Question: Are teachers in classrooms on the 1st floor more susceptible to radon exposure than students on the 4th floor?

Hypothesis: If we test for radon on each floor of the building, the 1st floor will have the greatest concentration of radon gas.

Variables:

Independent- floor of school

Dependent- amount of radon (pCi/L)

Constant- data collection time, location of sensor (on the floor),

Procedure:

1. Gather all materials needed for the testing.

2. Identify specific locations on each floor of the building to place the radon testing kits.

3. Place one radon testing kit at each selected location on all floors. Record the exact location of each kit for future reference.

4. Activate the radon testing kits and set a timer for the recommended testing duration (usually 48 hours).

5. After the testing period is complete, carefully collect each radon testing kit.

6. Record the radon concentration levels for each floor in a data table.

7. Compare the radon concentration levels between the floors.

8. Calculate the average concentration of radon for the 1st floor and compare it to the other floors.

Hypothesis: If the Auto’s classroom is working on cars, the rest of the 1st floor's air quality will decrease due to the VOC emissions.

Variables:

Independent- Air Quality of the Autos Classroom

Dependent- Air Quality of First Floor

Constants- Locations

Procedure:

1. Grab Air Quality Monitor + Chromebook

2. Go to Auto’s Classroom

3. Place Monitor on the floor of the classroom, wait 2 minutes to collect data, or until data is stabilized

4. Go to Hallway of Auto’s Classroom

5. Place monitor on the floor of hallway, wait 2 minutes to collect data, or until data is stabilized

6. Go to main hallway of first floor

7. Place Monitor on the floor of hallway, wait 2 minutes to collect data, or until data is stabilized

8. Write down data in notebook, make graphs of data trends

9. Write analysis of data, and what the numbers mean

10. Write lab conclusion

If we test the new and old wings of the school, then the new wing will contain more formaldehyde in the air due to the newer paint and glue.  

1. Grab a detector. 

2. Travel to second floor in the new wing

3. Place the air quality tester on the ground on one side of the school

4. Travel to the opposite side of the building in the new wing 2nd floor.

5. Place detector on ground, and test

6. Record data and compare results.

7. Travel to older wings on the 2nd floor 

8. Place detector on ground, and test twice.

9. Record data and compare results.

10. Write a conclusion. 

Research question-How does the exposure to multiple indoor air pollution such as carbon dioxide affect the air quality in the long run

Hypothesis- If the levels of carbon dioxide are higher, and unhealthy in certain classrooms, then the air quality will decrease greatly.

1. Gather all of the materials needed for this experiment, which involves the air quality detector and your chromebook.

2. Figure out different locations around the school that you would like to test for carbon dioxide levels.

3. Place the air quality detector at the specified location on the floor for 2 minutes, and record all data. Perform this step twice for each location for more precise data. 

4. Repeat the following for each of the classrooms, (auto’s, culinary, and gym).

5. Record all of the data and compare and contrast the results. 

6. Calculate the average levels among each classroom.

7. Analyze the results, and write a conclusion summarizing the lab.

Hypothesis: If we test the woods room, autos room, and janitorial closet, then the janitorial closet will have the lowest air quality.

Variables:

Dependent:

Air Quality

Independent:

Testing Loacation

Constants:

Detector used

Procedure:

Acquire materials as follows: Notebook, pencil, air quality tester

Calibrate your detector

Place tester in location

Test air quality twice

Repeat for each different location

Analyze data and calculate differences

Hypothesis - If we test the levels of carbon dioxide in the culinary, autos, and metals/woods classrooms there will be a higher level in those rooms compared to other classes.

Variables - Independent: The classrooms 

Dependent: amount of CO2 detected

Constants: The center of the room

Procedure - 

1.  Gather materials needed for testing (Air quality detector, a notebook, and a pencil)

2. Go to the first classroom to test CO2 levels

3. Place air quality detector in the center of the classroom and leave it there for 2 minutes (120 seconds)

4. Record the carbon dioxide displayed on the decorator 

5. Repeat steps 3 and 4 in the other selected classrooms

6. Analyze data and create a conclusion

Hypothesis: If the levels of VOC's in chemistry classrooms are high, then students' overall health will be negatively impacted.

Procedure:

1. Grab testers

2. Go to the chemistry rooms

3.  Test the levels before lab for 2 minutes

4.  Write down data

5.  Test levels after lab for 2 minutes

6.  Compare the data to each other

7.  Repeat for other classrooms

8. Make table of data

How much Formaldehyde is really in our carpets, how would it be compared to non-carpet areas, and how would it affect us based on the levels of Formaldehyde?

Hypothesis:

If formaldehyde levels are high in carpeted areas, then air quality would significantly decrease compared to non-carpeted areas.

Variables:

Independent: Carpet and Non-Carpet

Dependent: The amount of pollution

Constants: Type of Carpet

Procedure:

1. Go to carpeted areas and measure the amount of pollution with our air quality detector.

2. Test out non-carpeted areas to find out the amount of pollution.

3. Collect out data each time in steps 1 and 2.

4. Repeat Steps 1 and 2 three times in different locations each time.

5. Compare our data and make graphs.

6. Make analysis and conclusion.

Hypothesis: If you are farther away from the autos room then your classroom's air quality will be significantly better than if you are nearby the autos room.

Variables: Independent: Their proximity to the autos room 

Dependent:  Each classrooms amount of Carbon Dioxide

Constants: How long the air quality detector is kept in each room 

Procedure:

1. Grab the air quality detector and a notebook

2. Walk down to the auto room on the first floor

3. Turn on the air quality detector and wait for reading of the room which is about 2 minutes 

4. Get the results of the room and write them down in the notebook

5. Go to the classroom next to the autos room, do the same testing and wait for the 2 minutes 

6. Get the results and write them down

7. Go to another room further down the hall from the autos room and down the same steps

8. Walk back to the Environment class and test the air quality in this room to get your control group

9. Make a data table to compare all your results

10. Make an analysis of this data

11. Write your conclusion

Research Question:

How does the level of CO₂ increase from floor 1 to floor 4 of Mchenry High School?

Hypothesis: If you increase your elevation/floor, then the levels of free CO₂ should increase due to the physical properties of CO₂ gas.

Variables:

Independent: Amount of CO₂

Dependent: 1st and 4th floor

Constants: air quality monitor

Procedure:

1.set up air quality monitor on 1st floor

2.set up air quality monitor on 4th floor

3.let monitors sit for 10 mins

4.collect data every one min

5. Form an average based on the 1 min intervals.

6. Compare results/data with hypothesis

7. Form a graph and data chart

8. Analyze and conclude data

Hypothesis: If we test the different levels of formaldehyde in the woods room, a chemistry lab, and a normal classroom, then the woods room will have the highest levels, followed by the chemistry lab, then the normal classroom.

Procedure: 

1. We will go to the normal classroom and record the air quality for 30 seconds, or until it stabilizes.

2. We will then repeat the first steps for the other 2 rooms (chemistry lab and woods room).

3. After each test, we will record our data in our notebook and determine which room has the highest and lowest levels of formaldehyde.

4. We will analyze our data and make a graph and a chart.

5. We will review our data and form a conclusion with the results.

How does the amount of carbon dioxide differ from the autos room when burning gas and the greenhouse room.

If we test the CO2 levels of the autos room and the greenhouse, then we will observe that the CO2 levels are higher in the autos room where more fuels are being burned compared to the greenhouse room where we would see less CO2 levels due to the amount of vegetation around to filter.

Independent:Type of room

Dependent: Carbon levels in each room

Constants: Equipment used, place in the room

1.Stand in the center of the autos room, turn device on

2. Wait for numbers on the device to only fluctuate a couple numbers/steady out

3. Record data

4.Repeat steps 1-3 for a second test in the autos room

5. Repeat steps 1-4 in the center of the greenhouse room

6.Record data

7. Compare CO2 levels of autos room and greenhouse room by averaging the numbers and figuring out which room has the higher amounts of CO2 Levels

8.Answer the conclusions answering weather our hypothesis was correct or not

Hypothesis: If an automotive classroom contains energy intensive equipment and combustion engines that are frequently used during class activities, then it will emit more CO2 levels than a lunchroom, because it usually has less combustion activity and more effective ventilation.

Variables: Independent: Autos room and cafeteria

Dependent: Air quality

Constants: The amount of time the detector is on, location of the room, keeping the sensor waist level

Procedure: 1.Grab your monitor and something to write your data on

2. Walk to the first location and set up the monitor 

3.  We will start by collecting data from the cafeteria in the center of the room.

2. Make a table using your data

4.Repeat these steps on three different days

5. Then we will repeat those step for the Autos room

6.We will find the average between the cafeteria and autos room and then compare the two to see which one had a relatively higher CO2 emission. 

7. Compare out data and make graphs

8. Make analysis of our data

9. Sketch out a conclusion

Hypothesis: If we test the amount of VOCs in the indoor swimming pool then it would be more air polluted compared to a regular classroom.

Variables:

Independent: Type of room

Dependent: VOCs levels

Constants: Time duration

Procedure:

1. Grab air quality detector

2. Go to English classroom (Mr. Kim) 

3. Test VOC air level for a minute

4. Measure highest and lowest mg/m^3

5. Go to indoor swimming pool 

6. Test VOC air level for a minute

7. Measure highest and lowest mg/m^3

Research Question: Do the ventilation and conditions of a room increase or decrease CO₂ levels throughout the school?

Hypothesis: If the ventilation and conditions of a room are poor then the CO₂ levels will increase. 

Variables: Independent:The ventilation and room type

Dependent: Co₂ levels

Constants: Type of test needed for CO₂ detection

Procedure: 1.Go to the preschool room

2. Start recording the CO₂ levels by the back room

3. Record data in notebook

4. Go to the cafeteria

5. Record the CO₂ levels in the cafeteria

6. Record the date in notebook

7. Go to autos room

8. Record CO₂ levels in autos room

9. Record data in notebook

Research Question: Are there elevated levels of co2 in the Autos room and the Lunch room during active periods, and how much greater is the difference in co2 levels from our control data to the elevated levels?

Hypothesis: Our hypothesis is that while using the air quality detector, we can conclude and will find higher levels of co2 in the Autos room and Lunchroom compared to the hallways and classrooms.

Procedure:

1.Measure the Co2 for 4Min in the Hallways and back regular classrooms

2.Measure the Co2 in the back Lunchroom without people in it for 4 min

3.Measure co2 in back Autos room for 4 min without people in it for 4 min

4.Measure the co2 in the backLunchroom during a lunch period for 4 mins

5.Measure co2 in back Autos room with people in it for 4 mins 

6. Do this twice per step

7.create table and graphs to compare data

question- How does the use of chemicals affect the carbon dioxide levels in different environments in the classrooms at MCHS? 

hypothesis- If we test classrooms that are more likely to release chemicals, we will receive a higher concentration of carbon dioxide compared to classrooms that do not.

Independent: the environment of the rooms we test 

Dependent: CO2 levels 

Constants: time of testing 

procedure-1.go to 2 english  classrooms and average the number of the two

2.test our air quality with an air monitor for_ minutes

3. Stop when numbers are stable and record the most frequently occurring number

4. Record data 

5.repeat steps 1-4 with the swimming pool, manufacturing class and greenhouse.

6.compare findings and calculate averages of carbon dioxide levels