Air Pollution

Scenario of use of supplied equipment: Electric smart awning

  • Greece
  • The photovoltaic panel is used to charge 12V, 7Ah batteries, which are the most common and economical batteries used in UPS devices. The panel generates an output voltage of about 11V, under the artificial light (lamps) of a room. As an intermediate device for the safe charging of the batteries, a controller intervenes which protects the batteries from overcharging, but at the same time, activates when the battery voltage drops below the 10.5V limit. An array of two batteries of this type can power a 24V electric motor, which is used to power an awning. At the center of the system is the ESP32 controller, to which the electric motor is connected via a relay circuit.

    As shown in Figure 4, the ESP32 controller receives as input signals from a sensor measuring dust in the ambient air, a humidity and temperature sensor, and a photodiode. In this scenario, the awning actuator is activated when:

    1. a) Sunlight is intense (above a predetermined threshold). The awning comes down creating shade. Conversely, when the light level drops below a predetermined threshold, the awning rises.
    2. b) Humidity is intense (above a predetermined limit). The awning comes down to protect against water. The awning will work whether it is raining, or the humidity levels in the air are very high (e.g. in the evening hours).
    3. c) The temperature is too low. The awning goes up to harness solar energy as a heat source,
    4. d) Dust levels are very high in the air. The awning comes down to protect our space as much as possible.

    In this specific implementation scenario, we create a smart awning that can adapt to the conditions of the external environment and move accordingly, to protect our space. Additionally, on the ESP32 controller we could run a Web Server and take sensor readings, as well as control the awning remotely, via web. The biggest challenge in the implementation of the above is the fact that the awning's use scenarios may overlap. For example, to have sun and rain at the same time, or to have very high levels of dust and at the same time the temperature is low. In these cases, we should set implementation priorities in our scripts so that the system runs smoothly.

  • -αξιοποίησης-εξοπλισμού

Famagusta/Avgorou Regional, Agricultural, Technical and Vocational School of Education and Training

Με το συγκεκριμένο έργο θέλαμε να μελετήσουμε μαζί με τους μαθητές μας την επίδραση που έχει το βεβαρημένο περιβάλλον στην ανάπτυξη των φυτών με απώτερο στόχο την προστασία του. Έτσι, σχεδιάσαμε ένα σύστημα αυτόματου ποτίσματος ανάλογα με την σχετική υγρασία του εδάφους, ενώ παράλληλα παρακολουθούσαμε τα επίπεδα CO2, θερμοκρασίας, συχνότητα ποτίσματος, σκόνης και έντασης του φωτός. Έχοντας αυτές τις παραμέτρους σε συνδυασμό με την παρατήρηση της ανάπτυξης των φυτών, είμαστε σε θέση να πάρουμε τα πρώτα συμπεράσματα.

1st General High School of Elliniko

   

With our school’s environmental team, we implemented the ambient air assessment scenario using the esp-32 microprocessor and sensors. We take measurements of temperature, humidity, ECO2, TVOC and dust in order to evaluate the quality of the ambient air.

The data collected from these measurements is then used to calculate an air quality index (AQI), which represents the overall quality of the air in the vicinity of the sensors. This index helps us determine whether the air is of good or poor quality.

One of the main factors that can contribute to poor air quality is the presence of carbon dioxide emissions. This can occur in crowded spaces such as school classrooms where many people are gathered. Of course, the biggest source of carbon dioxide emissions is the burning of fossil fuels and industrial activities.
Additionally, the presence of suspended dust particles or other materials also contributes to the degradation of air quality.

By implementing this scenario, we aim to cultivate students’ scientific knowledge and increase their awareness of environmental issues. Through hands-on involvement in the monitoring process, students gain a deeper understanding of the factors that affect air quality and the importance of maintaining a clean and healthy environment.

Overall, this project not only enhances students’ scientific learning but also highlights the significance of environmental stewardship. By actively participating in monitoring the air around them, students become more conscious of their impact on the environment and are encouraged to take actions that contribute to its preservation.

  • environmental group
  • Greece
  • Air pollution
  • senario

Volatile organic compounds

  • When hazardous gases are produced by the vaporization of dangerous substances, volatile organic compounds (VOCs) are produced. Each year, huge amounts of VOCs are released by natural occurrences like wildfires. However, a significant percentage of the planet's overall VOC emissions are caused by industrial activities and other human-made processes.

    VOCs are an important pollutant because of their contribution to the formation of ground-level ozone. When exposed to sunlight, VOCs in the air react with nitrogen oxides (NOx) and carbon monoxide (CO), forming tropospheric ozone (O3).

    The ozone in the stratosphere, when occurring naturally, plays a critical role in protecting the planet as it absorbs harmful UV rays from the sun. These substances, however, can promote plant diseases, obstruct seed formation, and impair fertilization if they are generated at ground level.

    IIn this challenge students will have to determine the place where to install the VOC sensor, as well as analyze the results obtained during the corresponding measurements.

  • LS6_Volatile organic compounds-3fae9ea3

CO2 gas in the air

  • It essential to mitigate air pollution and eliminate the greenhouse gas (GHG) emissions, as they pose serious threats not only to the environment, but also human’s health.

    CO2 is a gas naturally produced by animals during respiration and through decay of biomass, and used by plants during photosynthesis, yet it accounts only for a tiny percentage in the atmosphere. However, it is one of the most important greenhouse gases.

    Carbon dioxide levels in the atmosphere are rising as a result of the burning of fossil fuels, which is thought to be a contributor to global warming.

    In this challenge you will have to determine the place where to install the CO2 sensor and analyze the results obtained during the corresponding measurements.

  • LS5_CO2 gas in the air-71b792c3

Ozone gas

  • The ozone gas (O3) is extremely reactive and colourless. It is produced by electrical discharges (lightning) that occur naturally in the upper atmosphere between the altitudes of 15 and 35 km. This stratospheric ozone shields the Earth from the Sun's harmful UV radiation. Under suitable conditions, interactions between sunlight and air pollutants like nitrogen oxides (NOX) and volatile organic compounds (VOCs) result in increased amounts of ozone at ground level.

    Ozone is the main component of the "photochemical smog" (a mixture of pollutants that are formed when nitrogen oxides and volatile organic compounds (VOCs) react to sunlight, creating a brown haze above cities) that results from these interactions. The main producers of nitrogen oxides and VOCs are combustion activities, which include motor vehicle engines, power plants, and particularly bushfires.

    At ground level, exposure to elevated ozone concentrations can cause health and environmental problems. It can negatively affect human cardiac and respiratory systems and cause irritation to the eyes, nose, throat, and lungs when present at concentrations significantly above natural background levels. Ozone not only affects human health but also vegetation growth, and it can damage materials, such as rubber, fabric, masonry, and paint.

    In this challenge, students will have to determine the place where to install the Ozone Gas Sensor and analyze the results obtained during the corresponding measurements.

  • LS4_Ozone gas-9df6d32a

Air pollution in the school entrance

  • Did you know that we spend between 80% and 90% of the time of our lives indoors? School, workplace, shops, home... In developed countries we spend little of our time outside, so the quality of the air we breathe indoors is of great importance.

    As you know, the air we breathe contains mainly oxygen, nitrogen and hydrogen, but it also consists of hundreds of other components. Therefore, quality air refers to the presence, or absence, of certain substances in a certain space.

    Dust, pollen, dirt, sulfur dioxide and many other microorganisms are what determine the concentration of pollutants. If we can measure these values in a space and optimise them, we will find that the air quality can improve a lot.

    The school entrance is where cars, buses and people gather.

    In this learning scenario, you will have to select the place where you want to install the particle measurement sensor and analyse the results obtained during a period of time.

  • LS3_Air pollution in the school entrance-55bed007

Air pollution in workshops

  • Did you know that we spend between 80% and 90% of the time of our lives indoors? School, workplace, shops, home... In developed
    countries we spend little of our time outside, so the quality of the air we breathe indoors is of great importance.

    As you know, the air we breathe contains mainly oxygen, nitrogen and hydrogen, but it also consists of hundreds of other components. Therefore, quality air refers to the presence, or absence, of certain substances in a certain space.

    Dust, pollen, dirt, sulfur dioxide and many other microorganisms are what determine the concentration of pollutants. If we can measure these values in a space and optimise them, we will find that the air quality can improve a lot.

    The workshop is a closed work area with operations that can emit dust, coolant, etc.

    In this learning scenario, you will have to select the place where you want to install the particle measurement sensor and analyse the results obtained during a period of time.

  • LS2_Air pollution in workshops-e0de3133

Air pollution in laboratories

  • Did you know that we spend between 80% and 90% of the time of our lives indoors? School, workplace, shops, home... In developed countries we spend little of our time outside, so the quality of the air we breathe indoors is of great importance.

    As you know, the air we breathe contains mainly oxygen, nitrogen and hydrogen, but it also consists of hundreds of other components. Therefore, quality air refers to the presence, or absence, of certain substances in a certain space.

    Dust, pollen, dirt, sulfur dioxide and many other microorganisms are what determine the concentration of pollutants. If we can measure these values in a space and optimise them, we will find that the air quality can improve a lot.

    The laboratory is a closed space where many students work with different chemical reactions.

    In this learning scenario, you will have to select the place where you want to install the particle measurement sensor and analyse the results obtained during a period of time.

  • LS1_Air pollution in laboratories-cb1d67c0

CO2 Measurement

Environmental Science/Education, Chemistry, Biology and Technology of the information and communication, Physics, Design and Technology

 

Through collaborative work, the aim is to incorporate students into real environmental problems. Throughout the challenge, students will learn how CO2 can indirectly impact air pollution. Moreover, with the data collected they will be able to make a discussion about the state of the air quality. They will also have the chance to discuss that although carbon dioxide is not considered an air pollutant, its concentration in the atmosphere has significantly increased due to human activity.

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