The role of organo-zeolitic material in supporting phytoremediation of a copper mining waste dump

Abstract Indigenous plants have been grown naturally and vigorously in copper contaminated soils. Thus, the aim of this study was to evaluate the phytoremediation ability of two indigenous plants naturally grown in two vineyard soils copper contaminated, and in a copper mining waste. However, it was evaluated the macro and micronutrient uptake and the potential of phytoremediation. So, a greenhouse study was carried out with Bidens pilosa and Plantago lanceolata in samples of vineyard soils (Inceptisol and Mollisol) copper contaminated, and in a copper mining waste. Plant growth, macro and micronutrient up take, tolerance index (TI), translocation factor (TF), metal extraction ratio (MER), bioaccumulation factor (BCF), plant effective number of the shoots (PENs), and plant effective number of the total plant (PENt) were analyzed. Both plants grown in vineyard soils showed high phytomass production and TI. P. lanceolata plants cultivated in the Inceptisol showed the highest copper concentrations in the shoots (142 mg kg–1), roots (964 mg kg–1) and entire plants (1,106 mg kg–1). High levels of copper were phytoaccumulated from the Inceptisol by B. pilosa and P. lanceolata with 3,500 and 2,200 g ha–1 respectively. Both B. pilosa and P. lanceolata plants showed characteristics of high copper hyperaccumulator. Results showed that both species play an important role in the natural copper phytoaccumulation in both vineyard soils contaminated with copper, being important to its phytoremediation.

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METHOD OF DISCUSSION DURING LESSONS OF SURROUNDING WORLD LEARNING: THEORY, POSSIBILITIES AND RESULTS

GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION ◽

10.48127/gu-nse/09.6.19a ◽

2009 ◽

Vol 6 (2) ◽

pp. 19-30

Author(s):

Rita Makarskaitė-Petkevičienė ◽

Jurgita Pitrėnaitė

Keyword(s):

Waste Management ◽

Primary Education ◽

Teaching Methods ◽

Waste Dump ◽

Surrounding World ◽

Educational Role ◽

Before And After ◽

Set Up ◽

Fourth Form

Discussion in the process of teaching refers to a more sophisticated form of conversation, which is more frequently applied working with senior school learners. Problems rather than facts or phenomena are discussed. The question rises if the method of discussion is relevant in lessons of surrounding world learn-ing and whether it enables school learners to acquire knowledge, facilitates its memorisation or allows to ar-rive at solutions to urgent problems. The research involved 18 second formers, 15 school learners of fourth form and 13 students. All the groups of respondents discussed the same problem. Different roles were assigned to the participants in the discussion (a number of respondents represented heads of waste management company, whereas the rest assumed roles of residents of area where waste dump was being set up) and they involved in discussions of issues related to waste management and waste dump establishment. A considerable difference in the results of questionnaires provided to the participants before and after the discussion was observed. It is obvious that the respondents not only gained knowledge but also acquired a different perception and understanding of the problems analysed in the discussion. However, the compari-son of all the results of the survey revealed a stronger educational role of the discussion teaching fourth for-mers. This confirms theoretical statements that this method is more effective with senior school learners. The group of students also found the discussion useful. Key words: primary education, teaching of surrounding world learning, teaching methods, discussion.

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