📝📄📃
Project "Clean
water is everyone's right"
Reflexia
On April 2 of this year, we started the
implementation of the project "Clean water is everyone's right",
which is three months old and ends on June 16. The
project included three classes IX, X and XI, a total of 6 students.
We selected teachers and students from Georgia
and Turkey as partners.
Who were also actively involved.
The level of academic achievement of each student
is high, students are distinguished by interest in the subject, as well as with
great pleasure engage in interesting activities, especially interested in
laboratory work, mastering new technologies.
Accordingly, I chose the project to take into
account the interests of the children and their abilities.
My goal was not to provide ready-made information
to the students but to make them discoverers. I showed them the way to the
discoveryPerforming work, mastering new technologies. Accordingly, I chose the
project to take into account the interests of children and their abilities.
Whether the
set goals were achieved and to what extent the results envisaged by the project
were achieved?
The goal was fully achieved, which was
facilitated by the urgency of the project and the connection with the national
curriculum. It is clear and measurable.
My goal was to get students interested by
conducting simple experiments in chemistry and collaborating with foreign
partners, which I think worked out for us.
The results envisaged by the project have been
fully achieved.
The students worked on the ETWINIG portal, I
introduced them and accordingly I studied interesting computer programs that
will be used in various subjects in the future.Conducted simple experiments,
found information, worked in pairs, independently, in a group.They observed the
progress of the experiments, made recordings, drew conclusions.
Which
activities were carried out according to the plan? Which were not implemented
and why?
•
All activities that we had planned and written in the plan went accordingly.
•
Students were introduced to the rules of laboratory work and the need for
safety from the beginning.
•
Reviewed the submitted project plan, which outlined activities and clear
instructions for students;
•
Worked in pairs, independently, in groups, searched for information through the
Internet and the library
Provides activities and
supporting documents in the form of links or photos
In
the first stage, as planned, the ETWINIGZE project was registered, approved and
we found international partners, explaining the essence of the project.https://live.etwinning.net/projects/project/289429
There
are members involved in the project:
1.Nino
Pailodze (პროქტის ავტორი)
LEPL-PUBLIC SCHOOL VILLAGE KVABGHA OF
CHOKHATAURI MUNICIPALITY, Chokhatauri, საქართველო
LEPL Borjomi Municipality Village Dviri
Public School, Borjomi, საქართველო
Özel Aliağa Fen Bilimleri Anadolu Lisesi,
Aliağa, თურქეთი
Fen Bilimleri Okulları Aliağa Kampüsü,
Aliağa, თურქეთი
Alkasan Ortaokulu, Bolvadin, თურქეთი
After
selecting the partners, I uploaded the action plan in the pages section of
Twinsface, where the activities of each month were described. It is presented
at the link.
https://twinspace.etwinning.net/173706/pages/page/1558170
There is also a page
tab where participants can add their opinion, idea, the title of the page is
"Add your ideas about the project" where the participating teachers
posted their opinion, here are some of them:
,, Rabia Aksak / ÖZEL ALİAĞA FEN BİLİMLERİ ANADOLU LİSESİ
Water is one of the most important natural resources for the
continuity of life. For this reason, we need to protect water resources by
taking various precautions. In the project, the importance of water resources
was explained to the students about water saving and a useful project was
created.
Çağla Sak / Özel
Aliağa Fen Bilimleri Okulları
Emphasizing the importance of water, which is the source of our
life, has been a good project in terms of raising awareness of students.
Inga beridze / Water
Water is one of the most important elements in the environment,
which is essential for a living organism, including 70% of its life expectancy
for humans, depending on the quality of the water. About 1 to 2 billion people
have access to less safe drinking water, a problem that kills 30,000 people
every week. "More people die from harmful water than from war.
April
activities:
In April, it
was planned for teachers to register students on Twinsface, so that students
and teachers could get to know each other through videos.
They learned
in advance to create animations using various programs, which were easily
mastered, accordingly they used a platform such as >> Voki >>
https://www.voki.com/, created interesting animations, converted them to video
format and uploaded them on the YouTube channel in both Georgian and English
Language and shared on Twinsface, here are some of them:
Nazi Iremadze,
Kvabghi Public School: https://www.youtube.com/watch?v=JSPK9dIyUlc&t=4s
Levani
MAKHARADZE , Kvabghi Public School:https://www.youtube.com/watch?v=ReE8MuKFp8g&t=1s
Giorgi
Gobadze, Kvabghi Public School:https://www.youtube.com/watch?v=cY3uy55GrxQ&t=1s
Tamta
Paichadze, Kvabghi Public School:https://www.voki.com/site/pickup?scid=17849885&height=323&width=575&fbclid=IwAR3uY3zsHK29AgR8OH-1DJdJYga_F20WvQexomRemFkfei9HKIjT_MM3jww&chsm=fb9d83ab6c449b3bd1dc44fd00b3e6ce
Çetin
Teker/Alkasan Secondary School- https://padlet.com/cetin_09/Bookmarks
Inga
Beridze Kvabghi Public School:: https://www.youtube.com/watch?v=WRstyOMqJ4E
Mariam
Samsonidze Dviri
Public School:: https://www.voki.com/site/pickup?scid=17868724&chsm=e634abd297e47b7b5267dff659d38da9
Sudenaz Mete-
https://www.youtube.com/watch?v=CJHCZUZQP94&t=2s
Burak- https://www.youtube.com/watch?v=YDagRJlwVMc
The
next activity in April was for students to create a video called "One Day
of My Life." A similar video should be created by teachers to get to know
each other better, which they also successfully coped with, created interesting
collages, was fun and also this activity helped bring students and teachers
closer and better acquainted with their lifestyle or living environment.
After
planning an online meeting on the zoom platform, here are some works:
ნინო
ფაილოძე(მასწავლებელი)- https://www.youtube.com/watch?v=rW7gSyei778&feature=emb_logo
Çağla Falak (მასწავლებელი)-
https://www.youtube.com/watch?v=41flnNxF_us
Rabia Aksak(მასწავლებელი)- https://www.youtube.com/watch?v=C3xRAY4DBEc
Çetin Teker
(მასწავლებელი)
-
https://www.youtube.com/watch?v=ZW9BqKpivMM
მოსწავლეები:
ნაზი ირემაძე- https://www.youtube.com/watch?v=ueK3nvCOv0E&feature=emb_logo
თამთა პაიჭაძე- https://www.youtube.com/watch?v=pJpTmUIeXsk
ინგა ბერიძე- https://www.youtube.com/watch?v=W8hOl_HKUZg&feature=emb_logo
Çetin
Teker/Alkasan Secondary School -https://padlet.com/cetin_09/zg3veae0hwthd32u
elif çiçek - https://www.youtube.com/watch?v=2N4f2rRnr0s&t=15s
In the second half of April the plan was to mark
my own school on the GOOGL MAP, I created a map on google map and the teachers
of the participating schools added the location of their schools.
Through
this activity, participants were able to imagine where we live and how far
apart we are from each other, that technology allows a positive and
collaborative relationship to be established even at such a distance. The map
is given at the link:https://www.google.com/maps/d/u/0/edit?mid=19i70kAbd0yD0OvJ_AV6ptOpPp_DQM2z6&usp=sharing
The
next activity was to make presentations in my own village, I taught the
students a new program "emaze", some of them worked in this program
and gave a presentation at the residence.
The
students worked independently and made presentations at the time provided by
the plan, which were also posted on the feature page tabs.
Here are some of them:
Mariam Artmmeladze: https://app.emaze.com/@AOTTOTRQF/cutout?hidebuttons#1
Inga Beridze : https://app.emaze.com/@AOTTLLZWL/wanderlust?hidebuttons#Nabeghlavi%20casting%20process
Çetin
Teker/Alkasan Secondary School - https://twinspace.etwinning.net/173706/pages/page/1607553
Rabia Aksak- https://www.youtube.com/watch?v=t0q20haBFuM
Manana kutxashvili-
https://read.bookcreator.com/BktsRjMv8AWDdjvMMEPNs5CQeFt1/Nb2ZVtpxStWolTqGohG0eQ
Among the activities described in the plan, the
project logo and slogan competition was especially interesting and competitive,
in which the students participated with great interest and joy.
Here are their works, uploading competitions and
voting through TRICIDER. Here is the link
Logo competition - https://www.tricider.com/brainstorming/3ZHhoZbY5oV
- Miraç
Yılmaz won, the logo created by the winning student became the main logo and
image of the project.
Slogan competition- https://www.tricider.com/brainstorming/2csmqKcc0QF-
won by NIDA SILA KARAMAN,
,, A drop running
from the tap is a breat we lost from the future“
At
the end of the second half of April, there was another meeting through ZOOM and
the evaluation of the work done. The meeting was positive, the difficulty is a
language barrier, but we were assisted by English teachers from both sides.
Phase
II - In the second
phase, we planned activities for May where students first worked in groups,
processed the information in the textbook, consulted with me about what
reagents you could use to conduct the test, what resources were in the school,
and decided which test could be used with the available resources.
They made sketches on the flipchart that
were used during the following tests, provided a pre-prepared test report,
planned the day and started the tests to determine the purity of the water.
Before that, I reminded them once again of the need to follow safety rules.
Each of them was under the supervision of
a teacher, the children in parallel filled in the test report, which was then
processed and presented a description and summary of the work done. After the
submitted test report, it was learned that sample # 1 is Tkibuli water, sample
# 2 is store-bought drinking water, sample # 3- is school, village water. See
Appendices # 1, # 2, # 3, here are the test protocols provided by the students:
Name, Surname: Inga Beridze, Jambuli Dumbadze
Test Time: 31 May 2021
Number of samples: 1
Test sample: # 1
Test report
|
Sample |
Determination
of weighted particles |
Determination
of coloration |
The
smell |
Hydrogen
index -PH |
Determination
of chlorides |
Determination
of sulfates |
Determination
of iron ions |
Determination
of copper ions |
Determination
of lead content |
|
#1 |
Are
weighted particles |
Slightly
has color |
Has an
odor of unknown origin |
It has
a light yellow colo |
Slightly
spilled |
No
color has changed |
No
color has changed |
No
color has changed |
Slightly
changed color, has a light yellowish color as if |
Description: Hello, I am Inga Beridze from the village of
Kvabghi, Chokhatauri Municipality, an eleventh grade student.
On May 31, 2021, my friend Jambul Dumbadze
and I worked as a couple, conducting tests to check the purity of the water to
see if it was fit for drinking. Our test water was sample # 1
First attempt:
What does water purity control
mean?
Odor- Odor is caused by the presence of
various odorous substances which enter it naturally or under the influence of
the natural waters of the enterprise.
We took water and inhaled it and found that it smelled very
faint, but we could not distinguish what that smell might be.
Transparency - We
took a flat-bottomed measuring cylinder 30 cm high (we did not have a 60 cm
measuring cylinder) with a diameter of about 2.5 cm, poured water into it,
stood on a white sheet and placed it 4 cm from the bottom of the cylinder.
The height of the letters of the font is 2.5 mm .We put water in
the cylinder before this writing appeared, we measured the height of the water
column with a line, its transparency was more than 3 cm, we usually saw the
inscription, it means that our water is transparent.
Accordingly there is no violation in this characteristic.
Determining the color - we
took a glassware and a sheet of white paper. We put our sample in the pot and
set the water color on a white paper background. Our water had a slightly
grayish color.
Weighted particles - for
analysis we took 500 ml of water, pre-weighed filter paper (filter paper was
weighed on a laboratory scale, its mass was 0.9 g. We filtered water through
filter paper, dried and weighed again.
The mass changed to 1.0.
Put it in the formula >> (m1-m2)*1000/V
(1.0-0.9)*1000/500 =0.2 mg/l
The result shows that: there are weighted particles in water,
but not in large quantities, and the maximum allowable weight of particles is
10 mg / l.
Determination of water quality
according to chemical analysis
The hydrogen indicator-drinking water must have a neutral reaction.
This means that its pH should be about seven. The change in the hydrogen
content of water intended for agricultural, drinking and household consumption
is regulated in the following limits 6.5-8.5.Pour 5 ml of drinking water into a
test tube, add 0.1 ml of universal indicator, stir, the color is very, very
light yellow. The pH of this sample is probably 6-6.5.
Chloride determination - Permissible
concentration of chlorides in water supply system is up to 350 mg / l
We took 5 ml of test water and added a few drops, about 3-5
drops of silver nitrate.
The water changed color slightly, it spilled very weakly.
Accordingly, if we look at the table given on the flipchart, it is a weak spill
and the concentration of chlorides was 1-10.
Accordingly, there are chlorides in the water, but not more than
the permissible amount, and in this regard, the water is suitable for drinking.
Determination of sulphates - To test for sulphates we took 10 ml of test water, 0.5 ml of
hydrochloric acid and 2 ml of 5% solution of barium chloride, after stirring
the solution we determined that there were no sulphates in the water.Because
neither the color changed, no precipitation formed.The conclusion is that the
concentration of sulfates is less than 5 mg / l.
Determination of iron ions- The permissible norm of iron ions is 0.3 mg.
Pour 10 ml of test water into a test tube, add 15 drops of
concentrated nitric acid, a few drops of hydrogen peroxide and 0.5 ml of
potassium rodent solution.
Neither in this case did any change in color or precipitation
occur, so we conclude that there are no iron ions in our water sample.
Determination of copper ion content - The permissible norm of copper ions in water is 0.1 mg.
Place 3 ml of test water in a porcelain vessel, evaporate using
alcohol until it dries, left as a stain, add one drop of concentrated ammonia
solution, the color does not change.
Accordingly, we conclude that there are no copper ions in our
water sample.
Conclusion
Based on the above, our couple, eleventh grade students Inga
Beridze and Jambuli Dumbadze, believe that the sample we tested should not be
fit for drinking because of the weighted particles, color and odor, it can
still be contaminated chemically or biologically, although chlorides are
permissible. Normally, sulfates, copper ions were not found.But we think there
must be a small amount of lead in the water because after the addition of
potassium iodide the water got a yellowish color as if.
It would be better if this water is tested and then used for
drinking. Otherwise we would not recommend this water, or in extreme cases it
should be filtered before consumption at home, boiling because the weight of
the filter paper has increased when checking the weighed particlesThe teacher
told us that it was Tkibuli water that was not suitable for drinking. We also
think that the experiments conducted by us correspond exactly to the obtained
results and the water of Tkibuli is not suitable for drinking.
Inga Beridze
Jambuli Dumbadze
Name,
Surname: Nazi Iremadze, Tamta Paichadze
Test
time: 31.05
Number
of samples: 1
Sample:
# 2
Test report
|
ნიმუში |
Determination of
weighted particles |
Determination of
coloration |
The smell |
Hydrogen index
-PH |
Determination of
chlorides |
Determination of
sulfates |
Determination of
iron ions |
Determination of
copper ions |
Determination of
lead content |
|
#1 |
|
||||||||
|
#2 |
0,9 |
does not have |
does not have |
The color got very
light green |
The color has
changed |
The solution is
diluted |
Did not change
color |
Did not change
color |
Did not change
color |
|
#3 |
|
Description: I, Nazi Iremadze,
conducted an experiment with Tamta Paichadze on 31.05 to determine the purity
of the water.
There were three
samples in total. Initially we started to test the water with organoleptic
characteristics. That is, it was color, odor, transparency, weighted particles.
Weighted particles
were in the sample for this we weighed the filter paper on a small laboratory
scale, the mass of the filter paper was 0.9 g, I filtered the water and took
the filter paper sample to dry in the classroom, after re-weighing the filter
paper mass did not change again and , 9 g.
The next
characteristic we had to taste was the smell, the color and the transparency.
We checked the odor
as a result of the odor and there was no odor in our sample.
We determined by eye
that the water had no color to determine the color of the sample, we took the
test solution, put it in a glass cylinder, stood on a sheet of white xerox and
observed that the water is perfectly colorless, our sample had no odor and is
very transparent.
Determination of
water quality by chemical analysis methods
Pour 5 ml of test
water and 0.1 ml of indicator into the pH-tube of the hydrogen tube, stir in
the test tube and observe the color of the water as if it had taken on a light
green color.
Determination
of chlorides - Determination of chlorides - 5 ml of test water was removed from
the sample by means of a plastic pipette, 3-4 drops of silver nitrate were
added.
We will notice that
the color has changed, slightly faded.
Determination of sulfates - Using the table we
found that the concentration of chlorides is up to 1-10 mg / l.
Determination
of sulfates - Now add 10 ml of test water to 0.5 ml of hydrochloric acid and 2
ml of barium chloride solution, stir in a test tube. Suddenly there was
no turbidity, when we put it in the test tubes and started working on the next
test, we soon noticed that the solution was spilled.If we compare the sulfate
concentration with the characteristics given in the table, it should be 5-10 mg
/ l in this sample.
Determination
of iron ions-To 15 ml of test water add 15 drops of nitric acid, a few drops of
hydrogen peroxide and 0.5 ml of potassium rhodanide solution. The water has not
changed color and does not contain iron ions.
Determination
of copper ions-Place 2 ml of our sample on a small amount of porcelain, remove,
stain and add a concentrated ammonia solution.The color has not changed
accordingly does not contain copper ions.
Determination of
lead - We took 5 ml of our
sample and added potassium dioxide, we observed that the solution did not
change color.
C o n
c l u s i o n
Testing organization
- Kvabghi Public School
Chemists - ninth and
tenth grade students Tamta Paichadze and Nazi Iremadze.
Based on our
analysis, we can conclude that the water is clean and drinkable.
Whereas:
1. It is odorless,
colorless, transparent and does not contain weighted particles.
2.ph - we think that
the pH of the water should be 6.5 -7, ie it should have a neutral area. Which
is good for drinking
3. Although the
sample changed color during the determination of chlorides did not exceed the
permissible norm.
4. During the
determination of sulfates, the solution was spilled, but even here it is not
dangerous, because 5-10 mg / l is the permissible norm. Content above 100 mg /
l and more is not allowed.
5. As for the
detection of metal ions such as copper, iron and lead, none of them were found
in our sample and therefore this water is completely suitable for drinking.
Our sample turned
out to be store-bought water "Sno", while observing on the label we
found that it is hydrocarbonate calcium type water, non-carbonated.Contains
cations and anions. From cations Ca +2, Mg + 2, K +, Na +, from anions HCO3 -,
Cl -, SO4-2, NO3-.
Where: Cl - <15,
SO4-2 16-25, NO3- <50.Chlorides and sulphates tested by us match the one
indicated on the label.
Also the pH value is
6.5-8.5. We assumed that water has a pH of 6.5.
Name, surname: Giorgi Gobadze
Test time:
May 31 Number ofsamples:1
Sample
number: # 3
Description:
I, Giorgi Gobadze, conducted an experiment on
May 31, 2021 to determine the purity of water. The teacher gave me sample # 3.
Organoleptic characteristics:
·
I first determined
the number of weighed particles, for which I weighed clean filter paper. Its
mass was 0.9 grams. Then I filtered the water in the same filter and after
drying I weighed it again. The mass has not changed.
·
I noticed through the eyes that the water has
no color and is transparent, I took a glass container to determine the color,
Cylinder, I put my sample and put it on white xerox paper. The color of the
drinkable water should not appear to be colored and therefore mineThe pattern
had no coloration.
·
I could tell by
the smell that the water did not smell anything.
Determination of water quality
by chemical analysis methods:
1. Determine the amount of chlorides for
which I put 5 ml of test water in a test tube, add 3 drops of silver nitrate
solution (3%) and observe the formation of precipitate or color.
2. Determine the hydrogen value Ph, for
which I added a 0.1 ml indicator to my sample. The water took on a very green
color after a few minutes.The pH of this water is probably 6-7
3. Determine sulfates. To 0.5 ml of test
water was added 0.5 ml of hydrochloric acid and 2 ml of 5% barium chloride
solution, stirring. As soon as the barium chloride was added, the water was
spilled. E.O. The concentration of sulfates is 10-100 mg / l
4. Determine iron ions. To 10 ml of test
water I added 12 drops of nitric acid, a few drops of hydrogen peroxide and 0.5
ml of potassium rodanine solution. The solution did not change color. Hence the
conclusion that it does not contain iron ions.
5. Determine the lead content. I added
potassium iodide to 5 ml of test water. The water did not change color. I.e.
does not contain lead.
Conclusion: From my experiments
I can conclude that the water I tested is suitable for consumption as drinking
water. As a result of organoleptic examination it is clean, colorless,
transparent, without weighed particles, has a neutral area.
And when
checked by chemical analysis methods did not find more than the allowed norm
chlorides, sulfates, iron, lead.
The teacher
told me that my sample was rural, school drinking water.This water had already
been tested in the laboratory and after comparing the results it turned out
that the results I had obtained were similar.
Accordingly,
I, Giorgi Gobadze, determine that school water is safe to drink and safe to
take.
Giorgi Gobadze
4.06.2021
After
conducting the experiments, we discussed the results. The children presented
their assumptions, talked about how interesting the project was for them, what
they learned new and how they would apply the knowledge in the future.
Phase III - The third and final phase of the project was the
presentation of the materials collected in June, a meeting with partners at
ZOOM: such as e-books, pads, posters, gifs, blogs, etc. Accordingly, this
information was posted on the blog addresshttps://cleanwatermyproject.blogspot.com/
What were the strengths and weaknesses of the project
The strong point was that the project
plan was well drafted. The interest of foreign partners was high and I took
responsibility for each event.
·
The
activities carried out in accordance with the plan were purpose-oriented and
result-oriented. All activities were carried out in accordance with the plan,
resources were created, posted on both ETWINIG TWINSPEIS and the project blog.https://cleanwatermyproject.blogspot.com/.
The weak point was that there were no more
Georgian schools involved in the project, there was only one Georgian language
school and it was a bit passive. The language barrier created a lot of problems
and English language teachers helped us, which created a kind of discomfort.I
will definitely take this factor into account in the future and involve more
Georgian partners in the project.
How well the project plan was
drawn up
The
project was goal-oriented, the planned activities were in line with the goal,
the deadlines were correctly spelled out, the age and resources of the
participants were properly selected and tailored to the needs of the project.
There is a connection with the ESG.
In
which component was the project most successful and why?
• The project was selected based on the age characteristics or
thinking skills of the students and this is important for success.
• I believe that the plan was well drawn, I took into account the
students' thinking skills and clear instructions, it helped to start and
complete the project successfully.
• It was successful to work with various interesting programs such
as voki, book creator, emaze, tricider, postermywall, canva, etc. The children
studied these programs, learned and will definitely use this knowledge in the
future.
One of the important achievements of this project is its experience
and knowledge of working with digital technologies.
• Successful tests were performed, following safety rules, and then
comparing the results with laboratory-tested water results.
Children especially like not their virtual but their handiwork,
especially when the result of a chemical reaction has occurred.
What
benefits did the project participants receive?
• Have mastered various interesting digital
applications and are actively using them at other times, such as creating CANVA
posters, gifs, presentations, conducting TRICIDERI-surveys, creating
VOKI-emojis, animations, BOOK CREATORI-creating e-books, etc. Used to carry out
the activities envisaged in the project plan.
• The programs studied were also used in
projects conducted by other subject teachers;
• Students conducted simple experiments
independently, slowly improved their laboratory skills, knew how to dress, what
to pay attention to, what to consider.
They are well versed in laboratory
utensils and the rules of their use (from our scarce laboratory), they know how
to work with scales, various reagents, etc.
• Get information on how to analyze
water, find out which water is suitable for drinking.
• Collaborated with foreign language
partners, their peers, got to know each other. This aroused the children's
interest to participate in the future.
What
was the student involvement / productivity like?
• All six students
were involved in the project as much as possible, as it was interesting for
them to work on the Etwinning platform in the first place, especially in
dealing with foreign children.
• were actively and
willingly involved in the creation of various resources and placement on
ETwinning. They entered the portal and viewed the works of their peers, trying
to do better.
• They were
especially interested in conducting chemical analyzes and then comparing them,
which they did really well. I gave clear instructions and they followed these
instructions very well, therefore we got a good result.
• I would like to
point out that this project was very productive for each student and teacher
involved.
Has any
activity been added and / or modified in the project implementation process and
why?
The project plan was
modified. At first I only planned to test the school water, but then for more
interest I added two samples of water and I think it turned out best, the
students compared the results of the experiments with each other and realized
that not all water could be drinkable.
·
What would you change if the project was
re-implemented?
Basically I would not change anything because all
the activities provided by the project were selected accordingly because I took
into account the abilities of the students.Also resources were available, the
issue was interesting and the result of the project was accurate and relevant.I
would make a change when selecting partners, I would add more Georgian language
schools, but unfortunately they were not distinguished by their activity.
Комментариев нет:
Отправить комментарий