to raise awareness of the topic.

And my question is: How did you get organized?

On the 24th of march 2021 we took part in a seminar organised by Mr. Valenti in which he has shown us the charachteristics and the potentiality of the centralin bought by the school and the possible connections between the weather phenomenons and the environmental pollutants, recorded by ARPA Lazio.

We have learnt the functioning of the centralin and meanwhile we have searched the possible connections with the environmental pollutans.

What did you do with your partners to treat this particular topic? 

On the 24th of march 2021 we took part in a seminar organised by Mr. Valenti in which he has shown us the charachteristics and the potentiality of the centralin bought by the school and the possible connections between the weather phenomenons and the environmental pollutants, recorded by ARPA Lazio.

We have learnt the functioning of the centralin and meanwhile we have searched the possible connections with the environmental pollutans.

What did you do with your partners to treat this particular topic?

Hi, I’m Linda Lanna and I am a student involved in the eureka project.

I will show you some information on the two sources of data collection.

The one on the left is the control unit located on the roof of our school, which detects meteorological data, such as temperature, wind speed, rain and pressure. 

The second, on the right, is the control unit of the ARPALAZIO agency [that is “regional environmental protection agency of Lazio”], which collects data on atmospheric pollution, such as the amount of carbon dioxide present in the atmosphere.

This is the control unit located on the roof of our school.

This is the terminal where the detected data can be read.

These are photos taken during the laboratory experiences in which we prepared to analyze the data coming from the control unit and the pollutants.

To relate the data detected by the two control units, we used the relationship coefficient represented by this mathematical expression.

The correlation coefficient is a specific measure used in correlation analysis to quantify the strength of the linear relationship between two variables. 

In the reports, this coefficient is indicated with the letter r.

My question is…

Which is your reference data collection agency?

As my partner said the correlation coefficient is used to quantify the strength of the linear relationship between variable X and variable Y. The correlation coefficient is a value without unit of measurement and between -1 and 1. 

-A positive value means that X and Y tend to increase in parallel. 

-A negative value means that when a variable increase, the other one decreases.

-(1) and (-1) represent two variables perfectly correlated that mutate together at a constant speed. Instead when the value is near to 0 there is a weak correlation between X and Y.

In the Cartesian reference system, a positive result represents a line with a positive linear coefficient while a negative result represents a line with a negative linear coefficient.

Our X denote the speed of the wind and Y denote the atmospheric pressure and how we can see from the graphic the coefficient of correlation is equal to 0,53906.

What variables did you use and how did you relate them?

PM10 The meteoclimatic factor that it mostly impact above the quantity of fine dust is the rain and secondly the pressure and the wind. The correlation of the rain and of the wind with the dusts it’s represented by a straight line with a negative slope, while it is represented by a line of positive slope with the atmospheric pressure.

PM2.5 The meteorological factor that has the greatest impact on the quantity of fine dust is wind and, in the alternative, rain and pressure.

CO  Being a gas as such it is influenced more by pressure and wind.

NO2 (nitrogen dioxide) The meteorological factors that have the greatest impact on the quantity of NO2 Are rain, humidity and pressure. 

O3 (ozone) The tropospheric ozone increases with increasing solar radiation and therefore you can see the line represented with a positive slope with the temperature.

Which relations have you found? / Have you found more positive or negative slopes?

THE CORRESPONDING TEXT IS MISSING

No Comments

Sorry, the comment form is closed at this time.