3rd scientific experience. Polish Erasmus Club.
2nd scientific experience. Spanish Erasmus Club.
“Here our students have carried out, the second scientific experience designed by our partner, the Municipal Laboratory of Seville. Thanks to their work and the our Partners from Bucharest work, we have learned that not all waters are the same, that these ones depending on their origin. The waters we drink have certain physical-chemical and organoleptic characteristics differents from each other. We have also learned that the waters that are marketed in our countries must comply with the European law that regulates their consumption and commercialization. Finally, we are very happy with the work we are carrying out because we improve our manipulative skills in our laboratory as well as assimilate and better the steps of the cientific method necessary to develop a scientific investigation.”
Our younger students have also carried out outreach activities at our school to other students from other schools that visited our laboratory. In this way we take to other students what we develop with this project. They were delighted and we are sure that they will want to study at our school next year.
2nd scientific experience. Polish Erasmus Club.
2nd scientific experience. Romanian Erasmus Club.
Conclusions about experiment: Bottled water analysis
A recent article, shows that the State University of New York held a study on bottled water in 9 countries, about the influence of materials which are made of plastic bottles on water quality. In the study, it was concluded worrisome that almost all samples analyzed contain plastic particles larger than the thickness of the hair.
From this article, students were delighted that, on a smaller scale, they were performing a study on bottled water quality in their country. In a way, they realized that their study it’s important, and it is not just a school project. The experiment showed no difficulty making the students understand how to work and worked with pleasure. The students were involved in finding solutions, and decided to consider the kinds of water they consume, being curious and concerned to learn about the water they consume constantly.
They learned to read information on labels, understand the meaning of the data, and thus can choose their water consumption, depending on needs. They were delighted to find out why water has different tastes, and the influence of pH on the body. Also, they learn about importance of nitrates and nitrites and dangers they pose.
Participation in this project has facilitated the acquisition of important knowledge about the water conditions and the importance of its quality (told me that besides the name of the water, did not read neither they nor their parents information on the label, because they do not understand the meaning and importance).
In conclusion, students have learned that:
- Always, when purchasing any product (not just water) should read the label to inform on product quality.
- If you have doubts about the quality of water, there are specialized laboratories for analysis.
- There is European legislation on quality standards that bottled water must meet.
- If they become specialists in this field, they can find job anywhere as water analysis is done anywhere in the world.
- That water is beneficial for health but equally hazardous to health.
2nd scientific experience. Lithuanian Erasmus Club.
Nowadays people are worried about the fact that some pseudo-scientific articles have caused confusion about drinking water. The mission of the students participating in the Erasmus + SWIS project in the laboratory for the second experiment is to plan an information campaign for consumers so that they can decide for themselves which water is appropriate or inappropriate for consumption.
Is bottled water better than tap water for everyone? Is all bottled water the same? Does the reusable bottle contain microbiological contamination? How can I choose the best water for myself and my family? Responses were searched by students by performing organoleptic and physico-chemical analysis. It was fun to compare 6 different water samples, which are traded in Lithuania. Project participants made recommendations on what they think the best water for them and their family members is.
In March, pupils are carrying out a microbiological analysis of a reusable water bottle that lasts a week and are using a variety of previously unused materials for research. Curious and motivated participants of the project while awaiting research responses are participating in cultural activities and improving English language skills by completing a glossary of scientific terms that will be made in all the languages of the participating countries.
1st scientific experience. Spanish Erasmus Club.
How to identify which sea is measuring the density of the different unknown concentrations? This has been the first experimental work we have done this month. It has been a scientific experience with students of Secondary and Secondary Education in which we have analyzed the dependence of density with the concentration of salt in water. First we developed the experience with our Erasmus Club and then with other students in our school; In total, about 30 students between 12 and 18 years old enjoyed the first scientific experience. To do this, following the recommendations of the Municipal Laboratory of Seville, our partner in the SWIS project, we prepare different saline solutions with our students, then we measure the density of each concentration and perform the graph that represents the dependence of both magnitudes. we discovered that the different salt concentrations cause the density of these to be different and we determine which seas were in agreement with the values of these densities.
1st scientific experience. Polish Erasmus Club.
1st scientific experience. Lithuanian Erasmus Club.
The first experiment took place in December, 2017. The pupils were interested and curious. They followed the instructions carefully and reached their goal! It was fun!
1st scientific experience. Romanian Erasmus Club.
The students haven’t used already gained knowledge because they will be taught in the second semester. The tasks were easy to comprehend and to do. More difficulties were noticed in the mathematical calculation and the production of the graph.
They showed their lack of experience in working in the lab (the formal curricula introduces more experiments in the second semester), when measuring, and observing the phenomenon and in the interpretation of the results.
Fortunately, they have showed a lot of enthusiasm and, with the help of the teachers, they succeeded to finish the tasks.
The idea of conducting a common experiment with colleagues form other 4 European schools, made them very excited to travel to Seville in May.