1. ERASMUS+ PROGRAMME KA 2 STRATEGIC PARTNERSHIP
“European Schools Go Green” 2017 – 2020
Issue #1
2018
“European Schools Go Green”
2017 - 2018 : Our First Year
Goethe Gymnasium Kassel Germany - Galileo Galilei
Technical High School Genova Italy - 2nd Junior High School
Amaliada Greece

2. Erasmus+ Project “European Schools Go Green”
2nd Junior High School of Amaliada
Erasmus+ “European Schools Go Green ”
2017 – 2020
Erasmus+ is the European Union programme for education, training, youth and sport.
Within the framework of Erasmus plus programme, we are happy for the cooperation of our
school, 2nd Junior High School of Amaliada, with two European schools for three
consecutive years. The three-year cooperation has the corresponding funding by the
European Union. The subject of the programme is the renewable sources of energy,
sustainability, “green schools” and mainly the communication, acquaintance and
cooperation of the students and teachers of our schools with the aim to a better future and
environment than that we have bequeathed to them.
The schools we are in cooperation with, are the leading Goethe Gymnasium of Cassel in
Germany, which is the organizing school of the programme and not only does it have a great
history and tradition but also a high level of facilities and contemporary equipment, and
Istituto Einaudi Casaregis Galilei of Genova in Italy, which provides us with technological
knowledge and support as it is a technological educational institute of a higher level with
high school students.

3. Contact Persons for their schools Erasmus + project are
Mrs Christina Kauffeld, Coordinator of the project , English Language and Politics Teacher ,
Germany,
Mrs Franca Monzeglio , English teacher , Italy,
and Mrs Aikaterini Andreou , Fine Arts Teacher , Greece.
“Our power is our differences”, stresses the head of the programme, Christina Kauffeld from
Cassel, while the group of three is completed by our school, 2nd Junior High School of
Amaliada, providing knowledge about the use of renewable sources of energy in ancient
times, and contribute with visual, graphics, journalistic and artistic products and organising
visual arts exhibitions, the visualization of the material to the three countries as well as the
printed and digital publishing of the artistic, technological, scientific, social and historical
projects of the students.
Students worked in groups as art group, science group, press group. English and German
language groups. Touristic group.

4. Moreover, the three schools cooperate with state tertiary educational institutes and
technological educational institutes, industries, municipalities, scientists, journalists and
analysts of the three countries. Our school hosted this year the first transnational meeting of
students and teachers during a wonderful week of new friends, work, activities, cultural and
scientific visits and workshops.
Our 2018 Erasmus+ project digital printable wall calendar cover
The teachers of the three schools as well as the students involved in the programme during
our first year had many scheduled meetings, and have finished the first projects with
success. This was the first school year we are working on this and we are going to continue
with great enthousiasm until the finish of the programme in June 2020.

5. For its progression, our collaborations and the projects of the students, the educational
community, the parents and guardians as well as the local and broader community keep
updated through publicly posting and through a special digital magazine and blogs that our
schools have created.
The first organizing meeting of the teachers-in-charge has already been held in Cassel,
Germany, at Goethe Gymnasium, in October 2017.

6. The programme, along with the continuous communication between teachers and students
from the three countries on special networking platforms like etwinning and applications as
padlet etc , also includes two trips of student groups of each school, one of which took place
this year in Greece, the next during the second school year of the programme (2018-2019) in
Genova, Italy, and the other during the third school year of the programme in Cassel,
Germany (2019-2020). The purpose of these collaborations, besides the educational factor
and the skills acquisition, knowledge and training, is the acquaintance with other
communities, their history, language, culture, family values as well as contact with people’s
everyday lives, habits, cuisine and nature of the broader area of each school.
Galileo Galilei Technical High School of Genova, Italy
Our map !
Erasmus + is a great opportunity to make our schools better in many ways too.

7. A multipurpose hall was formed and equipped in 2nd
Junior High School of Amaliada,
financed by the programme. It is the hall in which we have our Erasmus meetings with
students, parents and of course the special classroom we used for our working week from
April 23th to 27th
2018, hosting our partners from Kassel and Genova.

8. Since November and December 2017, the students created sketches, logos and comic strips,
illustrations , 2018 calendar and posters concerning the programme. A beautiful online
interactive virtual art gallery also. Students of 2nd Junior High School of Amaliada created
their art inspired by Erasmus+ project “European Schools Go Green”, designed logos,
exchanged ideas, created “green super heros” comics, card and posters illustrations,
sketches of green energy uses, drawings and paintings about climate change and ecological
problems.The first step of brainstorming visualisation, an introduction and preparation for
our common art exhibition with our Erasmus+ partner schools Goethe Gymnasium of Kassel,
Germany, and Galilei Technical High School of Genova, Italy.
Follow the link and press “explore” to take a walk in our first little online art gallery!
http://andreou.artsteps.com/pages/pviewexhibition.aspx?ID=40098
Every work online can be found on our blogs, as on the https://blogs.sch.gr/samiamidi
one of Erasmus project blogs of our school for example.

9. The students searched, were concerned, talked and conducted projects and articles about
renewable sources of energy, climatic change, frequent environmental disasters and the
ominous future that we want to avoid through right updated knowledge and change of
behavior.
Our padlet hosts many of our schools’ work and our projects announcements too.
Here is the link to the padlet
https://padlet.com/samiamidi2015/jhn4c3l2c13q
You can find posted all our worksheets and some interesting links and student thoughts ,
too.
We have created a digital work calendar which is common for the three schools, we have
held many meetings with parents and guardians, students visited an inspiring Land art
exhibition…

10. …and studied the use of recycled materials in works of art, which connect nature with
human beings sending powerful messages, they designed their own work inspired by the
exhibition, they took pictures and conducted worksheets.
Renewable energy and Art?We also used sun for a… sun stencil, inspired by Eratosthenes
experiment!
At the same time, we were preparing the welcoming of the students from the German and
Italian schools, who visited us in April 2018, while students started also interviewing with the
authorities, scientists, specialists and researchers. We also prepared special paperwork, files
tools, material and worksheets for every day of our common activities.

12. Our week was full of interesting workshops, activities and visits.
Here is a little resume of our weeks work !
Monday, April 23rd
2018
First work day in 2nd
junior High SchoolAmaliada :
Welcoming guests to school - Presentation of schools first year work progress.
Guided group tour in junior school classes meeting students during lessons.
Week ‘s work schedule presentation and worksheets .Week activities presentations and
their connection with our project – introduction to worksheets and padlet common
collaborational work.

13. Guided tour at Open Swimming Pool of Amaliada - The case of Heating of the Open
Swimming Pool of Amaliada (Solar-Geothermal system). Dinner with the Mayor of
Amaliada. Mayor Mr Christodoulopoulos offered special souvenir medals of our
Municipality, Ilida, and Erasmus+ participation and Ilida Municipality visit certificates to all
students and teachers.
Tuesday, April 24th
2018

14. Guided tour at Ancient Olympia - Guided tour at the Archaeological Museum –
project worksheet – renewable energies in ancient times.

15. Guided tour in ancient technology Museum - project worksheet about ancient technology.
Wednesday, April 25th
2018
Guided tour in Open-Air Water Power Museum of Dimitsana traditional village
– work sheets about hydropower uses of the past and present.
Visit of Stemnitsa traditional village – and traditional jewllery school of Stemnitsa .

16. Thursday, April 26th
2018
Patras Science Centre – a day of science workshops, dialogue and scientific experiments,
physics and mathematical problems and games. Students also presented their results !

17. Friday, April 27th
2018
Meeting of partner schools teams with Mayor of Ilida ,in City Hall of Amaliada, Mr
Christodoulopoulos.
Conclusions and planning next steps conference– next year schedule workshop -
coordinators conclusions and ideas.
Songs presented by junior class presented in school’s classroom for our guests. Creative
group art workshop – logo painting in 9 puzzle pieces canvases painted by all students.

18. Exhibition preparations - discussion .Art project ideas worksheets . Review of the week
worksheets . Conclusions and work progress worksheets. Souvenirs, Diplomas and presents!
Guided tour at Chlemoutsi Castle – worksheet about renewable energy in medieval times
and castles. Visit of Kyllini Port - guided tour and presentation of the “Killini Port towards
green sustainable future” project .

20. Many articles about our work were published in Greek , German and Italian press about our
meetings, our work, our art exhibitions, activities, research projects, technical drawings and
works of art of the students.

21. Also our school’s Erasmus+ “European Schools Go Green”team joined the great national
“Lets do it Greece” project. On Sunday 29 of April, in every part of Greece , a civic-led mass
movement had joined the project as every year to clean up illegal waste , plant trees, get out
in the streets and nature to do something good for this planet. Hundreds of housands of
people, associations, groups, unions, schools, teams, students, teachers, workers, pupils,
partnerships members etc around Greece are making the difference this special day,
reminding everybody that this is the way we should act always as individuals, but also to
send the message to the “powerful” of the world that we have to change the way we live
not soon, but now.
Here is our school’s participation link
http://letsdoitgreece.org/activities/525/preview?auth_token=2d3009c67eaf8657

22. The first “ Earth 2050” art exhibition in 2nd
junior High School of Amaliada and Goethe
Gymnaium Kassel, during June 2018 were very succesful, full of meaningful sketches,
interesting new ideaas, great and inspiring paintings about climate change, ecological
problems, colorful or black and white posters and surprising installations and garbage
sculptures.

23. 2nd Junior High School of Amaliada Erasmus+ Art Project and Exibition 2017 – 2018 Our
school’s art project this year is described briefly in this video .
https://youtu.be/79V3lt_s_g8
It includes artworks by students 13 to 15 years old, as well as one group artwork created by
all our partner schools students during our meeting week in Amaliada, April 23 – 27 2018. It
includes artworks by our students like installation, drawings, comics, logos, posters,
pendulum painting, light stencil, stop motion animation, collages, cut paper decorations,
acrylics on canvas paintings, acrylics on cardboard paintings, land art exhibition visit, ,

24. garbage collecting from beach activity, photos from our school’s Art Exhibition “Earth 2050 –
is this the future we want?” June 2018 in our multi – purpose classroom especially arranged
for Erasmus activities and exhibitions etc.
Our full project’s work is not included in this video, this is made only about our school’s art
projects and is uploaded only for educational purposes.
We also enjoyed the wonderful artwork by Goethe Gymnasium of Kassel from the amazing
parallel art exibition wit,h their video and brochures !!!
https://youtu.be/SiIesJEVINw
The Greek pedagogical team of the programme consists of the following teachers:
Headmaster : Mr A. Gounaris – Religious Educator ,
Contact Person : Mrs K. Andreou – Fine Arts,
Mrs E. Charda – English Language , Mrs E. Karvouniari – German Language ,
Mrs A. Rampavila – French Language , Mrs S. Salvanou – Informatics ,
Mr C. Spyropoulos Technology , M. Tzavara English Language , Mr G. Vasilopoulos – Physics .

25. Galileo Galilei Technical High School project work 2017 - 2018
The Logo
Students of Galileo Galilei Technical High School have created the logo of the project.
Starting with some simple drafts made by hand, they have used CAD, a technical drawing
software, and have reproduced their idea in a precise and accurate way. The logo symbolizes
a green hero with a wide mantel holding the earth in his hands. Will he save our planet by
protecting the environment with the use of green energy? This is not only a question. This
must be our next generations’ goal.

26. Statistics
Students of Galileo Galilei Technical High School have collected data on the consumption of
green energy in Italy. Thanks to studies on statistics and mathematics, they have been able
to compare the data and create graphics and diagrams showing the change in the situation
starting from the last years up to now. These researches have let them understand better
the deep concern about the environmental impact on our lives in the past and the present
with an outlook for the future.
Scratch!
Students of Galileo Galilei Technical High School have created games using Scratch, a
programming language. The aim was to gather the students from all schools (Greek, German
and Italian, of course) and let them all play together. By the use of coding, they have
improved their competences on I.T. and, above all, their awareness on green energy and the
protection of the environment, since all the quizzes were on the Erasmus Plus topics.

27. Dual axis solar tracker -
From designing to programming
Students of Galileo Galilei Technical High School have been designing a Dual Axis Solar
Tracker. In the first stage, they have used “Inventor”, a solid modeller for technical drawings,
to reproduce its specific sizes and shape. In the next stage of the project design, students
have built a prototype, following precise technical characteristics. Thanks to a simple device,
like a cellphone connected to Bluetooth, the solar tracker is able to move in any directions.

28. Dual axis solar tracker

29. Our students communicated,
questioned, researched, answered ,
studied renewable energy, ecological
problems, climate change, local
disasters etc. and wrote articles.
Next pages are full of students work from all
partner schools.
Goethe Gymnasium, Kassel, Germany
Galileo Galilei Technical High School,
Genova Italy
2nd
Junior High School of Amaliada,
Greece

31. Oilaccident in Alsfeld
The situation of Aalsfeld was dramatically horrible in 2017. Due to a lacking ventile
on an oilwagon, oil made its way through into the canalisation and the near lake of
the city.
The Oily stain on the lake was about 2 kilometres long, containing about 8000 litres
of oil, referring to the government of Gießen. The water authorities tried to rinse out
most of the oil, without success, as only 3000 litres could be extracted from the lake
water.
Firefighters hepled solving the problem, with about 100 firefighters in total being in
duty. To clean up the lake, it took days of intensive work and a lot of ambition.
By analysing the lakes's water after having extracted as much oil as possible, the labs
ensured that there was no harmful waterpollution present. Still, it safely isn't too
pretty to look at for the inhabitants.
In the end, the disposal company was prohibited of doing any water business
anymore.

32. Quizfragen
Why exactly is waste oil so dangerous when deposited incorrectly?
A: It may pollute the environment, the drinking water (1 liter may pollute up until a
million liters of water) and be a threat to animals
Who is responsible for the incident in Alsfeld?
A: it is still unclear who is responsible but the local depositing company might have
to do something with it
How did the firefighters try to contain the oil?
A: they set up barriers and tried to remove the oil in the stream with special
equipment
https://www.oberhessen-live.de/2017/12/15/grosseinsatz-des-thws-nach-alsfelder-
oelunfall/
http://www.t-online.de/themen/alsfeld

33. The strongest storm since 2007
January 2018. The storm Friederike rages through
Germany from west to east. With a speed of 120
km/h it hits Kassel on Thursday the 18th, leading to
severe damages. It is recorded as the strongest
storm since hurricane Kyrill in 2007 which struck
wide parts of Europe, killing 47 people.
Houses and trees collapsed and in ten
thousands of homes there was a power
breakdown because of Friederike. As a
result, people were told to stay at home and
schools were closed. Furthermore, the train
traffic had to be stopped and some
highways were blocked.
On Friday, the weather calmed down slowly. The storm left a lot of injured and six
dead people in Germany.
Sources:
http://www.zeit.de/gesellschaft/zeitgeschehen/2018-01/sturmtief-friederike-
zugverkehr-in-nrw-eingestellt
https://www.hna.de/kassel/autobahn-a7-sti231737/sturm-friederike-orkan-in-
kassel-goettingen-und-northeim-9531924.html
https://de.wikipedia.org/wiki/Orkan_Kyrill
Quiz Questions
Fill in the gaps, please:
A severe __________ called ___________ hit Germany in __________ 2018. It was
the most terrible
__________ ever since ___________ __________ struck Europe in 2007. The
_________ destructed
_________, ___________ and _________ ___________. At the end, six people were
___________
and several people were ___________.

34. Answer the questions ahead:
1) What do you think were the biggest consequences of the storm?
2) Could the disaster have been prevented? Give reasons why/ why not.
3) Have you ever experienced a similar disaster? How do you feel, when you
think back there? / If not, imagine how these people must have felt.
Lina Farag : Storm and thunder right in front our door
It is very easy to watch catastrophes in our homes, where we don't have to be afraid
at all and drink out hot chocolates and enjoy our evening.
But what is happing to our nature, our environment. We have to face the issues
surrounding us an happening outside our comfort zone.
On the 29th
December 2017, Kassel and whole Hesse had to face a big storm and at
the first sight one thinks that this just happens once a year and there is nothing to
worry about. But when we consider the impacts which these storms or thunders
have on our environment, our nature especially, there are huge consequences we
have to face. Not only people outside are getting hurt during these storms, but also
our trees. Without them, biological no life would be possible, because they serve us
with oxygen, which we need to be able to live.
It is just important to face the consequences and act to prevent them, so we can
change what's happening around us. Because our environment makes us the people
we are.

35. Alina Griesel Christina Kauffeld
Floodings
Floodings are very common in German of snowmelting and rainfall. They have
always occured in Germany, especially in Kassel since the river Fulda flows right
through it.
The last really severe flooding in Kassel was in 1995 on the 25th
of January when the
water reached 5,07 metres at the flood spot of the Regierungspräsidium. Normally
the water at that time of the year should only reach 1,81 metre. Many people were
surprised by the water at night and couldn't safe their stuff in the basements and
ground floors. But not only the houses standing directly at the river were flooded,
also the Platz der Deutschen Einheit was completely under water and formed a
seascape.

36. The danger of floodings is that they're coming very sudden and it is unpredictable
how severe they're going to be. Also the floodstream is very strong during high
water and for example tree trunks are flowing with high speed through the river.
In the future we can expect more floodings like these and not only in Germany but
everywhere. The global warming is directly connected with the weather and is
affecting the severeness of natural disasters.
Sources:
http://regiowiki.hna.de/Kassel_im_Jahr_1995

37. https://www.hna.de/kassel/unterneustadt-ort167607/hochwasser-kassel-eine-
staendige-gefahr-3009500.html
https://www.hna.de/kassel/fuldapegel-sinkt-uferbereiche-strassen-ueberspuelt-
pegel-zentimeter-niedriger-1995-1076618.html
https://rp-kassel.hessen.de/umwelt-natur/wasser-bodenschutz/hochwasserschutz
http://regiowiki.hna.de/Hochwasser
https://www.google.de/search?client=firefox-
b&dcr=0&biw=1280&bih=663&tbm=isch&sa=1&ei=Z_SkWtO3B8jRswGDrae4DQ&q=
%C3%BCberflutungen+kassel&oq=%C3%BCberflutungen+kassel&gs_l=psy-
ab.3...178749.185852.0.186138.21.16.0.5.5.0.355.2169.0j8j3j1.12.0....0...1c.1.64.psy
-
ab..4.13.1588...0j0i67k1j0i24k1j0i10i24k1.0.rwpSGczhLc8#imgrc=zcZUAYpLM7ghNM
:
https://www.google.de/search?client=firefox-
b&dcr=0&biw=1280&bih=663&tbm=isch&sa=1&ei=Z_SkWtO3B8jRswGDrae4DQ&q=
%C3%BCberflutungen+kassel&oq=%C3%BCberflutungen+kassel&gs_l=psy-
ab.3...178749.185852.0.186138.21.16.0.5.5.0.355.2169.0j8j3j1.12.0....0...1c.1.64.psy
-
ab..4.13.1588...0j0i67k1j0i24k1j0i10i24k1.0.rwpSGczhLc8#imgrc=4OuxUWmycl5LVM
:
https://www.google.de/search?client=firefox-
b&dcr=0&biw=1280&bih=663&tbm=isch&sa=1&ei=XPSkWvXPGsWnsgGA0beYDQ&q
=platz+der+deutschen+einheit+kassel+%C3%BCberflutet&oq=platz+der+deutschen+
einheit+kassel+%C3%BCberflutet&gs_l=psy-
ab.3...7070.8627.0.9005.7.7.0.0.0.0.126.736.2j5.7.0....0...1c.1.64.psy-
ab..0.0.0....0.noCpWicMYck#imgdii=Op2SmpT5ac1UMM:&imgrc=DR6E2EyvCK3MxM
:

38. Local disaster – forest area “Hessisches Ried”
What do lowland forests, beech groves and oak forests have
in common? They all have a problem! The “Hessisches
Ried” is an area located at one of the longest rivers that
runs through Germany. It is located near the river Rhine in
the southern part of Hessen. It is approximately 60
kilometers long and 15-20 kilometers wide. In
total it covers an area of around 1100 square
kilometers.
Covering 30.000 hectares, these forests do not
only offer a living space for animals like
Bechstein’s bats, middle-spotted woodpeckers
and stag beetles, but also for plants. This
unique forests are, however, facing a
tremendous problem. Since approximately 50
years the forests have to fight for their survival.
The problem is the groundwater extraction. The groundwater is used to provide
drinking water for the Rhine Main area. But because of the many groundwater
extraction projects, those forests are drying out and with them, more and more living
space for animals and plants disappears.
Although this is a huge problem, there is another one. The May beetle is a beetle,
which eats itself into the trees and damages them. The larva’s of it are damaging the
roots of the trees and because of the missing groundwater they are not drowning
anymore. And the polluted air is another problem for the forests as well.
Because of this, the dissolution of the 30.000 hectares of forests has to be stopped!
Otherwise we are losing a tremendous forest stand.
Maria Thiele
Water for the forest!

39. Local disaster – Questions
1. How big is the “Hessisches Ried”?
a. 50km long and 15-20km wide b. 50km long and 20-25km wide
c. 1100 square kilometers d. 11000 square kilometers
2. Which type of peckers are the most common ones in this area?
a. Great spotted woodpeckers b. lesser spotted woodpecker
c. Middle spotted woodpecker d. grey-headed woodpecker
3. When did the forest had to start fighting for survival?
a. Around the 1950s b. around the 1960s
c. Around the 1970s d. around the 1990s
4. Where is the “Hessisches Ried” located
a. In southern Hessen b. in northern Hessen
c. In eastern Hessen d. in western Hessen
5. How is the river near this area called?
6. Name three common species that live there
7. Why are the May beetles another problem?
8. How many hectares of forest are there?
9.

40. The Diesel
Scandal
Volkswagen
09.04.2018GOETHE-NEWS ONLINE POWI BILI Q4 (KA)
Leon Müller Diesel Scandal Newsletter Projekt
In September 2015, the Environmental Protection Agency (EPA) found that many VW cars
being sold in America and around the world had a software in diesel engines that could detect
when they were being tested, changing the performance accordingly to improve results. The
German car giant has admitted cheating emissions tests.
VW has admitted that about 11 million cars worldwide, including eight million in Europe, are
fitted with the cheating device even though Volkswagen is known for trumpeting its cars´ low
emissions.
Full details of how it worked are sketchy, the EPA has said that the engines had computer
software that could sense test scenarios by monitoring speed, engine operation, air pressure
and even the position of the steering wheel.
When the cars were operating under laboratory conditions, the device appears to have put the
vehicle into a sort of safety mode in which the engine ran below normal power and
performance. Once on the road, the engines switched out of this
test mode again.
The result? The engines emitted nitrogen oxide pollutants up to 40 times above what is allowed
in the US and Europe.
Martin Winterkorn, the group's chief executive, said his company had "broken the trust of our
customers and the public". Mr Winterkorn resigned as a direct result of the scandal and was
replaced by Matthias Mueller, the former boss of Porsche.
The “Diesel scandal” is much more than a betrayal of trust. It illustrates how ruthless we treat
our planet and belonging limitations to protect it. In today’s world everything is based on the

41. idea of profit and scaling. It’s about time to understand that we have to protect our home by
switching our focus onto renewable energy and environment protection.

42. - Sophia K. - Swantje K. - Lisa T. -
http://www.duden.de/_media_/small/S/Steckdose-201020497592.jpg

43. ODistribution in Germany
OConsumption in Germany
OEco-friendly production of
electricity

45. http://previews.123rf.com/images/strejman/strejman1302/strejman130200017/18140291-High-voltage-
power-lines-Stock-Vector-pole-electric-electricity.jpg

46. http://strom-report.de/strom-vergleich/#stromerzeugung-2015

47. https://upload.wikimedia.org/wikipedia/commons/thumb/d/de/Entwicklung_der_Stromerzeugung_aus_erneuerbaren_Energien_in_Deutschland.s
vg/1000px-Entwicklung_der_Stromerzeugung_aus_erneuerbaren_Energien_in_Deutschland.svg.png

48. http://strom-report.de/oekostrom/#oekostrom-deutschland

49. http://strom-report.de/oekostrom/#stromverbrauch-energiebedarf

50. https://www.allmystery.de/i/tzqoHQE_O_1000_680_680_DEU-NI-Greenpeace-Atom-ES.jpg

51. http://www.spiegel.de/images/image-699005-videoposter16-vido.jpg

52. A SUSTAINABLE WORLD
Author: Fabio

53. ECOLOGY
The study of the relationship between organisms and the environment in which they live is
called ecology. Ecologists identify and study ecosystems, which are systems including the
organisms of a natural community together with their environment. These organisms
depend on each other for food. Animals are consumers as they eat the food provided by
plants or other animals. Plants are called producers because they produce their own food
using sunlight. This succession of organisms linked to each other through the transfer of
energy and nutrients is called food chain. The balance within each ecosystem is maintained
by the presence of each component. The place where animals and plants live and grow is
their habitat. Every animal has a habitat, where it finds the food, water and shelter it needs
to live. If a habitat is altered, it can no longer support the species that live there. As a
consequence, many organisms are displaced or destroyed, which reduces biodiversity and
may cause species extinction. Among the causes of habitat destruction there are surface
mining, deforestation, urban development, desertification and different forms of pollution.
Finally, global warming, resulting from human emissions of greenhouse gases, is one the
main factors causing habitat loss.
Author: Giuseppe

54. WHAT IS ENERGY?
By energy we mean the ability of matter to do work or cause changes in things
because of its motions, mass or electric charge.
Energy cannot be created or destroyed. It merely changes from one form to
another. But while energy surrounds us in all aspects of life, the ability to harness
it and use it for our ends as economically as possible is the challenge we have to
face today.
Electricity, which can be produced or generated from other forms of energy, has
always been exploited by mankind and recently it has proved essential for the
development of technology.
Electricity can be generated in two ways: from a renewable energy source or from
a non-renewable one.

55. A renewable energy source is one that is replaced over a reasonable period of
time by natural processes; examples include: wind, solar energy, hydroelectricity
and geothermal energy. A non-renewable source is one that is depleted once it is
used and that will run out over time, such as coal, natural gas, oil and uranium.
Most of the world’s electricity is generated using a non-renewable energy source
such as fossil fuels and radioactive substances like uranium. But fossil-fuel power
station have harmful effects on the environment as they produce large amounts
of greenhouse gases.

56. What is alternative Energy?
Alternative energy refers to energy sources which are not
based on the burning of fossil fuels or on the splitting of the
atom. The renewed interest in this field of research derives
from the undesirable effects of pollution both from burning
fossil fuels and from nuclear waste by-products.
Examples of possible alternative energy sources which have a
less damaging impact on our environment are wind power,
solar energy, geothermal energy and hydroelectricity.

57. Windmills are a growing technology which allows people to
harness an unlimited resource that is environmentally
friendly. Solar energy is another resourceful source of energy
which does not produce any harmful by-products.
Geothermal energy is obtained by exploding the internal
heat of the Earth and can be used to generate steam to run
a steam turbine, which in turn generates electricity.

58. Finally, hydroelectricity comes from the damming of rivers and
utilizes the potential energy stored in weather.
Hydroelectricity provides twenty per cent of the world needs.
The other renewable energy sources are used to generate only a
very small portion of the world’s electricity.
The use of electricity around the world continues to increase
with the increase of population, but electricity production from
renewable energy sources is unable to meet this growing
demand. That is the reason why non-renewable energy is still
used as the main source of electricity.

59. Authors: Carlo and Matteo

60. GALILEO GALILEI TECHNICAL HIGH SCHOOL
POWER
STATIONS
HOW THEY
WORK
Thermoelectric Turbines are driven by the
steam produced by the
combustion of fossil fuel (coal,
oil and gas).
Electronuclear Turbines are driven by the
steam produced from the heat
generated by the nuclear
fission of uranium.
Geothermal They exploit the energy
produced by underground
steam.
Hydroelectric Turbines are driven by kinetic
energy of the water collected
in large reservoirs, or by the
movement of ocean tides and
waterfalls.

61. Author: Davide
Wind Power is produced by aero-
generators which harness the
kinetic energy of wind. As
wind flow crosses the blades
of windmill, this is forced to
rotate and can be used to
generate electricity.
Solar Special plates harness solar
energy and transform it into
electricity. Solar energy can be
used in two ways to generate
electricity: photovoltaic cells
and solar thermal plants
exploit solar energy to produce
steam which drives turbines.

62. WIND POWER
Wind is generated by the sun’s uneven heating of the earth’s surface.
Since the earth’s surface is made of very different types of land and water,
it absorbs solar heat at different rates. One example of this uneven
heating can be found in the daily wind cycle.
During the day, the air over land heats up more quickly than the air over
water. The warm air over the land rises, and the heavier, cooler air rushes
in to take its place, creating wind. At night, the winds are reversed
because the air cools more rapidly over land than over water.
Wind energy is mainly used to generate electricity. Wind is a renewable
energy source because wind will blow as long as the sun shines.
Since early recorded history, people have been harnessing the energy of
the wind. Wind energy propelled boats along the Nile River as early as
5000 B.C. By 200 B.C., simple windmills in China were pumping water,
while vertical-axis windmills with woven reed sails were grinding grain in
Persia and the Middle East.
Like old windmills, today’s wind turbines use blades to collect the wind’s
kinetic energy. The wind flows over the blades creating lift, like the effect
on airplane wings, which cause them to turn. The blades are connected to
a drive shaft that turns an electric generator to produce electricity.
Two types of wind turbines are used today, based on the direction of the
rotating shaft (axis): horizontal-axis wind machines and vertical-axis wind
machines. The size of wind machines varies widely. Small turbines used to
power a single home or business facility and they may have a capacity of
less than 100 kilowatts. Some large commercial-sized turbines may have a
capacity of 5 million watts, or 5 megawatts.

63. Larger turbines are often grouped together into wind farms that provide
power to the electrical grid.
Wind plant owners must carefully plan where to locate their machines. It
is important to consider how fast and how much the wind blows on the
site. Wind speed generally increases with altitude and over open areas
that have no windbreaks. Good sites for wind plants are the tops of
smooth, rounded hills, open plains or shorelines, and mountain gaps that
produce wind funnelling.
Most of the wind power plants in the world are located in Europe and in
the United States where government programs have helped support wind
power development. The Unite States ranks first in the world in wind
power capacity, followed by Germany, Spain, and China. Denmark ranks
ninth in the world in wind power capacity, but generates about 20% of its
electricity from wind.
Authors: Alessandro and Mauro

65. SOLAR ENERGY
Record-high oil prices make both wind and solar energy increasingly
competitive. Fear of climate change should brighten prospects for any
alternative to fossil fuels, which release the greenhouse gases that cause
global warming.
That is the reason why more and more multinationals are making long-
term investments in solar energy. The sun gives us energy in two forms:
light and heat. For many years people have been using solar energy to
make their homes brighter and warmer. Today, we use special equipment
and specially designed homes to capture solar energy for lighting and
heating.
Solar collectors trap the sun’s rays to produce heat. A solar collector may
be a box, a frame or a room containing these parts:
 Clear covers, which let in solar energy;
 Absorber plates, which soak up heat;
 Insulation materials, which prevent heat from escaping;
 Vents or pipes, which carry the heated air or liquid from inside the
collector to where it can be used.
 COVERS
Many clear materials can be used as covers for solar collectors, but
glass is perhaps the most common. A special type of glass, which
resists breaking and scratching, is generally used for solar collectors.
When sunlight passes through glass and hits a surface inside a solar
collector, it is transformed into heat. While allowing sunlight to pass
through, glass traps the heat produced inside the collectors.

66.  ABSORBERS
Absorbers are dark-coloured objects that soak up heat. The heat
produced inside a solar collector is soaked up by metal sheets or
containers filled with water, rocks, or bricks that have been painted
black or another dark colour. Without absorbers, solar heating
systems would not produce enough heat to warm a house.
 VENTS AND PIPES
The heat produced by a solar collector is moved to an area where it
can be used.
If the collector’s task is to heat air, then vents, ducts and fans carry
the heated air from the collector to another part of the house.
If the collector’s task is to heat water, then pipes, tubes, and pumps
move water from the collector to water heating or space heating
equipment.
If fans or pumps are required to move heated air or water, the
heater is called an active solar heater.
If the heated air or water from the collector moves to another part
of the house naturally without fans or pumps, then the heater is
called a passive solar heater.
 SUNSPACES
Solar collectors have various shape and sizes. A home that uses a
room or another part of the building as a solar collector is called a
passive solar home.

67. In many cases, passive solar homes use rooms called sunspaces to
capture solar energy directly. A sunspace can be either a room that
faces south or a small structure attached to the south side of a
house.
Sunspace have a large amount of glass and large areas of dark stone
or concrete walls and floors. These materials make up the thermal
mass, which absorbs heat.
Vents placed against the black wall of sunspaces allow heated air to
move naturally into nearby rooms. At the same time, cooled air
from nearby rooms can move into the sunspaces.
 FLAT-PLATE COLLECTORS
Another type of solar collector is the flat-plate collector. Flat-plate
collectors look like large, flat boxes with glass covers and dark-
coloured metal plates inside, that absorb heat. Flat-plate collectors
are usually placed on rooves of houses where no trees or tall
buildings will block the sun’s rays. Air or liquid, such as water, flows
through flat plate collectors and is warmed by the heat stored in the
absorber plates. The air or water heated inside the solar collectors
then heats air or water inside the house. In an active solar air heater,
a fan pushes the air heated inside the collector into a large bin full
of rocks under the house. The heat is stored there so it can be used
later. In an active solar water heater, the water heated inside the
collector is pumped through pipes into a hot water tank.
The first flat-plate collectors were installed on the roof of a house in
Los Angeles in 1909. Since then, millions of solar water and space
heaters have been installed in homes and other buildings all over
the world.

68. Authors: Luca and Matteo

69. NATURAL GAS
Natural gas, which is a naturally occurring hydrocarbon, is the cleanest
and most abundant fossil fuel in the world. Natural gas was formed over
hundreds of million years from organic matter. It is extracted by drilling
wells into the ground and it is one of the cleanest, safest, and most useful
of all energy sources. Drilling can be performed on a land or in the ocean.
Natural gas is primarily composed of methane, although other chemicals
are also present such as propane, butane, isobutane, and heptane. It is
considered "dry" when it is almost purely methane, and "wet" when
there is a significant amount of other hydrocarbons. Once natural gas is
extracted from onshore and offshore sites, it is transported to consumers
through pipelines. Before reaching the pipelines, however, it needs to be
purified. It can also be cooled to a very cold temperature and stored as a
liquid. Since burning natural gas releases about half the carbon dioxide
that burning coal does, increasing its use could reduce the greenhouse
gas emissions that are warming the planet. In addition, natural gas could
replace oil as a transport fuel. About one quarter of all the energy used in
the EU is natural gas and many EU countries import nearly all their
supplies. In the USA, natural gas is used to heat more half of the homes.
Author: Lorenzo

70. OIL
Oil is a black viscous liquid consisting mainly of hydrocarbons that is
present in some rocks and, once refined, is used as a fuel for heating,
internal-combustion engines, lighting and as a solvent. Some experts
believe supplies from the oil-rich Middle East may begin to decline soon.
Established oil fields in the United States yield less than half of what they
did at their peak in the 1970s. Yet industrialized nations show no signs of
slowing down its consumption. With oil prices high and demand
outstripping supply, companies are increasingly venturing into rugged
areas that only a few years ago they would have ignored. Geologists, for
example, are venturing into the remote, icebound waters off the coast of
Norway. Oil companies have started working on new projects to drill oil
without endangering the local environment. Such projects are expensive
and seemed impractical only a few years ago.
Author: Gabriele and Mauro

71. NUCLEAR POWER
Nuclear power is produced using uranium, which is a metal mined in
various parts of the world. Nuclear power produces around 10% of the
world’s energy supply. In nuclear power stations, turbines are driven by
the steam produced by nuclear fission, that is the splitting of the atomic
nucleus into two nuclei under the impact of another particle. Though this
type of power station requires little fuel, it contains dangerous
radioactive materials and produces ionizing radiation, which is one of the
most serious pollutants in the world.
In addition, nuclear power stations produce dangerous radioactive waste
which is difficult to eliminate. Unserviceable nuclear reactors, for
example, cannot be dismantled, and have to be left where they are for
many years, even centuries, leaking radioactive substances into the air,
water and soil. This can cause a rise in the radiation levels and a
consequent increase in the number of genetic mutations.
Another potential risk is the transport of radioactive substances from the
chemical plants to the nuclear stations, from the stations to the waste
processing plants and from there to disposal sites. Any accident during
transport or production could cause a catastrophe.
Author: Simone

73. - Wind turbines “VARESE LIGURE”
https://cleantechnica.com/2014/01/09/varese-ligure-italy-small-town-high-renewables/
- Wind turbines “ROVERAZZA (MELE)”
The largest wind turbines in Northern Italy, nearly one hundred metres of the tower
was officially opened, a hundred and fifty the total height, a turbine E101 3 MW,
produced by ENERCON. The plant will produce clean energy equivalent to twice the
needs of private users of the small town on the heights of Voltri. The energy
produced will be sold to the private company Enel, which funded the project, while
the City of Apples will be 3% of annual profits.

74. - Wind turbines “ RIVOLI VERONESE”
The wind farm consists of 4 wind turbines of 2 megawatts (MW) each for a total
capacity of 8 MW. It will produce 16 million kilowatt hours for years equal to the
energy needs of about 18,000 people. Climate change due to global warming is one
of the problems that humanity will face in the third millennium. The wind power
plant of Rivoli Veronese will make a significant contribution to this step and will save
almost 3,000 tons of oil equivalent per year, reducing 7,300 tons of carbon dioxide
emissions into the atmosphere. The project was developed and designed in detail so
as to limit the impact on the territory, mitigate and compensate them. On this
aspect, once the construction site, it will restore the land on pitches and the passing
areas and will proceed to restore the habitat and the colonization of the tree species
typical of the area. It will also proceed to the redevelopment of so-called 'dry
meadows' adjacent to the implant with the planting and the regret of wild orchids.
In the vicinity of the wind farm it will be built a bike path that will connect to the
existing one that runs along the Biffis channel, in addition to the creation of a
specially dedicated educational tour.
http://www.100-res-communities.eu/communities/best-practices/the-community-of-the-rivoli-
veronese-wind-farm

75. - Wind Farm “VALBORMIDA A CAIRO MONTENOTTE”
The wind farm of Cairo Montenotte, with its six machines, has the largest wind park
in Liguria (4.8 MW total rating). Both the design and the building is a lot of care to
the environmental aspects, the development of the area is given, involving in
building the European leading companies in their sectors. The electrical cabinets of
Cairo wind farms, for example, were made in the style that characterizes the
cabanas for agricultural equipment in the area, as well as to better integrate these
anthropic structures with the environment and impact as quickly as possible on the
landscape.
https://www.researchgate.net/figure/272892687_fig1_Fig-1-Valbormida-wind-
farm-15-listening-points-orange-squares-six-operational-wind

76. - Wind Farm “Stella”
This is a 800 kW tower, added to the other three with the same power in operation
since 2007 in the territory of the municipality of Stella, Savona. The wind farm "Five
stars", the first built by FERA in Liguria, has a rated output of 3.2 MW. Since 2007,
the wind farm "Five Star" produced around 24,000 MWh of clean energy, avoiding
the emission of over 15,000 tonnes of CO2 and consumption of 17,000 barrels of oil,
saving for national economic balance of over 1.3 million euro. Throughout his life,
the park will avoid the import of a super-tanker of 200,000 tons and the emission of
150,000 tons of CO2.
http://www.thewindpower.net/windfarm_en_1317_stella.php

77. - Wind turbines “Montoggio”
It will produce 140,000 kilowatt hours for year, transforming the wind into
electricity. And the new 24 meters high wind turbine will be inaugurated by the City
of Montoggio which funded the plant of renewable energy, produced by the
company Air. The turbine is expected to generate for the city administration a net
profit of around EUR 15,000 per year, fully paying back its cost in 15 years.
ALL THE WIND POWER IN LIGURIA IS CAN BE FOUND ON THIS WEBSITE:
http://www.thewindpower.net/zones_en_7_liguria.php
Author: Lorenzo and Fabio

78. Wind Power Production in Liguria
11,3
16,6
19
23,1
47,1
58,1 58,1 58,1 58,1
7
9
15
23
30
33 33
46 46
0
10
20
30
40
50
60
70
2008 2009 2010 2011 2012 2013 2014 2015 2016
MW
Years of production MW numbers of sites

79. WIND TURBINES IN LIGURIA
The aim is to assess the current wind energy potential in the Liguria
region, Italy. Data for a monitored period up to six and half years from
25 stations distributed over the four provinces of Liguria (i.e., La
Spezia, Genoa, Savona and Imperia) have been analyzed. From the
data obtained on the 25 stations, only 4 of them seem to be eligible for
energy production, but, due to other constraints such as
environmental protected areas, only one of them seems the only one
where the wind potential - which has been quite stable in the years -
can be effectively exploited.
Ligurian wind warms British homes. A true paradox: the energy
produced by the three wind turbines operating on the high ground of
Stella San Martino (Savona), the place of birth of Italy’s former
president Sandro Pertini, ends up in the electricity network of British
Petroleum, which was this year’s highest bidder for the green energy
generated on the mountain sides above Savona.

80. GALILEO GALILEI
TECHNICAL HIGH SCHOOL

81. A SHORT OUTLINE
“Galileo Galilei” is a technical high school in Genoa.
It was founded in 1893 as a school of Arts and Crafts. At that
time the seat was very well equipped with laboratories and
workshops and it was managed by private entrepreneurs. In
1923 the “Galileo Galilei” became a Technical Institute, the
first one in Liguria, our region, and one of the oldest in Italy.
In 1934, thanks to the highly qualified teaching staff and
severity of leading technical studies, besides technically
advanced equipment, the school was awarded “the pride of the
City Council”.
In 1987, the school was one of first institute to introduce the pc
for the math and physic’s study.
In 2004 the two Institutes "Einaudi-Casaregis" combined with
“Galileo Galilei” Industrial and Technical High School, giving
birth to the State Institution of Higher Education "Einaudi-
Casaregis-Galilei“, each one still retaining its study courses
and specificity. Today the school is not so big as in the 1980s,
but it still has got an important role in Genoa.

82. We have got a lot of laboratories in our school: physics,
chemistry, informatics, and others. At the informatics lab we
study subjects like S.T.A. (Sciences and Applied Technologies)
and C.A.D. (Computer Aided Design). The former is the study of
materials and their properties, the latter deals with designing
what we will practically build in 3D thanks to software
like AUTOCAD, AUTODESK and INVENTOR. In this laboratory there
are about twenty computers, one for each student.

86. We have a chemistry lab at school where
we do most of the experiments. In the
lab we set four tables on a blackboard
where the teacher and his assistant
explain the procedures to be performed
step by step. When we enter the lab, we
need to wear lab uniforms, rubber gloves
to handle liqueurs and perishable
glasses. No food must be introduced.
Each time you have to form groups to
carry out the tasks assigned.

87. Our gym is divided into two parts. It is coloured with
blue, it is not so big and thick. Sometimes it is
necessary to share it with other students. In this way
we can play football and volleyball at the same time.

88. Our school organizes different
types of sports activities.
A lot of these are optional and they
take place in extra-school times.

89. During the school we do some tests, as:
- high jump
- push up
- speed
- long jump
- shot put
- abdominal tests
The best students in the same categories are challenging for the title of
“School Champion”. At the end of the school year, there is also a prize!

90. Every year the school organises a football
tournament. This competition is dedicated to the
students that died before finishing school.

91. Our school organises extra school meetings to learn the rules
of beach volley. After learning how to play, the physical
education teacher organizes some real matches. This
tournaments are organized during extra school hours, both in
winter and summer.

92. DISCOVERING ROBOTICS AT THE SCIENCE
FESTIVAL IN GENOA

93. GEMUN
Genoa Model
United Nations

94. Erasmus+ project
By Ellen and Maria

95. Content/Overview
 Sustainability in Germany
 Statistics: Why are only few people living sustainable
 Internet statistic
 Survey at the Goethe-Gymnasium
 Survey in town (Kassel)
 What is the most important aim of sustainability in the world?
 Survey at the Goethe-Gymnasium
 Survey in town
 Survey at a horse ranch
 Sustainable development goals
 importance of sustainibilty for the german tourism (chart)
 Working for sustainable enterprises (diagram)
 Trademark studie
 Our project idea

96. Sustainabilty in Germany
 Abolition of nuclear power plants until 2022
 Waste seperation and und recycling
 Renewable energy
 Public transportation
 Nature sanctuary

97. https://www.umsicht.fraunhofer.de/de/nachhaltigkeit/ag-
nachhaltigkeit/aktuelles/nachhaltigkeitsbericht-sophie-
scholl/_jcr_content/contentPar/pressarticle/pressArticleParsys/textbloc
kwithpics/imageComponent2/image.img.large.jpg/1460403789940_nach
haltigkeit-international160x120px.jpg
Why are only few people
living sustainable?
1. …because of missing
education(22%)
2. …because of the situation of
life(26%)
3. …because of the family
income(15%)
4. …because of the personal
attitude(29%)
5. …because of other reasons
(8%)

98. 62%
1%
28%
0%
8% 1%
Why are only a few people living sustainable?
convenience
family income
personal attitude
life situation
lack of education
other reasons
Questioning of 58 pupils at the
Goethe-Gymnasium between
the 9th grade and the Q-Phase

99. 48%
13%
15%
6%
10%
8%
Why are only a few people living sustainable
convenience
family income
personal attitude
life situation
lack of education
other reasons
Questioning of 52 people in
town

100. 1%
42%
22%
13%
22%
What is the most important aim of sustainability in
the world?
no poverty
Peace and equality
no starvation
renewable and clean energy resources
protection of the wild and sealife
Questioning of 78 pupils from the
Goethe-Gymnasium between the
9th grade and the Q-Phase

101. 3%
6%
0%
14%
0%
6%
13%
7%3%
11%
3%
9%
7%
0%
7%
0%
8%
What is the most important aim of sustainability in the
world
no poverty
zero hunger
partnerships for the goals
quality education
gender equality
clean water and sanitation
affordable and clean energy
decent work and economic growth
industry, innovation and infrastructure
reduced inequalities
sustainable cities and communities
responsible consumption and production
climate action
life below water
peace, justice and strong institutions
life on land
good health and well being
Questioning of 35 people in
town

102. 12%
26%
9%17%
10%
12%
14%
What is the most important aim of sustainability in the
world
clean water
clean energy
good health
climate protection
more clean establishments
less exhaust fumes/air polution
I do not know what is meant by that/what
that is
Questioning of 128 people on a
horse ranch in Rotwesten,
which is near Kassel

103. http://i1.wp.com/www.un.org/youthenvoy/wp-content/uploads/2015/09/E-SDG-
Poster_Tabloid-e1441829593955.jpg?resize=1800%2C1165

104. http://www.forum-
csr.net/global/images/cms/Pressemeldungen/2015/1502
27mascontour_grafikbefragung_72dpi_de.png
• This chart is about the importance of
sustainibilty for the german tourism now and in
five years
• There clearly is a difference shown since the
importance is increasing rapidly
• Nearly 38% of the people in five years will think
that sustainibilty has a huge importance
• This chart is from 2015

105. http://infographic.statista.com/normal/infografik_
2435_Altersverteilung_der_Personen,_die_bevorzug
t_fuer_Unternehmen_arbeiten,_die_sich_fuer_Nach
haltigkeit_einsetzen_n.jpg
• This diagram informs us about the amount
of people of different ages who would like
to work for sustainable enterprises
• Almost half of the people being interested
in sustainable workplaces are between the
ages of 21 and 34
• The least amount of people being
interested in this is of the age of 65 or
older
• The younger generations are thinking about
sustainabele workplaces in comparison to
the older generations

106. http://ap-
verlag.de/clickandbuilds/Word
Press/MyCMS4/wp-
content/uploads/2015/06/graf
ik-ipsos-handelsmarken-
konsumenten-
nachhaltigkeit.jpg
• About a trademark studie:
• 71% want to have ecological
and social responsible
trademarks and 41% would
pay more for this
• 67% wish to have regional
trademarks, while 37% are
ready to pay more in order
to get this
• 60% of the people would pay
a surcharge for meat
products, if there is a better
animal welfare
• All the people, that have
been asked have already
reched th age of 18
• In total 1000 people were
asked

107. Our project idea
 Large poster at the external wall of the school (panorama)
 How does Germany look in 2050 – different years
 Slogan
 Materials:
 Large, white cloth towel
 Fabric paint
 Eyelets and ties Ösen as a fixation (at the windows)

108. INDUSTRIAL CHEMICAL DISASTERS IN NORTH ITALY:
CENGIO (LIGURIA) AND SEVESO (LOMBARDIA)
ACNA
ACNA, an acronym for National and Affinity Dyestuffs, has been an
important Italian chemical company from 1929 to 1999 at Cengio, in the
up-hills of Genoa, mainly known for the pollution of soils and waters in
the area, associated with its activities. On March 26, 1882, the
Municipality of Cengio authorized the construction of a dynamite
factory. Sulfuric acid, oleum and tritium were produced. However, the
effects of the pollution began to be felt: for years the river Bormida's
water was no longer able to drain, the fog and the rain brought the
phenol to the ground, and in 1909 the Mondovì praetor forbade its use.
Many aqueducts were also closed. In 1931, ACNA was sold.
On the 12th
May 1956, a great demonstration of all the valleys took place
to protest against the pollution. The closure of aqueducts continued
and the pollution grew a lot. Many people were affected by cancer and
malformations due to the gases discharged into the air such as sodium
hydrogen sulfide, sulfur dioxide or hydrogen sulfide.

109. SEVESO
There are heavy metals, normally used, as mercury, cadmium and lead
that become potentially dangerous, if they reach certain concentrations.
Cadmium is used predominantly in the manufacture of batteries and can
go to the environment causing kidney, bone marrow and pulmonary
emphysema. Lead, normally used for example in vehicular carriers,
absorbed in the body, can severely damage the kidneys and lead to
poisoning. Among the most polluting chemicals we find the dioxins
used in the production of herbicides. Dioxin pollution, causing health
problems to humans and animals, causes a considerable increase in
prenatal deaths and births of children with severe malformations. Well
known is the Seveso disaster that occurred in Italy in 1976, where a
dioxin-containing toxic cloud was released from a tri-chloro phenol
production plant, causing serious disadvantages for man and the
environment.

110. MT HAVEN’S SHIPWRECK
Haven is the largest shipwreck in the sea and lies at a depth of 33m to
83m off the coast of Genoa. Today it is a popular tourist attraction with
deep sea divers. On the 11th
of April 1991, the Cypriot ship Haven was
unloading a cargo of 230,000 tons of crude oil to the floating platform in
Multedo, 11 kilometres off the coast of Genoa, Italy.
On the following day, MT Haven was to be towed close to the coast, in a
bid to reduce the coastal area affected and make intervention easier. As
the bow slipped beneath the surface, a steel cable was passed around
the rudder and tugs applied towing pressure. But it was quickly clear
that the ship had broken its back, and the bow section came to rest in
450m of water. On the 14th
April, the 250m long main body sank two
kilometres far from the Ligurian coast between Arenzano and Varazze.
The oil that was contained in the ship spread to the sea causing
pollution from the sea, flora, fauna and all living beings in the vicinity.
The wreck of the ship is still at the bottom of Arenzano's sea and
continues to pollute the sea.

111. THE PARK OF NERVI’S CLEANING
In the city of Genoa, thanks to the initiative of a group of students
nicknamed "Green Angels", in the Park of Nervi, east of the city, a
vegetable restocking has been going on. Unfortunately, the park had
been largely destroyed by a tornado. It was October 14th
2016, when
wind over 150 km/h had raised pines and oak trees along the coastline
of Genoa, breaking and throwing them up. The numbers of that disaster
were impressive, worse than a decimation: 196 trees lost forever (86
cypresses, 50 pines, 36 oaks and 24 among different varieties).

112. TOXIC ALGAE
An algal bloom is a rapid increase or accumulation in the population
of algae in freshwater or marine water systems, and is recognized by
the discoloration in the water from their pigments.
The cyano bacteria were mistaken for algae in the past, so cyano
bacterial blooms are sometimes called algal blooms. Blooms which can
injure animals or the ecology are called "harmful algal blooms" (HAB),
and can lead to fish die-offs, cities cutting off water to residents, or
states having to close fisheries.
Holidaymakers have been advised not to bathe along two stretches of
the Italian coastline because of the invasion of a kind of toxic algae
which, when they bloom, release neurotoxins into the air. People who
come into direct contact with the algae can suffer respiratory problems
or minor skin irritation. Swimming has been banned at beaches near the
northern city of Genoa after a 60-year-old man was taken to hospital.
Subsequent tests showed it was the same type of algae that caused 200
people in the Genoa area to seek hospital treatment the previous year.
The Italian health ministry said the algae do not represent a significant
risk to health but insisted that the temporary bans had been put in place
for the good of swimmers.

113. SAND: THE GOLD OF THE SEA
A new WWF dossier about the sea pollution talks about some important
questions regarding our beaches. It is concentrated particularly on the
topic of bathing establishments, and their environmental impact.
Sometimes in Italy there are some irregular constructions that cause an
impoverishment of the beaches and other dangerous natural activities,
for example, the coastal erosion. This kind of pollution is documented
in the report “Sand: the gold of many to the benefit of few“. This report
describes some irregularities in our country, particularly about the free
beaches stifled by degradation.
For the WWF president, it is important to improve an environmental
policy, and also to guarantee a good environmental preservation. This
is a really important question in Italy, because places like Liguria, Sicily,
etc. “are where lots of riches are concentrated”. In the last part of the
dossier, the WWF indicates the main solutions to save our seas:
control over the new coast edification, lock of bathing establishments,
automatic concessions, and cooperation between ministers, regions
and municipalities, it will be very important to improve the quality of the
new measures.

114. !
!
CO2 - Emissions!
in Europe!
1
Swantje Kramer!
Q1 !
Politics & Economics !
CO2 - Emissions in Europe

115. Table of Contents
2
Page Topic
3 Introduction
4 CO2
5 Meat Production
6 Automobile Industry - Car Production
7 Automobile Industry - CO2 balance through trees
8 Conclusion
9 Sources

116. Introduction!
!
!
Europe produced around 4.300 billion tons of CO2 in 2015. Even though it is 1.300 billion
tons less than in 1990, it is still too much.!
I asked myself, how this huge amount of CO2 output was produced. !
So I decided to take a look at different CO2 - producers in Europe.!
For me, the two topics, which do not get enough attention are meat production and
automobile industry.!
Most people know about the CO2 output of cars, but they do not know how much it really
destroys our planet. !
I bet that almost nobody thinks about meat production, when it comes to CO2 emissions.!
!
!
!
3

117. CO2!
!
To talk about CO2 output, one first needs to know what it is.!
CO2, also known as carbon dioxide, consists of 1 carbon atom and 2 oxygen atoms. !
It is colorless, scentless and not flammable. CO2 is a natural component of the air and one of the
most significant greenhouse gases. It absorbs a part of the heat, which were delivered to the
universe, and beams it back to the earth. !
CO2 appears in our earth atmosphere as a byproduct of cell respiration and also while burning
wood, coal, oil and gas. Furthermore, disintegration of organism and volcanos also set carbon
dioxide free. In contrast to other substances, CO2 doesn't disintegrate. It either will be stored by
waters or disintegrate through photosynthesis of foliage plants.!
!
What does it mean for our climate? The enrichment of carbon dioxide in our atmosphere rises
every year, but the huge amount of carbon dioxide cannot be converted. Thus, less of the radiated
heat can disappear into the universe. Consequences are the warming of the global climate, the
melting of polar caps and the increase of the water level. The weather also changes. There are
more and more extreme heat waves. Deforestation and warming of oceans lead to less CO2
binding. Global warming has huge impacts for humans, animals and plants, because heat waves
and floods destroy harvests and biotopes.!
!
!
!
4

118. Meat Production!
!
Not only that meat production
needs a lot of water. It also
sets tons of CO2 free. !
Western and eastern Europe
together produce 707 million
tons per year. A cause could
be the traditional meals and of
cause the cheap meat price. If
vegetarian food were cheaper,
I guess less people would buy
meat.!
!
To produce 1 kilogram meat, one needs around 5 kilogram feeding stuff.!
To grow these feeding stuff, a lot of forest has to be stubbed.!
Instead of producing corn and soya for people to eat, especially for the ones, who live in
these regions and starve, 1/3 of the grain crop is produced for animals. In fact, more
people could feed on 5 kilogram vegetables, than on 1 kilogram meat. !
!
In addition, a lot of water is needed, too. To produce 1 kilogram beaf, one needs 15.000
liter water . This water could be used for people do drink and wash, because there are still1
people, who have no access to fresh and clear water. !
Meat production, including methane out of the stomach of the cows, the food production
and the deforestation, amount to 20% of greenhouse gas emissions. !
!
Important to know are the numbers of CO2 output. !
Every kilogram of beef sets around 13,3 kilogram CO2 free. Laughing gas, also called
nitrous oxide, is also produced in meat production. It is 300 times more climate-damaging
than CO2 and needs 114 years to reduce. In comparison, the same amount of apples
would produce 0,5 kilogram CO2 and tomatoes only 0,2 kilogram . !2
As one can see, a vegetarian lifestyle would save a lot of CO2 output.
5
peta.de1
greenpeace.de2

119. Automobile Industry!
!
Car Production !
!
Before a car is able to pollute the environment by driving hundreds and thousands of
kilometers, is first has to be produced. The process of car producing sets as much CO2
free, as one would produce while driving 30.000 kilometers.!
In Europe, the most cars are produces in England, Germany, France and Italy.!
When it comes to car driver, I found out that in 2013 Luxembourg were on the sole lead3
with 659 cars per 1000 inhabitants, Italy on the second place with 606 cars per 1000
inhabitants and Cyprus on the third place with 575 cars per 1000 inhabitants. Germany is
listed ninth with 575 cars per 1000 inhabitants. !
!
!
To estimate the CO2 output of a car, I found an example . A car, which needs 8l benzine4
per 100km, has a tank capacity of approximately 55 l. 40 kilogram benzine are filled into
the tank every time. This benzine is burned and at the same time the carbon (of the
benzine) WITH the oxygen of the air. HENCE CO2 develops. !
One kilogram Benzine produces 3 kilogram CO2, because every carbon atom needs two
oxygen atoms. Oxygen is heavier than carbon, thus the CO2 is 3,6 times heavier than a
single carbon atom.!
Every tankful produced around 150 kilogram CO2.!
!
!
!
!
!
!
!
!
!
!
6
autobild.de3
daserste.de4

120. CO2 balance through trees!
!
As we all know, trees can transform CO2 to other products during their photosynthesis.
Glucose, which they use to survive. Fresh Oxygen, which enables people to breath and
water. The remaining carbon atoms are stored in the trunk. !
!
The molecular formula is the following:!
6 CO2 + 12 H2O -> C6H12O6 (glucose) + 6 O2 (Oxygen) + 6 H2O (Water) !5
!
I guess it would be important to mention how many CO2 a tree can bind. I found a good
example of a 23 meter beech, which has a caliber of 30 centimeters at a 1,30 meter6
height of the stem. A tree like this needs 80 years to grow. One needs to look at the dry
weight this tree bears in its leaves and stem. The tree of our example could bear 600
kilogram dry weight. This amount can bind one ton CO2. In this 80 years a beech binds
around 12,5 kilogram per year. So after this 80 years, one ton CO2 is converted. Above I
mentioned how many kilogram CO2 one tankful produces and now we know, that a tree
can only bind 12,5 kilograms per year. To bind the amount of CO2 of one tankful one
needs 12 trees. With every tankful one can drive around 700km. A car driver in Germany
approximately covers a distance of 10.000 km per year, this would be around 14 tankfuls
of 55 liter, which leads to a production of 2.100 kilogram CO2. To bind this amount of CO2,
one needs around 168 trees.!
This is just an example. It doesn’t reflect the statistics perfectly, because there are other
criterions, which play a role.!
Other consumptions, which produces CO2 are not included!!
!
!
!
!
!
!
!
7
wald.de5
handelsblatt.de6

121. Conclusion !
!
The automobile industry, as well as the meat production, are just two causes for a rising
CO2 output. To balance this, the world would need much more trees and waters.!
Actually, people should try to solve this problem, where it begins, instead of trying to make
the best out of it. !
I guess, a big problem is that many people do not think about the effect of their behavior
and they do not care about their environment. CO2 output could be easily degraded by
using bicycles for a short distance, taking the bus to work or eating less meat from factory
farming. !
!
!
8

122. Sources!
!
Page 4:!
• https://www.co2online.de/klima-schuetzen/klimawandel/was-ist-co2/ !
• http://www.biologie-schule.de/co2-emission.php!
!
Page 5:!
• http://www.fao.org/fileadmin/user_upload/gleam/images/fig5.png!
• https://www.greenpeace.de/themen/landwirtschaft/fleischeslust-was-das-stuck-lebenskraft-
tatsachlich-kostet!
• http://www.peta.de/weltwassertag#.WeSVGxSeg1g!
!
Page 6:!
• http://www.autobild.de/artikel/eu-statistik-zur-autodichte-4180949.html!
• http://www.vol.at/vc-produktion-eines-autos-verursacht-so-viel-co2-wie-30-000-kilometer/
news-20110224-01133457!
• https://www.tz.de/auto/auto-so-viel-fahren-deutschen-kilometer-im-jahr-zr-7134604.html!
• http://www.daserste.de/information/wissen-kultur/wissen-vor-acht-ranga-yogeshwar/sendung-
ranga-yogeshwar/2011/wie-viel-co2-produziert-ein-auto-folge-606-100.html !
!
Page 7:!
• http://www.handelsblatt.com/technik/energie-umwelt/klima-orakel-wie-viele-baeume-sind-noetig-
um-eine-tonne-co2-zu-binden/3201340.html!
• http://www.wald.de/wie-viel-kohlendioxid-co2-speichert-der-wald-bzw-ein-baum/!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
9

123. 2007 Greek forest fires
Location Greece:
Peloponnese, Attica and Euboea
Statistics
Date(s)28 June 2007 - 3 September 2007
Burned area 670,000 acres (2,711 km2)
Cause heat wave, arson, and wind

124. Fatalities
June: 9
July: 5
August: 67
September: 4
Total: 84
Non-fatal injuries:
Exact number unknown - number believed to be several dozen people.
The 2007 Greek forest fires were a series of massive forest fires that broke out in
several areas across Greece throughout the summer of 2007.
The most destructive and lethal infernos broke out on 23 August, expanded rapidly
and raged out of control until 27 August, until they were put out in early
September.

125. The fires mainly affected western and southern Peloponnese as well as southern
Euboea. The death toll in August alone stood at 67 people.
In total 84 people lost their lives because of the fires, including several fire
fighters.
Some of these firestorms are believed to be the result of arson while others were
merely the result of negligence.
Hot temperatures, including three consecutive heat waves of over 40 °C (105 °F),
and severe drought rendered the 2007 summer unprecedented in modern Greek
history.
From the end of June to early September, over 3,000 forest fires were recorded
across the nation.[6] Nine more people were killed in blazes in June and July.

126. A total of 2,700 square kilometers (670,000 acres) of forest, olive groves and
farmland were destroyed in the fires, which was the worst fire season on record in
the past 50 years.
Of the total of 2,700 km², 1,500 km² (370,000 acres) were burnt forests in Southern
Greece alone.
Many buildings were also destroyed in the blaze. The fire destroyed 1,000 houses
and 1,100 other buildings, and damaged hundreds more.
The fires at Olympia

127. Olympia, site of the ancient Olympics and World Heritage Site, was evacuated on
26 August 2007.
Fears were expressed for the survival of the ruins of ancient Olympia lying near
the raging fire.
The famous statue of Hermes of Praxiteles and nearby antiquities were spared
from the fire, but the yard of the museum where the statue is housed was
scorched.
According to the official statement of former Minister of Culture Georgios
Voulgarakis, no serious damage was caused to the antiquities.
The fire burnt all the trees on the hilltop above, and an area of brush and open
space adjacent to the Olympic Academy.

128. The fire did not damage the archaeological museum nor did it damage the several
ancient structures in the area.
"The wider archaeological space of Olympia remains intact," stated Mr.
Voulgarakis.
Despite the Minister's claims, it has been established, as of 26 August, that the
afflicted damage is of greater importance and scale; the sacred Hill of Kronos was
totally burnt during the blaze. The hill was left blackened, but will soon be
reforested.
New Culture Minister Michalis Liapis has stated that 3,200 bushes and saplings
will be planted on the Hill of Kronos, to return the area to its previous appearance.
Lusika Elezi Greece

129. The severe negative impacts of climate change have already begun to be felt and, as
seems to be worsening.
Climate change is an outrageous case
Destruction of assets, violent displacements, droughts, disappearances of species and
many similar phenomena will have additional costs for the global economy.

130. By 2030, climate change is expected to cost the global economy $ 700 billion a year,
according to researchers.

132. Contamination of the atmosphere
Contamination of the atmosphere is another major problem of modern societies, as it
has been observed more intensely over the last few decades alongside the progress
made by man.
Factories, power plants, ore processing plants (eg copper foundries), modern transport
(cars, airplanes) are responsible for the emission of harmful gases and particulates
into the atmosphere.
Air pollution sources are also natural phenomena such as fires and the volcanic
eruption. In particular, in large industrial cities, air is so polluted that it is

133. distinguished by the change in color.
It is called "smog", it is brown in color and is harmful to both people who breathe it
and to trees, plants and animals. In many areas, pollution of the atmosphere has
harmful effects on agricultural production and on the food we consume.

134. The acid rain
The phenomenon of acid rain has been observed over the last decades in the industrial
areas of the Earth. Car exhaust gases, gases (mainly sulfur and nitrogen) emitted by
power plants and other industries are mixed with water and made acidic.
So, the rain (or snow) that falls on Earth and contains the harmful and molten gases is
called acid rain.
Acid rain is detrimental to humans and animals as well as to plants, rivers and lakes as
well as to the organisms living there. When the rain is contaminated, lakes and rivers
die and huge areas of forests are destroyed.
Also, acid rain pollutes the drinking water consumed by humans and, of course,
animals. Additionally, acid rain has a negative effect on rocks, such as marbles,
limestones, basalt, and others. Ancient monuments that have been exposed to weather
for thousands of years because of acid rain suffer erosion with the risk of losing their
form and becoming dust in a few years.
LILOS ALEXANDROS 2nd
Junior High School of Amaliada

135. World Scientists’ Warning to Humanity: A Second Notice
15,000 Scientists Sign “Second Notice” Warning About Climate Change
Some of the Greek scientists who signed the petition
Alexandridis, Nikolaos
Biologist
Greece
Kaloudis, Triantafyllos
PhD Chemist
EYDAP SA
Greece
Geropoulos, Antonios
phd student / invasion ecology / marine ecology
University of Crete
Greece
Dimopoulos, Panayotis
Professor in Botany and Ecology
University of Patras, Department of Biology
Greece
Dailianis, Thanos
Postdoctoral Researcher, Marine Biology
Hellenic Centre for Marine Research
Greece
Badouvas, Nicholas
MSc Student on Oceanography and Environmental Management
National and Kapodistrian University of Greece
Greece
Hatjina, Fani
Researcher A', Honeybee behaviour

136. Division of Apiculture, Institute of Animal Science, Hellenic Agricultural
Organization;DEMETER;
Greece
Karachle, Paraskevi
Researcher
Institute of Marine Biological Resources and Inland Waters, Hellenic Centre for
Marine Research
Greece
Kokkoris, Giorgos
Assistant Professor, Statistical and Mathematical Ecology
Dept. of Marine Sciences, University of the Aegean
Greece
Mavridis, Avraam
Lecturer of Agroenvironmental Management Systems/ GIS Analyst
Perrotis College, American Farm School of Thessaloniki
Greece
Kornilaki, Ekaterina
Associate Professor in Developmental Psychology
University of Crete
Greece
Kornilaki, Ekaterina
Associate Professor in Developmental Psychology
University of Crete
Greece
Zourellis, Andreas
Energy Engineer
Greece
MAVRAKI, DIMITRA
ENVIRONMENTALIST
HELLENIC CENTRE FOR MARINE RESEARCH
Greece
Mertzanis, Yorgos
Senior Scientist
CALLISTO - Wildlife and Nature Conservation Society
Greece
NALETAKI, MARIA
RESEARCH ASSISTANT, OCEANOGRAPHY
HCMR
Greece

137. MINOS, GEORGE
Associate Professor
Alexander Technological Educational Institute Thessaloniki
Greece
Poursanidis, Dimitris
Postdoctoral Researcher
Foundation for Research and Technology
Greece
Nicolopoulou Stamati, Polyxeni
Prof. Environmental Pathology MSc Environment and Health Sapacity Building for
Decision Making
Medical School National and Kapodistrian University of Athens
Greece
Psaralexi, Maria
Researcher
Aristotle University of Thessaloniki / Callisto - Wildlife and Nature Conservation
Society
Greece
RODOTHEATOS, GERASIMOS
RESEARCHER WITH THE EUROPEAN CENTRE FOR ENVIRONMENTAL RESEARCH AND
TRAINING
PANTEION UNIVERSITY OF ATHENS
Greece
TRICHAKI, KYRIAKI
ACADEMIC STAFF IN MUSIC EDUCATION
UNIVERSITY OF CRETE
Greece
Soros, Ioannis
Evolutionary Biologist
Greece
Tsagarakis, Konstantinos
Post-doc researcher
Institute of Marine Biological Resources and Inland Waters, Hellenic Centre for
Marine Research
Greece
Youlatos, Dionisios
Associate professor
Aristotle University of Thessaloniki, School of Biology
Greece
Valavanis, Vasilis
Research Scientist / Geographic Information Science
Hellenic Center for Marine Research Greece

138. Tzanakis, Constantinos
Professor of mathematics & Physics
Dep. of Education, University of Crete
Greece
“In 1992, the Union of Concerned Scientists and the majority of Nobel laureates in
the sciences penned the “World Scientists’ Warning to Humanity.” Pointing to
growing problems like ocean dead zones, biodiversity destruction, climate change,
and continued human population growth, the scientists argued that “a great
change in our stewardship of the Earth and the life on it is required, if vast human
misery is to be avoided.”
Now, 25 years after this initial dire warning, over 15,000 scientists from 184
countries have signed a much more urgent letter to humanity.
Led by William Ripple, an ecologist at Oregon State University, the “second notice”
to humanity warns that we are on a collision course with the natural world, and
that “soon it will be too late to shift course away from our failing trajectory.”
“Since 1992, with the exception of stabilizing the stratospheric ozone layer,
humanity has failed to make sufficient progress in generally solving these foreseen
environmental challenges, and alarmingly, most of them are getting far worse,”
the scientists write.
In particular, the authors fear that rising greenhouse gas emissions from fossil fuel
use, deforestation, and agricultural production significantly raise the risk of
catastrophic climate change. As the growing population continues to stress
ecosystems, more communities will face water shortages, failed harvests, and
growing unrest.
The authors write: “By failing to adequately limit population growth, reassess the
role of an economy rooted in growth, reduce greenhouse gases, incentivize
renewable energy, protect habitat, restore ecosystems, curb pollution, halt
defaunation, and constrain invasive alien species, humanity is not taking the
urgent steps needed to safeguard our imperiled biosphere.”
Globally, freshwater resources continue to be depleted, ocean dead zones
continue to expand, and the amount of species and forestry continue to plummet
at unprecedented rates. Our growing population, land use, and fossil fuel use are
threatening the very foundations for life on Earth.
Is There Hope?
Twenty-five years ago, scientists feared that our rapid population growth and
economic growth were stressing Earth’s ecosystems “beyond their capacities to
support the web of life,” and that we were “fast approaching many of the limits of
what the biosphere can tolerate without substantial and irreversible harm.”

139. But despite these dire warnings, scientists aren’t without hope. They point to
ozone depletion as an example of reversing humanity’s impact on the
environment, and they also note that extreme poverty and hunger have
diminished globally, while investments in girls’ and women’s education have
contributed to more stable fertility rates.
The authors also note that the renewable energy sector has rapidly grown since
1992, and that some regions have successfully limited deforestation.
But these measures alone aren’t enough. As such, Ripple and his coauthors present
13 different strategies for moving towards sustainability, including: establishing
well-funded nature reserves, reducing food waste through education and
infrastructure, promoting dietary shifts towards plant-based foods, developing
green technologies, and establishing economic incentives to shift patterns of
consumption.
Few of these changes can happen without popular support, however, and the
authors argue that scientists, media influencers and regular citizens must take
action “as a moral imperative to current and future generations of human and
other life.”
“Scientists are in the business of analyzing data and looking at the long-term
consequences,” Ripple said in a release. “Those who signed this second warning
aren’t just raising a false alarm. They are acknowledging the obvious signs that we
are heading down an unsustainable path. We are hoping that our paper will ignite
a widespread public debate about the global environment and climate.”
In the letter’s conclusion, Ripple writes: “We must recognize, in our day-to-day
lives and in our governing institutions, that Earth with all its life is our only home.
… Working together while respecting the diversity of people and opinions and the
need for social justice around the world, we can make great progress for the sake
of humanity and the planet on which we depend.”
November 15, 2017/article by Tucker Davey
sources
http://www.efsyn.gr/arthro/heiroteres-apo-anamenomeno-oi-synepeies-tis-klimatikis-allagis
http://www.protothema.gr/environment/article/732288/provlepsi-tromou-apo-ti-nasa-oi-megales-pole
http://www.ert.gr/eidiseis/evzoia/perivallon/pano-apo-15-000-epistimones-proidopioun-gia-tin-katastr

140. http://scientists.forestry.oregonstate.edu/
http://scientists.forestry.oregonstate.edu/signatories
https://futureoflife.org/2017/11/15/15000-scientists-sign-second-notice-warning-
about-climate-change/

141. SCIENCE:
 What would happen if the mosquitoes
disappeared?
 And if people disappeared?

142. Loss of mosquitoes would endanger the survival of many animals, scientists say.
Does this apply to people?
If someone asks you the following question: "What do you think would have a more
negative impact on the environment, the extinction of man or mosquito?" I am
almost certain that everyone would answer, of course the disappearance of man.
That's what I just thought about when I took over to find out about this for my
school project.
And you will not believe what I learned when I was looking for information on this
issue. Searching I found that if the planet shook off the mosquitoes, there would be
some negative environmental impacts:
It is impossible to know this with certainty because, firstly, the mosquitoes are too
many and cover many different environments, secondly they feed and feed on a
wide range of other creatures and finally because most of these interactions have
not been studied.

143. But it is natural for the people who suffer from annoying stings and bear the burden
of the diseases they transmit, to hope that the answer is no. Many birds, bats,
amphibians, fish, spiders and other insects feed on mosquitoes. Many mosquito
control experts say that although predators do not consume enough mosquitoes to
control their population, a loss of mosquitoes would jeopardize their survival. A
scientific research on mosquito elimination, published in 2010 in the journal Nature,
closes with a comment by the head of the American Society for Mosquito Control,
who notes that their extermination would disrupt the environments in which they
operate and that "something else, better or worse, would take action ".
 On the contrary, after the disappearance of man
things will be like this:
24 - 48 hours later:
The lights in the cities will go out. Nuclear stations will go into energy-saving mode.
The windmills will continue to work until they have enough lubrication to keep them
running. Photovoltaics will continue to work until they are too dusty to operate. The

144. current will be cut almost everywhere, unless it is powered by hydroelectric stations,
which will gain more time.
3 days later:
Metro and underground will flood. There are underground pumps that are activated
by humans to prevent water from entering the system even when it does not rain.
10 days later:
Pets will have the first problems. Animals locked in homes will start to die of hunger
or dehydration. The same will happen to animals in farms such as chickens and cows.
Animals that can escape should either be killed or kill. Small dogs and cats will be the
first to be eaten by other animals while large dogs will create herds.
About 1 month later: After the water which Nuclear installations are using for
cooling, has evaporated, explosions larger than Chernobyl and Fukushima will

145. happen. This will result in the death of millions of animals. However, the planet will
actually recover from infection fast enough. One year later, satellites and everything
else we have sent in space will fall to Earth. It will look like a rain of falling stars that
only the animals will be able to see.
25 years later: The roads will be recovered by vegetation that develops under the
sidewalk. The wind will be much cleaner. Basically, nature will claim what we have
built on it.
100 years later: The Eiffel Tower will collapse. The Golden Gate bridge will
collapse. Whatever is made of metal or steel will collapse because no man will be
around to preserve the structures from erosion. Marshes will return to the cities and
will host many birds. Without humans, marine life will expand its population.
500 years later: There will be no trace of modern cities. 10,000 years later the only
sign of human life on Earth will be the stone statues we have created, such as the
Pyramids and the Great Wall of China.
100 million years later: Plastic bottles and the remaining pieces of glass will
eventually disappear. 300 million years after man there will be no trace of us. If
another species comes to our planet, it will not even know that we were there once. (I
suppose you had imagined it differently, so did I).
Sources of information:
Ntalamara Pavlina B’4 2nd
Junior High School of
Amaliada

146. ECOLOGICAL DISASTERS FROM HUMAN ERROR
As an ecological problem, we mean disturbing the balance in nature, especially
between humans and the environment, which has led to many side effects on
nature. Everything that destroys nature improves the life of man. By saying
ecological problem we mean the destruction of the natural environment due to
human intervention. Sea pollution, depletion of Earth's natural resources, pollution
of the atmosphere by car exhausts, habitat destruction, climatic abnormalities such
as greenhouse gases, and ozone hole are some of the forms of this problem.
Here are the photos ...
Surf into the ... rubbish.
The Indonesian surfer Dede Surinaya is mastering a wave
- and along with plastic and other trash, in Java, Indonesia.

147. The rubbish kills.
For the surfer the garbage can spoil the idyllic image of the sea but for other living beings it
is a deadly threat.
When breathing becomes difficult. Air pollution and carbon dioxide emissions
from a coal-fired power plant in the United Kingdom.

148. When the ice melts.
In both Arctic and Antarctic glaciers are shrinking. The picture is from the North East Land in
Norway.
Addicted to oil. Overexploitation of natural resources, another symptom of disrespect
for nature. Cairn River, California.

149. Overpopulation.
Aerial view of New Delhi in India. Population 22 million people, that is, 30,000 inhabitants
per square mile ...
Nature responds. One of the most powerful and devastating hurricanes in US history,
Hurricane Katrina, is hitting the land.
All the problems we face ... we created them ourselves, but now it's too late ... or not?
NIKOS FOTOPOYLOS 2
nd
Junior High School of Amaliada

150. ENGLISH GROUP:
PROJECT
Λεξιλόγιο ανανεώσιμων πηγών ενέργειας:
Ελληνικά: Αγγλικά:
Αιολική ενέργεια Wind energy
Υδραυλική ενέργεια Hydraulic power
Κλιματική αλλαγή Climate change
Γεωθερμία Geothermal energy
Ηλιακή ενέργεια Solar energy
Ενέργεια από τη θάλασσα Water energy
Βιομάζα Biomass
Ανεμογεννήτρια Wind turbine
Πήγες πληροφόρησης:
1)el.wikipedia.org
2)www.ypeka,gr
Νταλαμάρα παυλίνα Β’4