Everything started during the summer holidays. As a teacher, at this time, I was already a little uncertain, which conditions were likely to be in school in the coming months. That’s why the webinar of the environment campus birkenfeld and guido burger came to me on the subject of DIY-CO2 traffic light, which was also presented in the make 5/20, just right. After that, as an informative teacher, I did not want to access a finished solution, but have rebuilt the flexible programmable model.
I programmed my traffic lights so that they display the currently measured CO2 value in PPM, rounded to hundreds of values, so 8 for 800 ppm. So I avoid that the schoolers concentrate stronger on the smallest changes in the CO2 value than on teaching. Every minute, the indicator is briefly interrupted by a visualization of the time history, in the form of a bar chart,.
At the end of september, it was finally time and my traffic light had her first use in school. Since then, the traffic light is on the front on the desk, well visible for my schoolers. The classes were immediately enthusiastic – until they realized that I was taken back this traffic light at the end of the hour and this is only available to them when I teach them.
The schoolers are accused of our new teaching helper quickly. As soon as the first one or the first notes that the critical value of 1000 ppm is reached, he briefly discloses or open a window. Then others are "window or window. Turbulence" on, sitting next to a window or a door, and do the same. Thanks to solid statuses, you do not have to walk far through the room and there are no discussions. Meanwhile, this is no longer significant to the lesson. This was a jerking by a schuler: "in the beginning I did not quite understand the principle, but with time it helps to realize how bad the air in the class is actually and to look, which aerial methods help the classroom best to help to reach fresh air."
In the last few weeks I watched with the help of the traffic light some important, physical connections: during a default of heating, I noticed that the CO2 values were suddenly disastrous despite the open window. Now it was greatly cold in the entire schoolhouse – as cold as drabs. And that’s exactly the problem: efficient air exchange takes place especially when warm and cold air meet. So it is very important that we pay attention to teaching to make the classroom never cow. But we only do this if the heating works as a desired and the rooms are already embraced at the beginning of the school. So the walls can store the warm and the room temperature is quickly reached in the area of a normal room temperature after a stoked air.