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This fact sheet details important information on Indoor Air Quality (IAQ) in school buildings, problems associated with IAQ, and various prevention and problem-solving strategies. Most people spend 90 percent of their time indoors, therefore the Environmental Protection Agency ranks IAQ in the top four environmental risks to the public. The consequences surrounding poor IAQ affect not only the health and productivity of students and staff but also the physical school plant. Four factors affecting IAQ are: sources of indoor pollutants; the heating, ventilation, and air conditioning systems (HVAC); pollutant pathways; and the building occupants. Six basic control strategies for lowering concentrations of indoor air pollutants include (1) removing, substituting, and encapsulating the source; (2) the effective use of local exhaust; (3) ventilation to dilute contaminated air; (4) exposure control using the principles of time and location use; (5) cleaning the air by filtration; and (6) education to help reduce personal exposure. Diagnosing indoor air quality problems involves identifying short-term symptoms typically associated with colds, flu, and allergies. Long-term symptoms such as cancer are more difficult to identify. Preventive indoor air programs need to be established to minimize students and staff exposure to pollutants. This fact sheet makes reference to an "EPA Indoor Air Quality Tools for Schools Kit" (which includes a checklist, guide, problem-solving wheel, fact sheet, sample memo, and sample policies) and recommends obtaining the kit in the event symptoms of indoor air pollutants related to the school environment are experienced. (RE)

This document presents the process of radon diagnostics and mitigation in schools to help educators determine the best way to reduce elevated radon levels found in a school. The guidebook is designed to guide school leaders through the process of measuring radon levels, selecting the best mitigation strategy, and directing the efforts of a multidisciplinary team in improving the overall indoor-air quality of the school. The book focuses on using a team approach, because effective radon mitigation requires specialized knowledge in several disciplines. EPA has extensively researched two highly successful radon-control strategies: (1) mitigation using active soil depressurization (ASD); and (2) mitigation using the school's ventilation system. Chapters 1 and 2 review what radon is, why it is a concern, and the mechanisms by which it enters and accumulates in a building. Chapters 3 and 4 outline the initial investigation process, in which the condition of the ventilation system is examined to determine whether restoring the ventilation to its intended operating condition could reduce radon levels to below the Environmental Protection Agency's (EPA's) action level. The option of retesting is discussed in the fifth chapter. Chapter 6 discusses the detailed investigation phase that may be necessary if premitigation levels are too high or improving the ventilation system did not sufficiently reduce radon levels. Active subslab depressurization systems are described in chapter 7. The eighth and ninth chapters outline the process of making postmitigation measurements and discuss steps to ensure the long-term effectiveness of the mitigation strategy. Information regarding building codes and worker protection is offered in chapter 10. One table and 21 figures are included. Appendices contain a glossary and list of acronyms, a list of resource organizations, references, metric conversion factors, mitigation cost information, and two case studies based on the experience of EPA's research team. (LMI)

Guidelines for maintaining indoor air quality in schools with HVAC air cleaning systems are provided in this document. Information is offered on the importance of air cleaning, sources of air contaminants and indoor pollutants, types of air cleaners and particulate filters used in central HVAC systems, vapor and gas removal, and performance standards for air filters. Tips for upgrading the cost effectiveness of air filters and for maintaining and purchasing them are also provided. Three figures and three tables are included. (LMI)

This paper discusses the physical principles behind the flying ability of both kites and airplanes. This background material was developed for a program in which a Japanese kite maker conducts kite making and flying classes in the Japan School District Elementary Schools of the Department of Defense Dependents Schools (DoDDS), Pacific Region. The two principles critical to understanding why kites fly are an understanding of Newton's Law and Bernoulli's Principle. While other factors such as the friction between the air particles moving over the flying surface and the material comprising the flying surface are important, these two factors explain the major components of lift and therefore the major reasons kites fly. (KR)

Describes an innovative approach used to help high school students develop critical thinking and real-world problem-solving skills while learning about indoor air quality. (Contains 13 references.) (Author/WRM)

Discusses whether it is biologically plausible for an environmental laboratory contaminant to cause fibromyalgia. Presents a study of two populations which indicated that fibromyalgia was occurring at an elevated rate in a building where ventilation was deemed inadequate for laboratory activities. (Author/WRM)

This Heating, Refrigeration, and Air Conditioning course is comprised of eleven individualized units: (1) Refrigeration Tools, Materials, and Refrigerant; (2) Basic Heating and Air Conditioning; (3) Sealed System Repairs; (4) Basic Refrigeration Systems; (5) Compression Systems and Compressors; (6) Refrigeration Controls; (7) Electric Circuit Controls; (8) Domestic Equipment; (9) Walk-In Coolers; (10) Other Air Conditioning Systems; and (11) Equipment Installations. Each unit consists of Learning Activity Packages (LAP) that provide specific information for completion of a learning activity. Each LAP is comprised of the following parts: objective, evaluation procedure, resources, procedure, supplemental sheets, study guide, and a LAP test with answers. The course is preceded by a pretest which is designed to direct the student to units and performance activities. (LRA)

Designed to present theory as a functional aspect, this air conditioning and refrigeration curriculum guide is comprised of nine units of instruction. Unit titles include (1) Job Orientation, (2) Applying for a Job, (3) Customer Relations, (4) Business Management, (5) Psychometrics, (6) Residential Heat Loss and Heat Gain, (7) Duct Design and Sizing, (8) Air Treatment, and (9) Residential Systems. Each instructional unit includes some or all of the basic components of a unit of instruction: performance objectives, suggested activities for teachers, information sheets, assignment sheets, visual aids, job sheets, tests, and answers to the tests. It is noted that each unit is planned for more than one lesson or class period of instruction. (LRA)

One of the basic principles of the Language Development Approach is that students must learn the language necessary to understand, talk, and write about all subject areas in order to succeed in school. This book contains information about teaching primary school science in the Northwest Territories with lessons that emphasize language. The goals of the unit are to (1) develop student language proficiency; (2) provide opportunities for students to use language in many different situations and for many different purposes; (3) develop student listening, speaking, reading, writing, and thinking skills including the science process skills; and (4) expand student knowledge of the science concepts related to air and air pressure. Following a section on resources (background information, resources included with this unit--illustrations, related English materials--magazines, lists of children's books about kites, balloons, airplanes, etc., teacher's resources, films, ets., and related aboriginal language materials), lesson plans for grades one, two, and three on four topics (properties of air/balloons, air exerts pressure, how air presssure helps/hinders, and effects of air on temperature) are presented. Activity ideas for science/social studies, mathematics, language arts, music/poems/stories, art, physical education/movement, and special activities are suggested. Each lesson plan contains the follwing segments--exercises or activities: science concepts, English vocabulary, English sentence patterns, English language concepts, special materials required, concept development/language exposure, language practice, and application. Poems, songs, and stories on this subject conclude the guide. The lessons are appropriate for students whose first language is English as well as for students who are learning English as a second language. (PR/CW)

This module, one of 25 on vocational education training for careers in environmental health occupations, contains self-instructional materials on measuring airflow in local exhaust ventilation systems. Following guidelines for students and instructors and an introduction that explains what the student will learn are three lessons: (1) naming each part of the swinging vane anemometer and describing its function; (2) assembling the anemomenter and checking its operation; and (3) making velocity measurements in hoods and ducts within the measurement accuracy of the anemometer used. Each lesson contains objectives, recommended methods and locations for practice, performance criteria, equipment and supplies to perform a task, detailed step-by-step instructions for learning a task, and performance exercises. Two performance tests cover checking the operation of the swinging vane anemometer while assembling it, and making air velocity measurements in hoods and ducts. (CT)

This module, one of 25 on vocational education training for careers in environmental health occupations, contains self-instructional materials on using a swinging vane anemometer to measure airflow. Following guidelines for students and instructors and an introduction that explains what the student will learn are three lessons: (1) naming each part of the swinging vane anemometer and describing its function; (2) assembling the anemometer and checking its operation, and (3) measuring airflow at air supply and exhaust vents using the swinging vane anemomenter and its attachments. Each lesson contains objectives, recommended methods and locations for practice, performance criteria, equipment and supplies to perform a task, detailed step-by-step instructions for learning a task, and performance exercises. Performance tests cover the subject matter of each lesson. (CT)

This module, one of 25 on vocational education training for careers in environmental health occupations, contains self-instructional materials on using air-purifying respirators. Following guidelines for students and instructors and an introduction that explains what the student will learn are three lessons: (1) describing how air flows through an air-purifying respirator, and disassembling a respirator and telling how each part works; (2) cleaning and inspecting each part of the respirator, and reassembling it for storage and use; and (3) fitting a respirator so it makes a proper seal on one's face, and testing that fit using various types of qualitative fit tests. Each lesson contains objectives, recommended methods and locations for practice, performance criteria, equipment and supplies to perform a task, detailed step-by-step instructions for learning a task, and performance exercises. Two performance tests cover cleaning, inspecting, and reassembling of dual-cartridge, air-purifying respirators; and performing qualitative fit tests. (CT)

Written in student performance terms, this curriculum guide on diesel engine repair is divided into the following eight sections: an orientation to the occupational field and instructional program; instruction in operating principles; instruction in engine components; instruction in auxiliary systems; instruction in fuel systems; instruction in electrical systems; instruction in engine performance; and instruction in welding. Each section consists of one or more units of instruction. Each instructional unit includes some or all of the following components: performance objectives, suggested activities for teacher and students, information sheets, assignment sheets, job sheets, visual aids, tests, and answers to the tests. Units are planned for more than one lesson or class period of instruction. Numerous diagrams supplement the text. (BM)

This military-developed text consists of three blocks of instructional materials for use by those studying to become refrigeration and air conditioning specialists. Covered in the individual course blocks are the following topics: refrigeration and trouble analysis, thermodynamics, and principles of refrigeration; major components and domestic and commercial refrigeration systems; and air conditioning systems (air movement, calculations, and psychometrics; direct expansion air conditioning systems; centrifugal air conditioning systems; and absorption systems). The course contains both teacher and student materials. Printed instructor materials include lesson plans and a plan of instruction detailing the steps of instruction, criterion objectives, the duration of the lessons, and support material and guidance needed. Student materials consist of study guides containing text information and workbooks containing objectives, assignments, and review exercises for each block of instruction. (MN)

This instructional package is intended for use in training Air Force personnel enrolled in a program for apprentice heating systems specialists. Training includes instruction in fundamentals and pipefitting; basic electricity; controls, troubleshooting, and oil burners; solid and gas fuel burners and warm air distribution systems; hot water heating systems; central plant and high-temperature heating systems; boiler maintenance and steam distribution systems; and boiler water treatment and corrosion control. The package contains a set of lesson plans, eight study guides, and eight workbooks. Included in each lesson plan are a course content outline, lists of pertinent student instructional materials, approximate times to complete each phase of the course, suggested teaching methods, and instructional guidance. The study guides consist of series of instructional units, each of which contains an objective, an introduction, instructional text, and questions. Numerous figures and diagrams illustrate the text. The accompanying workbooks include objectives, list of needed equipment, instructions for performing various tasks, and written exercises. (MN)

The study and use of kites have contributed to science through the development of aeronautics. This document traces some of the history of kites and provides teachers and students with basic information about kite components and flight dynamics. The major portion of the book provides students with 18 projects which deal with: (1) shapes that will fly; (2) kites compared with gliders; (3) lift; (4) air flow; (5) the angle of attack in flying kites; (6) measurements; (7) the use of dihedral angles for stability; (8) positioning kites using a tail; (9) materials; (10) box kites; (11) making height readings; (12) making wind gauges; (13) constructing a wind vane; (14) the study of wind; (15) the aspect ratio of a kite; (16) the weight to area factor; (17) wind speed and lift; and (18) force. The appendices contain information on materials for kites, when to fly a kite, where to fly a kite, how to fly a kite, and kite safety, along with a glossary, resource list, and a bibliography. Also included are a metric conversion chart and a reproducible template for making a wind gauge and a wind vane. Illustrations are included. (TW)

This curriculum guide provides competency statements/objectives for an 11th- to 12th-grade trade and industrial education course in mechanical systems. The first half of the guide consists of competency statements for the 53 units of the curriculum. Each competency statement consists of a terminal objective and specific objectives for each unit, referenced to the core and supplementary curriculum and to a sequence reference number. Topics covered by the units include history and development, job opportunities, safety, tools, measuring, tubing, pipe, welding, soldering, refrigeration, electricity, wiring, job application, customer relations, heating systems, cooling systems, blueprints, drafting, building and plumbing codes, drainage systems, water systems, business meetings, and social involvement. The second half of the guide consists of 53 competency goals for each skill/subject area, related to objectives and correlated with evaluation measures and references. A bibliography of the references used in the competency lists is included in the guide. (KC)

This technical document is intended to assist school facilities maintenance personnel in the selection, design, and operation of radon reduction systems in schools. The guidance contained in this document is based largely on research conducted in 1987 and 1988 in schools located in Maryland and Virginia. Researchers from the United States Environmental Protection Agency (EPA) adapted radon reduction techniques proven successful in residential housing and installed them in eight schools. Results indicate that radon mitigation and diagnostic techniques developed for houses can be applied successfully in these schools. Corrective actions and costs for radon reduction will be school specific and will depend on the initial radon level; the extent of the radon problem in the school; the school design and construction; and the design and operation of the heating, ventilating, and air-conditioning (HVAC) system. Covered in the document are background information on radon and radon mitigation experience, important school building characteristics relative to radon entry and mitigation, problem analysis, radon diagnostic testing, and radon mitigation system design and installation. Appendices include technical information, case studies, and lists of State Radon Offices and EPA Regional Radiation Program Offices. (MLF)

Radon-222 is a colorless, odorless, tasteless, radioactive gas that occurs naturally in soil, rocks, underground water, and air. The United States Environmental Protection Agency (EPA) and other scientific organizations have identified an increased risk of lung cancer associated with exposure to elevated levels of radon in homes. Schools in many states have also been tested for radon, and rooms with elevated concentrations have been found. EPA has developed this interim report for measuring radon in schools. The first sections of this document contain facts about radon and the health risks associated with radon exposure. The next sections summarize what is known about radon in school, and provide guidance for conducting radon measurements. The last sections describe how to interpret the measurement results and suggest techniques that can be used to reduce radon concentrations if elevated levels are found. An appendix suggests methods for placing two types of radon measurement devices so that results obtained from room to room and from school to school can be compared. State Radiation Control offices and EPA Regional Radiation offices are listed. (MLF)

This self-evaluation instrument is used to nominate and evaluate schools for the Indoor Air Quality Management in Schools award. The evaluation contains three categories: Communications/Training; Design; and Operations/Maintenance. Each principle is detailed along with the required criteria used to meet that principle. Communications/Training pertains to school systems only. The communication principle is a formal system that increases opportunities for resolution of IAQ episodes. The training principle focuses on the maintenance of the knowledge and skills necessary to support and implement an IAQ management program through training. The Design category pertains to nominated schools only and addresses principles that cover air cleaning (filtration) design that results in greater removal of respirable particulates; condensation pan design that minimizes biological contaminates; local exhaust system design that eliminates the contaminate at its source; the minimization of volatile organic compound effects on the health of construction workers and building occupants; maintaining and using carpet in facilities as sources of contaminates; using ducted HVAC air supply and return plenums that are more easily kept free of contaminates; keeping outside air intakes separate from known building air contaminate sources; commissioning HVAC systems before occupancy to avoid indoor air quality problems; and using a walk-off system to avoid particles being tracked into the building. The Operations/Maintenance category pertains to nominated schools and addresses the issues of carpet, integrated pest management, moisture control, documentation and inspections, volatile organic compounds, renovation/maintenance, and cleaning materials and processes. (RE)

This package contains teacher and student editions of a residential and light commercial heating, ventilation, and air conditioning (HVAC) course of study. The teacher edition contains information on the following: using the publication; national competencies; competency profile; related academic and workplace skills list; tools, equipment, and materials list; and list of 38 references. The curriculum consists of 18 units designed for use in more than one lesson or class period of instruction. Each unit provides an instructional plan outlining preparation, delivery and application, and evaluation; teaching suggestions; and a list of supplemental resources. The unit also contains answer keys for assignment sheets and written test, unit evaluation, information sheet, and transparency masters. Unit topics are as follows: psychrometrics for residential HVAC; psychrometrics for light commercial HVAC; residential load calculations; residential duct design and sizing; residential air quality management; light commercial load calculations; light commercial system design; light commercial air treatment; standard gas-fired furnaces; high efficiency gas-fired furnaces; oil-fired furnaces; electrical heating systems; cooling systems; heat pump systems; balance points; introduction to hydronics; customer relations; and service operations. The student edition provides these materials for each unit: object sheet with unit and specific objectives; information sheet; assignment sheets; and job sheets. (YLB)

This document presents an outline for a 135-hour course designed to help students become employable and provide them with the skills, knowledge, attitudes, and values necessary for performing the required services in automotive tune up and performance. Such services are critical and must be exact to meet Federal Emission Control Standards. The course involves an orientation to the world of work together with an in depth study of trouble shooting components of engine tune-up using electronic testing equipment. Fuel metering, plus timing and emission control system maintenance are also covered. The behavioral objectives and performance standards necessary for a person to become an automotive tune up and performance mechanic are specified. A twelve item bibliography and a Quinmester post test sample are included. (KP)

Information on equipment and techniques that school facility personnel may use to evaluate IAQ conditions are discussed. Focus is placed on the IAQ parameters of air flow, air temperature, relative humidity, as well as carbon dioxide and the equipment used to measure these factors. Reasons for measurement and for when the measurement of these parameters is warranted, along with guidance for the interpretation of the data obtained, are covered. This is followed by an overview of equipment types that are available to quantify the specific parameters, and a comparison table presenting key factors that differentiate the types of equipment available. Various measurement techniques, such as measuring a room's air velocity, are summarized along with the methodologies recommended for obtaining useful data. Some of the common problems encountered when measuring IAQ are described. It is claimed that with a good understanding of the dynamics of the key IAQ parameters and a modest investment in monitoring equipment, school facilities staff can provide quick, cost-effective responses to IAQ complaints and establish a program that can identify potential IAQ problem areas. (Contains 5 tables and 10 references.) (RJM)

Fans, motors, coils, and other control components enable a heating, ventilating, and air-conditioning (HVAC) system to function smoothly. An explanation of these control components and how they make school HVAC systems work is provided. Different systems may be compared by counting the number of controlled devices that are required. Control systems are categorized according to their means of data processing, transmission, and power source: pneumatic, electric, electronics, direct digital, and self-powered. Likewise, the HVAC system is composed of various components: sensors, controllers, actuators (the system's power elements), and controlled devices, (e.g., dampers, valves, and speed regulators). All of these control elements work together to form a control loop. An overview of HVAC systems controls is offered, which focuses on unit ventilators, variable air volume systems, rooftop air conditioning, and supplemental systems. Monitoring the HVAC is also important, and methods such as multiple location supervision are explored. It is suggested that control system maintenance is another important component of any HVAC system, which entails the inventorying of tools and parts. Some control problems that may affect IAQ are provided. (Contains four figures, six references, and a glossary of terms.) (RJM)

To help maintain good indoor air quality (IAQ) in schools, guidance for the development and implementation of an effective program for maintenance and operation of heating, ventilating, and air-conditioning (HVAC) systems are discussed. Frequently, a building's occupants will complain about IAQ when the temperature or humidity are at uncomfortable levels. Such extremes in humidity or temperature can lead to respiratory distress and other problems. To manage IAQ, facilities managers must take the lead and ensure that an effective plan is in place for dealing with HVAC maintenance and other matters. Such plans usually begin with an IAQ profile, which includes an audit of the HVAC and related systems. Documentation is an important component of the plan, as is ensuring that all personnel are properly trained. HVAC commissioning, in which performance and design are verified using computerized controls to monitor the HVAC system, are other vital aspects of an HVAC plan. When such plans are not in place, or even when plans fail, some of the consequences for IAQ include inadequate ventilation, malfunctioning controls, excessive humidity, odors, and irritating vapors. (Contains 4 figures and 18 sources for further information.) (RJM)

This book contains simple experiments through which students explore air and its properties. Some of the topics discussed include alternative energy, bacteria, carbon dioxide, motion, weather, and flight. Experiments include: blowing a balloon up in a bottle; seeing air in water; making a lunch-bag kite, weather vanes, and paper glider; windcasting experiment; and forecasting weather. (JRH)

Although poor air quality in a school can have multiple causes, the heating, ventilating, and air-conditioning (HVAC) system plays a major role. Suggestions that architects, facilities managers, school board members, and administrators can use in selecting HVAC systems are discussed. Focus is on the performance criteria for classroom systems, and includes temperature and humidity ranges, indoor air quality, energy use, operation and maintenance, simplicity, staffing and standardization, reliability, flexibility, vandal proofing, and capital cost. Detailed descriptions of the kinds of systems used for classrooms are also discussed, such as the use of unit ventilators, variable air volume systems, single zone systems, multizone units, water source heat pumps, and separate ventilation air systems. The advantages of each of these systems are presented. Other considerations facing decision makers include choosing between mechanical or natural ventilation, and figuring ways in which building design, climate, and capital costs will affect such decisions. Likewise, school officials must consider the specifics of location, architecture, use, and management of the facility. To achieve the performance objectives of any HVAC system, requires a balancing of air and water flows, testing performance, documentation, and using trained operating personnel. (Contains five illustrations and nine references.) (RJM)

Part 1 of this article, the first in a three-part series of articles that discuss indoor air quality (IAQ) issues affecting schools, provides a general overview of IAQ and discusses the three major health problems associated with IAQ: sick building syndrome, building-related illness, and multiple chemical sensitivity. (MLF)

This article, the second in a three-part series of articles that discuss indoor air quality (IAQ) issues affecting schools, looks at the effects of carpet maintenance and environmental influences on IAQ. (MLF)

This article, third in a three-part series of articles that discuss indoor air quality (IAQ) issues affecting schools, looks at studies that compare the health effect of carpet and hard surface floors. Concludes that carpet is appropriate for use in schools when it is properly maintained. (MLF)

Widely differing local conditions, increased community participation in education, more lifelong education, and decentralization of schools are factors which should affect the architecture of rural primary schools in Pakistan. Also significant are the results of a 1977 survey which indicate that building quality is unrelated to school attendance and that regardless of building availability most instruction occurs outside or in rustic sheds. These factors lead to a new basis of rural school building design which accomodates exterior spaces for school activities and reduces the use of inside closed space to storage or protection from inclement weather. A standardized one-room school building, modified for local climate, thermal conditions, building materials, and construction methods can provide adequate educational space for rural boys', girls', and coeducational schools. This lockable storage/office building, a shed structure, a boundary wall, and essential furnishings can be provided for approximately 1/8 the amount currently being expended for unused school buildings. The building should be sited so as to maximize available sunlight and prevailing winds. The detailed appendices use maps, charts, and architectural illustrations to present a climatic analysis of Pakistan, materials and structural requirements of different construction methods and designs, and architectural guidelines for various climates. (SB)

Guides for organizing and individualizing three courses of study for job training in the mining careers of entry level miner, general inside laborer/timber framer, and faceman are presented in this manual. Introductory information includes (1) suggestions for utilizing, modifying, or customizing materials (task sheets) in the manual to suit individual student needs; (2) directions for maintaining records and creating student textbooks; (3) a title glossary which lists all the tasks presented in the manual, grouping them into twenty-two modules, which are further grouped into six larger instructional units: entry level orientation, safety, mine emergencies, roof rib control, communications, and ventilation and air control; and (4) groupings of task titles according to their appropriateness for each of the three courses of study. The remainder of the manual presents ninety-five task sheets designed for the student and representing the core of skills needed (as recommended by mining and vocational education personnel) in most deep mining operations. Each task sheet includes the task title, instructional objectives, procedures, review questions, accompanying information sheets, and related illustrations. (BM)

This report describes studies on natural air motion induced in wide-span educational buildings. It includes a discussion on the influence of air motion indoors on various factors such as the span of buildings, orientation in relation to outdoor wind, open spaces such as courtyards, plan form, semi-partitions, external projections, adjacent buildings of different heights, and landscape elements. A brief description is given of the low-speed wind tunnel and the experimental procedure adopted for this study. The contribution of thermal forces was assessed by an analytical method using experimental data comprising the measurements taken in prototype buildings in the warm, humid season. The report gives design guidelines for inducing air motion and provides diagramatic representations of buildings in relation to air flow patterns. (Author)