vvEPA
National
Radon
Training
Centers
United States
Environmental Protection
Agency
Air and Radiation
(6604J)
EPA402-B-94-001
October 1994
RADON MEASUREMENT
IN SCHOOLS
Self-Paced Training Workbook
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Radon Measurement in Schools:
Self-Paced Training Workbook
This workbook was developed by the University of Minnesota's
Midwest Universities Radon Consortium (MURC) and
the U.S. Environmental Protection Agency
tinder cooperative agreement CT-901779-03-2.
Special thanks to the school officials and State officials
who were instrumental in developing this workbook.
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Contents
Preface
UNIT 1: Introduction to Radon in Schools
Unit overview
Participant objectives
Radon facts
Health risks of radon
Radon exposure
Testing for radon and taking action
Mechanisms of radon entry
Unit summary
UNIT 2: Radon Measurement Strategy for Schools
Unit overview
Participant objectives
Purpose of the EPA testing strategy
Short-term and long-term testing
Measurement devices
Measurement strategy
Deciding on the need to mitigate
Deciding how quickly to mitigate
Retesting
Unit summary
UNIT 3: When to Measure Radon in Schools
Unit overview
Participant objectives
Seasons when schools should be tested
Days of the week when radon should be measured
Conditions during which radon should be measured
When tests should not be conducted
Unit summary
15
29
Page in
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UNIT 4: What Rooms to Test
Unit overview
Participant objectives
Determining what rooms to test
Placing detectors in a room
Unit summary
UNIT 5: Quality Assurance Measurements
Unit overview
Participant objectives
Definitions
Quality assurance (QA) measurements
Record keeping
Corrective action based on results of QA measurements
Unit summary
UNIT 6: Implementation of the School Radon Testing Program
Unit overview
Participant objectives
Case study of an elementary school
Preparing for radon testing
Unit summary
APPENDIX A: Quality Assurance Plans for Device Manufacturers
37
49
65
73
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Preface
The Audience for this Workshop
This workbook is designed for an audience of school officials -
including school administrators, business officers, facility '
managers, health and safety officers - as well as maintenance and
operations staff.
The Purpose of this Workbook
To provide trainees with experience in planning a radon test,
interpreting test results, implementing quality assurance
during testing, and documenting the testing process for a
school building.
Reference for this Workbook
This book encourages trainees to apply the information
contained in EPA's guidance document "Radon Measurement
in Schools - Revised Edition." As a result, each trainee should
have a copy of EPA's testing guidance entitled Radon Measurement
in Schools - Revised Edition (EPA 402-R-92-014) when using this
workbook. The testing guidance should serve as reference for
this workbook. For more detailed information, refer to the
testing guidance or contact your State Radon Office.
The Method of Presentation
Each unit in this workshop is prefaced by a unit overview and a
list of participant objectives. Each of the objectives relates to a
segment of the unit. Text containing highlights of the testing
procedure are broken up with exercises and activities. Some of
these activities are fill-in-the blank questions while others require
the application of information contained in EPA's testing
guidance entitled Radon Measurement in Schools - Revised
Edition (EPA 402-R-92-014). Answers to each activity can be found at
the end of each unit. These activities help to reinforce the
information presented in each segment of the workbook and
Completion of this training and
workbook satisfies EPA's
recommendation for training of
school personnel who plan to
conduct a radon test in schools using
measurement devices that are
returned to a RMP-laboratory for
determination of the test result (see
page 13 "Recommended Level of
Training" in EPA's Radon
Measurement in Schools - Revised
Edition).
EPA's "Radon Measurement in
Schools - Revised Edition" is
the companion document for
this workbook.
Before testing your school,
contact your State Radon
Office for any state
requirements on radon testing
in schools.
Pagev
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If you have any questions while
working through this document,
contact your State Radon Office or
EPA Regional Office (see EPA's
document Radon Measurement in
Schools - Revised Edition for a list of
phone numbers).
provide an opportunity for trainees to discuss with the instructor,
State Radon Office, or EPA Regional Office any problems or
questions arising from the activities. The notes and completed
activities in this workbook will provide a review of radon testing
in school buildings for each trainee.
To make this workbook as useful as possible, trainees are
encouraged to bring a floor plan or emergency plan of the school
they plan to test for radon. If the floor plan that was used to
construct the school is unavailable, design one by hand making
sure to include information on the foundation type (e.g., slab-on-
grade, crawl space, or basement) underlying each building of
your school and a room number/name of each room on the floor
plan. This floor plan will enable you to initiate the planning stage
of testing in your school building during your training.
Developing a Plan for Providing Information
Before placing radon detectors in schoolrooms, notify school
staff and students about what to expect during the testing
process and provide educational materials on radon before the
testing period begins. Your State Radon Office may have
educational materials developed specifically for students or
may be able to provide you with copies of EPA's Citizen's
Guide to Radon to distribute to school personnel. Notifying
students and teachers prior to testing may help reduce
unnecessary handling of detectors during testing. You may
also want to display a sample detector in your school's
administrative office so that teachers, other school staff, and
students can examine and become familiar with the detector's
appearance.
If possible, provide test results after follow-up testing has been
completed and the quality assurance measurements have been
evaluated. The complete test results are needed before
determining whether or not action needs to be taken to reduce
radon. This information can then be used by the appropriate
school official to develop a communication plan to release the
test results or to prepare for any other further action. School
officials should also communicate to school staff and parents
the school administration's plan to reduce any elevated radon
level.
Training for School Mitigation
The EPA has sponsored workshops for training school officials
and others on how to reduce radon in schools. Information on
these and other training programs is available through your
EPA Regional Office or State Radon Offices. Phone numbers
for these can be found on pages 28 - 30 of EPA's Radon
Measurement in Schools - Revised Edition (EPA 402-R-92-014).
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Unit 1—Introduction to Radon in Schools
UNIT1
Introduction to
Radon in Schools
Unit Overview
This unit begins the process of getting to know radon in
schools. It lays the basis for the workbook by:
• Defining radon.
• Describing how exposure to radon increases the risk of
cancer.
• Describing how radon enters schools.
The unit describes the three main factors that affect one's risk
due to radon, and the EPA estimates of how many people may
die each year from lung cancer due to radon exposure.
The research that EPA has done on radon in schools across the
country is described to provide some perspective on the extent
of the problem. The unit concludes by discussing three factors
that EPA has found to be critical in determining why some
schools have elevated radon levels and others do not.
Participant Objectives
After the completion of this unit, participants will be able to:
• Briefly define radon, where it comes from, and how it
enters buildings.
• Cite the units for measuring radon and its decay products.
• Cite several factors that affect one's risk from lung
cancer due to radon exposure.
• Cite several factors for why radon concentrations are
high in some buildings and low in others.
For more information on the issues
presented in this unit, see Section I
(pages 1-5) of the EPA guidance
document "Radon Measurement in
Schools—Revised Edition."
Page 1
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Radon Measurement in Schools: Self-Paced Training Workbook
For additional information on radon
facts, see Section LA (page 2) of the
EPA giiidance document "Radon
Measurement in Schools—Revised
Edition."
Radon Facts
What is radon?
Radon is a naturally-occurring radioactive gas. It comes from the
natural breakdown, or radioactive decay, of uranium.
Uranium is found in soils and rocks all across the U.S. When
uranium decays, it eventually breaks down into radon, which
is a gas that can move through the soil and into buildings
through cracks and openings in the foundation. Radon is also
radioactive and breaks down into decay products that may
become trapped in your lungs when you breathe. These decay
products are also radioactive and release small bursts of
radiation when they break down. This radiation can damage
lung tissue and lead to lung cancer over time.
Radon is colorless, odorless, and tasteless. The only way to
know whether or not there is a high level of radon in a school
building is to test the school for radon.
What are the units ofpd/L and WL?
The concentration of radon gas in the air is measured in units
of picocuries per liter (pCi/L). Radioactivity can be assessed
in terms of the number of decays per minute, and one
picocurie per liter means that there is enough radon in one
liter of air to produce 2.2 "decays" per minute. In a classroom
that is 30 ft. x 30 ft. x 8 ft. high, approximately 450,000 decays
per minute would occur for each picocurie of radon.
Sometimes test results are expressed in working levels (WL)
representing the decay products of radon.
Studies have found that radon concentrations in the outdoor
air average about 0.4 pCi/L. Inside buildings radon and
decay products can build up to higher concentrations.
What is the EPA "action level?"
EPA recommends that schools take action to reduce the level of
radon when levels are 4 pCi/L or higher. If a room is found to
have a level of 4 pCi/L or greater after initial testing, this
measurement should be confirmed with a follow-up test. If
the initial and follow-up test indicate that the radon level is at
or above 4 pCi/L, you should take action to reduce the radon
level below 4 pCi/L.
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Unit 1—Introduction to Radon in Schools
Activity 1-1
Fill in the blanks or answer the following questions.
1. Radon is a , gas.
2. Radon comes from
which is
found in rocks and soils all across the United States.
3. Radon is a
, so it can move from the soil
and rock to the interior of buildings through small
openings.
4. Radon decays into.
that
can become trapped in your lungs.
5. How can I tell if there are high levels of radon in my
school?
6. What are the units for measuring radon?
7. What are the units for measuring radon decay
products?
If you have trouble answering a
question, refer to the answers at
the end of the unit.
Page 3
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Radon Measurement in Schools: Self-Paced Training Workbook
For additional information on the
health risks of radon, see Section IB
(pages 2-4) of the EPA guidance
document "Radon Measurement in
Schools - Revised Edition."
25
Drunk
driving
Radon Drownings Fires
Airline
crashes
Figure 1-1: The numbers of deaths from
various causes (taken from 1990
National Safety Council reports).
Health Risks of Radon
How does radon cause lung cancer?
Radon is a known to cause cancer in humans. The radiation
given off by the decay products inside your lungs can damage
the cell lining of your lungs and lead to lung cancer over the
course of your life time.
An individual's risk of getting lung cancer from radon
depends mostly on three factors:
1. how high a level you are exposed to.
2. how long you are exposed.
3. whether you smoke.
The risk from radon increases with the level and length of time
to which you are exposed. Smoking combined with radon is
an especially serious health risk.
How does radon compare to other risks?
EPA estimates that radon may cause about 14,000 lung cancer
deaths in the United States each year (because of the
uncertainties, the actual number could range from 7,000 to
30,000 deaths each year).
The U.S. Surgeon General has warned that radon is the
second-leading cause of lung cancer deaths. Only smoking
causes more deaths from lung cancer.
Is radon more of a concern for children?
There is some evidence that children are at greater risk than
adults for certain types of cancer from radiation, but there are
currently no conclusive data on whether children are at
greater risk from radon than adults.
Radon Exposure
Is radon a problem in homes?
The risk from radon increases with the amount of time you
spend breathing it in. Because most people spend most of
their time in their homes, radon in the home is likely to be the
most significant source of radon exposure. Parents are
strongly encouraged to measure their homes for radon, and to
take action to reduce elevated radon concentrations. EPA has
Page 4
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Unit 1—Introduction to Radon in Schools
several reports designed to help people understand how to
test their homes for radon, including A Citizen's Guide to Radon
(EPA 402-K92-001, May 1992), available from State and EPA
Regional Offices listed in the appendices in "Radon
Measurement in Schools—Revised Edition."
Is radon a problem in schools?
For most school children and staff, the second largest
contributor to their radon exposure is likely to be their school.
Therefore, EPA recommends that school buildings be tested
for radon and the levels be reduced to below EPA's action
level of 4 pCi/L.
Activity 1-2
1. There are three main factors that affect one's risk from
lung cancer due to radon exposure. These are:
A. a level you are exposed to.
B.
. you are exposed.
C. Whether you.
2. What is the estimate for the number of lung cancer
deaths due to radon each year in the United States?
3. What is the one factor that causes more lung cancer
deaths than radon?
4. How do annual deaths from radon compare with
annual deaths from drunk driving, drownings, fires,
and airline crashes?
Page 5
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Radon Measurement in Schools: Self-Paced Training Workbook
Refer to Section ID (page 4-5,) of the
EPA guidance document "Radon
Measurement in Schools—Revised
Edition" for more information on the
radon problem in schools.
Testing for Radon and Taking Action
If high radon levels are found, what can be done about it?
The EPA action level of 4 pCi/L for radon gas (0.02 WL, for
decay products) means that if any room is found to have a
level of 4 pCi/L or higher, a second follow-up test should be
conducted. If the initial and follow-up tests indicate that the
radon level is equal to or above 4 pCi/L, the school should
take action to lower the level to below the action level. More
information about radon reduction in schools is available from
EPA's guide "Reducing Radon in Schools: A Team Approach
(EPA 402-R-94-008)."
Are concentrations less than the action level safe?
The action level of 4 pCi/L (or 0.02 WL) is based largely on the
ability of current technologies to reduce radon levels to this point.
It does not mean that levels less than 4 pCi/L are safe. Any
exposure to radon carries some risk, but the lower the exposure—
in terms of time and concentration—the lower the risk.
Should we reduce radon levels as low as possible?
Radon concentrations depend on many factors. In general,
mitigation contractors will work to reduce radon levels to as
low as feasible, but reducing levels to zero is impossible. To a
certain extent, this is because radon exists even in outdoor air
at a level of about 0.4 pCi/L. It becomes diluted as it rises from
the soil, so it is usually in very low concentrations outdoors.
What has been found so far about radon in schools?
Based on a national EPA survey of radon in schools, EPA
estimates that nearly one in five U.S. schools have at least one
frequently occupied ground contact room with a short term
radon level above 4 pCi/L. Other EPA studies in schools have
found schools with levels well over 20 pCi/L and some have
been found with levels over 100 pCi/L. For additional
information on the radon problem in schools, See Section ID. (pages
4-5) of the EPA guidance document.
Are the radon levels similar in buildings or homes in the same
geographic area?
Buildings that are side by side can have very different levels of
radon, so it is impossible to know what radon levels are
without testing.
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Unit 1—Introduction to Radon in Schools
Activity 1-3
Answer the following questions.
1. Are there any states where we can be sure there is no
radon?
2. What are the highest radon concentrations that have
been found in schools?
Page 7
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Radon Measurement in Schools: Self-Paced Training Workbook
Frosh air
inlako
Balanced pressure
Crawl space
Exhaust
air
Figure 1-2: If properly designed,
mechanical ventilation can dilute indoor
radon concentrations.
4MMM^
Pressurized rooms
Crawl space
T
4>
Figure 1-3: Mechanical ventilation can
be designed to pressurize the interior
spaces in a building by bringing in
outdoor air. This may help reduce radon
entry by pressurizing the building and
diluting radon.
*****
Doprossurizod rooms
Crawl space
I MMMHM
Figure 1-4: Some mechanical
ventilation systems are not properly
balanced resulting in depressurization
of the interior spaces in a building. This
can induce radon to enter spaces and
must be addressed in a mitigation effort.
Mechanisms of Radon Entry
How does radon enter schools?
There are three factors that determine why some schools have
high radon levels and others do not. These are:
1. The soil under the school
• The radon concentrations in the soil (source
strength).
• How easily the radon can move through the soil (soil
permeability).
2. The structure and construction of the school
• Many schools are constructed on adjoining floor
slabs which permit radon gas to enter through
construction and expansion joints between the slabs.
Other features, such as basements, crawl spaces,
utility tunnels, sub-slab HVAC ducts, cracks, or other
penetrations in the slab (e.g., around pipes) also are
places where radon can enter a building.
3. The type, operation, and maintenance of the HVAC
system
For example, the heating, ventilating, and air
conditioning (HVAC) systems can:
• Dilute indoor radon levels by bringing in outdoor
air—i.e. ventilating (see Figs. 1-2 and 1-3).
• Allow radon to build up because of decreased
ventilation.
• Keep radon out by pressurizing a building (see Fig.
1-2 and 1-3).
• Draw radon inside a building through the
foundation by depressurizing a building (i.e.,
creating a negative air pressure within a building by
exhausting indoor air—see Fig. 1-4).
How well and how often HVAC systems undergo
maintenance is also important. For example, if air
intake filters are not cleaned and changed periodically,
the amount of outdoor air coming in can be reduced.
Less ventilation means that radon will build up inside.
PageS
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Unit 1—Introduction to Radon in Schools
Activity 1-4
Answer the following questions or fill in the blanks as
appropriate:
1. There are three factors that determine why some
schools have high radon levels while others do not.
These are:
A. The
tinder the school. What two
properties of this are important?
B. The
of the school.
C. The type, operation, and maintenance of the
2. If a school room had an exhaust fan operating, what
effect would this have on the air pressure inside a
school room? What effect would this have on the
radon level for that room if the room is in contact with
the soil? (NOTE: an exhaust fan draws air within a
school room and vents it to the outdoors.)
3. In order to save energy, some schools have reduced or
restricted the intake of outdoor air by their HVAC
system. What effect would this have on radon
concentrations? Explain how this effect occurred.
Refer to Section IE (page 5) of the
EPA guidance document "Radon
Measurement in Schools—Revised
Edition" for more information on
how radon enters schools.
If you have trouble answering a
question, refer to the answer at
the end of the unit for a
discussion of the answer.
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Radon Measurement in Schools: Self-Paced Training Workbook
Unit Summary—Introduction to Radon in
Schools
This unit reviews:
• The definition of radon as a naturally-occurring
radioactive gas, originating from uranium found in nearly all
rocks and soils that moves upward through cracks and
openings in the foundations of buildings.
• The definition of decay products as the radioactive
products of radon that can become trapped in lungs, releasing
small bursts of radiation, which can damage lung tissue and
lead to cancer.
• The definitions of picocuries per liter (pCi/L) and
Working Levels (WL).
• The EPA "action level" of 4 pCi/L (0.02 WL).
• The three main factors that determine risk from radon
exposure: 1) the concentration; 2) the duration of
exposure to that concentration; and 3) smoking habits.
• The EPA estimates of about 14,000 lung cancer deaths
each year in the United States due to radon exposure.
• The findings of the research that EPA has done on
radon in schools, with the results showing that 19.3% of
schools have elevated radon levels.
• The three factors that determine why some schools have
high radon levels and others do not: 1) the
characteristics of nearby soil; 2) the structure and
construction of the school; and 3) the type, operation,
and maintenance of the heating, ventilating, and air
conditioning (HVAC) system.
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Unit 1—Introduction to Radon in Schools
Correct Answers for Activity 1-1
Fill in the blanks or answer the following questions.
1. Radon is a naturally-occurring, radioactive . colorless,
odorless, tasteless gas.
2. Radon comes from uranium which is found
in rocks and soils all across the United States.
3. Radon is a gas so it can move from the soil and
rock to the interior of buildings through small openings.
4. Radon decays into radon decay products that
can become trapped in your lungs.
5. How can I tell if there are high levels of radon in my
school?
Test your school
6. What are the units for measuring radon?
picocuries per liter (pCi/L)
7. What are the units for measuring radon decay
products?
working levels (WL)
Correct Answers for Activity 1-2
Answer the following questions.
1. There are three main factors that affect one's risk from
lung cancer due to radon exposure. These are:
A. how high a level you are exposed to.
B. how long you are exposed.
C. Whether you smoke .
2. What is the estimate for the number of lung cancer
deaths due to radon each year in the United States?
14,000
3. What is the one factor that causes more lung cancer
deaths than radon?
Smoking
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Radon Measurement in Schools: Self-Paced Training Workbook
4. How do annual deaths from radon compare with annual
deaths from drunk driving, drownings, fires, and airline
crashes?
Annual deaths from radon are second only to deaths from drunk
driving in this list. Radon causes more deaths each year than
drownings, fires, and airplane crashes.
Correct Answers for Activity 1-3
Answer the following questions.
1. Are there any states where we can be sure there is no
radon?
No; elevated levels have been found in every state.
2. What are the highest radon concentrations that have
been found in schools?
Results of over 100 pCi/L have been found in
schools.
Correct Answers for Activity 1-4
1. There are three factors that determine why some schools
have high radon levels while others do not. These are:
A. The soil under the school.
What two properties of this are important?
The concentration or amount of radon in the soil.
How easily radon flows through the soil—
the soil permeability.
B. The structure and construction of the school.
C. The type, operation, and maintenance of the
HVAC system
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Unit 1—Introduction to Radon in Schools
2. If a school room had an exhaust fan operating, what effect
would this have on the air pressure inside a school room?
What effect would this have on the radon level for that
room if the room is in contact with the soil? (NOTE: an
exhaust fan draws air within a school room and vents it to
the outdoors.)
Unless an equal amount of outdoor air is provided by your
HVAC system to replace the indoor air that is exhausted by the
fan, soil gas containing radon may be drawn into the room. The
exhaust fan, in effect, is depressurizing the room.
3. In order to save energy, some schools have reduced or
restricted the intake of outdoor air to their HVAC system.
What effect would this have on radon concentrations?
Explain how this effect occurred.
Reducing the intake of outdoor air by your HVAC system may
have two possible effects:
First: If exhaust fans in the school building are operating,
this could create a negative air pressure in the rooms of the
school when there is no outdoor air to replace the indoor
air that is exhausted from the school building (see Figure
1-4, page 8). The negative pressure in the school building
will cause radon in the soil gas to move through
foundation openings (e.g., cracks in the slab, expansion
joints between the slab and wall) and into school rooms.
Second: When reducing or restricting the flow of outdoor air
into a school building, indoor air pollutants such as radon
may build up. Since there is little or no outdoor air to
dilute radon that entered the school, the radon
concentration in school rooms may increase.
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Radon Measurement in Schools: Self-Paced Training Workbook
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Unit 2—Radon Measurement Strategy for Schools
UNIT 2
Radon Measurement
Strategy for Schools
Unit Overview
This unit is a core element of this training, because it presents
critical definitions and the EPA school testing strategy. The
unit covers:
• Short-term and long-term tests.
• The EPA measurement strategy.
• The interpretation of test results in terms of the need for
mitigation.
• Retesting schools in years after the measurement
program is complete.
• Radon testing program management.
• Measurement devices that are currently available for
testing of different durations.
Participant Objectives:
Upon completion of this unit, participants will be able to:
• Define long-term and short-term testing.
• Explain the EPA-recommended strategy for testing in
schools, including initial and follow-up measurements,
the action level, the interpretation of test results
(in terms of the need for mitigation), and the guidance
for retesting.
• Identify commonly-used testing devices for schools and
whether they are appropriate for short-term or long-
term measurements.
• Apply the radon testing strategy to a variety of school
construction types, and to their own school(s).
For more information on the EPA
measurement strategy, see Section
II. A and II.B (pages 6-9) of the EPA
guidance document "Radon
Measurement in Schools—Revised
Edition."
To insure that the measurements
you make are reliable, include
Quality Assurance in your
testing program—see Unit 5.
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Radon Measurement in Schools: Self-Paced Training Workbook
Use detectors from a laboratory
that is listed with EPA's Radon
Measurement Proficiency (RMP)
Program or state certified—
contact your State Radon Office
for more information.
Short-tertn tests are defined as any
test that is two to 90 days in length.
Long-tenn tests are defined as any
test lasting longer than 90 days.
For more information on short- and
long-tenn testing, see Section II.A
(pages 6-7) of the EPA guidance
document "Radon Measurement in
Schools—Revised Edition".
Purpose of the EPA Testing Strategy
The purpose of the measurement strategy is to provide school
officials with a system for deciding on the need for mitigation.
This strategy includes:
1. How to conduct a series of tests to measure radon levels
in the school.
2. How to interpret the results and decide if corrective
action to reduce radon levels is necessary.
Short-term and Long-term Testing
Radon can be measured over different time periods ranging
from two days to a year (radon concentrations can actually be
measured over a few minutes, but those types of
measurements are not useful for determining the need for
mitigation). Tests are categorized as either short-term or long-
term depending upon the number of days the devices are used
in the school.
Short-term tests measure radon for a period as short as two
days, for some devices, or as long as 90 days for other types of
devices. A short-term test is the quickest way to measure for
radon. Because radon levels tend to vary from day to day and
from season to season, a short-term is less likely than a long-
term test to give an average radon level for a school year.
Short-term tests must be made over a period of at least 48
continuous hours (back-to-back without interruption).
Long-term tests measure radon over a period longer than 90
days. A long-term test (e.g. a test conducted over the school
year) will give a result that is more likely to represent the
school year average radon level in a school room than a short-
term test.
Measurement Devices
All devices used for measuring radon in schools should meet the
EPA's Radon Measurement Proficiency Program (RMP) or State
certification program requirements. Information on the
manufacturer and whether they are RMP-listed for that device
type can be obtained from your State Radon Contact or EPA
Regional Office (see the EPA guidance document for phone
numbers). It is critical to ensure that the supplier of the devices is
listed as having met the EPA RMP (and any additional State)
requirements for that device.
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Unit 2—Radon Measurement Strategy for Schools
Some devices may require the use of an analytical laboratory,
and some provide the test results directly to the person
operating the equipment. Keep in mind that if the results
from the devices are read directly by school personnel without
the use of an analytical service, those personnel should
successfully participate in the EPA RMP or any comparable
State certification program.
Three of the most common types of radon measurement
devices are:
• Activated Charcoal (AC) and Charcoal Liquid
Scintillation (CLS) Detectors: These are used to make
short-term measurements
• Electret Ion Chambers (EIC): There are two different
types of Electret Ion Chambers—one can be used for
short-term and the other for long-term measurements.
If you use the electret reader to determine the radon
level measured by the EIC, you should demonstrate
proficiency in the measurement of radon via EPA's
Radon Proficiency Programs.
« Alpha Track Detectors (ATD): These are used for both
short-term and long-term measurements.
» Continuous Radon Monitors: These devices may be
used for short-term or long-term measurements. These
devices measure radon gas. Since results can be read
directly by school personnel without the use of an
analytical service, you should demonstrate proficiency
in the measurement of radon via EPA's RMP Program.
• Continuous Working Level Monitors: These devices
' may be used for short-term or long-term measurements.
These devices measure radon decay products. Since
results can be read directly by school personnel without
the use of an analytical service, you should demonstrate
proficiency in the measurement of radon decay
products via EPA's RMP Program.
For more information on
measurement devices, see
Appendix D (page 34) of the EPA
guidance document "Radon
Measurement in Schools—Revised
Edition."
When you receive your
measurement devices in the mail,
read the manufacturer's
instructions before using them.
After being opened and exposed to
indoor air, activated charcoal
detectors (AC) and charcoal liquid
scintillation detectors (CLS) should
be mailed to the lab analyzing the
detectors within a day after the test
is completed. Make sure the exposed
detectors will reach the lab within 2
to 3 days.
Page 17
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Radon Measurement in Schools: Self-Paced Training Workbook
Consult the answers at the end of
the unit if you are having difficulty
answering a question.
Activity 2-1
Answer the following questions or fill in the blanks.
1. Short-term tests measure radon for as short as _
days and as long as days.
2. Long-term tests measure radon for longer than
days.
3. Name five types of measurement devices most often
used to make short-term radon measurements.
4. Name two types of measurement devices most often
used to make long-term radon measurements.
5. If you were going to conduct a 2-day or a 4-day short-
term test, which devices could you use?
6. Which devices may be used for a 2-week or 8-week
short-term test?
7. If an EIC or ATD is designed for a 6-month long-term
test, can it be used for a 1-month short-term test?
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Unit 2—Radon Measurement Strategy for Schools
Measurement Strategy
If a school decides to use a short-term, test during initial
measurements, EPA recommends the two step approach
described below.
Step 1 Initial Measurements
• Take initial measurements using a short-term test.
Short-term measurements should be made in all frequently-
occupied rooms in contact with the ground to determine whether
or not elevated radon concentrations are present. All rooms
should be tested simultaneously (i.e., on the same day).
Step 2 Follow-up Measurements
• Do a follow-up test in every room with a short-term,
initial test result of 4 pCi/1 or greater.
All follow-up measurements in a school should be conducted
simultaneously. Follow-up measurements should be made in
the same locations and under the same conditions as the initial
measurements (to the extent possible, including similar seasonal
conditions and especially HVAC system operation). This will
ensure that the two results are as comparable as possible.
• Use a short-term, follow-up test if results are needed
quickly.
The higher the initial short-term test result, the more certain
you can be that a short-term test should be used rather than a
long-term follow-up test. In general, the higher the initial
measurement, the greater the urgency to do a follow-up test as
soon as possible. For example, if the initial short-term
measurement for a room is several times the EPA's radon
action level (e.g., about 10 pCi/L or higher), a short-term
follow-up measurement should be taken immediately.
• Use a long-term, follow-up test to better understand the
average radon level for a school year.
When a room's initial result is only slightly above about 4
pCi/L (i.e. between 4 and 10 pCi/L), a long-term follow-up
measurement—preferably taken over the entire (e.g. nine
months) school year—is appropriate. The result from such a
test may best represent the average radon concentration for
the school year in that room. A long-term test should be
conducted over the school year immediately f ollowing the
completion of initial measurements.
HVAC OPERATION &TESTING
During both initial and follow-up
testing, the HVAC system should be
operating as it normally does. It is
not necessary to change the
operation of the HVAC system when
testing for radon.
The decision to mitigate should
not be based on one initial
measurement.
If there are any rooms with initial
results of 10 pCi/L or greater, then
consider doing all short-term follow-
up tests in that school even though
there may be rooms just slightly
above 4 pCi/L. This approach
streamlines your follow-up testing
and simplifies record keeping.
HELPFUL FLOWCHART:
The recommended measurement and
decision-making strategy is
presented as a flow chart on page 17
in the EPA guidance document,
"Radon Measurement in Schools -
Revised Edition."
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Radon Measurement in Sdiools: Self-Paced Training Workbook
Follow-up testing helps to verify
your initial test result. Never
base your decision to mitigate on
just the initial test result.
Problems in the laboratory
procedures when analyzing the
detectors or problems in the
testing process may have affected
your test results.
RADON MITIGATION
If your school needs to mitigate one
or more rooms, follow the
recommendations in EPA's
document "Reducing Radon in
Schools: A Team Approach" (EPA
402-R-94-008).
RADON PREVENTION
If your school district is planning
neio school construction and/or
renovations, consider following the
recommendations described in the
document Radon Prevention in the
Design and Construction of Schools
and other Large Buildings (EPA-
625/R-92/016).
Deciding on the Need to Mitigate
The EPA does not recommend that schools use a single short
term test as the basis for determining the need for mitigation.
• If a short-term test was used for the follow-up
measurement, average the initial and follow-up test results
for each room, and if that result is 4 pd/L or greater, mitigate
in that room or area.
• If a long-term test was used for a follow-up test, use the
result from the long-term follow-up test, and if that result is 4
pCi/L or greater, mitigate in that room or area.
Deciding How Quickly to Mitigate
Very high radon levels (around 10 pCi/L or greater) demand a
quicker response than levels closer to 4 pCi/L. If a level is
near 100 pCi/L or greater, school officials should call their
State Radon Contact.
Retesting
1. Retest some time in the future all frequently occupied
rooms that have ground contact when the initial tests
showed a radon level less than 4 pCi/L.
2. Retest yearly all school rooms that were mitigated.
3. Before major renovations are planned. Consider
retesting to see if levels are 4 pCi/L or greater so that
radon-resistant features can be built into the renovation.
When renovating, consider the following.
• If the renovation is structural or involves a major
change to the HVAC system, radon testing should be
conducted for the school building.
• If the results of those radon tests are 4 pCi/L or
greater, radon-resistant features should be
incorporated in the renovation (see Radon Prevention
in the Design and Construction of Schools and Other
Large Buildings (EPA-625-R-92-016).
• Test after the renovation.
Page 20
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Unit 2—Radon Measurement Strategy far Schools
Activity 2-2
1. You just received the results from your initial test.
Given the initial test results of the five rooms that have
radon levels greater than or equal to 4 pCi/L, what type
of test (short or long-term) would you choose for
follow-up testing?
Suggestion: use the initial portion of the decision-
making flow chart on page 17 of the EPA guidance
document to guide your decision with each room.
Room # Initial Measurement
103 5.0pCi/L
111 4.5 pCi/L
120 ll.OpCi/L
131 15.0 pCi/L
151 4.1 pCi/L
Action
2. If you have conducted an initial test for a room and
found the level to be 20 pCi/L, would you:
A. mitigate this room? or
B. take another measurement in this room to confirm
the initial measurements?
3. You made a 5-day, initial measurement using an
activated charcoal device and found the radon level to
be 12 pCi/L. When performing a follow-up
measurement, what would be the length of your follow-
up measurement? What type of measurement device
would you use? Explain each of your answers.
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Radon Measurement in Schools: Self-Paced Training Workbook
Activity 2-3
1. The five rooms in Activity 2-2 have been retested
with short term follow-up tests. The follow-up results
are listed below. Which of these rooms should receive
radon mitigation?
Room# Initial Follow-up Action
103 5.0pCi/L 3.0pCi/L
111 4.5pCi/L 5.7pCi/L
120 ll.OpCi/L 9.5pCi/L
131 15.0 pCi/L 13.2 pCi/L
151 4.1pCi/L 3.0pCi/L
2. If you conduct initial testing in your school and you
find that the initial test results indicate that most of
the rooms tested have results less than 4 pCi/L except
for one. The room above 4.0 pCi/L has a level of 4.2
pCi/L. What type of follow-up test (short or long-
term) would you do? Why?
3. The initial test result for a room was 4.3 pCi/L.
You've conducted the follow-up long-term test for
this room and the result is 3.8. Should you mitigate
this room?
Suggestion: use the flow chart on page 17 of the EPA
guidance document to help you determine if you
need to mitigate.
Page 22
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Unit 2—Radon Measurement Strategy jor Schools
Unit Summary—Radon Measurement Strategy
for Schools
This unit presents key definitions:
• Short-term tests are defined as those lasting for two days
or longer, but less than 90 days.
• Long-term tests are defined as those lasting for longer
than 90 days.
The unit describes the differences between short- and long-
term tests, and why one may be preferable over the other.
The where and how aspects of the EPA measurement strategy
are reviewed in this unit.
• Where refers to testing in all rooms that are frequently
occupied and that have ground contact.
• How refers to making initial short-term measurements in
these rooms, then making follow-up measurements in
those rooms with initial radon levels of 4 pCi/L or
greater. Depending on the level of the initial short-term
measurements, short-term or long-term tests may be
used for a follow-up test.
This unit also presents the EPA recommendations for retesting
schools after the original testing program (i.e. testing of all
rooms that are frequently occupied and have some ground
contact), and retesting prior to renovation.
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Radon Measurement in Schools: Self-Paced Training Workbook
Correct Answers for Activity 2-1
Answer the following questions or fill in the blanks.
1. Short-term tests measure radon for as short as 2
days and as long as 90 days.
2. Long-term tests measure radon for longer than 90
days.
3. Name five types of measurement devices most often used
to make short-term radon measurements.
Activated charcoal devices
Alpha track detectors
Electret ion chambers
Continuous monitors
Charcoal liquid scintillation detectors
4. Name two types of measurement devices most often used
to make long-term radon measurements.
Alpha track detectors
Electret ion chambers
5. If you were going to conduct a 2-day or a 4-day
short-term test, which devices could you use?
Electret ion chambers, activated charcoal devices, charcoal
scintillation devices, alpha-track detectors, or continuous
monitors. Specific manufacturer's instructions need to be
consulted-^some types of these devices may be limited to a
longer deployment time.
6. Which devices may be used for a 2-week or 8-week short-
term test?
ATD and Electret ion chambers. In some cases continuous
monitors may be used for these long periods, although the cost
may be very high.
7. If an EIC or ATD is designed for a 6-month long-term test,
can it be used for a 1-month short-term test?
While possible, significant adjustments would have to be made
by the lab analyzing the detectors. Therefore, this practice is
not recommeneded.
Page 24
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Unit 2—Radon Measurement Strategy for Schools
Correct Answers for Activity 2-2
1. You just received the results from your initial test. Given
the levels of the five rooms that have radon levels greater
than or equal to 4 pCi/L, what type of test (short or long-
term) would you choose for follow-up testing?
Suggestion: Use the initial portion of the decision-
making flow chart on page 17 of the EPA guidance
document to guide your decision with each room.
There are two possible approaches far conducting a follow-up
test for these initial results—both are appropriate.
1st Alternative Approach
Room # Initial Measurement Action
103
111
120
131
151
5.0 pCi/L
4.5 pCi/L
11.0 pCi/L
15.0 pCi/L
4.1 pCi/L
long-term
long-term
short-term
short-term
lone-term
2nd Alternative Approach
Let your highest initial test determine the. duration of all your
follow-up tests. Since Room 131 has 15.0 pCi/L, make all your
follow-up tests short-term. This approach streamlines your
follow-up testing and simplifies record keeping.
Room # Initial Measurement Action
103
111
120
131
151
5.0 pCi/L
4.5 pCi/L
11.0 pCi/L
15.0 pCi/L
4.1 pCi/L
short-term
short-term
short-term
short-term
short-term
2. If you have conducted an initial test for a room and found
the level to be 20 pCi/L, would you:
A. mitigate this room? or
B. take a follow-up measurement in this room to
confirm initial measurements?
Answer B is correct.
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Radon Measurement in Schools: Self-Paced Training Workbook
If your initial and follow-up test
results differ greatly (e.g. an initial
test of 15.0 pCi/L and a follow-up
test of 2.0 pCi/L), you may want to
take a third test to verify your initial
test result. It's possible that the
large difference between the initial
and the follow-up tests is a result of a
detector failure.
3. You made a 5-day, initial measurement using an activated
charcoal device and found the radon level to be 12 pCi/L.
When performing a follow-up measurement to confirm
this initial measurement, what would be the length of
your follow-up measurement? What type of
measurement device would you use? Explain each of
your answers.
Since the radon level for the initial measurement is several
times the action level, conduct a short-term follow-up
measurement. Ideally, the follow-up measurement should be
five days in length and the detector should be the same type (i.e.
activated charcoal device from the same manufacturer) used for
the initial measurement. For short-term follow-up testing,
maintaining consistency with your initial testing will help
ensure that your initial test results are reproducible.
Correct Answers for Activity 2-3
1. The five rooms in Activity 2-2 have been retested with
short-term follow-up tests. The follow-up results are listed
below. Which of these rooms should receive radon
mitigation?
Room#
103
111
120
131
151
Initial
5.0 pCi/L
4.5 pCi/L
11.0 pCi/L
15.0 pCi/L
4.1 pCi/L
Follow-up
3.0 pCi/L
5.7 pCi/L
9.5 pCi/L
13.2 pCi/L
3.0 pCi/L
Action
mitigate
mitiyate
mitigate
mitiyate
consider mitiyatinv*.
Example calculation for Room 103:
5.0pCi/L + 3.0pCi/L = 4 pCi/L
2
Since this is equal to 4 pd/L (EPA's action level for radon)
mitigate this room.
* Since there are health risks associated with levels below
4 pCi/L and you will be mitigating other rooms, consider
reducing the level in Room 151.
Page 26
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Unit 2—Radon Measurement Strategy for Schools
2. If you conduct initial testing in your school and you find
that the initial test results indicate that most of the rooms
tested have results less than 4 pCi/L except for one. This
room has a level of 4.2 pCi/L. What type of follow-up
test (short or long-term) would you do? Why?
A long-term test. Because the detected level is close to the
action level of 4 pCi/L, a long-term test will provide a better
estimate of the radon level for that room.
3. The initial short-term test result for a room was 4.3 pCi/L.
You've conducted the follow-up long-term test for this
room and the result is 3.8. Should you mitigate this
room?
Suggestion: use the flow chart on page 17 of the EPA
guidance document to help you determine if you need
to mitigate.
The long-term test result is less than 4 pd/L, so mitigation is
not recommended if you adhere strictly to EPA's
recommendation. However, since the level is close to 4 pd/L
and there are risks associated with levels below 4 pCi/L,
consider mitigating the room.
Page 27
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Unit 3—When to Measure Radon in Schools
UNIT 3
When to Measure
Radon in Schools
Unit Overview
This unit describes when radon tests should be conducted, in
terms of the:
• Seasons of the year
• Days of the week
• Building conditions
• Particular weather and HVAC system conditions
Participant Objectives
After completing this unit, participants will be able to:
• Identify seasons when testing is recommended.
• Identify the times during the week when testing is
recommended.
• Describe the conditions that should be adhered to prior
to and during testing.
• Cite at least two situations during which the EPA
recommends that testing should not be conducted.
For more information on when to
measure radon in schools, see Section
II.D (pages 10-12) of the EPA
guidance document "Radon
Measurement in Schools—Revised
Edition."
Page 29
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Radon Measurement in Schools: Self-Paced Training Workbook
SEP OCT NOV DEC
JAN FEE MAR APR
V V
MAY JUN JUL AUG
Figure 3-1: Initial measurements
should be conducted during the
colder months and when the school is
occupied.
For additional information on why
EPA recommends particular testing
conditions, see Section II (D) on
page 11 of the EPA guidance
document: "Radon Measurement in
Schools - Revised Edition."
Seasons When Schools Should Be Tested
The purpose of initial testing is to identify rooms that have the
potential for high radon levels (above 4 pCi/L) during the
school year.
Short-term tests should be conducted during the colder months of the
year, when windows and external doors are likely to be kept closed.
If you begin your initial test early—October or early
November, you can begin follow-up tests (if necessary) during
the remaining colder months.
Long-term tests may begin soon after the completion of the initial
test and run up to the end of the school year. The school year is
defined as the period when the school is fully occupied.
Preferably, long-term tests should begin during the colder
months of the school year for your geographic area.
Days of the Week When Radon Should be
Measured
Short-term radon tests lasting between two and five days should be
conducted on weekdays with the HVAC systems operating normally.
For testing longer than 5 days, the testing should be conducted
continuously over the testing period. For example, during the
test period a radon measurement should not be discontinued
and then recontinued at another time or date.
Conditions During Which Radon Should Be
Measured
Short-term tests should be conducted when the building is as
closed up as possible, with windows and exterior doors closed
except for brief, normal entries and exits. This is called closed-
building conditions. If doors and windows are kept closed,
there will be a minimum of outdoor air drawn into the room
to dilute and lower the radon concentration. Also, depending
on the differences in temperature between the inside and the
outside air, wind direction, and wind strength, radon levels
can vary greatly. Because of this, the EPA recommends that
indoor radon levels be stabilized as much as possible by
keeping doors and windows closed during the measurements.
Radon levels take some time to stabilize after closed-building
conditions are in place. Tests lasting between two and five
days should not begin until after closed-building conditions
Page 30
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Unit 3—When to Measure Radon in Schools
have been in place for at least 12 hours. Tests lasting longer
than five days are long enough so that the initial effect of high
or low levels will not be significant.
A recommended strategy is to establish closed-building
conditions during a weekend, and begin radon measurements
on Monday morning.
Tests lasting up to 90 days are considered short-term tests and
closed-building conditions should still be in place as much as
possible. However, brief periods of open windows will not
seriously jeopardize the results but should still be avoided.
When Tests Should Not Be Conducted
Testing should not be done:
• during major weather events such as high winds and/
or heavy rains. Rapid changes in barometric pressure
can affect radon levels.
• during the renovation of a school building, especially
those involving structural changes, or during
renovations of the HVAC systems. It is more
appropriate to test prior to renovations and
immediately after the completion of renovations. If
elevated radon is present, radon resistant techniques
can be included as part of the renovation.
• when the school is not in session or on long holidays
when the HVAC system is "set back."
Prior to testing, review the
weather forecast for the week,
if you plan to make two- to five-
day radon measurements.
Severe weather conditions do not
affect long-term tests.
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Radon Measurement in Schools: Self-Paced Training Workbook
Activity 3-1
Fill in the blanks.
1. Short-term tests should be conducted during the
season, when windows and doors
are generally kept .
2. Long-term tests can begin during any season, as long as
the tests are conducted when the school is fully
3. Short-term tests lasting 2-5 days should be conducted
anytime during the days of through
for at least continuous hours.
4. Closed building conditions are when all
are kept closed, except for brief
5. There are two conditions when you should not test for
radon. These are:
Page 32
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Unit 3—When to Measure Radon in Schools
Activity 3-2
Answer the following questions:
1. You have scheduled a 4-day initial test during the first
week of November. The weather forecast for that
week is: heavy rains for Sunday, high winds with
possible showers on Monday, sunny and clear for the
remainder of the week except for a slight chance of
late evening showers on Friday. When would you
start and end the test? Explain your decisions.
2. EPA guidance recommends initial testing during the
colder months of the school year (October to March).
Keeping in mind that you may have to conduct
follow-up tests, select the time period you will begin
your initial testing. Consider the length of your initial
test when making your decision.
3. You planned to conduct a 2-week initial test during
the latter half of October. The weather forecast
indicates that the weather will be unseasonably warm
during this time of the month. Would you postpone
testing given this information? Explain why you
would/or would not postpone testing?
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Radon Measurement in Schools: Self-Paced Training Workbook
Unit Summary - When to Measure Radon in
Schools
This unit presents the EPA guidance for when radon tests
should be conducted. There are four major elements of the
unit:
1. Initial tests should be conducted during the coldest
months of the year when windows and doors are likely
to be closed. During this time, radon levels are most
likely to be stable.
2. The days of the week from Monday through Friday are
recommended days for short-term tests lasting 2-5 days
because the radon levels during the week are more
representative of the levels to which school occupants
are exposed. Short-term tests lasting longer than 5 days
and long-term tests will extend over weekends.
3. The conditions that should exist during testing are
closed-building conditions, which consist of keeping all
windows and exterior doors shut except for brief entries
and exits. In an effort to stabilize the radon levels, tests
lasting less than five days should not begin until after at
least 12 hours of closed-building conditions.
4. This unit discusses particular weather conditions during
which radon tests should not be conducted, and
presents EPA's recommendation not to measure radon
during major school renovations.
Page 34
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Unit 3—When to Measure Radon in Schools
Correct Answers for Activity 3-1
Fill in the blanks.
1. Short-term tests should be conducted during the
fall and winter heating season when windows and
doors are generally kept closed
2. Long-term tests can begin during any season as long as
the tests are conducted when the school is fully
occuvied
3. Short-term tests lasting 2-5 days should be conducted
anytime during the days of Monday through
Friday for at least 48 continuous hours.
4. Closed building conditions are when all windows
and exterior doors are kept closed, except for brief
entry and exits
5. There are two conditions when you should not test for
radon. These are:
When using short-term tests and there is unusual weather such
as heavy rains, heavy snows, or high winds.
During the renovation of the school building or school's HVAC
system during any type of test.
Page 35
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Radon Measurement in Schools: Self-Paced Training Workbook
Correct Answers for Activity 3-2
Answer the following questions:
1. You have scheduled a 4-day initial test during the first
week of November. The weather forecast for that week is:
heavy rains for Sunday, high winds with possible
showers on Monday, sunny and clear for the remainder of
the week except for a slight chance of late evening
showers on Friday. When would you start and end the
test? Explain your decisions.
Postpone the test until the following week or until the
weather conditions are more appropriate because the "window
of opportunity" for favorable testing conditions is too limited.
2. EPA guidance recommends initial testing during the
colder months of the school year (October to March).
Keeping in mind that you may have to conduct follow-up
tests, select the time period you will begin your initial
testing. Consider the length of your initial test when
making your decision.
Initial testing can begin in late October when buildings
begin to be closed up because of cooler weather. This gives
you ample time to complete your initial test during the
colder months of the year. Also, it enables you to conduct
short-term follow-up testing—if necessary—under similar
conditions as initial testing.
3. You planned to conduct a 2-week initial test during the
latter half of October. The weather forecast indicates that
the weather will be unseasonably warm during this time
of the month. Would you postpone testing given this
information? Explain why you would/or would not
postpone testing.
Yes, testing should be postponed until the weather turns
cooler because in unseasonably warm weather school
occupants will be inclined to open windows.
Page 36
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Unit 4—What Rooms to Test
UNIT 4
What Rooms to Test
Unit Overview
This unit describes which rooms in the school should be
tested, and where to place a measurement device in a
schoolroom. The unit is divided into three sections:
determining what rooms to test, placing detectors in a room,
and a unit summary.
Participant Objectives
After the completion of this unit, participants will be able to:
• Identify those rooms in typical school designs (and their
own school, if appropriate) that are recommended for
testing according to the EPA guidelines.
• Follow a detector placement checklist to identify
locations within rooms that are appropriate and
inappropriate for detector placement.
Determining What Rooms to Test
EPA recommends that radon measurements be conducted in
all frequently-occupied rooms that are in contact with the ground.
These are usually classrooms, offices, gymnasiums,
auditoriums, and cafeterias. Areas such as storage rooms,
stairwells, rest rooms, utility closets, kitchens, elevator shafts
or hallways need not be tested. These areas may be important
for diagnostic testing if elevated levels of radon are found. In
addition, rooms that are not now frequently-occupied but will
be in the future should be tested.
When placing detectors, room size is also a factor. For larger
school rooms, one detector per 2000 square feet of floor area is
For additional information on this
subject, see Section II.C of the EPA
guidance document, "Radon
Measurement in Schools—Revised
Edition" (pages 9 and 10).
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Radon Measurement in Schools: Self-Paced Training Workbook
Before beginning the testing, it is
important to develop a floor plan
clearly showing which rooms are to
be tested.
Figure 4-1: Slab-on-grade— A
room on a slab-on-grade foundation
should be tested if it is frequently-
occupied.
recommended. This would not be an issue in a typical
classroom that is usually less than 1000 square feet, however,
the size of auditoriums, cafeterias, and other large spaces must
be calculated to determine the appropriate number of
measurement devices.
The following are frequently occupied rooms that need to be
tested:
• basement classrooms and offices
• rooms above enclosed crawl spaces
• rooms on the ground floor over a slab
• rooms built into the side of a hill with walls in contact
with the earth
Three common foundation types that may exist under all or
parts of a school (slabs-on-grade, crawl spaces, and
basements) are shown and described in the Figures 4-1,4-2,
and 4-3.
Many schools have different foundation types in different
parts of the school; for example, part of a school was built with
a basement foundation and other areas were built with a slab-
on-grade foundation. In addition, interior areas of the school
may be separated by structural walls or may have an open
floor plan. Because of these differences between areas within
a school, it is important for the school official planning the
testing program to evaluate each room or area to determine
whether it is an appropriate to testing location.
Frequently occupied
rooms with a slab-on-grade
foundation should be tested
Page 38
-------
Unit 4—WJjal Rooms to Tesi
Frequently occupied
rooms over enclosed
crawl spaces should be tested
On sloping sites, some rooms above
basements may have walls in contact
with the soil—if frequently occupied,
such rooms should be tested
Frequently occupied
basement rooms
should be tested
Figure 4-2: Crawl space—
A frequently-occupied room on a
crawl space foundation should be
tested if the room is directly above
the crawl space and if the crawl space
is enclosed. If the crawl space is
completely open on at least one side
to the outdoor air—without any
wall, door, or barrier—consider this
room or area to be essentially above
ground on stilts. Therefore, it need
not be tested.
Figure 4-3: Basement—Radon
measurements should be conducted
in all frequently-occupied basement
rooms. Some schools are built on a
slope so that there are rooms in the
school that are at a higher grade than
the basement but have walls with
some contact with the ground.
Other rooms may be directly above
basement rooms and still have a wall
with some ground contact. All
rooms above a basement level that
have at least one wall with
substantial ground contact should be
tested for radon.
Page 39
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Radon Measurement in Schools: Self-Paced Training Workbook
Page 40
Research indicates that radon levels on upper floors are not
likely to exceed the level found in ground contact rooms.
Testing rooms on the ground contact floor is sufficient to
determine if there is a problem in a school. Also, if remedial
action reduces radon levels on the ground floor, radon levels
in the upper floors will also be reduced.
Activity 4-1
1. The six rooms shown in Figure 4-3 are identified by a
letter. Indicate which rooms you will test.
2. List the types of rooms that will require testing in your
own facility.
3. List the types of rooms that you may not wish to test in
your own facility.
4. Indicate the foundation types used in your own facility
(slab-on-grade, crawl space, basement, or a combination
of these).
-------
Unit 4—What Rooms to Test
Placing Detectors in a Room.
The detectors should be placed in an area of the room, where
they will measure a representative sample of indoor air for
that room. A checklist for device placement is shown in the
box below.
Locations on an inside wall and away from vents are usually a
good choice. Some detectors may be hung from tacks on
walls/bulletin boards or from ceilings while other types may
be placed on the upper shelves of a bookcase.
Since the detectors will be opened simultaneously or as close
in time as is reasonable and possible, each room should be
checked ahead of time for a good location, and the teacher or a
frequent user of that room should be aware of the detector. In
addition, the materials necessary for placement of the detectors
should be in hand and the school official placing the detectors should
be familiar with and have practiced the deployment and retrieval
procedures.
Detector Placement Checklist
Q Place detectors away from drafts caused by heating,
ventilating vents, air conditioning vents, fans, doors,
and windows. At least three feet from doors and windows
and preferably farther will help ensure that drafts do
not interfere with the measurement.
Q Place detectors where they will not be touched or
covered. Some types of devices will not yield a correct
result if they are dropped, and many will not operate
at all if there is no open air around them.
Q Place detectors away from direct sunlight.
Q Place detectors away from sources of humidity (avoid
placing near sinks, aquariums, or showers).
Q At least one detector should be placed for every 2000
square feet of floor area if there are large areas to be
tested.
Q Place detectors at least 20 inches from the floor and
4 inches from other objects.
Q Place detectors away from outside/exterior walls of
the building.
For additional information on this
subject, see Section II.C of "Radon
Measurement in Schools—Revised
Edition" (page 10)—the EPA guidance
document.
You may need strong adhesive tape,
scissors, thumb tacks, string etc. to
properly place a detector
Activated charcoal devices will
absorb the moisture in humid air.
The presence of water on the
activated charcoal device will affect
the accuracy of its measurement so
avoid placing them near sources of
moisture.
Page 41
-------
Radon Measurement in Schools: Self-Paced Training Workbook
Place detectors about every 2,000
square feet for large spaces.
See Figure 4-7 and 4-8 for the
location of these cross sections on the
building floor plan.
Activity 4-2
A typical two-level school is shown in cross section and floor
plan drawings on this and the facing page. A cross section
shows a side view of a building that has been cut through to
reveal what is inside. A floor plan shows a top view of a
building with the roof taken off. If it is a multistory building,
the plan view looks at a particular floor with all the floors
above removed. The three cross sections on this page (Figures 4-4,
4-5, and 4-6) correspond to the section lines on the two floor plans
(Figures 4-7 and 4-8). To assist you with determining the
appropriate number of detectors per school room, dimensions
are given so that the floor area of a particular room can be
calculated if necessary.
After examining the floor plans and cross sections, indicate on
the plans which rooms require measurement devices and how
many detectors are required in each room.
<0^'
V£L?£ t
Classroom
Crawl space
i?."- ~"" < '* ,
Classroom
Classroom
Figure 4-4: Cross section A-A' of part of a typical school.
^-%
- %'»,t«.
^XoX'i.
^-^;
Classroom
Multipurpose
Classroom
Classroom
Figure 4-5: Cross section B-B' of a typical school.
* ~t ~
v i,-.-**,-
sy < ;-<,
Offices
Multipurpose
Gymnasium
Figure 4-6: Cross section C-C' of a typical school.
Page 42
-------
Unit 4^-What Rooms to Test
The dashed lines on this plan correspond to the
cross sections in Figures 4-4, 4-5, and 4-6.
i — ^ A (cross section A-A') i — ^ B (cross section B-B1)
•."<*;
t - '"-v, •.-
25ft.,
1 '' "!' =ft=
| "
<
I "
1
25 ft. "lAjiAJ*"
1 =LvAAj*=
1
r/">vh -»
i
,, ', ,
1 Crawl Space
1
1
1
n r\ 1
1
I
Classroom Classroom
1
1
1
1
h 25 ft. «4-— j-25 ft.
L-M-
1
1 ' '
1
I Room
i
===ff==
— ^C (cross section C-C')
'
^
Multipurpose
Room
Classroom
25 ft.
Classroom
25 ft.
i
I
Classroom Classroom
1
1
1
1
—j-25 ft. 4- 25 ft. -
—VJUj
^UAAj
L-M-
J LAJ" LAJ'
E
i
Gymnasium
i
* / '
*
,
35
"
5£
1 LAJ LAJ
Figure 4-7: Lower level floor plan of a typical school. *
The dashed lines on this plan correspond to the
cross sections in Figures 4-4, 4-5, and 4-6.
i — ^ A (cross section A-A1) i — ^ B (crass section B-B1)
1
50 ft. «•!
— ^C (cross section C-C')
U— J sn ft -1
ft.
1
1
I
ft.
1_
— $-*=•
— |} —
=^p=
J~Y1
Classroom
C
VI U
assroom
Classroom
Classroom
Classroom
Classroom
rvi
n rs s\ r\ ^i r\
Classroom
25ft. »
Classroom
— |-25ft. -
Classroom
25 ft.
Classroom
25 ft. ~
Classroom
-—1-25 ft. «•
Classroom
25 ft. -
— n —
sc
•"•^
Offices
5
Gymnasium Below
(two story space)
35
55
Figure 4-8: Upper level floor plan of a typical school.
Page 43
-------
Radon Measurement in Schools: Self-Paced Training Workbook
Activity 4-3
A plan of a typical classroom is shown here. Indicate on
the plan where measurement devices could be placed in
the room. Indicate the proper height at which each
measurement device is placed as well.
Door with air return
vent above
Bookcase
o
Sink
CD CD D: CD D
Q: CD CD CD CD
CD CD CD CD CD
D] D CD CD CD
CD CD CD CD CD
m CD CD CD CD
r/
- File Cabinet
• Windows with air
supply vents beneath
Figure 4-9: Floor plan of a typical classroom.
Page 44
-------
Unit 4—What Rooms to Test
Unit Summary—What Rooms to Test
This unit describes the EPA guidance for choosing the best
locations for detectors, both in terms of the rooms and areas of
the school that should be tested and where to place devices
within a room.
• The EPA recommends that tests be made in those rooms
and areas that are frequently-occupied and have a floor
or a wall touching the ground or above an enclosed
crawl space, such as:
—basement classrooms and offices.
—rooms above enclosed crawl spaces.
—rooms on the ground floor over a slab.
—rooms built into the side of a hill with
earth contact walls.
0 If there are large areas to be tested, detectors should be
placed at least every 2000 square feet.
• Within the rooms to be tested, detectors should be
placed away from drafts, sunlight, or humidity.
• Detectors should be placed at least three feet from doors
and windows, and preferably farther.
• Detectors should be placed at least 20 inches from the
floor and 4 inches from other objects.
• Detectors should be placed away from outside (exterior)
walls of the building.
• Detectors should not be touched or moved during the
measurement.
Page 45
-------
Radon Measurement in Schools: Self-Paced Training Workbook
Correct Answers for Activity 4-1
1. The six rooms shown in Figure 4-3 are identified by letter.
Indicate which rooms you will test.
You should test rooms A, C, E and F. Rooms A and C have
some ground contact on the lower part of the exterior watt.
Rooms E and F are basement rooms.
2. List the types of rooms that will require testing in your
facility.
Typical answers:
Classrooms
Offices
Gymnasiums and auditoriums
Cafeterias
3. List the types of rooms that you may not wish to test in
your facility.
Typical answers:
Storage rooms and utility closets
Rest rooms
Corridors and stairwells
Elevator shafts
Locker rooms/showers
4. Indicate the foundation types used in your facility (slab-
on-grade, crawl space, basement, or a combination of
these).
Typical answers:
Slab-on grade
Crawl spaces
Basement
Page 46
-------
Unit 4—What Rooms to Test
Correct Answer for Activity 4-2:
Both multipurpose rooms
on the lower level require
devices since they are
occupied basement spaces
r+C
35ft.
55ft.
All classrooms on the lower
level require devices since
they are slab-on-grade
The gymnasium is a
slab-on-grade space and
requires two devices since the
floor area is over 2000 sq. ft.
Correct answer for Figure 4-7: Lower level plan of a typical school showing placement of detectors.
The four classrooms
above the crawl space
require devices
ft.
r
ft.
,
•
=j=
pi
\
j \
Jlfr
Classroom
1*
Classroom
•#•
Classroom
*•#•
Classroom
Classroom
1
rt r\ i n r\
Classroom
« 25 ft. — ••
l
Classroom
1
1
1
•«— 1-25 ft. »
1
Classroom
25 ft. — "
Classroom
•• 25 ft.
Classroom
m
s\ o
Classroom
-— l-25ft. -
Classroom
25 ft.
i->A' I— ^B1
All other classrooms and offices do not
Bp
Offices
F
(two story space)
'
35
1
1
1
require devices since they are over other
occupied spaces and have no direct contact
with "
Correct answer for figure 4-8: Upper level plan of a typical school showing placement of detectors.
Page 47
-------
Radon Measurement in Schools: Self-Paced Training Workbook
Correct Answer for Activity 4-3:
In addition to indicating where to place the detectors on the
plan, the participant should note that the detector must be
placed at least 20 inches above the floor.
-Avoid area near door
and air return vent
Suitable
locations
for devices
Suitable
locations
for devices
Avoid area near window
drafts, sunlight, and air
supply vents
Figure 4-9: Plan of a typical classroom showing several
suitable locations for placement of detectors. Only one detector
is required for this room.
.
Page 48
-------
Unit 5—Quality Assurance Measurements
UNIT 5
Quality Assurance
Measurements
Unit Overview
This unit reviews the EPA guidance for quality assurance as a
key component of a school radon testing program. Part of the
quality assurance activities include the performance of quality
assurance measurements which consist of using duplicate and
blank measurement devices.
Participant Objectives
Upon completion of this unit, students will be able to:
• Define quality assurance
• Cite the purpose of making duplicate measurements
• Cite the purpose of making blank measurements
• Describe how to make duplicate and blank
measurements as part of a school radon testing program
• Learn how to keep a written record of test locations and
detectors that were used in a testing program
Definitions
Quality assurance (QA) is an umbrella term that includes all
the activities done to make sure that the results from a testing
program are reliable (i.e., accurate and precise).
QA is a key component of your testing program. If high radon
levels are found, the decision to mitigate rests upon the quality
of the radon measurements. It is necessary to document your
quality assurance activities in case the results of the program
are questioned. This unit describes the basic elements of a
quality assurance program for school officials. The
For more information on Quality
Assurance measurements, see
Section F (page 14) of the EPA
guidance document "Radon
Measurement in Schools—Revised
Edition."
Use detectors from a RMP-listed
or state certified laboratory—
contact your State Radon Office
for more information.
Page 49
-------
Radon Measurement in Schools: Self-Paced Training Workbook
Appendix A on page A-l of this
document describes the quality
assurance plans for a device
manufacturer.
manufacturer of your measurement device will also have
their own QA program. The QA program conducted by school
officials is necessary, even if they are similar to those conducted by
the service providing the measurement device and their analysis.
The following should be the elements of a QA program for
school testing:
• Quality assurance measurements include duplicate
measurements to evaluate precision and blank
measurements help to evaluate accuracy.
• Record keeping includes careful use of the floor plan,
device placement log, device labels, and any other
record keeping associated with the testing program.
Each person responsible for any record keeping activity
should be trained ahead of time so that they understand
how and where to record information. A notebook
dedicated to the measurement program can be used for
recording significant events, corrective actions, dates,
and times.
• Chain-of-custody includes designating areas for
detector storage, persons authorized to handle devices,
and procedures for tracking detectors when they are
received from manufacturer, placed, retrieved, or stored
in another area or building.
• Corrective actions are taken when the results of the
quality assurance measurements are not within the
guidelines. Corrective actions should be authorized by
the manager of a testing program. The testing manager
should describe the corrective action in a notebook and
this description should be dated, initialed, and filed
with other records of the testing program.
Quality Assurance (QA) Measurements
QA measurements are part of quality assurance and are made
to check the operation of your detectors and measurement
program. QA measurements:
• include duplicates and blanks.
• are part of both initial and follow-up testing.
Page 50
-------
Unit 5—Quality Assurance Measurements
Duplicate Measurements
The purpose of duplicate measurements is to assess how well
two side-by-side measurements with the same type of device
agree with each other (precision).
Duplicate measurements have the following characteristics:
• They are made with paired detectors placed side-by-
side.
• Each detector measures the same indoor air
environment and, therefore, they should give similar
test results.
• They represent 10% of all the detectors deployed or 50
detectors whichever is less.
The pairs should be kept together during and after the
measurement (e.g., pairs stored and shipped back in the same
box).
The test result for a room where a duplicate pair was placed should
be the average of the duplicate pair.
On page 37 of Appendix E of EPA's guidance document, there are
11 steps that describe how to determine if the differences between
your duplicates are acceptable.
Blank Measurements
Blank measurements are made to determine:
• whether any radon or other type of background
contamination leaked into the detectors during
shipment or storage.
• whether there are problems with the calibration of the
laboratory equipment used to analyze your exposed
detectors.
• whether errors were made in recording and reporting
the laboratory results.
• if any other occurrence (dropping a box of detectors, for
y example) changed the way the detectors respond.
Blank measurements:
• are not exposed.
• should be stored with the other detectors before and
after deployment.
• should be included with each shipment to the
laboratory.
In more technical documents, quality
assurance measurements are referred
to as quality control measurements.
For a step-by-step procedure for
evaluating the results of blank and
duplicate measurements, see
Appendix E (pages 37-39) of the
EPA guidance document "Radon
Measurement in Schools—Revised
Edition."
Blank measurements should yield
results that are close to zero.
For more information on duplicate
and blank measurements, see Section
F (page 14) of the EPA guidance
document.
Page 51
-------
Radon Measurement in Schools: Self-Paced Training Workbook
• should be 5 percent of all the detectors deployed or 25
whichever is less.
All the results of the blanks should be less than 1 pd/L.
QA Measurements During Follow-up Testing
Blanks and duplicates should be part of both initial and follow-
up testing. Even if only a few follow-up measurements are
needed, a minimum of one pair of duplicates and one blank
should be part of follow-up testing.
Activity 5-1
Fill in the blanks.
1. Quality assurance includes.
2. Quality assurance measurements are made to_
3. The purpose of making duplicate measurements is to
assess , or how well
4. Duplicates should be placed in percent of all
measurement locations, or 50 total pairs, whichever is
less.
5. A purpose of blank measurements is to assess
, which can affect
6. Blank measurements should be made in percent
of the total number of devices placed, or 25, whichever
is less.
Page 52
-------
Unit 5—Quality Assurance Measurements
Activity 5-2
1. Mark which rooms on the floor plan in
Figure 5-1 will have duplicate
measurements. The classrooms marked
with stars on this floor plan are considered
frequently occupied rooms that are in
contact with the ground and, therefore,
should be tested. (Suggestion: Make a
duplicate measurement/or every ten
measurement locations—i.e., 10% of all testing
locations. If you have extra rooms after
assigning duplicate detectors at a rate of one
per 10 measurement locations, add one
additional duplicate detector.)
2. For Figure 5-1, randomly assign (but do
not place) blank devices to rooms that are
frequently occupied and in contact with
the ground (rooms with stars) that do not
contain duplicate measurements.
Remember that you do not use these
devices to test any room. However, you
do remove them from their packaging and
then immediately reseal them to give
them the appearance they have been
used. How many blank devices are
required for the school in Figure 5-1?
(Suggestion: Assign a blank measurement for
every twenty measurement locations. If you
have extra rooms remaining after assigning
blank detectors at a rate of one per 20 rooms,
add one additional blank detector.)
Classroom 10
Classroom 9
*
Classroom 7
#
Classroom 5
*
Classroom 3
*
Classroom 1
I Classroom 11 Classroom 13
Classroom 15
Classroom 17
Classroom 19
Classroom 21
Classroom 23
r '^ r^ ^ ^ ^ r^ ^
;;
!i £
7 ^
Classroom 8
*
Classroom 6
Classroom 4
Classroom 2
Classroom 12 Classroom 14
— * #
Classroom 16
#
Classroom 18
*
Classroom 20
*
Classroom 22
*
The classrooms marked with stars
on this floor plan are considered
frequently occupied rooms that are
in contact with the ground and,
therefore, should be tested. The
marked rooms are over crawl spaces
or slab-on-grade foundations, while
the unmarked rooms are over
basements.
Classroom 25
*
Classroom 27
*
Classroom 29
*
Classroom 31
*
^
\\
::
Classroom 24
*
Classroom 26
*
Classroom 28
*
Classroom 30
*
Classroom 32
*
Figure 5-1: Floor plan of school.
Page 53
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Radon Measurement in Schools: Self-Paced Training Workbook
A device placement log is provided
on page 45 of the EPA guidance
document "Radon Measurement in
Sdiools - Revised Edition." Make
copies of this log sheet when
preparing to test your school.
Record Keeping
Blanks and duplicates should:
• be noted by you on the Device Placement Log and Floor
Plan by serial number.
• not be labelled as blanks or duplicates on the detectors.
The analysis laboratory will therefore handle them just as they
handle the other detectors, and you will get an assessment of
accuracy and precision. This will require using fictitious start
dates and times for the blanks and duplicates.
Activity 5-3
1. You have labelled the location of Blanks (B) and
Duplicates (D) on the floor plan in Activity 5-2. "D"
indicates a duplicate. "B" indicates a blank. All rooms
containing a star on this floor plan will be tested.
Prepare a Device Placement Log (blank form on the next
page) that records each testing location, duplicate
measurement, and blank measurement.
An example of a completed Device Placement Log is
shown in Figure 5-3. For another example, turn to the
last two pages of EPA's guidance document and study
how the duplicates and blanks on the sample floor plan
were recorded on the first two columns of the sample
device placement log.
2. What steps are necessary to prepare your Device
Placement Log for the lab that will analyze the detectors
recorded on this log. (For guidance on what to do, see
steps 22-25 on page 44 of EPA's guidance document.
These steps are part of the Procedural Checklist for
Radon Testing on page 40 of the guidance document.)
Page 54
-------
Unit 5—Quality Assurance Measurements
SCHOOL:
Room #/Name
Location
Serial #
Start
Date
Start
Time
Stop
Date
Stop
Time
Comments
Result
NAME:
Page 55
-------
Radon Measurement in Schools: Self-Paced Training Workbook
Figure 5-3: Example of Completed Device Placement Log
SCHOOL:
Example
Room #/Name
Classroom 100
Classroom 102
Classroom 103
Classroom 104
duplicate
Classroom 105
Classroom 106
Class room 107
Classroom 108
Classroom 109
Classroom 112
duplicate
Classroom 113
Classroom 116
Classroom 118
Classroom 201
Classroom 202
Classroom 204
Classroom 205
duplicate
Classroom 206
Classroom 207
Classroom 208
blank
Classroom 209
Classroom 301
Classroom 302
Classroom 303
Office
duplicate
Location
teacher's desk
teacher's desk
top of lockers
top of lockers
teacher's desk
teacher's desk
top of lockers
top of lockers
top of lockers
top of filing cabinet
top of filing cabinet
on fire ext. case
south wall shelves
on fire ext. case
on fire ext. case
top bookshelf
top bookshelf
bookshelf
teacher's desk
filing cabinet
bookshelf
teacher's desk
teacher's desk
teacher's desk
teacher's desk
Serial #
SL456
SL967
SL228
SL725
SL178
SL936
SL478
SL934
SL225
SL632
SL716
SL833
SL221
SL037
SL309
SL102
SL993
SL687
SL063
SL005
SL912
SL687
SL445
SL781
SL567
SL402
SL780
SL693
SL694
SL005
Start
Date
11/8/93
11/8/93
11/8/93
11/8/93
1 1/8/93
11/8/93
11/8/93
11/8/93
1 1/8/93
1 1/8/93
11/8/93
11/8/93
1 1/8/93
1 1/8/93
11/8/93
1 1/8/93
11/8/93
11/8/93
1 1/8/93
1 1/8/93
11/8/93
11/8/93
11/8/93
11/8/93
11/8/93
11/8/93
11/8/93
1 1/8/93
11/8/93
11/8/93
Start
Time
6:22 am
6:23 am
6:25 am
6:29 am
6:32 am
6:35 am
6:38 am
6:42 am
6:53 am
6:55 am
7:01 am
7:05 am
7:10 am
7:1 2 am
7:15 am
7:19 am
7:21 am
7:25 am
7:30 am
7:32 am
7:35 am
7:40 am
7:43 am
7:47 am
7:50 am
7:55 am
7:59 am
8:05 am
8:09 am
8:15 am
Stop
Date
11/12/93
11/12/93
11/12/93
11/12/93
11/12/93
11/12/93
11/12/93
11/12/93
11/12/93
11/12/93
11/12/93
11/12/93
11/12/93
11/12/93
11/12/93
11/12/93
11/12/93
11/12/93
11/12/93
11/12/93
11/12/93
11/12/93
11/12/93
11/12/93
11/12/93
11/12/93
11/12/93
11/12/93
11/12/93
11/12/93
Stop
Time
6:15 am
6:17 am
6:21 am
6:25 am
6:28 am
6:32 am
6:40 am
6:45 am
6:48 am
6:52 am
6:58 am
7:05 am
7:07 am
7:10 am
7:13 am
7:1 7 am
7:21 am
7:24 am
7:28 am
7:33 am
7:36 am
7:41 am
7:45 am
7:48 am
7:53 am
7:59 am
8:03 am
8:10 am
8:14 am
8:1 9 am
Comments
label was retaped on
Result
1.7
3.2
0.7
0.5
1.0
5.3
3.4
1.3
1.5
3.9
5.7
6.0
2.5
4.2
1.4
7.5
2.3
0.8
2.1
1.5
5.6
4.5
1.7
0.2
1.2
2.5
0.9
3.1
5.1
4.3
NAME:
Page 56
-------
Unit 5—Quality Assurance Measurements
Corrective Action Based on the Results of QA
Measurements
If you have questions while interpreting your QA results,
contact your State Radon Office listed in the EPA guidance
document on page 28.
If after following the procedure on page 37 of the EPA
guidance document, you determine that your:
1. Duplicate measurements are not precise—in other
words, the average of the relative percent differences
(ARPD) is greater than 25% and/or
2. Blank measurements are not accurate—in other words,
one or more blanks had a value greater than 1.0 pCi/L.
ACTION: If the quality of the measurements is
questionable, contact the analyzing laboratory and
request assistance in determining if there is a problem
and if any retesting is necessary.
Figure 5-4: Duplicate Log
SCHOOL:
M
M>4?
RPD
Activity 5-4
1. Transfer the results of the
duplicates on the completed
Device Placement Log (Figure
5-3) onto the Duplicate Log
(Figure 5-4) following steps 1
and 2 on page 37 of EPA's
guidance document "Radon
Measurement in Schools -
Revised Edition."
2. Using the completed
Duplicate Log, evaluate the
precision of these duplicate
measurements following steps
3 through 11 on page 37 and
38 of EPA's guidance
document. Based upon your
evaluation, do your results
show adequate precision?
For an example, see step 10 on
page 38 of EPA's guidance
document Radon Measurement
in Schools - Revised Edition.
Page 57
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Radon Measurement in Schools: Self-Paced Training Workbook
Unit Summary - Quality Assurance
Measurements
Quality assurance is defined as all those activities that are
done to verify that radon test results are reliable. This
includes:
• careful record keeping.
• chain-of-custody.
• quality assurance measurements.
• corrective actions.
Quality assurance measurements consist of:
• duplicates, made to assess precision, or how well two
side-by-side measurements agree.
• blanks, used to assess accuracy.
If the results of duplicates or blanks are not within the limits
presented in Appendix E of the EPA schools guidance, the
testing manager should contact the analysis laboratory for
assistance. It may be necessary to take corrective action.
Corrective action may consist of:
• retesting if the average relative percent difference
(ARPD) is greater than 25%.
• retesting if one or more blanks are greater than
1.0 pCi/L.
Page 58
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Unit 5—Quality Assurance Measurements
Correct Answers for Activity 5-1
Fill in the blanks.
1. Quality assurance includes all the activities done to
make sure the results from a radon testing program are reliable.
1. Quality assurance measurements are made to check
the operation of your detectors and measurement program.
3. The purpose of making duplicate measurements is to
assess precision , or how well two side-by-side
measurements avree
4. Duplicates should be placed in 10 percent of all
measurement locations, or 50 total pairs, whichever is
less.
5. A purpose of blank measurements is to assess
background radiation . which can affect
accuracy
6. Blank measurements should be made in 5 percent of
the total number of devices placed, or 25, whichever is
less.
Page 59
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Radon Measurement in Schools: Self-Paced Training Workbook
Correct Answers for Activity 5-2
1. Mark which rooms on the floor plan in Figure 5-1 will
have duplicate measurements. The classrooms marked
with stars on this floor plan are considered frequently
occupied rooms that are in contact with the ground and,
therefore, should be tested. (Suggestion: Make a duplicate
measurement for every ten measurement locations—i.e., 10% of
all testing locations. If you have extra rooms after assigning
duplicate detectors at a rate of one per 10 measurement
locations, add one additional duplicate detector.)
Since there are 24 measurement locations, there should be
three rooms that will receive duplicate devices (i.e. one for
every 10 measurement locations and one for the four extra
rooms). These are marked with a "D" on the floor plan on the
next page.
2. For Figure 5-1, randomly assign (but do not place) blank
devices to rooms that are frequently occupied and in
contact with the ground (rooms with stars) that do not
contain duplicate measurements. Remember that you do
not use these devices to test any room. However, you do
remove them from their packaging and then immediately
reseal them to give them the appearance they have been
used. How many blank devices are required for the
school in Figure 5-1? (Suggestion: Assign a blank
measurement for every twenty measurement locations. If you
have extra rooms remaining after assigning blank detectors at a
rate of one per 20 rooms, add one additional blank detector.)
Since there are 24 measurement locations, there should be
two blank devices (i.e. one blank for every 20 testing locations plus
one for the four extra rooms). Although blank devices are not
placed in a testing location, they show up on the floor plan.
This helps to ensure that they will be incorporated into the
device placement log.
Page 60
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Unit 5—Quality Assurance Measurements
Classroom 10 I
Classroom 9
*
Classroom 7
*
Classroom 5
Classroom 3
Classroom 1
*F
h
? \
b J
P S
b
i ^i
D
Classroom 12
*
Classroom 14
*
Classroom 1 6
*
Classroom 18
*
Classroom 20
*
Classroom 22
ITze classrooms marked with stars
on this floor plan are considered
frequently occupied rooms that are
in contact with the ground and,
therefore, should be tested. The
marked rooms are over crawl spaces
or slab-on-grade foundations, while
the unmarked rooms are over
basements.
Classroom 25
Classroom 27
Class room 29
Classroom 31
Classroom 24
Classroom 26
B
Classroom 28
*
Classroom 30
Classroom 32
Correct answers for Activity 5-2: Duplicate device placement for floor plan of school.
Page 61
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Radon Measurement in Schools: Self-Paced Training Workbook
Correct Answers for Activity 5-3
1. You have labelled the location of Blanks (B) and
Duplicates (D) on the floor plan in Activity 5-2. "D"
indicates a duplicate. "B" indicates a blank. All rooms
containing a star on this floor plan will be tested.
Prepare a Device Placement Log (blank form on the next
page) that records each testing location, duplicate
measurement, and blank measurement.
An example of a completed Device Placement Log is
shown in Figure 5-3. For another example, turn to the
last two pages of EPA's guidance document and study
how the duplicates and blanks on the sample floor plan
were recorded on the first two columns of the sample
device placement log.
See completed Device Placement Log on next page. Note, you
may have selected different rooms for your duplicates and
blanks; however, the labelling of duplicates and blanks should
be similar informal to the workbook's example.
These log sheets can serve as a guide while placing
and retrieving detectors.
2. What steps are necessary to prepare your Device
Placement Log for the lab that will analyze the detectors
recorded on this log. (For guidance on what to do, see
steps 22-25 on page 44 of EPA's guidance document.
These steps are part of the Procedural Checklist for
Radon Testing on Page 40 of the guidance document.)
Make a copy of the Device Placement Log with the Room#/
name and Location columns covered. Include this special
copy with the detectors mailed to the laboratory for analysis.
This special copy of your log sheet keeps the identities of the
duplicates and blanks masked from the lab. Since the QA
measurements are—in part—a check on the lab analyzing
your results, the lab cannot identify which detectors are
blanks (i.e., which detectors should have test results close to
or equal to zero) and which detectors are duplicates (i.e.,
which detectors should have very similar test results).
Page 62
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Unit 5—Quality Assurance Measurements
Correct answers for Activity 5-3: Device Placement Log
SCHOOL:
Figure 5-1
Room #/Name
Classroom 1
Classroom 2
Classroom 3
Classroom 4
Classroom 5
Classroom 6
Classroom 7
Classroom 8
Classroom 9
Classroom 12
D
Classroom 13
Classroom 1 6
Classroom 1 8
Classroom 20
Classroom 22
Classroom 24
Classroom 25
D
Classroom 26
Classroom 27
Classroom 28
B
Classroom 29
Classroom 30
Classroom 31
Classroom 32
B
Location
teacher's desk
teacher's desk
top of lockers
top of lockers
teacher's desk
teacher's desk
top of lockers
top of lockers
top of lockers
top of filing cabinet
duplicate
top of filing cabinet
on fire ext. case
south wall shelves
on fire ext. case
on fire ext. case
top bookshelf
top bookshelf
duplicate
bookshelf
teacher's desk
filing cabinet
blank
bookshelf
teacher's desk
teacher's desk
teacher's desk
blank
Serial #
Start
Date
Start
Time
Stop
Time
Comments
r "\
Note: This partially completed
device placement log is based on the
floor plan on page 61. The order in
which you listed classrooms and
selected locations for duplicates and
blanks may differ. However, the
manner in which duplicates and
blanks were listed should be similar.
For example, classroom 12 identifies
the first duplicate and the entry
below it identifies the second
duplicate. Although blanks are not
actually placed in rooms marked
B , they are listed in these rooms
for record keeping purposes.
V J
Result
NAME:
Page 63
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Radon Measurement in Schools: Self-Paced Training Workbook
Correct Answers for Activity 5-4
1. Transfer the results of the duplicates on the completed
Device Placement Log (Figure 5-3) onto the Duplicate Log
(see the adjacent blank form). Follow steps 1 and 2 on
page 37 of EPA's guidance document.
See completed Duplicate Log below.
2. Using the completed Duplicate Log, evaluate the
precision of these duplicate measurements following
steps 3 through 11 on page 37 and 38 of EPA's guidance
document. Based upon your evaluation, do your results
show adequate precision? For an example, see step 10 on
page 38 of EPA's guidance document Radon Measurement in
Schools - Revised Edition.
Based upon the duplicate analysis below, the average relative
percent difference is 11.1%. This indicates that the duplicates
show adequate precision.
Correct answers for Figure 5-4: Duplicate Log
SCHOOL:
D1
0.5
5.7
2.1
5.1
D2
1.0
6.0
1.5
4.3
M
.75
5.9
1.8
4.7
M>4?
X
X
N = 2
RPD
5.1 %
17.0%
TRPD = 22.1 %
ARPD = TRPD / N = 22.1 72=11.1%
Page 64
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Unit 6—Implementation of the School Radon Testing Program
UNIT 6
Implementation of the
School Radon Testing Program
Unit Overview
This unit presents an overview of a radon testing program for
a school. The Procedural Checklist in Appendix F (page 40) of
the EPA guidance document is applied to a case-study school
and/or the participant's own school. This checklist is a
blueprint for a testing program, from the initial planning
phases through deployment and retrieval. Highlights of this
procedural checklist are provided at the end of this unit.
Participants may record notes and pertinent information from
their own school or the school in the case-study on the
abbreviated procedural checklist in this unit.
Participant Objectives
After the completion of this unit, participants will be able to
demonstrate their familiarity with and understanding of the
guidance for radon testing in schools by doing the following:
• planning a testing program,
• documenting the deployment of detectors on a floor
plan,
• employing proper record-keeping on a Device
Placement Log,
• documenting the placement and retrieval of the
detectors, and
• preparing the Device Placement Log Sheet for the
laboratory analysis.
Page 65
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Radon Measurement in Schools: Self-Paced Training Workbook
Case Study of an Elementary School
This is a one-story, 15,000-square-foot elementary school with
eight classrooms. This elementary school was built in 1959,
with brick veneer and masonry and slab-on-grade construction.
The floor plan is shown in Figure 6-1. This school was
measured in 1990 (using EPA's interim guidance). This floor
plan can be used as an example in order to complete the
checklist on the following pages.
Classroom
107
1
M 1 W
L ^
Classroom
105
Classroom
103
Classroom
101
h t
Kindergarten
108
-\r
Conf.
Classroom
106
Classroom
104
^u
Classroom
102
2
Figure 6-1: Floor Plan of Case Study School
Page 66
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Unit 6—Implementation of the School Radon Testing Program
Preparing for Radon Testing
Use the floor plan you have brought with you or the case
study that is presented on the previous page to complete the
checklist below (as much as possible). Additional device
placement log sheets are provided at the end of this unit.
Step A: Using a Measurement Service
The first step of a measurement program is to select the type of
measurement device that you are going to use and the device
manufacturer (primary service) that will provide these
devices. Call your State Radon Office or EPA Regional Office
for a current listing of RMP-listed or State-certified device
manufacturers (primary services)—See Appendix A of EPA's
guidance document for phone numbers.
Step B: Planning a Testing Program
The following is an abbreviated version of the procedural
checklist from Appendix F (pages 40-44) of EPA's guidance
document:
1. Document the month, approximate date, and day of
the week you plan to begin the measurements here:
Document the planned retrieval date here:
2. Number of rooms to be tested:
Total number of measurement devices (including
duplicate and blank devices):
3. Contact your State Radon Office to see if your device
meets proficiency requirements.
4. Complete the floor plan, marking each room to receive
a detector.
5. Prepare the Device Placement Logs.
For information on selecting a
device manufacturer, refer to
page 73 (Appendix A) of this
workbook.
Complete as much of the procedural
checklist as you can.
To help you with steps B-F, a
detailed checklist on the radon
testing procedure can be found on
pages 40-44 of EPA's guidance
document which describes each of
these steps in detail.
You may want to notify the lab
analyzing the detectors that a
large number of detectors may be
sent at one time. This will give
the lab time to prepare to handle
a large number of detectors.
Page 67
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Radon Measurement in Schools: Self-Paced Training Workbook
You may want to consider
encouraging parents of students to
test their home for radon. Refer
parents to their State Radon Office
for information on testing a home for
radon,
Your State Radon Office may have
educational materials on radon that
are appropriate for your students.
Q 6. Note on the floor plan which rooms should receive
duplicates.
7. Complete the floor plan with notations for blanks.
8. Read actual directions for your device supplied by the
manufacturer of your device.
Step C: Deploying the Measurement Devices
Q 9. Briefly describe meetings, informational materials and
presentations that you plan to use to notify students
and staff of testing.
Q 10. Complete the first four columns of the log sheet for the
first three detectors before you place any detectors.
11. Remember to intersperse locations for duplicates and
blanks on the log sheet (see steps 13 and 16 below).
12. Complete the log sheet for deployment dates and
times.
Q 13. Note duplicates on the log sheet.
14. Record duplicate serial numbers and times on the log
sheet.
Q 15. Record serial numbers of blanks on the log sheet but
do not deploy them.
Q 16. Note blanks on the log sheet and give them a fictitious
time on the log sheet.
Q 17. Note start dates and times on the device label if the
device has a label.
Page 68
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Unit 6—Implementation of the School Radon Testing Prograr,
Step D: Record Keeping During Testing
Q 18. Note any unusual weather events during testing.
Step E: Retrieving the Measurement Devices
Q 19. Read manufacturer's instructions regarding device
retrieval.
20. Check location and serial number of each device
against what is recorded on the log sheet and note any
discrepancies on the log sheet.
21. Record the date and time of retrieval for your
detectors.
Step F: Preparing the Device for Analysis
Q 22. Break seals on blank detectors, reseal, and mix in with
other detectors before shipping.
Q 23. Before shipping, make sure all necessary information
for each device has been recorded.
Q 24. Make a special copy of the log sheet for the analyzing
laboratory by covering the "Room #/Name" and
"Location" columns with the blank piece of paper
before copying. This special copy of your log sheet
keeps the identities of the duplicates and blanks
masked from the lab.
Q* 25. Include this special copy of the log sheet with the
shipment of detectors that were deployed in the
school.
After being opened and exposed to
indoor air, activated charcoal
detectors and liquid scintillation
detectors should be mailed to the
laboratory analyzing the detectors
within a day after completion of the
test.
Make sure activated charcoal
detectors and charcoal liquid
scintillation detectors reach the lab
within 2-3 days.
Page 69
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Radon Measurement in Schools: Self-Paced Training Workbook
Unit Summary - Implementation of the School
Radon Testing Program
This unit provides a walk-through of events in the planning
and execution of a radon testing program. The selection of a
measurement device, decisions on the rooms to be tested,
locations in the rooms to be tested, and times for testing are
covered for an actual school. The unit reviews all the steps
associated with radon testing in a school building including
documentation that is necessary for a successful program.
Page 70
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Unit 6—-Implementation of the School Radon Testing Program
1 Device Placement Log SCHO
Room #/Name
Location
Serial #
Start
Date
Start
Time
Stop
Date
OL:
Stop
Time
Comments
Result
NAME:
Page 71
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Radon Measurement in Schools: Self-Paced Training Workbook
Device Placement Log SCHOC
Room #/Name
Location
Serial #
Start
Date
Start
Time
Stop
Date
3L:
Stop
Time
Comments
Result
NAME:
Page 72
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Appendix A—Elements of Qualify Assurance Plans
APPENDIX A
Quality Assurance Plans for
Device Manufacturers
Primary services (i.e., an organization that offers radon testing
devices) provide the detector and its analysis. These
organizations should adhere to quality assurance plans (QAP)
that include the following elements.
• calibration of their measurement system, in terms of
where, how often, and by whom their equipment is
calibrated, and by citing recent calibration results.
• chain-of-custody (detector tracking) procedures.
• routine instrument performance checks (daily or less
frequent checks of analytical equipment at the
laboratory), and where, how, and by whom the results
of these checks are recorded.
• quality assurance management, including the name of
the quality assurance officer and how he or she fits into
the organization's management structure.
• assessing the inherent error in their measurements via
the use of duplicates, blanks, and spikes (procedures
should be specific in terms of the frequency, locations,
and numeric goals for the results of these
measurements).
• corrective action, for situations such as when the results
of duplicates, blanks, or spikes do not meet the goals;
for when detectors are damaged, returned late; or there
are other problems.
Important information on selecting a
measurement service, evaluating
proposals, and developing a contract
can be found on pages 32 and 33 of
the EPA guidance document.
Primary Services offer and
analyze detectors.
Secondary services place and
retrieve detectors.
Page 73
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