equal access to scientific yield (e.a.s.y.)iescavaleri.com/documentos/erasmus_easy_manual.pdf1 equal...

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Equal Access to Scientific Yield (E.A.S.Y.) –Discover the Elements Around You!

Exploring European diversity through science –A manual with ideas for use in science classes in the upper secondary cycle

The project logo Students turned out to be both creative and skeptical of technological benefits during the project

“This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.”

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Erasmus+ Project 2017 – 2019

Equal Access to Scientific Yield (E.A.S.Y.) –Discover the Elements Around You! Web: http://www.erasmuseasy.eu/

PARTNER SCHOOLS

Marienschule Münster, Münster, Germanyhttps://www.marienschulemuenster.de

Petäjäveden lukio, Petäjävesi, Finlandhttps://peda.net/petajavesi/lukio

Gimnazija Koper - Ginnasio Capodistria, Koper, Sloveniahttps://www.gimnazija-koper.si

IES Cavaleri, Mairena del Aljarafe, Sevilla, Spainhttp://iescavaleri.com

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YEAR ONE – SKIN AND SUN

SKIN CARE RECONSIDERED: COSMETICS ( SKIN A)Research: Impact of plastics on the full food chainExperimental: Effects of synthetic and natural abrasive on the environmentVisits: Maritime research center, Piran, Slovenia

TURN NANOS INTO NUTSHELLS – AVOIDING NANOPLASTICS IN COSMETICS? ( SKIN b)Research: Use of microplastics in cosmetics, natural replacementsExperimental: Identification and analysis of componentsVisits: Sečoveljske soline, Piran, Slovenia

NADA COMO EL SOL: SOLAR POWER AND FORMS OF USAGE (SUN a) Research: Solar power in northern and southern Europe compared, different facilitiesExperimental: Making solar engines workVisits: Solar power plant in Andalucia, Spain

SURFACES - OPERATING PLANTS AND PLANTATIONS (SUN b)Research: Industrial farming and greenhouse productionExperimental: Designing and operating greenhouses, vertical gardensVisits: Example of industrial strawberry production, Andalucia, Spain

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YEAR TWO: TISSUES AND TEXTILES

OUT OF THE WOODS: TIMBER, PULP, PAPER, ENERGY (TISSUES a)Research: Lumbering industries at a global and European scaleExperimental: Wooden structures and their benefitsVisits: Timber/pulp and paper plant and power station, central Finland

ROCK, PAPER, SCISSORS: THE DIFFERENT (RE)USES OF PULP (TISSUES b)Research: Cascades of use for timber, pulp, and paper, their energy balanceExperimental: Use of pulp and cardboard in recycling and upcyclingVisits: Related technology for wood harvesting and machinery, central Finland

THE EMPEROR’S NEW CLOTHES: TEXTILES, COATINGS AND COLORS (TEXTILES a)Research: Use of traditional and new methods in coloringExperimental: Different strategies and procedures for coloring different fabricsVisits: Brillux coatings color plant, Münster, Germany

CHANCES AND CHALLENGES: EQUITY AND REALISM IN TEXTILE PRODUCTIONBackground Research: Traditional and future sourcing for textiles and the garment industryStudent Inquiry: Sources, workforce, and balanceTextiles and Fabrics: Global production, materials and impactsEquity in the garment business

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INTRODUCTION

Equal Access to Scientific Yield - Discovering elements around you

E.A.S.Y is for you, but it’s not for everyone. It needs a first focus, a closer look at what’s out there. If you dare, it can open your mind to the potential and possibilities of scientific discovery and development. So what’s great about it? It starts right where you are – with the sun on your skin, the food you eat, the clothing you wear, the paper you are reading. And yet, in an instant, it can take you to places in the world around you and show you how they connect to your very own sphere.

Our goal is as practical as our interest, as our aim is to design examples of how to teach units of research so they are motivating. Equal Access to Scientific Yield means to map and try out forms of hands-on experience in science teaching. Based on materials in our direct surroundings, we will assess the components, sourcing, use and potential of these precious resources. Discovering the scope of our findings, students will reach a fuller understanding just how versatile these materials are for scientific use.

So what’s new about it? E.A.S.Y. also implies open access for everyone, common denominators in our approaches across cultures, and sensitivity for the specific needs and strategies employed by male and female learners, domestic students and newcomers to a culture. Each individual is encouraged to explore their own strategy of inquiry and exploration, and each member of the group is invited on a journey into both exploration and reflection.

E.A.S.Y is conducted by four European schools in Finland, Germany, Slovenia and Spain. It is sponsored as an ERASMUS + partnership by the European Commission 2017-2019. Our main and shared language for the project is English.

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About this manual

Starting out where you are, the manual offers itself to teachers of language-and-content-integrated classes seeking an open access and generally attractive approach to science. It seeks out exemplary sites throughout Europe that represent the diversity and versatility of our resources, potentialities, and perspectives. Chapter by chapter, colleagues in teaching can follow the itinerary of our project through four countries, their sites, discoveries and experiments. The text holds introductions to the framework, activities, field trips, simulations and tests that can be used as examples - or tried out in your own experiments with groups of students.

As a result, the manual may complement your established approach to science by a European and intercultural angle that may raise your students’ awareness to the fact that in the living spaces and working environment preceding their future jobs, educators and facilitators actually discussed gender gaps and the acknowledgment of equal opportunity for people of various origins.

Seville, April 2019

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E.A.S.Y. LOGO – DESIGNING THE LOGO FOR THE PROJECT

How we see and design a symbol for an equal and more environmentally balanced world of the future

Practical work: Designing the logo for E.A.S.Y. Presentation and analysis of environmentally and socially engaged logotypes designs in use through the world. Students analyze and design their ideas for logos together in nationally and gender mixed groups. They observe and compare characteristics of work in such groups. A LOGOTYPE REPRESENTATION OF ENVIRONMENTALLY AND SOCIALLY BALANCED WORLD OF THE FUTURE – LOGO DESIGN WORKSHOP 1. Competences:a) Key competences: basic competences in communication and drawing skills; cooperation and communication in foreign languages; social and civic competences; sense of initiative and entrepreneurship; cultural awareness and expression.b) Competences: designing and creative skills 2. Student’s Tasks:The students will develop and design ideas for logotypes related to the environmental and social issues included in the E.A.S.Y. project. They will articulate their statements in simple pictures (icons) which would hold symbolic value and meaning to be understood also on an international level. They will develop their ideas in culturally and gender mixed groups. At the end of the workshop they’ll have to prepare and design their own versions of the E.A.S.Y. logo in different drawing techniques and styles. 3. Prior knowledge: preparatory research of the issues included in the E.A.S.Y. project. Communication, environmental science and art affinity.

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4. Tools and accessories:a) facilities: art classroom b) staff: one art teacher c) time: 90 minutes

d) materials needed:- paper (A4)- BW and color markers (in different sizes)- color pencils- rulers 5. Expected results:a) Connecting environmental and social issues with universal forms of art expression - as communicating key ideas through simple pictures. b) Males and females working environment comparison. Students will have to communicate and collaborate with each other to develop their own ideas and visions of the future through environmental and social issues. They’ll have to find efficient approaches of converting an abstract concept into a picture which can hold also symbolic value. They’ll be more familiar and comfortable with taking on different roles through discussions of ideas and statements, and interpret the results as pictures. They’ll improve their communication skills through the process of creating graphic artworks for a wider public. As a result they will understand that collaboration with others is vital to the success of the task. c) Learning to work in new multicultural cultural environments and taking a more active role in them (as planners, managers, presenters). Students will be able to identify and assess their (self-) preconceptions and those about the cultures of encounter, will see their communicating skills and artistic expression as complementary knowledge for their professional future, will be more naturally included in operational contexts and be accepted as valuable contributors no matter the country of origin.

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6. Introduction to the workshop:• Presentation of historical connections between social

and environmental changes represented through artistic symbols and colors

Explanation of signs and symbols in use today

Presentation of different graphic (logo) design approaches

Explanation of the gender working environment observation aim.

Formation of gender and nationally mixed groups of (at least) two students

7. Description of the workshop:General:Explanation of the workshop starting points – visualization of environmentally and socially engaged statements through pictures. Presentation of the use of signs, symbols, logotypes and colors in historical perspective. Using creative methods to reach a cohesive goal – a representative design for the E.A.S.Y. project. Improving communication skills on different levels (language, gender, artistic expression). Students should observe:• The dynamics of working in a mixed gender groups (do they help each

other, how effective they are in terms of communication and creativity, is there competition between individuals, between groups, can different individuals cooperate to reach a common goal …).

• The final product (what are the differences and similarities between different creative and designing methods).

• The dynamics of work in an internationally mixed group (cultural differences in communication, addressing issues, working ethics, artistic skills ….)

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8. Designing the E.A.S.Y. logo: Step 1: Brainstorming of ideas in different groups and selection of the most perspective ones. Step 2: Preparation of sketched logo proposals and their comparison in groups.

Step 3: Selection of the most promising logo proposals and their final designing.

Step 4: Realization of the logo by artistically skilled individuals. Step 5: Comparison of the final logo designs and critical discussion on their visual, representative and expressive value.

Step 6: Selection of the best logo designs by voting.

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YEAR ONE SKIN AND SUN

Cosmetics and hygiene products have a huge impact on the environment. The topic aims to find out the impact of cosmetics and hygiene products on the environment and look for solutions for reducing the impact of such products on the environment. Cosmetics and hygiene products have a huge impact on the environment. Students first research the composition of certain cosmetic products and compare “organic” and regular ones. They present and discuss their findings on a skype conference and on the mobility.

On the mobility they work in different activities in internationally mixed groups. They also compare working in one-gender groups and gender mixed ones. In lab work they try to find the impact some ingredients (like plastics) on the sea fauna and flora and they produce more sustainable skin/hygiene products.

Students visit facilities connected with the topic, the Maritime research center in Piran and the salt pans Piranske soline environmentally friendly business solution.

SLOVENIA

OVERVIEW OF THE MOBILITY IN KOPER

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SKIN CARE RECONSIDERED: COSMETICS (SKIN A)

1. Research:

In the first activity the students research the findings that science has already provided about the impact some ingredients (like microplastics) have on the water ecosystems. They compare contents in “organic” and regular cosmetics. The chosen products are: peeling, shower gel, toothpaste, and shampoo. Students prepare presentations and talk about their work approach on a skype conference and discuss results on the mobility.

2. Experimental - Analysis of seawater

Analysing sea samples and looking for plastic and microplastic in the Gulf of Koper. The activity is carried out on the mobility. In lab work students observe the quality, structure and compounds of sea water (like micro fauna and flora and traces of plastics). Students work in different activities in internationally mixed groups. They observe and compare characteristics of work in such groups.

RESEARCH: MICRO PLASTIC IN TOOTHPASTES

RESEARCH - MICRO AND MACRO PLASTICS

RESEARCH: MICRO PLASTIC IN SHOWERGELS

RESEARCH: MICRO PLASTIC IN SHAMPOOS

RESEARCH: MICRO PLASTIC IN PEELINGS

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TURN NANO INTO NUTSHELLS – WORKSHOP ON MACROPLASTIC AND MICROPLASTIC IN THE SEAWATER

1. Competences:Key competences: basic competences in science and technology; communication in foreign languages; social and civic competences; sense of initiative and entrepreneurship; cultural awareness and expression. Competences: critical thinking, initiative, problem-solving

Expected impact:a) Enhancing of scientific literacy and development of greater affinity to scientific research environments and procedures.

b) Males and females working environment comparison. Students will develop an awareness of theexisting and perceived obstacles and preconceptions in the science community, will be more familiar and comfortable with taking on different roles in scientific work, will improve their skills and results, will understand that their mutual support is vital to the success of the task.

c) Learning to work in new multicultural environments and taking a more active role in them (as planners, managers, presenters). Students will be able to identify and assess their (self-) preconceptions and those about the cultures of encounter, will see sustainability and scientific innovation as a chance for their professional future, will be more naturally included in operational contexts and be accepted as valuable contributors no matter the country of origin.

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2. Apparatus:a) facilities: classroom

b) staff: one biology teacher c) time: 45 minutesd) materials needed:• glass containers• microscopes• coverslips• slides• pipettes

3. Student’s Task:The students will explore the content of microplastic and macroplastic of the sea in Koper. 4. Scenario (description of the workshop):General:The workshop is divided into two sections: first field work, then the research in the classroom (microscoping).

Step 1: Take samples of the sea water near the port of Koper and samples of macroplastic from the coast.

Step 2: Determine the source of macroplastic, found in water and on the coast.

Step 3: microscoping the samples of seawater, trying to find any sign of microplastic

Step 4: Make conclusions about macro and microplastic in our sea.

5. Findings:• students found many pieces of macroplastic on the shore (source: plastic bottles, straws, stoppers, pieces of fishing nets and fishing lines, pieces of plastic from unknown sources),• when analysing the sea water under the microscope, no microplastic has been found,• for more accurate findings more powerful microscopes would be needed,• student understood the effects plastic has on the sea (especially on animals).

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3. Visits

Maritime Research Station Piran

Students visit the Maritime Research Station Piran and find out, how the research facility monitors the sea environment and how science contributes to the evaluation and conservation of the sea. In the meeting with researchers they get to see first-hand environmental science work and meet experts from the field.

MARITIME RESEARCH CENTER PIRAN - OVERVIEW

1. FOOD CHAIN OF THE MARINE FAUNA

Some 300.000 marine species are known to science — about 15 percent of all the species identified on the planet. But the sea is so vast that a million or more as yet unknown species may live in its waters. Most of these aquatic species are tied together through the food web.In a food chain, organisms are classified into three groups: producers, consumers, and decomposers. While producers form the first trophic level of the food chain, consumers form the three subsequent trophic levels; at times, four. At the second trophic level, there are primary consumers; at the third, there are secondary consumers; tertiary consumers occupy the fourth level, and in rare cases, there is a fifth level which is occupied by quaternary consumers.A primary consumer, or first-order consumer, is any organism that occupies the second trophic level of the food chain, and feeds on producers, i.e., plants, which form the first trophic level. In essence, primary consumers ... or consumers in general, are heterotrophs, i.e., organisms that cannot produce their own food and thus, have to rely on autotrophs (organisms that produce their own food by using light, water, carbon dioxide, or other chemicals) for the same. In the ocean food chain, for instance, zooplanktons play the role of primary consumers, feeding on phytoplankton, which are producers, and eventually fall prey to fish, which are secondary consumers.

MARITIME RESEARCH STATION PIRAN AND SOLINE PIRAN

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As most secondary and tertiary consumers in the food chain – carnivores in particular – can neither resort to photosynthesis to produce their own food, nor ingest plants, they are dependent on primary consumers for their energy requirements. The problem though is that, only 10 percent of energy is transferred from one trophic level to another during the process of energy transfer, which is why there are less top-level predators and more primary consumers in the ecosystem. It is this arrangement that gives the energy transfer diagram it's characteristic pyramid shape.

2. IMPACT OF MACROPLASTIC IN THE MEDITERRANEAN

Plastic pollution causes mortality of marine vertebrates, endangered populations, and affects entire ecosystems. Plastic pollution is a major phenomenon that is affecting the health of the marine environment. Anthropogenic debris makes its way around the world via ocean currents and can affect coastal and oceanic animals. Macroplastics are plastics larger than 0,5mm and are visible to the naked eye. Organisms such as marine mammals, seabirds and fish are affected by macroplastics through ingestion, entanglement or direct contact generally because plastics can contain many toxic additives. Solutions to plastic pollution effects on marine vertebrates include sustainable fishing practices and reduction of waste.

3. ORGANISATIONAL SETUP OF A MARITIME RESEARCH CENTER AND THE WAY THEY WORK

The Maritime Research Station Piran operates within the framework of National Institute of Biology (NIB) and is the only Slovenian institution that studies the sea and monitors its quality. The researchers of MBP Piran are focused on the research in the areas of physical, chemical and biological oceanography.Research on marine biodiversity is crucial in understanding what is happening in the sea and to comprehend the impact of anthropogenic factors on the marine environment. The center is selecting several biological indicators for the appropriate evaluation of the status of the sea at the level of species, habitat types, and benthic and nektonic communities. They are continually monitoring the status of benthic invertebrates, macroalgae, seagrass meadows, fishes, Mediterranean stony coral, biogenic formations and other target species.

https://sciencestruck.com/examples-of-primary-consumers-in-food-chain

http://www.mesa.edu.au/friends/seashores/energy_pyramid.h

https://www.greenpeace.org.uk/government-plastic-consultation-talking-points-advice

Tertiary consumersCARNIVORES

Secondary consumers

CARNIVORES

Primary consumersHERBIVORES

Primary producersPHOTOAUTOTROP

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Oceans and seas represent the largest part of the Earth’s biosphere and marine microbes are the most abundant group of organisms, capable of growing in all marine habitats. Microbes are the key players in marine food webs and are involved in all biogeochemical cycles. The central focus of research is to study the impacts of variable supply regimes of different inorganic and organic matter on the function and diversity of the microbial communities, mainly Bacteria and Achaea, in shallow enclosed coastal marine ecosystems.

TURN NANO INTO NUTSHELLS – AVOIDING PLASTICS IN COSMETICSMARITIME RESEARCH CENTER PIRAN - WORKSHEET 1. FOOD CHAIN OF THE MARINE FAUNA

a) Fill the table with some of the organisms in the food chain level.

b) What is BIOACCUMULATION / BIOMAGNIFICATION? Why it can be dangerous for people?

2. Impact of macroplastic in the Mediterraneana) What factors influence consumers’ choices related to single-use plastic items? b) What are the barriers to consumers choosing alternatives to single-use plastic items?

c) What is the impact of macroplastic to the marine animals?https://sharkresearch.rsmas.miami.edu/bioaccumulation-biomagnification-when-bigger-isnt-better/

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3. In what ways do sunscreen and other cosmetics impact marine life? 4. Organisational setup of a marine research center and the way they worka) Within which institution works the Maritime Research Station Piran? b) What are the research areas of MBS?

c) How many boats does the station have and what are they used for?

4. Assessing

The student got to see the functioning of a research facility. They saw the structure of the institution, the lab. A researcher presented her work in the institution and spoke of a woman’s science career with enthusiasm and was trying to motivate students to follow their interests and dreams. The research and monitoring work connected with the sea environment was also explained.

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TURN NANOS INTO NUTSHELLS – AVOIDING NANOPLASTICS IN COSMETICS? ( SKIN b) - Production of more sustainable skin/hygiene products and visit of a business in this field

1. Research: included in home research of cosmetic products: peeling, shower gel, toothpaste, and shampoo

2. Experimental

Salt bath production

Production of an environmentally friendly skin care product (Salt Bath and Toothpaste). Students work in different activities in internationally mixed groups, but also in one gender and gender mixed ones. They observe and compare characteristics of work in such groups.

TURN NANO INTO NUTSHELLS – AVOIDING PLASTICS IN COSMETICSSALT BATH WORKSHOP

1. Competences:a) Key competences: basic competences in science and technology; communication in foreign languages; social and civic competences; sense of initiative and entrepreneurship; cultural awareness and expression.b) Competences: creativity

2. Student’s Tasks:The students will explore the possibility of producing sustainable products in cosmetics and skin care, observe work in a one-gender group and in an one-gender internationally mixed group.

3. Prior knowledge: preparatory research of four skin care products ingredients (peeling, shampoo, shower gel, toothpaste).

CHEMISTRY WORKSHOP

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4. Security: Use a protective coat. Long hair must be tied back. Washing hands before leaving the lab.

Lab door: The meeting of two personalities is like a contact of two chemical elements: if there is any kind of reaction, they are both

changed

d) materials needed:- plastic bowl- a large and a tea plastic spoon- purple clay- rough salt- lavender blossoms- 30 drops of lavender essential oil- glass container- decorative paper and cord- ingredients labels

5. Apparatus:a) facilities: laboratory with basic lab utensils

b) staff: one chemistry teacher

c) time: 45 minutes

6. Expected impact:

a) Enhancing of scientific literacy and development of greater affinity to scientific research environments and procedures.

b) Males and females working environment comparison. Students will develop an awareness of the existing and perceived obstacles and preconceptions in the science community, will be more familiar and comfortable with taking on different roles in scientific work, will improve their skills and results, will understand that their mutual support is vital to the success of the task.

c) Learning to work in new multicultural cultural environments and and taking a more active role in them (as planners, managers, presenters). Students will be able to identify and assess their (self-) preconceptions and those about the cultures of encounter, will see sustainability and scientific innovation as a chance for their professional future, will be more naturally included in operational contexts and be accepted as valuable contributors no matter the country of origin.

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7. Introduction before the workshop:• Repetition of the findings about, ingredients in toothpaste / shampoo / shower gel / peeling.• Presentation of an alternative, environmentally friendly product.• Explanation of the gender working environment observation aim.• Formation of two groups: all girls and all boys group.

8. Description of the workshop:General:The workshop is repeated two times, once with a group of only girls, the second time with a group of only boys.

Students should observe:• The dynamics of work in a one gender group (do they help each

other, how effective they are in terms of precision, is there competition between individuals, between groups, do they find it interesting, do the ones from mixed schools miss something in one ender groups …).

• The final product (are there any differences between the productions in both groups).

• The dynamics of work in an internationally mixed group (cultural differences in communication, addressing issues, working ethics …).

9. Instructions for salt bath production:Step 1: Prepare the ingredients. Take the scale and measure the amount needed. Measure 200 g of salt, 1 tablespoon of lavender blossoms and 1 teaspoon of purple clay. Put all in a plastic bowl.

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3. Visits

Piran Salt Pan – chances in use of local products With the visit of the Piran Salt Pan students will see a successful story of combing a 700 years old tradition of salt production, based on the effort to care also for the Saline Nature Park. The aim is to preserve the local environment first from the nature conservation point, but also from the ethnological, archaeological, historical and landscape heritage one. Their strong point is a fresh business idea of salt-related products, from the alimental program to cosmetics and hygiene products. They built brands Piran Salinas and Lepa Vida, which are made with natural ingredients, salt-pan mud, brine-mother water and salt, all produced in the Salinas Nature Park. They also have an innovative marketing approach to sell their products.

Step 2: Stir until the ingredients are evenly mixed, so the clay colours the salt.

Step 3: Add 30 drops of lavender essential oil and give it one last stir.

Step 4: Write the ingredients on the labels. Draw decorative pictures Step 5: Put the bath salt in a glass container. Stick the label and decorate a glass with decorative paper.

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TURN NANO INTO NUTSHELLS – AVOIDING PLASTICS IN COSMETICSPIRAN SALT PANS - OVERVIEW

1. Scope and Potential in the use of salt, historically and present-daySalt, or by its chemical formula NaCl, is an ionic compound made of sodium and chloride ions. All life has evolved to depend on its chemical properties to survive. It has been used by humans for thousands of years, from food preservation to seasoning. Salt's ability to preserve food was a founding contributor to the development of civilization. It helped to eliminate dependence on seasonal availability of food, and made it possible to transport food over large distances.On an industrial scale, salt is produced in one of two principal ways: the evaporation of salt water (brine) or by mining. A salt evaporation pond is a shallow artificial salt pan designed to extract salt from sea water. The seawater is fed into large ponds and water is drawn out through natural evaporation which allows the salt to be subsequently harvested.

2. Physical/chemical properties of saltSalt is a chemical compound with a number of interesting properties:

• crystals or white crystalline powder,• transparent and colourless in crystalline form,• soluble in water (35.6g/100g at 0°C and 39.2g/100g at 100°),• slightly soluble in alcohol, but insoluble in concentrated hydrochloric acid,• melts at 801°C and begins to vaporize at temperatures just slightly above this

boiling point 1,413°C,• hygroscopic – absorbs moisture from damp atmospheres above 75 percent

relative humidity – below this, it will dry out.

Chemically salt is an ionic compound as it is composed of two oppositely charged ions such as sodium chloride. It is made up of sodium ions (cation) and chloride ion (anion). Cations and anions have opposite charges, therefore they are attracted toward each other with electrostatic force of attraction that is called an ionic bond.

https://chemistry.tutorvista.com/inorganic-chemistry/properties-of-salt.html

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3. Versatile strategy of the salt pans (sustainable tourism, ecology, products, marketing, economy)The reserve is the biggest wetland on the coastline. In the northern part of the reserve called Lera, people harvest salt using a 700 year old method – they use wooden tools and look after the so-called petola, the base of the salt pans that functions as a bio filter. That ensures that the salt doesn’t mix with silt from the sea, and allows it to remain white and clean. The quality of the salt and salt flower, a very thin, topmost layer in the ponds is famous and cherished all over the world. Meanwhile, the abandoned southern part of the reserve called Fontanigge features many unique sights – birds, vast fields of halophytes and over 100 abandoned and demolished buildings that were once used by workers in the salt industry, which contribute to the charm of the Sečovlje salt pans. The reserve became a habitat for various animals and plants.

The main objective of SSNP is nature protection, conservation of exceptional natural and cultural assets, protection of indigenous and endangered plant and animal species, natural ecosystems and characteristics of non-living nature, as well as cultural landscape conservation and tending. Protected areas are an important instrument of nature conservation, the main objective of which is to preserve biodiversity and landscape diversity in a certain area.

Conservationist supervision is a direct control in nature over the observance of legal prohibitions and regulations issued for the protected areas. Such control is carried out by inspectors as well as by nature conservation supervisors employed by the Park's management. The qualifications of nature conservation supervisors are verified by the corresponding ministry. The law also enables a voluntary conservationist supervision.

Although the present economic role of SSNP is subjected to the conservational and cultural roles, the conservation of salt-making practices is sustained by the awareness of this rich cultural heritage. At the same time, the reserve of ecologically precious living environment is highly valuable to us humans as well, and is a memory of once rich Mediterranean cultural heritage and landscape that is rapidly disappearing in front of our very eyes.

These are some products made with salt: Piran salt, salt flower, dark chocolate with fleur de sel, bath salt, body salt peeling, salt pan mud, salt with herbs ...

http://www.soline.si

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TURN NANO INTO NUTSHELLS – AVOIDING PLASTICS IN COSMETICSPIRAN SALT PANS - WORKSHEET

Scope and Potential in the use of salt, historically and present-day1. Describe what is the main use of salt these days and what was the use of salt in the past. 2. What is the ecological importance of the abandoned southern part of the reserve called Fontanigge? 3. Many makeup brands marketed as 'natural' or 'green' are often not actually either of those things. What is real natural friendly cosmetics? List some based on your workshop research. 4. More and more people are aware of the negative impact of the substance in cosmetics. Natural cosmetic has almost become modern. Do you think there are any new business opportunities for this area? Why? 5. Describe the Piran Salt pans business model and approach. 4. AssessingThe students got to see an environmentally friendly company, which combines traditional production of salt with an innovative comprehensive entrepreneurial concept. They saw the salt pans where salt is collected. They saw the spa facility that uses salt and saline fields’ mud. The representatives presented the product lines connected with it (salt, fleur de sal, spiced salt, salted chocolate, cosmetic and hygiene products made out of salt) and the marketing campaign.

Sources:Marine food chain. April 22, 2010. Available online:

Rodrigue, Brooke. 2017. The Effect Of Macroplastic Debris On Marine Vertebrates: Honors Theses, available online:

NIB, Marine Biology Station Piran web page, taken on September 27th 2017:

Piranske soline, web page, taken on September 15th 2017:

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SPAINNADA COMO EL SOL: SOLAR POWER AND FORMS OF USAGE (SUN a)

1. Research: In the first activity the students research the types of solar power plants, the basics of the functioning of photovoltaic power plants and concentrated solar power plants. They compare the two types. Students prepare presentations and discuss their work approach and results on the mobility. Documents at eramuseasy.eu.

a) b) c ) d)

Thermal EnergyThe light is absorbed by a collector on the rooftop and is then converted into heat. A circulating pump passes the heat onto a water tank. This process is triggered by a thermal regulator as the collector is hotter than the water in the tank. The thermal regulator prevents needless electricity use and overheating. The water is preheated and in the case of insufficient sunlight a back-up-system takes over.

FinlandGermanySloveniaGermany

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Thermal Energy has a high efficiency in summer when the sky is cloudless on midday. It works well in other seasons as well because of its back-up system. In general, thermal energy is C02-neutral.

The downside of thermal energy is its financial aspect. The start-up costs are higher than the costs of traditional fossil fuels such as coal and natural gas. Another disadvantage is the inconsistency of thermal energy compared to other energy sources. It can only produce energy under certain circumstances. PhotovoltaicsOne of the biggest advantages of photovoltaics is that it has a greater financial stability than thermal energy. Furthermore it is easier to install because photovoltaic modules are often delivered as prefabricated modules. However thermal energy has the advantage that its collector is able to convert more energy into the same space as photovoltaics.A photovoltaic system converts the energy from the sun into electricity. Consisting of solar panels combined with an inverter there is a great variety of sizes for all kinds of rooftops. Through a process called the photovoltaic effect onto the solar panels falling photons (in the sunlight) create an electric current. However, each solar panel is only able to produce a rather small amount of energy.As the created energy is converted into direct current (DC) by the photovoltaics, the current has to be changed by an inverted rectifier into alternating current (AC) to exploit it / make it usable.In general, the electricity is used in households and for other personal needs. However, it can also be fed into the public electricity grid (and paid for). Solar energySolar energy is a modern often-used method of producing sustainable power, also called green power. In Germany for instance the usage of solar energy in 2002 was 0% in contrast to 2018 when 7.1% of all energy produced consisted of solar energy. This topic is interesting to have a look at with regard to our journey to Spain having visited the solar energy plant. There are many factors influencing the radiant power, meaning the power of the sun. These factors are for instance the location of a country and therefore the angle of entry, the seasons and also the time of the day. Moreover the weather always has an impact on the radiant power. Whereas in hot Spain,

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there are much more sunny days, Germany only has several ones since its climate can be described as well-tempered. Depending on the time of the day, the sun beams onto the earth in a specific angle of entry. From month to month the power of the sun thus is changing. As we have explained before, the sun’s power is called radiant power which can be defined by a certain formula. In the following, this formula - J=Jo•sin(ß) - will be explained in order to understand the single components. Firstly, the J stands for the radiant power. Next, the Jo described the vertical angle of entry. This angle now would be multiplied by sin(ß) which describes a specific angle of entry. By summarizing it, we realized that the angle of entry of the sun has a huge impact on the country. Nevertheless, the location and time must be considered as well. These mentioned factors create important circumstances for solar energy. In our example (Spain vs. Germany), Spain would be much more suitable for this method than Germany.

Solar panelsA Solar Panel usually consists of two layers of semiconductors. Different materials are mixed in, to conduct the positive and negative carriers of charge and to achieve a higher voltage. The so-called impurity atoms play an important role in the process. Thus, positively and negatively charged layers develop. To achieve the right voltage the layers have to be charged differently. In order to achieve that, trivalent boron atoms are added to the positive layer. As these atoms release their electrons a positive surplus charge develops. Pentavalent phosphorus are added to the other layer in order to achieve a negative surplus charge. This only applies to solar cells made out of silicon. If other materials are used different atoms have to be added. This means that in the neutral layer electrons can move freely. In the positive layer electrons are missing and hence so called holes develop. Neighboring atoms can fill out these holes.The transition between these layers is called transition layer. The electrons from the negative layer move through this layer into the positive layer. This leads to an internal electrical field. As soon as the sun rays hit the solar panel, photons make the electrons level up in charge and start moving faster. This causes the transition layer to move. Depending on the intensity of insolation, the transition layer moves in different directions, which changes the charges.This movement of charges in the electrical field constitutes electricity. https://cosmosmagazine.com/technology/how-solar-cells-turn-sunlight-into-electricity

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2. Experimental

Making of a solar powered device The students find out about devices that can be powered by solar cells (mobile phones chargers, simple toy vehicles, torches …). They produce (assemble) and test one. The activity is carried out on the mobility. Students work in different activities in internationally mixed groups. They observe and compare characteristics of work in such groups.

SOLAR POWER AND FORMS OF USAGE – VEHICLE PRODUCTION WORKSHOP

1. Competences:Key competences: basic competences in science and technology; communication in foreign languages; social and civic competences; sense of initiative and entrepreneurship; cultural awareness and expression. Competences: critical thinking, initiative, problem-solving Expected impact:a) Enhancing of scientific literacy and development of greater affinity to scientific research environments and procedures. b) Students will see sustainable energy sources and scientific innovation as a chance for their professional future. 3. Apparatus:a) facilities: classroom b) staff: one physics teacher c) time: 45 minutes assembling, 30 minutes field testing

https://sciencing.com/make-light-bulb-science-fair-6717549.html

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d) materials needed:• solar cells• materials for making a vehicle • soldering iron• electrical wire

4. Student’s Task:The students will observe the amount of energy produced by the given number of cells and find out what the vehicle can do with it and for how long. 5. Scenario (description of the workshop):General:The workshop is divided into two sections: assembling of the vehicle and field testing. Step 1: Assemble the vehicle.

Step 2: Charge the solar cells in the sun, monitor the time needed for charging of the battery. Step 3: Take the vehicle outside and test the functioning of it. What does this amount of power enable the vehicle to do?

Step 4: Make conclusions about solar cells energy and small devices/toys.

6. Findings:• students found the producing of the vehicle very easy,• the energy of the power cells was enough to move the

propeller of the helicopter, but the device didn’t fly,• students understood the solar power is very useful, but

has its limitations.

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3. Visits:

CONCENTRATED SOLAR POWER PLANT

Students visit the Gemasolar, which is the world’s first commercial-scale plant that applies the technology of a central tower receiver and thermal storage with a single thermal fluid (molten salts).

The relevance of this plant resides in its technological uniqueness, as it paved the way towards a new, more efficient technology for thermosolar power generation, providing greater prospects for reducing prices in the future. It also provides significant environmental benefits thanks to its use of a single thermal fluid, with an inorganic basis that is harmless to the environment, and whose handling is restricted to a minimum portion of the area occupied by the plant.

The heat collected by the salts in a collector located in a tower (capable of reaching temperatures higher than 500ºC) works to generate steam, and uses this to produce electric power. The surplus of heat accumulated during hours of sun is stored in a tank of hot salts.Thus, Gemasolar has the capacity to produce electric power 24 hours a day throughout many months of the year. Its continual operation record is 36 consecutive days without halting electricity production.Heat storage also allows for an extremely high predictability of production, with a precision of more than 90%, and deviations (between real vs. expected production) that are 50% lower than the average of the CSP sector.

http://torresolenergy.com/en/gemasolar/

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NADA COMO EL SOLCONCENTRATED SOLAR POWER PLANT - OVERVIEW

Solar energy is radiant light and heat from the Sun that is harnessed using a range of ever-evolving technologies such as solar heating, photovoltaics, solar thermal energy, solar architecture, molten salt power plants and artificial photosynthesis Solar power is the key to a clean energy future. Every day, the sun gives off far more energy than we needto power everything on earth. The sun provides more than enough energy to meet the whole world’s energy needs, and unlike fossil fuels, it won’t run out anytime soon. As a renewable energy source, the only limitation of solar power is our ability to turn it into electricity in an efficient and cost-effective way. Solar power is the conversion of energy from sunlight into electricity, either directly using photovoltaics (PV), or indirectly using concentrated solar power, or a combination. Concentrated solar power systems use lenses or mirrors and tracking systems to focus a large area of sunlight into a small beam. Photovoltaic cells convert light into electric current using the photovoltaic effect. The share of energy from renewable sources in gross final consumption of energy continued rising to reach 17% in the European Union in 2016, a doubling of the share attained in 2004 at just 8.5%. The Europe 2020 strategy includes a target of reaching 20% of energy in gross final consumption of energy from renewable sources by 2020 and at least 27% by 2030. These figures are based on energy use in all its forms across all three main sectors, the heating and cooling sector, the electricity sector and the transport sector.

SOLAR POWER PLANTS 1




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NADA COMO EL SOLSOLAR POWER PLANT - WORKSHEET 1. Solar power plant - general• What types of solar power plants do you know?• What is the difference between a photovoltaic and a concentrated power

plant?• Where, geographically, one or the other type is more in use?• Which type can be found in your country?

2. Functioning and production of electric solar panels• Describe the basic components of a solar cell.• How does it work?• How is with the production of electric solar panels in your country (home

production, import …)? 3. Use and sustainability of solar power energy production• Do you know any innovation of solar energy production (for both types of

production)?• Describe the sustainability of solar energy technology.• What is the consumption of solar power in your country (% of households

and business using it …)?• What are the challenges of new solar power plants in your country?

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SURFACES - OPERATING PLANTS AND PLANTATIONS (SUN b)

1. Applied Research

2. Experiment: greenhouse farming

On greenhouse farming:

Greenhouse farming with herbsAt the beginning of the growing process of the herbs we cut two water bottles in half in order to put them atop of our flowerpots. After that we seeded basil, cress, chives and parsley in the flowerpots. Then placed our little “greenhouses” on the window sills in our biology room, where the herbs could get enough light.

Herb DiaryWeek 1 (20.05.2019)Cress: ready to be harvestedBasil, Chives, Parsley: little sprouts can be seen Week 2 (27.05.2019)Cress: no change can be seenBasil, Chives, Parsley: sprouts have grown a few cm

RESEARCH: GREENHOUSE FARMING 1


(examples by German group at Marienschule, Münster, Germany)


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VERTICAL FARMING

Vertical farming is a future technology intending to grow crops in a high quantity in a small space. Since the layers of crops are arranged on several levels, this kind of farming is very effective and space-saving.

The plants are not exposed to natural daylight and do not need any soil, which is why artificial UV-rays are needed.

Consequently, this technology can be described as sustainable, if the energy used is renewable.

Another positive aspect is the fact that harvesting is possible year-round. This leads to highly increased productivity and thus, to a higher yield of crops. Furthermore, transporting crops can be reduced as the crops are consumed where they are grown.

Regarding that the world’s population will have increased by 3 billion people by the year 2050, the fact that the need for additional farmland is eliminated, is essential. Due to the positive effects of vertical farming, our group decided to test this method ourselves.

The process started with the idea of using wooden boxes, which we could stack. To compare end results , we put one box on the top of the other. This box was supposed to be exposed to natural light. On both wooden boxes, there was a piece of linen which replaced the soil. The box at the bottom, instead, was lit by a special UV lamp. This box corresponded to the concept of vertical farming.

During one week we watered the plant we had chosen (cress) and waited for it to develop. Contrary to our expectations, the cress mainly had not grown. It did not matter whether it was planted on the upper or lower box, therefore, we concluded that the deficiency in light would not have been the reason for it. Probably we watered the plants not as often as the cress would have needed it.

In conclusion, the concept of vertical farming is a very effective, futuristic and mostly sustainable method of planting as many crops as possible. Nonetheless, our experiment did not succeed.

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3. Visits

GREENHOUSE FACILITY – Masiá Ciscar – the strawberries plantation

The students visit the Huelva countryside, where the good microclimate has enabled these red fruits to adapt perfectly to the Andalusian ground. The season of this fruit begins in early January and lasts until mid-June, with the months of March and April being the most productive.

For a strawberry to be perfect, it must convince the eyes and the mouth, characterised by an intense reddish colour and a powerful sweetness. Along these lines, it is important to show that Masiá Ciscar is committed to a production free of chemical products. Therefore, they advocate the total elimination of synthetic materials during harvest, favouring a natural crop.

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STRAWBERRIES PLANTATION – OVERVIEW

STRAWBERRIES PLANTATION – WORKSHEET

1. In the facility they use genetic engineering for obtaining the desired quality of strawberry fruits.What are the quality factors which are taken into account when propagating subspecies of strawberries.

2. What are the demands and requirements of individual states and customers regarding the quality of strawberries?

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3. Did you notice how they were packing the strawberries? Do you think such packaging is environmentally friendly? Propose some alternatives.

4. Do you think big plantations have an impact on the environment? Describe it.

Sources:Concentrated solar power plant. Taken September 23, 2018. Available online.

How CSP works. Taken September 23, 2018. Available online.

Concentrated Solar Power (CSP) – How it Works. Taken October 15th 2018. Available online.

Masiá Ciscar plantation. Taken March 14, 2019. Available online.

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YEAR TWOTISSUES AND TEXTILES

OUT OF THE WOODS: TIMBER, PULP, PAPER, ENERGY

1. Research

1. Before the mobility every country finds out how a modern paper plant works in their own country, what kind of paper they produce, how old/modern their plants are, what are the names of the companies in their country, how many paper plants they have and what kind of energy they use. Discussions about these on eTwinning and during the mobility in Finland.

2. Students prepare PowerPoint presentations on a) Lumbering industries (Finland)b) Impact of boreal conifer deforestation (Spain)c) Pulp production (Germany)d) Paper production (Slovenia)

PowerPoints are presented and discussed during mobility.

Activities, Year 2, Out of the woods

FINLAND

ETWINNING

OUT OF THE WOODS – TIMBER, PULP, PAPER, ENERGY 1







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2. Experimental

Lab work: producing tar from wood during mobility at school.

1. Competences:a) Key competences• Basic competences in science and technology• Communication in foreign languages• Cultural awareness and expressionb) Competences: Creativity 2. Student’s Task:The students will explore the possibility of producing tar out of wood.

3. Security: Use a protective coat and safety glasses. Long hair must be tied back. Washing hands before leaving the lab. 4. Apparatus:a) facilities: laboratory with basic lab utensils b) staff: one chemistry teacher

c) time: 10 minutes d) materials needed:• pieces of pine wood• a stand• a grab• a test tube• whist with a glass pipe• a gas burner• matches• a fume cupboard

5. Introduction• Tar is used to cover boats, ships and buildings

to protect the wood, in flavours, aromas• Forests are important for the environment and

they absorb carbon dioxide from air• Forests are important to Finland as a business

source

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6. Scenario (description of the workshop):General:Students make tar out of wood by dry distillation.Students should observe:• how the wood turns black• how the tar starts to appear• how the gas is coming out of the tube• how the gas burns• how the tar smells like

Step 1: Chop up the wood into small pieces, put them into the test tube, attach the grab with the test tube to the stand, close the test tube with a plug that has a small glass tube attached on to it

Step 2: Put the lighted Bunsen burner under the test tube and move it while heating up the wood for about 1 min.

Step 3: When the gas starts to form in the test tube and comes out through the small glass tube, light up a match and hold it in front of it (à flame of the match gets bigger) While heating up the test tube the tar starts to form (dry distillation)

7. Results:• The tar appeared in the tube• The gas came out of the tube through the glass pipe• In the other tube it burned as expected and in the other it didn’t

(because of the oxygen)

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3. Visits

1.Valtra Inc.

Students visit in Suolahti, Valtra Tractors fabric. Valtra is producing tractors which are used for example in logging wood for bio mills and sawmills. Students had a guided tour in the factory and also a lecture on Valtra technologies, products and services.

VALTRA FACTORY

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2. Valmet

Students visit in Valmet’s Rautpohja factory in Jyväskylä. Industrial production at the Rautpohja factory began in summer 1938 - in that time they manufactured artillery. Nowadays Valmet Rautpohja is manufacturing board and paper machines and e.g. providing roll services and mill and plant improvements.

The local manager Jaakko Puurula is telling the students about Valmet’s Rautpohja factory and how to end up to work in Valmet.VALMET FACTORY

The local manager Jaakko Puurula is telling the students about Valmet’s Rautpohja factory and how to end up to work in Valmet.

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ROCK, PAPER, SCISSORS: THE DIFFERENT (RE)USES OF PULP

1. Research

Students prepare bulletin posters in mixed groups with students from every country. Posters are presented during mobility.

Activities, Year 2, Rock, paper, scissors

Titles:a) Bio-diesel production and eco balance. These posters are about hazards of palm oil production and what are the benefits of using boreal conifer for bio-diesel production instead of palm oil.b) Bio-plastic production and eco balance. These posters are about how wood can be used for making “plastic” products now and even more in the future instead of plastic products made from oil.c) Risks of paper use and recycling. These posters are about avoiding the excess use of paper and the problems of paper recycling.d) Problems concerning pulp and paper production process. These posters are about bio-impact of bleaching and utilising black liquor in energy production now and in the future.

Finnish students prepare in advance an exhibition of products made out of pulp or wood particles. The products may seem plastic but are from wood. Foreign students visit the exhibition during mobility.

Pictures from the exhibition.

POSTERS FOR THE MEETING IN PETÄJÄVESI

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2. Experimental

Producing objects from cardboard packaging

Different kinds of cardboard packaging are collected and cleaned before the workshop. Students have a great opportunity to use their creativity to produce something new from used cardboard packaging. Scissors, hot-setting adhesive, paint and adhesive tape are needed to be able to make new objects. Very creative objects are made, for example a table with a drawer from cardboard milk cans. All the objects are presented to other students when they are finished during the mobility.

Some of the objects that were made during mobility from cardboard packaging and in the background some paper produced from recycled paper.

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Producing paper from recycled paper

The procedure of making paper is shown in the Youtube-video below. Couple of things were different than in this video: paper shredding machine and waste-paper were used in this workshop and in addition pulp was made by immersion blender. Otherwise the project was quite similar.

PRODUCING PAPER FROM RECYCLED PAPER 1

The paper is ready when it is dry.

PRODUCING PAPER FROM RECYCLED PAPER 2

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3. Visits

1. Äänekoski bioproduct mill

Students visit Äänekoski Bioproduct Mill. Metsä Fibre produces pulp, sawn timber and other bio products made from northern wood for markets all over the world. Metsä Fibre is the concern which owns also Äänekoski bioproduct mill. Metsä Fibre has four biomills and five sawmills in Finland and one sawmill in Russia. Metsä Fibre belongs to the Finnish forest industry group Metsä Group.

Producing tar out of wood is one of the laboratory works during exchange week in Finland. Besides this students can see tall oil producing in Äänekoski biomill. Metsä Fibre produces and develops pine-based biochemicals. Bioproduct Mill in Äänekoski is nowadays a world leader in the production of innovative bioproducts, raw material efficiency and energy efficiency

METSÄ; BIOPRODUCT MILL IN ÄÄNEKOSKI 1



The big tanks contains pulp in Äänekoski bioproduct mill. You can see pulp mills in the work via this web cam address:

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Äänekoski Bioproduct Mill is a huge area, like a village. Students can see the whole fabric area in guided tour by bus.

A guided bus tour and the guide of the factory in winter time.

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Pro Nemus visitor centre offers many kinds of information about bioproducts, forest and wood. There are exhibitions and interactive exhibitions. Students learn about the factory itself, the products made in the factory and also working in the factory in Pro Nemus. The guide of Äänekoski Mill in the left side.

In the interactive exhibition of Pro Nemus students may e.g. try on driving a bulldozer.

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2. University of Jyväskylä, department of physics

Students visit the University of Jyväskylä, department of physics. Tour in the department with particle accelerator guided by female scientist and a presentation of studying physics in Jyväskylä University. Science is the heart of E.A.S.Y. Erasmus+ project and getting to know how it is learnt and taught on the University level is educative both to the students and to the teachers.

Students are leaving from the Jyväskylä University, Department of Physics, Nanoscience center.

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THE EMPEROR’S NEW CLOTHES: TEXTILES, COATINGS AND COLORS

1. Introduction

Why textiles?The garment industry can be seen as a prime example of a sector of major historic prominence in a number of European regions. It is also among those that lend themselves to a cross-disciplinary approach to the economic, ecological, social, and cultural impact of the changes the industry has undergone over time.

Full-circle spinThe effects of colonial exploitation of a) resources, b) manpower and c) skills have been visible for the major part of the past century, and are vital parts of teaching units in the social sciences. In an era of globalization spinning full circle, the same mechanisms return to Europe in the form of outsourcing, waste management, and unemployment in the primary and secondary sectors.

MotivationFor students, the item may be of interest for a number of reasons. Clothing and dressing is an act of identifying, the items in question are at the center of students’ everyday lives and interest (basic apparel, sporting goods, gadgets, accessories). In addition, all genders are likely to find items of interest in the sourcing, production, manufacturing and marketing of garment and fashion items.

ResearchFor this unit focusing on textiles, fabrics, and clothing, students from all participating nations are asked to prepare and share the specific materials, items and traditions involved in their textile history.

a) the items featured, their use and componentsb) national and regional specificsc) effects of the manufacturing and business on producers as well as clients d) scientific data in the field of textiles, bleaching , coloring, and impregnation of textiles)

GERMANY

German students showing and discussing results from research

Slovene students presenting their findings on the theory involved in coloring procedures

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2. Experimentallaboratory work including experts from MEXX lab at the WWU Münster, (identification of the scientific question, the preparation of the apparatus, laboratory data collection and analysis), materials for components - during mobility.

Coloring fabrics

Introduction

Coloring fabrics is one of the oldest and most basic cultural techniques used since archaic cultures. Deriving from the use of botanic substances (floral and vegetal extracts such as henna (Lawsonia inermis), it included the use of purple from snails (Nucella lapillus) as early as 1600 B.C. in Minoan Crete – and mentioned in a biblical context in the passion of the Christ.

Later, there was a general demand for two properties of the coloring: For one thing, it was to be generally available and cheap for massive production when applied to cotton. In addition, the coloring had to be durable as the clothing had to outlast permanent washing.

Upon the introduction of synthetic fibres, new dyeing mechanisms had to ensure the fabric would actually retain the color, which is why procedures were different and more intense. I) Direct dyes (as early as antiquity)

Without the pickling none of the materials was dyed permanently.

Wool: (without pickling: colourless / with pickling: blue)

Pickling -> fibre was loosened -> colour goes into the fibre and stays there (but: no bond is formed)

Synthetic / Cotton: (with and without pickling: colourless; pickled cotton light colour)

Pickling of the fabrics

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The colour cannot dye the fibre as the fabric is unpolar and the dye is polar.

(A dye can only colour a fabric if the fabric is polar and the dye is polar or if the dye is unpolar and the fabric is unpolar as well. ) Indigo oxidation group

Colour results: Wool: Cotton: Synthetics:

Explanation:All of the materials were white before the process of oxidation. Wool and cotton reacted with more deep blue colour after oxidation and synthetic material turned only light blue.

We used sodium carbonate to make the colour stick to the fabric so wash fastness is improved.

Wool soaks up the colour and if you squeeze the wool, the colour comes back out.

Synthetic fabric does not have as strong connection with indigo as wool and cotton have with it and because of that it turned only light blue.

Colouring of the fabrics

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Azo dyeing (described in Roman antiquity, used at a major scale as early as the 18th century, synthetic color from the 19th century) Indigo oxidation groupColour results: Wool: Cotton: Synthetics:

Procedure:All of the materials were white before the process of dyeing. Wool and cotton reacted with more deep blue colour after oxidation and synthetic material turned only light blue.

We used sodium carbonate to make the colour to ensure the color dissolves into water. When solved in water, the color changes from blue into yellowish green.

Then, for comparison, there was one sample in which the wool was pickled, and one in which the wool remained natural. Wool samples were then drenched in color.

After ten minutes in the liquid solution, samples were retreated and dried. Both samples show oxidation (with oxygen from air).

When exposed to water, the colored wool sample that had been pickled did not wash out.

Surprise ;) ! The color was deep blue compared to the pale green observed before.

Unpickled wool soaks up the colour, but if you squeeze the wool, the colour comes back out.

Synthetic fabrics do not have a strong connection with indigo (as wool and cotton do) and because of this they cannot be colored in this way.

deep bluedeep bluelight blue

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III) Reaction dyeing

Preparation of the two beakers

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The reactive group of the dye forms a covalent bond with the hydroxyl groups of cellulose fibre if it is in an alkaline surrounding (synthetics don’t have this hydroxyl group so they can’t connect).

The covalent bond is relatively stable, so that washing fastness is achieved.

The wool takes up the colour because it soaks it up, but no bond is formed.

• Thirdly, we proceeded reaction dying with all the included fabric types. • The fabrics were intended to be processed in two individual beakers:

Presentations of preparatory research

RESEARCH: DYEING 1

RESEARCH: DYEING 2

RESEARCH: DYEING 3

RESEARCH: DYEING 4

RESEARCH: PRODUCTION OF TISSUES AND TEXTILES 1

RESEARCH: PRODUCTION OF TISSUES AND TEXTILES 2

The two beakers

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Experiment: Dyeing with patent blue V-E 131

Duration: 15 minutes

Equipment:Beaker (200 ml) Burner TripodTweezer Cotton coat GlovesSpatula ChemicalsPatent blue (E 131) Potassium aluminium sulphate (KAl(SO4)2) ExecutionThe wool must first be stained. Put 250 ml of water into the beaker and add ca. 1 g Potassium aluminium sulphate (KAl(SO4)2). Cook it for 15 minutes.

Next put 10 ml of patent blue (E 131) into another beaker and add 90 ml water. Put also the clothes into the beaker. Wait for one hour. Clean the clothes with water.

Also put unpickled wool in the beaker to compare the differences.

Experiment: Reaction dyeing

Equipment:2x 400 ml Beaker 2 tripods with glass 2 BurnerThermometer Glas funnel Wool/Cotton/Synthetics

Chemikalien:

LEVAFIX® Brillant blue E-B, Anthrachinon- Reactive dye preparation Sodium chloride (NaCl) Sodium carbonate (soda) (Na2CO3), anhydrous Acetic aces , 100%

Structural formula of patent blue V-E 131

Beaker 2Beaker 1

Add the clothes and 2,5 g Sodium chloride. Stir it with a glass funnel for 10 minutes (pH 6-7). Add 1g Sodium carbonate and stir it again. (pH ca. 10,5) Heat it up unto 50°C.At last wash it with cold water and after that cook it in 300 ml water.

Add some drops of Acetic aces until you reach pH- 4-5.Add also 2,5 g Sodium chloride and the three different clothes.Stir it with the Glas funnel and wait 10 Minutes. After that warm it up to 50°C.At last flush it with cold water and cook it in 200 ml water for 10 minutes.

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Take two 400 ml Beaker and fill them up with 50 ml water and add 0,25 g LEVAFIX® Brilliant blue E-B (Brilliantblau E-B). Stir them until the Pigments are solved.

Describe the difference between the results of the two staining methods.

Information:It is not a substantive dye. Only when you dye it under alkaline conditions, when the reactivity of the cellulose molecule is increased by anion formation, can a strong, covalent bond be formed between fibre and dye. This also resists washing.

Information to the reaction dyeing

Reaction dyeing is a modern type of dyeing. The dye has a reactive group that has nothing to do with colorfulness. This reactive group can form an atomic/covalent bond with the hydroxy groups of the cellulose fibers. In particular, the dichlorotriazine residue can combine with the fiber by splitting off a chlorine atom.

The covalent bond is relatively stable, so that washing fastness is achieved.Levafix® brilliant blue

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Experiment: Reaction dyeing Documentation

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DYEING WORKSHOP

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3. Visits/ field work• tour of BASF coatings and on-site interviews to find out about functioning

of coloring and coating at the plant –during mobility.

• field work and on-site interviews at Textilwerk, Bocholt to enquire about historical and present-day procedures involved in the sourcing and weaving of textiles.

Visit to a color plant (Brillux, Münster)

Introduction

A leading player in paint and color production, the company has been known for specialized applications and products in the world of colors and coatings for decades. A significant employer in the region and key innovator, the company is home to an extensive research and development department - and the ideal site for studying the structures, stages, and end products in color production.

1. Competences

a) Key competences: basic competences in observation and expression; working knowledge of English (CFR B1/B2); inquiry and analysis, communication in foreign languages; social and civic competences;

b) Additional Competences: self-management and group organisation. 2. Introductory Presentation

• Recap of the role of the corporation• Product range and markets for the products displayed and discussed• Explanation of questionnaires• Group formation (mixed, international) 3. Students’ taskThe students were to explore a major chemical plant producing colors primarily used for coating different materials (foils, metals, hard surfaces).

NO IMAGE MATERIALS DUE TO CORPORATE RESTRICTIONS!

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4. Prior KnowledgeThis unit of field work is based on the prior lab workshop exploring substances and mechanisms involved in coloring textiles.

5. Preparation / SecurityTeachers should contact a relevant plant, compile a comprehensive list of all participants and ensure prior registration. Obstacles: Some plants have limitations of access to their production sites. They also sometimes restrict the use of visuals and materials as results and for publication. Participants need to be aware of possible surveillance during their visit.

6. Apparatusa) facilities: plantb) staff: teacher, English-speaking guidec) time: 90 minutesd) materials: structured questionnaires

Questionnaire sample:

I During your visit, please pay special attention to and do not hesitate to ask questions about: Components of the colors used • potential hazards of these components• their sourcing, origin, and footprint (at the place where they are from) II During your visit, please pay special attention to and do not hesitate to ask questions about: Sustainability at the Münster plant • What is the energy and resource use?• How does the plant generates its energy (what are the primary resources

used)?• How are the wastes disposed of and/or recycled?

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III During your visit, please pay special attention to and do not hesitate to ask questions about:

Safety at the Münster plant • What are the working conditions? • Which substances are workers exposed to? • Are there reductions in emissions of hazardous chemicals during

production?

IV During your visit, please pay special attention to and do not hesitate to ask questions about: Commitment • What is the social and ecological agenda of the company?• Are there campaigns or advocacy coalitions where the company is

committed?

7. Expected impacta) Employability: Raising awareness of a vast common European market and global employment opportunity.

b) Professional orientation: Sensitizing students to the idea that the most diverse procedures and treatments rely on a few basic concepts and mechanisms acquired in schools.

c) Enhancing scientific literacy and development of greater affinity to scientific research environments and procedures.

d) Gender competence: Experiencing, exchanging and appreciating the function and relevance of different roles in discovery, analysis and description.

e) Intercultural competence: Gaining knowledge and assuming a more active role in the learning procedure (as host/guest, planners, managers, presenters). Students will be accepted as valuable contributors no matter the country of origin.

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8. Results (from the structured questionnaires)

a) Components of the colors used • pigments: creating intensity, saturation and luminosity of the colors• oils: providing viscosity and smooth processing• latex: for coherence in the final product and its use• emulsifiers: enabling or hindering reactions of different components• additives: for different purposes during production stage• preservatives: to ensure the product can be used over a prolonged

timespan

b) Identify potential hazards for workers at the plant: • Fumes from latex and oil paints.• The plant has a research laboratory where new colours are developed.

Here workers might come into contact with toxic chemicals such as: toluene, xylene, ethyl acetate, formaldehyde, glycol, methylene chloride.

c) Safety at the Münster plant / Measures to decrease hazards • Materials used in paint production are inspected directly upon arrival and

before unloading.• Workers and visitors have to attend safety briefings.• Workers wear safety equipment appropriate for their respective work

environment.• Production is overseen from a control room. In case of an emergency

production can be halted and employees evacuated.• The final products have to go through quality control before leaving the

plant.• New products are researched and designed in a safety lab. Some areas

are only accessible to authorised staff.

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d) How is sustainability ensured at the plant:

• The plant uses solar energy as it main power source. In case of an emergency, a diesel generator can be used.

• Disposal and recycling of waste: The plant makes an effort to recycles in all areas of the business. Waste paper is reused where possible. They have also developed a special way to clean their pipes without the use of water. This way different colours can be run through the same pipe.

e) Commitment of the company (Social and ecological agenda as well as campaigns and advocacy coalitions)

• The company has established a number of institutions located on the plant’s property in accordance with their social agenda: B(rillux) kids which is a Kindergarten for children/grandchildren of employees. B(rillux) vital which is a gym employees can use for free. Here they can also see a physical therapist. B(rillux) academy which is a training facility where employees can take courses to ensure their continued professional development.

• The company tries to retain employees as long as possible.• It also tries to minimise waste by using computer programmed and fully

automated storage.• The plant reuses its water.• “The Blue Angel is the ecolabel of the federal government of Germany

since 1978. The Blue Angel sets high standards for environmentally friendly product design and has proven itself over the past 40 years as a reliable guide for a more sustainable consumption.”

• “Deine Zukunft ist bunt” (Your future is colourful) is an initiative that tries to attract young people to job of painter by providing interesting information to students.

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Visits and field work (2)

CHANCES AND CHALLENGES: EQUITY AND REALISM IN TEXTILE PRODUCTION (Textiles b)

TextilWerk is a museum featuring a historic textile plant which played a major role in the 19th century along with a number of other plants producing textiles for all conceivable purposes. The museum is divided into two parts: One focussing on the changing role and versatile uses of textiles, the evolution of clothing and fashion, the changes in manufacturing techniques, and interrelations with the

area, epoch and culture. The other part is centered around the role of the workforce, workers’ living conditions, their dwellings, and lives.

Competencesa) Key competences: basic competences in observation and expression; working knowledge of English (CFR B1/B2); inquiry and analysis, communication in foreign languages; social and civic competences;

b) Additional Competences: self-management and group organisation.

Introductory Presentation• Recap of the role of the textile industry in the region, past and present• Structure of the museum and focus of the tour, products displayed and

discussed• Explanation of questionnaires• Group formation (mixed, international)

Our group at the LWL TextilWerk historic plant a. museum, Bocholt, Germany

TEXTILWERK IN BOCHHOLT

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Expected impact• Gain in knowledge on the role of the industry, both locally and globally

(basic knowledge)

• Heighten Aptitude in application of basic skills in research, assessment, selection and presentation of information (transversal skills)

• Insight into the dramatic changes in the textile and garment industries during industrialisation (procedural knowledge)

• Increase awareness of the historic and present risks and changes in working conditions, and the development of basic social and civic rights and privileges (social awareness)

• Foster involvement in research in and application of standards for sustainable production and its economic, ecological, and social dimension. (civic education)

Looms at different stages in history, students exploring fashion designs of different epochs at the plant.

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Looms at different stages in history, students exploring fashion designs of different epochs at the plant.

Students’ task

1. Raw materials, textiles and fabricsIn this section students should explore the broad variety of resources used for textile production in history and their evolution over time. The activity can create sensitivity for environmental issues and sustainability.

2. Risks for the workforceStudents explore working conditions that may appear inconceivable from a modern-day Western perspective. They discover the issue of work safety, the interplay of humans and machines, and the hazard of accelerated mechanization.

3. Textile workers now and thenThe section may provide insight into the significance of the branch and its workforce for the regions involved. It also lends itself to a starting point for discussing important features of social development such as insurance, welfare, retirement benefits and the risks of unemployment.

4. Prior knowledgeBrief orientation regarding the region, the industry, the plant and its historical role. Basic knowledge of plants and fabrics and the respective terms in English.

5. Preparation / SecurityTeachers should contact a relevant plant, compile a comprehensive list of all participants and ensure prior registration. Obstacles: Some plants have limitations of access to their production sites. They also sometimes restrict the use of visuals and materials as results and for publication. Participants need to be aware of possible surveillance during their visit.

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6. Apparatus

a) facilities: plant

The site offers insight into two different sections: • the (refurbished) historic working and dwelling quarters of the workers

and their families. It offers insight into the living conditions, personal items and belongings, and daily routines of their lives.

• the Textilwerk plant transformed into a museum, featuring samples of raw materials for textile production, the steps and mechanisms involved in the process, machinery and tools needed in the process and their change and adaptation over time.

b) staff: teacher, English-speaking guide

c) time: 90 to 120 minutes

d) materials: structured questionnaires

silkwoolcottonmaterials

hard to handle, easily worn when exposed to fraction, force

not washable, warm, provides insulation

washable, thin, properties

dresses, clothingfashion,blankets and home textiles, insulation

sheets, furniture industryuse / type of clothing:

Chinamany different regional and local providers

CaliforniaChinaGreeceItaly

origin

reactive dyeingdirect and reactive dyeingnaturally / reactive dyeing at a high pH-value

colouring by

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4. Exhibit results along with statistics on garment industry.Visits and field work (1)

Results

1) Textiles and Fabrics

Given the fact that in a globalized world, the textiles we wear and use each day are hardly the product of our own environment and resources, there may at first be quite some confusion or generally uninformed assumptions as to the raw materials, their origin and environmental balance. The plant has visitors start out on their tour through an array of the very different prime materials historically used for the production of fabrics and textiles. Here are some examples from today’s students’ perspectives:

NoiseMachines were not shut when a string tore apart

Small pathwaysDust could come into the lungs

Shuttle (part of the machine) could fly out

Risk

MachinesRules of employerWanted to use as little space for machines as possible

Dust came from machines and yarn

Machines broke easily

Origin

Could become deaf or have problems with listening

Worst case:Loose of fingers

Could get tangled or hurt by machines when trying to walk by

Respiratory problems

InjuriesEffect on worker

Give workers ear protection

Shut machines before fixing the string

Leave more space between machines,workers wore tight and short clothes to not get stuck

Give workers protection for nose and mouth

Make machines more stable and safer

Strategy to avoid harm

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2) Risks for the workers in factories

At first encounter with the building, exemplary machines, tools and devices at the plant, it takes some time, additional information and imagination to try and find out about the risks and hazards to the health and well-being of the workers. Risks originated from the plant floor plan, assembly of the machinery, faults or break-downs in the ongoing production, as well as noise, substances in surfaces, materials and lubricants, and emissions from the engines and machines involved.

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Increasing Risks for the workforce

Depending on the mechanisms involved, some risks even increased:

a) Over time during industrialisation, mechanisms accelerated to rhythms that workers had not been accustomed or exposed to before.

b) What is more, the scale of production increased so machinery involved was heavier and could case injuries far graver than previously.

c) In addition, extended use of machinery led to fewer workers in charge of more machines, sometimes causing greater risks for those few left in charge.

Most strategies to avoid harm only came into effect when government measures for increased health care pressured employers to increase security standards.

Depending on the production site and environment, some risks are still the same or at least similar today, though sometimes hazards are not as severe.

In the presentIn the past

around 812 hours a dayWorking hours at Bocholt

depending on qualification and experience

2-3 marks per day + extra money (for extra work)

Income

3.5 years of training timeapprentices started at 14 and finished at 20 years of age

Schooling

medical insurance as well as ear protection and breathing masks

medical insurance but neither ear protection nor breathing masks until 1965

Insurance

no housing possibilities provided by the factory

lived in small houses provided by the factory owners, had to pay income of seven days as rent

Housing conditions

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3) Workers and the Workforce then and now

Having gained a first insight into what went on at the plant on a daily basis - and what kind of risks this implied for the workers - students gave further attention to the specific standards and living conditions for workers at the plant. These included payment, welfare and social security as well as infrastructure provided to the workforce.

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4) Follow-up activity: Chances and challenges: Fairness and realism in the garment business

Starting points for subsequent activities and tasks to the workshop:

1. In groups of two, think of some cult brands in the world, find out about their origins and development.

2. Find out more about these exemplary major global players in the garment industry, identifying their budget, sales figures, and sites of production.

3. Discuss findings on corporate social responsibility for these companies: What is their social, economic and ecological balance.

• What is known about working conditions, employee welfare and benefits at the company?

• What is the impact on the local and regional economic environment?• Are there consequences for the immediate surroundings of the sites of

production? 4. Try and find out about the development of clothing use and consumption, and the average timespan clothing is worn in Western countries.

5. Research labels that account for equitable conditions of sourcing and production, their commercial success and scope.

6. Find out about grass-root initiatives and local community business aiming at equity in textile production.

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Overall Assessment

Competences gained

Major increases were in self-management, research, analysis, arrangement and presentation of ideas. Where gender and diversity competence was addressed, progress could be seen in motivation, information, awareness raising and positive changes in attitude (curiosity, acceptance, and proactivity).

Content / Subject Matter

Students gained insight into the fact that the variety of European habitats account for countless economic opportunities and innovative development. As the objects of study were attributed to all of the project locations, the sites of the learning activities became sights of active discovery. As a result, knowledge was always linked to an actual site, phenomenon, and finding. Motivation for experiments was increased, and peer learning facilitated skill acquisition by emulation or learning from the model.

Language

Students showed increasing versatility in English, mostly in practical terms and classroom English, but also in the use of specific terminology. In addition, paraphrasing efforts lead to an increase in strategies and mediation techniques. Simplification tools (models, schemes, miming) added to a more accessible plurilingual environment.

Diversity Awareness

Essentially, the first and most important result was for students to experience themselves as competent participants in an international project group, as hosts and guests, organizers, contributors, facilitators and mediators. By the set-up of the group, selection of sites and materials, the subjects of inquiry, tasks, and product orientation, any number of personal choices was addressed, and students responded with increased willingness and zeal, as the range responded and catered to individual preferences and learning styles.

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Results for Teaching and Learning Environments

Over the course of the project, students developed a sensitivity for important questions in diversity education (gender bias or neutrality? origins of possible gender gaps in recognition, not in individual skills? Mechanisms of reducing language / attitude barriers and complexities were those of shared responsibilities, model learning, emulation or imitation, schematic, visual and mimic explanations. The pride of showing and explaining your region, finding or achievement to guests and fellow students turned out to be a great empowerment. Among the most positive results, students turned out to be well aware that diversity is a fact of life, an enrichment of their world, and that its perception and management are key to any functioning and productive educational environment.

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Edition made by: Gimnazija Koper – Ginnasio Capodistria, Koper, Slovenia

Authors: Students and teachers of the 2017–19 Erasmus Project atGimnazija Koper – Ginnasio

Capodistria, Koper, Slovenia / Marienschule Münster, Münster, Germany / Petäjäveden lukio,

Petäjävesi, Finland /IES Cavaleri, Mairena del Aljarafe,

Sevilla, Spain

Layout and design: Matej Kocjan

Photos and videos: – as sources mention

and – propriety of archives of

Gimnazija Koper – Ginnasio Capodistria, Koper, Slovenia / Marienschule Münster, Münster, Germany / Petäjäveden lukio,

Petäjävesi, Finland

Compiled and edited as a manual in the context of our Erasmus Plus

project, call 2017–2019.