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United States
Environmental Protection
Agency
Air Pollution Training Institute
MD20
Environmental Research Center
Research Triangle Park NC 27711
EPA 450/2-80-003
February 1980
Air
APTI
Course 450
Source Sampling
for Particulate
Pollutants
Instructor's Guide
By
G. J. Aldina
and
J. A. Jahnke, Ph.D.
IRM Development
by
J. Henry
Northrop Services, Inc.
P.O. Box 12313
Research Triangle Park, NC 27709
Under Contract No.
68-02-2374
EPA Project Officer
R. E. Townsend
United States Environmental Protection Agency
Office of Air, Noise, and Radiation
Office of Air Quality Planning and Standards
Research Triangle Park, NC 27711
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Notice
This is not an official policy and standards document. The opinions, findings, and
conclusions are those of the authors and not necessarily those of the Environmental
Protection Agency. Every attempt has been made to represent the present state of
the art as well as subject areas still under evaluation. Any mention of products or
organizations does not constitute endorsement by the United States Environmental
Protection Agency.
Availability of Copies of This Document
This document is issued by the Manpower and Technical Information Branch, Con-
trol Programs Development Division, Office of Air Quality Planning and Standards,
USEPA. It is for use in training courses presented by the EPA Air Pollution Training
Institute and others receiving contractual or grant support from the Institute.
Schools or governmental air pollution control agencies establishing training programs
may receive single copies of this document, free of charge, from the Air Pollution
Training Institute, USEPA, MD-20, Research Triangle Park, NC 27711. Others may
obtain copies, for a fee, from the National Technical Information Service, 5825 Port
Royal Road, Springfield, VA 22161.
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POLLUTION TRAINING INSTITUTE
MANPOWER AND TECHNICAL INFORMATION BRANCH
CONTROL PROGRAMS DEVELOPMENT DIVISION
OFFICE OF AIR QUALITY PLANNING AND STANDARDS
The Air Pollution Training Institute (1) conducts training for personnel working on the develop-
ment and improvement of state, and local governmental, and EPA air pollution control programs,
as well as for personnel in industry and academic institutions; (2) provides consultation and other
training assistance to governmental agencies, educational institutions, industrial organizations, and
others engaged in air pollution training activities; and (3) promotes the development and improve-
ment of air pollution training programs in educational institutions and state, regional, and local
governmental air pollution control agencies. Much of the program is now conducted by an on-sile
contractor, Northrop Services, Inc.
One of the principal mechanisms utilized to meet the Institute's goals is the intensive short term
technical training course. A full-time professional staff is responsible for the design, development,
and presentation of these courses. In addition the services of scientists, engineers, and specialists
from other EPA programs governmental agencies, industries, and universities are used to augment
and reinforce the Institute staff in the development and presentation of technical material.
Individual course objectives and desired learning outcomes are delineated to meet specific program
needs through training. Subject matter areas covered include air pollution source studies, atmos-
pheric dispersion, and air quality management. These courses are presented in the Institute's resi-
dent classrooms and laboratories and at various field locations.
R. Alan Schueler
Program Manager
Northrop Services, Inc.
,/James A. Jahme
' Technical Director
Northrop Services, Inc.
Jean jfSchueneman
Chief, Manpower & Technical
Information Branch
in
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TABLE OF CONTENTS
INTRODUCTORY MATERIALS
Course Description ^
Background, Origin, and Philosophy •*•
Instructions for Preparation and Presentation of Course
Checklist of Activities for Presenting the Course 10
Course Goals and Objectives 12
Laboratory Equipment List 14
Sample - Course Agenda 16
Pre-Test; Answer Sheet; Answer Key 19
Post-Test; Answer Sheet; Answer Key 32
Solutions to Additional Problems Given as Homework 45
LECTURE 1 - Welcome and Registration 51
LECTURE 2 - Introduction to Source Sampling 57
LECTURE 3 - EPA Method 5 Sampling Train 65
LECTURE 4 - Discussion of Laboratory Exercises 73
LECTURE 5 - Isokinetic Source Sampling 85
LECTURE 6 - Isokinetic Rate Equation 93
LECTURE 7 - Review of Reference Methods 1-4 105
LECTURE 8 - Calculation and Interpretation of % Isokinetic 121
LECTURE 9 - Sampling Train Configurations:
Definition of a Particulate 131
LECTURE 10 - Discussion of Source Sampling Exercises 137
LECTURE 11 - Concentration Corrections and Problem Session 145
LECTURE 12 - Literature Sources 153
LECTURE 13 - The F-Factor Method 159
LECTURE 14 - Calculations Review: RM5 Clean-up Procedures;
Pre-Test Review; Discussion of Laboratory Results 167
LECTURE 15 - Error Analysis 171
LECTURE 16 - Source Sampling Quality Assurance and Safety on Site • • . • 177
LECTURE 17 - Particle Sizing Using a Cascade Impactor 187
LECTURE 18 - Transmissometers 199
LABORATORY INSTRUCTIONS
MONDAY LABORATORY - Fundamental Measurement 207
TUESDAY LABORATORY - Orsat Operation 213
WEDNESDAY LABORATORY - RMS Testing 221
Photographs of Lab Equipment 225
HANDOUTS 231
iv
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INTRODUCTORY MATERIALS FOR
COURSE 450 - SOURCE SAMPLING FOR PARTICIPATE POLLUTANTS
This Instructor's Guide is to provide you as Course Moderator with assistance
in the preparation and presentation of Course #450 - Source Sampling for
Particulate Pollutants. It will provide you with guidelines, instructions and
some general information that should facilitate your efforts in staging this
course.
I. Course Description
Course 450 - Source Sampling for Particulate Pollutants is designed as a
four and one half day laboratory course for students of science and
engineering background. The course presents the principles and techniques
necessary for performing isokinetic source sampling procedures for particulate
matter given in the EPA Reference Method 5 of the Federal New Source
Performance Standards. It should prepare engineers and technicians to
perform and/or evaluate a particulate source test. Lectures cover formulas
describing basic fluid dynamics involved in isokinetic sampling and students
are given experience in problem solving and application using EPA Reference
Methods 1, 2, 3, 4, and 5. Laboratory exercises are designed to familiarize
students with the proper use and calibration of source sampling equipment.
Students perform a source test, make all calculations, and report results.
Major topics include:
Basic Theories
Description and Analysis of Source Sampling Equipment
Explanation of EPA Method 1-5
Source Sampling Calculations
Isokinetic Source Sampling Principles
Gas Velocity, Molecular Weight, and Volumetric Flow
Rate Measurement
Laboratory Particulate Source Test
Introduction to Alternate Methods of Particulate Analysis
II. Background, Origin, and Philosophy
The Environmental Protection Agency Air Pollution Training Institute
(APTI) provides courses in air pollution control technology, ambient and
source monitoring, and air quality management. In July, 1976 Northrop
Services, Inc. was contracted to both present Training Institute courses
and to provide support and technical services for the Institute as a whole.
Source sampling and other laboratory courses of particular importance
to governmental and industrial personnel concerned with air pollution
problems received early efforts of instructional development to design the
best possible training experiences for the students. This required
thorough examination of both the materials for instruction and an
examination of the characteristics of the student audience. From such
studies, the courses have been revised and developed to provide training
that enables every student to achieve the specific course objectives.
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The demographic characterization of students attending source sampling
classes has shown the following:
Employer
Federal EPA
Other Federal
State Government
Local Government
Industry
Consultant
Other
Occupation
Administrator
Chemist
Engineer
Ind. Hygenist
Phys. Scientist
Sanitarian
Technician
Other
TABLE I
TABLE II
Course 450
16%
5
12
14
45
6
2
Course 450
3%
14
44
1
3
3
28
4
TABLE III
Educational
Background
Course 450
High School
Bachelor
Master
PhD
Years
Experience
TABLE IV
0-1 years
2-4
5-7
8-10
> 10
24%
56
18
2
Course 450
48%
31
15
3
3
Student intellectual characteristics were determined early in the initial
contract year through standardized ability testing given to a total of 186
individuals in 10 different courses offered by the Institute. The Course #450
sample produced the following percentile rank scores:
Verbal ability
Numerical
Spatial
Reasoning
Memory
Percentile Rank
78
70
35
51
47
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The characterization studies mentioned above have indicated that
for APTI source sampling courses, the course content and instructional methods
should be explicit rather than implicit. Although formal educational level
tends to be generally high, the ability testing has indicated the need for
the course content to be presented in a careful and logical order with the
underlying principles and relationships of given concepts being taught directly.
At critical junctures where students are required to visualize a concept,
infer a relationship, or visualize an added dimension, instruction is mediated
with the use of:
• Graphic illustrations usually in the form of 35 mm slides,
• Lecture demonstrations,
• Inclass problem-solving,
• Hands-on laboratory experience
• Constant repetition and review of fundamental concepts.
Course #450 is designed to teach the principles of isokinetic sampling to
the engineer who finds it necessary to either conduct or to observe a stack
test.
A stack tester normally stays in this type of work for 2 or 3
years before moving on to another position. This creates a continual
need to train new people entering this field of work. Students
attending #450 have ranged from high school graduates to Ph.D.'s
involved in research work. The average student (see Tables II and
III) has a bachelor's degree and is employed as a technician or an
engineer. In this course, 50% of the students come from industry
and 50% come from governmental agencies (this creates a forum for
interesting discussions within the course presentations). Most of
the students are also just entering the field of air pollution, 48%
having less than one year of experience. The approach taken in
instructing Course #450, is to direct the level of instruction
towards the engineer with four years of college, newly entering the
field of air pollution. Through the use of discussion sessions,
those less prepared and those with more experience are provided the
opportunity to supplement their learning in the course. This
approach has succeeded, with most students gaining the knowledge
they desired upon entry into the course.
The variety of activities that the student experiences in
Course #450 aides in the assimilation of a great deal of knowledge
in a short time. The first 3 days of the Course are very rapidly
paced and produce some stress in the students. The fourth and
fifth day are conducted at a slower pace, still with a variety of
activities, but with more opportunity for questioning and discussion.
Here, the content of the first 3 days is reinforced and refined.
Every effort is made to answer any question asked by a student,
even at the expense of some of the more advanced members of the
class. In fact, it has often occurred that the simpler questions
lead into details that the class as a whole finds valuable. At the
opposite end, the more complex questions, give the beginning stack
sampler an opportunity to realize the complexities that can arise
in performing the sampling method.
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III. Instruction for Preparation and Presentation of Course
A. Responsibilities of Course Moderator
This course generally requires 4*5 days for a complete presentation.
It can also be expected that anywhere from 35 to 60 hours of additional
preparation will be required by the individual designated Course Moderator.
Preparation and continuity are the principle responsibilities of the Course
Moderator who will coordinate all on-site activities both before and during
the course presentation. The following lists the actual tasks that are
considered the direct responsibility of the Course Moderator:
1. Scheduling the course presentation.
2. Recruiting (hiring) and briefing instructors.
3. Preparation of classroom and teaching facilities.
4. Preparation of and distribution of course materials.
5. Presentation of introduction and other appropriate lectures.
6. Maintaining continuity throughout the course.
B. Scheduling
The course itself is designed around a format using 18 lectures
and 3 laboratory sessions, all of which are designed to fit into a
4% day time frame of morning and afternoon sessions. Because the
course contains a concentrated level of involvement with rather
technical material, it is recommended that no more than seven (7)
hours of class instruction be presented in one day.
The course materials contain 21 segments each listed below with
its recommended time and schedule placement.
Proposed
Sequence
Lesson Title
Expected
Time
Required
Day
Lesson #1
Lesson #2
Lesson #3
Lesson #4
Laboratory #1
Day #2
Lesson #5
Lesson #6
Lesson #1
Laboratory #2
Welcome and Registration
Introduction to Source Sampling
EPA Method 5 Sampling Train
Discussion of Labaoratory Exercises
Lab Exercises
Isokinetic Source Sampling
Setting the Isokinetic Sampling Rate
Discussion of Laboratory Exercises
Orsat Laboratory
30 minutes
1 hr 15 rain
1 hour
1 hour 30 min
2 hours 30 min
1 hour 15 min
1 hour 15 min
2 hours 45 min
1 hour 30 min
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Day 13
Lesson #8
Lesson #9
Lesson #10
Laboratory
Day #4
Lesson #11
Lesson #12
Lesson #13
Lesson
Lesson
Lesson
Calculations and Interpretation of
% Isokinetic
Definition of a Particulate
Discussion of Source Sampling Exercise
#3 RMS Testing
1 hour 45 min
.15 min
1 hr 15 min
3 hours
#14
#15
#16
Day #5
Lesson #17
Lesson #18
Concentration Corrections
Literature Sources
F-Factor Method
Calculation Review
Error Analysis
Source Sampling Quality Assurance
and Safety on Site
Particulate Sizing Using Cascade
Impactor
Transmissometers
1 hour 15 min
30 min
1 hour
1 hour 45 min
30 min
1 hour 20 min
1 hour
1 hour 15 min
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C. Instructors
The JLaur most important criteria in the selection of faculty for
this course are:
1. A knowledge of the methods and procedure in particulate sampling.
2. Practical experience with a facility providing stack sampling.
3. Experience (and ability) to instruct adults using traditional
and non-traditional methods, materials and techniques.
4. A positive attitude toward air quality management.
Before instructors are actually involved with instruction in the
classroom the course moderator should conduct thorough briefing and
preparation sessions in which an overview of the entire course presentation
is given. Specific discussion of course and lesson objectives should result
in an assurance that the instructor is well prepared and familar with the
materials, procedures, and techniques that they will be using.
The course moderator should stress the difference in the role that
the instructor plays as compared to traditional university instruction
situations. All instructors should fully understand the function of
course and lesson objectives and the relationship of each objective to
their particular materials and to the pre and post testing.
It may be particularly helpful to the instructors if they are able to
sit in on early sessions of the course presentation, so that they get a
feel for the way the students are oriented to the material and be able
to incorporate the strengths and background experiences of the students
into the various instructional sessions.
Preparation must be stressed to all prospective instructors. Thorough
familiarization with all the prepared materials is essential for even
"expert" instructors. Laboratory sessions require additional preparation
and should include a complete run-through to check out the methods and
equipment before ever presenting them to the students. Remember that
Murphy's law will always hold true in a student laboratory exercise:
"What ever can go wrong, will!"
D. Physical Setting
Room size: 1300 square ft/24 students
Seating arrangement: Double tables, 6-8 student/table
Audio visual requirements: 35 mm slide projector, overhead projectors,
large screen
Lecture paraphernalia: Lighted lectern, blackboard, chalk
Laboratory room requirements: 700 sq ft, electricity, analytical balances.
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E. Course Materials
In addition to the lesson outlines and audio-visual materials, the
Instructional Resource Materials for Course 450 include copies of the
following items needed for distribution to the student:
1. APTI Student Manual: "Source Sampling for Particulate Pollutants",
EPA 450/2-79-006
2. APTI Student Workbook, EPA 450/2-79-007
3. Pre-test
4. Post-test
5. EPA Pamphlet - "Need Air Pollution Information", June 1979
6. Handout - reprint of article - Leland, Bernice J; Hall, Jerry L.
"Correction of S-Type Pitot - Static Tube Coefficients When Used
for Isokinetic Sampling from Stationary Sources." Environmental
Science and Technology 11:694-700; July, 1977-
7. Handout - reprint of article - Midgett, M. Rodney. "How EPA Validates
NSPS Methodology." Environmental Science and Technology 11:655 - 659;
July 1977-
8. Handout - A Monograph - Shigehara, R. T. "A Guideline for
Evaluating Compliance Test Results."
9. Handout - Calculation Form for Method 5 Particulate Test
10. Federal Register - Vol. 42, No. 160, August 18, 1977
"Standards of Performance for New Stationary Sources - Revision
to Reference Methods 1-8."
11. Federal Register - Vol. 43, No. 37, February 23, 1978, Part V
"Kraft Pulp Mills."
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F. Lesson Plan Use
Each lesson plan module is designed to serve as:
A. Source of lesson objectives
B. Content guide for instructor
C. Lecture outline
D. Directions for use of visual aids
E. Guidelines for approach to the lesson.
Each lecture plan outline is carefully timed. Instructors should give
attention to observing time schedules, and to becoming familiar with the "pace"
of the lessons to be given.
Instructors must be familiar with the visual aids and handout materials
before attempting to present any lesson.
Instructors may wish to vary slightly from the format or content for
a given lesson but should be cautioned that schedules and lesson objectives
must be maintained. Variations should be in the direction of greater student
participation. Instructors should remember that the final exam reflects the
lesson objectives as presented through these lesson outlines.
G. Audio-Visual Materials
The visuals for course 450 include 153 35mm slides. The slides
are keyed using number references that are also found on the slide.
The number identifies the lecture and sequence of the slide. Thus
L2-16 identifies a slide in lecture 2 that comes before L2-17 and
after L2-15. Some slides that are part of sequences are followed by
a letter, thus L2-2a, L2-2b, and L2-2c are all members of a par-
ticular sequence.
The specific lessons are as follows:
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Lesson 9
Lesson 10
Lesson 11
Lesson 12
Lesson 13
Lesson 14
Lesson 15
Lesson 16
Lesson 17
Lesson 18
no slides
20 slides
no slides
no slides
4 slides
21 slides
35 slides
12 slides
no slides
no slides
7 slides
6 slides
10 slides
no slides
3 slides
1 slide
6 slides
28 slides
L2-la through 2-14
Use L7-4, L7-5
L5-1 through L5-4
L6-1 through L6-21
L7-1 through L7-35
L8-1 through L8-12
Lll-1 through Lll-7
L12-1 through L12-6
L13-1 through L13-10
L15-1 through L15-3
L16-1
L17-1 through L17-6
L18-1 through L18-27
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H. Grading Philosophy
The APTI guidelines for grading student's performance in "Source
Sampling for Particulate Material" and granting Continuing Education
Units (CEU's) are as follows:
The student must:
• attend a minimum of 95% of all scheduled class and laboratory
sessions;
• complete and hand in copies of 'all laboratory data derived in
the laboratories; and
• achieve an average course grade of 70% or better derived as
follows:
1) 90% from final examination
2) 10% from laboratory performance
I. Other Logistics
Since the Course Moderator will need to consider a great variety of
logistic and instructional concerns, the following checklist is provided
to serve as a guide to meeting these responsibilities.
The course developers have tried to provide you with as much
information and materials as possible to enable you to present a
unique and exciting educational venture.
GOOD LUCK.
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CHECKLIST
of Activities
For Presenting the Course
A. Pre-Course Responsibilities:
1. Reserve and confirm classroom(s), including size, "set-up,"
location and costs (if any).
2. Contact and confirm all faculty (speakers) for the course(s),
including their A-V requirements. Send material to them.
3. Reserve hotel accommodations for faculty.
4. Arrange for and confirm food service needs (i.e., meals,
coffee breaks, water, etc).
5. Prepare and reproduce final ("revised" if appropriate)
copy of the detailed program schedule.
6. Reproduce final registration/attendance roster, including
observers (if any).
7- Prepare name badges and name "tents" for students and faculty.
8. Identify, order, and confirm all A-V equipment needs.
9. Prepare two or three 12 in. x 15 in. signs on posterboard for
posting at meeting area.
10. Arrange for and confirm any special administrative assistance
needs on-site for course, including "local" Address of
Welcome, etc.
11. Obtain copies of EPA Manuals, and Pamphlets.
12. Pack and ship box of supplies and materials one week prior
to beginning of course (if appropriate).
13. Arrange and confirm the availability of satisfactory
laboratory equipment and facilities. (See list following
and lab descriptions in rear of this manual)
14. Set up needed equipment in the laboratory setting and make
sure all equipment and instruments are operating correctly.
15. Have run-through of lab exercise with instructors.
10
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CHECKLIST (Cont.)
B. On-Site Course Responsibilities
1. Check on and determine final room arrangements (i.e.,
tables, chairs, lectern, water, cups, etc.)
2. Set up A-V equipment required each day and brief operator
(if supplied).
3. Post signs where needed.
4. Alert receptionist, phone operator(s), watchmen, etc. of
name, location, and schedule of program.
5. Conduct a new speaker(s) (i.e., instructor) briefing session
on a daily basis.
6. Verify and make final food services/coffee arrangements
(where appropriate).
7. Identify and arrange for other physical needs as required
(i.e., coat racks, ashtrays, etc).
8. Make a final check on arrival of guest speakers (instructors)
for the day.
9. If there is lab work on a real stack, find out how to call
the local life squad or similiar service, in case an
accident occurs.
C. Post-Course Responsibilities
1. Return the following to APTI: (If APTI course):
• Student Registration Cards
• Pre-Test Answer Sheets — Graded
• Post-Test Answer Sheets — Graded
• Laboratory Data Summary Sheets from each student
• Student Course Critiques
2. Prepare Course Director Report including pertinent comments
on the presentation. (If APTI course)
3. Request honorarium and expense statements from faculty;
order and process checks.
4. Write thank-you letters and send checks to paid faculty.
5. Write thank-you letters to non-paid guest speakers.
6. Prepare evaluation on each course (including instructions,
content, facilities, etc).
7. Make sure A-V equipment is returned.
8. Return unused materials to your office.
11
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COURSE #450
SOURCE TESTING FOR PARTICULATE POLLUTANTS
COURSE GOAL
The major goal of Course #450, "Source Sampling for Particulate Pollutants",
is to provide the student with a basic understanding of the theory and experimental
methods involved in isokinetic sampling, the foundation of EPA Method 5.
Knowledge of isokinetic sampling, serving as the core of the course material,
will then be amplified with lectures, problem sessions and lecture-demonstrations
in order to present the many facets of particulate sampling. Upon completion of
the course, the student should be able to design and plan a source test, perform
all of the calculations involved in reporting a mass emission rate, and understand
problems of error and quality assurance. The student should also become conversant
with the methods of particle sizing and transmissometry. He should attain an
awareness of the problems involved in source sampling and be able to recognize what
constitutes difficult experimental situations, a good test, good data, and a good
final report.
COURSE OBJECTIVES
On completion of this course the student should be able to:
• Define symbols and common source sampling terms used in source sampling for
particulate pollutants.
• Recognize, interpret and apply sections of the Federal Register pertinent to
source sampling for particulate pollutants.
• Understand the construction, operation and calibration of component parts of
the Federal Register Method 5 sampling train.
• Recognize the advantages and disadvantages of the nomograph and its uses in
the establishment of the isokinetic sampling rate.
• Understand the "working" isokinetic rate equation and its derivation.
• Define isokinetic sampling and illustrate why it is important in sample extraction.
• Apply Federal Register Methods 1 through 4 in preparation for a particulate
sampling test.
• Understand the construction, evaluation, standardization, and orientation of the
"S Type" pitot tube and its application to source sampling.
• Calculate the "Percent Isokinetic" value for a source test, and interpret the
effect of over or under-isokinetic values on the source test results.
• Understand the quality assurance programs involved in source sampling
dealing with nozzle sizing, orifice meter calibration, nomograph standardization
and sample recovery.
• List the steps involved in conducting a source test, including completion of
pre-test and post-test forms. The student should be able to recognize potential
problem areas in preparing and conducting a source test.
12
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COURSE OBJECTIVES - Continued
• Properly assemble, leak check, conduct and recover a Method 5 sample
according to Federal Register, August 18, 1977.
• Apply Federal Register Method 3 gas analysis in formulating the stack gas
molecular weight and % excess air.
• Explain the principles behind the operation of particle sizing devices for
sources and name some of those devices being tested by EPA.
• Define the terms opacity, transmittance and transmissometer.
0 Recognize the relationship between optical density and particulate concentration.
13
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LABORATORY EQUIPMENT LIST FOR 24 STUDENTS
COURSE 450
SOURCE SAMPLING FOR PARTICULATE POLLUTANTS
GENERAL EQUIPMENT FOR SOURCE TEST
24 nomographs
4 meter boxes
4 sample boxes
4 umbilical cords
4 sets of glassware
4 probes
4 filter holders, frits
4 pre-weighed filters
4 containers of silica gel (200g each)
6 extension cords
4 folding wood rulers
2 calipers
1 ice chest
4 funnels
2 250ml graduated cylinders
8 stopwatches
2 boxes kaydry towels
4 tweezers
4 probe wrenches - 3/4" and 1" open end wrenches
1 spare filter set-up
2 sets of spare glassware
miscl. tools
4 rolls duct tape
ice
flyash
TESTING FACILITY - see Laboratory 1 for diagrams.
2060 CFM Squirrel Cage blower with 3/4 HP motor
12" diameter galvanized duct work
6 5 foot sections
4 2 foot sections
3 elbows
2 adapters; 1 to reduce 14" diameter fan inlet to 12" diameter;
1 section to adapt rectangular fan outlet to 12" diameter,
PITOT TUBE EXPERIMENT
4 standard pitot tubes
4 inclined manometers, (oil, reading to at least 6"
4 sets of manometer lines w/connectors
8 ring stands each with 3 finger clamps
14
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WET BULB-DRY BULB EXPERIMENT
2 beakers with water
4 thermometers (to 300°F)
2 wicks
M.W. EXPERIMENT
4 Orsats
15
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SAMPLE AGENDA
Course location
Name and address of
agency conducting course
(Dates of course)
450 SOURCE SAMPLING FOR PARTICULATE POLLUTANTS
Acknowledgement
of role of other
agencies, if any,
in conduct or
support of
presentation.
Name of course
Director
DAY & TIME
SUBJECT
SPEAKER
MONDAY
8:30
9:00
9:45
10:30
11:30
12:15
Welcome and Registration
Pretest
Introduction to Source Sampling
1. Objectives
2. Definitions
3. Pollutant Mass Rate
4. Gas Physics
EPA Method 5 Sampling Train
LUNCH
Discussion of Laboratory Exercises
1. Sample & Velocity Traverses for
Stationary Sources
2. Determination of Stack Gas Velocity
and Volumetric Flow Rate
3. Wet Bulb-Dry Bulb Moisture Estimation
4. Orifice Meter Calibration
1:45
Travel to Source Simulator
If course is not conducted by EPA, but EPA/APTI materials are used, it would
be appreciated that an acknowledgement appear here.
16
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- 2 -
.DAY & TIME
SUBJECT
SPEAKER
MONDAY (Continued)
2:00 Laboratory Exercises
Station #1. Traverse Point Determination
Station #2. Pitot Tube Calibration
Station #3. Moisture Estimate
Station #4. Calibration of Orifice Meter
HOMEWORK:
1. Complete Laboratory Exercises Calculations
2. Read Example Problems - Workbook pp. 165-174
3. Work Problems 1, 2, and 3 - Additional Problem Section PP-
177-178
TUESDAY
8:30
9:45
11:30
12:15
3:00
HOMEWORK:
Isokinetic Source Sampling
Setting the Isokinetic Sampling Rate
LUNCH
1. Review of Sample and Velocity Traverses
2. Reference Method Determination of Moisture
in Stack Gas
3. Gas Analysis for Carbon Dioxide, Excess Ai r
and Dry Molecular Weight
Orsat Laboratory
1. Do Problems 1, 2, and 3 - Setting Isokinetic Sampling Rate P 57
2. Work Problems 4, 5, and 6 - Additional Problems Section pp 179-181
WEDNESDAY
8:30
10:15
10:30
Calculation and Interpretation of % Isokinetic
1. Equations for % Isokinetic
2. Evaluating Anisokinetic Source Test Results
Definition of a Particulate
BREAK
17
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- 3 -
DAY & TIME
SUBJECT
SPEAKER
WEDNESDAY (Continued)
10:45
12:00
12:45
1:00
Discussion of Source Sampling Exercise
1. Experiment Design
2. EPA Method 5
3. Report Writing
LUNCH
Travel to Source Simulator
Stack Test
HOMEWORK:
Complete Stack Test Data Summary Form
THURSDAY
8:30
10:00
10:30
11:30
12:15
2:30
Concentration Corrections
Class Problems
Literature Sources
F-Factor Method
LUNCH
Calculation Review - Hand in Stack Test
1.
2.
3.
Data Summary
Discussion of Laboratory Results
ERROR Analysis
Source Sampling Quality Assurance and Safety
on Site
HOMEWORK:
Read Manual Selections
FRIDAY
8:30
9:30
10:45
Particle Sizing
Transmissometers
Post Test and Closing
The Course closes at 12:00 a.m. on Friday, please plan to remain until that time.
Three Continuing Education Units (CEU's) will be awarded to those students who attend a
minimum of 95% of all scheduled class and laboratory sessions and who satisfactorily
pass examinations based on studies and assignments.
18
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SOURCE SAMPLING FOR PARTICULATE EMISSIONS
APTI COURSE NUMBER 450
PRKTK8T
DIRECTIONS: Circle the best answer (there is one and only one correct answer for each question). Mark
answers both on your Exam Sheet and on the Answer Sheet. You will be asked to turn in only the
Answer Sheet (The August 18, 1977 Federal Register and a scientific calculator may be used during this
test You should take no more than 45 minutes.)
1. How would you correct the "C" factor of your nomograph if your pitot tube had a coefficient
= .79?
a. Take Ccorr = O.B5/0.79Cnnmna
nomog nomog
b. UseC60" = °'79 Cn-in
nomog -£35- nom°g
c. The nomograph can't be corrected for a different C .
d. Use C00" = (°-79)2 C.
nomoe o nomoe
K (0.85)2
2. The Type S pitot tube has demonstrated several characteristics that are important in under-
standing its proper function and application in measuring gas velocity. Those characteristics
which can affect its performance are:
a. Tube length and diameter
b. Sensing area and tube length
c. Sensitivity to turbulence and orientation
d. Sensitivity to temperature variation and abusive environments
3. What assumptions does the nomograph make about the stack gas molecular weight?
a. The molecular weight can be corrected for liCQn a"d %®%
I). The dry stack gas molecular weight is measured to be 29.
c. The molecular weight (wet) is assumed to be 29.
d. The stack gas molecular weight is directly related to vg, the stack gas velocity.
4. Correcting pollutant concentrations to 12% C0£ is applicable to:
a. Non-combustion processes
b. All chemical processes except oil refineries
c. Combustion processes
d. Only those processes burning No. 2 diesel oil
19
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5. If the paniculate concentration is measured as 0.1 grains per dry standard cubic foot (DSCF),
and the stack gas flow rate is 70,000 DSCF per minute, what is the participate emission rate
in pounds per hour (7000 grains = 1 pound)?
a. 60 pounds/hour
b. 1 pound/hour
c. 10 pounds/hour
d. Need more information
6. If the gas analysis is 6.2% 02, 14.2% C02, 0% CO, 79.6%N2 and the % HgO is 7.0%, the wet
molecular weight of this mixture is:
a. 29.6
b. 23.8
c. 9.0
d. 30.9
7. The greatest source of experimental error for a stack test arises out of the measurements for:
a. Moisture content of the stack gas
b. Molecular weight of the stack gas
c. Velocity of the stack gas
d. Sample point position within the duct
8. The most important aspect of a safety evaluation procedure designed to prevent accidents is a
continuous:
a. Reminder to personnel of previous accidents
b. Accident analysis program
c. Safety indoctrination program
d. Stronger enforcement of safety rules
9. The on-site sampling team should follow:
a. Their developed safety methods
b. Plant safety regulations and those guidelines given in the CRC safety handbook
c. All plant safely guidelines in addition to those developed specifically for the sampling
team
d. Posted plant regulations
10. The Glass Fiber Filter used in Method 5 particulate sampling must:
a. Exhibit at least 96.5% collection efficiency
b. Be dessicated 24 hours and weighed to a constant weight
c. Be dessicated 24 hours and weighed to the nearest 1.0 mg
d. Be dessicated 6 hours and weighed
20
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11. Turbulence is created liy any accessory adjacent to the Type S pilot lube. The effect of
turbulence upon the calibration of the Type S pilot lube is minimized when the accessory
is separated from the pilot tube by a distance:
a. 7.62 mm
b. 3/4"
c. 2"
d. 3"
12. The term A rig, is defined as:
a. The sum of the stagnation pressure and static pressure in the duct.
b. The flow rate of dry air flowing through a flat, sharp-edged orifice
c. Sampling Meter Console calibration factor
d. The pressure differential across the sampling console orifice meter that creates a flow rate
through the meter of 0.75 cfm dry air at 70°F and 29.92 in. Hg.
13. The Type S pilot tube must be properly oriented in the gas stream if it is to measure the
correct gas velocity impact pressure. A serious drawback of sampling probe design in some
equipment systems is:
a. The pilot tube is permanently welded to the sampling sheath
h. The pitot tube-probe sheath assembly can be accidently twisted into'misalignment in the
gas stream
c. The pitot tube is constructed of 316 stainless steel
d. The pitot tube-probe sheath assembly is out of round
14. Blowers are necessary on transmissomelers to:
a. Prevent minor lock-up
b. Provide a purge system through the instrument to eliminate ihe effects of corrosive gases
c. Air-condition the optical system
d. Keep the optical windows free of particulates
15. How is transmittance related to opacity?
a. % opacity - % transmittance — Ringelmann number
b. Transmittance = (1 - % opacity) x 100
c. Transmittance/opacity = Ringelmann number
d. % opacity = 100% — % transmittance
21
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16. The cascade impactor particle sizer can give representative particle size data if:
a. It is properly calibrated and operated
b. A cyclone is used to knock out large particle in the gas stream
c. Only if it is not at stack temperature when sampling
d. Agglomeration and fracturing of particles takes place in the device
17. For tangential cyclonic flow in a stack, the best way to determine the velocity is:
a. Orient the pitpt tube until maximum reading is obtained. This is the true Ap.
b. Orient the pitot tube parallel to the sides of the stack and the Ap reading is the
upward vector of the velocity.
c. Measure the impact pressure and the static pressure separately and by difference
obtain the velocity head (Ap).
d. Install gas flow straightening vanes and sample in the usual manner.
18. "Isokinetic," in stack sampling, means:
a. The volumetric flow rate at the tip of the probe nozzle is equal to the volumetric
flow rate at the metering device.
b. The velocity at the tip of the nozzle is equal to the velocity at the metering device.
c. The velocity at the tip of the nozzle is equal to the velocity of the approaching
stack gas stream.
d. A term used by stack samplers to impress plant personnel.
19. Cascade impactor particle sizing devices are subject to errors produced when the sample gas
flow rate through the device is too high. These errors are caused by:
a. Poor leak test procedures
b. Process fan fluctuations
c. Scouring and reentrainment of particles deposited on stage plates
d. Under isokinetic flow through the impactor
20. The Type S pitot tube is the most commonly used device for the EPA Method 5 sampling
train gas sensor. It aids in the measurement of the stack gas velocity. The Type S pitot
tube directly measures:
a. The gas velocity impact pressure and static pressure
b. Gas flow rate through the A and B legs of the tube
c. Stack gas viscosity
d. The difference between gas viscosity and gas density
22
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21. Source sampling nozzles should be:
a. Tapered to ^40°
b. Must not exceed 3/4" diameter
c. Calibrated regularly to the nearest (0.001 inch) 0.025 mm
d. Replaced at specific intervals
22. In the following equations
vg = stack gas velocity
A,, = stack cross-sectional area
O
AR = nozzle cross-sectional area
B - sampling time (minutes)
Vm = standard volume metered at the dry gas meter
Vn = volume at stack conditions passing through the nozzle
The % isokinetic for a stack may be calculated using equation:
Ac Vn
a. % isokinetic = f_ x 100 c. % isokinetic = " x 100
*n e An vs
V V
b. % isokinetic = " d. % isokinetic = m x 100
23. The New Source Performance Standards for a Fossil Fuel Fired Steam Generator define a
particulate as:
a. Any solid or liquid in the stack gas
b. Any solid in the stack gas
c. Any solid or liquid other than uncombined water in the stack gas as measured by Method 5.
d. Any solid or liquid other than uncombined water as measured by Method 5 sampling
train maintained at ^
23
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24. An Great analyzer is commonly used to determine the composition of a combustion effluent
where N2, 02, CO, and ($2 an: the principal constituents of the gas stream. It directly
measures:
a. 02, N2, CO, and C02
h. CO, C02,02
c. C02, 02, N2
d. N2,02, CO
25. AnOrsat analyzer yields results on a:
a. Wet basis because it essentially is a wet chemical analysis.
b. Wet basis because the effluent usually contains moisture.
c. Dry basis because the moisture condenses until the effluent is dry.
d. Dry basis because the vapor pressure of water remains the same.
26. The order in which we analyze the components is:
a. C02, 02, CO
b. 02, C02, CO, N2
c. CO, 02, C02
d. N2, 02, CO
27. The Type S pitot tube must be calibrated while assembled in the sampling configuration
for which its use is intended. This is necessary because:
a. The Type S pitot tube is not an accepted standard for gas velocity measurements.
b. It may be Reynold's Number dependent
c. It is not manufactured according to an established National Standard
d. All the preceding reasons in conjunction with the dictates of good experimental procedure
for preparation and use of any scientific measuring device.
24
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2H. Select the equation ihul IWH! diw.rilicH thr calibration of u pilot lulic UHin^u known standard
[lilot lulic.
a. C = " B B Au = stack cross-sectional area
H
C = pitol tube calibration coefficient
^p(std) = standard pilot-static tube cali-
bration coefficient
v , n K = dimensional constant
b. CL = 2 L_ p
Mg = wet molecular weight of the gas
Pg = absolute pressure o the gas
A p = pitot tube velocity pressure
A p(tesl) Ap(test) = tesl pilol tube velocity pressure
Ap(std) = standard pitot static tube velocity
d C = C / *jx I /*•* PV™1) pressure
P p(std) I/ -
\ A P(s'd)
(,)g = volumetric flow rate
Tg = absolute temperature of the gas
29. The DCQ of a cascade impaclor stage is defined as:
a. The particle diameter at which the slage is 50% efficient
b. The D of that stage
c. The particle diameler at which the slage is 50%
d. The DJJQ aerodynamic diameter of the particles on that slage
30. The photopic region is
a. The region of the electromagnetic spectrum covered by the spectral output of a tungsten
filament.
b. The effective sensing area of the detector on a transmissomeler.
c. The range of particle sizes which scalier visible light
d. The visible region of ihe electromagnetic spectrum.
25
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31. The moisture content ol° (he slack ^ns rulers into calculation of the wcl molecular weight of
the gas, in the rx|>rc.HHioii:
c. Mg = Md(l-Bwg)+ 0.025
a. Mrf = 2 MXBX
b. Ms = Md(l_BW8)+18(Bw8)
Bws = mole fraction
d. M8 =
M - weight molecular weight of the
stack gas
32. What must you do if you encounter effluents other than COn, On, CO, or air in order to
determine the molecular weight?
a. Guess the molecular weight to be 29.
b. Use appropriate analytical procedures to determine the mole fraction of each constituent
of the effluent gas.
c. Go ahead and use the Great anyway. The principle is "anything is better than nothing".
d. Use a Fyrite,
33. If you sample over-isokinetically, your particle concentration will be
a. Less than the true concentration
b. Greater than the true concentration
c. The true concentration
d. Greater than the true concentration only if large particles make up a significant percentage
of the particle size distribution
34. A quick approximation of stack gas velocity in a duct can be made using the equation:
a.
v. - 2.46
b. v8 - 85.48/(TB A p)
c.
= KPCP
TsPm
TmPs
d.
26
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35. The ideal gas law states that:
PV = m RT
M
Select the statement that is false.
a. The universal gas constant, R, is dimensionless.
b. The above relationship can be used to find the density of a gas at any conditions of
P, T, and M.
c. Molecular weight is determined by knowing the composition of gas stream.
d. T must be in absolute units.
36. Why is the determination of moisture content of the effluent gas important in isokinetic
sampling?
a. Because moisture tends to corrode the nozzle.
b. Because it enters as a variable in the isokinetic sampling equation and must be considered
in setting the isokinetic flow rate.
c. It can dissolve particulates and yield low results.
d. It is not important in isokinetic sampling.
37. One of the important hydrodynamic principles used in isokinetic considerations, is
a. Large particles tend to move in their same initial direction.
b. Barriers to flow develop vortices.
c. Pressure is inversely related to volume.
d. A flowing gas stream will decrease the pressure in a tube normal to the flow direction.
38. Which one of the following relates pressure differential across a system to the flow rate
of the gases in the system:
a. Stokes Law
b. Reynolds' Number
c. Bernoulli's Theorem
d. Avagadro's Number
27
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39. Reference Method 4 in the Federal Register outlines the procedures for determination
of the moisture content of a stack gas. Moisture content is best determined from the
equation: (Note BWQ is the same as Bwg)
t> _ v
Dws ~ we
V + V
vwc m
0.02
b. Bws = Vwc(std) + Vwsg(std)
Vwc(std) + Vsg(std) + Vm(std)
c. B.,
ws
V + V
vwc m
d- Bwg = 1
Vm
40. The % isokinetic calculated at the end of a Method 5 test is a measure of:
a. The precision with which sampling rates were set based on test velocity and
volumetric flow rate data
b. Experimental discrepancies
c. Experimental error
d. Accurate pollutant mass emissions
TRUE - FALSE
41. The static pressure of a duct is that pressure which would be indicated by a gage moving
along with the gas stream in the duct.
42. The nomograph supplied with most commercial EPA trains is the most accurate method
for setting isokinetic flow rate.
43. When any fuel is burned at 50% excess air, the flue gas will contain the same %0o, and
%co2.
44. An inclined manometer must always be leveled and properly zeroed if good Ap readings are
expected.
45. Gas straightening vanes will assist in reducing gas turbulence within a duct.
46. The standard pitot tube has standard design criteria accepted by the National Bureau of
Standards.
47. The analytical technique and properties of the pollutant and other constituents are of
prime importance when designing sampling trains and experiments.
48. Sampling for the average pollutant concentration at the point of average velocity is
common practice for isokinetic sampling.
28
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49. The optical density measured across a stack can be correlated to mass emission concentration.
50. The relationship used to find the proper isokinetic sampling rate when the Ap is known, is:
AH = K Ap.
29
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ANSWER SHEET
Name
Date
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20-
21.
22.
23.
24.
25.
U It
a b
a b
a b
a b
a b
a b
a b
a b
a b
a b
a b
a b
a b
a b
a b
a b
a b
a b
a b
a b
a b
a b
a b
a b
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
ll
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
A
d
d
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
u
a
a
a
a
a
a
a
a
a
a
a
a
a
a
T
T
T
T
T
T
T
T
T
T
b C
b c
b c
b c
b c
b c
b c
b c
b c
b o
b c
b c
b c
b c
b c
F
F
F
F
F
F
F
F
F
F
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
30
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ANSWER SHEET
Name
KEY -- PRE-TEST
#450
Date
Lab
2. a b
3. a^c d
5. ^ b c d
6. A bed
7. a bAd
8. a ^ c d
9. a bAd
10. a A c d
11. a^c d
12. a b c
13. a A c d
14. a b c
15. a b c
16. £b c d
17. a b
18. a b
19. a b
20. £b c d
21. a
22. a
23. a
24. a A c d
25. a b c
26. ^b c d
27. a b c
28. a
29. ^ b c d
30. a b c
31. a Ac d
32. a Ac d
33. Qb c d
34. ^b c d
35. Ab c d
36. a ^ c d
37. Ab c d
38. a
39. a^c d
40. Ab c d
41.
42.
43.
44.
45.
46. AF
47.
48.
49.
50.
31
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SOURCE SAMPLING FOR PARTICIPATE EMISSIONS
APTI COURSE NUMBER 450
POST TEST
DIRECTIONS: Circle the best answer (there is one and only one correct answer for each question). Mark
answers both on your Exam Sheet and on the Answer Sheet You will be asked to turn in only the
Answer Sheet. The August 18; 1977 Federal Register and a scientific calculator may be used during this
test You will have 45 minutes to complete this test.
1. If the participate concentration is measured as 0.1 grains per dry standard cubic foot (DSCF),
and the stack gas flow rate is 70,000 DSCF per minute, what is the particulate emission rate in
pounds per hour (7000 grains = 1 pound)?
a. 60 pounds/hour
b. 1 pound/hour
c. 10 pounds/hour
d. need more information
2. A Stack Tester needs an estimated stack gas velocity for pre-survey information. He is told that
the stack gas is exiting from a combustion source and that the average stack gas temperature is
440°F. A velocity traverse with an "S" type pitot tube (C = 0.85) gave the average A p = 1.0
in HnO. Estimate the gas velocity in the duct.
a. 69 ft/sec.
b. 74 ft/sec.
c. 60 ft/sec.
d. 78 ft/sec.
3. A Type S pitot tube was calibrated against a standard pitot-static tube assigned a C = 0.998
by NBS. The Type S tube measured a A p = 0.500. The standard tube measured a A p =0.350.
What is the C of the Type S tube based on this data?
a. 0.998 (0.7)2
b. 0.998/ \7tX7~
c. 0.998 \7fTT
d. 0.998/(0.7)2
February 14, 1980
32
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4. A Stack Test was performed at a wood fired boiler. The stack gas contained 10% r^O and
traveled up the stack at 30 ft./sec. The slack hud a cross-sectional area of 20 ft. , average
temperature of 335°F, and absolute pressure of 29.92 in. Hg. What was the volumetric flow
rate in dry standard cubic feet per hour?
a. 144,000
b. 1,300,000
c. 130,000
d. 1,960,000
5. Method 1 presents guidelines for the selection of a sampling site and minimum number of
sampling points for a particulate traverse for a stack diameter greater than 24 inches.
The criterion for using 12 sampling points in the duct states that the
sampling site is at least:
a. 8 duct diameters downstream and 2 duct diameters upstream of a flow disturbance.
b. 2 duct diameters downstream and 8 duct diameters upstream of a flow disturbance.
c. 4 duct diameters downstream and 8 duct diameters upstream of a flow disturbance.
d. 6 duct diameters downstream and 2 duct diameters upstream of a flow disturbance.
6. The Code of Federal Regulations outlines the procedures for Method 3. The method gives
details on how to analyze the stack gas for its constituent components using the Orsat. Orsat
analysis makes possible the calculation of:
a. Mole fraction of CC^, 02, and CO, dry gas molecular weight and percent excess air in
the duct
b. Percent excess air, C02, and volumetric flow rate (dry)
c. Percent C02, 0£, and CO, and moisture content
d. Only the percent oxygen present in the dry gas
7. Method 1 guidelines suggest that all sampling points in a rectangular duct be located at the
centroid of an equal area so that:
a. There is a length to width ratio of 1:4
b. There is a length to width ratio of 2:1
c. Two and five are concentric equal areas
d. There is a balanced matrix
33
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8. Using Method 1 guidelines it is necessary to calculate an equivalent diameter
( D ) for rectangular stacks to be sampled. This is done using:
G
" («)«
n ^W
Ue~ L +W
d. 4(L) (W)
e" W +L
9. If fibers from a filter adhere to the gasket part of the filter assembly a proper procedure to follow would be to:
a Wash the gasket in an acetone/water rinse.
b. Retain the fibers on the gasket for the next run.
c. Scrape off the fibers into the filter recovery dish
d. Wipe the fibers off with a Kim wipe.
The mole fraction of HoO in a stack gas as calculated by the
Reference Method, is determined using the equation
V + V
we m
b. Bws = Vwc(std) + Vwsg(std)
Bws
Vwc(std) + Vwsg(std)+ Vm(std)
Vm
V + V
we m
34
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11. The following .statements give some of ihc advantages gained by using a Type S pilot tube.
Which statement is nol always true?
a. The Type S pitot tube is easy to use in small sampling ports.
b. The Type S pitot tube resists abusive environments and holds its calibration.
c. The Type S pitot tube consistently calibrates to a known C value of 0.84, therefore,
individual calibration is not necessary.
d. The large gas sensing orifices of the Type S pitot tube help prevent clogging in heavily
loaded particulate gas streams.
12. The standard pilot-static tube has small openings surrounding the tube for measuring:
a. Standard pressure
b. Static pressure
c. Rotational gas velocity vector
d. Parallel gas axis angle
13. The small opening surrounding the standard pilot-static tube may clog with particulate in a
heavily loaded gas stream. For this reason the standard phot-static tube should:
a. Never be used for this type situation
b. Used only to calibrate a Type S pitot tube
c. Be a second choice to a well calibrated Type S tube in this situation
d. Protected from clogging by stuffing glass wool into the small opening
14. The Type S pitot tube is the most commonly used device for the EPA Method 5 Sampling
Train gas sensor. It aids in the measurement of the stack velocity. The Type S pitot tube
directly measures:
a. The difference between total pressure and static pressure
b. Gas flow rate through the A and B legs of the tube
c. Stack gas viscosity
d. Difference between gas viscosity and gas density
15. The requirements concerning minimum distances for separation of the Type S pitot tube and
any accessory on the sampling probe are established because:
a. The Type S pitot tube has a slow response time when gas turbulence exists about the
sensors.
b. The Type S pitot tube has exhibited a sensitivity to gas turbulence that can effect its
calibration coefficient.
c. The Type S pitot tube must be isolated from the sampling nozzle to ensure that the
volume at the nozzle equals the velocity of the approaching gas stream.
d. Manufacture calibration guarantees are void if the pitot tube is too close to other train
components.
35
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16. In the. isokinclic rate equation All - K Ap> ^ 'N;
a. Always equal to 1.84
b. Only a function of the stack temperature
c. A function of many variables
d. Independent of the C_ value
17. Isokinetic sampling is:
a. Used only for gas sampling from stationary sources
b. Is necessary when sampling for gases as well as for particulates to obtain the proper
in flux of pollutant
c. The same as proportional sampling
d. Is necessary to obtain a particulate sample having the same size distribution as that occurring
in the stack
18. What is the purpose of the Method 5 nomograph?
a. It is a type of slide rule used to determine the A p for the chosen sampling train.
size.
b. It is a type of slide rule used to correct the nozzle velocity to standard conditions.
c. It is a type of slide rule used to determine a A H from the observed A p-
d. It is a type of slide rule used to determine a A p from the observed AH.
19. In the expression A H = K Ap, K represents the reduction of several variables into a constant
term that may be calculated for the existing conditions at the source. Which of the following
variables is assumed to be zero in the reduction of terms to K?
a. A H@ = 0
b. B =0
c- Bws = 0
20. A Source Test was performed at an isokinetic rate of 86%. The emissions calculated from
this test are biased:
a. By large particulates and a higher emission rate than true
b. By large particulates and a lower emission rate than true
c. Small particulates and a higher emission rate than true
d. Small particulates and a lower emission rate than true
36
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21. A transmissometer measures the opacity of an effluent stream using light with wave lengths between
500-600 nm. These wave lengths are chosen for which of the following reasons?
a. These wave lengths are specific to fly ash particles
b. Transmissometer opacity readings in this area of the electromagnetic spectrum are free from
H20 and
2 2
c. Present technology does not allow economical construction of instruments employing other
wave lengths
d. Combustion sources emit light in this region of the spectrum
22. The percent isokinetic should be 100%, and if it is:
a. It ensures sampling accuracy.
b. It means only that, based on the volumetric and velocity data, the proper sampling
rates were used.
c. It means that the source is in compliance with regulations.
d. It means that only the pollutant mass rate will be accurate.
23. In the clean-up procedures of an EPA participate train, acetone is used to wash all internal
surfaces of:
a.
Nozzle, probe, and front half of filter holder
b. Answer "a, " except the probe is rinsed only if the liner is glass
c. Probe and filter holder only
d. Acetone is not used because it is highly volatile
24. A sampling team performed reference method 5 particulate test at a municipal incinerator. Test
results showed an emission rate of 0.01 Ib./dscf with 8% CC^ in the stack gas. What is the
emission rate connected to 12% CC^?
a. 0.010 lb./dscf
b. 0.015 lb./dscf
c. 0.020 Ib./dscf
d. 0.025 Ib./dscf
37
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25. Error analysis of the Method 5 sampling system suggests that the greatest errors occur in
determination of:
a. Stack gas velocity and dry molecular weight
b. Stack gas velocity and sampling site selection
c. Stack gas velocity and wet molecular weight
d. Stack gas velocity and moisture content
26. If entrained water is observed in the stack, which of the following methods
would give the best estimate for Bwg?
a. Just use die saturated moisture value at the stack temperature
b. Use the wet bulb-dry bulb method
c. Use Method 4
d. Just use the saturated moisture value at the ambient temperature
27. The moisture content of the stack gas enters into the calculation of the wet molecular weight
of the gas, in the expression:
a. Md = 2 Mx Bx
b- M8 = Md(l-Bw8) + 18(BW8)
c. Mg = Md(l-Bw8) + 0.025
d. Mg = Md(l-Bws) + Bwg
28. For tangential cyclonic flow in a stack, the best way to determine the velocity is:
a. Orient the pilot tube until maximum reading is obtained. This is the true Ap
b. Orient the pitot tube parallel to the sides of the stack. The Ap reading is the upward
vector of the velocity
c. Measure the impact pressure and the static pressure separately and by difference obtain
the velocity head ( Ap )
d. Install gas flow straightening vanes and sample in the usual manner
38
-------
29. best Tester sampling team had just completed u Method 5 teat at a cost of $2000 to the source.
The value obtained for the emissions, E, in lbs/10 Btu, was below the standard, indicating
that the source was in compliance. The test itself, however, was only 80% iso kinetic. This
test data:
a. Would be rejected by EPA since it is not within ± 10% of 100% isokinetic.
b. Could be easily corrected to give the value of E at 100% isokinetic conditions.
c. Could be accepted by EPA since the value of E would be even lower at 100% isokinetic
conditions.
d. Could be accepted by EPA since the value of E would be even higher at 100% isokinetic
conditions.
30. Correcting pollutant concentrations to 12% CO2 is applicable to:
a. All processes
b. Incineration processes and other combustion sources
c. Sources in operation prior to April 1,1970
d. Sources covered by State Implementation Plans
31. The ideal gas law states that:
m
PV = — RT
M
Select the statement that is false.
a. The universal gas constant, R, is dimensionless.
b. The above relationship can be used to find the density of a gas at any conditions of
P, T, and M.
c. Molecular weight is determined by knowing the composition of gas stream.
d. T must be in absolute units.
32. The DrQ of a cascade impactor stage is defined as:
a. The average aerodynamic diameter of the particles on that stage
b. The physical diameter of the particles on that stage
c. The particle diameter at which the stage is 50% efficient
d. Calibration coefficient of that stage
39
-------
33. Cascade linpactor particle smug devices are Hiihjccl lo errors produced wlirn |hr sample <
flow rate through the device is too high. These errors arc caused by:
a. An isokinetic flow through the impactor
b. Over isokinetic flow through the impactor
c. Under isokinetic flow through the impactor
d. Scouring and reentrainment of particles deposited on stage plates
34. The maximum total angle of radiation that can be projected by the lamp assembly of the
transmissometer is known as:
a. The angle of trajectory
b. The angle of declination
c. The light scattering angle
d. The angle of projection
35. How is Iransmitlanee related lo opacity?
a. transmittance = log] Q
(1-opacity)
b. transmittance/opacity = — naql
c. % opacity - 100% — % transmittance
d. % opacity = % transmittance — naql
36. A transmissometer will provide information on mass emissions from a pollutant source for
a given time period if:
a. The neutral density filters are calibrated to 3% and the particle characteristics do not
change.
b. A reference light source is used and the particle characteristics do not change.
c. The manufacturer supplies a calibration chart.
d. The optical density can be correlated to grain loading and the particle characteristics
remain unchanged.
37. If a post-leak check of a Method 5 train gives a value of .032 cfm,
the test should be:
a. Rejected without question.
b. Accepted without question.
c. Accepted, if Vm is corrected, using the leak rate value
d. Accepted, if Vm is modified by averaging the p re-test and
post-test leak rates.
40
-------
The following questions are related to the diagram of the Method 5 Sampling Train. Questions
vary in complexity from simple identification of equipment to others that test understanding
and comprehension of equipment use.
12
13
17
38. When performing an EPA Method 5 test, in order to draw a sample through the sampling
train at a controlled rate, the by-pass valve is:
a. Turned all the way off
b. Turned clockwise from a fully open position
c. Turned counter-clockwise from an off position
d. Turned to a fully open position
41
-------
39. What is the function of the orifice meter in a Method 5 test?
a. It is used to eliminate correcting the sample volume to standard conditions
b. It is used to determine the value of K of the isokinetic rate equation during the test
c. It is used to determine the flow rate of the gas through the sampling train
d. It is used to determine the flow rate of the gas in the stack
40. In the EPA Method 5 Sampling Train, what are each of the impingers filled with and what is
the correct order?
a. 1 - lOOcc H20, 2 - Dry, 3 - lOOcc HgO, 4 - Silica Gel (lOOg)
b. I - lOOcc H20, 2 - 200cc HgO, 3 - Dry, 4 - Silica Gel (200g)
c. 1 - lOOcc H20, 2 - lOOcc H20, 3 - Dry, 4 - Silica Gel (200g)
d. 1 - 200cc H20, 2 - 200cc HgO, 3 - Dry, 4 - Silica Gel (lOOg)
41. All leak checks for the sample train should be conducted:
a. From the nozzle inlet with all train components at operating temperature
b. From the filter inlet at room temperature
c. From the probe inlet at ambient temperature
d. From the nozzle inlet at ambient temperature
42. The post-test leak check at the highest vacuum recorded during the stack test is:
a. An unnecessary and useless procedure because it is not required by present
regulations
b. A possible source of error creating particulate penetration through the glass mat filter
c. Required in the August 18, 1977 Federal Register revisions to Method 5
d. The work of a novice tester unaware of the possible problems
43. The August 18, 1977 Federal Register gives guidelines on the type of sampling probe liner
that may be used in the Method 5 sampling system. It recommends that probe liners be:
a. Borosilicate glass
b. Borosilicate glass or stainless steel
c. Quartz glass or stainless steel
d. Borosilicate or quartz glass; stainless steel with the approval of the administrator
42
-------
44. 'tin- I'Vdcrul Ki^wtiT guidi-lini-M for Method f) MII^CH! a prr-l
-------
PROBLEM #2
v = K C
s p p
P M
s s
C =
P
Ts =
Ap =
s
85.49
0.845
303 + 460
0.15
30.3" Hg
763 °R
M
M, =
a
M, =
M =
M
0.44 (%C02) + 0.32 (%02) + 0.28 (%N2 + % CO)
0.44 (14.2) + 0.32 (5.0) + 0.28 (80.8)
6.248 + 1.6 + 22.62
30.47
M . (1-B ) + 18 B
d ws' ws
(30.47) (1-0.07) + 18(0.07)
28.34 + 1.26
29.59
v = (85.49)(0.845)
S
.59)
= 72.24
1/114.
]/ 896.
45
79
= 72.24 Vo.128
25.81 ft/sec.
Qs = 3600 (l-Bws) vs A
G
std
std
s(avg,
(S78\/ *3fl
1&)\W.
Diameter =
16"
= 8" radius
Area = ir r
,, lAWox2 _ 201 sq. in. = 1.40 ft
(3.14KB; - 144 sq> ln./aq> ft
= 3600
-------
PROBLEM #3
K =
s
Ap
P
s
85.49
0.842
300 + 460
2.5"
30
760 °R
H2°
).l +/-I5.0\
\ 13.67
28.99
M
0.44 (%C02) + 0.32 (% (
% C02 = 17
% 02 = 2
% N =100-19 = 81
0.44 (17) + 0.32 (2) + 0.28(81)
7.48 + .64 +22.68
30.8
M, (1-B ) + 18 (B )
d ws ws
(30.8) (1-0.12) + 18 (.12)
27.10 + 2.16
29.26
+ 0.28 (% N + % CO)
v = (85.49)(0
s
= (71.9826)
.99)(29.26)
848.36
(71.9826)(1.4965) =
107.72
ft/sec.
47
-------
PROBLEM #4
H_0 collected in impingers: 75 ml
H20 collected in the silica gel: 25 g
Volume = 40.20 ft3
P = 30.0" Hg
m
T = 100 °F + 460 = 560 °R
m
(*) V - K Y V™ - M7 fiAUn (40-20)(30.0" Hg)
(a) Vm(std) ~ K3Y -2-SL- 0-7.64M1)
m
= 37.991 SCF
Vwc(std) - Kl
-------
PROBLEM #5
(a) C
p(s) p(std)
|/Ap(std)
' AP(s)
= 0.99 \/^^ = 0.851
(b) Md = 0.44(%C02) + 0.32(%02) + 0.28
= 0.44 (13) + 0.32(6) + 0.28 (80)
= 5.72 + 1.92 + 22.4
30.04 Ib/lb-mole
(c) 11
(1-B ) M. + 18 B
ws' d ws
(l-.l) 30.04 + 18(.10)
27.036 + 1.8
(d) v =
% CO)
28.84 Ib/lb-mole
= (72.75) (0.984)(0.768)
54.98 ft/sec
(e) Q
std
3600 (l-Bwg) vs A
\ s(avg),
= 3600 (.9)(54.98)(1200)
= 3600 (.9)(54.98)(1200)(.652)(0.969)
1.35 x io8 DSCFH|
49
-------
PROBLEM #6
AH (29-5) + 1.5
(a) V, . = K,Y V 13.6 = (17.64) (1) (50) _ 13.6
m(std) I m
Vws =
m
46.64 DSCF
- 0.04707 (100) = 4.707 SCF
. _ 4.707 4.707
ws 4.707 + 46.64 ~ 51.343
.0919 x 100% = 9.19%
_Q1Q
= '°919
(0.0215 g/ft3)(15.43) = 0.033 gr/DSCF
TV P
x s m(std) std
x _ y (6 / ± } A (1_B }
std s s v nv ws
= 100 (760) (46. 64) (29. 92) _ __
(528) (48) (29) (60) (60) ( .00034) (1-. 0919)
= 1.06 x 1Q8 = 0.1297 x 103
8.17 x 10^
= 129.7 %I
50
-------
LESSON PLAN
TOPIC: WELCOME AND REGISTRATION
COURSE: ^50 - Lecture 1
LESSON TIME: 30 minutes
PREPARED BY: DATE: 1Q/2/78
Giuseppe J. Aldina
PRO^
Lesson Goal:
Allow students to introduce themselves to the class; determine the actual
level of job experience in the class - the number of stack tests in which
each student has participated.
Lesson Objectives:
Each student should know:
1. The following information:
a. Organization presenting the course
b. Organization providing the funds for the course (e.g. - EPA Manpower
and Technical Information Branch)
c. Organization providing the course materials (e.g. Northrop Services, Inc.
under contract to EPA)
2. The name of all instructors and their affiliation
3. The name and employer of each student in the class
4. Phone number where a student may receive messages
5. Requirements for passing the course
a. Completed registration card
b. Pre-test
c. 95% attendance - minimum
d. All laboratory work completed and turned in
e. Post-test - 70% minimum passing grad
f. Critique
6. Teaching method in the course - problem solving using the basics
learned in these lectures.
7. All class materials
a. Workbook
b. Manual
51
-------
c. Quality assurance document
d. Agenda
e. Selected handouts
f. Note paper
g. Federal Registers; 8/18/77; 2/23/78
h. Registration card
i. APTI chronological course schedule
j. EPA iraineeship Program Brochure
7. Location of
a. Restrooms
b. Refreshments
8. Address and phone number (919-541-2766) of EPA - APTI
MD-20, Research Triangle Park, N. C. 27711 as the place to contact
concerning course materials and the EPA air pollution training program.
Support Materials;
1. Student materials package
2. Blackboard and chalk
52
-------
CONTENT OUTLINE
Course: 450 Lecture 1
Lecture Title: WELCOME AND REGISTRATION
Page.
of.
NOTES
I. Introduce instructors
A. Names and affiliation
B. Experience
C. Areas of expertise
II. Explain relationship between the organization presenting the
course and EPA-APTI-MTIB
III. Logistics of the course location
A. Message phone number
B. Rest rooms
C. Refreshments and restaurants
IV. Introductions - have each student stand
A. Let student give name and employer
B. Have the student describe stack test experience
1. Number of tests or years in stack testing
2. Level of participation
a. Observer
b. Engineer in the field
c. Report writing
C. Have the student describe what he hopes to get
from the course
V. Description of teaching methods
A. Training
1. Course directed at training students to perform
a specific skill
2. Methods used in the course will be explicit
not implicit
53
-------
CONTENT OUTLINE
Course: 450 Lecture 1
Lecture Title: WELCOME AND REGISTRATION
m)
flagel of-1
NOTES
B. Instructors
1. Will be there to help student become trained
2. Will add their experience and expertise to the
training
3. Encourage questions
C. Approach
1. Teach the basic math and sampling techniques
2. Solve new problems by applying these fundamentals
VI. Course requirements
A. Completed registration card
B. Pre-test
C. 95% attendance - minimum
D. All laboratory work completed and turned in
E. Post-test - 70% minimum passing grade
F. Course critique completed and turned in
VII. Materials - have students check that they have
A. Manual
B. Workbook
C. Agenda
D. Quality assurance document
E. Federal Registers; 8/18/77; 2/23/78
F. Note paper
G. Registration card
H. Selected handouts
I. APTI Chronological Course Schedule
J. EPA Fellowship Program Brochure
54
-------
CONTENT OUTLINE
Course: 450 Lecture 1
Lecture Title: WELCOME AND REGISTRATION
\
Page^.
NOTES
VIII. Pre-test and registration
A. Explain that the pre-test
1. Tests what they know as they enter the course
2. Does not count in the final course grade
3. Will be correlated to post-test grades to measure
B.
C.
D.
4.
actual learning in the course
Students should not guess at answers
Registration card - completely filled out
Begin the pre-test and tell students to take a break
after the test
Collect all tests and registration cards - grade tests
promptly and report low, high, and average grades
55
-------
LESSON PLAN
TOPIC: INTRODUCTION TO SOURCE
SAMPLING
COURSE: 450 - Lecture 2
LESSON TIME: i hour _ 15 minutes
PREPARED BY: DATE:
J. A. Jahnke
9/20/78
Lesson Goal:
To introduce the student to the symbols and common source sampling
terms to be used in the course. To introduce the student to the
basic EPA Method 5 Train and the basic concepts of gas physics
needed for the comprehension of the course material.
Lesson Objectives:
The student will be able to:
1. Locate the goals and objectives of the course in the course manual,
2. Define the symbols and common source sampling terms used in the
course.
3. Recognize the basic features of the EPA Method 5 sampling train.
4. Write the expressions for pollutant mass rate and emission rate,
using symbols for stack gas concentration, stack gas volumetric
flowrate, and heat input rate.
5. Recognize the pitot tube equation on sight and understand the
relative importance of the parameters in the equation.
6. Write the ideal gas law equation and be able to describe the
effects of changing pressure and temperature on a gas volume.
7. Recognize the form of an ideal gas law correction equation.
8. Recognize the importance of Bernoulli's principle> gas viscosity
and gas Reynold's number in source sampling.
Student Prerequisite Skills;
Basic mathematics
Level of Instruction;
College Undergraduate Science
57
-------
Intended Student Professional Background:
High school math and high school or college general science.
Support Materials and Equipment!
1. Course workbook
2. Course manual
3. Projector
Special Instructions;
This lecture lays the foundation for the rest of the course. Stress
on the ideal gas law equation is important. It has been found necessary
to review the Method 5 Sampling Train before Lesson 2, since some
students may not be familiar with the terminology in the lecture. The
detailed explanation of the sampling train in Lesson 3 supplements this
earlier introduction.
References;
None.
58
-------
CONTENT OUTLINE
Course: 450 Lecture 2
Lecture Title: INTRODUCTION TO SOURCE SAMPLING "^u
Page _ L-of—L
NOTES
The purpose of this lecture is to introduce the students
to the EPA Method 5 train, source sampling terminology, the reasons
for obtaining Method 5 data, and to review the ideal gas law
equation.
I. Review of course objectives
A. Symbols and terms - objectives
B. Calculations
C. Equipment familiarity
D. Isokinetic sampling
E. Doing the source test
F. New methods
II. Methods of source sampling
A. Methods of monitoring source emissions
1. Manual
2. Extractive-continuous
3. In-situ-continuous
4. Remote sensing
5. Long path
6. Visible emissions observations
III. B. The manual method for particulates - EPA methods
1. Review Method 5 Train - show flow
2. Define each of terms used - pitot tube, orifice
meter, etc.
3. Define isokinetic sampling -
iso - same as, kinetic - pertaining to
motion. State that purpose of M5 train
is that v = v
n s
4. Show slides of train
Point out significant features -
orifice meter, fine control knob, filter
holder
59
students to turn
to page 3
workbook
slide
L2-la-f
Turn to page 14
of workbook
L2-2
Diagram on page 18
L2-3
L2-4
L2-5
L2-6
-------
CONTENT OUTLINE
Course: 450 Lecture 2
Lecture Title: INTRODUCTION TO SOURCE SAMPLING%
Page.
Of L
NOTES
III. Nomenclature
A. Symbols and subscripts
1. Review symbols and subscripts - defining
important terms such as Ap, AH, AH , etc.
@
2. Stress that they are using English units since
equipment is designed that way - not a course
in metric conversion
3. Define standard temperature = 68 F and pressure =
29.92 "Hg - define absolute T in °R and absolute
pressure
B. Pollutant mass rate and emission rate
1. Reason for doing Method 5 test - to obtain
concentration, pollutant mass rate, emission rate
a)
Concentration c
s
_ quantity of pollutant (mass)
cs =
quantity of effluent gas (volume)
units: grains/ft3 lbs/ft3
grams'
M3
b)
note: 7000 grains = 1 Ib
Stack gas volumetric flow rate Q
S
quantity of effluent
Q- _ gas passing up stack (volume)
s time
ft"
hr
, etc.
ft"
hr
area of stack stack gas velocity
60
L2-7
L2-8
Nomenclature on
pages 10-13 of work-
DOOk
Write on chalk-
board or
OH projector
Write on chalk-
board
-------
CONTENT OUTLINE
Course: 450 Lecture 2
v*v>
Lecture Title: INTRODUCTION TO SOURCE SAMPLING*'
ul
O
of.
NOTES
c) Pollutant mass rate
pmrc
quantity of pollutant (mass)
_ passing up stack
Ibs
hr
time
, grains
hr
grams
hr
d) Relationship of the three units
s = cs
Ibs
gr
hr
Ibs
hr
m
A v
s s
Stress units and
unit cancellation
e) Emission rate - NSPS units,are given in terms of
the weight of emissions/10 Btu heat input
c Q
s xs
Ibs
heat input rate =
Ibs
106Btu
Hr
106 Btu
106 Btu
61
See course mianual i
Page 9-5 !
-------
CONTENT OUTLINE
Course: 450 Lecture 2
Lecture Title: INTRODUCTION TO SOURCE SAMPLING^
f)
Page * of L
NOTES
Review of pollutant mass rate
1.* Refer to slide - pointing out the
large number of variables in the test
2.' Point out necessity for isokinetic
sampling
3.' Point out pitot tube equation - make
no attempt to derive - point out variables
[Memorize]
Comes from Bernoulli's principle
L2-9
Page 14 of work-
book
L2-10.
L2-11
M2
EPA
M2
/T A
^
t
M2 M3
M4
Will do these in the laboratory
Re-emphasize importance of emission rate
calculation - This is the END RESULT
c Q
s ^
IV. Gas physics - review of concepts
A. Ideal gas law
1. Important in course
PV =
m
M
RT
PV = nRT
R = 21.83
review terms
review mole concept
mole = molecular weight in
(in. Hg)(fQ
Ib-mole 9R
grams or pounds
2. A trick
m
RT
RT
_ _
P ="~ ~ - C ~
c = concentration
L2-12
By now, students
are somewhat tired
and almost satu-
rated - but this is
Berlitz and the
instructor must
press on
Write on board
Few students under-
stand the concept
of the mole -
stress its import-
ance in chemistry
Ask students what
c is
-------
CONTENT OUTLINE
Course: 450
Lecture Title:
Lecture 2 v
INTRODUCTION TO SOURCE SAMPLIN<&<
Page.
of.
NOTES
B. Correcting pressure or volume to standard conditions -
very important
Do this derivation
T
corr
to
std
nR
std
?std
stack
T
nR ^
s
for the same number of moles (molecules) of gas,
what volume would these molecules occupy at
standard conditions, rather than stack conditions?
corr
nRT
std
std
nR T
s
P T ,
s std
P ... T
std s
L2-13
corr
P T . .
s std
s P _, T
std s
Very important to understand this - essential for
understanding operation of Method 5 train
C. Other terminology of gas physics
1. Bernoulli's principle
2
1/2 mAv + mg Ah + VAp = 0
Pitot tube equation derived from this expression
2. Viscosity - n
3. Reynolds'number - N
Ke
63
L2-14
» Refer students to
, Course Manual -
i Chapter 2
; page 2-10
I They are now too
i saturated to absorb
any more mathe-
matics - Take a
break-next lecture
to be show and
tell - easing off
Note: Students
who have had no
previous experi-
ence in source
sampling will for-
get what pmr or
S
E mean, by
Tuesday afternoon-
Review the defini-
tions on occasion
throughout the
course.
-------
-------
LESSON PLAN
TOPIC: EpA
5 SAMPLING TRAIN
COURSE: 450 - Lecture 3
LESSON TIME: 1 hour
PREPARED BY:Giuseppe j. DATE: 9/15/73
Aldina
W
UJ
CD
Lesson Goal;
To familiarize the students with the equipment used for EPA Method 5
Particulate sampling; point out construction details required in the
August 18, 1978 Federal Register; illustrate equipment design factors
influencing sampling accuracy and convenience.
Lesson Objectives;
The student will be able to:
1. List the construction and calibration requirements for the Method 5
sampling nozzle
2. List the nozzle, probe, pitot tube, and thermocouple placement
requirements to minimize aerodynamic interferences
3. List the approved construction materials for the nozzle probe,
pitot tube, and probe liner
4. Describe the probe locking system for preventing misalignment in
the gas stream
5. Describe the advantages and disadvantages of various types of
sample cases and glassware
6. List the advantages and disadvantages of various materials used
in constructing umbilical lines
7- Describe the advantages of magnehelic gages for pressure measurements
and list the requirements for using these gages in an EPA Method 5
Sampling System
8. Compare the cost effectiveness of the nomograph and calculator
Student Prerequisite Skills;
None
65
-------
Support Materials and Equipment;
1. Course Workbook
2. 8/18/77 Federal Register
3. Slide Projector
4. EPA Method 5 Sampling Train - Nutech
Special Instructions:
None
References;
Federal Register - Vol. 42, No. 160, August 18, 1977. "Standards of
Performance for New Stationary Sources - Revision to Reference Methods 1-8."
The purpose of this lecture is to familiarize you with EPA Method 5
sampling equipment and its construction requirements given in the 8/18/77
Federal Register. The descriptions will start with the sampling nozzle
and proceed through the sampling system to the Meter Console.
At the end of this lecture you should be able to:
1. List the construction and calibration requirements for the Method 5
sampling npzzle
2. List the nozzle, probe, pitot tube, and thermocouple placement
requirements to minimize aerodynamic interferences
3. List the approved construction materials for the nozzle probe,
pitot tube, and probe liner
4. Describe the probe locking system for preventing misalignment in
the gas stream
5. Describe the advantages and disadvantages of various types of
sample cases and glassware
6. List the advantages and disadvantages of various materials used
in constructing umbilical lines
7. Describe the advantages of magnehelic gages for pressure measurements
and list the requirements for using these gages in an EPA Method 5
Sampling System
8. Compare the cost effectiveness of the nomograph and calculator
66
-------
CONTENT OUTLINE
Course: 450 Lecture 3
Lecture Title: EPA Method 5 Sampling Train
of — L
NOTES
ir.
The Sampling Nozzle
A. Must be made of 316 SS or glass
1. Seamless tubing
2. Other materials must be approved by the Administrator
Ref. FR 8/18/77
page 41777,
paragraph 2,1.1
and p 41781 para-
graph 5,1
(.Calibration)
B. Must be button-hook on elbow design - unless Administra-
tor approves otherwise
1. Must have sharp, tapered leading edge
2. Taper must be on the outside with _< 30° taper angle
3. Constant internal diameter should be preserved
i
C. Range of nozzle sizes should be on hand - 0,32 - 1.27 cm
ID suggested '
D. Calibration - Record results in laboratory logbook :
1. Calibrated before initial use in the field
2. Using micrometer measure ID to nearest 0,025 mm j
(0.001 in) ;
a. Measure 3 separate diameters ,
b. Average the readings
c. The difference between the low and high number^
shall not exceed 0.1 mm (.0.004 in) or
nozzle must be reshaped
i
i
3. Nozzles that have been nicked, dented or corroded
must be reshaped and recalibrated
4. Each nozzle must have a permanent identification
The Pitot Tube - "S" Type is recommended; others may be used jrith
Administrator approval
A. Construction details and calibration procedures are
covered in the lecture on Reference Method 2
Show nozzle during
discussion and
illustrate
calibration
B. Position in relation to the sampling nozzle is of intere; t
here (page 41764 FR 8/18/77)
1. The nozzle entry plane must be even with or below
pitot orifice
2. Centerline of orifice and nozzle must agree
3. Minimum separation for 1 .3 cm diameter nozzle and
pitot tube JH 1.90 cm
67
L3-1
(use slide L7-4)
-------
CONTENT OUTLINE
Course: 450 Lecture 3
Lecture Title: EPA Method 5 Sampling Train
Page—?— ofJL
NOTES
C. Position of pitot tube in relation to the sampling probe
sheath and thermocouple is also important.
1. The probe sheath end and pitot orifice opening must
be separated by a distance of 7.62 cm.
2. The Thermocouple must either be offset 1.90 cm at
the pitot tip or be no closer than 5.08 cm to pitoti
orifice. i
III. The Sampling Probe
A. 2.54 cm in diameter is most useful and prevents probe
from becoming a flow obstruction in the duct. This is
covered in more detail in RM 2 lecture.
i
B. Should be 316 SS or equivalent :
C. Pitot tube should be firmly welded to the probe. This ;
helps prevent pitot misalignment :
D. The probe should be designed to prevent accidental
misalignment in the gas stream
I
1. During use it is common to handle the sample train
and probe
2. Very easy to misalign some sampling systems
3. A good probe will not allow itself to be twisted
into misalignment
4. Misalignment causes errors in velocity measurement
5. Full evaluation of possible errors owing to mis- !
alignment covered in RM 2 lecture
E. Probe should be designed to protect the liner and prevent
accidental breakage
1. Nutech System - glass liner is not exposed to stres
and easy breakage
2. Other systems - glass liner is more exposed to
breakage
IV. The Probe Liner
A. Must be borosilicate or quartz glass tubing
1. Must have heating system capable of maintaining exi
gas temperature of 120°+ 14°C (248° + 25°F).
a. Exit temperature calibrated as shown in APTD-
0576
b. Administrator may specify other temperature
68
L3-2
(use slide L7-5)
illustrate points
discussed with a
sampling probe
Refer to RM 2
discussion of pitot
tube misalignment
error
Compare Nutech
Probe - Sample
Case interface
to some other.
Nutech System works
very well.
Reference: page
41777 FR 8/18/77,
paragraph 2.1.2
-------
CONTENT OUTLINE
Course: 450 Lecture 3
Lecture Title: EPA Method 5 Sampling Train
£R2
Page-1 _ of _ i.
NOTES
WICK*
/
2. Borosilicate glass liners used up to 480°C (900°F) '
3. Quartz glass liners used from 480°C - 900°C
(900 - 1650°F)
B. Stainless steel liners (316SS) may be used with the
approval of the Administrator
V. The Sample Case
A. Federal Register requirements
1. Filter heating system capable of maintaining a
temperature around the filter holder of 120 + 14°C
(248° + 25°F)
2. Temperature gage capable of + 3 C (5.4 F) accuracy
B. Desirable features
1. Light weight
2. Good insulation - hot and cold areas
3. Positive probe alignment locking system
4. Easy accessibility to all parts
5. Good glassware protection ;
6. Good electrical system
7. Reasonably accurate thermostat for filter chamber '
and probe heater
8. Single point monorail attachment . |
9. Durability j
10. Flexibility for vertical or horizontal stack traventes
11. Sometimes two piece construction is added convenience -
able to separate heated filter and cold implngers
C. Glassware - 2 types; decision on use is personal preference
1. Ball joint
a. Standard type
b. Works well
c. Must use non-volatile silicone grease
d. Grease is inconvenient, messy, and can
contaminate sample or catch particulate
__
Nutech Sample case
incorporates many
of these features.
It is good for das
illustrations.
-------
VI.
VII.
CONTENT OUTLINE /X
•••^••••••••••••••••••••••••••i 5 t^^X
Course: 450 Lecture 3
Lecture Title: £pA Method 5 sampling Train
i Page—k— of—a.
o
2. Compression Fittings(screw type)
a. More convenient
b. Reduced contamination probability
c. Easier to clean
d. Can, however, increase breakage
The Umbilical Cord
A. The umbilical cord is simply a bundle of lines for:
1. Vacuum tube
2. Pitot tubes
3. Electrical connections
B. It is recommended that:
1. Keep it simple - don't add too many lines
a. Makes it heavy
b. Hard to repair a broken line when so many are
wrapped together
2. Use heavy rubber vacuum tubing for the pump-impinger
connection
a. Not cut easily
b. Not easily melted or burned
3. Use Tygon for the pitot tube lines for the same
reasons as B2
i
The Meter Console
A. Meter console encloses the gas metering system illustrated
on page 41777 FR 8/18/77 Figure 5.1
1. An enclosed system is not required but is usually '
easiest to use !
\
2. It is recommended that the meter console be a simple:
system containing
a. Flow control valves
b. Pump
c. Dry gas meter with dialface calibration of 0.1
CFM/Revolution
70 ""
NOTES
-------
CONTENT OUTLINE
Course: 450 Lecture 3
Lecture Title EPA Method 5 Sampling Train
£
Page.
B.
d. Pltot tube differential pressure gage
3. Communication systems and thermo-couples are cheaper
and more useful as separate components
a. Lower Initial cost
b. Easier to repair and check
c. Can be used for other applications without the
full sample train
Desirable features
1. Light weight
2. Reliable leak free pump preferably oil lubricated
fiber vane
3. Easy readability
4. Good temperature controls
5. Averaging dry gas meter thermometer (must be
accurate to + 3°C (5.4°F) )
6. Rugged construction
7. Good carrying handles
8. Magnehelic differential pressure gages
a. FR 8/18/77 allows magnehelic gages when they
agree with 3 oil manometer Ap readings in the
duct within 5%
VIII. The
A.
b.
c.
d.
e.
Nomograph
Very reliable when properly calibrated
Easier to read
Less sensitive to vibrations
No need to continuously recheck zero setting
B.
This course covers the derivation of the isokinetic ratej
equation '
I
I
1. Nomograph is used to solve the equation for AH
based on the stack gas variables
2. A calculator can solve the equation more accurately
Nomographs must be calibrated
71
NOTES
-------
CONTENT OUTLINE
Lecture 3
Traln
1. Check scale alignment
2. Check accuracy
C. Nomograph is an expensive specialized slide rule
1. Calculator is more accurate and more easily reset
2. Calculators can be used to work up other data.
Nomograph does only one calculation
NOTES
This lecture has covered an overview of the EPA Method 5
Sampling Train. We have
1. Identified individual components
2. Listed FR requirements
3. Pointed out some advantages and disadvantages of
different equipment designs
72
-------
LESSON PLAN
TOPIC: DISCUSSION OF LABORATORY
EXERCISES
COURSE; 450 - Lecture 4
LESSON TIME: 90 minutes
PREPARED BY: DATE: 10/2/78
Giuseppe J • Aldina
W
Ul
CD
2
Lesson Goal;
Provide the students with explanations of the laboratory procedures to be
performed in the Monday afternoon Laboratory.
Lesson Objectives;
The student will be able to
1. List the procedures for applying reference Method 1 at circular and
rectangular stacks
2. List the steps involved in performing an "S" type pitot tube
calibration
3. Describe the procedures for wet bulb-dry bulb moisture estimation
4. Calibrate the meter console orifice meter when the dry gas meter has
been calibrated against a reference volume standard.
Prerequisite Skills;
None
Support Materials and Equipment;
1. August 18, 1977 Federal Register 3. slide projector
2. Blackboard and chalk
4.450 workbook
73
-------
Special Instructions;
Refer students to FR during the lecture so they may mark important items
References;
Federal Register - Vol. 42, No. 160, August 18, 1977- "Standards of
Performance for New Stationary Sources - Revision to Reference Methods 1-8."
The success of the afternoon laboratory sessions depends upon a thorough
understanding of the methods and procedures used. The experience gained in
this laboratory will be very useful when actually performing an EPA Method 5
test or any other type of sampling. You (students) will calibrate an "S"
type pitot tube, calibrate the meter console orifice meter, perform wet bulb -
dry bulb moisture estimates, and apply Method 1 guidelines for sample and
velocity traverses. After completing the lab you should be able to:
1. Select a sample site and sampling traverse points following
Reference Method 1 Criteria
2. Describe and perform the calibration of a Type S pitot tube
3. Calibrate an orifice meter
4. Estimate the percent moisture in a stack gas
74
-------
CONTENT OUTLINE
Course. 450 Lecture 4
Lecture Title: Discussion of Laboratory ExercisesPnctfe°
«7j»
NOTES
I. Reference Method 1 •
A. Principle
1. Aid in making representative measurements from a
stationary source
a. Pollutant emissions
b. Total volumetric flow rate
2. Stack cross-section is divided into equal areas
3. A traverse point is located in each equal area
B. Applicability - The method may be applied to flowing gas
streams in any duct, stack, or flue except under any of
the following circumstances:
1. Cyclonic or swirling gas flow (defined on page
41758 paragraph 2.4) exists in the duct
2. The stack is smaller than 0.30 m (12 in.) in
diameter or the cross-sectional area is less than
0.71 m (113 in. )
3. The measurement site is less than 2 duct diameters
downstream or less than 0.5 diameters upstream
from a flow disturbance
C. Description of Laminar Gas Flow
1. Laminar gas flow is a theoretical concept - it may
never exist in actual practice
Lab exercise
covered on page 21
in the workbook
Note paragraph 1.2*
page 41755, 8/18/77
FR j
i
A description is [
covered in the t
procedures section ;
of this lecture |
(El).
2.
Laminar flow in a duct is described in this
drawing:
Gas Flow-* *
A hand drawing on
the board is more
effective, here,
than a slide
3. The "Bullet" shape of the gas is caused by friction
a. Gas layer closest to the stack wall dissipates
some energy as friction and slows down
b. The layer of gas above the boundary layer
proceeds to give up some energy contacting
the slower more viscous boundary layer
75
This should remain
simple - try not tc
get bogged down
in fluid dynamics
-------
CONTENT OUTLINE
Course: 450 Lecture 4
Lecture Title .
Page
NOTES
±acus8ion of Laboratory Exercise
*u
c. This action proceeds - theoretically - in a
symmetrical manner across the gas velocity hes
4. It is easiest to measure the velocity pressure of
a gas when it is in a flow pattern approximating
laminar flow
D. Flow Disturbance
1. A flow disturbance is a
a. Bend in the duct
b. Expansion or contraction of the duct
c. Visible flame
2. At 8 duct diameters downstream and 2 diameters
upstream of a flow disturbance
a. Velocity head profile is assumed to resemble
Laminar conditions
!
b. The minimum number of sample points may be used
3. Draw flow disturbance at 8<|> and 2
Note; Laminar flow]
may not exist ever (
but at 8 and 2
the assumption is i
made that the flow f
reasonably resembles
Laminar 5
2
diameter
Point out that thes<
are minimum criterii
There can be more
than 8 and 2$
When sampling at this
point the minimum // of
pts may be used - 12 pts.
76
-------
CONTENT OUTLINE
Page.
Course. 450 Lecture 4
r///e;
(9
NOTES
DiscuS8ion on Laboratory Exercise
E.
4. When sampling at a site other than 8 and 24>
a. You will have to use the chart on page 41756
to determine the number of traverse pts.
required
b. You may not sample at a site that does not
have at least 2$ downstream and 0.5 upstream
of a disturbance
Procedures - Circular stacks
1. Determine the following
a. Duct internal diameter - is it larger than
0.3 meter 1
b. Cyclonic flow condition using the Type S
pitot tube
2.
1) Prepare differential pressure gage
2) Connect pitot tube to the gage
3) Position pitot tube orifice openings
perpendicular to the plane of the stack,
cross-sectional area-orifice is parallel
to the gas flow
4) At this point the "S" tube should show
"0" reading on the gage. (Equal forces
will act on both orifice openings)
5) If the gage does not show "0" rotate the
pitot until a "0" reading is shown
6) Record the rotation angle from the i
original position I
7) Repeat the procedure for all traverse ptsj.
8) Assign traverse pts which require no j
rotation to reach "0" gage reading a
value 0.
9) Average all readings. If the average of '
all rotation angles is greater than 10 ,
the duct has an unacceptable flow conditibn
c. Duct diameters of "straight run" from all
disturbances
Based on duct diameters straight run locate the
sampling site 77
Use pitot tube for '•
demonstration; Sea
page 41758 (directly
below Figure 1.4) \
-------
CONTENT OUTLINE
y*"'^
\
I
Course: 450 Lecture 4 \***V^/
Lecture Title: Discussion on Laboratory Exercises4
£B2
Page —i- of.
10
NOTES
a. Choose the most convenient site
b. 84 and 2 not always possible '
c. Choose a site that will allow the least number1
of traverse pts.
3. Use the graph on page 41756 to determine the number
of traverse pts. for sampling. Use the graph given
for the appropriate duct internal diameter
a. Remember when reading the graph that both
upstream and downstream diameters from a
disturbance are important
b. You can always sample more traverse pts but
never are you allowed to sample less than the
minimum shown on the graph
c. The number of pts. must be a multiple of 4
d. This number is the total traverse pts. Half of j
these are on each traverse diameter »
4. Calculate the percent diameter into the duct from j
the stack wall for each traverse point. Refer to Figure s
? 1-3 on page 41758. \
} a. Use the table 1.2 on page 41758 "
b. total traverse pts = pts/diameter
c. Find the pts./diameter in the table and
multiply actual duct ij» by the decimal % shown
EXAMPLE:
duct 4> = 100 cm '
total traverse pts = 12 |
traverse pts/diameter = 6 |
1st pt = 100 cm x 0.044 = 4.4 cm from stack wall into th$
duct
2nd pt = 100 cm x 0.146 = 14.6 cm into the duct
j
5. Locate the traverse pts on 2 perpendicular Refer to page
diameters one of which is in the plane of highest 41757 paragraph
anticipated dust concentration 2.3.1 for details
6. Note guides for location of traverse pts. within
2.5 cm of the stack wall in paragraphs 2.3.1 and
2.3.1.1 78
-------
CONTENT OUTLINE
Course: 450 Lecture 4
Lecture Title:Discussion on Laboratory Exercises^* PRO-\fc&
NOTES
Procedures - Rectangular Ducts
1. Check for cyclonic flow
2. Calculate duct equivalent diameter
D =
E L+W
3. Determine the duct diameters of straight run
4. Use the appropriate graph on page 41756 to determin^
No. of traverse pts.
5. Refer to Table 1-1 for the required Balanced Matrix
II. Calibration of the "S" type pitot tube
A. The complete details of the reference method 2 will be
covered in lecture seven.
Check 450 workbook
! problem section
which describes
balanced matrix
,, c
page 165
Lab exercise
covered on page 24
in the workbook
1. All Federal Register requirements will be highlight ;d.
2. Today we want to give the procedures for calibration
of the "S" tube in the laboratory
B. Equipment
1. Standard pitot-static tube or Prandtl Tube.
2. Inclined oil manometer (use only one)
3. Calibration duct
a. Must have at least 8(j> and 2<|> straight run from
disturbances
b. Capable of steady gas velocity of 15 m/sec
(30-40 ft/sec)
c. Ports must be arranged so Prandtl Tube and
"S" Tube would be at the same point in the
gas stream
4. Type S pitot tube attached to the .sampling probe
tube used in Wednesday's source sampling lab, including
the sampling nozzle.
5. Laboratory data sheet
C. Procedures
1. Record identification numbers of all equipment used
2. Level and zero the manometer
79
3. Check Probe-Nozzle-Pitot tube separations and recorc
workbook page 26
-------
CONTENT OUTLINE
Course; 450 Lecture 4
Lecture Title: Discussion on Laboratory Exercises'4
m)
Page.
10
NOTES
4. Leak check the system
a. Prandtl tube and tubing to manometer
b. Pltot tube and tubing to manometer
c. Recommended leak check Is positive pressure at
Impact opening and negative pressure at static
opening to 7.6 cm (3 in) lUO.
d. Leak check should be stable for 15 seconds
5. Check the calibration duct for cyclonic flow
6.
7.
8.
9.
10.
11.
12.
13.
14.
Mark Prandtl and "S" tube so they will be at the
same point in the duct
Mark legs A and B of the "S" tube
Insert Prandtl tube
a. Record Ap (when reasonably steady)
b. Remove the tube
Insert leg A of the "S" tube
a. Record Ap
b. Remove
Insert Prandtl tube
Insert leg B of the "S" tube
Repeat 8-11 until 3 pairs of readings are completed
Measure duct static pressure
Record
a. All Ap readings
b. Duct static pressure
c. Duct gas temperature
d. Actual barometric pressure at the site
Make sure students
keep all pitots
properly level and
aligned in the duct
80
-------
CONTENT OUTLINE
Course: 450 Lecture 4
Lecture Title:
Discussion on Laboratory Exercise
m
r
e^0"*'
Pnge
af 10
NOTES
15. Calculate
a. C for the "S" tube for each reading
P
C , „.» = 0.99
p(std)
S(s) - S(std) l/^1
b. Calculate average Cp for leg K. and leg B
c. Average deviation for leg A and B
zlc , ,. -c I
_ _ ' P(S) p '
3 ^ 0.01
d. Deviation between leg A and B
ff • lcp - CP I
PA PB
16. Calculate
a. velocity (m/sec)
^0.01
b. Volumetric flow rate (m /Hour)
T
Q
3600 (v ) A (1-B )
s s ws
III. Wet Bulb - Dry Bulb Moisture Estimate
std
std
A. The Wet Bulb-Dry Bulb Technique for moisture estimation
is used in this laboratory
1. Reference Method 4 will be discussed later
2. Wet Bulb-Dry Bulb is easy and can give a good estimate
of the H_0 content of the stack gas
B. The % H20 in the stack is by Dalton's Lav of Partial
Pressure
V.P,
1.
ws
abs
Ratio of component partial
pressure to total system pressu
2. The workbook shows the calculation for the actual
V.P.H _ using knowledge of
81
Ms = 29 for dry
air
Assume B
ws
0
for this calculatic n
page 27 in workbook
-------
CONTENT OUTLINE
Course: 450 Lecture 4
Lecture Title: Discussion on Laboratory Exercises4
8 of
NOTES
a. The saturated V.P.H 0 at constant temperature
and pressure 2
b. Latent heat of vaporization for H_0
3. The % H20 can be found using
Note; The wet bulb'
dry bulb procedure
does not work in
acid gas streams
The calculation B
ws
V.P.
Pabs
, page 30 of Workboc k
C.
b. Psychometric chart page, page C-22 of Course Manual
c. Nomograph page 32 of Workbook
Procedure
1. Take dry bulb temperature
2. Take wet bulb temperature
a. Preferably using the same thermometer or one
very similar
b. Cover entire area inserted into the duct with
a cotton wick, tightly wrapped around the
thermometer
c. Saturate wick in H^O before inserting into the
duct
d. Watch temperature rise carefully
e. When temperature rise stops record the temperature
f. Temperature will continue to rise after the
momentary pause
3. Use any procedure given in B3. Cross check procedu
for agreement if interested
es
IV. Orifice Meter Calibration
A. APTD - 0576 calibration procedures gives recommended
calibration for
1. Orifice meter
2. Dry gas meter
B. Laboratory exercise will differ only slightly
1. Wet test meter will not be used
2. Dry gas meter correction factor (DGMCF) has been
determined against a spirometer
. 82 —
workbook page 33
The lab procedure
works well when th
DGMCF is known.
Assume DGMCF = 1
for these labs.
-------
CONTENT
Course? 450 Lecture 4
lecture Title: Piscussioii
Page
of
NOTES
3. We will calibrate
eter for!the desired
flow rate
v
C. Orifice'meter,AH« is a calibration factor. It is the
pressure differential across th6 meter which allows
0.75 C^l flow fate at 29.92 in. |Hg Barometric pressure
and 68 F. i
D.
Workbook shows equations-, used •
fT °RAH]%"
1. Q = K JS --
m m P M
L m m J
2. Solving for AH at given conditions
Workbook page 33
/0.75 CFM\
\ Km /
E.
(29.92) (29)
528
4
0.9244
K '*
m
Procedure
j
1. Follow lab instructions
2. U^e form on page 36 of workbook
3. Solve equations AH@ should ifall within 1.5 - 2.1 in
H20 or there is probably a mistake
V. Closing Comments
f
A. A large amount of information has been presented very
quickly
1. A great many things to cover, however, if confusion
exists it will all come together by Wednesday
I
2. DO NOT become discouraged
B. Laboratory will be
1. Hectic
2. Noisy
Instructors will help with all problems
Experience has
shown this is very
true
C.
D.
E.
You will get as much out of the ;lab as you put in so
apply yourself
Be sure to read the workbook carefully. You will be
1. Site pre survey - fill out forms
2. Reference Method 1 - complete all drawings
83
doii .g
Either have student
do this for the bes:
possible situation
at the duct or for
conditions existing
-------
CONTENT OUTLINE
Course: 450 Lecture 4
Lecture Title: _'
Page—iSLof.
NOTES
3. Pltot tube calibration
4. Moisture estimation
5. Orifice calibration
6. Volumetric flow rate
Sheet on page 41
to be turned in on
Wednesday morning.
84
-------
LESSON PLAN
TOPIC: ISOKINETIC SOURCE SAMPLING
COURSE: 450 - Lecture 5
LESSON TIME: i hour 15 minutes ,_n/^0
PREPARED BY: DATE: 9/20/78
J. A. Jahnke
Lesson Goal;
To present the concept of isokinetic sampling, providing the rationale of why
it is necessary to sample isokinetically for particulate matter.
Lesson Objectives:
The student will be able to:
1. Define isokinetic sampling
2. Illustrate why isokinetic sampling is necessary when sampling for
particulate emissions
3. State how the particulate concentration given by the Method 5 train
will change when the sampling is performed over isokinetically
4. State how the particulate concentration given by the Method 5 train
will change when the sampling is performed under isokinetically.
Student Prerequisite Skills:
Ability to multiply and divide
Support Materials and Equipment:
1. Course workbook
2. Slide projector
85
-------
Special Instructions:
This lecture is the first of a sequence of three lectures given on
isokinetic sampling, Tuesday morning. The three lectures work extremely
well together, if presented with a proper appreciation of how fast the
students can grasp the concepts.
References;
None
86
-------
CONTENT OUTLINE
Course: 450 Lecture 5
Lecture Title: Isokinetic Source Sampling
Page.
of-L.
NOTES
ii.
Review of previous day's material
A. Ask following questions concerning M5 sampling train.
1. Where is the orifice meter?
2. Where does one read Ap? , AH?
3. What is Ap related to?
4. What is AH related to?
5. What is AH^? — students did this Monday laboratory
but were not formally presented with it in lecture.
= K
m
m
m
P.M.
m m
P M
m m
m
K
m
(29.92) (29.0)
(460 + 68)
6. What is the isokinetic sampling condition?
v = v stress this!
n s
7. What happens in the impingers?
8. Does the same amount of gas (volume) go through the
nozzle as goes through the orifice meter, per
unit time?
9. How does the pressure and temperature change from
the nozzle to the orifice meter?
10. What is pmr-, E ?
11. Write the pitot tube equation
12. What is the expression for a volume correction?
Isokinetic sampling
A. Definitions and principles
1. Isokinetic
a. "Iso" - denotes equality, similarity, uniform!
b. "kinetic" - pertains to motion
87
To warm up the claf
it has been found
necessary to first
review some of the
previous day's
material. Conduct
this part as a
question and answei
session.
L5-1
Note: These
questions are
slanted so that th<
student may be
better able to
comprehend the
Tuesday morning
lectures.
L5-2
Turn to page 45 of
workbook.
-y
-------
CONTENT OUTLINE
Course: 450 Lecture 5
Lecture Title: Isokinetic Source Sampling
Page— ofjL
NOTES
c. Isokinetic sampling is where velocity of gas
through probe nozzle is equal to stack gas
velocity
2. Principles
a. Large particles tend to move in same initial
direction — have enough inertia to deviate
from streamline pattern
b. Small particles tend to follow streamlines
c. Intermediate size particles are somewhat
deflected.
Draw on chalk
board
d. This is watered down aerodynamics for purpose
of this lecture — a large particle > 5 ym in
diameter — small particle <1 ym in diameter
(This corresponds with EPA's feelings for
large and small particle definitions — but you
may get some argument)
B. The Example
1. 100% Isokinetic sampling — what would -be the concen
tration collected?
Note: Assume a large particle weighs 6 mass units
and that we have a small particle weighing
.03
v = v
n s
Mass rate = M = (4x6)+(4x.Q3) "*** "nits
n minute
Flow rate = Q = 1 ft /minute
n
/.concentration = ma!S ratf th.rouSh nozz^e u
volumetric flow rate through nozz
_24^1 mass units/mjatO'te
Refer
back to
L5-2
ft /miarfte
88
-------
CONTENT OUTLINE
Course: 450 Lecture 5
Lecture Title: Isokinetic Source Sampling
NOTES
2.
24.1
mass units
ft3
200% Isokinetic
Larger volume collected per unit time — large
particles not sliced out by nozzle, are lost. All
smaller particles in volume are collected.
v = 2v
n E
Qn = 2 ft /min
._ _ (4x6)+(8x.Q3)
' 'n 2
24.2
mass units
3 -
Over isokinetic sampling gives concentration lower
than true
3. 50% Isokinetic
Smaller volume collected per unit time large
particles don't follow streamlines, but punch into
nozzle.
n
Q = .5 ft /min
_ 4x6 + (4x.Q3)
n 5
=48.2 mass minutes
ft3
Under isokinetic sampling gives higher concentra-
tion than true .
4. Generalizations;
a. 100% Isokinetic — gets representative particul
distribution on filter
b. Over isokinetic -get lower weight of particles
per amount of volume due to loss of large
particles through inertia effects
89 " "
te
L5-3
L5-4
-------
CONTENT OUTLINE
Course: 45° Lecture 5
Lecture Title: Isokinetic Source Sampling
Page.
NOTES
c. Under isokinetlc -get more weight of particles
per amount of volume due to addition of large
particles punching through streamlines.
d. These are generalizations — may have exception!
in special cases — refer to references given on
page 47 of course workbook.
C.
The Question — Problem is, how does one sample isokineti
— Given the EPA Method 5 train, how is it set up so that
n
ally?
Go immediately on
to next lecture.
Class should still
be fresh and
interested. Don't
take a break, or
attention will be
lost.
90
-------
-------
LESSON PLAN
TOPIC :THE ISOKINETIC RATE EQUATION
COURSE: 450 - Lecture 6
LESSON TIME:! hour 15 minutes
PREPARED BY: J> A< Jahnk#ATE: 9/20/78
Lesson Goal;
To derive the isokinetic rate equation for the EPA Method 5 train, from
basic principles of the ideal gas law, and to present methods for its
solution.
Lesson Objectives;
The student will be able to
1. Recall the basic equation for establishing the isokinetic rate,
AH = KAp.
2. Explain that gas passing through the sampling train undergoes changes
of moisture content, temperature, and pressure.
3. Explain that the isokinetic rate equation is derived from the
requirement that v must equal v , and that one obtains the final
expression by substituting the pitot tube equation and orifice meter
equation and by making proper corrections for pressure, temperature,
and moisture content.
4. Recognize the fact that a separate equation exists for the determination
of the nozzle diameter
5. Calculate the value of D , the nozzle diameter, given the appropriate
input data, using a calculator or a slide rule
6. Calculate the value of K and AH, given the appropriate input data,
using a calculator or a slide rule
7. Calculate values of D , K, and AH using a source sampling nomograph
8. State the assumptions of the source sampling nomograph
9. Check the accuracy of the source sampling nomograph and recognize
the effect of errors in computed AH values on test results.
93
-------
Intended Student Background:
High school math and high school or college general science. Attendance
at 1st day laboratory mandatory for comprehension of this lecture.
Support Materials and Equipment;
1. Course workbook
2. Slide projector
3. Pocket calculator with square root function, for each student —
or slide rule to do extended calculations
4. One source sampling nomograph for each student
Special Instructions;
Some students may "turn off" when they realize you are going to derive an
equation. Never tell them that you are doing a derivation — just do it as
if it proceeds logically out of the last lecture — don't make a big deal
out of it. Approximately Jg of the class will be lost or won't care about
the equation after the derivation is finished (depending upon your
presentation abilities). Immediately after the derivation, the students
are to calculate the problem given on page 59 of the workbook. The students
that didn't care, will now care very much, especially if you go around from
student to student to see how they are doing.
References:
Yergovitch, T. W., "Development of a Practical Source Sampling Slide Rule",
JAPCA 26 #6 June 1976, pp 590-592
94
-------
CONTENT OUTLINE
Course: 450 Lecture 6
Lecture Title: The i80klnetic Rate Equation
Page.
NOTES
I. Derivation of the Isoklnetlc Rate Equation
L6-1
A.
AH - KAp — The relationship between v and v . Note t
get Ap from pltot tube - Set the AH calculated from this
at
equation with the orifice meter.
Ask following questions:
This makes v - v
B.
1. On what oil manometer do we read ftp?
Ans. - red
2. On what oil manometer do we read AH?
Ans. - Yellow oil manometer
3. How is the AH set? Ans. - with fine control
knob, (students should know this from lab,
but * Jj the class will not understand it yet)
0 = A v = A v under isokinetic conditions
n n n n s
What is the area of the nozzle?
2
This is the core
course. Once the
student understand:
this concept, he ±t
half way home to
doing the method.
Slower students
may not grasp this
until Wednesday
afternoon.
L6-2
(30
Therefort
irD A
is the volumetric flow rate through the
nozzle
What is the volumetric flow rate through the orifice met
m
If the stack gas contained no moisture, how would Q
be related to Q? Would it be the same? No — because
have change of temperature and pressure through the trail
T
r?
L6-3
m
This equation was
used in Monday
afternoon lab and
should have been
reviewed in 1st %
hour Tuesday mornii
i
L6-4
n
m
95
-------
CONTENT OUTLINE
Course: 450 Lecture 6
Lecture Title: Isokinetic Rate Equation
Page—l—of—8_
NOTES
For lecturer's
information
don't give in
class unless
asked
F.
Since
P V
s n
n RT
s s
mm in TO
n • n (since have no H00)
s in i
V = - V or Q
n P T m xn
s m
Vs
P T
s m
E. Now, if stack contains moisture
L6-5
n (1 - B )
s v ws'
m wm
n (1 - B ) = n
s ws m
if use silica gel i.e. the numbe
of moles of gas at stack conditions is made up of
combustion gases and water. The fraction of
combustion gases (1 - B ) times n , gives n .
ws s m
Flow rate corrected for T, P, and moisture, is now
Q.
. /1-B\ T P
L = / wm \ s m
n I 1 - B ) T~ P~
\ ws / m s
Since
P V
s n
n RT P V
s s mm
n RT
m m
(1 - B )
wm
(1 - B )
x ws'
(1 - B )
wm
P V m ——
Vn (1-BW8)
n
m
n RT
but n
m
Vm
RT
m
96
L6-6
Do not give this
derivation in
lecture unless
asked. It is too
involved and you
will lose most of
the class if you
give it — it. would
also waste too muct:
time.
-------
S CONTENT OUTLINE /SN
Course: 450 Lecture 6 \
-------
CONTENT OUTLINE
Course: 450 Lecture 6
Lecture Title: ^^ isokinetic Rate Equation
Page—L- of §L
NOTES
K. Simplifying
L6-11
m
(1-B
wm
M T P
ID in s
M~ T P
s s m
Ap
L. Note moisture relationships for molecular weight
M « M. (1 - B ) + 18 B
m a win wm
L6-12
M = M, (1 - B ) + 18 B
s a ws ws
M. Substitute to obtain Isokinetic rate equation
AH
n
\
(1-B )2 fM-d-B ) + 18 B 'I
ws d wm _ wm
(1-B )^ M,(1-B ) + 18 B
wm L d ws ws.J
N.
Now want to get above equation into a working form using
all of our constants and variables
Define AHffl as the orifice pressure differential that
gives 0.73 cfm of air at 68°F and 29.92"Hg
0. Substitute values into orifice meter equation
AH
M
m
m
m
(.75 cfm) (29.92 in. Hg)(29.0)
(460 + 68°F)K
AH,
.9244
K2
m
98
T P
m s
T P
s m
L6-13
AP
/L6-14
L6-15
-------
CONTENT OUTLINE
Course: 450 Lecture 6
Lecture Title: The isokinetic Rate Equation
-L-of—L
NOTES
P. Assume the following
B =0
wm
K = 85.49
P
L6-16
Q. Isoklnetic rate equation working form
846.72 D 4AHfflC 2 (1-B )2 Md Tm Ps
n @ p W8; __ _ _
s s m.
R. Similarly, one can derive an expression for the nozzle
diameter
'0.035 0 P \ (1-B )
in m\ wm
T C
m p
(1-B )
ws
s s
7?
S. Immediately turn to page 53 of the course workbook and
have the students do the lecture problem.
Ans:
M =
M.(1-B ) + 18 B
d ws ws
M = 29 (1-.12) + 18 (.12) = 27.7
8
'0.0357 Q P
m
n
T C
m p
(1-B )
v ws
yT M '
s s
Ps^
/ (0.0357) (.75) (30.0) 1 7(740) 27.7
'V (540) (.85) .88 V(29.6) (.80)
.241
99
L6-17
L6-18
Do not take a
break
-------
CONTENT OUTLINE
Course: 450 Lecture 6
Lecture Title: ^^ Isokinetic Rate Equation
Pnrje
NOTES
choose .25" nozzle
then
AH <
846.72 D 4AH_C 2
n @ p
) r£ ^ ^
ws M T P
sm
Ap
Tell the class to
choose a .25" nozz
after they have
completed the firs
part of this
calculation
^
846.72 (.25)4 1.85(.85)2(.88)2
) (ft
Ap
= 2.59 Ap
AH = 2.59 Ap
T.
Ask questions:
What do you do if Ap
1.0
.80
.60
Say if moving probe from traverse point to traverse poin
— get new Ap's at each point, calculate and set new AH's
at each point.
How do you set the AH?
Now take a break.
Have each student
pick up a nomograp
during the break.
II. Using the nomograph to solve the isokinetic rate equation
A. The nomograph - A type of slide rule to do the calculati
given in I. Show several types of nomographs. Show
several types of other slide rule calculators. Mention
prices - Nomograph $140
Slide rule $40 ->• $140
B. Assumptions of the nomograph
1. Assume
C = .85
530°R
AH@ = 1.84" H20
100
-------
CONTENT OUTLINE
Course: 450 Lecture 6
Lecture Title: The Isoklnetic Rate Equation
\
ssy
NOTES
P - P - 29.92"Hg
s n B
M, - 29.0
a
Bws ' -05
Substitute into
AH
get
846.72 D>@C 2(l-Bws)2
r
/
s m
Ap
D
AH = KQC
Ap
2.
H,0, P . and
@ T
s
K@ = 5.507 x 105
C is a correction factor
C Factor
a. C factor corrects for AHa, T ,
(s m
b. C does not correct for C or M,
p d
C. Using the nomograph
1. Compute C factor using data for previous lecture
problem
C should - .91 or .92
2. Turn nomograph over — compute nozzle diameter
D - .241
n
3. Compute K and AH using nomograph and choosing nozzl
diameter of .25"
K - 2.59 when Ap is set - 1
Show use of nomograph to obtain AH from Ap's
4. Nomograph check for scale alignment. Fill in table
given in slide
L6-19
m
Ask students value
of C factor they
obtain.
. L6-20
work along with
students. Ask
students for value:
obtained.
L6-21
Ask for student
comments.
-------
CONTENT OUTLINE
60 S7-4:
Course: 450 Lecture 6
Lecture Title:
The Isokinetic Rate Eauation
Page 8
-------
UJ.'i
-------
LESSON PLAN
TOPIC: Review RM.1; RM2; RM4; RM3
COURSE; lecture 7
LESSON TIME: 2 hours 30 minutes
PREPARED BY: DATE:
Giuseppe J. Adlina 10/2/78
Lesson Goal;
Illustrate to the students the proper methods for completing RM1 and KM2.
Explain the RM4 method for moisture determination. Explain the RMS
procedures for gas analysis.
Lesson Objectives;
The student should be able to:
1. Fully describe and perform RM1 procedures
2. List all Federal Register requirements for pitot tube calibration,
construction, and use
3. Describe RM4 procedures for moisture determination
4. Use RM4 equations for calculation of B
ws
5. List the procedures for RM3 gas aaalysis
6. Calculate and mathematically define
a. M,
a
b. M
s
c. % Excess air
Prerequisite skills:
None
Level of Instruction;
College undergraduate science
105
-------
Intended Student Profesional Background;
General Science
Support Materials and Equipment^
1. FR 8/18/77 4. 450 Workbook
2. Blackboard and chalk 5. Standard pitot
3. Slide projector 6. S-type pitot tube
7. Orsat apparatus
Special Instruction:
Point out the important sections to the students in FR 8/18/78. This
lecture has a great deal of latitude. Students generally show interest
in all sections. Concentrate on areas of greatest student interest as
indicated during the lecture.
References:
Federal Register - Vol. 42, No. 160, August 18, 1977- "Standards of
Performance for New Stationary Sources - Revision to Reference Methods 1-8."
This lecture is divided into several discrete sections:
I. Review of the Sample and Velocity Traverse Procedures for RM1
II. Detailed Evaluation of "S" Type Pitot Tube Calibration and RM2
III. Discussion of RM4 - Determination of Moisture in Stack Gas
A. Procedures
B. Calculations
IV. Discussion of RMS - Gas Analysis for C02> Excess Air and Dry
Molecular Weight
A. Procedures
B. Calculations
After the RM3 discussion we will proceed to the laboratory for practice
in using the Orsat apparatus for gas analysis.
106
-------
CONTENT OUTLINE
Course: 450 Lecture 7
Lecture Title: Revlew RMl; RM2; RM4: RM3
\
NOTES
I. Review of RMl procedures
(The review should be done with the instructor drawing the
schematic diagrams necessary for RMl procedures from
: 'FR 8/18/77. Class input should be. requested to assist in
making the drawings).
II. Reference Method 2 - Determination of Stack Gas Velocity and
Volumetric Flowrate
A. Principle
1.
Average stack gas velocity is determined from the
gas density and average velocity pressure head
K C
P P
V-
P M
s s
*5
Average
2.
The gas velocity and stack cross-sectional area are
used in calculating the average standard dry gas
volumetric flow rate
3600(vs)(Ag)(l-Bws)
B. Applicability
1. Not applicable to sampling sites that do not meet
RMl criteria
2. If cyclonic flow exists
a. Install gas straightening vanes
b. Calculate the total volumetric flowrate
stoichiometrically
c. Move to another sampling site
107
Note; v -may be
approximated
Assuming P
M = 30
CS = 0.85
P
v - 2.46
s
30;
-------
CONTENT OUTLINE
Course: 450 Lecture 7
Lecture Title: Review HMi; RM2; RMA; RM3
of.
11
NOTES
Standard or Prandtl Bitot tube design specifications
1. The Standard or Prandtl pitot tube has specific
design criteria accepted by the National Bureau
of Standards
2. (Point out construction details shown on the L7-1
slide)
3. The construction of this tube following these criterlja
has shown
a. Turbulence around the measuring orifices it
does not occur to any significant amount that
could affect readings
b. Gas stream orientation sensitivity is greatly
reduced
Slide L7-1
c. The calibration coefficient (C ) is generally
0.99 + 0.01 p
4. The C of the standard pitot tube may be determined
by NB§, however, the PR allows the user to assume
C - 0.99 + 0.01
P —
5. An "S" type tube must be calibrated against a Prandtl
or standard tube
6. The Prandtl tube is not generally used for source
sampling
a. Static pressure taps may be plugged in a heavy
partlculate gas stream
b. The long impact opening section is difficult
to get into standard diameter ports
The "S" type (Stausschelbe) pitot tube
1. The Federal Register now includes construction
details for the "S" type tube
2. The Federal Register describes
a. Proper tube alignment
Appropriate sizes of tubing for construction
Preferred plane of the 'orifice openings
Note: It is more
convenient and
clearer to students
to refer to C as
the calibratiBn
coefficient
Slide L7-2
b.
c.
d.
Proper configuration with the probe and sampling
nozzle to minimize aerodynamic Interferences
108
Slide L7-3
Slides L7-4
L7-5
-------
CONTENT OUTLINE
Course: 450 Lecture 7
Lecture Title: Review RM1; RM2; RM4; RM3
Page.
of-U
NOTES
3. When all construction- and placement requirements
are met the baseline coefficient C for the "S"
type may be assumed to be 0.84. P
(Refer to FR page 41764, paragraph 4.1 and 4.1.1)
E.
How many calculated a C different than 0.84?
Ask class laboratory groups:
1.
2. How much different?
3. What conclusion would they draw?
Calibration of the "S" type tube
1. Equipment
a. Calibration duct
1) Proper port openings
2) 8 and 2 diameters minimum
3) Capable of steady gas flow
a) Single pt. calibration 700Wmin
( 2000f t/min) or about 30-40 ft/sec
b) 4 pt. calibration - variable from
180-1525 m/min(600-5000ft/min) at
regular intervals
b.
c.
d.
Fitot tubes
Inclined manometer - sensitivity Is stated
in paragraph 2.8 FR page 41762
A mock-up port surrounded by circular graph
paper is shown in these slides so we may
discuss misalignment errors of the "S" type
tube.
Note; FR language
states "eliminate"
interferences,
references specifi-
cally state
"minimize"
Students should
recognize the need
for calibration of
the "S" tube C .
P
Slide L7-6
L7-7
L7-8
Note; The single
pt. calibration Is
accurate to +3%
above 305m/min
and + 6% from
180-305 m/min. A
4 pt. calibration
is therefore
preferable
L7-9
L7-10 - No need to
dwell on sensiti-
vity Just refer
students to FR if
necessary.
L7-11; L7-12
109
-------
CONTENT OUTLINE
Course: 450 Lecture 7
ul
(9
Lecture Title:
Review RMl; RM2; RM.4; RM3
Page
NOTES
2. Procedures
a. Check for duct blockage
/length of Probe\ /Probe
ia duct
\ diameter
Duct area
x 100
b. Check for cyclonic flow - pitot tube may be usec
as in FR or streamers can be effective
c. Remember if the pitot tube is oriented as shown
a proper flow condition is Indicated by a zero
reading on the manometer
d. The velocity profile across the duct may
resemble these readings
e. Mark the standard pitot tube and "S" type so
they will be at the same place in the gas
stream
f. Insert the standard tube with the "S" type
tube removed and record the Ap
g. Insert leg A of the "S" tube and record AP
h. Repeat this procedure for leg B
i. Collect 3 sets of readings for leg A
and B at each velocity used for the calibration
j. Plot the data for the readings
a. This is actual NBS data for an "S" type
tube calibration
L7-13;
L7-14
L7-15
L7-16, 17, 18, 19
L7-20
L7-21
L7-22
L7-23, 24, 25
L7-26
K plotted against Reynold's Number gives
a very detailed description of all gas
parameters
It is sufficient for source sampling
purposes to plot K versus gas velocity
L7-27
110
-------
CONTENT OUTLINE
Course: 450
Lecture Title:
Lecture 7
Review RMi; RM2: RM4: RM3
0/-J
NOTES
3. Misalignment errors
a. During the course to this point we have
mentioned misalignment errors
I) The "S" type pitot tube does not measure
the correct gas velocity'vector unless !
it is aligned parallel with the stack !
wall - perpendicular to the gas flow j
i
2) Turning the pitot tube out of perpendiculai
giving it a yaw angle - produces velocity j
measurement errors )
3) We will evaluate yaw alignment errors.
Pitch errors are much less critical and
do not become evident unless gross pitch
error is made
b. Examining the theoretical pressure distribution
in a duct and the AP readings we would get
using an "S" type tube and rotating it through
90 of yaw angle we can plot the data
t
gas
k
l~
L7-28
L7-29
L7-30
flow
gas
Stop on slide L7-33 and point out % error in velocity
readings versus degree yaw misalignment. Cyclonic gas
flow creates the same problems.
Ask if there are questions on the method
III. Discussion of Reference Method 4 - Determination of Moisture
Content in Stack Gas
It is necessary to determine stack gas moisture content s
measured volumes can be corrected to dry standard conditions
and the volumetric follow rate of the stack gas can be calcu-
lated on a dry basis.
A. Principle - Reference method only
1. A gas sample is extracted
2. The moisture in the gas is removed by passing through
the cooled impingers (as in Method 5 train)
3. The volume of H-0 removed is measured volumetrically
or gravimetrically \\\
yaw angle
L7-31
flow
pitch
angle
L7-32
L7-33
This should strongl
point out to the
student the need
for careful align-
ment of the "S"
tube and the
problems caused by
cyclonic flow.
-------
CONTENT OUTLINE
Course: 450 Lecture 7
Lecture Title:
Review RM1; RM2; RM4; mo
Page—h—of-1
NOTES
B. Appliclabllity
1. The reference method using the Method 5 sampling
train is designed for accurate moisture determination
in the stack gas
2. The reference method is often conducted simultaneously
with pollutant emissions measurement
a. Method 4 is actually combined with Method 5
during a particulate run
b. Only the H_0 trapped in the combined run is
used for reference method moisture determination
c. This means that even if KM4 is run along with
Method 5 only the H20 in the Method 5 train is
considered reference method moisture
3. The reference method can yield questionable results
in saturated gas streams or streams that contain
H»0 droplets
a.
Under these conditions a second H_0 determinatiop
is made
b. The second H.O determination may be done using
stack temperature and a psychrometric chart
or vapor pressure tables or by alternate method
approved by the administrator
c. We used wet bulb - dry bulb
1) Makes a good estimate of H,0 in the gas
2) Quick
3) Only H.O in Method 5 is actual RM H,0
so wet bulb-dry bulb is a good way to
a) Save time
b) Get H_0 estimate for nomograph
calculations
c) Could be used as 2nd method for H_0
in saturated gas streams
112
-------
CONTENT OUTLINE
Course: 450 Lecture 7
Lecture Title:
\
Review RM1: RM2: RM4- RM1
NOTES
Procedures
1. RM4 procedures use the RMS sampling train
2. The RM4 system requires RMS operation with the
following variations
a. Sample at a constant rate + 10%
b. Traverse at least 8 pts in the duct
3
c. Sample rate maximum = 0.021m /min (0.75cfnO
d. Minimum sample volume = 0.6 scm (21 scf)
Run time shall = RMS run time
e.
3.
Since we will be operating RMS this discussion will
be all that we alot to RM4
Calculations
1. The Ideal gas law
m
PV
M
RT
2. Solving for volume
mRT
3.
PM
Substituting pu
rl-
P H.OVliq RT
WC
PM
4.
Then at standard conditions the H_0 collected in the
impingers can be converted to standard cubic volume
by:
a. V
we
(std)
(Vf - V
std
RT
113
-------
CONTENT OUTLINE
Course: 450 Lecture 7
Lecture Title:
Review RM1: RM2: RM4- RM3
NOTES
b. Replacing known terms and solving
WC
(std)
• K. (V. - V.)
K
1
- 0.04707 ft /ml
= 0.001335 m3/ml
5.
The same equation is solved to convert grams of H»0
caught in the silica gel to vapor with the simplified
equation written:
wsg
(std)
- K2 (Wf - V
K2 - 0.04715 ft /ml
K2 = 0.001335 m/ml
The dry gas volume metered at standard conditions is
m
= V
(std)
m
/P, + AH \ /T A
(bar TO A std;
P T
(std) m
This is the equation
in the Federal
Register. To be
completely correct
it should include
a dry gas meter
correction factor (Y
The mole fraction of H-0 is then
we
+ V
B
(std)
wsg
(std)
ws
we
+ V
(std)
wsg
(std)
+ V
m
(std)
IV. Reference Method 3 - Gas Analysis for Carbon Dioxide, Oxygen,
Excess Air, and Dry Molecular Weight
RM3 gas analysis yields data used in calculating the percent
excess air in a duct; stack gas molecular weight; and process
emission rate using the F-Factor.
A. Principle
1. A gas sample is extracted from the stack
a. Single pt. grab sample
b. Single pt. integrated sample
c. Multi pt. integrated sample
d. Multi pt. grab sample
114
Note: Tell the
class that we will
cover the sample
procedure and
calculations then
go to the lab to
practice the Orsat
-------
CONTENT OUTLINE
Course: 450
Lecture Title:
Lecture 7
Review RMl; RM2; RM4: RM3
Page 9 0/_lL
NOTES
2. The sample Is analyzed for CO-, 0_, CO
using an Orsat analyzer or Fyrite
a. The Orsat must be used for
1) Excess air calculations
2) Emission rate calculations based on the
F-Factor
b. Fyrite may be used when only the dry molecular
weight of the gas is needed
B. Applicability
1. Applicable for C0_, 0», CO, excess air, and dry
molecular weight determinations from fossil-fuel
combustion processes
2. May be used at other processes where other compounds
are present in the stack gas if these compounds
are not in high enough concentration to effect the
results
3. Other methods and modifications may be used with
administator approval
C. Procedures - Emission Rate and Excess Air
1. Check the FR subparts for appropriate procedure
a. Single pt. grab sample ^
Slides
L7-34 = Orsat
L7-35 = Fyrite
F-Factor:
b. Multi pt. integrated sample
c. Multi pt. grab sample
2. The procedures given here are for emission rate
and excess air determinations
a. The data for these procedures is the most
critical
b. It is good practice to use these procedures
for all determinations
c. These collect the greatest amount of data
^
covered la"
the course
|"20.9 1
J20.9-%OJ
ater in
Sample probe no
closer than 1 meter
to stack wall
At least 8 traverse
pts in the duct.
Follow RMl
procedures
115
-------
CONTENT OUTLINE
Course: 450 Lecture 7
Lecture Title: Review RMl; RM2; RM4; RM3 "* «**
Page ."> oflL
NOTES
Sample train - draw train shown on page 41769
FR 8/18/77
Train operation - general for all procedures
a. Leak check the train at 250 mm Hg (10 in Hg)
following paragraph 3.2.2 page 41770
b. Position the probe at the traverse point
c. Purge sampling lines
d. Sample at a constant rate and equal length
of time at each traverse point
e. Sample for the same period and simultaneously
as the Method 5 sample
f. Collect at least 30 liters (1CF) of stack gas
g. Analyze using the Orsat
Orsat Analysis
a. Analyze sample within 4 hrs after extraction
Leak check the Orsat
b.
1)
2)
3)
4)
Bring bubbler solutions to reference marks
See workbook
Page 67
Bring burette solution to mid scale and This requires
thorough instructor
explanation
record reading
Let apparatus sit for 4 minutes
If all solutions still at reference marks
leak check is OK. Find any leaks noted
c. Analyze the stack gas
1) C02 read directly as %C02
2) 0- is cumulative so
%o2 - (co2 + o2) - %co2
3) CO is also cumulative so
% CO = (C02 + 02 + CO) - (%02 + %C02)
4) N- is determined by difference
100 - (C02 + 02 + CO) = % N2
116
-------
CONTENT OUTLINE
Course: 450 Lecture 7
Lecture Title:
Review RMl; RM2; RM4; RM3
PROl^
Page.
11
11
NOTES
d. Calculations
1. Dry molecular weight (M.)
M, - 0.44(%C00) + 0.32 (%0.) + 0.28 (%N.) + 0.28(%CO)
d L e. 2.
2. Apparent wet molecular weight (M )
S
M
%EA =
w
18(B
s
w
s
3.
% Excess Air
%02 - 0.5 (%CO)
0.264(%N2) - %02 + 0.5(%CO)
x 100
This is the correct
equation FR 8/18/77
page 41771 Equation
3-1 is wrong.
Proceed to Orsat Laboratory - The Orsat Lab is designed for
practice only. Students will need instructor demonstration
of Orsat procedures and careful attention during the practice
session.
117
-------
118
-------
119
-------
LESSON PLAN
TOPIC: CALCULATION AND INTERPRETATION
OF % ISOKINETIC
COURSE: 450 - Lecture 8
LESSON TIME:i.hour 45 minutes
PREPARED BY:j> Jahnke DATE:9/21/78
Lesson Goal;
To present the concept of % isokinetic, derive the expression given for % I
in the Federal Register, and present the method used for evaluating the
adequacy of source tests which are not 100% isokinetic.
Lesson Objectives;
The student will be able to:
1. Locate the equations for %I in the Federal Register and in the course
workbook.
2. Explain how the %I expression is derived.
3. Explain the relative importance of the variables in the %I expression
and point out which ones should be closely checked on the source test
report.
4. Illustrate the effect of underisokinetic sampling on the measured
pmr, relative to the true pmr.
5. Illustrate the effect of overisokinetic sampling on the measured pmr,
relative to the true pmr.
6. Evaluate whether a source test should be rejected or accepted, based
upon the value of the % isokinetic and whether the emission rate value
is above or below the standard.
Student Prerequisite Skills:
Ability to multiply and divide and to have deductive reasoning ability.
Level of Instruction;
College undergraduate science
121
-------
Intended Student Professional Background;
High school math and general science.
Understanding of previous day's material is important for this lecture.
Support Materials and Equipment;
1. Course workbook
2. Federal Register - Vol. 42, No. 160, August 18, 1977. "Standards of
Performance for New Stationary Sources - Revision to Reference Methods 1-8."
3. "A Guideline for Evaluating Compliance Test Results"- A Monograph
by R. Shigehara
4. Slide projector
Special Instructions;
This is an important lecture for agency people. The latter part of the
lecture, however, is difficult for some people. One should proceed carefully
and slowly in this presentation. Hand out the monograph by R. Shigehara
at the end of the lecture - not before, or everyone will immediately turn
off. For those who don't understand the lecture, the monograph will serve
as a "cookbook" procedure for them.
References:
122
-------
CONTENT OUTLINE
Course: 450 Lecture 8
Title: Calculation and Interpretation of^
% Isokinetic
ul
(9
,
Page l
NOTES
I. Derivation of the % Isokinetic Equation
A. Expression given in Federal Register
Refer to 42 FR 41782 August 18, 1977
Equations 5-7 and 5-8
B. %I indicates how well the source tester was able to
achieve the AH's required for isokinetic sampling.
C.
D.
L8-1
j Page 72 in workbook
%I is not an indication of the accuracy of the test. Stress Point C.
Ex. - If bne drops the filter paper and loses particulate
matter, this does not show up in the %I calculation
%I value is important to source tester and agency operat9r
since it provides one of the bases for accepting or
rejecting a test, as given in paragraph 6.12.
1.
2.
3.
If 90 <
_< 110 tests are acceptable
These concepts are
, difficult for some
If E < standard and %I < 90, test can be accepted, students. Explain
(on approval by Administrator )
If E > standard and %I > 110, test can be accepted
(on approval by Administrator)
E. Derivation
v
1. %I = — x 100 "definition"
v
s
2. From the equation of continuity
'n
vn = A"
3. Q from collected data
later, at end of
lecture.
L8-2
L8-3
Q = V + V
n sw n
6
where 6 = sampling time period
"*n sw meter corrected
e
L8-4
123
-------
CONTENT OUTLINE
fi& STlfr
P
Course: 450 Lecture 8
Lecture Title: Calculation and Interpretation or\
I
O
% Isokinetic
Correction of volume metered at orifice, to stack
conditions
Page.
of.
NOTES
m
meter
orifice
corrected
to
stack conditions
Correction for water collected in impingers
lc
and
p*v - RT
s sw M s
RT
9»" V «^r
RT
V
sw
j L8-5
i
j stress that all art
I really doing is
! relating the volunu
of gas going throuj
the orifice meter
:' to that going
through the nozzle
! Note:
j VTP = volume of
! liquid collected ii
( impingers and silic a
; gel. Silica gel
! volume obtained
i from weight differ-
j ence using Fig. 5-:
i 42 FR 41780
j Aug. 18, 1977.
i
i
i L8-6
the volume of water vapor at stack conditions.
6. Substituting T & P correction into 0
n
where
PH OR
in Hg ft3/ml °R
124
L8-7
point out value of
K» in paragraph
6.12 so they will
believe you.
-------
CONTENT OUTLINE
Course: 450 LectureS
Lecture Title: calculation and Interpretation
m)
Page.
of
NOTES
of % Isokinetic
7, Substituting into %I expression
v Q
%I = — 100 = -Sj— 100
v v A
s s n
10.
II -p*
s
v
- P
P
/ p + AH_\~|
\ b 13.6 jj
100
A 6v
n s
8. %I - Federal Register Expression
100 T
60
%I FR expression from intermediate data
= K
T V
s m(std)
4 P v A 9(1-B )
s s n ws
K,= 0.09450 for English units
Special features of the expression
L8-8
L8-9
L8-10
i Note that all this
is, is
v
— x 100
v
I s
where v is obtain*
from V which is
corrected back to
nozzle conditions.
2 2
A is in ft or m
n
(42 FR 41781 paragraph 6.1 nomenclature)
Values for A should be extended to 4 or 5
decimal places - be wary of rounding off.
A source test observer should check the values
of A , B and V , since small changes in the
values can have a great effect on the value of
%I. A source tester may attempt to alter the
value of %I by modifying these input values,
so that the test will be approved without
question. The student should be warned about
125
>e
-------
CONTENT OUTLINE
Course: 450 Lecture 8
Lecture Title -'calculation and Interpretation
Page Ji of 6
NOTES
of % Isokinetic
F. Acceptable results
L8-11
1. Review of pmr
m
pmr
n
n
s s
s
Pmr is an older terminology.
For pmr calculate by the
concentration method.
pmr is calculated by the ratio
of areas method.
u
I
2.
Effect of non-isokinetic conditions on the pmr eagure(j
value
L8-12
b.
c.
d.
e.
First consider small particles < 1 ym under •
or over isokinetic sampling will not matter,
since particles will follow streamlines and
m will not vary
v
Second, consider large particles > 5 ym
under, isokinetic sampling -*• get too. high a
concentration because large particles punch
into probe and collect too much mass for a
smaller volume. This varies as 1/v
Over, isokinetic sampling •»• get too low of a
concentration because get too few large
particles for the larger volume collected.
This varies as 1/v
If plot Pmrmeasured vs the % isokinetic,
pmr,.
true
obtain the plot of given on page 76 of Workboolj
An actual particle distribution will lie
somewhere in between.
Question:
If a test is done at 80% I and the value of thi
emission rate is below the standard, should thi
test be accepted or rejected?
Answer:
Accepted, since if the test was conducted at
100% I, the value of the emission rate would
be even lower. This is obvious from the graph
126
good review of
Tuesday morning
concepts
L8-12
This is an extreme]
important point.
Efforts should be
made to see that tti
students understand
this.
Point out on graph,
difference of
pmr at
meas.
80%
at 100%
pmr
measured
-------
CONTENT OUTLINE
Course: 450 Lecture 8
Lecture Title: calculation and Interpretation
Page
of -A.
NOTES
of % Isokinetic
f. Question:
same comment
If a test Is done at 120% I and the value of tjie
emission rate Is above the standard, should the
test be accepted or rejected? ;
pmr
Answer:
measured
at 120!
Accepted, since if the test was conducted at j
100% I, the value of E would be even higher i pmr
and still above the standard
g. Question:
In the previous question, if the results of ;
the test meant that a $5,000,000 piece of !
control equipment would have to be installed, j
would you still accept the test? j
i
(
Answer:
Debate '
Note that if a test is not 100% Isokinetic, the
value for C will be wrong. The above arguments
are for an agency's use.
measured
at 100!
If a source operator needed the information to,
size a particulate control device, the above i
arguments are useless in giving him the right
answer. Paragraph 6.12 is only a consideratioi
to be used for agency test approval, and doesn
have too much to do with
emission rate.
the value of the
Note also that if a test is 100% isokinetic, ii
no way does this imply that the value of C ,
pmr, or E obtained, is the true value. Errors
other than those due to not achieving the
calculated emission rate may arise.
These may be the following:
1. Wrong input of variables into isokinetic
rate equation will give wrong AH's. This
however, will not appear in % I calculatic
2. Errors in nomograph will similarly not shi
up in % I calculation.
127
n.
w
-------
CONTENT OUTLINE
Course: 450 Lecture 8
Lecture Title:calculation and Interpretation
Page—fL 110%
isokinetic.
128
-------
129
-------
LESSON PLAN
TOPIC:
SAMPLING TRAIN CONFIGURATION
DEFINITION OF A PARTICULATE
COURSE: 450 Lecture 9
LESSON TIME=15 minutes
PREPARED BY: DATE:
Giuseppe J. Aldina 10/2/78
Lesson Goal:
To point out to students the legal and scientific definitions of
a particulate. Show students how sampling train is set-up and how physical
operation can affect the particulate definition.
Lesson Objectives:
The student should be able to:
1. *Write the Federal Register definition of a particulate given in
the NSPS regulations.
2. Describe the sampling train parameters effecting the definition LJJ
of a particulate. ••
3. Define "particulate" for the sampling train configurations given
on page 78 of the workbook.
Prerequisite Skills;
None
Level of Instruction;
College undergraduate science
Intended Student Professional Background;
General Science
Support Materials and Equipment;
1. Federal Register - Vol 43, No. 37, February 23, 1978, Part V, "Kraft Pulp Mills"
2. 450 Workbook
3. 450 Manual
*0riginally given in FR 12/23/71. Has been updated several times in various
FR's. Best example is FR 2/23/78 Part V, page 7584 Introduction.
131
-------
The course up to this point has dealt with the reference method
procedures for partlculate source sampling. We have presented the
bulk of the procedures required to get a sample from a stack gas. Now
we want to direct more attention toward the type of sample we take and
the various parameters which can effect the final emissions calculations.
This lecture begins this phase of the course. We will define a partlculate
both legally and scientifically.
132
-------
CONTENT OUTLINE
Course: 450
Lecture Title:
Lecture 9 3
SAMPLING TRAIN CONFIGURATIONS:'
DEFINITION OF A PARTICULATE
\
ul
(3
Page.
of A.
NOTES
I. Legal Precedent — The Clean Air Act
A. New source performance standards
1. The Clean Act gives EPA a mandate to protect our
air resources
2. The Act sets the policy for Standards of Performance
a. The term "Standards of Performance" means a stan-
dard for emissions of air pollutants which
reflects the degree of emission limitation
achievable through the application of the best
system of emission reduction which (taking into '
account the cost of achieving such reduction) I
the Administrator determines has been adequately ;
demonstrated. i
b. This is important for it indicates political
and economic realities which are reflected in
the subparts pertaining to emission sources
Refer to manual,
page 9-1 for pre-
cise language
Legal definition of particulate - FR 12/23/71 page 24878
Subpart D, § 60.41, (C)
"Particulate matter means any finely divided liquid or
solid material other than uncombined water as measured
by Method 5."
The legal definition refers to the scientific definition
for particulate
1. The legal definition is stated in (B)
2. The scientific definition is given by RMS
3. Remember that the subparts give specific guides and
requirements for sampling procedures at an affected
facility
4. These are all related to the Clean Air Act mandate
a. The act does not state complete elimination
of air pollution must be achieved
b. NSPS requirements are written with control
equipment technology and cost in mind
c. The sampling methods can measure total
emissions from a source
d. The subparts specify the sampling methods used
to test emissions
133
Ask if anybody
knows this for
Federal and state
regulations
Ask if anyone
readily distin-
guishes the
difference
-------
CONTENT OUTLINE
Course: 450 Lecture 9 r.
Lecture Title: SAMPLING TRAIN CONFIGURATION&U
SE
^^
\
Page.
of.
NOTES
D.
f.
Example
The point is that the sampling method
may not measure all emissions from source -
It tests emissions as required in the regulation^
The regulations may vary to give the source some
economic relief
1. The nominal operating temperature of RM5 filter
holder is 120 + 14°C (248° + 25°F)
However, .the FR 10/6/75 page 46258 § 60.46, 5(b)
states that RM at a fossil-fuel fired steam
generator may have a filter holder and probe
operating at 160°C (320°F)
Does this effect the particulate catch?
Yes
Why?
At 320°F S0_ and sulfuric acid mist will pass
through the filter into the impingers
a. RMS includes particulates caught in the nozzle,
probe liner, and on the filter mat
b. S0~ can form sulfates on the filter mat at
temperatures below approximately 270 F
c. H_SO, can be condensed on the filter mat
and in the probe at temperatures below 250 F
d. 320°F assures neither S0_ or H_SO, is included
in the particulate catch
1) An ESP alone would have a tough time
Controlling these to meet NSPS
2) An ESP and scrubber would surely handle
this problem but can be expensive.
3) This strategy is now in line with the
statement of reasonable cost factors
134
-------
CONTENT OUTLINE
Course: 450 Lecture 9
Lecture Title: SAMPLING TRAIN CONFIGURATIONS:
DDPIMITIOll OF A PARTIOULATE
Page.
NOTES
5. These Items illustrate all the points we have
discussed
a. There is a legal and scientific definition
for a particulate
b. The scientific definition is RMS
c. Particulates caught in RMS are determined
partly by
1) Operating temperature of the probe filter
2) Portions of the train analyzed
II. Sampling Train Configurations
A. The sampling train set-up, operating temperature, and
segments analyzed effect the definition of particulate
B. We want to examine several sampling train configurations
to determine the effect on the definition of a particulate
1. This may be important in designing source sampling 1
experiments
2. It is important to be sure a sampling train meets
the requirements of state and federal agencies
when doing compliance testing
3. It gives some background for possible modifications
to a sampling system that may
a. Make the job easier
b. But not effect the particulate catch we would
get using the straight RMS system
C. Sample Trains (workbook page 78)
1. Reference Method 5 - Particulate defined
a. Probe - filter temperature
b. Analysis procedures
2. Configuration 1 - Particulate defined
a. Condenser conditions
b. Analysis procedure
135
Get the class to
Join in describing
the particulate
catch for each
system
-------
CONTENT OUTLINE
Course: 450
Lecture Title:
Lecture 9
SAMPLING TRAIN CONFIGURATIONS
DBPIHITIOH OP A PAHTIOULATB
Page.
NOTES
3. Configuration 2
a. Probe-filter temperature
b. Second filter may have particulate at condenser
conditions
c. Analysis
4. Method 17(Configuration 2)
a. Stack temperature
b. Analysis
c. May yield results significantly lower than EMS
This "definition of a particulate" discussion points out the
important legal and scientific aspects of the particulate
sampling method and its relationship to the Clean Air Act
mandate. The discussion shows that careful preparation must
go into planning stack tests to meet test goals, agency
regulations, and allow reasonable sampling procedures. This
leads us into the discussion on designing a stack test and
performing our laboratory.
Hand out Feb 23, 197
FR on Kraft Pulp
Mills at this point.
136
-------
LESSON PLAN
TOPIC: DISCUSSION OF SOURCE
SAMPLING EXERCISES
COURSE; 450 Lecture 10
LESSON TIME: l hour 15 minutes
PREPARED BY: DATE:
Giuseppe J. Aldina 10/02/78
Lesson Goal;
To familiarize students with the procedures for designing, planning,
and performing a stack test; the basic operation of the EPA Method 5
sampling train; and present a usable report writing format.
Lesson Objectives;
The student should be able to:
1. List the steps involved in designing a stack test
2. List the information necessary in a pre-survey of the stack
test site
3. Recall the planning steps for a stack test
4. Recall a usable report writing format
5. Describe the basic procedures for performing an EPA Method 5
test including filling out data forms and making calculations
Prerequisite Skills;
Knowledge of operating requirements for RM5 procedures and equipment
(RM1, RM2, RM3, and RM4)
Level of Instruction;
College undergraduate science
Intended Student Professional Background;
General Science
Support Materials;
1. Manual page 7-1
2. Workbook pages 80-81, 79
3. Programmed calculation sheet
137
-------
Special Instructions;
This lecture is an explanation of the manual and workbook flow
charts, outlines and exercises for the EPA Method 5 test
References;
None
This lecture will center on discussion of the flow chart on workbook
page 80-81. This flow chart contains our thoughts and opinions on
every aspect of planning and performing a source test. After we have
discussed the items on page 80 we will go on to the workbook laboratory
exercise on page 82 . Writing a source test report will be covered last.
138
-------
CONTENT OUTLINE
Course: 450 Lecture 10
Lecture Title- DISCUSSION OF SOURCE
O AVTDT TM/"*
Page.
NOTES
I.
Designing a stack test
A. Determine stack test necessity
1. A stack test for compliance to regulations is obvious
2. Often stack tests yield valuable process operation
data
B. Research the literature - Refer to flow chart section
1. This is extremely important
2. Provides information as given in flow chart
C. State test objectives
1. With test necessity and research it is now possible
to write complete test objectives
2. Objectives are extremely important
a. Every experiment in science has objectives
written prior to beginning the work
b. Experiments are then designed to meet the
objectives
c. Experimental work then evaluated in terms of
meeting, proving, or disproving the objectives
Use flowchart
and these notes
for the discussioi
d. Treat each stack test as an original scientific
experiment - IT IS an original experiment
D. Design the experiment - follow the flow chart descriptions
E. Do a pre-survey - follow the flow chart
1. A pre-survey is often overlooked
a. To cut costs
b. It is assumed there will be no problems
2. A pre-survey
a. Can save time and money in the long run
b. Makes the job easier
c. Allows much better planning and experiment
design
F. Finalize test plans - follow the flow chart
139
Stress this point -
Take no part of
the test for
granted
NOTE:
This is not to implji
that'Method 5 is an
experimental method.
It has been well
proven and document* i
over the past 10 yrs
The statements are
given to instill an
attitude which is
held by the authors.
-------
CONTENT OUTLINE
Course: 450
Lecture Title:
Lecture 10
DISUCSSION OF SOURCE
SAMPLING EXBRCIBES
NOTES
G. Prepare equipment - this is obvious and we have been
doing the type of preparation necessary in our laboratori
1. An important point to make is for the test team
to carry plenty of spare equipment
2. Test all equipment before leaving for the job site
H. Confirmations
1. Travel and accommodations are extremely important
2. Be sure the process is operating at desired level
before starting travel
I. Arrival at the site - follow flow chart
1. Inform plant contact of your arrival
2. Review the test plan with all persons involved in
the program
3. Confirm sampling site and process operation
This concludes the first part of our lesson concerning the des:
and planning of the source test. Now we want to proceed to
the laboratory exercise on page 84. in the workbook to cover
items on performing the source test.
I. Equipment preparations
A. Check the nozzle
1. Round tip opening
2. Calibrate the nozzle using a micrometer as described
on Monday morning
B. The sampling probe
1. These items have been done by the laboratory staff
to save time for sampling
2. They should be checked routinely prior to use
C. Sample case - again this has been done by the staff
140
-------
CONTENT OUTLINE
Course: 450 Lecture 10
Lecture Title: DISCUSSION OP SOURCE
' OAMPLTHO mtDRGIDBO
Page 3 0/.JL
NOTES
The impingers are filled by the staff and assembled
The procedure is straight forward and you will get some
hands on experience during the disassembly at the end
of the test
Check the umbilical line and meter console
F. The sampling train leak test
1. The completely assembled sampling train is now ready
for a leak test
2. For clarity we will go directly on with the leak tesi
a. At an actual test several tasks could be
performed while waiting for the train to
come up to operating temperature
b. A suggested sequence will be presented after
we cover the leak test
3. Bring all train components to operating temp.
4. Turn the fine adjust valve fully counter clockwise -
open
5. Be sure coarse adjust valve is closed
6. Turn on the pump
7. Seal nozzle opening
8. Slowly open the coarse valve - fully open
9. Turn the fine adjust valve (by pass valve) slowly
in a clockwise direction
10. Watch the vacuum gage as it proceeds toward 380 mm
(15 in) Hg
a. Do not exceed 380 mm Hg
b. If you do exceed 380 mm Hg
1) Slowly release vacuum at the nozzle or
2) Leak test at the vacuum reached
c. Do not turn the fine adjust valve counter
clockwise at anytime during the leak test
141
-------
CONTENT OUTLINE
sr,,,.
Course: 450
Lee fare Title:
Lecture 10
DISCUSSION OF SOURCE
CAMPLING EXERCISES
Page of
NOTES
.11. Time the leak rate using the dry gas meter and ,
a stopwatch. The leak must be less than 0.00057 m /
min (0.02 cfm)
12. After timing the leak rate
a. If it passes requirements record the leak rate
and slowly release vacuum at the nozzle
b. If the train has an unacceptable leak release
vacuum at the nozzle then
1) Track down the leak
2) Re-test
II. Organization on the stack and in the lab
A. Turn to the flow chart on page 80.
B. We have covered to this point
1. Equipment calibration
2. Laboratory preparations before testing
3. Train assembly
4. Leak testing
C. Several of these items can be going on simultaneously
1. This will save time which is important on site
2. Suggestions are
a. 1 Technician assemble equipment for the test
b. 1 Technician take measurements for RM1
requirements
c. Team leader prepare data forms and equations
3. After taking RMl data
a. Team leader makes RMl calculations
b. Technicians assemble traversing system
142
iThis is the basic
imethod in the FR.
;The procedure
described therein
is more elaborate
and should be
I followed if wanting
I to meet the letter
iof regulations.
-------
CONTENT OUTLINE
Course: 450 Lecture 10
Lecture Title1 DISCUSSION OF SOURCE
• SAMPLING EXERCISES
Page.
of.
$&)
NOTES
4. RM1 data completed
a. Mark traverse points on probe
b. Do velocity traverse - quick preliminary
c. Do H~0 estimate
5. While the train is coming to operating temperature
for leak test
a. 1 Technician prepare RM3 equipment
b. Team leader solve isokinetic equations and
fill out data sheets
c. 1 Technician prepare other sampling trains for
runs 2 and 3
6. When ready perform leak test
7. After leak test
a. Add ice to the impinger bath
b. Record dry gas meter starting reading
c. Inform plant of test about to start
d. Position equipment at point 1 in the stack
e. Record all data and calculate AH desired
f. Start test and record time
8. The train remains on during the traverse in the port
a. 15 seconds before time is up at a traverse
point move train to next point - this allows Ap
manometer to stabilize
b. Record time interval readings
c. Calculate new AH from Ap
9. When the port test time is over stop the train then
move to next port
jn the'
10.
Repeat the procedures outlined for each port
143
-------
CONTENT OUTLINE
Course: 450
Lecture Title:
Lecture 10
DISCUSSION OF SOURCE
CAMPLING EXERCISED
NOTES
11. Be constantly aware during the test of:
a. Test times
b. Dry gas meter revolutions
c. Stack temperature
d. Sample case temperature
e. Pump vacuum
f. Impinger temperature
g. AH versus Ap readings
D. At the end of the test
1. Remove the sample case and probe from the stack
with the pump off
2. Record
a. End time
b. Dry gas meter final reading
3. Let the train cool then seal the nozzle. Clean-up
should be done in a laboratory or other clean area
III. Data sheet and calculations
A. Data averages
1. Dry gas meter volume sampled - V = final - initial
dry gas meter reading
2. Average AH - straight arithmetic average
3. Average square root of the Ap readings
4. Average stack temperature
B. Calculations - use programmed sheet and explain to student
IV. Report writing - manual page 7-1.
A.
B.
This is straight forward and can be done by following the
manual sections.
If time is tight instruct students to read the section
as homework
144
Clean-up is not
done in lab except
for measuring H^O.
Procedures are
given in manual
page 5-12.
-------
LESSON PLAN
TOPIC: CONCENTRATION CORRECTIONS AND
PROBLEM SESSION
COURSE: 450 - Lecture 11
LESSON TIME: 1 hour 15 minutes
PREPARED BY: J.A. Jahnke DATE: 10/2/78
Lesson Goal:
To introduce methods of correcting emissions data from combustion sources to
different types of standard conditions.
Lesson Objectives:
The student will be able to:
1. Discuss the relationships that exist in fossil fuel-fired
boilers between excess air, % 0_, and % C0~
2. Define excess air
3. Correct a particulate concentration to standard temperature
and pressure
4. Correct a particulate concentration to 50% excess air using
two methods
5. Correct a particulate concentration to 12% CO-
6. Correct a particulate concentration to 6% 0^
Student Prerequisite Skills;
Ability to multiply and divide
Intended Background;
General Science
Level of Instructions;
College undergraduate math
145
-------
Materials;
1. Workbook
2. Manual
3. Slide Projector
4. Calculators
Special Instructions;
This is the first lecture Thursday morning. The pace of the course
has been rather rapid and perhaps overwhelming to some students.
Lectures on Thursday are intentionally slower paced so that the students
may have an opportunity to digest the material and ask questions on
points previously covered which may not be clear.
References:
Course Manual - Appendix
146
-------
CONTENT OUTLINE ,
_______^__ i
Course: 450 - Lecture 11 ^
Lecture Title- CONCENTRATION CORRECTIONS AND
t-^^'urc line. PROBLEM SESSION
Page.
of.
NOTES
Correction of concentration to standard temperature and
pressure
A. Did this in first lecture, using ideal gas law
derivation is:
V
I Page 98 Workbook
• Lll-1
corr
std
std
?std
T *
std s
T P _j
s std
corr
P T ,
r s std
S PstdTs
M
corr
P T
std s
P T
std s
p T -j
s std
corr
s P T _
s std
B.
C.
Need to first correct data to standard temperature and
pressure before doing other corrections
In EPA reference methods:
Standard Temperature = 68°F
Standard Pressure = 29.92"Hg
II. Excess Air Corrections
A. Stoichiometric air vs. excess air
1. If you burn carbon stoichiometrically, what do you get
Gas, j'ust CO- and N_ left over.
2. Boiler operation — most combustion sources can't run
stoichiometrically, need more air. Fuel in combus-
tion zone of boiler will deplete immediate region of
oxygen. New fuel entering region will lack enough
oxygen to burn completely and will have incomplete
combustion. Need to add excess air.
147
Lll-2
-------
CONTENT OUTLINE
450 — Lecture 11
Titlt>' CONCENTRATION CORRECTIONS
""e AND PROBLEM SESSION
Page.
of.
NOTES
3. When adding excess air, get different percentages Point on graph
of C02 and 02> based upon type of fuel and amount
of excess air.
Definition of Excess Air:
Volume Excess Air
Lll-3
1. % E.
100
Theoretical Volume
required for complete combustion
EA
% 02 - .5 (% CO)
.264(% N )-[7o02 - .5(%CO)]
100
Correcting a concentration to 50% excess air.
1. Between 1920-1940 many coal combustion sources
operated at about 50% excess air. Today most
sources operate at much lower excess air.
2. Excess air, %C02, %02 corrections used to correct
for dilution of the flue gas. Note that a concen-
tration can be reduced by dilution and a source
could pass a concentration standard by doing so.
These corrections bring emissions to a common
referent, accounting for such dilution.
3. 50% excess air correction
C
Refer to Appendix
in Manual for
derivations. Will
not derive in
class. PageD-1
Lll-4
s
50
s (100 + % EA)
150
50% excess air correction from Orsat data
Lll-5
'50
..5(%02)- .133(%N2)- .75(%CO;
i
21
iol
The equations are derived in Appendix of the manual.
They are not equivalent expressions. In fact, both
functions are not good functions and are not contin-
uous. They will give different values for arbitrary
values of %0_, %N_, and %CO, but are almost identi-
cal combustion sources.
148
-------
SoniiTrkiT niifi iyr ^""^
CONTENT UUILINt f **\
Course • Asn v^"*!*^^!^
/ f T.ft CONCENTRATION CORRECTIONS AND V X?
Lecture Title: PROBLEM SESSION ifw*
III. Correcting to 12%C02
A. Used in NSPS for municipal incinerators and by some states
for some other sources.
B. C - "C 12
S12 S %C02
C. The correction may cause a significant error in the reporte
emission rate, due to errors in determining %CO« by Orsat.
One collaborative test contracted by EPA had a Between
! test team deviation of concentration value of ^ 15%. When
corrections were made to 12%CO-, deviation jumped to almost
25%.
IV. Correcting concentration to 6% oxygen
1. Some standards are written in terms of an oxygen correction
instead of a C02 correction
2. C = Cs [20.9 - 6.0]
a6%02 20.9 - %02
;
I
- 3. Some standards may be corrected to 3%0_ instead of 6%.
; Change 6 to 3 in this case.
20.9 is the % 0, in air.
L
V. Practice in performing concentration corrections.
\
\ A. Perform calculations page 100
of workbook - example given.
B. Answers - Problem I in workbook
Orsat Analysis
Test % QS PMR C$
Number EA %CO2 %O2 %CO %N2 DSCF/min. gr./min. gr./DSCF C,
1A 10 13.3 2.2 0 84.3 14,300 10,000 .699 .631
1B 46.9 9.7 7.1 0.2 83.0 19,400 10,000 .515 .637
149
NOTES
li U 1 L.O
Lll-6
d
Lll-7
Page 100
Workbook
Allow 30 minutes
for problem.
Have students
take a break
after they have
finished.
Fill in answers in
Table after most
students have
finished first
problem. Help
those who are
having difficulty.
50
From
% EA Raw Orsat Data
.513 .507
.505 .502
-------
CONTENT OUTLINE
Course: 450
Lecture Title:
Lecture TI s
CONCENTRATION CORRECTIONS AND '%
PROBLEM SESSION
01
(9
Page.
ofJL
NOTES
C. Answers - Problem II in workbook
Fill in answers
in table (on
chalkboard or
overhead) after
most students have
finished. Let
the others work
until they get
the correct answers
Test
Number
Orsat Analysis
%
EA
%CO,
%CO
DSCF/min.
PMR
gr./min.
C
gr./DSCF
5-17
*50
% EA
From
Raw Orsat Data
2A
48.6
12.1
7.1
0.3
80.5
18.000
13.000
.722
.716
.715
.712
2B
100
9.1
10.6
80.3
24.000
13,000
.542
.714
.723
.721
D. Note the differences in answers — for coal fired boiler,
answers all close. Why? Not so for oil fired boiler.
;Refer to Fig. 11-2
'coal combustion has
the characteristics
of 12% CO
corre-
!spending to approx-
jimately 6% 09 at
;so% EA.
Oil does not.
150
-------
151
-------
LESSON PLAN
TOPIC: LITERATURE SOURCES
COURSE; 450 Lecture 12
LESSON TIME: 30 minutes
PREPARED BY: DATE:
J. A. Jahnke
9/21/78
Lesson Goal;
To introduce the student to alternate sources of information on source
sampling and environmental control.
Lesson Objectives;
The student will be able to:
1. Recall at least three types of sources from which information on
source sampling methodology may be found (books, periodicals,
newsletters, EPA publications).
2. List the most important periodicals and professional organizations
that transmit source sampling information.
3. Tell how to receive assistance in obtaining EPA publications and
computerized literature searches.
Student Prerequisite Skills;
None
Level of Instruction;
Basic
Intended Student Professional Background;
Individual involved in air pollution control programs.
Support Materials and Equipment;
1. Course manual-Appendix B
2. Slide projector
3. Examples of literature - periodicals, books, etc., on air
pollution control.
4. Brochure: "Need Air Pollution Information?"
EPA office of Library Services
153
-------
Special Instructions;
This lecture is easy and light-hearted. It provides a breather in the
morning, but is greatly appreciated by the students, particularly the
industrial people.
References;
None
154
-------
CONTENT OUTLINE
Course: 450 Lecture 12
Lecture Title: LITERATURE SOURCES
p A \
w
Page.
of-JL
NOTES
I. Books on Air Pollution Control, Sources, and Engineering
A. Fundamentals of Air Pollution - Williamson Good
Introductory Text
B. Industrial Source Sampling - Brenchley, Turley, Yarmac
Written by 3 people who attended this course. Book now
dated, but may have some good reference material
C. Air Pollution - Stern
5 volumes - review articles on all aspects of air pollution.
Good reference
D. Chemical Engineer's Handbook - Perry
Good reference for practicing engineers
E. Source Testing for Air Pollution Control -
Cooper and Rossano
Professional type approach to source sampling - now
dated, but has useful information
F. AP-40 Air Pollution Engineering Manual
Basic Reference for Agency People -
Beg, borrow or steal.
L12-1
G. Others
II. Periodicals
A. Journal of the Air Pollution Control Association
1. Very important -r.efereed articles
2. Ask how many students belong to APCA
3. Others should be encouraged to join APCA if they
are serious about their professional work
B. Environmental Science and Technology
1. ACS publication
2. Refereed articles
3. Articles on all areas of environmental control
155
L12-2
-------
CONTENT OUTLINE
Course: 450 Lecture 12
Lecture Title: LITERATURE SOURCES
\
Page.
of.
NOTES
C. Stack Sampling News
1. Sometimes has tips and techniques on source sampling
2. Contains announcements, etc.
3. Articles are unrefereed
/
D. Pollution Engineering
1. Freebee
2. Articles on all areas of pollution
E. Staub Rheinhaltung der Luft
1. Very important for articles on particulate control
2. Unfortunately - in German - "staub" means "dust" -
comes out 1 year later in English translation
F. Others: Power, TAPPI, Chemical Engineering, etc.
III. EPA Publications
A. Many publications available - obtain through NTIS or EPA
library
EPA Cumulative Bibliography 1970-1976 Parts 1 and 2
PB-265-920 and EPA Publications Bibliography Quarterly
Abstracts Bulletin NTIS UB/D/042-01, 02, 03, etc.,
available from NTIS.
B. Note brochure "Need Air Pollution Information?.", and
services available from EPA library
C. Mention Federal Register and Code of Federal Regulations -
their importance and the distinction between them.
IV. Newsletters
A. Quick communication on a daily or weekly basis
B. Expensive, but purchased by most libraries
1. Environmental Reporter
2. Air/Water Pollution Report
3. Current contents
4. IERL Report Abstracts
NO Control Review
Control Review, etc.
L12-3
L12-4
-------
CONTENT OUTLINE
Course: 450 Lecture 12
Lecture Title:
LITERATURE SOURCES
NOTES
V. Other Periodicals on Environmental Topics j
j
A. Clean Air j
B. Environment '
f
C. Combustion
D. etc. ->• Make your own list
VI. Freebees
A. For people who like to get something in the mail t
B. Industrial Research, American Laboratory, Laser Focus, etc.
C. Pollution Equipment News
L12-5
L12-6
157
-------
158
-------
LESSON PLAN
TOPIC: THE F-FACTOR METHOD
COURSE; 450 Lecture 13
LESSON TIME: i hour
PREPARED BY: DATE:
J. A. Jahnke
9/25/78
Lesson Goal;
I
To introduce the student to the conqept of the F-Factor Method. To
show two methods of performing the emission rate calculation and various
techniques that can be performed with F-factors.
Lesson Objectives:
The student will be able to:
1. Define the F-factor used in EPA Methd 5 calculations
2. Discuss how the F-factor can give a value for the emission rate
3. Describe the requirements for using the F-factor in the EPA
Method 5 test for new FFFSGs.
4. Recall alternate F-factor methods
5. Use F-factors for cross-checking Orsat and combustion data.
Student Prerequisite Skills;
Ability to multiply and divide
Level of Instruction;
College undergraduate science and math
Intended Student Professional Background;
General Science
Support Materials and Equipment;
1. Course workbook
2. Course manual
3. Slide projector
159
-------
Special Instructions;
Not many students realize the importance of the F, factor in the NSPS
requirements for performing Method 5. Stress should be placed on this
calculation method.
References:
October 6, 1975 40FR46250
160
-------
CONTENT OUTLINE
Course: ^50 Lecture 13
Lecture Title: THE F-FACTOR METHOD
\
Page.
of.
NOTES
I. Emission in terms of lbs/10 Btu Heat Input
A. Previously expressed emissions in terms of
o « Ibs
Ibs
106 Btu
Page 108 Workbook
Write equation
on board
Note: Did this
the first day,
but most people
in class have
forgotten it by
now
B. Problems:
1. Uncertainty in Q__. What is Q '
n n.
(Fuel feed rate) x (fuel heating value)
Does EPA have a standarized fuel truck to check
fuel feed meters? No. - have uncertainty here that
can't check.
2. Too many variables in the equation for continuous
monitoring applications.
II. F-Factor Method
A.
Alternate Approach
/ dilution \
E = C F I correction
8 \ term /
B. Definition of the F, factor
d
volume of theoretical dry
1. F, = combustion products/lb
d
heating value of fuel
combusted (106 Btu/lb)
ff
106Btu
dimensionally, then
161
write on board
L13-1
-------
CONTENT OUTLINE
Course: 450 Lecture 13
Lecture Title: THE p-pACTOR METHOD
Page.
of
-------
CONTENT OUTLINE
Course: 450 Lecture 13
Lecture Title: THE F-FACTOR METHOD
sa
NOTES
E.
Using F, factor to calculate E from data given on a wet
basis
- CwsFd
20 9
L13-6
jDefine 02(w)-
: Oxygen concentra-
tion on a wet basis
B = fractional moisture content
ws - . .
of stack gas
F. the wet F factor method F
w
L13-7
G.
E
TG~ F
ws w
where B
wa
fractional moisture content in air
Method used in continuous monitoring applications. B
can be determined by several methods.
Use of f-factors for cross checks
1.
wa
20.9 -
d(calc)
20.9
a useful calculation to do. If F, (calc) differs
appreciably from tabulated values, have a problem either
Stoichiometric combustion check. If have all of data,
to do. If F, (calc) differs
lated values, have a problem eith
Many people use this method to check
in Q ,, QH, or
their data.
2. Alternate expression
F (calc)
w
•20.9(l-Bwa)-
20.9
2(wf|
3. Alternate expression
c(calc)
(
%CO
2(w)
100
163
L13-8
-------
CONTENT OUTLINE /£
Course: 450 Lecture 13
Lecture Title:
THE F_FACTOR METHOD
\
H.
i.
F factor
0
1.
Great help in checking Orsat data
20.9 P.
F
100F
%co2(d)
2. If value not within 3 -> 5% of that tabulated, have
a problem with the Orsat data
Correcting for incomplete combustion
1. F-factor method assumes complete combustion of fuel
2. Can make corrections, but normally CO levels are
on ppm levels and do not greatly affect values
co2)ad
co
co
LI 3-9
L13-10
164
-------
-------
LESSON PLAN
TOPIC:
CALCULATIONS REVIEW;
CLEAN-UP PROCEDURES FOR THE
RM5TEST - CALCULATIONS AND PRE-
TEST REVIEW - DISCUSSION 07
LABORATORY RESULTS
COURSE; 450 Lecture 14
LESSON TIME:1 hour 45 minutes
PREPARED BY: DATE:
Giuseppe J. Aldina
10/2/78
Lesson Goal;
To present clean-up procedures for the RMS sampling system; review
source test calculations and be sure all students can perform these;
discussion the results of the source test as an introduction to the
Error Analysis lecture.
Lesson Objectives:
The student should be able to:
1. List the clean-up procedures for the RMS sampling train
2. Make all calculations for an RMS stack test
3. Distinguish the difference between sampling precision and sampling
accuracy
4. Answer all questions on the pre-test
Prerequisite Skills:
None
Level of Instruction;
College undergraduate science
Intended Student Professional Background;
General Science
Support Materials:
1. Manual page 5-12
2. Workbook page 113
Special Instructions:
3. Programmed calculation sheet
4. Pre-test and answer key
Lecture is followed easily in the manual and workbook
167
-------
References;
None
We shall start this lesson by reviewing the pre-test since the laboratory
did not allow time for a complete clean-up procedure of the RMS sampling
train. We will go through the flow chart in the manual on the clean-up
procedures to be sure everyone can do this. We will then go through the
calculations for the RMS test and compare test results.
168
-------
CONTENT OUTLINE
Course: 450 Lecture 14
Lecture Title: CALCULATIONS REVIEW;
Page.
of.
NOTES
i.
CLEAN-UP PROCEDURES FOR RMS TEST
CALCULATIONS AND PRE-TEST REVIEW
DISCUSSION OF LABORATORY RESULTS
Review Pre-test
II. RMS Clean-up procedures - discuss procedures as given on page
5-12 of manual.
III. Calculations review
A. Ask class for any questions on the calculations
B. Go through calculations on programmed calculation sheet
IV. Class laboratory results - using page 113 of the workbook
ask laboratory groups to give values they calculated. i
A. Generally
1. Groups will get similar
a. Velocity data
b. Volumetric flowrate data
2. Some groups will be out of isokinetic limit 90-110%
3. Pollutant mass rate data and concentration data will
vary but still be comparable
B. Point out the similiarities and discrepancies in the
laboratory results
C. Introduce ERROR analysis topic
169
-------
LESSON PLAN
TOPIC: ERROR ANALYSIS
COURSE; 450 Lecture 15
LESSON TIME: 30 minutes
PREPARED BY: DATE:
J. A. Jahnke 9/22/78
Lesson Goal;
To provide the student with an understanding of the distinctions between
error and precision and to review the types of error that can occur in
source sampling.
Lesson Objectives:
1. The student will be able to explain the difference between precision
and accuracy.
2. The student will be able to list and decribe three categories of error.
(systematic, random, illegitimate)
3. The student will be able to discuss the relative precision of EPA
reference methods 2-5.
4. The student will be able to use the concepts of this lecture and not
missapply the terminology in discussions of source sampling results.
Student Prerequisite Skills:
None
Level of Instruction:
College entry level science
Support Materials and Equipment;
1. Course workbook
Course manual
Slide projector
2.
3.
4.
.Handout - reprint of article - Midgett, M. Rodney. "How EPA Validates
NSPS Methodology." Environmental Science and Technology 11:655-659;
July 1977.
171
-------
Special Instructions;
None
References:
Handout - reprint of article - Midgett, M. Rodney. "How EPA Validates
NSPS Methodology." Environmental Science and Technology 11:655-659;
July 1977.
172
-------
:l-
CONTENT OUTLINE
Course: 450 Lecture 15
Lecture Title: ERROR ANALYSIS
\
ofJL
NOTES
I. The true value
i
A. True value is what is wanted. Impossible to know what ,
this is in source sampling :
B. Collaborative tests may be close to true value, but not '
certain. Can only talk about deviations
II. Difference between precision and accuracy
A. Precision refers to reproducibility
Accuracy refers to correctness — closeness to true value j
I
B. Bull's eye |
1. Closely spaced shot give estimate of good precision,!
but if any from bull's eyes, have poor accuracy ,
2. Shot near bull's eye means good accuracy, but can I
have good or poor precision j
3. The 3 method 5 tests give only an estimate of
precision — tells nothing of accuracy. One value
is no more valid than another if each test was done
the same
III. Classification of errors
A. Errors can arise from three basic reasons
1. Can be systematic — calibration problem, error in
adjustment, consistent error in reading, etc. — may j
be corrected in some instances i
2. Random errors — errors resulting from fluctuation,
chance. Cannot remove. Idea is to eliminate all
errors except random errors and keep these at a
minimum.
3. Illegitimate errors — blunders, things which should
not happen. Dropping the filter, leaks, misreading
a dry gas meter, etc.
B. Emphasize that It is hard to remove all errors. Difficult
to get estimate of error of test. %I does not give this.
Average ot three tests only gives an estimate of the
precision, not the accuracy of the test.
Errors can affect both precision and accuracy.
173
L15-1
L15-2
L15-2
Stress
L15-3
-------
CONTENT OUTLINE
Course: 450
Lecture Title:
Lecture 15
ERROR ANALYSIS
NOTES
IV. Estimates of prescision for EPA reference methods
A.
B.
C.
Refer to paper by R. Midgett-
11. #7, (1977) p.657 Table 2 - Within laboratory deviation
of the reference methods
1. Method 2 - 3.9%
2. Method 5 - 10.4%
3. Method 6 - 4.0%
4. Method 7 - 6.6%
Between laboratory deviation
1. Method 2-5.0
2. Method 5-12.1
3. Method 6-5.8
4. Method 7 9.5
Note: Estimates are for precision, not accuracy. Discuss
results of laboratory in terms of the above concepts.
174
-------
175
-------
LESSON PLAN
TOPIC: SOURCE SAMPLING QUALITY
ASSURANCE AND SAFETY ON THE
SAMPLING SITE
COURSE: 450
LESSON TIME:
PREPARED BY:
Lecture 16
1 hour 20 minutes
DATE:
Giuseppe J. Aldina 10/2/78
Lesson Goal;
Stimulate students to be aware of all aspects of the sampling procedure
which effect the quality of the data and the safety of the sampler at the
sampling site.
Lesson Objectives;
The student should be able to:
1. Recall the important aspects of an accident analysis program
2. List the 10 causes of accidents
3. List some personal safety equipment for a source sampler
4. List the important items necessary to assure good quality test data
Prerequisite Skills;
The course up to this point
Level of Instruction;
College science
Intended Student Professional Background;
General Science
Support Materials;
1. Blackboard and chalk or overhead projector and pens
2. Slide projector
3. Workbook - page 119
4. Manual - page 5-15
177
-------
Special Instructions;
Let the students think up the quality assurance points with help from
the instructor.
References
CRC Handbook of Laboratory Safety
This lecture is devoted to the safety of sampling personnel at the site and
points of quality assurance for source sampling using RMS. The major aspects
of an accident analysis program and the 10 common clauses of accidents are
presented. The class will then list the major points to evaluate in assuring
good quality source test data for both the tester and observer.
178
-------
CONTENT OUTLINE
Course: 450 Lecture 16
Lecture Title: SOURCE SAMPLING QUALITY
\
'/
179
NOTES
ASSURANCE AMD SAFETY OH TUB
SAMPLING SITE
I. Accident analysis
A. Accidents are caused therefore they can be prevented
B. The best system for preventing accidents is an accident
analysis program
1. Analyze all possible causes of an accident before
it happens
2. Take measures to eliminate possible causes of
accidents
3. Ask personnel working in the area for suggestions
4. If an accident does occur
a. Find out how it happened
b. Ask the injured person(s) how it happened \
i
c. Ask the injured person(s) for suggestions on '
how to prevent a reoccurrence ;
II. Causes of accidents I L16-1
1
A. Poor instructions I
1. Supervisory personnel must give adequate instructions
for
a. Job performance
b. Safety requirements
2. Supervisor should inspect job site for all applicable
concerns and safety
a. Before
b. During and
c. After the job
-------
CONTENT OUTLINE
Course: 450 Lecture 16
Lecture Title: SOURCE SAMPLING QUALITY
Page.
of__z_
id
O
NOTES
ASSURANCE AND SAFETY ON THE
SAMPLING SITE
B. Poor planning
1. The person-in-charge must properly plan and conduct
the activity
2. Experiment design and performance are extremely
important for job success and safety
3. Specifically for stack test - adequate manpower to
do the job
C. Improper design - the experiment must be designed with
proper equipment, layout, and construction for completion
of the job
D. Proper equipment not provided
1. Safety equipment must be available
2. Proper tools and other equipment must be on hand -
Jury rigging is poor practice
E. Failure to follow instructions
1. All personnel must follow safety rules
2. Explicit instructions must be given to all
personnel involved at the Job
F. Neglect or improper use of equipment
1. All personnel must use the proper safety equipment
2. Do not try to use a piece of equipment for a purpose
for which it was not intended (i.e. do not try to
drill a 1/2" hole with a 1/4" drill bit)
G. Faulty equipment — poorly maintained equipment is
inexcusable
H. Untrained personnel
1. All personnel should have adequate training before
their participation at the job site
2. Trainees should be closely supervised
180
-------
CONTENT OUTLINE
Course: 450 Lecture 16
Lecture Title: SOURCE SAMPLING QUALITY
NOTES
Li Wil A. £
SAMPLING SITE
I. Uncooperative personnel
1. Persons in poor physical condition or poor mental
attitude should be given different assignments
2. This applys to attitudes about co-workers, supervisory
the job, or working conditions
i
J. Unpreditable outside agents i
i
1. Agents outside the control of the sampling team
2. Can mean anything such as bad weather or a stinging
insect which may startle someone and cause an
accident
III.
Personal safety equipment
A. Hard hat
B. Safety glasses
C. Safety shoes
D. Respirators
E. First aid kit
F. Gloves
1. Leather work gloves
2. Heat protective gloves
G. Proper clothing
1. No shorts
2. Longsleeve shirts
3. Appropriate for weather conditions
H. Plenty of drinking water and some snack food to prevent
fatigue. No salt tablets - They are bad for you
I. Safety belts
Maintain the discussion as long as students make responses
181
i Ask the class to
i describe these.
; It is more useful
i than a simple
j listing.
-------
CONTENT OUTLINE
Course: 450 Lecture 16
Lecture Title: SOURCE SAMPLING QUALITY
Page
NOTES
AND b At till UN THE.
SAMPLING SITE
!
(Ask students what
would make good
!quality assurance
i checks for a stack
This lecture is to be held as an interactive student-teachertest. They will,
\ by this point, be
able to list the
items given.
IV. Quality Assurance
A. Introduction
discussion session. Have the students contribute ideas
towards the development of a QA program. List points on
the board and have the students list in their workbooks
B. Equipment Calibrations
1. Nozzle
2. Pitot tube
3. Heaters - probe and filter
4. Dry gas meter
5. Orifice meter
C. Observations that can be made by the agency observer at
the sampling site.
1. Leak checks - before and after sampling
2. Reference Method 1 requirements
3. Probe alignment
4. Precise meter console operation - data recording
5. Reference Method 3 requirements
6. Overall competancy of sampling team
a. Experience
b. jEducation
c. Professionalims
7. Coordination with source operation
8. Parameter checks on stack gas
a. Stack gas temperature
b. Preliminary traverse for cyclonic gas flow and
Ap
c. Moisture content of the gas
9. Adherence to reference method procedures
10. System vacuum
182
-------
CONTENT OUTLINE
Course: 450 Lecture 16
Lecture Title' SOURCE SAMPLING QUALITY
•—AGCUHA110B AND DAPETY ON TUB
&
\
SAMPLING SITE
11. Sampling system temperatures
a. Filter
b. Impingers
c. Dry gas meter
12. AH calculation from Ap
C. Parameters the control agency observer should record
1. Test start and end times
2. "S" type pitot tube Cp
3. Nozzle diameter
4. Leak rate of the train
a. Initial leak rate
b. Leak rate anytime train is disassembled
c. Post-test leak rate
5. Dry gas meter volume
6. K factor for nomograph or calculator
7. Average square root of the Ap readings
8. Average AH
9. Volume of H_0 trapped in the sample train
10. Filter tare weights
11. Orsat data
D. Process operation data (as applicable)
1. Materials feed rate
2. Production rate
3. Fuel feed rate
4. Shift changes
5. Upsets
183
Page.
of.
NOTES
-------
E.
CONTENT OUTLINE
tf& ST4*
Course: ^Q Lecture 16
Lecture Title:
SOURCE SAMPLING QUALITY
AND a AF1HY ON int
SAMPLING SITE
Analytical procedures
1. Clean-up techniques for the RMS sample train
a. Care taken
b. Thoroughness of clean-up
Careful labeling of all samples
Page 6 ofJ-
NOTES
2.
4.
5.
c.
d.
If sample to be shipped for analysis sample
volume should be marked
Laboratory staff
a. Bachelor degree chemist
b. Certified technician
3. Sample analysis
a. Sample solvent blank taken
b. Sample dried at room temperature or heated to
no more than filter temperature during sampling
c. All data carefully recorded
Weighing and desicating
a. Scale sensitivity within 0.5 mg
b. Sensitivity checked routinely
All tare weights carefully recorded
c.
d.
Sample desicated 24 hours then weighed to neares
0.5 mg
Sample desicated and weighed at six hour inter-
vals to constant weight ± 0.5 mg
Overall laboratory observations
a. Cleanliness
b. Order
c. Equipment in good condition
All these observations are important in good quality assurance
assessment for the RMS test.
184
-------
CONTENT OUTLINE
Course: 450
Lecture Title:
Lecture 16
SOURCE SAMPLING QUALITY
ASSURMCB AMD SAFETY ON THE
O
NOTES
SAMPLING SITE
We have covered safety at the source with emphasis on accident
analysis and preventing the most common causes of accidents.
We have, also, listed the major items for good quality assurance
of a RMS test. This concludes this lecture.
185
-------
LESSON PLAN
TOPIC: PARTICLE SIZING USING A
CASCADE IMPACTOR
COURSE: 450 - Lecture 17
LESSON TIME: ! hour
PREPARED BY: DATE:
Giuseppe J. Aldina
10/2/78
Lesson Goal;
To familiarize students with the basic principles of inertial particle
sizing techniques and the use of in-stack cascade impactors for gathering
particle size data.
Lesson Objectives:
The student should be able to:
1. Describe the equation of continuity for a flowing ideal fluid
2. List several particle properties and give the most important
property of particles with regard to sizing devices.
3. Define effective particle size
4. Define particle aerodynamic diameter
5. Describe the relationship between particle diameter and its physical
properties
6. List several methods of determining particle diameter other than
inertial sizing
7. Recognize the importance of particle size data
8. Describe the operation of a cascade impactor
9. Define the D_0 for an impactor collection stage
10. Describe the sampling procedures used for an in-stack cascade
impactor
Prerequisite Skills;
The course to this point.
Level of Instruction:
College undergraduate science
187
-------
Intended Student Profession Background;
General Science
Support Materials and Equipment;
1. Manual page 9-16
2. Workbook page 123
3. Slide projector
4. Cascade impactor
Special Instructions;
None
References;
Laple, C. E., Fluid and Particle Mechanics, University of Delaware;
Newark, Delaware; 1956
Particle sizing is becoming increasingly important in source sampling.
The high cost of particulate control equipment and tighter regulations
have put great pressure on equipment designers. The design of particulate
control equipment is very much dependent upon good particle size data.
A manufacturer can develop better equipment when the actual size
distribution of particles in the gas stream is known. For this reason
in-stack particle sizing has received increased interest.
Particle size data is also important in developing new instrumentation
for source monitoring. In this course we shall deal with particle size
as related to plume opacity measurements. Research is also being
conducted on instruments that continuously measure mass emissions from
a source. The optical techniques used for these instruments require
valid particle size data.
188
-------
CONTENT OUTLINE
Course: 450 Lecture 17
Lecture Title:
UJ
O
Particle Sizing Using a Cascade
Page-L of 2.
NOTES
Impactor
I. Particle properties
A. A particle has several important properties
1. Mass
2. Dimension
3. Chemical composition
4. Aerodynamic properties
5. Optical properties
B. The primary distinguishing characteristic of any particle
is particle size
II. Size determination
A. Several methods for determining particle size
1. Microscopic
a. Taking a measurement of the particle dimension:
1) Martin's Diameter — measures the diameter
across the middle of the particle
2) Feret's Diameter — measures the longest
linear dimension of the particle
3) Equivalent projected area — compares an
irregular particle's diameter to a sphere
that seems to approximate the particle
size
b. These give precise particle dimensions as
viewed under the microscope
c. There are several drawbacks
1) The procedure is expensive when done oftei
enough for a statistically representative
sample
2) Taking samples can cause fracturing and
agglomeration of particles
3) Always an uncertainty of the microscopic
data as related to actual in-stack partic
size distribution
189
-------
CONTENT OUTLINE
Course: 450 Lecture 17
Lecture Title: particle Sizing Using a Cascade
\
•m;
NOTES
Impactor
2. Sedimentation and Elutriation
a. Again requires an extracted sample with the
uncertainties involved in taking the sample
from the stack
b. These require very large samples for obtaining
sizing data \
i
3. Out of stack inertial techniques
a. Bacho sizer is the most commonly used.
b. Many improvements have been made in these
techniques
c. An out of stack analysis always carries the
problem of relating results to actual in-stack
particle distribution
B. In-stack particle sizing when properly conducted provide!!
the most useful, valid data. We will concentrate on thi
method.
C. All techniques used for particle sizing incorporate
empirical relationships and theoretical principles to
describe particle size
1. Size is not really determined
2. These techniques assign the particle an "effective
size" based on observations of the particle properties
D. Any technique used for particle size analysis will yield
unique data
1. Data gathered by different techniques does not
necessarily agree
2. Data gathered by different designs of instrumentation
using the same principle may not agree
3. These uncertainties require that
a. Careful consideration be given to objectives
for the experiment
b. Cost for the analysis be weighed in conjunctio
with the use of the data.
III. Particle physical properties
A. Particle size generally refers to an "effective size"
190
-------
CONTENT OUTLINE
Course: 450 Lecture 17
Lecture Title."Particle Sizing Using a Cascade
\
NOTES
IV.
B.
Impactor
1. Described as equivalent or effect diameter
2. Great deal of information has been gathered on spheres
of unit density in dry air.
Particle sizing techniques seek to define particle size
in terms equivalent to these spheres
1. The most commonly used term is particle diameter
2. Assuming a particle's physical properties will be
equivalent to those of a sphere of the same diametetf
i
3. And that a physical property is proportional to somi
power of the diameter
(d)Q =
3N
d = diameter
« = shape factor
N = a number
Q = physical property
Then particle behavior may be predicted for a given
set of conditions
This is an essential factor in designing control
equipment
We can see the importance of particle size data froi
this discussion. Now let us move to learning how
an in-stack cascade impactor works to give particle
size data.
Particle Motion
A.
The most useful particle sizing methods for stack samplii g
purposes define particle size as an "aerodynamic diametei
1. Allows prediction of particle aerodynamic properties
2. These are extremely important in designing control
equipment
a. Electrostatic precipitators
b. High energy scrubbers
B. Fluid dynamics and Stokes Law — These principles will aii
in understanding the operation of a cascade impactor
1. The tube of fluid flow
a. The fluid is ideal - incompressible and non vi
191
Slide L17-1
cous
-------
CONTENT OUTLINE
rn/ir** • Asn Lecture 17
Bourse. MU PARTICLE SIZING USING A cASCADfV ^
Lecture Title: IMPACTOR
Page-*-of-1
NOTES
2.
b.
c.
Flowing from P to Q
The mass flux at P is described
^ = p A v
dt P1A1V1
as t -> 0
Am.. = p. A. v
We can describe the mass flux at Q as
dm_
dt~ = P2A2V2
as t -» 0
We stated before that our fluid is incompressi-
ble and non-viscous. This means p does not
change and Am at both points is equal.
1)
dm.,
dt~
as t
Am.
dm2
dT
0
= A
m_
2)
3)
P£A2
f. We see that velocity is changing to get the
same mass flux at both points
h. If we go from Q to P, what happens?
v.. is greater than v2
Fluid flow around a submerged particle (The slide
shows fluid streamlines around the particle. Show
the students how the velocity of the fluid changes
from point I, II and III)
a. At Point I we have fluid moving toward the
particle
1) Fluid pressure = PT
2) Velocity - Vj
b. At Point II
1) The fluid streamlines come closer together
192
LI 7-2
L17-3
. L17-4
-------
CONTENT OUTLINE
Course: 450 Lecture 17
Lecture 7V77e.-particie sizing Using a Cascade
Impactor
\
UI
Page.
NOTES
2) By the equation of continuity we know that
for an ideal fluid the fluid velocity must
increase to maintain the same mass flux i
3) The energy to increase velocity must come:
from somewhere. Where?
A) The needed energy is coming from the ;
pressure in the system :
5) So P decreases at Point II and velocity
increases
6) This can be proven from Bernoulli's Theorem.
(The intention here is to go over the
relationships shown at the bottom of the
slide — not a complete mathematical proof)
At Point III in our ideal fluid P would retur^i
to the value at Point I and V T would return |
to Vr I
In a real system we would not have a complete
return to the original values at Point I
L17-5
3.
1) Some energy would be disipated as heat
because of friction around the particle
2) The pressure at Point III would not return
to P (It would be some distance down
stream)
3) The net effect would be the lower pressure
fluid at Point II being pushed back by th
higher pressure fluid behind Point III
4) This creates vortices which create a net
pressure drag on the particle
Stokes Law — Gravitational force versus frictional
force
a.
b.
c.
The motion of our submerged particle will be
determined by the forces acting upon it
A particle will remain at rest in relation to
the fluid until acted upon by some external
force — Newton's first law
Newton's 2nd Law— acceleration caused by a
force acting upon a body is proportional and
parallel to the resultant of that force and is
inversely proportional to the mass_.of the bodv
193
It is not necessary
to get too deeply
into the fluid
dynamics of this
system
-------
CONTENT OUTLINE
Course: 450 Lecture 17
Lecture Title: Particle Sizing Using a Cascade
HI
O
of.
NOTES
Impactor
d. Newton's 3rd Law of Motion — a body exerting
a force on another body encounters an equal an4
opposite force ;
e. Stokes applied these laws to the motion of a i
particle submerged In a fluid and proved
mathematically that a body falling in a fluid
is
1) accelerated by gravity F \
• O
| 2) acted upon by an equal and oppositely ''
I directed frictional force F_
K. L
3) that when F = F the net acceleration on
the particle is zero '
4) the particle therefore reached a terminal
or settling velocity
5) the particle mass and its terminal velocii
determined its ability to move through the
'. fluid-overcome the fluid friction.
V. The cascade impact or
A. These principles are used in the cascade impactor
B. The fluid velocity at each stage in the impactor is
governed by the diameter of the stage orifice
C. Particles are accelerated through the orifice and reach
a terminal velocity when the forces acting On it are equ<
D. The particle then has a momentum proportional to its mass
which may allow it to impact on to the collection stage
E. The particles are fractionated into various size ranges
based upon orifice velocity and particle mass
1. This defines the aerodynamic diameter of the partic!
a. An effect diameter based upon the assumption tl
large particles have more mass than small part:
b. Assumes uniform particle density
2. The aerodynamic diameter of the particle allows
correlation of empirical data to the unknown partic!
size for prediction of its physical properties
F. This procedure yields useful data though there are some
problems
194
y
i
:
i
i
L17-6
1
e
at
cles
e
i
i
-------
CONTENT OUTLINE ,
Course.' 450 Lecture 17 \
Lecture Title: Particle Sizing Using a Cascade
NOTES
G.
Impactor
1. Particles may not have uniform density so the size
predicted by the impactor may not be accurate
2. Particles may bounce in the impactor and land on
inappropriate stages
3. Particles may break on impacting a collection stage
and be reentrained - biasing small size fractions
4. No collection stage will be 100% efficient in
collecting particles for which it is designed
Collection stage efficiency
1. Impactors sold commercially are generally supplied
with stage cut points developed from theoretical
calculations
2. These are not necessarily valid
a. Each impactor even within a given design may
have different fractional characteristics for
a collection stage
b. Impactors should be accompanied by calibration
data developed by the manufacturer using j
monodisperse aerosols to obtain actual fraction
sizes for a stage. |
c. The most common experession of fraction size
for a collection stage is the D__
1) The D,_0 is the particle size for which
the stage has at least a 50% collection
efficiency.
2) This is usually called the cut point
diameter
H. Data Presentation
1. The most common and useful presentation is a
cumulative distribution plot on log-probability
graph paper
195
-------
CONTENT OUTLINE |
Course: 450 Lecture 17 3
Title: particle Sizing Using a Cascade
Impactor
NOTES
2. The graph is plotted
% of total
of particles
collected on
a stage
stage particle j
size cut point j
which should show a straight line on log-probability
paper
VI. Impactor Sampling Procedures
A. The standard sampling train can be used
1. This is the easiest way to do the sampling because
you can operate it just like RMS
2. The impactor is positioned at the probe end then a
nozzle is attached to the impactor head
3. A pitot tube may or may not be necessary
a. It is usually easier to get the impactor into
the sample point without the pitot tube
b. Though we have spent the entire course address: .ng
isokinetic sampling we may not be doing this
with an impactor since it loads up so quickly.
B. Non-isokinetic sampling
1. The sampling train is prepared as in RMS
2. The nomograph or calculator is used to determine thi
AH for the Ap in the duct
3. A preliminary test should be run to determine if
isokinetic sampling is appropriate
a. The isokinetic flow rate through the impactor
may be too high
b. If the flow rate is too high errors occur in
impactor 196
-------
CONTENT OUTLINE
Course.;450 Lecture 17
Lecture Tit 16: particle Sizing Using a Cascade
Page.
of.
NOTES
Impactor
1) Scouring of collection stages
2) Reentrainment of particles
4. If the impactor does not show discrete clean partia
catches flow rate will have to be lowered
a. This does bias the sample but not as much as
scouring and reentrainment
b. It will change stage cut points some
c. These are uncertainties that are still being
researched
C. Repetitions — it can require as many as 30 sample runs t(
get valid data
1. 3 runs should be minimum
2. 9 runs is probably a practical limit
Particle sizing is a complex endeavor. Cascade
impactors give the most useful data for stack
samplers but they are not perfect. Always assess
the need and uses of the data before planning a
program for sizing particles in a duct.
late
197
-------
198
-------
LESSON PLAN
TOPIC:
TRANSMIS SOMETERS
COURSE; 450 - Lecture 18
LESSON TIME: 1 hour 15 minutes
PREPARED BY:j. Jahnke DATE: 9/28/78
Lesson Goal;
To introduce the student to the field of continuous opacity monitoring using
transmissometers. To show instrument design characteristics, typical
installations, and the relationship of opacity to particulate mass measurements.
Lesson Objectives;
The student will be able to:
1. Define the terms opacity, transmittance, and transmissometer.
2. Express the relationship between opacity and transmittance.
3. Recognize the proper expression for optical density.
4. Discuss the EPA requirements for the design and performance of transmiss-
ometers placed on sources regulated by NSPS.
5. Define the meaning of photopic and give at least two reasons why light in
the photopic region is to be used in transmissometer design.
6. Explain that optical density is proportional to grain loading and discuss
the advantages and limitations of correlating optical density to grain
loading.
7. List several uses of opacity monitors.
Student Prequisite Skills;
Some concept of logarithms and exponential functions (.note: students do
learn about logarithms in high school)
Level of Instruction;
College undergraduate physics
199
-------
Intended Student Professional Background;
General Science
Support Materials and Equipment:
1. Course workbook
2. Course manual
3. Slide projector
4. Demonstration transmissometer, if available
Special Instructions;
This is the last lecture in the course. Some students may be restless
by this time, eager to take the post-test and go home. The lecture
should be given to the point, meeting the objectives, without elaborating
on details.
References;
Federal Register - Vol. 40, No. 194, October 6, 1975. "Emission Monitoring."
200
-------
CONTENT OUTLINE
Course: 450 Lecture 18
Lecture Tifle:
Ill
(9
Transmissometers
Page.
NOTES
II.
III.
IV.
Definition of opacity
A. Opacity is the percentage of visible light attenuated
due to the absorption and scattering of light by partic-
ulate matter in the flue gas.
B. Relationship between % opacity and % transmittance
% opacity = 100% - % transmittance
C. Opacity monitor = transmissometer .
Transmissometer stands for transmission meter.
Single-pass transmissometer
A. Light source, detector, blowers
B. Point out collimating lenses, fact that light source
and detector are on opposite sides of lenses
C. Blowers used to keep optics clean
Double pass transmissometers
A. Point out features
B. Note that lamp and detector are on same side of stack,
allowing for simulated zero and calibration check.
C. Double pass systems more expensive than single pass systems,
but more likely to meet EPA design and performance
specifications.
Commercially available transmissometers
A. Many vendors — single pass and double pass
B. Vendors of double pass transmissometers -
Lear-Siegler, RAG, Contravez-Goertz, Esterline Angus,
Dynatron, Data test, Anderson-2000.
C. Single pass — others on list
D. List changes frequently — not up to date, vendors go
in and out of business.
Opacity monitor specifications
A. Have two types of specifications for monitors required
under NSPS and SIP's
1. Design specifications
*• yorfmrTmnaa rpntrifieatiane
L18-1
Intro. Slide
L18-2
1 t
! Give example - l
' using overhead
• projector - look at
i beam of projector
I 0% opacity 100% T, j
j put a book in front!
of your eyes
'• 100% opacity 0% T !
L18-3
LI 8-4
L18-5a
L18-5b
L18-6
-------
CONTENT OUTLINE
Course: 450 Lecture 18
Lecture Title: Transmissometers
Page 2 ofJL
NOTES
B.
Design specifications
1. Spectral response must be in photopic region.
2. Angle of view and angle of projection limited to 5°.
3. Calibration error - limited to 3% opacity
4. Response time — 10 seconds maximum from 0 to 95% of
Cal. value.
5. Must have facility for system zero and span check.
C.
Performance Specification
1. To be performed with monitor placed on stack.
2. 24 hour zero drift jf 2% opacity
3. 24 hour calibration drift _< 2% opacity
VI. Photopic region — design specification
A. Photopic region—visible region of the spectrum 400-700nm
corresponds to wavelengths the human eye is sensitive to.
Might have correlations to Method 9.
B. Chosen since have H_0 and CO. interference in IR region.
H-0 not a pollutant.
C. Smaller particles attenuate light better at shorter
wavelengths. Hence the light wavelengths are limited to
the photopic region.
VII. Angle of projection and angle of view
A. Angle of projector — Angle of the cone of light projected
by the lamp.
B. Angle of view — Angle of the cone sensed by the detector
C. Limitation necessary, so they don't get contribution of
light from outside volumes.
D. Most instruments meet or exceed these specifications.
VIII. Transmissometer siting
A. Transmissometers are to be placed at a point which will
give a representative value for the opacity.
B. Must be placed in the plane of the bend
C. Should be in accessible location to allow good servicing
of the instrument
202
L18-7
L18-9
L18-10
L18-11
-------
CONTENT OUTLINE
Course: 450 Lecture 18
Lecture 7V'//P.'Transmissometers
SB.
Page^. of—
NOTES
XI.
IX. Relationship between emission opacity and monitor opacity
A. Oj - 1 - (1 - 02) 2 Lj = emission outlet pathl^ngth
L_ = monitor pathlength j
i
Oj = emission opacity
0_ = monitor opacity
Used to correlate opacity at stack exit with that seen
across transmissometer pathlength.
L18-12
B.
C.
Necessary in terms of regulation may or may not correlate
with EPA Method 9 observation.
Transmissometer Applications
A. Installation to satisfy EPA continuous monitoring
requirements - 40 CFR 60.
B. Installation for process performance data - maintenance
and repair indicator, process improvement combustion
efficiency.
C. Installation for control equipment operation - ESP tuning
broken bag detector.
D. Correlation with particulate concentration
E. Maintenance of a continuous emission record.
Correlation of opacity with particulate concentration
A. The Beer-Lambert-Bougert relationship
1-0 = T = e-naqfc
T = transmittance
n = number of particles/unit volume
a = mean particle projected area
q = particle extinction coefficient
£ = effluent path-length
B. Optical density
1
1. O.D. = log ._ . .fc_ = K.c£
10 1 - opacity
K = a constant
c = concentration
& = pathlength 203
L18-13
L18-14
L18-15
L18-16
-------
CONTENT OUTLINE
Course: 450 Lecture 18
Lecture Title: Transmissometers
Page.
of.
NOTES
2. Optional density is a measure of the ability of an
aerosol to attenuate light.
3. Optical density is proportional to both pathlength
and particulate concentration, so long as the particle
characteristics remain the same.
4. Can make correlation between EPA Method 5 and optical
density
Examples: Lignite for boilers
Cement kiln emissions
Bituminous coal-fired boilers
XII. Examples of opacity monitoring installations
A. Durag analyzer on power plant duct
B. Durag analyzer on power plant duct
C. Retro-reflector for Durag opacity monitor
D. Transmissometer and blower assembly on EPA stationary
source simulator facility
E. Lear-Siegler Model #RM4 transmissometer on power plant
stack
F. Lear-Siegler Model #RM4 retroreflector assembly on power
plant stack
6. Protective shrouds on transmissometer located on stack
H. Portable transmissometer, Lear-Siegler RM41P on EPA
stationary source simulator
XIII. Course closing
A. This is the last lecture in the course. Have the student
take a break and then proceed with the post-test.
B. Post-test
Students need to achieve 70% on post-test before certific
will be awarded. Certificates will be mailed. Have ansv
sheet available so that students may check answers.
C. Hand out course critiques. No student will receive
certificate unless critique is returned.
D. Collect post-test answer sheets and critiques.
204
ates
er
L18-17
L18-18
L18-19
L18-20
L18-21
L18-23
L18-23
L18-24
L18-25
L18-26
L18-27
-------
OPACITY is
E LIGHT ftl Tf»*.«A1FO OUC TO
ABSOBPTlON AND 5C»TT(NiNG Of
B* PWTtCULATE MATTER IN
205
-------
LESSON PLAN
TOPIC: MONDAY LABORATORY
INSTRUCTIONS
COURSE : 450 Laboratory 1
LESSON TIME; 21* hours
PREPARED BY: z DATE:
Giuseppe J. Aldina 10/2/78
Topics; Laboratories
1. Reference Method 1
2. Pitot tube calibration
3. Wet bulb-dry bulb moisture estimate
4. Orifice meter calibration
Lesson Goal:
Give students hands-on experience with RM5 equipment and procedures.
Lesson Objectives;
1. Layout, diagram, and make all necessary decisions and calculations
for RM1
2. Collect calibration data for an "S" type pitot tube and calculate
C for legs A and B
3. Estimate moisture in the stack gas using the wet bulb-dry bulb
technique
4. Calibrate the meter console orifice meter for a AH_ of 0.75
CFM at 29.92 in. Hg and 68 °F
Prerequisite Skills;
None
Level of Instruction;
College undergraduate science
Intended Student Professional Background;
General Science
207
-------
Support Materials and Equipment!
1. 450 Workbook
a. RM1 pages 20-23 ; Pre-survey 137-140
b. Pitot tube calibration pages 24-26
c. Wet bulb-dry bulb pages 27-32
d. Orifice meter calibration pages 33-36
2. Laboratory duct - see equipment list (Introductory section of this Guide)
3. Laboratory equipment - see equipment list (Introductory section of this Guide)
a. Meter consoles
b. Standard pitot tubes
c. Inclined manometers and ring stands
d. Assembled sampling probes with '/9L" type pitot_and nozzle
e. Tubing
f. Thermometers
g. Cotton wicks and a beaker of H.O
h. Stopwatches
i. Extension cords
j. Rulers
i
k. Tools
1. Duct tape
4. Calculators
5. Pencils
208
-------
I
GAS
6'
2'
-40-
3" diameter ports 90° apart
with one traverse diameter
in the plane of the bend
209
Figure 1. Laboratory Duct.
-------
Special Instructions;
1. Assemble duct work before the laboratory is scheduled
to begin
2. Seal all joints in the duct work with duct tape
3. Label all equipment with a group number
4. Put wicks on 2 thermometers
5. Arrange meter consoles on tables so there is plenty
of room around the calibration duct
6. Plug equipment into as many different electrical lines
as possible to prevent overloading circuit breakers
7. Be sure manometers have proper fluid levels
8. Provide space and platforms so manometers can be leveled
on a stable surface
9. Support long duct sections: top sections from ceiling
References;
None
Instructor Preparations;
1. Read all the laboratory procedures and corresponding lectures
2. Check all equipment operations in advance
3. Arrange pitot tube experiments at horizontal ports
4. Arrange meter consoles with stopwatches so there is plenty
of room around the duct
5. Using laboratory procedures check orifice meter calibrations.
Record the data as reference. AH@ should be 1.5-2.1 in. H_0
6. Determining the dry gas meter correction factor using a
splrometer would be good practice, but it is not necessary
for this laboratory exercise. Assume DGMCF = 1.0.
7. Note: When the DGMCF is known the laboratory orifice meter
calibration is accurate. APTD - 0576 should be the procedure
used by the student as a standard practice unless DGMCF is
determined by spirometer
210
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8. Divide the students into groups of 6 (unless the student/
equipment ratio will allow smaller groups) before class starts
on Monday
9. Label each experiment so students can easily identify what
exercise to read in the workbook
10. Heat and moisture can be added to the duct with a small
propane torch and pyrex beaker with H.O but it is not
necessary
11. A schedule for each group at an experiment may be desirable,
however, laboratory generally proceeds well without it.
The schedule would diminish student anxiety about finishing
the lab. At a stack test no schedule exists so it may be
most beneficial to allow students to get a feel for the
real times required at a test. They will prefer a structure
but will undoubtedly not keep it
12. Post the barometric pressure (for the laboratory) for each
lab in inches and millimeter of Hg
Instructions to the Students;
1. All students should read the laboratory exercises in the
workbook first. (Generally they will not follow this
direction so be prepared to answer many questions)
2. Be sure to perform all required experiments (many students
will try to skip RM1 or the wet bulb-dry bulb)
3. Approach RM1 as if no ports were cut into the duct -
choose the best and easiest sampling location
4. Students should not wait around with nothing to do. There are
enough experiments and equipment to keep them working. If an
experiment is occupied, they should do another. The meter console
and RM1 are always available if one of the others is full.
5. Students should not beat an experiment to death - collect the data
and move on.
6. The molecular weight of dry air is 29 g/g-mole (Ib/lb-mole).
Less than 3% moisture can be considered dry air.
7. Pages 40 and 41 of the workbook should be completed. Page 41 is
to be handed in on Wednesday morning.
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LESSON PLAN
TOPIC: OPERATION OF THE ORSAT
ANALYZER
COURSE: 450 - Laboratory 2
LESSON TIME; Uj hours
PREPARED BY: DATE
Giuseppe J. Aldina
Lesson Goal:
To familiarize students with the operation of the orsat analyzer and the
calculation of stack gas molecular weight
Lesson Objectives:
The student should be able to
1. List the absorbing chemicals used in the orsat and the action of each
2. Perform a leak test on the orsat analyzer
3. Analyze a gas sample for C0?, 0~, and CO using the orsat
Prerequisite Skills:
None
Level of Instruction:
College undergraduate science
Intended Student Professional Background:
General Science
Support Materials and Equipment:
1. 450 workbook page 66
2. 4 orsat analyzers
Special Instructions:
1. Leak check analyzers before class
2. Check reagent efficiency — it should not take more than 6-8 passes of
air through the 02 bubbler to show 20.9% 02 in the air sample.
213
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References;
FR 8/18/78
Instructor:
Demonstrate orsat operation and explain bubbler chemicals
1. Chemicals
A. Burette solution — Na-SO, saturated RJ3 with methyl orange on
red indicator and H_SO, to keep it acidic. The burette solution
is made this way to keep stack gases from dissolving in it
B. C02 Bubbler - 42-46% KOH or NaOH
C. 02 Bubbler - 42-46% KOH on NaOH and about 10-12 gms of
pyrogallic acid Cfor 1 bubbler)
D. CO Bubbler — Cuprous chloride (Cu Cl**) dissolved in a solution
that keeps a high hydrogen ion concentration such as acid or
ammonia with some solid copper to maintain Cu ions in solution.
This prevents oxidation of the solution before CO is bubbled
through it.
2. Operation of the orsat
A. Leak Test
1. Use the burette solution as a sort of pump
2. Fill the burette with the red solution
3. Open the C02 bubbler and bring it to the reference mark
4. Repeat for 0- and CO bubbler
5. Be sure all valves are closed
6. Bring the burette solution to the mid point on the.scale with
the leveling bottle and solution at the same height — equal
pressure on both sides. Record the reading chosen.
7. Close the burette valve and set the leveling bottle on the
table.
8. After 4 minutes check all liquid levels. If the level drops
find the leak.
214
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B. Gas analysis
1. Carefully bring 100 cc of gas into the calibrated burette
2. Push the gas into the CO- bubbler then bring it back to the
burette
3. Proceed carefully — do not mix the chemicals
4. After 3 passes read the CO. scrubbed by leveling the burette
solution and leveling bottle.
5. Record the reading then confirm it by one more pass through
CO2 bubbler. Once is enough. If the reading is constant go
on to 0.
6. 0- — analyze as for CO. but
a. allow the gas to reside longer in the bubbler
b. make 6-8 passes before the first reading
7. CO is analyzed as for CO..
C. Calculations
M, = EM Bv (See RM3 lesson outline)
a x x
Ms = Md (1-Bws> + 18 (Bws>
215
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COURSE 450
SOURCE SAMPLING FOR PARTICULATE POLLUTANTS
INSTRUCTOR'S GUIDE
WEDNESDAY LABORATORY
RMS Testing
-------
LESSON PLAN
TOPIC: RM5 Testing
COURSE: 450 - Laboratory 3
LESSON TIME: 3 hours
PREPARED BY: G.J. Aldina DATE: 10/2/78
Lesson Goal;
To give students practice in performing an RMS source test.
Lesson Objectives:
The student should be able to:
1. Apply RM1 for particulate sampling and mark the sampling
probe
2. Calibrate the sampling nozzle
3. Determine probe-pitot tube alignment in the sampling duct
4. Record RMS data on appropriate forms
5. Assemble and disassemble RMS equipment <
6. Solve the isokinetic sampling rate equation using a
nomograph or calculator
7. Operate the RMS source sampling train
8. Analyze RMS samples collected by these procedures
9. Make all calculations to determine RMS pollutant emission
rate
Prerequisite Skills:
Monday and Tuesday laboratory
Level of Instruction;
College undergraduate science
Intended Student Professional Background:
General Science
218
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Support Materials and Equipment;
1. 450 Workbook, pages 82-93
2. Source Sampling Train
a. Nozzle - to be calibrated before the test
b. Pitot tube - calibrated by student group on Monday
c. Probe
d. Sample case and glassware
e. Tared glass mat filter
f. Umbilical cord
g. Tools
h. Meter console - calibrated by student group on Monday
3. 500 gm of fly ash
4. Laboratory duct
5. Tables and supports for placing sample trains into the
duct. Use ports cut for Monday lab.
219
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Special Instructions;
1. Instruct students to organize their experiment properly before
the laboratory following the lab exercise and flow charts.
2. Give the following assumed Orsat data and moisture estimate for
the test, unless a real stack is being used, then give data for
same, if known.
C02 = 12.5%
02 - 6.2%
CO = 0.1%
Approximate H20 = 5%
3. Assemble the sampling trains for the students (they can get
experience with hands-on while disassembling.)
A. Impingers and silica gel should be:
a. 120 ml H20
b. 100 ml H20
c. Dry
d. 200 gm silica gel
but tell the students to assume that there is only 100 ml KUO in
each impinger ( 1 and 2 ) (if they sample about 30-35 cubic feet
this will yield 3-5% moisture in the sample).
If a real stack is being sampled, use 100 ml.
5. Analysis for the lab - students should:
a. Weigh silica gel after the test
b. Measure H^O in the impingers
c. Weigh the filter with the particulate catch
d. Weigh probe wash after dried over-night. If this can't be
done because of time, one of the instructors, or his
assistant, should do it and provide students with the data.
References
Federal Register - Vol. 42, No. 160, August 18, 1977. "Standards of
Performance for New Stationary Sources - Revision to Reference Methods 1-8.
220
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Instructors should:
1. Encourage students to work out their own sampling team assignments
2. Read the lecture and laboratory exercises
3. Be available for questions and to help students perform
the test
A. Check student calculations of K or nomograph settings
5. Work out with students how sampling will be done.
Suggested method is to have one team start at the far
points in the duct and work outward while the other
works its way in. This has proven good practice in
past courses.
6. Try to put the equipment on separate electrical
circuits to prevent power outrages. If the load
frequently trips the circuit breaker turn off the
probe and filter heaters in the trains
7. Add fly ash to the duct in small amounts until several
hundred grams have been fed in. One way of adding the fly ash
is to punch a hole in the duct, and supply the ash using a funnel
or some other apparatus. Note: Don't add too much or it might
start leaking out of the cracks in the duct. The concentration
of particulate can be approximated from the weight added to the
duct and the volume of ductwork system.
221
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Method 5 Paniculate Test
Calculation Form
I. Neccessary Data
A. Reference Method #1
• Area of stack ft2
• No. of equivalent diameters upstream
• No. of equivalent diameters downstream
• No. of traverse points
• Total test time (6) minutes
B. Reference Method #2
• Average stack temperature Ts °F + 460 = °R
• Stack absolute pressure
• Barometric Pressure
•(VAp")ave (in.
C. Reference Method #3
• %C02 ; %02 ; %CO ; %N2
D. Reference Method #4
• Water collected
Impinger H2O ml
Silica Gel gm
E. Reference Method #5
• Area of nozzle ft2
• Average AH in. H2O
• Average meter temperature Tm °F + 460 = .fR
• Dry gas meter correction factor
• Volume metered Vm = CF
• Paniculate Weight gm
II. C.tlt illations
A. Standard Volume Mrlcml \ |))v c;.,s MrU'i raliln.iiion l.i< h»
AH
pb+ 13.6
....
V,u,sun V ™ ( 528°R W in. Hg\= dscf
V29.92 in. Hg'V ° R /
222
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B. Moisture Content of Stack Gas
1 . H2O collected in impingers in standard cubic feet
Vwc = 0.04707 ft/ml ( _ ml)= _ scf
2. H2O collected in silica gel in standard cubic feet
Vwsg(std) = 0.04715 ftS/gm( - gm)= - scf
3. Moisture content of stack gas (Bws)
n vwc(std) + vwsg(std)
<)\yS -- - - - -
vwc(std) + vwsg(std) + vm(std)
( - scff) + ( scf)
B
ws ( _ scf) + ( _ scf)-f( _ scf)
C. Molecular Weight of Stack Gas (Ib/lb-mole)
1. -M(j (Dry molecular weight) = £MXBX
Md = (.44) _ %C02+(.32) - %02 +
(.28) _ %CO + (.28) _ %N2 - - Ib/lb-mole
2. Ms (Wet Molecular Weight) = Md(l - Bws) + 18 Bws
MS= _ (1- _ )+ 18( _ )= _ Ib/lb-mole
D. Average Stack Gas Velocity
vs = KnCT
* " '' m n »* \w -
'ave
\l
/
\
= 85.49 ft/sec 'b/lb-mde (in.
_ _
R(in.H20) / V ( in. Hg)( Ib/lb-mole)
(in'. M
E. Average Stack Gas Volumetric Flow Rate
Tstd ps
Qs = (3600sec/hr)(vsXAs)(l-Bws) -«2 A
^std A s
Os = (3600sec/hrX - ft/sec)( - ft2)(l -
^ V ----
29.92 in. Hg
Q . = __ _ dscf/hr
223
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F. Pollutant Mass Rate
maS* X
Vm(std)
PMR- ( - ]S2_ x -- -dscf/hr X ' '* - - - lb/hr
dscf 454 gm/lb
G. %Isokinetic Variation (Intermediate Data)
( °R)( dscf)(29.92 in. Hg)
( ft2X__*nin)( _ft/sec)(_ in. Hg)(528°R)(60 see/min)(l -.
224
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Assembled sampling duct constructed of 12 inch galvanized ductwork
Laboratories 1 and 3
Apparatus for Wet Bulb-Dry Bulb moisture estimation experiment
225
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Inclined oil manometer and Prandtl tube for calibration of the Type S pitot tube
RAG (left) and Nutech (right) Meter Consoles
226
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Blower section for ssmpling duct
Hayes Orut
227
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Screw-joint compression seal glassware
Umbilical Cord
228
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Ground glass ball-joint glassware
Nutech Sample Case with glassware and sampling probe
229
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RAC Sample Case with glassware and sampling probe
230
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HANDOUTS FOR COURSE 450
SOURCE SAMPLING FOR PARTICULATE POLLUTANTS
231
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1. REPORT NO.
— EEA_45.Q/2-80-003
2.
3. RECIPIENT'S ACCESSIOI*NO.
TECHNICAL REPORT DATA
(Please read Instructions on the reverse before completing)
APTI Course 450
Source Sampling for Particulate Pollutants
Instructor's Guide
6. PERFORMING ORGANIZATION CODE
. REPORT DATE
February. 1980
AUTHOR(S)'
G. J. Aldina, J. A. Jahnke, and J. Henry
8. PERFORMING ORGANIZATION REPORT NO.
PERFORMING ORGANIZATION NAME AND ADDRESS
Northrop Services, Inc.
P. 0. Box 12313
Research Triangle Park, NC 27709
10. PROGRAM ELEMENT NO.
11. CONTRACT/GRANT NO.
68-02-2374
12. SPONSORING AGENCY NAME AND ADDRESS
U.S. Environmental Protection Agency
Manpower and Technical Information Branch
Research Triangle Park, NC 27711
13. TYPE OF REPORT AND PERIOD COVERED
.Instructor' s Guide
14. SPONSORING AGENCY CODE
15. SUPPLEMENTARY NOTES
EPA Project Officer for this manual is R. E. Townsend, EPA, ERC (MD-17), RTP, NC
16. ABSTRACT
The Instructor's Guide for Air Pollution Training Institute Course 450
"Source Sampling for Particulate Pollutants" contains guidelines for conducting
a four and one-half day course in source sampling. The Guide contains lesson
plans, laboratory instructions, exams, copies of handout materials, and solutions
to problem sets. The lesson plans include keys to APTI audio visuai materials
and suggested instructional techniques. These materials are intended for use
in conjunction with Student Manual EPA 450/2-79-006 and Student Workbook
EPA 450/2-79-007.
17.
KEY WORDS AND DOCUMENT ANALYSIS
a.
DESCRIPTORS
Measurement
Collection
Air Pollution
Gas Sampling
Dust.
Calibrating
Filtered Particle
Sampling
is. DISTRIBUi ION STATEMENT Unlimited. Available
from: National Technical Information
Service, 5285 Port Royal Road
b.lDENTIFIERS/OPEN ENDED TERMS
Stack Sampling
Particle Measurement
c. COSATI Field/Group
14 B
14 D
19. SECURITY CLASS (ThisReport)
TTrip 1 a g g"f f ~i f*r\
21. NO. OF PAGES
20. SECURITY CLASS (Thispage)
Unclassified
22. PRICE
EPA Form 2220-1 (9-73)
232
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