Filter heroes: Assemble and test HEPA filters to improve air quality
Before the lesson, you'll need to ...
- HEPA filter pieces
- air pollution monitors to measure PM2.5 (ensure they're charged and calibrated)
- incense sticks
- oven stick lighter or safe ignition tool
- graphing tools, or devices for digital graphing
- magnifying glasses for observing the HEPA filter
- assembly instructions for HEPA filters
- photocopies of experiment worksheet: Clearing the air.
- Review fire safety protocols, namely safe handling of incense and lighters.
- Teacher to operate one oven stick lighter, keeping the other spare as backup.
- Have a bucket of water or a fire extinguisher readily available.
- Remind students to handle the HEPA filter and other equipment gently.
- See safety protocol document in downloads for more information.
- Confirm all air pollution monitors are charged and their PM2.5 sensors calibrated for accurate measurements.
- Test the HEPA filter assembly process to ensure you can provide smooth instructions for students.
- Plan how to group students, such as in teams of 4, for the HEPA filter activity.
- Prepare to present the HEPA filter pieces as a mystery object. Make sure you don't reveal what it is until after students have observed the HEPA filter and discussed it in their groups.
- Turn off fans and ventilation systems where possible during PM2.5 experiments as they can affect the readings.
Resources required for lesson
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Experiment worksheet: Clearing the air
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Extension - Boston schools air quality
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Safety protocols for experiment
Syllabus content
New NSW Syllabus:
Science and Technology
- ST3-1WS-S: Plans and conducts scientific investigations to answer questions, including fair testing.
- ST3-2DP-T: Plans and uses materials, tools, and equipment to develop solutions for a need or opportunity.
- ST3-1WS-S: Plans and conducts scientific investigations to answer questions, including fair testing.
- ST3-2DP-T: Plans and uses materials, tools, and equipment to develop solutions for a need or opportunity.
Mathematics
- MAO-WM-01: Working mathematically: develops understanding and fluency in mathematics through exploring and connecting mathematical concepts, choosing and applying mathematical techniques to solve problems, and communicating their thinking and reasoning coherently and clearly
- MA3-DATA-01: Constructs graphs using many-to-one scales
- MA3-DATA-02: Interprets data displays, including timelines and line graphs
- MAO-WM-01: Working mathematically: develops understanding and fluency in mathematics through exploring and connecting mathematical concepts, choosing and applying mathematical techniques to solve problems, and communicating their thinking and reasoning coherently and clearly
- MA3-DATA-01: Constructs graphs using many-to-one scales
- MA3-DATA-02: Interprets data displays, including timelines and line graphs
PDHPE
- PD3-2: Investigates information, community resources and strategies to demonstrate resilience and seek help for themselves and others
- PD3-7: Proposes and implements actions and protective strategies that promote health, safety, wellbeing and physically active spaces
- PD3-2: Investigates information, community resources and strategies to demonstrate resilience and seek help for themselves and others
- PD3-7: Proposes and implements actions and protective strategies that promote health, safety, wellbeing and physically active spaces
Current NSW Syllabus:
Science and Technology
- ST3-SCI-01: Uses evidence to explain how scientific knowledge can be used to develop sustainable practices
- ST3-PQU-01: Poses questions to identify variables and conducts fair tests to gather data
- ST3-DAT-01: Interprets data to support explanations and arguments
- ST3-SCI-01: Uses evidence to explain how scientific knowledge can be used to develop sustainable practices
- ST3-PQU-01: Poses questions to identify variables and conducts fair tests to gather data
- ST3-DAT-01: Interprets data to support explanations and arguments
Mathematics
- MAO-WM-01: Working mathematically: develops understanding and fluency in mathematics through exploring and connecting mathematical concepts, choosing and applying mathematical techniques to solve problems, and communicating their thinking and reasoning coherently and clearly
- MA3-DATA-01: Constructs graphs using many-to-one scales
- MA3-DATA-02: Interprets data displays, including timelines and line graphs
- MAO-WM-01: Working mathematically: develops understanding and fluency in mathematics through exploring and connecting mathematical concepts, choosing and applying mathematical techniques to solve problems, and communicating their thinking and reasoning coherently and clearly
- MA3-DATA-01: Constructs graphs using many-to-one scales
- MA3-DATA-02: Interprets data displays, including timelines and line graphs
PDHPE
- PH3-IHW-01: Examines and explains factors that influence identity, health and wellbeing of individuals and groups
- PH3-IHW-01: Examines and explains factors that influence identity, health and wellbeing of individuals and groups
Assessment
Teacher background information
HEPA filters
High-efficiency particulate air (HEPA) filters are designed to trap microscopic particles, including dust, pollen, mold and harmful pollution like PM2.5. They're made from a dense mesh of interlaced glass or synthetic fibers that create a maze-like structure. As air passes through, particles become trapped due to a combination of mechanical processes like interception, impaction and diffusion. HEPA filters are highly efficient, capturing at least 99.97% of particles as small as 0.3 microns in size. This makes them a vital tool for improving indoor air quality, especially in settings like classrooms, homes and hospitals.
Source / more information
Clean Air Schools (n.d.). What is HEPA? (FAQ)
High-efficiency particulate air (HEPA) filters are designed to trap microscopic particles, including dust, pollen, mold and harmful pollution like PM2.5. They're made from a dense mesh of interlaced glass or synthetic fibers that create a maze-like structure. As air passes through, particles become trapped due to a combination of mechanical processes like interception, impaction and diffusion. HEPA filters are highly efficient, capturing at least 99.97% of particles as small as 0.3 microns in size. This makes them a vital tool for improving indoor air quality, especially in settings like classrooms, homes and hospitals.
Source / more information
Clean Air Schools (n.d.). What is HEPA? (FAQ)
Lesson content
Slide presentation part 1: Introduction
Slide presentation part 2: Experiment: clearing the air
Worksheet: Clearing the air
Use this worksheet to record your observations as you investigate PM2.5 levels and how a HEPA filter affects air quality in a room.
Use this worksheet to record your observations as you investigate PM2.5 levels and how a HEPA filter affects air quality in a room.
Extension Opportunities
Design another fair test
Have students design another fair test to investigate the functionality of HEPA filters in clearing the air. For example, students could investigate how the distance between HEPA filters and the PM2.5 source affects results. Or how using 2 or more HEPA filters at the same time clears the air more quickly, compared to just 1 unit.
Have students design another fair test to investigate the functionality of HEPA filters in clearing the air. For example, students could investigate how the distance between HEPA filters and the PM2.5 source affects results. Or how using 2 or more HEPA filters at the same time clears the air more quickly, compared to just 1 unit.
Boston Public Schools indoor air quality program
Investigate the Boston Public Schools indoor air quality program, with a focus on PM2.5 levels. Ensure students set the parameter to 'Particulate pollution PM2.5'. Ask them to locate schools with typical ratings and the school with the highest rating they can find. Students could interpret trends they discover, and fill out a worksheet with their findings.
Investigate the Boston Public Schools indoor air quality program, with a focus on PM2.5 levels. Ensure students set the parameter to 'Particulate pollution PM2.5'. Ask them to locate schools with typical ratings and the school with the highest rating they can find. Students could interpret trends they discover, and fill out a worksheet with their findings.
Vocabulary
Learning journal prompts
What did I learn?
What happened to the PM2.5 levels when the incense was burned? How did these levels change after turning on the HEPA filter?
What is a HEPA filter, and why is it important for air quality?
What did you learn about the impact of burning incense on air quality?
Why is it important to measure PM2.5 levels?
What happened to the PM2.5 levels when the incense was burned? How did these levels change after turning on the HEPA filter?
What is a HEPA filter, and why is it important for air quality?
What did you learn about the impact of burning incense on air quality?
Why is it important to measure PM2.5 levels?
Connecting and acting
How does this lesson relate to the air quality in your classroom, home or community?
Have you ever experienced a situation where the air quality felt poor? How might a HEPA filter help in that situation?
What steps can we take in our classroom or at home to improve air quality using what you learned today?
What is 1 thing you think we could do differently in this experiment to improve it?
How does this lesson relate to the air quality in your classroom, home or community?
Have you ever experienced a situation where the air quality felt poor? How might a HEPA filter help in that situation?
What steps can we take in our classroom or at home to improve air quality using what you learned today?
What is 1 thing you think we could do differently in this experiment to improve it?
Personal reflections
What surprised you the most about today’s lesson?
How did constructing and testing a HEPA filter make you feel about your ability to make a difference in air quality?
What was your favorite part of the experiment, and why?
Did you find anything challenging or confusing? What would help you understand it better?
What surprised you the most about today’s lesson?
How did constructing and testing a HEPA filter make you feel about your ability to make a difference in air quality?
What was your favorite part of the experiment, and why?
Did you find anything challenging or confusing? What would help you understand it better?
Fresh air action plan: Create a classroom environmental management plan
