Transcript Tools for Schools Powerpoint Presentation

Purpose of this video training module
• Demonstrate the no-cost and low-cost steps that you
can take to help investigate an IAQ concern
• Explain the 4 factors, the 4P’s, that affect indoor air
quality: pollutants, pressures, pathways and people.
• Highlight how to use your five senses to conduct a
basic IAQ “walkthrough” of your building
• Discuss the unique IAQ challenges of urban schools
• Provide you with fingertip access to resources of the
EPA’s IAQTFS program and related resources.
Why is IAQ Important?
Important Facts
The U.S. EPA and the Science Advisory Board consider Indoor Air
Quality (IAQ) to be among the top 4 environmental health
hazards in the United States.
Why?
Americans spend 90% of their days indoors
AND
Air pollution levels indoors are usually two to five times
higher—and in some places, 100 times higher—than those
outdoors.
Most Common IAQ Concerns in
Urban School Facilities
• Odors from cleaning products, office
equipment and construction
• Housekeeping problems, especially with
carpets
• Mold and moisture control
• Exhaust from idling buses near entrances
• HVAC Filter replacement and maintenance
• Temperature extremes and low relative
humidity
The 4 P’s
IAQ problems and solutions can be boiled down to
understanding four P’s:
•Pollutants: what pollutant sources may be causing a
problem. It could be a copier, kiln, carpeting or even a
kitten in the classroom.
•Pressures: air flows from high pressure to low pressure.
We’ll show you simple ways to “know your flow.”
•People: the same pollutant in the same concentration
may affect people differently. Dust may severely afflict a
single child with asthma when no one else appears affected.
•Pathways: pollutants must have a pathway to reach
people in your school. Vents, drains, and open doorways
are all examples of possible pathways.
Using the 4 P’s
Use the 4 P’s to diagnosing and solve IAQ problems by:
• Controlling pollutants by identifying and eliminating the
source. The TFS walkthrough checklist helps you identify
them.
• Gauge pressures in your building with a tissue. Or an IAQ
professional can use a simple smoke tube. The TFS
ventilation checklist shows you how.
•Identify and eliminate pathways that allow pollutants to
reach people. Raising an exhaust vent away from an air
intake valve may eliminate the pathway.
• Keep records of the concerns that people raise. The TFS
log form helps you identify patterns of times, places and
dates that help reveal the source of the concern.
The 4 P’s -- Pollutants
Some possible pollutant sources:
• Furniture and furnishing materials, such as carpets, rugs,
desks, tables and displays
•Custodial Supplies, including cleaning agents, vacuums and
mops
•Office Equipment, especially computers, copiers, professional
machinery
•Microbial contamination, including mold, dust mites, and mildew
•Pollution from outdoors, such as buses or traffic idling near
open pathways.
•Gaseous contaminants, including radon and carbon monoxide
•Students and staff, from perfumes and colognes
The 4 P’s -- Pressures
Air pressure underlies the seemingly rude saying:
“Sick buildings suck, and healthy buildings blow.”
“Sick” buildings have lower pressure than their
pollutant source, so the building “sucks” air from
pollutants to people.
“Healthy” buildings have higher pressure than nearby
pollutant sources, so they “blow” away from people
toward potential pollutant sources.
The 4 P’s -- Pressures
Air flow is created by pressure differentials because
air will always flow from higher relative pressure to
lower relative pressure. And it will take pollutants with
it!
Understanding pressure means:
• Observing how air flows in your building’s pressure points, so you are
aware of where your school air comes from and where it is goes!
• Air flows associated with any changes, such as new carpets, furniture,
construction, or cleaning, will be determined by the pressures and
pathways between those areas and people in your school. Know them
and respect them!
The 4 P’s -- Pathways
Pathways:
Pollutants need an opening in walls, ceilings,
drains, pipes, floors, doors, windows, and
HVAC systems to reach people.
A balloon shows how and why. As long as
inflated balloon is kept shut, no air will flow.
When opened, however, air will move from the
inside (area of higher pressure) to the outside
(area of lower pressure).
The 4 P’s -- People
Many short-term, IAQ-related symptoms can be
similar to symptoms of colds, allergies, fatigue, or
the flu. People provide clues, however, that may
indicate a link to IAQ:
• Symptoms are widespread within a class or school.
• Symptoms disappear when people leave the
building for a day or for longer periods.
• Symptoms appear after some change at school,
such as painting, supply deliveries, or pesticide
application.
• Reactions occur indoors but not outdoors.
The 4 P’s -- People
An IAQ warning: Some long-term health problems do
not carry easily identifiable symptoms.
Lack of symptoms does not mean that the IAQ in
your school is acceptable. Some long-term health
effects, such as radon-induced lung cancer, can take
years to surface.
Walkthrough Investigation
Where to Begin
• Armed with an understanding of the 4 P’s, you can
begin your own IAQ investigation.
• A simple IAQ investigation is called a “walkthrough”
and all it takes is your five senses!
Walkthrough Investigation
Where to Begin
• LOOK for:
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clutter
dust/dander
water marks
obstructions of outdoor air intakes and ventilation
units
• LISTEN for unusual noises and communicate
• SMELL for chemical odors or musty or moldy
areas
• FEEL for changes in temperature/humidity
Walkthrough Investigation
Building Exterior
•
Air flow into the building may be a pathway from pollutants to people, so start on the
outside and work your way in.
–
LOOK for normal airflow near HVAC systems
•
•
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You can determine airflow using a tissue
You can also listen for any changes from the equipment
An IAQ professional can use a $30 smoke dispenser to determine airflow.
–
LOOK for clutter-free outdoor air intakes
• Outdoor pollutants will find their way inside the building otherwise, contaminating the air
– Be sure to remove trash, clutter, and other pollutant-carrying materials from
air intake areas. This includes clearing the area of animal nests/droppings,
and dirt.
–
LOOK to see that Water Drainage/Sprinkler Systems are functioning properly
• Faulty systems can interfere with outdoor air intake. Stagnant water and drainage
problems can contribute to water damage and possibly mold. Also, standing water on
the roof near a general exhaust vent that can also enter indoor air
– Be sure to report and repair any water drainage problems
NOTE: PLEASE USE PROPER SAFETY EQUIPMENT SUCH AS FACE MASKS AND
PROTECTIVE GLOVES WHEN CLEARING CONTAMINANTS FROM THESE AREAS
Walkthrough Investigation
Building Exterior
•
LOOK for exhaust from chimneys, smoke stacks and other sources
– Carbon monoxide and other chemicals are often evident in these emissions
• Keep buses from idling in front of entranceways and air intakes
• Check to ensure your ventilation systems are working properly if chimneys are
evident
• Check to ensure that exhaust outlet air flows away from the building (usually
these are located on the roof
• Portable generators or power equipment from construction projects can be
temporary, portable pollutant sources with very high levels of contaminants
PLEASE NOTE: Carbon Monoxide is odorless and colorless and undetectable without
the use of CO detectors. Conversely, chimneys, smoke stacks and automobiles may
also emit unburned hydrocarbons that give off a smell or color.
Walkthrough Inspection
Classrooms and Hallways
•
•
School entrances are major sources of indoor air pollutants. Students
drag in dirt and contaminants on their shoes, and open doorways allow
polluted air like vehicle exhaust to flow inwards
LOOK to see that entranceways remain free of pollutants
– Install barrier mats at entrances to trap dirt and particles. Vacuum or clean them
regularly, according to manufacturer’s instructions.
– Keep main entrance doors closed as much as possible
•
LOOK to see that carpeted hallways are vacuumed or hard surfaces
cleaned
– Contaminated flooring can allow pollutants to gather and be transported through
pathways created by air pressure differentials.
• Eliminate the source by ensuring that floors are vacuumed or cleaned regularly.
• The United States Environmental Protection Agency suggests using a vacuum
with a high-efficiency filter, if possible.
Walkthrough Inspection
Classrooms and Hallways
•
LOOK for obstructed vent zones
–
Inside as well as outside, obstructed vents can interrupt proper air flows and allow pollutants
to concentrate
•
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LOOK for dust and particles on furniture
–
Dust and dirt on school furniture not only carries bacteria, it causes allergies and asthma
because of its proximity to students
•
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Be sure to dust and clean desks regularly to protect occupants’ health
LOOK for evidence of food and animals
–
Products of animals and food can carry pollutants as well as become them
•
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Be sure to clear any vent pathways that may be cluttered.
Be sure to dispose of trash and to clean and vacuum regularly to rid rooms of animal
presence. Also, implement rules forbidding the consumption of food in the classroom.
Remember, trash should not be left out overnight.
Despite the fact that classroom pets are very popular with most kids, the potentially serious
problems they pose for asthmatics dictate that no feathered or furred animals be kept
in classrooms or other school environments.
SMELL for unusual odors
–
Unusual odors can be signs of a chemical toxins circulating the air or a sign of mold growth
encouraged by excess moisture
•
Be sure that chemicals and cleaning agents are labeled properly and stored away from vents in
isolated areas
Walkthrough Inspection
Bathrooms, Locker Rooms, and Kitchens
•
LOOK at exhaust and plumbing systems
– Plumbing leaks can cause standing water or water damage, which can ultimately result in
mold
•
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Dry drain taps can also allow for toxic sewer gases to leak into the building and enter air
breathable by school occupants.
Exhaust malfunctions can lead to poor circulation, which can lead to contaminated airflow
and temperature/humidity changes
•
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Be sure that exhaust fans are on and working properly. You can usually listen for unusual
noises and/or check with a piece of tissue to examine its flow.
LOOK for water damage
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Water damage gives pollutants a place to gather and spread. It also precedes mold growth.
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Be sure to repair leaks and drainage issues immediately
Be sure that plumbing fixtures are working properly to inhibit water damage
LOOK and SMELL for the existence of mold
– Mold spores are tiny and can pervade the air. Inhalation of mold spores can lead to asthma
and lesions of the lungs. It also has a distinct odor.
•
•
Be sure to check for mold on walls, ceilings, on pipes, and under plumbing fixtures
Efflorescence is caused by mineral deposits in moist areas. It is not mold, and it’s not
considered very dangerous like mold is.
Walkthrough Inspection
Cafeteria
• FEEL for proper ventilation and exhaust.
– Pressure differences can be easily identifiable through
cafeteria pathways. If you can smell the food outside the
cafeteria, it’s very possible that the room is under “positive
pressure.”
• It’s very important that working exhaust vents are installed in the kitchen to
promote proper airflow throughout the area. Check to see if these are in
working order with a tissue. Also, if you can smell the food outside the
cafeteria, this is an indication that the air is not flowing correctly.
• LOOK for foodstuffs and crumbs throughout the
cafeteria furniture and on the floor.
– Food particles can results in pest problems
• LOOK for proper pest management
– If you can spot insects or rodents, this can adversely affect
IAQ. Pests often carry pollutants and invade pathways,
contaminating breathable air.
Walkthrough Inspection
Boiler Room
•
LOOK for equipment leaks, disconnections, or deterioration
–
Any glitches in boiler room appliances can cause severe airflow defects, rendering indoor air
quality poor
•
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LOOK for any improperly stored cleaning agents or chemicals
–
Opened or improperly stored toxins can invade ventilation and cause breathing hazards for
all occupants
•
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Inhalation of gas or fuel in the air can cause headaches, dizziness, or more serious
problems.
•
Be sure that all valves are closed tightly. If you smell a leak, report it immediately and take
proper actions to protect occupants and close off the source
•
Keep in mind that not ALL combustion gases have an odor. Many dangerous gases, like CO,
are odorless and can only be detected through testing instruments.
FEEL for unusual temperature changes
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•
Be sure to store all chemicals in their proper place according to the instructions and be sure to
label them properly so that they their names are visible and legible
Chemicals should NEVER be stored in HVAC mixing rooms
LISTEN for any mechanical malfunctions
SMELL for any combustion gas or fuel odors
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•
Check all combustion appliances to ensure they’re in good condition. Ensure they contain
flues or exhaust hoods that open or shut depending on the operation.
This may be indicative of a mechanical malfunction. These malfunctions will disrupt airflow.
LOOK for improperly contained asbestos.
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Even if it’s not friable, it can still be dangerous!
Check with your school’s AHERA plan or other knowledgeable personnel regarding asbestos.
General Considerations
•LOOK at the condition of air filters in HVAC
systems
•Dirty filters, or improperly sized filters, can restrict airflow. Regularly replace correct
filters to prevent dirt and dust from accumulating. Filter “blow outs” allow dirt in
unfiltered air to accumulate on coils, which requires more frequent cleaning and
reduces system efficiency.
•Clean HVAC systems use less energy, too!
•PLEASE NOTE: If HVAC filters are just too clean, it may be an indication that they
are not working properly, because air may not be flowing through at all!
•LOOK for disconnected or inoperable HVAC
system controls
Conclusion
General Considerations
• LOOK, LISTEN, and FEEL for proper ventilation
– Improper ventilation can cause a “healthy” building to become “sick”,
allowing pollutants to contaminate the air because it doesn’t get “blown”
out.
– Improper ventilation can also result in “discomfort” factors like
temperature fluctuation.
• You can simply hold a tissue over a vent to examine its airflow.
• Be sure that vents are also free from obstructions and dust. Even if it
is functioning properly, it will allow pollutants to circulate.
• FEEL for proper temperature and humidity control
• Temperature and humidity are often indicative of pressure
differentials that may be creating pathways from pollutants to
people.
Common IAQ Concerns in Urban
Schools
Dust.
Poor Ventilation from:
– Improperly balanced HVAC system
– Overcrowding
– Defective windows
What makes school IAQ unique?
• Tight budgets; low bidders and continually deferred
maintenance
• Special pollution sources: art supplies; bus fleets;
and even hatching chicks!
• Multiple HVAC systems from multiple expansions and
renovations
• Children – have different exposure thresholds
• Unintended uses: closets become meeting rooms
and classrooms. Temporary classrooms last for
decades!
• High occupant densities compared to office buildings
Conclusion
Special Conditions
• Determine the date of your last radon test. Radon is a
hazardous element known to cause lung cancer.
Repeated or prolonged exposure to radon can produce
these effects. Radon is one pollutant that cannot be
identified with your five senses. The only safe way to
determine radon levels is to test for them.
• If the school was built before 1980, check for peeling
paint as this could be a potential lead hazard.
– Lead (Pb) is very dangerous and can lead to brain function
impairments.
Practical Solutions
What Can I Do?
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Source Management
Local Exhaust
Ventilation
Exposure Control
Air Cleaning
Education
Prevention is the lowest cost solution
This guidance is based on the following principles:
Most IAQ problems can be prevented and resolved
by school staff through simple, inexpensive
measures.
The cost and effort needed to prevent most IAQ
problems is significantly less than the cost and effort
required to resolve problems after they develop