indoor air quality tools for schools · indoor air quality air contaminants ... inorganic gases...
TRANSCRIPT
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CT School Indoor Environment Resource Team
Indoor Air Quality Tools for Schools
2nd Training Session:
Walkthrough Investigations
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Agenda: Welcome, Introductions
Show and Tell:Presentation of Blueprints, Summaries
IAQ Sources
Ventilation Basics
Walkthrough Investigation Exercise
Next Steps
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Mapping the Checklist Results
Show & Tell:What Problems Did You Find?
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Industrial Industrial Hygienist Hygienist
PresentationPresentation
Tools for Schools Building Team Training
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Tools for Schools 2nd Resource Team Training
Savita TrivediSavita TrivediCONNCONN--OSHAOSHA
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IAQ - WHY NOW
Tighter building construction for energy Tighter building construction for energy conservationconservation
Reduced levels of outdoor air provided to Reduced levels of outdoor air provided to building interiorsbuilding interiors
New building materials: insulation foams, New building materials: insulation foams, glues, particle board, fibrous glassglues, particle board, fibrous glass
Increased worker awareness & concernIncreased worker awareness & concern
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FACTORS AFFECTING INDOOR AIR QUALITY
AIR CONTAMINANTSAIR CONTAMINANTS Indoor SourcesIndoor Sources Outdoor SourcesOutdoor Sources
VENTILATION SYSTEMVENTILATION SYSTEM Thermal ComfortThermal Comfort Ventilation Ventilation -- outdoor airoutdoor air
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SOURCES of CONTAMINANTS
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SOURCES - The Occupants Themselves
Volatile organic compounds (VOCs)Volatile organic compounds (VOCs) Perfumes, personal products, etc.Perfumes, personal products, etc.
Inorganic gasesInorganic gasesCarbon Dioxide from BreathingCarbon Dioxide from Breathing
Biological pollutantsBiological pollutantsGerms, skin flakesGerms, skin flakes
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SOURCES – Educational Activities in the building
Particulates Particulates -- Chalk, paper, woodwork Chalk, paper, woodwork
VOCs VOCs -- Art & science materials, shop Art & science materials, shop activities, magic markers, printers & activities, magic markers, printers & copierscopiers
Ozone Ozone -- Photocopiers Photocopiers
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SOURCES - Non-Educational Activities in the Building
Cleaning Cleaning CookingCooking PesticidesPesticides ConstructionConstruction RenovationRenovation Roofing ProjectRoofing Project
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SOURCES: The Building Itself & Its Systems
VOCs VOCs -- new furnishing, carpets, floors, new furnishing, carpets, floors, building materialsbuilding materials
Particulates Particulates -- dust, trackeddust, tracked--in dirt, in dirt, fiberglass, asbestos, old carpetfiberglass, asbestos, old carpet
Bioaerosols Bioaerosols -- mold, bacteriamold, bacteria sporesspores nutrient sourcenutrient source temperature (optimum 40temperature (optimum 40--100F)100F)waterwater
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SOURCES - Outside the Building Particulate Particulate -- pollen, dust, fungal spores, pollen, dust, fungal spores,
construction, dirtconstruction, dirt Gases Gases -- carbon monoxide; exhaust fumes carbon monoxide; exhaust fumes
from buses, traffic, parking lots; ozonefrom buses, traffic, parking lots; ozone Bioaerosols Bioaerosols -- from standing water near from standing water near
ventilation intakes, grass cuttingsventilation intakes, grass cuttings Odors Odors -- unsanitary debris near intakes, low unsanitary debris near intakes, low
tide, land fillstide, land fills Soil Gases leaking from underground tanks, Soil Gases leaking from underground tanks,
previous use of sitesprevious use of sites Nearby industry, constructionNearby industry, construction
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VENTILATION
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VENTILATION
WindowsWindows Windows and ExhaustsWindows and Exhausts Unit VentilatorsUnit Ventilators Central HVAC SystemsCentral HVAC Systems Combination of the AboveCombination of the Above
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Ventilation and Temperature Control
Mechanical or Natural VentilationMechanical or Natural Ventilation Central HVAC or Unit VentilatorsCentral HVAC or Unit Ventilators What Type of HeatWhat Type of Heat Air Conditioning?Air Conditioning? Where are the Air Handling Units (AHUs)Where are the Air Handling Units (AHUs) Where are the fresh air intakesWhere are the fresh air intakes Which AHUs serve which roomsWhich AHUs serve which rooms
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VENTILATION SYSTEM
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PATHWAYS
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PATHWAYS – exhaust ventilation system only
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Results of CO2 TestThis is what happens when books are stacked on the unit ventilator
Credit:Bill Thompson, Director of Facilities ManagementLockport Township High School District 205, IL
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Results of CO2 TestRemoved Books Off Unit Ventilator
Credit:Bill Thompson, Director of Facilities ManagementLockport Township High School District 205 , IL
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Results of CO2 TestExample of a Room with a Dirty Filter
Credit:Bill Thompson, Director of Facilities ManagementLockport Township High School District 205 , IL
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Results of CO2 TestExample of Same Room with a Clean
Filter
Credit:Bill Thompson, Director of Facilities ManagementLockport Township High School District 205, IL
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EVALUATING HAZARDS
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The Walkthrough- OutsideOutside
Walk around the building looking for Walk around the building looking for anything that might impact the air indoorsanything that might impact the air indoors Ventilation inlets, outdoor pollutant Ventilation inlets, outdoor pollutant
sources (dumpsters, exhaust, pesticide), sources (dumpsters, exhaust, pesticide), site drainage, condition of roof, etc. site drainage, condition of roof, etc.
Around intakes Around intakes -- check for birds nests, check for birds nests, droppings, leaves, exhausts, trashdroppings, leaves, exhausts, trash
AHU/HVAC units AHU/HVAC units -- are dampers open, clear are dampers open, clear & in working condition& in working condition
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The Walkthrough- In ClassroomsIn Classrooms
Check for thermal comfort Check for thermal comfort –– temperature, temperature, relative humidityrelative humidity
Measure COMeasure CO22 (IAQ indicator)(IAQ indicator) Check for air movement at each diffuser, Check for air movement at each diffuser,
return, exhaust return, exhaust Look for items placed on top of unit ventilators Look for items placed on top of unit ventilators
or items blocking supplies or returnsor items blocking supplies or returns Look at the general cleanliness in the classroomLook at the general cleanliness in the classroom Watch for potential pollutant sources Watch for potential pollutant sources --
evidence of water damage, mold, condition of evidence of water damage, mold, condition of carpets, equipment, animals, art supplies, etccarpets, equipment, animals, art supplies, etc
Ask about activities & occupancyAsk about activities & occupancy Ask open ended questions of teachersAsk open ended questions of teachers
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Quantitative Measures of the Ventilation
Carbon DioxideCarbon Dioxide
Outdoor Air Outdoor Air
Measuring air flow Measuring air flow all diffusers & all diffusers & returns & exhaustsreturns & exhausts
<700<700--800 ppm800 ppm
15 cfm/person in 15 cfm/person in each classroomeach classroom
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Evaluation of Bioaerosols-
Indoor fungal genera and levels Indoor fungal genera and levels should be equal to or less than the should be equal to or less than the background levels found outdoorsbackground levels found outdoors
Similar type of fungi should be found Similar type of fungi should be found indoor as are found outdoorsindoor as are found outdoors
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Evaluation of Air Contaminants
Compare levels against OSHA PELsCompare levels against OSHA PELs
Compare levels against ACGIH TLVsCompare levels against ACGIH TLVs
Compare levels against NIOSH RELsCompare levels against NIOSH RELs
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Note: it is rare that occupational standards will be exceeded - or even approached – in schools, including those with known IAQ problems
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SOLUTIONS Indoor Air Quality Problems are Indoor Air Quality Problems are almost always multifactorial in almost always multifactorial in solutionsolutionReduce or Eliminate SourcesReduce or Eliminate SourcesImprove VentilationImprove VentilationInterrupt/Alter PathwaysInterrupt/Alter Pathways Publicize/communicate what you are Publicize/communicate what you are
doing to correct problemsdoing to correct problemsEvaluate ChangesEvaluate ChangesTry again if necessaryTry again if necessary
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Lets Look at the Room We’re In- Potential Indoor Air PollutantsPotential Indoor Air Pollutants
Chemical Contaminants?Chemical Contaminants?
Biological Contaminants? Water incursion?Biological Contaminants? Water incursion?
Ventilation Ventilation –– what type serves this room? Is it what type serves this room? Is it adequate?adequate?
Thermal Comfort Thermal Comfort –– temp? relative humidity?temp? relative humidity?
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Implementation Guide Summary
1. Initial School Team training2. Assemble Action Packets3. Distribute Action Packets4. Summarize checklists5. Training on conducting a walkthrough investigation6. Walkthrough Investigation7. Prioritize Results of Investigation8. Taking Action
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Developing Priorities
IAQ Problem Priority Action Completed By?
Responsible party
Cost
Bus fumes from parking area
High, Cat. A
Enforce Bus Idling Policy
ASAP Bus Drivers $0
Moldy carpeting in Room 202.
High, Cat. C
Replace w/ Floor tiles
End of Summer
School Main. Dept., Contractor
$2000
High VOC floor stripper
Medium, Cat. B
Replace w/alternative
Start using in new school yr
School custodian/purchasing office
$200
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Making TfS Successful!
1. Coordinators – Keep Everyone Informed
2. Develop Written Report
3. Board of Education Presentation
4. Fall Kick-off Meetings
5. District TfS Coordinating Structure
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CT Success Stories1. West Hartford
• Successfully Used students on Teams
2. Ridgefield• Hired TfS Coordinator
3. Sherman• Renovation Company to Follow Proper
H & S Guidelines
4. EPA National Excellence Award Winners:- Hamden - Waterford- Norwich - North Haven
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Evaluations!Evaluations!Thank You!Thank You!
Tools for Schools Building Team Training