Project Activities Report

The experience done in this three years of cooperation in the Comenius project “The Blue Planet” has been educational and formative, enriching both the teachers and the students of each participating school, at a cultural and social level, creating an occasion of integration and growth in a European perspective.

The European School Partners involved in the experience are:

Coordinating school:

“Istituto di Istruzione Superiore “Ugo Mursia” Carini- Italia

European school partners:
“Grupul Scolar Forestier” Rucar - Romania
“8° Eniaio Lykeio Ioanninon” Ioannina, Epirus- Greece


Transnational mobility

Project meeting in Ioannina, Greece
Project meeting in Carini, Italy

The project meeting in Greece that occurred on 27th, 28th and 29th March 2006 can be considered a crucial moment in the reorganization of the activities, after the changes occurred, due to the reduction of the partnership, for the absence of the Swedish team. During the meeting the students presented the material elaborated, with an important section in which the questionnaire on the domestic use of water and its results were presented to the partners. The meeting developed an informative-theoretical and practical approach and a naturalistic section, with attention to the theme of the “Eutrophication” of the lake of Ioannina and the difficulties to solve it, including a practical section of experimentation in loco through the use of chemicals. There were also visits to natural sites, as the river bridge “Theogefyro” of the Kalamas River and the wetlands of Lefkada, with emphasis on the sea and the naval tradition of the place. Notable the visit to the Island of Scorpios. An Important objective of the project was to show the dances and the traditions of the Epirus, the Greek history and legends such as the legend of Ali-Pasha and Kira Frossini.
The meeting focalised the attention of the Municipal authority, of the local radio and press and of local institutions, with the participation of the administrators of Education and the Prefect of Ioannina. Moreover it has arisen the attention and the cooperation of the Municipality of Zitsa and the Monastic Committee of Prophet Elias’Monastery of Zitsa. The municipality of Lefkada helped to give the information on the wetlands of the island.
The participants acquired information about the aspects of local life, food and culture, thus creating a more personal link among teachers and students, who have always had a central role in the project meeting activities. Especially for the presence of some Italian students that participated to the meeting, hosted by Greek families.

The project meeting in Italy occurred from 8th to 10th May and can be considered the final act of three fruitful years of cooperation and activities, an occasion to summarize the work done and to be done to conclude the project.
The meeting has included moments of presentation of the material prepared by the Italian students, with the guide of the teachers and moments of reflection on the project’s follow up. Moreover there were visits to places of naturalistic importance, such as the visit to the Reserve of Isola delle Femmine and of Capo Gallo organized by the Capitaneria di Porto of Palermo and visitf to Segesta, Erice and Palermo with its marvellous markets and fountains.
It’s worth to underline the relevant role that the students have assumed both during the presentation of the material at school and also in the moment of recreation with the performance of a show, including music and dances. Moreover the students of our Hotel and Management school prepared delicious dishes of the Sicilian cooking tradition for our guests. The meeting has focalized the participation of the students’parents and the local community, in general with the interview done by the local tv, that put a further emphasis on the importance of the thematic concerning water and the water resources, and the intervention of the Capitaneria di Porto, as an official authority.
In conclusion the partners agreed on the positive development and implementation of the project, suggesting the possibility of a CDROM and a DVD as the final products of the cooperation among our schools.



LOCAL ACTIVITIES

o Didactic development of the project theme in the different school subjects and integration in the curriculum in each participating school ;
o Researches on the scientific and literary aspects concerning the theme, with text analysis of literary passages and study of socio-cultural aspects of the water;
o Implementation of the TIC and of communication on line thanks to the Web Magazine, the Web sites, promoted by the Greek Partners;
o Socialization of the material produced during the meetings at school and through the internet, publication of the photografic dossier in the school websites;
o Visits to places of particular naturalistic relevance relating to the project theme, with the students’ involvement ;
o Questionnaire on the domestic use of the water and statistics of the results;
o Partecipation to the XVI Week of the scientific and technological Culture and socializzation of the material of the Comenius Project The Blue Planet at the Liceo Scientifico Cannizzaro of Palermo


Material produced both jointly and separately

A collection of CDs, prepared by the students in each school on the theme and shared during the meetings among the partners;
A video presenting the most relevant activities of the meeting, produced by the Greek partner;
Panels with pictures and drawings related to the project theme

Impact of the project

On methodology
Motivation to work in group and to cooperate
- Motivation to use the English language as a real means of communication
- Intercultural vision of a theme of mutual interest
- Desire to meet and know new school experiences and European partners
- Consolidation of the use of tic
- Interdisciplinary approach to the school subjects
On the Local community
- Interest for the school activities
- Integration of the school to the territory
- Motivation to understand the necessity to preserve and respect the environment
- Social engagement of the local community


Dissemination of the material

The dissemination of the material has been done at a local and a wider level:
At a local level through the socialization of the material produced inside the school and local community, also through the local information channels.
At a wider level the material concerning the project has been disseminated in the internet, through the Gold system and the EST (European shared treasure) in Italy and the communication links on line run by the Greek partner, namely, through the web magazine: www.webzinemaker/blueplanet, and the site theblueplanetproject.blogspot.com, that are registering many visitors per day by teachers and people interested in material on water. Moreover we can visit the schools’websites in Italy and Greece, that are http:8lyk-ioann.ioa.sch.gr/bpp and www.iismursia.it

Collaboration among the partners

As distribution of work and a mutual cooperation are two essential elements in the partnership, each partner has contributed as much as possible to reach the final objectives, helping according to one’s abilities and capabilities. The activities have given the opportunity to exchange material and methodological suggestions, indispensable in our educational role. We have succeeded in involving the students and motivating them to be more cooperative, to widen the subject, to use the TIC and the English language to communicate, encouraging a reciprocal exchange among students of different schools; so that during this last year the mobility of the students has increased also to give them the opportunity to know different social and cultural contexts and to feel a deeper European spirit .


Final Product

As for the final products we agreed on the presentation of two different work: a CDROM of the material produced by the schools in this three year of cooperation by the Italian School and a DVD including the best moments of the Meetings by the Greek school.


Evaluation of the results
Evaluative Techniques

Round table with discussions and debates on the project management in each school with students and teachers;
Tests to check the students’ awareness, motivation, knowledge…..on the theme;
Involvement of as many students, teachers and local exponents as possible;
A constant interaction between the theme of the project and the school curriculum and activities, in a multidisciplinary perspective;
A periodical account of the activities by the partners;



CONCLUSION
The results of the activities carried out in the course of this three years of cooperation are quite satisfying, both at a didactic level and as concerns the cooperation among the partners. An interesting bulk of material has been produced and disseminated, moreover there has been a fair distribution of the role among the schools and the main obstacles concerning communication have been overcome.
As all the partners insisted importance has been given to the involvement of the students for more practical activities: drawings and researches, collection of material in the foreign language and so on. Moreover the project has become a local event with the involvement of the local community and the official authorities.
We are firmly convinced that the project has had an impact not only at a school level, on methodology and cultural aspects, but also in the local community life: administrators, politicians, the students’ families have been involved in the project meetings, thus creating a moment of aggregation and socialization among different school realities and different countries.
It’s worth to underline the active role that the students have played during the meetings, as the project is a moment in the students’ growth.
In conclusion, the experience has been productive and fruitful as a life and teaching experience. Therefore, we intend to strengthen and intensify our friendship and school and social engagement, continuing our sincere and intense cooperation in the course of the future years.
Our aim has been to encourage our students’ civil and human growth, in the attempt to relate the school to the local community and to a wider European perspective and we think to have been successful.

Results of the questionnaire on the domestic use of water

by the Romanian Comenius team from Rucar
Poll Time: March 2006

Results of the questionnaire on the domestic use of water by the Italian Comenius team

This work have been presented during the project meeting in Carini, Italy (8th-11th of May 2006), by the students of the Italian Comenius team. Supervisor teacher: Giovanna Di Lemma

QUESTIONNAIRE ON THE DOMESTIC USE OF WATER

Results of the A’ class of the 8th Unified Lyceum of Ioannina

Time: March 2006
Sample Size: 92 students

PERSONAL USE OF WATER

1) How often do you have a bath in a week?

a) less than once
1 or 1,09%
b) twice
15 or 16,30%
c) three times
48 or 52,17%
d) every day
28 or 30,43%

2) When you have a bath do you fill the bath with water?
a) YES
22 or 23,91%
b) NO
70 or 76,09%


3) If the previous answer is NO, do you have a shower

a) turning the tap off, when you soap yourself?
41 or 53,95%
b) Leaving the tap on, when you soap yourself?
35 or 46,05%

4) When you use water while you brushing your teeth, washing your face, shaving etc. do you leave the water running?

a) YES
27 or 29,35%
b) NO
24 or 26,09%
c) SOMETIMES
41 or 44,57%


FAMILY USE OF WATER

1) When there is a tap or pipe leaking do you have it fixed immediately?
a)YES
76 or 82,61%
b) NO
16 or 17,39%

2) Do you use an economical toilet flush (e.g. appropriate float or putting a brick inside it etc)?

a) YES
28 or 31,46%
b) NO
61 or 68,54%

3) Do you have a washing machine at home?

a) YES
89 or 97,80%
b) NO
2 or 2,20%

4) If so, how often do you use it for the family?

a) once a week
3 or 3,30%
b) twice
17 or 18,68%
c) three times a week
71 or 78,02%

5) If you have a washing machine, do you use the economic program?

a) Always
8 or 8,89%
b) Sometimes
59 or 65,56%
c) Never
23 or 25,56%


6) Do you have a dish washer at home?

a) YES
52 or 56,52%
b) NO
40 or 43,48%


7) What do you use for washing up at home?

a) ) Always the dishwasher
19 or 21,11%
b) Sometimes the dishwasher
32 or 35,56%
c) By hand
39 or 43,33%

8) How do you wash the fruits and vegetables at home?

a) By washing and rinsing them in a basin (separately or in a sink) always
5 or 5,43%
b) With the tap on always
70 or 76,09%
c) By washing and rinsing in a basin sometimes
4 or 4,35%
d) With the tap on sometimes
13 or 14,13%

9) How do you usually wash the family car/cars?

a) At a car laundry
36 or 39,13%
b) With a bucket and a sponge at home
28 or 30,43%
c) With a washing hose
28 or 30,43%

10) For drinking water at home, do you use

a) Water from the tap
50 or 55,56%
b) Bottled water
40 or 44,44%

11) If you use bottled water, do you do it because (tick more one, if you want)

a) it has a better smell
3
b) it has better taste
13
c) it is not polluted
63
d) it has fewer salts
16

12) How much does a cubic meter of water cost?

a) less than 50 cents
20 or 22,47%
b) from 50 cents to 1 Euro
37 or 41,57%
c) from 1 Euro to 2 Euros
8 or 8,99%
d) from 2 Euro and over
24 or 26,97%




13) How many cubic meters of water do you consume in every bill on average.

*Nobody answered this question

14) How much is the average water bill approximately?

*Nobody answered this question

From the Greek “Blue Planet” Comenius Team: Data collection by the students: Agathi Daflou, Christina Tzeleta and Katerina Sintou.

Data process by the student Thalia Pappa and the teacher Stergios Nastopoulos.

COMENIUS PROJECT “IL PIANETA BLU”
PROGRAM OF THE PROJECT MEETING IN CARINI
FROM 8TH TO 10 TH MAY.



SUNDAY 7 TH MAY
22:50 Arrival of Greek partners. Accomodation at the hotel.

MONDAY 8 TH MAY
8:30 Welcome ceremony at school.
9:00 ÷ 11:30 Presentation of the student’s works.
Information about:The water as a nutritive principle ;
Water as a global resource.

Coffee break

Questionnaire’s results.

Water as a natural resource
13:00 Lunch at school.
15:00 Project session meeting.
15.30 Visit of Isola delle Femmine. A seafaring place.
19:00 Return to the hotel.
20:30 Dinner at school. Musical presentation by the students.

TUESDAY 9 TH MAY
8:15 Departure from the hotel to school.
8:30 Departure for Erice on the lone mountain of western Sicily. It is a magnificent medieval town, famous for its Norman castle or “Castle of Venus”. Visit of the “A. Cordici” Museum in whose atrium there is “The Annunciation” by Antonello Gagini.
Erice is also famous for its craftsmanship and gastronomy, in particular for sweetsmeats of almonds and candied fruits.
13:00 Lunch at the professional school I.P.S.S.A.R. “I. e V. Florio” of Erice.

Departure for Segesta. Visit of the archeological area located on Mount Barbaro. It was one of Elyminians settlements. Visit of the Doric- style temple of V century B.C. and of Hellenistic Theatre.
19:30 Return to the hotel.
20:30 Dinner at school.

WEDNESDAY 10 TH MAY
8:15 Departure from the hotel for Palermo.
Visit of the Pretoria’s fountain built in 1554 by Francesco Camilliani a sculptor. It is adorned by statues which represent the Palermo’s rivers of Oreto, Papireto, Gabriele e Maredolce. The putto at its top symbolizes the Genius of Palermo.
Visit of the Cathedral built in the XII century by the Normans, on the site of an old Christian basilica. We can find the silver urn of St. Rosalia the protectress of the town.
Visit of St. Mary of the Admiral or the “Martorana”. It was by Admiral George of Antioch. It is famous for its mosaics and the baroque frescoes.
Visit of St. Francis of Assisi built in the XIII century.

13:00 Lunch at “ Focacceria” where it’s possible to taste the famous “ panino with panelle” and “panino with spleen and liver” typical Sicilian food.

15:00 Free afternoon for shopping.

18:30 Return to the hotel.

20:00 Project meeting session. Conclusion of works.

21:00 Farewell dinner at school.

THURSDAY 11 TH MAY

Departure of the partners.

The "Castello" of Carini. Foto © 2000 Edizioni Leopardi

The new project meeting, as we decided in our last project meeting, will take place in Carini, Sicily, Italy in May 8th-11th, 2006. Now we are preparing for this last project meeting, which will have a festive and conclusive character. After an effort of three years, we will meet each other for the last time for the project. Friendship and relations developed all these years is an investment for the future, not only as teachers and students, but mainly as human beings. Difficulties, problems to be resolved have united different persons from different cultures and countries in a common purpose. We feel richer after all. Richer in feelings. And knowing each other changed our point of view to people and countries.

EUTROPHICATION IN LAKES

EUTROPHICATION IN LAKES AND SOME PΗYSICO-CHEMICAL PARAMETERS MEASUREMENT

Trophic States
Terms oligotrophic ("little food") and eutrophic ("well fed") were first used to describe soil fertility in northern Germany around 1905
This trophic classification of lakes was first developed largely on the basis of benthic invertebrates present in the deep water sediments. Some species were found to be more sensitive to low oxygen than others. This in turn could be related to classification as oligotrophic, mesotrophic, and eutrophic. Note that as originally proposed, only oligotrophic and eutrophic were defined.
1. OLIGOTROPHIC LAKES - tend to be deep with mean depths > 15 m and maximum depths > 25 m. Waters are transparent and have low density of plant life occurring at various depths. Nutrient supply is low in relation to the volume of water and dominant fish tend to be coldwater species such as lake trout.
2. EUTROPHIC LAKES - are shallow with mean depths <>MESOTROPHIC LAKES - a convenient term for lakes that are borderline between oligotrophic and eutrophic. They are intermediate with respect to nutrient supply, depth, biological productivity, water clarity, and oxygen depletion in the hypolimnion.

Lake Succession - Natural Eutrophication
Based on knowledge that oligotrophic lakes are deep and eutrophic lakes are shallow, it was inferred that lakes must evolve toward a condition of eutrophy over geological periods of time. Thus, the ultimate fate of lakes was to become filled with sediments and eventually supplanted by grassed or forests. Lakes accumulate sediments at an average rate of about 1 mm per year. Support for the idea that there is a successional process in lakes from oligotrophic to eutrophic was found through examinations of the fossil remains of indicator organisms in the sediments. The deepest sediments (oldest deposits) tended to have a greater abundance of organisms found in well oxygenated conditions and the shallowest sediments (most recently deposited) tend to have more organisms tolerant of low oxygen conditions. Despite some evidence to the contrary, there is widespread acceptance of the PROCESS OF NATURAL EUTROPHICATION. Natural eutrophication is complex, immeasurably slow (geological time periods), and, for all practical purposes, it is irreversible under a given set of climatic conditions. It is caused by the change in form and depth of the basin as it gradually fills in with sediment. To reverse natural eutrophication, you would have to scour out the lake basin; a formidable task under any circumstances and certainly not practical with current technology! Nutrient supply does not change, or if it does, it decreases as soils become exhausted.

Cultural Eutrophication
Human settlement in the drainage basin of a lake generally leads to clearing of the natural vegetation, the development of farms and cities. These activities in turn accelerate runoff from the land surface and increase the input of plant nutrients, i.e., the rate of nutrient supply is increased. Also, streams were convenient for disposing of household wastes and sewage, adding to the nutrient load in the receiving water body. The addition of plant nutrients stimulates the growth of algae and other plants which in turn stimulates fish and other organisms in the food web. This phenomenon is called CULTURAL EUTROPHICATION.

Cultural eutrophication is characterized by an intense proliferation of algae and higher plants and their accumulation in excessive quantities, which can result in detrimental changes in water quality and biological populations

The perceived negative effects of cultural eutrophication include reduced water transparency and excessive algal and plant growth, which is highly visible and can interfere with uses and aesthetic quality of water. One consequence of such growths may be taste and odour problems in drinking water. Ecological consequences include hypolimnetic anoxia due to algal decomposition and fish kills

In a few words: Cultural eutrophication is the rapid enrichment of water with nutrients derived from human activities. Main nutrients are P and N and they are derived from sewage, agricultural and livestock holding operations. This process is the result of an increase in nutrient supply to a constant volume of water, without any appreciable change in depth or form of the basin, as in natural eutrophication.


Table I. General Characteristics Frequently Used to Classify Lakes

The control of eutrophication is normally based on limiting aquatic plant nutrient input. Such control efforts must be directed toward the element which is currently limiting or can be made to limit algal growth in the body of water of concern. Domestic wastewaters represent potentially significant sources of nitrogen and phosphorus for the excessive fertilization of surface waters. Eutrophication control efforts are generally directed toward limiting the phosphorus content of domestic wastewaters by precipitation or co-precipitation treatment methods involving the use of aluminum or iron salts or lime. Other potentially significant sources of nitrogen and phosphorus include urban and rural storm water drainage and atmospheric inputs.

The control of nitrogen and phosphorus from urban and rural diffuse sources is a much more difficult task and will require the expenditure of large amounts of funds if excessive fertilization of natural waters it to be minimized to the greatest possible tent

IMPORTANT PARAMETERS

Physical parameters: Colour, Temperature, Turbidity and Odour.
Chemical parameters: pH, Electrical Conductivity (E.C), Total Solids (TS), Total Dissolved Solids (TDS), Total Suspended Solids (TSS), Total Hardness, Calcium Hardness, Magnesium Hardness, Nitrates, Phosphates, Sulphates, Chlorides, Dissolved Oxygen (D.O), Biological Oxygen Demand (BOD), Chemical Oxygen Demand (COD), Fluorides, Free Carbon-di-oxide, Potassium and Sodium.
Heavy metals: Lead, Copper, Nickel, Iron, Chromium, Cadmium and Zinc.
Biological parameters: The biological parameters involved the qualitative analyses of planktons (zooplankton and phytoplankton).

COLOUR
In natural water, colour is due to the presence of acids, metallic ions, suspended matter, plankton, weeds and industrial effluents. Colour is removed to make water suitable for general and industrial applications and is determined by visual comparison of the sample with distilled water.

pH
The pH of a sample of water is a measure of the concentration of hydrogen ions. The term pH was derived from the manner in which the hydrogen ion concentration is calculated - it is the negative logarithm of the hydrogen ion (H+) concentration. What this means to those of us who are not mathematicians is that at higher pH, there are fewer free hydrogen ions, and that a change of one pH unit reflects a tenfold change in the concentrations of the hydrogen ion. For example, there are 10 times as many hydrogen ions available at a pH of 7 than at a pH of 8. The pH scale ranges from 0 to 14. A pH of 7 is considered to be neutral. Substances with pH of less that 7 are acidic; substances with pH greater than 7 are basic.



The pH of water determines the solubility (amount that can be dissolved in the water) and biological availability (amount that can be utilized by aquatic life) of chemical constituents such as nutrients (phosphorus, nitrogen, and carbon) and heavy metals (lead, copper, cadmium, etc.). For example, in addition to affecting how much and what form of phosphorus is most abundant in the water, pH may also determine whether aquatic life can use it. In the case of heavy metals, the degree to which they are soluble determines their toxicity. Metals tend to be more toxic at lower pH because they are more soluble.

When pollution results in higher algal and plant growth (e.g., from increased temperature or excess nutrients), pH levels may increase, as allowed by the buffering capacity of the lake. Although these small changes in pH are not likely to have a direct impact on aquatic life, they greatly influence the availability and solubility of all chemical forms in the lake and may aggravate nutrient problems. For example, a change in pH may increase the solubility of phosphorus, making it more available for plant growth and resulting in a greater long-term demand for dissolved oxygen.
Generally, during the summer months in the upper portion of a eutrophic lakes, pH will range between 7.5 and 8.5. In the bottom of the lake or in less productive lakes, pH will be lower, 6.5 to 7.5, perhaps.

TURBIDITY

Even relatively small amounts of wave action can erode exposed lakeshore sediments

Turbidity refers to how clear the water is. The greater the amount of total suspended solids (TSS) in the water, the murkier it appears and the higher the measured turbidity. The major source of turbidity in the open water zone of most lakes is typically phytoplankton, but closer to shore, particulates may also be clays and silts from shoreline erosion, resuspended bottom sediments, and organic detritus from stream and/or wastewater discharges.

High concentrations of particulate matter can modify light penetration, cause shallow lakes and bays to fill in faster, and smother benthic habitats - impacting both organisms and eggs. If light penetration is reduced significantly, macrophyte growth may be decreased which would in turn impact the organisms dependent upon them for food and cover. Reduced photosynthesis can also result in a lower daytime release of oxygen into the water. Effects on phytoplankton growth are complex depending on too many factors to generalize.

Schematic adapted from "Turbidty: A Water Quality Measure", Water Action Volunteers, Monitoring Factsheet Series.

Very high levels of turbidity for a short period of time may not be significant and may even be less of a problem than a lower level that persists longer. Turbidity is reported in nephelometric units (NTUs), but may also be measured in Jackson Turbidity Units (JTU). Waters with a turbidity level of > 5 NTU are not safe for recreational use or human consumption. Levels > 25 NTU cannot sustain Aquatic life.

The easiest and cheaper method to measure the water turbidity is using the Secchi Disk

SECCHI DISK

A Secchi disk is a circular plate divided into quarters painted alternately black and white. The disk is attached to a rope and lowered into the water until it is no longer visible. Secchi disk depth, then, is a measure of water clarity. Higher Secchi readings indicate clearer water. Lower readings indicate turbid or colored water. Clear water lets light penetrate more deeply into the lake than does murky water. This light allows photosynthesis to occur and oxygen to be produced. The rule of thumb is that light can penetrate to a depth of about 2 - 3 times the Secchi disk depth.

Taking a Secchi Disk reading

• Tie a wrist loop at the end of the rope so the rope end does not accidentally drop into the water when the disk is lowered.
• Lower the disk into the water until the disk just disappears from sight.
• Record the amount of rope submerged (i.e., note the point where the rope and water line meet).
• Raise the disk slowly until the disk just becomes visible and record this depth as well.
• Average the two recorded values. This average is called the limit of visibility.

If the disk hits the bottom before dropping out of sight, note this observation and record the bottom depth.

TEMPERATURE
Most aquatic organisms are poikilothermic - i.e., "cold-blooded" - which means they are unable to internally regulate their body temperature. Therefore, temperature exerts a major influence on the biological activity and growth of aquatic organisms. To a point, the higher the water temperature, the greater the biological activity. Fish, insects, zooplankton, phytoplankton, and other aquatic species all have preferred temperature ranges. As temperatures get too far above or below this preferred range, the number of individuals of the species decreases until finally there are few, or none.



Temperature is also important because of its influence on water chemistry. The rate of chemical reactions generally increases at higher temperature, which in turn affects biological activity. An important example of the effects of temperature on water chemistry is its impact on oxygen. Warm water holds less oxygen that cool water, so it may be saturated with oxygen but still not contain enough for survival of aquatic life.

Thermal pollution (i.e., artificially high temperatures) almost always occurs as a result of discharge of municipal or industrial effluents.



PHOSPHATES
Phosphorus is one of the key elements necessary for growth of plants and animals. Phosphorus in elemental form is very toxic and is subject to bioaccumulation.
Their presence in water is due to detergents, fertilizers and biological processes. They occur in solution in particles or as detritus. They are essential for the growth of organisms and a nutrient that limits the primary productivity of the water body. Inorganic phosphorus plays a dynamic role in aquatic ecosystems; when present in low concentration is one of the most important nutrients, but if the rainfall can cause varying amounts of phosphates to wash from farm soils into nearby waterways. Phosphate will stimulate the growth of plankton and aquatic plants which provide food for fish. This increased growth may cause an increase in the fish population and improve the overall water quality. However, if an excess of phosphate enters the waterway; algae and aquatic plants will grow wildly, choke up the waterway and use up large amounts of oxygen. It is calculated by the stannous chloride (SnCl2) method.

NITRATES
Nitrogen is one of the most abundant elements. About 80 percent of the air we breathe is nitrogen. It is found in the cells of all living things and is a major component of proteins. Inorganic nitrogen may exist in the free state as a gas N2, or as nitrate NO3-, nitrite NO2-, or ammonia NH3+. Organic nitrogen is found in proteins and is continually recycled by plants and animals
Nitrates are the most oxidized forms of nitrogen and the end product of the aerobic decomposition of organic nitrogenous matter. The significant sources of nitrates are chemical fertilizers from cultivated lands, drainage from livestock feeds, as well as domestic and industrial sources. Natural waters in their unpolluted state contain only minute quantities of nitrates. The stimulation of plant growth by nitrates may result in eutrophication, especially due to algae. The subsequent death and decay of plants produces secondary pollution. They can be measured by the phenoldisulphonic method.

(This work was presented by the Greek team in the project meeting in Ioannina (27-04-2006))

Report on the project meeting in Ioannina

The Blue Planet Comenius team at "Theogefyro" (God's Bridge)- Ioannina- Greece

Report on the project meeting in Ioannina (March 27-29, 2006) of “The Blue Planet Project” team

In this project meeting participated the following:
From Istituto Di Istruzione Superiore "Ugo Mursia"-Italy:
1. Guido Gambino, School Principal
2. Anna Taddeo,teacher
3. Giovanna Di Lemma, teacher
And two students
From Grupul Scolar Forestier-Rucar, Romania:
1. Ana Vorovenci, School Principal
2. Maria Vlaicu, teacher
3. Domnica Pestritu, teacher
4. Nicolae Popescu, teacher

And the Greek Comenius team.

The project meeting in Ioannina is a crucial one for the project as it had to be reorganized and new scopes to be put in the project, after the drop out of Swedish team from the project. In brief the program of the project meeting had a double aim to implement. As for the first scope we developed activities that continue the axis that already had put in the previous project meetings. So the Greek Comenius team worked on issues we had already implemented, but in their own point of view and sight.
We emphasized the involvement of new students, who, based on the work already done, developed their own tasks. This work was presented during the project meeting to the partners. An important part among these was the questionnaire about the domestic use of water on which we had a first approach of the results we had taken after a survey in the A’ Class of our school. We also exchanged results from the other schools that will be compared with ours in order to find similarities and differences.
We also presented the problem of the eutrophication in our lake that was accompanied with practical experimentation and use of chemicals measured it in specific time. We also included a tour on our lake in order to show the connection of our town history and legends with water (Ali- Pasha and Kyra Frossini legend).
We visited sites of natural interest as the unique natural river bridge “Theogefyro” of the Kalamas River and the wetlands of Lefkada. During our visit to Lefkada the importance of the sea and the naval tradition of our people, was emphasized with a visit to the famous Aristotelis Onassis’ island, Scorpios, where there is his tomb, and the sea resort of Nydri.
Important parameters of the project meeting was to show the tradition of Epirus, giving presentation of local dances to our guests, and trying to make our guest to know our area better as the visit to Zitsa village with the famous wine history.
In our project meeting the local authorities were present in our presentation as the Prefect of Ioannina and the local educational administration. We also cooperated with the Municipality of Zitsa and the Monastic Committee of Prophet Elias’ Monastery of Zitsa. The Municipality of Lefkada helped us by giving information on the wetlands of the island and their exploitation.
In our project meeting session we exchanged ideas about the next steps of our project. The Italian partners informed us partners about their work on the alimentary value of water and their work on this issue. The Romanian ones informed us about their plan to organize an exhibition of paintings. Also they proposed to work on water legislation. A common decision is to compare the different systems of bill payment in our countries in comparison with the legislation and rules of the EU. The Italians also intend to implement the sub-project “Itineraries of water” that will be presented in the next project meeting.
We also talked about the final product. As the Greek team announced, the most part of the web site is already finished and it has to be completed with the new material that has been collected this year. The site is hosted in the 8th Unified Lyceum of Ioannina web space in the address: 8lyk-ioann.ioa.sch.gr/bpp . We also continue to update our project blog and web magazine in the addresses: theblueplanetproject.blogspot.com and www.webzinemaker.com/blueplanet. A CDROM including the whole site was given to the partners in order to host in a convenient space of their schools.
We decided to make a CDROM with all the most important material collected that it will be the final product of our project.
In all phases of the project meeting the students participated actively, either implementing experimentation and giving and accepting information, or hosting foreign students.
In conclusion we could say that in this project meeting we renewed our partnership and, reaching to the end of a three year’s effort we think that most of our scopes posed at the beginning of the project were achieved, even if our project had many difficulties to overcome.
The next project meeting will be held on the 8th of May, 2006 in Italy.





The Greek Comenius team