Application of Carbon Dioxide Detector in Indoor Multimedia Classroom

Carbon Dioxide Detector for the Detection of Indoor Carbon Dioxide Content

3.1 Experimental equipment Four-way data collector 2; Carbon dioxide gas 79 sensor 2; Data line 2, carbon dioxide detector.

3.2 Step Design (1) Select a multimedia classroom that can hold 100 people and have classmates attend classes throughout the day; (2) Measure the carbon dioxide content of pre- and post-classroom classes in the multimedia classroom selected during the day while closing the doors and windows. The change. The measurement time is 8:00am, 9:40am, 11:40am, 1:10pm, 2:50pm, and 4:50pm. (3) In the same multimedia classroom, when the doors and windows are opened, the changes in carbon dioxide content before and after the class are measured. The measurement time is the same as above. (4) Organize the experimental data and analyze the experimental results.

3.3 Experimental results Table 1 statistical results of the measurement table (percentage of percentage) 8:00am9:40am11:40am1:00pm2:40pm4:40pm window CO21.872.352.962.462.713.41 window CO21.001.131.530.751.111.43 Quantity display result curve

3.4 Result Analysis and Improvement Measures From the above experimental results, it can be seen that at each measurement time point, the indoor carbon dioxide content in closing doors and windows is significantly higher than the carbon dioxide content in opening the classroom. Carbon dioxide, an indispensable component of the air, plays an important role in the natural cycle. Carbon dioxide itself is not toxic, but when the carbon dioxide in the air exceeds normal levels, it will have a harmful effect on the human body. The carbon dioxide content in a crowded and often enclosed environment tends to be higher than normal. For example, in a multi-media classroom, carbon dioxide levels are likely to be higher than normal. Carbon dioxide harms the human body The most important thing is to stimulate people's respiratory center, leading to shortness of breath, and can cause headaches, confusion and other symptoms. The content of carbon dioxide in fresh air is about 0.03%. People living in this space will not be harmed. If there are many people gathered in the room and the air does not circulate, or if gas, liquefied petroleum gas, and coal stoves are burned indoors, the oxygen content in the air will be relatively reduced, resulting in large amounts of carbon dioxide. There will be varying degrees of symptoms of poisoning.

With regard to the maximum allowable content of carbon dioxide in indoor air, there is no uniform regulation in all countries. Japan regulates ventilation standards when the content of carbon dioxide in the indoor air is 0.15%. According to the content of CO2 in the air and the corresponding symptoms are as follows: 2.5% no symptoms for several hours; 3.0% unintentionally increased breathing; 4.0% local irritation; 6.0% increase in respiratory volume; 8.0% dyspnea; 10.0% Unclear consciousness led to death soon; 20.0% seconds later, the heart stopped beating. According to the experimental results, and according to the classroom ventilation standards of primary and secondary schools, the carbon dioxide content of each experimental observation point has reached the ventilation standard. The maximum amount of indoor carbon dioxide in doors and windows when closed classes is 3.41%, which has reached the endangerment of the human body. Content, it is recommended that the ventilation method of the multimedia classroom is as follows: (1) In the design of the classroom, natural ventilation methods such as air windows and ventilation ducts should be adopted. (2) The opening area of ​​the louver must not be less than 1/50-1/60, it should be located at 1/3 of the window to facilitate opening. (3) Ventilation passages shall be provided in severe cold and cold areas. Ventilation passages shall not be less than two. The section size shall not be less than 130mm x 260mm. The room shall be open to the wall or ceiling and shall be equipped with an openable and closable valve. (4) In the warm season, ventilation should be carried out in a full-day window opening manner.

During the cold season, you should use the ventilation of classrooms and hallways during class breaks and during class breaks. Students must leave the classroom and go outdoors. Using chemistry-based research-based learning activities in handheld technology, students are no longer limited by time and space and enjoy ample space for exploration. Students do not have to imitate their teacher, but they can conduct scientific inquiry autonomously with simple operations. Introducing hand-held technology into chemistry experiment inquiry teaching reflects that the inquiry process is based on experiments, and fully exerts the students' independence and creativity, so that the students are in a dominant position in the teaching process, which is conducive to cultivating their innovative thinking and discovery. Problems, asking questions and solving problems. At the same time, the students' ability to collect and process data has also been tempered. The combination of the two makes students really realize the true meaning of scientific inquiry.

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