In this study, we measured the concentrations of accumulation and coarse particles inside an educational workshop (March 31–April 6, 2015), calculated particle emission and losses rates, and estimated inhaled deposited dose. We used an Optical Particle Sizer (TSI OPS 3330) that measures the particle number size distribution (diameter 0.3–10 μm) and we converted that into particle mass size distribution (assuming spherical particles and unit density). We focused on two particle size fractions: 0.3–1 μm (referred as PN0.3−1 and PM0.3−1) and 1–10 μm (referred as PN1−10 and PM1−10). The occupants' activities included coffee brewing, lecturing, tobacco smoking, welding, scrubbing, and sorting/drilling iron. The highest concentrations were observed during welding with PN0.3−1 (PM0.3−1) was ∼1866 cm−3 (55 μg/m3) and PN1−10 (PM1−10) was ∼7 cm−3 (103 μg/m3). The lowest concentrations were observed during coffee brewing and metal turning with PN0.3−1 (PM0.3−1) was ∼22 cm−3 (0.7 μg/m3) and PN1−10 (PM1−10) was ∼0.5 cm−3 (4 μg/m3). The emissions rate of coarse particles was 85–1010 particles/hour × cm3 whereas that for submicron particle in the diameter range 0.3–1 μm was 5.7 × 104–9.3 × 104 particles/hour × cm3 depending on the activity and the ventilation rate. The coarse particles losses rate was 0.35–2.1 h−1 and the ventilation rate was 0.24–2.1 h−1. The alveolar received the majority and particles below 1 μm with a fraction of about 53% of the total inhaled deposited dose whereas the head/throat region received about 18%. This study is important for better understanding the health effects at educational workshops.

This study seeks to understand how different scientific practices in high school science classrooms are associated with student situational engagement. In this study, situational engagement is conceptualized as the balance between skills, interest, and challenge when the reported experiences are all high. In this study, data on situational engagement were collected using the experience sampling method (ESM) from 142 students in southern Michigan (the United States), resulting 993 ESM responses, and 133 students in southern Finland, resulting 1,351 responses. In both countries, scientific practices related to developing models and constructing explanations were associated with higher student situational engagement than other practices. In southern Finland, using a model was also associated with a high level of student situational engagement. The results indicate that students may experience situational engagement more often in science classrooms that use models than those that do not employ such practices. Thus, scientific practices related to models should be used frequently in science classrooms to situationally engage students while learning science.