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For ADN Carbone 0 project, teachers of natural sciences, Physiques and Technology of the French School of Muscat in Oman, worked around the theme of sustainable development. Today they share the work of their students.
Depending on the evolution of our greenhouse gas emissions, the temperature will have increased from 1.5ºC to more than 4ºC by the end of the 21st century (2100). The consequences of this current climate change are the rise in sea level, the melting of ice, an increase in the frequency of meteorological phenomena, a change in the global distribution of precipitation which will have significant consequences on the availability of water and on agricultural production in several regions of the world.
Faced with the imminent climate emergency, the 3rd graders mobilized to think about the means they could use at their level, to reduce C02 emissions on a small scale. They first looked for the main energy expenses, and found individual solutions applicable to everyday life at home and in high school in order to save energy.
Here are some examples to avoid wasting energy:
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Turn off your computer when not in use.
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Unplug electrical appliances, do not leave them in standby mode.
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Switch off the lights as long as it is daytime (1 hour less lighting, each day=100kWh).
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Choosing a class A appliance instead of B saves 20% energy.
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Lower the temperature of a home by 1ºC (allows 7% energy savings).
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Switch from incandescent bulbs to compact fluorescent bulbs and LEDs.
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Finally, taking public transport reduces CO2 emissions.
In technology class, the students put these tips to the test by carrying out experiments on thermal insulation and the consumption of different types of lighting. In physics, they were able to analyze the establishment's bills and thus see a change in consumption throughout the year, by comparing the data with previous years.
The students quickly understood that it was necessary to support these efforts with solutions on a collective scale, by moving towards green energies (biomass, wind, hydraulic, solar, geothermal, etc.), which do not use finished materials such as fossil fuels, and therefore eliminate the emission of greenhouse gases thanks to renewable energy sources. To do this, they built SVT models to remind us of the need to consume less energy, and to reduce our dependence on fossil fuels and switch to renewable energies: Energy transition. They brought together delegates from middle and high school classes to explain to them how these renewable energies work. They also made a model representing a forest ecosystem and they emphasized the need to preserve green spaces because it is an important reservoir for the capture of C02, and rehabilitation must be carried out if possible after a degradation. By comparing the feasibility of installing each of the projects in high school, they opted to plant trees, which would reduce soil erosion, create an ecosystem with a refuge for biodiversity, improve the biological activity of the soil and assimilation of minerals, finally absorb atmospheric CO2.
In order to put all this learning into perspective and link it to our local environment, the 9th grade class was able to visit the " EcOman " museum. The EcOman Center is a unique place of learning and scientific attraction in Muscat. At EcOman, the focus is on renewable energy sources as well as ways to use less energy to power our lives. With this in mind, EcOman explains how electricity is made from non-renewable fossil fuels and how these can be replaced by renewable sources such as solar, wind, geothermal, hydro, biomass etc... Finally , EcOman shows how these “eco-responsible” energy sources can be used in our homes. The concept of EcOman Center revolves around three themes: the “Power Tower”, the “Energy Discovery Voyage” and the “Eco Tower”. The two towers are not real towers in the physical sense but are arranged as two-storey building parts; and the journey is like a connecting corridor between the two towers and forms a contrast to the two spacious experiences provided by the towers.
Finally, the special ADN Carbone 0 week was an opportunity for our students to put on their eco-delegates and visit the different classes of the school to present their project to their peers. We have also set up a daily challenge program. Each challenge was accompanied by a quote that was the subject of a micro-debate led by a group of 3rd graders.
First day of the DNA Carbon 0 week.
Challenge of the day for all: vegetarian day.
Quote of the day, to discuss with the family:
“ Progress is measured by the speed at which we destroy the conditions essential to life. ”
George Monbiot, British academic and journalist, also environmental and political activist, columnist for The Guardian newspaper.
Second day of the DNA Carbon 0 week.
Challenge of the day for all: take 10 minutes to erase useless 'emails'.
Quote of the day, to discuss with the family:
" We don't inherit the land from our ancestors, we borrow it from our children. "
Third day of the DNA Carbon 0 week.
Challenge of the day for all: do not turn on the lights during the day
Quote of the day, to discuss with the family:
" It is of no use to Man to gain the Moon if he comes to lose the Earth. "
François Mauriac, French novelist, essayist, literary critic and columnist.
4th day of the DNA Carbon 0 week.
Challenge of the day for all: turn off the air conditioning for 10 minutes
Quote of the day, to discuss with the family:
“ Man should be the guardian of nature, not its owner. ”
Philippe Saint Marc, senior French civil servant and pioneer of humanist ecology with three dimensions: physical, social and spiritual
In the end, not only the students but also the whole sphere that gravitates around the establishment are sensitive to our impact on the environment and are aware of the importance of acting quickly on an individual and collective scale.
