The mediator teacher<\/a> was Alexander Echeverri, who in 2023 taught Physics and Chemistry. This year is responsible for the extracurricular subject of the Integrated Areas Project. He remembers that the first step was to research the topic, with the help of the school librarian. The students spoke with family members and neighbors to hear their stories about how they are impacted by air pollution. Then they did an interview with the city’s Environment Secretariat to find out what was being done to combat the problem. \u201cBasically they told them that the measures are to do the vehicle rotation system [known in Colombia as “pico y placa”] and advise people to stay at home when the air quality is very bad. That solution seemed insufficient to them and they looked for a more technological alternative,\u201d he said.<\/p>\n\n\n\n After searching different sources, they found a way to generate filters to absorb carbon dioxide and transform it into an ink to obtain pitch (or tar), which is used as asphalt to pave the streets. But the students thought about diluting that ink and using it for other purposes.<\/p>\n\n\n\n To make the prototype<\/a>, they used a fan that was no longer working well. They took it apart and programmed it so that instead of the blades emanating air, it absorbed it. The machine then absorbs the carbon dioxide from the vehicle’s engine. The soot that remains at the end is mixed with methanol and caustic soda to create a condensed ink that can be diluted and used for various purposes, such as refilling a school marker.<\/p>\n\n\n\n A fan normally depends on energy to emit air as well as to absorb it. The first prototype attempt was very small and only powered by a battery, but its size was insufficient for larger vehicles. Later, they manufactured a larger model, but it discharged after a few hours of use. It would have been unsustainable to use standard batteries and impractical to plug it in (since the device was connected to the vehicle’s engine). With many attempts and more searches, they finally came up with the idea of \u200b\u200busing renewable energy in the device and thus solved the limitation.<\/span><\/p>\n<\/div>\n\n\n They learned to measure frustration and be resilient. Error should not be a demotivating factor, rather an incentive to grow, highlights Alexander Echeverri.<\/p>\n<\/blockquote>\n\n\n\n The solar panel was made of polycrystalline silicon with a capacity of 5V and 60 mA, and located at the top of the prototype. \u201cIt was an evolution. The first ones worked for vehicles where the muffler was smaller and then they tested on motorcycles, where it was larger. Then they had to expand the size of the filter while doing the tests,\u201d says the teacher.<\/p>\n\n\n\n Many trials were also necessary to make the ink: \u201cThe amount of soot mixed with the amount of methane was not enough: either the ink was very transparent or permanent. After many attempts we managed to make the ideal combination,\u201d adds the educator.<\/p>\n\n\n\n <\/p>\n\n\n\n When they reached the prototype validation stage, the alliance with an automotive workshop located in front of the school was of great importance. Until that point, people did not feel safe making their vehicles available to test the new device, and the owner of the workshop was the first to bet on the idea. \u201cThe group went directly there; they spoke with the owner and he made the engines available for testing. Then he began to reach out to other people to get them involved as well,\u201d he reports.<\/p>\n\n\n\n Thus, the team carried out the testing in taxis, private vehicles and even buses. In general, the conclusion was that the larger the vehicle, the more soot was generated and the more inks were extracted. But changes also emerged, according to the vehicle models and types of fuel used, among other variables.<\/p>\n\n\n\n A medium-sized car, with two or three hours of driving, can generate approximately one liter of ink. That is: 40 or 50 grams of soot mixed with 500 ml of methanol and four grams of caustic soda.<\/p>\n\n\n\n The ink was already used at the school to make markers for teachers. Now, in 11th grade, students continue testing new tools for creation. \u201cThanks to Solve for Tomorrow mentoring, students are already transforming smoke not only into ink but also into tar,\u201d says Echeverri.<\/p>\n\n\n\n The alliances have continued after the program and the award gave a lot of visibility to the initiative. Even the public administration showed interest in sponsoring the project to do it on a large scale. \u201cThey had a recognition that opened many doors: the mayor gave them a certificate and promised to promote and sponsor the project so that they could continue,\u201d proudly says the educator. He also hopes that scholarships can be arranged from the Mayor’s Office so that students can continue their projects at the University next year.<\/p>\n\n\n\n For the teacher, his role as mediator is to motivate students and find resources so that they can carry out the project. \u201cFor example, what I had to do was provide them with the space, get them the computer so they could be in the program talk, guarantee the 3D printer and give them programming tools. Well, the students are the ones in charge of ensuring that these means become reality.\u201d<\/p>\n\n\n\n As a result of participating in calls such as Solve for Tomorrow, Echeverri notes that the school began working with project-based learning<\/a> approximately three years ago. \u201cFor Solve for Tomorrow in 2023 we applied for almost 50 proposals, of which three projects advanced to the semi-final and two were among the five highlighted projects. It was a very important recognition for us,\u201d he declares.<\/p>\n\n\n\n \u201cThe projects have made students in this school have more desire to study. They do not learn just for the grade, but to be able to apply learning in the context of daily life, which I believe is the meaning of education,\u201d he concludes.<\/p>\n\n\n\n\n Eureka Moment! <\/h5>\n
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<\/figure>\n\n\n\nAlliances were essential for testing<\/strong><\/strong><\/h2>\n\n\n\n
From the air to the ground of the street<\/strong><\/strong><\/h2>\n\n\n\n
Motivation to continue<\/strong><\/strong><\/h2>\n\n\n\n