This video explains how less-expensive portable air sensors can improve air quality data collection at the neighborhood or street level.
Students will learn that some libraries lend portable air sensors to members, allowing individuals and groups to monitor the air quality in their neighborhoods and use the data to make decisions that will help the community.
The video offers a balanced view of portable air sensors, which are cheaper but not quite as accurate as the stationary air quality monitors.
The video gives an interesting description of how stationary and portable monitors work.
Students will see how young people can help their communities by collecting air quality data.
Students will need to be familiar with terms such as air pollution and small particle count.
The video mentions that portable air sensors are not as accurate as the traditional monitors, but it does not provide specific information on the difference in accuracy.
If a monitor is available to borrow, science classes or environmental clubs could collect air quality data from different parts of the school campus and then present their findings to the administration. The EPA website provides information on air sensor loan programs in the United States.
Engineering and design classes could compare and contrast the two air sensor designs and try to determine why the traditional model is more accurate.
Science classes could integrate this video into lessons about diffusion, matter, atoms, or gravity.
The video explains how air quality can change from block to block, but it does not discuss solutions to air quality problems. Students could use this resource to learn how strategic tree planting can improve air quality.
This 4-minute video presents how communities are using low-cost portable air sensors that can monitor and measure air quality at the local scale. This is a short, clear resource with sources provided in the video description. This resource is recommended for teaching.
Science and Engineering
ESS3: Earth and Human Activity
5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
Geography 1 (D2): Students understand the geography of the community, Maine, the United States, and various regions of the world, and geographic influences on life in the past, present, and future by describing the impact of change on the physical and cultural environment.