ED 399 139

TITLEINSTITUTION

SPONS AGENCY

REPORT NOPUB DATENOTEAVAILABLE FROM

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EDRS PRICEDESCRIPTORS

ABSTRACT

DOCUMENT RESUME

SE 057 654

Indoor Air Quality: Tools for Schools Action Kit.Environmental Protection Agency, Washington, DC.Indoor Air Div.American Federation of Teachers, Washington, D.C.;American Lung Association, New York, N.Y.;Association of School Business Officials, Chicago,Ill.; Council for American Private Education,Washington, D.C.; National Education Association,Washington, D.C.; National PTA, Chicago, Ill.EPA-402-K-95-001Sep 95186p.

Superintendent of Documents, P.O. Box 371954,Pittsburgh, PA 15250-7954.Guides Non-Classroom Use (055)

MFOI/PC08 Plus Postage.*Air Pollution; *Educational Facilities Design;*Educational Facilities Improvement; EnvironmentalEducation; *School Buildings

Good indoor air quality contributes to a favorablelearning environment for students, productivity for teachers andstaff, and a sense of comfort, health, and well-being for all schooloccupants. The goal of this kit is to provide clear and easilyapplied guidance that will help prevent Indoor Air Quality (IAQ)problems and resolve such problems promptly if they do arise. Itrecommends practical actions that can be carried out by the schoolstaff without the need for training, and is flexible enough toconform to the specific needs of the school. The kit includes an IAQcoordinator's guide, various checklists, IAQ problem solving wheel,and an indoor air pollution guide for health professionals. Thecoordinator's guide is divided into two basic sections: backgroundinformation and specific activities. Specific activities involve twomajor actions: the management of pollutant sources and the use ofventilation for pollutant control. The background information andactivities in this voluntary program are directed toward existingschools in the K-12 range, but colleges, universities, and preschooland daycare centers could benefit by application of the principlesand activities presented. (JRH)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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4

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Indoor Air QualityAn. _A.. 6 A da. AAA .0, .4. .11., As. .c

Tools For SchoolsU.S. DEPARTMENT OF EDUCATION

(:)!Ice of Educational Research and ImprovementEDUCATIONAL RESOURCES INFORMATION

CENTER (ERIC)az This document has been reproduced as

received from the person or organizationoriginating it.

Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisaocument do not necessarily representofficial OERI position or policy.

!AO Coordinator's Guide

6EPA rifBEST COPY AVAILABLE

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EPA 402-K-95.001 September 1995

U.S. Environmental Protection Agency

Indoor Air Division, 66071

401 M Street, SW

Washington, DC 20460

(202) 233-9030

American Federation of Teachers

555 New Jersey Avenue, NW

Washington, DC 20001

(202) 879-4400

Association of School Business Officials

11401 North Shore Drive

Reston, VA 22090

(703) 478-0405

Council for American Private Education

1726 M Street, NW, Suite 703

Washington, DC 20036

(202) 659-0016

National Education Association

1201 16th Street, NW

Washington, DC 20036-3290

(202) 833-4000

National Parent Teacher Association

330 North Wabash Avenue, Suite 2100

Chicago, IL 60611-3690

(312) 670-6782

American Lung Association

1740 Broadway

New York, NY 10019

(212) 315-8700

Note to School Officials

ood indoor air quality contributesto a favorable learning environment forstudents, productivity for teachers andstaff, and a sense of comfort, health,and well-being for all school occu-pants. These combine to assist aschool in its core mission educatingchildren.

Rising energy costs encourage thedevelopment of tighter buildings anda reduction in the amount of outdoorair brought into schools for ventila-tion. In addition, school operatingand maintenance budgets are oftenreduced to minimal levels. Theseactions, combined with the variety ofindoor sources of contaminantsbuilding materials, furnishings, clean-ing agents, pesticides, printing andcopying devices, combustion appli-ances, tobacco products, allergens,fungi, molds, bacteria, viruses, radon,and lead can reduce the quality ofthe indoor environment, and conse-quently affect the health and well-being of school occupants.

The number of children with asthmaincreased by 60% during the 1980s,and poor indoor air quality can triggerasthmatic episodes. In addition tomyriad health consequences, poor airquality is becoming increasingly costlyfor schools due to the potential forexpensive investigation and hasty solu-tions during a major indoor air prob-

lem, higher heating and cooling costs,damage to the physical building struc-ture and mechanical equipment, andhigher liability. For these reasons, airquality in schools is of particular con-cern. Proper maintenance of indoorair is more than a "quality" issue, itencompasses safety and stewardship ofthe taxpayer's investment.

In response to this era of tight schoolbudgets, this guidance is designed to'allow you to prevent and solve themajority of indoor air problems withminimal cost and involvement. Youcan accomplish this using currentschool staff to perform a limited andwell-defined set of basic operationsand maintenance activities.

The commitment to address indoor airquality (IAQ) starts with the highestlevel of school administration. Youhave the ability to identify andempower an IAQ' Coordinator (page5), and the authority to ensure thatyour school staff has the incentive tocarry out the problem solving andproblem prevention guidance providedin this kit.

As you read this Guide, especially thefirst six pages, and turn it over to yourstaff to implement, EPA urges you tomaintain a personal involvement inthis issue.

Indoor Air Quality

Tools For Schools

This common-sense

guidance is designed

help you prevent

and solve the maiority

of indoor air problems

with minimal cost

and involvement.

Quick DirectoryHow to Use This Kit 1

Why Indoor Air Quality Is Important to Schools 3

The Role of the Indoor Air Quality Coordinator 5

How to Establish an Indoor Air Quality Management Plan 17

What To Do if Your School is Having Problems Now 25

ContentsNote to School Officials

Acknowledgements iv

BASKS

Section 1 Action Kit Overview

Who Coordinates This Guidance

Why Follow This Guidance

How This Kit Is Organized

Section 2 Why IACI Is Important to Your School

Why IAQ Is Important

Unique Aspects of Schools

Section 3 Role and Functions of the IA0 Coordinator

Functions of the IAQ Coordinator

Who Is the IAQ Coordinator?

Section 4 Team Member Action Packets

The IAQ Team

Action Packets Outline

Section 5 Understanding IACI Problems

Sources of Indoor Air Contaminants

HVAC Design and Operation

Pollutant Pathways and Driving Forces

Building Occupants

DM MANAGEMENT PUN

Section 6 What Is an IA0 Management Plan?

How the IAQ Management Plan Works

Where to Start

Benefits of an IAQ Management Plan

5

1

1

1

1

3

3

4

5

5

5

7

7

8

9

9

10

13

14

15

15

15

15

Section 7

Section 8

Steps to Activate the IAQ Management Plan

The IAQ Management Plan

Assess Current Status

Perform Repairs and Upgrades

Final Steps

17

19

19

21

21

Section 9 Effective Communication 23

RIESOLVDM D, ©MOMSSection 10 Resolving IAQ Problems 25

Is This an Emergency? 25

Who Will Solve the Problem? 26

Section 11 Diagnosing IAQ Problems 27

How to Diagnose Problems 27

Spatial and Timing Patterns 27

Section 12 Solving IAQ Problems 29Mote: The IAQ Coordinator's

Developing a Solution 29 Forms, IAQ Backgrounder, IAQ

Solutions for Other Complaints 30 Checklists, and IAQ Problem

Solving Wheel are separateEvaluating Solutions 30 pieces that are supplied with this

Evaluating the Effectiveness of Your Solution 31 Guide (see diagram on page 2).

Persistent Problems 32

Section 13 Communication When Problem Solving 33

APPERINICES

Appendix A Hiring Professional Assistance 35

Appendix B Codes and Regulations 39

Appendix C Basic Measurement Equipment 41

Appendix D Developing Indoor Air Policies 43

Appendix E Typical Indoor Air Pollutants 51

Appendix F Environmental Tobacco Smoke 57

Appendix G Radon 59

Appendix H Moisture, Mold, and Mildew 61

Appendix I Resources 65

Appendix J Glossary and Acronyms 75

ORME

DMOCARD

Acknowleclgemengs

EPA appreciates the time that numer-ous organizations and individuals tookto share ideas, experiences, and com-ments on the drafts of Indoor AirQuality Tools for Schools. Many of theseideas have contributed to the useful-ness and completeness of this kit.

Within EPA, project management wasprovided by Bob Thompson, whodeveloped the concept and much ofthe content of Indoor Air Quality Toolsfor Schools. The insights and encourage-ments of Bob Axelrad, Scott Bowles,Sandra Eberle, Elissa Feldman, JohnGirman, and Dave Mudarri were espe-cially valuable throughout the devel-opment of the document. VictoriaDrew and Connie Thomas providedexceptional assistance in contract man-agement and editing, and Lisa Adams,Allene Gillam, and Mary Vance aregratefully acknowledged for theiroffice support.

Disclaimer

Any information gathered as a resultof using this kit is for the benefit anduse of the local school or school dis-trict. EPA does not require retentionor submission of any information gath-ered, and EPA has no regulatory orenforcement authority regarding gen-eral indoor air quality in schools.This kit has been reviewed in accor-dance with policies of the U.S.Environmental Protection Agency.Information provided is based uponcurrent scientific and technical under-standing of the issues presented.Following the advice given will notnecessarily provide complete protec-tion in all situations or against allhealth hazards that may be caused byindoor air pollution.

Mention of any trade names or com-mercial products does not constituteendorsement or recommendation foruse.

Warming

Please note the following as you pre-pare to use this kit:

The guidance in this kit is notintended as a substitute for appro-priate emergency action in theevent of a hazardous situation thatmay be immediately threatening tolife and safety.

Modification of building functions,equipment, or structure to remedyair quality complaints may createother indoor air quality problemsand may impact life safety systemsand energy use. A thorough under-standing of all the factors thatinteract to create indoor air qualityproblems can help to avoid thisundesirable outcome. Consult withprofessionals if it becomes neces-sary.

In the event that medical recordsare used while evaluating an IAQproblem, confidentiality must bemaintained.

Reproduction

This kit is in the public domain. Itmay be reproduced in whole or in partby an individual or organization with-out permission. If it is reproduced,EPA would appreciate knowing how itis used. Please write:

IAQ Tools for SchoolsIndoor Air Division, 6607JU.S. Environmental Protection Agency401 M Street SWWashington, DC 20460

Action Kit Overview

Eilhe goal of this kit is to provideclear and easily applied guidance thatwill help prevent indoor air quality(IAQ) problems and resolve such prob-lems promptly if they do arise. It rec-ommends practical actions that can becarried out by the school staff withoutthe need for training, and is flexibleenough to conform to the specific needsof your school.

The background information andactivities in this voluntary program aredirected toward existing schools in thekindergarten through twelfth graderange, but colleges, universities, andpre-school and day-care centers couldbenefit by application of the principlesand activities presented. In addition,many of these principles could also beapplied by architects and engineerswhen planning new schools or majorrenovations.

Who Coordinates This Guidance

A team leader, known as the IAQCoordinator, is needed to fully admin-ister the guidance recommended inthis Guide. Please refer to Section 3,Roles and Functions of the IAQCoordinator, for information that willhelp with selecting an IAQCoordinator.

Why Follow This Guidance

Section 2, Why IAQ Is Important toYour School, provides information onthe benefits of understanding andapplying this guidance to maintaingood indoor air quality. Three addi-tional reasons to implement this guid-ance include:

The expense and effort required toprevent most IAQ problems ismuch less than the expense andeffort required to resolve problemsafter they develop.

Many IAQ problems can be pre-vented by educating school staffand students about the factors thatcreate them. When IAQ problemsdo arise, they can often be resolvedusing skills available in-house.

If outside assistance is needed tosolve an IAQ problem, the bestresults will be achieved if schoolofficials are informed customers.

How This Kit Is Organized

The indoor air quality guidance in thiskit can be divided into two basic cate-gories: background information andspecific activities. Once you under-stand the basic principles and factorsthat influence indoor air quality inyour school, you will note that thespecific activities involve two majoractions the management of pollu-tant sources, and the use of ventilationfor pollutant control.

This guidance is organized around theuse of an IAQ team, with the IAQCoordinator fulfilling leadership andadministrative roles, and with the teammembers each performing specificactivities as outlined in Section 4.

WHERE THE IN COORDINATOR STARTS

Complete'

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EST COPY MIKAHLE

6

IAQ Tools for Schools Action Kit

IAQ CoordinatorThe IAQ Coordinator

primarily uses the

Coordinator's Guide

Coordinator's Forms

Indoor Ai Quality

IAQProblemSoloingWheel

IAQChecklists

IAQBackgrounder

Handouts forTeam Members

IAQCoordinator'sForms

Tools For Schools I A Q1,10 Cosnbofteo Gib Coordinator's

*EPA

Guide

There are IAQ Checklists for:

Teachers

Administrative Staff

Health Officer

Ventilation

2

Building Maintenance

Food Service

Waste Management

Renovation and Repairs

BEST COPY AVAILABLEs

Why IAQ Is Important to Your School

ost people are aware that outdoorair pollution can damage their healthbut many do not know that indoor airpollution can also have significanthealth effects. EnvironmentalProtection Agency (EPA) studies ofhuman exposure to air pollutants indi-cate that indoor levels of pollutantsmay be 2-5 times, and occasionallymore than 100 times, higher than out-door levels. These levels of indoor airpollutants may be of particular con-cern because most people spend about90% of their time indoors.

For the purposes of this guidance, thedefinition of good indoor air qualitymanagement includes:

control of airborne pollutants

introduction and distribution ofadequate outdoor air

maintenance of acceptable tempera-ture and relative humidity

Temperature and humidity cannot beoverlooked because thermal comfortconcerns underlie many complaintsabout "poor air quality." Furthermore,temperature and humidity are amongthe many factors that affect indoorcontaminant levels.

Why OA@ Os Outtportent

In recent years, comparative risk stud-ies performed by EPA and its ScienceAdvisory Board have consistentlyranked indoor air pollution among thetop five environmental risks to publichealth. Good indoor air quality is animportant component of a healthyindoor environment, and can helpschools reach their primary goal.

Failure to respond promptly and effec-tively to IAQ problems can have thefollowing health, cost, and educationalprocess consequences:

increasing long- and short-termhealth problems such as cough, eyeirritation, headache, asthmaepisodes, and allergic reactions,and, in rarer cases, life-threateningconditions such as severe asthmaattacks, Legionnaire's disease or car-bon monoxide poisoning

promoting the spread of airborneinfectious diseases

producing an unfavorable learningenvironment for children

reducing productivity of teachersand staff due to discomfort, sick-ness, or absenteeism

accelerating the deterioration andthus reducing the efficiency of theschool's physical plant and equipment

increasing the risk that schoolrooms or buildings will have to beclosed, and occupants temporarilyrelocated

straining relationships among theschool administration and parentsand staff

generating negative publicity thatcould damage a school's or adminis-tration's image and effectiveness

creating potential liability prob-lems

Indoor air problems can be subtle, anddo not always produce easily recog-nized impacts on health, well-being,or the physical plant. In some cases,only one or a few individuals may bestrongly affected by what appears onthe surface to be psychosomatic innature because the majority of theschool population does not appear tohave any symptoms.

Children may be especially susceptibleto air pollution. The same concentra-

e,

Good indoor air quality

contributes to a favorable

learning environment for

students, productivity for

teachers and staff, and

a sense of comfort,

health, and well-being.

These elements combine to

assist ® school in

its core mission

educating children.

tion of pollutants can result in higherbody burden in children than adultsbecause children breathe a greater vol-ume of air relative to their bodyweight. For this and the reasonsnoted above, air quality in schools isof particular concern. Proper mainte-nance of indoor air is more than a"quality" issue, it encompasses safetyand stewardship of our investment inthe students, staff, and facilities.

Mare &$peds © SChOODS

Unlike other buildings, managingschools involves the combined respon-sibility for public funds and childsafety issues, which can cause strongreactions from concerned parents andthe general community. Other uniqueaspects include:

occupants are close together, withthe typical school having approxi-mately four times as many occu-

IA

pants as office buildings for thesame amount of floor space

budgets are tight, with mainte-nance often receiving the largestcut during budget reductions

the presence of a variety of pollutantsources, including art and sciencesupplies, industrial and vocationalarts, home economic classes, andgyms

a large number of heating, ventilat-ing, and air-conditioning systems,placing an added strain on mainte-nance staff

as schools add space, the operationand maintenance of each addition isoften different

schools sometimes use rooms,portable classrooms, or buildingswhich were not originally designedto service the unique requirementsof schools

Role and Functions of the IAQ Coordinator

113A Q management within schoolswill not just happen it requiresleadership. Leading people is animportant function of the IAQ Coord-inator, because it is people who bothaffect and are affected by the quality ofthe indoor air. People make decisions

decisions about what materials tobring into the school, how chose mate-rials are used, how the school buildingand ventilation systems are operated,how they are maintained, and how torespond to problems. Effective leader-ship will ensure that an informedchoice is made at each of these deci-sion points.

Functions of the IAQ Coordinator

The primary role of the IAQ Coordi-nator is team management. All of the"technical" activities can be delegated.Additionally, a staff person can assistthe IAQ Coordinator in many of theactivities, such as copying and dissem-inating the Action Packets to the staff,and summarizing responses from theteam member Checklists. The primarymanagement functions are:

Team Leader: Coordinates an "IAQTeam," as noted in the figure to theright, and encourages a sense of sharedresponsibility and cooperative effort.Provides the team with the ActionPackets supplied in this kit, andimplements the IAQ ManagementPlan (Sections 6 through 9).

Emergency Response: Prepares foremergency response as outlined inthe IAQ Management Plan. Followsthe guidance and makes decisions asoutlined in Resolving IAQ Problems(Sections 10 through 13). Determinesif and when outside professional assis-tance is needed, and coordinates theiractivities.

Key Authority: Disseminates IAQinformation, registers IAQ complaintsand directs the response, and commu-nicates IAQ issues and status to schooladministration, staff, students, parents,and the press.

Who Is the IAQ Coordinator?

The choice of IAQ Coordinator willprobably depend on the organizationalstructure of your school system. Inlarger school districts, the IAQCoordinator may be a district leveladministrative person, such as thebusiness official, a health and safetyofficer, or the facilities manager. Insmaller school systems, the IAQCoordinator may be the Principal orVice Principal.

Health

Officei

12

In either case, based on the functionsand level of leadership needed, thisposition would usually best be filledby upper level administration in theschool district or school, because thesepositions have the budget, staffing,and administrative authority. Thesepositions are also in the proper line ofauthority to interface with district-level administration, school staff, stu-dents, parents, and the press.

In addition, the skills already associat-ed with these positions means that theperson will not require additionaltraining before assuming the leader-ship role of the IAQ Coordinator.

In a few situations, it may become nec-essary to share the responsibilities ofthe IAQ Coordinator by having aCo-Coordinator, or by delegating many

13

of the administrative items to a com-mittee, such as an existing health andsafety committee. The committeecould also be composed of selectedindividuals from the community,such as local environmental or healthdepartment staff, parents, and volun-teers from local business who have spe-cial skills, such as commercial build-ing engineers.

Independent of who is acting as theteam leader, it is fundamentallyimportant that on a school-by-schoolbasis, the staff and students have theopportunity to learn about the basicsof indoor air quality (IAQ Backgrounder)so that their daily decisions and activi-ties (IAQ Checklists) will not unneces-sarily cause indoor air problems.

Team Member Action Packets

he Action Packets are designed tohelp team members:

understand the importance of goodindoor air quality (IAQ)

understand basic concepts of IAQ

identify and solve basic IAQ prob-lems

prevent future problems

The 8 Action Packets in this kit willprovide the most benefit whenapplied in conjunction with the IAQManagement Plan, as outlined inSection 6.

The Ih Team

The Action Packets provide detailedguidance for each person whose activi-ties and decisions affect the quality ofair within the school. These peoplecomprise a team. This team, which isled by the IAQ Coordinator, includesnine distinct groups:

Teachers play a strong role becausetheir decisions and activities can affectthe sources of pollutants and levels ofventilation within their room. Someteachers, such as art, science, vocation-al and industrial arts, and home eco-nomics teachers, have unique pollu-tant sources and ventilation equip-ment to manage.

Administrative Staff encompasses alladministrative and support staff. Thestaff has control over unique pollutantsources such as printing and kitchenareas, and often controls the operationof the ventilation equipment in theirareas.

Facility Operators are the people whohave direct technical responsibility foroperating and servicing the heating,cooling, and ventilation systems with-

RFST COPY AVAILABLE

in the school. The role of the facilityoperator is crucial in preventing andsolving IAQ problems.

Custodians and their responsibilitiesvary widely among school districts.The Building Maintenance Checklistfocuses on the housekeeping activitieswithin the school.

Health Officers sometimes called schoolnurses, can be helpful by monitoringand recognizing trends in reported ill-nesses that may give early warning ofIAQ problems.

School Boards can provide the resourcesand authority necessary to implementan IAQ management plan, as outlinedin Section 6, and for solving any IAQproblems which may arise, as outlinedin Section 12.

Contract Service Providers need to beinformed and active members of theIAQ team because their activities canhave a direct and substantial impacton the quality of air within yourschool. Examples of these activitiesinclude pesticide application, renova-tion work such as re-roofing, andmaintenance of ventilation equipmentand air filters.

Students and Parents are the primarycustomers and constituents of Ourschool. Students and parents can assistin maintaining good IAQ by under-standing and applying basic IAQprinciples, such as good personalhygiene.

Local News Media can be helpful byproviding educational information toschool constituents about IAQ inschools, and can help instill a positiveimage for your school when the schoolis taking affirmative steps to preventIAQ problems. In addition, an unin-

14

N/Nl\l\CALL_NALN

Backg ounder

Action Pocket

formed or improperly informed mediacan result in negative press during anIAQ emergency. The media shouldnot have a direct link to all membersof the team. It is recommended thatthe designated spokesperson, typicallythe IAQ Coordinator, thoroughlyunderstand the guidance in Section 8before communicating with the localnews media.

Ado Pukes OaheThe Action Packets are designed to beuseful during the three basic modes ofimproving your school's IAQ: devel-oping a profile of your school's currentindoor air quality, preventing IAQproblems, and solving any IAQ prob-lems which may arise. The ActionPackets are comprised of three basiccomponents:

School Memo. For school staff, thememo or letter carries the schooladministration's request that teammembers perform the activities as pro-vided in their individual ActionPackets. For the school board, contractservice providers, local news media,and students and parents, the memonotifies them that the school hasundertaken an IAQ management pro-gram, and presents the IAQBackgrounder. Behind the IAQCoordinator's Forms tab of the kit arefour sample memos which can beadapted to your needs.

15C3

IAQ Backgrounder. This generic back-grounder will provide all team mem-bers with a summary of importantissues regarding indoor air quality.Issues included are: what is IAQ, whyis IAQ important, basic problems andcontrol methods, the team approach,and communications. Graphics areincluded to assist in understanding theissues.

IAQ Checklists. The IAQ Checklistsprovide detailed, yet usually simple,IAQ activities for each team member.These activities are based on theunique functions and locations ofteachers, administrative staff, facilityoperators, custodians, health officers,and contract service providers (e.g.,roofers). Each activity deals with aspecific pollutant source or ventilationissue. A Checklists Log is provided toassist in summarizing the data fromthe returned Checklists. TheVentilation Checklist also includes aVentilation Log for ease of recordingthe status of each ventilation unit.

Understanding IAQ Problems

elver the past several decades, ourexposure to indoor air pollutants hasincreased due to a variety of factors,including the construction of moretightly sealed buildings, reduced ven-tilation rates to save energy, the use ofsynthetic building materials and furn-ishings, and the use of personal careproducts, pesticides, and housekeepingsupplies. In addition, our activitiesand decisions, such as deferring main-tenance to "save" money, can lead toproblems from sources and ventilation.

The indoor environment in any build-ing is a result of the interactions amongthe site, climate, building structureand mechanical systems (as originallydesigned and later modified), construct-ion techniques, contaminant sources.(what is outside, inside, and part of thebuilding), and building occupants.This section contains a discussion onhow these elements can cause IAQproblems, and Section 12 (Solving IAQProblems) provides solutions. These ele-ments are grouped into four categories:

Sources: there is a source (or sources)of pollution or discomfort indoors,outdoors, or within the mechanicalsystem of the building.

HVAC System: the heating, ventilating,and air conditioning (HVAC) systemis not able to control air pollutant lev-els and/or ensure thermal comfort.

Pathways: one or more pathways con-nect the pollutant source to the occu-pants and a driving force exists to movepollutants along the pathway(s).

Occupants: occupant activities havedirect impacts on sources, the HVACsystem, pathways, and driving forces;and occupants can be carriers of com-municable diseases and allergens suchas pet dander.

Sources of Indoor Air Pollutants

Indoor air pollutants can originatewithin the building or be drawn infrom outdoors. If pollutant sources arenot controlled, IAQ problems canarise, even if the HVAC system isproperly designed, operated, andmaintained. Air contaminants consistof particles, dust, fibers, bioaerosols,and gases or vapors. It may be helpfulto think of air pollutant sources as fit-ting into one of the categories in thetable on the following page, TypicalSources of Indoor Air Pollutants. Theexamples given for each category are notintended to be a complete list.Appendix E contains a list of specificair pollutants, with descriptions, sources,and control measures.

In addition to the number of potentialpollutants, another complicating factoris that indoor air pollutant concentra-tion levels can vary by time and loca-tion within the school building, oreven a single classroom. Pollutantscan be emitted from point sources,such as from science storerooms, orfrom area sources, such as newly paint-ed surfaces. Also, pollutants can varywith time, such as only when floorstripping is done, or continuously suchas fungi growing in the HVAC system.

Indoor air often contains a variety ofcontaminants at concentrations thatare well below any standards or guide-lines for occupational exposure. Givenour present knowledge, it is oftendifficult to relate complaints of specif-ic health effects to exposures to specif-ic pollutant concentrations, especiallysince the significant exposures may beto low levels of pollutant mixtures.

16

Interaction of Sources,

HVAC Systems,

Pathways, and

Occupants

If independently evaluated, a

minor roof leak and a dirty

classroom carpet might not

cause much concern, but if the

water from the roof leak

reaches the carpet, the water

can wet the dirt in the carpet

and the microscopic fungi that

have been dormant in the car-

pet. The fungi can grow and

become a pollutant source that

releases spores into the class-

room air. The HVAC system

acts as a pathway that dispers-

es the spores to other parts of

the school, where occupants

experience allergic reactions.

9

Typical Sources of Indoor Air Pollutants

Outside Sources.

Polluted Outdoor Airpollen, dust, fungalspores

industrial emissionsvehicle emissions

Nearby Sourcesloading docksodors from dumpstersunsanitary debris orbuilding exhausts nearoutdoor air intakes

Underground Sourcesradon

pesticides-.. leakage from under-

ground storage tanks

Building Equipment

HVAC Equipmentmicrobiological

. growth in drip pans,ductwork, coils, andhumidifiers

. improper venting of .

combustion productsdust or debris in duct-work

Non-HVAC Equipmentemissions from officeequipment (volatileorganic compounds,ozone)

emissions from shops,labs, cleaning proCesses

Components/Furnishings

Componentsmicrobiological growthon soiled or water-dam-aged materials

dry traps that allow thepassage of sewer gas

materials containingvolatile organic com-pounds, inorganiccompounds, or dam-aged asbestos

materials that produceparticles (dust)

Furnishingsemissions from newfurnishings and floorings

microbiological growthon or in soiled or water-damaged furnishings

Other Indoor Sources

science laboratories

vocational arts areas

copy/print areas

food prep areas

smoking loungescleaning materials

emissions from trashpesticides

odors-and volatileorganic compounds foompaint, caulk, adhesives

occupants with corn-municable diseases

dry-erase markers andsimilar pens

insects & other pests

personal care products

HVAC System Design and Operation

The HVAC system includes all heat-ing, cooling, and ventilating equip-ment serving a school: boilers or fur-naces, chillers, cooling towers, air han-dling units, exhaust fans, ductwork,and filters. A properly designed andfunctioning HVAC system:

controls temperature and relativehumidity to provide thermal comfort

distributes adequate amounts ofoutdoor air to meet ventilationneeds of school occupants

isolates and removes odors and othercontaminants through pressure con-trol, filtration, and exhaust fans

Not all HVAC systems are designed toaccomplish all of these functions.Some buildings rely only on naturalventilation. Others lack mechanicalcooling equipment, and many func-tion with little or no humidity con-trol. The features of the HVAC system

10

BEST COPY AVAILABLE17

in a given building will depend on:

age of the design

climate

building codes in effect at the timeof the design

budget for the project

designers' and school districts' indi-vidual preferences

subsequent modifications

Description of HVAC Systems

Two of the most common HVACdesigns used in schools are central airhandling systems and unit ventilators.Both can perform the same HVACfunctions of heating, ventilating, andair-conditioning, but the central airhandling unit serves multiple roomswhile the unit ventilator serves a sin-gle room. With central air handlingunits it is important that all roomsserved by the central unit have similarthermal and ventilation requirements.If these requirements differ signifi-

candy, some rooms may be too hot,too cold, or underventilated, whileothers are comfortable and adequatelyventilated.

Most air handling units distribute amixture of outdoor air and recirculatedindoor air. HVAC designs may alsoinclude units that introduce 100% out-door air or that simply recirculate in-door air within the building. Uncontrol-led quantities of outdoor air enterbuildings by leakage through win-dows, doors, and gaps in the buildingexterior. Thermal comfort and ventila-tion needs are met by supplying "con-ditioned" air, which is a mixture ofoutdoor and recirculated air that hasbeen filtered, heated or cooled, andsometimes humidified or dehumidi-fied. The basic components for a cen-tral air handling unit and a unit venti-lator are shown in the IAQ Backgrounder.

Thermal Comfort

A number of variables interact todetermine whether people are comfort-able with the temperature and relativehumidity of the indoor air. Theamount of clothing, activity level, age,and physiology of people in schoolsvary widely, so the thermal comfortrequirements vary for each individual.The American Society of Heating,Refrigerating, and Air-ConditioningEngineers (ASHRAE) Standard 55-1992 describes the temperature andhumidity ranges that are comfortablefor 80% of people engaged in largelysedentary activities. That informationis summarized in the chart below.The ASHRAE standard assumes "nor-mal" indoor clothing. Added layers ofclothing reduce the rate of heat loss.

Uniformity of temperature is impor-tant to comfort. Rooms that share acommon heating and cooling systemcontrolled by a single thermostat maybe at different temperatures.

Temperature stratification is a com-mon problem caused by convection,the tendency of light, warm air to rise,and heavier, cooler air to sink. If air isnot properly mixed by the ventilationsystem, the temperature near the ceil-ing can be several degrees warmer orcooler than near the floor, whereyoung children spend much of theirtime. Even if air is properly mixed,uninsulated floors over unheatedspaces can create discomfort in someclimate zones. Large fluctuations ofindoor temperature can also occurwhen thermostats have a wide "deadband" (a temperature range in whichneither heating or cooling takesplace).

Radiant heat transfer may cause peo-ple located near very hot or very coldsurfaces to be uncomfortable eventhough the thermostat setting and themeasured air temperature are withinthe comfort range. Schools with largewindow areas sometimes have acuteproblems of discomfort due to radiantheat gains and losses, with the loca-tions of complaints shifting duringthe day as the sun angle changes.Poorly insulated walls can also pro-duce a flow of naturally-convectingair, leading to complaints of drafti-

All schools need

ventilation, which is the

process of supplying

outdoor air to the

occupied areas within

the school.

Recommended Ranges of Temperature and Relative Humidity

Relative Humidity Winter Temperature Summer Temperature

30% 68.5°F 75.5°F 74.0°F 80.0°F

40% 68.0°F 75.0°F 73.5°F 80.0°F

50% 68.0°F 74.5°F 73.0°F 79.0°F

60% 67.5°F 74.0°F 13.0 °F 78.5°F

Recommendations apply for persons clothed in typical summer and winter clothing, at light, mainly

sedentary activity.

Source: Adapted from ASHRAE Standard 55-1992, Thermal Environmental Conditions for Human

Occupancy

16

Selected Outdoor AirVentilationRecommendations

(Minimum)

Application

Classroom

Music Rooms

Libraries

Auditoriums

Spectator Sport Areas

Playing Floors

Office Space

Conference Rooms

Smoking Lounges

Cafeteria

GM per Person

15

15

15

15

15

20

20

20

60

20

Kitchen (cooking) 15

Source: ASHRAE Standard 62-1989, Ventilation for Acceptable

Indoor Air Quality

12

ness. Closing curtains reduces heatingfrom direct sunlight and reduces occu-pant exposure to hot or cold windowsurfaces.

Large schools may have interior ("core")spaces in which year round cooling isrequired to compensate for heat gener-ated by occupants, office equipment,and lighting, while perimeter roomsmay require heating or coolingdepending on outdoor conditions.

Humidity is a factor in thermal com-fort. Raising relative humidityreduces a person's ability to lose heatthrough perspiration and evaporation,so that the effect is similar to raisingthe temperature. Humidity extremescan also create other IAQ problems.Excessively high or low relativehumidities can produce discomfort,high relative humidities can promotethe growth of mold and mildew, andlow relative humidities can acceleratethe release of spores into the air. (SeeAppendix H.)

Ventilation For Occupant Needs

All schools need ventilation, which isthe process of supplying outdoor air tothe occupied areas in the school. Asoutdoor air is drawn into the school,indoor air is exhausted by fans orallowed to escape through openings,thus removing indoor air pollutants.Often, this exhaust air is taken fromareas that produce air pollutants suchas restrooms, kitchens, science-storageclosets, and fume hoods.

Modern schools generally use mechan-ical ventilation systems to introduceoutdoor air during occupied periods,but some schools use only natural ven-tilation or exhaust fans to removeodors and contaminants. In naturallyventilated buildings, unacceptableindoor air quality is particularly likelywhen occupants keep the windows

closed because of extreme hot or coldoutdoor temperatures. Even whenwindows and doors are open, underventilation is likely when air move-ment forces are weakest, such as whenthere is little wind, or when there islittle temperature difference betweeninside and outside (stack effect).

The amount of outdoor air consideredadequate for proper ventilation hasvaried substantially over time.Because updating building codes oftentakes several years, the building code,if any, that was in force when yourschool HVAC system was designedmay well have required a loweramount of ventilation than what iscurrently considered adequate.ASHRAE ventilation standards areused as the basis for most buildingventilation codes. A table of outdoorair quantities in schools as recom-mended by ASHRAE Standard 62-1989, Ventilation for AcceptableIndoor Air Quality, is shown to theleft. Please note that this is a limitedportion of the Standard, and that thequantities listed are in units ofCFM/person, which is cubic feet perminute of outdoor air for each personin the area served by that ventilationsystem.

Pollutant Pathways and DrivingForces

Airflow patterns in buildings resultfrom the combined action of mechani-cal ventilation systems, human activi-ty, and natural forces. Differences inair pressure created by these forcesmove airborne pollutants from areas ofhigher pressure to areas of lower pres-sure through any available openings.An inflated balloon is an example ofthis driving force. As long as theopening to the balloon is kept shut, noair will flow, but when open, air willmove from inside (area of higher pres-

19RPCT rinav MiMI API F

sure) to the outside (area of lower pres-sure). Even if the opening is small, airwill move until the pressures insideand outside are equal.

If present, the HVAC ducts are gener-ally the predominant pathway and dri-ving force for air movement in build-ings. However, all of a building'scomponents (walls, ceilings, floors,doors, windows, HVAC equipment,and occupants) interact to affect howair movement distributes pollutantswithin a building.

For example, as air moves from supplyoutlets to return inlets, it is divertedor obstructed by walls and furnishings,and redirected by openings that pro-vide pathways for air movement. Ona localized basis, the movements ofpeople have a major impact on themovement of pollutants. Some of thepathways change as doors and win-dows open and close. It is useful tothink of the entire building therooms with connecting corridors andutility passageways between themas part of the air distribution system.

Air movement can transfer emissionsfrom the pollutant source:

into adjacent rooms or spaces thatare under lower pressure

into other spaces through HVACsystem ducts

from lower to upper levels inmulti-story schools

transport of pollutants into thebuilding through either infiltrationof outdoor air or reentry of exhaust air

to various points within the room

Natural forces exert an importantinfluence on air movement between aschool's interior and exterior. Boththe stack effect and wind can overpow-er a building's HVAC system and dis-rupt air circulation and ventilation,

especially if the school envelope (walls,ceiling, windows, etc.) is leaky.

Stack effect is the pressure-driven air-flow produced by convection, the ten-dency of warm air to rise. Stack effectexists whenever there is an indoor-out-door temperature difference, and theeffect becomes stronger as the temp-erature difference increases. Multi-story schools are more affected thansingle-story schools. As heated airescapes from upper levels, indoor airmoves from lower to upper levels, andoutdoor air is drawn into the lowerlevels to replace the air that hasescaped. Stack effect can transportcontaminants between floors by way ofstairwells, elevator shafts, utility chas-es, and other openings.

Wind effects are transient, creatinglocal areas of high pressure (on thewindward side) and low pressure (onthe leeward side) of buildings.Depending on the size and location ofleakage openings in the building exte-rior, wind can affect the pressure rela-tionships within and between rooms.Entry of outdoor air contaminants maybe intermittent or variable, occurringonly when the wind blows from thedirection of the pollutant source.

Most public and commercial buildingsare designed to be positively pressur-ized, so that unconditioned air doesnot enter through openings in thebuilding envelope causing discomfortor air quality problems. The interac-tion between pollutant pathways andintermittent or variable driving forcescan lead to a single source causing IAQcomplaints in an area of the school thatis distant from the pollutant source.

biking 0o:upendsThe term "building occupants" is gen-erally used in this document todescribe the staff, students, and otherpeople who spend extended time peri-

2 0

Dg3

S©e occupants may be

particuiady susceptibie

4® the effects ©I indoor

air contanilinants.

ods in the school. Some occupantsmay be particularly susceptible to theeffects of indoor air contaminants:

allergic or asthmatic individuals

people who may be sensitive tochemicals

people with respiratory disease

people whose immune systems aresuppressed due to chemotherapy,radiation therapy, disease, or othercauses

contact lens wearers

Other groups are particularly vulnera-ble to exposures of certain pollutantsor pollutant mixtures. For example:

people with heart disease may bemore affected by exposure to carbonmonoxide than healthy individuals

children exposed to environmentaltobacco smoke are at higher risk forrespiratory illnesses

people exposed to significant levelsof nitrogen dioxide are at higherrisk for respiratory infections

Because of varying sensitivity to air-borne chemicals and irritants, individ-uals with heightened sensitivities mayreact to a particular IAQ problemwhile surrounding occupants do notdisplay ill effects. Symptoms that arelimited to only one or a few personscan also occur when only their areacontains the airborne pollutant. Inother cases, complaints may be wide-spread. In addition to differentdegrees of reaction, an indoor air pol-lutant or problem can trigger differentreactions in different people.

The effects of IAQ problems are oftennon-specific symptoms rather thanclearly defined illnesses. Symptoms(which can occur singly or in groups)commonly attributed to IAQ problemsinclude:

headache, fatigue, and shortness ofbreath

21

sinus congestion, coughing, andsneezing

eye, nose, throat, and skin irritationdizziness and nausea

These symptoms, however, may becaused by other factors, and are notnecessarily due to air pollutants.

"Health" and "comfort" are used todescribe a spectrum of physical sensa-tions. For example, when the air in aroom is slightly too warm for a per-son's activity, that person may experi-ence mild discomfort. If the tempera-ture rises, discomfort increases and thesymptom of fatigue can appear. Theperson may attribute this fatigue to anunknown air pollutant, rather than tobeing too warm.

Some complaints by building occupantsare based on discomfort. A commonIAQ complaint is that "there's a funnysmell in here." If occupants think thereis an indoor air problem, the slightestodor can trigger concerns over health,even though the cause of that particu-lar odor may not have any effects onhealth. Environmental stressors suchas improper lighting, noise, vibration,poor ergonomics, and psychosocialproblems (such as job stress) also canproduce symptoms that are similar tothose associated with poor air quality.

Sometimes several school occupantsbecome aware of serious health prob-lems (e.g., cancer, miscarriages) over arelatively short time period. Indoorair quality is occasionally blamed forthese clusters of health problems, andthis can produce tremendous anxietyamong school occupants. State orlocal health departments can provideadvice and assistance if clusters aresuspected. They may be able to helpanswer key questions such as whetherthe apparent cluster is actually unusu-al and whether the underlying causecould be related to IAQ.

What Is an IAQ Management Plan?

Eilhe IAQ Management Plan as pre-sented in this guidance is a set of flexi-ble and specific activities for prevent-ing and resolving IAQ problems. Thegoals of the IAQ Management Plan asoutlined in this document are:

1. fix any existing IAQ problems

2. instill an IAQ awareness that leadsto preventive actions

3. resolve IAQ complaints and inci-dents as they occur

How the IAQ Management

Plan Works

This kit provides the activities andinformation needed to prevent andresolve most IAQ problems, and pro-vides checklists to help coordinate theactivities. As the IAQ Coordinator,you provide the leadership to managethese activities. The delegation ofactivities to the IAQ team members(primarily school staff) helps ensurethat people in the school understandtheir role in preventing and solvingIAQ problems. Because no one personis overly burdened, the program ismore likely to get started and succeed.

The IAQ Management Plan can beused as presented, or tailored to thespecific needs of your school. Becausethe organizational and physical struc-tures of schools vary, the IAQ Coord-inator may choose to make modifica-tions to this recommended process.For example, the IAQ Coordinator maymodify some of the steps in the IAQManagement Plan, or may give the IAQBackgrounder and Teacher's Checklist tothe teachers for their awareness, butmay request that some other staffmember perform the actual activitiesfor each teacher. Although the admin-istrative process of who and when is

designed to be flexible according toyour needs, it is important that all ofthe individual activities be completed.For additional information on how thiskit is organized, see Section 1.

Where to Start

A step-by-step process for activatingand implementing the IAQ Manage-ment Plan are provided in Sections 7and 8, and checklists to guide and logthis process are provided in the IAQCoordinator's Forms tab of the kit.

Benefits of an IAQ Management Plan

A well-run IAQ management programyields substantial benefits for theschool, employees, and students. Inaddition to the benefits to health andwell-being outlined in Section 2, WhyIAQ Is Important to Your School, theexpensive process of investigating andmitigating suspected IAQ problemscan be reduced significantly or avoidedentirely by employing the plan.

Recommended Approach for Implementing the Plan

Schools ilia Coordinator WHO

WHAT

HOW

School Staff and ContractService Providers

Hands-on Actions Preventionand Problem Solving

-e-Aition-Packett:..

15

22 BEST COPY AVAILABLE

A typical school provides many oppor-tunities for IAQ problems to develop.Schools contain a variety of special useareas such as kitchens, locker rooms,science laboratories, technology educa-tion rooms, darkrooms, art rooms, andcleaning storage areas, each with pollu-tant sources that can cause discomfortand health problems. Under detailedinspection, most schools will revealsome inadequacies of design, construc-tion, operation, and maintenance.

Prevention Saves

If minor problems are allowed to deielcip unchecked'init;:a serious IAQ

problem, a variety of deficiencies may be identified;r:butit.ofteficannot be

determined which one if any caused the probleM. As a result,

schools can be confronted with an:expeniive list Of'poteitial explanations

of their problem. The 'crisis atmosphere. wrounding:iseriAus IAQ problem

creates pressure to remedy every dificieecy immediaielY instead. of estab-

lishing a prioritized approach to .IAQ improvement. By. contrast, many of the

preventive measures recommended in this guidance canbe accomplished

with in-house effort, following a schedule that reflects'your resources..

16

Significant IAQ problems often arisefrom combinations of "normal" defects,rather than from exotic or unique cir-cumstances:

A school is not getting enough out-door air because a fan belt is brokenor slipping and a seldom used draintrap drys out, resulting in sewergases being drawn into the school

23

The design of the schoolceiling/roof allows significant airleakage through unintentionalopenings and stack effect (warm airrising) pushes indoor air outthrough these openings, whichcauses radon to be drawn into theschool through cracks and utilitypenetrations in the floor

A housekeeping product is mixedat double the recommendedstrength so it "does a better job"and the unused mix is placed in aninappropriate container and storedin a utility closet that is connectedto the return air ductwork, whichresults in pollutants being distrib-uted to other parts of the school

IAQ problems may occur even inschools where a conscientious effort isbeing made to avoid such problems.However, schools that can demon-strate ongoing efforts to provide a safeindoor environment are in a stronglegal and ethical position if problemsdo arise. Further considerations forinstituting an IAQ Management Planinclude:

quicker and more cost-effectiveresponse if problems occur

greater peace of mind for parents,students, and staff

physical plant and equipment pro-vide better comfort and efficiency,and last longer

less crisis intervention whichinvolves upper-level management

Steps to Activate the IAQ Management Plan

Ggj o help ensure that the IAQManagement Plan gets off to a goodstart, the IAQ Coordinator can performthe following 10 steps as presented, orthe steps can be tailored to the specificneeds of your school. The checklist,Activating the IAQ Management Plan,simplifies tracking completion of thesesteps.

1. Select an IAQ Coordinator. Thisposition is critical to the success ofthe IAQ Management Plan. If anIAQ Coordinator has not alreadybeen selected, please refer toSection 3, Role and Functions of theIAQ Coordinator, and ensure thatthe new Coordinator receives acomplete copy of this kit.

2. Become Familiar with This Guidance.The IAQ Coordinator should readthis Guide to become familiar withthe IAQ issues in schools, and tohave a basic understanding of theIAQ Management Plan process andeffective communication.

3. Gain Top Administrative Support.The highest levels of school or dis-trict administration should be fullycommitted to implementing theIAQ Management Plan. The toplevels of administration have theauthority to ensure that the schoolstaff has the proper incentive andresources to carry out the Plan. Itmay be useful to provide a briefingto the highest levels of school ordistrict administration using infor-mation from the Note to SchoolOfficials (page i), the IAQ Back-grounder, and from additional detailsfound in Why IAQ Is Important to YourSchool (Section 2), What Is an IAQManagement Plan (Section 6), andEffective Communication (Section 9).

Most activities in this Plan havespecifically been designed to havelittle or no impact on the schoolbudget and time resources ofschool staff. Three of the ventila-tion system activities will require afew tools which your school mostlikely will need to purchase, rent,or share. See Appendix C, BasicMeasurement Equipment, for informa-tion.

4. Obtain Information on Radon.Radon is a colorless, odorless, andtasteless radioactive gas that occursnaturally in almost all soil androck. Radon can enter schoolsthrough cracks or other openingsin their foundations. Radon'sdecay products can cause lung can-cer, and radon is estimated to besecond only to smoking as a causeof lung cancer in America. EPArecommends that all schools testfor the presence of radon, and pro-vides free guidance on how to per-form testing. For information onhow to test for radon, and how toreduce radon within your school,see Appendix G, Radon andAppendix I, Resources.

5. Obtain Information on IntegratedPest Management. Several of theactivities in the Checklists affectthe availability of food and waterfor pests, which may reduce thenumber of pests within yourschool. In addition, EPA recom-mends that schools use IntegratedPest Management (IPM). IPM isan effective and environmentallysensitive approach to pest manage-ment that utilizes a combination ofcommon-sense practices. IPM canreduce the use of chemicals andprovide economical and effective pest

24

To get information from

En on radon, integrated

pest management, and

Dead, fill out the infoCard

at the had of this Guide

and returnit to EPA.

DD

suppression. To obtain a copy of PestControl in the School Environment:Adopting Integrated PestManagement (EPA 735-F-93-012),contact the appropriate office asnoted in Appendix I, Resources.

6. Obtain Information on Lead. Childrenand pregnant women especiallyshould not be exposed to lead dustparticles during renovation or repairof surfaces that are painted withlead-based paint. Lead poisoningcan affect children's developing ner-vous systems, causing reduced IQand learning disabilities. Guide-lines for proper removal are avail-able from OSHA (see Appendix I).

7. Establish an IAA Checklist Interval.To help maintain a high level ofindoor air quality, it is recommendedthat the IAQ Coordinator's Checklistbe completed at least once, andpreferably twice, each year. Com-pleting the Checklist more thanonce each year is desirable, becausethe additional checkups will catchany new and potential IAQ prob-lems. Since many complaintsoccur at the start of the new schoolyear, completing the IAQ Coord-inator's Checklist shortly beforeschool begins would reduce thesecomplaints. Midway through theschool year, for example duringChristmas break, could be an appro-priate time for the second checkup.

8. Establish a Plan for EmergencyResponse. Acute IAQ problemssuch as a chemical spill, uninten-tional shutdown of ventilation sys-tems, and other events such as aflooded carpet will require someform of immediate response.Preparing for such events now willhelp ensure that timely and cost-effective actions result.Preparations may include develop-ing a cooperative agreement or

25

contract with a health and safetyagency or private concern to assistwith acute IAQ problems that arebeyond the capabilities of yourteam (see Appendix A, HiringProfessional Assistance). Properpreparation can also mean havingthe appropriate equipment onhand, for example the equipmentneeded to immediately clean anddry wet carpets, or having a pre-established agreement with a pro-fessional cleaning firm that canprovide immediate service on a 24-hour, 7-day-a-week basis.

9. Inform Appropriate Committeesand Groups. Some of the actions thatresult from implementing this guid-ance may need to be coordinatedwith specific school committees suchas a school or school district healthand safety committee, or groups suchas the local PTA. It may be useful toprovide a briefing to these commit-tees and groups that is similar to thebriefing in Step 3 above.

10. Establish IAC1 Policies as Needed.

Some activities that affect thequality of air within schools mayrequire clearly written policiesfrom top management to ensurethat all school occupants under-stand how they should or shouldnot perform certain activities.Inappropriate activities includesmoking in improperly ventilatedareas, pest control by individualoccupants, adjustment of ventila-tion systems by untrained individ-uals, and maintenance activitiessuch as painting during schoolhours or by using paints that havelead or high emissions of indoor airpollutants. Sample IAQ policiesare provided in Appendix D.

The IAQ Management Plan

Gg he IAQ Management Plan invol-ves implementing the following 19steps on a periodic basis, at least onceeach year. The IAQ Coordinator canperform the steps as presented, or thesteps can be tailored to the specificneeds of your school. The steps aregrouped into three categories: AssessCurrent Status, Perform Repairs andUpgrades, and Final Steps. Steps 5-7can begin at the same time as Step 2.A checklist that simplifies trackingcompletion of these steps is found in theIAQ Coordinator's Forms tab of the kit.

Complete the Checklist, Activating theIAQ Management Plan, before applyingthe IAQ Coordinator's Checklist.

Assess &meg Rohs1. Start the Checklists Log. This log,

found in the IAQ Coordinator'sForms section, is used to list allthe people who will receive anAction Packet. A unique ActionPacket is provided for each specificgroup of people within the school(i.e., teachers, administrative staff,facility operators, custodians, healthofficers, contract service providers,and others). The log is also used tokeep track of which IAQ Checklistshave been returned, and what unre-solved IAQ problems, if any, havebeen identified. Section 4, TeamMember Action Packets, providesdetails on who comprises the IAQTeam, descriptions of the ActionPacket components, and whichAction Packet each team membershould receive.

2. Activate the IAQ Team byDistributing the Action Packets.Copies of the appropriate ActionPackets should be provided to eachof the team members as listed onthe Checklists Log (Step 1). Each

Action Packet contains a covermemo, an IAQ Backgrounder, and aChecklist. The Action Packets forparents and local media containonly the memo and IAQ Back-grounder. Sample memos are locat-ed in the IAQ Coordinator's Formssection. You may wish to introducethe Action Packets and the IAQManagement Plan during a meet-ing of the school faculty and staff.

3. Receive and Summarize the IAQChecklists. By the closing datenoted in the cover memo, allChecklists should be returned toyou. You should follow up until allChecklists have been completedand returned, then review theinformation on the Checklists andtransfer pertinent data to theChecklists Log. Make a list ofirregularities for review during thewalkthrough inspection.

4. Perform a Walkthrough Inspection.Based on the new perspective youhave gained from the informationin this kit, and from the summaryof the Checklists, perform a walk-through inspection of the school.This is not intended to be anintensive and detailed inspection,but rather a quick overview of theconditions that affect the quality ofair within your school. You maywish to have someone who isfamiliar with the operation of thebuilding, such as a facility operatoror custodian, assist you during theinspection.

During your walkthrough inspection,you can learn a lot by using your senseof sight, smell, feeling, and hearing togain information on factors whichaffect indoor air quality.

26

You can Oearn a Doi by

using your sense of sight,

srne10, ifee0ing, and hearing

to gain information

on factors which affect

indoor air quadity,

Observe the general level of cleanli-ness in classrooms and mechanicalrooms. Look for pollutant sourcessuch as mold, improperly storedchemicals, or excessively dirty airfilters and ducts, and look forblocked airflows such as thosecaused by books or papers on top ofunit ventilators or plywood cover-ing outdoor air intakes.

Smell for unique or objectionable odorsas you move from room to room.

Feel for uncomfortable air tempera-tures, drafts, and high or lowhumidity, and feel for air flowinginto and out of grilles and air vents.

Listen to the concerns of schooloccupants regarding IAQ. Do theyprovide clues to problems such asusing their own pest spray to con-trol pests, or turning off the unitventilator because it is too noisyduring class-time? Do you hearunusual equipment noises whichmay indicate potential problems,and do you hear air blowing out ofsupply vents?

Also, perform a walkthrough inspec-tion in all special-use areas, such as thecafeteria, art rooms, industrial artsareas, and science laboratories. Forinformation on smoking lounges, seeAppendix F.

5. Assess Radon Status. Consider thefollowing questions regarding yourcurrent radon status (for specificconsiderations see the EPA guid-ance document on radon):

Has testing for radon been completed?

If needed, has a radon mitigationsystem(s) been installed?

Are all radon mitigation systemsoperating properly?

6. Assess Pest Control Program.Consider the following questions

regarding your current pest controlprogram (for specific considerationssee the EPA guidance document onIntegrated Pest Management, IPM):

Are IPM principles being appliedin all areas?

Are staff using pest control chemi-cals in accordance with instructions?

Are only spot-treatments of pesti-cides used to control obviouslyinfested areas, in place of wide-spread, indiscriminate applicationof pesticides?

7. Assess Lead Status. Consider thefollowing questions regarding yourcurrent lead status (for specificconsiderations see the EPA guid-ance document on lead):

Has lead contamination beenassessed in your school?

Is a lead control or removal pro-gram in place?

Will any upcoming renovationwork affect surfaces painted withlead-based paint?

8. Identify Recent Changes that AffectIAG. Consider whether any recentchanges to the school building,around the building, to the schoolschedule or activities, or to occu-pants, has had an impact on IAQ.Examples include:

Has flooding occurred? Look andsmell for microbiological growthand an increase in IAQ complaintsin flooded areas.

Have night or weekend classes started?Check time clock(s) setting on theventilation system(s) for these classareas.

Have new staff been added? Givethem an Action Packet.

Perform Repairs and Upgrades

9. Set Repair and Upgrade Priorities. Inall likelihood, the Checklists (Step3) and your walkthrough inspec-tion (Step 4) identified some IAQproblems which have not been cor-rected. Based on your knowledgeof the problem, and your resourcesof school staff and funding, setrepair and upgrade priorities basedon your specific needs, and make ato-do list. Include any unresolvedproblems from previous IAQCoordinator's Checklists.

Section 12 provides some ideas onwhat may be involved in solvingthe problems ("Developing Solut-ions" and "Solutions for OtherComplaints"). In addition, Section12 also provides basic criteria fordetermining the practicality of theproposed solutions ("EvaluatingSolutions").

10. Gain Consensus and Approvals.

Because of the potential complexi-ties involved in setting prioritiesfor repairs and upgrades (Step 9above), and for committing schoolresources, an agreement from topschool management and appropri-ate committees will probably benecessary.

11. Distribute Status Report. Keepschool occupants and constituentsinformed about the general statusof IAQ in your school according tothe principles of effective commu-nication in Section 9.

12. Perform Repairs and Upgrades.

Ensure that the priorities set inStep 9 are met as the repairs andupgrades are being performed (seeSection 12, "Evaluating Solutions").

13. Conduct Follow-up Inspections.

Determine if the repairs andupgrades were performed accord-

ing to plan or specifications, anddetermine if the intended resultswere obtained (see Section 12,Solving IAQ Problems).

Final Steps

14. Develop a Schedule of IAA Events. Itwould be very helpful for you, asthe IAQ Coordinator, to developand maintain a schedule of eventswhich may affect IAQ. This couldbe a separate schedule, but wouldprobably work best if the IAQevents were noted directly on yourpersonal schedule. Following aresome examples of IAQ events tonote:

Establish a date for the next roundof implementing the IAQCoordinator's Checklist (seeSection 7, Step 7, for details).

If your school is in a humid cli-mate and will be closed-up overthe summer, set weekly dates tocheck for mold growth (sight andsmell). Take measures, such ascycling the cooling system, to keeprelative humidity below 60% asneeded.

Will there be any renovation ornew construction during schooltime, school breaks, or the sum-mer? If so, mark your schedulewith enough lead time so that youcan provide Action Packets orother information to the peopleperforming the work.

Will new school staff be added? Ifso, mark your schedule to givethem appropriate Action Packetsso that they can become part of theIAQ team.

15. Assess Problem-Solving Performance.

Assess recent problem-solving per-formance and determine if changesneed to be made in your ability to:

28

Develop and maintain a

schedule d events which

may affect ilia such as

building renovation,

maiar repairs, summer

shutdown, and new staff.

4'0

Di is important that

everyone affected

students, parents,

teachers, staff, and

administration receive

a report of IN issues.

ffi

respond to IAQ complaints andincidents quickly

solve IAQ problems, preferablypermanently

communicate in a way that pre-vents or reduces the concerns ofschool occupants and constituentsduring an IAQ problem or crisis

For information on resolving IAQcomplaints and incidents, and howto communicate during IAQ prob-lems, use the guidance in Sections10 through 13.

16.Establish and Update IAQ Policies.

Based on what you have learnedduring this round of implementingthe IAQ Management Plan, doesan IAQ policy need to be estab-lished to prevent IAQ problemsfrom recurring? Address any exist-ing IAQ policies which are notbeing properly followed. For infor-mation on establishing IAQ poli-cies, see Appendix D.

17. Distribute Summary Report. It isimportant that school occupantsand constituents, as well as theschool administration, receive areport of IAQ issues from thisround of the IAQ ManagementPlan. The Plan is not completeuntil others know at least thebasics of what you know about thestatus of IAQ in your school. Foradditional guidance on what toinclude in the report, see Sections9 and 13.

When reporting to school or districtadministration, it may be desirable toprovide indicators of how successful

29

the IAQ Management Plan has beento date. Indicators may include:

all IAQ Checklists completed andreturned

all IAQ problems identified by theChecklists corrected

fewer IAQ complaints

establishment of good relationswith the local media

school memo and IAQ Backgroundermailed to all parents

18. Check Contacts List. Ensure that thecontact information is still valid,so that assistance can be quicklyobtained if needed.

19. File Checklists, Reports, and Notes.

For future reference when settingrepair priorities or solving persis-tent problems, and for accountabil-ity purposes, it is recommendedthat all completed paperwork befiled in a readily accessible manner.Files should include:

Activating the IAQ ManagementPlan checklist

IAQ Coordinator's Checklist

Checklists from team memberswho received an Action Packet

Checklists Log

IAQ Problem Solving Checklist

Copies of memos, status reports,and final reports

Copies of communications withschool or district administration

Any personal notes, contracts, orother paperwork as appropriate

Effective Communication

ood communication can help pre-vent indoor air quality problems, andcan allay unnecessary fears. Commun-ication can assist school occupants inunderstanding how their activitiesaffect IAQ, which will enable theoccupants to improve their indoorenvironment through proper choicesand actions.

Good communication also involvesbuilding rapport with the local medianow, before a potentially serious IAQproblem occurs. An informed mediathat understands your efforts to pre-vent IAQ problems, and that under-stands the basics of IAQ in schools,can be an asset instead of a liabilityduring an IAQ crisis.

The following five objectives areimportant in assuring good communi-cation between you and the schooloccupants:

1. provide accurate information aboutfactors that are affecting IAQ

2. clarify the responsibilities andactivities of the IAQ Coordinator

3. clarify the responsibilities andactivities of each occupant

4. notify occupants and parents ofplanned activities that may affectIAQ

5. employ good listening skills

The Action Packets, forms, and infor-mation contained in this kit will assistyou in accomplishing the first threeobjectives. In addition, refer to the listof communication principles on thenext page.

The level of communication is oftendependent on the severity of the indoor

air quality complaint. If the com-plaint can be resolved quickly andinvolves a small number of people(e.g., an annoying but harmless odorfrom an easily identified source), com-munication can be handled matter-of-factly like other minor problems with-out risking confusion and bad feelingamong school occupants. Commu-nication becomes a more critical issuewhen there are delays in identifyingand resolving the problem and whenserious health concerns are involved.

The fourth objective deals withinforming occupants and parentsbefore the start of significant plannedactivities that produce odors or conta-minants. If occupants and parents areuninformed, they may become con-cerned about unknown air contami-nants, such as strange odors or exces-sive levels of dust, and register an IAQcomplaint. Examples of plannedactivities include pest control, paint-ing, roofing, and new flooring.Notification of planned activities canalso prevent problems from arisingwith students and staff with specialneeds. For example, an asthmatic stu-dent may wish to avoid certain areaswithin a school, or use alternativeclassrooms, during times when a majorrenovation project will produce higherlevels of dust. A sample notificationletter is provided in the model paint-ing policy in Appendix D.

Finally, effective communication alsoinvolves effective listening. Listeningmay provide information that helpsprevent problems, and it may helpdefuse negative reactions by occupantsif indoor air problems should occur.

30

IIII

L/N/N/N7N/N/

11 a tense atmosphere

enists due to concerns

about current lite

problems, please refer

also to Section 13,

"Communication When

Problem Solving."

Once trust and crediblOity

ore Dog they ore inmost

hwpossible to regain.

Communication PoinciOes

Be honest, frank, and open. Oncetrust and credibility are lost theyare almost impossible to regain. Ifyou don't know an answer or areuncertain, say so. Admit mistakes.Get back to people with answers.Discuss data uncertainties,strengths, and weaknesses.

Respect your audience. If people aresufficiently motivated, they are quitecapable of understanding complexinformation. However, they may notagree with you. Further, no matterhow well you communicate, somepeople will not be satisfied.

Avoid technical language and jar-gon. Minimize and fully explain anynecessary technical language. Useconcrete images that communicateon a personal level. People in thecommunity are often more concernedabout such issues as credibility, com-petence, fairness, and compassionthan about statistics and details.

Employ your best listening skills.Take time to find out what peopleare thinking, rather than assumingthat you already know.

Different audiences require dif-ferent communication strategies.Use mass media for providing infor-mation, and interpersonal tech-niques for changing attitudes.

Involve school employees. Aninformed staff is likely to be a sup-portive staff.

Involve parents. Inform parentsabout what is being done and why,as well as what will happen if prob-lems are detected.

Involve the school board. Encourageboard members to observe theprocess (e.g., taking a walkthrough

'31

of the school with the IAQCoordinator).

Emphasize action. Always try toinclude a discussion of actions thatare underway or that can be taken.

Encourage feedback. Accentuate thepositive, and learn from your mistakes.

The goal is an informed public.Strive to produce a public that isinvolved, interested, reasonable,thoughtful, solution-oriented, andcollaborative.

Be prepared for questions. Providebackground material on complexissues. Avoid public conflicts or dis-agreements between crediblesources.

Be responsive. Acknowledge theemotions that people express andrespond in words and actions. Whenin doubt, lean toward sharing moreinformation, not less, or people maythink you are hiding something.

Combat rumors with facts. Forexample, set up a chalkboard in theteachers' lounge for recording whatis heard. Record rumors as theyarise, and add responses. Then passout copies to the staff.

Tell people what you can and can-not do. Promise only what you cando and do what you promise.

Work with the media. Be accessi-ble to reporters and respect dead-lines. Try to establish long-termrelationships of trust with specificeditors and reporters. Rememberthat the media are frequently moreinterested in politics than in sci-ence, more interested in simplicitythan complexity, more interested indanger than safety.

Resolving IAQ Problems

esolving indoor air quality (IAQ)problems involves diagnosing thecause, applying practical actions thateither reduce emissions from pollutantsources or remove pollutants from theair (e.g., increasing ventilation or aircleaning), or both. Causes for prob-lems with sources can stem fromimproper material selection or applica-tion, from allowing conditions thatcan increase microbiological contami-nation and dust accumulation, or fromsource location. Causes for problemswith ventilation stem from improperdesign, installation, operation, ormaintenance of the ventilation system.

This kit provides guidance for mostIAQ problems found in schools, anddoes not require that pollutant mea-surements be performed and analyzed.

It is important to take reported IAQproblems seriously and respond quick-ly because:

IAQ problems can be a serioushealth threat and can cause acutediscomfort (irritation) or asthmaattacks

Addressing an IAQ problempromptly is good policy. Parentsare sensitive to unnecessary delaysin resolving problems that affecttheir children. Staff have enoughburdens without experiencing frus-tration over unresolved problems,and unaddressed problems invari-ably lead to greater complaints

Diagnosing a problem is easierimmediately after the complaint(s)has been received. The source ofthe problem may be intermittentand the symptoms may come and go.Also, the complainant's memory ofevents is best immediately after theproblem occurs.

In some cases, people may believe thatthey are being adversely affected by theindoor air, but the basis for their per-ception may be some other form ofstressor not directly related to indoorair quality. Section 12 discusses someof these stressors such as glare, noise,and psychosocial factors.

Is This an Emergency?

The first decision that must be made indealing with an IAQ problem iswhether the problem requires an emer-gency response. Most IAQ problemscan be diagnosed and resolved on ashort-term, and in some cases even along-term, basis. But some IAQ inci-dents require immediate responsehigh carbon monoxide levels or certaintoxic chemical spills will require evacu-ation of all affected areas in the school,and biological contamination such as

IAQ Problem Identified

Does Problem Threaten Life or Safety?NO

YES

Evacuate Affected Areas

32

Go to Section 11

.25

For most problems,

a team of in-house

staff . .. can be pulled

together to solve

a problem.

26

Legionella may require a similarresponse. In recent years, large out-breaks of influenza have caused entireschools and districts to temporarilycease operation. Some schools and dis-tricts may already have establishedpolicies on what constitutes a life andsafety emergency. Local and Statehealth departments can also be helpfulin defining life and safety threateningemergencies.

If this is an emergency situation, inaddition to immediate action to pro-tect life and health, it is vital that theschool administration, parents of stu-dents, and appropriate authorities benotified of the situation in a carefullycoordinated manner. You must also beprepared to quickly and properly dealwith questions from local media.Review the guidance in Section 13,Communication When Problem Solving, to

assist in managing the issues of notifica-tion and communication.

Who Will Solve the Problem?

For most problems, a team of in-housestaff, with an appropriate range ofskills, can be pulled together to solve a

33

problem. The use of in-house staffbuilds IAQ knowledge and skills thatwill be helpful in minimizing andresolving future problems. TheAction Packets can teach these skillsfor typical IAQ problems found inschools. On the other hand, unique orcomplex IAQ problems may best behandled by professionals who havespecialized knowledge, experience, andequipment. Your knowledge of yourstaffs capabilities will help in decid-ing whether in-house personnel oroutside professionals should be used inresponding to the specific IAQ prob-lem.

Regardless of whether it is in-housestaff or outside assistance that diag-noses and solves the problem, the IAQCoordinator remains responsible formanaging the problem solving process,and for communicating as needed withall appropriate parties during theprocess. If an IAQ Coordinator has notbeen appointed already, please refer toSection 3, Role and Functions of theIAQ Coordinator.

Diagnosing IAQ Problems

he goal of diagnosing an IAQproblem is to discover the cause of theproblem so that an appropriate solutioncan be implemented. Often, more thanone problem will be present, requiringmore than one solution. This sectionpresents the Problem Solving Checklistand the IAQ Problem Solving Wheelfor diagnosing and solving problems.For best results, it is also important tohave good background knowledge ofthe basics of IAQ as outlined inSections 2 and 5.

The IAQ diagnostic process beginswhen a complaint is registered or anIAQ problem is identified. Manyproblems can be simple to diagnose,requiring a basic knowledge of IAQand some common sense. If the cause(or causes) of the IAQ problem hasalready been identified, proceed to thesolution phase outlined in Section 12.

Not all occupant complaints aboutindoor air quality are caused by poorindoor air. Other factors such as noise,lighting, and job-, family-, or peer-related psychosocial stressors canindividually and in combinationcontribute to a perception that theindoor air quality is poor.

N©w ii© Do riagnose hideous

The Problem Solving Checklist andthe IAQ Problem Solving Wheel areyour primary tools for solving problems,and will help simplify the process.They serve to lead the investigation inthe right direction and offer sugges-tions for other areas to evaluate.

Start with the Problem Solving Check-list, and enlist the assistance of schoolstaff to answer questions or performactivities posed by the Checklist andthe Wheel. Consider that pollutantsources and the ventilation system

may act in combination to create anIAQ problem.

If the investigation identifies a poten-tial problem (e.g., you find a blockedvent), remedy the situation to see ifthe symptoms stop. You may findproblems unrelated to the symptoms ora number of potential causes. Resolveas many problems as is feasible andmake note of any problems that youintend to fix later.

Once the likely cause of the IAQ prob-lem is identified, or if the solution isreadily apparent, refer to Section 12,Solving IAQ Problems, for informationon courses of action.

Spairied and liming MenuAs a first step use the spatial pattern(locations) of complaints to try to definethe complaint area. School locationswhere symptoms or discomfort occurdefine the rooms or zones that shouldbe given particular attention duringthe investigation. However, the com-plaint area may need to be revised asthe investigation progresses. Pollutantpathways can cause complaints in partsof the school that are far removed fromthe source of the problems. See theSpatial Patterns table on the next page.

After a location or group of locationshave been defined, look for patterns inthe timing of complaints. The timingof symptoms and complaints can indi-cate potential causes for the complaintsand provide directions for furtherinvestigation. Review the data for cyclicpatterns of symptoms (e.g., worst dur-ing periods of minimum ventilation orwhen specific sources are most active)that may be related to HVAC systemoperation or to other activities in andaround the school. See the TimingPatterns table on the next page.

34

Spatial Patterns of Complaints Suggestions

Widespread, no apparent spatial pattern Check ventilation and temperature control for entire building

Check outdoor air quality

Review sources that are spread throughout the building (e.g., cleaning materials or microbio-

logical growth inside the ventilation system)

Check for distribution of a source to multiple locations through the ventilation system

Consider explanations other than air contaminants

Localized (e.g., affecting individual

rooms, zones, or air handling systems)

Check ventilation and temperature control within the complaint area

Review pollutant sources affecting the complaint area

Check local HVAC system components that may be acting as sources or distributors of pollutants

Individuals) Check for drafts, radiant heat (gain or loss), and other localized temperature control or venti-

lation problems near the affected individual(s)

Consider that common background sources may affect only susceptible individuals

Consider the possibility that individual complaints may have different causes that are not nec-

essarily related to the building (particularly if the symptoms differ among the individuals)

Timing Patterns of Complaints Suggestions

Symptoms begin and/or are worst at the start Review HVAC operating cycles. Pollutants from building materials, or from the HVAC system

of the occupied period itself, may build up during unoccupied periods

Symptoms worsen over course of occupied period Consider that ventilation may not be adequate to handle routine activities or equipment opera-

tion within the building, or that temperature is not properly controlled

Intermittent symptoms Look for daily, weekly, or seasonal cycles or weather-related patterns, and check linkage to

other events in and around the school

Single event of symptoms Consider spills, other unrepeated events as sources

Recent onset of symptoms Ask staff and occupants to describe recent changes or events (e.g., remodeling, renovation,

redecorating, HVAC system adjustments, leaks, or spills)

Symptoms relieved on leaving the school, either Consider that the problem may be building-associated, though not necessarily due to air

immediately, overnight, or (in some cases) after quality. Other stressors (e.g., lighting, noise) may be involved

extended periods away from the building

Symptoms never relieved, even after extended Consider that the problem may not be building-related

absence from school (e.g., vacations)

35

Solving IAQ Problems

he purpose of this section is toprovide an understanding of basicprinciples in solving IAQ problems.This guidance can be helpful in select-ing a mitigation strategy, and in eval-uating the practicality and effective-ness of proposals from in-house staff oroutside professionals.

Devellophog Sokelons

Selection of a solution is based on thedata gathered during diagnostics(Section 11). The diagnostics mayhave determined that the problem waseither a real or a perceived IAQ prob-lem, or combination of multiple prob-lems. For each problem that the diag-nostics identify, develop a solutionusing the basic control strategiesdescribed below.

There are six basic control methods forlowering concentrations of indoor airpollutants. Often only a slight shift inemphasis or action using these controlmethods is needed to more effectivelycontrol indoor air quality. Specificapplications of these basic controlstrategies can be found in each teammember's Checklist.

Source Management includes sourceremoval, source substitution, andsource encapsulation. Source manage-ment is the most effective controlmethod when it can be practicallyapplied.

Source removal is very effective.However, policies and actions thatkeep potential pollutants fromentering the school are even betterat preventing IAQ problems.Other examples of source removalinclude not allowing buses to idlenear outdoor air intakes, not plac-ing garbage in rooms where HVACequipment is located, and banning

smoking within the school.

Source substitution includes actionssuch as selecting a less toxic artmaterial or interior paint than theproducts which are currently in use.

Source encapsulation involves placing abarrier around the source so that itreleases fewer pollutants into theindoor air.

Local Exhaust is very effective inremoving point sources of pollutantsbefore they can disperse into theindoor air by exhausting the contami-nated air outside. Well known exam-ples where local exhaust is usedinclude restrooms and kitchens. Otherexamples include science labs andhousekeeping storage rooms, printingand duplicating rooms, and vocation-al/industrial areas such as weldingbooths.

Ventilation through use of cleaner (out-door) air to dilute the polluted(indoor) air that people are breathing.The ventilation system, when properlydesigned, operated, and maintained,will automatically take care of "nor-mal" amounts of air pollutants. Foremergency situations, such as quickremoval of toxic fumes, increased ven-tilation can be useful, but when con-sidering long-term operating costs,employing "dilution as the solution" isbest applied after attempts have beenmade to reduce the source of the pol-lutant.

Exposure Control includes adjusting thetime, amount, and location of use toreduce exposure.

lime of use. Try not to use a pollu-tant source when the school is occu-pied. For example, strip and waxfloors on Friday after school is dis-

38

if people are provided

idormation ... they

can act to reduce their

personal exposure.

missed, so that the floor productshave a chance to off -gas over theweekend, reducing the level of pol-lutants in the air when the school isreoccupied on Monday.

Amount of use. If less of an air pollut-ing source can be used, then less ofit will end up in the air.

Location of use. Move the pollutingsource as far as possible from occu-pants, or relocate susceptible occu-pants.

Air Cleaning primarily involves the fil-tration of particulates from the air as itpasses through the HVAC equipment.Gaseous pollutants can also beremoved, but these removal systemsmust be engineered on a case-by-casebasis.

Education of school occupants regardingIAQ is critical. If people are providedinformation about the sources andeffects of pollutants in their control,and about the proper operation of theventilation system, they can act toreduce their personal exposure.

Some solutions, such as major ventila-tion modification, may not be practi-cally implemented due to lack ofresources, or due to the need for longperiods of non-occupancy so that thework can be safely completed.Employ temporary measures to ensuregood IAQ in the mean time.

S011 'CIT Other Compfia

Specific lighting deficiencies or local-ized sources of noise or vibration cansometimes be readily identified, andremedial action may be fairly straight-forward, such as having more or fewerlights, making adjustments for glare,and relocating, replacing, or acousti-cally insulating a noise or vibrationsource. Similarly, some causes ofergonomic or psychosocial stress may

be apparent even to an untrainedobserver.

In other cases, where problems may bemore subtle or solutions more complex(such as psychogenic illnesses), enlistthe services of a qualified professional.

Remedial actions for lighting, noise,and vibration problems might rangefrom modifications of equipment orfurnishings to renovation of the build-ing. Ergonomic deficiencies mayrequire furniture or equipmentchanges or different work practices.The solution to psychosocial problemsfor school staff may involve new man-agement practices, job redesign, orresolution of underlying labor-man-agement problems.

Evelaiiing Sohiti©a

To help ensure a successful solution,mitigation efforts should be evaluatedat the planning stage by consideringthe following criteria:

permanence

durability

operating principle

installation & operating cost

control capacity

ability to institutionalize the solution

conformity with codes

Permanence. Mitigation efforts thatcreate permanent solutions to indoorair problems are clearly superior tothose that provide temporary solu-tions, unless the problems are alsotemporary. Opening windows or run-ning air handlers on full outdoor airmay be suitable mitigation strategiesfor a temporary problem such as off-gassing of volatile compounds fromnew furnishings, but are not accept-

able permanent solutions due toincreased costs for energy and mainte-nance. A permanent solution tomicrobiological contaminationinvolves not only cleaning and disin-fection, but also moisture control toprevent regrowth.

Durability. IAQ solutions that aredurable are more attractive thanapproaches that require frequentmaintenance or specialized skills.New items of equipment should bequiet, energy-efficient, and durable.

Operating Principle. The most econom-ical and successful solutions to IAQproblems are those in which the oper-ating principle of the correction strat-egy makes sense and is suited to theproblem. If a specific point source ofcontaminants has been identified,treatment at the source by removal,sealing, or local exhaust is almostalways a more appropriate correctionstrategy than dilution of the contami-nant by increased general ventilation.If the IAQ problem is caused by theintroduction of outdoor air that con-tains contaminants, then increasingthe outdoor air supply will only makethe situation worse, unless the out-door air being supplied is cleaned.

Installation and Operating Costs. Theapproach with the lowest initial costmay not be the least expensive overthe long run. Long-term economicconsiderations include: energy costsfor equipment operation, increasedstaff time for maintenance, differentialcost of alternative materials and sup-plies, and higher hourly rates if odor-producing activities such as cleaningmust be scheduled for unoccupiedperiods.

Control Capacity. It is important toselect a solution whose size and scopefits the problem. If odors from a spe-cial use area such as a kitchen are caus-

ing complaints in nearby classrooms,increasing the ventilation rate in theclassrooms may not be successful. Ifmechanical equipment is needed tocorrect the IAQ problem, it must bepowerful enough to accomplish thetask. For example, a local exhaust sys-tem should be strong enough and closeenough to the source so that none ofthe contaminant moves into other por-tions of the building.

Ability to Institutionalize the Solution.A solution will be most successfulwhen it is institutionalized as part ofnormal building operations. Solutionsthat do not require exotic equipmentare more likely to be successful in thelong run than approaches that involveunfamiliar concepts or delicatelymaintained systems. If maintenanceor housekeeping procedures or sup-plies must change as part of the solu-tion, it may be necessary to provideadditional training, new inspectionchecklists, or modified purchasingguidelines. Operating and mainte-nance schedules for heating, cooling,and ventilation equipment may alsoneed modification.

Conformity with Codes. Any modifica-tion to building components ormechanical systems should bedesigned and installed in conformancewith applicable fire, electrical, andother building codes.

.C.oe Meanness ohYouir WANTwo kinds of indicators can be used toevaluate the success of an effort to cor-rect an indoor air problem:

reduced complaints

measurement of the properties ofthe indoor air

Reduction or elimination of com-plaints appears to be a clear indication

38

A solution will be most

successful when it

is institutionalized as

part of normal

building operations.

Ongoing complaints may

indicate th ®t there were

110UlltipBe ON problems and

that one or more problems

are still unresolved.

of success, but that is not necessarilythe case. Occupants who realize thattheir concerns are being heard maytemporarily stop reporting discomfortor health symptoms, even if the actualcause of their complaints has not beencorrected. On the other hand, linger-ing complaints may continue after suc-cessful mitigation if people havebecome upset over the handling of theproblem. A smaller number of ongo-ing complaints may indicate that therewere multiple IAQ problems and thatone or more problems are still unre-solved.

Measurements of airflows, ventilationrates, and air distribution patterns canbe used to assess the results of controlefforts. Airflow measurements takenduring the building investigation canidentify areas with poor ventilation;later they can be used to evaluateattempts to improve the ventilationrate, distribution, or direction of flow.Studying air distribution patterns willshow whether a mitigation strategyhas successfully prevented a pollutantfrom being transported by airflow.While in some cases the measurementof pollutant levels can be used as ameans of determining whether indoorair quality has improved, in manycases this may be difficult and/or pro-hibitively expensive. Concentrationsof indoor air pollutants typically varygreatly over time; further, the specificcontaminant measured may not becausing the problem. Measurement ofa specific pollutant by a professional isappropriate if the problem was limitedto that pollutant. For further informa-tion on IAQ measurements, seeAppendix C.

39

Pevsieeng PovMems

Even the best-planned investigationsand mitigation actions may not pro-duce a resolution to the problem. Youmay have made a careful investigation,found one or more apparent causes forthe problem, and implemented a con-trol system. Nonetheless, your correc-tion strategy may not have caused anoticeable reduction in the concentra-tion of the contaminant or improve-ment in ventilation rates or efficiency.Worse, the complaints may persisteven though you have been successfulat improving ventilation and control-ling all of the contaminants you couldidentify. When you have pursuedsource control options and haveincreased ventilation rates and efficien-cy to the limits of your expertise, youmust decide how important it is topursue the problem further.

If you have made several unsuccessfulefforts to control a problem, then itmay be advisable to seek outside assis-tance. The problem may be fairly com-plex, and it may occur only intermit-tently or cross the borders that dividetraditional fields of knowledge. It iseven possible that poor indoor airquality is not the actual cause of thecomplaints. Bringing in a new per-spective at this point can be very effec-tive. Appendix A provides guidanceon hiring professional indoor air quali-ty assistance.

Communication When Problem Solving

Vhen a major, and sometimes evenminor, IAQ problem occurs, you canbe assured that the school communitywill learn about it quickly. Withoutopen communication, any IAQ prob-lem can become complicated by anxi-ety, frustration, and distrust. Thesecomplications can increase both thetime and money needed to resolve theproblem.

Immediate communication is vital,and is easiest if a few strategic stepsare taken before an IAQ problem aris-es. First, ensure that a spokesperson isready by having a working under-standing of the communication guid-ance found in this section and Section9, and a background knowledge ofIAQ as outlined in Sections 2 and 5.This person should also have completeaccess to information as the investiga-tion progresses. Because of these qual-ifications, the IAQ Coordinator maybe a good choice for spokesperson.Second, establish a plan for how youwill communicate to the school com-munity. The school communityincludes all occupants of the school,parents, the school district administra-tion and school board, and the localnews media.

Paying attention to communicationwhen solving a problem helps toensure the support and cooperation ofschool occupants as the problem isinvestigated and resolved. The basic,yet important, messages to convey are:

school administration believes it isimportant to provide a healthy andsafe school

good IAQ is an essential componentof a healthful indoor environment

complaints about IAQ are takenseriously

When a problem arises, communica-tion should begin immediately. Youshould not wait until an investigationis nearly completed, or until final dataare available, before providing somebasic elements of information. Com-munications, whether in conversationsor in writing, should include the fol-lowing elements in a factual and con-cise manner:

the general nature of the problem,if it is known, the types of com-plaints which have been received,and the locations which are affected

the administration's policy inregard to providing a healthy andsafe environment

what has been done to date toaddress the problems or complaints,including the types of informationthat are being gathered

what is currently being done,including factors that have beenevaluated and found not to be caus-ing or contributing to the problem

how the school community can help

attempts that are being made toimprove IAQ

work that remains to be done andthe expected schedule for its com-pletion

the name and telephone number ofthe IAQ Coordinator, who can becontacted for further information orto register complaints

Productive relations will be enhancedif the school community is given basicprogress reports during the process ofdiagnosing and solving problems. Itis advisable to explain the nature ofinvestigative activities, so that rumorsand suspicions can be countered with

40

Select & Prepare

Spokesperson

factual information. Notices or mem-oranda can be posted in general useareas and delivered directly to parents,the school board, and other interestedconstituents of the school community.Newsletter articles or other estab-lished communication channels canalso be used to keep the school com-munity up-to-date.

Problems can arise from saying eithertoo little or too much. Prematurerelease of information when data-gathering is still incomplete can pro-duce confusion, frustration, and mis-trust at a later date. Similar problemscan result from incorrect representa-tion of risk improperly assumingthe worst case, or the best. However,if even simple progress reports are not

Before Problem

Develop

NotificationStrategy

During Problem

given, people will think that eithernothing is being done, or that some-thing terrible is happening.

Even after the proper mitigation strat-egy is in place, it may take days orweeks for contaminants to dissipateand symptoms to disappear. If build-ing occupants are informed that theirsymptoms may persist for some timeafter solving the problem, the inabili-ty to bring instant relief is less likelyto be seen as a failure.

Remember to communicate as thefinal step in problem solvingalthough you may know that theproblem has been solved, the schoolcommunity may not know, so be sureto provide a summary status report.

Provide Progress

Report

Provide Summary

Status Report

4 1BEST COPY AVAILABLE

Hiring Professional Assistance

ome IAQ problems are simpleto resolve when school personnelunderstand the building investiga-tion process. Many potentialproblems will be prevented if staffand students do their part tomaintain good indoor air quality.However, a time may come whenoutside assistance is needed. Forexample, professional help mightbe necessary or desirable in the fol-lowing situations:

If you suspect that you have aserious building-related illnesspotentially linked to biologicalcontamination in your building,mistakes or delays could haveserious consequences (e.g.,health hazards, liability expo-sure, regulatory sanctions).Contact your local or StateHealth Department.

Testing for a public health haz-ard (such as asbestos, lead, orradon) has identified a problemthat requires a prompt response.

The school administrationbelieves that an independentinvestigation would be betterreceived or more effectively doc-umented than an in-house inves-tigation.

Investigation and mitigationefforts by school staff have notrelieved an IAQ problem.

Preliminary findings by staffsuggest the need for measure-ments that require specializedequipment and skills that arenot available in-house.

Ming hdessfiond lieOp

As you prepare to hire professionalservices for a building investiga-

tion, be aware that indoor air qual-ity is a developing area of knowl-edge. Most individuals workingin IAQ received their primarytraining in other disciplines. It isimportant to define the scope ofwork clearly and discuss anypotential consultant's proposedapproach to the investigation,including plans for coordinatingefforts among team members. Theschool's representatives must exer-cise vigilance in overseeing diag-nostic activities and correctiveaction. Performance specificationscan help to ensure the desired .results. Sample performance speci-fication language is italicized.

Other than for lead and asbestosremediation, there are no Federalregulations covering professionalservices in the general field ofindoor air quality, although somedisciplines (e.g., engineers, indus-trial hygienists) whose practition-ers work with IAQ problems havelicensing and certification require-ments. Individuals and groupsthat offer services in this evolvingfield should be questioned closelyabout their related experience andtheir proposed approach to yourproblem. In addition, request andcontact references.

Local, State, or Federal govern-ment agencies (e.g., education,health, or air pollution agencies)may be able to provide expertassistance or direction in solvingIAQ problems. If available gov-ernment agencies do not have per-sonnel with the appropriate skillsto assist in solving your IAQ prob-lem, they may be able to directyou to firms in your area with

4gig

experience in indoor air qualitywork. You may also be able tolocate potential consultants bylooking in the yellow pages (e.g.,under "Engineers," "EnvironmentalServices," "Laboratories Testing,"or "Industrial Hygienists"), by ask-ing other schools for referrals, orby calling IAQInfo at 1- 800 -438-4318. Often, a multi-disciplinaryteam of professionals is needed toinvestigate and resolve an IAQproblem. The skills of HVACengineers and industrial hygienistsare typically useful for this type ofinvestigation. Input from otherdisciplines such as chemistry,architecture, microbiology, ormedicine may also be important.If problems other than indoor airquality are involved, experts inlighting, acoustic design, interiordesign, psychology, or other fieldsmay be helpful in resolving occu-pant complaints about the indoorenvironment.

EnduciiingConsulhrds

As with any hiring process, thebetter you know your own needs,the easier it will be to select indi-viduals or firms to service thoseneeds. The more clearly you candefine the project scope, the morelikely you are achieve the desiredresult without paying for unneces-sary services.

An investigation strategy based onevaluating building performancecan be used to solve a problemwithout necessarily identifying aparticular chemical compound asthe cause. The idea of testing theair to learn whether it is "safe" or"unsafe" is very appealing.However, most existing standardsfor airborne pollutants were devel-oped for industrial settings, where

c

the majority of occupants are usu-ally healthy adult men.

Some state regulations call for theinvolvement of a professional engi-neer for any modifications or addi-tions to a school HVAC system.Whether or not this is legallymandated for your school, the pro-fessional engineer's knowledge ofair handling, conditioning andsequencing strategies will help todesign ventilation system modifi-cations without creating otherproblems. In some situations,proper engineering can save energywhile improving indoor air quali-ty. An example of this might bethe redesign of outside air han-dling strategies to improve theperformance of an economizercycle.

These guidelines may be of assis-tance in evaluating potential con-sultants:

1. Competent professionals willask questions about your situationto see whether they can offer ser-vices that will assist you.

The causes and potential remediesfor indoor air quality problemsvary greatly. A firm needs at leasta preliminary understanding of thefacts about what is going on inyour building to evaluate if it canoffer the professional skills neces-sary to address your concerns andto make effective use of its person-nel from the outset.

2. Consultants should be able todescribe how they expect to formand test explanations for and solu-tions to the problem.

Discuss the proposed approach tothe building investigation. It mayinvolve moving suspected contam-inant sources or manipulatingHVAC controls to simulate condi-

4 3

tions at the time of complaints orto test possible corrective actions.Poorly designed studies may leadto conclusions that are either "falsenegative" (i.e., falsely concludingthat there is no problem) or "falsepositive" (i.e., falsely concludingthat a specific condition caused thecomplaint).

Some consultants may produce aninventory of problems in thebuilding without determiningwhich, if any, of those problemscaused the original complaint. Ifinvestigators discover IAQ prob-lems unrelated to the concern thatprompted the evaluation, thoseproblems should be noted andreported. However, it is impor-tant that the original complaint isresolved.

3. Decisions to make IAQ mea-surements should be well-justified.

A decision to obtain IAQ-relatedmeasurements should follow logi-cally from other investigativeactivities. Before starting to takemeasurements, investigators need aclear understanding of how theresults will be used. Without thisunderstanding, it is impossible toplan appropriate sampling loca-tions and times, instrumentation,and analysis procedures. Non-rou-tine measurements [such as rela-tively expensive sampling forvolatile organic compounds(VOCs)) should not be conductedwithout site-specific justification.

Concentrations low enough tocomply with industrial occupa-tional standards could still beharmful to children, or otherschool occupants. Also, industrialIAQ problems tend to arise fromhigh levels of individual chemicalcompounds, so standards set limitsfor individual contaminants or

contaminant classes. Exposurestandards of this type are rarelyexceeded in schools. Instead, IAQinvestigators often find a largenumber of potential sources con-tributing low levels of many cont-aminants to the air.

4. A qualified IAQ investigatorshould have appropriate experi-ence, demonstrate a broad under-standing of indoor air qualityproblems and the conditions thatcan lead to them (e.g., the rela-tionship between IAQ and thebuilding structure, mechanical sys-tems, sources, and human activi-ties), and use a phased diagnosticapproach.

Have the firm identify the person-nel who would be responsible foryour case, their specific experience,and related qualifications.Contract only for the services ofthose individuals, or requireapproval for substitutions. Whenhiring an engineer, look for some-one with the equipment andexpertise to carry out a ventilationsystem assessment, and with astrong background of field experi-ence. Some engineers rarely getout of the office.

5. In the proposal and the inter-view, a prospective consultantshould present a clear, detailed pic-ture of the proposed services andwork products, including the fol-lowing information:

O the basic goal(s), methodology,and sequence of the investiga-tion, the information to beobtained, and the process ofhypothesis development andtesting, including criteria fordecision-making about furtherdata-gathering.

any elements of the work thatwill require a time commitment

from school staff, includinginformation to be collected bythe school.

the schedule, cost, and workproduct(s), such as a writtenreport, specifications, and plansfor mitigation work; supervisionof mitigation work; and trainingprogram for school staff.

additional tasks (and costs) thatmay be part of solving the IAQproblem but are outside thescope of the contract. Examplesinclude: medical examination ofcomplainants, laboratory fees,and contractor's fees for mitiga-tion work.

communication between theIAQ professional and the client:How often will the contractordiscuss the progress of the workwith the school? Who will benotified of test results and otherdata? Will communications bein writing, by telephone, orface-to-face? Will the consul-tant meet with students and/orschool staff to collect informa-tion? Will the consultant meetwith staff, parent organizations,or others to discuss findings, ifrequested to do so?

references from clients who havereceived comparable services.

Da©-Rellded

Veniii Demo Nedlifinaiiiions

The most important thing for theschool's representatives to remem-ber is: Oversee the work and askquestions that will help you assurethat the work is properly per-formed. Specialized measurementsof air flows or pre- and post-miti-gation contaminant concentrationsmay be needed to know whetherthe corrective action is functioningproperly.

REST COPY AVAILABLE44

Performance specifications can beused as part of the contract pack-age to establish critical goals forsystem design and operation.Performance specifications can beused to force contractors to demon-strate that they have met thosegoals. At the same time, perfor-mance specifications should avoiddictating specific design featuressuch as duct sizes and locations,thus leaving HVAC system design-ers free to apply their professionalexpertise. You may be able toadapt appropriate sections of thefollowing sample performancespecifications for your school.

Performance Specifications

The control system shall be modified

and the ventilation system repairedand adjusted as needed to provideoutdoor air ventilation during occu-pied hours. The amount of outdoorair ventilation shall meet ASHRAEStandard 62-1989 minimum recom-mendations, or shall be the maxi-mum possible with the current airhandling equipment, but in no caseshall the minimum outdoor air ven-tilation rate be less than the ventila-tion guideline in effect at the timethe school was constructed.

When designing the ventilation sys-tem modifications, it is important toensure that: 1) increased outdoor airintake rates do not negatively impactoccupant comfort, 2) heating coils donot freeze, and 3) the cooling system

can handle the increased enthalpyload. A load analysis shall be per-formed to determine i f the existing

heating (or cooling) plant has thecapacity to meet the loads imposed by

the restored or increased ventilationrates. If the existing plant cannotmeet this load or, i f for some other

reason, it is decided not to use theexisting heating system to conditionoutdoor air, then a heating (or cool-

ing) plant shall be designed for thatpurpose. The proposal shall includea life-cycle cost analysis of energy

conservation options (e.g., economizer

cooling, heat recovery ventilation).

All screens in outdoor air intakesshall be inspected for proper mesh

size. Screens with mesh size smaller

than 112 inch are subject to clogging;

if present, they shall be removed andreplaced with larger-sized mesh (notso large as to allow birds to enter).

Demonstrating System Performance

The proper operation of control

sequence and outdoor air damperoperation shall be verified by school

personnel or the school's agent afterventilation system modifications andrepairs have been completed. Thisshall include, but not be limited to:observation of damper position for

differing settings of low limit statsand room stats, measurement of air

pressure at room stats and outdoorair damper actuators, direct mea-surement of air flow through outdoorair intakes, and direct measurementof air flows at exhaust grilles. Thecontractor shall provide a writtenreport documenting: 1) test proce-

dures used to evaluate ventilationsystem performance, 2) test locations,

3) HVAC operating conditions dur-ing testing, and 4) findings.

Institutionalizing the CorrectiveAction

After the ventilation system modifi-cations are completed, school facility

operators shall be provided withtraining and two copies of a manualthat documents the ventilation systemcontrol strategy, operating parame-ters, and maintenance requirements.

45

Codes and Regulations

Pondanii-ReDeted e2©sThe Federal government has along history of regulating outdoorair quality and the concentrationsof airborne contaminants in indus-trial settings. In an industrialenvironment, specific chemicalsreleased by industrial processes canbe present in high concentrations.It has been possible to study thehealth effects of industrial expo-sures and establish regulations tolimit those exposures.

Some States have established regu-lations regarding specific pollu-tants in schools, such as testing forradon and lead.

Indoor air quality in schools, how-ever, presents a different problem.A large variety of chemicals, usedin classrooms, offices, kitchen andcleaning applications, exist at lev-els that are almost always lowerthan the concentrations found inindustry. The individual and com-bined effects of these chemicals arevery difficult to study, and thepeople exposed include pregnantwomen, children, and others whomay be more susceptible to healthproblems than the adult malestypically present in regulatedindustrial settings.

There is still much to learn aboutthe effects of both acute (short-term) and chronic (long-term)exposure to low levels of multipleindoor air contaminants. At thistime, there are few Federal regula-tions for airborne contaminants innon-industrial settings. OSHA(the Occupational Safety andHealth Administration) is the

Federal agency responsible forworkplace safety and health. In thepast, OSHA focused primarily onindustrial worksites, but mostrecently has broadened its effortsto address other worksite hazards.In Spring 1994, OSHA intro-duced a proposed rule regardingIAQ in non-industrial environ-ments. School employees may beable to obtain help (in the form oftraining and information) fromtheir State OSHA on how to reducetheir exposure to potential air con-taminants. In States withoutOSHA organizations, the regionalU.S. OSHA contact may be able toprovide information or assistance(see Resources, Appendix I).

Vegdadion-Rilded Regukagions

Ventilation is the other majorinfluence on indoor air qualitythat is subject to regulation. TheFederal government does not regu-late ventilation in non-industrialsettings. However, many Stateand local governments do regulateventilation system capacitythrough their building codes.

Building codes have been devel-oped to promote good construc-tion practices and prevent healthand safety hazards. Professionalassociations such as the AmericanSociety of Heating, Refrigerating,and Air-Conditioning Engineers(ASHRAE) and the National FireProtection Association (NFPA)develop recommendations forappropriate building and equip-ment design and installation (e.g.,ASHRAE Standard 62-1989,Ventilation for Acceptable Indoor

48

Air Quality). Those recommenda-tions acquire the force of law whenadopted by State or local regulato-ry bodies. There is generally atime lag between the adoption ofnew standards by consensus orga-nizations such as ASHRAE andthe incorporation of those newstandards as code requirements.Contact your local code enforce-ment official, your State'sEducation Department or a con-sulting engineer to learn about thecode requirements that apply toyour school.

In general, building code require-ments are only enforceable duringconstruction and renovation.When code requirements changeover time (as code organizationsadapt to new information andtechnologies), buildings are usual-ly not required to modify theirstructure or operation to conformto the new codes. Indeed, manybuildings do not operate in confor-

mance with current codes, or withthe codes they had to meet at thetime of construction. For example,the outdoor air flows thatASHRAE's Standard 62 recom-mends for classrooms were reducedfrom 30 cfm/person to 10 cfm/per-son in the 1930's, and reducedagain to 5 cfm/person in 1973 inresponse to higher heating fuelcosts resulting from the oil embar-go. Concern over indoor air quali-ty stimulated reconsideration ofthe standard, so that its most recentversion, Standard 62-1989, callsfor a minimum of 15 cfm/personin classrooms. However, manyschools that reduced outdoor airflow during the "energy crisis"continue to operate at ventilationrates of 5 cfm/person or less. Thisunderventilation is contrary to cur-rent engineering recommenda-tions, but, in most jurisdictions, itis not against the law. .

4 7

Basic Measurement Equipment

Ggi o prevent or resolve indoor airquality (IAQ) problems effectivelyand efficiently, you must be able tomake four basic measurementsrelating to the air within theschool. Your school may alreadyown some or all of the equipmentnecessary to make these measure-ments. If not, it is important tobuy or borrow that equipment toaccurately assess the IAQ condi-tions in your school and ensurethat the ventilation equipment isworking properly (which can savethe school money in heating andcooling bills), as well as improveIAQ.

There are four measurements thatare important to the activities inthis guide:

Temperature

Relative humidity

Air movement

Airflow volume

In addition, a CO2 monitor is use-ful for indicating when outdoor airventilation may be inadequate (seethe Ventilation Checklist).

School management may be ner-vous about spending money onmeasurement equipment. ThisGuide does not recommend sam-pling for pollutants, which is diffi-cult to interpret and can requirecostly measurement equipmentand significant training and expe-rience. The activities described inthis guidance are likely to preventor uncover problems more effec-

tively than pollutant sampling.The four measurements just listeddo not require expensive equip-ment or special training and arestraightforward to interpret. Theequipment to measure these fourfactors is readily available (see thesources table).

If your school's budget does notallow for purchase of some or all ofthe equipment, try a cooperativeapproach:

Combine resources with otherschools in the district or neigh-boring schools

Contact school organizations andlocal government to inquireabout cooperative purchasingoptions

Borrow equipment from anotherschool, district, or a State orlocal government

Do not let lack of some equipmentprevent you from conducting themajority of activities. Conduct allrecommended activities possiblewith the equipment you haveavailable. If you cannot secureresources for obtaining the recom-mended equipment, prioritize yourequipment purchases as follows:

1. Temperature, relative humidity,and chemical smoke device forindicating air movement

2. Airflow volume measuringdevices

3. CO2 monitor

48. 40

Sources ®f Measuremeni EquipmealThe following list of equipment sources is provided for general information only. EPA does not endorse, recommend,or certify this equipment or its sources, and other sources of this equipment may be available. The price in parenthe-ses indicate suggested list price(s) for the model(s) carried by the source.

Tgpu¢ ®0 Equip ea and Uses &anusTemperature and Relative HumidityThermal comfort measurements can bemade with a simple thermometer andsling psychrometer or with electronic sen-sors, such as a thermohygrometer.

Check with a local supplier of heatingand ventilating equipment. Prices vary widelyaccording to type.

Air MovementChemical smoke (titanium tetrachloride) isavailable with various dispensing mecha-nisms, including smoke bottles, guns,pencils, or tubes. The dispensers allowsmoke to be released in controlled quanti-ties and directed at specific locations.Smoke generator sticks and guns ($40 -$90)

E. Vernon Hill, Inc.940 Adam St., Ste GBenicia, CA 94510(707) 747-5577 (707) 747-1534 (fax)Mine Safety AppliancesP.O. Box 426Pittsburgh, PA 15230(800) 672-222(412) 967-3000 (412) 967-3552 (fax)

National Draeger101 Technology DrivePittsburgh, PA 15275(800) 922-5518(412) 787-8383 (412) 787-2207 (fax)

Quantity of AirSeveral devices are used to measure quanti-ty of air flowing in a duct or at a vent.Pitot tubes and anemometers measure airvelocity in an airstream and can be used inductwork. Flow hoods can be used fordirect measurement of airflow at grilles,diffusers, and exhaust outlets (they are eas-ier to use and more reliable than othermethods of measuring airflow at theselocations). They are not designed for usein ductwork. Check with manufacturersfor models that meet your needs.

Airflow Technical Products, Inc.P.O. Box 8552Landing, NJ 07850-0552(800) 247-8887(201) 691-4825 (201) 691-4703 (fax)Alnor Instrument Co.7555 N. Linder Ave.Skokie, IL 60077(800) 427-7429(708) 677-3500 (708) 677-3539 (fax)

Dwyer Instruments, Inc.P.O. Box 373Michigan City, IN 46360(219) 879-8000 (219) 879-9057 (fax)Shortridge Instruments, Inc.7855 E. Redfield Rd.Scottsdale, AZ 85260(602) 991-6744 (602) 443-1267 (fax)

Carbon Dioxide

Carbon dioxide (CO2) is best measuredusing a direct reading meter, especiallyone with a logging device. Detector tubesfor measuring CO2 can be difficult to readaccurately. CO2 is used as a rough indica-tor of effectiveness of ventilation (CO2 lev-els above 1000 parts per million indicateinadequate ventilation with outdoor air).CO2 can also be used to obtain an estimateof outdoor air quantity.

CEA Instruments, Inc. ($600 - $3000)16 Chestnut St.Emerson, NJ 07630(201) 967-5660 (201) 967-8450 (fax)California Analytical, Fuji ($3000)1238 West Grove AvenueOrange, CA 92665-4134(800) 959-0949(714) 974-5560 (714) 921-2531 (fax)The Dickson Company ($899-$925)930 S. Westwood Ave.Addison, II. 60101(800) 323-2448(708) 543-3747 (708) 543-0498 (fax)

Gastech, Inc. ($2800)P.O. Box 390726Mountain View, CA 94039(510) 745-8700 (510) 794-6201 (fax)Horiba Instruments ($2500)17671 Armstrong Ave.Irvine, CA 92714(800) 446-7422(714) 250-4811 (214) 250-0924 (fax)

9

Metrosonics Inc. ($3750-7300)P.O. Box 23075Rochester, NY 14692(716) 334-7300 (716) 334-2635 (fax)

So lomat Neotronics ($500-5000)2144 Hilton Drive, SWGainesville, GA 30501(800) 535-0606(404) 535-0600 (404) 532-9282 (fax)Telaire Systems, Inc. ($475-1400)6489 Calle RealGoleta, CA 93117(800) 472-6075(805) 964-1699 (805)964-2129 (fax)TSI Incorporated ($2900)P.O. Box 64394St. Paul, MN 55126(612) 490-2888 (612) 490-2874 (fax)

Developing Indoor Air Policies

f there have been problemswith staff understanding verbalcommunication regarding specificactivities that affect indoor airquality (IAQ), or if staff follow-through is a problem, a writtenIAQ policy statement regardingspecific IAQ issues may help pre-vent future problems.

An IAQ policy statement demon-strates a strong commitment bythe school administration toaddress the health and comfort ofstaff and students, as well as theenvironmental quality in theschool. In addition, an IAQ policysets an overall direction for effortsto prevent and correct IAQ prob-lems. General issues which mayrequire policies include, but arenot limited to: painting; smoking;renovations and repairs; pest man-agement; ventilation system opera-tion; school supply and purchas-ing; and disinfectants.

This appendix presents generalconsiderations related to develop-ing an IAQ policy. In addition, itpresents three sample IAQ policiestargeted to specific indoor pollu-tant sources. The first sample is apolicy on integrated pest manage-ment (IPM) developed by EPA.The second sample is a memo onpainting, and includes an informa-tion letter to parents. The finalsample is a nonsmoking policy,including a sample letter to staff.The nonsmoking policy was devel-oped based on a review of modelpolicies from the American CancerSociety, the American LungAssociation, and sample policiesfrom various companies and orga-

nizations. The samples presentedare only intended as guides, andmay be modified in any way tomeet the site-specific needs andintent of individual schools..

General Considerrailions

An IAQ policy could include thefollowing components:

a statement indicating that theschool administration is con-cerned about IAQ and thehealth, safety, and comfort ofstaff and students

a statement indicating that theschool administration is com-mitted to preventing and cor-recting IAQ problems

authorization of an IAQCoordinator for each school ordistrict and delegation of author-ities to the IAQ Coordinatorguidance on appropriate steps formaintaining good IAQ (see spe-cific activities in the variousIAQ Checklists for ideas)

guidance on appropriate actionsfor correcting IAQ problemsreporting requirements

Developing an IAQ policy shouldbe an open process. A health andsafety committee is a good forumfor developing consensus recom-mendations. In the absence of anexisting committee, considerestablishing an ad hoc committeeincluding administrators, teachers,support personnel, school healthofficers, maintenance personnel,physicians and community leaders.Interested parents may also wish toserve on this committee.

50ai)

Soup 0e Schoo0 Peg Managemem Poficy Rogemeud

When it is determined that a pesticide must be used in order to meet important

managementgoals, the least hazardous material adequate to control the pest will be

chosen and label directions shall be followed. The application ofpesticides is subject

to the Federal Insecticide,Fungicide, and Rodenticide Act (7 United States Code 136

et seq.), school districtpolicies and procedures, Environmental Protection Agency

regulations in 40 Code of Federal Regulations, Occupational Safety

and Health Administrationregulations, and state and local regulations.

Education

Staff, students, pest managers, and the public will be educated about potential school

pest problems and the IPM policies and procedures to be used to achieve the desired

pest management objectives.

Record Keeping

Records ofpesticide use shall be maintained on site to meet the requirements of the

state regulatory agency and School Board. Records must be current and accurate if

IPM is to work. In addition, pest surveillance data sheets that record the number of

pests or otherindicators of pest populations are to be maintained to verify the need

for treatments.

Notification

This School District takes the responsibility to notify the school staffand parents in

advance ofpesticide applications.

Pesticide Storageand Purchase

Pesticide purchases will be limited to the amountauthorized for use during the year.

Pesticides will be stored and disposed of in accordance with the EPA-registeredlabel

directions and state regulations.Pesticides must not be accessible to students or

unauthorized personnel.

Pesticide Applicators

Pesticide applicators must have a working knowledge of the principles and practices

of IPM, and use only pesticidesapproved by this School District. They must follow

regulations and label precautions.Applicators must

comply with this School District

IPM policy and Pest Management Plan.

Pests and pesticides can pose significantproblems and risks to people, property, and

the environment.It is therefore the policy of [school name) to incorporate Integrated

51

continued...

Pest Management (IPM) procedures for control of structural and landscape pests. Thispolicy will minimize the amount and toxicity ofpesticides used in the school.Pests

Pests are populations of living organisms (animals, plants, or microorganisms) thatinterfere with use of the school site for human purposes. Strategies for managing pestpopulations will be influenced by the pest species and whether that species poses athreat to people, property, or the

environment.Pest Management

Approved pest management plans should be developed for the site and should includeany proposed pest management measures.Pests will be managed to:

Reduce any potential human health hazard or to protect against a significant threatto public safety.

Prevent loss of or damage to school structures or property.Prevent pests from spreading into the community, or to plant and animal popula-tions beyond the site.

Enhance the quality of life to students, staff, and others.Integrated Pest Management ProceduresIPM procedures will be used to determine when to control pests and whether to usemechanical, physical, chemical, or biological means. IPM practitioners depend on cur-rent, comprehensive

information on the pest and its environment and the best avail-

able pest control methods. Applying IPM principles prevents unacceptable levels ofpest activity and damage by the most economical

means and with the least possiblehazard to people, property, and the

environment.The decision to use a pesticide will be based on a review ofall other available options

and a determination that these options are not acceptableor are not feasible. Cost or

staffing considerations alone will not be adequatejustification for use of chemical con-

trol agents, and selected non-chemical pestmanagement methods will be implemented

whenever possible to provide the desired control. It is the policy of this SchoolDistrict to utilize IPM principles to manage pest populations

adequately. The fullrange ofalternatives, including no action, will be considered.

52

Excerpt from a Pining Memo

TO: School Principal

FROM: District Facilities Manager

This memo, with attachments, isprovided for your use in preparation for the inte-

rior painting of your school. Based on past experience, certain steps must be taken

by the school prior to the beginning of work to ensure that minimum disruption

occurs to the teaching process and maximuminformation is

communicated to the

parents.

The Paint Foreman or his designated representativewill meet with you no later

than one month prior to the start of work to coordinate the effort and discuss any

items which may be of interest to you. At a minimum, he will need your room by

room painting priority to schedule his work force in your school. Clearly, class-

rooms or other confined spaces must be vacated throughout the painting process.

The attached Material Safety Data Sheets will provide information on drying time

and other precautions which must be taken. The principal reserves the right not

to occupy a classroom until he/she is satisfied occupancywill not pose a hazard to

the students.The paint crew generally can

complete an averageclassroom in one

day.

As it pertains to cafeterias, painting will not start until after lunch is completed.

This means painting will occur only two to three hours in the afternoon each work-

ing day. Clearly the painting of this facility will take longer than in any other part

of the school.

The attachednotices to parents are provided for school consideration.

All parents

must be notified by some means.Two choices are offered, one in the form of an

official memorandum;the other, less formal, was designed to be a "flyer."

You may have one or more parents express concern over their child's presence in

school during the painting. Since the length of time required to paint the interior

of your school will be a minimum of three months, you and the parent(s) will have

to mutually resolve this issue on a case by case basis. The Office of Health Issues,

###-####, should be contacted for assistance if such concerns do arise.

If you have any questions concerning this memo or the painting process, please

contact the Paint Department at ###-####, or discuss your questions or concerns at

the scheduled pre-painting meeting.

Source: "Indoor Air Quality Management Program," Anne Arundel County Public Schools, Maryland

53

Swie Pavia Nen lion My b Send Painfing

Name

Address

City, State, Zip Code

Dear Parents:

The Maintenance Division plans to start painting in our school on or about [dayand date).

The school plant is an important factor in the functioning of the total educationalprogram. Proper

maintenance ofschool buildings is necessary to provide a healthyand pleasant

atmosphere. The majority of paint being used in [name) PublicSchools is latex water-based. Some heavy traffic areas and trim will require the useof oil-based paint. Paints

containing lead or mercury are never used in schoolpainting.

Instructional areas will be empty during painting and drying times, and childrenwill not be in the cafeteria while it is being painted.We anticipate that paint crews will be in the school for a period of [# of days),beginning on [day and date).The health and safety of all students is a primary

consideration as the paintingcrews undertake this maintenance and beautification project. Ifyou have anyquestions or concerns about the scheduled painting, please feel free to contact meat [phone #1.

With the cooperation of parents, students, and staff, this painting project willresult in a bright, new look for our school. I hope you will stop by when the pro-ject is completed to see the results for yourself?

Sincerely,

Principal

"uality Management Program," Anne Arundel County Public Schools, MarylandSource: Indoor Air Q

Noffsmokhlg Pdices

This section includes a sampleannouncement policy and samplenonsmoking memo. Theannouncement letter shouldaddress the six main issues coveredby the school's nonsmoking policy:

Explicitly state where smokingis prohibited and permitted (ifpermitted at all).

Define individuals who are cov-ered by the policy.

Clarify exactly what constitutessmoking.

Outline the stages and dates ofpolicy implementation.

State the enforcement procedurestaken when the policy is violated.

Identify the appropriate contactfor questions and concerns.

The sample policy is intended toprovide a framework for develop-ing a nonsmoking policy andhighlights issues of particularimportance for both large andsmall schools. The level of detailand specificity of any policy willdepend on the type of school, theactions to be taken, and the levelof guidance required to effectivelycommunicate the policy to allaffected individuals. A simple,clear-cut policy, for example, willrequire few specifics and will beeasily enforced as well.

The nonsmoking policy should beplaced in the personnel manual,employee handbook, school by-laws, or another location that will

facilitate the distribution of thisinformation to all affected individ-uals. There are five main issuesthat should be addressed by thepolicy:

Why the school is pursuing sucha policy.

What is considered smoking.

Where and/or when smoking isand is not permitted.

The procedures for voicing con-cerns and resolving conflicts.

The enforcement procedures sup-porting the implementation ofthe policy.

The policy may also include infor-mation on smoking cessation orother staff education programsbeing offered or covered by theschool.

Following is a sample nonsmokingpolicy that eliminates smokingindoors. If separately ventilateddesignated smoking rooms arebeing provided, this policy can beeasily revised by omitting the stepabout eliminating smoking withinthe school building. Add morespecifics regarding the exact loca-tions where smoking is prohibitedand permitted, as well as addition-al enforcement procedures forpotential and repeated infractions.

For additional information on envi-ronmental tobacco smoke, seeAppendix F.

Sam* NonsmokA PAy

(Forest Lake School) is committed to providing a healthy and productive environment for all

persons using our school. In light ofthe significant risk posed by second-hand tobacco

smoke and involuntary smoking to human health as well as to sensitive equipment, [Forest

Lake) has decided to implement a (nonsmoking policy or smoke control policy). This policy

is intended to improve the health and safety of all individuals using the school. The follow-

ing steps indicate the exact timing ofspecific changes to currentoperations and outline the

procedures for conflict resolution and enforcement.I. Implementation of Policy to [Eliminate or Reduce] Exposure to ETSA.Beginning in (August),(Forest Lake) will offer smoking cessation programs to all school

staff.

B.Effective (October 1), smoking will be prohibited in all [Forest Lake) school buildings and

facilities. Additional "No Smoking" signs will be posted as necessary to remind personnel

and visitors of this policy. (NOTE: This bullet may be eliminated if implementing a less

stringent policy.)

[Alternative Text for Separately Ventilated Smoking Room Policy:Effective (October 1), smoking will be prohibited in meetings, and all enclosed areas includ-

ing conferencerooms, offices, and rest rooms. Smoking will also be prohibited in all com-

mon areas, including the cafeteria, break rooms, hallways, reception areas, and outside build-

ing entrances. "No Smoking" signs will be posted in the restricted areas. Smoking will only

be permitted in designatedrooms which have been equipped with separate exhaust fans that

isolate environmental tobacco smoke (ETS) from nonsmoking areas. (NOTE: See Appendix F

if school is receiving federal funding.)II. Conflict

Resolution

Employees and visitors are expected to honor the smoking restrictions at all schoolbuildings

and facilities.Individual complaints or concerns

regarding theimplementation and/or

enforcement of this policy should be discussed with your supervisor (or other designated per-

son). If the supervisor is unable to resolve the individualcomplaint or concern, the employee

may request that their concern be directed to the Nonsmoking Policy Committee (or other

designated person or committee).III. Enforcement of PolicyAll persons share in the

responsibility of adhering to and enforcingthis policy. Any person

violating this policy will be subject to the samedisciplinary actions that accompany any

infraction ofour policies including:Employee counselingOral reminderWritten reprimandProbation

Termination

56

Semple Nonsmoking Announcemenit Memo

To: All [Forest Lake) School Staff

From: [Name), Principal

Re: [Forest Lake's) Nonsmoking Policy

In response to EPAs recent findings that secondhand smoke is responsible for

approximately3,000 lung cancer deaths each year and increasing staff concern,

[Forest Lake) is instituting a smoke-free workplace policy, effective [date). This

policy applies to all property owned or leased by [Forest Lake) and includes all

offices, hallways, waiting rooms, rest rooms, lunch rooms, elevators, meeting

rooms, and community areas. This policy applies to all staffand visitors. Smoking

will be allowed outside of buildings,such as in the parking lot. Smoking will not

be allowed adjacent to the building entrances.

[Forest Lake)considers any use of tobacco products which produce smoke as smok-

ing. This definition includes, but is not limited to, cigars, cigarettes, and pipes.

[Forest Lake) has taken several steps to facilitate a smoothtransition to a smoke-

free workplace:

The policy will be phased in over a period of three months,beginning in

[month).

Beginning in [month), a smoking cessationclass will be offered for individuals

who would like to take this opportunity to quit smoking. Smoking cessation

classes will continue to be offered through (month & year).

Effective (date) smoking will be prohibited in all common areas. Smoking will

be permitted in private offices only.

Effective [date),smoking will be prohibited

throughout all buildings.

The success of this policy will depend upon the thoughtfulness, consideration, and

cooperation of smokers and nonsmokers. Everyoneshares in the responsibility for

adhering to and enforcing the policy. Any problems should be brought to the

attention of the appropriate supervisor and handled through the normal chain of

command. Individuals who violate this policy will be subject to the same discipli-

nary actions that accompanyinfraction ofother school

rules. Refer to your employ-

ee handbook for disciplinary policies.

The [Forest Lake) school administration welcomesquestions and comments regard-

ing the new nonsmokingpolicy. Please feel free to contact our Indoor Air Quality

Coordinator,[name), at extension [####); [he /she) will be happy to respond to

your questions and concerns and can provide information on the health effects of

secondhandtobacco smoke.

5 /

Typical Indoor Air Pollutants

he following four pages pre-sent information about severalindoor air pollutants common toschools, in a format that allows foreasy comparison. The pollutantspresented include:

Tobacco smoke

Formaldehyde

Other volatile organic com-pounds

Nitrogen oxides

Carbon monoxide

Carbon dioxide

Allergens and pathogens

Radon

Pesticides

Lead

Dust

Each pollutant is described or ana-lyzed across six categories:

I Description

Sources

Standards and guidelines

Comfort and health effects

Measurement methods

Control measures

58

INDOOR AIR POLLUTANTS DESCRIPTION SOURCES STANDARDS Di GUIDELINES

TOBACCO SMOKE Tobacco smoke consists of solidparticles, liquid droplets, vapors,and gases resulting from tobaccocombustion. Particles ofcondensed combustion productsare almost in the respirable rangeand over 4,000 specific materialshave been identified in theparticulates and associated gases.

Tobacco combustion. No general levels have been agreedupon. ASHRAE Standard 62-1989 specified dilution withsmoke-free air at 60 cubic feet perminute per person in smokingrooms.

FORMALDEHYDE Formaldehyde is a colorless water-soluble gas. Due to its wide use,it is frequently consideredseparately from other volatileorganic compounds (VOCs).

Materials containing formaldehyde are usedwidely in buildings, furnishings, and someconsumer products. Formaldehyde-basedresins are used in the manufacture ofplywoods, particleboard, textiles, andadhesives. Urea-formaldehyde (UF) resinsare commonly used in interior-gradeplywood and pressed wood furniture,cabinets, and shelving. The walls of somebuildings have been insulated with urea-formaldehyde foam insulation (UFFI).Phenol-formaldehyde (PF) resins arenormally used in exterior grade products.Formaldehyde outgasses from the abovementioned products. UF-based productstypically emit higher levels of formaldehydethan the PF-based materials. Tobacco smokeand other combustion products aresecondary formaldehyde sources. Indicationsare that outgassing from materials dimin-ishes over time.

No Federal standard has been setfor formaldehyde, however, OSHAnow regulates formaldehyde as acarcinogen. OSHA has adopted aPermissible Exposure Level (PEL)of 0.75 ppm, and an action level of0.5 ppm. OSHA also requireslabeling informing exposedworkers about the presence offormaldehyde in products enteringworkplaces that can cause levels toexceed 0.1 ppm. Some States haveestablished a standard of 0.4 ppmin their codes for residences; othershave established much lowerrecommendations (e.g., the CAguideline is 0.05 ppm). Basedupon current information, it isadvisable to mitigate formalde-hyde that is present at levelshigher than 0.1 ppm.

OTHER VOLATILE ORGANIC

COMPOUNDS (VOCS) AND

SEml-VOLATILE ORGANIC

COMPOUNDS (SVOCS)

There are hundreds of otherVOCs found in indoor air,sometimes in concentrationsthat are suspected of beingharmful.

Acetone (cleaners, personal care products,tobacco smoke), acrolein (tobacco smoke),alcohols (cleaners, personal care products,tobacco smoke), aromatic hydrocarbons(adhesives, combustion processes, gasoline,paints, pesticides, solvents, tobacco smoke),benzene (combustion processes, gasoline,solvents, tobacco smoke), chlorinatedhydrocarbons (PCBs, wood preservatives,solvents), phenols (equipment, furnishings,tobacco smoke), and methanol (duplicatingmachines).

No standards have been set forVOCs in nonindustrial settings.NIOSH has recommendedoccupational standards for manycompounds.

NITROGEN OXIDES The two most prevalent oxidesof nitrogen are nitrogen dioxide(NO2) and nitric oxide (NO).Both are toxic gases with NO2being a highly reactive oxidant,and corrosive. NO graduallyreacts with the oxygen in the airto form NO2.

The primary sources indoors are combustionprocesses, such as unvented combustionappliances, vented appliances with defective.installations, welding, and tobacco smoke.

No standards have been agreedupon for nitrogen oxides in indoorair. ASHRAE and the U.S.National Ambient Air QualityStandards lists 100 pg/m3(.053 ppm) as the average long-term (1-year) limit for NO2 inoutdoor air.

CARBON MONOXIDE Carbon monoxide (CO) is acolorless, odorless, and tastelessgas. It results from incompleteoxidation of carbon in combustion.

Incomplete oxidation during combustion ingas ranges and unvented gas or keroseneheaters may cause high concentrations of COin indoor air. Worn or poorly adjusted andmaintained combustion devices (e.g. boilers,furnaces) can be significant sources, or if theflue is improperly sized, blocked, discon-nected, or is leaking. Auto, truck, or busexhaust from attached garages, nearby roads,or parking areas can also be a source.

59

No standards for CO have beenagreed upon for indoor air. TheU.S. National Ambient AirQuality Standards for outdoor airare 9 ppm (40,000 gg/m3) for 8hours, and 35 ppm for 1 hour.

COMFORT & HEALTH EFFECTS MEASUREMENT METHODS CONTROL MEASURES

The effects of tobacco smoke onsmokers are well known. Environmentaltobacco smoke (secondhand smoke) hasmultiple health effects on children. Second-hand smoke has been classified as a "Group A"carcinogen by EPA. Tobacco smoke remainsin the air for hours and attracts radon decayproducts, which are also hazardous.

Particulate concentration is measured byoptical scattering or gravimetrically byparticles collected on filters. Gas chromato-graphs are used to study gaseous components.Enough work has been done so that reasonableestimates of the source strength can be madeby simply counting smokers and estimatingthat about 25 percent of adults smoke andconsume about two cigarettes per hour.

Prohibition of smoking in public spaces iscommon. Isolation of smokers is potentiallyeffective, but requires careful management ofventilation. Dilution is often not effective;very large ventilation rates are necessary todilute smoke levels enough to be unobjection-able to most nonsmokers.

Formaldehyde has a pungent odor and isdetected by many people at levels of about 0.1ppm. Besides the annoyance, it also causesacute eye burning and irritates mucousmembranes and the respiratory tract. EPA hasdetermined formaldehyde to be a probablehuman carcinogen, but the Agency believesthat the risk of cancer is minimal at exposurelevels typically encountered in indoorresidential settings.

Inexpensive passive samplers and detectortubes have been developed. The more accuratemethod of collecting formaldehyde is byimpingers. Concentrations are then deter-mined by colorimetric methods.

Increased temperature and humidity willaccelerate outgassing. Therefore ventilationmay not be an effective means for mitigation.Some manufacturers are producing productswith lower outgassing rates. Some surfacetreatments are being used to seal againstoutgassing, but long-term effectiveness is stillbeing studied.

Several of these compounds have beenidentified individually as causing acute andchronic effects at high concentrations. A fewhave been directly linked to cancer in humansand others are suspected of causing cancer.

Gas chromatographs and portable photoioniza-tion meters are used for laboratory and fieldstudies to measure VOC concentrations. Noinexpensive monitors suitable for extensivefield use currently exist.

Where practical, uses of these sources shouldbe restricted, and these materials should bestored in properly sealed containers, and inwell ventilated areas apart from occupied zones.

Oxides of nitrogen have no sensory effect atlow concentrations, but produce short-termeffects on airway activity. High concentrationscan lead to acute lung dysfunction. Specialrisks exist for chronic bronchitis, emphysema,asthma, and children under two years old.Chronic effects are not well established.

Small, inexpensive, passive NO2 monitorssuitable for field use are available.Nondispersive infrared techniques are used tomeasure nitrogen oxides in laboratory settingsor for continuous monitoring.

Venting the NO, source to the outdoors is themost practical measure for existing conditions.Manufacturers are developing devices whichgenerate lower NO2 emissions.

Acute effects are due to the formation ofcarboxyhemoglobin in the blood, whichinhibits oxygen intake. At moderateconcentrations, angina, impaired vision, andreduced brain function may result. At higherconcentrations, CO exposure can be fatal.

Some relatively high-cost infrared radiationabsorption and electrochemical instruments doexist. Moderately priced real-time measuringdevices are also available. A passive monitor iscurrently under development.

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It is most important to be sure combustionequipment is maintained and properlyadjusted. Vehicular use should be carefullymanaged adjacent to buildings and invocational programs. Additional ventilationcan be used as a temporary measure when highlevels of CO are expected for short periods oftime.

INDOOR RIR POLLUTANTS DESCRIPTION SOURCES STANDARDS & GUIDELINES

CARBON DIOXIDE Carbon dioxide (CO2) is acolorless, odorless, and tastelessproduct of completed carboncombustion.

All combustion processes and humanmetabolic processes are sources of CO,.Concentrations of CO2 from people arealways present in all occupied buildings.

ASHRAE Standard 62-1989recommends 1,000 ppm as theupper limit for comfort (odor)reasons.

ALLERGENS AND PATHOGENS Biological material, includingbacteria, viruses, fungi, moldspores, pollens, skin flakes andinsect parts are ubiquitous inindoor environments. Theseparticulates range from less thanone to several microns in size.When airborne, they are usuallyattached to dust particulates ofvarious sizes so that all sizes ofairborne particulates may includethem.

People, animals, and the environmentproduce biological materials. Drapery,bedding, carpet, and other places wheredust collects can harbor them. Coolingtowers can be incubators of Legionellabacteria. Dirty cooling coils, humidifiers,condensate drains, and ductwork canincubate bacteria and molds. Highhumid-ity areas exacerbate their growth.

No standards exist for generalindoor air applications except thatASHRAE recommends a relativehumidity between 30 and 60percent.

RADON Radon is a colorless, odorless, andtasteless radioactive gas, the firstdecay product of radium-226. Itdecays into solid alpha emitterswhich can be both inhaled directlyor attached to dust particles thatare inhaled. The unit of measurefor radon is picocuries per liter(pCi/L).

Radium is ubiquitous in the earth's crustin widely varying concentrations. Wellwater can have high concentrations ofradon. Masonry building blocks can haveradium concentrations. The earth aroundbuildings, however, is the principal sourceof indoor radon. Radon penetrates cracksand drain openings in foundations, intobasements and crawl spaces. Watercontaining radon will outgas into spaceswhen drawn for use indoors. Somebuilding materials will outgas radon, someof which may enter buildings.

EPA recommends taking action tomitigate radon if levels exceed 4pCi/l. ASHRAE Standard 62-1989 recommends levels not toexceed 2 pCi/L.

PESTICIDES Pesticides are chemicals that areused to kill or control pests whichinclude bacteria, fungi, weeds, andother organisms, in addition toinsects and rodents. Mostpesticides are inherently toxic.Most contain volatile organiccompounds.

Pesticides are widely used to reduce pestsassociated with indoor plants, pets, wood,and woolen products. Pesticides may beapplied indoors or be tracked in from theoutdoori.

No air concentration standards forpesticides have been set, however,EPA recommends Integrated PestManagement, which minimizesthe use of chemical pesticides.Pesticide products should be usedaccording to application andventilation instructions providedby the manufacturer.

LEAD Lead is a highly toxic metal. Exposure to lead can come from drinkingwater, food, contaminated soil and dust,and air. Lead-based paint is a commonsource of lead dust.

The Consumer Product SafetyCommission (CPSC) has bannedlead in paint. All other standardsare for outdoor air or industrialworkplaces. EPA is developingstandards for abating lead-basedpaint.

DUST Dust is comprised of particles in theair that settle on surfaces. Largeparticles settle quickly and can betrapped by the body's defensemechanisms. Small particles aremore likely to be airborne and arecapable of passing through thebody's defenses and entering thelungs.

Dust can be generated from multiplesources, including soil, fleecy surfaces,pollen, lead-based paint, or from burningwood, oil, or coal.

61

The EPA Ambient Air Qualitystandard standard for particles lessthan 10 microns in diameter is 501.1.g/m3 for an annual average, and150 µg /m3 for a 24-hour average.

COMFORT & HEALTH EFFECTS MEASUREMENT METHODS CONTROL MEASURES

Carbon dioxide is a simple asphyxiant. Atconcentrations above 1.5% (15,000 ppm) someloss of mental acuity has been noted.

Instruments exist that are reliable andinexpensive for most commercial applications.

Ventilation with outdoor air is used to control

Tuberculosis, measles, staphylococcusinfections, and influenza are known to betransmitted by air as is Legionnaires disease.Pollens and molds can cause allergic reactionsfor a significant portion of the population.

Air samples must be collected on appropriatemicrobial media and incubated for visualexaminations of viable growths. Microscopicexaminations of collected dust can be used toidentify molds and pollen. No inexpensivefield monitors exist that are suitable for large-scale use. Active sampling should be themethod of choice (e.g., Anderson two-stage,impactor or impinger). Gravity sampling maygive misleading results, and does not providevolumetric data.

General good housekeeping, and maintenanceof heating and air conditioning equipment, arevery important. Adequate ventilation andgood air distribution also helps. Higherefficiency air filters remove viable particles.Employ integrated pest management anddisinfectants according to school policy tocontrol insect and animal allergens. Coolingtower treatment procedures exist to reducelevels of Legionella and other organisms.Maintaining indoor relative humidity below60% can be helpful.

Radon is a known human lung carcinogen.This is currently the only known effect basedon extensive studies of underground miners(no sensory perception or acute health effects).Radon gas decays into radioactive particlesthat are retained in the lung and furtherbreakdown releases small bursts of energy.There is evidence of a synergistic effectbetween cigarette smoking and radon; that is,the risks from exposure to both may exceed therisk from either acting alone. The EPA'sestimate of 7000 to 30,000 annual lung cancerdeaths in the US due to radon exposure is anestimate for the general population whichincludes smokers and nonsmokers.

Inexpensive charcoal canisters (less than $15)are available to screen radon concentrationsover a four to seven day period. Relativelyinexpensive alpha track detectors (less than$50) are available for survey use whichintegrate radon concentration over a onemonth to one year period. Air samplinginstruments for real time measurements aremore expensive. No inexpensive method existsto measure radon decay products concentra-tions.

Active Soil Depressurization (ASD) andbuilding ventilation are the two mostcommonly used strategies for controlling radonin schools. Sealing foundations to preventradon entry as a stand alone strategy is rarelysuccessful. However, sealing major entrypoints can improve the effectiveness of otherstrategies. Increased outdoor air ventilationcan reduce radon levels by dilution orpressurization of the building. A ventilationbased strategy may not be the most effectivestrategy if the initial radon levels are greaterthan 10 pCi/L.

The specific symptoms that will result from agiven pesticide exposure situation depend onthe pesticide and its site of action, the dosereceived, and the sensitivity of the exposedindividual(s). Chronic exposure to somepesticides can result in damage to the liver,kidneys, and nervous system.

EPA evaluates the toxicity of pesticideproducts, and based on its findings, assigns thefollowing labels to the products: Danger(highly poisonous), Warning (moderatelypoisonous), or Caution (least hazardous).

Use only the recommended amounts of apesticide; mix or dilute pesticides outdoors orin a well ventilated area; and dispose ofunwanted pesticides safely to minimizeexposure.

Lead is capable of causing serious damage tothe brain, kidneys, nervous system, and redblood cells. Children are particularly vulner-able, because lead is more easily absorbed intogrowing bodies, and the tissues of smallchildren are sensitive to its effects. Leadexposure in children can result in delays inphysical development, lower IQ levels,shortened attention spans, and increasedbehavioral problems.

Exposure to lead is estimated by measuringlevels in the blood. Neurological testing canalso be performed.

Preventative measures to reduce lead exposureinclude the following: cleaning play areas;mopping floors and wiping window ledges andother areas with damp cloths frequently;keeping children away from areas where paintis chipped or peeling; preventing childrenfrom chewing on window sills and otherpainted areas; and ensuring that hands arewashed before mealtimes.

Some dust particles may contain lead, pesticide Particle concentration is measured by opticalresidues, or other toxic material. Others may scattering or gravimetrically by particlesbe fibrous and be an irritant or carcinogenic collected on filters.(e.g., asbestos).

BEST COPY AVAILABLE

62

Keep dust to a minimum with good housekeep-ing. Consider damp dusting and high efficiencyvacuum cleaners. Upgrade filters in ventilationsystems to medium efficiency when possible andchange frequently. To help control dust mites andbiological dust, keep RH below 50%. Exhaustcombustion appliances to the outside and cleanand maintain flues and chimneys.

Environmental Tobacco Smoke

nvironmental tobacco smoke(ETS), also called secondhandsmoke, is a mixture of the smokegiven off by the burning end of acigarette, pipe, or cigar, and thesmoke exhaled from the lungs ofsmokers. This mixture containsmore than 4,000 substances, morethan 40 of which are known tocause cancer in humans or animalsand many of which are strong irri-tants. Exposure to ETS is calledinvoluntary smoking, or passivesmoking.

EPA has classified ETS as a knowncause of cancer in humans (Group Acarcinogen). Passive smoking is esti-mated to cause 3,000 lung cancerdeaths in nonsmokers each year. ETSalso causes irritation of the eyes, nose,throat, and lungs. ETS-induced irri-tation of the lungs leads to excessphlegm, coughing, chest discomfort,and reduced lung function. ETS mayalso affect the cardiovascular system,and some studies have linked expo-sure to ETS with the onset of chestpain.

EVS ENecits ®n Chikken

ETS is a serious health risk to chil-dren. Children whose parents smokeare among the most seriously affectedby exposure to ETS, being atincreased risk of lower respiratory tractinfections such as pneumonia andbronchitis. EPA estimates that pas-sive smoking is responsible forbetween 150,000 and 300,000 lowerrespiratory tract infections annually,resulting in between 7,500 and15,000 hospitalizations per year.

Children exposed to EIS are also morelikely to have reduced lung function

and symptoms of respiratory irritationlike cough, excess phlegm, and wheeze.

Passive smoking can lead to a buildup

of fluid in the middle ear, the mostcommon cause of hospitalization ofchildren for an operation. Asthmatic

children are especially at risk.

EPA estimates that exposure toETS increases the number ofepisodes and severity of symptomsin hundreds of thousands of asth-matic children. EPA estimatesthat between 200,000 and1,000,000 asthmatic children havetheir condition made worse byexposure to ETS. Passive smokingis also a risk factor for the develop-ment of asthma in thousands ofchildren each year.

Recomnenddions

EPA recommends that every organi-zation dealing with children have asmoking policy that effectively pro-tects children from exposure to ETS.Parent-Teacher Associations, schoolboard members, and school admin-istrators should work together tomake children's school environmentsmoke free.

Key features of smoking educationprograms include multiple sessionsover many grades, social and phys-iological consequences of tobaccouse, information about social influ-ences (peers, parents, and media),and training in refusal skills.School based non-smoking policiesare important because the schoolenvironment should be free fromETS for health reasons and becauseteachers and staff are role modelsfor children.

sa

Legislation

The "Pro-Children Act of 1994" pro-hibits smoking in Head Start facili-ties, and in kindergarten, elementary,and secondary schools that receive fed-eral funding from the Department ofEducation, the Department ofAgriculture, and the Department ofHealth and Human Services (exceptfunding from Medicare or Medicaid).The Act was signed into law as part ofthe "Goals 2000: Educate AmericaAct."

What follows are excerpts from theAct, which took effect December 26,1994.

Pro-Children Act of 1994

Following are excerpts from PublicLaw 103-227, March 31, 1994.

SECTION 1042. DEFINITIONS.

(1) CHILDREN. The term "children"means individuals who have notattained the age of 18.

(2) CHILDREN'S SERVICES. Theterm "children's services" means theprovision on a routine or regular basisof health, day care, education, orlibrary services

(A) that are funded, after the dateof the enactment of this Act, directlyby the Federal Government orthrough State or local governments,by Federal grant, loan, loan guarantee,or contract programs

(i) administered by either theSecretary of Health and HumanServices or the Secretary of Education(other than services provided andfunded solely under titles XVIII andXIX of the Social Security Act); or

(ii) administered by theSecretary of Agriculture in case of aclinic; or

(B) that are provided in indoorfacilities that are constructed, operat-ed, or maintained with such Federalfunds, as determined by the appropri-ate Secretary in any enforcementaction under this title, except thatnothing in clause (ii) of subparagraph

(A) is intended to include facilities(other than clinics) where coupons areredeemed under the Child NutritionAct of 1966.

(3) PERSON. The term "person"means any State or local subdivisionthereof, agency of such State or subdi-vision, corporation, or partnership thatowns or operates or otherwise controlsand provides children's services or anyindividual who owns or operates orotherwise controls and provides suchservices.

SEC. 1043. NONSMOKING POLI-CY FOR CHILDREN'S SERVICES.

(a) PROHIBITION. After the dateof the enactment of this Act, no per-son shall permit smoking within anyindoor facility owned or leased or con-tracted for and utilized by such personfor provision of routine or regularkindergarten, elementary, or secondaryeducation or library services to chil-dren.

(b) ADDITIONAL PROHIBITION.After the date of the enactment of thisAct, no person shall permit smokingwithin any indoor facility (or portionthereof) owned or leased or contractedfor and utilized by such person of reg-ular or routine health care or day careor early childhood development (HeadStart) services to children or for theuse of the employees of such personwho provides such services.

(c) FEDERAL AGENCIES.

(1) KINDERGARTEN, ELEMEN-TARY, OR SECONDARY EDUCA-TION OR LIBRARY SERVICES.After the date of the enactment of thisAct, no Federal agency shall permitsmoking within any indoor facility inthe United States operated by suchagency, directly or by contract, to pro-vide routine or regular kindergarten,elementary, or secondary education orlibrary services to children.

(e) SPECIAL WAIVER.

(1) IN GENERAL. On receipt of anapplication, the head of the Federalagency may grant a special waiver to aperson described in subsection (a) who

64

employs individuals who are membersof a labor organization andprovide children's services pursuantto a collective bargaining agreementthat

(A) took effect before the date ofenactment of this Act; and

(B) includes provisions relating tosmoking privileges that are in viola-tion of the requirements of this sec-tion.

(2) TERMINATION OF WAIVER.A special waiver granted under thissubsection shall terminate on the ear-lier of --

(A) the first expiration date (afterthe date of enactment of this Act) ofthe collective bargaining agreementcontaining the provisions relating tosmoking privileges; or

(B) the date that is 1 year after thedate of the enactment of this Act.

(f) CIVIL PENALTIES.

(1) IN GENERAL. Any failure tocomply with a prohibition in this sec-tion shall be a violation of this sectionand any person subject to such prohi-bition who commits such violation, ormay be subject to an administrativecompliance order, or both, as deter-mined by the Secretary. Each day aviolation continues shall constitute aseparate violation.

Radon

Bachgvound idormaigon

The EPA and other major nationaland international scientific organi-zations have concluded that radonis a human carcinogen and a seri-ous public health problem. Anindividual's risk of developinglung cancer from radon increaseswith the level of radon, the dura-tion of exposure, and the individ-ual's smoking habits. EPA esti-mates that 7,000 to 30,000 lungcancer deaths in the United Stateseach year are attributed to radon.Because many people spend muchof their time at home, the home islikely to be the most significantsource of radon exposure. Formost school children and staff, thesecond largest contributor to theirradon exposure is likely to be theirschool. As a result, EPA recom-mends that school buildings aswell as homes be tested for radon.

Resas fr© a /Woad Sunny©f Radon Leuds ua Scheis

A nationwide survey of radon lev-els in schools estimates that19.3% of U.S. schools, nearly onein five, have at least one frequent-ly occupied ground-contact roomwith short-term radon levels abovethe action level of 4 pCi/L (pic-ocuries per liter) the level atwhich EPA recommends mitiga-tion. Approximately 73% of theseschools will have only five or lessschool rooms with radon levelsabove the action level. The other27% will have six or more suchschoolrooms. If your building hasa radon problem, it is unlikelythat every room in your school

will have an elevated radon level.However, testing all frequently-occupied rooms that have contactwith the ground is necessary toidentify schoolrooms with elevatedradon levels.

Guidance bo. Radon leafing

EPA's document Radon Measure-ment in School Revised Edition (EPA402-R-92-014) provides guidanceon planning, implementing, andevaluating a radon testing programfor a school. To assist schools withtesting, helpful aids such as achecklist of the testing procedurehave been included in this docu-ment. However, before initiatingradon testing in your school, con-tact your State Radon Office (seeResources, Appendix I) for infor-mation on any State requirementsconcerning radon testing, or for acopy of this document.

To reduce the health risk associat-ed with radon, EPA recommendsthat officials test every school forelevated radon levels. Because theentry and movement of radon inbuildings is difficult to predict,officials should test all frequentlyoccupied schoolrooms that are incontact with the ground. If test-ing identifies schoolrooms withradon levels of 4 pCi/L or greater,officials should reduce the radonlevels to below 4 pCi/L using anappropriate mitigation strategy.

Guidance ©r Radon Miiiigaiiion

If you identify a radon problem inyour school, EPA has developedguidance on radon mitigation enti-

65

\/\/\/N/N\

\-K7c7c7c7 /\"."i

tied Reducing Radon in Schools ATeam Approach (EPA 402 -R -94-008) that describes the recom-mended approach to radon mitiga-tion in schools and provides anoverview of the mitigation processto the IAQ coordinator.

For a free copy (limit three copiesper request), please call 202 -260-2080 or contact your State RadonOffice (see Appendix I, Resources).

&MEMO hr Radon hreedliNun ROMOIRM011$ and New

Bolilangs

EPA's document entitled RadonPrevention in Design and Constructionof Schools and Other Large Buildings(EPA 625-R-92-016) providesguidance for incorporating radonresistant and/or easy-to-mitigatefeatures into the design of a newschool building including designrecommendations for HVAC sys-tems. This guidance is useful toschool personnel (e.g., school busi-ness officials) or architects involvedwith the new building construc-tion in a school district.

For a free copy (limit three copiesper request), contact the Center forEnvironmental Research Infor-mation, US EnvironmentalProtection Agency by phone at(513) 569-7562 or fax at (513)569-7566. For more than threecopies (limit 25 copies per request),write to ORD Publications (G72),26 West Martin Luther King Drive,Cincinnati, OH 45628. Includeyour name, address, the documentstitle, and the EPA number of thedocument.

Waking 'regfing and

To develop public and private sec-tor capabilities for radon testingand mitigation, EPA has formedfour Regional Radon TrainingCenters (see Resources, AppendixI). These training centers offercourses on testing and mitigationin school buildings designed tosimulate hands-on activities byhaving participants solve practicalproblems. Currently, EPA and theRegional Training Centers aredeveloping training for radon test-ing in a self-instructional formatproviding school officials with alow-cost option for deliveringtraining to their personnel.Contact your State Radon Office(see Resources, Appendix I) forinformation on local training oppor-tunities or on state training require-ments.

Tealng and Miggaiifion Cogs

Cost for radon testing in a typicalschool building ranges from $500 to$1,500. The type of measurementdevice used, the size of the school,and whether testing is performed in-house using school personnel or ameasurement contractor will influ-ence testing costs.

If a radon problem is identified,the cost for radon mitigation typi-cally ranges from $3,000 to$30,000 per school. The mitiga-tion strategy, the school buildingdesign, the radon concentration inthe school room(s), and the num-ber of school rooms that need mit-igation influence the cost of miti-

6 6

gating a school. The appropriatemitigation strategy will depend onthe school building design andinitial levels of radon. Mitigationcosts at the high end of the costrange are often associated with amitigation strategy involving therenovation of a school's heating,ventilation, and air-conditioning(HVAC) system. Although thecost is higher, this strategy has theadded benefit of improving venti-lation within a school buildingwhich contributes to the improve-ment of indoor air quality.

Moisture, Mold and Mildew

olds and mildew are fungithat grow on, and sometimeswithin, objects. They can causediscoloration and odor problems,deteriorate building materials, andlead to health problems such asasthma episodes and allergic reac-tions in susceptible individuals.

Mold spores are almost always pre-sent in outdoor and indoor air, andalmost all building surfaces canprovide nutrients to supportgrowth. Although cleaning anddisinfecting with appropriatecleaners and antimicrobial agentsprovide protection against moldgrowth, it is virtually impossible toeliminate all nutrients. If moistureis present, mold will thrive andreproduce. Moisture control is thusan important strategy for reducingmold growth.

Mold growth does not require thepresence of standing water; it canoccur when high relative humidityor the hygroscopic properties (thetendency to absorb and retainmoisture) of building surfacesallow sufficient moisture to accu-mulate. Relative humidity andthe factors that govern it are oftenmisunderstood. This appendix isintended to convey an understand-ing of the factors that govern rela-tive humidity and to describecommon moisture problems andtheir solutions.

nekiin Nuaniditiy, Veyou.Pressone, @Did 'Emden:don

Water enters buildings both as aliquid and as a gas (water vapor).Liquid water is introduced inten-

tionally at bathrooms, showers,kitchens, and laundries and acci-dentally by way of leaks and spills.Some of the water evaporates andjoins the water vapor that isexhaled by building occupants asthey breathe or that is introducedby humidifiers. Water vapor alsomoves into the building as part ofthe air that is mechanically intro-duced or that infiltrates throughopenings in the building shell. Alesser amount of water vapor diffus-es into the building through thebuilding materials themselves.

The ability of air to hold watervapor decreases as the air tempera-ture falls. If a unit of air containshalf of the water vapor it can hold,it is said to be at 50% relativehumidity (RH). The relativehumidity increases as the air coolsand approaches saturation. Whenair contains all of the water vaporit can hold, it is at 100% RH, andthe water vapor condenses, chang-ing from a gas to a liquid. Thetemperature at which this occursis referred to as the "dew point."

It is possible to reach 100% RHwithout changing the air tempera-ture, by increasing the amount ofwater vapor in the air (the "absolutehumidity" or "vapor pressure"). It isalso possible to reach 100% RHwithout changing the amount ofwater vapor in the air, by loweringthe air temperature to the "dewpoint."

The highest RH in a room isalways next to the coldest surface.This is referred to as the "firstcondensing surface," as it will be

67

the location where condensationhappens first, if the relativehumidity of the air next to thesurface reaches 100 percent. It isimportant to understand thiswhen trying to understand whymold is growing on one patch ofwall or only along the wall-ceilingjoint. It is likely that the surfaceof the wall is cooler than the roomair because there is a void in theinsulation or because wind isblowing through cracks in theexterior of the building.

Taking Reps ft, ReduceMs °mauve

Mold growth can be reduced ifrelative humidities near surfacescan be maintained below the dewpoint. This can be accomplishedby: 1) reducing the moisture con-tent (vapor pressure) of the air, 2)increasing air movement at thesurface, or 3) increasing the airtemperature (either the generalspace temperature or the tempera-ture at building surfaces).

Either surface temperature orvapor pressure can be the domi-nant factor in causing a moldproblem. A surface temperature-dominated mold problem may notrespond very well to increasingventilation, whereas a vapor pres-sure-dominated mold problemmay not respond well to increas-ing temperatures. Understandingwhich factor dominates will helpin selecting an effective controlstrategy.

If the relative humidity near themiddle of a room is fairly high(e.g., 50% at 70°F), mold ormildew problems in the room arelikely to be vapor pressure-domi-nated. If the relative humiditynear the middle of a room is fairly

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low (e.g., 30% at 70°F), mold ormildew problems in the room arelikely to be surface temperature-domi nated .

Surface temperature-dominatedmold and mildew can be reducedby increasing the surface tempera-ture using either or both of thefollowing approaches:

raise the temperature of the airnear room surfaces

raise the thermostat setting

improve air circulation so thatsupply air is more effective atheating the room surfaces

decrease the heat loss from roomsurfaces

add insulation

close cracks in the exterior wall toprevent "wind-washing" (air thatenters a wall at one exterior loca-tion and exits another exteriorlocation without penetrating intothe building)

Vapor pressure-dominated moldand mildew can be reduced byusing one or more of the followingstrategies:

use source control (e.g., directventing of moisture-generatingactivities such as showers to theexterior)

dilute moisture-laden indoor airwith outdoor air at a lowerabsolute humidity

dehumidify the indoor air

Note that dilution is only useful asa control strategy during heatingperiods, when cold outdoor airtends to contain little total mois-ture. During cooling periods, out-door air often contains as muchmoisture as indoor air.

68

Consider an old, leaky, poorlyinsulated building in Maine thathas mold and mildew in the cor-ners of the living room. It is win-ter, and cold air cannot-hold muchwater vapor. Therefore, outdoorair entering through leaks in thebuilding lowers the airborne mois-ture levels indoors. This is anexample of a surface temperature-dominated mold problem. In thisbuilding, increasing the outdoorair ventilation rate is probably notan effective way to control interiormold and mildew. A better strate-gy would be to increase surfacetemperatures by insulating theexterior walls, thereby reducingrelative humidities next to thewall surfaces.

Consider a school locker room thathas mold and mildew on the ceil-ing. The locker room exhaust fanis broken, and the relative humidi-ty in the room is 60% at 70°F.This is an example of a vapor pres-sure-dominated mold problem. Inthis case, increasing the surfacetemperature is probably not aneffective way to correct the moldproblem. A better strategy is torepair or replace the exhaust fan.

ildenfftfing and CovveciiIng

Common Enamplles Culold and

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Exterior Corners

The interior surfaces of exteriorcorners are common locations formold and mildew growth in heat-ing climates. They tend to becloser to the outdoor temperaturethan other parts of the buildingsurface for one or more of the fol-lowing reasons:

poor indoor air circulation

wind-washing

low insulation levels

greater surface area of heat loss

Sometimes mold and mildewgrowth can be reduced by removingobstructions to airflow (e.g., re-arranging furniture). Buildings withforced air heating systems and/orroom ceiling fans tend to have fewermold and mildew problems thanbuildings with less air movement,other factors being equal.

Set Back Thermostats

Set back thermostats are commonlyused to reduce energy consumptionduring the heating season. Moldand mildew growth can occur whentemperatures are lowered in build-ings with high relative humidity.(Maintaining a room at too low atemperature can have the sameeffect as a set back thermostat.)Mold and mildew can often be con-trolled in heating climate locationsby increasing interior temperaturesduring heating periods.Unfortunately, this also increasesenergy consumption and reducesrelative humidity in the breathingzone, which can create discomfort.

Air Conditioned Spaces

The problems of mold and mildewcan be as extensive in cooling cli-mates as in heating climates. Thesame principles apply: either sur-faces are too cold, moisture levelsare too high, or both.

One common example of moldgrowth in cooling climates can befound in rooms where conditioned"cold" air blows against the interiorsurface of an exterior wall. Thiscondition, which may be due topoor duct design, diffuser location,or diffuser performance, creates acold spot at the interior finish sur-

faces, possibly allowing moistureto condense.

Possible solutions for this probleminclude:

eliminate the cold spots (i.e.,elevate the temperature of thesurface) by relocating ducts anddiffusers

increase the room temperature toavoid overcooling. NOTE:During the cooling season,increasing temperature decreasesenergy consumption, though itcould cause comfort problems.

Mold problems can also occurwithin the wall cavity as outdoorair comes in contact with the cavi-ty side of the cooled interior sur-face. It is a particular problem inrooms decorated with low mainte-nance interior finishes (e.g., imper-meable wall coverings such asvinyl wallpaper) which can trapmoisture between the interior fin-ish and the gypsum board. Moldgrowth can be rampant when theseinterior finishes are coupled withcold spots and exterior moisture.In a similar case, building investi-gators realized that soil air wasbeing drawn into the block coresof a masonry wall when theyobserved condensation on the glassdoor of a fire alarm.

Possible solutions for this probleminclude:

prevent hot, humid exterior airfrom contacting the cold interiorfinish (i.e., controlling the vaporpressure at the surface)

ensure that vapor barriers, facingsealants, and insulation are prop-erly specified, installed, andmaintained

69

Thermal Bridges

Localized cooling of surfaces com-monly occurs as a result of "ther-mal bridges," elements of thebuilding structure that are highlyconductive of heat (e.g., steel studsin exterior frame walls, uninsulat-ed window lintels, and the edgesof concrete floor slabs). Dust par-ticles sometimes mark the loca-tions of thermal bridges, becausedust tends to adhere to cold spots.

The use of insulating sheathingssignificantly reduces the impact ofthermal bridges in buildingenvelopes.

Windows

In winter, windows are typicallythe coldest surfaces in a room.The interior surface of a window isoften the first condensing surfacein a room.

Condensation on window surfaceshas historically been controlled byusing storm windows or "insulatedglass" (e.g., double-glazed win-dows or selective surface gas-filledwindows) to raise interior surfacetemperatures. In older buildingenclosures with less advanced glaz-ing systems, visible condensationon the windows often alerted occu-pants to the need for ventilation toflush out interior moisture, so theyopened the windows.

The advent of higher performanceglazing systems has led to agreater incidence of moisture prob-lems in heating climate buildingenclosures, because the buildingscan now be operated at higherinterior vapor pressures (moisturelevels) without visible surface con-densation on windows.

Concealed Condensation

The use of thermal insulation inwall cavities increases interior sur-face temperatures in heating cli-mates, reducing the likelihood ofinterior surface mold, mildew andcondensation. However, the use ofthermal insulation without a prop-erly installed air barrier mayincrease moisture condensationwithin the wall cavity. The firstcondensing surface in a wall cavityin a heating climate is typicallythe inner surface of the exteriorsheathing.

Concealed condensation can becontrolled by either or both of thefollowing strategies:

reducing the entry of moistureinto the wall cavities (e.g., bycontrolling infiltration and/orexfiltration of moisture-ladenair)

elevating the temperature of thefirst condensing surface

in heating climate locations:installing exterior insulation(assuming that no significantwind-washing is occurring)

in cooling climate locations:installing insulating sheathing tothe interior of the wall framingand between the wall framing andthe interior gypsum board

7 0

Resources

his Appendix lists organizations with information or services related to indoorair quality. In addition, the Appendix includes a section on indoor air qualityrelated publications. Following is a listing of the subsections contained in thisAppendix.

Federal Agencies with Major Indoor Air

Responsibilities for Public and Commercial Buildings 66

EPA Regional Offices 66

OSHA Regional Offices 67

Other Federal Agencies with Indoor Air Responsibilities 67

State and Local Agencies 67

Building Management Associations 68

Professional and Standard Setting Organizations 68

Product Manufacturer Associations 68

Building Service Associations 69

Unions 69

Environmental/Health/Consumer Organizations 69

MCS-Related Organizations 69

Organizations Offering Training on Indoor Air Quality 69

Radon 70

Other EPA Contacts and Programs of Interest 70

Publications 70

General Information 70

Indoor Air Quality 71

Radon 71

Environmental Tobacco Smoke 71

Asbestos 72

Biologicals 73

PCBs 73

Building Management, Investigation, and Remediation 73

Ventilation/Thermal Comfort 73

Standards and Guidelines 74

'71

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U.S. Environmental Protection Agency

conducts a non-regulatory indoorair quality program that empha-sizes research, information dissemi-nation, technical guidance, andtraining. EPA issues regulationsand carries out other activities thataffect indoor air quality under thelaws for pesticides, toxic sub-stances, and drinking water.

Indoor Air QualityInformation ClearinghouseP.O. Box 37133Washington, DC 20013-7133Toll Free: 1-800-438-4318Local: 202-484-1307Fax: 202-484-1510

Information specialists are on dutyMonday - Friday 9:00 am to 5:00pm eastern time. Provides indoorair quality information and publi-cations.

Occupational Safety and HealthAdministration promulgates safetyand health standards, facilitatestraining and consultation, andenforces regulations to ensure thatworkers are provided with safe andhealthful working conditions. (Forfurther information contact OSHARegional Offices.)

National Institute for OccupationalSafety and Health conductsresearch, recommends standards tothe U.S. Department of Labor, andconducts training on various issuesincluding indoor air quality topromote safe and healthful work-places. Undertakes investigationsat request of employees, employ-ers, other federal agencies, and

state and local agencies to identifyand mitigate workplace problems.

Requests for Field Investigations:NIOSHHazard Evaluations and TechnicalAssistance Branch (R-9)4676 Columbia ParkwayCincinnati, OH 45226513-841-4382

Requests for Information:1-800-35-NIOSH or1-800-356-4674

Reglionell Offices

Address inquiries to the contactsin the EPA Regional Offices at thefollowing addresses:

(CT,ME,MA,NH,RI,VT)

EPA Region 1John F. Kennedy Federal BuildingBoston, MA 02203617-565-4502 (indoor air)617-565-4502 (radon)617-565-3932 (asbestos)

(NJ,NY,PR,VI)

EPA Region 2290 BroadwayNew York, NY 10007-1866212-637-4013 (indoor air)212-637-4013 (radon)908-321-6769 (asbestos)

(DC,DE,MD,PA,VA,WV)

EPA Region 3841 Chestnut BuildingPhiladelphia, PA 19107215-597-8322 (indoor air)215-597-4553 (radon)215-597-1970 (asbestos)

(AL,FL,GA,KY,MS,NC,SC,TN)

EPA Region 4345 Courtland Street, NEAtlanta, GA 30365404-347-2864 (indoor air)404-347-3907 (radon)404-347-5014 (asbestos)

72

(IL,IN,MI,MN,OH,W1)

EPA Region 577 W. Jackson BoulevardChicago, IL 60604Region 5 Environmental Hotline:1-800-621-8431

312-353-2000 (outside Region 5)312-353-5779 (indoor air, radon)312-353-2212 (asbestos)

(AR,LA,NM,OK, TX)

EPA Region 61445 Ross AvenueDallas, TX 75202-2733214-665-7223 (indoor air)214-665-7223 (radon)214-665-7223 (asbestos)

(IA,KS,MO,NE)

EPA Region 7726 Minnesota AvenueKansas City, KS 66101913-551-7020 (indoor air)913-551-7020 (radon)913-551-7020 (asbestos)

(CO,MT,ND,SD,UT,WY)

EPA Region 8'999 18th Street, Suite 500Denver, CO 80202-2466303-293-1440 (indoor air, radon)303-293-0989 (asbestos)

(AZ,CA,HI,NV,AS,GU)

EPA Region 975 Hawthorne Street, A-1-1San Francisco, CA 94105415-744-1132 (indoor air)415-744-1045 (radon)415-744-1136 (asbestos)

(AK,ID,OR,WA)

EPA Region 101200 Sixth AvenueSeattle, WA 98101206-553-2589 (indoor air, radon)206-553-8282 (asbestos)

OSHA Regional Offices

(a,mE,mA,NH,RI,VT)OSHA Region 1133 Portland Street, 1st FloorBoston, MA 02114617-565-7164

(Iii,NY,PR,V1)

OSHA Region 2201 Varick Street, Room 670New York, NY 10014212-337-2376

(DC,DE,MD,PA,VA,WV)

OSHA Region 3Gateway Building, Suite 21003535 Market StreetPhiladelphia, PA 19104215-596-1201

(AL,FL,GA,KY,MS,NC,SC,T11)

OSHA Region 41375 Peachtree Street, NESuite 587Atlanta, GA 30367404-347-3573

(IL,IN,MI,MKOK,W1)

OSHA Region 5230 South Dearborn StreetSuite 3244Chicago, IL 60604312-353-2220

(AR,LA,MKOK,TX)OSHA Region 6525 Griffin Street, Room 602Dallas, TX 75202214-767-4731

(IA,KS,MO,NE)

OSHA Region 7911 Walnut Street, Room 406Kansas City, MO 64106816-426-5861

(CO,MT,ND,SD,UT,WY)

OSHA Region 8Federal Building, Room 15761961 Stout StreetDenver, CO 80294303-391-5858

(AZ,CAHI,NV,AS,GLI)

OSHA Region 971 Stevenson Street, Suite 420San Francisco, CA 94105415-744-6670

(AK,ID,OR,WA)

OSHA Region 101111 Third Avenue, Suite.715Seattle, WA 98101-3212206-553-5930

Mho. ha lend Agencies withOne low Aiv Responsibilities

Bonneville Power AdministrationP.O. Box 3621-RMRDPortland, OR 97208503-230-5475Provides radon-resistant constructiontechniques, source control, and removal

technology for indoor air pollutants.

Consumer Product SafetyCommission4330 East-West Hwy., Room 502Bethesda, MD 208141-800-638-CPSCReviews complaints regarding the safe-

ty of consumer products and takes

action to ensure product safety.

General Services Administration18th and F Streets, NWWashington, DC 20405202-501-1464Writes indoor air quality policy forFederal buildings. Provides proactive

indoor air quality building assess-ments. Assesses complaints and pro-

vides remedial action.

National Heart, Lung, & BloodInstitute Information CenterP.O. Box 30105Bethesda, MD 20824-0150301-251-1222Fax 301-251-1223

Provides information and materialsregarding asthma education andprevention

BEST COPY AVAILABLE

73

U.S. Department of EnergyEnergy Efficiency and RenewableEnergy1000 Independence Avenue, SWWashington, DC 20585202-586-9220Quantifies the relationship amonginfiltration, ventilation, and accept-able indoor air quality.

U.S. Department of Health andHuman ServicesOffice on Smoking and Health4770 Buford Highway, NEMail Stop K50Atlanta, GA 30341404-488-5705Disseminates information about thehealth effects of passive smoke and

strategies for reducing exposure to

environmental tobacco smoke.

Tennessee Valley AuthorityOccupational Hygiene Dept.328 Multipurpose BuildingMuscle Shoals, AL 35660-1010205-386-2314Provides building surveys and assess-

ments associated with employee indoor

air quality complaints.

State and Loud Agencies

Your questions and concerns aboutindoor air problems can frequentlybe answered most readily by thegovernment agencies in your Stateor locality. Responsibilities forindoor air quality issues are usual-ly divided among many differentagencies. You will often find thatcalling or writing the agenciesresponsible for health or air quali-ty control is the best way to startgetting information from yourState or local government.Contact the IAQ InformationClearinghouse, 1-800-438-4318,for State agency contacts.

Mang NanagemedAnode Hans

Association of Physical PlantAdministrators of Universities andColleges1446 Duke StreetAlexandria, VA 22314-3492703-684-1446

Pniess'ionall and SliandavdOvganrizaflons

American Academy of Allergy andImmunology611 East Wells StreetMilwaukee, WI 53202414-272-6071

Air and Waste ManagementAssociation1 Gateway Center, 3rd FloorPittsburgh, PA 15222412-232-3444

Air-Conditioning andRefrigeration Institute1501 Wilson Blvd., Suite 600Arlington, VA 22209703-524-8800

American Conference ofGovernmental IndustrialHygienists1330 Kemper Meadow DriveCincinnati, OH 45240513-742-2020

American Industrial HygieneAssociation2700 Prosperity AvenueSuite 250Fairfax, VA 22031703-849-8888

American Society for Testing andMaterials

1916 Race StreetPhiladelphia, PA 19103215-299-5571

American Society of Heating,Refrigerating, and Air-ConditioningEngineers

1791 Tullie Circle, NEAtlanta, GA 30329404-636-8400

Center for Safety in the Arts5 Beekman Street, Room 820New York, NY 10038212-227-6220The Center has a list of products thatare safe for children from grades K-6.The list is provided for a nominalcharge.

Art and Craft Materials Institute100 Boylston Street, Suite 1050Boston, MA 02116617-426-6400Conducts a certification program toensure nontoxicity (or proper labelling)and quality of products. Works to

develop and maintain chronic hazardlabelling standard for art and craftmaterials.

National Conference of States onBuilding Codes and Standards, Inc.505 Huntmar Park DriveSuite 210Herndon, VA 22070703-437-0100

Pradad Nandachrrell.Assadallons

Adhesive and Sealant Council1627 K Street, NW, Suite 1000Washington, DC 20006-1707202-452-1500

Asbestos Information Association1745 Jefferson Davis Hwy.Room 406Arlington, VA 22202703-412-1150

Business Council on Indoor Air2000 L Street, NWWashington, DC 20036202-775-5887

74

Carpet and Rug Institute310 Holiday AvenueDalton, GA 30720706-278-3176

Chemical SpecialtiesManufacturers Association1913 I Street, NWWashington, DC 20006202-872-8110

Electric Power Research InstituteP.O. Box 10412Palo Alto, CA 94303415-855-2902

Formaldehyde Institute, Inc.1330 Connecticut Avenue, NWSuite 300Washington, DC 20036202-659-0060

Foundation of Wall and CeilingIndustries307 East Annandale RoadSuite 200Falls Church, VA 22042703-534-1703

Gas Research Institute8600 West Bryn Mawr AvenueChicago, IL 60631312-399-8100

National Paint and CoatingsAssociation1500 Rhode Island Avenue, NWWashington, DC 20005202-462-6272

North American InsulationManufacturer's Association44 Canal Center Plaza, Suite 310Alexandria, VA 22314703-684-0084

Total Indoor EnvironmentalQuality Coalition1440 New York Avenue, NWSuite 300Washington, DC 20005202-638-1200Fax 202-639-8685

Buillding Service &SSIOCMONS

Air-Conditioning andRefrigeration Institute4301 North Fairfax DriveArlington, VA 22203703-524-8800

Air-Conditioning Contractors ofAmerica1513 16th Street, NWWashington DC 20036202-483-9370

American Consulting EngineersCouncil1015 15th Street, NW, Suite 802Washington, DC 20005202-347-7474

Associated Air Balance Council1518 K Street, NW, Suite 503Washington, DC 20005202-737-0202

Association of Energy Engineers4025 Pleasantdale Rd., Suite 420Atlanta, GA 30340404-447-5083

Association of Specialists inCleaning and Restoration Intl.10830 Annapolis Junction Road,Suite 312Annapolis Junction, MD 20701301-604-4411

National Air Duct CleanersAssociation1518 K Street, NW, Suite503 Washington, DC 20005202-737-2926

National Association of PowerEngineers3436 Haines Way, Suite 101Falls Church, VA 22041703-845-7055

National Energy ManagementInstitute601 North Fairfax St., Suite 160Alexandria, VA 22314703-739-7100

National Environmental BalancingBureau1385 Piccard DriveRockville, MD 20850301-977-3698

National Pest Control Association8100 Oak StreetDunn Loring, VA 22027703-573-8330

Sheet Metal and Air ConditioningContractors National AssociationP.O. Box 221230Chantilly, VA 22022703-803-2980

Unions

American Federation of Teachers555 New Jersey Avenue, NWWashington, DC 20001202-879-4400

American Association of ClassifiedSchool EmployeesPO Box 640San Jose, CA 95106408-473-0839

National Education Association1201 16th Street, NWWashington, DC 20036202-833-4000

National Association of SchoolNursesPO Box 1300Scarborough, ME 04070-1300207-883-2117

Emir onmeniied/flecdfi/Consumer Orgonizegions

American Lung Associationor your local lung association1740 BroadwayNew York, NY 10019212-315-8700

Consumer Federation of America1424 16th Street, NW, Suite 604Washington, DC 20036202-387-6121

National Environmental HealthAssociation

720 South Colorado Blvd.South Tower, Suite 970Denver, CO 80222303-756-9090

Occupational Health Foundation815 16th Street, NW, Room 312Washington, DC 20006202-842-7840

OiCS-ReQuied Orgonizdions

Human Ecology Action League(HEAL)P.O. Box 49126Atlanta, GA 30359404-248-1898

National Center for EnvironmentalHealth Strategies1100 Rural AvenueVoorhees, NJ 08043609-429-5358

National Foundation for theChemically HypersensitiveP.O. Box 222Ophelia, VA 22530517-697-3989

Chlonizoilions Offering Trainingon indoor brit ©unky

A calendar of EPA training events isavailable through the IAQInformation Clearinghouse.

Also, note Regional Radon TrainingCenters on page 88.

American Industrial HygieneAssociation2700 Prosperity Avenue, Suite 250Fairfax, VA 22031703-849-8888Sponsors indoor air quality courses inconjunction with meetings for AIHAmembers only.

ef)

American Society of Heating,Refrigerating, and Air-Conditioning Engineers1791 Tullie Circle NEAtlanta, GA 30329404-636-8400Sponsors professional developmentseminars on indoor air quality.

Mid-Atlantic EnvironmentalHygiene Resource CenterUniversity City Science Center3624 Market Street, 1st Floor EastPhiladelphia, PA 19104215-387-2255

NIOSHDivision of Training andManpower Development4676 Columbia ParkwayCincinnati, OH 45226513-533-8221Provide training to occupational safetyand health professionals and parapro-fessionals.

OSHA Training Institute155 Times DriveDes Plaines, IL 60018708-297-4913Provides courses to assist health andsafety professionals in evaluatingindoor air quality.

Radon

State Radon Offices

For information, call the radoncontact in the EPA RegionalOffice for your state, or call IAQINFO.

Regional Radon Training Centers

EPA has coordinated the forma-tion of four Regional RadonTraining Centers (RRTCs). TheRRTCs provide a range of radontraining and proficiency examina-tion courses to the public for a fee.

Eastern Regional Radon TrainingCenter (ERRTC)Rutgers UniversityRadiation Science DepartmentKilmer Campus, Bldg. 4087New Brunswick, NJ 08903-0231908-445-2582

Midwest Universities RadonConsortium (MURC)University of Minnesota1985 Buford Avenue (240)St. Paul, MN 55108-6136612-624-8747

Western Regional Radon TrainingCenter (WRRTC)Dept. of Industrial SciencesColorado State UniversityFort Collins, CO 805231-800-462-7459/303-491-7742

Southern Regional Radon TrainingCenter (SRRTC)Auburn University107 Ramsey HallEngineering Extension ServiceAuburn University, AL 36849205-844-5718

EPA Regional Offices

If you need additional information,start with the EPA RegionalOfficeslisted on page 84. If infor-mation is unavailable from theRegional Offices, please contactthe EPA Radon Division at:

Radon Division (6604J)U.S. EPA401 M Street, SWWashington, DC 20460202-233-9370

Oliev EPA COEONCh Old

Proems ©

Asbestos and Small BusinessOmbudsman1-800-368-5888Provides information on asbestos.

76

National Lead Information Center1-800-424-5323Provides information on lead, leadcontamination, and lead hazards.

National PesticidesTelecommunications Network1-800-858-7378In Texas: 806-743-3091Provides information on pesticides,

hazards and risks.

RCRA/Superfund/EPCRA Hotline1-800-424-9346

Safe Drinking Water Hotline1-800-426-4791Provides information on lead indrinking water.

Stratospheric Ozone InformationHotline 1-800-296-1996Provides information on chlorofluoro-

carbons (CFCs).

TSCA Hotline Service1-202-554-1404Provides information on asbestos andother toxic substances.

Publlicalons

Items marked * are available fromIAQ INFO, the Indoor Air QualityInformation Clearinghouse, POBox 37133, Washington, DC20013-7133. 1-800-438-4318

Items marked ** are availablefrom TSCA Assistance Hotline(TS-799), 401 M Street, SW,Washington, DC 20460202-554-1404

Items marked *** are availablefrom NIOSH PublicationsDissemination, 4676 ColumbiaParkway, Cincinnati, OH 45202513-533-8287

General Information

Building Air Quality: A Guide forBuilding Owners and FacilityManagers. U.S. Environmental

Protection Agency and the U.S.Department of Health and HumanServices December 1991.Available from Superintendent ofDocuments, P.O. Box 371954,Pittsburgh, PA 15250-7954

Indoor Air Pollution Control. ThadGodish. 1989. Lewis Publishers,121 South Main Street, Chelsea,MI 48118

Problem Buildings: Building-Associated Illness and the Sick

Building Syndrome.

James E. Cone and Michael J.Hodgson, MD, MPH. 1989.From the series "OccupationalMedicine: State of the ArtReviews." Hanley & Belfus, Inc.,210 South 13th Street,Philadelphia, PA 19107

Report of the Inter-ministerialCommittee on Indoor Air Quality,1988. G. Rajhans. Contact:G. Rajhans, Health and SafetySupport Services Branch, Ministryof Labour, 400 University Avenue,7th Floor, Toronto, Ontario,Canada M7A 1T7

Indoor Air Quality

Introduction to Indoor Air Quality: ASelf-Paced Learning Module.National Environmental HealthAssociation and U.S. Environ-mental Protection Agency. June1991. Introduces environmentalhealth professionals to the infor-mation needed to recognize, evalu-ate, and control indoor air qualityproblems.

Introduction to Indoor Air Quality: AReference Manual. NationalEnvironmental Health Associa-tion, U.S. Public Health Serviceand U.S. EnvironmentalProtection Agency. June 1991.Companion document to theLearning Module. Provides reference

material on selected indoor airquality topics.

Indoor Air Pollution: An Introductionfor Health Professionals. TheAmerican Lung Association,American Medical Association,U.S. Consumer Product SafetyCommission and U.S. Environ-mental Protection Agency. Manualassists health professionals in diag-nosing symptoms that may berelated to an indoor air pollutionproblem.

Managing Asthma: A Guide forSchools. Available from NHLBI,P.O. Box 30105, Bethesda, MD20824. Pub. 91-2650. Other asth-ma-related materials also available.

Sheet Metal and Air ConditioningContractor's National Association,Inc. (SMACNA). 1988. 8224 OldCourthouse Road, Vienna, VA22180

Project Summaries: Indoor AirQuality in Public Buildings. * U.S.Environmental Protection Agency.1988. 'Contains findings ofresearch on IAQ in 10 new publicand commercial buildings and onbuilding material emissions.

The Inside Story: A Guide to IndoorAir Quality. * U.S. EnvironmentalProtection Agency and the U.S.Consumer Product Safety Com-mission. 1988. Addresses resi-dential indoor air quality primari-ly, but contains a section onoffices.

Sick Building Syndrome. Indoor AirQuality Fact Sheet #4. * U.S. Envi-ronmental Protection Agency.Revised, 1991.

Ventilation and Air Quality in Offices.Indoor Air Quality Fact Sheet #3. *U.S. Environmental ProtectionAgency. Revised, 1990.

Air Quality Guidelines for Europe.World Health Organization. 1987.WHO Regional Publications,European Series No. 23. Availablefrom WHO Publications CenterUSA, 49 Sheridan Avenue, Albany,NY 12210

Radon

State Proficiency Report. U.S.Environmental Protection Agency.1991. EPA 520/1-94-014.Available from State radon offices.List of laboratories that havedemonstrated competence in radonmeasurement analysis.

Radon Measurements in Schools -Revised edition. U.S. EnvironmentalProtection Agency. 1992. EPA402/R-92-014.

Radon Measurement in Schools: Self -

Paced Training Workbook. U.S.Environmental Protection Agency.1994. EPA 402/B-94-001.

Reducing Radon in Schools: A TeamApproach. U.S. EnvironmentalProtection Agency. 1994. EPA402/R-94-008.

Radon Prevention in the Design andConstruction of Schools and Other

Large Buildings, with Addendum.U.S. Environmental ProtectionAgency. June 1994. EPA 625/R-92-078.

Environmental Tobacco Smoke

Secondhand Smoke: What You Can DoAbout Secondhand Smoke as Parents,Decisionmakers, and BuildingOccupants. U.S. EnvironmentalProtection Agency. July 1993. Auseful brochure describing thehealth implications of secondhandsmoke and ways to avoid its risks.

Respiratory Health Effects of PassiveSmoking fact sheet. U.S. Environ-mental Protection Agency. January1993.

DD

Setting the Record Straight: Secondhand

Smoke is a Preventable Health Risk:fact sheet. U.S. EnvironmentalProtection Agency. June 1994. EPA402-F-94-005.

Environmental Tobacco Smoke:

Measuring Exposures and AssessingHealth Effects. National ResearchCouncil. 1986. NationalAcademy Press. 2001 WisconsinAvenue, NW, Washington, DC20418

Guidelines for ControllingEnvironmental Tobacco Smoke In

Schools - Technical Bulletin. RonaldTurner, Bruce Lippy, ArthurWheeler. Februrary 1991.Maryland State Department ofEducation, Office of Administrationand Finance, Office of-SchoolFacilities, 200 West BaltimoreStreet, Baltimore, MD 21201.410/333-2508

Respiratory Health Effects of PassiveSmoking: Lung Cancer and OtherDisorders. U.S. EnvironmentalProtection Agency. 1990.EPA/600/6090/006F. EPA's majorrisk assessment of the health effectsof passive smoking (ETS).

The Health Consequences of

Involuntary Smoking: A Report of theSurgeon General. U.S. Departmentof Health and Human Services.Public Health Service. Office onSmoking and Health. 1986. 1600Clifton Road, NE (Mail Stop K50)Atlanta, GA 30333

Current Intelligence Bulletin 54:Environmental Tobacco Smoke in theWorkplace Lung Cancer and OtherHealth Effects. *** U.S.Department of Health and HumanServices, Public Health Service.Centers for Disease Control, NationalInstitute for Occupational Safety andHealth. DHHS (NIOSH)Publication No. 91-108. 1991.

A series of one-page information sheets

on all aspects of smoking in the work-

place. U.S. Department of Healthand Human Services, NationalCancer Institute. Office of CancerCommunications. For copies, call1-800-4-CANCER.

Asbestos

A Guide to Monitoring AirborneAsbestos in Buildings. Dale L.Keyes and Jean Chesson. 1989.Environmental Sciences, Inc., 105E. Speedway Blvd., Tucson,Arizona 85705.

Testimony of NIOSH on theOccupational Safety and HealthAdministration's Proposed Rule onOccupational Exposure to Asbestos,

Tremolite, Anthophyllite, andActinolite. U.S. Department ofHealth and Human Services,Public Health Service, U.S.Centers for Disease Control,National Institute of OccupationalSafety and Health. June 1984, May1990, and January 1991. NIOSHDocket Office, C-34, 4676 ColumbiaParkway, Cincinnati, OH 45226

A Guide to Respiratory Protection forthe Asbestos Abatement Industry. **U.S. Environmental ProtectionAgency. 1986. EPA 560/OTS86-001.

Abatement of Asbestos-Containing

Pipe Insulation. ** U.S.Environmental Protection Agency.1986. Technical Bulletin No.1986-2.

Asbestos Abatement Projects: Worker

Protection. 40 CFR Part 763. **U.S. Environmental ProtectionAgency. February 1987.

Asbestos Ban and Phaseout Rule. 40CFR Parts 763.160 to 763.179.**U.S. Environmental ProtectionAgency. Federal Register, July 12,1989.

78

Asbestos in Buildings: Guidance forService and Maintenance Personnel

(English /Spanish). ** U.S.Environmental Protection Agency.1985. EPA 560/5-85-018.("Custodial Pamphlet").

Asbestos in Buildings: SimplifiedSampling Scheme for Surfacing

Materials. ** U.S. EnvironmentalProtection Agency. 1985. 560/585-030A. ("Pink Book").

Construction Industry Asbestos

Standard. 29 CFR Part 1926.58.

General Industry Asbestos Standard.29 CFR Part 1910.1001.

Guidance for Controlling Asbestos-Containing Materials in Buildings.** U.S. Environmental ProtectionAgency. 1985. EPA 560/5 -85-024. ("Purple Book").

Guidelines for Conducting theAHERA TEM Clearance Test toDetermine Completion of an Asbestos

Abatement Project. ** U.S.Environmental Protection Agency.EPA 560/5-89-001.

Managing Asbestos In Place: ABuilding Owner's Guide to Operationsand Maintenance Programs forAsbestos-Containing Materials. **U.S. Environmental ProtectionAgency. 1990. ("Green Book").

Measuring Airborne Asbestos

Following An Abatement Action. **U.S. Environmental ProtectionAgency. 1985. EPA 600/4-85-049.("Silver Book").

National Emission Standards forHazardous Air Pollutants. 40 CFRPart 61. ** U.S. EnvironmentalProtection Agency. April 1984.

Transmission Electron Microscopy

Asbestos Laboratories: Quality

Assurance Guidelines. ** U.S.Environmental Protection Agency.1989. EPA 560/5-90-002.

Respiratory Protection Standard. 29CFR Part 1910.134.

Biologicals

Guidelines for the Assessment of

Bioaerosols in the Indoor Environment.American Council ofGovernmental IndustrialHygienists. 1989. 6500 GlenwayAvenue, Building D-7, Cincinnati,OH 45211

Biological Contaminants in IndoorEnvironments. P. Morey, J. Feeley,and J. Otten. 1990. AmericanSociety for Testing and Materials,Publications, 1916 Race Street,Philadelphia, PA 19103

PCBs

A Recommended Standard forOccupational Exposure to

Polychlorinated Bi phenyls. U.S.Department of Health and HumanServices. Public Health Service.Centers for Disease Control.National Institute forOccupational Safety and Health.DHHS (NIOSH) Publication No.77-225. 1977. Available from theNational Technical InformationService, 5285 Port Royal Road,Springfield, VA 22161

Current Intelligence Bulletin 45:Polychlorinated BiphenylsPotentialHealth Hazards from ElectricalEquipment Fires or Failures. U.S.`Department of Health AndHuman Services. Public HealthService. Centers for DiseaseControl. National Institute ofOccupational Safety and Health.DHHS (NIOSH) Publication No.86-111. 1977. Available from theNational Technical InformationService, 5285 Port Royal Road,Springfield, VA 22161

Transformers and the Risk of Fire: AGuide for Building Owners. **U.S.Environmental Protection Agency.1986. OPA/86-001.

Building Management, Investigation,

and Remediation

Building Air Quality: A Guide forBuilding Owners and FacilityManagers. U.S. EnvironmentalProtection Agency and the U.S.Department of Health and HumanServices December 1991.Available from New Orders,Superintendent of Documents,P.O. Box 371954, Pittsburgh, PA15250-7954

Carpet and Indoor Air Quality inSchools. Maryland Department ofEducation. October 1993.Maryland State Department ofEducation, Division of BusinessServices, School Facilities Branch,200 West Baltimore Street,Baltimore, MD 21201. 410 -333-2508

Guidance for Indoor Air QualityInvestigations. *** U.S. Departmentof Health and Human Services.Public Health Service. Centersfor Disease Control. NationalInstitute for Occupational Safetyand Health. 1987.

Indoor Air Quality: SelectedReferences. * ** U.S. Department ofHealth and Human Services.Public Health Service. Centersfor Disease Control. NationalInstitute for Occupational Safetyand Health. 1989.

Interior Painting and Indoor AirQuality in Schools. Bruce Jacobs,March 1994. Maryland StateDepartment of Education, Divisionof Business Services, SchoolFacilities Branch, 200 WestBaltimore Street, Baltimore, MD21201. 410-333-2508

79

Managing Indoor Air Quality.Shirley J. Hansen. 1991.Fairmont Press, 700 Indian Trail,Lilburn, GA 30247

Practical Manual for Good Indoor AirQuality. Hani Bazerghi andCatherine Arnoult. 1989. QuebecAssociation for EnergyManagement. 1259 Berri Street,Suite 510, Montreal, Quebec,Canada, H2L 4C7.

Science Laboratories and Indoor AirQuality in Schools. Bruce Jacobs.March 1994. Maryland StateDepartment of Education, Divisionof Business Services, School Facil-ities Branch, 200 West BaltimoreStreet, Baltimore, MD 21201410-333-2508

The Practitioner's Approach to IndoorAir Quality Investigations.Proceedings of the Indoor Air QualityInternational Symposium. Donald M.Weekes and Richard B. Gammage.1989. American IndustrialHygiene Association, P.O. Box8390, Akron Ohio 44320

Ventilation/Thermal Comfort

ASHRAE materials are availablefrom their Publication SalesDepartment, 1791 Tullie Circle,NE, Atlanta, GA 30329.404-636-8400

Air Cleaning Devices for HVACSupply Systems In Schools. ArthurWheeler. December 1992.

Guideline for the Commissioning ofHVAC Systems. ASHRAEGuideline 1-1989. 1989. Severalarticles describing ASHRAEStandard 62-1989. ASHRAEJournal. October, 1989.

Method of Testing Air-CleaningDevices Used in General Ventilationfor Removing Particulate Matter.ASHRAE Standard 52-76. 1976.

Practices for Measurement, Testing,

Adjusting and Balancing of BuildingHeating, Ventilation, Air-Conditioning and RefrigerationSystems. ASHRAE Standard 111-1988

Reducing Emission of FullyHalogenated Chlorofluorocarbon

(CFC) Refrigerants in Refrigerationand Air Condition Equipment andApplications. ASHRAE Guideline111-1990. 1990.

Selecting HVAC Systems for Schools.

Arthur Wheeler and Walter Kunz,Jr. October 1994. Maryland StateDepartment of Education, Divisionof Business Services, School Facil-ities Branch, 200 West BaltimoreStreet, Baltimore, MD 21201.410-333-2508

The Ventilation Directory. NationalConference of States on BuildingCodes and Standards, Inc., 505Huntmar Park Drive, Suite 210,Herndon, VA 22070. 703 -481-2020. Summarizes natural, mech-anical, and exhaust ventilationrequirements of the model codes,ASHRAE standards, and uniqueState codes.

Thermal Environmental Conditions forHuman Occupancy. ASHRAEStandard 55-1992. .1992.

Ventilation for Acceptable Indoor AirQuality. ASHRAE Standard 62-1989. 1989.

Standards and Guidelines

NIOSH Recommendations forOccupational Safety and Health. U.S.Department of Health and HumanServices, Public Health Service,Centers for Disease Control,National Institute for Occupat-ional Safety and Health. Compen-dium of Policy Documents andStatements. DHHS (NIOSH)Publications 91-109. 1991.***

OSHA Standards for Air Contamin-ants. 29 CFR Part 1910.1000.U.S. Department of Labor. OSHARegulations. Available from theU.S. Government Printing Office,Washington, DC 20402. 202-783 -3238. Additional health stan-dards for some specific air contam-inants are also available in SubpartZ.

Threshold Limit Values and Biologi-cal Exposure Indices. AmericanConference of GovernmentIndustrial Hygienists. 1990-1991.6500 Glenway Avenue, BuildingD-7, Cincinnati, OH 45211

$0

Glossary and Acronyms

ARIA. Asbestos HazardEmergency Response Act

AMID. See "Air Handling Unit."

ASHRAE. American Society ofHeating, Refrigerating, and Air-Conditioning Engineers. SeeAppendix I: Resources for moreinformation.

AM. American Society forTesting and Materials. SeeAppendix I: Resources for more

information.

Action Packet. Contains three com-ponents an introductory memo,IAQ Backgrounder, and IAQChecklist to assist school per-sonnel to implement an effectiveyet simple IAQ program in theirschool.

Air Cleaning. An IAQ control strat-egy to remove various airborneparticulates and/or gases from theair. The three types of air cleaningmost commonly used are particu-late filtration, electrostatic precipi-tation, and gas sorption.

Air Exchange Bate. The rate atwhich outside air replaces indoorair in a space. Expressed in one oftwo ways: the number of changesof outside air per unit of timeair changes per hour (ACH); or therate at which a volume of outsideair enters per unit of time cubicfeet per minute (cfm).

Air Handling Unit (AMID). For pur-poses of this document refers toequipment that includes a bloweror fan, heating and/or coolingcoils, and related equipment suchas controls, condensate drain pans,

and air filters. Does not includeductwork, registers or grilles, orboilers and chillers.

Afitimicrobiai. Agent that killsmicrobial growth. See "disinfec-tant," "sanitizer," and "sterilizer."

Bill. See "Building-RelatedIllness."

Biological Contaminants. Agentsderived from, or that are, livingorganisms (e.g., viruses, bacteria,fungi, and mammal and bird anti-gens) that can be inhaled and cancause many types of health effectsincluding allergic reactions, respi-ratory disorders, hypersensitivitydiseases, and infectious diseases.Also referred to as "microbiologi-cals" or "microbials." SeeAppendix E: Typical Indoor AirPollutants for more information.

Building-Belated Illness. Diagnos-able illness whose symptoms canbe identified and whose cause canbe directly attributed to airbornebuilding pollutants (e.g., Legion-naire's disease, hypersensitivitypneumonitis).

Central AMID. See "Central AirHandling Unit."

Central Air Handling Unit. For pur-poses of this document, this is thesame as an Air Handling Unit, butserves more than one area.

CM. Cubic feet per minute. Theamount of air, in cubic feet, thatflows through a given space in oneminute. 1 CFM equals approxi-mately 2 liters per second (1 /s).

81

NLL_\/_NL_NLNLNL__\/_

710

O. Carbon monoxide. SeeAppendix E: Typical Indoor AirPollutants for more information.

(02. Carbon dioxide. SeeAppendix C: IAQ MeasuringEquipment, and Appendix E:Typical Indoor Air Pollutants formore information.

Conditioned Air. Air that has beenheated, cooled, humidified, ordehumidified to maintain an inte-rior space within the "comfortzone." (Sometimes referred to as"tempered" air.)

Dampers. Controls that vary air-flow through an air outlet, inlet,or duct. A damper position maybe immovable, manuallyadjustable, or part of an automatedcontrol system.

Diffusers and Grilles. Componentsof the ventilation system that dis-tribute and return air to promoteair circulation in the occupiedspace. As used in this document,supply air enters a space through adiffuser or vent and return airleaves a space through a grille.

Disinfectants. One of three groupsof antimicrobials registered byEPA for public health uses. EPAconsiders an antimicrobial to be adisinfectant when it destroys orirreversibly inactivates infectiousor other undesirable organisms,but not necessarily their spores.EPA registers three types of disin-fectant products based upon sub-mitted efficacy data: limited, gen-eral or broad spectrum, and hospi-tal disinfectant.

Drain Trap. A dip in the drain pipeof sinks, toilets, floor drains, etc.,which is designed to stay filledwith water, thereby preventingsewer gases from escaping into theroom.

EPA. United States EnvironmentalProtection Agency. See AppendixI: Resources for more information.

EIS. Environmental tobaccosmoke. See Appendix E: TypicalIndoor Air Pollutants, Appendix F:Environmental Tobacco Smoke, and

Appendix I: Resources for moreinformation.

Exhaust Ventilation. Mechanicalremoval of air from a portion of abuilding (e.g., piece of equipment,room, or general area).

Flow Hood. Device that easilymeasures airflow quantity, typical-ly up to 2,500 cfm.

HVAC. Heating, ventilation, andair-conditioning system.

Hypersensitivity Diseases. Diseasescharacterized by allergic responsesto pollutants. The hypersensitivitydiseases most clearly associatedwith indoor air quality are asthma,rhinitis, and hypersensitivity pneu-monitis. Hypersensitivity pneu-monitis is a rare but serious diseasethat involves progressive lungdamage as long as there is expo-sure to the causative agent.

DM. Indoor air quality.

0A© Elackgrounder. A component ofthe Action Packet that provides ageneral introduction to IAQ issues,as well as IAQ program imple-mentation information.

IA© Coordinator. An individual atthe school and/or school districtlevel who provides leadership andcoordination of IAQ activities. SeeSection 3 for more information.

IA© Checklist. A component of theAction Packet containing informa-tion and suggested easy-to-doactivities for school staff toimprove or maintain good indoor

8 2

air quality. Each Activity Guidefocuses on topic areas and actionsthat are targeted to particularschool staff (e.g., teachers, admin-istrators, kitchen staff, mainte-nance staff, etc.) or specific build-ing functions (e.g., HVAC system,roofing, renovation, etc.). TheChecklists are to be completed bythe staff and returned to the IAQCoordinator as a record of activi-ties completed and assistance asrequested.

IAA Rfianagement Plan. A set offlexible and specific steps for pre-venting and resolving IAQ prob-lems. See Section 6 for moreinformation.

1A11 Team. People who have adirect impact on IAQ in theschools (school staff, administra-tors, school board members, stu-dents and parents) and who imple-ment the IAQ Action Packets. SeeSection 3 for more information.

RM. Integrated pest management.See Appendix D: DevelopingIndoor Air Policies for more infor-mation.

Indoor Air Pollutant. Particles anddust, fibers, mists, bioaerosols, andgases or vapors. See Section 4 andAppendix E: Typical Indoor AirPollutants for more information.

RIG. See "Multiple ChemicalSensitivity."

Gnake-up Air. See "Outdoor AirSupply."

iliiicrobiologicals. See "BiologicalContaminants."

Gfiultiple Chemical Sensitivity. Acondition in which a personreports sensitivity or intolerance(as distinct from "allergic") to anumber of chemicals and otherirritants at very low concentra-

tions. There are different viewsamong medical professionals aboutthe existence, causes, diagnosis,and treatment of this condition.

BOSH. National Institute forOccupational Safety and Health.See Appendix I: Resources formore information.

Begative Pressure. Condition thatexists when less air is supplied to aspace than is exhausted from thespace, so the air pressure withinthat space is less than that in sur-rounding areas. Under this condi-tion, if an opening exists, air willflow from surrounding areas intothe negatively pressurized space.

OSHA. Occupational Safety andHealth Administration. SeeAppendix I: Resources for more

information.

Outdoor Air Supply. Air broughtinto a building from the outdoors(often through the ventilation sys-tem) that has not been previouslycirculated through the system.

PPM. Parts per million.

Preventive Maintenance. Regularand systematic inspection, clean-ing, and replacement of wornparts, materials, and systems.Preventive maintenance helps toprevent parts, material, and sys-tems failure by ensuring that parts,materials and systems are in goodworking order.

Plenum. Air compartment con-nected to a duct or ducts.

Pollutant Pathways. Avenues fordistribution of pollutants in abuilding. HVAC systems are theprimary pathways in most build-ings; however all building compo-nents interact to affect how airmovement distributes pollutants. SeeSection 5 for more information.

Positive Pressure. Condition thatexists when more air is supplied toa space than is exhausted, so theair pressure within that space isgreater than that in surroundingareas. Under this condition, if anopening exists, air will flow fromthe positively pressurized spaceinto surrounding areas.

Pressure, Static. In flowing air, thetotal pressure minus velocity pres-sure. The portion of the pressurethat pushes equally in all direc-tions.

Pressure, Total. In flowing air, thesum of the static pressure and thevelocity pressure.

Pressure, Velocity. In flowing air,the pressure due to the velocityand density of the air.

Psychogenic Illness. This syndromehas been defined as a group ofsymptoms that develop in an indi-vidual (or a group of individuals inthe same indoor environment) whoare under some type of physical oremotional stress. This does notmean that individuals have a psy-chiatric disorder or that they areimagining symptoms.

Psychosocial Factors. Psychologi-cal, organizational, and personalstressors that could produce symp-toms similar to those caused bypoor indoor air quality.

Radon. A colorless, odorless gasthat occurs naturally in almost allsoil and rock. Radon migratesthrough the soil and groundwaterand can enter buildings throughcracks or other openings in thefoundation. Radon can also enterwell water. Exposure to radon cancause lung cancer. See AppendixG: Radon for more information.See Appendix E: Typical IndoorAir Pollutants for more information.

83

Re-entry. Situation that occurswhen the air being exhausted froma building is immediately broughtback into the system through theair intake and other openings inthe building envelope.

SIBS. See "Sick BuildingSyndrome."

Sanitizer. One of three groups ofanti-microbials registered by EPAfor public health uses. EPA con-siders an antimicrobial to be a san-itizer when it reduces but does notnecessarily eliminate all themicroorganisms on a treated sur-face. To be a registered sanitizer,the test results for a product mustshow a reduction of at least 99.9%in the number of each testmicroorganism over the parallelcontrol.

Short-circuiting. Situation thatoccurs when the supply air flowsto return or exhaust grilles beforeentering the breathing zone (areaof a room where people are). Toavoid short-circuiting, the supplyair must be delivered at a tempera-ture and velocity that results inmixing throughout the space.

Sick Building Syndrome. Termsometimes used to describe situa-tions in which building occupantsexperience acute health and/orcomfort effects that appear to belinked to time spent in a particularbuilding, but where no specific ill-ness or cause can be identified.The complaints may be localizedin a particular room or zone, ormay be spread throughout thebuilding.

Soil Gases. Gases that enter abuilding from the surroundingground (e.g., radon, volatile organ-ic compounds, gases from pesti-cides in the soil).

DD

Sources. Sources of indoor air pol-lutants. Indoor air pollutants canoriginate within the building orbe drawn in from outdoors.Common sources include people,room furnishings such as carpet-ing, photocopiers, art supplies, etc.(see Section 5 for more indforma-tion).

Stack Effect. The flow of air thatresults from warm air rising, creat-ing a positive pressure area at thetop of a building and a negativepressure area at the bottom of abuilding. The stack effect canoverpower the mechanical systemand disrupt ventilation and circu-lation in a building.

Steam. One of three groups ofanti-microbials registered by EPAfor public health uses. EPA con-siders an antimicrobial to be asterilizer when it destroys or elim-inates all forms of bacteria, fungi,viruses, and their spores. Becausespores are considered the most dif-ficult form of a microorganism todestroy, EPA considers the termsporicide to be synonymous with"sterilizer."

TYOCs. Total volatile organic com-pounds. See "Volatile OrganicCompounds (VOCs)"

kit Ventilator. A fan-coil unitpackage device for applications inwhich the use of outdoor- andreturn-air mixing is intended tosatisfy tempering requirementsand ventilation needs.

VOCs. See "Volatile OrganicCompounds."

Ventilation Air. Defined as thetotal air, which is a combinationof the air brought inside from out-doors and the air that is beingrecirculated within the building.Sometimes, however, used in refer-ence only to the air brought intothe system from the outdoors; thisdocument defines this air as "out-door air ventilation."

Volatile Organic Compounds (VOCs).

Compounds that vaporize (becomea gas) at room temperature.Common sources which may emitVOCs into indoor air includehousekeeping and maintenanceproducts, and building and fur-nishing materials. In sufficientquantities, VOCs can cause eye,nose, and throat irritations,headaches, dizziness, visual disor-ders, memory impairment; someare known to cause cancer in ani-mals; some are suspected of caus-ing, or are known to cause, cancerin humans. At present, not muchis known about what health effectsoccur at the levels of VOCs typi-cally found in public and commer-cial buildings. See Appendix E:Typical Indoor Air Pollutants formore information.

Zone. The occupied space orgroup of spaces within a buildingwhich has its heating or coolingcontrolled by a single thermostat.

84

Index. .4, 4,

It _4,-,

This Index shows page numbers for the IAQ I, .. if 41.. 4*al' te *

4,q,. .

4% V' 4% k" * .k.e);fpCoordinator's Guide, the IAQ Backgrounder, 4, 4 4 4 zt. cb k"' q, .. q,

W 6. 4g7 etand the eight IAQ Checklists. 0 "4::,,..

0 tr4 01 ili cr .4, , -4... 4. .t ct .7, ..

Q. c. ...e.,.. 4.,g, 0 4:e o moo`'

4, ge4) 4. ..

Q. *If e ,, 4P et:Ttc c), ,`nor .k.. 4140 1:r (6'.0. S.' 44r, 40 44) * VItem

Adhesives 4 5

AHU. See Air Handling Unit

Air Distribution 13, 32 3 1, 6

Air Filters 7, 20 2 2, 3

Air Flow 38, 40 3 3 7, 9 1

Air Handling Unit 10, 11 3 3, 10, 11

Air Movement 12,13,62,63 1,9

Air Pathways 6, 9

Air Pressure 12, 38 3 6

Air Velocity 42 10

Allergies 54, 55 6 1, 2 1, 2

American Society of Heating, Refrigeration, and Air-Conditioning Engineers. See ASHRAE

Animals 9,45 1,2 1 1

Antimicrobial 61

Art Supplies 4

Asbestos 35 1, 4, 5

ASHRAE 11,12,37,39,40 12

Asthma 3,25,57,61 6 1 1,2

Biological Contaminants 10 1 1 3 5

BRI. See Building-Related Illness

Building-Related Illness 35

Carbon Dioxide 54, 55 9, 11

Carbon Monoxide 3, 14, 25, 52, 53 4

Carpet 18 1 1 2 2, 5, 6

Central Air Handling Unit 10, 11 3, 4

Chemical Sensitivities 14 6

Chemical Smoke 41 2 2, 7, 9 4

Cleaning Agents 2

Cleanliness 20 1, 6 1 2

Combustion Appliances 10 4

Communication (about IAQ) 17,21,23,24,26,33,34,37,43 6

Condensation 62-64 2 1 3

85

Item

.. ...d.,It sr t?

0:3" ~y

co

.. t 47. co4.*4 ..ql

..d1It 4.) . o, IS of t7-4r, *. co4 r .4!) r c, .0e, .., 40 ..t ZS4 c' 1 e ct At (t 4t 4t. 6)tl .0 .. to ti' At ct it4.,(1.. .0 ,145. 4.4 14, 4+ * lk44f) V 0C* 0 yo 4" IL z

4r 4 "41. * 4.4 44 tit) ..*.°) 4t co*

Construction 9, 16, 21, 39, 40, 60 1 9 1, 6

Control Strategies 29, 38, 62 5

Dampers 38 3, 4, 7

Diffuser 42, 63 10

Dirt 1 1 2, 3 1, 2 6

Disinfectants 43 6 2

Drafts 20 6

Drain Trap 16 2 1 2, 3

Ductwork 10, 16, 42 2, 7,10

Duplicating Equipment. See Printing Equipment

Dust 9, 18, 23, 25, 54, 55, 63 2, 1, 2 1, 3, 6

Dust Mites. See Dust

Education 30, 35, 48, 57 6 5 1, 2 1

Emergency Response 5, 18, 25

Environmental Tobacco Smoke. See Tobacco Smoke

Exhaust Systems 31 5 1

Exposure Control 29 5

Fans 10, 12, 16, 49, 62, 63 2-6 2, 3 2,

7,

3, 6

10, 11

4 1, 2 1, 4, 6, 7

Flooring 23 2 5, 6

Flow Hoods 42 10

Food 17 1, 3 1, 2 3 1, 2 1

Formaldehyde 52, 53

Fume Hoods 12 3-6

Fumes 12, 29 5 3-6 9 2 1, 4, 7

Furnaces. See Combustion Appliances

Gas Appliances 1

Grille(s) 20, 38, 42 3 3 3 6, 7

9, 10

2 6

Heating, Ventilation,and Air Conditioning System

9-13, 27, 29, 30, 36-38, 60 2, 3, 5 1-3, 6,

7, 9, 11 6

Housekeeping 7, 9, 16, 29, 31 2, 5

Humidity 3, 10-12, 20, 21, 41, 61-63 3 2, 6 1, 2 5 3

8

Item

..

f.. ,

.. rI ..

_q., 4 4.f C' 4tea4.4i '0

4 c?... ..1 6 .! i t-r .-ib t df4 1 0 A 6.& e ..444" 0 4. Z44. , e 4/

O 4. .40 4b 4 '70 4141) !kfb 4 4' .4'I) 4'4r e14

etIt m° gr74 4' '44r %. V' qa 4 AP4.

gt

HVAC. See Heating, Ventilation, and Air Conditioning System

IAQ Coordinator 1, 5-8, 15, 17-19, 21,

22, 24, 26, 33, 43, 60

6 2 2 1 3,

9, 10

4 1, 2 1

IAQ Management Plan 5, 7, 15-17, 19, 22

IAQ Measurements 32, 36

IAQ Problems 1, 3, 5, 12, 14-16,

18, 19, 21-23, 43

1, 2,

4-6

1, 2,

4, 5

1-3 1 6 2 3, 7

Diagnosing 25,27,28,33

Emergencies 25, 26

Solving 7-9, 15, 21, 22, 25.27, 29, 38

IAQ Team 1, 5, 7, 15, 19, 21

IPM. See Pest Control

Inte rated Pest Management. See Pest Control

Lead 9, 13, 18, 20, 21, 25, 27,

35-37, 39, 47, 54, 55, 57, 61

2 2 1, 3, 6

Leaks 61, 62 2 1 1-3, 7 3, 4 1 6

Water 17, 47, 61, 62 2, 6 1 4 2-4 2 1, 3, 6

Local Exhaust 29, 31 5 3-5 2, 3 7 4 1

Locker Room 16, 62 3, 6 3

Maintenance 3, 4, 7, 9, 16, 18, 25,

31, 38, 43, 47, 63

1, 2 1-3 1, 2, 3 5

Moisture 31, 61-64 1, 2, 6 1 4 2-4 1 6

Mold 12, 20, 21, 61-64 ' 1-3 1, 3 3 3 1 1

News Media. See Communication and Sample Memos

Occupational Safety and Health Administration. See OSHA

Odors 10, 12, 14, 20, 23, 31, 61 3,5 2, 3, 6 1-3 2 7 4 1, 2 1 2, 3, 7

Off-Gassing 30 1, 2

OSHA 18, 39, 44

Outdoor Air Intake 37 10

Outdoor Air Supply 31 4, 9-11 4

Paint 43, 46, 47 1, 3, 4

Parents 3-8, 16, 19, 23-26, 33,

34, 43,44, 46, 47, 57

1, 6 1 2

Pest Control 17, 18, 20, 23, 43-45 1 1 4

Item

I. .4.% 4e v eev ZW44 e; 7 4t, VO *

.... 427ci, *4 ir, . a. $ . c,1 ,C . k II-% ' 1 : ,t, , ...t.a. p. .4.. .... e 4., (4. 04.' ill0 0ea qi) 0 43 Att' 4"k-

'<ir 4, 't * -v.b 44. vPesticide 54, 55 5, 6 1 1 4

Pitot Tubes 42 10

Plumbing 2 1 2 3 1

Pollutants 1, 3, 4, 7-9,

29, 30, 32,

12-14,

36, 39,

16,

41,

18, 25, 27,

43, 52-55

1-5 3, 4 2, 3 1, 2 2, 9 1, 3-5, 7

Printing Equipment 3

Radon 16, 17, 20,

54, 55, 59,

35, 39,

60

6 6

Relative Humidity. See Humidity

Renovations 1, 7,18, 20, 21, 23, 30, 40, 43, 60 1, 5, 6

Roofs 16 2, 7 3

Sample Memos 8, 19, 44-50 Also see the IAQ Coordinator's Forms Tab

Science Supplies 4 5

Semi-Volatile Organic Compounds 52, 53

Sewer Gases 16 2 1

Solvents 4 2-4

Sources 1, 4, 7, 9, 16, 20 ,24, 25,

27, 29, 30, 36, 37, 41, 43

1, 2,

5,61 2, 7,

10, 11

4 1 1, 3, 6

Biological 25, 35, 45 5

Building 5-7, 9-14, 19, 20, 23,30-32,

34-37, 39, 40, 48-50, 59-63

2-6 2 2 1, 1-4, 6,

7, 9, 11

2-4 2 1, 3-7

Management of 1, 29 1

Outdoor 3, 10-13, 16, 20,

29-31, 37-42, 61-63

1, 3, 5 2 3 2 1-12 3, 4 1 1, 2, 4, 6, 7

Spills 18, 25, 61 5 1, 4-6 1 1, 3

Temperature 3, 10-14, 41, 61-64 3 2 2 4, 5, 9 3 6

Thermal Comfort 3, 9, 11, 12

Thermostats 11, 63 4-6

Tobacco Smoke 14, 48-50, 52, 53, 57 1, 2

Unit Ventilators 10, 11, 20 3 1-3 1-3 1,11

Ventilation 1, 5, 7-13, 17, 18, 20, 25,

27, 29-32, 36-43, 60, 62, 63

1-3,

5, 6

1-4 2, 3 2 1-3, 1, 2,

6-12

4 1 1, 2, 4, 6, 7

V OCs. See Volatile Organic Compounds

Volatile Organic Compounds 36,52,53 2, 3, 5

Water 17,47,61,62 2, 6 1 4 2-4 2 1, 3, 6

88

Please send information regarding: We welcome your comments on any aspect of the Indoor AirQuality Tools for Schools Action Kit:

Training on air quality in schools

Radon testingRadon mitigationRadon prevention for new construction

Lead-based paints

Integrated Pest Management

Name (please print)

Position or Title

School (if you work at the school level)

District (if you work at the district level)

Address

City State Zip

Telephone

Please send information regarding: We welcome your comments on any aspect of the Indoor AirQuality Tools for Schools Action Kit:

Training on air quality in schools

Radon testingRadon mitigation

Radon prevention for new construction

Lead-based paints

Integrated Pest Management

Name (please print)

Position or Title

School (if you work at the school level)

District (if you work at the district level)

Address

Gty State Zip

Telephone

89

Indoor Air Quality

Tools for Schools

U.S. Environmental Protection Agency

Indoor Air Division, 6607J

401 M Street, SW

Washington D.C. 20460

PLACE

STAMP

HERE

Indoor Air Quality

Tools for Schools

U.S. Environmental Protection Agency

Indoor Air Division, 6607J

401 M Street, SW

Washington D.C. 20460

90

PLACE

STAMP

HERE

IAQ Coordinator's Forms

Eaake copies of the checklists and forms in this section so that the originals will be available for

future use. The checklists and forms may be copied or modified according to your specific needs.

The IAQ Backgrounder and IAQ Checklists are individual pieces contained in the IAQ Tools for

Schools Action Kit.

Sample Memo for School Staff

Sample Memo for Parents

Sample Memo for Contract Service Providers

Sample Memo for Local News Media

Activate the IAQ Management Plan Checklist (2 pages)

IAQ Coordinator's Checklist(2 pages)

Checklists Log (1 page)

Local IAQ Service Providers List(1 page)

Problem Solving Checklist (4 pages)

91

Sample Memo for School Staff

Forest Lake School

[Date)

Dear Staff Member:

This month, [Forest Lake)begins a new program to improve indoor air quality in

our school. This letter accompanies specific guidance prepared by the U.S.

Environmental Protection Agency (EPA) that shows how you can make this pro-

gram a success.

[Forest Lake] is proud to be taking a leadership role in providing a safe, comfort-

able, and productive environment for our students and staff so that we achieve our

core mission educating students. Our school will follow the EPA guidance to

improve our indoor air quality (IAQ) by preventing as many IAQ problems as pos-

sible, and by quicklyresponding to any IAQ problems that may arise.

Good indoor air quality requires an ongoing commitment by everyone in our

school, becauseeach of us daily makes decisions and performs activities that affect

the quality of the air webreathe. You can make an important

contribution to this

IAQ improvement program by reading the background information and applying

the simple, yet important,activities in your Checklist, which is attached.

When you have read the IAQ Backgrounderand completed the Checklist, return

the Checklist to our IAQ Coordinator,[Name), so that [he or she) can follow up on

any unresolved IAQ problems you may have. [Name) has agreed to administer the

IAQ ManagementPlan, which includes

taking a team leadership role, coordinating

emergency response, and serving as our information resourceon IAQ. [Name] may

be contacted at [phone and room number]. Please return the Checklist to [him or

her] by [date).

The school newsletter will carry progressreports as we learn more about indoor air

quality in our school.

Sincerely,

[Name][Principal or Superintendent)

92

Sample Memo for Parents

Forest Lake School

[Date)

Dear [Parent):

This month, [Forest Lake) begins a new program to improve indoor air quality inour school. (Forest Lake) is proud to be taking a leadership role in providing a safe,comfortable, and productive

environment for our students and staffso that we

achieve our core mission educating students. Our school will follow U.S.Environmental Protection Agency guidance to improve our indoor air quality(IAQ) by preventing as many IAQ problems as possible, and by quickly responding

to any IAQproblems that may arise.

I thought that you would be interested in what we are doing, so with this letter Ihave enclosed a copy of the IAQ Backgrounder, which is part of the EPA guidance

that we are using in our school. Not only is this basicinformation useful to schools,

you may also find it usefulfor application in your own home, which is where most

people spend most of their time.[Name) has agreed to coordinate the IAQ program for our school. [Name) may becontacted at [phone and room number). If you have any questions or concerns,please do not hesitate to contact [him or her).The school newsletter will carry progress reports as we learn more about indoor airquality in our school.

Sincerely,

[Name)[Principal or Superintendent)

93

Sample Memo for Contract Service Providers

Forest Lake School

[Date)

Dear [Name of Contract Service Provider):

[Forest Lake) now has in place a program to monitor and improve indoor air quality

in our school. Since the work you will perform in our school can have an impact on

the quality of the air within our school, this letter accompanies specific guidance

prepared by the U.S. EnvironmentalProtection Agency (EPA) that shows how you

can help make this program a success.

[Forest Lake) is proud to be taking a leadership role in providing a safe, comfort-

able, and productive environment for our students and staff so that we achieve our

core mission educatingstudents. Our school will follow the EPA guidance to

improve our indoor air quality (IAQ) by preventing as many IAQ problems as pos-

sible.

You can make an importantcontribution in preventing IAQ problems by reading

the IAQ Backgrounderand applying the simple, yet important,

activities in your

Checklist, which is attached.

If you have any questions or concernsabout how your activities may affect the air

within our school, please contact me at [phone and room number).

Sincerely,

[Name)IAQ Coordinator

94

Sample Memo for Local sews Media

Forest Lake School

[Date)

Dear [Local News Media Person)This month,

[Forest Lake) begins a new program to ensure good indoor air quality

in our school. [Forest Lake) is proud to be taking a leadership role in providing a

safe, comfortable, and productive environment for our students and staffso that we

achieve our core mission educating students. Our school will follow EPA guid-

ance to improveour indoor air quality (IAQ) by preventing as many IAQ

problems

as possible, and by quickly responding to any IAQproblems that may arise.

As a prominent source of information on events for our local area, you can be help-

ful in assuring that timely and accurate information regarding IAQ in our schoolreaches the parents of students and other concerned constituents. I have enclosed a

copy of the IAQBackgrounder, which is one part of a package which the staff in

our school has received.If you have any questions

regarding IAQ in our school, please contact our IAQCoordinator, [Name). [Name) has agreed to administer the IAQ

Management Plan,

which includes taking a team leadership role, coordinating emergency response, and

serving as our information resource on IAQ. [Name) may be contactedat [phone).

Sincerely,

[Name)[Principal or Superintendent)

o t)

Activating the IAQ Management Nan

IAQ Coordinator School Date Completed

Use the checklist below to record and monitor the steps you have taken to activate the IAQ Management Plan.

Steps Taken Date Comments/Notes

1. IAQ Coordinator Selected

Name:

2. Guidance Read

3. Administrative Support Obtained

4. Requested Additional Information on Radon

5. Requested Additional Information on

Integrated Pest Management

6. Requested Additional Information on Lead

7. IAQ Checklist Interval Established

# of times each year:

Dates:

6

Activating the IA(1 Management Plan (page 2)

Steps Taken Date Comments/Notes

8. Emergency Response Prepared

Local health agency contacted

IAQ professional(s) identifiedand contacted

Equipment and supplies for wet carpetsready or local professional cleaning firmready

Local IAQ Service Providers form filled in

9. Committees and Groups Informed

Health and safety committee(s)

Building committee(s)

PTA

Others:

10. IAQ Policies Prepared and Distributed

Smoking

Pest control

Ventilation system operation

Painting

Others:

6 of 14

IAQ Coordinator's Checklist

IAQ Coordinator School Date Completed

Use the checklist below to record and monitor the steps you have taken to implement the IAQ Management Plan.

Steps Taken Date Comments/Notes

1. Start Action Packets Log

2. Distribute Action Packets

All appropriate people have received anAction Packet

Each Action Packet type has beendistributed

3. Receive and Summarize IAQ Checklists

Receive all IAQ Checklists

Review IAQ Checklists

Transfer data to Checklists Log

List things to review during walkthrough inspection

4. Perform Walkthrough Inspection

5. Assess Radon Status

Testing completed

Control system installed (if needed)

Control system properly operating

6. Assess Pest Control

7. Assess Lead Status

8. Identify Recent Changes

Flooding/water damage

Night or weekend classes

New staff

Other

Tof 14 9 8BEST COPY AVAILABLE

IAQ Coordinator's Checklist (page 2)

Steps Taken

9. Set Repair and Upgrade Priorities

Make to-do list

Date Comments/Notes

10. Gain Approval for Repairs and Upgrades

11. Distribute Status Report

12. Perform Repairs and Upgrades

13. Conduct Follow-up Inspections

14. Develop Calendar of IAQ Events

Set next date for applying IAQ checklist

Note upcoming renovation and repairs

Note future addition of staff

15. Assess Problem Solving Performance

16. Establish and Update IAQ Policies

17. Distribute Final Report

Students and staff

Parents

School administration

18. Check Contacts List

19. File Checklists, Reports, and Notes

99 8 of 14

Checklists Log

IACI Coordinator School

Use this log to keep track of who has received a Checklist, who has returned their Checklist(s), unresolved problem(s)identified in the Checklist(s), who solved the problems, and when.

This log can also be used to record distribution of information to parents, school board members, contract serviceproviders, and local media.

Type of Checklist(s) Distributed

Person Receiving ChecklistLocation /,/,7-

or Room # 4,s7ey,y,f/s/.7

..??: 4? -..= .;,,,' ,e' .*:°' IDate Problems Require

Follow-upFollow-up Delegated To

Date

CompletedSent Received

Yes

_______ No

Yes

_______ ___________ No

0 Yes

_______ ___________ No

Yes

_______ -No

Yes

_______ ___________ No

0 Yes

No

Yes

_ _ _ _ ___________ No

Yes

_______ ___________ No

Yes

____ ___________ No

Yes

_______ No

Yes

____ ___________ No

Yes

____ ___________ No

Yes

___________ No

0 Yes

___________ No

Yes

No

Yes

_______ No

Yes

_______ No

Yes

_______ No

0 Yes

No

9.. of 1.4

0 0

Local IAQ Service Providers List

Hazardous

MaterialsHotline

FIRM CONTACT PHONE ADDRESS

TITLE EMERGENCY

Local

Health

Department

FIRM CONTACT PHONE ADDRESS

TITLE EMERGENCY

State

Health

Department

FIRM CONTACT PHONE ADDRESS

TITLE EMERGENCY

Carpet

Cleaner

FIRM CONTACT.

PHONE ADDRESS

TITLE EMERGENCY

IAG

Consultant

FIRM CONTACT PHONE ADDRESS

TITLE EMERGENCY

Mechanical

Systems

Operator

FIRM CONTACT PHONE ADDRESS

TITLE EMERGENCY

FIRM CONTACT PHONE ADDRESS

TITLE EMERGENCY

FIRM CONTACT PHONE ADDRESS

TITLE EMERGENCY

FIRM CONTACT PHONE ADDRESS

TITLE EMERGENCY

FIRM CONTACT PHONE ADDRESS

TITLE EMERGENCY

10110 of 14

Problem Solving ChecklistUse this Checklist with the IAQ Problem Solving Wheel to resolve a single IAQcomplaint, or several complaints occurring at the same time that seem related.Mark a copy of the fire escape floorplan or use other means of recording andreviewing information. Since this Checklist becomes a record of your activities inresolving an IAQ complaint(s), date it and file it for future reference. Involve addi-tional staff, such as engineers, during the problem solving process.

Complaint Data

Record complaints below at the beginning of your problem solving process. Interview the complainant(s) to get acomplete and accurate description of the complaint symptoms, times, and locations.

IAQ Coordinator

School

Complainant

Name

Date

Received

Description of Complaint

(symptoms or explanation)

Location(s) or

Room Number(s)

Is Problem

Ongoing?

0 Y

Occurence

Date(s) & Time(s)

0NL.) Y

ON0 YON0 YU Nai YON0 Y0 N0 YON0 YON0 YEi N

Problem Solving Steps

Follow the directions on the IAQ Problem Solving Wheel to investigate potential causes of the symptoms recordedabove. Use the steps below to help keep your investigation organized and documented.

Step Date Completed Notes

1. Relate the symptoms from the complaint databox to a group of symptoms in the Notescolumn to the right

10211 of 14

OdorsTemperature or humidity problems (occupantdiscomfort)Headache, lethargy, nausea, drowsiness, anddizzinessSwelling, itching, or irritated eyes, nose,or throat; congestionCough; congestion; chest tightness; shortness ofbreath; fever; chills and/or fatigueDiagnosed infection or clusters of serioushealth problems

Step Date Completed Notes

2.

3.

Is this an emergency? Yes NoSee the Wheel sectors "Identifying an emer-gency" and "What to do in an emergency"

Place a checkmark next to the potential causes inStep 4 below that are shown at 2 on the Wheel.

Actions Taken: 0 Evacuation 0 Notification Other:

4. Each section below corresponds to a section of the IAQ Problem Solving Wheel. Use this area to record diagnosticsyou perform. Three spaces are provided below for each diagnostic step to allow you to record information for morethan one location or piece of equipment. Make extra copies of this form as necessary. Please note that some of the stepsmay not apply co your building.

Step

Temperature & HumidityIs thermostat properly set?Is air flowing from the vent warm (for heat)or cool (for air conditioning)?Are drafts or direct sunlight causing discom-fort?Is humidity too high or low (best if between30-60% rel. humidity)?Is condensation often present on windows orother cold surfaces?Is there an objectionable odor?

Outdoor Air SupplyIs ventilation system turned on?Is outdoor intake blocked?Are supply vent(s) blocked?Is air flowing from supply vent(s)?Is air flowing into outdoor intake?Are outdoor air or supply ducts blocked?Is outdoor air supply at least 15 cfm per person?Is CO2 in the area higher than 1000 ppm?

Air Handling UnitIs the system turned on?Is the air flowing from vent(s)?Is the fan operating?Is the filter(s) clean & properly installed?Are dampers operating properly?Is there moisture, debris or microbial growthin or around the unit?Is the drain pan clean & draining?Are the coils clean?Is combustion equipment properly vented(no flue leaks, spillage, or backdrafting)?

Date completed (for each

location if more than one

location or piece of

equipment is involved)

Notes

1 2 3

103 12 of 14

Step Date completed (for each

location if more than one

location or piece of

equipment is involved)

Notes

Local ExhaustDoes exhaust turn on?Is the exhaust used when needed?Is air flowing out the exhaust vent?Is exhaust duct work blocked?Is a sufficient amount of air being exhausted?If everything works, but not enough air isbeing exhausted, can make up air easily enterthe room (e.g., through spaces under doors)?

Biological SourcesAre animals,or fungi (mold) present?Is there an odor of mold or mildew in or nearthe complaint area?Is there standing water near the complaintarea or in the air handling unit?Is condensation often present on window orcold surfaces?Is indoor relative humidity above 60 %?Are contagious occupants present?

Housekeeping SourcesDo complaints occur during or just afterhousekeeping activities?Do housekeeping activities take place nearthe complainants?Are any new products in use?Are housekeeping products being usedaccording to directions?Are products stored in sealed containers or ina vented room(s)?

Outdoor SourcesAre sources of odor or pollutants (e.g., vehicles,stored chemicals, trash, plumbing vents)located near outdoor air intakes?Are there sources nearby or upwind:

Combustion byproducts from traffic, loadingdocks, or flue exhausts?Industrial, agricultural, or lawn care activity?Construction activity?

Are pollen levels high?

Building SourcesHas there been recent painting,roofing, orother remodeling or construction?Were pesticides applied recently near thecomplaint area?Are new furnishings or equipment in place?Are drain traps dry?Are chemicals stored in poorly sealed containers?Is it overly dusty?

1 2 3

13 of 14 104

Step Date Completed Notes

5 Repeat all diagnostics for each potential cause inall affected locations.

L If the diagnostics for the recommended potentialV.causes did not identify the problem(s), investi-gate remaining potential causes in Step 4 untilthe cause(s) of the complaint(s) are identified andcorrected.

7 If problem remains unidentified or uncorrected,obtain professional assistance.

O Provide notice if problem is not quickly resolved.u.

O Problem resolved and preventive measures taken.7.

10. Provide a final report.

To prevent future problems implement an1 1e' IAQ Management Plan.

12. File this Checklist and related information.

05

Company:Person:Phone:

Notice to OccupantsNotice to parents of minors

Describe solution:

Preventive measures taken:

Final report to occupantsFinal report to parents of minors

Done

14 of 14

IAQ Backgrounder

lehe goal of the Checklist is to pro-vide clear and easily applied activitiesthat you can use to help preventindoor air quality problems andresolve any problems promptly if theydo arise. Once you understand thebasic principles and factors that influ-ence indoor air quality in your school,you will note that the specific activi-ties involve two major actions themanagement of pollutant sources, andthe use of ventilation for pollutantcontrol. This guidance is based on thefollowing principles:

Many IAQ problems can be pre-vented by school staff and students

When IAQ problems do arise, theycan often be resolved using theskills of school staff

The expense and effort required toprevent most IAQ problems ismuch less than the expense andeffort required to resolve problemsafter they develop

Why IAQ is Important to Your School

Most people are aware that outdoor airpollution can damage their health, butmany do not know that indoor air pol-lution can also have significant harm-ful effects. U.S. EnvironmentalProtection Agency (EPA) studies ofhuman exposure to air pollutants indi-cate that indoor levels of pollutantsmay be 2-5 times, and occasionallymore than 100 times, higher than out-door levels. These levels of indoor airpollutants may be of particular con-cern because it is estimated that mostpeople spend about 90% of their timeindoors. Comparative risk studies per-formed by EPA and its Science AdvisoryBoard have consistently ranked indoorair pollution among the top five envi-ronmental health risks to the public.

Failure to prevent indoor air problems,or failure to respond promptly, canhave consequences such as:

increasing the potential for longterm and short term health prob-lems for students and staff

impacting the student learning envi-ronment, comfort, and attendance

reducing productivity of teachersand staff due to discomfort, sick-ness, or absenteeism

accelerating deterioration andreducing efficiency of the schoolphysical plant and equipment

increasing the potential that schoolswill have to be closed, or occupantstemporarily relocated

straining relationships among schooladministration and parents and staff

creating negative publicity thatcould damage a school's or adminis-tration's image and effectiveness

creating potential liability problems

Indoor air problems can be subtle anddo not always produce easily recog-nized impacts on health, well-being,or the physical plant. Children may beespecially susceptible to air pollution.For this and the reasons noted above,air quality in schools is of particularconcern proper maintenance ofindoor air is more than a "quality"issue, it encompasses safety and stew-ardship of our investment in the stu-dents, staff, and facilities.

Understanding IAQ Problems and

Solutions

Over the past several decades, exposureto indoor air pollutants has increaseddue to a variety of factors, includingthe construction of more tightly sealedbuildings, reduced ventilation rates tosave energy, the use of synthetic build-

,

106

Indoor Air Quality

Tools for Schools

Good indoor air quality

contributes to a favorable

learning environment for

students, productivity for

teachers and staff, and a

sense of comfort, health,

and well-being for

all school occupants.

These combine to

assist a school in

its core mission

educating children.

1 of 6

ing materials and furnishings, and theuse of chemically-formulated personalcare products, pesticides, and house-keeping supplies. In addition, ouractivities and our decisions, such asdeferring maintenance to "save"money, lead to problems from sourcesand ventilation.

Four basic factors affect IAQ: sources ofindoor air pollutants, heating, ventila-tion, and air-conditioning (HVAC) sys-tem, pollutant pathways, and occupants.

Sources of Indoor Air Pollutants

Indoor air contaminants can originatewithin the building or be drawn infrom outdoors. If pollutant sources arenot controlled, IAQ problems canarise, even if the HVAC system is

Typical Sources of Indoor Air Pollutants

properly operating. Air pollutantsconsist of numerous particulates,fibers, mists, bioaerosols, and gases. Itmay be helpful to think of air pollu-tant sources as fitting into one of thecategories in the table shown below.

In addition to the number of potentialpollutants, another complicating fac-tor is that indoor air pollutant concen-tration levels can vary by time andlocation within the school building, oreven a single classroom. Pollutants canbe emitted from point sources, such asfrom science store rooms, or from areasources, such as newly painted sur-faces, and pollutants can vary withtime, such as only once each weekwhen floor stripping is done, or con-tinuously such as fungi growing in theHVAC system.

Outside Sources

Polluted Outdoor Air

pollen, dust, fungalspores

industrial emissions

vehicle emissions

Nearb y Sources

loading docks

odors from dumpsters

unsanitary debris orbuilding exhaustsnear outdoor airintakes

Underground Sources

radon

pesticides

leakage from under-ground storage tanks

Building Equipment

HVAC Equipment

microbiologicalgrowth in drip pans,ductwork, coils, andhumidifiers

improper venting ofcombustion products

dust or debris inductwork

Non-HVAC Equipment

emissions from officeequipment (volatileorganic compounds,ozone)

emissions from shops,labs, cleaningprocesses

Components /Furnishings

Components

microbiological growthon soiled or water-damaged materials

dry traps that allow thepassage of sewer gas

materials containingvolatile organic com-pounds, inorganiccompounds, or dam-aged asbestos

materials that produceparticles (dust)

Furnishings

emissions from newfurnishings and floor-ings

microbiologicalgrowth on or in soiledor water-damagedfurnishings

Other Indoor Sources

science laboratories

vocational arts areas

copy/print areas

food preparationareas

smoking lounges

cleaning materials

emissions from trash

pesticides

odors and volatileorganic compoundsfrom paint, caulk,adhesives

occupants with corn-municable diseases

dry-erase markersand similar pens

insects & other pests

personal care products

2 of 6 1 11 "4V I

Central Exhaust FanOptional Location

for Unit Ventilator

Outdoor

Air Supply

HVAC System Design and Operation

The heating, ventilation, and air-con-ditioning (HVAC) system includes allheating, cooling, and ventilatingequipment serving a school. A proper-ly designed and functioning HVACsystem:

controls temperature and humidityto provide thermal comfort

distributes adequate amounts ofoutdoor air to meet ventilationneeds of school occupants

isolates and removes odors and pol-lutants through pressure control,filtration, and exhaust fans

Not all HVAC systems are designed toaccomplish all of these functions.Some buildings rely only on naturalventilation. Others lack mechanicalcooling equipment, and many functionwith little or no humidity control.The two most common HVAC designsused in schools are unit ventilators andcentral air handling systems. Both canperform the same HVAC functions,but the central air handling unit serves

multiple rooms while the unit ventila-tor serves a single room.

The three building figures in thisBackgrounder show typical methodsfor how outdoor air enters a room, andhow exhaust air exits through a vent.If exhaust airflow through door or wallgrilles into corridors is sealed due tofire codes, ensure that air has anotherpath to reach the central exhaust.

Pollutant Pathways and Driving Forces

Airflow patterns in buildings resultfrom the combined forces of mechani-cal ventilation systems, human activi-ty, and natural effects. Air pressure dif-ferences created by these forces moveairborne pollutants from areas of high-er pressure to areas of lower pressurethrough any available openings inbuilding walls, ceilings, floors, doors,windows, and HVAC system. Aninflated balloon is an example of thisdriving force. As long as the openingto the balloon is kept shut, no air willflow, but when open, air will movefrom iriside (area of higher pressure) tothe outside '(area of lower pressure).

0

How outdoor air is supplied

through a unit ventilator.

Typical air supply vents and

return/exhaust grilles.

Supply only *

Supply only *

Could be either

Usually a return

Could be either

Light Fixture :

L

Usually a return if only one longslot on each side of light. *

located only on ceilings, not walls

3 of 6

How outdoor air is supplied in a

central air handling system.

4 of 6

Even if the opening is small, air willmove until the pressures inside andoutside are equal.

Building Occupants

Building occupants in schools includethe staff, students, and other peoplewho spend extended periods of time inthe school. The effects of IAQ prob-lems on occupants are often non-spe-cific symptoms rather than clearlydefined illnesses. Symptoms commonlyattributed to IAQ problems include:

headache, fatigue, and shortness ofbreath

sinus congestion, cough, and sneezing

eye, nose, throat, and skin irritation

dizziness and nausea

All of these symptoms, however, mayalso be caused by other factors, and arenot necessarily due to air quality defi-ciencies. Environmental stressors suchas improper lighting, noise, vibration,overcrowding, poor ergonomics, andpsychosocial problems (such as job or

home stress) can produce symptomsthat are similar to those associatedwith poor air quality, but require dif-ferent solutions.

Because of varying sensitivity amongpeople, one individual may react to aparticular IAQ problem while sur-rounding occupants do not display illeffects. In other cases, complaints maybe widespread. In addition to differentdegrees of reaction, an indoor air pol-lutant or problem can trigger differenttypes of reactions in different people.Groups that may be particularly suscep-tible to effects of indoor air contami-nants include, but are not limited to:

allergic or asthmatic individuals, orpeople with sensitivity to chemicals

people with respiratory disease

people whose immune systems aresuppressed due to radiation,chemotherapy, or disease

contact lens wearers

Exhaust Air

Outdoor

Air

Supply

Central Air Handling Unit

(maybe located indoors)

.109

Six Basic Control StrategiesThere are six basic control methods forlowering concentrations of indoor airpollutants. Specific applications ofthese basic control strategies are notedin your Checklists.

Source Management includes sourceremoval, source substitution, andsource encapsulation. Source manage-ment is the most effective controlmethod when it can be practicallyapplied. Source removal is very effec-tive. However, policies and actionsthat keep potential pollutants fromentering the school are even better atpreventing IAQ problems. Examplesof source removal include not allowingbuses to idle near outdoor air intakes,not placing garbage in rooms withHVAC equipment, and banningsmoking within the school. Sourcesubstitution includes actions such asselecting a less toxic art material orinterior paint than the products whichare currently in use. Source encapsula-tion involves placing a barrier aroundthe source so that it releases fewer pol-lutants into the indoor air (e.g., asbes-tos abatement, pressed wood cabinetrywith sealed or laminated surfaces).

Local Exhaust is very effective inremoving point sources of pollutantsbefore they can disperse into theindoor air by exhausting the contami-nated air outside. Well known exam-ples include restrooms and kitchenswhere local exhaust is used. Otherexamples of pollutants that originateat specific points and that can be easi-ly exhausted include science lab andhousekeeping storage rooms, printingand duplicating rooms, and vocational/industrial areas such as welding booths.

Ventilation through use of cleaner(outdoor) air to dilute the polluted(indoor) air that people are breathing.

0:61;1.69.ta;2:ao.el

Outdoor Air

is Supplied

through

Loose

Windows

and other

Openings

(3g.91947()VP.," Z, CY: b.Yd-'Aia'15.4:6'4

Generally, local building codes specifythe quantity (and sometimes quality)of outdoor air that must be continu-ously supplied to an occupied area. Forsituations such as painting, pesticideapplication, or chemical spills, tem-porarily increasing the ventilation canbe useful in diluting the concentrationof noxious fumes in the air.

Exposure Control includes adjusting thetime of use and location of use. Anexample of time of use would be tostrip and wax floors on Friday afterschool is dismissed, so that the floorproducts have a chance to off-gas overthe weekend, reducing the level ofodors or contaminants in the air whenthe school is occupied. Location of usedeals with moving the contaminatingsource as far as possible from occupants,or relocating susceptible occupants.

Air Cleaning primarily involves the fil-tration of particles from the air as theair passes through the ventilationequipment. Gaseous contaminants canalso be removed, but in most cases thistype of system should be engineeredon a case-by-case basis.

11 0

How outdoor air is supplied in an

exhaust-only system.

of -6

IAQ Checklists Available

Teacher's

Administrative Staff

Health Officer's

Ventilation

Building Maintenance

Food Service

Waste Management

Renovation and Repairs

6 of 6

Education of the school occupantsregarding IAQ is critical. If people areprovided information about the sourcesand effects of contaminants under theircontrol, and about the proper opera-tion of the ventilation system, theywill better understand their indoorenvironment and can act to reducetheir personal exposure.

Your Role in the IAQ Team

As one of the people in your school,your activities and decisions have animpact on the quality of the indoor airin your school. You can participate byapplying the activities noted in yourChecklist, and by continuing to applythese, principles on a daily basis. Some-one from your school or district hastaken the role of IAQ Coordinator, andserves as a focal point for collectingIAQ information and handling IAQconcerns.

How Do You Know if You Have anIAQ Problem

Diagnosing symptoms that relate toIAQ can be tricky. Acute (short-term)symptoms of IAQ problems typicallyare similar to those from colds, aller-gies, fatigue, or the flu. There are cluesthat can serve as an indicator of apotential indoor air problem:

the symptoms are widespread with-in a class or within the school

the symptoms disappear when thestudents or staff leave the schoolbuilding for a day

the onset is sudden after somechange at school, such as paintingor pesticide application

persons with allergies, asthma, orchemical sensitivities have reactionsindoors but not outdoors

a doctor has found that a student orstaff member has an indoor air-related illness

However, a lack of symptoms does notensure that IAQ is acceptable.Symptoms from long-term healtheffects (such as lung cancer due toradon) often do not become evident formany years.

What if You Think You Have an

IAQ Problem

If you receive complaints that seem toindicate a potential IAQ problem andthe problem is self-evident, thenattempt to correct the problem. If theproblem cannot be corrected, or if thecomplaint seems to indicate a poten-tially severe IAQ problem, contact theIAQ Coordinator immediately. TheIAQ Coordinator may ask you ques-tions to try to identify whether youhave overlooked potential causes of theproblem (such as, "Has anythingchanged since the last time you com-pleted your Checklist?"), and then maycall in other help from within or out-side the school to investigate further.

Communication

Because indoor air problems can jeop-ardize the health of students and staff,parents and the public may reactstrongly to reports of bad indoor airquality in your school. With this inmind, it is recommended that you fol-low the communications guidelinesestablished by the IAQ Coordinator.Usually, this will involve referringquestions from the public and mediato one central source, the IAQCoordinator for your school. In thisway, students, parents, staff, and thepublic will not become alarmed byconflicting or wrong information, andwill have a consistent and completesource of information regarding thequality of the indoor air in your school.

This checklist discusses eleven

major topic areas:

General Cleanliness

Animals in the Classroom

Drain Traps

Excess Moisture

Thermal Comfort

Ventilation

Local Exhaust Fans and Fume Hoods

Art Supplies

Science Supplies

Industrial/Vocational Education

Supplies

Locker Room

Instructions:

1. Read the IAQ Backgrounder.

2. Check off each box as you com-

plete the activity.

3. Check the triangle(s) as appropri-

ate or check the circle if you need

additional help with this activity.

4. Return this checklist to the IAQ

Coordinator and keep a copy for

future reference.

Name

Room or Area

School

Date Completed

Signature

1 of 6

Teacher's Checklist

GENERAL CLEANLINESS

Regular and thorough classroom clean-ing is important to ensure good indoorair quality. Unsanitary conditionsattract insects and vermin, leading topossible indoor air quality (IAQ) prob-lems from animal or insect allergens.The overuse or improper use of pesti-cides for secondary control of insects,vermin, and head lice can cause IAQproblems. The presence of dirt, mois-ture, and warmth also stimulate thegrowth of molds and other microbio-logical contaminants. While janitorsor custodians typically clean the class-room, you can also play an importantrole in promoting and maintainingclassroom cleanliness.

Make sure that the classroom is cleanedproperly

0 Make sure classroom is dusted andvacuumed thoroughly and regularly

0 Make sure trash is removed daily

Make sure food is not kept in class-room overnight

0 Store animal food, if any, in tightlysealed containers

Look for signs of pests

Avoid the use of scented cleaners

A Classroom cleaned thoroughly and regularly

ONeed help with cleaning or pest control

Clean spills promptly

For spills on carpets, contact custo-dial staff immediately (carpets needto be cleaned properly, and driedwithin 24 hours)

0 Request that unit ventilator becleaned and filter replaced if spilledliquid goes into the unit

Report previous spills on carpets orin unit ventilators because they canaffect current indoor air quality

A No spills

ONeed help with cleaning spill

ANIMALS IN THE CLASSROOM

Certain individuals, in particular thosewith asthma, are sensitive to animalfur, dander, body fluids, and feces andmay experience reactions to these aller-gens. Furthermore, individuals canbecome sensitized (made allergic) byrepeated exposure to animal allergens.

Minimize exposure to animal allergens

Keep animals in cages as much aspossible; do not let them roam

Clean cages regularly

Locate animals away from ventila-tion system vents to avoid circulat-ing allergens throughout the roomor building

Use alternatives to animals ifpossible

A No warm-blooded animals in classroom

A Exposure to animal allergens minimized

()Need help minimizing exposure to animal

allergens

Take special care with asthmatic or othersensitive students

Consult the school health officer ornurse about student allergies or sen-sitivities (privacy laws may limit theinformation that health officials candisclose)

Ask parents about potential allergiesin a note that students take home,or during parent teacher conferences

Remember to check for allergieswhen new students enter the class

U Locate sensitive students away fromanimals and habitats

112

A No animals in classroom

A No students have animal allergies

A Students with allergies have been identified

()Need help determining if students have

allergies

DRAIN TRAPS IN CLASSROOMS

Drain traps, if present, can become aproblem when the water in the draintrap evaporates due to infrequent use,allowing sewer gases to enter the room.

Fill drain traps regularly

Pour water down floor drains onceper week (approx. 1 quart of water)

Run water in sinks at least once perweek (approx. 2 cups of water)

If not regularly used, flush toiletsonce each week

A Drain traps are filled regularly

ONeed help filling dry drain traps regularly

EXCESS MOISTURE IN CLASSROOMS

Excess moisture contributes to thegrowth of mold and mildew whichcauses odors and other IAQ problems.Excess moisture is the result of con-densation on cold surfaces, leaking orspilled liquid, or excess humidity.

Note condensate (condensed water, or

"fog") on cold surfaces

Windows, window sills, andwindow frames

Cold water pipes

Indoor surfaces of exterior walls

A No condensate

()Excess condensate found

Check for leaks or signs of moisture fromplumbing or roofs

Around and under classroom sinks

In classroom lavatories

D On ceiling tiles or walls (discol-oration may indicate periodic leaks)

A No leaks or signs of moisture

OFound leaks or signs of moisture

THERMAL COMFORT

Temperature and relative humidity canaffect comfort and IAQ. Changingthermostat settings or opening win-dows to try to control temporary fluc-tuations in temperature can worsencomfort problems and also have anadverse effect on other parts of theschool.

Check comfort factors

0 Temperature (generally 72°F-76°F)

Draftiness

Direct sunlight shining on students

Humidity is too high (typically ifhigher than 60% relative humidity,RH) or too low (typically if lowerthan 30% relative humidity)

A Room typically comfortable

0Need help, room frequently uncomfortable

VENTILATION

Ventilation is the process by whichstale indoor air is exhausted to theoutside and outdoor air is drawn intothe building. You may either havemechanical ventilation (supplied byfans) or natural ventilation (i.e., opera-ble windows). Improperly operated orpoorly maintained ventilation systemsmay cause IAQ problems. Odors, orthe need to use scented air fresheners,may indicate a ventilation problem.The ventilation system can carry aircontaminants from another location inthe school to your classroom. .

Determine how your classroom isventilated (see IAQ Backgrounder)

Locate unit ventilator (if any)

Locate air supply and air returnvents (if any)

Determine whether your windowsare operable (if no mechanical venti-lation system)

113 2 of 6

3of 6

A Located the unit ventilator

A Located air supply and return vents

A Windows are operable

ONeed help determining type of ventilation

If you have mechanical ventilation, con-firm that air is flowing into the roomfrom the air supply vent(s)

0 Check for airflow by holding a stripof lightweight plastic or piece oftissue paper near the air supplyvent(s); if air is flowing, the plasticor tissue will flutter away from thesupply vent

0 Make sure that the airflow is notdiverted or obstructed by books,papers, furniture, curtains, or otherobstacles. Never place anything ontop of unit ventilators

A No problem, air is flowing without obstruc-

tion

ONo air supply

If you have mechanical ventilation, con-firm that air is flowing from the roominto the air return grille(s)

Check for airflow at air returngrille(s) in the same manner as withprevious activity. If air is flowing,the plastic or tissue will be pulledtoward the return. Alternatively, apiece of plastic that nearly coversthe grille will stick to the face ofthe grille if air is flowing

Make sure that the airflow is notobstructed by books, papers, furni-ture, curtains, or other obstacles

A No problem, air is flowing without obstruction

ONeed help, air is not flowing

Check for unexplained odors

Vehicle exhaust

0 Kitchen/food

0 "Chemical" smell

0 Mold or mildew

A No problem with odors in classroom

114

A Found source of odors and corrected problem

ONeed help, sometimes smell unexplained

odors in classroom

NOTE: Conduct the following activi-ties as appropriate to your classroom.

LOCAL EXHAUST FANS

AND FUME HOODS

Local exhaust fans and fume hoods canbe used to prevent air pollutants fromaccumulating in, or spreading beyond,the local area or classroom. Localexhaust fans may be used to exhaustentire rooms (e.g., bathrooms or lockerrooms). Fume hoods are appropriatefor activities that generate significantquantities of pollutants in a local areawithin a room (e.g., science experi-ments, spray painting, and welding).

Determine if your classroom activitiesgenerate air pollutants and whether yourclassroom is equipped with local exhaust

fans and/or fume hoods

If there are no activities that gener-ate air pollutants, you do not need alocal exhaust fan or fume hood

A No major pollutant generating activities

A Have fume hood and/or exhaust fan

ONeed fume hood and/or local exhaust fan

Confirm that fume hoods and localexhaust fans function properly

Check for air flow when fans are on(hold a piece of tissue paper near thefan or within the space of thefume hood to see whether it ispulled away from the room)

0 Fume hoods are not cracked, bro-ken, or pulling away from the ceil-ing or wall

0 Fan is not operated due to noise

D No odors in adjacent rooms or halls

A Fans function; no odors in adjacent areas

A Fume hood is in good repair

ONeed help, hood or exhaust fan does not

appear to function properly

Confirm that fume hoods and fans areused whenever activities that generatepollutants take place

Train students and others who usethe classroom or equipment onwhen and how to use the fumehoods and fans

Conduct pollutant generating activ-ities under the fume hood withexhaust fan turned on

Monitor use throughout the year

A Fans and fume hoods are used properly

OFans and fume hoods are not used properly

ART SUPPLIES

Art supplies may emit contaminantsduring use and storage. In addition,certain activities (e.g., firing ceramickilns) may generate air contaminantsor heat up the classroom, causing ther-mal discomfort to occupants.Although potentially toxic supplieshave appropriate labeling since a 1990federal law took effect, it is still up toteachers to see that safety precautionsare followed. Examples of art suppliesand activities that may contribute toIAQ problems include:

SolventsInksAdhesives and gluesWaxVarnishes and lacquersPowdered pigmentsAcidsClaysPaintsFiring kilns

Learn about your supplies

Check to see whether your supplies(noted above) are listed as toxic ornontoxic by the Art and CraftMaterials Institute or the Center forSafety in the Arts. Supplies that arenontoxic will be labeled AP Non-toxic, CP Nontoxic, or Health Label

(without warning conditions) by theArt and Craft Materials Institute

Read labels and identify precautionsregarding fumes or ventilation

A Supplies okay

ONeed help inventorying supplies or interpret-

ing label warnings

If you make purchase decisions, or

recommend products for purchase, con-

firm that supplies are safe to use

Choose art supplies approved as safeby the Art and Craft MaterialsInstitute or the Center for Safety inthe Arts. Lists of safer products areavailable from both organizations(Art and Craft Materials Institute,5 Beekman St., New York, NY

-10038; Center for Safety in theArts, 100 Boylston St., Suite 1050,Boston, MA 02116)

A Supplies are safe to use

ONeed help determining if supplies are safe

Follow good safety, handling, and

storage practices

Have appropriate procedures andsupplies available for spill control

Label all hazardous supplies withdate of receipt/preparation and per-tinent precautionary information

Tightly seal containers

U Follow recommended procedures fordisposal of used substances

Secure compressed gas cylinders

Supply storage areas should be sepa-rate from classroom and ventilated

A Following good handling and storage practices

ONeed help developing good safety, handling,

or storage practices

Minimize exposure to hazardousmaterials

Substitute less- or nonhazardousmaterials where possible

Use local exhaust fans

4 of 6

5 of 6

LI Isolate contaminant producing activ-ities or operations

0 Use moist-premixed rather thanpowdered products

0 Use techniques that require the leastamount of materials

A Exposure minimized

0Need help minimizing exposure to art supplies

SCIENCE SUPPLIES

Some supplies used as teaching aids inscience laboratories may contribute toIAQ problems. Science experimentsshould be conducted in well ventilatedrooms using fume hoods and localexhaust systems wherever appropriate.Basic safety precautions can preventspills or other mishaps that cause aircontamination, and should be followedat all times. Examples of science sup-plies that may contribute to IAQproblems include:

SolventsAcidsFlammablesCausticsBiologicsCompressed gases

Learn about your supplies

0 Read labels and identify precautionsregarding fumes ventilation

D Request information and MaterialSafety Data Sheets from suppliersand manufacturers

A Supplies reviewed

ONeed help determining impacts of supplies

Follow good safety, handling,_and storage

practices

0 Obtain guidance documents:

School Science Laboratories: A Guide To

Some Hazardous Substances, 1984Council of State Science Supervisorsand U.S. CPSC, 800-638-2772 (800-492 -8104 in MD) U.S. GPO #1984-421-506/3308

Manual of Safety & Health Hazards InThe School Science Laboratory, 1980NIOSH/U.S. Department of Health& Human Services, NationalTechnical Information Service,703-487-4650, # PB-85-238-228

D Have appropriate procedures devel-oped and supplies available for spillcontrol (i.e., absorbant materials tocontrol the spread of spills)

0 Label all chemicals accurately withdate of receipt/preparation and per-tinent precautionary information

0 Store supplies according to manu-facturers' recommendations

D Follow recommended procedures fordisposal of used substances

D Secure compressed gas cylinders

D Storage areas should be separatefrom main classroom area and venti-lated separately

A Following good safety, handling, and storage

practices

ONeed help developing good safety, handling,

or storage practices

Minimize exposure to hazardous materials

0 Use diluted substances rather thanconcentrates wherever possible

0 Use techniques that require the leastquantity of hazardous materials

0 Ensure that fume hoods capture res-pirable particles, gases, and vaporsreleased within them

0 Confirm that exhaust fans operate

A Exposure minimized

0Need help minimizing exposure to supplies

INDUSTRIAL/VOCATIONAL

EDUCATION SUPPLIES

Industrial and vocational educationmaterials and operations can createIAQ problems. Examples of the kindsof activities and supplies that maycontribute to IAQ problems include:

MachiningSolventsGrindingFuelsPaintingSolderingWeldingBaking/heatingAdhesives

Learn about your supplies

Read labels and identify precautionsregarding fumes or ventilation

Request information and MaterialSafety Data Sheets from suppliersand manufacturers

A Supplies reviewed

ONeed help determining impacts of industri-

al/vocational supplies

Follow good safety, handling, andstorage practices

Develop appropriate procedures andhave supplies available for spill con-trol (e.g., absorbant materials tocontrol the spread of spills)

Store supplies according to manu-facturers' recommendations

Follow recommended procedures fordisposal of used substances

Secure compressed gas cylinders

Storage areas should be separatefrom classroom and ventilated

A Following good safety, handling, and storage

practices

ONeed help developing good safety, handling,

or storage practices

Minimize exposure to hazardousmaterials

Use instructional techniques thatrequire the least quantity ofmaterials

Ensure that fume hoods capture allrespirable particles, gases, andvapors released within them

Confirm that exhaust fans operate

A Exposure minimized

ONeed help minimizing exposure to materials

LOCKER ROOM

Locker room conditions that affectindoor air quality include: standingwater, high humidity, warm tempera-tures, and damp or dirty clothing. Inaddition, some of the methods neces-sary to control germs and odors in thelocker room (e.g., use of disinfectants)may themselves contribute to indoorair quality problems if used improper-ly (e.g., if sprayed into the air insteadof directly onto surfaces).

Verify that showers and other lockerroom areas are cleaned regularly and

properly

Use chemical cleaners and disinfec-tants when areas are unoccupied

Run exhaust fans to remove mois-ture and odors

A Locker room and showers cleaned regularly

and properly

ONeed help to have showers and locker room

cleaned regularly and properly

Maintain cleanliness and reduce excess

moisture in the locker room

Remove wet towels regularly

Wash and dry soiled practice uni-forms regularly

Encourage students to take soiledclothes home regularly

Operate exhaust fans to removemoisture

A Soiled clothes and towels are removed

regularly

ONeed help to have soiled clothes or towels

removed regularly

NO PROBLEMS TO REPORT

DI have completed all activities onthis Checklist, and I do not needhelp in any areas

( 6 of 6

This checklist discusses seven

major topic areas:

General Cleanliness

Drain Traps

Excess Moisture

Thermal Comfort

Local Exhaust Fans

Ventilation

Printing and Duplicating

Equipment

Instructions:

1. Read the IAQ Backgrounder.

2. Check off each box as you com-

plete the activity.

3. Check the triangle(s) as appropri-

ate or check the circle if you need

additional help with this activity.

4. Return this checklist to the IAQ

Coordinator and keep a copy for

future reference.

Name

Room or Area

School

Date Completed

Signature

1 of 3

Administrative Staff Checklist

GENERAL CLEANLINESS

Regular and thorough cleaning isimportant to ensure good indoor airquality. Unsanitary conditions attractinsects and vermin, leading to possibleindoor air quality (IAQ) problemsfrom animal or insect allergens or pes-ticide use. The presence of dirt, mois-ture, and warmth also stimulates thegrowth of molds and other microbio-logical contaminants. While janitors orcustodians typically clean administra-tive offices, you can also play animportant role in promoting andmaintaining office cleanliness.

Confirm that the office area is cleanedproperly

Make sure that the office is dusted/vacuumed thoroughly and regularly

Make sure that trash is removed daily

Make sure that food is not kept inoffices overnight

Look for signs of pests

A Office is cleaned thoroughly and properly

()Need help with office cleaning or pest control

Clean spills promptly

For spills on carpets involving morethan a quart of liquid, contact custo-dial staff immediately (carpets needto be cleaned, dried, and disinfectedwithin 24 hours)

Request that unit ventilator filter bereplaced if spilled liquid goes intothe unit (see drawing in IAQBackgrounder)

Report previous spills on carpets orin unit ventilators because they canaffect current indoor air quality

A No significant spills

ONeed help with cleaning spill'

1 0Q

IC2PCT rnpv AVIAII AR! F

DRAIN TRAPS

Drain traps, if present, can become aproblem when the water in the draintrap evaporates due to infrequent use,allowing sewer gases to enter theroom.

Fill drain traps in your area each week

Pour water down floor drains(approx. 1 quart of water)

Run water in sinks(approx. 2 cups of water)

If not regularly used, flush toilets atleast once each week

A Drain traps are filled regularly

ONeed help filling drain traps regularly

EXCESS MOISTURE

Excess moisture contributes to thegrowth of mold and mildew whichcauses odors and other IAQ problems.Excess moisture is the result of con-densation on cold surfaces, leaking orspilled liquid, or excess humidity.

Check for condensate (condensed water,

or "fog") on cold surfaces

Window glass, frames or sills

Plumbing (pipes and fixtures)

Inside surfaces of exterior walls

A No condensate

()Excess condensate found

Check for leaks (or signs of wetness)from plumbing or roof

00n ceiling tiles and walls (discol-ored patches may indicate periodicleaks)

Around and under sinks

0 In lavatories

A No leaks or signs of moisture

()Found leaks or signs of moisture

THERMAL CO FORT

Temperature and relative humidity canaffect comfort and indoor air quality.Changing thermostat settings or open-ing windows to try to control tempo-rary fluctuations in temperature canworsen comfort problems and alsohave an adverse effect on other parts ofthe school. Comfort for all occupantsis a worthy objective, but due to vari-ous comfort requirements and clothinglevels among occupants, a more practi-cal goal is assuring that at least 80%of the occupants are comfortable.

Check comfort factors

Temperature (generally 72° F to 76° F)

Draftiness

Sunlight shining directly on occupants

Humidity is too high (typically ifhigher than 60% relative humidity,R.H.) or too low (typically if lowerthan 30% R.H.)

A Room typically comfortable

ONeed help, room frequently uncomfortable

LOCAL EXHAUST FAIRS

Local exhaust fans can be used to pre-vent air pollutants from accumulatingin, or spreading beyond, the local areaor room where pollutants are generated.A local exhaust fan can be linked to theoperation of a particular piece of equip-ment (such as a duplicator) or used totreat an entire room (such as a smokingroom or custodial closet).

Determine if activities generate air pollu-tants and whether the room or area isequipped with local exhaust fans

Typical office activities that gener-ate air pollutants include: smoking,operation of some office equipmentand food preparation and eating

If there are no activities that gener-ate air pollutants, then you do notneed a local exhaust fan

OLocal exhaust fans should be consid-ered for the school nurse's office to

help prevent the spread of germsthroughout the school

A No major pollutant generating activities

A Have local exhaust fan(s)

ONeed local exhaust fan(s)

Confirm that local exhaust fans (if any)function properly

Check for air flowing in the properdirection when fans are switched on(use chemical smoke obtained from theIAQ coordinator, or pieces of tissue)

Odorous pollutants seem to beproperly removed

Fan is not too noisy to use

A Local exhaust fans function

ONeed help evaluating or fixing fan(s)

Confirm that fans are used wheneveractivities that generate air pollutantstake place

Conduct pollutant generating activitiesonly when the exhaust fan(s) is on

A Fans are used properly

OFans are not used properly

VENTILATION

Ventilation is the process by whichstale indoor air is exhausted to theoutside and outside air is drawn intothe building. Your building may havemechanical and/or natural ventilation(i.e., windows). Improperly operatedor poorly maintained ventilation sys-tems may cause IAQ problems. Odorsmay indicate a ventilation problem.The ventilation system can carry airpollutants from another location in theschool to your area.

Determine how your office is ventilated

Locate unit ventilators (if any)

Locate air supply and return vents(if any)

Determine whether your windows(if any) are operable

A Located the unit ventilator

119 2 of 3

3 of 3

A Located air supply and return vents

A Windows are operable

ONeed help determining type of ventilation

If you have mechanical ventilation, con-firm that air is flowing into the roomfrom the air supply vent(s)

Check for airflow by holding a tis-sue or strip of lightweight plasticnear the air supply vent(s); if air isflowing, the plastic or tissue willflutter away from the supply vent

Make sure that the airflow is notdiverted or obstructed by books,papers, furniture, curtains, or otherobstacles. Never place anything ontop of unit ventilators

A No problem, air is flowing without obstruction

ONo supply air or need help removing

obstruction

If you have mechanical ventilation, con-firm that air is flowing from the roominto the air return grilles

Check for airflow at air returngrilles in the same manner as theprevious activity. If air is flowing,the plastic or tissue will be pulledtoward the air return grilles.Alternatively, a piece of plastic ortissue that nearly covers the grillewill stick to the face of the grilles ifair is flowing

D Make sure that the airflow is notdiverted or obstructed by books,papers, furniture, curtains, etc.

A No problem, air is flowing without obstruction

ONo exhaust air or need help removing

obstruction

Check for unexplained odors

Vehicle exhaust

Kitchen/food

"Chemical"

Mold or mildew

A No problem, never detect any odors

ONeed help, sometimes smell odors

X20

PRINTING/DUPLICATING

EQUIPMENT

Printing and duplicating equipmentcan generate indoor air pollutants.Common types of duplicating andprinting equipment include: photo-copiers, spirit duplicating machines,mimeograph machines, diazo dyeline(blueprint) machines, electronic stencilmakers and computer (laser) printers.Spirit duplicating machines and diazodyeline (blueprint) machines presentparticular IAQ problems due to thepresence of methyl alcohol and ammo-nia, respectively. Local exhaust andventilation is important (see the previ-ous activities).

Confirm that the equipment functions

properly

Equipment does not leak

No odors detected

Equipment is regularly maintained

No complaints from individualswho are exposed to the equipment

A Equipment functions properly

ONeed help determining whether equipment

functions properly

Minimize staff and student exposure toequipment

Equipment is located in a wellventilated area with sufficient out-door air

Spirit duplicating equipment anddiazo dyeline copiers should be lo-cated in separate room with a fan toexhaust air to the outside

A Equipment is located in well ventilated area

or separate room with appropriate local

exhaust

ONeed help moving equipment or minimizing

exposure

NO PROBLEMS TO REPORT

DI have completed all activities onthe Checklist and I do not need helpin any areas

This checklist discusses three

major topic areas:

Maintain Student Health Records

Public Health and Personal

Hygiene Education

Health Officer's Office

Instructions:

1. Read the IAQ Backgrounder.

2. Check off each box as you com-

plete the activity.

3. Check the triangle(s) as appropri-

ate or check the circle if you need

additional help with this activity.

4. Return this checklist to the IAQ

Coordinator and keep a copy for

future reference.

Name

School

Date Completed

Signature

1 of 2

Health Officer's Checklist

MAINTAIN STUDENT HEALTH

RECORDS

There is evidence to suggest that chil-dren, pregnant women, and senior citi-zens are more likely to develop healthproblems from poor air quality thanmost adults. Indoor Air Quality (IAQ)problems are most likely to affectthose with preexisting health condi-tions and those who are exposed totobacco smoke. Student health recordsshould include information aboutknown allergies and other medicallydocumented conditions, such as asth-ma, as well as any reported sensitivityto chemicals. Privacy considerationsmay limit the student health informa-tion that can be disclosed, but to theextent possible, information about stu-dents' potential sensitivity to IAQproblems should be provided to teach-ers. This is especially true for classesinvolving potential irritants (e.g.,gaseous or particle emissions from art,science, industrial/vocational educationsources). Health records and records ofhealth-related complaints by studentsand staff are useful for evaluatingpotential IAQ-related complaints.

Include information about sensitivities toIAQ problems in student health records

Allergies, including reports ofchemical sensitivities

Asthma

A Complete health records exist for each

student

A Health records are being updated

ONeed help obtaining information about

student allergies and other health factors

Track health-related complaints by

students and staff

Keep a log of health complaints thatnotes the symptoms, location and

121

BEST COPY AVAILABLE

time of symptom onset, and expo-sure to pollutant sources

01Watch for trends in health complaints,especially in timing or location ofcomplaints

A Have a comprehensive health complaint log-

ging system

A Developing a comprehensive health complaint

logging system

()Need help developing a comprehensive

health complaint logging system

Recognize indicators that healthproblems may be IAQ-related

Complaints are associated with par-ticular times of the day or week

Other occupants in the same areaexperience similar problems

The problem abates or ceases, eitherimmediately or gradually, when anoccupant leaves the building andrecurs when the occupant returns

The school has recently been reno-vated or refurnished

1:3 The occupant has recently startedworking with new or differentmaterials or equipment

0 New cleaning or pesticide productsor practices have been introducedinto the school

Smoking is allowed in the school

A new warm-blooded animal hasbeen introduced into the classroom

A Understand indicators of IAQ-

related problems

ONeed help understanding indicators of IAQ-

related problems

HEALTH AND HYGIENE EDUCATION

Schools are unique buildings from apublic health perspective because theyaccommodate more people within asmaller area than most buildings. Thisproximity increases the potential forairborne contaminants (germs, odors,and constituents of personal products)to pass between students. Raisingawareness about the effects of theirhabits on the well-being of others canhelp reduce IAQ-related problems.

Obtain Indoor Air Quality: AnIntroduction for Health Professionals

Contact your EPA Regional Office(See Appendix I, Resources)

Contact IAQInfo, 800-438-4318

A Have this EPA guidance document

A Guide is on order

OCannot obtain the guide

Inform students and staff about the im-portance of good hygiene in preventing the

spread of airborne contagious diseases

Provide written materials to stu-dents (local public health agenciesmay have information suitable forolder students)

Provide individual instruction/counseling where necessary

A Written materials and counseling available

A Compiling information for counseling and dis-

tribution

ONeed help compiling information or imple-

menting counseling program

Provide information about IACI and health

Help teachers develop activities thatreduce exposure to indoor air pollu-tants for students with IAQ sensi-tivities, such as those with asthmaor allergies (contact the AmericanLung Association {ALA))

Collaborate with the PTA to offerfamily IAQ education programs

Conduct a teacher workshop onhealth issues that covers IAQ

A Have provided information to parents and staff

A Developing information and education pro-

grams for parents and staff

ONeed help developing information and educa-

tion program for parents and staff

Establish an information and counseling

program regarding smoking

Provide free literature on smokingand environmental tobacco smoke

Sponsor a quit smoking programand similar counseling programs incollaboration with the ALA

A "No Smoking" information and programs in

place

A "No Smoking" information and programs in

planning

ONeed help with a "No Smoking" program

HEALTH OFFICER'S OFFICE

Since the health office may be fre-quented by sick students and staff, itis important to take steps that canhelp prevent transmission of airbornediseases to uninfected students andstaff (see your IAQ Coordinator forhelp with the following activities).

Ensure that the ventilation system isproperly operating

The ventilation system is operatedwhen the area(s) is occupied

Provide an adequate amount of out-door air to the area(s). There shouldbe at least 25 cubic feet of outdoorair supplied per occupant

Air filters are clean and properlyinstalled

Air removed from the area(s) does notcirculate through the ventilation sys-tem into other occupied areas

A Ventilation system operating adequately

0Need help with ventilation related activities

NO PROBLEMS TO REPORT

I have completed all activities onthis Checklist, and I do not needhelp in any areas

I 0 04. 2 of 2

This checklist discusses eight

major topic areas:

Outdoor Air Intakes

System Cleanliness

System Controls

Air Distribution

Exhaust Systems

Quantity of Outdoor Air

Adequacy of Outdoor Air Supply

How to Measure Airflow

Instructions:

1. Read the IAQ Backgrounder.

2. Make one copy of the Ventilation

Log for each ventilation unit in

your school.

3. Complete each activity for each

ventilation unit and note the status

of each activity on the Ventilation

Log.

4. Return the Ventilation Logs to the

IAQ Coordinator and keep copies

for future reference.

Name

School

Date Completed

Signature

1 of 1-3

Ventilation Checklist

Schools use a variety of methods forventilating the building with outdoorair: 1) mechanically-based systemssuch as unit ventilators, central HVACsystems, and central exhaust systems,and 2) passive systems that rely onoperable windows, air leaks, wind, andthe stack effect (the tendency of warmair to rise).

The majority of the Ventilation Check-list activities apply mainly to mechani-cal ventilation systems, and are de-signed to accomplish two functions:

Ensure that the ventilation system isclean, and

Ensure that an adequate amount ofoutdoor air is supplied to occupiedareas

Many of these activities should be per-formed by individuals with appropri-ate training in mechanical systems andsafety procedures. Most activities canbe performed with basic maintenancetools, but Activity 22 will require air-flow measurement equipment that youmay not have. The section How toMeasure Airflow, at the back of thisChecklist, describes the type of equip-ment used to measure airflow. TheIAQ Coordinator has information onhow this equipment can be obtained(Appendix C). Make an effort to obtainthis equipment before conductingActivity 17. Supplying an adequateamount of outdoor air to an occupiedarea is necessary for good indoor airquality, and measuring airflow canonly be done correctly with equipmentthat can reliably tell you if you're get-ting the proper amount of outdoor air(visual inspection or feeling for airmovement is not sufficient).

4.2

Activities 17-21 can be applied to pas-sive ventilation systems. For activitiesthat do not apply, place a "NA" in thedate column of the Ventilation Log.

Your school most likely has multipleunits and systems, so be sure to per-form the activities and complete theVentilation Log for each unit. Theactivities are listed in a purposefulorder to prevent having to repeatactivities for a given unit as theinspection progresses. The followingis a recommended process for savingtime in performing the activities:

Activities 1-3

Perform these activities for all outdoorair intakes while outside the building,and mark the results on the Venti-lation Log for each unit.

Activities 4-12

Perform these activities as a set oneach ventilation unit while you're inthe room and the unit is open.

Activities 13-16

Perform these ventilation control sys-tem activities as required by your situ-ation.

Activities 17-21

Perform these air distribution andexhaust system activities as requiredby your situation.

Activities 22-23

Perform these activities regarding thequantity of outdoor air on all unitswhile you have the airflow measure-ment equipment available.

OUTDOOR AIR INTAKES

If outdoor air intakes are deliberatelyblocked or become clogged with dirtor debris, areas they serve are likely toget insufficient outdoor air. Studentsor staff might experience stuffy orstagnant air, or develop health prob-lems from exposure to accumulatedpollutants.

On a small floorplan (e.g., a fireescape floor plan), mark the loca-tions of outdoor air intakes, basedon mechanical plans (if available)and your observations while per-forming these activities

Obtain chemical smoke (or, alterna-tively, a small piece of tissue paperor light plastic) before performingActivity 3. For more informationon chemical smoke, see How toMeasure Airflow, at the end of thisChecklist and see the IAQ Coordi-nator for ordering information

Ensure that the ventilation system ison and operating in "occupied"mode

1. Ensure that outdoor air intakes areunobstructed

Check the intakes from outside theschool building for obstructions,such as debris, clogged screens, ormake-shift covers (e.g., boards orplastic)

Remove any obstructions

Install corrective devices if snow-drifts or leaves often block an intake

2. Ensure that outdoor air intakes areclear of nearby pollutant sources

Check the intakes from outside theschool building to confirm that pol-lutant sources are not located nearoutdoor air intakes

At ground level, look for dumpsters,loading docks, and bus idling areas

At roof level, look for plumbingvents, exhaust outlets (such as kit-chen, toilet, or laboratory exhaust

fans), puddles on the roof, and mistfrom air-conditioning coolingtowers

Resolve problems due to pollutantsnear intakes:

Remove sources, where possible(for example, move a dumpster toanother location)

Separate the source from the intake(for example, add another pipe sec-tion to raise a nearby exhaust outletabove the intake)

Change operating procedures (forexample, turn off vehicles instead ofidling at loading docks and busstands)

3. Confirm that outdoor air is enteringthe system intake

Use chemical smoke (or, alternative-ly, a small piece of tissue paper orlight plastic) to show whether air ismoving into the intake grille

SYSTEM CLEANLINESS

Accumulated dirt can interfere withthe proper operation of the ventilationsystem and lead to underventilation,uncomfortable temperatures, less effi-cient operation (higher utility bills),more maintenance, and decreased lifeexpectancy of equipment. Air filtersare intended primarily to prevent dirtand dust from accumulating in theHVAC system. If filters are not prop-erly selected and maintained, built-updirt in coils and ducts can provide ahabitat for microbiological growth.Filters that are clogged with dirtrestrict the flow of air through theHVAC system. If filters "blow out"and allow the passage of unfiltered air,dirt can accumulate on coils (produc-ing a need for more frequent cleaning)and reduce the efficiency of the heat-ing and/or cooling plant. It is muchless expensive to trap dirt with proper-ly-maintained filters than to remove itfrom ductwork, coils, fan blades, andother HVAC system components.

1 2 42 of 13

3 of-13-

WARNING: Do not clean dirty or bio-logically contaminated system components

when the system is operating and the build-ing is occupied.

WARNING: If there is visible biologicalgrowth, such as-mold, minimize yourexposure to air in the interior of ducts orother HVAC equipment unless you areusing proper respiratory protection. Obtainexpert advice about the kind of respiratoryprotection to use and how to use it.

4. Inspect air filters on ventilationequipment

0 Install new filters as needed. Shutoff ventilation system fans whenreplacing associated filters so thatdirt will not blow downstream.Vacuum the filter area beforeinstalling the new filter

Confirm that filters fit properly intheir tracks, with no major air leaksthat would allow air to bypass (flowaround) the air filter

Confirm that filters are installed inthe proper direction for airflow

5. Ensure that condensate drain pans areclean and drain properly.

Drain pans should slant toward thedrain so they do not collect andhold water

6. Ensure that heating and cooling coilsare clean

7. Ensure that air handling unit(s) (airmixing chambers, coils, and fan blades)

and duct interiors are clean

8. Ensure that the mechanical rooms arefree of trash and chemicals

Check mechanical room for unsani-tary conditions, leaks, or spills

Confirm that mechanical rooms andair mixing chambers are not used tostore trash or chemical products andsupplies

125

CONTROLS FOR OUTDOOR AIR

SUPPLY

This group of activities is for ventila-tion systems that use fans or blowersto supply outdoor air to one or morerooms within a school. The primaryobjectives that you should keep inmind as you perform these activitiesare:

o To ensure that air dampers arealways at least partially open (mini-mum position) during occupiedhours, and

To ensure that the minimum posi-tion provides an adequate amount ofoutdoor air for the occupants

These activities are fairly generic, andapply to most ventilation systems. Seethe figures in the IAQ Backgrounderfor more information.

Activities 9-11 generally serve multi-ple ventilation units, while activities12-16 are related and performed ateach individual ventilation unit.Based on your equipment and experi-ence, perform as many of the activitiesand make as many indicated repairs aspossible. Discuss the need for additionalhelp for any uncompleted activities orrepairs with your IAQ Coordinator.

9. Gather controls information

Your ventilation controls may beuniquely designed, and since there aremany different types and brands ofcontrol components, it can be veryhelpful if you:

Gather and read any controls speci-fications, as-built mechanical draw-ings, and controls operations manu-als that you may have

Contact the system installer orHVAC maintenance contractor toobtain controls information that ismissing from your files

10. Check Clocks, Timers, and Seasonal

Switches

Confirm that summer-winterswitches are in the right position

Confirm that time clocks read thecorrect time

Confirm that time clock settings fitthe actual schedule of building use(night/weekend set-back and set-up)

11. Check pneumatic control systemcomponents (if any)

Test the line pressure at both theoccupied (day) setting and the unoc-cupied (night) setting to determinewhether the overall system pressureis appropriate

Confirm that the line dryer is pre-venting moisture buildup

Check the control system filters.The filter at the compressor inletshould be changed periodically inkeeping with the compressor manu-facturer's recommendation (forexample, when you blow down thetank)

Ensure that the line pressure at eachthermostat and damper actuator isat the proper level (no leakage orobstructions)

Repair or replace defectivecomponents

12. Check outdoor air damper operation

Before continuing, the air temperaturein the indoor area(s) served by thisoutdoor air damper must be withinthe normal operating range, andensure that the outdoor air damper isvisible for your inspection

Turn off the air handler connectedto the outdoor air damper and con-firm that the damper fully closeswithin a few minutes

Turn on the air handler and confirmthat the outdoor air damper opensat least partially with little or nodelay

Set the room thermostat as follows,and observe the damper for move-ment (damper should go to its mini-mum position, but not completelyclosed):

If in heating mode, set the roomthermostat to 85°F

If in cooling mode, set the roomthermostat to 60°F, mark the cur-rent setting of the mixed air ther-mostat, and set it to a low setting(about 45°F)

If the outdoor air damper does notmove:

Confirm that the damper actuator islinked to the damper shaft and thatany linkage set screws or bolts aretight

Confirm that rust or corrosion arenot preventing free movement

Confirm that either electrical wiresor pneumatic tubing is connected tothe damper actuator

Reset thermostat(s) to appropriatetemperature(s)

Proceed to Activities 13-16 if thedamper seems properly operating

NOTE: The minimum damper setting,adjusted with a nut or a knob, may have to

be adjusted to allow a larger damper open-

ing if the amount of outdoor air supply

measured in Activity 22 is not adequate

for the number of occupants being served.

The following four items may beresponsible for keeping outdoor airdampers closed during the normaloccupied cycle.

13. Confirm freeze-stat condition

HVAC systems with water coils needprotection from freezing. The freeze-stat may close the outdoor air damperand disconnect the supply air whentripped. The typical trip range is 35°F

to 42°F.

126

Unit Ventilators are sometimes

specified to operate under one of the

following ASHRAE sequences:

Cycle I: Except during warm-up

stage (outdoor air damper closed),

Cycle I supplies 100% outdoor air

at all times.

Cycle II: During the heating stage,

Cycle II supplies a set minimum quan-

tity of outdoor air. Outdoor air is

gradually increased, as required for

cooling. During warm-up, the outdoor

air damper is closed. (Typical sequence

for northern climates.)

Cycle III: During the heating,

ventilating and cooling stages,

Cycle Ill supplies a variable amount

of outdoor air as required to maintain

a fixed temperature (typically 55°F)

entering the heating coil. When heat

is not required, this air is used for

cooling. During warmup, the outdoor

air damper is closed. (Typical sequence

for southern climates, with adoptions

for mechanical cooling.)

4 of 13

Typical HVAC System Layout

5 of 13

01f the freeze-stat has a manual resetbutton (usually red), depress thebutton. If a click is heard, thefreeze-stat was probably tripped.Consider replacing manual resetfreeze-stats with automatic resetfreeze-stats

O If the freeze-stat has an automaticreset, disconnect power to the con-trols and test for continuity acrossthe terminals

14. Check mixed air thermostat

0 The mixed air stat for heating modeshould be set no higher than 65°F

INDOORS

0 The mixed air stat for cooling modeshould be set no lower than the roomthermostat setting

15. Check air economizer setting

Economizers use varying amounts ofcool outdoor air to assist with thecooling load of the room or rooms.There are two types of economizers,dry-bulb and enthalpy. Dry-bulbeconomizers vary the amount of out-door air based on outdoor air tempera-ture, and enthalpy economizers varythe amount of outdoor air based onoutdoor air temperature and humiditylevel.

RETURN AIR

EXHAUST

AIR

OUTDOORS

EXHAUST

DAMPER

RETURN

DAMPER

OUTDOOR

AIR

DAMPER

ROOM(S)

RETURN AIR STAT

MIXED AIR STAT

/ FREEZE STAT

MIXED

AIR

OUTDOOR 4,==AIR

RESET OR

ECONOMIZER

STAT

0. TEMPERATURE SENSOR

0 = AIR CONTROL DAMPER

0

\HEATING COIL

BLOWER

COOLING COIL

DRAIN PAN

AIR FILTER(S)

CENTRAL AIR HANDLING UNIT

UNIT VENTILATOR

Confirm proper settings based ondesign specifications or local prac-tices (dry-bulb setting typically65°F or lower)

Check the sensor to make sure thatit is shielded from direct sunlight

16. Confirm that fans operate continu-ously during occupied periods

Any fan that helps move air from out-doors to indoors must operate continu-ously during occupied hours, eventhough the room thermostat is satisfied.

If the fan shuts off when the thermo-stat is satisfied, change the controlcycle to prevent underventilation.

AIR DISTRIBUTION

Even if enough outdoor air is broughtinto a school building, IAQ problemscan develop if the outdoor air is notproperly distributed. In such cases,underventilation occurs in particularareas of the building rather than beingwidespread. Problems with air distri-bution are most likely to occur in areaswhere:

Ventilation equipment is malfunc-tioning

Room layouts have been altered with-out adjusting the HVAC system

The population of a room or zone hasgrown without adjustment to theHVAC system

Air pressure differences move air cont-aminants from outdoors to indoors andtransport them within buildings. Inschools with mechanical ventilationequipment, fans are the dominantinfluence on pressure differences andair flows. In schools without mechani-cal ventilation equipment, naturalforces (wind and stack effect) primarilyinfluence airflows.

To prevent infiltration of outdoor airand soil gas (e.g., radon), mechanical-ly-ventilated buildings are oftendesigned to maintain a higher air pres-

sure indoors than outdoors, which isknown as positive pressurization (SeeExhaust Systems and How to MeasureAirflow for a description of buildingpressurization). At the same time,exhaust fans control indoor contami-nants by keeping rooms such as smok-ing lounges, bathrooms, kitchens, andlaboratories under negative pressurecompared to surrounding rooms."Negative pressure" and "positivepressure" describe pressure relation-ships. A room can operate under neg-ative pressure as compared to neigh-boring rooms, but at the same time itmay be positive compared to outdoors.

17. Check air distribution

Verify that air pathways in the originalventilation system design continue tofunction.

Check to see whether operable win-dows have been replaced by win-dows that cannot be opened

Check to see whether passive gravityrelief ventilation systems and trans-fer grilles between rooms and corri-dors are functioning. If they areclosed off or blocked to meet mod-ern fire codes, consult with a profes-sional engineer, for remedies

Verify that every occupied space hasa supply of outdoor air (mechanicalsystem or operable windows)

Confirm that supplies and returnsare open and unblocked. If outletshave been blocked intentionally tocorrect drafts or discomfort, investi-gate and correct the cause of the dis-comfort and reopen the vents

If you discovered areas with nosource of outside air, modify theHVAC system to correct the prob-lem

Check for barriers, such as roomdividers, large free-standing black-boards or displays, or bookshelves,that could block movement of air inthe room, especially if they block airvents

.128 6 of 13

7 of 13

18. Check air flow direction

Confirm that the system, includingany exhaust fans, is operating on theoccupied cycle when doing thisactivity.

Where outdoor contaminant sourceshave been identified, use chemicalsmoke to determine whether the airflows out of the building throughleaks in nearby windows, doors, orother cracks and holes in exteriorwalls

Use chemical smoke to determinewhether air flows out of the build-ing through below-grade cracks andholes (e.g., floor joints, pipeopenings)

EXHAUST SYSTEMS

Exhaust systems are used to remove airthat contains contaminants, includingodors. Some HVAC designs also relyon the operation of exhaust fans to cre-ate negative pressure that draws out-door air into the building throughwindows and gaps in the buildingenvelope.

19. Confirm that exhaust fans areoperating

0 Use chemical smoke to confirm thatair is flowing into the exhaustgrille(s)

20. Verify that local exhaust fansremove enough air to eliminate odors and

chemical fumes

If the fan is intended to exhaust theentire room, stand outside the roomwith the door slightly open and usechemical smoke to confirm that airis being drawn into the room fromlocations both high and low in thedoor opening (see How to MeasureAirflow)

If the fan is running, but air isn'tflowing toward the exhaust intake(or too little air is moving to do thejob), check for the following possi-bilities:

X29

o The backdraft damper at theexhaust outlet does not open

6 Obstructions in the ductwork

o Leaky or disconnected ductwork

o Broken fan belt

o Motor running backwards

o Design problems (e.g., undersizedfan)

21. If the exhaust fan is located close tothe contaminant source, rather than onthe roof, and exhaust air is ductedthrough the building under positive

pressure

Confirm that the exhaust ductworkis sealed and in good condition

QUANTITY OF OUTDOOR AIR

22. Measure quantity of outdoor air perperson

See How to Measure Airflow at theend of this Checklist for techniqueson measuring outdoor air supply

Measure the quantity of outdoor airsupplied either to or from each ven-tilation unit. Use the VentilationLog to calculate the quantity of out-side air per person being providedto occupants (22a. on theVentilation Log)

Count or calculate the number ofoccupants served by the ventilationunit under consideration (22b. onthe Ventilation Log)

Divide the quantity of outdoor airsupplied by the number of occu-pants served for the ventilation unitunder consideration (22a.+22b onthe Ventilation Log)

ADEQUACY OF OUTDOOR AIR

SUPPLY

23. Compare the measured outdoor airper person to Table 1

Din the first column of Table 1, findthe listing for the type of area thatis served by the unit you are evalu-ating

Check the second column to see ifthe occupancy for each 1,000 squarefeet that the ventilation unit servesis no greater than the occupancyassumed for the recommendations

Compare the recommended ventila-tion in the third column of Table 1to the calculated outdoor air perperson from Activity 22

If the calculated airflow is below therecommendations in Table 1, it maybe that the school was designed tomeet a lower standard that was ineffect at the time the school was

Table 1: Selected ASHRAE Ventilation Recommendations

Type of Area Occupancy(people/1000 ft')

CFM/person

Instructional AreasClassrooms 50 15

Laboratories 30 20Music rooms 50 15Training shops 30 20

Staff AreasConference rooms 50 20Offices 70 20Smoking lounges 7 60Bus garage: 1.5 CFM per square foot of floor area. Distribution among

people must consider worker location and concentration of runningengines; stands where engines are run must incorporate systems forpositive engine exhaust withdrawal.to control ventilation.

Assembly Rooms

Contaminant sensors may be used

Auditoriums 150 15Libraries 20 15Gymnasiums

spectator areas 150 15

playing floor 30 20

Food and Beverage ServiceCafeteria 100 20Kitchen 20 15

Additional airflow may be needed to provide make-up air for hoodexhaust(s). The sum of the outdoor air and transfer air of acceptablequality from adjacent spaces shall be sufficient to provide an exhaustrate of not less than 1.5 CFM/square foot.

Miscellaneous

Nurse's offices (patient areas) 10

Corridors: 0.1 CFM/square footLocker rooms: 0.5 CFM/square footRestroom: 50 CFM/urinal or water closet

25

SOURCE: ASHRAE Standard 62-1989, Ventilation for Acceptable Air Quality

130 8 of 13

Deciding Which Equipment to

Use for Measuring Airflow

Both flow hoods and pitot tubes can

be used to measure airflow. Flow

hoods are designed to measure flow

at grilles and diffusers. Pitot tubes

and anemometers are designed to

measure air velocity in ducts, which

is then used to calculate airflow.

While flow hoods are more expensive

to purchase, they are quicker and

easier to use. Flow hoods can be

used to measure airflow in ducts by

summing the airflows from all vents

connected to a given duct.

9 of 13

built. If you have design specifica-tions for the system or know coderequirements in effect at the time ofconstruction, compare the measuredoutdoor air to this specification.Repair the system to meet thedesign specification, if necessary

If the school was designed to a lowerstandard and cannot meet the rec-ommended levels in Table 1, discusswith the IAQ Coordinator means forincreasing ventilation:

Retrofitting the ventilation systemfor increased capacity

Opening windows (Caution:Consider potential ventilation prob-lems that this may cause in otherparts of the building)

Make any repairs permanent andtake any other measures that appearto help ensure adequate outdoor airin the future.

These improvements will probablyrequire the services of a professionalengineer.

HOW TO MEASURE AIRFLOW

This section provides basic guidanceand options for determining air move-ment and measuring outdoor air sup-ply. It is divided into three sections:

Using chemical smoke to determineair flow direction

Measuring airflow to determine out-door air supply quantity

Estimating outdoor air quantityusing carbon dioxide measurements

1. Using Chemical Smoke to DetermineAir Flow Direction

Chemical smoke can be helpful inevaluating HVAC systems, tracking airand pollutant movement, and identify-ing pressure differentials. Chemicalsmoke moves from areas of higherpressure to areas of lower pressure ifthere is an opening between them(e.g., door, utility penetration).

131.

Because it is the same temperature asthe surrounding air, chemical smoke isextremely sensitive to air currents.Investigators can learn about airflowpatterns by observing the directionand speed of smoke movement.Smoke released near outdoor airintakes will indicate whether air isbeing drawn into the intake. Puffs ofsmoke released at the shell of thebuilding (by doors, windows, or gaps)will indicate whether the HVAC sys-tems are maintaining interior spacesunder positive pressure relative to theoutdoors.

Chemical smoke is available with vari-ous dispensing mechanisms, includingsmoke "bottles," "guns," "pencils," or"tubes." The dispensers allow smoketo be released in controlled quantitiesand directed at specific locations. It isoften more informative to use a num-ber of small puffs of smoke as youmove along an air pathway rather thanreleasing a large amount in a singlepuff.

Caution: Chemical smoke devices usetitanium tetrachloride to produce smoke.While the chemicals forming the smoke nor-

mally are not hazardous in the smallquantities produced during testing, avoidinhaling smoke from smoke devices.

Concentrated fumes from smoke devices are

very corrosive.

Determining Air Movement FromDiffusers And Grilles

Puffs of smoke released near HVACvents give a general idea of airflow. (Isit in or out? Vigorous? Sluggish? Noflow?) This is helpful in evaluatingthe supply and return system anddetermining whether ventilation airactually reaches the breathing zone.(For a variable air volume system, besure to take into account how the sys-tem is designed to modulate. It couldbe on during the test, but off for muchof the rest of the day.) "Short-circuiting"occurs when air moves directly fromsupply diffusers to return grilles,

instead of mixing with room air in thebreathing zone. If a substantialamount of air short-circuits, occupantsmay not receive adequate supplies ofoutdoor air and source emissions maynot be diluted sufficiently.

2. Measuring Outdoor Air SupplyQuantity

This section describes methods fordetermining the amount of outdoor airbeing supplied by a single ventilationunit using either a flowhood or airvelocity measurement device. Theseare general instructions for measuringairflow. Follow the instructions pro-vided by the manufacturer of yourmeasuring equipment.

Step 1. Determine Airflow Quantity

Using a Flow Hood

Flowhoods measure airflow in cubicfeet per minute (CFM) at a diffuser orgrill. Taking the measurement is sim-ply a matter of holding the hood up tothe diffuser and reading the airflowvalue. Follow the instructions sup-plied with the flowhood regarding use,care, and calibration.

Using Velocity Measurements

For information on measuring airvelocity using a pitot tube oranemometer and calculating outdoorair supply, see the instructions sup-plied with the equipment

Airflow in large ductwork can be esti-mated by measuring air velocity usinga pitot tube with a differential pres-

Negative Pressure

sure gauge or an anemometer. (See theIAQ Coordinator for sources of thesedevices.)

Measure the air velocity in the duct-work and calculate the outdoor air-flow in cubic feet per minute (CFM)at the outdoor air intake of the airhandling unit or other convenientlocation

Enter the calculated outdoor airsupply in the Ventilation Log

For Systems Without Mechanically-Supplied Outdoor Air

If your system does not have mechani-cally supplied outdoor air, you canestimate the amount of outdoor airinfiltrating the area. Estimate airinfiltrating by measuring the quantityof air exhausted by exhaust fans serv-ing the area

Using a small floor plan, such as afire escape map, mark the areasserved by each exhaust fan

Measure airflow at grilles or exhaustoutlets using a flow hood. Deter-mine the airflow in ductwork byusing a pitot tube with a differentialpressure gauge or an anemometer

Add the airflows (in CFM) from allexhaust fans serving the area you aremeasuring and enter the measure-ment in the Ventilation Log

Step 2. Determine Occupancy

Count the number of students andstaff located in areas served by the airhandling unit (called the occupied

Neutral Pressure

32

A room can be positively or nega-

tively pressurized when compared

to the spaces surrounding it. These

spaces include another room, a

corridor, or outdoors. To deter-

mine whether a room is positively

or negatively pressurized, or neu-

tral, release puffs of smoke near

the top and bottom of a slightly

opened door or window, and

observe the direction of flow.

Example: If the smoke flows

inward at both the top and bot-

tom of a slightly opened door, the

room is negatively pressurized

when compared to the space on

the other side of the door.

Negative pressurization may

cause problems with natural draft

combustion appliances, or cause

outdoor pollutants such as pollens

or vehicle exhaust in loading

docks to be drawn into the build-

ing through openings.

Positive Pressure

10 of 13

11 of 13

zone). If you are estimating infiltra-tion using exhaust fan airflows, countindividuals in the area you have deter-mined are affected by the fan(s) inStep 1.

DUsing a small floor plan, mark theoccupied zone served by the unit.In areas served by unit ventilators,an occupied zone is probably anindividual classroom. In areasserved by large air handling units,an occupied zone may include sever-al rooms. A large gymnasium orother room may be served by severalair handling units

Estimate the number of occupantsin the occupied zone, including stu-dents, teachers, other staff members,volunteers and visitors

Step 3. Calculate Outdoor Air Per Person

Use the equation below (the equa-tion also appears on the VentilationLog) to calculate average ventila-tion rates in CFM/person

3. Estimating Outdoor Air Using CarbonDioxide Measurements

Outdoor air (CFM) Outdoor air

Number of occupants (average CFM/person)

Carbon dioxide (CO2) is a normal con-stituent of the atmosphere. Exhaledbreath from building occupants andother sources increase indoor CO2 levelsabove that of the outdoor air. CO2should be measured with a direct-read-ing meter (See Appendix B for sourcesof CO2 meters). Use the meter accord-ing to manufacturer's instructions.Indoor CO2 concentrations can, undersome test conditions, be used to accessoutdoor air ventilation. Comparisonof peak CO2 readings between roomsand between air handler zones mayhelp to identify and diagnose variousbuilding ventilation deficiencies.

Step 1. Estimate quantity of outdoor air supply.

CO2 readings, with minimal delaysbetween readings, can be taken at sup-

133

ply outlets or air handlers to estimatethe percentage of outdoor air in thesupply airstream.

The percentage or quantity of outdoorair is calculated using CO2 measure-ments as shown below.

Outdoor air (%) =(CR-CS)÷(CR-00) x 100

Where: CS = ppm CO2 in the supplyair (if measured in a room), or in themixed air (if measured at an air han-dler)

CR = ppm of CO2 in the return air

CO = ppm of CO2 in the outdoor air(Typical range is 300-450 ppm)

All these concentrations must be mea-sured, not assumed.

To convert the outdoor air percent to anamount of outdoor air in cubic feet perminute, use the following calculation:

Outdoor air (CFM) = Outdoor air(percent) ÷ 100 x total airflow (CFM)

The number used for total airflow maybe the air quantity supplied to a roomor zone, the capacity of an air handler,or the total airflow of the HVAC sys-tem. However, the actual amount ofairflow in an air handler is often differ-ent from the quantity in design docu-ments. Therefore only measured air-flow is accurate.

Step 2. Measure CO2 levels in the area served

by a given unit or exhaust fan(s) or in an area

without any mechanical ventilation.

The number of occupants, time of day,position of windows and doors, andweather should be noted for each peri-od of CO2 testing.

Measurements taken to evaluate theadequacy of ventilation should bemade when concentrations areexpected to peak. It may be helpfulto compare measurements taken atdifferent times of day. ClassroomCO2 levels will typically rise duringthe morning, fall during the lunch

period, then rise again, reaching apeak in mid-afternoon. Sample inthe mid- to late-afternoon

Take several CO2 measurements inthe area under consideration. CO2measurements for ventilation shouldbe collected away from any sourcethat could directly influence thereading (e.g., hold the samplingdevice away from exhaled breath)

Take several measurements outdoors

For systems with mechanically sup-plied outdoor air, take one or morereadings at the following locations:

At the supply air ventIn the mixed air (if measured atan air handler)In the return air

Step 3. Note whether CO2 levels are high.

Note locations with CO2 concentra-tions of 1,000 ppm or higher. Ele-vated CO2 indicates that there is notenough outdoor air for the numberof people in the space (based onASHRAE Standard 62, seeAppendix I)

Note that there may still be under-ventilation problems in rooms withpeak CO2 concentrations below1,000 ppm. CO2 is produced byhuman respiration (breathing), andconcentrations can change rapidly aspeople move in and out of a room.Four to six hours of continuousoccupancy are often required forCO2 to approach peak levels

NO PROBLEMS TO REPORT

I have completed the activities onthe Ventilation Checklist, and I donot need help in any areas

3 4

12 of 13

Ventilation LogInstructions:

Make one copy of this Log for each ventilation unit in your school.Perform the activities in the Ventilation Checklist for eachventilation unit and use this Log to record results.A "No" response requires further attention.

Name

Room or Area

School

Dote Completed

Signature

,

ACTIVITY

NEEDS

ATTENTION

IF "NO"

OK

(DATE)ACTIVITY

NEEDS

ATTENTIONOK

(DATE)

1. Outdoor air intake not obstructed CI Yes 15. Economizer set per 0 YesDNo specifications No

2. Outdoor air intake clear of nearby 0 Yespollutant sources DNo 16. Fans supplying outdoor air operate

continuously during occupiedDYesDNo

3. Outdoor air moving into intake DYes periodsON°

4. Filters in good condition, properly DYes 17. Air distribution functioning per DYesinstalled, and no major air leaks. DNo design 0 No

5. Drain pan clean and no 0 Yes 18. Air flow direction (relative DYesstanding water ON° pressures) okay DNo

6. Heating and cooling coil(s) clean DYes 19. Exhaust fan(s) operating 0 Yes0 No DNo

7. Interior of air handling unit and DYes 20. Local exhaust fan(s) remove enough 0 Yesductwork clean DNo air to eliminate odors and chemical

fumesDNo

8. Mechanical room free of trash and 0 Yeschemicals 0 No 21. Exhaust ductwork sealed and in

good conditionCl YesON°

9. Controls information on hand DYes0 No 22. Measure quantity of outdoor air

10. Clocks, timers, and switches DYes a. outdoor air supply CFMset properly DNo b. number of occupants served by

this unit11. Pneumatic controls okay 0 Yes c. CFM/occupants (a÷b)

0 No Meets original design specs? 0 Yes12. Outdoor air damper operating 0 Yes ON°

properly 0 No 23. Compare measured CFM/person(c. above) to Table 1

13. Freeze-stat reset 0 Yes0 No Recommendation in Table 1 for

14. Mixed air thermostat setproperly

0 YesDNo

this type of area

Meets recommendation? 0 Yes0 No

Activity Number Notes and Comments

13 of 13 1 35.

This checklist discusses sixmajor topic areas:

o Maintenance Supplies

© Dust Control

O Drain Traps

Moisture, Leaks, and Spills

Combustion Appliances

Pest Control

Instructions:

1. Read the IAQ Backgrounder.

2. Check off each box as you com-

plete the activity.

3. Check the triangle(s) as appropri-

ate or check the circle if you need

additional help with this activity.

4. Return this checklist to the IAQ

Coordinator and keep a copy for

future reference.

Name

Room or Area

School

Date Completed

Signature

Building Maintenance Checklist

MAINTENANCE SUPPLIES

Maintenance supplies may emit aircontaminants during use and storage.Products low in emissions are prefer-able. However, a product that is low inemissions is not necessarily better if itis more hazardous despite the loweremissions, if it has to be used moreoften, or at a higher strength. Examplesof maintenance supplies that may con-tribute to indoor air quality (IAQ)problems include:

CaulksSolventsPaintsAdhesivesSealantsCleaning agents

Learn about your maintenance supplies0 Review and become familiar with

your maintenance supplies

Read labels and identify precautionsregarding effects on indoor air orventilation rates and requirements

A Supplies reviewed and okay

ONeed help determining impacts of supplies

If you make purchase decisions, or recom-mend products for purchase, confirm thatsupplies are safe to use

U Ask vendors and manufacturers tohelp select the safest products avail-able that can accomplish the jobeffectively

A Supplies are safe to use

ONeed help determining if supplies are safe

Follow good safety, handling, disposal,and storage practices

Develop appropriate procedures andhave supplies available for spill control

Exhaust air from chemical and trashstorage areas to the outdoors

136

Store chemical products and suppliesin sealable, clearly labeled containers

D Follow manufacturers' instructionsfor use of maintenance supplies

Follow manufacturers' instructionsfor disposal of chemicals, chemical-containing wastes, and containers

A Following good safety, handling, disposal, and

storage practices

A Safety, handling, storage, and disposal prac-

tices are being revised

0Need help with good safety, handling, dispos-

al, and storage practices

Establish maintenance practices that mini-mize occupant exposure to hazardousmaterials

Substitute less- or non-hazardousmaterials where possible

Schedule work involving odorous orhazardous chemicals for periodswhen the school is unoccupied

Ventilate during and after use ofodorous or hazardous chemicals

A Procedures established and followed to mini-

mize occupant exposure

ONeed help to develop and implement proce-

dures to minimize occupant exposure

DUST CONTROL

By reducing the amount of dust anddirt that enters the school, and byreducing the amount of dust that leavesvacuum bags and dust cloths, it willbe possible to maintain a clean schoolwith less effort. A cleaner school canalso have positive physical and psycho-logical effects on the students and staff.Complaints of illness and discomforthave been associated with buildingshaving high dust levels. In addition todust, other particles such as pollenswhich can cause allergic reactions willalso be reduced.

Purchase and maintain barrier floor mats

for all school entrances

Barrier mats need to be long enoughto allow five full steps for peopleentering the school (this allows dirtto be cleaned from the mats ratherthan from all over the school, savingcleaning costs)

Vacuum each barrier mat dailyusing a beater brush or beater barvacuum, vacuuming in two direc-tions (in-line and side-to-side)

A Barrier mats purchased and maintained

()Need help with barrier mats

Use higher efficiency vacuum bags

Standard paper or cloth bags allowlots of dust to pass completelythrough the vacuum and back intothe air and onto surfaces. Use micro-filtration bags which retain dust andparticles in the 3 micron size range,or smaller. Although the bags costmore, labor costs are reduced.

A High efficiency bags in use

ONeed help with obtaining proper bags

Use proper dust wiping techniques

Ensure that dust that has been col-lected remains on the wipe by usinga wiping motion with a folded wipe,rather than a flicking motion with acrumpled-up wipe

Wrap handheld feather-type dusterswith a dust cloth. Use a wiping ratherthan a flicking or sweeping motion

A Proper dusting techniques in use

()Need help with dust wiping

Vacuum dust from heating, cooling, and

ventilation air return grilles and air sup-ply vents periodically

In addition to vacuuming the grillesand vents using a soft bristle attach-ment, vacuum the ceiling and wallsurfaces adjacent to the grilles andvents to remove visible dust

A Dusting is performed periodically

ONeed help with dusting grilles and vents

FLOOR CLEANING

All flooring, including vinyl, wood,terrazzo, tile, and carpet, requires dailyattention to ensure cleanliness. Inaddition to the prevention techniqueof barrier mats as noted in previousactivities, apply the following activi-ties. Contact floor suppliers or manu-facturers for recommended maintenancetechniques. Follow specific guidelinesof the Carpet and Rug Institute (CRI)for properly maintaining carpets (toobtain these guidelines, see informa-tion in Appendix I, Resources).

Vacuum daily as needed for soilremoval. Use a vacuum with brush-es, beater bars, strong suction, and ahigh efficiency filter bag that willfilter particles down to the 3 micronor smaller range.

Remove spots and stains immediate-ly, using the flooring manufacturer'srecommended techniques. Use careto prevent excess moisture or clean-ing residue accumulation, and ensurethat cleaned areas will dry quickly.

A Floors are cleaned daily as needed and mois-

ture has been removed

ONeed help with daily floor maintenance

Perform restorative maintenance

Apply the manufacturer's recom-mended guidelines when cleaning toremove accumulated contaminants.For carpets, CRI recommends peri-odic extraction cleaning, wet or dry,and complete removal of the mois-ture and cleaning agents

A Restorative maintenance is properly per-

formed as needed

ONeed help with restorative floor maintenance

DRAIN TRAPS

Drain traps can cause IAQ problemswhen water in the drain trap evaporatesdue to infrequent use. If the buildinginterior is under negative pressure, soilgas or sewer gas can be drawn indoorsthrough a dry drain trap.

BEST COPY AVAII_ARI F3; 2of 4

3 of 4

Confirm that all drains have drain traps

0 Install traps on any untrapped drains

A All drains have drain traps

Need help with traps

Confirm that all drain traps in areaswhich only you have access are filled

Pour water down floor drains onceper week (about one quart)

0 Run water in sinks at least once perweek (about one pint)

0 Check water in seldom used toiletsonce each week. If low, flush

A Traps are filled at least once per week

Need help filling traps regularly

MOISTURE, LEAKS, AND SPILLS

Many people have allergic reactions tomold and mildew. Mold and mildewcan grow almost anywhere that offers afood source and a small amount of mois-ture, whether from leaks and spills orcondensation. Mold and mildew do notrequire standing water in order to grow.The higher the relative humidity, thehigher the probability of fungal growth.

Assemble the following tools beforestarting the activities:

a small floorplan for taking notes

an instrument to measure relativehumidity (e.g., sling psychrometer)

Inspect the building for signs of moisture,

leaks, or spills

0 Check for moldy odors

0 Look for stains or discoloration onthe ceiling, walls, or floor

Check cold surfaces (e.g., locationsunder windows and in cornersformed by exterior walls, uninsulat-ed cold water piping)

0 Check areas where moisture is gen-erated (e.g., locker rooms, bathrooms)

0 Look for signs of water damage in:

indoor areas in the vicinity of knownroof or wall leaks

walls around leaky or broken windows

floors and ceilings under plumbing

duct interiors near humidifiers, cool-ing coils, and outdoor air intakes

If you discover active leaks duringyour inspection, note theirlocation(s) on your floor plan andrepair them as quickly as possible

A There are no signs of moisture, leaks, or spills

Found signs of moisture, leaks, or spills, or

need help inspecting

Respond promptly when you see signs ofmoisture, or when leaks or spills occur

Clean and dry damp or wet buildingmaterials and furnishings

Work with manufacturers of fur-nishings and building materials tolearn recommended cleaning proce-dures and/or identify competentcontractors who can clean dampmaterials

Porous, absorbent building materi-als or furnishings, such as ceilingtiles, wall boards, floor coverings,etc., must be thoroughly dried andcleaned as soon as possible. In somecases these materials might have tobe disinfected. If these materialscan't be dried and cleaned within 24hours, they may have to be replacedafter the cause of the moisture prob-lem has been corrected

A Moisture, leaks, or spills fixed

Need help fixing damage from moisture,

leaks, or spills

Prevent moisture condensation

There are several methods to preventcondensation:

0 Reduce the potential for condensa-tion on cold surfaces (piping, exteri-or walls, roof, or floor) by addinginsulation. (Note: When installinginsulation that has a vapor barrier,put the vapor barrier on the warmside of the insulation.)

Raise the temperature of the air

BEST COPY AVAILABLE

D Improve air circulation in theproblem location

0 Decrease the amount of water vaporin the air

In dryer climates or winter, supplymore outdoor ventilation air

In humid climates or during humidtimes of the year, use a dehumidifieror desiccants to dry the air (for moreinformation, obtain Appendix Hfrom the IAQ Coordinator)

Increase the capacity or operatingschedule of existing exhaust fan(s);or add a local exhaust fan near thesource of the water vapor

A Moisture prevention activities completed

A Moisture prevention activities underway

ONeed help with moisture prevention activities

COMBUSTION APPLIANCES

Combustion appliances are potentialsources of carbon monoxide and othercombustion gases. Carbon monoxide isodorless yet toxic, so it is importantthat appliances are properly vented toremove combustion gases. If inade-quate combustion air is available to anappliance, air may be pulled, or back-drafted, down the flue, bringing com-bustion gases back into the indoorsinstead of exhausting them outside.

Note odors when first entering a locationcontaining combustion appliances

0 One's nose quickly becomes accus-tomed to odors, but upon firstentering a room the smell of com-bustion gas odors may indicate aleak or backdrafting problem

A No combustion odors

ONeed help resolving combustion gas problem

Visually inspect exhaust components

Inspect flue components for leaks,disconnections, and deterioration

Inspect flue components for corro-sion and soot

A No apparent problems

ONeed help repairing exhaust components

Check for backdrafting of combustionappliances

When the combustion appliance(s) isoperating, and the building ventila-tion systems are in normal operat-ing mode, use chemical smoke todetermine whether air is flowing upthe flue by puffing smoke near anyvent openings or joints

A No backdrafting

ONeed help resolving backdrafting problem

PEST CONTROL

Use Integrated Pest Management (IPM)methods of pest control

CI Do not rely on widespread, indis-criminate use of pesticides to con-trol pests

D If you are in charge of pest control,obtain information about IPM fromthe IAQ Coordinator

0 If pesticides are used outdoors, donot apply near outdoor air intakesfor the ventilation system. If un-avoidable, shut down the affectedventilation system(s) and removeoccupants until application hasbeen completed and ventilation hasbeen restored. Similarly, avoidapplication near doors and openwindows

A No pest problems

A Already using Integrated Pest Management

ONeed information or assistance with IPM

NO PROBLEMS TO REPORT

0 I have completed all activities onthis Checklist, and I do not needhelp in any areas

1394 of 4

This checklist discusses four

major topic areas:

Cooking Area

Food Handling and Storage

Waste Management

Receiving

These activities also apply to home-

economics instructional areas.

Instructions:

1. Read the IAQ Backgrounder.

2. Check off each box as you com-

plete the activity.

3. Check the triangle as appropriate

or check the circle if you need

additional help with this activity.

4. Return this checklist to the IAQ

Coordinator and keep a copy for

future reference.

Name

School

Date Completed

Signature

1 of 2

Food Service Checklist

COOKING AREA

Cooking activities generate odors,moisture, food waste, and other trash,all of which must be managed careful-ly to avoid indoor air quality (IAQ)problems. Food odors can be a distrac-tion to students and staff if they circu-late through the school.

Confirm that local exhaust fans function

properly

Check for air flow when fans are on.(Hold a piece of tissue paper nearthe fan to see whether it is pulledtoward the fan)

Check for cooking odors or smokein areas adjacent to the cooking,preparation, and eating areas

Make sure fan is not excessivelynoisy (excessive noise may indicate aproblem or may cause the fan to notbe used)

A Fans function; no odors or smoke in adjacent

areas

ONeed help, local exhaust fan does not appear

to function properly

Use exhaust fans whenever cooking,dishwashing, and cleaning.

Make sure staff understand theimportance of using the fans to pre-vent moisture accumulation and thespread of food odors

0 Train staff to use fans when cooking,dishwashing, or cleaning

0 Monitor use of fans from time totime throughout the year

A Fans are used as appropriate

ONeed help to confirm whether fans are used

appropriately

Confirm gas appliances function properly

0 Verify that gas appliances are ventedoutdoors

_40

Check for combustion gas odors,headaches when gas appliances are inuse, or natural gas odors at any time

All gas appliances vented as appropriate

A No leaks or exhaust odors

ONeed help checking for (or have detected

problems with) leaks, odors, backdrafting,

venting to outdoors

Clean kitchen after use

Inspect kitchen for signs of microbi-ological growth (check for moldyodors, slime, algae)

Check hard-to-reach places such asthe upper walls and ceiling forevidence of mold growth

Clean affected areas as needed

If biocides are used, select onlyproducts registered by EPA for suchuse, follow the manufacturer's direc-tions for use, and pay careful atten-tion to the method of application

A No signs of microbiological growth

ONeed help checking for mold or cleaning

Inspect kitchen for plumbing leaks

Check sink faucets and area under sinks

Look for stains or discoloration,and/or damp or wet areas

A No plumbing leaks

OFound leaks, need help to fix leaks

FOOD HANDLING AND STORAGE

A clean kitchen with food stored insecure containers discourages vermin.Integrated Pest Management (IPM)practices minimize the need for pesti-cides and discourage pests by elimi-nating the food sources, pathways, andshelter they need. The IAQCoordinator can help you and yourstaff learn more about IPM.

Check food preparation, cooking, and

storage areas regularly for signs ofinsects and vermin

Look for dead insects or rodents

Look for feces

0 Notify IAQ Coordinator if insectsor vermin infestation is discovered

A No signs of insects or vermin

0 Need help, found signs of insects or vermin

Confirm that appropriate food prepara-tion, cooking, and storage practices areimplemented

Review food handling and storage prac-tices containers should be well-sealed,

with no traces of food left on outside sur-faces of containers

Maintain general cleanliness

Dispose of food scraps properly andremove crumbs

Wipe counters clean with soap andwater or a disinfectant, according toschool policy

Sweep and wet mop floors toremove food

Clean stoves and ovens after use

A Food service area is clean

ONeed help cleaning food service area

WASTE MANAGEMENT

Food wastes and food-contaminatedpaper products produce odors andencourage insects and vermin. Properplacement of dumpsters preventsodors from entering the building andminimizes opportunities for insectsand vermin to enter the building.

Place waste in appropriate containers

Containers should have lids thatclose securely

If possible, separate food waste andfood-contaminated items from otherwastes

A Waste is stored in appropriate

containers

O Need appropriate containers

Locate dumpsters well away from airintake vents, operable windows, andfood service doors

A Dumpster(s) properly located

0 Need help determining proper dumpster

placement, or moving dumpster(s)

RECEIVING

The kitchen is often the busiest partof the school for deliveries. Becausefans are exhausting air from thekitchen (i.e., the kitchen is negativelypressurized), air from an adjacent load-ing dock may be drawn into thekitchen. If delivery trucks or othervehicles idle at the dock, exhaustfumes can be drawn in and causeproblems.

Remind vendors not to idle their engines

Post a sign prohibiting vehicles from

idling their engines in receiving area

0 Ask drivers to turn off their engines if

they don't follow instructions on the sign

A Vendors turn off engines in receiving area

ONeed help, vendors do not turn off engines

Keep doors or air barriers closedbetween receiving area and kitchen

Door(s) regularly closed

ONeed help keeping door(s) closed

NO PROBLEMS TO REPORT

I have completed all activities onthis Checklist, and I do not needhelp in any areas

1 41 2 of 2

Instructions:

1. Read the IAQ Backgrounder.

2. Check off each box as you com-

plete the activity.

3. Check the triangle as appropriate

or check the circle if you need

additional help with this activity.

4. Return this checklist to the IAQ

Coordinator and keep a copy for

future reference.

Name

School

Date Completed

Signature

1 of 1

Waste Management Checklist

WASTE MANAGEMENT

Proper waste management promotesgood indoor air quality (IAQ) by con-trolling odors and contaminants, andis a pest management method whichcontrols vermin. Good sanitationdecreases the need for pesticides.

Select waste containers by consideringthe kind of waste that is placed in them

0 Food waste or food-contaminatedpapers and plastics should be con-tained securely (e.g., covered con-tainers, tied-off plastic bags) to dis-courage flies and other vermin

0 Recycling bins should be clearlylabeled so people don't put othertypes of trash in them

0 Some materials may require specialhandling; for example, waste gener-ated in art classes, science classes,and vocational/industrial educationclasses. Work with teachers oradministrator to identify the bestmethods for handling special wastes

A Existing waste containers are appropriate and

do not need to be changed

A New waste containers appropriate to their

waste are being installed

()Need help to select and obtain appropriate

waste containers

Locate dumpsters away from outdoor air

intakes, doors, and operable windows

0 Ideally, prevailing winds shouldcarry odors and contaminants awayfrom the building

1 42

Dumpsters are located away fromair intakes, doors, and operable win-dows

A Dumpsters are being moved

ONeed help to find appropriate location

and/or move dumpsters

Empty waste containers regularly andfrequently, and store them in anappropriate location

0 Follow a regular schedule that min-imizes odors and deprives vermin oftheir food source

0 Containers that have plastic linersregularly replaced do not need to becleaned and disinfected as often asunlined containers

Do not store waste containers inrooms which have heating, cooling,or ventilation equipment that sup-plies conditioned air to other rooms

A Waste containers are emptied regularly and

frequently

A Waste containers are stored in an appropriate

location

CoNeed help to modify waste removal schedule

NO PROBLEMS TO REPORT

01 have completed the activities onthe Waste Management Checklist,and I do not need help in any areas

This checklist discusses four

major topic areas:

General Activities

Painting

Flooring

Roofing

Instructions:

1. Read the IAQ Backgrounder.

2. Check off each box as you com-

plete the activity.

3. Check the triangle as appropriate

or check the circle if you need

additional help with this activity.

4. Return this checklist to the IAQ

Coordinator and keep a copy for

future reference.

Name

Dept. or Company

School

Date Completed

Signature

1 of 7

Renovation and Repair Checklist

When planning and conducting reno-vations in schools, it is important toremember four potential causes ofindoor air problems during renovationand repairs:

Demolition that releases toxic mate-rials

Construction dust and fumes

Designs that interfere with ventila-tion

Off-gassing from building materialsand new products

You can minimize these problems bymaking good indoor air quality (IAQ)one of the criteria during project plan-ning. Also, contract language andnegotiations with the service providers(contractors) can help ensure that prop-er materials and procedures are used,such as performing work during unoc-cupied periods. This Checklist is for usebefore and during renovation projects.

Depending on who is performing thework, you may need to give sections ofthis Checklist covering one or more ofthe activity groups to separate in-housestaff or contractors. Instruct those whoreceive a portion of the Checklist toreturn it to the IAQ Coordinator.

See Appendix I, Resources, for addi-tional sources of information on thefollowing activities.

GENERAL ACTIVITIES

Do not disturb asbestos duringdemolition. Most schools have iden-tified and dealt with asbestos in theschool under state or Federalrequirements. Schools that haveasbestos-containing materials, asidentified in an AHERA survey,should have a management plan onfile at the school. Refer to the man-agement plan when considering

143

whether planned renovations willrequire disturbing areas containingasbestos. Use an asbestos profes-sional to consult on and assist withsuch renovation work. Be sure toupdate the AHERA managementplan to reflect any asbestos abate-ment activities

Test for lead-based paint beforeremoving old paint. Use a certifiedinspector (if your state certifiesinspectors) or a reputable testingfirm for areas to be demolished,sanded, or stripped. Use appropri-ate personnel and precautions whenremoving and disposing of lead-based paint

0 Avoid exposure to fungi and bacte-ria. If renovation is likely to exposelarge areas of microbial growth suchas mold and mildew (for example,while repairing water damage), con-sult with an environmental profes-sional about adequate protectivemeasures to ensure both worker andoccupant safety

Plan to isolate students and stafffrom any dust or fumes generatedduring renovation work. Use plasticsheeting, portable fans, and amechanical ventilation strategy(where applicable) to prevent dustand fumes from reaching schooloccupants through hallways, doors,windows, and the ventilation system(for additional details, see the activi-ty groups). Also consider conduct-ing renovation work during hourswhen the school is unoccupied

Consider the effect of the renovationon ventilation and mixing of air inrooms. Beware of cutting off aroom from its supply of outdoor air,enclosing a pollutant source (likephotocopiers) in a room with inade-

quate exhaust or supply air, orerecting barriers that prevent ade-quate movement of air throughoutthe occupied area of a room

Minimize and provide for off-gassing from new products. Newproducts contain volatile con-stituents, such as resins, solvents,and binders, which off -gas volatileorganic compounds for a period oftime. This process is called "off-gassing." Whenever possible,obtain information on emissionsfrom potential new products to beinstalled in the school and selectlower emitting products whenavailable. Whenever new products

with the potential for off-gassing areinstalled, allow adequate time foroff-gassing before reoccupying thearea and increase ventilation withoutdoor air until off -gassing odorsand any irritation symptoms nolonger occur. Examples of productswhich will potentially off-gasinclude:

Wall panelingDraperiesComposite wood furniture andcabinetsCubicle dividersCarpet and vinyl flooringPaints and finishes

4 42 of 7

Instructions:

1. Read the IAQ Backgrounder.

2. Check off each box as you com-

plete the activity.

3. Check the triangle as appropriate

or check the circle if you need

additional help with this activity.

4. Return this checklist to the IAQ

Coordinator and keep a copy for

future reference.

Name

Dept. or Company

School

Date Completed

Signature

3 of 7

PAINTING

There are many factors to considerbefore beginning a painting project.Special care should be taken whensanding a surface to prepare for paint-ing, due to the dust released into theair. The dust may contain lead parti-cles. Exposure to excessive levels oflead could affect a child's mentalgrowth, and interfere with nervoussystem development, which couldcause learning disabilities andimpaired hearing. In adults, lead canincrease blood pressure.

The type of paint is an importantdecision. For instance, both solvent-based and water-based paints give offvolatile organic compounds (VOCs)that could lead to IAQ problems.Water-based paints produce lessVOCs than solvent-based paints, butproduce them over a longer period oftime.

Durability is important a relativelylow-emitting paint might create moreIAQ problems in the long run than ahigher-emitting paint, if the low-emitting paint requires repaintingmore often. In addition, many water-based paints (even interior paints)have, until recently, used mercury as afungicide. Any paint that containsmercury should not be used indoors.

Confirm that the painted surface is lead-free before preparing a surface forrepainting

Check painting records or old paintcans to determine whether the paintcontains lead

Do an initial screen using a trainedlead paint inspector

If there is lead in the existing paint,contact a trained lead-based paintcontractor

_145

A No lead in existing paint

0Paint contains lead or testing is needed to

determine if lead is in existing paint

Select a low-VOC emitting paint that isfree of lead and mercury

Evaluate existing stock of paint(properly dispose of paints contain-ing lead or mercury or having high-er VOC emissions than new paints)

Evaluate new paint before you pur-chase it. Express your indoor airquality concerns to paint suppliersand use their technical personnel asa resource. Not all paint suppliershave information on pollutant emis-sions; consult other sources (e.g.,manufacturers) if your paint suppli-er cannot provide adequateinformation

A Have selected an appropriate paint

ONeed to discuss which paint to use with an

IA0 specialist

During exterior painting, minimize occu-

pant exposure to odors and contaminants

Schedule exterior painting to occurwhen the building is unoccupied(for example; weekends or vacationperiods)

Keep nearby windows and doorsclosed as much as possible

A Occupant exposure is minimized

()Need help to minimize occupant exposure

During interior painting, minimize occu-pant exposure to odors and pollutants

0 Schedule painting to occur when thearea is unoccupied (for example, onweekends or during vacation peri-ods), and allow time for paint odorsto dissipate before occupants returnto the area. If the area being painted

has a heating, cooling, and ventila-tion system which is shared withother areas, those areas should alsobe unoccupied.

0 Use supply and exhaust fans tosweep paint fumes out of the build-ing. Operate supply fans continu-ously (24 hours/day, 7 days/week), atthe highest possible outdoor air sup-ply setting, from the beginning ofthe painting work until several daysafter painting has been completed

0 Block return openings to preventcirculating air from the work area tooccupied areas

A Occupant exposure is minimized

ONeed help to minimize occupant exposure

Use appropriate storage and disposalpractices for paints, solvents, clean-upmaterials, and asbestos containingmaterials

D Seal containers carefully after use

0 Keep paint containers in designatedstorage areas equipped with exhaustventilation, but not in heating, ven-tilation, and air conditioningequipment rooms

0 Use an appropriate waste disposalmethod to dispose of any paintscontaining lead or mercury

0 Follow EPA National EmissionStandards for Hazardous AirPollutant rules for disposal ofasbestos-containing materials

A No problem with storage and disposal

ONeed help with storage and disposal

4 eu4 of 7

Instructions:

1. Read the IAQ Backgrounder.

2. Check off each box as you com-

plete the activity.

3. Check the triangle as appropriate

or check the circle if you need

additional help with this activity.

4. Return this checklist to the IAQ

Coordinator and keep a copy for

future reference.

Name

Dept. or Company

School

Date Completed

Signature

5 of 7

FLOORING

As is the case with other buildingmaterials and furnishings, flooringmaterials have the potential to impactindoor air quality, therefore selection offlooring materials is an important con-sideration during the renovationprocess. Potential pollutants fromflooring materials which can impactIAQ include volatile organic com-pounds (VOCs) that off-gas directlyfrom many flooring materials and thecleaning products used to maintain theflooring. Dirty and persistently dampflooring materials can become a loca-tion for the growth of biological conta-minants, such as fungi. Proper cleaningand maintenance of flooring materialshelps to improve IAQ.

When your school installs flooringmaterials, the following selection,repair, and installation activities willhelp protect the indoor air quality inthe school.

Determine whether resilient tile flooringscheduled for removal contains asbestos

fibers

Asbestos surveys conducted underAHERA may have identifiedasbestos-containing floor tiles. Referto the inspection report and manage-ment plan on file at the school

Follow notification and handlingprocedures defined under theNational Emission Standards forHazardous Air Pollutants (NESHAP,40 CFR Part 61 Subpart M) if renova-tions will disturb asbestos-contain-ing tile flooring

A No asbestos-containing flooring will be dis-

turbed

°Renovation may/will disturb asbestos-contain-

ing flooring

147

Select low-emitting adhesive wheninstalling glue-down flooring

Use low-emitting adhesives

Follow manufacturer's recommenda-tions for ventilating the work area

A Selected a low-emitting adhesive

ONeed additional information for selecting low-

emitting adhesive

Select low-emitting flooring materials

Ask manufacturers to submit infor-mation about product constituentsand emissions that may adverselyimpact IAQ

The Carpet and Rug Institute (CRI)has a carpet testing and labelingprogram. If your carpet suppliercannot provide information on anycarpets you are considering, contactCRI (800-882-8846) to obtain dataon emissions from these carpets

A Selected a low-emitting flooring system

°Need additional information for selecting a

low-emitting flooring system

Air out new products before installation

If practical, unwrap and unroll floor-ing products and cushion (if any) ina well-ventilated location prior toinstallation, preferably in a locationother than the school, such as a ven-tilated warehouse

A Flooring products will be aired out before

installation

ONeed help arranging air out of flooring

products

Air out the space during and after floor-ing installation

Install carpet, vinyl, and relatedflooring materials only when theschool building is not in use, exceptin the case of a small installation

where you are able to exhaust the airfrom the space directly to the out-doors and maintain the room undernegative pressure relative to the sur-rounding rooms and hallways

0 The typical recommendation is tocontinuously operate the buildingventilation system at normal tem-perature and maximum outdoor airduring installation and for at least72 hours after installation is com-pleted. The Carpet and RugInstitute Standard for Installation ofCommercial Textile FloorcoveringMaterials (CRI 104) addresses airingand other installation procedures forcarpet

0 Avoid recirculating air from theinstallation area, through the heat-ing, ventilation, and air condition-ing system, and into occupied areas.Seal return air grilles, open door-ways, stairways, and use exhaustfans to remove airbornecontaminants

A Space will be aired out as prescribed

ONeed help arranging air out of space during

and after installation

Require the installer to dean flooringwith a high efficiency particulate air(HEPA) filtration vacuum

0 Vacuum old carpet that is to beremoved and subfloor surfaces (oncecarpet is removed) to reduce release

of particles such as dirt, dust, andbiologicals into the air and onto thenew carpet

0 Vacuum new flooring after installa-tion to remove loose matter and par-ticles generated by the installationprocess and general construction inthe area

A Surfaces vacuumed before removal and/or

after installation

ONeed help with HEPA vacuuming

Do not install carpet near water sources

01n areas where there is a perpetualmoisture problem, do not installcarpet, i.e., by drinking fountains,classroom sinks, or concrete floorswith leaks or frequent condensation

0 To reduce the potential for micro-bial growth in the joints of hardsurfaces or porous flooring installednear water sources, be sure to sealentire surface

A No carpet will be installed near water sources

A Hard surface flooring installed near water

sources sealed

()Carpet installation planned near water

sources or porous hard surface flooring

unsealed

NO PROBLEMS TO REPORT

01 have completed the activities onthe Renovation and Repair Checklist,and I do not need help in any areas

X486 of 7

Instructions:

1. Read the IAQ Backgrounder.

2. Check off each box as you com-

plete the activity.

3. Check the triangle as appropriate

or check the circle if you need

additional help with this activity.

4. Return this checklist to the IAQ

Coordinator and keep a copy for

future reference.

7 of 7

ROOFING

Roofing work often involves the use oftar or other pollutant-producing chem-icals which may cause indoor air prob-lems if fumes enter the building.School officials and roofers can cooper-ate to prevent these problems andcomplaints from occupants.

Schedule pollutant-producing activities for

unoccupied periods (e.g., weekends or

vacation periods)

D Check to ensure that pollutant-producing activities occur duringunoccupied periods

A Work is scheduled for an unoccupied period

()Work is scheduled for an occupied period;

need help to minimize occupant exposure

Locate "hot pots" of tar and other pollu-tant-producing materials away from out-door air intakes

0 Consider wind patterns at the worksite, and arrange equipment so pre-vailing winds carry odors away fromthe building

A Pollutant-producing materials are away from

and downwind of outdoor air intakes

ONo good location for pollutant-producing

materials

Modify ventilation to avoid introducingodors and contaminants

0 Advise staff and students to keepdoors and windows closed until theroofing work is finished

D It may be advisable to temporarilyclose the outdoor air intakes of airhandlers; particularly rooftop unitsin the vicinity of (and downwindfrom) the work area. (NOTE: Toavoid creating IAQ problems fromunderventilation, provide a tempo-rary means (fans and/or ducts) tosupply unaffected outdoor air.)

A Ventilation is arranged to avoid entry of

pollutants

ONeed help to modify ventilation

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I ndoor Air Quality

Problem Solving WheelSpatial Patterns of Complaints

Widespread, noapparent spatialpattern

Important ...Check ventilation and temperature controlfor entire building

Check outdoor air qualityReview sources that are spread throughoutthe building (e.g., cleaning materials ormicrobiological growth inside the

ventilation system)Check for distribution of a source tomultiple locations through the ventilation

systemConsider explanations other than air

contaminants

Localized(e.g., affectingIndividual rooms,zones, or air handlingsystems)

Check ventilation and temperature controlwithin the complaint areaReview pollutant sources affecting thecomplaint areaCheck local HVAC system components thatmay be acting as sources or distributors of

pollutants

Individuals) Check for drafts, radiant heat (gain or loss),and other localized temperature control orventilation problems near the affected

individual(s)Consider that common background sourcesmay affect only susceptible individualsConsider the possibility that individualcomplaints may have different causes thatare not necessarily related to the building(particularly if the symptoms differ among

the individuals)

. I

This Wheel provides an easy, step-by-step process foridentifying and solving common indoor air quality problems.

'It is important that this Wheel be used in conjunction withmore detailed guidance, as provided in either of the

publications noted below, which can be purchased from the

US Government Printing Office by calling 202-512-1800.

Indoor Air Quality Tools for Schools Kit

S/N 055-000-00503-6

Building Air Quality: A Guide for Building

Owners and Facility Managers

S/N 055-000-00390-4

The tables to the left and right can be helpful in defining thecomplaint area, and in determining patterns in the timing ofsymptoms. The complaint area may need to be revised as

the investigation continues. Keep in mind that symptoms

may result from a combination of minor problems. Using

this Wheel will not necessarily identify or solve all problems

caused by indoor air pollution.

Timing Patterns of Complaints

Symptoms begin and/or are Review HVAC operating cycles.

worst at the start of the Pollutants from building materials,

occupied period or from the HVAC system itself, maybuild up during unoccupied periods.

,Symptoms worsen over Consider that ventilation may not be

''course of occupied period adequate to handle routine activitiesor equipment operation within thebuilding, or that temperature is notproperly controlled.

Intermittent Symptoms Look for daily, weekly, or seasonalcycles or weather-related patterns,and check linkage to other events inand around the school.

Single event of symptoms Consider spills, other unrepeatedevents as sources.

Recent onset of symptoms Ask staff and occupants to describerecent changes or events (e.g.,remodeling, renovation,redecorating, HVAC systemadjustments, leaks, or spills).

Symptoms relieved onleaving the school, eitherimmediately, overnight, or(In some cases) afterextended periods away fromthe building

Consider that the problems may bebuildingassociated, though notnecessarily due to air quality. °the!stressors (e.g., lighting, noise) may

be involved.

Symptoms never relieved, Consider that the problem may not

even after extended absence be building-related.from school (e.g., vacations)

- oe

:II A i 4 : A:A I

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BEST COPY AVAILABLE

151

Co-Sponsors of Indoor Air Quality Tools for Schools include

COUNCIL FORPRIVATE EDUCATION

tAMERICANLUNGASSOCIATION.

National PTA

National Education Association

Council for American Private Education

Association of School Business Officials

American Federation of Teachers

American Lung Association

uD@q® Vgc

Superintendent of Documents Order Form Charge your order.Order Processing Code: It's easy!* 3206 Fax your orders (202) 512-2250

Phone your orders (202) 512-1800

YES, send me Indoor Air Quality Tools for Schools kits which include checklists, guide,Problem Solving Wheel, factsheet, and sample memos, 055-000-00503-6 for $22 each($27.50 foreign).

and please send me packages (10 per package) of the Indoor Air Quality Problem SolvingWheel, 055-000-00504-4 for $11 each ($13.75 foreign).

The total cost of my order is $ . Price includes regular shipping and handling and is subject to change.A 25% discount is available on purchases of 100 or more kits or wheel package sent to a single address.

Company or personal name (Please type or print)

Additional address/attention line

Street address

City, State, Zip code

Daytime phone including area code

Purchase order number (optional)

Check method of payment:Check payable to Superintendent of DocumentsGPO Deposit AccountVISA MasterCard

(expiration date) Thank you for your order!

Authorizing signature

Mail to: Superintendent of DocumentsP.O. Box 371954, Pittsburgh, PA 15250-7954

6/95

Omportant: Please include this completed order form with your remittance.

152

lieu's ScNood Affiblet'ekeTs MEMMEHOB Saaff ScCommafinEF Leaderrs SchoN Bouts

Create a Healthy Learning Environment with

Indoor Mr &r ally Tools for Schoo§s

moll Muses

This easy-to-use kit shows you how to carry out a practical indoor air action planat little or no cost using common-sense activities and in-house staff.

Indoor Air Quality Tools for Schools shows you how to .

O help ensure your school's environmentis a healthy, comfortable, and productiveplace for learning

O increase energy efficiency of your school'sheating, cooling, and ventilation systems

O reduce the possibility of serious indoor airquality problems that could lead to majordisruptions in school operations

O minimize potential liability problems

... and much more!

The actkm kit inciudes

Indoor Air Quality

Tools for Schools

e easy-to-use checklists for all school employees

flexible step-by-step guide for using the checklists

/ Indoor Air Quality Problem Solving Wheel(also available separately)

factsheet on indoor air pollution sources, symptoms, and solutions

e/ sample memos to help school personnel respond to inquiries,report problems, and notify the school body of new policies

golly$22

Published by the U.S. Environmental Protection Agency IndoorAir Division, Indoor Air Quality Tools for Schools comes if-1a .-convenient expandable folder with tabbed dividers for quick reference.

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INDOOR AIR POLLUTION An Introduction for Health Professionals

This document may be reproduced without change, in whole or in part, without permission, except for use as advertising

material or product endorsement. Any such reproduction should credit the American Lung Association, the American

Medical Association, the U.S. Consumer Product Safety Commission, and the U.S. Environmental Protection Agency. The

use of all or any part of this document in a deceptive or inaccurate manner or for purposes of endorsing a particular product

may be subject to appropriate legal action. Information provided in this booklet is based upon current scientific and techni-

cal understanding of the issues presented and agency approval is limited to the jurisdictional boundaries established by the

statutes governing the co-authoring agencies. Following the advice given will not necessarily provide complete protection in

all situations or against all health hazards that may be caused by indoor air pollution.

American Lung Association American Medical Association

1740 Broadway Department of Preventive Medicine and Public Health

New York, NY 10019 515 North State Street

212/315-8700 Chicago, IL 6o6io

312/464-4541

U.S. Consumer Product Safety Commission U.S. Environmental Protection Agency

Washington, D.C. 20207 Indoor Air Division (66o7i)

1-800/638-2772 Office of Air and Radiation

Health Sciences Directorate 401 M Street, S.W.

301/504-0477 Washington, D.C. 20460

202/233-9030

AcknowledgementsThe sponsors thank the following people for the time and effort contributed to the creation of this publication: Steven

Colome, Ph.D., Integrated Environmental Services, Irvine, CA; Roberti. McCunney, M.D., University Medical Center,

Boston, MA; Jonathan M. Samet, M.D., University of New Mexico, Albuquerque, NM; David Swankin, Esq., Swankin and

Turner, Washington, DC.

Appreciation is also extended to the many additional reviewers who contributed their valuable expertise.

155

BEST COPY AVAILABLE

An Introduction for Health Professionals INDOOR AIR POLLUTION

Contents

IntroductionPP -1

new challenges for the health professional

Diagnostic Quick Reference PP.3a cross reference from symptoms to pertinent sections of this booklet

Diagnostic Checklist pp.4additional questions for use in patient intake and medical history

Environmental Tobacco SmokePP .5

impacts on both adults and children; EPA risk assessment findings

Other Combustion Products PP.7carbon monoxide poisoning, often misdiagnosed as cold or flu; respiratory impact of pollutants from

misuse of malfunctioning combustion devices

Animal Dander, Molds, Dust Mites, Other Biologicals pp.ioa contributing factor in building-related health complaints

Volatile Organic CompoundsPP -13

common household and office products are frequent sources

Heavy Metals: Airborne Lead and Mercury Vapor pp.15

lead dust from old paint; mercury exposure from some paints and certain religious uses

Sick Building Syndrome pp.I7what it is; what it isn't; what health care professionals can do

Two Long-Term Risks: Asbestos and Radon pp.I8two highly publicized carcinogens in the indoor environment

Questions That May Be Asked pp.2ocurrent views on multiple chemical sensitivity, clinical ecologists, ionizers and air cleaners, duct cleaning, carpet, and plants

For Assistance and Additional Information pp .22resources for both health professionals and patients

An Introduction for Health Professionals INDOOR AIR POLLUTION

introduction

Indoor air pollution poses many challenges to the health profes-sional. This booklet offers an overview of those challenges,

focusing on acute conditions, with patterns that point to partic-ular agents and suggestions for appropriate remedial action.

The individual presenting with environmentally associ-ated symptoms is apt to have been exposed to airborne sub-stances originating not outdoors, but indoors. Studies from theUnited States and Europe show that persons in industrializednations spend more than 90 percent of their time indoors'. Forinfants, the elderly, persons with chronic diseases, and mosturban residents of any age, the proportion is probably higher. Inaddition, the concentrations of many pollutants indoors exceedthose outdoors. The locations of highest concern are thoseinvolving prolonged, continuing exposurethat is, the home,school, and workplace.

The lung is the most common site of injury by airbornepollutants. Acute effects, however, may also include non-respi-ratory signs and symptoms, which may depend upon toxicolog-ical characteristics of the substances and host-related factors.

Heavy industry-related occupational hazards are gener-ally regulated and likely to be dealt with by an on-site or com-pany physician or other health personne12. This booklet

addresses the indoor air pollution problems that may be causedby contaminants encountered in the daily lives of persons intheir homes and offices. These are the problems more likely tobe encountered by the primary health care provider.

Etiology can be difficult to establish because many signsand symptoms are nonspecific, making differential diagnosis a

distinct challenge. Indeed, multiple pollutants may be involved.The challenge is further compounded by the similar manifesta-tions of many of the pollutants and by the similarity of thoseeffects, in turn, to those that may be associated with allergies,influenza, and the common cold. Many effects may also beassociated, independently or in combination with, stress, workpressures, and seasonal discomforts.

Because a few prominent aspects of indoor air pollution,

notably environmental tobacco smoke (p. 5) and "sick buildingsyndrome" (p. 57), have been brought to public attention, indi-viduals may volunteer suggestions of a connection between res-

piratory or other symptoms and conditions in the home or,especially, the workplace. Such suggestions should be seriouslyconsidered and pursued, with the caution that such attentioncould also lead to inaccurate attribution of effects. Questions

listed in the diagnostic leads sections will help determine thecause of the health problem. The probability of an etiologicalassociation increases if the individual can convincingly relate

the disappearance or lessening of symptoms to being awayfrom the home or workplace.

How To Use This Booklet

The health professional should use this booklet as a tool in diag-nosing an individual's signs and symptoms that could be relatedto an indoor air pollution problem. The document is organizedaccording to pollutant or pollutant group. Key signs and symp-toms from exposure to the pollutant(s) are listed, with diagnos-tic leads to help determine the cause of the health problem. Aquick reference summary of this information is included in thisbooklet (pg.3). Remedial action is suggested, with commentproviding more detailed information in each section.References for information included in each section are listed atthe end of that section.

It must be noted that some of the signs and symptomsnoted in the text may occur only in association with significant

exposures, and that effects of lower exposures may be milder and

more vague, unfortunately underscoring the diagnostic chal-lenge. Further, signs and symptoms in infants and children may

be atypical (some such departures have been specifically noted).The reader is cautioned that this is not an all-inclusive

reference, but a necessarily selective survey intended to suggestthe scope of the problem. A detailed medical history is essential,and the diagnostic checklist (pg.4) may be helpful in this regard.Resolving the problem may sometimes require a multidiscipli-nary approach, enlisting the advice and assistance of others out-side the medical profession. The references cited in the notesthroughout and in the For Assistance and Additional Information

section will provide the reader with additional information.

ReferencesU.S. Environmental Protection Agency, Office of Air and Radiation. Report to

Congress on Indoor Air Quality, Volume II: Assessment and Control of IndoorAir Pollution, pp. 1, 4-14. EPA-400-1-89-00IC, 1989.

2 The U.S. Environmental Protection Agency sets and enforces air quality stan-dards only for ambient air. The Toxic Substances Control Act (TSCA) grantsEPA broad authority to control chemical substances and mixtures that presentan unreasonable risk of injury to health and environment. The FederalInsecticide, Fungicide, and Rodenticide Act (FIFRA) authorizes EPA to controlpesticide exposures by requiring that any pesticide be registered with EPAbefore it may be sold, distributed, or used in this country. The Safe DrinkingWater Act authorizes EPA to set and enforce standards for contaminants in

INDOOR AIR POLLUTION An Introduction for Health Professionals

public water systems. EPA has set several standards for volatile organic com-pounds that can enter the air through volatilization from water used in a resi-dence or other building. As to the indoor air in workplaces, two Federal agen-cies have defined roles concerning exposure to (usually single) substances. TheNational Institute for Occupational Safety and Health and Human Services(NIOSH), part of the Department of Health and Human Services, reviews sci-entific information, suggests exposure limitations, and recommends measuresto protect workers' health. The Occupational Safety and Health Administration(OSHA), part of the Department of Labor, sets and enforces workplace stan-dards. The U.S. Consumer Product Safety Commission (CPSC) regulates con-sumer products which may release indoor air pollutants. In the United Statesthere are no Federal Standards that have been developed specifically for indoorair contaminants in non-occupational environments. There are, however, somesource emission standards that specify maximum rates at which contaminantscan be released from a source.

For more extensive information, see the publication cited above, inparticular Chapter 7, "Existing Indoor Air Quality Standards", and Chapter 9,"Indoor Air Pollution Control Programs".

2

5 3

An Introduction for Health Professionals INDOOR AIR POLLUTION

Diagnostic Quick Reference

Signs and Environmental Other Combustion Biological Volatile Heavy Sick BldgSymptoms Tobacco Smoke Products Pollutants Organics Metals Syndrome

PP5 PP7 pp.m PPI3 pp.15 pp.t7

Respiratory

Rhinitis, nasalcongestion

Epistaxis Et

Pharyngitis, cough

Wheezing,worsening asthma

Dyspnea Es

Severe lung disease 3

Other

Conjunctivalirritation

Headache or dizziness

Lethargy,fatigue,malaise 4 5Nausea, vomiting,anorexia 4Cognitive impairment,personality change 4Rashes

Fever, chills 6Tachycardia 4Retinal hemorrhage 4Myalgia 5Hearing loss

'Associated especially with formaldehyde. 2In asthma. 3Hypersensitivity pneumonitis, Legionnaires' Disease. 4Particularly associated withhigh CO levels. 5Hypersensitivity pneumonitis, humidifier fever. 6With marked hypersensitivity reactions and Legionnaires' Disease.

Particular Effects Seen in Infants and ChildrenEnvironmental Tobacco Smoke: frequent upper respiratory infections, otitis media; persistent middle-ear effusion; asthma onset,increased severity; recurrent pneumonia, bronchitis.

Acute Lead Toxicity: irritability, abdominal pain, ataxia, seizures, loss of consciousness.

?593

INDOOR AIR POLLUTION An Introduction for Health Professionals

Diagnostic Checklist

It is vital that the individual and the health care professional

comprise a cooperative diagnostic team in analyzing diurnal andother patterns that may provide clues to a complaint's link withindoor air pollution. A diary or log of symptoms correlated withtime and place may prove helpful. If an association betweensymptoms and events or conditions in the home or workplace isnot volunteered by the individual, answers to the followingquestions may be useful, together with the medical history.

The health care professional can investigate further bymatching the individual's signs and symptoms to those pollu-tants with which they may be associated, as detailed in the dis-cussions of various pollutant categories.

When did the [symptom or complaint] begin?Does the [symptom or complaint] exist all the time, or doesit come and go? That is, is it associated with times of day,days of the week, or seasons of the year?

(If so) Are you usually in a particular place at those times?Does the problem abate or cease, either immediately orgradually, when you leave there? Does it recur when youreturn?What is your work? Have you recently changed employersor assignments, or has your employer recently changedlocation?

(If not) Has the place where you work been redecorated orrefurnished, or have you recently started working with newor different materials or equipment? (These may include

4

pesticides, cleaning products, craft supplies, et al.)What is the smoking policy at your workplace? Are youexposed to environmental tobacco smoke at work, school,home, etc.?Describe your work area.Have you recently changed your place of residence?(If not) Have you made any recent changes in, or additionsto, your home?Have you, or has anyone else in your family, recently starteda new hobby or other activity?Have you recently acquired a new pet?Does anyone else in your home have a similar problem?How about anyone with whom you work? (An affirmativereply may suggest either a common source or a communica-ble condition.)

NOTE: A more detailed exposure history form, developed bythe U.S. Public Health Service's Agency for Toxic Substancesand Disease Registry (ATSDR) in conjunction with the

National Institute for Occupational Safety and Health, is avail-able from: Allen Jansen, ATSDR, ',Soo Clifton Road, N.E., Mail

Drop E33, Atlanta, Georgia 30333, (404) 639-6205. Request "Case

Studies in Environmental Medicine #26: Taking an Exposure

History." Continuing Medical Education Credit is available inconjunction with this monograph.

I 6 0

An Introduction for Health Professionals INDOOR AIR POLLUTION

Health Problems Related ToEnvironmental Tobacco Smoke

Key Signs/Symptoms in Adults .rhinitis /pharyngitis, nasal congestion, persistent coughconjunctival irritation

E headacheEl wheezing (bronchial constriction)

exacerbation of chronic respiratory conditions

. .. and in Infants and Childrenasthma onsetincreased severity of, or difficulty in controlling, asthmafrequent upper respiratory infections and/ or episodes of oti-tis media

E persistent middle-ear effusionsnoring

E repeated pneumonia, bronchitis

Diagnostic LeadsEl Is individual exposed to environmental tobacco smoke on a

regular basis?

E Test urine of infants and small children for cotinine, a bio-marker for nicotine

Remedial ActionWhile improved general ventilation of indoor spaces maydecrease the odor of environmental tobacco smoke (ETS), health

risks cannot be eliminated by generally accepted ventilationmethods. Research has led to the conclusion that total removal

of tobacco smokea complex mixture of gaseous and particulatecomponentsthrough general ventilation is not feasible.3

The most effective solution is to eliminate all smokingfrom the individual's environment, either through smokingprohibitions or by restricting smoking to properly designedsmoking rooms. These rooms should be separately ventilatedto the outside.°

Some higher efficiency air cleaning systems, under selectconditions, can remove some tobacco smoke particles. Most aircleaners, including the popular desk-top models, however, can-not remove the gaseous pollutants from this source. And whilesome air cleaners are designed to remove specific gaseous pol-lutants, none is expected to remove all of them and should notbe relied upon to do so. (For further comment, see p. 21.)

CommentEnvironmental tobacco smoke is a major source of indoor aircontaminants. The ubiquitous nature of ETS in indoor environ-ments indicates that some unintentional inhalation of ETS bynonsmokers is unavoidable. Environmental tobacco smoke is adynamic, complex mixture of more than 4,000 chemicals foundin both vapor and particle phases. Many of these chemicals areknown toxic or carcinogenic agents. Nonsmoker exposure toETS-related toxic and carcinogenic substances will occur inindoor spaces where there is smoking.

All the compounds found in "mainstream" smoke, thesmoke inhaled by the active smoker, are also found in "side-stream" smoke, the emission from the burning end of the cig-arette, cigar, or pipe. ETS consists of both sidestream smokeand exhaled mainstream smoke. Inhalation of ETS is oftentermed "secondhand smoking", "passive smoking", or "invol-untary smoking."

The role of exposure to tobacco smoke via active smok-ing as a cause of lung and other cancers, emphysema and otherchronic obstructive pulmonary diseases, and cardiovascular andother diseases in adults has been firmly established5'6'7. Smok-

ers, however, are not the only ones affected.The U.S. Environmental Protection Agency (EPA) has

classified ETS as a known human (Group A) carcinogen andestimates that it is responsible for approximately 3,000 lung can-cer deaths per year among nonsmokers in the United States8.The U.S. Surgeon General, the National Research Council, andthe National Institute for Occupational Safety and Health alsoconcluded that passive smoking can cause lung cancer in other-wise healthy adults who never smoked9,1°,".

Children's lungs are even more susceptible to harmfuleffects from ETS. In infants and young children up to threeyears, exposure to ETS causes an approximate doubling in theincidence of pneumonia, bronchitis, and bronchiolitis. There isalso strong evidence of increased middle ear effusion, reducedlung function, and reduced lung growth. Several recent studieslink ETS with increased incidence and prevalence of asthmaand increased severity of asthmatic symptoms in children ofmothers who smoke heavily. These respiratory illnesses inchildhood may very well contribute to the small but significantlung function reductions associated with exposure to ETS in

4 61

INDOOR AIR POLLUTION An Introduction for Health Professionals

adults. The adverse health effects of ETS, especially in children,correlate with the amount of smoking in the home and areoften more prevalent when both parents smoke'2.

The connection of children's symptoms with ETS maynot be immediately evident to the clinician and may becomeapparent only after careful questioning. Measurement of bio-chemical markers such as cotinine (a metabolic nicotine deriva-tive) in body fluids (ordinarily urine) can provide evidence of achild's exposure to ETS'3.

The impact of maternal smoking on fetal developmenthas also been well documented. Maternal smoking is also asso-ciated with increased incidence of Sudden Infant DeathSyndrome, although it has not been determined to what extentthis increase is due to in utero versus postnatal (lactational andETS) exposure'".

Airborne particulate matter contained in ETS has beenassociated with impaired breathing, lung diseases, aggravationof existing respiratory and cardiovascular disease, changes tothe body's immune system, and lowered defenses againstinhaled particles'3. For direct ETS exposure, measurable annoy-ance, irritation, and adverse health effects have been demon-strated in nonsmokers, children and spouses in particular, whospend significant time in the presence of smokers16'7. Acute car-diovascular effects of ETS include increased heart rate, blood

pressure, blood carboxyhemoglobin; and related reduction inexercise capacity in those with stable angina and in healthy peo-ple. Studies have also found increased incidence of nonfatal

heart disease among nonsmokers exposed to ETS, and it isthought likely that ETS increases the risk of peripheral vasculardisease, as well".

ReferencesLeaderer, B.P., Cain, W.S., Isseroff, R., Berglund, L.G. "Ventilation

Requirements in Buildings II". Atmos. Environ. 18:99-106.See also: Repace, J.L. and Lowrey, A.H. "An indoor air quality standard

for ambient tobacco smoke based on carcinogenic risk." New York State Journalof Medicine 1985; 85:381-83.

6

American Society of Heating, Refrigeration and Air Conditioning Engineers.Ventilation for Acceptable Air Quality; ASHRAE Standard 62-1989.

International Agency for Research on Cancer. IARC Monographs On theEvaluation of the Carcinogenic Risk of Chemicals to Man, Vol. 38: Tobacco Smoking.World Health Organization, 1986.6 U.S. Department of Health and Human Services. Reducing the HealthConsequences of Smoking: 25 Years of Progress, A Report of the Surgeon General.DHHS Publication No. (CDC) 89-8411. 1989.' U.S. Department of Health and Human Services. The Health Benefits of SmokingCessation, A Report of the Surgeon General. DHHS Publication No. (CDC) 90-8416.1990.

U.S. Environmental Protection Agency, Office of Air and Radiation and Officeof Research and Development. Respiratory Health Effects of Passive Smoking: LungCancer and Other Disorders. EPA 60o-6-9o-0061'. 1992.9 U.S. Department of Health and Human Services. The Health Consequences ofInvoluntary Smoking, A Report of the Surgeon General. DHHS Publication No.(PHS) 87-8398. 1986.'° National Research Council, Environmental Tobacco Smoke: Measuring Exposuresand Assessing Health Effects. National Academy Press. 1986." National Institute for Occupational Safety and Health. Environmental TobaccoSmoke in the Workplace: Lung Cancer and Other Health Effects. U.S. Department ofHealth and Human Services, Current Intelligence Bulletin 54. 1991.12 U.S. Environmental Protection Agency. Respiratory Health Effects of PassiveSmoking: Lung Cancer and Other Disorders." U.S. Environmental Protection Agency. Respiratory Health Effects of PassiveSmoking: Lung Cancer and Other Disorders.14 U.S. Environmental Protection Agency. Respiratory Health Effects of PassiveSmoking: Lung Cancer and Other Disorders." Pope,C.A. III, Schwartz, J. and Ransom, M.R. "Daily Mortality and PM 10Pollution in Utah, Salt Lake, and Cache Valleys". Archives of EnvironmentalHealth 1992: 46:90-96.16 U.S. Department of Health and Human Services. The Health Consequences ofInvoluntary Smoking, A Report of the Surgeon General.

National Research Council. Environmental Tobacco Smoke: Measuring Exposuresand Assessing Health Effects.

" American Heart Association Council on Cardiopulmonary and Critical Care."Environmental Tobacco Smoke and Cardiovascular Disease." Circulation 1992;86:1 -4.

An Introduction for Health Professionals INDOOR AIR POLLUTION

Health Problems Caused ByOther Combustion Products(Stoves, Space Heaters, Furnaces, Fireplaces)

Key Signs/Symptomsdizziness or headacheconfusionnausea /emesisfatigue

tachycardia

eye and upper respiratory tract irritationwheezing/bronchial constrictionpersistent coughelevated blood carboxyhemoglobin levelsincreased frequency of angina in persons with coronary

heart disease

Diagnostic LeadsWhat types of combustion equipment are present, includinggas furnaces or water heaters, stoves, unvented gas orkerosene space heaters, clothes dryers, fireplaces? Are ventedappliances properly vented to the outside?Are household members exhibiting influenza-like symptomsduring the heating season? Are they complaining of nausea,

watery eyes, coughing, headaches?Is a gas oven or range used as a home heating source?Is the individual aware of odor when a heat source is in use?

Is heating equipment in disrepair or misused? When was itlast professionally inspected?

Does structure have an attached or underground garagewhere motor vehicles may idle?Is charcoal being burned indoors in a hibachi, grill, or fireplace?

Remedial ActionPeriodic professional inspection and maintenance of installed

equipment such as furnaces, water heaters, and clothes dryers arerecommended. Such equipment should be vented directly to theoutdoors. Fireplace and wood or coal stove flues should be regu-

larly cleaned and inspected before each heating season. Kitchen

exhaust fans should be exhausted to outside. Vented appliancesshould be used whenever possible. Charcoal should never be

burned inside. Individuals potentially exposed to combustion

sources should consider installing carbon monoxide detectors

that meet the requirements of Underwriters Laboratory (UL)Standard 2034. No detector is i00% reliable, and some individuals

may experience health problems at levels of cardon monoxide

below the detection sensitivity of these devices.

CommentAside from environmental tobacco smoke, the major combus-tion pollutants that may be present at harmful levels in thehome or workplace stem chiefly from malfunctioning heatingdevices, or inappropriate, inefficient use of such devices.Incidents are largely seasonal. Another source may be motorvehicle emissions due, for example, to proximity to a garage (ora loading dock located near air intake vents).

A variety of particulates, acting as additional irritantsor, in some cases, carcinogens, may also be released in thecourse of combustion. Although faulty venting in office build-ings and other nonresidential structures has resulted in com-bustion product problems, most cases involve the home ornon-work-related consumer activity. Among possible sourcesof contaminants: gas ranges that are malfunctioning or used asheat sources; improperly flued or vented fireplaces, furnaces,wood or coal stoves, gas water heaters and gas clothes dryers;and unvented or otherwise improperly used kerosene or gasspace heaters.

The gaseous pollutants from combustion sourcesinclude some identified as prominent atmospheric pollutantscarbon monoxide (CO), nitrogen dioxide (NO2), and sulfurdioxide (S02).

Carbon monoxide is an asphyxiant. An accumulation of

this odorless, colorless gas may result in a varied constellationof symptoms deriving from the compound's affinity for andcombination with hemoglobin, forming carboxyhemoglobin(COHb) and disrupting oxygen transport. The elderly, thefetus, and persons with cardiovascular and pulmonary diseasesare particularly sensitive to elevated CO levels. Methylene chlo-ride, found in some common household products, such as paintstrippers, can be metabolized to form carbon monoxide whichcombines with hemoglobin to form COHb. The followingchart shows the relationship between CO concentrations andCOHb levels in blood.

Tissues with the highest oxygen needsmyocardium,brain, and exercising muscleare the first affected. Symptomsmay mimic influenza and include fatigue, headache, dizziness,

63

INDOOR AIR POLLUTION An Introduction for Health Professionals

14

13

12

II

ID.0.+ 98

7

6

0 54

3-2I-0

1/ min

\S'

0 20 40 6o

CO. ppm80 Ioo

Relationship between carbon monoxide (CO) concentrations and carboxy-hemoglobin (COHb) levels in blood

Predicted COHb levels resulting from and 8-hr exposures to carbon monoxide at rest(io 1/min) and with light exercise (20 1/min) are based on the Coburn-Foster-Kane equationusing the following assumed parameters for nonsmoking adults: altitude = o ft; initial COHblevel = 0.5%; Haldane constant = 218; blood volume = 5.51; hemoglobin level = 15 g /Ioo ml;lung diffusivity = 3o ml/torr/min; endogenous rate = 0.007 ml/min.

Source: Raub, J.A. and Grant, L.D. 1989. "Critical health issues associated with review of the scientific criteria forcarbon monoxide." Presented at the 82nd Annual Meeting of the Air Waste Management Association. June 25-3o.Anaheim, CA. Paper No. 89.54.1. Used with permission.

nausea and vomiting, cognitive impairment, and tachycardia.Retinal hemorrhage on funduscopic examination is an impor-tant diagnostic sign", but COHb must be present before thisfinding can be made, and the diagnosis is not exclusive. Studies

involving controlled exposure have also shown that CO expo-sure shortens time to the onset of angina in exercising individu-als with ischemic heart disease and decreases exercise tolerancein those with chronic obstructive pulmonary disease (COPD)20.

Note: Since CO poisoning can mimic influenza, thehealth care provider should be suspicious when an entire familyexhibits such symptoms at the start of the heating season andsymptoms persist with medical treatment and time.

8

Nitrogen dioxide and sulfur dioxide act mainly as irritants,

affecting the mucosa of the eyes, nose, throat, and respiratory

tract. Acute S02-related bronchial constriction may also occurin people with asthma or as a hypersensitivity reaction.Extremely high-dose exposure (as in a building fire) to NO2may result in pulmonary edema and diffuse lung injury.Continued exposure to high NO2 levels can contribute to thedevelopment of acute or chronic bronchitis.

The relatively low water solubility of NO2 results inminimal mucous membrane irritation of the upper airway. Theprincipal site of toxicity is the lower respiratory tract. Recentstudies indicate that low-level NO2 exposure may cause

1 64

An Introduction for Health Professionals INDOOR AIR POLLUTION

Carboxyhemoglobin levels and related health effects.

% COHbin blood

8o

6o

Effects associated withthis COHb level

Death'

Loss of consciousness; death if exposure continues'

40

30

7-20

Confusion; collapse on exercise'

Headache; fatigue; impaired judgement'

Statistically significant decreased maximal oxygen consumption duringstrenuous exercise in healthy young men"

5-57 Statistically significant diminution of visual perception, manual dexterity, abil-

ity to learn, or performance in complex sensorimotor tasks (such as driving)"

5-5.5 Statistically significant decreased maximal oxygen consumption and exer-

cise time during strenuous exercise in young healthy men"

Below 5 No statistically significant vigilance decrements after exposure to CO"

2.9-4.5 Statistically significant decreased exercise capacity (i.e., shortened durationof exercise before onset of pain) in patients with angina pectoris and

increased duration of angina attacks"

2.3-4.3 Statistically significant decreased (about 3-7%) work time to exhaustion in

exercising healthy men"

Source: ° U.S. EPA (1979); b U.S. EPA (1985)

increased bronchial reactivity in some asthmatics, decreasedlung function in patients with chronic obstructive pulmonarydisease, and an increased risk of respiratory infections, especial-ly in young children.

The high water solubility of SO2 causes it to be extreme-ly irritating to the eyes and upper respiratory tract.Concentrations above six parts per million produce mucousmembrane irritation. Epidemiologic studies indicate that chron-ic exposure to SO2 is associated with increased respiratorysymptoms and decrements in pulmonary function". Clinicalstudies have found that some asthmatics respond with bron-choconstriction to even brief exposure to SO2 levels as low as

0.4 parts per million22.

References10 Samet,IM., Marbury, Marian C., and Spengler, J.D. "Health Effects andSources of Indoor Air Pollution, Part I." American Review of Respiratory Disease1987; 136:1486 -1508.

" American Thoracic Society. "Report of the ATS Workshop onEnvironmental Controls and Lung Disease, Santa Fe, New Mexico, March 24-26, 1988." American Review of Respiratory Disease 1990; 142:915-39.21 Lipsett, M. "Oxides of Nitrogen and Sulfur:. Hazardous Materials Technology1992; 000:964-69." U.S. Environmental Protection Agency. "Review of the National Ambient AirQuality Standards for Sulfur Oxides: Updated Assessment of Scientific andTechnical Information; Supplement to the 1986 Staff Paper Addendum (July5993)

BEST COPY AVAILABLE

INDOOR AIR POLLUTION An Introduction for Health Professionals

Health Problems Caused ByAnimal Dander, Molds, Dust Mites,Other Biologicals

Key Signs/Symptomsrecognized infectious diseaseexacerbation of asthmarhinitis

conjunctival inflammationrecurrent fevermalaise

dyspnea

chest tightnesscough

Diagnostic LeadsInfectious disease:

Is the case related to the workplace, home, or other loca-tion? (Note: It is difficult to associate a single case of anyinfectious disease with a specific site of exposure.)Does the location have a reservoir or disseminator of biolog-icals that may logically lead to exposure?

Hypersensitivity disease:

Is the relative humidity in the home or workplace consis-tently above 5o percent?

Are humidifiers or other water-spray systems in use? Howoften are they cleaned? Are they cleaned appropriately?Has there been flooding or leaks?Is there evidence of mold growth (visible growth or odors)?Are organic materials handled in the workplace?Is carpet installed on unventilated concrete (e.g., slab ongrade) floors?

Are there pets in the home?Are there problems with cockroaches or rodents?

Toxicosis and/or irritation:

Is adequate outdoor air being provided?Is the relative humidity in the home or workplace above 5opercent or below 3o percent?

Are humidifiers or other water-spray systems in use?Is there evidence of mold growth (visible growth or odors)?Are bacterial odors present (fishy or locker-room smells)?

Remedial ActionProvide adequate outdoor air ventilation to dilute humansource aerosols.

Keep equipment water reservoirs dean and potablewater systems adequately chlorinated, according to manufac-turer instructions. Be sure there is no standing water in air con-ditioners. Maintain humidifiers and dehumidifiers according tomanufacturers' instructions.

Repair leaks and seepage. Thoroughly dean and drywater-damaged carpets and building materials within 24 hoursof damage, or consider removal and replacement.

Keep relative humidity below 5o percent. Use exhaust fans

in bathrooms and kitchens, and vent clothes dryers to outside.

Control exposure to pets.Vacuum carpets and upholstered furniture regularly.

Note: While it is important to keep an area as dust-free as possi-ble, cleaning activities often re-suspend fine particles during andimmediately after the activity. Sensitive individuals should be

cautioned to avoid such exposure, and have others perform thevacuuming, or use a commercially available HEPA (HighEfficiency Particulate Air) filtered vacuum.

Cover mattresses. Wash bedding and soft toys frequent-ly in water at a temperature above 130°F to kill dust mites.

CommentBiological air pollutants are found to some degree in everyhome, school, and workplace. Sources include outdoor air andhuman occupants who shed viruses and bacteria, animal occu-pants (insects and other arthropods, mammals) that shed aller-gens, and indoor surfaces and water reservoirs where fungi andbacteria can grow, such as humidifiers23. A number of factorsallow biological agents to grow and be released into the air.Especially important is high relative humidity, which encour-ages house dust mite populations to increase and allows fungalgrowth on damp surfaces. Mite and fungus contamination canbe caused by flooding, continually damp carpet (which may-occur when carpet is installed on poorly ventilated concretefloors), inadequate exhaust of bathrooms, or kitchen-generatedmoisture24. Appliances such as humidifiers, dehumidifiers, air

B6

An Introduction for Health Professionals INDOOR AIR POLLUTION

conditioners, and drip pans under cooling coils (as in refrigera-tors), support the growth of bacteria and fungi.

Components of mechanical heating, ventilating, and airconditioning (HVAC) systems may also serve as reservoirs or

sites of microbial amplification". These include air intakes nearpotential sources of contamination such as standing water,organic debris or bird droppings, or integral parts of the mechan-

ical system itself, such as various humidification systems, coolingcoils, or condensate drain pans. Dust and debris may be deposit-

ed in the duct work or mixing boxes of the air handler.Biological agents in indoor air are known to cause three

types of human disease: infections, where pathogens invadehuman tissues; hypersensitivity diseases, where specific activa-

tion of the immune system causes disease; and toxicoses, wherebiologically produced chemical toxins cause direct toxic effects.

In addition, exposure to conditions conducive to biologi-

cal contamination (e.g., dampness, water damage) has been relat-

ed to nonspecific upper and lower respiratory symptoms.Evidence is available that shows that some episodes of the group

of nonspecific symptoms known as "sick building syndrome"

(see p. 17) may be related to microbial contamination inbuildings26.

Tuberculosis

The transmission of airborne infectious diseases is increasedwhere there is poor indoor air quality2728. The rising incidence

of tuberculosis is at least in part a problem associated withcrowding and inadequate ventilation. Evidence is increasingthat inadequate or inappropriately designed ventilation systemsin health care settings or other crowded conditions with high-risk populations can increase the risk of exposure".

The incidence of tuberculosis began to rise in the mid-

198os, after a steady decline. The 1989 increase of 4.7 percent to a

total of 23,495 cases in the United States was the largest since

national reporting of the disease began in 1953, and the number

of cases has continued to increase each year30. Fresh air ventila-

tion is an important factor in contagion control. Such proce-

dures as sputum induction and collection, bronchoscopy, andaerosolized pentamidine treatments in persons who may be atrisk for tuberculosis (e.g., AIDS patients) should be carried out innegative air pressure areas, with air exhausted directly to the

outside and away from intake sources31. Unfortunately, manyhealth care facilities are not so equipped. Properly installed andmaintained ultraviolet irradiation, particularly of upper air levels

in an indoor area, is also a useful means of disinfection32.

Legionnaires' Disease

A disease associated with indoor air contamination isLegionnaires' Disease, a pneumonia that primarily attacksexposed people over 5o years old, especially those who are

inimunosuppressed, smoke, or abuse alcohol. Exposure to

especially virulent strains can also cause the disease in other sus-ceptible populations. The case fatality rate is high, ranging fromfive to 25 percent. Erythromycin is the most effective treat-ment. The agent, Legionella pneumophila, has been found inassociation with cooling systems, whirlpool baths, humidifiers,food market vegetable misters, and other sources, including res-idential tap water33. This bacterium or a closely related strainalso causes a self-limited (two- to five-day), flu-like illness with-

out pneumonia, sometimes called Pontiac Fever, after a 1968outbreak in that Michigan city.

Allergic Reactions

A major concern associated with exposure to biological pollutants

is allergic reactions, which range from rhinitis, nasal congestion,

conjunctival inflammation, and urticaria to asthma. Notable trig-gers for these diseases are allergens derived from house dust

mites; other arthropods, including cockroaches; pets (cats, dogs,

birds, rodents); molds; and protein-containing furnishings, includ-

ing feathers, kapok, etc. In occupational settings, more unusual

allergens (e.g., bacterial enzymes, algae) have caused asthma epi-

demics. Probably most proteins of non-human origin can cause

asthma in a subset of any appropriately exposed population34.

The role of mites as a source of house dust allergens has

been known for zo years34,33. It is now possible to measure mite

allergens in the environment and IgE antibody levels in patients

using readily available techniques and standardized protocols.Experts have proposed provisional standards for levels of mite

allergens in dust that lead to sensitization and symptoms. A risk

level where chronic exposure may cause sensitization is 21..tg Der

pI (Dermatophagoides pteronysinus allergen I) per gram of dust

(or too mites /g or o.6 mg guanine /g of dust). A risk level for

acute asthma in mite-allergic individuals is toi.i.g (Der pI) of the

allergen per gram of dust (or 50o mites /g of dust).

Controlling house dust mite infestation includes coveringmattresses, hot washing of bedding, and removing carpet frombedrooms. For mite allergic individuals, it is recommended thathome relative humidities be lower than 45 percent. Mites desic-cate in drier air (absolute humidities below 7 kg.). Vacuum clean-

ing and use of acaricides can be effective short-term remedialstrategies. One such acaracide, Acarosan, is registered with EPA

to treat carpets, furniture, and beds for dust mites.

Hypersensitivity Pneumonitis

Another class of hypersensitivity disease is hypersensitivitypneumonitis, which may include humidifier fever.Hypersensitivity pneumonitis, also called allergic alveo-litis, is agranulomatous interstitial lung disease caused by exposure toairborne antigens. It may affect from one to five percent ormore of a specialized population exposed to appropriate anti-gens (e.g., farmers and farmers' lung, pigeon breeders andpigeon breeders' disease)37. Continued antigen exposure may

INDOOR AIR POLLUTION An Introduction for Health Professionals

lead to end-stage pulmonary fibrosis. Hypersensitivity pneu-monitis is frequently misdiagnosed as a pneumonia of infec-tious etiology. The prevalence of hypersensitivity pneumonitisin the general population is unknown.

Outbreaks of hypersensitivity pneumonitis in officebuildings have been traced to air conditioning andhumidification systems contaminated with bacteria and molds38.In the home, hypersensitivity pneumonitis is often caused bycontaminated humidifiers or by pigeon or pet bird antigens. Theperiod of sensitization before a reaction occurs may be as long asmonths or even years. Acute symptoms, which occur four to sixhours postexposure and recur on challenge with the offendingagent, include cough, dyspnea, chills, myalgia, fatigue, and highfever. Nodules and nonspecific infiltrates may be noted on chestfilms. The white blood cell count is elevated, as is specific IgG to

the offending antigen. Hypersensitivity pneumonitis generallyresponds to corticosteroids or cessation of exposure (either keep-ing symptomatic people out of contaminated environments orremoving the offending agents).

Humidifier Fever

Humidifier fever is a disease of uncertain etiology39. It shares

symptoms with hypersensitivity pneumonitis, but the highattack rate and short-term effects may indicate that toxins (e.g.,bacterial endotoxins) are involved. Onset occurs a few hoursafter exposure. It is a flu-like illness marked by fever, headache,

chills, myalgia, and malaise but without prominent pulmonarysymptoms. It normally subsides within 24 hours without resid-ual effects, and a physician is rarely consulted. Humidifier feverhas been related to exposure to amoebae, bacteria, and fungifound in humidifier reservoirs, air conditioners, and aquaria.The attack rate within a workplace may be quite high, some-times exceeding 25 percent.

Bacterial and fungal organisms can be emitted fromimpeller (cool mist) and ultrasonic humidifiers. Mesophilic

fungi, thermophilic bacteria, and thermophilic actinomycetesall of which are associated with development of allergic respons-

eshave been isolated from humidifiers built into the forced-airheating system as well as separate console units. Airborne con-

centrations of microorganisms are noted during operation andmight be quite high for individuals using ultrasonic or cool mistunits. Drying and chemical disinfection with bleach or 3%

hydrogen peroxide solution are effective remedial measuresover a short period, but cannot be considered as reliable mainte-nance. Only rigorous, daily, and end-of-season cleaning regi-

mens, coupled with disinfection, have been shown to beeffective. Manual cleaning of contaminated reservoirs can causeexposure to allergens and pathogens.

Mycotoxins

Another class of agents that may cause disease related to indoorairborne exposure is the mycotoxins. These agents are fungal

12

metabolites that have toxic effects ranging from short-term irri-tation to immunosuppression and cancer. Virtually all the infor-mation related to diseases caused by mycotoxins concernsingestion of contaminated food40. However, mycotoxins arecontained in some kinds of fungus spores, and these can enterthe body through the respiratory tract. At least one case of neu-rotoxic symptoms possibly related to airborne mycotoxin expo-sure in a heavily contaminated environment has been report-ed`". Skin is another potential route of exposure to mycotoxins.Toxins of several fungi have caused cases of severe dermatosis.In view of the serious nature of the toxic effects reported formycotoxins, exposure to mycotoxin-producing agents shouldbe minimized.

References23 Burge, Harriet A. and Feely, J.C. "Indoor Air Pollution and InfectiousDiseases." In: Samet, J.M. and Spengler, J.D. eds., Indoor Air Pollution, A HealthPerspective (Baltimore MD: Johns Hopkins University Press, 1991), pp. 273-84.24 Brunekreeff, B., Dockery, D.W. et al. "Home Dampness and RespiratoryMorbidity in Children." American Review of Respiratory Disease 1989; 140:1363-67.25 Berstein, R.S., Sorenson, W.G. et al. "Exposures to Respirable AirbornePenicillium from a Contaminated Ventilation System: Clinical, Environmental,and Epidemiological Aspects." American Industrial Hygiene Association Journal 1983;44:161-69.

26 Burge, Harriet A. "Bioaerosols: Prevalence and Health Effects in the IndoorEnvironment." Journal of Allergy and Clinical Immunology 199o; 86:687-704.27 Burge, Harriet A. "Risks Associated With Indoor Infectious Aerosols."Toxicology and Industrial Health 199o; 6:263-73.28 Brundage, J.F., Scott, R. et al. "Building-Associated Risk of Febrile AcuteRespiratory Disease in Army Trainees." Journal of the American Medical Association1988; 259:2108-m.

25 Nolan, C.M., Elarth, A.M. et al. "An Outbreak of Tuberculosis in a Shelter forHomeless Men: A Description of Its Evolution and Control." American Review ofRespiratory Disease 1991; 143:257-61.

30 American Lung Association. Lung Disease Data 1993. Publication No. 0456, 1993.31 Centers for Disease Control and American Thoracic Society. Core CurriculumOn Tuberculosis. Second Edition, 1991.32 Nardell, E.A., Keegan, Joann et al. "Airborne Infection: Theoretical Limits ofProtection Achievable By Building Ventilation." American Review of RespiratoryDisease 1991; 144:302-06.

" Lee, T.C., Stout, Janet E. and Yu, V.L. "Factors Predisposing to Legionellapneumophila Colonization in Residential Water Systems." Archives ofEnvironmental Health 1988; 43:59-62.34 Weissman, D.N. and Schuyler, M.R. "Biological Agents and Allergic Diseases."In: Samet, J.M. and Spengler, J.D. eds., Indoor Air Pollution, A Health Perspective(Baltimore MD: Johns Hopkins University Press, 1991), pp. 285-305." Arlian, L.G. "Biology and Ecology of House Dust Mite, Dermatophagoldesspp. and Euroglyphus spp." Immunology and Allergy Clinics of North America 1989;

9:339-56.36 Platts-Mills, T.A.E. and Chapman, M.D. "Dust Mites: Immunology, AllergicDisease, and Environmental Control." Journal of Allergy and Clinical Immunology1987; 80:755-75.

" Fink, J.N."Hypersensitivity Pneumonitis." In: Middleton, E., Reed, C.E. andEllis, E.F. eds., Allergy Principles and Practice (St. Louis: C.V. Mosby, i9xx), pp. 1o85-noo.3° Fink, J.N. "Hypersensitivity Pneumonitis." In: Middleton, E., Reed, C.E. andEllis, E.F. eds., Allergy Principles and Practice (St. Louis: C.V. Mosby, 19xx), pp. 1085-0000.

35 Burge, Harriet A., Solomon,W.R. and Boise, J.R. "Microbial Prevalence inDomestic Humidifiers." Applied and Environmental Microbiology 198o; 39:840-44.40 Baxter, C.S., Wey, H.E. and Burg, W.R. "A Prospective Analysis of thePotential Risk Associated with Inhalation of Aflatoxin- Contaminated GrainDusts." Food and Cosmetics Toxicology 5981; 19:763-69.

61 Croft, W.A., Jarvia, B.B. Yatawara, C.S. 1986. Airborne outbreak of tri-chothecene toxicosis. Atmosph. Environ. 20:549-552. See also Baxter, C.S. Wey, H.E.,Burg, W.E. 1981. A prospective analysis of the potential risk associated with inhala-tion of aflatoxin- contaminated grain dusts. Food Cosmet Toxicol. 19:763-769.

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An Introduction for Health Professionals INDOOR AIR POLLUTION

Health Problems Caused ByVolatile Organic Compounds(Formaldehyde, Pesticides, Solvents, Cleaning Agents)

Key Signs/Symptomsconjunctival irritationnose, throat discomfortheadacheallergic skin reaction

dyspnea

declines in serum cholinesterase levelsnausea, emesisepistaxis (formaldehyde)fatigue

dizziness

Diagnostic LeadsDoes the individual reside in mobile home or new conven-tional home containing large amounts of pressed woodproducts?

Has individual recently acquired new pressed wood furniture?

Does the individual's job or avocational pursuit include cleri-cal, craft, graphics, or photographic materials?Are chemical cleaners used extensively in the home, school,or workplace?

Has remodeling recently been done in home, school orworkplace?

Has individual recently used pesticides, paints, or solvents?

Remedial ActionIncrease ventilation when using products that emit volatileorganic compounds, and meet or exceed any label precautions.Do not store opened containers of unused paints and similarmaterials within home or office. See special note on pesticides.

Formaldehyde is one of the best known volatile organiccompound (VOC) pollutants, and is one of the few indoor airpollutants that can be readily measured. Identify, and if possible,

remove the source if formaldehyde is the potential cause of theproblem. If not possible, reduce exposure: use polyurethane orother sealants on cabinets, paneling and other furnishings. Tobe effective, any such coating must cover all surfaces and edges

and remain intact. Formaldehyde is also used in permanentpress fabric and mattress ticking. Sensitive individuals maychoose to avoid these products.

13

CommentAt room temperature, volatile organic compounds are emitted as

gases from certain solids or liquids. VOCs include a variety of

chemicals (e.g., formaldehyde, benzene, perchloroethylene), some

of which may have short- and long-term effects. Concentrations of

many VOCs are consistently higher indoors than outdoors. A

study by the EPA, covering six communities in various parts of the

United States, found indoor levels up to ten times higher than

those outdoorseven in locations with significant outdoor air pol-lution sources, such as petrochemical plants42.

A wide array of volatile organics are emitted by productsused in home, office, school, and arts/crafts and hobby activi-ties. These products, which number in the thousands, include:

personal items such as scents and hair sprays;

household products such as finishes, rug and oven cleaners,paints and lacquers (and their thinners), paint strippers, pesti-cides (see below);

dry-deaning fluidsbuilding materials and home furnishings;office equipment such as some copiers and printers;office products such as correction fluids and carbonless copypaper43.44;

graphics and craft materials including glues and adhesives,permanent markers, and photographic solutions.

Many of these items carry precautionary labels specify-

ing risks and procedures for safe use; some do not. Signs andsymptoms of VOC exposure may include eye and upper respi-ratory irritation, rhinitis, nasal congestion, rash, pruritus,headache, nausea, vomiting, dyspnea and, in the case offormaldehyde vapor, epistaxis.

Formaldehyde

Formaldehyde has been classified as a probable human car-cinogen by the EPA's. Urea-formaldehyde foam insulation(UFFI), one source of formaldehyde used in home construc-tion until the early 198os, is now seldom installed, butformaldehyde-based resins are components of finishes, ply-wood, paneling, fiberboard, and particleboard, all widelyemployed in mobile and conventional home construction asbuilding materials (subflooring, paneling) and as components

9

INDOOR AIR POLLUTION An Introduction for Health Professionals

of furniture and cabinets, permanent press fabric, draperies,and mattress ticking.

Airborne formaldehyde acts as an irritant to the conjunc-tiva and upper and lower respiratory tract. Symptoms are tem-porary and, depending upon the level and length of exposure,may range from burning or tingling sensations in eyes, nose,and throat to chest tightness and wheezing. Acute, severe reac-

tions to formaldehyde vaporwhich has a distinctive, pungentodormay be associated with hypersensitivity. It is estimatedthat so to 20 percent of the U.S. population, including asthmat-ics, may have hyperreactive airways which may make themmore susceptible to formaldehyde's effects46.

Pesticides

Pesticides sold for household use, notably impregnated strips,and foggers or "bombs", which are technically classed as semi-

volatile organic compounds, include a variety of chemicals invarious forms. Exposure to pesticides may cause harm if theyare used improperly. However, exposure to pesticides viainhalation of spray mists may occur during normal use.Exposure can also occur via inhalation of vapors and contami-

nated dusts after use (particularly to children who may be indose contact with contaminated surfaces). Symptoms mayinclude headache, dizziness, muscular weakness, and nausea. Inaddition, some pesticide active ingredients and inert compo-nents are considered possible human carcinogens. Label direc-tions must be explicitly followed".

References42 U.S. Environmental Protection Agency, Office of Acid Deposition,Environmental Monitoring and Quality Assurance. Project Summary: The TotalExposure Assessment Methodology (TEAM) Study. EPA-600-S6-87-002, 1987." Marks, J.G., Jr. Trautlein, J.J. et al. "Contact Urticaria and Airway ObstructionFrom Carbonless Copy Paper." Journal of the American Medical Association 1984;252:1038-40.

44 LaMarte, F.P., Merchant, J.A. and Casale, T.B. "Acute Systemic Reactions toCarbonless Copy Paper Associated With Histamine Release." journal of theAmerican Medical Association 1988; 260:242-43." U.S. Environmental Protection Agency, Office of Air and Radiation. Report toCongress on Indoor Air Quality, Volume II: Assessment and Control of Indoor AirPollution, pp. 1, 4-14. EPA-400-1-89-oo1C, 1989.46 U.S. Environmental Protection Agency, U.S. Public Health Service, andNational Environmental Health Association. Introduction to Indoor Air Quality: AReference Manual, p. 87. EPA-400-3-91-003, 1991." U.S. Environmental Protection Agency Office of Research and Development.Final Report: Nonoccupational Pesticide Exposure Study (NOPES), p. 6o. EPA-600-3-90-003, 1990.

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An Introduction for Health Professionals INDOOR AIR POLLUTION

Health Problems Caused ByHeavy Metals:Airborne Lead and Mercury Vapor

Key Signs/Symptoms ofLead Poisoning in Adults ...

gastrointestinal discomfort/ constipation/ anorexia /

nauseafatigue, weaknesspersonality changesheadachehearing loss

tremor, lack of coordination

... and in Infants and Small Childrenirritabilityabdominal painataxiaseizures/loss of consciousness(chronic) learning deficits

hyperactivity, reduced attention span

Key Signs/Symptoms of Mercury Poisoningmuscle cramps or tremorsheadachetachycardiaintermittent feveracrodynia

personality changeneurological dysfunction

Diagnostic LeadsDoes the family reside in old or restored housing?Has renovation work been conducted in the home, work-place, school, or day care facility?Is the home located near a busy highway or industrial area?Does the individual work with lead materials such as solder

or automobile radiators?Does the child have sibling, friend, or classmate recentlydiagnosed with lead poisoning?Has the individual engaged in art, craft, or workshop pur-

suits?

Does the individual regularly handle firearms?Has the home interior recently been painted with latex paintthat may contain mercury?

Does the individual use mercury in religious or cultural

activities?

Remedial ActionWet-mop and wipe furniture frequently to control lead dust.Have professional remove or encapsulate lead containing paint;individuals involved in this and other high.exposure activitiesshould use appropriate protective gear and work in well-venti-

lated areas. Do not burn painted or treated wood.

CommentAirborne Lead

Most health professionals are aware of the threat of lead toxici-ty, particularly its long term impact on children in the form ofcognitive and developmental deficits which are often cumula-tive and subtle. Such deficits may persist into adulthood48.According to the American Academy of Pediatrics, an estimatedthree to four million children in the U.S. under age six haveblood lead levels that could cause impaired development, andan additional 400,000 fetuses are at similar risk49.

Lead toxicity may alternatively present as acute illness.

Signs and symptoms in children may include irritability, abdomi-nal pain, emesis, marked ataxia, and seizures or loss of con-

sciousness. In adults, diffuse complaintsincluding headache,nausea, anorexia (and weight loss), constipation, fatigue, person-ality changes, and hearing losscoupled with exposure opportu-nity may lead to suspicion of lead poisoning.

Lead inhibits heme synthesis. Since interruption of thatprocess produces protoporphyrin accumulation at the cellularlevel, the standard screening method is investigation of blood

lead (PbB) levels which reveal recent exposure to lead. Acutesymptomology in adults is often associated with PbB at levels of4o 1..ig/d1 or higher. There is good evidence for adverse effects of

lead in very young children at much lower levels.5o,5' TheCenters for Disease Control and Prevention has set io µg /dl asthe level of concern52. Increased maternal Pb exposure has also

been deemed significant in pregnancy, since an umbilical cordPbB of greater than io il.g/d1 has been correlated with earlydevelopmental deficits. If sufficiently high PbB levels are

confirmed, chelation therapy may be indicated. Suspected lowlevel lead contamination cannot be accurately identified by a

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INDOOR AIR POLLUTION An Introduction for Health Professionals

erythrocyte protoporphyrin (EP) finger-stick test, but requiresblood lead analysis.

Lead poisoning via ingestion has been most widely publi-cized, stressing the roles played by nibbling of flaking paint byinfants and toddlers and by the use of lead-containing foodware

(glass, and soldered metal-ceramic ware) by adults. Lead dustflaking or "chalking" off lead painted walls generated by frictionsurfaces is a major concern. Airborne lead, however, is also a

worrisome source of toxicity. There is no skin absorption associ-ated with inorganic lead.

Airborne lead outdoors, originating chiefly from gaso-line additives, has been effectively controlled since the 198os

through regulation at the federal level. Much of this lead stillremains in the soil near heavily trafficked highways and in

urban areas, however, and can become airborne at times. Itmay enter dwellings via windows and doors, and contaminatedsoil can also be tracked inside.

Indoors, the chief source is paint. Lead levels in paintsfor interior use have been increasingly restricted since the 195os,

and many paints are now virtually lead free. But older housingand furniture may still be coated with leaded paint, sometimes

surfacing only after layers of later, non-lead paint have flakedaway or have been stripped away in the course of restoration orrenovation. In these circumstances, lead dust and fumes canpermeate the air breathed by both adults and children.

Additional sources of airborne lead include art and craftmaterials, from which lead is not banned, but the U.S. Consumer

Product Safety Commission (CPSC) requires its presence to bedeclared on the product label Wit is present in toxic amounts.Significant quantities are found in many paints and glazes, stained

glass, as well as in some solder. Hazardous levels of atmospheric

lead have been found at police and civilian firing ranges. Repair andcleaning of automobile radiators in inadequately ventilated premis-

es can expose workers to perilous levels of airborne lead. The use of

treated or painted wood in fireplaces or improperly vented wood

stoves may release a variety of substances, including lead and otherheavy metals, into the air.

Mercury Vapor

While old paint has been the most publicizedsource of airborneheavy metal (i.e., lead), new paint has emerged as a concern aswell. A 1990 report detailed elevated levels ofmercury in per-sons exposed to interior latex (water-based) paint containing

phenylmercuric acetate53. PMA was a preservative that wasused to prolong the product's shelf life.

Initial action by the U.S. Environmental Protection

Agency resulted in the elimination of mercury compounds fromindoor latex paints at the point of manufacture as of August199o, with the requirement that paints containing mercury,

including existing stocks originally designed for indoor use, belabeled or relabeled "For Exterior Use Only". As of September

1991, phenylmercuric acetate is forbidden in the manufacture ofexterior latex paints as well. Latex paints containing hazardous

levels of mercury may still remain on store shelves or in homeswhere they were left over after initial use, however.

An additional matter of concern, recently noted by theCPSC, is the sprinkling of mercury about the home by some eth-nic/religious groups". According to the CPSC, mercury for thispurpose is purveyed by some herbal medicine or botanical shopsto consumers unaware of the dangers of the substance.

References" Needleman, H.L. Schell, A. et al. "The Long-Term Effects of Exposure toLow Doses of Lead in Childhood: An n-Year Follow-up Report." The NewEngland Journal of Medicine 1990; 322:83-88.

49 American Academy of Pediatrics. "Lead Poisoning: Next Focus ofEnvironmental Action." Statement issued January 1991.5° Bellinger, D., Sloman, J. et al. "Low-Level Lead Exposure and Children'sCognitive Function in the Preschool Years." Pediatrics 1991; 87:219-27.5' "Lower 'Threshold of Concern' for Children's Lead Levels". FDA Consumer,December 1991. p. 6.52 Centers for Disease Control. "Preventing Lead Poisoning in YoungChildren". October 1991.

Agocs, Mary M., Etzel, Ruth A. et al. "Mercury Exposure from Latex InteriorPaint." The New England Journal of Medicine. 199o; 323:1096-not.5' Consumer Product Safety Commission. Safety Alert: Mercury Vapors.

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An Introduction for Health Professionals INDOOR AIR POLLUTION

Health Problems Caused BySick o srl~llailrJollug Syndrome

Key Signs/Symptoms21 lethargy or fatigue0 headache, dizziness, nauseaM irritation of mucous membranesEll sensitivity to odors

Diagnostic Leadsro Are problems temporally related to time spent in a particular

building or part of a building?

M Do symptoms resolve when the individual is not in the

building?rla Do symptoms recur seasonally (heating, cooling)?

M Have co-workers, peers noted similar complaints?

Remedial ActionAppropriate personsemployer, building owner or manager,building investigation specialist, if necessary state and local gov-ernment agency medical epidemiologists and other public healthofficialsshould undertake investigation and analysis of theimplicated building, particularly the design and operation of

HVAC systems, and correct contributing conditions. Persistenceon the part of individual(s) and health care consultant(s) may be

required to diagnose and remediate the building problems.

CommentThe term "sick building syndrome" (SBS), first employed in the1970s, describes a situation in which reported symptoms amonga population of building occupants can be temporally associatedwith their presence in that building. Typically, though notalways, the structure is an office building.

Generally, a spectrum of specific and nonspecific complaints

are involved. Typical complaints, in addition to the signs and symp-

toms already listed, may also include eye and/or nasopharyngeal

irritation, rhinitis or nasal congestion, inability to concentrate, and

general malaisecomplaints suggestive of a host of common ail-

ments, some ubiquitous and easily communicable. The key factors

are commonality of symptoms and absence of symptoms among

building occupants when the individuals are not in the building.

Sick building syndrome should be suspected when a sub-

stantial proportion of those spending extended time in a building(as in daily employment) report or experience acute on-site dis-comfort. It is important, however, to distinguish SBS from prob-

lems of building related illness. The latter term is reserved for

situations in which signs and symptoms of diagnosable illness

are identified and can be attributed directly to specific airbornebuilding contaminants. Legionnaires' Disease and hypersensitivi-ty pneumonitis, for example, are building related illnesses.

There has been extensive speculation about the cause orcauses of SBS. Poor design, maintenance, and /or operation ofthe structure's ventilation system may be at fault55. The ventila-

tion system itself can be a source of irritants. Interior redesign,such as the rearrangement of offices or installation of partitions,may also interfere with efficient functioning of such systems.

Another theory suggests that very low levels of specificpollutants, including some discussed in the preceding pages,

may be present and may act synergistically, or at least in combi-nation, to cause health effects. Humidity may also be a factor:While high relative humidity may contribute to biological pol-lutant problems, an unusually low levelbelow 20 or 3o per-centmay heighten the effects of mucosal irritants and mayeven prove irritating itself. Other contributing elements mayinclude poor lighting and adverse ergonomic conditions, tem-perature extremes, noise, and psychological stresses that mayhave both individual and interpersonal impact.

The prevalence of the problem is unknown. A 1984 World

Health Organization report suggested that as many as 3o percent

of new and remodeled buildings worldwide may generate exces-sive complaints related to indoor air quality56. In a nationwide,

random sampling of U.S. office workers, 24 percent perceived air

quality problems in their work environments, and 20 percent

believed their work performance was hampered thereby57.

When SBS is suspected, the individual physician or otherhealth care provider may need to join forces with others (e.g.,clinicians consulted by an individual's co-workers, as well as

industrial hygienists and public health officials) to adequatelyinvestigate the problem and develop appropriate solutions.

References" A professional group, the American Society of Heating, Refrigerating, andAir-Conditioning Engineers (ASHRAE), has established standards of ventilationfor the achievement of acceptable indoor air quality. These criteria do not havethe force of law, are typically invoked only for new or renovated construction,and even when met do not assure comfortable and healthful air quality underall conditions and in all circumstances." U.S. Environmental Protection Agency, Office of Air and Radiation. IndoorAir Facts No. 4: Sick Building Syndrome, revised, 1991.

Kreiss, Kathleen. "The Sick Building Syndrome: Where Is the EpidemiologicBasis?" American Journal ofPublic Health 199o; 8o:1r72-73.

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INDOOR AIR POLLUTION An Introduction for Health Professionals

Health Problems Caused ByTwo Long-Term Risks:Asbestos and Radon

Asbestos and radon are among the most publicized indoor airpollutants. Both are known human carcinogens. Their carcino-genic effects are not immediate but are evident only years, evendecades, after prolonged exposure.

AsbestosOnce widely used in structural fireproofing, asbestos may befound predominantly in heating systems and acoustic insula-tion, in floor and ceiling tiles, and in shingles in many olderhouses. It was formerly used in such consumer products asfireplace gloves, ironing board covers, and certain hair dryers.

When asbestos-containing material is damaged or disin-tegrates with age, microscopic fibers may be dispersed into theair. Over as long as twenty, thirty, or more years, the presenceof these fibers within the lungs may result in asbestosis

(asbestos-caused fibrosis of the lung, seen as a result of heavyoccupational exposure)58, lung cancer and pleural or peritonealcancer, or mesothelioma59. For lung cancer, the effect of tobac-co smoking in combination with asbestos exposure appears tobe synergistic by approximately fivefold's°. Occupational expo-

sure may also be associated with increased risk of gastrointesti-nal malignancies. Attention should be focused on those popula-tions with continual exposure and documented health effects,e.g. maintenance workers.

Products and materials containing asbestos are not nec-essarily so labeled. Construction professionals or state or localenvironmental agencies may inspect and analyze suspect mate-rials. Manufacturers of particular products may also be able tosupply information.

The risk of disease depends on exposure to airborneasbestos fibers. Average levels in buildings are low, and the riskto building occupants is therefore low.

Removal of asbestos is not always the best choice toreduce exposure. The EPA requires asbestos removal only inorder to prevent significant public exposure and generally rec-ommends an in-place management program when asbestos hasbeen discovered and is in good condition61.

RadonRadon is the second leading cause of lung cancer, following

smoking. Radon is odorless, colorless, and tasteless. It is a natu-

18

rally occurring radioactive gas resulting from the decay of radi-um, itself a decay product of uranium. Radon in turn breaksdown into radon decay products, short-lived radionuclides.These decay products, either free or attached to airborne parti-des, are inhaled, and further decay can take place in the lungsbefore removal by clearance mechanisms.

It is the emission of high-energy alpha particles during

the radon decay process that increases the risk of lung cancer.While the risk to underground miners has long been known,the potential danger of residential radon pollution has beenwidely recognized only since the late 197os, with the documen-tation of high indoor levels.

When radon decay products are inhaled and depositedin the lungs, the alpha emissions penetrate the cells of the

epithelium lining the lung. Energy deposited in these cells dur-ing irradiation is believed to initiate the process of carcinogene-sis. The EPA, the National Cancer Institute, the Centers forDisease Control and Prevention, and others estimate that thou-sands of lung cancer deaths per year are attributable to radon,based on data from epidemiologic studies of thousands ofunderground miners and from animal studies. Lung cancer ispresently the only commonly accepted disease risk associatedwith radon.

Tobacco smoke in combination with radon exposure hasa synergistic effect. Smokers and former smokers are believed tobe at especially high risk. Scientists estimate that the increased

risk of lung cancer to smokers from radon exposure is ten to

twenty times higher than to people who have never smoked.The EPA estimates that as many as six million homes

throughout the country have elevated levels of radon. Since1988, EPA and the Office of the Surgeon General have recom-

mended that homes below the third floor be tested for radon.Short term testing is the quickest way to determine if a

potential problem exists, taking from two to ninety days tocomplete. Low-cost radon test kits are available by mail order,in hardware stores, and through other retail outlets6z.

Measurement devices should be state-certified or display

the phrase, "Meets EPA Requirements". Trained contractorswho meet EPA's requirements can also provide testing services.

The most commonly used devices are charcoal canisters, electretion detectors, alpha track detectors, and continuous monitors

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An Introduction for Health Professionals INDOOR AIR POLLUTION

placed by contractors. Short term testing should be conducted in

the lowest lived in area of the home, with the doors and win-dows shut. Long term testing can take up to a full year but is

more likely to reflect the home's year round average radon levelthan short term testing. Alpha track detectors and electret iondetectors are the most common long-term testing devices.

Corrective steps indude sealing foundation cracks andholes, and venting radon-laden air from beneath the founda-tion. Professional expertise should be sought for effective exe-

cution of these measures.

References" The first death attributed to occupational asbestos exposure occurred in 1924;the details were recently recounted: Selikoff, I.J. and Greenberg, M. "A Land-mark Case in Asbestosis." Journal of the American Medical Association 1991;265:898-9ot.

" For a detailed discussion of asbestos-related pulmonary disease, see: Rom,W.N., Travis, W.D. and Brody, A.R. "Cellular and Molecular Basis of theAsbestos-related Diseases." American Review of Respiratory Disease 1991; 143 :408 -22." U.S. Environmental Protection Agency, Office of Research andDevelopment. Airborne Asbestos Health Assessment Update. EPA-600-8-84-oo3F. June 1986." "Asbestos in Your Home", American Lung Association, U.S. ConsumerProduct Safety Commission, U.S. Environmental Protection Agency.September 199o. ALA Publication No. 371662 See Same, J.M., Marbury, Marian C. and Spengler, J.D. "Health Effects andSources of Indoor Air Pollution, Part II." American Review of Respiratory Disease1988; 137:221-42. This continuation of the overview cited earlier provides a tableof commercial sources of testing equipment for sampling and monitoring levelsof a variety of indoor air pollutants, including radon.

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INDOOR AIR POLLUTION An Introduction for Health Professionals

Questions That May Be Asked

The subject of indoor air pollution is not without some contro-versy. Indoor air quality is an evolving issue; it is important tokeep informed about continuing developments in this area. Thefollowing questions may be asked of physicians and otherhealth professionals.

What is "multiple chemical sensitivity" or "total allergy"?The diagnostic label of multiple chemical sensitivity (MCS)also referred to as "chemical hypersensitivity" or "environmen-tal illness" is being applied increasingly, although definition ofthe phenomenon is elusive and its pathogenesis as a distinctentity is not confirmed. Multiple chemical sensitivity hasbecome more widely known and increasingly controversial asmore patients received the labe163.

Persons with the diagnostic label of multiple chemical

sensitivity are said to suffer multi-system illness as a result of con-

tact with, or proximity to, a spectrum of substances, includingairborne agents. These may include both recognized pollutantsdiscussed earlier (such as tobacco smoke, formaldehyde, et al.)

and other pollutants ordinarily considered innocuous. Some whoespouse the concept of MCS believe that it may explain suchchronic conditions as some forms of arthritis and colitis, in addi-

tion to generally recognized types of hypersensitivity reactions.

Some practitioners believe that the condition has a pure-ly psychological basis. One study63 reported a 65 percent inci-dence of current or past clinical depression, anxiety disorders,or somatoform disorders in subjects with this diagnosis com-pared with 28 percent in controls. Others, however, counterthat the disorder itself may cause such problems64, since those

affected are no longer able to lead a normal life, or that theseconditions stem from effects on the nervous system65.

The current consensus is that in cases of claimed or sus-pected MCS, complaints should not be dismissed as psy-chogenic, and a thorough workup is essential. Primary caregivers should determine that the individual does not have anunderlying physiological problem and should consider thevalue of consultation with allergists and other specialists.

Who are "clinical ecologists"?"Clinical ecology", while not a recognized conventional med-ical specialty, has drawn the attention of health care profession-als as well as laypersons. The organization of clinical ecolo-

gistsphysicians who treat individuals believed to be suffering

20

from "total allergy" or "multiple chemical sensitivity"wasfounded as the Society for Clinical Ecology and is now knownas the American Academy of Environmental Medicine. Its rankshave attracted allergists and physicians from other traditionalmedical specialties66.

What are ionizers and other ozone generating air cleaners?Ion generators act by charging the particles in a room so thatthey are attracted to walls, floors, tabletops, draperies, occu-pants, etc. Abrasion can result in these particles being resus-

pended into the air. In some cases these devices contain a col-lector to attract the charged particles back to the unit. Whileion generators may remove small particles (e.g., those in tobac-co smoke) from the indoor air, they do not remove gases orodors, and may be relatively ineffective in removing large parti-des such as pollen and house dust allergens. Although somehave suggested that these devices provide a benefit by rectifyinga hypothesized ion imbalance, no controlled studies haveconfirmed this effect.

Ozone, a lung irritant, is produced indirectly by ion gen-erators and some other electronic air cleaners and directly byozone generators. While indirect ozone production is of con-cern, there is even greater concern with the direct, and purpose-ful introduction of a lung irritant into indoor air. There is no

difference, despite some marketers' claims, between ozone insmog outdoors and ozone produced by these devices. Undercertain use conditions ion generators and other ozone generat-ing air cleaners can produce levels of this lung irritant

significantly above levels thought harmful to human health. Asmall percentage of air cleaners that claim a health benefit maybe regulated by FDA as a medical device. The Food and DrugAdministration has set a limit of o.o5 parts per million of ozonefor medical devices. Although ozone can be useful in reducingodors and pollutants in unoccupied spaces (such as removingsmoke odors from homes involved in fires) the levels needed toachieve this are above those generally thought to be safe forhumans.

Can other air cleaners help?Ion generators and ozone generators are types of air cleaners;others include mechanical filter air cleaners, electronic air clean-

ers (e.g., electrostatic precipitators), and hybrid air cleaners uti-lizing two or more techniques. Generally speaking, existing air

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An Introduction for Health Professionals INDOOR AIR POLLUTION

cleaners are not appropriate single solutions to indoor air quali-ty problems, but can be useful as an adjunct to effective sourcecontrol and adequate ventilation. Air cleaning alone cannotadequately remove all pollutants typically found in indoor air.

The value of any air cleaner depends upon a number offactors, including its basic efficiency, proper selection for the

type of pollutant to be removed, proper installation in relationto the space, and faithful maintenance. Drawbacks, varyingwith type, may include inadequate pollutant removal, re-dis-persement of pollutants, deceptive masking rather thanremoval, generation of ozone, and unacceptable noise levels.

The EPA and CPSC have not taken a position either foror against the use of these devices in the home67.

Should I have my ducts cleaned?As awareness of the importance of indoor air quality grows,more people are looking at duct cleaning as a way to solveindoor air quality problems. Individuals considering having .ducts cleaned should determine that contaminated ducts arethe cause of their health problems. Even when contaminantsare found in ducts, the source may lie elsewhere, and cleaningducts may not permanently solve the problem. The duct clean-ing industry is expanding to meet demand, using extensiveadvertising to encourage people to use their services.Individuals who employ such services should verify that the ser-vice provider takes steps to protect individuals from exposureto dislodged pollutants and chemicals used during the cleaningprocess. Such steps may range from using HEPA filtration oncleaning equipment, providing respirators for workers, andoccupants vacating the premises during cleaning.

Can carpet make people sick?Like many other household products and furnishings, new carpet

can be a source of chemical emissions. Carpet emits volatile organic

compounds, as do products that accompany carpet installation such

as adhesives and padding. Some people report symptoms such as

eye, nose and throat irritation; headaches; skin irritations; shortness

of breath or cough; and fatigue, which they may associate with new

carpet installation. Carpet can also act as a "sink" for chemical and

biological pollutants including pesticides, dust mites, and fungi.

Individuals purchasing new carpet should ask retailers for

information to help them select lower emitting carpet, cushion, and

adhesives. Before new carpet is installed, they should ask the retailer

to unroll and air out the carpet in a clean, well-ventilated area. They

should consider leaving the premises during and immediately after

carpet installation or schedule the installation when the space is

unoccupied. Opening doors and windows and increasing the

amount of fresh air indoors will reduce exposure to most chemicals

released from newly installed carpet. During and after installation in

a home, use of window fans and room air conditioners to exhaust

fumes to the outdoors is recommended. Ventilation systems

should be in proper working order, and should be operated during

installation, and for 48 to 72 hours after the new carpet is installed.

Individuals should request that the installer follow theCarpet and Rug Institute's installation guidelines68. If new car-pet has an objectionable odor, they should contact their carpetretailer. Finally, carpet owners should follow the manufactur-er's instructions for proper carpet maintenance.

Can plants control indoor air pollution?Recent reports in the media and promotions by the decorativehouseplant industry characterize plants as "nature's clean airmachine", claiming that National Aeronautics and SpaceAdministration (NASA) research shows plants remove indoorair pollutants. While it is true that plants remove carbon diox-ide from the air, and the ability of plants to remove certainother pollutants from water is the basis for some pollution con-trol methods, the ability of plants to control indoor air pollutionis less well established. Most research to date used small cham-

bers without any air exchange which makes extrapolation toreal world environments extremely uncertain. The only avail-able study of the use of plants to control indoor air pollutants inan actual building could not determine any benefit from the useof plants69. As a practical means of pollution control, the plantremoval mechanisms appear to be inconsequential comparedto common ventilation and air exchange rates. In other words,the ability of plants to actually improve indoor air quality is lim-ited in comparison with provision of adequate ventilation.

While decorative foliage plants may be aesthetically pleas-

ing, it should be noted that overdamp planter soil conditions mayactually promote growth of unhealthy micro-organisms.

References63 Black, D.W. Rathe, Ann and Goldstein, Rise B. "Environmental Illness: AControlled Study of 26 Subjects With '20th Century Disease'." Journal of theAmerican Medical Association 1990; 264:3166-7o.64 Fiedler, N., Maccia, C., Kipen, H. "Evaluation of Chemically SensitivePatients". Journal of Occupational Medicine. 1992. 34:529-53865 Heuser, G., Wojdani, A., Heuser, S. "Diagnostic Markers of MultipleChemical Sensitivity". Multiple Chemical Sensitivities: Addendum to BiologicMarkers in Immunotoxicology. 1992. pp. 117-138. National Research Council.National Academy Press. Washington D.C.66 See Ducataman et al. "What is Environmental Medicine?" Journal ofOccupational Medicine 199o; 32: 113o-32. Also see American College of PhysiciansHealth and Public Policy Committee. "Occupational and EnvironmentalMedicine: The Internist's Role". Annals of Internal Medicine 1990; 113:974-82.67 For further specifics, see: U.S. Environmental Protection Agency, Office ofAir and Radiation. Residential Air Cleaning Devices A Summary of AvailableInformation. EPA-400-1-90-002, 1990.68 Residential Carpet Installation Standard. The Carpet and Rug Institute. FirstEdition. 1990. CRI Publication No. 105-1990.69 National Aeronautics and Space Administration. Interior Landscape Plants forIndoor Air Pollution Abatement. September 15, 1989.

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INDOOR AIR POLLUTION An Introduction for Health Professionals

For Assistance andAdditional InformationFor assistance and guidance in dealing with known or suspectedadverse effects of indoor air pollution, contact the U.S.Environmental Protection Agency Indoor Air QualityInformation Clearinghouse (1 -800- 438-4318), EPA regional

offices, and state and local departments of health and environ-mental quality, and your local American Lung Association(1 -800-LUNG-USA).

For information on particular product hazards, contactthe U.S. Consumer Product Safety Commission (1-80o-638-

CPSC). Individual manufacturers, as well as trade associations,may also supply pertinent information.

For information about regulation of specific pollutants,call the EPA Toxic Substances Control Act (TSCA) AssistanceInformation Service (202-554-1404).

For information relating to occupational exposures, con-tact the Occupational Safety and Health Administration (202-

523 -6091) or the National Institute of Occupational Safety andHealth (I-800-35-NIOSH).

For information on lead, contact the National LeadInformation Center (1-800-LEAD FYI). For information on pes-ticides, contact the National Pesticides TelecommunicationsNetwork (1-80o-858-PEST).

Many sources of information are listed in the referencesat the end of each chapter. The following publications may alsobe useful to the health professional and to the patient.

General

For the health professional:

American Lung Association. "Health Effects and Sources ofIndoor Air Pollution, Parts I and II". 1989. Publication No. o857c.

American Thoracic Society. "Environmental Controls andLung Disease". American Review of Respiratory Disease. 1990. 142:

915-939.

Gammage, R.B., Kaye, S.V. Indoor Air and Human Health. LewisPublishers, Inc. Chelsea, MI.

Gergan, P.J., Weiss, K.B. "The Increasing Problem of Asthma inthe United States". American Review of Respiratory Disease. 1992.

146(4): 823-82.4.

Gold, D.R. "Indoor Air Pollution". Clinics in Chest Medicine.June 1992. 13(2) :215 -229.

Samet, J.M., Spengler, J.D., eds. Indoor Air Pollution A Health

Perspective. Johns Hopkins University Press. Baltimore, MD. 1991.

Turiel, I. Indoor Air Quality and Human Health. 1985. Stanford

University Press. Stanford, CA.

U.S. Environmental Protection Agency. "Building Air Quality:A Guide for Building Owners and Facility Managers". U.S.

Government Printing Office. Washington, D.C. EPA- o55 -000-00390-4. December 1991.

U.S. Environmental Protection Agency. "EPA IndoorEnvironmental Quality Survey". 1992. OMB No. 2060-0244.

U.S. Environmental Protection Agency, U.S. Public HealthService, National Environmental Health Association."Introduction to Indoor Air Quality: A Self-Paced LearningModule". EPA-400-3-91-oo2. July 1991.

U.S. Environmental Protection Agency. The Total ExposureAssessment Methodology (TEAM) Study; Project Summary.1987. EPA-600-56-87-oo2.

Wadden, R.A., Scheff, P.A. Indoor Air Pollution

Characterization, Prediction, and Control. 1983. John Wiley andSons, Inc. New York, NY.

For the patient (may be helpful to the professional as well):

American Lung Association. "Air Pollution In Your Home?".1990. Publication No. iootc.

American Lung Association. "Home Indoor Air QualityChecklist ". 1992. Publication No. 0679c.

American Lung Association. "Indoor Air Pollution Fact SheetHousehold Products". 1990. Publication No. 1187c.

U.S. Environmental Protection Agency, U.S. ConsumerProduct Safety Commission. "The Inside Story: A Guide ToIndoor Air Quality". 1993. EPA-402-R-93-013.

An Introduction for Health Professionals INDOOR AIR POLLUTION

U.S. Environmental Protection Agency. "Targeting Indoor AirPollution EPA's Approach and Progress". September 1992.

EPA-400-R-92-o12.

Environmental Tobacco Smoke

For the health professional:

Bascom, R., Ku lle T., Kagey-Sobotka A., Proud, D. "Upper

Respiratory Tract Environmental Tobacco Smoke Sensitivity".American Review of Respiratory Disease. 1991.143:13o4-1311.

International Cancer Information Center. "Selected Abstractson Environmental Tobacco Smoke and Cancer". NationalCancer Institute. Oncology Reviews series. October 1989.

For the patient (may be helpful to the professional as well):

American Lung Association. "Indoor Air Pollution Fact Sheet -

Secondhand Smoke". 1989. Publication No. 1185c.

American Lung Association. "Reducing the Health Risks ofSecondhand Smoke". 1992. Publication No. 1085.

U.S. Environmental Protection Agency. "Respiratory HealthEffects of Passive Smoking" Fact Sheet. January 1993.

U.S. Environmental Protection Agency. "What You Can Do

About Secondhand Smoke". July 1993. EPA-404-F-93-004

Combustion Products

For the patient (may be helpful to the professional as well):

American Lung Association. "Indoor Air Pollution Fact Sheet -

Combustion Products". 1992. Publication No. 1182c.

U.S. Consumer Product Safety Commission, U.S.

Environmental Protection Agency, American Lung Association."What You Should Know About Combustion Appliances andIndoor Air Pollution". 1991. ALA Publication No. 3717c.

Carbon Monoxide

For the health professional:

Chaitman, B.R., Dahms, T.E., Byers, S., Carroll, L.W., Younis,

L.T., Wiens, R.D. "Carbon Monoxide Exposure of Subjects

With Documented Cardiac Arrhythmias". Health EffectsInstitute Research Report No. 52.1992.

U.S. Consumer Product Safety Commission. "The SenselessKiller". 1993. GPO Publication No. 1993-0-356-764.

Kirkpatrick, J.N. "Occult Carbon Monoxide Poisoning". WesternJournal of Medicine. 1987. 147:52-56.

Animal Dander, Molds,Dust Mites, Other Biologicals

For the health professional:

Burge, Harriet A. "Indoor Air and Infectious Disease". In: Cone,J.E., Hodgson, M.J. Problem Buildings: Building-Associated Illness

and the Sick Building Syndrome. State of the Art Reviews in

Occupational Medicine. 1989. 4(4): 713-721.

Burge, Harriet A. "Toxigenic Potential of Indoor MicrobialAerosols". In: Sandhu, S.S., MeMarini, D.M., Mass, MJ.,

Moore, M.M., Mumford, J.L. Short-Term Bioassays in the Analysis

of Complex Environmental Mixtures. V. Plenum Publishing, Inc.

1987:391-721.

Gallup, J., Kozak, P., Cummins, L., Gillman, S. 1987. "IndoorMold Spore Exposure: Characteristics of127 Homes inSouthern California with Endogenous Mold Problems".Experientia Suppl. 51:139 -142.

Health Department Victoria. 1989. "Guidelines for Control ofLegionnaire's Disease". Health Department Victoria.Melbourne, Australia.

Morey, P.H., Feeley, J.C. Sr., Otten, J.A. "Biological

Contaminants In Indoor Environments". STP 1071,Philadelphia: ASTM, 199o.

Platts-Mills, T.A.E., de Weck, A.L. 1989. "Dust Mite Allergens

and Asthma A Worldwide Problem (InternationalWorkshop)". Journal Allergy Clinical Immunology. 83: 416-427.

Pope, A.M., Patterson, R., Burge, Harriet A. "Indoor Allergens:Assessing and Controlling Adverse Health Effects. 1993.

National Academy Press.

For the patient (may be helpful to the professional as well):

American Lung Association. "Indoor Air Pollution Fact Sheet -Biological Agents". 1991. Publication No. 1186c.

23

INDOOR AIR POLLUTION An Introduction for Health Professionals

National Institutes of Health, National Institute of Allergy andInfectious Diseases. "Something in the Air: Airborne Allergens".

March 1993. NIH Publication No. 93-493.

U.S. Consumer Product Safety Commission, American LungAssociation,. "Biological Pollutants In Your Home". 199o. ALA

Publication No. 3715c.

U.S Consumer Product Safety Commission, "News from CPSCPortable Humidifiers Need Regular Cleaning During Winter

Months". January 1992. Release No. 92-48

U.S. Environmental Protection Agency. "Indoor Air Fact Sheet:Use and Care of Home Humidifiers". February 1991.

Tuberculosis

For the health professional:

"Diagnostic Standards and Classification of Tuberculosis".

American Review of Respiratory Disease. 1990.142:725-35.

"Prevention and Control of Tuberculosis Among HomelessPersons: Recommendations of the Advisory Committee forElimination of Tuberculosis". Morbidity and Mortality WeeklyReport. Centers for Disease Control and Prevention. 1992.41(No. RR-5): 13-23.

"Prevention and Control of Tuberculosis in Facilities ProvidingLong-Term Care to the Elderly: Recommendations of theAdvisory Committee for Elimination of Tuberculosis.Morbidity and Mortality Weekly Report. Centers for DiseaseControl and Prevention. 199o. 39 (No. RR-1o): 7-20.

"Prevention and Control of Tuberculosis in U.S. Communitieswith At-Risk Minority Populations: Recommendations of theAdvisory Committee for Elimination of Tuberculosis".Morbidity and Mortality Weekly Report. Centers for DiseaseControl and Prevention. 1992.41 (No. RR-5): 1-12.

"Screening for Tuberculosis and Tuberculosis Infection InHigh-Risk Populations: Recommendations of the AdvisoryCommittee for the Elimination of Tuberculosis". Morbidity andMortality Weekly Report. Centers for Disease Control andPrevention. 1990.39 (No. RR-8): 1-7.

"The Use of Preventive Therapy for Tuberculosis Infection inthe United States: Recommendations of the AdvisoryCommittee for Elimination of Tuberculosis". Morbidity andMortality Weekly Report. Centers for Disease Control andPrevention. 1990.39 (No. RR-8): 8-12.

"Tuberculosis Among Foreign-Born Persons Entering theUnited States: Recommendations of the Advisory Committeefor Elimination of Tuberculosis". Morbidity and MortalityWeekly Report. Centers for Disease Control and Prevention.

199o. 39 (No.R -18): 1-21.

"Tuberculosis and Human Immunodeficiency Virus Infection:Recommendations of the Advisory Committee for Eliminationof Tuberculosis". Morbidity and Mortality Weekly Report.Centers for Disease Control and Prevention. 1989.38(14):

236-238,243-250.

For the patient (may be helpful to the professional as well):

American Lung Association. "Facts About The TB SkinTest". 1992. Publication No. 0178. (Spanish version, Publication

No. o177).

American Lung Association. "Facts About Tuberculosis". 1991.

Publication No. 1091.

Volatile Organic Compounds

For the health professional:

Harving, H., Dahl, R., Molhave, L. "Lung Function andBronchial Activity in Asthmatics During Exposure to VolatileOrganic Compounds". American Review of Respiratory Disease.

143: 751-754.

Molhave, L., Bach, B., Pederson, O.F. 1986. "Human Reactionsto Low Concentrations of Volatile Organic Compounds".Environmental International. 12:157-176.

Norback, D. et al. 1990. "Volatile Organic Compounds,Respirable Dust, and Personal Factors Related to thePrevalence and Incidence of the Sick Building Syndrome inPrimary Schools". Brit. J. Ind. Med. 47:733-774.

Otto, D.A. et al. 1990. "Neurobehavioral and Sensory IrritantEffects of Controlled Exposure to a Complex Mixture ofVolatile Organic Compounds". Neurotox. and Texatol.

U.S. Environmental Protection Agency. NonoccupationalPesticide Exposure Study (NOPES); Project Summary.Publication No. IAQ -oo28.

24I so

An Introduction for Health Professionals INDOOR AIR POLLUTION

Formaldehyde

For the patient (may be helpful to the professional as well):

American Lung Association. "Indoor Air Pollution Fact Sheet

- Formaldehyde". 1989. Publication No. 1184c.

U.S. Consumer Product Safety Commission. "An Update On

Formaldehyde". October 199o.

Sick Building Syndrome

For the health professional:

Berney, B.W., Light, E.N., Bennett, A.C. "Medical Evaluationof 'Building Related' Symptoms". Proceedings of the SeventhAnnual Hazardous Materials Management ConferenceInternational. 1989.

Burge, S. et al. 1987. "Sick Building Syndrome: A Study of 4373

Office Workers". Ann. Occupational Hygiene. 31: 493-504.

Finnegan, M.J. et al. 1984. "The Sick Building SyndromePrevalence Studies". Brit. Medical Journal. 289: 1573-1575.

Hedge, A. "Work-Related Illness In Offices: A Proposed Model

of the Sick Building Syndrome". Env. Int. 15: 143-158.

Hodgson, V.S. et a1. 1986. "The Sick Building Syndrome". In:

Proceedings of the Third International Conference on IndoorAir Quality and Climate, Vol. 6. Evaluations and Conclusionsfor Health Sciences and Technology, pp. 87-97. Swedish

Council for Building Research. Stockholm, Sweden.

Kreiss, K. 1989. "The Epidemiology of Building-Related

Complaints and Illness". 572-592. In: Problem Buildings: Building-

Associated Illness and the Sick Building Syndrome. Cone, J.E.,

Hodgson, M.E., eds. Hanley and Belfus, Inc., Philadelphia.

Mendell, M.J., Smith, A.H. "Consistent Pattern of ElevatedSymptoms in Air-Conditioned Office Buildings: A Reanalysis of

Epidemiologic Studies". American Journal of Public Health. 8o:

1193-1199.

McCunney, R.J. "The Role of Building Construction andVentilation in Indoor Air Pollution". New York State Journal of

Medicine. April 1987. pp. 203-209.

Molina, C. et al. 1989. "Sick Building Syndrome A Practical

Guide". Report No. 4. Commission of the EuropeanCommunities. Brussels, Luxembourg.

25

Norback, D. et al. 1990. "Indoor Air Quality and PersonalFactors Related to the Sick Building Syndrome". Scan. J. Work

Environmental Health. 16: 121-128.

Norback, D. et al. 199o. "Volatile Organic Compounds,Respirable Dust, and Personal Factors Related to thePrevalence and Incidence of the Sick Building Syndrome in

Primary Schools". BritJ Ind. Med. 47: 733-774.

Seitz, T.A. 1989. "NIOSH Indoor Air Quality Investigations1971-1988". 163-171. In: The Practitioners Approach to Indoor Air

Quality Investigations. Proc. Indoor Air Quality International

Symposium. Weedes, D.M., Gammage, R.B., eds. American

Industrial Hygiene Association, Akron, Ohio.

Skov, P. et al. 1990. "Influence of Indoor Air Climate on the Sick

Building Syndrome in an Office Environment". ScandinavianJournal Work Environmental Health. 3_3-371.

Skov, P. et al. 1989. "Influence of Personal Characteristics, Job-Related Factors and Psychological Factors on the Sick BuildingSyndrome". Scandinavian Journal Work Environmental Health. 15:

286-295.

Skov, P. et al. 1987. "The Sick Building Syndrome in the OfficeEnvironment: The Danish Town Hall Study". Env. Int. 13:

334-349.

Stenberg, B. 1989. "Skin Complaints in Buildings with IndoorClimate Problems". Env. Int. 15: 81-84.

Sterling, T.D. et al. 1983. "Building Illness in the White CollarWorkplace". International Journal of Health Services. 13:277-287.

U.S. Environmental Protection Agency. "Indoor Air Qualityand Work Environment Study". EPA-21-M-3004. June 1991.

For the patient (may be helpful to the professional as well):

American Lung Association. "Indoor Air Pollution In The

Office". 1992. Publication No. 1002C.

American Lung Association. "Office Indoor Air Quality

Checklist". 1992. Publication No. too3c.

U.S. Environmental Protection Agency. "Indoor Air Fact Sheet:

Sick Building Syndrome". April 1991.

U.S. Environmental Protection Agency. "Indoor Air Fact Sheet:Ventilation and Air Quality In Offices". July 1990.

181

INDOOR AIR POLLUTION An Introduction for Health Professionals

Asbestos

For the patient (may be helpful to the professional as well):

American Lung Association. "Indoor Air Pollution Fact Sheet -Asbestos ". 1991. Publication No. 1188c.

Radon

For the health professional:

American Medical Association and U.S. Environmental

Protection Agency. "Radon: The Health Threat with a SimpleSolution. A Physician's Guide". AMA. EPA-4m-K-93-008. 1993.

Fabrikant, J.I. "Shelter and Indoor Air in the Twenty-FirstCentury Radon, Smoking and Lung Cancer Risks".Environmental Health Perspectives. 199o. 86:275-280.

National Academy of Sciences. Comparative Dosimetry ofRadon in Mines and Homes. National Academy Press.Washington, D.C. 1991.

National Research Council, Committee on the BiologicalEffects of Ionizing Radiation. "Health Risks of Radon and OtherInternally Deposited Alpha-Emitters". BIER IV. Washington,DC: National Academy Press, 1988.

Nero, AV., Jr. "Radon and Its Decay Products in Indoor Air: An

Overview". In: Nazaroff, ,WW, Nero, AV, Jr., eds. Radon andIts Decay Products In Indoor Air. New York: John Wiley and Sons

Inc. 1988: 1-53.

Roscoe, R.J. et al. "Lung Cancer Mortality Among Non-Smoking Uranium Miners Exposed to Radon Daughters".Journal of the American Medical Association. 262(5): 629-633. 1989.

Samet, J.M. "Radon and Lung Cancer". JNCI. 1989. 81: 745-757.

Samet, J.M., Stolwijk J., Rose, S.L. "Summary: International

Workshop on Residential Radon Epidemiology". Health Phys.1991. 6o: 223-227.

U.S. Department of Health and Human Services, Public HealthService, Agency for Toxic Substances and Disease Registry,Radon Toxicity. 1992.

U.S. Environmental Protection Agency. National ResidentialRadon Survey: Summary Report. EPA-402-R-91-0111. 1992.

26

U.S. Environmental Protection Agency. Technical SupportDocument for the 1992 Citizens Guide to Radon. 1992.

For the patient (may be helpful to the professional as well):

American Lung Association. "Indoor Air Pollution Fact Sheet- Radon". 1992. Publication No. 1183c.

American Lung Association. "Facts About Radon: The HealthRisk Indoors". Publication No. o174C.

U.S. Environmental Protection Agency. "A Citizens Guide toRadon (second edition)". EPA-4o2-x-o2-oo1. 1992.

Multiple Chemical Sensitivity

For the health professional:

Ashford, N.A., Miller C.S. 1991. Chemical Exposures. Low Levels

and High Stakes. Van Nostrand Reinhold, New York.

Bell, Iris R. "Neuropsychiatric Aspects of Sensitivity to LowLevel Chemicals: A Neural Sensitization Model". Conferenceon Low Level Exposure to Chemicals and NeurobiologicSensitivity, Agency for Toxic Substances and Diseases Registry,

Baltimore, MD, April 6-7, 1994. To be printed in Journal ofToxicity and Public Health.

Brooks, B.D. and Davis, W.F. 1991. Understanding Indoor Air

Quality. CRC Press. Boca Raton.

Cullen, M.R. 1987. "The Worker with Multiple ChemicalSensitivities: An Overview", In: Workers with Multiple Chemical

Sensitivity, State of Art Rev. Occup. Med. 2:669-681.

Heilman, B. "Multiple Chemical Sensitivity". Chemical eo'

Engineering News. July 22,1992.

Miller, Claudia S. "Chemical Sensitivity: History and

Phenomenology". Conference on Low Level Exposure toChemicals and Neurobiologic Sensitivity, Agency for ToxicSubstances and Diseases Registry, Baltimore, MD, April 6-7,1994. To be printed in Journal of Toxicity and Public Health.

Terr, A. "Clinical Ecology". Annals of Internal Medicine. 111(2):

168-178.

U.S. National Research Council. "Biologic Markers in

Immunotoxicology". 1992. National Academy Press.Washington, DC.

8

An Introduction for Health Professionals INDOOR AIR POLLUTION

U.S. National Research Council. "Multiple Chemical

Sensitivities Addendum to Biologic Markers inImmunotoxicology". 1992. National Academy Press.

Washington, D.C.

Air Cleaners

For the patient (may be helpful to the professional as well):

U.S. Environmental Protection Agency. "Indoor Air Fact Sheet:

Residential Air Cleaners". February 199o.

U.S. Environmental Protection Agency. "Residential AirCleaning Devices: A Summary of Available Information".

February 199o. Publication No. EPA-goo-I-90-0oz.

Carpet

American Lung Association. "Indoor Air Pollution Fact SheetCarpet". 1992. Publication No. 1189.

U.S. Consumer Product Safety Commission. "Tips forPurchasing and Installing New Carpet" Fact Sheet. October 1992.

U.S. Environmental Protection Agency. "Carpet and Indoor AirQuality" Fact Sheet. October 1992.

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tr U.S. GOVERNMENT PRINTING OFFICE:1994-523-217/81322

INDOOR AIR POLLUTION An Introduction for Health Professionals

Notes

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