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HAMPSHIRE COUNTY COUNCIL
TOOLKIT FOR INVESTIGATING AIR QUALITY IN SECONDARY SCHOOLS
2016/2017
This toolkit has been designed to include everything you need to run a successful air quality project at your school. It contains information on sources of air pollution, its impact to health, how to measure air pollution with a photo-guide to using diffusion tubes and ideas for running a campaign to improve air quality around the school.
An investigation such as this can contribute towards gaining the Bronze, Silver or Gold STARS award for more information see
www.modeshiftstars.org.
2016/2017
What is air pollution?
Air pollution is the contamination of air by harmful substances that can cause problems to our health and the environment. Air pollution can be formed through both natural and man-made processes:
Today the most dangerous and widespread man-made air pollutants are
nitrogen dioxide, sulphur dioxide and particulate matter carbon monoxide ozone
Some of the natural sources of air pollution are organic compounds from plants, seas, suspended soils, deserts. Volcanic eruptions and forest fires release large amounts of harmful gases and smoke which can increase background pollution levels for years - even in areas far away from the original source. Ozone is one of the most common natural air pollutants.
2016/2017
Air quality is a major problem in cities around the world. Man made sources of air pollution include:
Industry and Power Generation: Modern day Industrial processes tend to produce nitrogen dioxide and sulphur dioxide as their main pollutants. Fossil fuels are burned to generate electricity fuels at power stations and release nitrogen oxides, sulphur dioxide and particulate matter as well as greenhouse gases which can cause climate change. If you live or work near a building site, an industrial site or a power station you’ll be more exposed to pollution both from the dust, and the diesel-powered lorries and trucks. Waste: In the UK, waste disposal is the largest source of the important greenhouse gas, methane. Methane is released into the atmosphere when the rubbish that we throw away decomposes. Agriculture: Farm animals like cows and sheep release a massive amount of methane, produced in their stomachs when bacteria help to digest the food that they eat.
Transport:
Road vehicles like cars, vans, buses and lorries burn petrol or diesel in their engines causing the release of pollutants such as nitrogen dioxide and carbon monoxide and fine particulates (dust) from their exhausts. Levels of nitrogen dioxide and particulates are higher on busy urban roads, particularly when traffic is moving slowly. The biggest polluters are vehicles using diesel; half of all cars now run on diesel, as well as buses, vans, and taxis. Vehicles on the road also generate particulates like road dust and the tiny particles
from brake and tyre wear.
Trains cause a lot less pollution than the same journey made by car but do still pollute the environment. Electric trains use the electricity which is generated at power stations.
Aircrafts produce a whole range of pollutants and studies suggest that people living near airports have higher rates of asthma and other respiratory conditions. Busy, congested airports where planes are taxiing and waiting for take-off are thought to produce the most pollution. But pollution is emitted into the air when the plane is cruising too, so the problem is not just localised to the area around an airport.
Large container ships, ferries and tankers give out pollution close to seaports and coastal areas (such as Southampton). The pollutants can also be carried inland by wind.
On days of high pollution a combination of these pollutants can cause smog. Smog can occur in both winter and summer, when the air
2016/2017
is still. Air pollution is mostly invisible but smog can often be seen as it has a yellow or black tinge. Pollution can stay in the air for days or even weeks, especially if the air is still and there’s no wind to blow it away.
When are pollution levels likely to be higher?
On sunny days with no wind pollution is often worse. The sun reacts with nitrogen dioxide (NO2) and ozone and creates toxic smog. Ozone gas levels are often higher in sunnier climates and on hot summer days. Dry, warm weather can also mean high pollen levels - and the combination of pollen and pollution can cause symptoms known as 'grey fever'. Thunderstorms usually mean hot, still air before the storm breaks. This can make pollution worse because the pollutants are allowed to build up.
Smog over London
On cold, still, foggy days pollution can get trapped close to the ground and build up over time causing what’s known as winter smog. Catalytic converters in cars need to warm up to operate at full efficiency and thus are less effective at reducing toxic exhaust emissions in cold weather.
During afternoons and evenings pollution is generally higher because the pollution has had a chance to build up during the day. During the morning and evening rush hours, when there are larger numbers of vehicles on the road.
Atmospheric changes can sometimes bring pollutants from southern Europe into the UK, topping up local pollution levels and often resulting in smog alerts here. Saharan dust is a mixture of sand and dust from the Sahara. A Saharan dust storm can
2016/2017
happen several times a year, usually in the summer months, and the dust can be carried over to the UK on high winds causing poor air quality in the UK.
In 2017, the World Health Organisation named the following cities in England as having breached the annual safe level for air pollution: Birmingham, Chesterfield, Leeds, London, , Nottingham, Sheffield, Stoke-on-Trent and Thurrock.
2016/2017
How does air pollution affect our health?
Each year in the UK 40,000 premature deaths are caused by air pollution.
Air pollution is known to cause breathing problems, lung and heart diseases, such as asthma. Children are particularly at risk as their bodies are less resilient and the pollutants have a more concentrated affect. Here is how we may be affected by air pollution:
The growth of children’s lungs can be damaged from the toxic effects of air pollutants.
It raises the risk of asthma and allergies. For children who already have asthma, pollution can make it worse. But pollution doesn’t only make the condition worse. Latest medical evidence suggests that one third of all new asthma cases are caused by air pollution – and rates of asthma are on the rise in the UK.
It increases the risk of heart disease and strokes.
In 2013 the World Health Organisation announced that outdoor air pollution is a significant cause of cancer to humans.
Unborn children can also be affected by the pollution their mothers breathe. Air pollution is linked to babies being born prematurely and small. It has also been found to damage the development of the children’s brains causing reduced intelligence, attention deficit disorder, anxiety and depression in children.
There is also emerging evidence of links between air pollution and the onset of Alzehimer’s disease (dementia) as well as chronic conditions such as diabetes.
NO2 can cause breathing problems and can damage people’s lungs if they are exposed to it for a long time. NO2 particularly affects people who already having breathing problems like asthma.
More information on the effects of air pollution on health can be found in the following reports:
‘Multiple Threats to Child Health from Fossil Fuel Combustion: Impacts of Air Pollution and Climate Change’ by Frederica P. Perera which may be found at
2016/2017
https://ehp.niehs.nih.gov/EHP299/.
‘Every breath we take’ by the Royal College of Physicians which can be found at
https://www.rcplondon.ac.uk/projects/outputs/every-breath-we-take-lifelong-impact-air-pollution
2016/2017
How do we measure air quality?
To assess our air quality, we need to measure the concentration of pollutants (harmful gases and dust) in the air. There are many different ways of measuring different air pollutants. There are many ways to measure air pollution including simple chemical and physical and more sophisticated electronic techniques methods including
1. Passive sampling methods which give a good indication of average pollution concentrations over a period of weeks or months for example using diffusion tubes. Diffusion tubes are useful for measuring ambient air quality and may be used to for a number of pollutants, but are most commonly and reliably used for nitrogen dioxide (NO2) (see more about using diffusion tubes in the next section).
2. Active sampling methods that use devices that pump a known volume of air through a collector such as a filter or chemical solution for a known period of time. The collector is then sent for analysis. Samples can be collected daily, providing measurements for short periods of time, but at a cheaper cost than automatic monitoring methods.
3. Automatic methods that can monitor pollution levels at a single point at regular time intervals and provide very accurate real-time data. These systems use a variety of analytical methods including spectroscopy to measure pollutants such as ozone, nitrogen oxides, sulphur dioxide,
4. Biomonitors such as lichens can be used to provide a simple and effective way of seeing how polluted the air is in a given area:
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In March 2016 a flock of racing pigeons were equipped with air quality sensors and used to track air pollution over London.
2016/2017
What can you we do to improve air quality?
Universities, local authorities and charities are finding new ways to research and tackle poor air quality for instance the current Lord Mayor of London is introducing several new measures such as;
running the greenest buses on the dirtiest routes, central ultra-low emission zones in which the emission standards for diesel
vehicles will be tightened, a T (toxic) charge for polluting vehicles, funding five low-emission neighbourhoods in the most polluted boroughs
which will see car-free days, green taxi ranks, parking for the cleanest cars and penalties for the dirtiest vehicles.
air quality audits at 50 schools and lobbying government to start a national diesel scrappage fund.
Cars are the biggest source of pollution in our cities. When there is a lot of traffic in towns, especially at rush hour and the when you go to school, the pollution from cars can make it hard for some people to breathe!
Did you know that the air quality in the car can be 3 times worse than outside?
One in five of cars on the road at rush hour are travelling to school so why not promote the following messages:
Try walking with friends!
Try the bike, If you have a bike, think about where you can go and how fast you’ll get there if you’re able to avoid the traffic on the roads. Cycling makes you fit and healthy too.
Take a bus if you can. A bus with 50 people on it takes up less space on the road than 3 cars!
Share lifts - If someone needs to drive you to school, why not give your friends a lift too or maybe get other parents to each take a turn and get fewer cars going to school!
No idling - If you have to be picked up by car, tell your parents not to leave the engine on while they wait for you. This is called ‘idling’ and it is a big cause of air pollution around schools. Turning off the engine could reduce air pollution and also save your parents’ money. You can design signs and posters to tell people ‘no idling’ around your school.
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Spread the word - Discuss air quality issues with your teachers, friends and family. Make sure everyone you know is aware of the dangers of air pollution.
Simple actions at home - Energy saving actions: such as switch on equipment only when needed, set the thermostat at the lowest comfortable temperature within an average of 18°C and 21°C. These simple actions can reduce CO2 emitted which contribute to air pollution.
Teachers - if you must drive to work -
Fully inflate car tyres so your car uses less petrol. Switch the engine off while waiting for your child after school.
Ensure that you have your vehicle serviced at regular intervals.
Try to use your car less frequently to reduce pollution, particularly for journeys under 2km.
Don't start your engine until you're ready to travel.
Turn the engine off if you are waiting or stuck in a traffic jam.
Avoid rapid acceleration and heavy braking: they both increase fuel consumption and air pollution.
Stay within the speed limit: you use 30% more fuel to travel the same distance at 70mph instead of 50mph.
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Investigating air quality using diffusion tubes:
Nitrogen dioxide NO2 is produced from burning fossil fuels and is released from vehicles running on petrol and diesel fuels. Diffusion tubes may be used measure NO2.
How do the diffusion tubes work?
The tubes contain stainless steel gauzes placed at one end under the coloured cap. The tubes are positioned open at one end to allow the gases to move into the tube by molecular diffusion. The steel gauzes are coated in a reagent that which absorbs the nitrogen dioxide as a nitrite to form a reddish purple dye. The dye is then analysed in the laboratory using spectrophotometry to measure the NO2.
The following section shows a step by step guide how to set up diffusion tubes to investigate the air quality in your school:
2016/2017
Step 1
Materials for using diffusion tubes are shown here.
Tubes must be stored in a refridgerator until deployed
for the air quality project. Ask Gradko for the required
exposure time for your project location as this varies
according to the level of pollution in the area.
Step 1
Materials for using diffusion tubes are shown here.
Tubes must be stored in a refridgerator until deployed
for the air quality project. Ask Gradko for the required
exposure time for your project location as this varies
according to the level of pollution in the area.
Step 1
Materials for using diffusion tubes are shown here.
Tubes must be stored in a refridgerator until deployed
for the air quality project. Ask Gradko for the required
exposure time for your project location as this varies
according to the level of pollution in the area.
Step 1
Materials for using diffusion tubes are shown here.
Tubes must be stored in a refridgerator until deployed
for the air quality project. Ask Gradko for the required
exposure time for your project location as this varies
according to the level of pollution in the area.
Step 1
Materials for using diffusion tubes are shown here.
Tubes must be stored in a refridgerator until deployed
for the air quality project. Ask Gradko for the required
exposure time for your project location as this varies
according to the level of pollution in the area.
Step 1
Materials for using diffusion tubes are shown here.
Tubes must be stored in a refridgerator until deployed
for the air quality project. Ask Gradko for the required
exposure time for your project location as this varies
according to the level of pollution in the area.
Step 1
Materials for using diffusion tubes are shown here.
Tubes must be stored in a refridgerator until deployed
for the air quality project. Ask Gradko for the required
exposure time for your project location as this varies
according to the level of pollution in the area.
Step 1
Materials for using diffusion tubes are shown here.
Tubes must be stored in a refridgerator until deployed
for the air quality project. Ask Gradko for the required
exposure time for your project location as this varies
according to the level of pollution in the area.
Step 1
Materials for using diffusion tubes are shown here.
Tubes must be stored in a refridgerator until deployed
for the air quality project. Ask Gradko for the required
exposure time for your project location as this varies
according to the level of pollution in the area.
Step 1
Materials for using diffusion tubes are shown here.
Tubes must be stored in a refridgerator until deployed
for the air quality project. Ask Gradko for the required
exposure time for your project location as this varies
according to the level of pollution in the area.
Step 1
Materials for using diffusion tubes are shown here.
Tubes must be stored in a refridgerator until deployed
for the air quality project. Ask Gradko for the required
exposure time for your project location as this varies
according to the level of pollution in the area.
Step 1
Materials for using diffusion tubes are shown here.
Tubes must be stored in a refridgerator until deployed
for the air quality project. Ask Gradko for the required
exposure time for your project location as this varies
according to the level of pollution in the area.
Step 1
Materials for using diffusion tubes are shown here.
Tubes must be stored in a refridgerator until deployed
for the air quality project. Ask Gradko for the required
exposure time for your project location as this varies
according to the level of pollution in the area.
Step 1
Materials for using diffusion tubes are shown here.
Tubes must be stored in a refridgerator until deployed
for the air quality project. Ask Gradko for the required
exposure time for your project location as this varies
according to the level of pollution in the area.
Step 1
Materials for using diffusion tubes are shown here.
Tubes must be stored in a refridgerator until deployed
for the air quality project. Ask Gradko for the required
exposure time for your project location as this varies
according to the level of pollution in the area.
Step 1
Materials for using diffusion tubes are shown here.
Tubes must be stored in a refridgerator until deployed
for the air quality project. Ask Gradko for the required
exposure time for your project location as this varies
according to the level of pollution in the area.
Step 1
Materials for using diffusion tubes are shown here.
Tubes must be stored in a refridgerator until deployed
for the air quality project. Ask Gradko for the required
exposure time for your project location as this varies
according to the level of pollution in the area.
Step 1
Materials for using diffusion tubes are shown here.
Tubes must be stored in a refridgerator until deployed
for the air quality project. Ask Gradko for the required
exposure time for your project location as this varies
according to the level of pollution in the area.
Step 1
Materials for using diffusion tubes are shown here.
Tubes must be stored in a refridgerator until deployed
for the air quality project. Ask Gradko for the required
exposure time for your project location as this varies
according to the level of pollution in the area.
Step 1
Materials for using diffusion tubes are shown here.
Tubes must be stored in a refridgerator until deployed
for the air quality project. Ask Gradko for the required
exposure time for your project location as this varies
according to the level of pollution in the area.
Step 2
Select suitable sample sites.
Ensure that tubes are positioned out of the reach of
children and without obstructions so air can flow freely
around the tube. (Beware that locations near to flues from
boilers will also release nitrogen dioxide.)
Step 2
Select suitable sample sites.
Ensure that tubes are positioned out of the reach of
children and without obstructions so air can flow freely
around the tube. (Beware that locations near to flues from
boilers will also release nitrogen dioxide.)
Step 2
Select suitable sample sites.
Ensure that tubes are positioned out of the reach of
children and without obstructions so air can flow freely
around the tube. (Beware that locations near to flues from
boilers will also release nitrogen dioxide.)
Step 2
Select suitable sample sites.
Ensure that tubes are positioned out of the reach of
children and without obstructions so air can flow freely
around the tube. (Beware that locations near to flues from
boilers will also release nitrogen dioxide.)
Step 2
Select suitable sample sites.
Ensure that tubes are positioned out of the reach of
children and without obstructions so air can flow freely
around the tube. (Beware that locations near to flues from
boilers will also release nitrogen dioxide.)
Step 2
Select suitable sample sites.
Ensure that tubes are positioned out of the reach of
children and without obstructions so air can flow freely
around the tube. (Beware that locations near to flues from
boilers will also release nitrogen dioxide.)
Step 2
Select suitable sample sites.
Ensure that tubes are positioned out of the reach of
children and without obstructions so air can flow freely
around the tube. (Beware that locations near to flues from
boilers will also release nitrogen dioxide.)
Step 2
Select suitable sample sites.
Ensure that tubes are positioned out of the reach of
children and without obstructions so air can flow freely
around the tube. (Beware that locations near to flues from
boilers will also release nitrogen dioxide.)
Step 2
Select suitable sample sites.
Ensure that tubes are positioned out of the reach of
children and without obstructions so air can flow freely
around the tube. (Beware that locations near to flues from
boilers will also release nitrogen dioxide.)
Step 2
Select suitable sample sites.
Ensure that tubes are positioned out of the reach of
children and without obstructions so air can flow freely
around the tube. (Beware that locations near to flues from
boilers will also release nitrogen dioxide.)
Step 2
Select suitable sample sites.
Ensure that tubes are positioned out of the reach of
children and without obstructions so air can flow freely
around the tube. (Beware that locations near to flues from
boilers will also release nitrogen dioxide.)
Step 2
Select suitable sample sites.
Ensure that tubes are positioned out of the reach of
children and without obstructions so air can flow freely
around the tube. (Beware that locations near to flues from
boilers will also release nitrogen dioxide.)
Step 2
Select suitable sample sites.
Ensure that tubes are positioned out of the reach of
children and without obstructions so air can flow freely
around the tube. (Beware that locations near to flues from
boilers will also release nitrogen dioxide.)
Step 2
Select suitable sample sites.
Ensure that tubes are positioned out of the reach of
children and without obstructions so air can flow freely
around the tube. (Beware that locations near to flues from
boilers will also release nitrogen dioxide.)
Step 2
Select suitable sample sites.
Ensure that tubes are positioned out of the reach of
children and without obstructions so air can flow freely
around the tube. (Beware that locations near to flues from
boilers will also release nitrogen dioxide.)
Step 2
Select suitable sample sites.
Ensure that tubes are positioned out of the reach of
children and without obstructions so air can flow freely
around the tube. (Beware that locations near to flues from
boilers will also release nitrogen dioxide.)
Step 2
Select suitable sample sites.
Ensure that tubes are positioned out of the reach of
children and without obstructions so air can flow freely
around the tube. (Beware that locations near to flues from
boilers will also release nitrogen dioxide.)
Step 2
Select suitable sample sites.
Ensure that tubes are positioned out of the reach of
children and without obstructions so air can flow freely
around the tube. (Beware that locations near to flues from
boilers will also release nitrogen dioxide.)
Step 2
Select suitable sample sites.
Ensure that tubes are positioned out of the reach of
children and without obstructions so air can flow freely
around the tube. (Beware that locations near to flues from
boilers will also release nitrogen dioxide.)
Step 2
Select suitable sample sites.
Ensure that tubes are positioned out of the reach of
children and without obstructions so air can flow freely
around the tube. (Beware that locations near to flues from
boilers will also release nitrogen dioxide.)
2016/2017
Step 3
Insert strap through slot in clip.
Step 3
Insert strap through slot in clip.
Step 3
Insert strap through slot in clip.
Step 3
Insert strap through slot in clip.
Step 3
Insert strap through slot in clip.
Step 3
Insert strap through slot in clip.
Step 3
Insert strap through slot in clip.
Step 3
Insert strap through slot in clip.
Step 3
Insert strap through slot in clip.
Step 3
Insert strap through slot in clip.
Step 3
Insert strap through slot in clip.
Step 3
Insert strap through slot in clip.
Step 3
Insert strap through slot in clip.
Step 3
Insert strap through slot in clip.
Step 3
Insert strap through slot in clip.
Step 3
Insert strap through slot in clip.
Step 3
Insert strap through slot in clip.
Step 3
Insert strap through slot in clip.
Step 3
Insert strap through slot in clip.
Step 3
Insert strap through slot in clip.Step 4
Remove the plastic cover from adhesive pad on the clip.
Step 4
Remove the plastic cover from adhesive pad on the clip.
Step 4
Remove the plastic cover from adhesive pad on the clip.
Step 4
Remove the plastic cover from adhesive pad on the clip.
Step 4
Remove the plastic cover from adhesive pad on the clip.
Step 4
Remove the plastic cover from adhesive pad on the clip.
Step 4
Remove the plastic cover from adhesive pad on the clip.
Step 4
Remove the plastic cover from adhesive pad on the clip.
Step 4
Remove the plastic cover from adhesive pad on the clip.
Step 4
Remove the plastic cover from adhesive pad on the clip.
Step 4
Remove the plastic cover from adhesive pad on the clip.
Step 4
Remove the plastic cover from adhesive pad on the clip.
Step 4
Remove the plastic cover from adhesive pad on the clip.
Step 4
Remove the plastic cover from adhesive pad on the clip.
Step 4
Remove the plastic cover from adhesive pad on the clip.
Step 4
Remove the plastic cover from adhesive pad on the clip.
Step 4
Remove the plastic cover from adhesive pad on the clip.
Step 4
Remove the plastic cover from adhesive pad on the clip.
Step 4
Remove the plastic cover from adhesive pad on the clip.
Step 4
Remove the plastic cover from adhesive pad on the clip.
Step 6
Affix the barcode onto the diffusion tube.
Step 6
Affix the barcode onto the diffusion tube.
Step 6
Affix the barcode onto the diffusion tube.
Step 6
Affix the barcode onto the diffusion tube.
Step 6
Affix the barcode onto the diffusion tube.
Step 6
Affix the barcode onto the diffusion tube.
Step 6
Affix the barcode onto the diffusion tube.
Step 6
Affix the barcode onto the diffusion tube.
Step 6
Affix the barcode onto the diffusion tube.
Step 6
Affix the barcode onto the diffusion tube.
Step 6
Affix the barcode onto the diffusion tube.
Step 6
Affix the barcode onto the diffusion tube.
Step 6
Affix the barcode onto the diffusion tube.
Step 6
Affix the barcode onto the diffusion tube.
Step 6
Affix the barcode onto the diffusion tube.
Step 6
Affix the barcode onto the diffusion tube.
Step 6
Affix the barcode onto the diffusion tube.
Step 6
Affix the barcode onto the diffusion tube.
Step 6
Affix the barcode onto the diffusion tube.
Step 6
Affix the barcode onto the diffusion tube.
Step 5
Position the clip and fasten the strap tightly around the post.
Ensure that the tube is deployed in such a way that it will
not be too obvious to passers by to reduce the risk of
interference.
Step 5
Position the clip and fasten the strap tightly around the post.
Ensure that the tube is deployed in such a way that it will
not be too obvious to passers by to reduce the risk of
interference.
Step 5
Position the clip and fasten the strap tightly around the post.
Ensure that the tube is deployed in such a way that it will
not be too obvious to passers by to reduce the risk of
interference.
Step 5
Position the clip and fasten the strap tightly around the post.
Ensure that the tube is deployed in such a way that it will
not be too obvious to passers by to reduce the risk of
interference.
Step 5
Position the clip and fasten the strap tightly around the post.
Ensure that the tube is deployed in such a way that it will
not be too obvious to passers by to reduce the risk of
interference.
Step 5
Position the clip and fasten the strap tightly around the post.
Ensure that the tube is deployed in such a way that it will
not be too obvious to passers by to reduce the risk of
interference.
Step 5
Position the clip and fasten the strap tightly around the post.
Ensure that the tube is deployed in such a way that it will
not be too obvious to passers by to reduce the risk of
interference.
Step 5
Position the clip and fasten the strap tightly around the post.
Ensure that the tube is deployed in such a way that it will
not be too obvious to passers by to reduce the risk of
interference.
Step 5
Position the clip and fasten the strap tightly around the post.
Ensure that the tube is deployed in such a way that it will
not be too obvious to passers by to reduce the risk of
interference.
Step 5
Position the clip and fasten the strap tightly around the post.
Ensure that the tube is deployed in such a way that it will
not be too obvious to passers by to reduce the risk of
interference.
Step 5
Position the clip and fasten the strap tightly around the post.
Ensure that the tube is deployed in such a way that it will
not be too obvious to passers by to reduce the risk of
interference.
Step 5
Position the clip and fasten the strap tightly around the post.
Ensure that the tube is deployed in such a way that it will
not be too obvious to passers by to reduce the risk of
interference.
Step 5
Position the clip and fasten the strap tightly around the post.
Ensure that the tube is deployed in such a way that it will
not be too obvious to passers by to reduce the risk of
interference.
Step 5
Position the clip and fasten the strap tightly around the post.
Ensure that the tube is deployed in such a way that it will
not be too obvious to passers by to reduce the risk of
interference.
Step 5
Position the clip and fasten the strap tightly around the post.
Ensure that the tube is deployed in such a way that it will
not be too obvious to passers by to reduce the risk of
interference.
Step 5
Position the clip and fasten the strap tightly around the post.
Ensure that the tube is deployed in such a way that it will
not be too obvious to passers by to reduce the risk of
interference.
Step 5
Position the clip and fasten the strap tightly around the post.
Ensure that the tube is deployed in such a way that it will
not be too obvious to passers by to reduce the risk of
interference.
Step 5
Position the clip and fasten the strap tightly around the post.
Ensure that the tube is deployed in such a way that it will
not be too obvious to passers by to reduce the risk of
interference.
Step 5
Position the clip and fasten the strap tightly around the post.
Ensure that the tube is deployed in such a way that it will
not be too obvious to passers by to reduce the risk of
interference.
Step 5
Position the clip and fasten the strap tightly around the post.
Ensure that the tube is deployed in such a way that it will
not be too obvious to passers by to reduce the risk of
interference.
2016/2017
2016/2017
Step 8
Press diffusion tube into the arms of the clip with the
grey lid uppermost and leave for recommended
length of time (from two to four weeks).
Step 8
Press diffusion tube into the arms of the clip with the
grey lid uppermost and leave for recommended
length of time (from two to four weeks).
Step 8
Press diffusion tube into the arms of the clip with the
grey lid uppermost and leave for recommended
length of time (from two to four weeks).
Step 8
Press diffusion tube into the arms of the clip with the
grey lid uppermost and leave for recommended
length of time (from two to four weeks).
Step 8
Press diffusion tube into the arms of the clip with the
grey lid uppermost and leave for recommended
length of time (from two to four weeks).
Step 8
Press diffusion tube into the arms of the clip with the
grey lid uppermost and leave for recommended
length of time (from two to four weeks).
Step 8
Press diffusion tube into the arms of the clip with the
grey lid uppermost and leave for recommended
length of time (from two to four weeks).
Step 8
Press diffusion tube into the arms of the clip with the
grey lid uppermost and leave for recommended
length of time (from two to four weeks).
Step 8
Press diffusion tube into the arms of the clip with the
grey lid uppermost and leave for recommended
length of time (from two to four weeks).
Step 8
Press diffusion tube into the arms of the clip with the
grey lid uppermost and leave for recommended
length of time (from two to four weeks).
Step 8
Press diffusion tube into the arms of the clip with the
grey lid uppermost and leave for recommended
length of time (from two to four weeks).
Step 8
Press diffusion tube into the arms of the clip with the
grey lid uppermost and leave for recommended
length of time (from two to four weeks).
Step 8
Press diffusion tube into the arms of the clip with the
grey lid uppermost and leave for recommended
length of time (from two to four weeks).
Step 8
Press diffusion tube into the arms of the clip with the
grey lid uppermost and leave for recommended
length of time (from two to four weeks).
Step 8
Press diffusion tube into the arms of the clip with the
grey lid uppermost and leave for recommended
length of time (from two to four weeks).
Step 8
Press diffusion tube into the arms of the clip with the
grey lid uppermost and leave for recommended
length of time (from two to four weeks).
Step 8
Press diffusion tube into the arms of the clip with the
grey lid uppermost and leave for recommended
length of time (from two to four weeks).
Step 8
Press diffusion tube into the arms of the clip with the
grey lid uppermost and leave for recommended
length of time (from two to four weeks).
Step 8
Press diffusion tube into the arms of the clip with the
grey lid uppermost and leave for recommended
length of time (from two to four weeks).
Step 8
Press diffusion tube into the arms of the clip with the
grey lid uppermost and leave for recommended
length of time (from two to four weeks).
Step 9
Affix the corresponding barcode to the data form
and record where and when tubes positioned.
It may be useful to draw up a map of the site showing the
position of the tubes.
Step 9
Affix the corresponding barcode to the data form
and record where and when tubes positioned.
It may be useful to draw up a map of the site showing the
position of the tubes.
Step 9
Affix the corresponding barcode to the data form
and record where and when tubes positioned.
It may be useful to draw up a map of the site showing the
position of the tubes.
Step 9
Affix the corresponding barcode to the data form
and record where and when tubes positioned.
It may be useful to draw up a map of the site showing the
position of the tubes.
Step 9
Affix the corresponding barcode to the data form
and record where and when tubes positioned.
It may be useful to draw up a map of the site showing the
position of the tubes.
Step 9
Affix the corresponding barcode to the data form
and record where and when tubes positioned.
It may be useful to draw up a map of the site showing the
position of the tubes.
Step 9
Affix the corresponding barcode to the data form
and record where and when tubes positioned.
It may be useful to draw up a map of the site showing the
position of the tubes.
Step 9
Affix the corresponding barcode to the data form
and record where and when tubes positioned.
It may be useful to draw up a map of the site showing the
position of the tubes.
Step 9
Affix the corresponding barcode to the data form
and record where and when tubes positioned.
It may be useful to draw up a map of the site showing the
position of the tubes.
Step 9
Affix the corresponding barcode to the data form
and record where and when tubes positioned.
It may be useful to draw up a map of the site showing the
position of the tubes.
Step 9
Affix the corresponding barcode to the data form
and record where and when tubes positioned.
It may be useful to draw up a map of the site showing the
position of the tubes.
Step 9
Affix the corresponding barcode to the data form
and record where and when tubes positioned.
It may be useful to draw up a map of the site showing the
position of the tubes.
Step 9
Affix the corresponding barcode to the data form
and record where and when tubes positioned.
It may be useful to draw up a map of the site showing the
position of the tubes.
Step 9
Affix the corresponding barcode to the data form
and record where and when tubes positioned.
It may be useful to draw up a map of the site showing the
position of the tubes.
Step 9
Affix the corresponding barcode to the data form
and record where and when tubes positioned.
It may be useful to draw up a map of the site showing the
position of the tubes.
Step 9
Affix the corresponding barcode to the data form
and record where and when tubes positioned.
It may be useful to draw up a map of the site showing the
position of the tubes.
Step 9
Affix the corresponding barcode to the data form
and record where and when tubes positioned.
It may be useful to draw up a map of the site showing the
position of the tubes.
Step 9
Affix the corresponding barcode to the data form
and record where and when tubes positioned.
It may be useful to draw up a map of the site showing the
position of the tubes.
Step 9
Affix the corresponding barcode to the data form
and record where and when tubes positioned.
It may be useful to draw up a map of the site showing the
position of the tubes.
Step 9
Affix the corresponding barcode to the data form
and record where and when tubes positioned.
It may be useful to draw up a map of the site showing the
position of the tubes.
Step 10
After exposure time complete, collect tube, replace
the white cap and take/send to the laboratory for
analysis as soon as possible.
Step 10
After exposure time complete, collect tube, replace
the white cap and take/send to the laboratory for
analysis as soon as possible.
Step 10
After exposure time complete, collect tube, replace
the white cap and take/send to the laboratory for
analysis as soon as possible.
Step 10
After exposure time complete, collect tube, replace
the white cap and take/send to the laboratory for
analysis as soon as possible.
Step 10
After exposure time complete, collect tube, replace
the white cap and take/send to the laboratory for
analysis as soon as possible.
Step 10
After exposure time complete, collect tube, replace
the white cap and take/send to the laboratory for
analysis as soon as possible.
Step 10
After exposure time complete, collect tube, replace
the white cap and take/send to the laboratory for
analysis as soon as possible.
Step 10
After exposure time complete, collect tube, replace
the white cap and take/send to the laboratory for
analysis as soon as possible.
Step 10
After exposure time complete, collect tube, replace
the white cap and take/send to the laboratory for
analysis as soon as possible.
Step 10
After exposure time complete, collect tube, replace
the white cap and take/send to the laboratory for
analysis as soon as possible.
Step 10
After exposure time complete, collect tube, replace
the white cap and take/send to the laboratory for
analysis as soon as possible.
Step 10
After exposure time complete, collect tube, replace
the white cap and take/send to the laboratory for
analysis as soon as possible.
Step 10
After exposure time complete, collect tube, replace
the white cap and take/send to the laboratory for
analysis as soon as possible.
Step 10
After exposure time complete, collect tube, replace
the white cap and take/send to the laboratory for
analysis as soon as possible.
Step 10
After exposure time complete, collect tube, replace
the white cap and take/send to the laboratory for
analysis as soon as possible.
Step 10
After exposure time complete, collect tube, replace
the white cap and take/send to the laboratory for
analysis as soon as possible.
Step 10
After exposure time complete, collect tube, replace
the white cap and take/send to the laboratory for
analysis as soon as possible.
Step 10
After exposure time complete, collect tube, replace
the white cap and take/send to the laboratory for
analysis as soon as possible.
Step 10
After exposure time complete, collect tube, replace
the white cap and take/send to the laboratory for
analysis as soon as possible.
Step 10
After exposure time complete, collect tube, replace
the white cap and take/send to the laboratory for
analysis as soon as possible.
Step 7
Remove white lid from diffusion tube and keep in a
safe place for later use. The grey lid contains a metal grid
covered in an absorbent that reacts with the
nitrogen dioxide in the air.
Step 7
Remove white lid from diffusion tube and keep in a
safe place for later use. The grey lid contains a metal grid
covered in an absorbent that reacts with the
nitrogen dioxide in the air.
Step 7
Remove white lid from diffusion tube and keep in a
safe place for later use. The grey lid contains a metal grid
covered in an absorbent that reacts with the
nitrogen dioxide in the air.
Step 7
Remove white lid from diffusion tube and keep in a
safe place for later use. The grey lid contains a metal grid
covered in an absorbent that reacts with the
nitrogen dioxide in the air.
Step 7
Remove white lid from diffusion tube and keep in a
safe place for later use. The grey lid contains a metal grid
covered in an absorbent that reacts with the
nitrogen dioxide in the air.
Step 7
Remove white lid from diffusion tube and keep in a
safe place for later use. The grey lid contains a metal grid
covered in an absorbent that reacts with the
nitrogen dioxide in the air.
Step 7
Remove white lid from diffusion tube and keep in a
safe place for later use. The grey lid contains a metal grid
covered in an absorbent that reacts with the
nitrogen dioxide in the air.
Step 7
Remove white lid from diffusion tube and keep in a
safe place for later use. The grey lid contains a metal grid
covered in an absorbent that reacts with the
nitrogen dioxide in the air.
Step 7
Remove white lid from diffusion tube and keep in a
safe place for later use. The grey lid contains a metal grid
covered in an absorbent that reacts with the
nitrogen dioxide in the air.
Step 7
Remove white lid from diffusion tube and keep in a
safe place for later use. The grey lid contains a metal grid
covered in an absorbent that reacts with the
nitrogen dioxide in the air.
Step 7
Remove white lid from diffusion tube and keep in a
safe place for later use. The grey lid contains a metal grid
covered in an absorbent that reacts with the
nitrogen dioxide in the air.
Step 7
Remove white lid from diffusion tube and keep in a
safe place for later use. The grey lid contains a metal grid
covered in an absorbent that reacts with the
nitrogen dioxide in the air.
Step 7
Remove white lid from diffusion tube and keep in a
safe place for later use. The grey lid contains a metal grid
covered in an absorbent that reacts with the
nitrogen dioxide in the air.
Step 7
Remove white lid from diffusion tube and keep in a
safe place for later use. The grey lid contains a metal grid
covered in an absorbent that reacts with the
nitrogen dioxide in the air.
Step 7
Remove white lid from diffusion tube and keep in a
safe place for later use. The grey lid contains a metal grid
covered in an absorbent that reacts with the
nitrogen dioxide in the air.
Step 7
Remove white lid from diffusion tube and keep in a
safe place for later use. The grey lid contains a metal grid
covered in an absorbent that reacts with the
nitrogen dioxide in the air.
Step 7
Remove white lid from diffusion tube and keep in a
safe place for later use. The grey lid contains a metal grid
covered in an absorbent that reacts with the
nitrogen dioxide in the air.
Step 7
Remove white lid from diffusion tube and keep in a
safe place for later use. The grey lid contains a metal grid
covered in an absorbent that reacts with the
nitrogen dioxide in the air.
Step 7
Remove white lid from diffusion tube and keep in a
safe place for later use. The grey lid contains a metal grid
covered in an absorbent that reacts with the
nitrogen dioxide in the air.
Step 7
Remove white lid from diffusion tube and keep in a
safe place for later use. The grey lid contains a metal grid
covered in an absorbent that reacts with the
nitrogen dioxide in the air.
Please note that the exposure of the tubes in this project is relatively short so that you may get a period of very windy conditions when pollution will be lower than normal or still conditions when it will be higher – but the criteria above will still apply. It may be useful to record the weather conditions experienced over the sampling period.
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Step 11
Understanding your nitrogen dioxide results:
The EU annual mean air quality standard for NO 2 is 40 µg/m3.
Less than 30 µg/m3 - good, 30-35 µg/m3 - average,
36-40 µg/m3 - risks exceeding annual standard
More than 41 µg/m3 - l ikely to exceed annual standard
2016/2017
Planning an Air Quality Improvement Campaign
Now you know about the problems caused by air pollution and know how the air quality varies around your school, you may want to think of ways in which you can try to make your air cleaner in your area.
Some ideas for how a team of pupils might tackle this are listed here:
1. Firstly get the team to have a look at the results and discuss the following questions:
• What do you notice? • Where is the air most polluted? • Is this what you expected?• Did anything surprise you? • What do they think happens when people breathe in air in the most polluted
places? • What could be done to reduce the amount of pollution in the air? • What could they do to limit their exposure to air pollution?
2. The team should decide on the most appropriate way of presenting the data to the rest of the school e.g. on a sketch map of the area or in a graph.
3. You could make a list of recommendations based on their findings. These could include:
• long term e.g. reduce traffic, redesign engines to use less petrol, promote electric cars
• medium term e.g. campaign to reduce idling of bus and car engines outside school gates or to encourage parents to park further away from school, develop a school travel plan, encourage walking and cycling to school.
• short term e.g. take a different route to school to avoid pollution hotspots and busy roads where possible.
4. The team should consider who would be responsible for carrying out each of their recommendations e.g. government, car manufacturers, the school, parents, children?
5. The team could gather more evidence before finalising their campaign plan for instance • carry out traffic surveys; survey and time engines left idling in particular places (see method and form
enclosed in this toolkit). interview passers-by for their opinions on the issue of air pollution.
6. Students could further investigate the issue of air pollution to make a PowerPoint presentation for the rest of the school on the subject. Information could be
2016/2017
gathered from the internet such as from this three minute video on the impacts of air pollution on health at http://www.londonair.org.uk/LondonAir/guide/Soundslides/HealthEffects/HealthEffectsVideo.aspx
or through the My Journey Hampshire website https://myjourneyhampshire.com/
7. Think about the most effective way to influence, inform or encourage others by:
Deciding on the message you want to get across Deciding who you want to share their message
with Thinking about what will appeal to this group of
people e.g. what type of message – ‘cool’, fun, important, interesting
Using facts/stories/pictures? Can you think of any incentives that might motivate
your target audience?
8. Plan and deliver the campaign actions - Write the letters, design and draft the posters or leaflets and decide
how and where to distribute or display them, deliver the presentations, run the events.
All these actions should be linked to your School Travel Plan and if you capture evidence photos/materials of your work then it can support your next STARS accreditation!
9. Once the effectiveness of the campaign actions have been evaluated they should:
• decide how to publicise results to the target audience and• plan the next steps.
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