CT School Indoor Environment Resource Team

Indoor Air Quality Tools for Schools

2nd Training Session:

Walkthrough Investigations

Agenda: Welcome, Introductions

Show and Tell:Presentation of Blueprints, Summaries

IAQ Sources

Ventilation Basics

Walkthrough Investigation Exercise

Next Steps

Mapping the Checklist Results

Show & Tell:What Problems Did You Find?

Industrial Industrial Hygienist Hygienist

PresentationPresentation

Tools for Schools Building Team Training

Tools for Schools 2nd Resource Team Training

Savita TrivediSavita TrivediCONNCONN--OSHAOSHA

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

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

SOURCES of CONTAMINANTS

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

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

SOURCES - Non-Educational Activities in the Building

Cleaning Cleaning CookingCooking PesticidesPesticides ConstructionConstruction RenovationRenovation Roofing ProjectRoofing Project

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

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

VENTILATION

VENTILATION

WindowsWindows Windows and ExhaustsWindows and Exhausts Unit VentilatorsUnit Ventilators Central HVAC SystemsCentral HVAC Systems Combination of the AboveCombination of the Above

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

VENTILATION SYSTEM

PATHWAYS

PATHWAYS – exhaust ventilation system only

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

Results of CO2 TestRemoved Books Off Unit Ventilator

Credit:Bill Thompson, Director of Facilities ManagementLockport Township High School District 205 , IL

Results of CO2 TestExample of a Room with a Dirty Filter

Credit:Bill Thompson, Director of Facilities ManagementLockport Township High School District 205 , IL

Results of CO2 TestExample of Same Room with a Clean

Filter

Credit:Bill Thompson, Director of Facilities ManagementLockport Township High School District 205, IL

EVALUATING HAZARDS

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

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

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

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

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

Note: it is rare that occupational standards will be exceeded - or even approached – in schools, including those with known IAQ problems

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

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?

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

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

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

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

Evaluations!Evaluations!Thank You!Thank You!

Tools for Schools Building Team Training