indoor air quality assessment detailed report

2014_IAQ_DR_052
INDOOR AIR QUALITY ASSESSMENT
DETAILED REPORT
COMPREHENSIVE EVALUATION OF LABORATORY RESULTS
PREPARED FOR:
FRENCH EMBASSY SCHOOL
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2014_IAQ_DR_052
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INDOOR AIR QUALITY
ASSESSMENT
DETAILED REPORT
COMPREHENSIVE EVALUATION OF
LABORATORY RESULTS
2014_IAQ_DR_052
05/015/2014
NEW DELHI
Prepared by
Prepared for
SGS INDIA
French Embassy School
2, Aurangzeb Road
New Delhi
110011
This report is approved by
----------------------------------------------------------Dimpy Daroch
Senior Executive
----------------------------------------------------------Suhaas Mathur
Executive
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2014_IAQ_DR_052
CONTACTS
French Embassy School
Harjeet Luthra
2, Aurangzeb Road
New Delhi
110011
SGS India Private Limited
Dimpy Daroch
226, Udyog Vihar
Phase 1
Gurgaon - 122016
Haryana
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2014_IAQ_DR_052
INDEX
REPORT CONTENT
1
EXECUTIVE SUMMARY .............................................................................................................. 8
2
INTRODUCTION AND BACKGROUND ...................................................................................... 9
2.1
ASSESSMENT DETAILS............................................................................................................. 9
2.2
OBJECTIVE OF ASSESSMENT .................................................................................................. 9
2.3
SCOPE OF ASSESSMENT ....................................................................................................... 10
3
TESTING METHODOLOGY....................................................................................................... 11
4
ANALYSIS OF RESULTS .......................................................................................................... 11
4.1
RESPIRABLE SUSPENDED PARTICULATE MATTER (RSPM SIZE 10 AND SIZE 2.5) ......... 11
4.2
4.3
4.4
4.1.1
Sources ............................................................................................................................ 11
4.1.2
Health effects .................................................................................................................... 12
4.1.3
Results.............................................................................................................................. 12
4.1.4
Conclusion ........................................................................................................................ 12
CARBON MONOXIDE ............................................................................................................... 15
4.2.1
Sources ............................................................................................................................ 15
4.2.2
Health impacts .................................................................................................................. 15
4.2.3
Results.............................................................................................................................. 15
4.2.4
Conclusion ........................................................................................................................ 16
SULPHUR DIOXIDE .................................................................................................................. 17
4.3.1
Sources ............................................................................................................................ 17
4.3.2
Health effects .................................................................................................................... 17
4.3.3
Results.............................................................................................................................. 17
4.3.4
Conclusion ........................................................................................................................ 18
OXIDES OF NITROGEN ............................................................................................................ 20
4.4.1
Sources ............................................................................................................................ 20
4.4.2
Health effects .................................................................................................................... 20
4.4.3
Results.............................................................................................................................. 20
4.4.4
Conclusion ........................................................................................................................ 20
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4.5
NOISE ........................................................................................................................................ 22
4.5.1
Health Effects ................................................................................................................... 22
4.5.2
Results.............................................................................................................................. 22
4.5.3
Conclusion ........................................................................................................................ 23
5
CONCLUSION ........................................................................................................................... 24
6
RECOMMENDATIONS .............................................................................................................. 24
6.1
GENERIC RECOMMENDATIONS FOR DUST CONTROL ........................................................ 24
7
DESIGNING SCHOOLS FOR GOOD INDOOR AIR QUALITY .................................................. 25
7.1
ENSURE THE DESIGN TEAM KNOWS ABOUT IAQ ............................................................... 25
7.2
PREPARE AN INDOOR POLLUTANT SOURCE CONTROL PLAN ......................................... 25
7.3
ADHERE TO ALL IAQ CODES AND STANDARDS .................................................................. 25
7.4
PROVIDE FUNDING AND SCHEDULE FOR IAQ ..................................................................... 26
7.5
PLAN THE SITE AND BUILDING FOR IAQ .............................................................................. 26
7.6
DESIGN FOR CONTROL OF SEWER GAS .............................................................................. 26
7.7
DESIGN AN EFFECTIVE ENTRY MAT SYSTEM ...................................................................... 26
7.8
PROTECT THE QUALITY OF AIR NEAR AIR INTAKES .......................................................... 27
7.9
SIZE HVAC FOR MAXIMUM OCCUPANCY ACCORDING TO STANDARDS .......................... 27
7.10 TAKE SPECIAL PRECAUTIONS WHEN USING NATURAL VENTILATION ............................ 27
7.11 PROVIDE EXHAUST FOR SPECIAL USE AREAS ................................................................... 28
7.12 CONTROL INTERIOR TEMPERATURE, HUMIDITY AND OTHER CONDITIONS .................... 28
7.13 TARGET AND EVALUATE MATERIALS, FINISHES, AND FURNISHINGS ............................. 29
7.14 IDENTIFY AND ELIMINATE CANCER-CAUSING AGENTS AND REPRODUCTIVE TOXINS . 29
8
APPENDICES TO REPORT ...................................................................................................... 30
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LIST OF T ABLES
Table 1: Parameters in scope ............................................................................................... 10
Table 2: Outdoor Air Ventilation Requirements .................................................................. 27
LIST OF FIGURES
Figure 1: The summary of results .......................................................................................... 8
Figure 2: RSPM 10 results are presented in the graph above. The orange line represents
the limits by ASHRAE and the grey line represents the results observed. Three peaks
can be observed, as mentioned in the conclusion above. ................................................. 13
Figure 4: Carbon monoxide results are presented in the graph above. The orange line
represents the limits by ASHRAE and the grey line represents the results observed. ... 16
Figure 5: Sulphur dioxide results are presented in the graph above. The orange line
represents the limits by ASHRAE and the grey line represents the results observed. ... 19
Figure 6: Oxides of Nitrogen results are presented in the graph above. The orange line
represents the limits by ASHRAE and the grey line represents the results observed. ... 21
LIST OF APPENDICES
Appendix 1: List of abbreviations
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Attention is drawn to the limitation of liability,
indemnification and jurisdiction issues defined therein.
Any holder of this document is advised that information contained hereon reflects the Company’s
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1
EXECUTIVE SUMMARY
This document details out the laboratory results for Indoor Air Quality (IAQ) assessment conducted at
French Embassy School’s facilty. The tests were conducted on 05 May 2014. The results were
reported on 09 May 2014.
The facility displayed satisfactory results for Indoor Air Quality Assessment except for RSPM (PM10 &
PM2.5). The analysis included Six (6) parameters to be tested at Three rooms – One sportsroom and two
classrooms covering total of 15 samples per parameter. The following parameters were tested:
1. Respirable Suspended Particulate Matter [RSPM] (PM 10)
2. Respirable Suspended Particulate Matter [RSPM] (PM 2.5)
3. Sulphur dioxide [as SO2]
4. Oxides of nitrogen [as NOx]
5. Carbon Monoxide [CO]
6. Noise
The average results for RSPM (PM10) was noted to be non compliant with the standard limits.
Recommendations are suggested at the end of the report. Rest of the parameters were within the limits
The graph below summarizes the results.
Summary of results
100
80
75.0
60.0
65
50
10.0
15
9
0.0
RSPM (PM 10) RSPM (PM
2.5)
0.0
Carbon
monoxide
Sulphur
dioxide
Reults
0.0
Oxides of
Nitrogen
Limits
Figure 1: The summary of results
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2014_IAQ_DR_052
2
INTRODUCTION AND BACKGROUND
Indoor air pollution has been said to pose a greater threat to human health than outdoor air pollution
due to high rate of contaminant build up.
According to the American Society of Heating, Refrigerating and Air Conditioning Engineers (ASHRAE)
(Standard 62.1.2007), air in which there are no known contaminants at harmful concentrations, as
determined by cognizant authorities, and to which a substantial majority (80%) or more of the people
exposed do not express dissatisfaction, is considered acceptable.
Indoor Air Quality is a key factor in ensuring health, safety and well being of the occupants of the
buildings. The US Environmental Protection Agency (EPA) concedes that about 30% of new or
renovated buildings have serious Indoor Air Quality problems and ranks IAQ as the most prominent
environmental problem. There is growing concern about the quality of air we breathe and the concepts
of Sick Building Syndrome (SBS) and Building Related Illness (BRI) are gaining attention each day.
Therefore, as people are spending more than 90 percent of their time indoors, it is recommended that
the air for human consumption be analysed periodically and systematically, with the purpose of
minimizing any noxious effects.
2.1
ASSESSMENT DETAILS
SGS India Private Limited (hereinafter referred to as SGS), India, undertook analysis of Indoor Air
Quality samples collected from The French Embassy School located in New Delhi. Sampling
activities were undertaken and at the site by SGS in the month of May.
Findings of the ensuing report are based on the results generated by the general labs of SGS.
2.2
OBJECTIVE OF ASSESSMENT
The objective of an Indoor Air Quality Inspection is to collect information regarding the levels of various
indoor pollutants present (if any) and to suggest corrective and preventive actions for improvement of
the Indoor Air Quality.
So far in India there are no Indoor Air Quality guidelines; hence all the Indoor Air Quality results for this
project are compared with international norms such as ASHRAE (American Society of Heating,
Refrigerating and Air Conditioning Engineers) and other available recognized international standards
like OSHA (U.S. Department of Labor Occupational Safety and Health Administration), American
Conference of Industrialist Hygienists (ACGIH) and World Health Organization.
Suggestions to improve the Indoor Air Quality system have been provided at the end of report; their
implementation however, entirely depends on the Client.
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2.3
SCOPE OF ASSESSMENT
The facility was assessed for the following parameters at 15 sampling points within the building and
outside the building.
Table 1: Parameters in scope
PARAMETER
UNIT
PROTOCOL
Carbon monoxide
ppm
NDIR Principle based sensor
µg/m3
Laser Counting Principle
Sulphur dioxide [as SO2]
mg/m3
Electrochemical Sensor
Oxides of nitrogen [as NOx]
mg/m3
Electrochemical Sensor
Noise
dB
Sound level meter
Respirable Suspended
Particulate Matter [RSPM] (PM
10 and2.5)
The samples were located such that representative results could be achieved.
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3
TESTING METHODOLOGY
Indoor air quality assessments were done as per the international protocols from USEPA and NIOSH.
The parameters and the protocols are given in the table below. The standard operating procedure
maintained was as follows
1. Sampling media was prepared as per the protocol for the particular parameter in the lab a day
prior to the assessment
2. The sampling media are labelled, stacked and stored for monitoring.
3. The operations executive carries media and the instruments to site on the mutually agreed
schedule
4. The assessment is conducted for 24 hours
5. The samples are booked in the lab the same day
6. Samples sent to lab for analysis
For online parameters the following methodology was followed
1. Online instrument was switched on at the sampling point 1 and was allowed to stabilize
2. Reading 1 noted at sampling point 1
3. Step 1-2 repeated thrice for each sampling location
4. The results were noted and compared with the walkthrough inspection observations
Specific to the case, different samples were taken at a certain time interval in the three rooms
(sportsroom, classroom 1 and classroom 2). Apart from the time variation, the purifier levels were too
varied during different samples.
4
ANALYSIS OF RESULTS
This section has parameter wise analysis of results with the description of each parameter, its sources
and the adverse effects on health.
4.1
RESPIRABLE SUSPENDED PARTICULATE MATTER (RSPM SIZE 10 AND SIZE 2.5)
RSPM is the respirable fraction of suspended particulate matter of size less than 10 microns.
Particulate matter (PM) is a complex mixture of very small particles and other non-gaseous materials
suspended in the air.
4.1.1
Sources
Indoor particle sources include air inlets, papers, carpets, duct insulation, HVAC filters, housekeeping,
etc. Indoor particles also include fibrous materials, pollen, mold spores & fragments, and tracked-in soil
particles. Pollen and mold can trigger allergies and asthma. They can also enter the lungs and result
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2014_IAQ_DR_052
in various other ailments like discomfort, sneezing, asthma, cancer, heart attacks, migraine, ailments,
etc.
4.1.2
Health effects
Particulate matter is reported to cause eye, nose, and throat irritation; respiratory infections and
bronchitis; lung cancer.
4.1.3
Results
Location
Sampling point identification
Time
Sports Room
Class Room 1
Class Room 2
Ambient Air
Results
4.1.4
Level
PM10
PM2.5
Limits
(µg/m3)
Results(µg/m3) Results(µg/m3)
7:40 AM
OFF
12
3.5
8:40 AM
Level 6
16
4
9:20 AM
Level 6
35.3
8
10:40 AM
OFF
14
5
11:30 AM
OFF
48.3
7.6
7:45 AM
OFF
32.33
11.66
8:30 AM
Level 6
214
16.33
50 and 15
10:10 AM
Level 6
347
29.66
(ASHRAE
10:50 AM
Level 6
221.6
18.66
62.1 2007)
11:45 AM
OFF
32
9
8:00 AM
OFF
31
9.66
9:00 AM
Level 6
43
4
10:30 AM
Level 6
21
3.33
11:15 AM
Level 3
29
5
12:10 PM
OFF
24.66
6
60
7:30 AM
NA
74
48.37
&
respectively
(NAAQS)
Conclusion
The results for particulate matter were noted to be within the stipulated limits except for Three (3)
sampling points (marked red) in class room 1. The ambient results for RSPM (10 & 2.5) values were
not within the limits specified by NAAQS India.
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2014_IAQ_DR_052
RSPM 10 Concentration
400
Concentration (µg/m3)
350
300
250
200
RSPM[PM 10] Limits
150
RSPM[PM 10] Results
100
50
0
OFF Level 6 Level 6 OFF
OFF
OFF Level 6 Level 6 Level 6 OFF
OFF Level 6 Level 6 Level 3 OFF
7:40
AM
11:30
AM
7:45
AM
8:00
AM
8:40
AM
9:20
AM
10:40
AM
Sports Room
8:30
AM
10:10
AM
10:50
AM
11:45
AM
Class Room 1
9:00
AM
10:30
AM
11:15
AM
12:10
PM
Class Room 2
Figure 2: RSPM 10 results are presented in the graph above. The orange line represents the limits by ASHRAE and the grey line represents the
results observed. Three peaks can be observed, as mentioned in the conclusion above.
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RSPM 2.5 Concentration
35
Concentration (µg/m3)
30
25
20
15
RSPM [PM 2.5] Limits
RSPM[PM 2.5]
10
5
0
OFF Level 6 Level 6 OFF
OFF
OFF Level 6 Level 6 Level 6 OFF
OFF Level 6 Level 6 Level 3 OFF
7:40
AM
11:30
AM
7:45
AM
8:00
AM
8:40
AM
9:20
AM
10:40
AM
Sports Room
8:30
AM
10:10 10:50
AM
AM
11:45
AM
Class Room 1
9:00
AM
10:30 11:15
AM
AM
12:10
PM
Class Room 2
Figure 3 RSPM 2.5 results are presented in the graph above. The orange line represents the limits by ASHRAE and the grey line represents the
results observed. Three peaks can be observed, as mentioned in the conclusion above.
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4.2
CARBON MONOXIDE
Carbon monoxide (CO) is a colourless, practically odourless and tasteless gas or liquid. It results
from incomplete oxidation of carbon in combustion. CO gas is poisonous to air-breathing animals and
forms during the incomplete combustion of carbon-containing fuels.
2C + O2
4.2.1
2CO
Sources
Its sources include unvented kerosene and gas space heaters; leaking chimneys and furnaces; backdrafting from furnaces, gas water heaters, wood stoves, and fireplaces; gas stoves; generators and
other gasoline powered equipments; automobile exhaust from attached garages; and tobacco smoke.
4.2.2
Health impacts
CO reacts with haemoglobin in the red blood cells and reduces the ability of blood to carry oxygen to
body cells and tissues. This impairs perception and thinking; slows reflexes; causes headaches,
drowsiness, dizziness and nausea; can trigger heart attacks and angina; damages the development of
foetuses and young children; and aggravates chronic bronchitis, emphysema, and anaemia. At high
levels, it causes collapse, coma, irreversible brain cell damage and death.
4.2.3
S No
Results
Sampling point identification
Results (ppm)
1.
Sports room – 7:40 am
ND
2.
Sports room – 8:40 am
ND
3.
Sports room – 9:20 am
ND
4.
Sports room – 10:40 am
ND
5.
Sports room – 11:30 am
ND
6.
Class room 1 – 7:45 am
ND
7.
Class room 1 – 8:30 am
ND
8.
Class room 1 – 10:10 am
ND
9.
Class room 1- 10:50 am
ND
10.
Class room 1 -11:45 am
ND
11.
Class room 2 – 8:00 am
ND
12.
Class room 2 – 9:00 am
ND
13.
Class room 2 – 10:30 am
ND
14.
Class room 2 – 11:15 am
ND
15.
Class room 2 – 12:10 am
ND
16.
Ambient Air
0.001 mg/m3
15/30
Limits (ppm)
9 (ASHRAE 62.1
2007)
2 mg/m3 (NAAQS)
2014_IAQ_DR_052
4.2.4
Conclusion
Carbon monoxide was noted to be below the stipulated limit by ASHRAE at all the sampling points including the ambient air.
Carbon Monoxide [CO]
10
Concentration (ppm)
9
8
7
6
5
4
CARBON MONOXIDE [CO] LIMITS
3
CARBON MONOXIDE [CO]
2
1
0
OFF Level Level OFF OFF OFF Level Level Level OFF OFF Level Level Level OFF
6
6
6
6
6
6
6
3
7:40 8:40 9:20 10:40 11:30 7:45 8:30 10:10 10:50 11:45 8:00 9:00 10:30 11:15 12:10
AM AM AM AM AM AM AM AM AM AM AM AM AM AM PM
Sports Room
Class Room 1
Class Room 2
Figure 3: Carbon monoxide results are presented in the graph above. The orange line represents the limits by ASHRAE and the grey line
represents the results observed.
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4.3
SULPHUR DIOXIDE
Sulphur Dioxide (SO2) is a colourless gas and smells like burnt matches. It can be oxidized to sulphur
trioxide, which in the presence of water vapour is readily transformed to sulphuric acid mist. SO2 can
be oxidized to form acid aerosols. SO2 is a precursor to sulphates, which are one of the main
components of respirable particles in the atmosphere.
4.3.1
Sources
SO2 sources include iron and steel mills, petroleum refineries and pulp & paper mills. Small sources
include residential, commercial and industrial space heating.
4.3.2
Health effects
Health effects caused by exposure to high levels of SO2 include breathing problems, respiratory illness,
changes in the lung's defences and worsening respiratory and cardiovascular disease.
People with asthma, chronic lung or heart disease are most sensitive to SO2.
4.3.3
S No
Results
Results (mg/m3)
Sampling point identification
1.
Sports room – 7:40 am
ND
2.
Sports room – 8:40 am
ND
3.
Sports room – 9:20 am
ND
4.
Sports room – 10:40 am
ND
5.
Sports room – 11:30 am
ND
6.
Class room 1 – 7:45 am
ND
7.
Class room 1 – 8:30 am
ND
8.
Class room 1 – 10:10 am
ND
9.
Class room 1- 10:50 am
ND
10.
Class room 1 -11:45 am
ND
11.
Class room 2 – 8:00 am
ND
12.
Class room 2 – 9:00 am
ND
13.
Class room 2 – 10:30 am
ND
14.
Class room 2 – 11:15 am
ND
15.
Class room 2 – 12:10 am
ND
16.
Ambient Air
15.06 ug/m3
17/30
Limits (mg/m3)
80 (ASHRAE 62.1
2007)
50 ug/m3 (NAAQS)
2014_IAQ_DR_052
4.3.4
Conclusion
No Sulphur dioxide concentrations were detected in the indoor sample points. The ambient air
concentration of sulphur dioxide were within the limits as per the NAAQS India standard.
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Sulphur Dioxide
90
Concentration (mg/m3)
80
70
60
50
40
SULPHUR DIOXIDE [SOX] Limit
30
SULPHUR DIOXIDE [SOX]
20
10
0
OFF Level Level OFF OFF OFF Level Level Level OFF OFF Level Level Level OFF
6
6
6
6
6
6
6
3
7:40
AM
8:40
AM
9:20 10:40 11:30 7:45
AM
AM AM
AM
Sports Room
8:30 10:10 10:50 11:45 8:00
AM
AM AM
AM
AM
9:00 10:30 11:15 12:10
AM AM
AM
PM
Class Room 1
Class Room 2
Figure 4: Sulphur dioxide results are presented in the graph above. The orange line represents the limits by ASHRAE and the grey line
represents the results observed.
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4.4
OXIDES OF NITROGEN
The two most prevalent oxides of nitrogen are nitrogen dioxide (NO2) and nitric oxide (NO). Both are
toxic gases, with NO2 being a highly reactive oxidant and corrosive.
4.4.1
Sources
The primary sources indoors are combustion processes, such as unvented combustion appliances,
e.g. gas stoves, vented appliances with defective installations, welding, and tobacco smoke.
4.4.2
Health effects
Health effects caused include eye, nose and throat irritation. Exposure may also cause impaired lung
function and increased respiratory infections in young children.
4.4.3
S No
Results
Results (mg/m3)
Sampling point identification
1.
Sports room – 7:40 am
ND
2.
Sports room – 8:40 am
ND
3.
Sports room – 9:20 am
ND
4.
Sports room – 10:40 am
ND
5.
Sports room – 11:30 am
ND
6.
Class room 1 – 7:45 am
ND
7.
Class room 1 – 8:30 am
ND
8.
Class room 1 – 10:10 am
ND
9.
Class room 1- 10:50 am
ND
10.
Class room 1 -11:45 am
ND
11.
Class room 2 – 8:00 am
ND
12.
Class room 2 – 9:00 am
ND
13.
Class room 2 – 10:30 am
ND
14.
Class room 2 – 11:15 am
ND
15.
Class room 2 – 12:10 am
ND
16.
4.4.4
AMBIENT AIR QUALITY RESULTS
100 (ASHRAE
62.1 2007)
3
24.32 ug/m
Conclusion
Oxides of Nitrogen were not detected during sampling and monitoring activity.
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Limits (mg/m3)
40 ug/m3
(NAAQS)
2014_IAQ_DR_052
Oxides of Nitrogen Concentration
CONCENTRATION (mg/m3)
120
100
80
60
OXIDES OF NITROGEN [NOX] LIMITS
40
OXIDES OF NITROGEN [NOX]
20
0
OFF Level Level OFF OFF OFF Level Level Level OFF OFF Level Level Level OFF
6
6
6
6
6
6
6
3
7:40 8:40 9:20 10:40 11:30 7:45 8:30 10:10 10:50 11:45 8:00 9:00 10:30 11:15 12:10
AM AM AM AM AM AM AM AM AM AM AM AM AM AM PM
Sports Room
Class Room 1
Class Room 2
Figure 5: Oxides of Nitrogen results are presented in the graph above. The orange line represents the limits by ASHRAE and the grey line
represents the results observed.
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2014_IAQ_DR_052
4.5
NOISE
Noise is often defined as unwanted sound. It has human and environmental health effects.
4.5.1
Health Effects
Noise health effects are both health and behavioral in nature. Noise can damage physiological and
psychological health. Noise pollution can cause annoyance and aggression, hypertension, high stress
levels, tinnitus, hearing loss, sleep disturbances, and other harmful effects. Furthermore, stress and
hypertension are the leading causes to health problems, whereas tinnitus can lead to forgetfulness,
severe depression and at times panic attacks.
Chronic exposure to noise may cause noise-induced hearing loss. Older males exposed to significant
occupational noise demonstrate significantly reduced hearing sensitivity than their non-exposed peers,
though differences in hearing sensitivity decrease with time and the two groups are indistinguishable
by age 79. High noise levels can also contribute to cardiovascular problems and exposure to
moderately high levels during a single eight hour period causes a statistical rise in blood pressure of
five to ten points and an increase in stress and vasoconstriction leading to the increased blood
pressure noted above as well as to increased incidence of coronary artery disease. Noise pollution is
also a well known cause of annoyance.
4.5.2
S No
Results
Sampling point identification
Results (dB)
1.
Sports room – 7:40 am
47.5
2.
Sports room – 8:40 am
54
3.
Sports room – 9:20 am
57
4.
Sports room – 10:40 am
53.9
5.
Sports room – 11:30 am
68.9
6.
Class room 1 – 7:45 am
49.23
7.
Class room 1 – 8:30 am
82
8.
Class room 1 – 10:10 am
58.3
9.
Class room 1- 10:50 am
67
10.
Class room 1 -11:45 am
58.5
11.
Class room 2 – 8:00 am
52.6
12.
Class room 2 – 9:00 am
69.3
13.
Class room 2 – 10:30 am
63.3
14.
Class room 2 – 11:15 am
55.1
15.
Class room 2 – 12:10 am
63.33
22/30
Limits (dB)
65 (ASHRAE 62.1
2007)
2014_IAQ_DR_052
4.5.3
Conclusion
Noise levels were observed to be within the stipulated limit for all sampling points except for four points highlighted in the table.
Noise Levels
90
80
Noise Level (dB)
70
60
50
40
NOISE LIMITS
30
NOISE RESULTS
20
10
0
OFF Level 6Level 6 OFF
7:40
AM
8:40
AM
OFF
OFF Level 6Level 6Level 6 OFF
9:20 10:40 11:30 7:45
AM
AM
AM
AM
Sports Room
8:30 10:10 10:50 11:45
AM
AM
AM
AM
Class Room 1
OFF Level 6Level 6Level 3 OFF
8:00
AM
9:00 10:30 11:15 12:10
AM
AM
AM
PM
Class Room 2
Figure 7: Noise results are presented in the graph above. The orange line represents the limits by NBC and the grey line represents the results
observed.
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5
CONCLUSION
The results noted in the above report conclude that the Indoor Air Quality (IAQ) in terms of the
parameters tested at the facility is compliant for all except RSPM 10 & 2.5.
6
RECOMMENDATIONS
All parameters that were tested were within the limits specified in the respective standards.
An exception is the unexpected high values of concentration of RSPM (10 & 2.5) in class room 1 (when
the air purifier was on at level 6). These high values have pushed up the overall average of the RSPM
10 concentration, as shown in figure 1.
Besides the exception, the RSPM values in all other locations (both when the air purifier was switched
on & when it was switched off) were found to be within the limits. It is advised that the client consult the
vendor of the air purifier placed in class room 1 to figure out if there is something wrong with it.
6.1
•
GENERIC RECOMMENDATIONS FOR DUST CONTROL
Pesticides should only be applied when the building is unoccupied. School should be thoroughly
ventilated before students return to the building. Use of less toxic pesticides such as boric acid for
cockroaches may be appropriate.
•
Use electro statically charged cleaning cloths and mops which attract and hold the dust to keep it
from becoming airborne.
•
Remove carpets and as many dust producing and dust catching items from your building as
possible. Select closed book cases and curio cabinets instead of open shelves. Books and
magazines are dust catchers.
•
Vacuum frequently with a machine equipped with a High Efficiency Air Filter.
•
Use wooden, glass, or plastic furniture where possible rather than upholstered items. Antiques
often contain high amounts of dust.
•
Use washable curtains or window shades instead of Venetian blinds and heavy draperies.
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7
DESIGNING SCHOOLS FOR GOOD INDOOR AIR QUALITY
Recommended Practices for School Design
7.1
ENSURE THE DESIGN TEAM KNOWS ABOUT IAQ
The design team consists of school district representatives, architects, engineers, site council
representatives, interior designers, specification writers, specialized consultants, and construction
experts. The design team will also consult with building material, equipment, and furnishing
manufacturers and suppliers to obtain information on product emissions. This information will be used
to define materials specifications to reduce contaminant emissions in the occupied building.
7.2
PREPARE AN INDOOR POLLUTANT SOURCE CONTROL PLAN
The project designer and/or school district should prepare and implement an indoor pollutant source
control plan. The pollutant source control plan should address the elements of building design and
construction relevant to indoor air quality as outlined below.
•
Site and facility planning—including setbacks, landscaping, bird-proofing, building shape and
orientation, infiltration protection, parking and loading patterns, roof design, and management of
other on-site contaminant sources
•
HVAC design—including location of outdoor air intakes and exhausts; HVAC sizing and air
flow requirements; compatibility with uses and potential changes over time; use of natural
ventilation; control of microbial growth space planning and ventilation for special use areas;
duct insulation; air filtration and cleaning; control of interior temperature, humidity, and other air
quality conditions; selection and placement of control systems; type of HVAC system selected;
and measures to be taken to facilitate operation and maintenance
•
Selection of materials, interior finishes, and furnishings to reduce building emissions—
targeting materials and products, collecting product information, using emission rate guidelines,
obtaining test data for product emissions, pre-conditioning of furnishings and materials, air
flushing of the building before occupancy, controlled application of wet materials, and
disclosure requirements for cancer-causing agents and reproductive toxins
7.3
ADHERE TO ALL IAQ CODES AND STANDARDS
Compliance with codes and standards is essential during school siting, design, construction, and
operation. ASHRAE has produced several standards and guidelines specifically directed at indoor air
quality. Standards for indoor air contaminant levels have not been established specifically for children
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in schools. However, various governmental agencies and professional organizations have
recommended concentration limits for various contaminants for affected populations.
7.4
PROVIDE FUNDING AND SCHEDULE FOR IAQ
Expenses for managing indoor air quality should be budgeted for school development, renovation, and
operation and maintenance. Caution should be used in preparing and interpreting cost estimates for
addressing indoor air quality concerns. Higher initial capital and related costs may be offset by reduced
replacement costs, lower long-term operation and maintenance costs (including energy costs), fewer
unanticipated costs for correcting indoor air quality problems, and higher employee and student
productivity. It is important to estimate all the costs (consider life cycle costs) before making purchasing
decisions that may influence indoor air quality.
7.5
PLAN THE SITE AND BUILDING FOR IAQ
Major elements of site design that can improve indoor air quality include setbacks, bird proofing,
landscaping, shape and orientation of the building shell, parking and vehicle circulation, roofing design,
and management of other contaminant sources in the vicinity of the site. Examples of protective
measures include consolidating and containing contaminated soil under buildings, paved surfaces, or
landscaping berms; removing and replacing contaminated soil; installing a geotextile fabric barrier and
surfacing material such as wood chips, mulch, or grass over contaminated soil in play areas.
7.6
DESIGN FOR CONTROL OF SEWER GAS
Sewer gas in buildings can cause health effects such as irritation of the eyes, nose and throat and
breathing difficulty. This gas can enter buildings through locating vents too close to air intakes or
through drain traps that have lost their water seal due to evaporation. These problems can be avoided
through proper placement of vents and installation of automatic drain trap primers.
7.7
DESIGN AN EFFECTIVE ENTRY MAT SYSTEM
Controlling dirt tracked into the school on people’s shoes can significantly reduce the amount of dirt
entering the building. A properly designed entry mat system can remove most of this dirt and
associated pollutants and moisture. This also helps with overall appearance and reduces the wear on
flooring.
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7.8
PROTECT THE QUALITY OF AIR NEAR AIR INTAKES
The building outside air supply intakes should be located so that they do not receive air released from
building exhausts, loading docks, or nearby buildings.
7.9
SIZE HVAC FOR MAXIMUM OCCUPANCY ACCORDING TO STANDARDS
The HVAC delivery system should be sized to provide adequate ventilation to the building population,
based upon maximum occupancy loads as specified by state and local building codes. In other words,
to the extent feasible, it is important to design for potential increases in student enrolment, so that the
building HVAC system will be able to provide sufficient ventilation to all building occupants, even in
classrooms housing more students than originally expected or desired.
Table 2: Outdoor Air Ventilation Requirements
Estimated Max. Occupancy
Area
2
2
Outdoor Air Requirements
3
(per/1000 ft or 100m )
(ft /min/person)
Classroom
50
15
Labs
30
20
shop
30
20
Music room
50
15
Auditoriums
150
15
Gymnasium spectator areas
150
15
Library
20
15
7.10 TAKE SPECIAL PRECAUTIONS WHEN USING NATURAL VENTILATION
Windows that open and close allow natural ventilation. This can enhance the occupants’ sense of wellbeing and feeling of control over their environment. Unfortunately, there is little research measuring the
effectiveness of natural ventilation on reducing indoor contaminant levels. If natural ventilation will be
used to supplement mechanical ventilation, several building design issues should be addressed.
Openings for outdoor air should be below head height (three to six feet) in the occupied zone.
Windows, ventilating sash, and other openings in the exterior walls should be selected to minimize
drafts on occupants seated nearby. In addition, they must be adjustable and close tightly.
These practices are recommended to enhance the effectiveness of natural ventilation
•
Orient major facades toward prevailing winds.
•
Provide exterior exposure for all occupied spaces.
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•
To the extent possible, design exterior openings on opposite faces of the building to create
cross circulation.
•
Limit building depth.
•
Avoid the intrusion of traffic or other noise through wall openings.
•
Screen to prevent the entry of insects, birds, and rodents
•
Avoid using natural ventilation where dust-free environments are vital, such as computer rooms
•
Avoid placing windows next to industrial process venting, odor sources, urban traffic, and
building exhausts
7.11 PROVIDE EXHAUST FOR SPECIAL USE AREAS
The overall design of the building exhaust system should ensure direct exhaust of areas where odors,
dust, and other contaminants are created. Areas requiring direct, local exhaust should also be
maintained under negative pressure to help prevent the leakage of pollutants into other occupied areas
of the building. These areas should be located where emissions can be isolated and controlled.
Activities for which local exhaust is necessary include science demonstrations and projects, chemical
and housekeeping material storage, kiln firing, welding, internal combustion engine use, spray painting,
cutting and milling, cooking, photo processing, some photocopying operations, rest room exhaust, and
dryers.
Particulate and gaseous contaminants from local sources should be captured, collected, and removed
as close to the source as practical. This includes bench and hood exhausts in chemistry laboratories,
cleaning supply rooms, photography darkrooms, art studios, and vocational shops.
7.12 CONTROL INTERIOR TEMPERATURE, HUMIDITY AND OTHER CONDITIONS
Comfort in school buildings is affected by a number of factors. These include temperature, thermal
radiation (such as heat from direct sunlight), humidity, the speed of the air, the occupants’ level of
activity, the ages, sex, and physical conditions of the occupants, and the type and quantity of clothing
occupants are wearing. ASHRAE Standard 55, Thermal Environmental Conditions for Human Occupancy,
recommends temperature ranges that should be maintained to keep building occupants comfortable. In
winter, the recommended temperature range is 68 to 75 degrees F. for people doing light, primarily
sedentary activities. In the summer ASHRAE recommends a temperature range of 73 to 79 degrees F.
Properly select and place control systems.
Building spaces with dissimilar heating and cooling load characteristics, such as amount of window
exposure, occupancy patterns, and internal energy sources should have independent means of
temperature control. Interior spaces generally should not be on the same temperature control zone as
spaces on the perimeter of the building. In winter, interior spaces may require cooling while perimeter
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spaces may require cooling or heating. Interior spaces such as offices may be grouped on a common
zone when the thermal load characteristics and occupancy profiles are quite similar. Classrooms,
libraries, and gymnasiums should be zoned separately. Systems should monitor temperatures in each
occupied space to ensure satisfactory thermal performance.
7.13 TARGET AND EVALUATE MATERIALS, FINISHES, AND FURNISHINGS
It is important to evaluate building materials, interior finishes, and furnishings to determine the extent to
which they may contribute to indoor air quality problems once the building is occupied. Preferred
products can then be specified, procured, and integrated into the building while contributing to a
healthy indoor environment.
7.14 IDENTIFY AND ELIMINATE CANCER-CAUSING AGENTS AND REPRODUCTIVE TOXINS
It is useful for each school district to be aware of any building products, materials, furnishings, or
finishes which may contain cancer-causing agents or reproductive toxins. This information can assist
the district in identifying the level of risk, and selecting alternative products where appropriate. Where
possible, use of these products should be avoided, or if required, occupant exposure should be
prevented or minimized. Building contractors and suppliers should be required to disclose in writing
any detectable amounts of carcinogens (substances which are proven to cause cancer), mutagens
(substances which are proven to alter DNA), or teratogens (substances which are proven to cause
birth defects) which are likely to be emitted into the indoor air from any materials, furnishings and
finishes they propose to install.
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APPENDICES TO REPORT
Appendix 1: List of abbreviations
ASHRAE
American Society for Heating Refrigerating and Air-conditioning Engineers
WHO
World Health Organization
CFU
Colony Forming Units
ND
Not Detected
IAQ
Indoor Air Quality
OSHA
Occupational Safety and Health Administration
NIOSH
National Institute of Occupational Safety and Health
USEPA
United States Environment Protection Agency
ACGIH
American Conference of Governmental Industrial Hygienists
RSPM
Respirable Suspended Particulate Matter
BDL
Below Detection Limit
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