Why does distance matter less indoors? Why does ventilation help? Turn the physics of how infectious particles move and build up in air into a clear explainer or interactive sketch.
The source list argues infection physics should be part of standard teaching. Clear explanations help people make good choices about air, masks and rooms.
Output: An explainer, a worked example sheet, or a simple interactive calculator.
University students? School pupils? Building managers? Your audience decides the level of maths.
Study the simple “well-mixed room” model: particles are added by people and removed by ventilation, filtration and settling.
Pick a realistic room and show how the concentration changes with more ventilation or a purifier.
Draw a diagram, chart or tiny calculator. One clear picture beats three pages of equations.
Ask someone in your audience to work through it. Fix the confusing parts and share.
All steps done
Share what you made, then try another project. The PDF version has room for notes.
Far-UVC light might kill airborne germs in occupied rooms. Write the clear, honest explainer the field is missing: what it is, how it works, what the evidence says, and what is still uncertain.
Use a CO₂ monitor to estimate how often the air in a classroom, office or bedroom is replaced, then test what opening a window or running a fan actually does.
Explore whether AI tools can lower the effort of improving home air quality, or speed up reviewing the built-environment research literature.
