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Resources
Tangible Resources
simple measurement device – micro:bit board, expansion board, dust sensor, cables with connectors, microUSB cable, LCD display, powerbank, box, fasteners. For fieldwork: paper and pen for note-taking.
Human Resources
Extra adults to facilitate field trip
Preparation
Prepare materials; teach students how to use Micro:bit if they have not used it before; prepare paperwork for off-site visit if necessary.
Goals, messages & concepts
Specific goals
- To acquire the skills to build a simple measuring device.
- To develop an awareness of different environments in terms of ‘dustiness’.
- To put forward theories based on the data collected with an indication of potential thinking errors.
Specific messages
- Air pollution is made up of dust particles and gasses.
- Technology can be used to analyse air quality.
- Science experiments are fallible and result in theories not facts.
Main terms
-Practices & skills
STEM practices
- Analysing and interpreting data
- Engaging in argument from evidence
- Obtaining, evaluating, and communicating information
- Using mathematics and computational thinking
- Asking questions and defining problems
- Planning and carrying out investigations
Soft skills
- Learning failure is a part of learning
- Teamwork and collaboration
Management skills
- Use of resources
Course of activity
step 1
To measure air pollution, students will measure dust particles in the air using a microcontroller. Firstly they will learn what a dust sensor is and how it works.
step 2
They will then assemble a simple measuring device for fine dust particles, test the correct connection of individual components, and create a project on microbit.org.
step 3
In the classroom, students will carry out control tests and check how the dust sensor reacts when exposed to different substances, e.g. deodorant, incense, smoke, flour, sugar, dusty fabrics.
step 4
They will then go outside on a field trip. They will observe and record the measuring device readings in different places, e.g. park, forest, meadow, traffic junction, bus stop, railway station, carpark, market. The results will be collaged onto the mobile exhibition poster.
step 5
Students will collect the results, present them and analyse them in order to reach conclusions. They will look for correlations between the ‘dustiness’ of the environment and what happens there, to create a theory related to the connection between air pollution and traffic.
step 6
Discuss the potential for flaws when forming a theory, such as whether what they are measuring is what they need to measure to learn about air pollution? Students should propose how their conclusions could be further verified.