Abstract:

The project AirLab, developed by INFN Padova in collaboration with the Department of Physics and Astronomy of the University of Padova, offers upper secondary school students the possibility to design and carry out the prototype of a physics experiment: from the study of an open problem to the evaluation of available instrumentation, the setting up of their own instruments, data taking, analysis and reporting. To catch the interest of the students we focused on climate change and atmospheric pollution. The subject of air pollution is of particular interest in the Italian region of Veneto where the project was proposed, with part of the area being classified as one of the zones with the worst air quality at a European level. In this context, the students not only discovered what it means to carry out the measurement of a physical quantity experimentally but also deepened their knowledge of environmental issues.

AirLab was implemented for the first time during the school year 2021/2022 for a class of 23 students of the penultimate grade of upper secondary school (about 17-18 years old). It was stretched out throughout the school year: in the first half of the school year the students participated in a series of lectures given by experts in the field of climate change and atmospheric particulate and got the chance to see a local air quality measurement unit used by a regional government agency.

In the second half of the school year the students, organized in small groups, were then given the possibility to build their own air quality unit based on a light-scattering particulate sensor, a weather sensor (for humidity, temperature, pressure), and a Raspberry PI. Once the units were assembled, the students designed and carried out the measurement campaign, deciding where and when to perform the measurements and hence what sort of correlations amongst the measured physical quantities they wanted to investigate. Finally, they analyzed the data. To perform all the steps of the project they had to familiarize with several software and hardware components they had never been exposed to before, such as python and shell commands or a prototyping breadboard used for setting up the unit. During the project’s final event each group presented their work and findings.

In this paper we will present the structure and content of the work carried out over the course of the project and discuss its evaluation based on student questionnaires and feedback from the involved teacher.

Keywords:

Hands-on activities, science laboratory, STEM education.