Air pollution scientist

Activity overview

Run the activity

If you are using this activity to teach about the Climate Challenge, think about the types of Positive Action that would suit your school and children. Prepare the materials you might need before the lesson.

1. You’re going to watch a short video. The aim isn't to find right answers, it's to explore ideas and find out what they know.

• Do they know what might happen based on the image?

2. After you've watched the video, lead a discussion with your class:

• What do the class know about air pollution?
• How might air sensor monitors help us?
• What have you learnt about Mark Richards?
• How can we reduce air pollution?

3. Ask the class to describe what they saw using only one word.

Background science

When teaching children about the Climate Challenge, it is important that we give them the facts (age appropriately and sensitively). During your discussion, allow time for children to express their thoughts and feelings and have them validated.

Dr Mark Richard’s research focuses on ways of measuring the invisible chemicals which pollute the air. He co-founded Duvas Technologies which has developed wireless environmental sensors. These mobile sensors are much smaller than those used currently and can be used to measure air quality and detect air contaminants. They fit in a box the size of a violin case and can be strapped to the top of a bus, car or narrow boat. This means detailed maps of where air pollution is most dangerous can be created.

Interestingly, when Mark's team measured the pollution levels, they found that the middle of the road had higher levels of pollution than pavements. This suggests that walkers breathe in cleaner air than people travelling in cars.

In the UK, air quality is measured by a network called the Automated Urban and Rural Network (AURN). The network uses a series of fixed sites throughout the country to measure levels of air pollutants, making sure that standards in air quality are met.

There are many types of air pollution but the most concerning are: nitrogen dioxide (NO₂), sulphur dioxide (SO₂), ozone (O₃), particulates (PM10 and PM2.5) and carbon monoxide (CO). Air pollution is one of the major ways that the environment can affect our health. It has a significant impact on the incidence and severity of cardiovascular disease and lung health. Air pollution has both short and long-term health consequences and have a particular impact on children as they grow.

Take it further

After giving children the information they need about Climate Challenge issues, give them time to express how they feel, empathising with them and validating their feelings before taking it further.  

The Royal Society have two ‘We need air’ activities to accompany this video. The first demonstrates there is oxygen in the air by placing a glass jar over a lit candle, and in the second, the children measure their lung volume.

Children can use this website to look at the air quality in their area, which uses data provided by the Met Office. Try making this simple pollution catcher to investigate your local air quality.

Get the class thinking with this Odd One Out activity Pollution Everywhere. Or discuss these What If? activities: We didn’t use transport to get to school? We didn’t use cars anymore? The What’s Going On? Fantastic Flicker shows an interesting phenomenon which results from smoke in the air.

Watch

Watch the Royal Society’s full recording of Mark Richards.

This BBC Newsround clip explains air pollution.

Cross-curricular

You can listen to Dr Mark Richard’s music (DJ Chemist) on Sound cloud.

Discuss with the children what could be done to help and if there is a positive action they can take themselves. Explain that when lots of people carry out small positive changes, it can have a big impact overall.

Positive action

Children could make posters to raise awareness about the importance of air quality and introduce simple steps people can take to reduce pollution such as encouraging children and staff to walk, cycle and scooter to school. They could promote “anti-idling” (switching car engines off – not leaving them running when the car is not in motion) outside of the school gates and encourage parking at least a five-minute walk away from the school. They could also promote quieter routes to school for those that walk. It may take a little longer, but the air will be cleaner.