CALM:ER and the school curriculum

Air quality and the causes of poor air quality are generally not directly a part of the KS2 and KS3 curriculum. However, the investigation of air quality can enrich the learning around existing subjects. This could include chemistry, biology and geography, and design. 

Engagement with CALM:er can enrich through exploring air quality, the science behind it, the health impacts of poor air quality, and the role of technology.

Maths

Ideas include how to present data can to be meaningful to non-numerical people. This could include creating graphs to show changes in air quality. It can also include the use of air quality data for reasoning such as investigating statistical variance around a mean.

Science

Science focuses on health effects of drugs, behaviour, and life processes at GSCE. Air quality can impact health. Learning about how blood absorbs small particulates and the impact of NOx could would enrich the standard curriculum.

Chemistry

GCSE Chemistry covers the greenhouse effect (CO2, methane and nitrous oxides), acid rain due to NOx and incomplete combustion, for which cars are a key example, which results in carbon monoxide and soot (carbon particulates). Chemistry also covers particle theory and compounds and pollutants in air could be used to help illustrate these concepts in the class.

Biology

GCSE Biology covers the carbon cycle and natural pollution indicators:

• lichen – some species are very pollution sensitive
• black spot – prevented by sulphur dioxide in air
• bloodworms & sludge worms – thrive in low oxygen water
• stonefly larvae – indicators of high oxygen in water

Biology also covers respiration and diseases such as heart disease. The core text does not link these to air quality. CALM:er can provide relevant activities, such as increase in CO2 from activity in the room through respiration, and education around particulate matter.

Biology also covers respiration and diseases such as heart disease. The core text does not link these to air quality. CALM:er can provide relevant activities, such as increase in CO2 from activity in the room through respiration, and education around particulate matter.

There is also the role of different types of planting on removing pollutants from the air. This could be added to the learning around photosynthesis. How to maintain good health, for example, by avoiding poor air quality areas is another potential link to science.

Design and technology

A comparison of the different air quality monitors delivered through the project could be an effective way of exploring materials used, power sources, functionality, and cost. The technology can also be part of investigating new and emerging technologies.

Geography

Geography covers climate change and gives an overview of greenhouse gases, CO2, methane and nitrous oxides. CALM:er can help in collecting and recording evidence. Discussions about recognising how people can improve or damage the environment will enrich the subject. As can identifying opportunities for their own involvement in managing environments sustainably and communicating in ways appropriate to the task and audience.