The presentation discusses how the classroom environment can affect student learning and performance. It explores seven key environmental factors - carbon dioxide, volatile organic compounds, fine dust, temperature, humidity, light, and noise - that influence the classroom learning environment. The presentation provides guidelines for each factor and potential remedies to improve student outcomes, such as increasing ventilation to reduce carbon dioxide levels, installing air filters, and using sound absorbing panels. Participants are encouraged to monitor these factors in their own classrooms and design investigations for students.
Environmental Psychology The Build Environment (Classrooms) Pietro Solda
The document summarizes research on how various aspects of classroom environment, including air quality, temperature, noise levels, and lighting can impact student health, behavior, and learning. Poor air quality from lack of ventilation has been linked to increased respiratory issues and sick building syndrome. Temperatures above or below 20-22°C and noise levels above 40db are too extreme for optimal learning. Exposure to natural light and "warm white" and "cool white" artificial lights may help reduce stress, depression, and problematic behaviors. Ensuring proper ventilation, temperature control, noise reduction, and lighting quality in classrooms can promote student well-being and performance.
This document discusses connecting children with nature and enhancing outdoor spaces at child development centers (CDCs) and youth centers with natural elements. It notes that children today spend less time outdoors and are more disconnected from nature. This can have negative consequences like increased obesity and ADHD diagnoses. Research shows that spending time in nature has benefits for children's health, development, concentration and stress levels. The document proposes two options for enhancing outdoor spaces - a complete natural outdoor classroom with different activity areas, or smaller "nature nodes" that can fit into smaller natural spaces. It provides examples and guidance for designing different natural elements and areas. The goal is for children to experience nature as part of their daily lives.
This document provides information about science fair projects for students. It discusses that science fair projects involve asking a scientific question and conducting an experiment to answer it. The process teaches students real-world skills like critical thinking, organization, and presentation abilities. Successful science fair projects require partnership between students, teachers, and parents. Students must follow the scientific method, which includes asking a question, researching background information, developing a hypothesis, experimentation, analyzing data, and drawing a conclusion. The document outlines the categories of projects, tips for choosing good topics, and important dates for upcoming science fairs.
This document provides information about density and the metric system. It defines density as a measure of mass per volume and explains how to calculate density. It gives examples of the densities of various materials and whether they would sink or float in water. It also introduces the metric system units for measurement including the base units of meters, grams, liters, and Celsius temperature. It explains metric prefixes and provides examples of unit conversions in the metric system.
Effect of architectural design on learning environmentKunjan Kunwar
Humans are affected by environment. Environment has a powerful effect on the user both physiologically as well as psychologically and alters the nature of the activities that are housed within it. This is especially relevant in a school environment where students spend inordinate amounts of time in spaces which they have little or no power to alter, yet which hold the power to alter them.
This presenation briefly explores these different factors that affect the environment for learning and explains how architectural design can be used to manipulate this effect to create an optimum learning environment.
This document provides an overview of 50 ways to improve early childhood education centers. It discusses improving health and safety, organizing space, providing child-appropriate environments, and using new materials. Specific tips include using power strip protectors, tamper-resistant outlets, ensuring safe surfacing under climbing structures, using walkarounds and lofts to increase space, organizing storage into daily, short-term, and long-term areas, adding outdoor elements like bike paths, gardening and plants, and providing shade from the sun. Guidance is also given on arranging rooms effectively by considering flow, grouping learning centers, and separating quiet and noisy areas.
The document summarizes the design process for renovating a school library facility. It includes guidelines for accessibility, environmental design, furniture selection, and relocation plans. Floor plans are provided showing the layout before and after renovations. The renovated library will include spaces for instruction, reading, multimedia production, and offices, meeting accessibility standards.
Environmental Psychology The Build Environment (Classrooms) Pietro Solda
The document summarizes research on how various aspects of classroom environment, including air quality, temperature, noise levels, and lighting can impact student health, behavior, and learning. Poor air quality from lack of ventilation has been linked to increased respiratory issues and sick building syndrome. Temperatures above or below 20-22°C and noise levels above 40db are too extreme for optimal learning. Exposure to natural light and "warm white" and "cool white" artificial lights may help reduce stress, depression, and problematic behaviors. Ensuring proper ventilation, temperature control, noise reduction, and lighting quality in classrooms can promote student well-being and performance.
This document discusses connecting children with nature and enhancing outdoor spaces at child development centers (CDCs) and youth centers with natural elements. It notes that children today spend less time outdoors and are more disconnected from nature. This can have negative consequences like increased obesity and ADHD diagnoses. Research shows that spending time in nature has benefits for children's health, development, concentration and stress levels. The document proposes two options for enhancing outdoor spaces - a complete natural outdoor classroom with different activity areas, or smaller "nature nodes" that can fit into smaller natural spaces. It provides examples and guidance for designing different natural elements and areas. The goal is for children to experience nature as part of their daily lives.
This document provides information about science fair projects for students. It discusses that science fair projects involve asking a scientific question and conducting an experiment to answer it. The process teaches students real-world skills like critical thinking, organization, and presentation abilities. Successful science fair projects require partnership between students, teachers, and parents. Students must follow the scientific method, which includes asking a question, researching background information, developing a hypothesis, experimentation, analyzing data, and drawing a conclusion. The document outlines the categories of projects, tips for choosing good topics, and important dates for upcoming science fairs.
This document provides information about density and the metric system. It defines density as a measure of mass per volume and explains how to calculate density. It gives examples of the densities of various materials and whether they would sink or float in water. It also introduces the metric system units for measurement including the base units of meters, grams, liters, and Celsius temperature. It explains metric prefixes and provides examples of unit conversions in the metric system.
Effect of architectural design on learning environmentKunjan Kunwar
Humans are affected by environment. Environment has a powerful effect on the user both physiologically as well as psychologically and alters the nature of the activities that are housed within it. This is especially relevant in a school environment where students spend inordinate amounts of time in spaces which they have little or no power to alter, yet which hold the power to alter them.
This presenation briefly explores these different factors that affect the environment for learning and explains how architectural design can be used to manipulate this effect to create an optimum learning environment.
This document provides an overview of 50 ways to improve early childhood education centers. It discusses improving health and safety, organizing space, providing child-appropriate environments, and using new materials. Specific tips include using power strip protectors, tamper-resistant outlets, ensuring safe surfacing under climbing structures, using walkarounds and lofts to increase space, organizing storage into daily, short-term, and long-term areas, adding outdoor elements like bike paths, gardening and plants, and providing shade from the sun. Guidance is also given on arranging rooms effectively by considering flow, grouping learning centers, and separating quiet and noisy areas.
The document summarizes the design process for renovating a school library facility. It includes guidelines for accessibility, environmental design, furniture selection, and relocation plans. Floor plans are provided showing the layout before and after renovations. The renovated library will include spaces for instruction, reading, multimedia production, and offices, meeting accessibility standards.
Schools can implement engineering and administrative controls to reduce COVID-19 transmission. Engineering controls include improving ventilation, erecting barriers, reconfiguring classrooms for distancing, and regular cleaning. Administrative controls involve eliminating large gatherings, creating student groups and movement patterns with limited contact, instituting handwashing routines, and training staff on new protocols. The most effective approach combines both engineering and administrative controls.
Keynote address delivered at the SUNY COTE Summit, February 2015. This talk (1) connects the concepts of democratizing innovation, permissionless innovation, and infrastructure to education, (2) clearly defines "open," briefly reviews research on the student success impacts of using OER, (3) discusses open pedagogy, (4) discusses the ethic of open, and (5) closes with a list of three things faculty can do to start being more open in their practice.
This document discusses sustainability and life cycle analysis (LCA) as a scientific approach to evaluating the environmental impacts of products and processes. It defines key concepts like sustainability, LCA, and the stages of a product life cycle that are considered in an LCA. An example LCA case study of a t-shirt is presented to illustrate how LCA works and the types of environmental impacts that are considered over a product's full life cycle from material acquisition to disposal or recycling. LCA is presented as an important tool for industries, consumers, and policymakers to evaluate how to make products and processes more environmentally friendly.
The document discusses the benefits of green cleaning in schools. It explains that green cleaning helps protect student and staff health by removing contaminants like particulates, bacteria, and viruses without using toxic chemicals. Traditional cleaners often contain chemicals that can cause respiratory issues, reproductive harm, cancer, and skin/eye irritation. Green cleaning also helps facilities last longer and preserves the environment. The 5 steps to implementing a green cleaning program in schools are outlined.
This document discusses the high costs of textbooks for students and the barriers this creates to accessing education. It presents open educational resources (OER) as a solution, which are teaching materials that are free to access and use, with permission to revise and remix. OER can save students billions by eliminating textbook costs. Studies show OER have equal or better learning outcomes compared to traditional textbooks. Government policies should support publicly funding open licensing of educational resources.
These are the presentations used during GLF Digital Summit #1: "Fires, haze and health – applied research, collaborative design and prototype development"
Background and speakers in this blogpost:
http://www.landscapes.org/join-glf-digital-summit-fires-haze-health-applied-research-collaborative-design-prototype-development/
The full recording of this digital summit is here: https://youtu.be/LWtrdAQBxkQ
This inaugural GLF Digital Summit is a follow-up to the May 2017 Global Landscapes Forum: "Peatlands Matter" event in Jakarta, and the September 2017 "National Policy Dialogue on Laws and Best Practices for Reducing Fire and Haze".
In this Digital Summit, experts from diverse sectors parse different angles to explore this complex landscape problem. It is being tackled as an ecological problem, an ethnographic research exercise, a grassroots response or an international advocacy subject. These approaches, combined with technological interventions in shelter, air filtration and air quality monitoring, represent a holistic, landscape-level community of practice surrounding the globally-pressing issue of fire and haze.
Powerpoint show developed by Terry Anderson describing design-based research in the context of a wider presentation on distance education research generally and an introduction to CIDER.
This document discusses DynaLearn, a learning environment that uses conceptual modeling to help students learn conceptual knowledge. It describes how traditional teaching methods often result in students having an incomplete understanding of concepts. DynaLearn addresses this by having students actively create conceptual models of systems to help them understand causality, states, and behaviors. Evaluation studies found that DynaLearn improves systems thinking and allows gradual development of modeling expertise. The document calls for collaborators to help develop learning experiences using DynaLearn in secondary classrooms and evaluate its effectiveness.
The document discusses how a teacher's work environment can impact their voice. High noise levels from sources like children, machinery, traffic, and PA systems as well as poor acoustics from hard surfaces that cause echoes can increase vocal problems. Environmental factors like dry air, dust, pollution, and certain fumes can also directly irritate the vocal folds. The document provides strategies for teachers to maximize their voice environment, such as avoiding adverse conditions, using effective vocal techniques, managing noise levels, and working with the school to implement improvements like sound barriers and regular cleaning.
Teens for Healthy Schools (THS) is a student-led organization that aims to identify toxic products used in schools and advocate for safer alternatives. The document outlines a 5-step process for students to get involved: 1) Assess products used and create an inventory, 2) Investigate hazards and prioritize replacements, 3) Research safer alternatives, 4) Advocate for changes to administrators, and 5) Spread the project to other schools. Case studies are provided as examples to identify current products, hazards, and lower-cost green alternatives. The overall goal is to educate about toxic exposures and take action to eliminate hazards in schools.
This document outlines the key information for a 1oESO science course. It includes the six units that will be covered: A Small Blue Planet in the Endless Space; Are We Similar to Animals?; Inmobile, but Alive; Microbes Everywhere!!; The Earth Around Us: Geosphere Atmosphere and Hydrosphere; and Everything Is Made of Energy. It details the required materials, assessment criteria based on MYP standards, laboratory expectations and safety rules, and classroom rules. Consequences for breaking rules include point deductions, detention, and loss of credit for exams involving cheating.
1. The document provides guidance for conducting outdoor learning activities related to plants, including risk assessments and session outlines.
2. Sample activities include observing seed germination, using leaves and seeds to classify plants, and devising classification trees.
3. The value of outdoor learning is discussed, noting that it allows students to explore, make their own decisions, and gain confidence through hands-on experiences.
4. Effective outdoor science lessons engage students with the environment, covering topics like plant life cycles and habitats while developing procedural skills.
What changes do 21st C school libraries have to embrace in order to remain relevant? A look at the change process, how one school re-envisioned itself, and how to achieve similar changes through thoughtful programming and design choices.
This presentation provides many tips for creating a home environment that is both healthy for occupants and more sustainable for our planet. It addresses the causes of environmental illness and steps to take to break the cycle and eliminate common home allergens and health hazards. It is part of a series of presentations by DwellSmart. For more information on health and sustainable living, please visit www.dwellsmart.com.
The document discusses different types of science projects for students including experimental projects, display projects, and engineering projects. It emphasizes that students benefit from an activities-oriented, hands-on approach to learning science through discovery and inquiry. Such an approach involves students creating and expanding their knowledge by providing experiences to experiment with and discover science concepts. Teachers should choose lessons from the textbook and divide activities between teacher demonstrations, in-class student activities, and take-home student activities to engage students through the scientific process.
Blue Pure Air Purifier has a 360-degree air intake, Cleans your air fully 5 times an hour, 1 button activation, Largest filter area of any mobile purifier!
https://hicare.in/blue-pure.html
Online Learning Success and Transforming TeachingRob Darrow
This document provides an overview of an online presentation by Dr. Rob Darrow on online and blended learning. The presentation covers avoiding pitfalls, being successful, and transforming teaching. It introduces iNACOL, discusses why educators should join, describes common pitfalls in planning, supporting teachers and students, and use of terminology. It also covers the inevitability of change, resistance to change, factors that lead to adoption of innovations, and emerging blended learning models.
Tips and Tricks Irvine Valley College 2013Fred Feldon
This document provides tips and tricks for teaching math online from Fred Feldon of Coastline Community College. It discusses why students take online classes, how success and retention rates compare to face-to-face classes, and what is different about teaching online. It also addresses questions about using a course management system versus building a course from scratch, supplementing courses with original materials, and preventing cheating in online assessments.
The document discusses a curriculum focused on studying how climate change impacts polar bear habitats. It involves two challenges - raising awareness about the effects of climate change on polar bears, and reducing personal carbon footprints. Students would research questions, potential solutions, and present their findings. They could take local or global actions and publish their work using technology to share it with a global audience. The curriculum aims to teach critical thinking and problem solving around an authentic real-world issue through collaboration and use of online resources.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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Schools can implement engineering and administrative controls to reduce COVID-19 transmission. Engineering controls include improving ventilation, erecting barriers, reconfiguring classrooms for distancing, and regular cleaning. Administrative controls involve eliminating large gatherings, creating student groups and movement patterns with limited contact, instituting handwashing routines, and training staff on new protocols. The most effective approach combines both engineering and administrative controls.
Keynote address delivered at the SUNY COTE Summit, February 2015. This talk (1) connects the concepts of democratizing innovation, permissionless innovation, and infrastructure to education, (2) clearly defines "open," briefly reviews research on the student success impacts of using OER, (3) discusses open pedagogy, (4) discusses the ethic of open, and (5) closes with a list of three things faculty can do to start being more open in their practice.
This document discusses sustainability and life cycle analysis (LCA) as a scientific approach to evaluating the environmental impacts of products and processes. It defines key concepts like sustainability, LCA, and the stages of a product life cycle that are considered in an LCA. An example LCA case study of a t-shirt is presented to illustrate how LCA works and the types of environmental impacts that are considered over a product's full life cycle from material acquisition to disposal or recycling. LCA is presented as an important tool for industries, consumers, and policymakers to evaluate how to make products and processes more environmentally friendly.
The document discusses the benefits of green cleaning in schools. It explains that green cleaning helps protect student and staff health by removing contaminants like particulates, bacteria, and viruses without using toxic chemicals. Traditional cleaners often contain chemicals that can cause respiratory issues, reproductive harm, cancer, and skin/eye irritation. Green cleaning also helps facilities last longer and preserves the environment. The 5 steps to implementing a green cleaning program in schools are outlined.
This document discusses the high costs of textbooks for students and the barriers this creates to accessing education. It presents open educational resources (OER) as a solution, which are teaching materials that are free to access and use, with permission to revise and remix. OER can save students billions by eliminating textbook costs. Studies show OER have equal or better learning outcomes compared to traditional textbooks. Government policies should support publicly funding open licensing of educational resources.
These are the presentations used during GLF Digital Summit #1: "Fires, haze and health – applied research, collaborative design and prototype development"
Background and speakers in this blogpost:
http://www.landscapes.org/join-glf-digital-summit-fires-haze-health-applied-research-collaborative-design-prototype-development/
The full recording of this digital summit is here: https://youtu.be/LWtrdAQBxkQ
This inaugural GLF Digital Summit is a follow-up to the May 2017 Global Landscapes Forum: "Peatlands Matter" event in Jakarta, and the September 2017 "National Policy Dialogue on Laws and Best Practices for Reducing Fire and Haze".
In this Digital Summit, experts from diverse sectors parse different angles to explore this complex landscape problem. It is being tackled as an ecological problem, an ethnographic research exercise, a grassroots response or an international advocacy subject. These approaches, combined with technological interventions in shelter, air filtration and air quality monitoring, represent a holistic, landscape-level community of practice surrounding the globally-pressing issue of fire and haze.
Powerpoint show developed by Terry Anderson describing design-based research in the context of a wider presentation on distance education research generally and an introduction to CIDER.
This document discusses DynaLearn, a learning environment that uses conceptual modeling to help students learn conceptual knowledge. It describes how traditional teaching methods often result in students having an incomplete understanding of concepts. DynaLearn addresses this by having students actively create conceptual models of systems to help them understand causality, states, and behaviors. Evaluation studies found that DynaLearn improves systems thinking and allows gradual development of modeling expertise. The document calls for collaborators to help develop learning experiences using DynaLearn in secondary classrooms and evaluate its effectiveness.
The document discusses how a teacher's work environment can impact their voice. High noise levels from sources like children, machinery, traffic, and PA systems as well as poor acoustics from hard surfaces that cause echoes can increase vocal problems. Environmental factors like dry air, dust, pollution, and certain fumes can also directly irritate the vocal folds. The document provides strategies for teachers to maximize their voice environment, such as avoiding adverse conditions, using effective vocal techniques, managing noise levels, and working with the school to implement improvements like sound barriers and regular cleaning.
Teens for Healthy Schools (THS) is a student-led organization that aims to identify toxic products used in schools and advocate for safer alternatives. The document outlines a 5-step process for students to get involved: 1) Assess products used and create an inventory, 2) Investigate hazards and prioritize replacements, 3) Research safer alternatives, 4) Advocate for changes to administrators, and 5) Spread the project to other schools. Case studies are provided as examples to identify current products, hazards, and lower-cost green alternatives. The overall goal is to educate about toxic exposures and take action to eliminate hazards in schools.
This document outlines the key information for a 1oESO science course. It includes the six units that will be covered: A Small Blue Planet in the Endless Space; Are We Similar to Animals?; Inmobile, but Alive; Microbes Everywhere!!; The Earth Around Us: Geosphere Atmosphere and Hydrosphere; and Everything Is Made of Energy. It details the required materials, assessment criteria based on MYP standards, laboratory expectations and safety rules, and classroom rules. Consequences for breaking rules include point deductions, detention, and loss of credit for exams involving cheating.
1. The document provides guidance for conducting outdoor learning activities related to plants, including risk assessments and session outlines.
2. Sample activities include observing seed germination, using leaves and seeds to classify plants, and devising classification trees.
3. The value of outdoor learning is discussed, noting that it allows students to explore, make their own decisions, and gain confidence through hands-on experiences.
4. Effective outdoor science lessons engage students with the environment, covering topics like plant life cycles and habitats while developing procedural skills.
What changes do 21st C school libraries have to embrace in order to remain relevant? A look at the change process, how one school re-envisioned itself, and how to achieve similar changes through thoughtful programming and design choices.
This presentation provides many tips for creating a home environment that is both healthy for occupants and more sustainable for our planet. It addresses the causes of environmental illness and steps to take to break the cycle and eliminate common home allergens and health hazards. It is part of a series of presentations by DwellSmart. For more information on health and sustainable living, please visit www.dwellsmart.com.
The document discusses different types of science projects for students including experimental projects, display projects, and engineering projects. It emphasizes that students benefit from an activities-oriented, hands-on approach to learning science through discovery and inquiry. Such an approach involves students creating and expanding their knowledge by providing experiences to experiment with and discover science concepts. Teachers should choose lessons from the textbook and divide activities between teacher demonstrations, in-class student activities, and take-home student activities to engage students through the scientific process.
Blue Pure Air Purifier has a 360-degree air intake, Cleans your air fully 5 times an hour, 1 button activation, Largest filter area of any mobile purifier!
https://hicare.in/blue-pure.html
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This document provides an overview of an online presentation by Dr. Rob Darrow on online and blended learning. The presentation covers avoiding pitfalls, being successful, and transforming teaching. It introduces iNACOL, discusses why educators should join, describes common pitfalls in planning, supporting teachers and students, and use of terminology. It also covers the inevitability of change, resistance to change, factors that lead to adoption of innovations, and emerging blended learning models.
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The document discusses a curriculum focused on studying how climate change impacts polar bear habitats. It involves two challenges - raising awareness about the effects of climate change on polar bears, and reducing personal carbon footprints. Students would research questions, potential solutions, and present their findings. They could take local or global actions and publish their work using technology to share it with a global audience. The curriculum aims to teach critical thinking and problem solving around an authentic real-world issue through collaboration and use of online resources.
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A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Does your classroom help children learn? Dr Katherine Forsey April 2021
1. Does your classroom help
children learn?
@Gratnells @Learnometer
Dr Katherine Forsey CSciTeach
Gratnells Learning Rooms & STEM Consultant
2. Does your classroom help children learn?
Summary
The classroom environment affects student performance. We will explore the
research behind this work and the environmental factors influencing learning
in your classroom.
You will find out how to:
• Monitor and control seven key environmental factors.
• Make simple changes to improve student performance and outcomes.
• Introduce classroom-based enquiries.
Resources
• Registered participants will receive link to session recording.
• Learnometer website
3. Overview
• Introduction
• The research
• The seven key factors
• Symptoms, sources and solutions
• Science enquires and investigations
• Q&A and open discussion
Does your classroom help children learn?
Plant wall installation. The Kindergarten Starters (KGS), Dubai.
Case study school.
4. Does your classroom help children learn?
Professor Stephen Heppell
• World leading expert in the
science of improving
educational outcomes
• Learnometer Inventor
Tweet @stephenheppell
Dr Katherine Forsey
• CSciTeach
• Gratnells Learning Rooms and
STEM Consultant
• Education Consultant
Tweet @DrBiol
5. Research
• Clever Classrooms (2015)
Summary report of the HEAD project
Professor Peter Barrett et al
Does your classroom help children learn?
16%
progress
1.3
sub-levels
3
LAs
27
Schools
3766
Pupils
153
Classrooms
9. What are the seven key factors?
Does your classroom help children learn?
CO2
10. Survey 1
Q1. Which of the seven key factors do you currently regularly monitor
in your classroom / learning space?
Q2. How do you monitor them?
Does your classroom help children learn?
11. Carbon Dioxide (CO2)
Does your classroom help children learn?
Sources
• People breathing
• More people = more CO2
• More active = more CO2
• Exam halls especially
problematic
• Heavier than air
Solutions
Ventilation and air circulation
• Open doors
• Open windows
• Use break times to ventilate
• Fans to help circulate air
• Plants to absorb
CO2
Less than
1000ppm.
No higher
than
2,200ppm.
Symptoms
Above 1,000 ppm can increase sleepiness, reduce concentration,
increase heart rate, induce nausea. Person to person variation.
Case study schools
• Fingringhoe Primary School, UK
• The Kindergarten Starters (KGS), Dubai
12. Learnometer data identifying effective ventilation
Does your classroom help children learn?
CO2
Less than
1000ppm.
No higher
than
2,200ppm.
Rapid build up of CO2 in all but one classroom (purple
line), which has open windows and air circulation.
Effective ventilation is essential to reduce risk of COVID
transmission, monitor efficacy by tracking CO2 levels.
No ventilation
Partial ventilation
Partial ventilation
Open windows and
air circulation
13. Volatile Organic Compounds (VOCs)
Does your classroom help children learn?
Sources
• Stationary and craft items
• Perfumes and deodorants
• Photocopiers and printers
• Paints, varnishes, solvents,
new furniture and flooring
• Cleaning products
• Cooking, grilling and frying
• Vehicle exhausts
Solutions
• Higher indoors than outdoors
• Air filtration equipment
• Plan routes to school
• Use low VOC products
• Externally ventilate kitchens
and copier rooms
• Ventilate after refurbishment
Symptoms
Headaches, tiredness, stuffy nose, wheezing, sore throat, allergies,
asthma, eczema. Impedes academic progress.
Case study schools
• Huge spikes in VOC levels due to COVID-19
deep cleaning
As low as
possible
14. Fine dust (PM2.5)
Does your classroom help children learn?
Sources
• Building materials
• Classroom chalk
• Clothing and shoes
• Motor vehicle exhausts
• Local industry
• Soil dust
• Road dust
• Marine aerosols (sea salt)
Solutions
• Higher indoors than outdoors?
• Air filtration equipment
• Increase outdoor air intake
and circulation*
• Plan routes to school
• Move car drop off and pick up
bays
Symptoms
Micro-particulates travel into lungs, exacerbate asthma, impact levels
of attendance, cognitive impairment. No safe threshold.
Research
• Exam performance studies - lifelong impact
• Deaths linked to pollution - 40,000/year
As low as
possible
15. Temperature
Does your classroom help children learn?
Sources
• Respiration (people)
• Central heating
• Direct sunshine (aspect)
• External air temperature
Solutions
• External shades
• Internal window blinds
• Plants outside windows for
shade
• Classroom level controls
• Valves on radiators
• Windows and ventilation
• Air conditioning
Symptoms
Impacts achievement, task performance and attention span. Optimal
range for learning, outside that range performance suffers.
Case study schools
• Cooler is better for learning efficiency
• COVID-19
Optimal
between
18-21oC or
64-70oF
16. Humidity
Does your classroom help children learn?
Sources
• Exhalation
• Outdoor shoes and clothing
• Condensation
• Rugs
• Damp and leaks in buildings
• Lack of ventilation
Solutions
• Ventilation and air circulation
• Remove rugs and shoes
• Bowl of water on windowsill or
damp towels on radiators
• Humidifier or dehumidifier
• Charcoal briquettes or silica-
based cat litter
• Plants
Symptoms
Reduced achievement, task performance, attention span, respiratory
health. Mould and fungus. Dehydration reduces cognitive performance.
Research
• Optimum RH 30-50%
• COVID - less risk above 40%
o
o
Optimal
30 to 50%*
17. Light
Does your classroom help children learn?
Sources
• Sunshine and daylight
• Ceiling lights
• Lamps
• Mirrors
• Reflection from walls and
ceilings
Solutions
• Remove obstructions from
glass - clear glass policy
• Paint walls and ceilings in high
refraction index paint
• Modify displays and fixtures
• Bright white LED bulbs
(Kelvin value 5000 - 6,500)
Symptoms
At low levels, learning is impeded and behaviour suffers. Uneven
levels across classrooms create equity issues.
Case study and research
• Fingringhoe Primary School, UK
• Tanner (2009)
Above 500
lux.
Target of
1000 lux
18. Noise
Does your classroom help children learn?
Sources
• Voices
• Furniture
• Movement of people
• Fans and air conditioners
• Background music
• External - traffic
Solutions
• Sound absorbing panels
• Mineral wool white umbrellas
• Soft pads table and chair legs
• Flooring choices
• Pupil ownership
• Appropriate music choices
• Plant walls
Symptoms
High levels obstruct children’s ability to concentrate and perform.
Case study and research
• Picard and Bradley 2001
• 100 Learnometer case study sites world-wide
Optimal
under
70dBA.
Above
72dBA is
distracting.
19. Summary of factors, guideline levels and remedies
Does your classroom help children learn?
Factor Guideline levels Remedies
Carbon Dioxide (CO2) Optimal below 1000ppm and
should be no higher than
2,200ppm
Open doors. Open windows to promote air circulation. Add plants or a living green
wall to every classroom. Introduce a bring your own plant scheme.
Pollution (TVOCs) As low as possible Air filtration equipment could help. Plan routes to and from schools avoiding most
polluted routes. Use lower VOC paints, varnishes, personal hygiene products and
marker pens.
Fine dust (PM2.5) As low as possible Air filtration equipment could help. Move car drop off and pick up bays away from
buildings. Increase fresh air circulation if outdoor PM2.5 levels are lower.
Light (Lux) Above 500 lux. Target of +750
lux
Remove paper and all obstructions from window and door glass. Paint walls with
high refraction index paint. Use bright white LED bulbs.
Temperature Optimal between 18-21oC Cut the heating. Open the windows. Promote fresh air circulation. Generally, too
hot is more detrimental to learning than too cold.
Humidity Tracks with temperature No rugs - they store damp. No outdoor shoes - they track damp in. A tray of
charcoal briquettes or silica based cat litter will reduce humidity.
Noise (Decibels) Optimal under 70dB. Above 72dB
starts to be distracting
Install sound absorbing panels. Hang rockwool-filled, white umbrellas from the
ceiling. Give students the ability to monitor and own the problem. Add soft pads to
table and chair legs.
www.gratnellslearnometer.com
20. Scientific enquires and investigations
• How to monitor?
• Mobile phone
• Data loggers
• Learnometer
Does your classroom help children learn?
21. Scientific enquires and investigations
• Engaging students
• Split into seven groups - each group owns a factor
• Research
• Monitoring and testing interventions
• Data - hard and soft
• Evaluation
• Presentation
• Ownership and awareness
• Repeat with different classrooms and year groups
Does your classroom help children learn?
22. Scientific enquires and investigations
• Curriculum links
• Nature, processes and method of science - working scientifically
• Living things and their habitats - human habitats
• Plants
• Light
• Sound
• Take the Learnometer outdoors or on a field trip
• Adaptation to environment - human, plant and animal
• Measurement of abiotic factors
• Does the outdoors provide a more optimal learning
environment for your students?
Does your classroom help children learn?
23. Does your classroom help children learn?
Survey 2
Q1. Which of the seven key factors will you regularly monitor in your
classroom / learning space in future?
Q2. How do you plan to monitor them?
Survey 3
Q1. Based on what you have heard today, what actions will you take, or
continue to take, in your classroom to improve the learning
environment?
24. Contact and further information
Dr Katherine Forsey CSciTeach
Tweet @DrBiol
Gratnells
Tweet @Gratnells @Learnometer
www.gratnells.com www.learning-rooms.com
E: learningrooms@gratnells.co.uk
Does your classroom help children learn?
Dr Katherine Forsey CSciTeach
Gratnells Learning Rooms & STEM Consultant
26. Contact and further information
Dr Katherine Forsey CSciTeach
Tweet @DrBiol
Gratnells
Tweet @Gratnells @Learnometer
www.gratnells.com www.learning-rooms.com
E: learningrooms@gratnells.co.uk
Does your classroom help children learn?
Dr Katherine Forsey CSciTeach
Gratnells Learning Rooms & STEM Consultant
27. Key references
• Gratnells Learnometer website. Here.
• Prof. Heppell’s website and publications. Here.
• Clever classrooms : Summary report of the HEAD project. Here.
• Department for Education - Guidelines on ventilation, thermal comfort and indoor air quality in schools 2016. Here.
• 2005 WHO Air quality guidelines. Here.
Additional references and further reading for interest
• Annesi-Maesano et al. (2013) Indoor air quality and sources in schools and related health effects. Here.
• Cartieaux et al. (2011) Indoor air quality in schools. Here.
• Shendell et al. (2004). Air concentrations of VOCs in classrooms: results of a pilot study in Los Angeles County. Here
• Teleszewski and Gładyszewska-Fiedoruk (2018). Changes of Carbon Dioxide Concentrations in Classrooms. Here
• Barrett et al. (2013). The impact of classroom design on pupils’ learning. Here.
• Controlling Pollutants and Sources: Indoor Air Quality Design Tools for Schools. Here.
• Tanner (2009) Effects of school design on student outcomes. Here.
• Garnham (1999). Light Intensity in the UK. Here.
• Clark-Reyna et al. (2016). Air pollution linked to children's low academic achievement. Here.
• Zhang et al (2018). The impact of exposure to air pollution on cognitive performance. Here.
• Shendell et al (2004) Air concentrations of VOCs in portable and traditional classrooms. Here.
• Gilraine (2020). Air Filters, Pollution and Student Achievement. Here.
• Carrion-Matta et al (2009). PM2.5 sources and exposures in inner-city schools. Here.
Does your classroom help children learn?