Indoor
Air Quality
Tools For Schools
lAO Coordinator’s Guide
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( )IN( I \\II I 1 N
PRIVA I ION
-I— AMERICAN
1 LUNG
U ASSOCIATION

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EI’A U.S. Environmental Protection Agency
Indoor Air Division, 6607J
401 M Street, SW
Washington, DC 20460
(202) 233-9030
American Federation of Teachers
555 New Jersey Avenue, NW
Washington, DC 20001
(202) 879-4400
Association of School Busiiiess Officials
( . 11401 North Shore Drive
Reston, VA 22090
(703) 478-0405
ca Council for American Private Education
COUNCILFOR AMERICAN
PRIVATE EDUCATION 1726 M Street, NW, Suite 703
Washington, DC 20036
(202) 659-0016
National Education Association
1201 16th Street, NW
Washington, DC 20036-3290
(202) 833-4000
National Parent Teachers Association
330 North Wabash Avenue, Suite 2100
Chicago, 1160611-3690
(312) 670-6782
L AMERiCAN
LUNG Amencan Lung Association
OCIA11ON. 1740 Broadway
NewYork,NY 10019
(212) 315-8700
EPA 402-k-95-001 May 1995

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Note to School Officials
flood indoor air quality contributes
to a favorable learning environment for
students, productivity for teachers and
staff, and a sense of comfort, health,
and well-being for all school occu-
pants. These combine to assist a
school in its core mission — educating
children.
Rising energy costs encourage the
development of tighter buildings and
a reduction in the amount of outdoor
air brought into schools for ventila-
tion. In addition, school operating
and maintenance budgets are often
reduced to minimal levels. These
actions, combined with the variety of
indoor sources of contaminants
building materials, furnishings, clean-
ing agents, pesticides, printing and
copying devices, combustion appli-
ances, tobacco products, allergens,
fungi, molds, bacteria, viruses, radon,
and lead — can reduce the quality of
the indoor environment, and conse-
quently affect the health and well-
being of school occupants.
The number of children with asthma
increased by 60% during the 1980s,
and poor indoor air quality can trigger
asthmatic episodes. In addition to
myriad health consequences, poor air
quality is becoming increasingly costly
for schools due to the potential for
expensive investigation and hasty solu-
tions during a major indoor air prob-
1cm, higher heating and cooling costs,
damage to the physical building struc-
ture and mechanical equipment, and
higher liability. For these reasons, air
quality in schools is of particular con-
cern. Proper maintenance of indoor
air is more than a “quality” issue, it
encompasses safety and stewardship of
the taxpayer’s investment.
In response to this era of tight school
budgets, this guidance is designed to
allow you to prevent and solve the
majority of indoor air problems with
minimal cost and involvement. You
can accomplish this using current
school staff to perform a limited and
well-defined set of basic operations
and maintenance activities.
The commitment to address indoor air
quality (IAQ) starts with the highest
level of school administration. You
have the ability to identify and
empower an IAQ Coordinator (page
5), and the authority to ensure that
your school staff has the incentive to
carry out the problem solving and
problem prevention guidance provided
in this kit.
As you read this Guide, especially the
first six pages, and turn it over to your
staff to implement, EPA urges you to
maintain a personal involvement in
this issue.
Indoor Air Quality
Tools for Schools
This common-sense
guidance is designed to
help you prevent
and solve the majority
of indoor air problems
with minimal cost
and involvement.

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Quick Directory
How to Use This Kit 1
Why indoor Air Quality is Important to Schools 3
The Role of the Indoor Air Quality Coordinator 5
How to Establish an Indoor Air Quality Management Plan 17
What To Do if Your School is Having Problems Now 25
Contents
Note to School Officials
Acknowledgements iv
BASKS
Section 1 Action Kit Overview 1
Who Coordinates This Guidance 1
Why Follow This Guidance 1
How This Kit Is Organized I
Section 2 Why lAO Is Important to Your School 3
Why 1AQ is important 3
Unique Aspects of Schools 4
Section 3 Role and Functions of the lAD Coordinator 5
Functions of the IAQ Coordinator 5
Who is the IAQ Coordinator? 5
Section 4 Team Member Action Packets 7
The IAQ Team 7
Action Packets Outline 8
Section 5 Understanding lAO Problems 9
Sources of Indoor Air Contaminants 9
HVAC Design and Operation 10
Pollutant Pathways and Driving Forces 13
Building Occupants 14
lAO MANAGEMENT PLAN
Section 6 What Is an lAD Management Plan? 15
How the IAQ Management Plan Works 15
Where to Start 15
Benefits of an IAQ Management Plan 15

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17
19
19
21
21
23
25
25
26
27
27
27
29
29
30
30
31
Section 13 32
APPENDICES
Appendix A
Appendix B 35
Appendix C 39
Appendix D 41
Appendix E 43
Appendix F 51
Appendix G 57
Appendix H 59
Appendix I 61
AppendixJ 65
INDEX 75
INFOCARD
Section 7 Steps to Activate the lAO Management Plan
Section 8 The lAO Management Plan
Assess Current Status
Perform Repairs and Upgrades
Final Steps
Section 9 Effective Communication
RESOLVING lAO PROBLEMS
Section 10 Resolving lAO Problems
Is This an Emergency?
Who Will Solve the Problem?
Section 11 Diagnosing lAO Problems
How to Diagnose Problems
Spatial and Timing Patterns
Section 12 Solving lAO Problems
Developing a Solution
Solutions for Other Complaints
Evaluating Solutions
Evaluating the Effectiveness of Your Solution
Persistent Problems
Communication When Problem Solving
Note; The IAQ Coordinator’s
Forms, lAO Rackgrounder, lAO
Checklists, and lAO Problem
Solving Wheel are separate
pieces that are supplied with this
Guide (see diagram on page 2).
Hiring Professional Assistance
Codes and Regulations
Basic Measurement Equipment
Developing Indoor Air Policies
Typical Indoor Air Pollutants
Environmental Tobacco Smoke
Radon
Moisture, Mold, and Mildew
Resources
Glossary and Acronyms

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Acknowledgements
EPA appreciates the time that numer-
ous organizations and individuals took
to share ideas, experiences, and com-
ments on the drafts of Indoor Air
Quality Tools for Schools. Many of these
ideas have contributed to the useful-
ness and completeness of this kit.
Within EPA, project management was
provided by Bob Thompson, who
developed the concept and much of
the content of Indoor Air Quality Thols
for Schools. The insights and encourage-
ments of Bob Axeirad, Scott Bowles,
Sandra Eberle, Elissa Feldman, John
Girman, and Dave Mudarri were espe-
cially valuable throughout the devel-
opment of the document. Victoria
Drew and Connie Thomas provided
exceptional assistance in contract man-
agement and editing, and Lisa Adams,
Allene Gillam, and Mary Vance are
gratefully acknowledged for their
office support.
Disclaimer
Any information gathered as a result
of using this kit is for the benefit and
use of the local school or school dis-
trict. EPA does not require retention
or submission of any information gath-
ered, and EPA has no regulatory or
enforcement authority regarding gen-
eral indoor air quality in schools.
This kit has been reviewed in accor-
dance with policies of the U.S.
Environmental Protection Agency.
Information provided is based upon
current scientific and technical under-
standing of the issues presented.
Following the advice given will not
necessarily provide complete protec-
tion in all situations or against all
health hazards that may be caused by
indoor air pollution.
Mention of any trade names or com-
mercial products does not constitute
endorsement or recommendation for
use.
Warning
Please note the following as you pre-
pare to use this kit:
• The guidance in this kit is not
intended as a substitute for appro-
priate emergency action in the
event of a hazardous situation that
may be immediately threatening to
life and safety.
• Modification of building functions,
equipment, or structure to remedy
air quality complaints may create
other indoor air quality problems
and may impact life safety systems
and energy use. A thorough under-
standing of all the factors that
interact to create indoor air quality
problems can help to avoid this
undesirable outcome. Consult with
professionals if it becomes neces-
sary.
• In the event that medical records
are used while evaluating an IAQ
problem, confidentiality must be
maintained.
Reproduction
This kit is in the public domain. It
may be reproduced in whole or in part
by an individual or organization with-
out permission. If it is reproduced,
EPA would appreciate knowing how it
is used. Please write:
IAQ Tools for Schools
Indoor Air Division, 6607J
U.S. Environmental Protection Agency
401 M Street SW
Washington, DC 20460

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Action Kit Overview
he goal of this kit is to provide
clear and easily applied guidance that
will help prevent indoor air quality
(IAQ) problems and resolve such prob-
lems promptly if they do arise. It rec-
ommends practical actions that can be
carried out by the school staff without
the need for training, and is flexible
enough to conform to the specific needs
of your school.
The background information and
activities in this voluntary program are
directed toward existing schools in the
kindergarten through twelfth grade
range, but colleges, universities, and
pre-school and day-care centers could
benefit by application of the principles
and activities presented. In addition,
many of these principles could also be
applied by architects and engineers
when planning new schools or major
renovations.
Who Coordinates This Guidance
A team leader, known as the IAQ
Coordinator, is needed to fully admin-
ister the guidance recommended in
this Guide. Please refer to Section 3,
Roles and Functions of the IAQ
Coordinator, for information that will
help with selecting an IAQ
Coordinator.
Why Follow This Guidance
Section 2, Why IAQ Is Important to
Your School, provides information on
the benefits of understanding and
applying this guidance to maintain
good indoor air quality. Three addi-
tional reasons to implement this guid-
ance include:
• The expense and effort required to
prevent most IAQ problems is
much less than the expense and
effort required to resolve problems
after they develop.
• Many IAQ problems can be pre-
vented by educating school staff
and students about the factors that
create them. When IAQ problems
do arise, they can often be resolved
using skills available in-house.
• If outside assistance is needed to
solve an IAQ problem, the best
results will be achieved if school
officials are informed customers.
How This Kit Is Organized
The indoor air quality guidance in this
kit can be divided into two basic cate-
gories: background information and
specific activities. Once you under-
stand the basic principles and factors
that influence indoor air quality in
your school, you will note that the
specific activities involve two major
actions — the management of pollu-
tant sources, and the use of ventilation
for pollutant control.
This guidance is organized around the
use of an IAQ team, with the IAQ
Coordinator fulfilling leadership and
administrative roles, and with the team
members each performing specific
activities as outlined in Section 4.
WHERE THE lAO COORDINATOR STARTS
Complete
lAO
Coordinator’s
Checklist

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IAQ Tools for Schools Action Kit
1.
IAQ Coordinator
The IAQ Coordinator
primarily uses the
Coordinator’s Guide
IIIFII iiIf
/‘
/ lAO ( ionlAEIors
£g • . — - . . -
IAQ
Coordinator’s
Guide
M
IIII // /Ir ,

liii E #’
fAQ
Problem
Soli ’ing
Wheel
IAQ
Checklists
HE fAQ
fi— Backgrounder
III IAQ
Coordinator’s
____—P Forms
/K Handouts for
Team Members
There are fAQ Checklists for:
Teachers
______ Administrative Staff
Health Officer
Ventilation
Building Maintenance
Food Service
Waste Management
Renovation and Repairs

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Why lAO Is Important to Your School
ost people are aware that outdoor
air pollution can damage their health
but many do not know that indoor air
pollution can also have significant
health effects. Environmental
Protection Agency (EPA) studies of
human exposure to air pollutants indi-
cate that indoor levels of pollutants
may be 2-5 times, and occasionally
more than 100 times, higher than out-
door levels. These levels of indoor air
pollutants may be of particular con-
cern because most people spend about
90% of their time indoors.
For the purposes of this guidance, the
definition of good indoor air quality
management includes:
• control of airborne pollutants
• introduction and distribution of
adequate outdoor air
• maintenance of acceptable tempera-
ture and relative humidity
Temperature and humidity cannot be
overlooked because thermal comfort
concerns underlie many complaints
about “poor air quality.” Furthermore,
temperature and humidity are among
the many factors that affect indoor
contaminant levels.
Why lAO Is Important
In recent years, comparative risk stud-
ies performed by EPA and its Science
Advisory Board have consistently
ranked indoor air pollution among the
top five environmental risks to public
health. Good indoor air quality is an
important component of a healthy
indoor environment, and can help
schools reach their primary goal.
Failure to respond promptly and effec-
tively to IAQ problems can have the
following health, cost, and educational
process consequences:
• increasing long- and short-term
health problems such as cough, eye
irritation, headache, asthma
episodes, and allergic reactions,
and, in rarer cases, life-threatening
conditions such as severe asthma
attacks, Legionnaire’s disease or car-
bon monoxide poisoning
• promoting the spread of airborne
infectious diseases
• producing an unfavorable learning
environment for children
• reducing productivity of teachers
and staff due to discomfort, sick-
ness, or absenteeism
• accelerating the deterioration and
thus reducing the efficiency of the
school’s physical plant and equipment
• increasing the risk that school
rooms or buildings will have to be
closed, and occupants temporarily
relocated
• straining relationships among the
school administration and parents
and staff
• generating negative publicity that
could damage a school’s or adminis-
tration’s image and effectiveness
• creating potential liability prob-
lems
Indoor air problems can be subtle, and
do not always produce easily recog-
nized impacts on health, well-being,
or the physical plant. In some cases,
only one or a few individuals may be
strongly affected by what appears on
the surface to be psychosomatic in
nature because the majority of the
school population does not appear to
have any symptoms.
Children may be especially susceptible
to air pollution. The same concentra-
Good indoor air quality
contributes to a favorable
learning environment for
students, productivity for
teachers and staff, and
a sense of comfort,
health, and well-being.
These elements combine to
assist a school in
its core mission —
educating children.

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tion of pollutants can result in higher
body burden in children than adults
because children breathe a greater vol-
ume of air relative to their body
weight. For this and the reasons
noted above, air quality in schools is
of particular concern. Proper mainte-
nance of indoor air is more than a
“quality” issue, it encompasses safety
and stewardship of our investment in
the students, staff, and facilities.
Unique Aspects of Schools
Unlike other buildings, managing
schools involves the combined respon-
sibility for public funds and child
safety issues, which can cause strong
reactions from concerned parents and
the general community. Other unique
aspects include:
occupants are close together, with
the typical school having approxi-
mately four times as many occu-
pants as office buildings for the
same amount of floor space
• budgets are tight, with mainte-
nance often receiving the largest
cut during budget reductions
• the presence of a variety of pollutant
sources, including art and science
supplies, industrial and vocational
arts, home economic classes, and
gyms
• a large number of heating, ventilat-
ing, and air-conditioning systems,
placing an added strain on mainte-
nance staff
• as schools add space, the operation
and maintenance of each addition is
often different
• schools sometimes use rooms,
portable classrooms, or buildings
which were not originally designed
to service the unique requirements
of schools

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Role and Functions of the lAO Coordinator
B AQ management within schools
will not just happen — it requires
leadership. Leading people is an
important function of the fAQ Coord-
inator, because it is people who both
affect and are affected by the quality of
the indoor air. People make decisions
decisions about what materials to
bring into the school, how those mate-
rials are used, how the school building
and ventilation systems are operated,
how they are maintained, and how to
respond to problems. Effective leader-
ship will ensure that an informed
choice is made at each of these deci-
sion points.
Functions of the lAO Coordinator
The primary role of the IAQ Coordi-
nator is team management. All of the
“technical” activities can be delegated.
Additionally, a staff person can assist
the IAQ Coordinator in many of the
activities, such as copying and dissem-
inating the Action Packets to the staff,
and summarizing responses from the
team member Checklists. The primary
management functions are:
Team Leader: Coordinates an “IAQ
Team,” as noted in the figure to the
right, arid encourages a sense of shared
responsibility and cooperative effort.
Provides the team with the Action
Packets supplied in this kit, and
implements the fAQ Management
Plan (Sections 6 through 9).
Emergency Response: Prepares for
emergency response as outlined in
the IAQ Management Plan. Follows
the guidance and makes decisions as
outlined in Resolving IAQ Problems
(Sections 10 through 13). Determines
if and when outside professional assis-
tance is needed, and coordinates their
activities.
Key Authority: Disseminates IAQ
information, registers IAQ complaints
and directs the response, and commu-
nicates IAQ issues and status to school
administration, staff, students, parents,
and the press.
Who Is the lAO Coordinator?
The choice of IAQ Coordinator will
probably depend on the organizational
structure of your school system. In
larger school districts, the IAQ
Coordinator may be a district level
administrative person, such as the
business official, a health and safety
officer, or the facilities manager. In
smaller school systems, the IAQ
Coordinator may be the Principal or
Vice Principal.

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In either case, based on the functions
and level of leadership needed, this
position would usually best be filled
by upper level administration in the
school district or school, because these
positions have the budget, staffing,
and administrative authority. These
positions are also in the proper line of
authority to interface with district-
level administration, school staff, stu-
dents, parents, and the press.
In addition, the skills already associat-
ed with these positions means that the
person will not require additional
training before assuming the leader-
ship role of the IAQ Coordinator.
In a few situations, it may become nec-
essary to share the responsibilities of
the IAQ Coordinator by having a
Co-Coordinator, or by delegating many
of the administrative items to a com-
mittee, such as an existing health and
safety committee. The committee
could also be composed of selected
individuals from the community,
such as local environmental or health
department staff, parents, and volun-
teers from local business who have spe-
cial skills, such as commercial build-
ing engineers.
Independent of who is acting as the
team leader, it is fundamentally
important that on a school-by-school
basis, the staff and students have the
opportunity to learn about the basics
of indoor air quality (IAQ Backgrounder)
so that their daily decisions and activi-
ties (IAQ Checklists) will not unneces-
sarily cause indoor air problems.

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Team Member Action Packets
he Action Packets are designed to
help team members:
• understand the importance of good
indoor air quality (IAQ)
• understand basic concepts of IAQ
• identify and solve basic IAQ prob-
lems
• prevent future problems
The 8 Action Packets in this kit will
provide the most benefit when
applied in conjunction with the IAQ
Management Plan, as outlined in
Section 6.
The lAO Team
The Action Packets provide detailed
guidance for each person whose activi-
ties and decisions affect the quality of
air within the school. These people
comprise a team. This team, which is
led by the IAQ Coordinator, includes
nine distinct groups:
Teachers play a strong role because
their decisions and activities can affect
the sources of pollutants and levels of
ventilation within their room. Some
teachers, such as art, science, vocation-
al and industrial arts, and home eco-
nomics teachers, have unique pollu-
tant sources and ventilation equip-
ment to manage.
Administrative Staff encompasses all
administrative and support staff. The
staff has control over unique pollutant
sources such as printing and kitchen
areas, and often controls the operation
of the ventilation equipment in their
areas.
Facility Operators are the people who
have direct technical responsibility for
operating and servicing the heating,
cooling, and ventilation systems with-
in the school. The role of the facility
operator is crucial in preventing and
solving IAQ problems.
Custodians and their responsibilities
vary widely among school districts.
The Building Maintenance Checklist
focuses on the housekeeping activities
within the school.
Health Offkers sometimes called school
nurses, can be helpful by monitoring
and recognizing trends in reported ill-
nesses that may give early warning of
IAQ problems.
School Boards can provide the resources
and authority necessary to implement
an IAQ management plan, as outlined
in Section 6, and for solving any IAQ
problems which may arise, as outlined
in Section 12.
Contract Service Providers need to be
informed and active members of the
IAQ team because their activities can
have a direct and substantial impact
on the quality of air within your
school. Examples of these activities
include pesticide application, renova-
tion work such as re-roofing, and
maintenance of ventilation equipment
and air filters.
Students and Parents are the primary
customers and constituents of your
school. Students and parents can assist
in maintaining good IAQ by under-
standing and applying basic IAQ
principles, such as good personal
hygiene.
Local News Media can be helpftil by
providing educational information to
school constituents about IAQ in
schools, and can help instill a positive
image for your school when the school
is taking affirmative steps to prevent
IAQ problems. In addition, an unin-
I
Memo
Action Packet

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formed or improperly informed media
can result in negative press during an
IAQ emergency. The media should
not have a direct link to all members
of the team. It is recommended that
the designated spokesperson, typically
the IAQ Coordinator, thoroughly
understand the guidance in Section 8
before communicating with the local
news media.
Action Packets Outline
The Action Packets are designed to be
useful during the three basic modes of
improving your school’s IAQ: devel-
oping a profile of your school’s current
indoor air quality, preventing IAQ
problems, and solving any fAQ prob-
lems which may arise. The Action
Packets are coniprised of three basic
components:
School Memo. For school staff, the
memo or letter carries the school
administration’s request that team
members perform the activities as pro-
vided in their individual Action
Packets. For the school board, contract
service providers, local news media,
and students and parents, the memo
notifies them that the school has
undertaken an IAQ management pro-
gram, and presents the fAQ
Backgrounder. Behind the JAQ
Coordinator’s Forms tab of the kit are
four sample memos which can be
adapted to your needs.
lAO Bockgrounder. This generic back-
grounder will provide all team mem-
bers with a summary of important
issues regarding indoor air quality.
Issues included are: what is IAQ, why
is IAQ important, basic problems and
control methods, the team approach,
and communications. Graphics are
included to assist in understanding the
issues.
lAO Checklists. The IAQ Checklists
provide detailed, yet usually simple,
IAQ activities for each team member.
These activities are based on the
unique functions and locations of
teachers, administrative staff, facility
operators, custodians, health officers,
and contract service providers (e.g..
roofers). Each activity deals with a
specific pollutant source or ventilation
issue. A Checklists Log is provided to
assist in summarizing the data from
the returned Checklists. The
Ventilation Checklist also includes a
Ventilation Log for ease of recording
the status of each ventilation unit.

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Understanding IAQ Problems
0 ver the past several decades, our
exposure to indoor air pollutants has
increased due to a variety of factors,
including the construction of more
tightly sealed buildings, reduced ven-
tilation rates to save energy, the use of
synthetic building materials and furn-
ishings, and the use of personal care
products, pesticides, and housekeeping
supplies. In addition, our activities
and decisions, such as deferring main-
tenance to “save” money, can lead to
problems from sources and ventilation.
The indoor environment in any build-
ing is a result of the interactions among
the site, climate, building structure
and mechanical systems (as originally
designed and later modified), construct-
ion techniques, contaminant sources
(what is outside, inside, and part of the
building), and building occupants.
This section contains a discussion on
how these elements can cause IAQ
problems, and Section 12 (Solving IAQ
Problems) provides solutions. These ele-
ments are grouped into four categories:
Sources: there is a source (or sources)
of pollution or discomfort indoors,
outdoors, or within the mechanical
system of the building.
HVAC System: the heating, ventilating,
and air conditioning (HVAC) system
is not able to control air pollutant lev-
els and/or ensure thermal comfort.
Pathways: one or more pathways con-
nect the pollutant source to the occu-
pants and a driving force exists to move
pollutants along the pathway(s).
Occupants: occupant activities have
direct impacts on sources, the HVAC
system, pathways, and driving forces;
and occupants can be carriers of com-
municable diseases and allergens such
as pet dander.
Sources of Indoor Air Pollutants
Indoor air pollutants can originate
within the building or be drawn in
from outdoors. If pollutant sources are
not controlled, IAQ problems can
arise, even if the HVAC system is
properly designed, operated, and
maintained. Air contaminants consist
of particles, dust, fibers, bioaerosols,
and gases or vapors. It may be helpful
to think of air pollutant sources as fit-
ting into one of the categories in the
table on the following page, T)picai
Sources of Indoor Air Pollutants. The
examples given for each category are not
intended to be a complete list.
Appendix E contains a list of specific
air pollutants, with descriptions, sources,
and control measures.
In addition to the number of potential
pollutants, another complicating factor
is that indoor air pollutant concentra-
tion levels can vary by time and loca-
tion within the school building, or
even a single classroom. Pollutants
can be emitted from point sources,
such as from science storerooms, or
from area sources, such as newly paint-
ed surfaces. Also, pollutants can vary
with time, such as only when floor
stripping is done, or continuously such
as fungi growing in the HVAC system.
Indoor air often contains a variety of
contaminants at concentrations that
are well below any standards or guide-
lines for occupational exposure. Given
our present knowledge, it is often
difficult to relate complaints of specif-
ic health effects to exposures to specif-
ic pollutant concentrations, especially
since the significant exposures may be
to low levels of pollutant mixtures.
Interaction of Sources,
HVA( Systems,
Pathways, and
Occupants
If independently evaluated, a
minor roof leak and a dirty
classroom carpet might not
cause much concern, hut if the
water from the roof leak
reaches the carpet, the water
can wet the dirt in the carpet
and the microscopk fungi that
have been dormant in the car-
pet. The fungi can grow and
become a pollutant source thai
releases spores into the class-
room air. The HVAC system
acts as a pathway that dispers-
es the spores to other parts of
the school, where occupants
experience allergic reactions.

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Typical Sources of Indoor Air Pollutants
HVAC System Design and Operation
The HVAC system includes all heat-
ing, cooling, and ventilating equip-
ment serving a school: boilers or fur-
naces, chillers, cooling towers, air han-
dling units, exhaust fans, ductwork,
and filters. A properly designed and
functioning HVAC system:
• controls temperature and relative
humidity to provide thermal comfort
• distributes adequate amounts of
outdoor air to meet ventilation
needs of school occupants
• isolates and removes odors and other
contaminants through pressure con-
trol, filtration, and exhaust fans
Not all HVAC systems are designed to
accomplish all of these functions.
Some buildings rely only on natural
ventilation. Others lack mechanical
cooling equipment, and many func-
tion with little or no humidity con-
trol. The features of the HVAC system
in a given building will depend on:
• age of the design
• climate
• building codes in effect at the time
of the design
• budget for the project
• designers’ and school districts’ indi-
vidual preferences
• subsequent modifications
Description of HVA( Systems
Two of the most common HVAC
designs used in schools are central air
handling systems and unit ventilators.
Both can perform the same HVAC
functions of heating, ventilating, and
air-conditioning, but the central air
handling unit serves multiple rooms
while the unit ventilator serves a sin-
gle room. With central air handling
units it is important that all rooms
served by the central unit have similar
thermal and ventilation requirements.
If these requirements differ signifi-
Outside Sources
Peluted Oetdser 1k
• pollen, dust, flings!
spores
• industhal emissions
• vehicle emissions
Con onents/Furnis1iigs
Building Equipment
HYAC Eqi -ut
• microbiological
growth in drip pans,
ductwork, coils, and
humidifiers
• improper venting of
combustion products
• dust or debris in duct-
work
Other Indoor Sources
• science laboratories
• vocational arts areas
• loading docks
odors ftom dumpsters
• unsanitary debris or
building exhausts near
outdoor air intakes
• microbiological growth
on soiled or water-darn-
aged materials
• dry traps that allow the
passage of sewer gas
• materials containing
volatile organic com-
pounds, inorganic
compounds, or dam-
aged asbestos
• materials that produce
particles (dust)
14-HVAC Eq-ipwat
• emissions from office
equipment (volatile
organic compounds,
ozone)
• radon
• pesticides
• leakage from under-
ground storage tanks
• copy/print areas
• food prep areas
• smoking lounges
• cleaning materials
• emissions from trash
• pesticides
• odors and volatile
organic compow ls frxn
paint, caullc, adhesives
• occupants with com-
municable diseases
• dry-erase markers and
similar pens
• insects & other pests
• personal care products
• emissions from shops,
labs, deaning processes
• emissions from new
furnishings and floorings
• microbiological growth
on or in soiled or water-
damaged furnishings

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candy, some rooms may be too hot,
too cold, or underventilated, while
others are comfortable and adequately
ventilated.
Most air handling units distribute a
mixture of outdoor air and recirculated
indoor air. HVAC designs may also
include units that introduce lOO% out-
door air or that simply recirculate in-
door air within the building. Uncontrol-.
led quantities of outdoor air enter
buildings by leakage through win-
dows, doors, and gaps in the building
exterior. Thermal comfort and ventila-
tion needs are met by supplying ‘con-
ditioned” air, which is a mixture of
outdoor and recirculated air that has
been filtered, heated or cooled, and
sometimes humidified or dehumidi-
fied. The basic components for a cen-
tral air handling unit and a unit venti-
lator are shown in the IAQ Backgrounder.
Thermal Comfort
A number of variables interact to
determine whether people are comfort-
able with the temperature and relative
humidity of the indoor air. The
amount of clothing, activity level, age,
and physiology of people in schools
vary widely, so the thermal comfort
requirements vary for each individual.
The American Society of Heating,
Refrigerating, and Air-Conditioning
Engineers (ASHRAE) Standard 55-
1992 describes the temperature and
humidity ranges that are comfortable
for 80% of people engaged in largely
sedentary activities. That information
is summarized in the chart below.
The ASHRAE standard assumes “nor-
mal” indoor clothing. Added layers of
clothing reduce the rate of heat loss.
Uniformity of temperature is impor-
tant to comfort. Rooms that share a
common heating and cooling system
controlled by a single thermostat may
be at different temperatures.
Temperature stratification is a com-
mon problem caused by convection,
the tendency of light, warm air to rise,
and heavier, cooler air to sink. If air is
not properly mixed by the ventilation
system, the temperature neat the ceil-
ing can be several degrees warmer or
cooler than near the floor, where
young children spend much of their
time. Even if air is properly mixed,
uninsulated floors over unheated
spaces can create discomfort in some
climate zones. Large fluctuations of
indoor temperature can also occur
when thermostats have a wide “dead
band” (a temperature range in which
neither heating or cooling takes
place).
Radiant heat transfer may cause peo-
ple located near very hot or very cold
surfaces to be uncomfortable even
though the thermostat setting and the
measured air temperature are within
the comfort range. Schools with large
window areas sometimes have acute
problems of discomfort due to radiant
heat gains and losses, with the loca-
tions of complaints shifting during
the day as the sun angle changes.
Poorly insulated walls can also pro-
duce a flow of naturally-convecting
air, leading to complaints of drafti-
All schools need
ventilation, which is the
process of supplying
outdoor air to the
occupied areas within
the school.
30%
68.5°F - 7 5.5°F
74.0°F - 80.0°F
40%
680°F-750°F
735°F-800°F
50%
68 0°F-74 5°F
73 0°F-79 0°F
60%
67.5°F- 74.0°F
73.0°F 78.5°F
Recommended Ranges of Temperature and Relative Humidity
Relative Humidity Winter Temperature Summer Temperature
Recommendations apply for persons clothed in typical summer and winter clothing, at light, mainly
sedentary activity.
Soure Adapted from ASHRAE Standard 55-1992, Thermal Environmental Conditions for Human
Occupancy

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Selected Outdoor Air
Ventilation
Recommendations
(Minimum)
App&olion (FM per Person
Classroom 15
Music Rooms
Libraries
Auditoriums
Spectator Sport Areas
Playing Floors
Office Space
Conference Rooms
Smoking Lounges
Cafeteria
Kitchen (cooking)
Source: ASHRAE Standard 62-
1989. Ventilation for Acceptable
Indoor Air Quality
ness. Closing curtains reduces heating
from direct sunlight and reduces occu-
pant exposure to hot or cold window
surfaces.
Large schools may have interior (‘core”)
spaces in which year round cooling is
required to compensate for heat gener-
ated by occupants, office equipment,
and lighting, while perimeter rooms
may require heating or cooling
depending on outdoor conditions.
Humidity is a factor in thermal com-
fort. Raising relative humidity
reduces a person’s ability to lose heat
through perspiration and evaporation,
15 so that the effect is similar to raising
the temperature. Humidity extremes
15 can also create other IAQ problems.
15 Excessively high or low relative
humidities can produce discomfort,
15 high relative humidities can promote
20 the growth of mold and mildew, and
low relative humidities can accelerate
20 the release of spores into the air. (See
20 Appendix H.)
60 Ventilation For Occupant Needs
20 All schools need ventilation, which is
the process of supplying outdoor air to
15 the occupied areas in the school. As
outdoor air is drawn into the school,
indoor air is exhausted by fans or
allowed to escape through openings,
thus removing indoor air pollutants.
Often, this exhaust air is taken from
areas that produce air pollutants such
as restrooms, kitchens, science-storage
closets, and fume hoods.
Modern schools generally use mechan-
ical ventilation systems to introduce
outdoor air during occupied periods,
but some schools use only natural ven-
tilation or exhaust fans to remove
odors and contaminants. In naturally
ventilated buildings, unacceptable
indoor air quality is particularly likely
when occupants keep the windows
closed because of extreme hot or cold
outdoor temperatures. Even when
windows and doors are open, under
ventilation is likely when air move-
ment forces are weakest, such as when
there is little wind, or when there is
little temperature difference between
inside and outside (stack effect).
The amount of outdoor air considered
adequate for proper ventilation has
varied substantially over time.
Because updating building codes often
takes several years, the building code,
if any, that was in force when your
school HVAC system was designed
may well have required a lower
amount of ventilation than what is
currently considered adequate.
ASHRAE ventilation standards are
used as the basis for most building
ventilation codes. A table of outdoor
air quantities in schools as recom-
mended by ASHRAE Standard 62-
1989, Ventilation for Acceptable
Indoor Air Quality, is shown to the
left. Please note that this is a limited
portion of the Standard, and that the
quantities listed are in units of
CFM/person, which is cubic feet per
minute of outdoor air for each person
in the area served by that ventilation
system.
Pollutant Pathways and Driving
Forces
Airflow patterns in buildings result
from the combined action of mechani-
cal ventilation systems, human activi-
ty, and natural forces. Differences in
air pressure created by these forces
move airborne pollutants from areas of
higher pressure to areas of lower pres-
sure through any available openings.
An inflated balloon is an example of
this driving force. As long as the
opening to the balloon is kept shut, no
air will flow, but when open, air will
move from inside (area of higher pres-

-------
sure) to the outside (area of lower pres-
sure). Even if the opening is small, air
will move until the pressures inside
and outside are equal.
If present, the HVAC ducts are gener-
ally the predominant pathway and dri-
ving force for air movement in build-
ings. However, all of a building’s
components (walls, ceilings, floors,
doors, windows, HVAC equipment,
and occupants) interact to affect how
air movement distributes pollutants
within a building.
For example, as air moves from supply
outlets to return inlets, it is diverted
or obstructed by walls and furnishings,
and redirected by openings that pro-
vide pathways for air movement. On
a localized basis, the movements of
people have a major impact on the
movement of pollutants. Some of the
pathways change as doors and win-
dows open and close. It is useful to
think of the entire building — the
rooms with connecting corridors and
utility passageways between them —
as part of the air distribution system.
Air movement can transfer emissions
from the pollutant source:
• into adjacent rooms or spaces that
are under lower pressure
• into other spaces through HVAC
system ducts
• from lower to upper levels in
multi-story schools
• transport of pollutants into the
building through either infiltration
of outdoor air or reentry of exhaust air
• to various points within the room
Natural forces exert an important
influence on air movement between a
school’s interior and exterior. Both
the stack effect and wind can overpow-
er a building’s HVAC system and dis-
rupt air circulation and ventilation,
especially if the school envelope (walls,
ceiling, windows, etc.) is leaky.
Stack effect is the pressure-driven air-
flow produced by convection, the ten-
dency of warm air to rise. Stack effect
exists whenever there is an indoor-out-
door temperature difference, and the
effect becomes stronger as the temp-
erature difference increases. Multi-
story schools are more affected than
single-story schools. As heated air
escapes from upper levels, indoor air
moves from lower to upper levels, and
outdoor air is drawn into the lower
levels to replace the air that has
escaped. Stack effect can transport
contaminants between floors by way of
stairwells, elevator shafts, utility chas-
es, and other openings.
Wind effects are transient, creating
local areas of high pressure (on the
windward side) and low pressure (on
the leeward side) of buildings.
Depending on the size and location of
leakage openings in the building exte-
rior, wind can affect the pressure rela-
tionships within and between rooms.
Entry of outdoor air contaminants may
be intermittent or variable, occurring
only when the wind blows from the
direction of the pollutant source.
Most public and commercial buildings
are designed to be positively pressur-
ized, so that unconditioned air does
not enter through openings in the
building envelope causing discomfort
or air quality problems. The interac-
tion between pollutant pathways and
intermittent or variable driving forces
can lead to a single source causing IAQ
complaints in an area of the school that
is distant from the pollutant source.
Building Occupants
The term “building occupants” is gen-
erally used in this document to
describe the staff, students, and other
people who spend extended time pen-

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Some occupants may be
particularly susceptible
to the effects of indoor
air contaminants.
ods in the school. Some occupants
may be particularly susceptible to the
effects of indoor air contaminants:
• allergic or asthmatic individuals
• people who may be sensitive to
chemicals
• people with respiratory disease
• people whose immune systems are
suppressed due to chemotherapy,
radiation therapy, disease, or other
causes
• contact lens wearers
Other groups are particularly vulnera-
ble to exposures of certain pollutants
or pollutant mixtures. For example:
• people with heart disease may be
more affected by exposure to carbon
monoxide than healthy individuals
• children exposed to environmental
tobacco rmoke are at higher risk for
respiratory illnesses
• people exposed to significant levels
of nitrogen dioxide are at higher
risk for respiratory infections
Because of varying sensitivity to air-
borne chemicals and irritants, individ-
uals with heightened sensitivities may
react to a particular fAQ problem
while surrounding occupants do not
display ill effects. Symptoms that are
limited to only one or a few persons
can also occur when only their area
contains the airborne pollutant. Jn
other cases, complaints may be wide-
spread. In addition to different
degrees of reaction, an indoor air pol-
lutant or problem can trigger different
reactions in different people.
The effects of IAQ problems are often
non-specific symptoms rather than
clearly defined illnesses. Symptoms
(which can occur singly or in groups)
commonly attributed to IAQ problems
include:
• headache, fatigue, and shortness of
breath
• sinus congestion, coughing, and
sneezing
• eye, nose, throat, and skin irritation
• dizziness and nausea
These symptoms, however, may be
caused by other factors, and are not
necessarily due to air pollutants.
“Health” and “comfort” are used to
describe a spectrum of physical sensa-
tions. For example, when the air in a
room is slightly too warm for a per-
son’s activity, that person may experi-
ence mild discomfort. If the tempera-
ture risas, discomfort increases and the
symptom of fatigue can appear. The
person may attribute this fatigue to an
unknown air pollutant, rather than to
being too warm.
Some complaints by building occupants
are based on discomfort. A common
IAQ complaint is that “there’s a funny
smell in here.” If occupants think there
is an indoor air problem, the slightest
odor can trigger concerns over health,
even though the cause of that particu-
lar odor may not have any effects on
health. Environmental stressors such
as improper lighting, noise, vibration,
poor ergonomics, and psychosocial
problems (such as job stress) also can
produce symptoms that are similar to
those associated with poor air quality.
Sometimes several school occupants
become aware of serious health prob-
lems (e.g., cancer, miscarriages) over a
relatively short time period. Indoor
air quality is occasionally blamed for
these clusters of health problems, and
this can produce tremendous anxiety
among school occupants. State or
local health departments can provide
advice and assistance if clusters are
suspected. They may be able to help
answer key questions such as whether
the apparent cluster is actually unusu-
al and whether the underlying cause
could be related to IAQ.

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What Is an IAQ Management Plan?
he IAQ Management Plan as pre-
sented in this guidance is a set of flexi-
ble and specific activities for prevent-
ing and resolving IAQ problems. The
goals of the IAQ Management Plan as
outlined in this document are:
1. fix any existing IAQ problems
2. instill an IAQ awareness that leads
to preventive actions
3. resolve IAQ complaints and inci-
dents as they occur
How the tAO Management
Plan Works
This kit provides the activities and
information needed to prevent and
resolve most IAQ problems, and pro-
vides checklists to help coordinate the
activities. As the IAQ Coordinator,
you provide the leadership to manage
these activities. The delegation of
activities to the IAQ team members
(primarily school staff) helps ensure
that people in the school understand
their role in preventing and solving
IAQ problems. Because no one person
is overly burdened, the program is
more likely to get started and succeed.
The IAQ Management Plan can be
used as presented, or tailored to the
specific needs of your school. Because
the organizational and physical struc-
tures of schools vary, the IAQ Coord-
inator may choose to make modifica-
tions to this recommended process.
For example, the IAQ Coordinator may
modify some of the steps in the IAQ
Management Plan, or may give the IAQ
Backgrounckr and T&xhers Checklist to
the teachers for their awareness, but
may request that some other staff
member perform the actual activities
for each teacher. Although the admin-
istrative process of who and when is
designed to be flexible according to
your needs, it is important that all of
the individual activities be completed.
For additional information on how this
kit is organized, see Section 1.
Where to Start
A step-by-step process for activating
and implementing the IAQ Manage-
ment Plan are provided in Sections 7
and 8, and checklists to guide and log
this process are provided in the IAQ
Coordinator’s Forms tab of the kit.
Benefits of an lAO Management Plan
A well-run IAQ management program
yields substantial benefits for the
school, employees, and students. In
addition to the benefits to health and
well-being outlined in Section 2, Why
IAQ Is Important to Your School, the
expensive process of investigating and
mitigating suspected IAQ problems
can be reduced significantly or avoided
entirely by employing the plan.
Recommended Approach for Implementing the Plan
Schools lAO Coordinator WHO
1
Administrative Actions and
Team leading
Use the lAO Management HOW
Plan Checklists
School Staff and Contract
Service Providers
WHAT Hands-on Actions Prevention
and Problem Solving
I
Use the Action Packets

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A typical school provides many oppor-
tunities for IAQ problems to develop.
Schools contain a variety of special use
areas such as kitchens, locker rooms,
science laboratories, technology educa-
tion rooms, darkrooms, art rooms, and
cleaning storage areas, each with pollu-
tant sources that can cause discomfort
and health problems. Under detailed
inspection, most schools will reveal
some inadequacies of design, construc-
tion, operation, and maintenance.
Saves
If minor problems are allowed to develop unchecked into a serious lAO
problem, a variety of deficiencies may be identified, hut it often connot be
determined which one — if any — caused the problem. As a result,
schools con be confronted with an expensive list of potential explanations
of their problem The crisis atmosphere surrounding a serious lAO problem
creates pressure to remedy every deficiency immediately instead of estub-
listilag a prioritized approach to lAO improvement. By contrast, many of the
preventive measures recommended in this guidance con be accomplished
with in-house effort, following a schedule that reflects your resources.
Significant IAQ problems often arise
from combinations of “normal” defects,
rather than from exotic or unique cir-
cumstances:
• A school is not getting enough out-
door air because a fan belt is broken
or slipping and a seldom used drain
trap drys out, resulting in sewer
gases being drawn into the school
• The design of the school
ceiling/roof allows significant air
leakage through unintentional
openings and stack effect (warm air
rising) pushes indoor air out
through these openings, which
causes radon to be drawn into the
school through cracks and utility
penetrations in the floor
• A housekeeping product is mixed
at double the recommended
strength so it “does a better job”
and the unused mix is placed in an
inappropriate container and stored
in a utility closet that is connected
to the return air ductwork, which
results in pollutants being distrib-
uted to other parts of the school
IAQ problems may occur even in
schools where a conscientious effort is
being made to avoid such problems,
However, schools that can demon-
strate ongoing efforts to provide a safe
indoor environment are in a strong
legal and ethical position if problems
do arise, Further considerations for
instituting an IAQ Management Plan
include:
• quicker and more cost-effective
response if problems occur
• greater peace of mind for parents,
students, and staff
• physical plant and equipment pro-
vide better comfort and efficiency,
and last longer
• less crisis intervention which
involves upper-level management

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Steps to Activate the IAQ Management Plan
help ensure that the IAQ
Management Plan gets off to a good
start, the IAQ Coordinator can perform
the following 10 steps as presented, or
the steps can be tailored to the specific
needs of your school. The checklist,
Activating the IAQ Management Plan,
simplifies tracking completion of these
steps.
1.
Select an lAO Coordinator. This
position is critical to the success of
the IAQ Management Plan. If an
IAQ Coordinator has not already
been selected, please refer to
Section 3, Role and Functions of the
IAQ Coordinator, and ensure that
the new Coordinator receives a
complete copy of this kit.
2. Become Familiar with This Guidance.
The IAQ Coordinator should read
this Guide to become familiar with
the IAQ issues in schools, and to
have a basic understanding of the
IAQ Management Plan process and
effective communication.
3. Gain iop Administrative Support.
The highest levels of school or dis-
trict administration should be fully
committed to implementing the
IAQ Management Plan. The top
levels of administration have the
authority to ensure that the school
staff has the proper incentive and
resources to carry out the Plan. It
may be useful to provide a briefing
to the highest levels of school or
district administration using infor-
mation from the Note to School
Officials (page i), the IAQ Back-
grounder, and from additional details
found in Why IAQ Is Important to Your
School (Section 2), What Is an IAQ
Management Plan (Section 6), and
Effectiae Communication (Section 9).
Most activities in this Plan have
specifically been designed to have
little or no impact on the school
budget and time resources of
school staff. Three of the ventila-
tion system activities will require a
few tools which your school most
likely will need to purchase, rent,
or share. See Appendix C, Basic
Measurement Equipment, for informa-
tion.
4. Obtain Information on Radon.
Radon is a colorless, odorless, and
tasteless radioactive gas that occurs
naturally in almost all soil and
rock. Radon can enter schools
through cracks or other openings
in their foundations. Radon’s
decay products can cause lung can-
cer, and radon is estimated to be
second only to smoking as a cause
of lung cancer in America. EPA
recommends that all schools test
for the presence of radon, and pro-
vides free guidance on how to per-
form testing. For information on
how to test for radon, and how to
reduce radon within your school,
see Appendix G, Radon and
Appendix I, Resources.
5. Obtain Information on Integrated
Pest Management. Several of the
activities in the Checklists affect
the availability of food and water
for pests, which may reduce the
number of pests within your
school. In addition, EPA recom-
mends that schools use Integrated
Pest Management (1PM). 1PM is
an effective and environmentally
sensitive approach to pest manage-
ment that utilizes a combination of
common-sense practices. 1PM can
reduce the use of chemicals and
provide economical and effective pest
To get information from
EPA on radon, integrated
pest management, and
lead, fill out the InfoCard
at the back of this Guide
and return it to EPA.

-------
suppression. To obtain a copy of Pest
Control in the School Environment:
Adopting Integrated Pest
Management (EPA 735-F-93-O1 2),
contact the appropriate office as
noted in Appendix I, Resources.
6. Obtain Information on Lead. Children
and pregnant women especially
should not be exposed to lead dust
particles during renovation or repair
of surfaces that are painted with
lead-based paint. Lead poisoning
can affect children’s developing ner-
vous systems, causing reduced IQ
and learning disabilities. Guide-
lines for proper removal are avail-
able from OSHA (see Appendix I).
7. Establish an lAO Checklist Interval.
To help maintain a high level of
indoor air quality, it is recommended
that the IAQ Coordinator Checklist
be completed at least once, and
preferably twice, each year. Com-
pleting the Checklist more than
once each year is desirable, because
the additional checkups will catch
any new and potential IAQ prob-
lems. Since many complaints
occur at the start of the new school
year, completing the IAQ Coord-
inator’s Checklist shortly before
school begins would reduce these
complaints. Midway through the
school year, for example during
Christmas break, could be an appro-
priate time for the second checkup.
8. Establish a Plan for Emergency
Response. Acute IAQ problems
such as a chemical spill, uninten-
tional shutdown of ventilation sys-
tems, and other events such as a
flooded carpet will require some
form of immediate response.
Preparing for such events now will
help ensure that timely and cost-
effective actions result.
Preparations may include develop-
ing a cooperative agreement or
contract with a health and safety
agency or private concern to assist
with acute IAQ problems that are
beyond the capabilities of your
team (see Appendix A, Hiring
Professional Assistance). Proper
preparation can also mean having
the appropriate equipment on
hand, for example the equipment
needed to immediately clean and
dry wet carpets, or having a pre-
established agreement with a pro-
fessional cleaning firm that can
provide immediate service on a 24-
hour, 7-day-a-week basis.
9. Inform Appropriate Committees
and Groups. Some of the actions that
result from implementing this guid-
ance may need to be coordinated
with specific school committees such
as a school or school district health
and safety committee, or groups such
as the local PTA. It may be useful to
provide a briefing to these commit-
tees and groups that is similar to the
briefing in Step 3 above.
10. Establish lAO Policies as Needed.
Some activities that affect the
quality of air within schools may
require clearly written policies
from top management to ensure
that all school occupants under-
stand how they should or should
not perform certain activities.
Inappropriate activities include
smoking in improperly ventilated
areas, pest control by individual
occupants, adjustment of ventila-
tion systems by untrained individ-
uals, and maintenance activities
such as painting during school
hours or by using paints that have
lead or high emissions of indoor air
pollutants. Sample IAQ policies
are provided in Appendix D.

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The lAO Management Plan
he IAQ Management Plan invol-
ves implementing the following 19
steps on a periodic basis, at least once
each year. The IAQ Coordinator can
perform the steps as presented, or the
steps can be tailored to the specific
needs of your school. The steps are
grouped into three categories: Assess
Current Status, Perform Repairs and
Upgrades, and Final Steps. Steps 5-7
can begin at the same time as Step 2.
A checklist that simplifies tracking
completion of these steps is found in the
IAQ Coordinator’s Forms tab of the kit.
Complete the Checklist, Activating the
JAQ Management Plan, before applying
the IAQ Coordinator’s Checklist.
Assess Current Status
1. Start the Checklists Log. This log,
found in the IAQ Coordinator’s
Forms section, is used to list all
the people who will receive an
Action Packet. A unique Action
Packet is provided for each specific
group of people within the school
(i.e., teachers, administrative staff,
facility operators, custodians, health
officers, contract service providers,
and others). The log is also used to
keep track of which IAQ Checklists
have been returned, and what unre-
solved IAQ problems, if any, have
been identified. Section 4, Team
Member Action Packets, provides
details on who comprises the IAQ
Team, descriptions of the Action
Packet components, and which
Action Packet each team member
should receive.
2. Activate the lAO Team by
Distributing the Action Packets.
Copies of the appropriate Action
Packets should be provided to each
of the team members as listed on
the Checklists Log (Step 1). Each
Action Packet contains a cover
memo, an IAQ Backgrounder, and a
Checklist. The Action Packets for
parents and local media contain
only the memo and IAQ Back-
gronnder. Sample memos are locat-
ed in the IAQ Coordinator’s Forms
section. You may wish to introduce
the Action Packets and the IAQ
Management Plan during a meet-
ing of the school faculty and staff.
3. Receive and Summarize the lAO
Checklists. By the closing date
noted in the cover memo, all
Checklists should be returned to
you. You should follow up until all
Checklists have been completed
and returned, then review the
information on the Checklists and
transfer pertinent data to the
Checklists Log. Make a list of
irregularities for review during the
walkthrough inspection.
4. Perform a Wolkthrough Inspection.
Based on the new perspective you
have gained from the information
in this kit, and from the summary
of the Checklists, perform a walk-
through inspection of the school.
This is not intended to be an
intensive and detailed inspection,
but rather a quick overview of the
conditions that affect the quality of
air within your school. You may
wish to have someone who is
familiar with the operation of the
building, such as a facility operator
or custodian, assist you during the
inspection.
During your walkthrough inspection,
you can learn a lot by using your sense
of sight, smell, feeling, and hearing to
gain information on factors which
affect indoor air quality.

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You can learn a lot by
using your sense of sight,
smell, feeling, and hearing
to gain information
on factors which affect
indoor air quality.
• Observe the general level of cleanli-
ness in classrooms and mechanical
rooms. Look for pollutant sources
such as mold, improperly stored
chemicals, or excessively dirty air
filters and ducts, and look for
blocked airfiows such as those
caused by books or papers on top of
unit ventilators or plywood cover-
ing outdoor air intakes.
• Smell for unique or objectionable odors
as you move from room to room.
• Feel for uncomfortable air tempera-
tures, drafts, and high or low
humidity, and feel for air flowing
into and out of grilles and air vents.
• Listen to the concerns of school
occupants regarding IAQ. Do they
provide clues to problems such as
using their own pest spray to con-
trol pests, or turning off the unit
ventilator because it is too noisy
during class-time? Do you hear
unusual equipment noises which
may indicate potential problems,
and do you hear air blowing out of
supply vents?
Also, perform a walkthrough inspec-
tion in all special-use areas, such as the
cafeteria, art rooms, industrial arts
areas, and science laboratories. For
information on smoking lounges, see
Appendix F.
5. Assess Radon Status. Consider the
following questions regarding your
current radon status (for specific
considerations see the EPA guid-
ance document on radon):
• Has testing for radon been completed?
• If needed, has a radon mitigation
system(s) been installed?
• Are all radon mitigation systems
operating properly?
6. Assess Pest Control Program.
Consider the following questions
regarding your current pest control
program (for specific considerations
see the EPA guidance document on
Integrated Pest Management, 1PM):
• Are 1PM principles being applied
in all areas?
• Are staff using pest control chemi-
cals in accordance with instructions?
• Are only spot-treatments of pesti-
cides used to control obviously
infested areas, in place of wide-
spread, indiscriminate application
of pesticides?
7. Assess Lead Status. Consider the
following questions regarding your
current lead status (for specific
considerations see the EPA guid-
ance document on lead):
• Has lead contamination been
assessed in your school?
• Is a lead control or removal pro-
gram in place?
• Will any upcoming renovation
work affect surfaces painted with
lead-based paint?
8. Identify Recent Changes that AHect
lAO. Consider whether any recent
changes to the school building,
around the building, to the school
schedule or activities, or to occu-
pants, has had an impact on JAQ.
Examples include:
• Has flooding occurred? Look and
smell for microbiological growth
and an increase in IAQ complaints
in flooded areas.
• Have night or weekend classes started?
Check time clock(s) setting on the
ventilation system(s) for these class
areas.
• Have new staff been added? Give
them an Action Packet.

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Perform Repairs and Upgrades
9. Set Repair and Upgrade Priorities. In
all likelihood, the Checklists (Step
3) and your walkthrough inspec-
tion (Step 4) identified some IAQ
problems which have not been cor-
rected. Based on your knowledge
of the problem, and your resources
of school staff and funding, set
repair and upgrade priorities based
on your specific needs, and make a
to-do list. Include any unresolved
problems from previous IAQ
Coordinator’s Checklists.
Section 12 provides some ideas on
what may be involved in solving
the problems (“Developing Solut-
ions” and “Solutions for Other
Complaints”). In addition, Section
12 also provides basic criteria for
determining the practicality of the
proposed solutions (“Evaluating
Solutions”).
10. Gain Consensus and Approvals.
Because of the potential complexi-
ties involved in setting priorities
for repairs and upgrades (Step 9
above), and for committing school
resources, an agreement from top
school management and appropri-
ate committees will probably be
necessary.
11. Distribute Status Report. Keep
school occupants and constituents
informed about the general status
of IAQ in your school according to
the principles of effective commu-
nication in Section 9.
12. Perform Repairs and Upgrades.
Ensure that the priorities set in
Step 9 are met as the repairs and
upgrades are being performed (see
Section 12, “Evaluating Solutions”).
13. Conduct Follow-up Inspections.
Determine if the repairs and
upgrades were performed accord-
ing to plan or specifications, and
determine if the intended results
were obtained (see Section 12,
Solving !AQ Problems).
Final Steps
14. Develop a Schedule of lAO [ vents. It
would be very helpful for you, as
the IAQ Coordinator, to develop
and maintain a schedule of events
which may affect IAQ. This could
be a separate schedule, but would
probably work best if the IAQ
events were noted directly on your
personal schedule. Following are
some examples of IAQ events to
note:
• Establish a date for the next round
of implementing the IAQ
Coordinator’s Checklist (see
Section 7, Step 7, for details).
• If your school is in a humid cli-
mate and will be closed-up over
the summer, set weekly dates to
check for mold growth (sight and
smell). Take measures, such as
cycling the cooling system, to keep
relative humidity below 60% as
needed.
• Will there be any renovation or
new construction during school
time, school breaks, or the sum-
mer? If so, mark your schedule
with enough lead time so that you
can provide Action Packets or
other information to the people
performing the work.
• Will new school staff be added? If
so, mark your schedule to give
them appropriate Action Packets
so that they can become part of the
IAQ team.
15. Assess Problem-Solving Performance.
Assess recent problem-solving per-
formance and determine if changes
need to be made in your ability to:
Develop and maintain a
schedule of events which
may affect lAO, such as
building renovation,
major repairs, summer
shutdown, and new staff.

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It is important that
everyone affected —
students, parents,
teachers, staff, and
administration — receive
a report of lAO issues.
• respond to IAQ complaints and
incidents quickly
• solve IAQ problems, preferably
permanently
• communicate in a way that pre-
vents or reduces the concerns of
school occupants and constituents
during an IAQ problem or crisis
For information on resolving fAQ
complaints and incidents, and how
to communicate during IAQ prob-
lems, use the guidance in Sections
10 through 13.
16. Establish and Update lAO Policies.
Based on what you have learned
during this round of implementing
the fAQ Management Plan, does
an IAQ policy need to be estab-
lished to prevent IAQ problems
from recurring? Address any exist-
ing IAQ policies which are not
being properly followed. For infor-
mation on establishing IAQ poli-
cies, see Appendix D.
17. Distribute Summary Report. It is
important that school occupants
and constituents, as well as the
school administration, receive a
report of fAQ issues from this
round of the fAQ Management
Plan. The Plan is not complete
until others know at least the
basics of what you know about the
status of IAQ in your school. For
additional guidance on what to
include in the report, see Sections
9 and 13.
When reporting to school or district
administration, it may be desirable to
provide indicators of how successful
the IAQ Management Plan has been
to date. Indicators may include:
• all IAQ Checklists completed and
returned
• all IAQ problems identified by the
Checklists corrected
• fewer IAQ complaints
• establishment of good relations
with the local media
• school memo and IAQ Backgroiinder
mailed to all parents
18. Check Contacts List. Ensure that the
contact information is still valid,
so that assistance can be quickly
obtained if needed.
19. File Checklists, Reports, and Notes.
For future reference when setting
repair priorities or solving persis-
tent problems, and for accountabil-
ity purposes, it is recommended
that all completed paperwork be
filed in a readily accessible manner.
Files should include:
• Activating the fAQ Management
Plan checklist
• fAQ Coordinator’s Checklist
• Checklists from team members
who received an Action Packet
• Checklists Log
• IAQ Problem Solving Checklist
• Copies of memos, status reports,
and final reports
• Copies of communications with
school or district administration
• Any personal notes, contracts, or
other paperwork as appropriate

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Effective Communication
flood communication can help pre-
vent indoor air quality problems, and
can allay unnecessary fears. Commun-
ication can assist school occupants in
understanding how their activities
affect IAQ, which will enable the
occupants to improve their indoor
environment through proper choices
and actions.
Good communication also involves
building rapport with the local media
now, before a potentially serious IAQ
problem occurs. An informed media
that understands your efforts to pre-
vent IAQ problems, and that under-
stands the basics of IAQ in schools,
can be an asset instead of a liability
during an fAQ crisis.
The following five objectives are
important in assuring good communi-
cation between you and the school
occupants:
1. provide accurate information about
factors that are affecting IAQ
2. clarify the responsibilities and
activities of the IAQ Coordinator
3. clarify the responsibilities and
activities of each occupant
4. notify occupants and parents of
planned activities that may affect
IAQ
5. employ good listening skills
The Action Packets, forms, and infor-
mation contained in this kit will assist
you in accomplishing the first three
objectives. In addition, refer to the list
of communication principles on the
next page.
The level of communication is often
dependent on the severity of the indoor
air quality complaint. If the com-
plaint can be resolved quickly and
involves a small number of people
(e.g., an annoying but harmless odor
from an easily identified source), com-
munication can be handled matter-of-
factly like other minor problems with-
out risking confusion and bad feeling
among school occupants. Commu-
nication becomes a more critical issue
when there are delays in identifying
and resolving the problem and when
serious health concerns are involved.
The fourth objective deals with
informing occupants and parents
before the start of significant planned
activities that produce odors or conta-
minants. If occupants and parents are
uninformed, they may become con-
cerned about unknown air contami-
nants, such as strange odors or exces-
sive levels of dust, and register an IAQ
complaint. Examples of planned
activities include pest control, paint-
ing, roofing, and new flooring.
Notification of planned activities can
also prevent problems from arising
with students and staff with special
needs. For example, an asthmatic stu-
dent may wish to avoid certain areas
within a school, or use alternative
classrooms, during times when a major
renovation project will produce higher
levels of dust. A sample notification
letter is provided in the model paint-
ing policy in Appendix D.
Finally, effective communication also
involves effective listening. Listening
may provide information that helps
prevent problems, and it may help
defuse negative reactions by occupants
if indoor air problems should occur.
If a tense atmosphere
exists due to concerns
about current lAG
problems, please refer
also to Section 1 3,
“Communication When
Problem Solving.”

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Once trust and credibility
are lost they are almost
impossible to regain.
Communication Principles
• Be honest, frank, and open. Once
trust and credibility are lost they
are almost impossible to regain. If
you don’t know an answer or are
uncertain, say so. Admit mistakes.
Get back to people with answers.
Discuss data uncertainties,
strengths, and weaknesses.
• Respect your audience. If people are
sufficiently motivated, they are quite
capable of understanding complex
information. However, they may not
agree with you. Further, no matter
how well you communicate, some
people will not be satisfied.
• Avoid technical language and jar-
gon. Minimize and fully explain any
necessary technical language. Use
concrete images that communicate
on a personal level. People in the
community are often more concerned
about such issues as credibility, com-
petence, fairness, and compassion
than about statistics and details.
• Employ your best listening skills.
Take time to find out what people
are thinking, rather than assuming
that you already know.
• Different audiences require dif-
ferent communication strategies.
Use mass media for providing infor-
mation, and interpersonal tech-
niques for changing attitudes.
• Involve school employees. An
informed staff is likely to be a sup-
portive staff.
• Involve parents. Inform parents
about what is being done and why,
as well as what will happen if prob-
lems are detected.
• Involve the school board. Encourage
board members to observe the
process (e.g., taking a walkthrough
of the school with the IAQ
Coordinator).
• Emphasize action. Always try to
include a discussion of actions that
are underway or that can be taken.
• Encourage feedback. Accentuate the
positive, and learn from your mistakes.
• The goal is an informed public.
Strive to produce a public that is
involved, interested, reasonable,
thoughtful, solution-oriented, and
collaborative.
• Be prepared for questions. Provide
background material on complex
issues. Avoid public conflicts or dis-
agreements between credible
sources.
• Be responsive. Acknowledge the
emotions that people express and
respond in words and actions. When
in doubt, lean toward sharing more
information, not less, or people may
think you are hiding something.
• Combat rumors with facts. For
example, set up a chalkboard in the
teachers’ lounge for recording what
is heard. Record rumors as they
arise, and add responses. Then pass
out copies to the staff.
• Tell people u’bat you can and can-
not do. Promise only what you can
do and do what you promise.
• Work with the media. Be accessi-
ble to reporters and respect dead-
lines. Try to establish long-term
relationships of trust with specific
editors and reporters. Remember
that the media are frequently more
interested in politics than in sci-
ence, more interested in simplicity
than complexity, more interested in
danger than safety.

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Resolving lAO Problems
esoiving indoor air quality (fAQ)
problems involves diagnosing the
cause, applying practical actions that
either reduce emissions from pollutant
sources or remove pollutants from the
air (e.g., increasing ventilation or air
cleaning), or both. Causes for prob-
lems with sources can stem from
improper material selection or applica-
tion, from allowing conditions that
can increase microbiological contami-
nation and dust accumulation, or from
source location. Causes for problems
with ventilation stem from improper
design, installation, operation, or
maintenance of the ventilation system.
This kit provides guidance for most
IAQ problems found in schools, and
does not require that pollutant mea-
surements be performed and analyzed.
ft is important to take reported IAQ
problems seriously and respond quick-
ly because:
• fAQ problems can be a serious
health threat and can cause acute
discomfort (irritation) or asthma
attacks
• Addressing an fAQ problem
promptly is good policy Parents
are sensitive to unnecessary delays
in resolving problems that affect
their children. Staff have enough
burdens without experiencing frus-
tration over unresolved problems,
and unaddressed problems invari-
ably lead to greater complaints
• Diagnosing a problem is easier
immediately after the complaint(s)
has been received. The source of
the problem may be intermittent
and the symptoms may come and go.
Also, the complainant’s memory of
events is best immediately after the
problem occurs.
In some cases, people may believe that
they are being adversely affected by the
indoor air, but the basis for their per-
ception may be some other form of
stressor not directly related to indoor
air quality. Section 12 discusses some
of these stressors such as glare, noise,
and psychosocial factors.
Is This an Emergency?
The first decision that must be made in
dealing with an fAQ problem is
whether the problem requires an emer-
gency response Most IAQ problems
can be diagnosed and resolved on a
short-term, and in some cases even a
long-term, basis. But some fAQ inci-
dents require immediate response —
high carbon monoxide levels or certain
toxic chemical spills will require evacu-
ation of all affected areas in the school,
and biological contamination such as

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For most problems,
a team of in-house
staff. . . can be pulled
together to solve
a problem.
Legionella may require a similar
response. In recent years, large out-
breaks of influenza have caused entire
schools and districts to temporarily
cease operation. Some schools and dis-
tricts may already have established
policies on what constitutes a life and
safety emergency. Local and State
health departments can also be helpful
in defining life and safety threatening
emergencies.
If this is an emergency situation, in
addition to immediate action to pro-
tect life and health, it is vital that the
school administration, parents of stu-
dents, and appropriate authorities be
notified of the situation in a carefully
coordinated manner. You must also be
prepared to quickly and properly deal
with questions from local media.
Review the guidance in Section 13,
Communication When Problem Solving, to
assist in managing the issues of notifica-
tion and communication.
Who Will Solve the Problem?
For most problems, a team of in-house
staff, with an appropriate range of
skills, can be pulled together to solve a
problem. The use of in-house staff
builds IAQ knowledge and skills that
will be helpful in minimizing and
resolving future problems. The
Action Packets can teach these skills
for typical IAQ problems found in
schools. On the other hand, unique or
complex IAQ problems may best be
handled by professionals who have
specialized knowledge, experience, and
equipment. Your knowledge of your
staffs capabilities will help in decid-
ing whether in-house personnel or
outside professionals should be used in
responding to the specific IAQ prob-
lem.
Regardless of whether it is in-house
staff or outside assistance that diag-
noses and solves the problem, the IAQ
Coordinator remains responsible for
managing the problem solving process,
and for communicating as needed with
all appropriate parties during the
process. If an IAQ Coordinator has not
been appointed already, please refer to
Section 3, Role and Functions of the
IAQ Coordinator.

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Diagnosing IAQ Problems
he goal of diagnosing an IAQ
problem is to discover the cause of the
problem so that an appropriate solution
can be implemented. Often, more than
one problem will be present, requiring
more than one solution. This section
presents the Problem Solving Checklist
and the JAQ Problem Solving Wheel
for diagnosing and solving problems.
For best results, it is also important to
have good background knowledge of
the basics of IAQ as outlined in
Sections 2 and 5.
The IAQ diagnostic process begins
when a complaint is registered or an
IAQ problem is identified. Many
problems can be simple to diagnose,
requiring a basic knowledge of IAQ
and some common sense. If the cause
(or causes) of the IAQ problem has
already been identified, proceed to the
solution phase outlined in Section 12.
Not all occupant complaints about
indoor air quality are caused by poor
indoor air. Other factors such as noise,
lighting, and job-, family-, or peer-
related psychosocial stressors can —
individually and in combination —
contribute to a perception that the
indoor air quality is poor.
How to Diagnose Problems
The Problem Solving Checklist and
the IAQ Problem Solving Wheel are
your primary tools for solving problems,
and will help simplify the process.
They serve to lead the investigation in
the right direction and offer sugges-
tions for other areas to evaluate.
Start with the Problem Solving Check-
list, and enlist the assistance of school
staff to answer questions or perform
activities posed by the Checklist and
the Wheel. Consider that pollutant
sources and the ventilation system
may act in combination to create an
IAQ problem.
If the investigation identifies a poten-
tial problem (e.g., you find a blocked
vent), remedy the situation to see if
the symptoms stop. You may find
problems unrelated to the symptoms or
a number of potential causes. Resolve
as many problems as is feasible and
make note of any problems that you
intend to fix later.
Once the likely cause of the IAQ prob-
lem is identified, or if the solution is
readily apparent, refer to Section 12,
Solving IA Q Problems, for information
on courses of action.
Spatial and Timing Patterns
As a first step use the spatial pattern
(locations) of complaints to try to define
the complaint area. School locations
where symptoms or discomfort occur
define the rooms or zones that should
be given particular attention during
the investigation. However, the com-
plaint area may need to be revised as
the investigation progresses. Pollutant
pathways can cause complaints in parts
of the school that are far removed from
the source of the problems. See the
Spatial Patterns table on the next page.
After a location or group of locations
have been defined, look for patterns in
the timing of complaints. The timing
of symptoms and complaints can indi-
cate potential causes for the complaints
and provide directions for further
investigation. Review the data for cyclic
patterns of symptoms (e.g., worst dur-
ing periods of minimum ventilation or
when specific sources are most active)
that may be related to HVAC system
operation or to other activities in and
around the school. See the Timing
Patterns table on the next page.

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Spatial Patterns of Complaints
Suggestions
Widespread, no apparent spatial pattern
• Check ventilation and temperature control for entire building
• (heck outdoor air quality
• Review sources that are spread throughout the building (e.g., cleaning materials or microbio-
logical growth inside the ventilation system)
• Check for distribution of a source to multiple locations through the ventilation system
• Consider explanations other than air contaminants
Localized (e.g., off ecting individual
• Check ventilation and temperature control within the complaint area
rooms, zones, or air handling systems)
• Review pollutant sources affecting the complaint area
• (heck local HVAC system components that may be acting as sources or distributors of pollutants
Individual(s)
• Check for drafts, radiant heat (gain or loss), and other localized temperature control or venti-
lation problems near the affected individual(s)
• Consider that common background sources may affect only susceptible individuals
• Consider the possibility that individual complaints may have different causes that are not nec-
essarily related to the building (particularly if the symptoms differ among the individuals)
Timing Patterns of Complaints
Suggestions
Symptoms begin and/or are worst at the start
• Review HVAC operating cycles. Pollutants from building materials, or from the HVAC system
of the occupied period
itself, may build up during unoccupied periods
Symptoms worsen over course of occupied period
• Consider that ventilation may not be adequate to handle routine activities or equipment opera-
tion within the building, or that temperature is not properly controlled
Intermittent symptoms
• Look for daily, weekly or seasonal cycles or weather-related patterns, and check linkage to
other events in and around the school
Single event of symptoms
• Consider spills, other unrepeated events as sources
Recent onset of symptoms
• Ask staff and occupants to describe recent changes or events (e.g., remodeling, renovation,
redecorating, HVAC system adlustments, leaks, or spills)
Symptoms relieved on leaving the school, either
• Consider that the problem may be building-associated, though not necessarily due to air
immediaiel overnight, or (in some cases) after
quality. Other stressors (e.g., lighting, noise) may be involved
extended periods away from the building
Symptoms never relieved, even after extended • Consider that the problem may not be building-related
absence from school (e.g., vacations)

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Solving lAO Problems
he purpose of this section is to
provide an understanding of basic
principles in solving IAQ problems.
This guidance can be helpful in select-
ing a mitigation strategy, and in eval-
uating the practicality and effective-
ness of proposals from in-house staff or
outside professionals.
Developing Solutions
Selection of a solution is based on the
data gathered during diagnostics
(Section 11). The diagnostics may
have determined that the problem was
either a real or a perceived IAQ prob-
lem, or combination of multiple prob-
lems. For each problem that the diag-
nostics identify, develop a solution
using the basic control strategies
described below.
There are six basic control methods for
lowering concentrations of indoor air
pollutants. Often only a slight shift in
emphasis or action using these control
methods is needed to more effectively
control indoor air quality. Specific
applications of these basic control
strategies can be found in each team
member’s Checklist.
Source Management includes source
removal, source substitution, and
source encapsulation. Source manage-
ment is the most effective control
method when it can be practically
applied.
Source removal is very effective.
However, policies and actions that
keep potential pollutants from
entering the school are even better
at preventing IAQ problems.
Other examples of source removal
include not allowing buses to idle
near outdoor air intakes, not plac-
ing garbage in rooms where HVAC
equipment is located, and banning
smoking within the school.
• Source substitution includes actions
such as selecting a less toxic art
material or interior paint than the
products which are currently in use.
• Source encapsulation involves placing a
barrier around the source so that it
releases fewer pollutants into the
indoor air.
Local Exhaust is very effective in
removing point sources of pollutants
before they can disperse into the
indoor air by exhausting the contami-
nated air outside. Well known exam-
ples where local exhaust is used
include restrooms and kitchens. Other
examples include science labs and
housekeeping storage rooms, printing
and duplicating rooms, and vocation-
al/industrial areas such as welding
booths.
Ventilation through use of cleaner (out-
door) air to dilute the polluted
(indoor) air that people are breathing.
The ventilation system, when properly
designed, operated, and maintained,
will automatically take care of “nor-
mal” amounts of air pollutants. For
emergency situations, such as quick
removal of toxic fumes, increased ven-
tIlation can be useful, but when con-
sidering long-term operating costs,
employing “dilution as the solution” is
best applied after attempts have been
made to reduce the source of the pol-
lutant.
Exposure Control includes adjusting the
time, amount, and location of use to
reduce exposure.
• Time of use. Try not to use a pollu-
tant source when the school is occu-
pied. For example, strip and wax
floors on Friday after school is dis-

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If people are provided
information. .. they
can act to reduce their
personal exposure.
missed, so that the floor products
have a chance to off-gas over the
weekend, reducing the level of pol-
lutants in the air when the school is
reoccupied on Monday.
• Amount of use. If less of an air pollut-
ing source can be used, then less of
it will end up in the air.
• Location of use. Move the polluting
source as far as possible from occu-
pants, or relocate susceptible occu-
pants.
Air Cleaning primarily involves the fil-
tration of particulates from the air as it
passes through the HVAC equipment.
Gaseous pollutants can also be
removed, but these removal systems
must be engineered on a case-by-case
basis.
Education of school occupants regarding
IAQ is critical. If people are provided
information about the sources and
effects of pollutants in their control,
and about the proper operation of the
ventilation system, they can act to
reduce their personal exposure.
Some solutions, such as major ventila-
tion modification, may not be practi-
cally implemented due to lack of
resources, or due to the need for long
periods of non-occupancy so that the
work can be safely completed.
Employ temporary measures to ensure
good IAQ in the mean time.
Solutions for Other Complaints
Specific lighting deficiencies or local-
ized sources of noise or vibration can
sometimes be readily identified, and
remedial action may be fairly straight-
forward, such as having more or fewer
lights, making adjustments for glare,
and relocating, replacing, or acousti-
cally insulating a noise or vibration
source. Similarly, some causes of
ergonomic or psychosocial stress may
be apparent even to an untrained
observer.
In other cases, where problems may be
more subtle or solutions more complex
(such as psychogenic illnesses), enlist
the services of a qualified professional.
Remedial actions for lighting, noise,
and vibration problems might range
from modifications of equipment or
furnishings to renovation of the build-
ing. Ergonomic deficiencies may
require furniture or equipment
changes or different work practices.
The solution to psychosocial problems
for school staff may involve new man-
agement practices, job redesign, or
resolution of underlying labor-man-
agement problems.
Evaluating Solutions
To help ensure a successful solution,
mitigation efforts should be evaluated
at the planning stage by considering
the following criteria:
• permanence
• durability
• operating principle
• installation & operating cost
• control capacity
• ability to institutionalize the solution
• conformity with codes
Permanence. Mitigation efforts that
create permanent solutions to indoor
air problems are clearly superior to
those that provide temporary solu-
tions, unless the problems are also
temporary. Opening windows or run-
ning air handlers on full outdoor air
may be suitable mitigation strategies
for a temporary problem such as off-
gassing of volatile compounds from
new furnishings, but are not accept-

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able permanent solutions due to
increased costs for energy and mainte-
nance. A permanent solution to
microbiological contamination
involves not only cleaning and disin-
fection, but also moisture control to
prevent regrowth.
Durability. IAQ solutions that are
durable are more attractive than
approaches that require frequent
maintenance or specialized skills.
New items of equipment should be
quiet, energy-efficient, and durable.
Operating Principle. The most econom-
ical and successful solutions to IAQ
problems are those in which the oper-
ating principle of the correction strat-
egy makes sense and is suited to the
problem. If a specific point source of
contaminants has been identified,
treatment at the source by removal,
sealing, or local exhaust is almost
always a more appropriate correction
strategy than dilution of the contami-
nant by increased general ventilation.
If the IAQ problem is caused by the
introduction of outdoor air that con-
tains contaminants, then increasing
the outdoor air supply will only make
the situation worse, unless the out-
door air being supplied is cleaned.
Installation and Operating Costs. The
approach with the lowest initial cost
may not be the least expensive over
the long run. Long-term economic
considerations include: energy costs
for equipment operation, increased
staff time for maintenance, differential
cost of alternative materials and sup-
plies, and higher hourly rates if odor-
producing activities such as cleaning
must be scheduled for unoccupied
periods.
Confrol Capacity. It is important to
select a solution whose size and scope
fits the problem. If odors from a spe-
ing complaints in nearby classrooms,
increasing the ventilation rate in the
classrooms may not be successful. If
mechanical equipment is needed to
correct the IAQ problem, it must be
powerful enough to accomplish the
task. For example, a local exhaust sys-
tem should be strong enough and close
enough to the source so that none of
the contaminant moves into other por-
tions of the building.
Ability to Institutionalize the Solution.
A solution will be most successful
when it is institutionalized as part of
normal building operations. Solutions
that do not require exotic equipment
are more likely to be successful in the
long run than approaches that involve
unfamiliar concepts or delicately
maintained systems. If maintenance
or housekeeping procedures or sup-
plies must change as part of the solu-
tion, it may be necessary to provide
additional training, new inspection
checklists, or modified purchasing
guidelines. Operating and mainte-
nance schedules for heating, cooling,
and ventilation equipment may also
need modification.
Conformity with Codes. Any modifica-
tion to building components or
mechanical systems should be
designed and installed in conformance
with applicable fire, electrical, and
other building codes.
Evaluating the Effectiveness of
Your Solution
Two kinds of indicators can be used to
evaluate the success of an effort to cor-
rect an indoor air problem:
• reduced complaints
• measurement of the properties of
the indoor air
Reduction or elimination of com-
plaints appears to be a clear indication
A solution will be most
successful when it
is institutionalized as
part of normal
building operations.
cial use area such as a kitchen are caus-

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Ongoing complaints may
indicate that there were
multiple lAO problems and
that one or more problems
are still unresolved.
of success, but that is not necessarily
the case. Occupants who realize that
their concerns are being heard may
temporarily stop reporting discomfort
or health symptoms, even if the actual
cause of their complaints has not been
corrected. On the other hand, linger-
ing complaints may continue after suc-
cessful mitigation if people have
become upset over the handling of the
problem. A smaller number of ongo-
ing complaints may indicate that there
were multiple IAQ problems and that
one or more problems are still unre-
solved.
Measurements of airfiows, ventilation
rates, and air distribution patterns can
be used to assess the results of control
efforts. Airflow measurements taken
during the building investigation can
identify areas with poor ventilation;
later they can be used to evaluate
attempts to improve the ventilation
rate, distribution, or direction of flow.
Studying air distribution patterns will
show whether a mitigation strategy
has successfully prevented a pollutant
from being transported by airflow.
While in some cases the measurement
of pollutant levels can be used as a
means of determining whether indoor
air quality has improved, in many
cases this may be difficult and/or pro-
hibitively expensive. Concentrations
of indoor air pollutants typically vary
greatly over time; further, the specific
contaminant measured may not be
causing the problem. Measurement of
a specific pollutant by a professional is
appropriate if the problem was limited
to that pollutant. For further informa-
tion on IAQ measurements, see
Appendix C.
Persistent Problems
Even the best-planned investigations
and mitigation actions may not pro-
duce a resolution to the problem. You
may have made a careful investigation,
found one or more apparent causes for
the problem, and implemented a con-
trol system. Nonetheless, your correc-
tion strategy may not have caused a
noticeable reduction in the concentra-
tion of the contaminant or improve-
ment in ventilation rates or efficiency.
Worse, the complaints may persist
even though you have been successful
at improving ventilation and control-
ling all of the contaminants you could
identify. When you have pursued
source control options and have
increased ventilation rates and efficien-
cy to the limits of your expertise, you
must decide how important it is to
pursue the problem further.
If you have made several unsuccessful
efforts to control a problem, then it
may be advisable to seek outside assis-
tance. The problem may be fairly com-
plex, and it may occur only intermit-
tently or cross the borders that divide
traditional fields of knowledge. It is
even possible that poor indoor air
quality is not the actual cause of the
complaints. Bringing in a new per-
spective at this point can be very effec-
tive. Appendix A provides guidance
on hiring professional indoor air quali-
ty assistance.

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Communication When Problem Solving
hen a major, and sometimes even
minor, IAQ problem occurs, you can
be assured that the school community
will learn about it quickly. Without
open communication, any IAQ prob-
lem can become complicated by anxi—
ety, frustration, and distrust. These
complications can increase both the
time and money needed to resolve the
problem.
Immediate communication is vital,
and is easiest if a few strategic steps
are taken before an IAQ problem aris-
es. First, ensure that a spokesperson is
ready by having a working under-
standing of the communication guid-
ance found in this section and Section
9, and a background knowledge of
IAQ as outlined in Sections 2 and 5.
This person should also have complete
access to information as the investiga-
tion progresses. Because of these qual-
ifications, the IAQ Coordinator may
be a good choice for spokesperson.
Second, establish a plan for how you
will communicate to the school com-
munity. The school community
includes all occupants of the school,
parents, the school district administra-
tion and school board, and the local
news media.
Paying attention to communication
when solving a problem helps to
ensure the support and cooperation of
school occupants as the problem is
investigated and resolved. The basic,
yet important, messages to convey are:
• school administration believes it is
important to provide a healthy and
safe school
• good IAQ is an essential component
of a healthful indoor environment
• complaints about JAQ are taken
seriously
When a problem arises, communica-
tion should begin immediately. You
should not wait until an investigation
is nearly completed, or until final data
are available, before providing some
basic elements of information. Com-
munications, whether in conversations
or in writing, should include the fol-
lowing elements in a factual and con-
cise manner:
• the general nature of the problem,
if it is known, the types of com-
plaints which have been received,
and the locations which are affected
• the administrations policy in
regard to providing a healthy and
safe environment
• what has been done to date to
address the problems or complaints,
including the types of information
that are being gathered
• what is currently being done,
including factors that have been
evaluated and found not to be caus-
ing or contributing to the problem
• how the school community can help
• attempts that are being made to
improve IAQ
• work that remains to be done and
the expected schedule for irs com-
pletion
• the name and telephone number of
the IAQ Coordinator, who can be
contacted for further information or
to register complaints
Productive relations will be enhanced
if the school community is given basic
progress reports during the process of
diagnosing and solving problems. It
is advisable to explain the nature of
investigative activities, so that rumors
and suspicions can be countered with

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factual information. Notices or mem-
oranda can be posted in general use
areas and delivered directly to parents,
the school board, and other interested
constituents of the school community.
Newsletter articles or other estab-
lished communication channels can
also be used to keep the school com-
munity up-to-date.
Problems can arise from saying either
too little or too much. Premature
release of information when data-
gathering is still incomplete can pro-
duce confusion, frustration, and mis-
trust at a later date. Similar problems
can result from incorrect representa-
tion of risk — improperly assuming
the worst case, or the best. However,
if even simple progress reports are not
Before Problem i During Problem
given, people will think that either
nothing is being done, or that some-
thing terrible is happening.
Even after the proper mitigation strat-
egy is in place, it may take days or
weeks for contaminants to dissipate
and symptoms to disappear. If build-
ing occupants are informed that their
symptoms may persist for some time
after solving the problem, the inabili-
ty to bring instant relief is less likely
to be seen as a failure.
Remember to communicate as the
final step in problem solving —
although you may know that the
problem has been solved, the school
community may not know, so be sure
to provide a summary status report.

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Hiring Professional Assistance
ome IAQ problems are simple
to resolve when school personnel
understand the building investiga-
tion process. Many potential
problems will be prevented if staff
and students do their part to
maintain good indoor air quality.
However, a time may come when
outside assistance is needed. For
example, professional help might
be necessary or desirable in the fol-
lowing situations:
• If you suspect that you have a
serious building-related illness
potentially linked to biological
contamination in your building,
mistakes or delays could have
serious consequences (e.g.,
health hazards, liability expo-
sure, regulatory sanctions).
Contact your local or State
Health Department.
• Testing for a public health haz-
ard (such as asbestos, lead, or
radon) has identified a problem
that requires a prompt response.
• The school administration
believes that an independent
investigation would be better
received or more effectively doc-
umented than an in-house inves-
tigation.
• Investigation and mitigation
efforts by school staff have not
relieved an IAQ problem.
• Preliminary findings by staff
suggest the need for measure-
ments that require specialized
equipment and skills that are
not available in-house.
Hiring Professional Help
As you prepare to hire professional
services for a building investiga-
tion, be aware that indoor air qual-
ity is a developing area of knowl-
edge. Most individuals working
in IAQ received their primary
training in other disciplines. It is
important to define the scope of
work clearly and discuss any
potential consultant’s proposed
approach to the investigation,
including plans for coordinating
efforts among team members. The
school’s representatives must exer-
cise vigilance in overseeing diag-
nostic activities and corrective
action. Performance specifications
can help to ensure the desired
results. Sample performance speci-
fication language is italicized.
Other than for lead and asbestos
remediation, there are no Federal
regulations covering professional
services in the general field of
indoor air quality, although some
disciplines (e.g., engineers, indus-
trial hygienists) whose practition-
ers work with IAQ problems have
licensing and certification require-
ments. Individuals and groups
that offer services in this evolving
field should be questioned closely
about their related experience and
their proposed approach to your
problem. In addition, request and
contact references.
Local, State, or Federal govern-
ment agencies (e.g., education,
health, or air pollution agencies)
may be able to provide expert
assistance or direction in solving
IAQ problems. If available gov-
erament agencies do not have per-
sonnel with the appropriate skills
to assist in solving your IAQ prob-
lem, they may be able to direct
you to firms in your area with

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experience in indoor air quality
work. You may also be able to
locate potential consultants by
looking in the yellow pages (e.g.,
under “Engineers,” “Environmental
Services,” “Laboratories — Testing,”
or “Industrial Hygienists”), by ask-
ing other schools for referrals, or
by calling lAQInfo at 1-800-438-
4318. Often, a multi-disciplinary
team of professionals is needed to
investigate and resolve an IAQ
problem. The skills of HVAC
engineers and industrial hygienists
are typically useful for this type of
investigation. Input from other
disciplines such as chemistry,
architecture, microbiology, or
medicine may also be important.
If problems other than indoor air
quality are involved, experts in
lighting, acoustic design, interior
design, psychology, or other fields
may be helpful in resolving occu-
pant complaints about the indoor
environment.
Evaluating Potential
Consultants
As with any hiring process, the
better you know your own needs,
the easier it will be to select indi-
viduals or firms to service those
needs. The more clearly you can
define the project scope, the more
likely you are achieve the desired
result without paying for unneces-
sary services.
An investigation strategy based on
evaluating building performance
can be used to solve a problem
without necessarily identifying a
particular chemical compound as
the cause. The idea of testing the
air to learn whether it is “safe” or
“unsafe” is very appealing.
However, most existing standards
for airborne pollutants were devel-
oped for industrial settings, where
the majority of occupants are usu-
ally healthy adult men.
Some state regulations call for the
involvement of a professional engi-
neer for any modifications or addi-
tions to a school HVAC system.
Whether or not this is legally
mandated for your school, the pro-
fessional engineer’s knowledge of
air handling, conditioning and
sequencing strategies will help to
design ventilation system modifi-
cations without creating other
problems. In some situations,
proper engineering can save energy
while improving indoor air quali-
ty. An example of this might be
the redesign of outside air han-
dling strategies to improve the
performance of an economizer
cycle.
These guidelines may be of assis-
tance in evaluating potential con-
sultants:
1. Competent professionals will
ask questions about your situation
to see whether they can offer ser-
vices that will assist you.
The causes and potential remedies
for indoor air quality problems
vary greatly. A firm needs at least
a preliminary understanding of the
facts about what is going on in
your building to evaluate if it can
offer the professional skills neces-
sary to address your concerns and
to make effective use of its person-
nel from the outset.
2. Consultants should be able to
describe how they expect to form
and test explanations for and solu-
tions to the problem.
Discuss the proposed approach to
the building investigation. It may
involve moving suspected contam-
inant sources or manipulating
HVAC controls to simulate condi-
tions at the time of complaints or
to test possible corrective actions.
Poorly designed studies may lead
to conclusions that are either “false
negative” (i.e., falsely concluding
that there is no problem) or “false
positive” (i.e., falsely concluding
that a specific condition caused the
complaint).
Some consultants may produce an
inventory of problems in the
building without determining
which, if any, of those problems
caused the original complaint. If
investigators discover IAQ prob-
lems unrelated to the concern that
prompted the evaluation, those
problems should be noted and
reported. However, it is impor-
tant that the original complaint is
resolved.
3. Decisions to make IAQ mea-
surements should be well-justified.
A decision to obtain fAQ-related
measurements should follow logi-
cally from other investigative
activities. Before starting to take
measurements, investigators need a
clear understanding of how the
results will be used. Without this
understanding, it is impossible to
plan appropriate sampling loca-
tions and times, instrumentation,
and analysis procedures. Non-rou-
tine measurements [ such as rela-
tively expensive sampling for
volatile organic compounds
(VOCs)) should not be conducted
without site-specific justification.
Concentrations low enough to
comply with industrial occupa-
tional standards could still be
harmful to children, or other
school occupants. Also, industrial
IAQ problems tend to arise from
high levels of individual chemical
compounds, so standards set limits
for individual contaminants or

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contaminant classes. Exposure
standards of this type are rarely
exceeded in schools. Instead, IAQ
investigators often find a large
number of potential sources con-
tributing low levels of many cont-
aminants to the air.
4. A qualified IAQ investigator
should have appropriate experi-
ence, demonstrate a broad under-
standing of indoor air quality
problems and the conditions that
can lead to them (e.g., the rela-
tionship between IAQ and the
building structure, mechanical sys-
tems, sources, and human activi-
ties), and use a phased diagnostic
approach.
Have the firm identif i the person-
nel who would be responsible for
your case, their specific experience,
and related qualifications.
Contract only for the services of
those individuals, or require
approval for substitutions. When
hiring an engineer, look for some-
one with the equipment and
expertise to carry out a ventilation
system assessment, and with a
strong background of field experi-
ence. Some engineers rarely get
out of the office.
5. In the proposal and the inter-
view, a prospective consultant
should present a clear, detailed pic-
ture of the proposed services and
work products, including the fol-
lowing information:
• the basic goal(s), methodology,
and sequence of the investiga-
tion, the information to be
obtained, and the process of
hypothesis development and
testing, including criteria for
decision-making about further
data-gathering.
• any elements of the work that
will require a time commitment
from school staff, including
information to be collected by
the school.
• the schedule, cost, and work
product(s), such as a written
report, specifications, and plans
for mitigation work; supervision
of mitigation work; and training
program for school staff.
• additional tasks (and costs) that
may be part of solving the IAQ
problem but are outside the
scope of the contract. Examples
include: medical examination of
complainants, laboratory fees,
and contractor’s fees for mitiga-
tion work.
• communication between the
IAQ professional and the client:
How often will the contractor
discuss the progress of the work
with the school? Who will be
notified of test results and other
data? Will communications be
in writing, by telephone, or
face-to-face? Will the consul-
tant meet with students and/or
school staff to collect informa-
tion? Will the consultant meet
with staff, parent organizations,
or others to discuss findings, if
requested to do so?
• references from clients who have
received comparable services.
lAO-Related
Ventilation Modifications
The most important thing for the
school’s representatives to remem-
ber is: Oversee the work and ask
questions that will help you assure
that the work is properly per-
formed. Specialized measurements
of air flows or pre- and post-miti-
gation contaminant concentrations
may be needed to know whether
the corrective action is functioning
properly.
Performance specifications can be
used as part of the contract pack-
age to establish critical goals for
system design and operation.
Performance specifications can be
used to force contractors to demon-
strate that they have met those
goals. At the same time, perfor-
mance specifications should avoid
dictating specific design features
such as duct sizes and locations,
thus leaving HVAC system design-
ers free to apply their professional
expertise. You may be able to
adapt appropriate sections of the
following sample performance
specifications for your school.
Performance Specifications
• The control system shall be modzified
and the ventilation system repaired
and adjusted as needed to proj ide
outdoor air ventilation during occu-
pied hours. The amount of outdoor
air ventilation shall meet ASHRAE
Standard 62-1989 minimum recoin-
menaations, or shall be the maxi-
mum possible with the current air
handling equipment, but in no case
shall the minimum outdoor air ten—
tilation rate be less than the ventila-
tion guideline in effect at the time
the school u as constructed.
• When designing the ventilation sys-
tem modifications. it is important to
ensure that: 1) increased outdoor air
intake rates do not negatively impact
occupant comfort. 2) heating coils do
not freeze. and 3) the cooling system
can handle the increased enthalp)
load. A load analysis shall be per-
formed to determine if the existing
heating (or cooling) plant has the
capacity to meet the loads imposed by
the restored or increased ventilation
rates. If the existing plant cannot
meet this load or if for some other
reason. it is decided not to use the
existing heating system to condition
outdoor air then a heating (or cool-

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ing) plant shall be designed for that
purpose. The proposal shall include
a life-cycle cost analysis of energy
conservation options (e.g., economizer
cooling, heat recoi.’ery ventilation).
• All screens in outdoor air intakes
shall be inspected for proper mesh
size. Screens u’ith mesh size smaller
than inch are subject to clogging:
if present. they shall be removed and
replased u’ith larger-sized mesh (not
so large as to a/lou birds to enter).
Demonstrating System Performance
• The proper operation of control
sequence and outdoor air damper
operation shall be verified by school
personnel or the school’s agent after
ventilation system modifications and
repairs have been completed. This
shall include, but not be limited to:
observation of damper position for
differing settings of lou limit stats
and room stats, measurement of air
pressure at room stats and outdoor
air damper actuators, direct mea-
surement of air flou through outdoor
air intakes, and direct measurement
ofairflou’s at exhaust grilles. The
contractor shall provide a written
report documenting: 1) test proce-
dures used to evaluate ventilation
system performance, 2) test locations.
3) HVAC operating conditions dur-
ing testing. and 4) findings.
Institutionalizing the Corrective
Action
• After the i.’entilation system modifi-
cations are completed. school facility
operators shall be provided with
training and two copies of a manual
that documents the ventilation system
control strategy. operating parame-
ters. and maintenance requirements.

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Codes and Regulations
Pollutant-Related Regulations
The Federal government has a
long history of regulating outdoor
air quality and the concentrations
of airborne contaminants in indus-
trial settings. In an industrial
environment, specific chemicals
released by industrial processes can
be present in high concentrations.
It has been possible to study the
health effects of industrial expo-
sures and establish regulations to
limit those exposures.
Some States have established regu-
lations regarding specific pollu-
tants in schools, such as testing for
radon and lead.
Indoor air quality in schools, how-
ever, presents a different problem.
A large variety of chemicals, used
in classrooms, offices, kitchen and
cleaning applications, exist at lev-
els that are almost always lower
than the concentrations found in
industry. The individual and com-
bined effects of these chemicals are
very difficult to study, and the
people exposed include pregnant
women, children, and others who
may be more susceptible to health
problems than the adult males
typically present in regulated
industrial settings.
There is still much to learn about
the effects of both acute (short-
term) and chronic (long-term)
exposure to low levels of multiple
indoor air contaminants. At this
time, there are few Federal regula-
tions for airborne contaminants in
non-industrial settings. OSHA
(the Occupational Safety and
Health Administration) is the
Federal agency responsible for
workplace safety and health. In the
past, OSHA focused primarily on
industrial worksites, but most
recently has broadened its efforts
to address other worksite hazards.
In Spring 1994, OSHA intro-
duced a proposed rule regarding
IAQ in non-industrial environ-
ments. School employees may be
able to obtain help (in the form of
training and information) from
their State OSHA on how to reduce
their exposure to potential air con-
taminants. In States without
OSHA organizations, the regional
U.S. OSHA contact may be able to
provide information or assistance
(see Resources, Appendix I).
Ventilation-Related Regulations
Ventilation is the other major
influence on indoor air quality
that is subject to regulation. The
Federal government does not regu-
late ventilation in non-industrial
settings. However, many State
and local governments do regulate
ventilation system capacity
through their building codes.
Building codes have been devel-
oped to promote good construc-
tion practices and prevent health
and safety hazards. Professional
associations such as the American
Society of Heating, Refrigerating,
and Air-Conditioning Engineers
(ASHRAE) and the National Fire
Protection Association (NFPA)
develop recommendations for
appropriate building and equip-
ment design and installation (e.g.,
ASHRAE Standard 62-1989,
Ventilation for Acceptable Indoor

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Air Quality). Those recommenda-
tions acquire the force of law when
adopted by State or local regulato-
ry bodies. There is generally a
time lag between the adoption of
new standards by consensus orga-
nizations such as ASHRAE and
the incorporation of those new
standards as code requirements.
Contact your local code enforce-
ment official, your State’s
Education Department or a con-
sulting engineer to learn about the
códe requirements that apply to
your school.
In general, building code require-
ments are only enforceable during
construction and renovation.
When code requirements change
over time (as code organizations
adapt to new information and
technologies), buildings are usual-
ly not required to modify their
structure or operation to conform
to the new codes. Indeed, many
mance with current codes, or with
the codes they had to meet at the
time of construction. For example,
the outdoor air flows that
ASHRAE’s Standard 62 recom-
mends for classrooms were reduced
from 30 cfm/person to 10 cfm/per-
son in the 1930s, and reduced
again to 5 cfm/person in 1973 in
response to higher heating fuel
costs resulting from the oil embar-
go. Concern over indoor air quali-
ty stimulated reconsideration of
the standard, so that its most recent
version, Standard 62-1989, calls
for a minimum of 15 cfm/person
in classrooms. However, many
schools that reduced outdoor air
flow during the “energy crisis”
continue to operate at ventilation
rates of 5 cfm/person or less. This
underventilation is contrary to cur-
rent engineering recommenda-
tions, but, in most jurisdictions, it
is not against the law.
buildings do not operate in confor-

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Basic Measurement Equipment
o prevent or resolve indoor air
quality (IAQ) problems effectively
and efficiently, you must be able to
make four basic measurements
relating to the air within the
school. Your school may already
own some or all of the equipment
necessary to make these measure-
ments. If not, it is important to
buy or borrow that equipment to
accurately assess the IAQ condi-
tions in your school and ensure
that the ventilation equipment is
working properly (which can save
the school money in heating and
cooling bills), as well as improve
IAQ.
There are four measurements that
are important to the activities in
this guide:
Temperature
• Relative humidity
• Air movement
• Airflow volume
In addition, a CO 2 monitor is use-
flu for indicating when outdoor air
ventilation may be inadequate (see
the Ventilation Checklist).
School management may be ner-
vous about spending money on
measurement equipment. This
Guide does not recommend sam-
pling for pollutants, which is diffi-
cult to interpret and can require
costly measurement equipment
and significant training and expe-
rience. The activities described in
this guidance are likely to prevent
or uncover problems more effec-
tively than pollutant sampling.
The four measurements just listed
do not require expensive equip-
ment or special training and are
straightforward to interpret. The
equipment to measure these four
factors is readily available (see the
sources table).
If your school’s budget does not
allow for purchase of some or all of
the equipment, try a cooperative
approach:
• Combine resources with other
schools in the district or neigh-
boring schools
• Contact school organizations and
local government to inquire
about cooperative purchasing
options
• Borrow equipment from another
school, district, or a State or
local government
Do not let lack of some equipment
prevent you from conducting the
majority of activities. Conduct all
recommended activities possible
with the equipment you have
available. If you cannot secure
resources for obtaining the recom-
mended equipment, prioritize your
equipment purchases as follows:
1. Temperature, relative humidity,
and chemical smoke device for
indicating air movement
2. Airflow volume measuring
devices
3. CO 2 monitor

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Sources of Measurement Equipment
The following list of equipment sources is provided for general information only. EPA does not endorse, recommend,
or certify this equipment or its sources, and other sources of this equipment may be available. The price in parenthe-
ses indicate suggested list price(s) for the model(s) carried by the source.
Typical Equipment and Uses
Temperature and Relative Humidity
Thermal comfort measurements can be
made with a simple thermometer and
sling psychrometer or with electronic sen-
sors, such as a thermohygrometer.
Carbon Dioxide
Carbon dioxide (CO,) is best measured
using a direct reading meter. especially
one with a logging device. Derecror tubes
for measuring CO. can be difficult to read
accurately. CO. is used as a rough indica-
tor of effectiveness of ventilation (CO, lev-
els above 1000 parts per million indicate
inadequate ventilation with outdoor air).
C02 can also be used to obtain an estimate
of outdoor air quantity.
Sources
Check with a local supplier of heating
and ventilating equipment. Prices vary widely
according to type.
CEA Instruments, Inc
16 Chestnut St.
Emerson, NJ 07630
(201) 967-5660 (201) 967-8450 (fax)
($600-$3000)
California Analytical (Fuji)
1238 West Grove Avenue
Orange, CA 92665-4134
(800) 959-0949
C14) 974-5560 (714) 921-2531 (fax)
($3000)
Gastech, Inc.
P.O. Box 390726
Mountain View, CA 94039
(510) 745-8700 (510) 94-6201 (fax)
($2800)
Horiba Instruments
17671 Armstrong Ave.
Irvine, CA 92714
(800) 446-7422
(714) 250-4811 (214) 250-0924 (fax)
($2500)
Metrosonics Inc.
P.O. Box 23075
Rochester, NY 14692
(716) 334-7300 (716) 334-2635 (fax)
($3750-7300)
Solomat Neotronics
2144 Hilton Drive, SW
Gainesville, GA 30501
(800) 535-0606
(404) 535-0600 (404) 532-9282 (fax)
($500-5000)
Telaire Systems, Inc.
6489 Calle Real
Goleta, CA 93117
(800) 472-6075
(805) 964-1699 (805)964-2129 (fax)
($475-1400)
TSI Incorporated
P.O. Box 64394
St. Paul, MN 55126
(612) 490-2888 (612) 490-2874 (fax)
($2900)
Air Movement
Chemical smoke (titanium tetrachloride) is
E. Vernon Hill, Inc.
National Draeger
available with various dispensing mecha-
940 Adam St., Ste G
101 Technology Drive
nisms, including smoke bottles, guns,
Benicia, CA 94510
Pittsburgh, PA 15275
pencils, or tubes. The dispensers allow
(707) 747-5577 (707) 747-1534 (fax)
(800) 922-5518
smoke to be released in controlled quanti-
Mine Safety Appliances
(412) 787-8383 (412) 787-2207 (fax)
ties and directed at specific locations.
P.O. Box 426
Smoke generator sticks and guns ($40-$90)
Pittsburgh, PA 15230
(800) 6 2-222
(412) 967-3000 (412) 967-3552 (fax)
Quantity of Air
Several devices are used to measure quanti-
Airflow Technical Products, Inc.
Dwyer Instruments, Inc.
ty of air flowing in a duct or at a vent.
P.O. Box 8552
P.O. Box 373
Pitot tubes and anemometers measure air
Landing, NJ 07850-0552
Michigan City, IN 46360
velocity in an airstream and can be used in
(800) 247-8887
(219) 879-8000 (219) 879-9057 (fax)
ductwork. Flow hoods can be used for
(201) 691-4825 (201) 691-4703 (fax)
Shortridge Instruments, Inc.
direct measurement of airflow at grilles,
Alnor Instrument Co.
7855 F. Redfield Rd.
diffusers, and exhaust outlets (they are eas-
7555 N. Linder Ave.
Scottsdale, AZ 85260
icr to use and more reliable than other
Skokie, IL 60077
(602) 991-6744 (602) 443-1267 (fax)
methods of measuring airflow at these
(800) 427-7429
locations). They are not designed for use
(708) 677-3500 (708) 677-3539 (fax)
in ductwork. Check with manufacturers
for models that meet your needs.

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Developing Indoor Air Policies
there have been problems
with staff understanding verbal
communication regarding specific
activities that affect indoor air
quality (IAQ), or if staff follow-
through is a problem, a written
IAQ policy statement regarding
specific IAQ issues may help pre-
vent future problems.
An IAQ policy statement demon-
strates a strong commitment by
the school administration to
address the health and comfort of
staff and students, as well as the
environmental quality in the
school. In addition, an IAQ policy
sets an overall direction for efforts
to prevent and correct IAQ prob-
lems. General issues which may
require policies include, but are
not limited to: painting; smoking;
renovations and repairs; pest man-
agement; ventilation system opera-
tion; school supply and purchas-
ing; and disinfectants.
This appendix presents general
considerations related to develop-
ing an IAQ policy. In addition, it
presents three sample IAQ policies
targeted to specific indoor pollu-
tant sources. The first sample is a
policy on integrated pest manage-
ment (1PM) developed by EPA.
The second sample is a memo on
painting, and includes an informa-
tion letter to parents. The final
sample is a nonsmoking policy,
including a sample letter to staff.
The nonsmoking policy was devel-
oped based on a review of model
policies from the American Cancer
Society, the American Lung
Association, and sample policies
from various companies and orga-
nizations. The samples presented
are only intended as guides, and
may be modified in any way to
meet the site-specific needs and
intent of individual schools.
General Considerations
An IAQ policy could include the
following components:
• a statement indicating that the
school administration is con-
cerned about IAQ and the
health, safety, and comfort of
staff and students
• a statement indicating that the
school administration is com-
mitted to preventing and cor-
recting IAQ problems
• authorization of an IAQ
Coordinator for each school or
district and delegation of author-
ities to the IAQ Coordinator
• guidance on appropriate steps for
maintaining good IAQ (see spe-
cific activities in the various
IAQ Checklists for ideas)
• guidance on appropriate actions
for correcting IAQ problems
• reporting requirements
Developing an IAQ policy should
be an open process. A health and
safety committee is a good forum
for developing consensus recom-
mendations. In the absence of an
existing committee, consider
establishing an ad hoc committee
including administrators, teachers,
support personnel, school health
officers, maintenance personnel,
physicians and community leaders.
Interested parents may also wish to
serve on this committee.

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Sum le School Pest Management Policy Statemeni
When it is determ1 that a pesticide must be used in order to meet imp0tt t
managem r goalS the least hazard0 material adequate to COOttOl the pest will be
chosen and label directi0 shall be fol1o The applicatiOn of pestic es is subject
to the Fed eral Insectici , ungiC e and Rodentic Act (7 United States Code
136 et seq.), school district policieS and Pr ceduress Enviro m tal PrOtect10 0
Agency reg ati0ns in 40 Code of Federal Reg Ulatb0 Occupanj0 Safety
and Health Administration regulati0ns and state and local regulations.
Staff, students, pest managers, and the public will be educated about potential school
pest problems and the 1PM policies and procedures to be used to achieve the desired
pest flageme t obiectiVe
Reord Keeping
Records of pesticide use shall be mainta ed on site to meet the requirements of the
state regulatory agency and School oard Records must be current and accurate if
1PM is to work. In addition, pest su ei11ance data sheets that record the number of
pestS or other indicators of pest populatiofl 5 are to be maintained to veri the need
for treatments.
This School District takes the responSib tY to notifY the school staff and parents in
advance of pesticide applications.
Pesticide Storage and Purchase
pesticide purchases will be limited to the amount authOri for use during the year.
Pesticides will be stored and disposed of in accordance th the p _registec label
directions and state regulati0 ns. pesticides must not be accessible to students or
unauth0hu1t perSofl
Pesticide P ppkItOf 5
pesticide applicators must have a working oWledge of the principles and practices
of 1PM, and use only pesticides approved by this School District They must follow
regulations and label precaUti0 . Applicators must comP 1 Y with this School District
1PM policy and Pest flagem t Plan.
Pests and pesticides can pose significant problems and risks to people propettY and
the environment. It is therefore the policy of [ school name) to incorporate integrated
continued...
Education
\
sotjiicati on

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/ Pest Manage 0 (IPA Procedures for of structural and landscape pests. Thi 5
Policy wifl minimize the amount and tox j 1 , of pesticides used in the school
Pests
Pes are Populations of livj organ sms (animals plants, o microorgani that
interfere with use of the school site for human Purposes Strategies for managing pest
populations will be mfluenced by the pest Species and whether that Species Poses a
threat to People, Properr , or the environment
Pest Manage
Approved pest management plans should be developed for the sire and should include
any Pf°posed pest management measures
Pests will be managed to:
Reduce any potential human health hazard or to protect against a significant threat
to public safety
Prevent loss of or damage to school structures or property.
/ a Prevent pests from sPreading into the commuflit}. or to plant and animal POpula.
tions beyond the site
/ Enhance the quality of life to students staff and others
1 Integra e Pest Manage Procedures
1PM procedures will be used to determine when to control pests and whetkmet to use
mechanical physicai chemical or biologjcaj means. 1PM practitioners depend on cur-
rent, comprehens. information on the pest and its environment and the best avail
able pest control methods. Applying 1PM principles prevents unacceptable levels of
pest activity and damage by the most economical means and with the least Possible
hazard to people, property am]d the environment.
The decision to use a pesticide wilt be based on a review of all Other available Options
and a determination that these Options are not acceptable or are not feasible Cost or
staffing considerations alone will not be adequate justification fo use of chemical con-
trol agents and Selected non_chemical pest manage 11 methods will be implemented
whenever Possible to provide the desired control. It is the policy of this School
District to utilize 1PM principles to manage pest Populations adequately. The full
range of alternatives, including no action, will be considered.

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Excerpts from a Painting Memo
TO ’ School principal
PROM Distr t acilitte5 anagrt
This memo, with attachmentS , is provided for yout use in preparation for the inte-
tiOl painting of your 5 cho0L based on past expetieoce certain steps must be taken
by the schooI prior to the begi0fl of work to ensure that minimum disruption
occutS to the eachi0g process and maXin m information is commu cated to the
parents.
The P iflt Foreman or his esignat cepreSe0tat will meet with you no later
than one month prior to the start of work to coordinate the effort and discuss any
items which may be of interest to you. At a minimUms he will need your room by
1 oom painting priOritY to schedU his work force in your school. Clearly, class-
rooms or other confined spaces must be vacated oUgh0ut the painting prOcess
The attach Material Safety Data Sheets will provide information on drying time
and other precautions which must be taken. The principal rese es the right not
to occupY a classroom until he/she is satisfied occupancy will not pose a h ard to
the stude0ts. The paint crew generallY can complete an average classroom one
day.
As it pertains to cafeter as painting will not start until after lunch is comPlet .
This means painting will occur only tWO to three hours in the afternoon each work
jog day. ClearlY the painti0 of this facility will take longer than in any other part
of the school.
The attached notices to parentS are provided for schoOl consjdeni0fl All parents
must be notified by some means. Two choices are offered, one in the form 0 f an
0 fficial memorandum; the other, less formal, was desigfl to be a “ftyer.
You may have one or more parents e pteSS concern over their child s presence in
school during the painti . Since the length of time required to paint the interior
of your school will be a minimum of three months, you and the parent(s) will have
to mutually resolve this issue on a case by case basis. The O ce of Health Issues,
should be contacted for a 5 istaflce if such concerns do arise.
If you have any questions oncer0 this mem° or the painting prOcCSS
contact the Paint Department at or discuss your questions or concerns at
the scheduled pre p ting meeting.
ane Arundel County Public Schools, Maryland
Management Program’
Source: lndoor Air Qual

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Sample Parental Notification letter for School Painting
Name
Address
City State Zip code
Dear Parent 5 .
and date)
The Maintenance Div1 5 00 plans to start Painting in our school on or about [ day
The sthooj plant is an important factor in the functioning of the total educatjonaj
program Proper maintenance of school buildings is necessa . to Provide a heaJth
and pleasant atmosphere The majority of paint being used in [ name] Publk
Schools is latex waterbased Some heavy traffic areas and trim will require the use
of oil b ed paint Paints containing lead or mercur). are never used in schooj
Painting.
Instructional areas will be empty during Painting and d ’ing times, and children
will not be in the cafeteria while it is being painted
We anticipate that paint crews will be in the school for a Period of [ # of days]
beginning on [ day and date).
Tht health and safety of all students is a prima consideration as the Painting
crews undertake this maintenance and beautification project 1 fyoti have any
at [ phone #j.
questio 05 or concerns about the Scheduled Painting, please feel free to contact me
With the cooperation of parents, students and sraf this Painting project will
result in a bright, new look for Our school. I hope you will stop by when the Pro-
ject is completed to see the results for yourselfi
Sincerely,
Principal
Sourc e: n
ement Program,
‘ door Air Quality anag
A no Arundel County Pu
hut Schools, Maryland

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Nonsmoking Policies
This section includes a sample
announcement policy and sample
nonsmoking memo. The
announcement letter should
address the six main issues covered
by the schooPs nonsmoking policy:
• Explicitly state where smoking
is prohibited and permitted (if
permitted at all).
• Define individuals who are cov-
ered by the policy.
• Clarify exactly what constitutes
smoking.
• Outline the stages and dates of
policy implementation.
• State the enforcement procedures
taken when the policy is violated.
• Identify the appropriate contact
for questions and concerns.
The sample policy is intended to
provide a framework for develop-
ing a nonsmoking policy and
highlights issues of particular
importance for both large and
small schools. The level of detail
and specificity of any policy will
depend on the type of school, the
actions to be taken, and the level
of guidance required to effectively
communicate the policy to all
affected individuals. A simple,
clear-cut policy, for example, will
require few specifics and will be
easily enforced as well.
The nonsmoking policy should be
placed in the personnel manual,
employee handbook, school by-
laws, or another location that will
facilitate the distribution of this
information to all affected individ-
uals. There are five main issues
that should be addressed by the
policy:
• Why the school is pursuing such
a policy.
• What is considered smoking.
• Where and/or when smoking is
and is not permitted.
• The procedures for voicing con-
cerns and resolving conflicts.
• The enforcement procedures sup-
porting the implementation of
the policy.
The policy may also include infor-
mation on smoking cessation or
other staff education programs
being offered or covered by the
school.
Following is a sample nonsmoking
policy that eliminates smoking
indoors. If separately ventilated
designated smoking rooms are
being provided, this policy can be
easily revised by omitting the step
about eliminating smoking within
the school building. Add more
specifics regarding the exact loca-
tions where smoking is prohibited
and permitted, as well as addition-
al enforcement procedures for
potential and repeated infractions.
For additional information on envi-
ronmental tobacco smoke, see
Appendix F.

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Samnie Nonsmoking Policy
[ Forest Lake Schooij is Committed to PtOviding a healthy and Productive environment for all
persons Using Our scho 0 j In light of the signific risk posed by Secondhand tobacco
smoke and iQvolunta Smoking to human health as well as to Sens j equipm 0 fFore
Lake) has decided to implem 0 a [ flonsmokin policy or smoke control Policy) Thi 5 Policy
is intex to improve the health and safety of all individuals Using the SCbOOJ The follow
ing steps indicate the exact timing of speci c changes to current operations and Outline the
procedures for confl resolution and enforcement
I. lmpIem 0 , of Policy to (Elignjnnte or Resiucej Exposure to El ’S
staff
A.Beginni 0 g in (Augustj (Forest Lakej will offer smoking cessatjo 0 progra 5 to all school
B.E ctjve (October ij, smoking will be prohibited in all (Forest Lake) school buildings and
facilities Addjtiona 1 “No Smoking” signs will be Posted as necessary to remind personnel
stringent Policy.)
and visitors of this pol (NOTE. This bullet may be eliminated if irnplementjn a less
[ Alternative Iexr for Separately Ventilated Smoking Room Policy:
Effective [ October ij, smoking will be Prohibited in meetings, and all enclosed areas includ
ing conference rooms oft ces and test rooms Smoking will also be Prohibited in all com
mon areas including the cafeteria break rooms hallways reception areas, and Outside build
ing entrances “No Smoking’ signs will be Posted in the restricted areas. Smoking will only
be permitted in design rooms Which have been equipped with separate exhaust fans that
isolate envjronfl efltaj tobacco smoke (ETS) from nonsmoking areas. fNOTE . See Appendix F
ilschool is receiving federal funding.)
11. onflj Resolution
Employe e 5 and visitors are expected to honor the smoking restrictions at all school buildings
and facilities Individual complaints or concerns regarding the implementation and/or
enforcement of this pOlicy should be discussed with Your supe isor [ or other designa per-
son) If the supe i 5or is unable to resolve the individual complaint or concern the emplo; ee
may request that their concern be directed to the Nonsmoking Policy Committee [ or other
designa person or committee)
Ill. Enfor ,, 0 of Policy
All persons share in the responsibility of adhering to and enforcing this policy, Any person
violating this policy will be subject to the same discip1ina actions that accompany any
infraction of our Policies including:
• Employee counseling
• Oral reminder
• Written reprimand
• Probation
• Termination

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Sample Nonsmoking Announcemeni Memo
To: All [ Forest Lake School Staff
l3rom [ Name), p ncipal
Re: IlForest Lake’sT 0 flSm0k 1g policy
In response t 0 EPM recent findings that secondhand smoke is responSi for
apprOXimate 3,000 lung cancer deaths each year and 0 creaSiflg staff concern,
[ Forest j ke1 is 0 stituti0g a smoke wotkP1 e policy effectivC [ date). This
policY applies to all propertY owned or leased by [ Forest I ke) and includes all
0 ces, hallways, waiting rooms, rest rooms, lunch roomS, elevatots, meeting
roomS, and commuuitY areas. This poliCY applies to all staff and visitors. oking
will be allowed outside of uildiflgs, such as in the parking lot. Smoking will not
be allowed adjacent to the building entrances.
[ Forest 1 ke ) considers any e of tobacco productS which produce smoke as smok-
ing. This definition includes, but is not limited to, cigarss cigarette and pipes.
[ Forest i ke1 has taken several steps to facilirate a smooth transition to a smoke
free workplace:
• The poliCY will be phased in over a period of three months, beginning in
[ month).
• egiflflh0g in [ moflth) a 5 moking cessation class will be offered for individ l5
who would like to take this opportu Y to quit 5 moking smoking cessation
classes will continue to be offered rough [ month & year).
• Effective [ date) 5 oking will be prohibited in all common ateas Smoking will
be permitted in private offices only.
• Effective [ date) smoking will be prohibited roUgh0ut all 1lding5.
The success of this policy will depend upofl the thoughtf u ess, considemnion and
cooperation of smok and nonsmok5. Eve 0fle shares in the responsib ty for
adhering to and 0 f rcing the policy. Any problems should be brought to the
attention of the appropriate supe i50t and handled rough the normal chain of
comm d. I 0 dividuals who violate this policy will be subject to the same disciPli
na actions that accompany infraction of other school rules. Refer to your emplOY
ee handbook for disciPli Y policies.
The [ Forest ke) school administration welcomes questions and comments regard-
ing the new 0 nsmok g policy. Please feel free to contact our Indoor Air Quality
Coordinat0t, [ name ) at extension [ he Ishe) will be happy to respond to
your questions and concerns and can provide informatbofl on the health effects of
secondha tobacco smoke.

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Typical Indoor Air Pollutants
he following four pages pre-
sent information about several
indoor air pollutants common to
schools, in a format that allows for
easy comparison. The pollutants
presented include:
• Tobacco smoke
• Formaldehyde
• Other volatile organic com-
pounds
• Nitrogen oxides
• Carbon monoxide
• Carbon dioxide
• Allergens and pathogens
• Radon
• Pesticides
• Lead
• Dust
Each pollutant is described or ana-
lyzed across six categories:
• Description
• Sources
• Standards and guidelines
• Comfort and health effects
• Measurement methods
• Control measures

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hulooR AIR Pou.UTANTS DESCRIPTIoN
SOURCES
STANDARDS & GUIDEUNES
Cgg osi MoNoxIt Carbon monoxide (CO) is a
colorless, odorless, and tasteless
gas. It results from incomplete
oxidation of carbon in combustion.
Incomplete oxidation during combustion in
gas ranges and unvented gas or kerosene
heaters may cause high concentrations of CO
in indoor air. Worn or poorly adjusted and
maintained combustion devices (e.g. boilers,
furnaces) can be significant sources, or if the
flue is improperly sized, blocked, discon-
nected, or is leaking. Auto, truck, or bus
exhaust from attached garages, nearby roads,
or parking areas can also be a source
No standards for CO have been
agreed upon for indoor air. The
U.S. National Ambient Air
Quality Standards for outdoor air
are 9 ppm (40,000 jig/rn 3 ) for 8
hours, and 35 ppm for 1 hour.
Toi cco SM0IE
Tobacco smoke consists of solid
Tobacco combustion.
No general levels have been agreed
particles, liquid droplets, vapors,
upon. ASHRAE Standard 62-
and gases resulting from tobacco
1989 specified dilution with
combustion. Particles of
smoke-free air at 60 cubic feet per
condensed combustion products
minute per person in smoking
are almost in the respirable range
rooms.
and over 4,000 specific materials
have been identified in the
particulates and associated gases.
FORMALDEHYLE
Formaldehyde is a colorless water-
soluble gas. Due to its wide use,
it is frequently considered
separately from other volatile
organic compounds (VOCs).
Materials containing formaldehyde are used
widely in buildings, furnishings, and some
consumer products. Formaldehyde-based
resins are used in the manufacture of
plywoods, parricleboard, textiles, and
adhesives. Urea-formaldehyde (UF) resins
are commonly used in interior-grade
plywood and pressed wood furniture,
cabinets, and shelving. The walls of some
buildings have been insulated with urea-
formaldehyde foam insulation (UFFI).
Phenol-formaldehyde (PF) resins are
normally used in exterior grade products.
Formaldehyde outgasses from the above
mentioned products. UF-based products
typically emit higher levels of formaldehyde
than the PF-based materials. Tobacco smoke
and other combustion products are
secondary formaldehyde sources. Indications
are that ousgassing from materials dimin-
ishes over time,
No Federal standard has been set
for formaldehyde, however, OSHA
now regulates formaldehyde as a
carcinogen. 0 51-IA has adopted a
Permissible Exposure Level (PEL)
of 0.75 ppm, and an action level of
0.5 ppm. OSI-IA also requires
labeling informing exposed
workers about the presence of
formaldehyde in products entering
workplaces that can cause levels to
exceed 0.1 ppm. Some States have
established a standard of 0.4 ppm
in their codes for residences; others
have established much lower
recommendations (e.g., the CA
guideline is 0.05 ppm). Based
upon current information, it is
advisable to mitigate formalde-
hyde that is present at levels
higher than 0.1 ppm.
OThER Voi..&riu ORGANK
There are hundreds of other
Acetone (cleaners, personal care products,
No standards have been set for
COMPOUNDS (VO(sJ o
VOCs found in indoor air,
tobacco smoke), acrolein (tobarco smoke),
VOCs in nonindustrial settings.
S -V ORGANK
C l
OMPOUNDS S P
sometimes in concentrations
that are suspected of being
harmful.
alcohols (cleaners, personal care products,
tobacco smoke), aromatic hydrocarbons
(adhesives, combustion processes, gasoline,
paints, pesticides, solvents, tobacco smoke),
benzene (combustion processes, gasoline,
solvents, tobacco smoke), chlorinated
hydrocarbons (PCBs, wood preservatives,
solvents), phenols (equipment, furnishings,
tobacco smoke), and methanol (duplicating
machines).
NIOSH has recommended
occupational standards for many
compounds.
Nni o u. Oxio€s
The two most prevalent oxides
of nitrogen are nitrogen dioxide
(NO,) and nitric oxide (NO).
Both are toxic gases with NO,
being a highly reactive oxidant,
and corrosive. NO gradually
reacts with the oxygen in the air
to form NO,.
The primary sources indoors are combustion
processes, such as unvenred combustion
appliances, vented appliances with defective
installations, welding, and tobacco smoke.
No standards have been agreed
upon for nitrogen oxides in indoor
air. ASHRAE and the U.S.
National Ambient Air Quality
Standards lists 100 jig/m3
(.053 ppm) as the average long-
term (1-year) limit for NO, in
outdoor air.

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CoMFoRT & HEALTH EFFECTS
The effects of tobacco smoke on
smokers are well known. Environmental
tobacco smoke (secondhand smoke) has
multiple health effects on children. Second-
hand smoke has been classified as a “Group A’
carcinogen by EPA. Tobacco smoke remains
in the air for hours and attracts radon decay
products, which are also hazardous.
MEASUREMENT METHODS
Particulate concentration is measured by
optical scattering or gravimetrically by
particles collected on filters. Gas chromato-
graphs are used to study gaseous components.
Enough work has been done so that reasonable
estimates of the source strength can be made
by simply counting smokers and estimating
that about 25 percent of adults smoke and
consume about two cigarettes per hour.
CONTROL MEASURES
Prohibition of smoking in public spaces is
common. Isolation of smokers is potentially
effective, but requires careful management of
ventilation. Dilution is often not effective;
very large ventilation rates are necessary to
dilute smoke levels enough to be unobjecrion-
able to most nonsmokers.
Formaldehyde has a pungent odor and is
detected by many people at levels of about 0.1
ppm. Besides the annoyance, it also causes
acute eye burning and irritates mucous
membranes and the respiratory tract. EPA has
determined formaldehyde to be a probable
human carcinogen, but the Agency believes
that the risk of cancer is minimal at exposure
levels typically encountered in indoor
residential settings.
Inexpensive passive samplers and detector
tubes have been developed. The more accurate
method of collecting formaldehyde is by
impingers. Concentrations are then deter-
mined by colorimetric methods.
Increased temperature and humidity will
accelerate outgassing. Therefore ventilation
may not be an effective means for mitigation.
Some manufacturers are producing products
with lower outgassing rates. Some surface
treatments are being used to seal against
outgassing, but long-term effectiveness is still
being studied.
Several of these compounds have been
identified individually as causing acute and
chronic effects at high concentrations. A few
have been directly linked to cancer in humans
and others are suspected of causing cancer.
Gas chromatographs and portable photoioniza-
tion meters are used for laboratory and field
studies to measure VOC concentrations. No
inexpensive monitors suitable for extensive
field use currently exist.
Where practical, uses of these sources should
be restricted, and these materials should be
stored in properly sealed containers, and in
well ventilated areas apart from occupied zones.
Oxides of nitrogen have no sensory effect at
low concentrations, but produce short-term
effects on airway activity. High concentrations
can lead to acute lung dysfunction. Special
risks exist for chronic bronchitis, emphysema,
asthma, and children under two years old.
Chronic effects are not well established.
Small, inexpensive, passive NO, monitors
suitable for field use are available.
Nondispersive infrared techniques are used to
measure nitrogen oxides in laboratory settings
or for continuous monitoring.
Venting the NO, source to the outdoors is the
most practical measure for existing conditions.
Manufacturers are developing devices which
generate lower NO, emissions.
Acute effects are due to the formation of
carboxyhemoglobin in the blood, which
inhibits oxygen intake. At moderate
concentrations, angina, impaired vision, and
reduced brain function may result. At higher
concentrations, CO exposure can be fatal.
Some relatively high-cost infrared radiation
absorption and electrochemical instruments do
exist. Moderately priced real-time measuring
devices are also available. A passive monitor is
currently under development.
It is most important to be sure combustion
equipment is maintained and properly
adjusted. Vehicular use should be carefully
managed adjacent to buildings and in
vocational programs. Additional ventilation
can be used as a temporary measure when high
levels of CO are expected for short periods of
time.

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INDOOR AIR PoLLUTANTs DESCRIPTION
SOURCES
STANDARDS & GUIDELINES
Dust is comprised of particles in the
air that settle on surfaces. Large
particles settle quickly and can be
trapped by the body’s defense
mechanisms. Small particles are
more likely to be airborne and are
capable of passing through the
body’s defenses and entering the
lungs.
Dust can be generated from multiple
sources, including soil, fleecy surfaces,
pollen, lead-based paint, or from burning
wood, oil, or coal.
The EPA Ambient Air Quality
standard standard for particles less
than 10 microns in diameter is 50
J .Ig/m3 for an annual average, and
150 ig/m3 for a 24-hour average.
CARBOt4 DiOXIDE
Carbon dioxide (CU,) is a
ALl combustion processes and human
ASHRAE Standard 62-1989
colorless, odorless, and tasteless
metabolic processes are sources of CQ.
recommends 1,000 ppm as the
product of completed carbon
Concentrations of CO, from people arc
upper limit for comfort (odor)
combustion,
always present in all occupied buildings.
reasons.
ALLERGENS AND PATHOGENS
Biological material, including
bacteria, viruses, fungi, mold
spores, pollens, skin flakes and
insect parts are ubiquitous in
indoor environments. These
particulates range from less than
one to several microns in size,
When airborne, they are usually
attached to dust particulates of
various sizes so that all sizes of
airborne particulates may include
them.
People, animals, and the environment
produce biological materials. Drapery,
bedding, carper, and other places where
dust collects can harbor them. Cooling
towers can be incubators of Legionella
bacteria. Dirty cooling coils, humidifiers,
condensate drains, and ductwork can
incubate bacteria and molds. High
humid-ity areas exacerbate their growth.
No standards exist for general
indoor air applications except that
ASHRAE recommends a relative
humidity between 30 and 60
percent.
RADON
Radon is a colorless, odorless, and
tasteless radioactive gas, the first
decay product of radium-226. It
decays into solid alpha emitters
which can be both inhaled directly
or attached to dust particles that
are inhaled. The unit of measure
for radon is picocurles per liter
(pCi ‘L).
Radium is ubiquitous in the earth’s crust
in widely varying concentrations. Well
water can have high concentrations of
radon. Masonry building blocks can have
radium concentrations. The earth around
buildings, however, is the principal source
of indoor radon. Radon penetrates cracks
and drain openings in foundations, into
basements and crawl spaces. Water
containing radon will outgas into spaces
when drawn for use indoors. Some
building materials will outgas radon, some
of which may enter buildings.
EPA recommends taking action to
mitigate radon if levels exceed 4
pCi/i. ASHRAE Standard 62-
1989 recommends levels not to
exceed 2 pCi/L.
PESTKJDE S
Pesticides are chemicals that are
used to kill or control pests which
include bacteria, fungi, weeds, and
other organisms, in addition to
insects and rodents. Most
pesticides are inherently toxic.
Most contain volatile organic
compounds.
Pesticides are widely used to reduce pests
associated with indoor plants, pets, wood,
and woolen products. Pesticides may be
applied indoors or be tracked in from the
outdoors,
No air concentration standards for
pesticides have been set, however,
EPA recommends Integrated Pest
Management, which minimizes
the use of chemical pesticides.
Pesticide products should be used
according to application and
ventilation instructions provided
by the manufacturer.
Lut
Lead is a highly toxic metal.
Exposure to lead can come from drinking
water, food, contaminated soil and dust,
and air. Lead-based paint is a common
source of lead dust,
The Consumer Product Safety
Commission (CPSC) has banned
lead in paint. All other standards
are for outdoor air or industrial
workplaces. EPA is developing
standards for abating lead-based
paint.
Dusi

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Some dust particles may contain lead, pesticide
residues, or other toxic material. Others may
be fibrous and be an irritant or carcinogenic
(e.g., asbestos).
Particle concentration is measured by optical
scattering or gravimetrically by particles
collected on filters.
Keep dust to a minimum with good housekeep-
ing. Consider damp dusting and high efficiency
vacuum cleaners. Upgrade filters in ventilation
systems to medium efficiency when possible and
change frequently. To help control dust mites and
biological dust, keep RH below 507c. Exhaust
combustion appliances to the outside and clean
and maintain flues and chimneys.
CoMFoRT & HEALTH EFFECTS
MEASUREMENT METHODS
CONTROL MEASJRES
Carbon dioxide is a simple asphyxiant. At
Instruments exist that are reliable and
Ventilation with outdoor air is used to control
concentrations above 1.5% (15,000 ppm) some
inexpensive for most commercial applications.
CO,.
loss of mental acuity has been noted.
Tuberculosis, measles, staphylococcus
infections, and influenza are known to be
Air samples must be collected on appropriate
microbial media and incubated for visual
General good housekeeping, and maintenance
of heating and air conditioning equipment, are
transmitted by air as is Legionnaires disease,
Pollens and molds can cause allergic reactions
examinations of viable growths. Microscopic
examinations of collected dust can be used to
very important. Adequate ventilation and
good air distribution also helps. Higher
for a significant portion of the population.

identify molds and pollen. No inexpensive
field monitors exist that are suitable for large-
scale use. Active sampling should be the
method of choice (e.g., Anderson two-stage,
impactor or impinger). Gravity sampling may
give misleading results, and does not provide
volumetric data.
efficiency air filters remove viable particles.
Employ integrated pest management and
disinfectants according to school policy to
control insect and animal allergens. Cooling
tower treatment procedures exist to reduce
levels of Legionella and other organisms.
Maintaining indoor relative humidity below
6091 can be helpful.
Radon is a known human lung carcinogen.
Inexpensive charcoal canisters (less than $15)
Active Soil Depressurization (ASD) and
This is currently the only known effect based
are available to screen radon concentrations
building ventilation are the two most
on extensive studies of underground miners
over a four to seven day period. Relatively
commonly used strategies for controlling radon
(no sensory perception or acute health effects).
inexpensive alpha track detectors (less than
in schools. Sealing foundations to prevent
Radon gas decays into radioactive particles
$50) are available for survey use which
radon entry as a stand alone strategy is rarely
that are retained in the lung and further
integrate radon concentration over a one
successful. however, sealing major entry
breakdown releases small bursts of energy.
month to one year period. Air sampling
points can improve the effectiveness of other
There is evidence of a synergistic effect
instruments for real time measurements are
strategies. Increased outdoor air ventilation
between cigarette smoking and radon; that is,
more expensive. No inexpensive method exists
can reduce radon levels by dilution or
the risks from exposure to both may exceed the
to measure radon decay products concentra-
pressurization of the building. A ventilation
risk from either acting alone. The EPA’s
tions.
based strategy may not be the most effective
estimate of 7000 to 30,000 annual lung cancer
strategy if the initial radon levels are greater
deaths in the US due to radon ecposure is an
than 10 pCitL.
estimate for the general population which
includes smokers and nonsmokers.
The specific symptoms that will result from a
EPA evaluates the toxicity of pesticide
Use only the recommended amounts of a
given pesticide exposure situation depend on
products, and based on its findings, assigns the
pesticide; mix or dilute pesticides outdoors or
the pesticide and its site of action, the dose
following labels to the products: Danger
in a well ventilated area; and dispose of
received, and the sensitivity of the exposed
(highly poisonous), Warning (moderately
unwanted pesticides safely to minimize
individual(s). Chronic exposure to some
poisonous). or Caution (least hazardous).
exposure.
pesticides can result in damage to the liver,
kidneys, and nervous system.
Lead is capable of causing serious damage to
Exposure to lead is estimated by measuring
Preventative measures to reduce lead exposure
the brain, kidneys, nervous system, and red
levels in the blood. Neurological testing can
include the following: cleaning play areas:
blood cells. Children are particularly vulner-
also be performed.
mopping floors and wiping window ledges and
able, because lead is more easily absorbed into
other areas with damp cloths frequently;
growing bodies, and the tissues of small
keeping children away from areas where paint
children are sensitive to its effects. Lead
is chipped or peeling: preventing children
exposure in children can result in delays in
from chewing on window sills and other
physical development, lower IQ levels,
painted areas; and ensuring that hands are
shortened attention spans, and increased
washed before mealtimes.
behavioral problems.

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Environmental Tobacco Smoke
nvironmental tobacco smoke
(ETS), also called secondhand
smoke, is a mixture of the smoke
given off by the burning end of a
cigarette, pipe, or cigar, and the
smoke exhaled from the lungs of
smokers. This mixture contains
more than 4,000 substances, more
than 40 of which are known to
cause cancer in humans or animals
and many of which are strong irri-
tants. Exposure to ETS is called
involuntary smoking, or passive
smoking.
EPA has classified ETS as a known
cause of cancer in humans (Graup A
carcinogen). Passive smoking is esti-
mated to cause 3,000 lung cancer
deaths in nonsmokers each year. ETS
also causes irritation of the eyes, nose,
throat, and lungs. ETS-induced irri-
tation of the lungs leads to excess
phlegm, coughing, chest discomfort,
and reduced lung function. ETS may
also affect the cardiovascular system,
and some studies have linked expo-
sure to ETS with the onset of chest
paln.
ETS Effects on Children
ETS is a serious health risk to chil-
dren. Children whose parents smoke
are among the most seriously affected
by exposure to ETS, being at
increased risk of lower respiratory tract
infections such as pneumonia and
brenchitis. EPA estimates that pas-
sive smoking is responsible for
between 150,000 and 300,000 lower
respiratory tract infections annually,
resulting in between 7,500 and
15,000 hospitalizations per year.
Children exposed to ETS are also more
likely to have reduced lung function
and symptoms of respiratory irritation
like cough, excess phlegm, and wheeze.
Passive smoking can lead to a buildup
of fluid in the middle ear, the most
common cause of hospitalization of
children for an operation. Asthmatic
children are especially at risk.
EPA estimates that exposure to
ETS increases the number of
episodes and severity of symptoms
in hundreds of thousands of asth-
matic children. EPA estimates
that between 200,000 and
1,000,000 asthmatic children have
their condition made worse by
exposure to ETS. Passive smoking
is also a risk factor for the develop-
ment of asthma in thousands of
children each year.
Recommendations
EPA recommends that every organi-
zation dealing with children have a
smoking policy that effectively pro-
tects children from exposure to ETS.
Parent-Teacher Associations, school
board members, and school admin-
istrators should work together to
make children’s school environment
smoke free.
Key features of smoking education
programs include multiple sessions
over many grades, social and phys-
iological consequences of tobacco
use, information about social influ-
ences (peers, parents, and media),
and training in refusal skills.
School based non-smoking policies
are important because the school
environment should be free from
ETS for health reasons and because
teachers and staff are role models
for children.

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Legislation
The “Pro-Children Act 011994” pro-
hibits smoking in Head Start facili-
ties, and in kindergarten, elementary,
and secondary schools that receive fed-
eral funding from the Department of
Education, the Department of
Agriculture, and the Department of
Health and Human Services (except
funding from Medicare or Medicaid).
The Act was signed into law as part of
the “Goals 2000: Educate America
Act.”
What follows are excerpts from the
Act, which took effect December 26,
1994.
Pro-children Act of 1994
Following are excerpts from Public
Law 103-227, March 31, 1994.
SECTION 1042. DEFINITIONS.
(I) CHILDREN. The term “children”
means individuals who have not
attained the age of 18.
(2) CHILDREN’S SERVICES. The
term “children’s services” means the
provision on a routine or regular basis
of health, day care, education, or
library services —
(A) that are funded, after the date
of the enactment of this Act, directly
by the Federal Government or
through State or local governments,
by Federal grant, loan, loan guarantee,
or contract programs —
(i) administered by either the
Secretary of Health and Human
Services or the Secretary of Education
(other than services provided and
funded solely under titles XVIII and
XIX of the Social Security Act); or
(ii) administered by the
Secretary of Agriculture in case of a
clinic; or
(B) that are provided in indoor
facilities that are constructed, operat-
ed, or maintained with such Federal
funds, as determined by the appropri-
ate Secretary in any enforcement
action under this title, except that
nothing in clause (ii) of subparagraph
(A) is intended to include facilities
(other than clinics) where coupons are
redeemed under the Child Nutrition
Act of 1966.
(3) PERSON. The term “person”
means any State or local subdivision
thereof, agency of such State or subdi-
vision, corporation, or partnership that
owns or operates or otherwise controls
and provides children’s services or any
individual who owns or operates or
otherwise controls and provides such
services.
SEC. 1043. NONSMOKING POLI-
CY FOR CHILDREN’S SERVICES.
(a) PROHIBITION. After the date
of the enactment of this Act, no per-
son shall permit smoking within any
indoor facility owned or leased or con-
tracted for and utilized by such person
for provision of routine or regular
kindergarten, elementary, or secondary
education or library services to chil-
dren.
(b) ADDITIONAL PROHIBITION.
After the date of the enactment of this
Act, no person shall permit smoking
within any indoor facility (or portion
thereof) owned or leased or contracted
for and utilized by such person of reg-
ular or routine health care or day care
or early childhood development (Head
Start) services to children or for the
use of the employees of such person
who provides such services.
(c) FEDERAL AGENCIES.
(1) KINDERGARTEN, ELEMEN-
TARY, OR SECONDARY EDUCA-
TION OR LIBRARY SERVICES.
After the date of the enactment of this
Act, no Federal agency shall permit
smoking within any indoor facility in
the United States operated by such
agency, directly or by contract, to pro-
vide routine or regular kindergarten,
elementary, or secondary education or
library services to children.
(e) SPECIAL WAIVER.
(I) IN GENERAL. On receipt of an
application, the head of the Federal
agency may grant a special waiver to a
person described in subsection (a) who
employs individuals who are members
of a labor organization and
provide children’s services pursuant
to a collective bargaining agreement
that —
(A) took effect before the date of
enactment of this Act; and
(B) includes provisions relating to
smoking privileges that are in viola-
tion of the requirements of this sec-
tion.
(2) TERMINATION OF WAIVER.
A special waiver granted under this
subsection shall terminate on the ear-
lier of—
(A) the first expiration date (after
the date of enactment of this Act) of
the collective bargaining agreement
containing the provisions relating to
smoking privileges; or
(B) the date that is 1 year after the
date of the enactment of this Act.
(0 CIVIL PENALTIES.
(1) IN GENERAL. Any failure to
comply with a prohibition in this sec-
tion shall be a violation of this section
and any person subject to such prohi-
bition who commits such violation, or
may be subject to an administrative
compliance order, or both, as deter-
mined by the Secretary. Each day a
violation continues shall constitute a
separate violation.

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Radon
Background Information
The EPA and other major national
and international scientific organi-
zations have concluded that radon
is a human carcinogen and a seri-
ous public health problem. An
individual’s risk of developing
lung cancer from radon increases
with the level of radon, the dura-
tion of exposure, and the individ-
ual’s smoking habits. EPA esti-
mates that 7,000 to 30,000 lung
cancer deaths in the United States
each year are attributed to radon.
Because many people spend much
of their time at home, the home is
likely to be the most significant
source of radon exposure. For
most school children and staff, the
second largest contributor to their
radon exposure is likely to be their
school. As a result, EPA recom-
mends that school buildings as
well as homes be tested for radon.
Results from a National Survey
of Radon Levels in Schools
A nationwide survey of radon lev-
els in schools estimates that
19.3% of U.S. schools, nearly one
in five, have at least one frequent-
ly occupied ground-contact room
with short-term radon levels above
the action level of 4 pCi/L (pic-
ocuries per liter) — the level at
which EPA recommends mitiga-
tion. Approximately 73% of these
schools will have only five or less
school rooms with radon levels
above the action level. The other
27% will have six or more such
schoolrooms. If your building has
a radon problem, it is unlikely
that every room in your school
will have an elevated radon level.
However, testing all frequently-
occupied rooms that have contact
with the ground is necessary to
identify schoolrooms with elevated
radon levels.
Guidance for Radon Testing
EPA’s document Radon Measure-
ment in School - Revised Edition (EPA
402-R-92-014) provides guidance
on planning, implementing, and
evaluating a radon testing program
for a school. To assist schools with
testing, helpful aids such as a
checklist of the testing procedure
have been included in this docu-
ment. However, before initiating
radon testing in your school, con-
tact your State Radon Office (see
Resources, Appendix I) for infor-
mation on any State requirements
concerning radon testing, or for a
copy of this document.
To reduce the health risk associat-
ed with radon, EPA recommends
that officials test every school for
elevated radon levels. Because the
entry and movement of radon in
buildings is difficult to predict,
officials should test all frequently
occupied schoolrooms that are in
contact with the ground. If test-
ing identifies schoolrooms with
radon levels of 4 pCiIL or greater,
officials should reduce the radon
levels to below 4 pCiIL using an
appropriate mitigation strategy.
Guidance for Radon Mitigation
If you identify a radon problem in
your school, EPA has developed
guidance on radon mitigation enti-

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tied Reducing Radon in Schools — A
Team Approach (EPA 402-R-94-
008) that describes the recom-
mended approach to radon mitiga-
tion in schools and provides an
overview of the mitigation process
to the IAQ coordinator.
For a free copy (limit three copies
per request), please call 202-260-
2080 or contact your State Radon
Office (see Appendix I, Resources).
Guidance for Radon Prevention
in Renovations and New
Buiklings
EPA’s document entitled Radon
Prevention in Design and Construction
of Schools and Other Large Buildings
(EPA 625-R-92-016) provides
guidance for incorporating radon
resistant and/or easy-to-mitigate
features into the design of a new
school building including design
recommendations for HVAC sys-
tems. This guidance is useful to
school personnel (e.g., school busi-
ness officials) or architects involved
with the new building construc-
tion in a school district.
For a free copy (limit three copies
per request), contact the Center for
Environmental Research Infor-
mation, US Environmental
Protection Agency by phone at
(513) 569-7562 or fax at (513)
569-7566. For more than three
copies (limit 25 copies per request),
write to ORD Publications (G72),
26 West Martin Luther King Drive,
Cincinnati, OH 45628. Include
your name, address, the documents
title, and the EPA number of the
document.
Training for Testing and
Mitigation
To develop public and private sec-
tot capabilities for radon testing
and mitigation, EPA has formed
four Regional Radon Training
Centers (see Resources, Appendix
I). These training centers offer
courses on testing and mitigation
in school buildings designed to
simulate hands-on activities by
having participants solve practical
problems. Currently, EPA and the
Regional Training Centers are
developing training for radon test-
ing in a self-instructional format
providing school officials with a
low-cost option for delivering
training to their personnel.
Contact your State Radon Office
(see Resources, Appendix I) for
information on local training oppor-
tunities or on state training require-
ments.
Testing and Mitigation Costs
Cost for radon testing in a typical
school building ranges from $500 to
$1,500. The type of measurement
device used, the size of the school,
and whether testing is performed in-
house using school personnel or a
measurement contractor will influ-
ence testing costs.
If a radon problem is identified,
the cost for radon mitigation typi-
cally ranges from $3,000 to
$30,000 per school. The mitiga-
tion strategy, the school building
design, the radon concentration in
the school room(s), and the num-
ber of school rooms that need mit-
igation influence the cost of miti-
gating a school. The appropriate
mitigation strategy will depend on
the school building design and
initial levels of radon. Mitigation
costs at the high end of the cost
range are often associated with a
mitigation strategy involving the
renovation of a school’s heating,
ventilation, and air-conditioning
(HVAC) system. Although the
cost is higher, this strategy has the
added benefit of improving venti-
lation within a school building
which contributes to the improve-
ment of indoor air quality.

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Moisture, Mold and Mildew
golds and mildew are fungi
that grow on, and sometimes
within, objects. They can cause
discoloration and odor problems,
deteriorate building materials, and
lead to health problems such as
asthma episodes and allergic reac-
tions in susceptible individuals.
Mold spores are almost always pre-
sent in outdoor and indoor air, and
almost all building surfaces can
provide nutrients to support
growth. Although cleaning and
disinfecting with appropriate
cleaners and antimicrobial agents
provide protection against mold
growth, it is virtually impossible to
eliminate all nutrients. If moisture
is present, mold will thrive and
reproduce. Moisture control is thus
an important strategy for reducing
mold growth.
Mold growth does not require the
presence of standing water; it can
occur when high relative humidity
or the hygroscopic properties (the
tendency to absorb and retain
moisture) of building surfaces
allow sufficient moisture to accu-
mulate. Relative humidity and
the factors that govern it are often
misunderstood. This appendix is
intended to convey an understand-
ing of the factors that govern rela-
tive humidity and to describe
common moisture problems and
their solutions.
Relative Humidity, Vapor
Pressure, and Condensation
Water enters buildings both as a
liquid and as a gas (water vapor).
Liquid water is introduced inten-
tionally at bathrooms, showers,
kitchens, and laundries and acci-
dentally by way of leaks and spills.
Some of the water evaporates and
joins the water vapor that is
exhaled by building occupants as
they breathe or that is introduced
by humidifiers. Water vapor also
moves into the building as part of
the air that is mechanically intro-
duced or that infiltrates through
openings in the building shell. A
lesser amount of water vapor diffus-
es into the building through the
building materials themselves.
The ability of air to hold water
vapor decreases as the air tempera-
ture falls. If a unit of air contains
half of the water vapor it can hold,
it is said to be at 50% relative
humidity (RH). The relative
humidity increases as the air cools
and approaches saturation. When
air contains all of the water vapor
it can hold, it is at 100% RH, and
the water vapor condenses, chang-
ing from a gas to a liquid. The
temperature at which this occurs
is referred to as the “dew point.”
It is possible to reach 100% RH
without changing the air tempera-
ture, by increasing the amount of
water vapor in the air (the “absolute
humidity” or ‘vapor pressure”). It is
also possible to reach 100% RH
without changing the amount of
water vapor in the air, by lowering
the air temperature to the “dew
point.”
The highest RH in a room is
always next to the coldest surface.
This is referred to as the “first
condensing surface,” as it will be

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the location where condensation
happens first, if the relative
humidity of the air next to the
surface reaches 100 percent. It is
important to understand this
when trying to understand why
mold is growing on one patch of
wall or only along the wall-ceiling
joint. It is likely that the surface
of the wall is cooler than the room
air because there is a void in the
insulation or because wind is
blowing through cracks in the
exterior of the building.
Taking Steps to Reduce
Moisture
Mold growth can be reduced if
relative humidities near surfaces
can be maintained below the dew
point. This can be accomplished
by: I) reducing the moisture con-
tent (vapor pressure) of the air, 2)
increasing air movement at the
surface, or 3) increasing the air
temperature (either the general
space temperature or the tempera-
ture at building surfaces).
Either surface temperature or
vapor pressure can be the domi-
nant factor in causing a mold
problem. A surface temperature-
dominated mold problem may not
respond very well to increasing
ventilation, whereas a vapor pres-
sure-dominated mold problem
may not respond well to increas-
ing temperatures. Understanding
which factor dominates will help
in selecting an effective control
strategy.
If the relative humidity near the
middle of a room is fairly high
(e.g., 50% at 70°F), mold or
mildew problems in the room are
likely to be vapor pressure-domi-
nated. If the relative humidity
near the middle of a room is fairly
low (e.g., 30% at 70°F), mold or
mildew problems in the room are
likely to be surface temperature-
dominated.
Surface temperature-dominated
mold and mildew can be reduced
by increasing the surface tempera-
ture using either or both of the
following approaches:
• raise the temperature of the air
near room surfaces
• raise the thermostat setting
• improve air circulation so that
supply air is more effective at
heating the room surfaces
• decrease the heat loss from mom
surfaces
• add insulation
• close cracks in the exterior wall to
prevent “wind-washing” (air that
enters a wall at one exterior loca-
tion and exits another exterior
location without penetrating into
the building)
Vapor pressure-dominated mold
and mildew can be reduced by
using one or more of the following
strategies:
• use source control (e.g., direct
venting of moisture-generating
activities such as showers to the
exterior)
• dilute moisture-laden indoor air
with outdoor air at a lower
absolute humidity
• dehumidify the indoor air
Note that dilution is only useful as
a control strategy during heating
periods, when cold outdoor air
tends to contain little total mois-
ture. During cooling periods, out-
door air often contains as much
moisture as indoor air.
Consider an old, leaky, poorly
insulated building in Maine that
has mold and mildew in the cor-
ners of the living room. It is win-
ter, and cold air cannot hold much
water vapor. Therefore, outdoor
air entering through leaks in the
building lowers the airborne mois-
ture levels indoors. This is an
example of a surface temperature-
dominated mold problem. In this
building, increasing the outdoor
air ventilation rate is probably not
an effective way to control interior
mold and mildew. A better strate-
gy would be to increase surface
temperatures by insulating the
exterior walls, thereby reducing
relative humidities next to the
wall surfaces.
Consider a school locker room that
has mold and mildew on the ceil-
ing. The locker room exhaust fan
is broken, and the relative humidi-
ty in the room is 60% at 70°F.
This is an example of a vapor pres-
sure-dominated mold problem. In
this case, increasing the surface
temperature is probably not an
effective way to correct the mold
problem. A better strategy is to
repair or replace the exhaust fan.
Identifying and Correcting
Common Examples of Mold and
Mildew
Exterior Corners
The interior surfaces of exterior
corners are common locations for
mold and mildew growth in heat-
ing climates. They tend to be
closer to the outdoor temperature
than other parts of the building
surface for one or more of the fol-
lowing reasons:
• poor indoor air circulation
• wind-washing

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• low insulation levels
Thermal Bridges
• greater surface area of heat loss
Sometimes mold and mildew
growth can be reduced by removing
obstructions to airflow (e.g., re-
arranging furniture). Buildings with
forced air heating systems and/or
room ceiling fans tend to have fewer
mold and mildew problems than
buildings with less air movement,
other factors being equal.
Set Back Thermostats
Set back thermostats are commonly
used to reduce energy consumption
during the heating season. Mold
and mildew growth can occur when
temperatures are lowered in build-
ings with high relative humidity.
(Maintaining a room at too low a
temperature can have the same
effect as a set back thermostat.)
Mold and mildew can often be con-
trolled in heating climate locations
by increasing interior temperatures
during heating periods.
Unfortunately, this also increases
energy consumption and reduces
relative humidity in the breathing
zone, which can create discomfort.
Air Conditioned Spaces
The problems of mold and mildew
can be as extensive in cooling cli-
mates as in heating climates. The
same principles apply: either sur-
faces are too cold, moisture levels
are too high, or both.
One common example of mold
growth in cooling climates can be
found in rooms where conditioned
“cold’ air blows against the interior
surface of an exterior wall. This
condition, which may be due to
poor duct design, diffuser location,
or diffuser performance, creates a
cold spot at the interior finish sur-
faces, possibly allowing moisture
to condense.
Possible solutions for this problem
include:
• eliminate the cold spots (i.e.,
elevate the temperature of the
surface) by relocating ducts and
diffusers
• increase the room temperature to
avoid overcooling. NOTE:
During the cooling season,
increasing temperature decreases
energy consumption, though it
could cause comfort problems.
Mold problems can also occur
within the wall cavity as outdoor
air comes in contact with the cavi-
ty side of the cooled interior sur-
face. It is a particular problem in
rooms decorated with low tmainte-
nance interior finishes (e.g., imper-
meable wall coverings such as
vinyl wallpaper) which can trap
moisture between the interior fin-
ish and the gypsum board. Mold
growth can be rampant when these
interior finishes are coupled with
cold spots and exterior moisture.
In a similar case, building investi-
gators realized that soil air was
being drawn into the block cores
of a masonry wall when they
observed condensation on the glass
door of a fire alarm.
Possible solutions for this problem
include:
• prevent hot, humid exterior air
from contacting the cold interior
finish (i.e., controlling the vapor
pressure at the surface)
• ensure that vapor barriers, facing
sealants, and insulation are prop-
erly specified, installed, and
maintained
Localized cooling of surfaces com-
monly occurs as a result of “ther-
mal bridges,” elements of the
building structure that are highly
conductive of heat (e.g., steel studs
in exterior frame walls, uninsulat-
ed window lintels, and the edges
of concrete floor slabs). Dust par-
ticles sometimes mark the loca-
tions of thermal bridges, because
dust tends to adhere to cold spots.
The use of insulating sheathings
significantly reduces the impact of
thermal bridges in building
envelopes.
Windows
In winter, windows are typically
the coldest surfaces in a room.
The interior surface of a window is
often the first condensing surface
in a room.
Condensation on window surfaces
has historically been controlled by
using storm windows or “insulated
glass” (e.g., double-glazed win-
dows or selective surface gas-filled
windows) to raise interior surface
temperatures. In older building
enclosures with less advanced glaz-
ing systems, visible condensation
on the windows often alerted occu-
pants to the need for ventilation to
flush out interior moisture, so they
opened the windows.
The advent of higher performance
glazing systems has led to a
greater incidence of moisture prob-
lems in heating climate building
enclosures, because the buildings
can now be operated at higher
interior vapor pressures (moisture
levels) without visible surface con-
densation on windows.

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Concealed Condensation
The use of thermal insulation in
wall cavities increases interior sur-
face temperatures in heating cli -
mates, reducing the likelihood of
interior surface mold, mildew and
condensation. However, the use of
thermal insulation without a prop-
erly installed air barrier may
increase moisture condensation
within the wall cavity. The first
condensing surface in a wall cavity
in a heating climate is typically
the inner surface of the exterior
sheathing.
Concealed condensation can be
controlled by either or both of the
following strategies:
• reducing the entry of moisture
into the wall cavities (e.g., by
controlling infiltration and/or
exfiltration of moisture-laden
air)
• elevating the temperature of the
first condensing surface
• in heating climate locations:
installing exterior insulation
(assuming that no significant
wind-washing is occurring)
• in cooling climate locations:
installing insulating sheathing to
the interior of the wall framing
and between the wall framing and
the interior gypsum bwid

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Resources
his Appendix lists organizations with information or services related to indoor
air quality. In addition, the Appendix includes a section on indoor air quality
related publications. Following is a listing of the subsections contained in this
Appendix.
Federal Agencies with Major Indoor Air
Responsibilities for Public and Commercial Buildings 66
EPA Regional Offices 66
OSHA Regional Offices 67
Other Federal Agencies with Indoor Air Responsibilities 67
State and Local Agencies 67
Building Management Associations 68
Professional and Standard Setting Organizations 68
Product Manufacturer Associations 68
Building Servke Associations 69
Unions 69
Environmental/health/Consumer Organizations 69
MCS-Related Organizations 69
Organizations Offering Training on Indoor Air Quality 69
Radon 70
Other EPA Contacts and Programs of Interest 10
Publications 70
General Information 70
Indoor Air Quality 71
Radon 71
Environmental Tobacco Smoke 71
Asbestos 72
Biologicals 73
PCBs 73
Building Management, Investigation, and Remediation 73
Ventilation/thermal Comfort 73
Standards and Guidelines 74

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Federal Agencies With Major
Indoor Air Responsibilities For
Public and Commercial Buildings
US. Environmental Protection Agency
conducts a non-regulatory indoor
air quality program that empha-
sizes research, information dissemi-
nation, technical guidance, and
training. EPA issues regulations
and carries out other activities that
affect indoor air quality under the
laws for pesticides, toxic sub-
stances, and drinking water.
Indoor Air Quality
Information Clearinghouse
P.O. Box 37133
Washington, DC 20013-7 133
Toll Free: 1-800-438-4318
Local: 202-484-1307
Fax: 202-484-1510
Information specialists are on duty
Monday - Friday 9:00 am to 5:00
pm eastern time. Provides indoor
air quality information and publi-
cations.
Occupational Safety and Health
Administration promulgates safety
and health standards, facilitates
training and consultation, and
enforces regulations to ensure that
workers are provided with safe and
healthful working conditions. (For
further information contact OSHA
Regional OffIces.)
National Institute for Occupational
Safety and Health conducts
research, recommends standards to
the U.S. Department of Labor, and
conducts training on various issues
including indoor air quality to
promote safe and healthful work-
places. Undertakes investigations
at request of employees, employ-
ers, other federal agencies, and
state and local agencies to identify
and mitigate workplace problems.
Requests for Field Investigations:
NIOSH
Hazard Evaluations and Technical
Assistance Branch (R-9)
4676 Columbia Parkway
Cincinnati, OH 45226
513-841-4382
Requests for Information:
1-800-35-NIOSH or
1-800-356-4674
EPA Regional Offices
Address inquiries to the contacts
in the EPA Regional Offices at the
following addresses:
(CT,ME,MA,NH,RI,VT)
EPA Region 1
John F Kennedy Federal Building
Boston, MA 02203
617-565-4502 (indoor air)
617-565-4502 (radon)
617-565-3932 (asbestos)
(NJ,NY,PR,VI)
EPA Region 2
290 Broadway
New York, NY 10007-1866
212-637-4013 (indoor air)
212-637-4013 (radon)
908-321-6769 (asbestos)
(Dc,DE,MD,PA,YA,WV)
EPA Region 3
841 Chestnut Building
Philadelphia, PA 19107
215-597-8322 (indoor air)
215-597-4553 (radon)
215-597-1970 (asbestos)
(AL,FIVGA,KY,MSINc,SC,TN)
EPA Region 4
345 Courtland Street, NE
Atlanta, GA 30365
404-347-2864 (indoor air)
404-347-3907 (radon)
404-347-5014 (asbestos)
( IL,IN,MI,MtI,OH,WI)
EPA Region 5
77 W. Jackson Boulevard
Chicago, IL 60604
Region 5 Environmental Hothne:
1-800-621-8431
312-353-2000 (outside Region 5)
312-353-5779 (indoor air, radon)
312-353-2212 (asbestos)
(AR,LA,NM,OK, TX)
EPA Region 6
1445 Ross Avenue
Dallas, TX 75202-2733
214-665-7223 (indoor air)
214-665-7223 (radon)
214-665-7223 (asbestos)
(IA,KS,MO,NE)
EPA Region 7
726 Minnesota Avenue
Kansas City, KS 66101
913-551-7020 (indoor air)
913-551-7020 (radon)
913-551-7020 (asbestos)
(COFMT,ND,SD,IJT,WY)
EPA Region 8
999 18th Street, Suite 500
Denver, CO 80202-2466
303-293-1440 (indoor air, radon)
303-293-0989 (asbestos)
(AZ,CAIHI,NV,AS,GU)
EPA Region 9
75 Hawthorne Street, A-i-i
San Francisco, CA 94105
415-744-1132 (indoor air)
415-744-1045 (radon)
415-744-1136 (asbestos)
(AK,ID,OR,WA)
EPA Region 10
1200 Sixth Avenue
Seattle, WA 98101
206-553-2589 (indoor air, radon)
206-553-8282 (asbestos)

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OSHA Regional Offices
(CT ME,MA,NH,RI,VT)
OSHA Region 1
133 Portland Street, 1st Floor
Boston, MA 02114
617-565-7164
(NJ,NY,PR,VI)
OSHA Region 2
201 Varick Street, Room 670
New York, NY 10014
212-337-2376
(Dc,DE,MD,PA,VA,WV)
OSHA Region 3
Gateway Building, Suite 2100
3535 Market Street
Philadelphia, PA 19104
215-596-1201
(AL,FL,GA,KY,MS,Nc,Sc,TN)
OSHA Region 4
1375 Peachtree Street, NE
Suite 587
Atlanta, GA 30367
404-347-3573
(ILIN,MI,MN,OH,WI)
OSHA Region 5
230 South Dearborn Street
Suite 3244
Chicago, IL 60604
312-353-2220
(AR,LAMM,OK,TX)
OSHA Region 6
525 Griffin Street, Room 602
Dallas, TX 75202
214-767-4731
(IA,KS,MO,NE)
OSHA Region 7
911 Walnut Street, Room 406
Kansas City, MO 64106
816-426-5861
(CO,MT,ND,SD,UT,WY)
OSHA Region 8
Federal Building, Room 1576
1961 Stout Street
Denver, CO 80294
303-391-5858
(AZ,cA,HI,NV,AS,GU)
OSHA Region 9
71 Stevenson Street, Suite 420
San Francisco, CA 94105
415-744-6670
(AK,ID,OR,WA)
OSHA Region 10
1111 Third Avenue, Suite 715
Seattle, WA 98101-3212
206-553-5930
Other Federal Agencies with
Indoor Air Responsibilities
Bonneville Power Administration
P.O. Box 362 1-RMRD
Portland, OR 97208
503-230-5475
Proj ides radon—resistant construction
techniques. source control, and remoi al
technology for nidoor air pollutants.
Consumer Product Safety
Commission
4330 East-West Hwy., Room 502
Bethesda, MD 20814
1 -800-638-CPSC
Revieu complaints regarding the safe-
ty 01 consu nier products and takes
action to ensure product saf tj
General Services Administration
18th and F Streets, NW
Washington, DC 20405
202-501-1464
Writes indoor air qua/fri policy for
Federal buildings. Provides proactive
indoor air quality building assess—
me/its. A5sesses complaints and pro—
zides remedial action.
National Heart, Lung. & Blood
Institute Information Center
P.O. Box 30105
Bethesda, MD 20824-0150
301-251-1222
Fax 301-251-1223
Proz ides information and materials
regarding asthma education and
prevention
U.S. Department of Energy
Energy Efficiency and Renewable
Energy
1000 Independence Avenue, SW
Washington, DC 20585
202-586-9220
Quantifies the relationshz among
infiltration. z entilation, and accept-
able indoor air quality.
U.S. Department of Health and
Human Services
Office on Smoking and Health
4770 Buford Highway. NE
Mail Stop K50
Atlanta, GA 30341
404-488-5705
Disseminates infUrmation about the
health effects oJpassii e smoke and
strategies for reducing exposure to
environmental tobacco smoke.
Tennessee Valley Authority
Occupational Hygiene Dept.
328 Multipurpose Building
Muscle Shoals, AL 35660-1010
205-386-2314
Proz ides building sun eys and assess-
nents associated u ‘ith employee indoor
air qua/it) complaints.
State and Local Agencies
Your questions and concerns about
indoor air problems can frequently
be answered most readily by the
government agencies in your State
or locality. Responsibilities for
indoor air quality issues are usual-
ly divided among many different
agencies. You will often find that
calling or writing the agencies
responsible for health or air quali-
ty control is the best way to start
getting information from your
State or local government.
Contact the IAQ Information
Clearinghouse, 1-800-438-4318,
for State agency contacts.

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Building Management
Associations
Association of Physical Plant
Administrators of Universities and
Colleges
1446 Duke Street
Alexandria, VA 22314-3492
703-684-1446
Professional and Standard
Setting Organizations
American Academy of Allergy and
Immunology
611 East Wells Street
Milwaukee, WI 53202
414-272-6071
Air and Waste Management
Association
1 Gateway Center, 3rd Floor
Pittsburgh, PA 15222
412-232-3444
Air-Conditioning and
Refrigeration Institute
1501 Wilson Blvd., Suite 600
Arlington, VA 22209
703-524-8800
American Conference of
Governmental Industrial
Hygienists
1330 Kemper Meadow Drive
Cincinnati, OH 45240
513-742-2020
American Industrial Hygiene
Association
2700 Prosperity Avenue
Suite 250
Fairfax, VA 22031
703-849-8888
American Society for Testing and
Materials
1916 Race Street
Philadelphia, PA 19103
215-299-5571
American Society of Heating,
Refriget ting, and Air-Conditioning
Engineers
1791 Tuluie Circle, NE
Atlanta, GA 30329
404-636-8400
Center for Safety in the Arts
5 Beckman Street, Room 820
New York, NY 10038
212-227-6220
The Center has a list of products that
are safe for children from grades K-6.
The list is provided for a nominal
charge.
Art and Craft Materials Institute
100 Boylston Street, Suite 1050
Boston, MA 02116
617-426-6400
Conducts a certification program to
ensure nontoxicity (or proper labelling)
and quality of products. Works to
dez ‘elop and maintain chronic hazard
labelling standard for art and craft
materials.
National Conference of States on
Building Codes and Standards, Inc.
505 Huntmar Park Drive
Suite 210
Herndon, VA 22070
703-437-0100
Product Manufacturer
Associations
Adhesive and Sealant Council
1627 K Street, NW, Suite 1000
Washington, DC 20006-1707
202-452-1500
Asbestos Information Association
1745 Jefferson Davis Hwy.
Room 406
Arlington, VA 22202
703-412-1150
Business Council on Indoor Air
2000 L Street, NW
Washington, DC 20036
202-775-5887
Carpet and Rug Institute
310 Holiday Avenue
Dalton, GA 30720
706-278-3176
Chemical Specialties
Manufacturers Association
1913 1 Street, NW
Washington, DC 20006
202-872-8110
Electric Power Research Institute
P.O. Box 10412
Palo Alto, CA 94303
415-855-2902
Formaldehyde Institute, Inc.
1330 Connecticut Avenue, N\V
Suite 300
Washington, DC 20036
202-659-0060
Foundation of Wall and Ceiling
Industries
307 East Annandale Road
Suite 200
Falls Church, VA 22042
703-534-1703
Gas Research Institute
8600 West Bryn Mawr Avenue
Chicago, IL 60631
312-399-8100
National Paint and Coatings
Association
1500 Rhode Island Avenue, NW
Washington, DC 20005
202-462-6272
North American Insulation
Manufacturer’s Association
44 Canal Center Plaza, Suite 310
Alexandria, VA 22314
703-684-0084
Total Indoor Environmental
Quality Coalition
1440 New York Avenue, NW
Suite 300
Washington, DC 20005
202-638-1200
Fax 202-639-8685

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Building Service Associations
Air-Conditioning and
Refrigeration Institute
4301 North Fairfax Drive
Arlington, VA 22203
703-524-8800
Air-Conditioning Contractors of
America
1513 16th Street, NW
Washington DC 20036
202-483-9370
American Consulting Engineers
Council
10151 5th Street, NW, Suite 802
Washington, DC 20005
202-347-7474
Associated Air Balance Council
1518 K Street, NW, Suite 503
Washington, DC 20005
202-737-0202
Association of Energy Engineers
4025 Pleasantdale Rd., Suite 420
Atlanta, GA 30340
404-447-5083
Association of Specialists in
Cleaning and Restoration Intl.
10830 Annapolis Junction Road,
Suite 312
Annapolis Junction, MD 20701
301-604-4411
National Air Duct Cleaners
Association
1518 K Street, NW, Suite
503 Washington, DC 20005
202-737-2926
National Association of Power
Engineers
3436 Haines Way, Suite 101
Falls Church, VA 22041
703-845-7055
National Energy Management
Institute
601 North Fairfax St., Suite 160
Alexandria, VA 22314
703-739-7100
National Environmental Balancing
Bureau
1385 Piccard Drive
Rockville, MD 20850
301-977-3698
National Pest Control Association
8100 Oak Street
Dunn Loring, VA 22027
703-573-8330
Sheet Metal and Air Conditioning
Contractors National Association
P.O. Box 221230
Chantilly, VA 22022
703-803-2980
Unions
American Federation of Teachers
555 New Jersey Avenue, NW
Washington, DC 20001
202-8 9-4400
American Association of Classified
School Employees
P0 Box 640
San Jose, CA 95106
408-473-0839
National Education Association
1201 16th Street, NW
Washington, DC 20036
202-833-4000
National Association of School
Nurses
P0 Box 1300
Scarborough, ME 04070-1300
207-883-2117
Environmentol/Health/
Consumer Organizations
American Lung Association
or your local lung association
1740 Btoadway
New York, NY 10019
212-315-8700
Consumer Federation of America
1424 16th Street, NW Suite 604
Washington, DC 20036
202-387-6121
National Envimnmental Health
Association
720 South Colorado Blvd.
South Tower, Suite 970
Denver, CO 80222
303-756-9090
Occupational Health Foundation
815 16th Street, NW, Room 312
Washington, DC 20006
202-842-7840
MCS-Related Organizations
Human Ecology Action League
(HEAL)
P.O. Box 49126
Atlanta, GA 30359
404-248-1898
National Center for Environmental
Health Strategies
1100 Rural Avenue
Voorhees, NJ 08043
609-429-5358
National Foundation for the
Chemically Hypersensitive
P.O. Box 222
Ophelia, VA 22530
517-697-3989
Organizations Offering Training
on Indoor Air Quality
A calendar of EPA training events is
available through the IAQ
Information Clearinghouse.
Also, note Regional Radon Training
Centers on page 88.
American Industrial Hygiene
Association
2700 Prosperity Avenue, Suite 250
Fairfax, VA 22031
703-849-8888
Sponsors indoor air quality courses in
conjunction a it/s meetings for A IHA
members only.

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American Society of Heating,
Refrigerating, and Air-
Conditioning Engineers
1791 Tullie Circle NE
Atlanta, GA 30329.
404-636-8400
Sponsors professional development
seminars on indoor air quality.
Mid-Atlantic Environmental
Hygiene Resource Center
University City Science Center
3624 Market Street, 1st Floor East
Philadelphia, PA 19104
215-387-2255
NIOSH
Division of Traininc and
Manpower Development
4676 Columbia Parkway
Cincinnati, OH 45226
513-533-8221
Provide training to occupational safety
and health professionals and parapro-
fessionals.
OSHA Training Institute
155 Times Drive
Des Plaines, IL 60018
708-297-4913
Proz ides courses to assist health and
safety professionals in evaluating
indoor air quality.
Radon
State Radon Offices
For information, call the radon
contact in the EPA Regional
Office for your state, or call IAQ
INFO.
Regional Radon Training Centers
EPA has coordinated the forma-
tion of four Regional Radon
Training Centers (RRTCs). The
RRTCs provide a range of radon
training and proficiency examina-
tion courses to the public for a fee.
Eastern Regional Radon Training
Center (ERRTC)
Rutgers University
Radiation Science Department
Kilmer Campus, Bldg. 4087
New Brunswick, NJ 08903-0231
908-445-2582
Midwest Universities Radon
Consortium (MURC)
University of Minnesota
1985 Buford Avenue (240)
St. Paul, MN 55 108-6136
612-624-8747
Western Regional Radon Training
Center (WRRTC)
Dept. of Industrial Sciences
Colorado State University
Fort Collins, CO 80523
1-800-462-7459/303-491-7742
Southern Regional Radon Training
Center (SRRTC)
Auburn University
107 Ramsey Hall
Engineering Extension Service
Auburn University, AL 36849
205-844-5718
EPA Regional Offices
If you need additional information,
start with the EPA Regional
Offices listed on page 84. If infor-
mation is unavailable from the
Regional Offices, please contact
the EPA Radon Division at:
Radon Division (6604J)
U.S. EPA
401 M Street, SW
Washington, DC 20460
202-233-9370
Other EPA Contacts and
Programs of Interest
Asbestos and Small Business
Ombudsman
1-800-368-5888
Provides information on asbestos.
National Lead Information Center
1-800-424-5323
Provides information on lead. lead
contamination, and lead hazards.
National Pesticides
Telecommunications Network
1-800-858-7378
In Texas: 806-743-3091
Provides information on pesticides.
hazards and risks.
RCRA/Superfund/EPCRA Hotline
1-800-424-9346
Safe Drinking Water Hotline
1-800-426-4791
Proz ‘ides information on lead in
drinking u ‘ate
Stratospheric Ozone Information
Hotline 1-800-296-1996
Provides information on chiorofluoro-
carbons (CFCs).
TSCA I4otline Service
1-202-554-1404
Proi ‘ides information on asbestos and
other toxic substances.
Publications
Items marked * are available from
IAQ INFO, the Indoor Air Quality
Information Clearinghouse, P0
Box 37133, Washington, DC
20013-7133. 1-800-438-4318.
Items marked ** are available
from TSCA Assistance Hotline
(TS-799), 401 M Street, SW,
Washington, DC 20460.
202-554-1404.
Items marked *** are available
from NIOSH Publications
Dissemination, 4676 Columbia
Parkway, Cincinnati, OH 45202.
513-533-8287.
General Information
Building Air Quality: A Guide for
Building Owners and Facility
ZUanagers. U.S. Environmental

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Protection Agency and the U.S.
Department of Health and Human
Services December 1991.
Available from Superintendent of
Documents, P.O. Box 371954,
Pittsburgh, PA 15250-7954
indoor Air Pollution Control. Thad
Godish. 1989. Lewis Publishers,
121 South Main Street, Chelsea,
MI 48118.
Problem Buildings: Building-
Associated Illness and the Sick
Building Syndrome.
James E. Cone and Michael J.
Hodgson, MD, MPH. 1989.
From the series “Occupational
Medicine: State of the Art
Reviews.” Hanley & Belfus, Inc.,
210 South 13th Street,
Philadelphia, PA 19107.
Report of the Inter—ministerial
Committee on Indoor Air Quality.
1988. G. Rajhans. Contact:
G. Rajhans, Health and Safety
Support Services Branch, Ministry
of Labour, 400 University Avenue,
7th Floor, Toronto, Ontario,
Canada M7A 1T7.
Indoor Air Quality
Introduction to Indoor Air Quality: A
Self-Paced Learning Module.
National Environmental Health
Association and U.S. Environ-
mental Protection Agency. June
1991. Introduces environmental
health professionals to the infor-
mation needed to recognize, evalu-
ate, and control indoor air quality
problems.
Introduction to indoor Air QualitF A
Reference iUanual. National
Environmental Health Associa-
tion, U.S. Public Health Service
and U.S. Environmental
Protection Agency. June 1991.
Companion document to the
Learning Module. Provides reference
material on selected indoor air
quality topics.
Indoor Air Pollution: An Introduction
for Health Projdsionals. The
American Lung Association,
American Medical Association,
U.S. Consumer Product Safety
Commission and U.S. Environ-
mental Protection Agency. Manual
assists health professionals in diag-
nosing symptoms that may be
related to an indoor air pollution
problem.
Managing Asthma: A Guide for
Schools. Available from NHLBI,
P.O. Box 30105, Bethesda, MD
20824, Pub. 9 1-2650. Other asth-
ma-related materials also available.
Sheet Metal and Air Conditioning
Contractors National Association.
Inc. (SMACNA). 1988. 8224 Old
Courthouse Road, Vienna, VA
22180.
Project Summaries: Indoor A Jr
Quality in Public Buildings. * U.S.
Environmental Protection Agency.
1988. Contains findings of
research on IAQ in 10 new public
and commercial buildings and on
building material emissions.
The Inside Story: A Guide to Indoor
Air Quality. * U.S. Environmental
Protection Agency and the U.S.
Consumer Product Safety Com-
mission. 1988. Addresses resi-
dential indoor air quality primari-
ly, but contains a section on
offices.
Sick Building Syndrome. Indoor Air
Quality Fact Sheet #4. * U.S. Envi-
ronmental Protection Agency.
Revised, 1991.
Ventilation and Air Quality in Offices.
Indoor Air Quality Fact Sheet #3. *
U.S. Environmental Protection
Agency. Revised, 1990.
Air Quality Guidelines for Europe.
World Health Organization. 1987.
WHO Regional Publications,
European Series No. 23. Available
from WHO Publications Center
USA, 49 Sheridan Avenue, Albany,
NY 12210.
Radon
State Proficiency Report. U.S.
Environmental Protection Agency.
1991. EPA 520/1-94-014.
Available from State radon offices.
List of laboratories that have
demonstrated competence in radon
measurement analysis.
Radon iMeasurements in Schools —
Ret ised edition. U.S. Environmental
Protection Agency. 1992. EPA
402/R-92-0 14.
Radon Measurement in Schools: Self—
Paced Training W rkbook. U.S.
Environmental Protection Agency.
1994. EPA 402/B-94-001.
Reducing Radon in Schools: A Team
Approach. U.S. Environmental
Protection Agency. 1994. EPA
402/R-94-008.
Radon Pret ention in the Design and
Construction of Schools and Other
Large Buildings, with Addendum.
U.S. Environmental Protection
Agency. June 1991. EPA 625/R-
92-078.
Environmental Tobacco Smoke
Secondhand Smoke: What You Can Do
A bout Secondhand Smoke as Parents.
Decisionmakers. and Building
Occupants. U.S. Environmental
Protection Agency. July 1993. A
useful brochure describing the
health implications of secondhand
smoke and ways to avoid its risks.
Respiratory Health Effects of Passit’e
Smoking fact sheet. U.S. Environ-
mental Protection Agency. January
1993.

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Setting the Record Straight: Secondhand
Smoke is a Preventable Health Risk:
ficr sheet. U.S. Environmental
Protection Agency. June 1994. EPA
402-F-94-005.
Em ‘ironmental Tobacco Smoke:
Measuring Exposures and Assessing
Health Effects. Nationa Research
Council. 1986. National
Academy Press. 2001 Wisconsin
Avenue, NW, Washington, DC
20418.
Guidelines Controlling
Em ironmental Tobacco Smoke in
Schools Technical Bulletin. Ronald
Turner, Bruce Lippy. Arthur
Wheeler. Februrary 1991.
Maryland State Department of
Education, Office of Administration
and Finance, OffIce of School
Facilities, 200 West Baltimore
Street, Baltimore, MD 21201.
410/333-2508.
Respiratory Health Effects of Passive
Smoking: Lung Cancer and Other
Disorders. U.S. Environmental
Protection Agency. 1990.
EPA/600/6090/006F. EPAs major
risk assessment of the health effects
oi passive smoking (ETS).
The Health Consequences of
Inzoliintary Smoking: A Report of the
Surgeon General. U.S. Department
of Health and Human Services.
Public Health Service. Office on
Smoking and Health. 1986. 1600
Clifton Road, NE (Mail Stop K50)
Atlanta, GA 30333.
Current Intelligence Bulletin 54:
Environmental Tobacco Smoke in th
Workplace — Lung Cancer and Other
Health Effects. U.S.
Department of Health and Human
Services, Public Health Service.
Centers ft)r Disease Control, National
Institute fbr Occupational Safety and
Health. DH}IS (NILOSH)
Publication No. 91-108. 1991.
A series of one-page information sheets
on all aspects of smoking in the u ork-
place. U.S. Department of Health
and Human Services, National
Cancer Institute. Office of Cancer
Communications. For copies, call
1-800-4-CANCER.
Asbestos
A Guide to Monitoring Airborne
Asbestos in Buildings. Dale L.
Keyes and Jean Chesson. 1989.
Environmental Sciences, Inc., 105
E. Speedway Blvd., Tucson,
Arizona 85705.
Testimony of NJOSH on the
Occupational Safety and Health
Administrations Proposed Rule on
Occupational Exposure to Asbestos.
Tremolite. A nthophyllite. and
Actinolite. U.S. Department of
Health and Human Services,
Public Health Service, U.S.
Centers for Disease Control,
National Institute of Occupational
Safety and Health. June 1984, May
1990, andJanuary 1991. NIOSH
Docket Office, C-34, 4676 Columbia
Parkwa Cincinnati, OH 45226.
A Guide to Respiratory Protection for
the Asbestos Abatetnent industry. * *
U.S. Environmental Protection
Agency. 1986. EPA 560/OTS
86-001.
Abatement of Asbestos-Containing
Pipe Insulation. ** U.S.
Environmental Protection Agency.
1986. Technical Bulletin No.
1986-2.
Asbestos Abatement Projects: Worker
Protection. 40 CFR Part 763. **
U.S. Environmental Protection
Agency. February 1987.
Asbestos Ban and Phaseout Rule. 40
CFR Parts 763.160 to 763.179.**
U.S. Environmental Protection
Agency. Federal Register, July 12,
1989.
Asbestos in Buildings: Guidance for
Service and Maintenance Personnel
(English/Spanish). ‘ ‘ U.S.
Environmental Protection Agency.
1985. EPA 560/5-85-018.
(“Custodial Pamphlet”).
Asbestos in Buildings: Simplified
Sampling Scheme for Suifacing
Materials. ** U.S. Environmental
Protection Agency. 1985. 560/5-
85-030A. (‘Pink Book”).
Construction Industry Asbestos
Standard. 29 CFR Part 1926.58.
General industry Asbestos Standard.
29 CFR Part 1910.1001.
Guidance for Controlling Asbestos-
Containing Materials in Buildings.
** U.S. Environmental Protection
Agency. 1985. EPA 560/5-85-
024. (‘Purple Book”).
Guidelines for Conducting the
A HERA TEM Clearance Test to
Determine Completion of an Asbestos
Abatement Project. * * U .S.
Environmental Protection Agenry’.
EPA 560/5-89-00 1.
Managing Asbestos In Place: A
Building Owner s Guide to Operations
and illaintenance Programs for
Asbestos-Containing Materials. * *
U.S. Environmental Protection
Agency. 1990. (“Green Book”).
iMeasuring Airborne Asbestos
Follou ‘ing An Abatement Action. * *
U.S. Environmental Protection
Agency. 1985. EPA 600/4-85-049.
(“Silver Book”).
National Emission Standards for
Hazardous Air Pollutants. 40 CFR
Part 61. ** U.S. Environmental
Protection Agency. April 1984.
Transmission Electron Microscopy
Asbestos Laboratories: Quality
Assurance Guidelines. ** U.S.
Environmental Protection Agency.
1989. EPA 560/5-90-002.

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Respiratory Protection Standard. 29
CFR Part 1910.134.
Biologicals
Guidelines for the Assessment of
Bioaerosols in the Indoor Environment.
American Council of
Governmental Industrial
Hygienists. 1989. 6500 Glenway
Avenue, Building D-7, Cincinnati,
OH 45211.
Biological Contaminants in Indoor
Environments. P. Morey, J. Feeley,
andJ. Otten. 1990. American
Society for Testing and Materials,
Publications, 1916 Race Street,
Philadelphia. PA 19103.
PCBs
A Recommended Standard for
Occupational Exposure to
Polychiorinated Biphen ls. U.S.
Department of Health and Human
Services. Public Health Service.
Centers for Disease Control.
National Institute for
Occupational Safety and Health.
DHHS (NIOSH) Publication No.
77-225. 1977. Available from the
National Technical Information
Service, 5285 Port Royal Road,
Springfield, VA 22161.
Current intelligence Bulletin 45:
Polychiorinated Biphenyls—Potential
1-lea/tb Hazards from Electrical
Equipment Fires or Failures. U.S.
Department of Health And
Human Services. Public Health
Service. Centers for Disease
Control. National Institute of
Occupational Safety and Health.
DHHS (NIOSH) Publication No.
86-111. 1977. Available from the
National Technical Information
Service, 5285 Port Royal Road,
Springfield, VA 22161.
Transformers and the Risk of Fire: A
Guide for Building Owners, * * U.S.
Environmental Protection Agency.
1986. OPA/86-001.
Building Management, Investigation,
and Remediotion
Building Air Quality: A Guide for
Building Owners and Facility
Managers. U.S. Environmental
Protection Agency and the U.S.
Department of Health and Human
Services December 1991.
Available from New Orders,
Superintendent of Documents,
P.O. Box 371954, Pittsburgh, PA
15250-7954
Carpet and Indoor Air Quality in
Schools. Maryland Department of
Education. October 1993.
Maryland State Department of
Education, Division of Business
Services, School Facilities Branch,
200 West Baltimore Street,
Baltimore, MD 21201. 410-333-
2508
Guidance for indoor Air Quality
investigations. *** U.S. Department
of Health and Human Services.
Public Health Service. Centers
for Disease Control. National
Institute for Occupational Safety
and Health. 1987.
indoor Air Quality: Selected
Referenco. ‘ ‘ ‘ U.S. Department of
Health and Human Services.
Public Health Service. Centers
for Disease Control. National
Institute for Occupational Safety
and Health. 1989.
interior Painting and indoor Air
Quality in Schools. Bruce Jacobs,
March 1994. Maryland State
Department of Education, Division
of Business Services, School
Facilities Branch, 200 West
Baltimore Street, Baltimore, MD
21201. 410-333-2508.
Managing indoor Air Quality.
ShirleyJ. Hansen. 1991.
Fairmont Press, 700 Indian Trail,
Lilburn, GA 30247.
Practical Manual for Good indoor Air
Quality. Hani Bazerghi and
Catherine Arnoult. 1989. Quebec
Association for Energy
Management. 1259 Bern Street,
Suite 510, Montreal, Quebec,
Canada, H2L 4C7.
Science Laboratories and Indoor Air
Quality in Schools. Bruce Jacobs.
March 1994. Maryland State
Department of Education, Division
of Business Services, School Facil-
ities Branch, 200 West Baltimore
Street, Baltimore, MD 21201.
410-333-2508.
The Practitioner’s Approach to indoor
Air Quality Investigations.
Proceedings of the Indoor Air Quality
international Symposium. Donald M.
Weekes and Richard B. Gammage.
1989. American Industrial
Hygiene Association, P.O. Box
8390, Akron Ohio 44320.
Ventilation/Thermal Comfort
ASHRAE materials are available
from their Publication Sales
Department, 1791 Tullie Circle,
NE, Atlanta, GA 30329.
404-636-8400.
Air Cleaning Devices for HVAC
Supply Systems in Schools. Arthur
Wheeler. December 1992.
Guideline for the Commissioning of
HVAC Systems. ASH RAE
Guideline 1-1989. 1989. Several
articles describing ASHRAE
Standard 62-1989. ASHRAE
Journal. October, 1989.
Method of Testing Air-Cleaning
Devices Used in General Ventilation
for Removing Particulate Matter
ASHRAE Standard 52-76. 1976.

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Practices frr Measurement. Testing.
Adjusting and Balancing of Building
Heating. Ventilation. Air-
Conditioning and Refrigeration
Systems. ASHRAE Standard 111-
1988
Reducing Emission of Fully
Halogenated Chiorofluorocarbon
(CFC) Refrigerants in Refrigeration
and Air Condition Equipment and
Applications. ASHRAE Guideline
111-1990. 1990.
Selecting HVAC Systems for Schools.
Arthur Wheeler and Walter Kunz,
Jr. October 1994. Maryland State
Department of Education, Division
of Business Services, School Facil-
ides Branch, 200 West Baltimore
Street, Baltimore, MD 21201.
410-333-2508.
The Ventilation Director). National
Conference of States on Building
Codes and Standards, Inc., 505
Huntmar Park Drive, Suite 210,
Herndon,VA 22070. 703-481-
2020. Summarizes natural, mech-
anical, and exhaust ventilation
requirements of the model codes,
ASHRAE standards, and unique
State codes.
Thermal Em ironmental Conditions for
Human Occupancy. ASHRAE
Standard 55-1992. 1992.
Ventilation for Acceptable indoor Air
Quality. ASHRAE Standard 62-
1989. 1989.
Standards and Guidelines
NIOSH Recommendations for
Occupational Safety and Health. U.S.
Department of Health and Human
Services, Public Health Service,
Centers for Disease Control,
National Institute for Occupat-
ional Safety and Health. Compen-
dium of Policy Documents and
Statements. DHHS (NIOSH)
Publications 91-109. 1991.***
OSHA Standards for Air Contamin-
antS. 29 CFR Part 1910.1000.
U.S. Department of Labor. OSHA
Regulations. Available from the
U.S. Government Printing OffIce,
Washington, DC 20402. 202-
783-3238. Additional health stan-
dards for some specific air contam-
inants are also available in Subpart
z.
Threshold Limit Values and Biologi-
cal Exposure Indices. American
Conference of Government
Industrial Hygienists. 1990-1991.
6500 Glenway Avenue, Building
D-7, Cincinnati, OH 45211.

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Glossary and Acronyms
AHERA. Asbestos Hazard
Emergency Response Act
AHU. See “Air Handling Unit.”
ASHRAE. American Society of
Heating, Refrigerating, and Air-
Conditioning Engineers. See
Appendix I: Resources for more
information.
ASTM. American Society for
Testing and Materials. See
Appendix I: Resources for more
information.
Action Packet. Contains three com-
ponents an introductory memo,
IA Q Backgrounde and IAQ
Checklist — to assist school per-
sonnel to implement an effective
yet simple IAQ program in their
school.
Air Cleaning. An IAQ control strat-
egy to remove various airborne
particulates and/or gases from the
air. The three types of air cleaning
most commonly used are particu-
late filtration, electrostatic precipi-
tation, and gas sorption.
Air Exchange Rate. The rate at
which outside air replaces indoor
air in a space. Expressed in one of
two ways: the number of changes
of outside air per unit of time —
air changes per hour (ACH); or the
rate at which a volume of outside
air enters per unit of time — cubic
feet per minute (cfm).
Air Handling Unit (AHU). For pur-
poses of this document refers to
equipment that includes a blower
or fan, heating and/or cooling
coils, and related equipment such
as controls, condensate drain pans,
and air filters. Does not include
ductwork, registers or grilles, or
boilers and chillers.
Antimicrobial. Agent that kills
microbial growth. See ‘disinfec-
tant,” “sanitizer,” and “sterilizer.”
BRI. See “Building-Related
Illness.”
Biological Contaminants. Agents
derived from, or that are, living
organisms (e.g., viruses, bacteria,
fungi, and mammal and bird anti-
gens) that can be inhaled and can
cause many types of health effects
including allergic reactions, respi-
ratory disorders, hypersensitivity
diseases, and infectious diseases.
Also referred to as “microbiologi-
cals” or “microbials.” See
Appendix E: T)pical Indoor Air
Pollutants for more information.
Building-Related Illness. Diagnos-
able illness whose symptoms can
be identified and whose cause can
be directly attributed to airborne
building pollutants (e.g., Legion-
naire’s disease, hypersensitivity
pneumonitis).
Central AHU. See “Central Air
Handling Unit.”
Central Air Handling Unit. For pur-
poses of this document, this is the
same as an Air Handling Unit, but
serves more than one area.
(FM. Cubic feet per minute. The
amount of air, in cubic feet, that
flows through a given space in one
minute. 1 CFM equals approxi-
mately 2 liters per second (l/s).

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CO. Carbon monoxide. See
Appendix E: T)pical Indoor Air
Pollutants for more information.
(02. Carbon dioxide. See
Appendix C: IAQ Measuring
Equipment, and Appendix E:
T)pical indoor Air Pollutants for
more information.
Conditioned Air. Air that has been
heated, cooled, humidified, or
dehumidified to maintain an inte-
rior space within the “comfort
zone.” (Sometimes referred to as
“tempered” air.)
Dumpers. Controls that vary air-
flow through an air outlet, inlet,
or duct. A damper position may
be immovable, manually
adjustable, or part of an automated
control system.
Diffusers and Grilles. Components
of the ventilation system that dis-
tribute and return air to promote
air circulation in the occupied
space. As used in this document,
supply air enters a space through a
d fi ’user or vent and return air
leaves a space through a grille.
Disinfectants. One of three groups
of antimicrobials registered by
EPA for public health uses. EPA
considers an antimicrobial to be a
disinfectant when it destroys or
irreversibly inactivates infectious
or other undesirable organisms,
but not necessarily their spores.
EPA registers three types of disin-
fectant products based upon sub-
mitted efficacy data: limited, gen-
eral or broad spectrum, and hospi-
tal disinfectant.
Drain Trap. A dip in the drain pipe
of sinks, toilets, floor drains, etc.,
which is designed to stay filled
with water, thereby preventing
sewer gases from escaping into the
room.
EPA. United States Environmental
Protection Agency. See Appendix
I: Resources for more information.
ETS. Environmental tobacco
smoke. See Appendix E: Tjpical
Indoor Air Pollutants, Appendix F:
Environmental Tobacco Smoke, and
Appendix I: Resources for more
information.
Exhaust Ventilation. Mechanical
removal of air from a portion of a
building (e.g., piece of equipment,
room, or general area).
Flow Hood. Device that easily
measures airflow quantity, typical-
ly up to 2,500 cfrn.
HVAC. Heating, ventilation, and
air-conditioning system.
Hypersensitivity Diseases. Diseases
characterized by allergic responses
to pollutants. The hypersensitivity
diseases most clearly associated
with indoor air quality are asthma,
rhinitis, and hypersensitivity pneu-
monitis. Hypersensitivity pneu-
monitis is a rare but serious disease
that involves progressive lung
damage as long as there is expo-
sure to the causative agent.
lAO. Indoor air quality.
lAO Backgrounder. A component of
the Action Packet that provides a
general introduction to IAQ issues,
as well as IAQ program imple-
mentation information.
fAQ Coordinator. An individual at
the school and/or school district
level who provides leadership and
coordination of IAQ activities. See
Section 3 for more information.
IAQ Checklist. A component of the
Action Packet containing informa-
tion and suggested easy-to-do
activities for school staff to
improve or maintain good indoor
air quality. Each Activity Guide
focuses on topic areas and actions
that are targeted to particular
school staff (e.g., teachers, admin-
istrators, kitchen staff, mainte-
nance staff, etc.) or specific build-
ing functions (e.g., HVAC system,
roofing, renovation, etc.). The
Checklists are to be completed by
the staff and returned to the IAQ
Coordinator as a record of activi-
ties completed and assistance as
requested.
lAO Management Plan. A set of
flexible and specific steps for pre-
venting and resolving IAQ prob-
lems. See Section 6 for more
information.
lAO Team. People who have a
direct impact on IAQ in the
schools (school staff, administra-
tors, school board members, stu-
dents and parents) and who imple-
ment the IAQ Action Packets. See
Section 3 for more information.
1PM. Integrated pest management.
See Appendix D: Developing
Indoor Air Policies for more infor-
mation.
Indoor Air Pollutant. Particles and
dust, fibers, mists, bioaerosols, and
gases or vapors. See Section 4 and
Appendix E: Typical Indoor Air
Pollutants for more information.
MCS. See “Multiple Chemical
Sensitivity.”
Make-up Air. See “Outdoor Air
Supply.”
Microbiologkals. See “Biological
Contaminants.”
Multiple Chemical Sensitivity. A
condition in which a person
reports sensitivity or intolerance
(as distinct from “allergic”) to a
number of chemicals and other
irritants at very low concentra-

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tions. There are different views
among medical professionals about
the existence, causes, diagnosis,
and treatment of this condition.
NIOSH. National Institute for
Occupational Safety and Health.
See Appendix I: Resources for
more information.
Negative Pressure. Condition that
exists when less air is supplied to a
space than is exhausted from the
space, so the air pressure within
that space is less than that in sur-
rounding areas. Under this condi-
tion, if an opening exists, air will
flow from surrounding areas into
the negatively pressurized space.
OSHA. Occupational Safety and
Health Administration. See
Appendix I: Resources for more
information.
Outdoor Air Supply. Air brought
into a building from the outdoors
(often through the ventilation sys-
tem) that has not been previously
circulated through the system.
PPM. Parts per million.
Preventive Maintenance. Regular
and systematic inspection, clean-
ing, and replacement of worn
parts, materials, and systems.
Preventive maintenance helps to
prevent parts, material, and sys-
tems failure by ensuring that parts,
materials and systems are in good
working order.
P’enum. Air compartment con-
nected to a duct or ducts.
Pollutant Pathways. Avenues for
distribution of pollutants in a
building. HVAC systems are the
primary pathways in most build-
ings; however all building compo-
nents interact to affect how air
movement distributes pollutants. See
Section 5 for more information.
Positive Pressure. Condition that
exists when more air is supplied to
a space than is exhausted, so the
air pressure within that space is
greater than that in surrounding
areas. Under this condition, if an
opening exists, air will flow from
the positively pressurized space
into surrounding areas.
Pressure, Static. In flowing air, the
total pressure minus velocity pres-
sure. The portion of the pressure
that pushes equally in all direc-
tiol-is.
Pressure, Total. In flowing air, the
sum of the static pressure and the
velocity pressure.
Pressure, Velocity. In flowing air,
the pressure due to the velocity
and density of the air.
Psychogenic Illness. This syndrome
has been defined as a group of
symptoms that develop in an indi-
vidual (or a group of individuals in
the same indoor environment) who
are under some type of physical or
emotional stress. This does not
mean that individuals have a psy-
chiatric disorder or that they are
imagining symptoms.
Psychosocial Factors. Psychologi-
cal, organizational. and personal
stressors that could produce symp-
toms similar to those caused by
poor indoor air quality.
Radon. A colorless, odorless gas
that occurs naturally in almost all
soil and rock. Radon migrates
through the soil and groundwater
and can enter buildings through
cracks or other openings iii the
foundation. Radon can also enter
well water. Exposure to radon can
cause lung cancer. See Appendix
G: Radon for more information.
See Appendix E: Typical Indoor
Air Pollutants for more information.
Re-entry. Situation that occurs
when the air being exhausted from
a building is immediately brought
back into the system through the
air intake and other openings in
the building envelope.
SBS. See “Sick Building
Syndrome.”
Sanitizer. One of three groups of
anti-microbials registered by EPA
for public health uses. EPA con-
siders an antimicrobial to be a san-
itizer when it reduces but does not
necessarily eliminate all the
microorganisms on a treated sur-
face. To be a registered sanitizer,
the test results for a product must
show a reduction of at least 99.9sf
in the number of each test
microorganism over the parallel
control.
Short-circuiting. Situation that
occurs when the supply air flows
to return or exhaust grilles before
entering the breathing zone (area
of a room where people are). To
avoid short-circuiting, the supply
air must be delivered at a tempera-
ture and velocity that results in
mixing throughout the space.
Sick Building Syndrome. Term
sometimes used to describe situa-
tions in which building occupants
experience acute health and/or
comfort effects that appear to be
linked to time spent in a particular
building, but where no specific ill-
ness or cause can be identified.
The complaints may be localized
in a particular room or zone, or
may be spread throughout the
building.
Soil Gases. Gases that enter a
building from the surrounding
ground (e.g., radon, volatile organ-
ic compounds, gases from pesti-
cides in the soil).

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Sources. Sources of indoor air pol-
lutants. Indoor air pollutants can
originate within the building or
be drawn in from outdoors.
Common sources include people,
room furnishings such as carpet-
ing, photocopiers, art supplies, etc.
(see Section 5 for more indforma-
tion).
Stack Effect. The flow of air that
results from warm air rising, creat-
ing a positive pressure area at the
top of a building and a negative
pressure area at the bottom of a
building. The stack effect can
overpower the mechanical system
and disrupt ventilation and circu-
lation in a building.
Sterilizer. One of three groups of
anti-microbials registered by EPA
for public health uses. EPA con-
siders an antimicrobial to be a
sterilizer when it destroys or elim-
inates all forms of bacteria, fungi,
viruses, and their spores. Because
spores are considered the most dif-
ficult form of a microorganism to
d troy, EPA considers the term
sporicide to be synonymous with
“sterilizer.”
IVOCS. Total volatile organic com-
pounds. See “Volatile Organic
Compounds (VOCs)”
Unit Ventilator. A fan-coil unit
package device for applications in
which the use of outdoor- and
return-air mixing is intended to
satisf y tempering requirements
and ventilation needs.
VOCs. See “Volatile Organic
Compounds.”
Ventilation Air. Defined as the
total air, which is a combination
of the air brought inside from out-
doors and the air that is being
recirculated within the building.
Sometimes, however, used in refer-
ence only to the air brought into
the system from the outdoors; this
document defInes this air as “out-
door air ventilation.”
Volatile Organic Compounds (VOCs).
Compounds that vaporize (become
a gas) at room temperature.
Common sources which may emit
VOCs into indoor air include
housekeeping and maintenance
products, and building and fur-
nishing materials. In sufficient
quantities, VOCs can cause eye,
nose, and throat irritations,
headaches, dizziness, visual disor-
ders, memory impairment; some
are known to cause cancer in ani-
mals; some are suspected of caus-
ing, or are known to cause, cancer
in humans. At present, not much
is known about what health effects
occur at the levels of VOCs typi-
cally found in public and commer-
cial buildings. See Appendix F:
T)pical Indoor Air Pollutants for
more information.
Zone. The occupied space or
group of spaces within a building
which has its heating or cooling
controlled by a single thermostat.

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Index
&
This Index shows page numbers for the IAQ . ,.p 4 . ‘
Coordinator’s Guide, the IAQ Backgrounder, ‘ ‘
“I
4 O
and the eight IAQ Checklists. ? •S &
S - S/
Item ‘L ‘
!
Adhesives 4 5
AHU. See Air Handling Unit
Air Distribution
13, 32
3
1, 6
Air Filters
7, 20
2
2, 3
Air Flow
38, 40
3
3
7, 9
1
Air Handling Unit
10, 11
3
3, 10, 11
Air Movement
12, 13 62,63
1,9
Air Pathways
6, 9
Air Pressure
12, 38
3
6
Air Velocity
42
10
Allergies
54, 55
6
1,2
1, 2
American Society of Heating, Refrigeration, and Air-Conditioning
Engineers. See
ASHRAE
Animals
9,45
1,2
1
1
Antimicrobial
61
Art Supplies
4
Asbestos
35
1, 4, 5
ASHRAE
11, 12, 37, 39, 40
12
Asthma
3,25, 57, 61
6
1
1,2
Biological Contaminants
10
1
1
3
5
BRI. See Building-Related Illness
Building-Related illness
35
1
Carbon Dioxide
54, 55
9, 11
‘
Carbon Monoxide
3, 14, 25, 52, 53
4
Carpet
18
1
1
2
2,5,6
Central Air Handling Unit
10, 11
3,4
Chemical Sensitivities
14
6
Chemical Smoke
41
2
2, 7, 9
4
Cleaning Agents
2
Cleanliness
20
1, 6
1
2
Combustion Appliances
10
4
Communication (about IAQ)
11, 21, 23, 24, 26, 33, 34, 37, 43
6
Condensation
62-64
2
1
3

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Item
F
Construction
9, 16, 21, 39, 40, 60
1
9
—
1, 6
Control Strategies
29, 38, 62
5
Dampers
38
3,4,7
Diffuser
42, 63
10
Dirt
1
1
2,3
1,2
6
Disinfectants
43
6
2
Drafts
20
6
Drain Trap
16
2
1
2,3
Ductwork
10, 16, 42
2, 7, 10
Duplicating Equipment. ses Printing
Equipment
Dust
18,23,25,54,55,63
2, ]
1,2
1,3,
Dust Mites. See Dust
Education
30, 35, 48, 57
6
5
1, 2
1
Emergency Response
5, 18, 25
Environmental Tobacco Smoke. See
Tobacco Smoke
Exhaust Systems
31
5
1
Exposure Control
29
5
Fans
10, 12, 16,49, 62, 63
2-6
2, 3
2, 3, 6
7, 10, 11
4
1, 2
1, 4, 6, 7
Flooring
23
2
5, 6
Flow Hoods
42
10
Food
17
1,3
1,2
3
1,2
1
Formaldehyde
52, 53
Fume Hoods
12
3-6
Fumes
12, 29
5
3-6
9
2
1, 4, 7
Furnaces. See Co,nbustion Appliances
Gas Appliances
I
Grille(s)
20, 38,42
3
3
3
6,7
9, 10
2
6
Heating, Ventilation,
and Air Conditioning System
9-13, 27, 29, 30, 36-38, 60
2, 3, 5
1-3, 6,
7, 9, 11
6
Housekeeping
7, 9, 16, 29, 31
2, 5
Humidity
3, 10-12, 20,21, 41, 61-63 —
3
2, 6
1, 2
5
3

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Item
..-
4.
HVAC. S e Heating. Ventilation, and Air Conditioning System
IAQ Coordinator
1, 5-8, 15, 17-19, 21,
22, 24, 26, 33, 43, 60
6
2
2
1,3,
9, 10
4
1,2
1
IAQ Management Plan
5,7, 15-11, 19,22
IAQ Measurements
32, 36
IAQ Problems
Diagnosing
Emergencies
Solving
1, 3, 5, 12, 14-16,
18, 19,21-23,43
25, 27, 28, 33
25, 26
7-9, 15, 21, 22, 25-27, 29,38
1, 2,
4-6
1, 2,
4,5
1-3
1
6
2
3, 7
IAQTeam
1,5,7,15,19,21
1PM. See Pest (Tuitrol
Integrated Pest Management. See Pest Control
Lead
9, 13, 18, 20, 21, 25, 27,
35-37, 39, 47, 54, 55, 57, 61
2
—
2
—
1, 3, 6
Leaks
61, 62
2
1
1-3, 7
3, 4
1
6
Water
17, 47, 61,62
2,6
1
4
2-4
2
1,3,6
Local Exhaust
29, 31
5
3-5
2, 3
1
4
1
Locker Room
16,62
3,6
3
Maintenance
3,4,7, 9, 16, 18, 25,
31, 38, 43, 41, 63
1, 2
1-3
1, 2, 3
5
Moisture
31, 61-64
1, 2,6
1
4
2-4
1
6
Mold
12, 20, 21, 61-64
1-3
1, 3
3
3
1
1
News Media. See Communication and Sample s%lemos
Occupational Safety and Health Administration. See OSHA
Odors
Off-Gassing
10, 12, 14, 20, 23, 31, 61
30
3, 5
2,3, 6
1-3
2
1
4
1, 2
1
2, 3,7
1, 2
OSHA
18, 39,44
Outdoor Air Intake
37
10
Outdoor Air Supply
31
4, 9-1 I
4
Paint
43, 46, 41
—
1, 3, 4
Parents
3-8, 16, 19, 23-26, 33,
34, 43,44, 46, 41, 51
1,6
1
2
Pest Control
17, 18, 20, 23, 43-45
1
1
4
4,

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Item
S.
I . ,
Pesticide
54, 55
5, 6
1
1
4
Pitot Tubes
42
10
Plumbing
2
1
2
3
1
Pollutants
1,3,4, 1-9, 12-14, 16, 13, 25, 21,
29, 30, 32, 36, 39, 41, 43, 52-55
1-5
3,4
2, 3
1, 2
2, 9
1,3-5, 1
Printing Equipment
3
Radon
16, 17, 20, 35, 39,
54, 55, 59, 60
6
6
Relative Hum jdirv. H,rniiditj
Renovations
1,7, 18, 20, 21, 23, 30,40,43,60
1, 5,6
Roofs
16
2,7
3
Sample Memos
8, 19, 44-50
AI o st
th IAQ (Joordinato,- c Fornis
Tth
Science Supplies
4
5
Semi-Volatile Organic Compounds
52, 53
Sewer Gases
16
2
1
Solvents
4
2-4
Sources
Bio cal
1, 4, 7, 9, 16, 20,24, 25,
27,29,30,36,37,41,43
2 3 45
1,2,
5,6
f
1

2, 7,
10, 11

4
1
1, 3, 6

Building
5-1, 9-14, 19,20, 23,30-32,
34-37, 39, 40, 48-50, 59-63
2-6
2
2
1,
1-4,6,
1, 9, 11
2-4
2
1
1,3-1
1,2,4,6,7
Management of
Outdoor
1, 29
3, 10-13, 16, 20,
29-31, 37-42, 61-63
1
1,3, 5
2
3
2
1-12
3,4
Spills
18, 25, 61
5
1, 4-6
1
1, 3
Temperature
3, 10-14, 41, 61-64
3
2
2
4, 5, 9
3
6
Thermal Comfort
3,9, 11, 12
Thermostats
11, 63
4-6
Tobacco Smoke
14,48-50, 52, 53, 57
1, 2
Unit Ventilators
10,11,20
3
1-3
1-3
1, 11
Ventilation
1, 5,1-13, 17, 18, 20, 25,
27, 29-32, 36-43, 60, 62, 63
1-3,
5, 6
1-4
2,3
2
1-3,
1, 2,4
6-12
1
1, 2,4,6,1
VOCs. See Volatile Organic Compounds
Volatile Organic Compounds
36, 52, 53
2, 3, 5
Water
17, 47, 61, 62
2, 6
1
4
2-4
2
1, 3, 6

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Please send information regarding: We welcome your comments on any aspect of the Indoor Air
Quality Tools for Schools Action Kit:
U Training on air quality in schools
U Radon testing
U Radon mitigation
U Radon prevention for new construction
U Lead-based paints
U Integrated Pest Management
Home (please print)
Position or Title
School (it you work at the school level)
Districi (if you woik at the district leve))
Address
city State Zip
Telephone
Please send information regarding: We welcome your comments on any aspect of the Indoor Air
Quality Tools for Schools Action Kit:
U Training on air quality in schools
U Radon testing
U Radon mitigation
U Radon prevention for new construction
U Lead-based paints
U Integrated Pest Management
Name (please print)
Position or Title
School (if you work at the school level)
District (it you work at the district level)
Address
city State Zip
telephone

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U.S. Environmental Protection Agency
Indoor Air Division, 6607J
40] M Street, SW
Washington D.C. 20460
U.S. Environmental Protection Agency
Indoor Air Division, 6601J
401 M Sireet, SW
Washington D.C. 20460
PLACE
STAMP
L HERE
PPLACE
STAMP
L HERE

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a
• •. •.
j
‘S . —
• S
P
TI

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INDOOR AIR POLLUTION An Introduction for Health Professionals
This document may be reproduced without change, in whole or in part. without permission. except for use as advertising
material or product endorsement. Any such reproduction should credit the American Lung Association, the American
Medical Association, the U.S. Consumer Product Safety Commission, and the U.S. Environmental Protection Agency. The
use of all or any pan of this document cia deceptive or inaccurate manner or for purposes of endorsing a particular product
may be subject to appropriate legal action. Information provided in this booklet is based upon current scientific and techni.
cal understanding of the issues presented and agency approval is limited to the jurisdictional boundaries established by the
statutes governing the co-authoring agencies. Following the advice given will not necessarily provide complete protection in
all situations or against all health hazards that may be caused by indoor air pollution.
American Lung Association American Medical Association
1740 Broadway Department of Preventive Medicine and Public Health
New York, NY 10019 515 North State Street
212/315-8700 Chicago, IL 6o6io
312/464-4541
U.S. Consumer Product Safety Commission U.S. Environmental Protection Agency
Washington. D.C. 20207 Indoor Air Division (66o7J)
x-8oo 638-2772 Office of Air and Radiation
Health Sciences Directorate 401 M Street, S.W.
301/504-0477 Washington, D.C. 20460
202:233-9030
Adm
The sponsors thank the following people for the time and effort contributed to the creation of this publication: Steven
Colome, Ph.D.. Integrated Environmental Services, Irvine, CA; RobertJ. McCunney, M.D., University Medical Center,
Boston, MkJonathan M. Samet, M.D., University of New Mexico, Albuquerque. NM; David Swankin, Esq., Swankin and
Turner, Washington, DC.
Appreciation is also extended to the many additional reviewers who contributed their valuable expertise.

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An Introduction for Hearth Professionals INDOOR AIR POLLUTION
Contents
Introduction .pp.i
new challenges for the health professional
Diagnostic Quick Reference pp.3
a cross-reference from symptoms to pertinent sections of this booklet
Diagnostic Checklist pp.4
additional questions for use in patient intake and medical histor.
Enviromnental Tobacco Smoke pp.5
impacts on both adults and children; EPA risk assessment findings
Other Combustion Products pp.7
carbon monoxide poisoning, often nlisdiagaosed as cold or flu; respiratory impact of pollutants from
misuse of malfunctioning combustion devices
Animal Dander, Molds, Dust Mites, Other Biologicals pp.io
a contributing factor in building-related health complaints
Volatile Organic Compounds pp. 13
common household and office products are frequent sources
Heavy Metals: Airborne Lead and Mercury Vapor pp. 15
lead dust from old paint; mercury exposure from some paints and certain religious uses
Sick Building Syndrome pp. 17
what it is; what it isn’t; what health care professionals can do
Two Long-Term Risks: Asbestos and Radon pp.s8
two highly publicized carcinogens in the indoor environment
Questions That May Be Asked pp.20
current views on multiple chemical sensittvity, clinical ecologists, ionizers and air cleaners, duct cleaning, carpet, and plants
For Assistance and Additional Information pp.22
resources for both health professionals and patients

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An Introduction for Health Professionals INDOOR AIR POLLUTION
Introduction
Indoor air pollution poses many challenges to the health profes-
sional. This booklet offers an overview of those challenges,
focusing on acute conditions, with patterns that point to partic-
ular agents and suggestions for appropriate remedial action.
The individual presenting with environmentally associ-
ated symptoms is apt to have been exposed to airborne sub-
stances originating not outdoors, but indoors. Studies from the
United States and Europe show that persons in industrialized
nations spend more than 90 percent of their time indoors’. For
infants, the elderly, persons with chronic diseases, and most
urban residents of any age, the proportion is probably higher. In
addition, the concentrations of many pollutants indoors exceed
those outdoors. The locations of highest concern are those
involving prolonged, continuing exposure—that is, the home,
school, and workplace.
The lung is the most common site of injury by airborne
pollutants. Acute effects, however, may also include non-respi-
ratory signs and symptoms, which may depend upon toxicolog-
ical characteristics of the substances and host-related factors.
Heavy industry-related occupational hazards are gener-
ally regulated and likely to be dealt with by an on-site or com-
pany physician or other health personnel 2 . This booklet
addresses the indoor air pollution problems that may be caused
by contaminants encountered in the daily lives of persons in
their homes and offices. These are the problems more likely to
be encountered by the primary health care provider.
Etiology can be difficult to establish because many signs
and symptoms are nonspecific, making differential diagnosis a
distinct challenge. Indeed, multiple pollutants may be involved.
The challenge is further compounded by the similar manifesta-
tions of many of the pollutants and by the similarity of those
effects, in turn, to those that may be associated with allergies,
influenza, and the common cold. Many effects may also be
associated, independently or in combination with, stress, work
pressures, and seasonal discomforts.
Because a few prominent aspects of indoor air pollution,
notably environmental tobacco smoke (p. ) and “sick building
syndrome” (p. 17), have been brought to public attention, indi-
viduals may volunteer suggestions of a connection between res-
piratory or other symptoms and conditions in the home or,
especially, the workplace. Such suggestions should be seriously
considered and pursued, with the caution that such attention
could also lead to inaccurate attribution of effects. Questions
listed in the diagnostic leads sections will help determine the
cause of the health problem. The probability of an etiological
association increases if the individual can convincingly relate
the disappearance or lessening of symptoms to being away
from the home or workplace.
How To Use This Booklet
The health professional should use this booklet as a tool in diag-
nosing an individual’s signs and symptoms that could be related
to an indoor air pollution problem. The document is organized
according to pollutant or pollutant group. Key signs and symp-
toms from exposure to the pollutant(s) are listed, with diagnos-
tic leads to help determine the cause of the health problem. A
quick reference summary of this information is included in this
booklet (pg.3). Remedial action is suggested, with comment
providing more detailed information in each section.
References for information included in each section are listed at
the end of that section.
It must be noted that some of the signs and symptoms
noted in the text may occur only in association with significant
exposures, and that effects of lower exposures may be milder and
more vague, unfortunately underscoring the diagnostic chal-
lenge. Further, signs and symptoms in infants and children may
be atypical (some such departures have been specthcally noted).
The reader is cautioned that this is not an all-inclusive
reference, but a necessarily selective survey intended to suggest
the scope of the problem. A detailed medical history is essential,
and the diagnostic checklist (pg.4) may be helpful in this regard.
Resolving the problem may sometimes require a multidiscipli-
nary approach, enlisting the advice and assistance of others out-
side the medical profession. The references cited in the notes
throughout and in the For Assistance and Additional Information
section wifi provide the reader with additional information,
References
‘U.S. Environmental Protection Agency, Office of Air and Radiation. Report to
Congress on Indoor Air Quality, Volume II: Assessment and Control of Indoor
Air Pollution, i, 4-54. EPA-400-T-89-oo IC, I 89.
2 The U.S. Environmental Protection Agency sets and enforces air quality stan-
dards only for ambient air. The Toxic Substances Control Act (TSCA) grants
EPA broad authority to control chemical substances and mixtures that present
an unreasonable risk of injure to health and environment. The Federal
Insecticide, Fungicide, and Rodenticide Act (FIFRA) authorizes EPA to control
pesticide exposures by requiring that any pesticide be registered with EPA
before it may be sold, distributed, or used in this country. The Safe Drinking
Water Act authorizes EPA to set and enforce standards for contaminants in

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INDOOR AIR POLL UT I ON An mt reduction i cr Health Pro fessiona Is
public water systems, EPA has set several standards for volatile organic com-
pounds that can enter the air through volatilization from water used in a resi-
dence or other building. As to the indoor atr in workplaces. two Federal agen-
cies have defined roles concerning exposure to usually single substances. The
National Institute for Occupational Safet\’ and Health and Human Services
NIOSH; part of the Department of Health and Human Services, reviews sci-
entific information, suggests cxposurc limitations, and recommends measures
to protect workers’ health, The Occupational Safety and Health Administration
OSHA . part of the Department of’ Labor, sets and enforces workplace stan
dards. The U.S. Consumer Product Safety Commission CPSC regulates con
sumer products which ma\’ release indoor air pollutants. In the United States
there are no Federal Standards that have been developed specifically for indoor
air contaminants in non.occupational environments. There are, however, some
source emission standards that specify maximum rates at which contaminants
can be released from a source
For more extensive information, see the publication cited above, in
particular Chapter;. “Existing Indoor Air Qualirv Standards . and Chapter 9.
“Indoor Air Pollution Control Programs•.
2

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An Introduct ion for Health Professionals INDOOR AIR POLLUTION
Diagnostic Quick Reference
Signs and Environmental Other Combustion Biological Volatile Heavy Sick Bldg
Symptoms Tobacco Smoke Products Pollutants Organics Metals Syndrome
_____________ pp.7 pp.io pp. 13 pp.i pp.17
Respiratory
Rhinitis, nasal
congestion
Epistaxis
Pharyngitis, cough U U
Wheezing,
worsening asthma U
Dyspnea U
Severe lung disease
Other
Conjunctival
irritation U
Headache or dizziness U • U
Lethargv,fatigue,
malaise U U U
Nausea, vomiting,
anorexia U U U
Cognitive impairment,
personality change U
Rashes U
Fever, chills U
Tachycardia U
Retinal hemorrhage U 4
Myalgia U
Hearing loss
‘Associated especially with formaldehyde. 2 1n asthma. 3 Hypersensitivity pneumonitis, Legionnaires’ Disease. Particu1arly associated with
high CO levels. t Hypersensitiviry pneunlonitis, humidifier fever. 6 With marked hypersensitivity reactions and Legionnaires’ Disease.
Particular Effects Seen in Infants and Children
Environmental Tobacco Smoke: frequent upper respiratory infections, otitis media; persistent middle-ear effusion; asthma onset,
increased severity; recurrent pneumonia, bronchitis.
Acute Lead Toxicity: irritability, abdominal pain, ataxia, seizures, loss of consciousness.
3

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INDOOR AIR POLLUTION An Introduction for Health Professionals
Diagnostic Checklist
It is vital that the individual and the health care professional
comprise a cooperative diagnostic team in analyzing diurnal and
other patterns that may provide clues to a complaint’s link with
indoor air pollution. A diary or log of symptoms correlated with
time and place may prove helpful. If an association between
symptoms and events or conditions in the home or workplace is
not volunteered by the individual, answers to the following
questions may be useful, together with the medical history.
The health care professional can investigate further by
matching the individual’s signs and symptoms to those pollu-
tants with which they may be associated, as detailed in the dis-
cussions of various pollutant categories.
• When did the [ symptom or complaint] begin?
• Does the [ symptom or complaint] exist all the time, or does
it come and go? That is, is it associated with times of day,
days of the week, or seasons of the year?
• (If so) Are you usually in a particular place at those times?
• Does the problem abate or cease, either immediately or
gradually, when you leave there? Does it recur when you
return?
• What is your work? Have you recently changed employers
or assignments, or has your employer recently changed
location?
• (If not) Has the place where you work been redecorated or
refurnished, or have you recently started working with new
or different materials or equipment? (These may include
pesticides, cleaning products, craft supplies, et al.)
• What is the smoking policy at your workplace? Are you
exposed to environmental tobacco smoke at work, school,
home, etc.?
• Describe your work area.
• Have you recently changed your place of residence?
• (If not) Have you made any recent changes in, or additions
to, your home?
• Have you, or has anyone else in your family, recently started
a new hobby or other activity?
• Have you recently acquired a new pet?
• Does anyone else in your home have a similar problem?
How about anyone with whom you work? (An affirmative
reply may suggest either a common source or a communica-
ble condition.)
NOTE: A more detailed exposure history form, developed by
the U.S. Public Health Service’s Agency for Toxic Substances
and Disease Registry (ATSDR) in conjunction with the
National Institute for Occupational Safety and Health, is avail-
able from: Allen Jansen, ATSDR, ióoo Clifton Road, N.E., Mail
Drop E33, Atlanta, Georgia 30333, (404) 639-6205. Request “Case
Studies in Environmental Medicine #26: Taking an Exposure
History.” Continuing Medical Education Credit is available in
conjunction with this monograph.
4

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An Introduction for Health Professionals INDOOR AIR POLLUTION
Health Problems Related To
Environmental Tobacco Smoke
Key Signs/Symptoms in Adults...
• rhinitis/pharyngitis, nasal congestion, persistent cough
• conjunctival irritation
• headache
• wheezing (bronchial constriction)
• exacerbation of chronic respiratory conditions
and in Infants and Children
• asthma onset
• increased severity of, or diffIculty in controlling, asthma
• frequent upper respiratory infections and/or episodes of oti-
tis media
• persistent middle-ear effusion
• snoring
• repeated pneumonia, bronchitis
Diagnostic Leads
• Is individual exposed to environmental tobacco smoke on a
regular basis?
• Test urine of infants and small children for cotmine, a bio-
marker for nicotine
Remedial Action
While improved general ventilation of indoor spaces may
decrease the odor of environmental tobacco smoke (ETS), health
risks cannot be eliminated by generally accepted ventilation
methods. Research has led to the conclusion that total removal
of tobacco smoke—a complex mixture of gaseous and particulate
components—through general ventilation is not feasible. 3
The most effective solution is to eliminate all smoking
from the individual’s environment, either through smoking
prohibitions or by restricting smoking to properly designed
smoking rooms. These rooms should be separately ventilated
to the outside. 4
Some higher efficiency air cleaning systems, under select
conditions, can remove some tobacco smoke partides. Most air
cleaners, induding the popular desk-top models, however, can-
not remove the gaseous pollutants from this source. And while
some air cleaners are designed to remove specific gaseous pol-
lutants, none is expected to remove all of them and should not
be relied upon to do so. (For further comment, see p. 21.)
Comment
Environmental tobacco smoke is a major source of indoor air
contaminants. The ubiquitous nature of ETS in indoor environ-
ments indicates that some unintentional inhalation of ETS by
nonsmokers is unavoidable. Environmental tobacco smoke is a
dynamic, complex mixture of more than 4,000 chemicals found
in both vapor and particle phases. Many of these chemicals are
known toxic or carcinogenic agents. Nonsmoker exposure to
ETS-related toxic and carcinogenic substances will occur in
indoor spaces where there is smoking.
All the compounds found ‘mainstream” smoke, the
smoke inhaled by the active smoker, are also found in “side-
stream” smoke, the emission from the burning end of the cig-
arette, cigar, or pipe. ETS consists of both sidestream smoke
and exhaled mainstream smoke. Inhalation of ETS is often
termed “secondhand smoking”, “passive smoking”, or “invol-
untary smoking.”
The role of exposure to tobacco smoke via active smok-
ing as a cause of lung and other cancers, emphysema and other
chronic obstructive pulmonary diseases, and cardiovascular and
other diseases in adults has been firmly established 5 ’ 6 ’ 7 . Smok-
ers, however, are not the only ones affected.
The U.S. Environmental Protection Agency (EPA) has
dassffied ETS as a known human (Group A) carcinogen and
estimates that it is responsible for approximately 3,000 lung can-
cer deaths per year among nonsmokers in the United States 8 .
The U.S. Surgeon General, the National Research Council, and
the National Institute for Occupational Safety and Health also
concluded that passive smoking can cause lung cancer in other-
wise healthy adults who never smoked 9 bo.u.
Children’s lungs are even more susceptible to harmful
effects from ETS. In infants and young children up to three
years, exposure to ETS causes an approximate doubling in the
incidence of pneumonia, bronchitis, and bronchiolitis. There is
also strong evidence of increased middle ear effusion, reduced
lung function, and reduced lung growth. Several recent studies
link ETS with increased incidence and prevalence of asthma
and increased severity of asthmatic symptoms in children of
mothers who smoke heavily. These respiratory illnesses in
childhood may very well contribute to the small but significant
lung function reductions associated with exposure to ETS in
5

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INDOOR AIR POLLUTION An Introduction for Health Professionals
adults. The adverse health effects of ETS, especially in children,
correlate with the amount of smoking in the home and are
often more prevalent when both parents smoke’ 2 .
The connection of children’s symptoms with ETS may
not be immediately evident to the clinician and may become
apparent only after careful questioning. Measurement of bio-
chemical markers such as cotinine (a metabolic nicotine deriva-
tive) in body fluids (ordinarily urine) can provide evidence of a
child’s exposure to ETS’ 3 .
The impact of maternal smoking on fetal development
has also been well documented. Maternal smoking is also asso-
ciated with increased incidence of Sudden Infant Death
Syndrome, although it has not been determined to what extent
this increase is due to in utero versus postnatal (lactational and
ETS) exposure 14 .
Airborne particulate matter containe’d in ETS has been
associated with impaired breathing, lung diseases, aggravation
of existing respiratory and cardiovascular disease, changes to
the body’s immune system, and lowered defenses against
inhaled particles”. For direct ETS exposure, measurable annoy-
ance. irritation, and adverse health effects have been demon-
strated in nonsmokers, children and spouses in particular, who
spend significant rime in the presence of smokers’ 6 ’ 7 . Acute car-
diovascular effects of ETS include increased heart rate, blood
pressure. blood carboxyhemoglobin; and related reduction in
exercise capacity in those with stable angina and in healthy peo-
ple. Studies have also found increased incidence of nonfatal
heart disease among nonsmokers exposed to ETS, and it is
thought likely that ETS increases the risk of peripheral vascular
disease, as well’ 8 .
References
Leaderer, BP., Cain, WS., Isseroff, R., Bergiund, L.G. ‘Ventilation
Requirements in Buildings II”. Atsnos. Environ. 18:99- 1o6.
See also: Repace,J.L. and Lowrey, A.H. “An indoor air quality standard
for ambient tobacco smoke based on carcinogenic risk” lce -iv York Stasejounial
of Medicine 1Q85: 85:381-83.
American Society of Heating, Refrigeration and Air Conditioning Engineers.
Ventilation for Acceptable Air Quality; ASHRAE Standard 62-1989.
International Agency for Research on Cancer. IARC Monograph.i On the
Evaluation of the Carcinogenic Risk of ChemicaLs to Man, Vol. 38: Tobacco Smoking.
World Health Organization, 1986.
U.S. Department of Health and Human Services. Reducing the Health
Consequences of Smoking: 25 Years of Progress. A Report of the Surgeon General.
DHHS Publication No. (CDC) 89-8411. 1989.
U.S. Department of Health and Human Services. The Health Benefits of Ssno king
Cessation, A Report of the Surgeon General. DHHS Publication No. (CDC) 90-8416.
1990.
‘U.S. Environmental Protection Agency, Office of Air and Radiation and Office
of Research and Development. Respiratory Health Effects of Passive Smoking: Lung
Cancer and Other Disorders. EPA óoo-6-9o-oo6F. 1992.
0 U.S. Department of Health and Human Services. The Health Consequences of
Involuntary Smoking, A Report of the Surgeon General. DHHS Publication No.
(P 1-IS) 87-8398. 1986.
‘° National Research Council, Environmental Tobacco Smoke: Measuring Exposures
and Assessing Health Effects. National Academy Press. 1986.
“ National Institute for Occupational Safety and Health. Environmental Tobacco
Smoke in the Workplace: Lung Cancer and Other Health Effects. U.S. Department of
Health and Human Services, Current Inteffigence Bulletin 54. 1991.
2 U.S. Environmental Protection Agency. Respiratory Health Effects of Passive
Smoking: Lung Cancer and Other Disorders.
“U.S. Environmental Protection Agency. Respirator, ’ health Effects of Passive
Smoking: Lung Cancerand Other Disorders.
‘ U.S. Environmental Protection Agency. Respiratory Health Effects of Passive
Smoking: Lung Cancer and Other Disorders.
“Pope,C.A. III, Schwartz,J. and Ransom, MR. “Daily Mortality and PM 10
Pollution in Utah, Salt Lake, and Cache Valleys”. Archives of Environmental
Health 1992: 46:90-96.
0 U.S. Department of Health and Human Services. The Health Consequences of
Involuntary Smoking, A Report ofthe Surgeon General.
National Research Council. Environmental Tobacco Smoke: Measuring Exposures
and Assessing Health Effects.
“American Heart Association Council on Cardiopulmonaiy and Critical Care.
‘Environmental Tobacco Smoke and Cardiovascular Disease.” Circulation i z;
86:1-4.
6

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An Introduction for Health Professionals INDOOR AIR POLLUTION
Health Problems Caused By
Other Combustion Products
(Stoves, Space Heaters, Furnaces, Fireplaces)
Key Signs/Symptoms
• dizziness or headache
• confusion
• nausea/emesis
• fatigue
• tachycardia
• eye and upper respiratory tract irritation
• wheezing/bronchial constriction
• persistent cough
• elevated blood carboxyhemoglobin levels
• increased frequency of angina in persons with coronary
heart disease
Diagnostic Leads
• What types of combustion equipment are present, including
gas furnaces or water heaters, stoves, unvented gas or
kerosene space heaters, dothes dryers, fireplaces? Are vented
appliances properly vented to the outside?
• Are household members exhibiting influenza-like symptoms
during the heating season? Are they complaining of nausea,
watery eyes, coughing, headaches?
• Is a gas oven or range used as a home heating source?
• Is the individual aware of odor when a heat source is in use?
• Is heating equipment in disrepair or misused? When was it
last professionally inspected?
• Does structure have an attached or underground garage
where motor vehicles may idle?
• Is charcoal being burned indoors in a hibachi, grill, or fireplace?
Remedial Action
Periodic professional inspection and maintenance of installed
equipment such as furnaces, water heaters, and clothes dryers are
recommended. Such equipment should be vented directly to the
outdoors. Fireplace and wood or coal stove flues should be regu-
larly cleaned and inspected before each heating season. Kitchen
exhaust fans should be exhausted to outside. Vented appliances
should be used whenever possible. Charcoal should never be
burned inside. Individuals potentially exposed to combustion
sources should consider installing carbon monoxide detectors
that meet the requirements of Underwriters Laboratory (UL)
Standard ao . No detector is joo% reliable, and some individuals
may experience health problems at levels of cardon monoxide
below the detection sensitivity of these devices.
Comment
Aside from environmental tobacco smoke, the major combus-
tion pollutants that may be present at harmful levels in the
home or workplace stem chiefly from malfunctioning heating
devices, or inappropriate, inefficient use of such devices.
Incidents are largely seasonal. Another source may be motor
vehicle emissions due, for example, to proximity to a garage (or
a loading dock located near air intake vents).
A variety of particulates, acting as additional irritants
or, in some cases, carcinogens, may also be released in the
course of combustion. Although faulty venting in office build-
ings and other nonresidential structures has resulted in com-
bustion product problems, most cases involve the home or
non-work-related consumer activity. Among possible sources
of contaminants: gas ranges that are malfunctioning or used as
heat sources; improperly flued or vented fireplaces, furnaces,
wood or coal stoves, gas water heaters and gas clothes dryers;
and unvented or otherwise improperly used kerosene or gas
space heaters.
The gaseous pollutants from combustion sources
include some identified as prominent atmospheric pollutants—
carbon monoxide (GO), nitrogen dioxide (NOz), and sulfur
dioxide (SO 2 ).
Carbon monoxide is an asphyxiant. An accumulation of
this odorless, colorless gas may result in a varied constellation
of symptoms deriving from the compound’s affinity for and
combination with hemoglobin, forming carboxyhemoglobin
(COHb) and disrupting oxygen transport. The elderly, the
fetus, and persons with cardiovascular and pulmonary diseases
are particularly sensitive to elevated CO levels. Methylene chlo-
ride, found in some common household products, such as paint
strippers, can be metabolized to form carbon monoxide which
combines with hemoglobin to form COHb. The following
chart shows the relationship between GO concentrations and
COHb levels in blood.
Tissues with the highest oxygen needs—myocardium,
brain, and exercising muscle—are the first affected. Symptoms
may mimic influenza and include fatigue, headache, dizziness,
7

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INDooR AIR POLLUTION An Introduction for I-Iealth Professionals
and carboxy-
Predicted COHb levels resulting from i- and 8-hr exposures to carbon monoxide at rest
(to! / mm) and with light exercise (201 / mm) are based on the Coburn-Foster-Kane equation
using the following assumed parameters for nonsmoking adults: altitude = o ft; initial COHb
level = 0.5%; Haldane constant = 218; blood volume =5.51; hemoglobin level = 15 g/Ioo ml;
lung diffusivity =30 ml/torr/min; endogenous rate = 0.007 mI/mm.
So.vce: Raub,J.A. and Grant, L.D. 1989. ‘Critical health issues associated with review of the scientific criteria for
carbon monoxide.’ Presented at the 82nd Annual Meeting of the Air Waste Management Association. June 25—SO.
Anaheim. CA. Paper No. 8954.1. Used with pennission.
nausea and vomiting, cognitive impairment, and tachycardia.
Retinal hemorrhage on flmduscopic examination is an impor-
tant diagnostic sign’ 9 , but COHb must be present before this
finding can be made, and the diagnosis is not exclusive. Studies
involving controlled exposure have also shown that CO expo-
sure shortens time to the onset of angina in exercising individu-
als with ischemic heart disease and decreases exercise tolerance
in those with chronic obstructive pulmonaiy disease (COPD) 20 .
Note: Since CO poisoning can mimic influenza, the
health care provider should be suspicious when an entire family
exhibits such symptoms at the start of the heating season and
symptoms persist with medical treatment and time.
Nitrogen dioxide and sulfur dioxide act mainly as irritants,
affecting the mucosa of the eyes, nose, throat, and respiratory
tract. Acute SOs-related bronchial constriction may also occur
in people with asthma or as a hypersensitivity reaction.
Extremely high-dose exposure (as in a building fire) to NOz
may result in pulmonary edema and diffuse lung injury.
Continued exposure to high NOz levels can contribute to the
development of acute or chronic bronchitis.
The relatively low water solubility of NOs results in
minimal mucous membrane irritation of the upper airway. The
principal site of toxicity is the lower respiratory tract. Recent
studies indicate that low-level N02 exposure may cause
‘4
‘3
12
I’
10
I
05
U 4
3
2
0
0
20
40
6o 8o too
CO. ppm
Relationship between carbon monoxide (CO)
hemoglobin (COHb) levels in blood
8

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An Introdi ction for Health Professionals INDOOR AIR POLLUTION
Carboxyhemoglobin levels and related health effects.
% COHb
in blood
Effects associated with
this COHb level
8o
Deatha
60
Loss of consciousness; death if exposure continue?
40
Confusion; collapse on exercisea
30
Headache; fatigue; impaired judgemen?
7—20
Statistically significant decreased maximal oxygen consumption during
strenuous exercise in healthy young menb
5— 17
Statistically significant dinni ution of visual perception, manual dexterity, abil-
ity to learn, or performance in complex sensorimotor tasks (such
5—5.5
Statistically significant decreased maximal oxygen consumption and exer-
cise time during strenuous exercise in young healthy men ’
Below 5
No statistically significant vigilance decrements after exposure to CO ’
2.9—4.5
Statistically significant decreased exercise capacity (i.e., shortened duration
of exercise before onset of pain) in patients with angina pectoris and
increased duration of angina attacksb
2.3—4.3
Statistically significant decreased (about 3—7%) work time to exhaustion in
exercising healthy men”
Source: U.S. EPA (1979); b U.S. EPA (1985(
increased bronchial reactivity in some asthmatics, decreased
lung function in patients with chronic obstructive pulmonary
disease, and an increased risk of respiratory infections, especial-
ly in young children.
The high water solubility of SO 2 causes it to be extreme-
ly irritating to the eyes and upper respiratory tract.
Concentrations above six parts per million produce mucous
membrane irritation. Epidemiologic studies indicate that chron-
ic exposure to S02 is associated with increased respiratory
symptoms and decrements in pulmonary function 21 . Clinical
studies have found that some asthmatics respond with bron-
choconstriction to even brief exposure to SOs levels as low as
0.4 parts per million 22 .
References
‘° Samet,J.M., Marbuiy, Marian C., and Spengler,J.D. Health Effects and
Sources of Indoor Air Pollution, Part I.” Anion can Review of Respiratoiy Disease
5987; 136:1486-1508.
20 American Thoracic Society. “Report of the ATS Workshop on
Environmental Controls and Lung Disease, Santa Fe, New Mexico, March s-
26, 1988. American Rctiew of Respiratosy Disease sg9o; 1.42:915-39.
21 Lipsett, M. “Oxides of Nitrogen and Sulfur.” Hazardous Materials Technolo s
1992; 00rt964-69.
° U.S. Environmental Protection Agency. “Review of the National Ambient Air
Quality Standards for Sulfur Oxides: Updated Assessment of Scientific and
Technical Information; Supplement to the 5986 Staff Paper Addendum (July
1993).
9

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INDOOR Aip. POLLUTION An Introduction for Health Professionals
Health Problems Caused By
Animal Dander, Molds, Dust Mites,
Other Biologicals
Key Signs/Symptoms
• recognized infectious disease
• exacerbation of asthma
• rhinitis
• conjunctival inflammation
• recurrent fever
• malaise
• dyspnea
• chest tightness
• cough
Diagnostic Leads
Infecnous disease:
• Is the case related to the workplace, home, or other loca-
tion’ (Note: It is difficult to associate a single case of any
infectious disease with a specific site of exposure.)
• Does the location have a reservoir or disseminator of biolog-
icals that may logically lead to exposure’
Hypersensitivity disease:
• Is the relative humidity in the home or workplace consis-
tently above 50 percent?
• Are humidifiers or other water-spray systems in use? How
often are they cleaned? Are they cleaned appropriately?
• Has there been flooding or leaks?
• Is there evidence of mold growth (visible growth or odors)’
• Are organic materials handled in the workplace?
• Is carpet installed on unventilated concrete (e.g., slab on
grade) floors?
• Are there pets in the home?
• Are there problems with cockroaches or rodents?
Toxicosis and/or irritation:
• Is adequate outdoor air being provided?
• Is the relative humidity in the home or workplace above 50
percent or below 30 percent?
• Are humidifiers or other water-spray systems in use?
• Is there evidence of mold growth (visible growth or odors)’
• Are bacterial odors present (fishy or locker-room smells)?
Remedial Action
Provide adequate outdoor air ventilation to dilute human
source aerosols.
Keep equipment water reservoirs clean and potable
water systems adequately chlorinated, according to manufac-
turer instructions. Be sure there is no standing water in air con-
ditioners. Maintain humidifiers and dehumidifiers according to
manufacturers’ instructions.
Repair leaks and seepage. Thoroughly clean and dry
water-damaged carpets and building materials within 2,4 hours
of damage, or consider removal and replacement.
Keep relative humidity below 50 percent. Use exhaust fans
in bathrooms and kitchens, and vent clothes dryers to outside.
Control exposure to pets.
Vacuum carpets and upholstered furniture regularly.
Note: While it is important to keep an area as dust-free as possi-
ble, cleaning activities often re-suspend fine particles during and
immediately after the activity. Sensitive individuals should be
cautioned to avoid such exposure, and have others perform the
vacuuming, or use a commercially available HEPA (High
Efficiency Particulate Air) filtered vacuum.
Cover mattresses. Wash bedding and soft toys frequent-
lyin water at a temperature above 130°F to kill dust mites.
Comment
Biological air pollutants are found to some degree in every
home, school, and workplace. Sources include outdoor air and
human occupants who shed viruses and bacteria, animal occu-
pants (insects and other arthropods, mammals) that shed aller-
gens, and indoor surfaces and water reservoirs where fungi and
bacteria can grow, such as humidifiers 23 . A number of factors
allow biological agents to grow and be released into the air.
Especially important is high relative humidity, which encour-
ages house dust mite populations to increase and allows fungal
growth on damp surfaces. Mite and fungus contamination can
be caused by flooding, continually damp carpet (which may
occur when carpet is installed on poorly ventilated concrete
floors), inadequate exhaust of bathrooms, or kitchen-generated
moisture 24 . Appliances such as humidifiers, dehumidiflers, air
20

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As Introductio n for 1 - Icalth P?ofe ionaL , INDOOR AIR POLLUTION
conditioners, and drip pans under cooling coils (as in refrigera-
tors), support the growth of bacteria and fungi.
Components of mechanical heating, ventilating, and air
conditioning (HVAC) systems may also serve as reservoirs or
sites of microbial amplification 25 . These include air intakes near
potential sources of contamination such as standing water,
organic debris or bird droppings, or integral parts of the mechan-
ical system itself, such as various humidification systems, cooling
coils, or condensate drain pans. Dust and debris may be deposit-
ed in the duct work or mixing boxes of the air handier.
Biological agents in indoor air are known to cause three
types of human disease: infections, where pathogens invade
human tissues; hypersensitivity diseases, where specific activa-
tion of the immune system causes disease; and toxicoses, where
biologically produced chemical toxins cause direct toxic effects.
In addition, exposure to conditions conducive to biologi-
cal contamination (e.g., dampness, water damage) has been relat-
ed to nonspecific upper and lower respiratory symptoms.
Evidence is available that shows that some episodes of the group
of nonspecific symptoms known as “sick building syndrome”
(see p. 17) may be related to microbial contamination in
buildings 26 .
Tuberculosis
The transmission of airborne infectious diseases is increased
where there is poor indoor air quality 27 ’ 28 . The rising incidence
of tuberculosis is at least in part a problem associated with
crowding and inadequate ventilation. Evidence is increasing
that inadequate or inappropriately designed ventilation systems
in health care settings or other crowded conditions with high-
risk populations can increase the risk of exposure 29 .
The incidence of tuberculosis began to rise in the mid-
198os, after a steady decline. The 1989 increase of percent to a
total of 23,495 cases in the United States was the largest since
national reporting of the disease began in 5953, and the number
of cases has continued to increase each year 30 . Fresh air ventila-
tion is an important factor in contagion control. Such proce-
dures as sputum induction and collection, bronchoscopy, and
aerosolized pentaniidine treatments in persons who may be at
risk for tuberculosis (e.g., AIDS patients) should be carried out in
negative air pressure areas, with air exhausted directly to the
outside and away from intake sources 31 . Unfortunately, many
health care facilities are not so equipped. Properly installed and
maintained ultraviolet irradiation, particularly of upper air levels
in an indoor area, is also a useful means of disinfection 32 .
Legionnaires’ Disease
A disease associated with indoor air contamination is
Legionnaires’ Disease, a pneumonia that primarily attacks
exposed people over 50 years old, especially those who are
immunosuppressed, smoke, or abuse alcohol. Exposure to
especially virulent strains can also cause the disease in other sus-
ceptible populations. The case fatality rate is high, ranging from
five to 25 percent. Erythromvcin is the most effective treat-
ment. The agent. Legionella pneurnophila, has been found in
association with cooling systems, whirlpool baths, humidifiers,
food market vegetable misters, and other sources, including res-
idential tap water 33 . This bacterium or a closely related strain
also causes a self-limited (two- to five-day , flu-like illness with-
out pneumonia, sometimes called Pontiac Fever, after a 1968
outbreak in that Michigan city.
Allergic Reactions
A major concern associated with exposure to biological pollutants
is allergic reactions, which range from rhinitis, nasal congestion.
conjunctival inflammation, and urticaria to asthma. Notable trig-
gers for these diseases are allergens derived from house dust
mites; other arthropods, including cockroaches; pets (cats, dogs,
birds, rodents); molds; and protein-containing furnishings, includ-
ing feathers, kapok. etc. In occupational settings. more unusual
allergens (e.g., bacterial enzymes, algae) have caused asthma epi-
demics. Probably most proteins of non-human origin can cause
asthma in a subset of any appropriately exposed population .
The role of mites as a source of house dust allergens has
been known for 20 years 3435 . It is now possible to measure mite
allergens in the environment and lgE antibody levels in patients
using readily available techniques and standardized protocols.
Experts have proposed provisional standards for levels of mite
allergens in dust that lead to sensitization and symptoms. A risk
level where chronic exposure may cause sensitization is z sg Der
p1 (Dermatophagoides pteronysinus allergen I) per gram of dust
(or ioo mites / g or 0.6 mg quanine /g of dust). A risk level for
acute asthma in mite-allergic individuals is Lo )sg (Der p1) of the
allergen per gram of dust (or 500 mites /g of dust).
Controlling house dust mite infestation includes covering
mattresses, hot washing of bedding, and removing carpet from
bedrooms. For mite allergic individuals, it is recommended that
home relative humidities be lower than percent. Mites desic-
cate in drier air (absolute humidities below 7kg.). Vacuum clean-
ing and use of acaricides can be effective short-term remedial
strategies. One such acaracide, Acarosan, is registered with EPA
to treat carpets, furniture, and beds for dust mites.
Hypersensitivity Pneumonitis
Another class of hypersensitivity disease is hypersensitivity
pneumonitis, which may include humidifier fever.
Hypersensitivity pneumonitis, also called allergic alveo-litis, is a
granulomatous interstitial lung disease caused by exposure to
airborne antigens. It may affect from one to five percent or
more of a specialized population exposed to appropriate anti-
gens (e.g., farmers and farmers’ lung, pigeon breeders and
pigeon breeders’ disease’) 37 . Continued antigen exposure may
II

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INDOOR AIR POLLUTION An introduction for Health Professionals
lead to end-stage pulmonary fibrosis. Hypersensitivity pneu-
monitis is frequently misdiagnosed as a pneumonia of infec-
tious etiology. The prevalence of hypersensitivity pneumonitis
in the general population is unknown.
Outbreaks of hypersensitivity pneumonitis in office
buildings have been traced to air conditioning and
humidification systems contaminated with bacteria and molds 38 .
In the home, hypersensitivity pneumonitis is often caused by
contaminated humidifiers or by pigeon or pet bird antigens. The
period of sensitization before a reaction occurs may be as long as
months or even years. Acute symptoms, which occur four to six
hours postexposure and recur on challenge with the offending
agent, include cough, dyspnea, chills, myalgia, fatigue, and high
fever. Nodules and nonspecific infiltrates may be noted on chest
films. The white blood cell count is elevated, as is specific IgG to
the offending antigen. Hypersensitivity pneumonitis generally
responds to corticosteroids or cessation of exposure (either keep-
ing symptomatic people out of contaminated environments or
removing the offending agents).
Humithfter Fever
Humidifier fever is a disease of uncertain etiology 39 . It shares
symptoms with hypersensitivity pneumonitis, but the high
attack rate and short-term effects may indicate that toxins (e.g.,
bacterial endotoxins) are involved. Onset occurs a few hours
after exposure. It is a flu-like illness marked by fever, headache,
chills, myalgia. and malaise but without prominent pulmonary
symptoms. It normally subsides within 24 hours without resid-
ual effects, and a physician is rarely consulted. Humidifier fever
has been related to exposure to amoebae, bacteria, and fungi
found in humidifier reservoirs, air conditioners, and aquaria,
The attack rate within a workplace may be quite high, some-
times exceeding 25 percent.
Bacterial and fungal organisms can be emitted from
impeller (cool mist) and ultrasonic humidifiers. Mesophilic
fungi, thermophilic bacteria, and thermophilic actinomycetes—
all of which are associated with development of allergic respons-
es—have been isolated from humidifiers built into the forced-air
heating system as well as separate console units. Airborne con-
centrations of microorganisms are noted during operation and
might be quite high for individuals using ultrasonic or cool mist
units. Drying and chemical disinfection with bleach or 3%
hydrogen peroxide solution are effective remedial measures
over a short period, but cannot be considered as reliable mainte-
nance. Only ngorous, daily, and end-of-season cleaning regi-
mens, coupled with disinfection, have been shown to be
eflèctive. Manual deaning of contaminated reservoirs can cause
exposure to allergens and pathogens.
Mycotoxins
Another class of agents that may cause disease related to indoor
airborne exposure is the mycotoxins. These agents are fungal
metabolites that have toxic effects ranging from short-term irri-
tation to immunosuppression and cancer. Virtually all the infor-
mation related to diseases caused by mycotoxins concerns
ingestion of contaminated food °, However, mycotoxins are
contained in some kinds of fungus spores, and these can enter
the body through the respiratory tract. At least one case of neu-
rotoxic symptoms possibly related to airborne mycotoxin expo-
sure in a heavily contaminated environment has been report-
ed 41 . Skin is another potential route of exposure to mycotoxins.
Toxins of several fungi have caused cases of severe dermatosis.
In view of the serious nature of the toxic effects reported for
mycotoxins, exposure to mycotoxin-producing agents should
be minimized.
References
Burge. Harriet A. and Feely, J.C. “indoor Air Pollution and Infectious
Diseases.” In: Samet.J.M. and Spengler,J.D. eds., In doorAir Pollution, A Health
Perspective (Baltimore MD:Johns Hopkins University Press, ty i), pp. 273-84.
Brunekreeff, B., Dockerv, D.W. et al. ‘Home Dampness and Respiratory
Morbidity in Children,” American Revie”.vofRespirarorcDisease 1989; 140:1363-67.
Rerstein, R.S., Sorenson, W.G. et a!. “Exposures to Respirable Airborne
Penicillium from a Contaminated Ventilation System: Clinical. Environmental,
and Epidemiological Aspects.” Americas Industrial l-Iyg ieneAssodat ion Journal 1983;
44:161-69.
Burge. Harriet A. Bioaerosois: Prevalence and Health Effects in the indoor
Environment.Journal ofAllergy and Clinical Immunology , o; 86:687-704.
Burge, Harriet A. “Risks Associated With indoor Infectious Aerosols.”
Toxicology and Industrial Health ‘990; 6:263-73.
Brundage, J.F.. Scott. R. et al. “Building-Associated Risk of Febrile Acute
Respiratory Disease in Army Trainees.”Journal of the American Medical Association
1988 259:2108-12.
Nolan, CM.. Elarth. A.M. et al, “An Outbreak of Tuberculosis in a Shelter for
Homeless Men: A Description of Its Evolution and Control.” American Review of
Respiratory Disease 1991; 143:257-61.
‘°Ainerican Lung Association, Lung Disease Data 1993. Publication No. 0456, 1993.
31 Centers for Disease Control and American Thoracic Society. Core Curriculum
On Tuberculosis. Second Edition, t s.
32 Nardell, E.A., Keegan,Joann et al. “Airborne Infection: Theoretical Limits of
Protection Achievable By Building Ventilation.” American Revicts’ of Respiratory
Disease 1991; 144:302-06,
Lee, T,C., Stout. Janet E. and Yu, V.L. “Factors Predisposing to Legionella
pneumophila Colonization in Residential Water Systems.” Archives of
Environmental Health 1988; 43:59-62.
Weissman, D.N. and Schuyler. MR. “Biological Agents and Allergic Diseases.”
In: Samet.J,M. and Spengler,J.D. eds., Indoor Air Pollution, A Health Perspective
(Baltimore MD: Johns Hopkins University Press, 1991), pp. 285-305.
‘Arlian. L.G. “Biology and Ecology of House Dust Mite. Dermatophagoldes
spp. and Euroglyphus spp.” Immunology and Allergy Clinics of North America 1989;
9:339-56.
36 PlamsMffls T.A,E. and Chapman. M.D. ‘Dust Mites: Immunology, Allergic
Disease, and Environmental Control.”Joun ,al ofAllergy and Clinical Immunology
1987; 80:755-75.
‘ 7 Fink.J.N.”Hypersensitivity Pneumonitis.” In: Middleton, E., Reed, CE, and
Ellis, E.F. eds., Allergy Principles and Practice iSt. Louis: CV. Mosby. ,9xx), pp. ,o8 -
1100.
Fink,J.N. “Hypersensitivity Pneumonitis.” In: Middleton, E,, Reed, CE. and
Ellis, E.F. eds., Allergy Principles and Practice St. Louis: CV, Mosby. 19 5 5), pp. 1085-
1100.
39 Burge, Harriet A., Solomon,W.R. and Boise,J.R. “Microbial Prevalence in
Domestic Humidifiers.” Applied and Environmental Microbiology 1980; 39:840-44.
°Baxter, CS.. Wey, HE. and Burg, W.R. “A Prospective Analysis of the
Potential Risk Associated with Inhalation ofAslatoxin-Contaminated Grain
Dusts,” Food and Cosmetics Toxicology 198,; 19:763-69.
Croft, W.A.,Jarvia, B.B, Yatawara, CS, 1986. Airborne outbreak of tri-
chothecene toxicosis. Atmosph. Environ. 20:549-552. See also Baxter, CS. Wey, HE.,
Burg WE. 1981. A prospective analysis of the potential risk associated with inhala-
tion of aflatoxin-contaminated grain dusts. Food Cosmet Toxicol. 19763-769.
52

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An Introduction for Health Professionals INDOOR AIR POLLUTION
Health Problems Caused By
Volatile Organic Compounds
(Formaldehyde, Pesticides, Solvents, Cleaning Agents)
Key Signs/Symptoms
• conjunctival irritation
• nose, throat discomfort
• headache
• allergic skin reaction
• dyspnea
• declines in serum cholinesterase levels
U nausea, emesis
• epistaxis (formaldehyde)
• fatigue
• dizziness
Diagnostic Leads
• Does the individual reside in mobile home or new conven-
tional home containing large amounts of pressed wood
products?
• Has individual recently acquired new pressed wood furniture?
• Does the individual’s job or avocational pursuit include den-
cal, craft, graphics, or photographic materials?
• Are chemical cleaners used extensively in the home, school,
or workplace?
• Has remodeling recently been done in home, school or
workplace?
• Has individual recently used pesticides, paints, or solvents?
Remedial Action
Increase ventilation when using products that emit volatile
organic compounds, and meet or exceed any label precautions.
Do not store opened containers of unused paints and similar
materials within home or office. See special note on pesticides.
Formaldehyde is one of the best known volatile organic
compound (VOC) pollutants, and is one of the few indoor air
pollutants that can be readily measured. Identify, and if possible,
remove the source if formaldehyde is the potential cause of the
problem. If not possible, reduce exposure: use polyurethane or
other sealants on cabinets, paneling and other furnishings. To
be effective, any such coating must cover all surfaces and edges
and remain intact. Formaldehyde is also used in permanent
press fabric and mattress ticking. Sensitive individuals may
choose to avoid these products.
Comment
At room temperature, volatile organic compounds are emitted as
gases from certain solids or liquids. VOCs include a variety of
chemicals (e.g., formaldehyde, benzene, perthloroethylene), some
of which may have short- and long-term effects. Concentrations of
many VOCs are consistently higher indoors than outdoors. A
study by the EPA, coveting six communities in various parts of the
United States, found indoor levels up to ten times higher than
those outdoors—even in locations with significant outdoor air pol-
lution sources, such as petrochemical plants 42 .
A wide array of volatile organics are emitted by products
used in home, office, school, and arts/crafts and hobby activi-
ties. These products, which number in the thousands, include:
• personal items such as scents and hair sprays;
• household products such as finishes, rug and oven cleaners,
paints and lacquers (and their thinners), paint strippers, pesti-
rides (see below);
• dry-cleaning fluids
• building materials and home furnishings;
• office equipment such as some copiers and printers;
• office products such as correction fluids and carbonless copy
paper 43 ;
• graphics and craft materials including glues and adhesives,
permanent markers, and photographic solutions.
Many of these items carry precautionary labels specify-
ing risks and procedures for safe use; some do not. Signs and
symptoms of VOC exposure may include eye and upper respi-
ratory irritation, rhinitis, nasal congestion, rash, pruritus,
headache, nausea, vomiting, dyspnea and, in the case of
formaldehyde vapor, epistaxis.
Fonnaldehyde
Formaldehyde has been classified as a probable human car-
cinogen by the EPA 45 . Urea-formaldehyde foam insulation
(UFFI), one source of formaldehyde used in home construc-
tion until the early 198os, is now seldom installed, but
formaldehyde-based resins are components of finishes, ply-
wood, paneling, fiberboard, and particleboard, all widely
employed in mobile and conventional home construction as
building materials (subflooring, paneling) and as components
‘3

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INDOOR AIR POLLUTION An Introduction for Health Professionals
of furniture and cabinets, permanent press fabric, draperies,
and mattress ticking.
Airborne formaldehyde acts as an irritant to the conjunc-
tiva and upper and lower respiratory tract. Symptoms are tem-
porary and, depending upon the level and length of exposure,
may range from burning or tingling sensations in eyes, nose,
and throat to chest tightness and wheezing. Acute, severe reac-
tions to formaldehyde vapor—which has a distinctive, pungent
odor—may be associated with hypersensitivity. It is estimated
that mo to zo percent of the U.S. population, induding asthmat-
ics, may have hyperreactive airways which may make them
more susceptible to formaldehyde’s effects .
Pesticides
Pesticides sold for household use, notably impregnated strips,
and foggers or “bombs”, which are technically classed as semi-
volatile organic compounds, indude a variety of chemicals in
various forms. Exposure to pesticides may cause harm if they
are used improperly. However, exposure to pesticides via
inhalation of spray mists may occur during normal use.
Exposure can also occur via inhalation of vapors and contami-
nated dusts after use (particularly to children who may be in
dose contact with contaminated surfaces). Symptoms may
include headache, dizziness, muscular weakness, and nausea. in
addition, some pesticide active ingredients and inert compo-
nents are considered possible human carcinogens. Label direc-
tions must be explicitly followed 7 .
Refeiences
42 U.S. Environmental Protection Agency, Office of Acid Deposition,
Environmental Monitoring and Quality Assurance. Project Summary: The Total
Exposure Assessment Methodology (TE.&M) Study. EPA-6oo-S6-8 7 -oo . ‘987.
‘ Marks,J.G..Jr. Trautlein,JJ. eta!. ‘Contact Urticaria and Airway Obstruction
From Carbonless Copy Paper.”Journal of the Amer ican Medical Association 1984;
252:1038-40.
LaMarte, F.P., Merchant,J.A. and Casale. T.B. “Acute Systemic Reactions to
Carbonless Copy Paper Associated With Histamine Release.” Journal of the
American Medical Association 1988: 26o:s 2-43.
‘ U.S. Environmental Protection Agency, Office of Air and Radiation. Report to
Congress on IndoorAir Quality, Volume II: Assessment and Control of Indoor Air
Pollution, )f). i, 4-14. EPA.400-I-89-00IC. 1989.
U.S. Environmental Protection Agency, U.S. Public Health Service, and
National Environmental Health Association. Introduction to Indoor Air Quality: A
Reference Manual, p. 87. EPA’400’3-91-oo3, 1991.
U.S. Environmental Protection Agency Office of Research and Development.
Final Report: Non occupational Pesticide Exposure Study (NOPES), p. 6o. EPA ’tioo-3-
90-003, 1990.
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An Introdnction for Health Professionals INDOOR Ai . PoLLUTION
Health Proble-ms Caused By
Heavy Metals:
Airborne Lead and Mercury Vapor
Key Signs/Symptoms of
Lead Poisoning in Adults...
• gastrointestinal discomfort/constipation/anorexia!
nausea
• fatigue, weakness
• personality changes
• headache
• hearing loss
• tremor, lack of coordination
and in Infants and Small Children
• irritability
• abdominal pain
• ataxia
• seizures/loss of consciousness
• (chronic) learning deficits
• hyperactivity, reduced attention span
Key Signs/Symptoms of Mercury Poisoning
• muscle cramps or tremors
• headache
• tachycardia
• intermittent fever
• acrodynia
• personality change
• neurological dysfunction
Diagnostic Leads
• Does the family reside in old or restored housing?
• Has renovation work been conducted in the home, work-
place, school, or day care facility?
• Is the home located near a busy highway or industrial area?
• Does the individual work with lead materials such as solder
or automobile radiators?
• Does the child have sibling, friend, or classmate recently
diagnosed with lead poisoning?
• Has the individual engaged in art, craft, or workshop pur-
suits?
• Does the individual regularly handle firearms?
• Has the home interior recently been painted with latex paint
that may contain mercury?
• Does the individual use mercury in religious or cultural
activities?
Remedial Action
Wet-mop and wipe furniture frequently to control lead dust.
Have professional remove or encapsulate lead containing paint;
individuals involved in this and other high exposure activities
should use appropriate protective gear and work in well-venti-
lated areas. Do not bum painted or treated wood.
Comment
Airborne Lead
Most health professionals are aware of the threat of lead toxici-
ty, particularly its long term impact on children in the form of
cognitive and developmental deficits which are often cumula-
tive and subtle. Such deficits may persist into adulthood 48 .
According to the American Academy of Pediatrics, an estimated
three to four million children in the U.S. under age six have
blood lead levels that could cause impaired development, and
an additional 400,000 fetuses are at similar risk 49 .
Lead toxicity may alternatively present as acute illness.
Signs and symptoms in children may include irritability, abdomi-
nal pain, emesis, marked ataxia, and seizures or loss of con-
sciousness. In adults, diffuse complaints—including headache,
nausea, anorexia (and weight loss), constipation, fatigue, person-
ality changes, and hearing loss—coupled with exposure opportu-
nity may lead to suspicion of lead poisoning.
Lead inhibits heme synthesis. Since interruption of that
process produces protoporphyrin accumulation at the cellular
level, the standard screening method is investigation of blood
lead (PbB) levels which reveal recent exposure to lead. Acute
symptomology in adults is often associated with PbB at levels of
40 jug/di or higher. There is good evidence for adverse effects of
lead in very young children at much lower levels. 50 5 ’ The
Centers for Disease Control and Prevention has set 10 i g 1 dl as
the level of concern 52 . Increased maternal Pb exposure has also
been deemed significant in pregnancy, since an umbilical cord
PbB of greater than io ag/dl has been correlated with early
developmental deficits. If sufficiently high PbB levels are
confirmed, chelation therapy may be indicated. Suspected low
level lead contamination cannot be accurately identified by a
‘5

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INDOOR AIR POLLUTION An Introduction for Health Professionals
erythrocyte protoporphyrin (EP) finger-stick test, but requires
blood lead analysis.
Lead poisoning via ingestion has been most widely publi-
cized, stressing the roles played by nibbling of flaking paint by
infants and toddlers and by the use of lead-containing foodware
(glass, and soldered metal-ceramic ware) by adults. Lead dust
flaking or “chalking” off lead painted walls generated by friction
surfaces is a major concern. Airborne lead, however, is also a
worrisome source of toxicity. There is no skin absorption associ-
ated with inorganic lead.
Airborne lead outdoors, originating chiefly from gaso-
line additives, has been effectively controlled since the 198os
through regulation at the federal level. Much of this lead still
remains in the soil near heavily trafficked highways and in
urban areas, however, and can become airborne at times. It
may enter dwellings via windows and doors, and contaminated
soil can also be tracked inside.
Indoors, the chief source is paint. Lead levels in paints
for interior use have been increasingly restricted since the 1950s,
and many paints are now virtually lead free. But older housing
and furniture may still be coated with leaded paint, sometimes
surfacing only after layers of later, non-lead paint have flaked
away or have been stripped away in the course of restoration or
renovation. In these circumstances, lead dust and fumes can
permeate the air breathed by both adults and children.
Additional sources of airborne lead indude art and craft
materials, from which lead is not banned, but the U.S. Consumer
Product Safety Commission (CPSC) requires its presence to be
dedared on the product label Wit is present in toxic amounts.
Significant quantities are fbund in many paints and glazes, stained
glass, as well as in some solder. Hazan ous levels of atmospheric
lead have been found at police and civilian using ranges. Repair and
deaning of automobile radiators in inadequately ventilated premis-
es can expose workers to perilous levels of airborne lead. The use of
treated or painted wood in fireplaces or improperly vented wood
stoves may release a variety of substances, induding lead and other
heavy metals, into the air.
Mercury Vapor
While old paint has been the most publicized source of airborne
heavy metal (i.e., lead), new paint has emerged as a concern as
well. A 1990 report detailed elevated levels of mercury in per-
sons exposed to interior latex (water-based) paint containing
phenylmercuric acetate’ 3 . PMA was a preservative that was
used to prolong the product’s shelf life.
Initial action by the U.S. Environmental Protection
Agency resulted in the elimination of mercury compounds from
indoor latex paints at the point of manufacture as of August
i o, with the requirement that paints containing mercury,
induding existing stocks originally designed for indoor use, be
labeled or relabeled “For Exterior Use Only”. As of September
ipoi, phenylmercuric acetate is forbidden in the manufacture of
exterior latex paints as well. Latex paints containing hazardous
levels of mercury may still remain on store shelves or in homes
where they were left over after initial use, however.
An additional matter of concern, recently noted by the
CPSC, is the sprinkling of mercury about the home by some eth-
nic/religious groups ’ 4 . According to the CPSC, mercury for this
purpose is purveyed by some herbal medicine or botanical shops
to consumers unaware of the dangers of the substance.
References
Needleman, H.L. Schell, A. et a!. “The Long-Term Effects of Exposure to
Low Doses of Lead in Childhood: An is-Year Follow-up Report” The New
En ,giand Journal of Medicine 5990; 322:83-88.
American Academy of Pediatrics. “Lead Poisoning: Next Focus of
Environmental Action” Statement issued January i i.
50 Bellinger, D., Sloman, J. et a!. “Low.Level Lead Exposure and Children’s
Cognitive Function in the Preschool Years.” Pedw.tncs i i; 87:2 19-27.
““Lower ‘Threshold of Concern’ for Children’s Lead Levels”. FDA Consumer,
December 1991. p. 6.
Centers for Disesse Control. “Preventing Lead Poisoning in Young
Children”. October 1991.
Agocs. Mary M., Etzel, Ruth A. et at “Mercury Exposure from Latex Interior
Paint.” The Nra’ England Journal of Medicine. 5990; 323:1096-005.
“Consumer Product Saferv Commission. Safety Alert: Mercury Vapors.

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An Introduction for Health Professionals INDOOR AIR POLLUTION
Health Problems Caused By
Sick Building Syndrome
Key Signs/Symptoms
• lethargy or fatigue
• headache, dizziness, nausea
• irritation of mucous membranes
• sensitivity to odors
Diagnostic Leads
• Are problems temporally related to time spent in a particular
building or part of a building?
• Do symptoms resolve when the individual is not in the
building?
• Do symptoms recur seasonally (heating, cooling)?
• Have co-workers, peers noted similar complaints?
Remedial Action
Appropriate persons—employer, building owner or manager,
building investigation specialist, if necessary state and local gov-
ernment agency medical epidemiologists and other public health
officials—should undertake investigation and analysis of the
implicated building, particularly the design and operation of
HVAC systems, and correct contributing conditions. Persistence
on the part of individual(s) and health care consultant(s) may be
required to diagnose and retnediate the building problems.
Comment
The term “sick building syndrome” (SBS), first employed in the
1970S, describes a situation in which reported symptoms among
a population of building occupants can be temporally associated
with their presence in that building. Typically, though not
always, the structure is an office building.
Generally, a spectrum of specific and nonspecific complaints
are involved. Typical complaints, in addition to the signs and symp-
toms already listed, may also include eye and/or nasophasyngeal
irritation, rhinitis or nasal congestion, inability to concentrate, and
general malaise—complaints suggestive of a host of common ail-
ments, some ubiquitous and easily communicable. The key factors
are commonality of symptoms and absence of symptoms among
building occupants when the individuals are not in the building.
Sick building syndrome should be suspected when a sub-
stantial proportion of those spending extended time in a building
(as in daily employment) report or experience acute on-site dis-
comfort. Et is important, however, to distinguish SBS from prob-
lems of building related illness. The latter term is reserved for
situations in which signs and symptoms of diagnosable illness
are identified and can be attributed directly to specific airborne
building contaminants. Legionnaires’ Disease and hypersensitivi-
ty pneumonitis, for example, are building related illnesses.
There has been extensive speculation about the cause or
causes of SBS. Poor design, maintenance, and/or operation of
the structure’s ventilation system may be at fault 55 . The ventila-
tion system itself can be a source of irritants. Interior redesign,
such as the rearrangement of offices or installation of partitions,
may also interfere with efficient functioning of such systems.
Another theory suggests that very low levels of specific
pollutants, including some discussed in the preceding pages,
may be present and may act synergistically, or at least in combi-
nation, to cause hcalth effects. Humidity may also be a factor:
While high relative humidity may contribute to biological pol-
lutant problems, an unusually low level—below 20 or 30 per-
cent—may heighten the effects of mucosal irritants and may
even prove irritating itself Other contributing elements may
include poor lighting and adverse ergonomic conditions, tem-
perature extremes, noise, and psychological stresses that may
have both individual and interpersonal impact.
The prevalence of the problem is unknown. A 5984 World
Health Organization report suggested that as many as 30 percent
of new and remodeled buildings worldwide may generate exces-
sive complaints related to indoor air quality 56 . In a nationwide,
random sampling of U.S. office workers, percent perceived air
quality problems in their work environments, and ao percent
believed their work performance was hampered thereby 57 .
When SBS is suspected, the individual physician or other
health care provider may need to join forces with others (e.g.,
clinicians consulted by an individual’s co-workers, as well as
industrial hygienists and public health officials) to adequately
investigate the problem and develop appropriate solutions.
References
55 professional group, the American Society of Heating, Refrigerating, and
Air-Conditioning Engineers (ASHRAE), has established standards of ventilation
for the achievement of acceptable indoor air quality. These criteria do not have
the force of law, are typically invoked only for new or renovated construction,
and even when met do not assure comfortable and healthful air quality under
all conditions and in all circumstances.
U.S. Environmental Protection Agency, Office of Air and Radiation. Indoor
Air Facts No. : Sick Building Syndrome, revised, t i.
“Kreiss, Kathleen. “The Sick Building Syndrome: Where Is the Epidemiologic
Basis?” American Journal of Public Health t99o; 80: 1 172-73.
17

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INDOOR AIR POLLUTION An Introduction for Health Professionals
Health Problems Caused By
Two Long-Term Risks:
Asbestos and Radon
Asbestos and radon are among the most publicized indoor air
pollutants. Both are known human carcinogens. Their carcino-
genic effects are not immediate but are evident only years, even
decades, after prolonged exposure.
Asbestos
Once widely used in structural fireproofing, asbestos may be
found predominantly in heating systems and acoustic insula-
tion, in floor and ceiling tiles, and in shingles in many older
houses. It was formerly used in such consumer products as
fireplace gloves, ironing board covers, and certain hair dryers.
When asbestos-containing material is damaged or disin-
tegrates with age, microscopic fibers may be dispersed into the
air. Over as long as rwenty. thirty, or more years, the presence
of these fibers within the lungs may result in asbestosis
(asbestos-caused fibrosis of the lung, seen as a result of heavy
occupational exposure) 58 , lung cancer and pleural or peritoneal
cancer, or mesothelioma 59 . For lung cancer, the effect of tobac-
co smoking in combination with asbestos exposure appears to
be synergistic by approximately fivefoldoo. Occupational expo-
sure may also be associated with increased risk of gastrointesti-
nal malignancies. Attention should be focused on those popula-
tions with continual exposure and documented health effects,
e.g. maintenance workers.
Products and materials containing asbestos are not nec-
essarily so labeled. Construction professionals or state or local
environmental agencies may inspect and analyze suspect mate-
rials. Manufacturers of particular products may also be able to
supply information.
The risk of disease depends on exposure to airborne
asbestos fibers. Average levels in buildings are low, and the risk
to building occupants is therefore low.
Removal of asbestos is not always the best choice to
reduce exposure. The EPA requires asbestos removal only in
order to prevent significant public exposure and generally rec-
ommends an in-place management program when asbestos has
been discovered and is in good condmon 61 .
Radon
Radon is the second leading cause of lung cancer, following
smoking. Radon is odorless, colorless, and tasteless. It is a natu-
rally occurring radioactive gas resulting from the decay of radi-
um, itself a decay product of uranium. Radon in turn breaks
down into radon decay products. short-lived radionuclides.
These decay products, either free or attached to airborne parti-
cles, are inhaled, and further decay can take place in the lungs
before removal by clearance mechanisms.
It is the emission of high-energy alpha particles during
the radon decay process that increases the risk of lung cancer.
While the risk to underground miners has long been known,
the potential danger of residential radon pollution has been
widely recognized only since the late 197os. with the documen-
tation of high indoor levels.
When radon decay products are inhaled and deposited
in the lungs, the alpha emissions penetrate the cells of the
epithelium lining the lung. Energy deposited in these cells dur-
ing irradiation is believed to initiate the process of carcinogene-
sis. The EPA, the National Cancer Institute, the Centers for
Disease Control and Prevention, and others estimate that thou-
sands of lung cancer deaths per year are attributable to radon,
based on data from epidemiologic studies of thousands of
underground miners and from animal studies. Lung cancer is
presently the only commonly accepted disease risk associated
with radon.
Tobacco smoke in combination with radon exposure has
a synergistic effect. Smokers and former smokers are believed to
be at especially high risk. Scientists estimate that the increased
risk of lung cancer to smokers from radon exposure is ten to
twenty times higher than to people who have never smoked.
The EPA estimates that as many as six million homes
throughout the country have elevated levels of radon. Since
1988, EPA and the Office of the Surgeon General have recom-
mended that homes below the third floor be tested for radon.
Short term testing is the quickest way to determine if a
potential problem exists, taking from two to ninety days to
complete. Low-cost radon test kits are available by mail order,
in hardware stores, and through other retail outlets 62 .
Measurement devices should be state-certified or display
the phrase, “Meets EPA Requirements”. Trained contractors
who meet EPA’s requirements can also provide testing services.
The most commonly used devices are charcoal canisters, electret
ion detectors, alpha track detectors, and continuous monitors
i8

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An Introduction for Health Professionals INDOOR AiR POLLUTION
placed by contractors. Short term testing should be conducted in
the lowest lived in area of the home, with the doors and win-
dows shut. Long term testing can take up to a full year but is
more likely to reflect the home’s year round average radon level
than short term testing. Alpha track detectors and electret ion
detectors are the most common long-term testing devices.
Corrective steps include sealing foundation cracks and
holes, and venting radon-laden air from beneath the founda-
tion. Professional expertise should be sought for effective exe-
cution of these measures.
References
‘ The first death attributed to occupational asbestos exposure occurred in i ;
the details were recently recounted: Selikoff. lJ. and Greenberg, M. ‘A Land-
mark Case in Asbestosis .”Journal ofrhcismencan Med wal Association 1991;
265:898-901.
‘ For a detailed discussion of asbestos-related pulmonary disease, see: Rom,
W.N., Travis, W.D. and Brody, AR. “Cellular and Molecular Basis of the
Asbestos-related Diseases,” American Review of Respiratory Disease soqi: 14 5408-
22.
60 U.S. Environmental Protection Agency, Office of Research and
Development, Airborne Asbestos Health Assessment Update. EPA-6oo-8-8 4 -
0031’. June 1986.
‘ “Asbestos in Your Home”, American Lung Association, U.S. Consumer
Product Safety Commission, U.S. Environmental Protection Agency.
September 5990. ALA Publication No. 3716
62 See Samet,J.M., Marbury, Marian C. and Spengler,J.D. “Health Effects and
Sources of Indoor Air Pollution, Part IL” Amemian Review of Resp:ratory Disrase
5988; 537:221-42. This continuation of the overview cited earlier provides a table
of commercial sources of testing equipment for sampling and monitoring levels
of a variety of indoor air pollutants, including radon.
‘9

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INDOOR AIR POLLUTION An Introducuon for Health Professionals
Questions That May Be Asked
The subject of indoor air pollution is not without some contro-
versy. Indoor air quality is an evolving issue; it is important to
keep informed about continuing developments in this area. The
following questions may be asked of physicians and other
health professionals.
What is “multiple chemical sensitivity” or “total allergy”?
The diagnostic label of multiple chemical sensitivity (MCS)—
also referred to as “chemical hypersensitivity” or “environmen-
tal illness”— is being applied increasingly, although definition of
the phenomenon is elusive and its pathogenesis as a distinct
entity is not confirmed. Multiple chemical sensitivity has
become more widely known and increasingly controversial as
more patients received the label 63 .
Persons with the diagnostic label of multiple chemical
sensitivity are said to suffer multi-system illness as a result of con-
tact with, or proximity to, a spectrum of substances, including
airborne agents. These may include both recognized pollutants
discussed earlier (such as tobacco smoke, formaldehyde, et aL)
and other pollutants ordinarily considered innocuous. Some who
espouse the concept of MCS believe that it may explain such
chronic conditions as some forms of arthritis and colitis, in addi-
tion to generally recognized types of hypersensitivity reactions.
Some practitioners believe that the condition has a pure-
ly psychological basis. One study 63 reported a 65 percent inci-
dence of current or past clinical depression, anxiety disorders,
or somatoform disorders in subjects with this diagnosis com-
pared with aS percent in controls. Others, however, counter
that the disorder itself may cause such problems , since those
affected are no longer able to lead a normal life, or that these
conditions stem from effects on the nervous system 65 .
The current consensus is that in cases of daimed or sus-
pected MCS, complaints should not be dismissed as psy-
chogenic, and a thorough workup is essential. Primary care
givers should determine that the individual does not have an
underlying physiological problem and should consider the
value of consultation with allergists and other specialists.
Who are “clinical ecologists”?
“Clinical ecology”, while not a recognized conventional med-
ical specialty, has drawn the attention of health care profession-
als as well as laypersons. The organization of clinical ecolo-
gists—physicians who treat individuals believed to be suffering
from “total allergy” or “multiple chemical sensitivity”—was
founded as the Society for Clinical Ecology and is now known
as the American Academy of Environmental Medicine, Its ranks
have attracted allergists and physicians from other traditional
medical specialties 66 .
What are ionizers and other ozone generating air cleaners?
Ion generators act by charging the partides in a room so that
they are attracted to walls, floors, tabletops, draperies, occu-
pants, etc. Abrasion can result in these particles being resus-
pended into the air, In some cases these devices contain a col-
lector to attract the charged particles back to the unit. While
ion generators may remove small particles (e.g., those in tobac-
co smoke) from the indoor air, they do not remove gases or
odors, and may be relatively ineffective in removing large patti-
des such as pollen and house dust allergens. Although some
have suggested that these devices provide a benefit by rectifying
a hypothesized ion imbalance, no controlled studies have
confirmed this effect.
Ozone, a lung irritant, is produced indirectly by ion gen-
erators and some other electronic air cleaners and directly by
ozone generators. While indirect ozone production is of con-
cern, there is even greater concern with the direct, and purpose-
ful introduction of a lung irritant into indoor air. There is no
difference, despite some marketers’ claims, between ozone in
smog outdoors and ozone produced by these devices. Under
certain use conditions ion generators and other ozone generat-
ing air cleaners can produce levels of this lung irritant
significantly above levels thought harmful to human health. A
small percentage of air cleaners that claim a health benefit may
be regulated by FDA as a medical device. The Food and Drug
Administration has set a limit of o.o5 parts per million of ozone
for medical devices. Although ozone can be useful in reducing
odors and pollutants in unoccupied spaces (such as removing
smoke odors from homes involved in fires) the levels needed to
achieve this are above those generally thought to be safe for
humans.
Can other air cleaners help?
Ion generators and ozone generators are types of air cleaners;
others include mechanical filter air deaners, electronic air clean-
ers (e.g., electrostatic precipitators), and hybrid air deaners uti-
lizing two or more techniques. Generally speaking, existing air
20

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An Introduction for Health Professionals INDOOR AIR POLLUTION
cleaners are not appropriate single solutions to indoor air quali-
ty problems, but can be useful as an adjunct to effective source
control and adequate ventilation. Air cleaning alone cannot
adequately remove all pollutants typically found in indoor air.
The value of any air cleaner depends upon a number of
factors, induding its basic efficiency, proper selection for the
type of pollutant to be removed, proper installation in relation
to the space, and faithful maintenance. Drawbacks, varying
with type, may include inadequate pollutant removal, re-dis-
persement of pollutants, deceptive masking rather than
removal, generation of ozone, and unacceptable noise levels.
The EPA and CPSC have not taken a position either for
or against the use of these devices in the homeo7.
Should I have my ducts cleaned?
As awareness of the importance of indoor air quality grows,
more people are looking at duct cleaning as a way to solve
indoor air quality problems. Individuals considering having.
ducts cleaned should determine that contaminated ducts are
the cause of their health problems. Even when contaminants
are found in ducts, the source may lie elsewhere, and cleaning
ducts may not permanently solve the problem. The duct clean-
ing industry is expanding to meet demand, using extensive
advertising to encourage people to use their services.
Individuals who employ such services should verify that the ser-
vice provider takes steps to protect individuals from exposure
to dislodged pollutants and chemicals used during the cleaning
process. Such steps may range from using HEPA filtration on
cleaning equipment, providing respirators for workers, and
occupants vacating the premises during cleaning.
Can carpet make people sick?
Uke many other household products and furnishings, new carpet
can be a source of chemical emissions. Carpet emits volatile organic
compounds, as do products that accompany carpet installation such
as adhesives and padding. Some people report symptoms such as
eye, nose and throat irntation; headaches; skin irritations; shortness
of breath or cough; and fatigue, which they may associate with new
carpet installation. Carpet can also act as a “sink” for chemical and
biological pollutants induding pesticides, dust mites, and fungi.
Individuals purchasing new carpet should ask retailers for
information to help them select lower emitting carpet, cushion, and
adhesives. Before new carpet is installed, they should ask the retailer
to unroll and air out the carpet in a dean, well-ventilated area. They
should consider leaving the premises during and immediately after
carpet installation or schedule the installation when the space is
unoccupied. Opening doors and windows and increasing the
amount of fresh air indoors will reduce exposure to most chemicals
released from newly installed carpet. During and after installation in
a home, use of window fans and room air conditioners to exhaust
fumes to the outdoors is recommended. Ventilation systems
should be in proper working order, and should be operated during
installation, and for 48 to 72 hours after the new carpet is installed.
Individuals should request that the installer follow the
Carpet and Rug Institute’s installation guidelines 68 . If new car-
pet has an objectionable odor, they should contact their carpet
retailer. Finally, carpet owners should follow the manufactur-
er’s instructions for proper carpet maintenance.
Can plants control indoor air pollution?
Recent reports in the media and promotions by the decorative
houseplant industry characterize plants as “nature’s dean air
machine”, claiming that National Aeronautics and Space
Administration (NASA) research shows plants remove indoor
air pollutants. While it is true that plants remove carbon diox-
ide from the air, and the ability of plants to remove certain
other pollutants from water is the basis for some pollution con-
trol methods, the ability of plants to control indoor air pollution
is less well established. Most research to date used small cham-
bers without any air exchange which makes extrapolation to
real world environments extremely uncertain. The only avail-
able study of the use of plants to control indoor air pollutants in
an actual building could not determine any benefit from the use
of plants 69 . As a practical means of pollution control, the plant
removal mechanisms appear to be inconsequential compared
to common ventilation and air exchange rates. In other words,
the ability of plants to actually improve indoor air quality is lim-
ited in comparison with provision of adequate ventilation.
While decorative foliage plants may be aesthetically pleas-
ing, it should be noted that overdamp planter soil conditions may
actually promote growth of unhealthy micro-organisms.
Reterences
63 Black, D.W. Rathe, Ann and Goldstein, Rise B. “Environmental Illness: A
Controlled Study of 26 Subjects With ‘zoth Century Disease’.”Jountal of the
American Medical Association 5990; 264:3166-70.
Fiedler, N., Maccia, C., Kipen, H. “Evaluation of Chemically Sensitive
Patients”.Jounial of Occupational Medicine. 1992. 34:529-538
65 Heuser, G., Wojdani, A , Heuser, S. “Diagnostic Markers of Multiple
Chemical Sensitivity”. Multiple Chemical Sensitivities: Addendum to Biologic
Markers in Immunotoxicolo y. 1992. PP. 117-138. National Research Council.
National Academy Press. Washington D.C.
See Ducataman et al. “What is Environmental Medicine?” Journal of
Occupational Medicine 5990; 32: 1130-32. Also see American College of Physicians
Health and Public Policy Committee. “Occupational and Environmental
Medicine: The Internist’s Role”. Annals of Internal Medicine 1990; 113:974-82.
67 For further specifics, see: U.S. Environmental Protection Agency, Office of
Air and Radiation. Residential Air Cleaning Devices — A Summary ofAvailable
Information. EPA-400-I-90-ooz, 1990.
68 Residential Carpet Installation Standard. The Carpet and Rug Institute. First
Edition. i o. CR1 Publication No. 105-1990.
69 National Aeronautics and Space Administration. Interior Landscape Plants for
Indoor Air Pollution Abatement. September 15, 1989.
21

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INDOOR Aia POLLUTION An Introduction for Health Professionals
For Assistance and
Additional Information
For assistance and guidance in dealing with known or suspected
adverse effects of indoor air pollution, contact the U.S.
Environmental Protection Agency Indoor Air Quality
Information Clearinghouse (1-800-438-4318), EPA regional
offices, and state and local departments of health and environ-
mental quality, and your local American Lung Association
(i-8oo-LUNG-USA).
For information on particular product hazards, contact
the U.S. Consumer Product Safety Commission (1-800-638-
CPSC). Individual manufacturers, as well as trade associations,
may also supply pertinent information.
For information about regulation of specific pollutants,
call the EPA Toxic Substances Control Act (TSCA) Assistance
Information Service (202-554-1404).
For information relating to occupational exposures, con-
tact the Occupational Safety and Health Administration (202-
523-6091) or the National institute of Occupational Safety and
Health (L-800-35-NIOSH).
For information on lead, contact the National Lead
Information Center (i-8oo-LEAD FYI). For information on pes-
ticides, contact the National Pesticides Telecommunications
Network (1-800-858-PEST).
Many sources of information are listed in the references
at the end of each chapter. The following publications may also
be useful to the health professional and to the patient.
Gold, D.R. “indoor Air Pollution”. Clinics in Chest Medicine.
June 5992. 13(2):215—229.
Samet, J.M., Spengler, J.D., eds. Indoor Air Pollution — A Health
Perspective.Johns Hopkins University Press. Baltimore, MD. i i.
Turiel, I. Indoor Air Quality and Human Health. 1985. Stanford
University Press. Stanford, CA.
U.S. Environmental Protection Agency. “Building Air Quality:
A Guide for Building Owners and Facility Managers”. U.S.
Government Printing Office. Washington, D.C. EPA-o55-ooo-
00390-4. December1991.
U.S. Environmental Protection Agency. “EPA Indoor
Environmental Quality Survey”. 1992. 0MB No. 2060-0244.
U.S. Environmental Protection Agency, U.S. Public Health
Service, National Environmental Health Association.
“Introduction to Indoor Air Quality: A Self-Paced Learning
Module”. EPA-400-3-9 1-ooz. July i I.
U.S. Environmental Protection Agency. The Total Exposure
Assessment Methodology (TEAM) Study; Project Summary.
1987. EPA-600-56-87-ooa.
General
For the health professional:
American Lung Association. “Health Effects and Sources of
indoor Air Pollution, Parts 1 and Il”. 1989. Publication No. o8 ’c.
American Thoracic Society. “Environmental Controls and
Lung Disease”. American Review of Respiratory Disease. 5990. 142:
9 15—939.
Gammage, R.B., Kaye, S.V. IndoorAir and Human Health. Lewis
Publishers, Inc. Chelsea, MI.
Gergan, Pj., Weiss, KB. “The Increasing Problem of Asthma in
the United States”. American Review of Respiratorj Disease, 5992.
546(4): 823—824,
Wadden, R.A., Scheff, P.A. Indoor Air Pollution —
Characterization, Prediction, and Control. 1983. John Wiley and
Sons, Inc. New York, NY.
For the patient (may be helpful to the professional as well):
American Lung Association. “Air Pollution in Your Home?”.
1990. Publication No. :ooic.
American Lung Association. “Home Indoor Air Quality
Checklist”. 5992. Publication No. o679c.
American Lung Association. “Indoor Air Pollution Fact Sheet
— Household Products”. 1990. Publication No. 1 187c.
U.S. Environmental Protection Agency, U.S. Consumer
Product Safety Commission. “The Inside Story: A Guide To
Indoor Air Quality”. ‘993. EPA-4o2-R-93-0 13.
22

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An Introduction for Health Professionals INDOOR AIR POLLUTION
U.S. Environmental Protection Agency. “Targeting Indoor Air With Documented Cardiac Arrhythmias”. Health Effects
Pollution — EPA’s Approach and Progress”. September 1992. Institute Research Report No. 52. 1992.
EPA-400 -R-92-o 12.
U.S. Consumer Product Safety Commission. “The Senseless
Killer”. ‘993. GPO Publication No. 1993-0-356-764.
Environmental Tobacco Smoke
Kirkpatrick, J.N. “Occult Carbon Monoxide Poisoning”. Western
For the health professional: Journal of Medicine. 1987. 147:52—56.
Bascom, R., Kulle T., Kagey-Sobotka A., Proud, D. “Upper
Respiratory Tract Environmental Tobacco Smoke Sensitivity”. Animal Dander, Molds,
American Review of Respiratory Disease. 1991. 143:1304-1311. Dust Mites, Other Biologicals
International Cancer Information Center. “Selected Abstracts For the health professional:
on Environmental Tobacco Smoke and Cancer”. National
Cancer Institute. Oncolo ,i Reviews series. October 1989. Burge, Harriet A. “Indoor Air and Infectious Disease”. In: Cone,
J.E., Hodgson, M.J. Problem Buildings: Building-Associated Illness
For the patient (may be helpful to the professional as well): and the Sick Building Syndrome. State of the Art Reviews in
Occupational Medicine. 1989. 4(4): 713—721.
American Lung Association. “Indoor Air Pollution Fact Sheet -
Secondhand Smoke”. 1989. Publication No. n85C. Burge, Harriet A. “Toxigenic Potential of Indoor Microbial
Aerosols”. In: Sandhu, S.S., MeMarini, D.M., Mass, Mj.,
American Lung Association. “Reducing the Health Risks of Moore, M.M., Mumford,J.L. Short-Term Bioassays in theAnalysis
Secondhand Smoke”. 1992. Publication No. 1085. of Complex Environmental Mixtures. V. Plenum Publishing, Inc.
1987:391—72 1.
U.S. Environmental Protection Agency. “Respiratory Health
Effects of Passive Smoking” Fact Sheet. January 1993. Gallup, J., Kozak, P., Cunmiins, L., Gillman, S. 1987. “Indoor
Mold Spore Exposure: Characteristics of 127 Homes in
U.S. Environmental Protection Agency. “What You Can Do Southern California with Endogenous Mold Problems”.
About Secondhand Smoke”.July 1993. EPA-4o4-F-93-oo4. Experientia Suppl. 5I 139—142.
Health Department Victoria. 1989. ‘Guidelines for Control of
Combustion Products Legionnaire’s Disease”. Health Department Victoria.
Melbourne, Australia.
For the patient (may be helpful to the professional as well):
Morey, PH., Feeley,J.C. Sr., Otten,J.A. “Biological
American Lung Association. “Indoor Air Pollution Fact Sheet - Contaminants In Indoor Environments”. STP 1071,
Combustion Products”. 1992. Publication No. , 182c. Philadelphia: ASTM, 1990.
U.S. Consumer Product Safety Commission, U.S. Platts-Mills, T.A.E., de Weck, A.L. 1989. “Dust Mite Allergens
Environmental Protection Agency, American Lung Association. and Asthma — A Worldwide Problem (International
“What You Should Know About Combustion Appliances and Workshop)” Journal Allergy Clinical Immunology. 83:4 16—427.
Indoor Air Pollution”. 199,. ALA Publication No. 37 17C.
Pope, A.M., Patterson, R., Burge, Harriet A. “Indoor Allergens:
Assessing and Controlling Adverse Health Effects.
Carbon Monoxide National Academy Press.
For the health professional: For the patient (maybe helpful to the professional as well):
Chairman, BR., Dahms, T.E., Byers, S., Carroll, L.W., Younis, American Lung Association. “Indoor Air Pollution Fact Sheet -
L.T., Wiens, R.D. “Carbon Monoxide Exposure of Subjects Biological Agents”. Publication No. ,i86c.
23

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INDOOR AIR POLLUTION An Introduction for Health Professionals
National Institutes of Health, National Institute of Allergy and
Infectious Diseases. “Something in the Air: Airborne Allergens”.
March i . NIH Publication No. 93— 93.
U.S. Consumer Product Safety Commission, American Lung
Association,. “Biological Pollutants In Your Home”. 1990. ALA
Publication No. 3715C.
U.S Consumer Product Safety Commission, “News from CPSC
- Portable Humidifiers Need Regular Cleaning During Winter
Months”. January 1992. Release No. 92—48.
U.S. Environmental Protection Agency. “Indoor Air Fact Sheet:
Use and Care of Home Humidifiers”. February 1991.
Tuberculosis
For the health professional:
“Diagnostic Standards and Classification of Tuberculosis”.
American Review of Respiratory Disea.se. 1990.142:725-35.
“Prevention and Control of Tuberculosis Among Homeless
Persons: Recommendations of the Advisory Committee for
Elimination of Tuberculosis”. Morbidity and Mortality Weekly
Report. Centers for Disease Control and Prevention. 1992. 41
(No. RR-5): 13—23.
“Prevention and Control of Tuberculosis in Facilities Providing
Long-Term Care to the Elderly: Recommendations of the
Advisory Committee for Elimination of Tuberculosis.
Morbidity and Mortality Weekly Report. Centers for Disease
Control and Prevention. 1990.39 (No. aR-to): 7—20.
“Prevention and Control of Tuberculosis in U.S. Communities
with At-Risk Minority Populations: Recommendations of the
Advisory Committee for Elimination of Tuberculosis”.
Morbidity and Mortality Weekly Report. Centers for Disease
Control and Prevention. 1992. 41 (No. RR-5): i— t a.
“Screening for Tuberculosis and Tuberculosis Infection In
High-Risk Populations: Recommendations of the Advisory
Committee for the Elimination of Tuberculosis”. Morbidity and
Mortality Weekly Report. Centers for Disease Control and
Prevention. 1990.39 (No. iut-8): I—7.
“The Use of Preventive Therapy for Tuberculosis Infection in
the United States: Recommendations of the Advisory
Committee for Elimination of Tuberculosis”. Morbidity and
Mortality Weekly Report. Centers for Disease Control and
Prevention. ‘990.39 (No. RR-8): 8—12.
“Tuberculosis Among Foreign-Born Persons Entering the
United States: Recommendations of the Advisory Committee
for Elimination of Tuberculosis”. Morbidity and Mortality
Weekly Report. Centers for Disease Control and Prevention.
1990. 39 (No.R-18): 1—21.
“Tuberculosis and Human Immunodeficiency Virus Infection:
Recommendations of the Advisory Committee for Elimination
of Tuberculosis”. Morbidity and Mortality Weekly Report.
Centers for Disease Control and Prevention. 1989. 38(14):
236—238, 243-250.
For the patient (may be helpful to the professional as well):
American Lung Association. “Facts About The TB Skin
Test”. 1992. Publication No. 0178. (Spanish version, Publication
No. 0177).
American Lung Association. “Facts About Tuberculosis”. 1991.
Publication No. 109 1.
Volatile Organic Compounds
For the health professional:
Harving, H., Dahi, R., Molhave, L. “Lung Function and
Bronchial Activity in Asthmatics During Exposure to Volatile
Organic Compounds”. American Review of Respiratory Disease.
143: 751—754.
Moihave, L., Bach, B., Pederson, O.F. 1986. “Human Reactions
to Low Concentrations of Volatile Organic Compounds”.
Environnientul International. I2:1 -176.
Norback, D. et al. 1990. “Volatile Organic Compounds,
Respirable Dust, and Personal Factors Related to the
Prevalence and Incidence of the Sick Building Syndrome in
Primary Schools”. Brtt.J. md. Med. 47:733—774.
Otto, D.A. et al. 1990. “Neurobehavioral and Sensory Initant
Effects of Controlled Exposure to a Complex Mixture of
Volatile Organic Compounds”. Neurotox. and Texatol. 12:1—4.
U.S. Environmental Protection Agency. Nonoccupational
Pesticide Exposure Study (NOPES); Project Summary.
Publication No. IAQ-0028.
24

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An Introduct ion for Health Professionals INDOOR AIR POLLUTION
Formaldehyde Norback, D. et al. 1990. “Indoor Air Quality and Personal
Factors Related to the Sick Building Syndrome”. Scan.]. Work
For the patient (may be helpful to the professional as well): Environmental Health. 16: 121—128.
American Lung Association. “Indoor Air Pollution Fact Sheet Norback, D. et al. 1990. “Volatile Organic Compounds,
Formaldehyde”. 1989. Publication No. 1 184C. Respirable Dust, and Personal Factors Related to the
Prevalence and Incidence of the Sick Building Syndrome in
U.S. Consumer Product Safety Commission. “An Update On Primary Schools”. BritJ md. Med.. 47: 733—774.
Formaldehyde”. October 1990.
Seitz, T.A. 1989. “NIOSH Indoor Air Quality Investigations
1971—1988. 163-171. In: The Practitioners Approach to Indoor Air
Sick Building Syndrome Quality Investigations. Proc. Indoor Air Quality International
Symposium. Weedes, D.M., Gammage, RB., eds. American
For the health professional: Industrial Hygiene Association, Akron, Ohio.
Bemey, B.W., Light, EN., Bennett, A.C. “Medical Evaluation Skov, P. et al. 1990. “Influence of Indoor Air Climate on the Sick
of ‘Building Related’ Symptoms”. Proceedings of the Seventh Building Syndrome in an Office Environment”. Scandinavian
Annual Hazardous Materials Management Conference Journal Work Environmental Health. ió: 363—371.
International. 1989.
Skov, P. et al. 1989. “Influence of Personal Characteristics, Job-
Burge, S. et al. 1987. “Sick Building Syndrome: A Study of Related Factors and Psychological Factors on the Sick Building
Office Workers”. Ann. Occupational Hygiene. 3I 493—504. Syndrome”. Scandinavian Journal Work Environmental Health. 5:
286—295.
Finnegan, M.J. et al. 1984. “The Sick Building Syndrome
Prevalence Studies”. Brit. Med ical Journal. 289: 1573—1575. Skov, P. et al. 1987. “The Sick Building Syndrome in the Office
Environment: The Danish Town Hall Study”. Env. mt. 13:
Hedge, A. “Work-Related Illness In Offices: A Proposed Model 334—349.
of the Sick Building Syndrome”. Env. mt. 15: 143—158.
Stenberg, B. 1989. “Skin Complaints in Buildings with Indoor
Hodgson, V.S. et al. 1986. “The Sick Building Syndrome”. In: Climate Problems”. Env. mt. 15: 81—84.
Proceedings of the Third International Conference on Indoor
Air Quality and Climate, Vol. 6. Evaluations and Condusions Sterling, T.D. et al. 1983. “Building Illness in the White Collar
for Health Sciences and Technology, pp. 87—97. Swedish Workplace”. Intentati onal Journal of Health Services. 13:277—287.
Council for Building Research. Stockholm, Sweden.
U.S. Environmental Protection Agency. “Indoor Air Quality
Kreiss, K. 1989. “The Epidemiology of Building-Related and Work Environment Study”. EPA-21-M-3004. June 1991.
Complaints and Illness”. 572—592. In: Problem Buildings: Building-
Associated Illness and the Sick Building Syndrome. Cone,J.E., For the patient (maybe helpful to the professional as well):
Hodgson, M.E., eds. Hanley and BeWus, Inc., Philadelphia.
American Lung Association. “Indoor Air Pollution In The
Mendell, Mj., Smith, A.H. “Consistent Pattern of Elevated Office”. 1992. Publication No. 1002C.
Symptoms in Air-Conditioned Office Buildings: A Reanalysis of
Epidemiologic Studies”. American Journal of Public Health. 8o: American Lung Association. “Office Indoor Air Quality
1193—1199. Checklist”. 1992. Publication No. 1003C.
McCunney, Rj. “The Role of Building Construction and U.S. Environmental Protection Agency. “Indoor Air Fact Sheet:
Ventilation in Indoor Air Pollution”. New York State Journal of Sick Building Syndrome”. April 1991.
Medicine. April 1987. pp. 203—209.
U.S. Environmental Protection Agency. “Indoor Air Fact Sheet:
Molina, C. et al. 1989. “Sick Building Syndrome — A Practical Ventilation and Air Quality In Offices”. July 1990.
Guide”. Report No. 4. Commission of the European
Communities. Brussels, Luxembourg.

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INDOOR Ais, POLLUTION An introduction for Health Professionals
Asbestos
For the patient (may be helpful to the professional as well):
American Lung Association. “Indoor Air Pollution Fact Sheet -
Asbestos’. 1991. Publication No. i ,88c.
Radon
For the health professional:
American Medical Association and U.S. Environmental
Protection Agency. “Radon: The Health Threat with a Simple
Solution. A Physician’s Guide”. AMA. EPA-402-K-93-008. 1993.
Fabrikant. .1.1. “Shelter and Indoor Air in the Twenty-First
Cemurv — Radon. Smoking and Lung Cancer Risks”.
Environniental Health Perspectives. 1990. 86:275—280.
National Academy of Sciences. Comparative Dosimetry of
Radon in Mines and Homes. National Academy Press.
Washington, D.C. 1991.
National Research Council, Committee on the Biological
Effects of Ionizing Radiation. ‘Health Risks of Radon and Other
Internally Deposited Alpha-Emitters”. BIER IV. Washington,
DC: National Academy Press, 1988.
Nero. A.\ , Jr. “Radon and Its Decay Products in Indoor Air: An
Overview”. In: Nazaroff. WW. Nero, A.V., Jr., eds. Radon and
Its Decay Products In Indoor Air. New York: John Wiley and Sons
Inc. 1988: 1—53.
Roscoe. R.J. et al. “Lung Cancer Mortality Among Non-
Smoking Uranium Miners Exposed to Radon Daughters”.
Journal of the American Medical Association. 262(5): 629—.633. 1989.
Samet, J.M. “Radon and Lung Cancer”.JNCI. 1989. 8i: 745—757.
Samet,J.M.. StolwijkJ., Rose, S.L. “Summary: International
Workshop on Residential Radon Epidemiology”. Health Phys.
1991. 60: 223—227,
U.S. Departmrnt of Health and Human Services, Public Health
Service, Agency for Toxic Substances and Disease Registry,
Radon Toxicity, 1992.
U,S. Environmental Protection Agency. National Residential
Radon Survey: Summary Report. EPA-4o2-R-9 1-OIu. 1992.
U.S. Environmental Protection Agency. Technical Support
Document for the 1992 Citizens Guide to Radon. 1992.
For the patient (may be helpful to the professional as well):
American Lung Association. “Indoor Air Pollution Fact Sheet
Radon”. 1992. Publication No. 1 183c.
American Lung Association. “Facts About Radon: The Health
Risk Indoors”. Publication No. oI74C.
US. Environmental Protection Agency. “A Citizens Guide to
Radon (second edition)”. EPA- 4 o2-K-o2-oo l. 1992.
Multiple Chemical Sensitivity
For the health professional:
Ashford, N.A., Miller CS. 1991. Chemical Exposures. Low LeveLs
and High Stakes. Van Nostrand Reinhold, New York.
Bell, Iris R. “Neuropsychiatric Aspects of Sensitivity to Low
Level Chemicals: A Neural Sensitization Model”. Conference
on Low Level Exposure to Chemicals and Neurobiologic
Sensitivity, Agency for Toxic Substances and Diseases Registry,
Baltimore, MD, April 6-7, 1994. To be printed in Journal of
Toxicity and Public Health.
Brooks, B.D. and Davis, W.F. 1991. Understanding IndoorAir
Quality. CRC Press. Boca Raton.
Cullen, M.R. 1987. “The Worker with Multiple Chemical
Sensitivities: An Overview”, In: Workers with Multiple Chemical
Sensitivity, State ofArt Rev. Occup. Med. 2:669—681.
Heilman, B. “Multiple Chemical Sensitivity”. Chemical &-
Engineering News. July 22, 1992.
Miller, Claudia S. “Chemical Sensitivity: History and
Phenomenology”. Conference on Low Level Exposure to
Chemicals and Neurobiologic Sensitivity, Agency for Toxic
Substances and Diseases Registry, Baltimore, MD. April 6—7,
1994. To be printed in Journal of Toxicity and Public Health.
Terr, A. “Clinical Ecology”. Annals of Internal Medicine. 111(2):
168—178.
U.S. National Research Council. “Biologic Markers in
Immunotoxicology”. 1992. National Academy Press.
Washington, DC.
26

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An Introduction for Health Professionals INDOOR AIR POLLUTION
U.S. National Research Council. “Multiple Chemical Carpet
Sensitivities —Addendum to Biologic Markers in
Immunotoxicology”. 1992. National Academy Press. American Lung Association. “Indoor Air Pollution Fact Sheet
Washington, D.C. Carpet”. 1992. Publication No. 1189.
U.S. Consumer Product Safety Commission. “Tips for
Air Cleaners Purchasing and Installing New Carpet” Fact Sheet. October 1992.
For the patient (may be helpful to the professional as well): U.S. Environmental Protection Agency. “Carpet and Indoor Air
Quality” Fact Sheet. October 1992.
U.S. Environmental Protection Agency. “Indoor Air Fact Sheet:
Residential Air Cleaners”. February 1990.
U.S. Environmental Protection Agency. “Residential Air
Cleaning Devices: A Summary of Available Information”.
February i99o. Publication No. EPA-400-I-9o-ooz.
* U.S. GOVERNMENT PRINTING OFFICE:1 994-523 217/81 322
27

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INDOOR AIR POLLUTION An 1n roduction for Hea’th Professionals
Notes

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An Introduct ion for Health Professionals INDOOR AIR POLLUTION
Notes
29

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iN DUO R AIR POLLUTION An 1ntroducti ’ f r Health Profess ona s
Notes
30

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Dear Schools’ Constituent:
UNITED STATES ENVIRONMENTAL PROTECTION AGENCY
WASHINGTON, D.C. 20460
OFFICE OF
AIRAND RADIATiON
Thank you for your recent inquiry regarding the Environmental Protection Agency’s (EPA) easy-
to-use kit called Indoor Air Quality Tools for Schools. The kit shows schools how to carry out a practical
plan of action to prevent and resolve indoor air problems at little or no cost using straightforward
activities and in-house staff. Indoor Air Quality Tools for Schools is co-sponsored by the National PTA,
National Education As’sociation, Council for American Private Education, Association of School
Business Officials, American Federation of Teachers, and the American Lung Association.
Each school day, one in five Americans occupies a school building. For these people, “IAQ
Tools for Schools offers sound guidance that gives school officials the ability to improve indoor air
quality and create a healthier environment for children and staff,” says Jacqueline D. McLeod, President
of the American Lung Association. Also, good indoor air quality can contribute to a favorable learning
environment for children and better productivity for teachers and staff. As each day.passes, the 110,000
kindergarten through twelfth-grade schools in the U.S. are spending increasing amounts of their limited
resources -- time and money -- in attempts to fix real or perceived indoor air quality problems. A recent
report* by the U.S. Government Accounting Office, the Condition ofAmerica ‘s Schools, notes that over
half of the schools surveyed reported at least one environmental problem which affects indoor air quality.
The voluntary guidance in Indoor Air Quality Tools for Schools can save schools time and money so that
attention can be directed to educating children.
EPA’s new action kit includes checklists for all school employees, a flexible step-by-step guide
for coordinating the checklists, an Indoor Air Quality Problem Solving Wheel, a factsheet on indoor air
pollution issues, and sample policies and memos. “Teachers, education support and other school support
staff have a lot to think about,” says Keith Geiger, President of the National Education Association.
“That is why this kit is so fantastic, it does so much of the thinking for you.” In addition to the kit, the
EPA, in conjunction with the cast and crew of the popular television series This Old House, has produced
a short video about how to properly operate and maintain ventilation systems in schools.
Thank you for your interest, and for your assistance in spreading the news that the Indoor Air
Quality Tools for Schools kit is now available.
To receive a free report, call GAO at 202.512-6000 and ask for report GAOIHEHS-95-6 1
Sincerely,
Division
with Vegeuble Oil Based Inks on 100% Recyded Papef (40% Poslconsurne)

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lAO Coordinator’s Guide

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IAQ Coordinator’s Forms
ake copies of the checklists and forms in this section so that the originals will be available for
future use. The checklists and forms may be copied or modified according to your specific needs.
The IAQ Backgrounder and IAQ Checklists are individual pieces contained in the IAQ Tools for
Schools Action Kit.
• Sample Memo for School Staff
• Sample Memo for Parents
• Sample Memo for Contract Service Providers
• Sample Memo for Local News Media
• Activate the IAQ Management Plan Checklist (2 pages)
• IAQ Coordinator’s Checklist
(2 pages)
• Checklists Log (1 page)
• Local IAQ Service Providers List
(1 page)
• Problem Solving Checklist (4 pages)

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Sample Memo for School Staff
Forest Lake School
[ Date)
Dear Staff Member:
Sincerely,
[ Name)
[ PrinciP or superintend& t )
This month, [ Forest Lake) begins a new program to improve indoor air quality in
our school. This letter accomPa e5 specific guidance prepared by the U.S.
Environmental Protection Agency (EPA) that shows how you can make this pro-
gram a success.
[ Forest Lake) is proud to be taking a leadership role in providing a safe, comfort-
able, and productive environment for our students and staff so that we achieve our
core mission — educating students. Our school will follow the EPA guidance to
improve our indoor air quality (IAQ) by preventing as many IAQ problems as pos-
sible, and by quickly responding to any IAQ problems that may arise.
Good indoor air quality requires an ongoing commitment by everyone in our
school, because each of us daily makes decisions and performs activities that affect
the quality of the air we breathe. You can make an important contribution to this
IAQ improvement program by reading the background information and applying
the simple, yet important, activities in your Checklist, which is attached.
When you have read the IAQ ackgrOUn and completed the Checklist, return
the Checklist to our IAQ Coordinator, [ Name), so that [ he or she) can follow up on
any unresolved IAQ problems you may have. [ Name) has agreed to administer the
IAQ 5 nagement Plan, which includes taking a team leadership role, 00 rdinating
mergeflcy response, and se iflg as our information resource on IAQ. [ Name) may
be contacted at [ phone and room number). Please return the Checklist to [ him or
her) by [ date).
The school newsletter will carry progress reports as we learn more about indoor air
quality in our school.
1 of 14

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Sample Memo for Parents
Forest Lake Scho 0 j
[ Date]
Dear [ Parent):
Thi 5 month, [ Forest Lake] begins a new program to improve indoor air quality in
our school. [ Forest Lake) is proud to be taking a leadership role in Providing a safe,
comfortable and productive environment for our students and staff so that we
achieve Our core mission educating Students. Our school will follow u. s.
Environmental Protection Agency guidance to improve Our indoor air quality
(IAQ) by Preventing as many IAQ problems as Possible, and by quickly responding
to any IAQ problems that may arise.
I thought that you would be interested in what we are doing, so with this letter I
have enclosed a copy of the IAQ Backgrou which is part of the EPA guidance
that we are using in our school. Not Only is this basic information useh l to schools,
you may also find it useful for application in your own home, which is where most
people spend most of their time.
[ Name] has agreed to coordinate the IAQ program for Our school [ Name] may be
contacted at [ phone and room number] If you have any questio 5 or concerns,
please do not hesitate to contact [ him or her].
The school newsletter will carry progress reports as we learn more about indoor air
quality in Our school.
Sincerely,
[ Name]
[ Principal or Superintendent]
2 of 14

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Sample Memo for Contract Service Providers
Date )
Dear Name of Contract Service provider)
Sincerely,
forest Lake School
ForeSt Lake) now has in place a program to monitor and improve indoor air quality
in our school. Since the work you will perform in our school can have an impact on
the quality of the air within our school, this letter accompanies specific guidance
prepared by the u.s. Environmental Protectiofl Agency (EPA) that shows how you
can help make this program a success.
PoreSt Lake) is proud to be taking a leadership role in oviding a safe, comfort-
able, and productive environment for our students and staff so that we achieve our
core mission — educating students. Our school will follow the EPA guidance to
improve our indoor air quality (IAQ) by preventing as many IAQ problems as pos-
sible.
You can make an important contribution in preventing IAQ problems by reading
the IAQ ckgtOUnder and applying the simple, yet important, activities in your
Checklist, which is attached.
If you have any questions or concerns about how your activities may affect the air
within our school, please contact me at (phone and room number).
(Name)
IAQ Coordinator
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Sample Memo for Local News Media
Forest Lake School
[ Date)
Dear [ Local News Media Person)
This month, [ Forest Lake) begins a new program to ensure good indoor air quality
in Our school. [ Forest Lake) is proud to be taking a leadership role in Providing a
safe, comfortable and productive environment for Our students and staff so that we
achieve Our core mission educating students Our school will follow EPA guid-
ance to improve our indoor air quality (IAQ) b Preventing as many IAQ Problems
as Possible, and by quickly responding to any IAQ Problems that may arise.
As a prominent source of information on events for our local area, you can be help
l in assuring that timely and accurate information regarding IAQ in our school
reaches the parents of students and other concerned constituents I have enclosed a
copy of the IAQ which is one part of a package which the staff’in
our school has received.
If you have any questio 5 regarding IAQ in our school please contact our IAQ
Coordinator [ Name) [ Name) has agreed to administer the IAQ Manage 0 Plan,
which includes taking a team leadership role, coordinating emergency response, and
sewing as our information resource on IAQ. [ Name) may be contacted at [ phone)
Sincerely,
[ Name)
[ Principal or Superintendent)
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Activating the IAQ Management Plan
lAD Coordinator School Dote Completed
Use the checklist below to record and monitor the steps you have taken to activate the IAQ Management Plan.
Steps Taken
1. lAO Coordinator Selected
Name:
2. Guidance Read
3. Administrative Support Obtained
Date
Comments/Notes
4. Requested Additional Information on Radon
5. Requested Additional Information on
Integrated Pest Management
6. Requested Additional Information on Lead
7. lAO Checklist Interval Established
# of times each year:
Dates:
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Activating the (AU Management Plan (page 2)
Steps Taken Date Comments/Notes
8. Emergency Response Prepared
o Local health agency contacted
LI IAQ professional(s) identified
and contacted
LI Equipment and supplies for wet carpets
ready or local professional cleaning firm
ready
LI Local JAQ Service Providers form filled in
9. Committees and Groups Informed
LI Health and safety committee(s)
LI Building committee(s)
LI PTA
LI Others:
10. lAO Policies Prepared and Distributed
LI Smoking
LI Pest control
LI Ventilation system operation
LI Painting
LI Others:
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IAQ Coordinator’s Checklist
lAD Coordinator School Date Completed
Use the checklist below to record and monitor the steps you have taken to implement the JAQ Management Plan.
Steps Taken Date Comments/Notes
. Start Action Packets Lag
2. Distribute Action Packets
LI All appropriate people have received an
Action Packet
LI Each Action Packet type has been
distributed
3. Receive and Summarize lAG Checklists
LI Receive all JAQ Checklists
LI Review JAQ Checklists
LI Transfer data to Checklists Log
LI List things to review during walk-
4. Perform Walkthrough Inspection
5. Assess Radon Status
LI Testing completed
LI Control system installed (if needed)
LI Control system properly operating
6. Assess Pest Control
7. Assess Lead Status
8. Identify Recent Changes
LI Flooding/water damage
LI Night or weekend classes
LI New staff
LI Other
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l AO Coordinator’s Checklist (page 2 )
Steps Taken Date Comments/Notes
9. Set Repair and Upgrade Priorities
U Make to-do list
10. Gain Approval far Repairs and Upgrades
11. Distribute Status Repart
12. Perform Repairs and Upgrades
13. Conduct Follow-up Inspections
14. Develop Calendar of lA O Events
U Set next date for applying IAQ checklist
U Note upcoming renovation and tepaits
U Note future addition of staff
15. Assess Problem Solving Performance
16. Establish and Update lAO Policies
17. Distribute Final Report
U Students and staff
U Parents
U School administtation
18. Check Contacts list
19. File Checklists, Reports, and Notes
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Checklists Log
lAD Coordinator School
Use this log to keep track of who has received a Checklist, who has returned their Checklist(s), unresolved problem(s)
identified in the Checklist(s), who solved the problems, and when.
This log can also be used to record distribution of information to parents, school board members, contract service
providers, and local media.
Type of Checklist(s) Distributed
/4L// i 4 _______
Person Receiving Checklist Problems Require FoIlow .up Delegated To Co ted
o Yes
o No
o Yes
o No
DYes
o No
o Yes
o No
0 Yes
o No
o Yes
o No
DYes
o No
o Yes
o No
o Yes
0 No
0 Yes
0 No
o Yes
o No
DYes
o No
o Yes
0 No
o Yes
o No
o Yes
o No
o Yes
ONo
0 Yes
• DNa
0 Yes
o No
OYes
DNa
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Local IAQ Service Providers List
Hazardous
Materials
Hotline
FIRM
CONTACT
PHONE
ADDRESS
TITLE
EMERGENCY
Local
Health
Department
FIRM
CONTACT
PHONE
ADDRESS
TITLE
EMERGENCY
State
Health
Department
FIRM
CONTACT
PHONE
ADDRESS
fluE
EMERGENCY
Carpet
Cleaner
FIRM
CONTACT
PHONE
ADDRESS
TITLE
EMERGENCY
IAQ
Consultant
FIRM
CONTACT
PHONE

ADDRESS
.
TITLE
EMERGENCY
Mechanical
Systems
Operator
FIRM
CONTACT
PHONE
ADDRESS
TITLE
EMERGENCY
FIRM
CONTACT
PHONE
ADDRESS
TITLE
EMERGENCY
FIRM
CONTACT
PHONE
ADDRESS
0
TITLE
EMERGENCY
FIRM
CONTACT
PHONE
ADDRESS
TITlE
EMERGENCY
0
FIRM
CONTACT
PHONE
ADDRESS
TITLE
EMERGENCY
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Problem Solving Checklist
Use this Checklist with the IAQ Problem Solving Wheel to resolve a single IAQ
lAD Coordinator
complaint, or several complaints occurring at the same time that seem related.
Mark a copy of the fire escape floorplan or use other means of recording and
reviewing information. Since this Checklist becomes a record of your activities in ___________________________
resolving an IAQ complaint(s), date it and file it for future reference. Involve addi- School
tional staff, such as engineers, during the problem solving process.
Complaint Data
Record complaints below at the beginning of your problem solving process. Interview the complainant(s) to get a
complete and accurate description of the complaint symptoms, times, and locations.
Complainant Date Description of Complaint Location(s) or Is Problem Occurence
Name Received (symptoms or explanation) Room Number(s) Ongoing? Date(s) & lime(s)
DN
DY
DN
DN
DY
DN
DN
DN
DN
DN
DN
Problem Solving Steps
Follow the directions on the IAQ Problem Solving Wheel to investigate potential causes of the symptoms recorded
above. Use the steps below to help keep your investigation organized and documented.
Step
Date Completed
Notes
Relate the symptoms from the complaint data D Odors
box to a group of symptoms in the Notes D Temperature or humidity problems (occupant
column to the right discomfort)
D Headache, lethargy, nausea, drowsiness, and
dizziness
D Swelling, itching, or irritated eyes, nose,
or throat; congestion
D Cough; congestion; chest tightness; shortness of
breath; fever; chills and/or fatigue
D Diagnosed infection or clusters of serious
health problems
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Step
Date Completed
Notes
2
‘
Is this an emergency? 0 Yes 0 No
See the Wheel sectors “Identifying an emer-
Actions Taken:
U Evacuation
U Notification
U Other:
gency” and “What to do in an emergency”
3
Place a checkmark next to the potential causes in
Step 4 below that are shown at 2 on the Wheel.
4 Each section below corresponds to a section of the IAQ Problem Solving Wheel. Use this area to record diagnostics
you perform. Three spaces are provided below for each diagnostic step to allow you to record information for more
than one location or piece of equipment. Make extra copies of this form as necessary. Please note that some of the steps
may not apply to your building.
Step Dote completed (for each Notes
location if more than one
location or piece of
equipment is involved)
o Temperature & Humidity
u Is thermostat properly set?
• Is air flowing from the vent warm (for heat)
or cool (for air conditioning)?
• Are drafts or direct sunlight causing discom-
fort?
• Is humidity too high or low (best if between
30-60% tel. humidity)?
• Is condensation often present on windows or
other cold surfaces?
• Is there an objectionable odor?
o Outdoor Air Supply
• Is ventilation system turned on?
• Is outdoor intake blocked?
• Are supply vent(s) blocked?
• Is air flowing from supply vent(s)?
• Is air flowing into outdoor intake?
• Are outdoor air or supply ducts blocked?
• Is outdoor air supply at least 15 cfm per person?
• Is CO 2 in the area higher than 1000 ppm?
o Air Handling Unit
• Is the system turned on?
• Is the air flowing from vent(s)?
• Is the fan operating?
• Is the filter(s) clean & properly installed?
• Are dampers operating properly?
• Is there moisture, debris or microbial growth
in or around the unit?
• Is the drain pan clean & draining?
• Are the coils clean?
• Is combustion equipment properly vented
(no flue leaks, spillage, or backdrafting)?
1
2
3
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Step Date completed (for each Notes
location if more than one
location or piece of
equipment is involved)
U Local Exhaust
• Does exhaust turn on?
• Is the exhaust used when needed?
• Is air flowing out the exhaust vent?
• Is exhaust duct work blocked?
• Is a sufficient amount of air being exhausted?
• If everything works, but not enough air is
being exhausted, can make up air easily enter
the room (e.g., through spaces under doors)?
U Biological Sources
• Are animals or fungi (mold) present?
• Is there an odor of mold or mildew in or near
the complaint area?
• Is there standing water near the complaint
area or in the air handling unit?
• Is condensation often present on window or
cold surfaces?
• Is indoor relative humidity above 60%?
• Are contagious occupants present?
U Housekeeping Sources
• Do complaints occur during or just after
housekeeping activities?
• Do housekeeping activities take place near
the complainants?
• Are any new products in use?
• Are housekeeping products being used
according to directions?
• Are products stored in sealed containers or in
a vented room(s)?
U Outdoor Sources
• Are sources of odor or pollutants (e.g., vehicles,
stored chemicals, trash, plumbing vents)
located near outdoor air intakes?
• Are there sources nearby or upwind:
• Combustion byproducts from traffic, loading
docks, or flue exhausts?
• Industrial, agricultural, or lawn care activity?
• Construction activity?
• Are pollen levels high?
U Building Sources
• Has there been recent painting,roofing, or
other remodeling or construction?
• Were pesticides applied recently near the
complaint area?
• Are new furnishings or equipment in place?
• Are drain traps dry?
• Are chemicals stored in poorly sealed containers?
• Is it overly dusty?
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3

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Step
Dote Completed
Notes
5 Repeat all diagnostics for each potential cause in
all affected locations.
6 If the diagnostics for the recommended potential
causes did not identify the problem(s), investi-
gate remaining potential causes in Step 4 until
the cause(s) of the complaint(s) are identified and
corrected.
7 If problem remains unidentified or uncorrected, Company:
obtain professional assistance. Person:
Phone:
8 Provide notice if problem is not quickly resolved. 0 Notice to Occupants
• 0 Notice to parents of minors
9 Problem resolved and preventive measures taken. Describe solution:
0 Preventive measures taken:
1 0. Provide a final report. U Final report to occupants
U Final report to parents of minors
11 To prevent f ature problems implement an
IAQ Management Plan.
1 2 File this Checklist and related information. U Done
•
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lAO Backgrounder

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IAQ Bockgrounder
he goal of the Checklist is to pro-
vide clear and easily applied activities
that you can use to help prevent
indoor air quality problems and
resolve any problems promptly if they
do arise. Once you understand the
basic principles and factors that influ-
ence indoor air quality in your school,
you will note that the specific activi-
ties involve two major actions — the
management of pollutant sources, and
the use of ventilation for pollutant
control. This guidance is based on the
following principles:
• Many IAQ problems can be pre-
vented by school staff and students
• When IAQ problems do arise, they
can often be resolved using the
skills of school staff
• The expense and effort required to
prevent most IAQ problems is
much less than the expense and
effort required to resolve problems
after they develop
Why lAO is Important to Your School
Most people are aware that outdoor air
pollution can damage their health, but
many do not know that indoor air pol-
lution can also have significant harm-
ful effects. U.S. Environmental
Protection Agency (EPA) studies of
human exposure to air pollutants indi-
cate that indoor levels of pollutants
may be 2-5 times, and occasionally
more than 100 times, higher than out-
door levels. These levels of indoor air
pollutants may be of particular con-
cern because it is estimated that most
people spend about 90% of their time
indoors. Comparative risk studies per-
formed by EPA and its Science Advisory
Board have consistently ranked indoor
air pollution among the top five envi-
ronmental health risks to the public.
Failure to prevent indoor air problems,’
or failure to respond promptly, can
have consequences such as:
• increasing the potential for long
term and short term health prob-
lems for students and staff
• impacting the student learning envi-
ronment, comfort, and attendance
• reducing productivity of teachers
and staff due to discomfort, sick-
ness, or absenteeism
• accelerating deterioration and
reducing efficiency of the school
physical plant and equipment
• increasing the potential that schools
will have to be closed, or occupants
temporarily relocated
• straining relationships among school
administration and parents and staff
• creating negative publicity that
could damage a school’s or adminis-
tration’s image and effectiveness
• creating potential liability problems
Indoor air problems can be subtle and
do not always produce easily recog-
nized impacts on health, well-being,
or the physical plant. Children may be
especially susceptible to air pollution.
For this and the reasons noted above,
air quality in schools is of particular
concern — proper maintenance of
indoor air is more than a ‘quality”
issue, it encompasses safety and stew-
ardship of our investment in the stu-
dents, staff, and facilities.
Understanding lAO Problems and
Solutions
Over the past several decades, exposure
to indoor air pollutants has increased
due to a variety of factors, including
the construction of more tightly sealed
buildings, reduced ventilation rates to
save energy, the use of synthetic build-
Indoor Air Quality
Tools for Schools
Good indoor air quality
contributes to a favorable
learning environment for
students, productivity for
teachers and staff, and a
sense of comfort, health,
and well-being for
all school occupants.
These combine to
assist a school in
its core mission —
educating children.
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ing materials and furnishings, and the
use of chemically-formulated personal
care products, pesticides, and house-
keeping supplies. In addition, our
activities and our decisions, such as
deferring maintenance to “save”
money, lead to problems from sources
and ventilation.
Four basic factors affect IAQ: sources of
indoor air pollutants, heating, ventila-
tion, and air-conditioning (HVAC) sys-
tem, pollutant pathways, and occupants.
Sources of Indoor Air Pollutants
Indoor air contaminants can originate
within the building or be drawn in
from outdoors. If pollutant sources are
not controlled, IAQ problems can
arise, even if the HVAC system is
properly operating. Air pollutants
consist of numerous particulates,
fibers, mists, bioaerosols, and gases. It
may be helpful to think of air pollu-
tant sources as fitting into one of the
categories in the table shown below.
In addition to the number of potential
pollutants, another complicating fac-
tor is that indoor air pollutant concen-
tration levels can vary by time and
location within the school building, or
even a single classroom. Pollutants can
be emitted from point sources, such as
from science store rooms, or from area
sources, such as newly painted sur-
faces, and pollutants can vary with
time, such as only once each week
when floor stripping is done, or con-
tinuously such as fungi growing in the
HVAC system.
2 of 6
Typical Sources of Indoor Air Pollutants
Outside Sources
Polluted Outdoor Air
• pollen, dust, fi.ingal
spores
• industrial emissions
• vehicle emissions
Nearby Sources
• loading docks
• odors from dumpsters
• unsanitary debris or
building exhausts
near outdoor air
intakes
Underground Sources
• radon
• pesticides
• leakage from under-
ground storage tanks
Building Equipment
HVAC Equipment
• microbiological
growth in drip pans,
ductwork, coils, and
humidifiers
• improper venting of
combustion products
• dust or debris in
ductwork
Non-H VAC Equipment
• emissions from office
equipment (volatile
organic compounds,
ozone)
• emissions from shops,
labs, cleaning
processes
Components/Furnishings
Components
• microbiological growth
on soiled or water-
damaged materials
• dry traps that allow the
passage of sewer gas
• materials containing
volatile organic com-
pounds, inorganic
compounds, or dam-
aged asbestos
• materials that produce
particles (dust)
Furnishings
• emissions from new
furnishings and floor-
ings
• microbiological
growth on or in soiled
or water-damaged
furnishings
Other Indoor Sources
• science laboratories
• vocational arts areas
• copy/print areas
• food preparation
areas
• smoking lounges
• cleaning materials
• emissions from trash
• pesticides
• odors and volatile
organic compounds
from paint, caulk,
adhesives
• occupants with com-
municable diseases
• dry-erase markers
and similar pens
• insects & other pests
• personal care products

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HVAC System Design and Operation
The heating, ventilation, and air-con-
ditioning (HVAC) system includes all
heating, cooling, and ventilating
equipment serving a school. A proper-
ly designed and functioning HVAC
system:
• controls temperature and humidity
to provide thermal comfort
• distributes adequate amounts of
outdoor air to meet ventilation
needs of school occupants
• isolates and removes odors and poi-
lutants through pressure control,
filtration, and exhaust fans
Not all HVAC systems are designed to
accomplish all of these functions.
Some buildings rely only on natural
ventilation. Others lack mechanical
cooling equipment, and many function
with little or no humidity control.
The two most common HVAC designs
used in schools are unit ventilators and
central air handling systems. Both can
perform the same HVAC functions,
but the central air handling unit serves
multiple rooms while the unit ventila-
tor serves a single room.
The three building figures in this
Backgrounder show typical methods
for how outdoor air enters a room, and
how exhaust air exits through a vent.
If exhaust airflow through door or wall
grilles into corridors is sealed due to
fire codes, ensure that air has another
path to reach the central exhaust.
Pollutant Pathways and Driving Forces
Airflow patterns in buildings result
from the combined forces of mechani-
cal ventilation systems, human activi-
ty, and natural effects. Air pressure dif-
ferences created by these forces move
airborne pollutants from areas of high-
er pressure to areas of lower pressure
through any available openings in
building walls, ceilings, floors, doors,
windows, and HVAC system. An
inflated balloon is an example of this
driving force. As long as the opening
to the balloon is kept shut, no air will
flow, but when open, air will move
from inside (area of higher pressure) to
the outside (area of lower pressure).
How outdoor air is supplied
through a unit ventilator.
Typical air supply vents and
return/exhaust grilles.
Supply only *
Supply only *
Outdoor
Air Supply
Could be either
Usually a return
Ml
Could be either
L
Usually a return if only one long
slot on each side of light. *
* located only on ceilings, not walls
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Even if the opening is small, air will
move until the pressures inside and
outside are equal
Building Occupants
Building occupants in schools include
the staff, students, and other people
who spend extended periods of time in
the school. The effects of IAQ prob-
lems on occupants are often non-spe-
cific symptoms rather than clearly
defined illnesses. Symptoms commonly
attributed to IAQ problems include:
• headache, fatigue, and shortness of
breath
• sinus congestion, cough, and sneezing
• eye, nose, throat, and skin irritation
• dizziness and nausea
All of these symptoms, however, may
also be caused by other factors, and are
not necessarily due to air quality defi-
ciencies. Environmental stressors such
as improper lighting, noise, vibration,
overcrowding, poor ergonomics, and
psychosocial problems (such as job or
home stress) can produce symptoms
that are similar to those associated
with poor air quality, but require dif-
ferent solutions.
Because of varying sensitivity among
people, one individual may react to a
particular IAQ problem while sur-
rounding occupants do not display ill
effects. In other cases, complaints may
be widespread. In addition to different
degrees of reaction, an indoor air poi-
lutant or problem can trigger different
types of reactions in different people.
Groups that may be particularly suscep-
tible to effects of indoor air contami-
nants include, but are not limited to:
• allergic or asthmatic individuals, or
people with sensitivity to chemicals
• people with respiratory disease
• people whose immune systems are
suppressed due to radiation,
chemotherapy, or disease
• contact lens wearers
How outdoor air is supplied in a
central air handling system.
Central Air Handling Unit
(may be located indoors)
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Six Basic Control Strategies
There are six basic control methods for
lowering concentrations of indoor air
pollutants. Specific applications of
these basic control strategies are noted
in your Checklists.
Source Management includes source
removal, source substitution, and
source encapsulation. Source manage-
ment is the most effective control
method when it can be practically
applied. Source removal is very effec-
tive. However, policies and actions
that keep potential pollutants from
entering the school are even better at
preventing IAQ problems. Examples
of source removal include not allowing
buses to idle near outdoor air intakes,
not placing garbage in rooms with
HVAC equipment, and banning
smoking within the school. Source
substitution includes actions such as
selecting a less toxic art material or
interior paint than the products which
are currently in use. Source encapsula-
tion involves placing a barrier around
the source so that it releases fewer poi-
lutants into the indoor air (e.g., asbes-
tos abatement, pressed wood cabinetry
with sealed or laminated surfaces).
Local Exhaust is very effective in
removing point sources of pollutants
before they can disperse into the
indoor air by exhausting the contami-
nated air outside. Well known exam-
ples include restrooms and kitchens
where local exhaust is used. Other
examples of pollutants that originate
at specific points and that can be easi-
ly exhausted include science lab and
housekeeping storage rooms, printing
and duplicating rooms, and vocational!
industrial areas such as welding booths.
Ventilation through use of cleaner
(outdoor) air to dilute the polluted
(indoor) air that people are breathing.
Generally, local building codes specify
the quantity (and sometimes quality)
of outdoor air that must be continu-
ously supplied to an occupied area. For
situations such as painting, pesticide
application, or chemical spills, tem-
porarily increasing the ventilation can
be useful in diluting the concentration
of noxious fumes in the air.
Exposure Control includes adjusting the
time of use and location of use. An
example of time of use would be to
strip and wax floors on Friday after
school is dismissed, so that the floor
products have a chance to off-gas over
the weekend, reducing the level of
odors or contaminants in the air when
the school is occupied. Location of use
deals with moving the contaminating
source as far as possible from occupants,
or relocating susceptible occupants.
Air Cleaning primarily involves the fil-
tration of particles from the air as the
air passes through the ventilation
equipment. Gaseous contaminants can
also be removed, but in most cases this
type of system should be engineered
on a case-by-case basis.
Central Exhaust Fan
How outdoor air is supplied in an
exhaust-only system.
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lAO Checklists Available
• Teacher’s
• Administrative Staff
• Health Officer’s
• Ventilation
• Building Maintenance
• Food Service
• Waste Management
• Renovation and Repairs
Education of the school occupants
regarding IAQ is critical. If people are
provided information about the sources
and effects of contaminants under their
control, and about the proper opera-
tion of the ventilation system, they
will better understand their indoor
environment and can act to reduce
their personal exposure.
Your Role in the lAO Team
As one of the people in your school,
your activities and decisions have an
impact on the quality of the indoor air
in your school. You can participate by
applying the activities noted in your
Checklist, and by continuing to apply
these principles on a daily basis. Some-
one from your school or district has
taken the role of IAQ Cqordinator, and
serves as a focal point for collecting
IAQ information and handling IAQ
concerns.
How Do You Know if You Have an
lAO Problem
Diagnosing symptoms that relate to
IAQ can be tricky. Acute (short-term)
symptoms of fAQ problems typically
are similar to those from colds, aller-
gies, fatigue, or the flu. There are clues
that can serve as an indicator of a
potential indoor air problem:
• the symptoms are widespread with-
in a class or within the school
• the symptoms disappear when the
students or staff leave the school
building for a day
• the onset is sudden after some
change at school, such as painting
or pesticide application
• persons with allergies, asthma, or
chemical sensitivities have reactions
indoors but not outdoors
• a doctor has found that a student or
staff member has an indoor air-
related illness
However, a lack of symptoms does not
ensure that fAQ is acceptable.
Symptoms from long-term health
effects (such as lung cancer due to
radon) often do not become evident for
many years.
What if You Think You Have an
lAO Problem
If you receive complaints that seem to
indicate a potential IAQ problem and
the problem is self-evident, then
attempt to correct the problem. If the
problem cannot be corrected, or if the
complaint seems to indicate a poten-
tially severe IAQ problem, contact the
fAQ Coordinator immediately. The
fAQ Coordinator may ask you ques-
tions to try to identify whether you
have overlooked potential causes of the
problem (such as, “Has anything
changed since the last time you com-
pleted your Checklist?”), and then may
call in other help from within or out-
side the school to investigate further.
Communication
Because indoor air problems can jeop-
ardize the health of students and staff,
parents and the public may react
strongly to reports of bad indoor air
quality in your school. With this in
mind, it is recommended that you fol-
low the communications guidelines
established by the IAQ Coordinator.
Usually, this will involve referring
questions from the public and media
to one central source, the fAQ
Coordinator for your school. In this
way, students, parents, staff, and the
public will not become alarmed by
conflicting or wrong information, and
will have a consistent and complete
source of information regarding the
quality of the indoor air in your school.
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Teacher’s Checklist

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Teacher’s Checklist
GENERAL CLEANLINESS
Regular and thorough classroom clean-
ing is important to ensure good indoor
air quality. Unsanitary conditions
attract insects and vermin, leading to
possible indoor air quality (IAQ) prob-
lems from animal or insect allergens.
The overuse or improper use of pesti-
cides for secondary control of insects,
vermin, and head lice can cause IAQ
problems. The presence of dirt, mois-
ture, and warmth also stimulate the
growth of molds and other microbio-
logical contaminants. While janitors
or custodians typically clean the class-
room, you can also play an important
role in promoting and maintaining
classroom cleanliness.
Make sure that the classroom is cleaned
properly
LI Make sure classroom is dusted and
vacuumed thoroughly and regularly
LI Make sure trash is removed daily
LI Make sure food is not kept in class-
room overnight
LI Store animal food, if any, in tightly
sealed containers
LI Look for signs of pests
LI Avoid the use of scented cleaners
A Classroom cleaned thoroughly and regularly
0 Need help with cleaning or pest control
Clean spills promptly
LI For spills on carpets, contact custo-
dial staff immediately (carpets need
to be cleaned properly, and dried
within 24 hours)
LI Request that unit ventilator be
cleaned and filter replaced if spilled
liquid goes into the unit
LI Report previous spills on carpets or
in unit ventilators because they can
affect current indoor air quality
A No spills
0 Need help with cleaning spill
ANIMALS IN THE CLASSROOM
Certain individuals, in particular those
with asthma, are sensitive to animal
fur, dander, body fluids, and feces and
may experience reactions to these aller-
gens. Furthermore, individuals can
become sensitized (made allergic) by
repeated exposure to animal allergens.
Minimize exposure to animal allergens
LI Keep animals in cages as much as
possible; do not let them roam
LI Clean cages regularly
LI Locate animals away from ventila-
tion system vents to avoid circulat-
ing allergens throughout the room
or building
LI Use alternatives to animals if
possible
A No warm-blooded animals in classroom
A Exposure to animal allergens minimized
0 Need help minimizing exposure to animal
allergens
Take special care with asthmatic or other
sensitive students
LI Consult the school health officer or
nurse about student allergies or sen-
sitivities (privacy laws may limit the
information that health officials can
disclose)
LI Ask parents about potential allergies
in a note that students take home,
or during parent teacher conferences
LI Remember to check for allergies
when new students enter the class
LI Locate sensitive students away from
animals and habitats
This checklist discusses eleven
malor topic areas:
• General Cleanliness
• Animals in the Classroom
• Drain Traps
• Excess Moisture
• Thermal Comfort
• Ventilation
• Local Exhaust Fans and Fume Hoods
• Art Supplies
• Science Supplies
• Industrial/Vocational Education
Supplies
• Locker Room
Instructions:
1. Read the lAO Backgrounder.
2. Check off each box as you com-
plete the activity.
3. Check the triangle(s) as appropri-
ate check the circle if you need
additional help with this activity.
4. Return this checklist 10 the IAQ
Coordinator and keep a copy for
future reference.
Name
Room or Area
School
Date (ompleted
Signature
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A No animals in classroom
A No students have animal allergies
A Students with allergies have been identified
ONeed help determining if students have
allergies
DRAIN TRAPS IN CLASSROOMS
Drain traps, if present, can become a
problem when the water in the drain
trap evaporates due to infrequent use,
allowing sewer gases to enter the room.
Fill drain traps regularly
U Pour water down floor drains once
per week (approx. 1 quart of water)
U Run water in sinks at least once per
week (approx. 2 cups of water)
U If not regularly used, flush toilets
once each week
A Drain traps are filled regularly
0 Need help filling dry drain traps regularly
EXCESS MOISTURE IN CLASSROOMS
Excess moisture contributes to the
growth of mold and mildew which
causes odors and other IAQ problems.
Excess moisture is the result of con-
densation on cold surfaces, leaking or
spilled liquid, or excess humidity.
Note condensate (condensed water, or
“fog”) on cold surfaces
U Windows, window sills, and
window frames
U Cold water pipes
U Indoor surfaces of exterior walls
A No condensate
0 Excess condensate found
Check for leaks or signs of moisture from
plumbing or roofs
U Around and under classroom sinks
U In classroom lavatories
U On ceiling tiles or walls (discol-
oration may indicate periodic leaks)
A No leaks or signs of moisture
0 Found leaks or signs of moisture
THERMAL COMFORT
Temperature and relative humidity can
affect comfort and IAQ. Changing
thermostat settings or opening win-
dows to try to control temporary fluc-
tuations in temperature can worsen
comfort problems and also have an
adverse effect on other parts of the
school.
Check comfort factors
U Temperature (generally 72°F-76°F)
U Draftiness
U Direct sunlight shining on students
U Humidity is too high (typically if
higher than 60% relative humidity,
RH) or too low (typically if lower
than 30% relative humidity)
A Room typically comfortable
0 Need help, room frequently uncomfortable
VENTILATION
Ventilation is the process by which
stale indoor air is exhausted to the
outside and outdoor air is drawn into
the building. You may either have
mechanical ventilation (supplied by
fans) or natural ventilation (i.e., opera-
ble windows). Improperly operated or
poorly maintained ventilation systems
may cause IAQ problems. Odors, or
the need to use scented air fresheners,
may indicate a ventilation problem.
The ventilation system can carry air
contaminants from another location in
the school to your classroom.
Determine how your classroom is
ventilated (see IAQ Backgrounder)
U Locate unit ventilator (if any)
U Locate air supply and air return
vents (if any)
U Determine whether your windows
are operable (if no mechanical venti-
lation system)
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A acated the unit ventilator
A Found source of odors and corrected problem
A loated air supply and return vents
A Windows are operable
0 Need help determining type of ventilation
If you have mechanical ventilation, con-
firm that air is flowing into the room
from the air supply vent(s)
U Check for airflow by holding a strip
of lightweight plastic or piece of
tissue paper near the air supply
vent(s); if air is flowing, the plastic
or tissue will flutter away from the
supply vent
U Make sure that the airflow is not
diverted or obstructed by books,
papers, furniture, curtains, or other
obstacles. Never place anything on
top of unit ventilators
A No problem, air is flowing without obstruc-
lion
0No air supply
If you have mechanical ventilation, con-
firm that air is flowing from the room
into the air return grille(s)
U Check for airflow at air return
grille(s) in the same manner as with
previous activity, flair is flowing,
the plastic or tissue will be pulled
toward the return. Alternatively, a
piece of plastic that nearly covers
the grille will stick to the face of
the grille if air is flowing
U Make sure that the airflow is not
obstructed by books, papers, furni-
ture, curtains, or other obstacles
A No problem, air is flowing without obstrudion
ONeed help, air is not flowing
Check for unexplained odors
U Vehicle exhaust
U Kitchen/food
U “Chemical” smell
U Mold or mildew
A No problem with odors in classroom
0 Need help, sometimes smell unexplained
odors in classroom
NOTE: Conduct the following activi-
ties as appropriate to your classroom.
LOCAL EXHAUST FANS
AND FUME HOODS
Local exhaust fans and fume hoods can
be used to prevent air pollutants from
accumulating in, or spreading beyond,
the local area or classroom. Local
exhaust fans may be used to exhaust
entire rooms (e.g., bathrooms or locker
rooms). Fume hoods are appropriate
for activities that generate significant
quantities of pollutants in a local area
within a room (e.g., science experi-
ments, spray painting, and welding).
Determine if your classroom activities
generate air pollutants and whether your
classroom is equipped with local exhaust
fans and/or fume hoods
U If there are no activities that gener-
ate air pollutants, you do not need a
local exhaust fan or fume hood
A No malor pollutant generating activities
A Have fume hood and/or exhaust fan
0 Need fume hood and/or local exhaust fan
Confirm that fume hoods and local
exhaust fans function properly
U Check for air flow when fans are on
(hold a piece of tissue paper near the
fan — or within the space of the
fume hood — to see whether it is
pulled away from the room)
U Fume hoods are not cracked, bro-
ken, or pulling away from the ceil-
ing or wall
U Fan is not operated due to noise
UNo odors in adjacent rooms or halls
A Fans function; no odors in adlacent areas
A Fume hood is in good repair
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0 Need help, hood or exhaust fan does not
appear to function properly
Confirm that fume hoods and fans are
used whenever activities that generate
pollutants take place
U Train students and others who use
the classroom or equipment on
when and how to use the fume
hoods and fans
U Conduct pollutant generating activ-
ities under the fume hood with
exhaust fan turned on
U Monitor use throughout the year
A Fans and fume hoods are used properly
OFans and fume hoods ore not used properly
ART SUPPLIES
Art supplies may emit contaminants
during use and storage. In addition,
certain activities (e.g., firing ceramic
kilns) may generate air contaminants
or heat up the classroom, causing ther-
mal discomfort to occupants.
Although potentially toxic supplies
have appropriate labeling since a 1990
federal law took effect, it is still up to
teachers to see that safety precautions
are followed. Examples of art supplies
and activities that may contribute to
IAQ problems include:
• Solvents
• Inks
• Adhesives and glues
• Wax
• Varnishes and lacquers
• Powdered pigments
• Acids
• Clays
• Paints
• Firing kilns
Learn about your supplies
U Check to see whether your supplies
(noted above) are listed as toxic or
nontoxic by the Art and Craft
Materials Institute or the Center for
Safety in the Arts. Supplies that are
nontoxic will be labeled AP Non-
toxic, CP Nontoxic, or Health Label
(without warning conditions) by the
Art and Craft Materials Institute
U Read labels and identify precautions
regarding fumes or ventilation
A Supplies okay
0 Need help inventorying supplies or interpret-
ing label warnings
If you make purchase decisions, or
recommend products for purchase, con-
firm that supplies are safe to use
U Choose art supplies approved as safe
by the Art and Craft Materials
Institute or the Center for Safety in
the Arts. Lists of safer products are
available from both organizations
(Art and Craft Materials Institute,
5 Beekman St., New York, NY
10038; Center for Safety in the
Arts, 100 Boylston St., Suite 1050,
Boston, MA 02116)
A Supplies are safe to use
ONeed help determining if supplies are safe
Follow good safety, handling, and
storage practices
U Have appropriate procedures and
supplies available for spill control
U Label all hazardous supplies with
date of receipt/preparation and per-
tinent precautionary information
U Tightly seal containers
U Follow recommended procedures for
disposal of used substances
U Secure compressed gas cylinders
U Supply storage areas should be sepa-
rate from classroom and ventilated
A Following good handling and storage pradices
ONeed help developing good safet handling,
or storage practices
Minimize exposure to hazardous
materials
U Substitute less- or nonhazardous
materials where possible
U Use local exhaust fans
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U Isolate contaminant producing activ-
ities or operations
U Use moist-premixed rather than
powdered products
UUse techniques that require the least
amount of materials
A Exposure minimized
0 Need help minimizing exposure to art supplies
SCIENCE SUPPLIES
Some supplies used as teaching aids in
science laboratories may contribute to
IAQ problems. Science experiments
should be conducted in well ventilated
rooms using fume hoods and local
exhaust systems wherever appropriate.
Basic safety precautions can prevent
spills or other mishaps that cause air
contamination, and should be followed
at all times. Examples of science sup-
plies that may contribute to IAQ
problems include:
• Solvents
• Acids
• Flammables
• Caustics
• Biologics
• Compressed gases
Learn about your supplies
U Read labels and identify precautions
regarding fumes ventilation
U Request information and Material
Safety Data Sheets from suppliers
and manufacturers
A Supplies reviewed
ONeed help determining impacts of supplies
Follow good safety, handling, and storage
practices
U Obtain guidance documents:
• School Science Laboratories: A Guide Th
Some Hazardous Substances, 1984
Council of State Science Supervisors
and U.S. CPSC, 800-638-2772 (800-
492-8 104 in MD) U.S. GPO #1984-
42 1-506/3308
• Manual of Safety & Health Hazards In
The School Science Laboratory, 1980
NIOSH/U.S. Department of Health
& Human Services, National
Technical Information Service,
703-487-4650, # PB-85-238-228
U Have appropriate procedures devel-
oped and supplies available for spill
control (i.e., absorbant materials to
control the spread of spills)
U Label all chemicals accurately with
date of receipt/preparation and per-
tinent precautionary information
U Store supplies according to manu-
facturers’ recommendations
U Follow recommended procedures for
disposal of used substances
U Secure compressed gas cylinders
U Storage areas should be separate
from main classroom area and venti-
lated separately
A Following good safety, handling, and storage
practices
ONeed help developing good safety, handling,
or storage practices
Minimize exposure to hazardous materials
UUse diluted substances rather than
concentrates wherever possible
U Use techniques that require the least
quantity of hazardous materials
U Ensure that fume hoods capture res-
pirable particles, gases, and vapors
released within them
U Confirm that exhaust fans operate
A Exposure minimized
0 Need help minimizing exposure to supplies
INDUSTRIAL/VOCATIONAL
EDUCATION SUPPLIES
Industrial and vocational education
materials and operations can create
IAQ problems. Examples of the kinds
of activities and supplies that may
contribute to IAQ problems include:
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• Machining
U Confirm that exhaust fans operate
• Solvents
Grinding
Fuels
Painting
Soldering
• Welding
• Baking/heating
• Adhesives
Learn about your supplies
U Read labels and identify precautions
regarding fumes or ventilation
U Request information and Material
Safety Data Sheets from suppliers
and manufacturers
A Supplies reviewed
OWeed help determining impacts of industri-
al/vocational supplies
Follow good safety, handling, and
storage practices
U Develop appropriate procedures and
have supplies available for spill con-
trol (e.g., absorbanr materials to
control the spread of spills)
U Store supplies according to manu-
facturers’ recommendations
U Follow recommended procedures for
disposal of used substances
U Secure compressed gas cylinders
U Storage areas should be separate
from classroom and ventilated
A Following good safety, handling, and storage
practices
0 Need help developing good safety, handling,
or storage practices
Minimize exposure to hazardous
materials
U Use instructional techniques that
require the least quanrity of
materials
U Ensure that fume hoods capture all
respirable particles, gases, and
vapors released within them
.
.
.
.
A Exposure minimized
ONeed help minimizing exposure to materials
LOCKER ROOM
Locker room conditions that affect
indoor air quality include: standing
water, high humidity, warm tempera-
tures, and damp or dirty clothing. Tn
addition, some of the methods neces-
sary to control germs and odors in the
locker room (e.g., use of disinfectanrs)
may themselves contribute to indoor
air qualiry problems if used improper-
ly (e.g., if sprayed into the air instead
of directly onto surfaces).
Verify that showers and other locker
roam areas are cleaned regularly and
praperly
U Use chemical cleaners and disinfec-
tants when areas are unoccupied
U Run exhaust fans to remove mois-
ture and odors
A Locker roam and showers cleaned regularly
and properly
ONeed help to have showers and locker room
cleaned regularly and properly
Maintain cleanliness and reduce excess
moisture in the locker room
U Remove wet towels regularly
U Wash and dry soiled practice uni-
forms regularly
U Encourage students to take soiled
clothes home regularly
U Operate exhaust fans to remove
moisture
A Soiled clothes and towels are removed
regularly
ONeed help to have sailed clothes or towels
removed regularly
NO PROBLEMS TO REPORT
UI have completed all activities on
this Checklist, and I do not need
help in any areas
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Administrative Staff
Checklist

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Administrative Staff Checklist
GENERAL CLEANLINESS
Regular and thorough cleaning is
important to ensure good indoor air
quality. Unsanitary conditions attract
insects and vermin, leading to possible
indoor air quality (IAQ) problems
from animal or insect allergens or pes-
ticide use. The presence of dirt, mois-
ture, and warmth also stimulates the
growth of molds and other microbio-
logical contaminants. While janitors or
custodians typically clean administra-
tive offices, you can also play an
important role in promoting and
maintaining office cleanliness.
Confirm that the office area is cleaned
properly
U Make sure that the office is dusted!
vacuumed thoroughly and regularly
U Make sure that trash is removed daily
U Make sure that food is not kept in
offices overnight
U Look for signs of pests
A Office is cleaned thoroughly and properly
0 Need help with office cleaning or pest control
Clean spills promptly
U For spills on carpets involving more
than a quart of liquid, contact custo-
dial staff immediately (carpets need
to be cleaned, dried, and disinfected
within 24 hours)
U Request that unit ventilator filter be
replaced if spilled liquid goes into
the unit (see drawing in IAQ
Backgrounder)
U Report previous spills on carpets or
in unit ventilators because they can
affect current indoor air quality
A No significant spills
ONeed help with cleaning spill
DRAIN TRAPS
Drain traps, if present, can become a
problem when the water in the drain
trap evaporates due to infrequent use,
allowing sewer gases to enter the
room.
Fill drain traps in your area each week
U Pour water down floor drains
(approx. 1 quart of water)
U Run water in sinks
(approx. 2 cups of water)
U If not regularly used, flush toilets at
least once each week
A Drain traps are filled regularly
0 Need help filling drain traps regularly
EXCESS MOISTURE
Excess moisture contributes to the
growth of mold and mildew which
causes odors and other IAQ problems.
Excess moisture is the result of con-
densation on cold surfaces, leaking or
spilled liquid, or excess humidity.
Check for condensate (condensed water,
or “fog”) on cold surfaces
U Window glass, frames or sills
U Plumbing (pipes and fixtures)
U Inside surfaces of exterior walls
A No condensate
OExcess condensate found
Check for leaks (or signs of wetness)
from plumbing or roof
JOn ceiling tiles and walls (discol-
ored patches may indicate periodic
leaks)
U Around and under sinks
U In lavatories
A No leaks or signs of moisture
0 Found leaks or signs of moisture
This checklist discusses seven
major topic areas:
• General Cleanliness
• Drain Traps
• Excess Moisture
• Thermal Comfort
• Local Exhaust Fans
• Ventilation
• Printing and Duplicating
Equipment
Instructions:
1. Read the !AQ Backgrounder.
2. Check off each box as you com-
plete the activity.
3. Check the triangle(s) as appropri-
ate or check the circle if you need
additional help with this activity.
4. Return this checklist to the IAQ
Coordinator and keep a copy for
future reference.
Name
Room or Area
cI1oaI
Dale (ámpleied
Signature
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THERMAL COMFORT
Temperature and relative humidity can
affect comfort and indoor air quality.
Changing thermostat settings or open-
ing windows to try to control tempo-
rary fluctuations in temperature can
worsen comfort problems and also
have an adverse effect on other parts of
the school. Comfort for all occupants
is a worthy objective, but due to vari-
ous comfort requirements and clothing
levels among occupants, a more practi-
cal goal is assuring that at least 80%
of the occupants ate comfortable.
Check comfort factors
o Temperature (generally 72° F to 76° F)
0 Draftiness
0 Sunlight shining directly on occupants
o Humidity is too high (typically if
higher than 60% relative humidity,
RH.) or too low (typically if lower
than 30% R.H.)
A Room typically comfortable
ONeed help, room frequently uncomfortable
LOCAL EXHAUST FANS
Local exhaust fans can be used to pre-
vent air pollutants from accumulating
in, or spreading beyond, the local area
or room where pollutants are generated.
A local exhaust fan can be linked to the
operation of a particular piece of equip-
ment (such as a duplicator) or used to
treat an entire room (such as a smoking
room or custodial closet).
Determine if activities generate air pollu-
tants and whether the room or area is
equipped with local exhaust fans
0 Typical office activities that gener-
ate air pollutants include: smoking,
operation of some office equipment
and food preparation and eating
o If there are no activities that gener-
ate air pollutants, then you do not
need a local exhaust fan
0 Local exhaust fans should be consid-
ered for the school nurse’s office to
help prevent the spread of germs
throughout the school
A No major pollutant generating activities
A Have local exhaust fan(s)
ONeed local exhaust fan(s)
Confirm that local exhaust fans (if any)
function properly
o Check for air flowing in the proper
direction when fans are switched on
(use chemical smoke obtained from the
IAQ coordinator, or pieces of tissue)
0 Odorous pollutants seem to be
properly removed
0 Fan is not too noisy to use
A howl exhaust fans function
0 Need help evaluating or fixing fan(s)
Confirm that fans are used whenever
activities that generate air pollutants
take place
0 Conduct pollutant generating activities
only when the exhaust fan(s) is on
A Fans are used properly
0 Fans are not used properly
VENTILATION
Ventilation is the process by which
stale indoor air is exhausted to the
outside and outside air is drawn into
the building. Your building may have
mechanical and/or natural ventilation
(i.e., windows). Improperly operated
or poorly maintained ventilation sys-
tems may cause IAQ problems. Odors
may indicate a ventilation problem.
The ventilation system can carry air
pollutants from another location in the
school to your area.
Determine how your office is ventilated
0 Locate unit ventilators (if any)
o Locate air supply and return vents
(if any)
0 Determine whether your windows
(if any) are operable
A ocated the unit ventilator
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A ocated air supply and return vents
A Windows are operable
0 Need help determining type of ventilation
If you have mechanical ventilation, con-
firm that air is flowing into the room
from the air supply vent(s)
U Check for airflow by holding a tis-
sue or strip of lightweight plastic
near the air supply vent(s); if air is
flowing, the plastic or tissue will
flutter away from the supply vent
U Make sure that the airflow is not
diverted or obstructed by books,
papers, furniture, curtains, or other
obstacles. Never place anything on
top of unit ventilators
A No problem, air is flowing without obstruction
0No supply air or need help removing
obstruction
If you have mechanical ventilation, con-
firm that air is flowing from the room
into the air return grilles
U Check for airflow at air return
grilles in the same manner as the
previous activity. If air is flowing,
the plastic or tissue will be pulled
toward the air return grilles.
Alternatively, a piece of plastic or
tissue that nearly covers the grille
will stick to the face of the grilles if
air is flowing
U Make sure that the airflow is not
diverted or obstructed by books,
papers, furniture, curtains, etc.
A No problem, air is flowing without obstruction
0No exhaust air or need help removing
obstruction
Check for unexplained odors
U Vehicle exhaust
U Kitchen/food
U ‘Chemical”
U Mold or mildew
A No problem, never detect any odors
ONeed help, sometimes smell odors
PRINTING/DUPLICATING
EQUIPMENT
Printing and duplicating equipment
can generate indoor air pollutants.
Common types of duplicating and
printing equipment include: photo-
copiers, spirit duplicating machines,
mimeograph machines, diazo dyeline
(blueprint) machines, electronic stencil
makers and computer (laser) printers.
Spirit duplicating machines and diazo
dyeline (blueprint) machines present
particular IAQ problems due to the
presence of methyl alcohol and ammo-
nia, respectively. Local exhaust and
ventilation is important (see the previ-
ous activities).
Confirm that the equipment functions
properly
U Equipment does not leak
U No odors detected
U Equipment is regularly maintained
UNo complaints from individuals
who are exposed to the equipment
A Equipment functions properly
ONeed help determining whether equipment
functions properly
Minimize staff and student exposure to
equipment
U Equipment is located in a well
ventilated area with sufficient out-
door air
U Spirit duplicating equipment and
diazo dyeline copiers should be lo-
cated in separate room with a fan to
exhaust air to the outside
A Equipment is located in well ventilated area
or separate room with appropriate local
exhaust
ONeed help moving equipment or minimizing
exposure
NO PROBLEMS TO REPORT
UI have completed all activities on
the Checklist and I do not need help
in any areas
3 of 3

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Health Officer’s
Checklist

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Health Officer’s Checklist
MAINTAIN STUDENT HEALTH
RECORDS
There is evidence to suggest that chil-
dren, pregnant women, and senior citi-
zens are more likely to develop health
problems from poor air quality than
most adults. Indoor Air Quality (IAQ)
problems are most likely to affect
those with preexisting health condi-
tions and those who are exposed to
tobacco smoke. Student health records
should include information about
known allergies and other medically
documented conditions, such as asth-
ma, as well as any reported sensitivity
to chemicals. Privacy considerations
may limit the student health informa-
tion that can be disclosed, but to the
extent possible, information about stu-
dents’ potential sensitivity to IAQ
problems should be provided to teach-
ers. This is especially true for classes
involving potential irritants (e.g.,
gaseous or particle emissions from art,
science, industrial/vocational education
sources). Health records and records of
health-related complaints by students
and staff are useful for evaluating
potential IAQ-related complaints.
Include information about sensitivities to
lAO problems in student health records
Li Allergies, including reports of
chemical sensitivities
Li Asthma
A Complete health records exist for each
student
A Health records are being updated
0 Need help obtaining information about
student allergies and other health factors
Track health-related complaints by
students and staff
Li Keep a log of health complaints that
notes the symptoms, location and
time of symptom onset, and expo-
sure to pollutant sources
Li Watch for trends in health complaints,
especially in timing or location of
complaints
A Have a comprehensive health complaint log-
ging system
A Developing a comprehensive health complaint
logging system
0 Need help developing a comprehensive
health complaint logging system
Recognize indicators that health
problems may be lAO-related
Li Complaints are associated with par-
ticular times of the day or week
Li Other occupants in the same area
experience similar problems
LiThe problem abates or ceases, either
immediately or gradually, when an
occupant leaves the building and
recurs when the occupant returns
Li The school has recently been reno-
vated or refurnished
LiThe occupant has recently started
working with new or different
materials or equipment
Li New cleaning or pesticide products
or practices have been introduced
into the school
Li Smoking is allowed in the school
Li A new warm-blooded animal has
been introduced into the classroom
A Understand indicators of lAO-
related problems
ONeed help understanding indicators of lAO-
related problems
This checklist discusses three
major topic areas:
• Maintain Student Health Records
• Public Health and Personal
Hygiene Education
• Health Officer’s Office
Instructions:
1. Read the IAQ Backgrounder.
2. Check off each box as you com-
plete the activity.
3. Check the triangle(s) as appropri-
ate or check the circle if you need
additional help with this activity.
4. Return this checklist to the lAO
Coordinator and keep a copy for
future reference.
Name
chooI
Vate tompleted
signature
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HEALTH AND HYGIENE EDUCATION
• Schools are unique buildings from a
public health perspective because they
accommodate more people within a
smaller area than most buildings. This
proximity increases the potential for
airborne contaminants (germs, odors,
and constituents of personal products)
to pass between students. Raising
awareness about the effects of their
habits on the well-being of others can
help reduce IAQ-related problems.
Obtain Indoor Air Quality: An
Introduction for Health Professionals
U Contact your EPA Regional Office
(See Appendix I, Resources)
U Contact lAQinfo, 800-438-4318
A Have this EPA guidance document
A Guide is on order
O(annot obtain the guide
Inform students and staff about the im-
portance of good hygiene in preventing the
spread of airborne contagious diseases
U Provide written materials to stu-
dents (local public health agencies
may have information suitable for
older students)
U Provide individual instruction!
counseling where necessary
A Written materials and counseling available
A Compiling information for counseling and dis-
tribution
0 Need help compiling information or imple-
menting counseling program
Provide information about lAO and health
U Help teachers develop activities that
reduce exposure to indoor air pollu-
tants for students with IAQ sensi-
tivities, such as those with asthma
or allergies (contact the American
Lung Association [ ALA))
U Collaborate with the PTA to offer
family IAQ education programs
U Conduct a teacher workshop on
health issues that covers IAQ
A Have provided information to parents and staff
A Developing information and education pro-
grams for parents and staff
0 Need help developing information and educa-
tion program for parents and staff
Establish an information and counseling
program regarding smoking
U Provide free literature on smoking
and environmental tobacco smoke
U Sponsor a quit smoking program
and similar counseling programs in
collaboration with the ALA
A “No Smoking” information and programs in
place
A “No Smoking” information and programs in
planning
0 Need help with a “No Smoking” program
HEALTH OFFICER’S OFFICE
Since the health office may be fre-
quented by sick students and staff, it
is important to take steps that can
help prevent transmission of airborne
diseases to uninfected students and
staff (see your IAQ Coordinator for
help with the following activities).
Ensure that the ventilation system is
properly operating
U The ventilation system is operated
when the area(s) is occupied
U Provide an adequate amount of out-
door air to the area(s). There should
be at least 25 cubic feet of outdoor
air supplied per occupant
U Air filters are clean and properly
installed
U Air removed from the area(s) does not
circulate through the ventilation sys-
tem into other occupied areas
A Ventilation system operating adequately
0 Need help with ventilation related activities
NO PROBLEMS TO REPORT
UI have completed all activities on
this Checklist, and I do not need
help in any areas
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Ventilation
Checklist

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Ventilation Checklist
Schools use a variety of methods for
ventilating the building with outdoor
air: 1) mechanically-based systems
such as unit ventilators, central HVAC
systems, and central exhaust systems,
and 2) passive systems that rely on
operable windows, air leaks, wind, and
the stack effect (the tendency of warm
air to rise).
The majority of the Ventilation Check-
list activities apply mainly to mechani-
cal ventilation systems, and are de-
signed to accomplish two fhnctions:
• Ensure that the ventilation system is
clean, and
• Ensure that an adequate amount of
outdoor air is supplied to occupied
areas
Many of these activities should be per-
formed by individuals with appropti-
ate training in mechanical systems and
safety procedures. Most activities can
be performed with basic maintenance
tools, but Activity 22 will require air-
flow measurement equipment that you
may not have. The section How to
Measure Airflow, at the back of this
Checklist, describes the rype of equip-
ment used to measure airflow. The
IAQ Coordinator has information on
how this equipment can be obtained
(Appendix B). Make an effort to obtain
this equipment before conducting
Activity 17. Supplying an adequate
amount of outdoor air to an occupied
atea is necessary for good indoor air
quality, and measuring airflow can
only be done correctly with equipment
that can reliably tell you if you’re get-
ting the proper amount of outdoor air
(visual inspection or feeling for air
movement is nor sufficient).
Activities 17-21 can be applied to pas-
sive ventilation systems. For activities
that do not apply, place a ‘NA” in the
date column of the Ventilation Log.
Your school most likely has multiple
units and systems, so be sure to per-
form the activities and complete the
Ventilation Log for each unit. The
activities are listed in a purposeful
order to prevent having to repeat
activities for a given unit as the
inspection progresses. The following
is a recommended process for saving
time in performing the activities:
Activities 1-3
Perform these activities for all outdoor
air intakes while outside the building,
and matk the results on the Venti-
lation Log for each unit.
Activities 4-1 2
Perform these activities as a set on
each ventilation unit while you’re in
the room and the unit is open.
Activities 13-16
Perform these ventilation control sys-
tem activities as required by your situ-
ation.
Activities 17-21
Perform these air distribution and
exhaust system attivities as required
by your situation.
Activities 22-23
Perform these activities regarding the
quantity of outdoor air on all units
while you have the airflow measure-
ment equipment available.
This checklist discusses eight
maiM topic areas:
Outdoor Air Intakes
• System Cleonliness
• System Controls
• Air Distribution
• Exhoust Systems
• auontity of Outdoor Air
• Adequacy of Outdoor Air Supply
• How to Meosure Airflow
Instructions:
1. Reod the IAQ Barkgrounder.
2. Make one copy of the Ventilation
Log for eoch ventilation unit in
your school.
3. Complete each octivity for each
ventilotion unit ond note the stotus
of each artivity on the Ventilation
Log.
4. Return the Ventilation Logs to the
lAG Coordinotor ond keep copies
for future reference.
Name
School
Date Completed
Signature
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OUTDOOR AIR INTAKES
If outdoor air intakes are deliberately
blocked or become clogged with dirt
or debris, areas they serve are likely to
get insufficient outdoor air. Students
or staff might experience stuffy or
stagnant air, or develop health prob-
lems from exposure to accumulated
pollutants.
DOn a small floorplan (e.g., a fire
escape floor plan), mark the loca-
tions of outdoor air intakes, based
on mechanical plans (if available)
and your observations while per-
forming these activities
U Obtain chemical smoke (or, alterna-
tively, a small piece of tissue paper
or light plastic) before performing
Activity 3. For more information
on chemical smoke, see How to
Measure Airflow, at the end of this
Checklist and see the IAQ Coordi-
nator for ordering information
U Ensure that the ventilation system is
on and operating in “occupied”
mode
1. Ensure that outdoor air intakes are
unobstructed
U Check the intakes from outside the
school building for obstructions,
such as debris, clogged screens, or
make-shift covers (e.g., boards or
plastic)
U Remove any obstructions
U Install corrective devices if snow-
drifts or leaves often block an intake
2. Ensure that outdoor air intakes are
clear of nearby pollutant sources
U Check the intakes from outside the
school building to confirm that pol-
lutant sources are not located near
outdoor air intakes
• At ground level, look for dumpsters,
loading docks, and bus idling areas
• At roof level, look for plumbing
vents, exhaust outlets (such as kit-
chen, toilet, or laboratory exhaust
fans), puddles on the roof, and mist
from air-conditioning cooling
towers
U Resolve problems due to pollutants
near intakes:
• Remove sources, where possible
(for example, move a dumpster to
another location)
• Separate the source from the intake
(for example, add another pipe sec-
tion to raise a nearby exhaust outlet
above the intake)
• Change operating procedures (for
example, turn off vehicles instead of
idling at loading docks and bus
stands)
3. Confirm that outdoor air is entering
the system intake
U Use chemical smoke (or, alternative-
ly, a small piece of tissue paper or
light plastic) to show whether air is
moving into the intake grille
SYSTEM CLEANLINESS
Accumulated dirt can interfere with
the proper operation of the ventilation
system and lead to underventilation,
uncomfortable temperatures, less effi-
cient operation (higher utility bills),
more maintenance, and decreased life
expectancy of equipment. Air filters
are intended primarily to prevent dirt
and dust from accumulating in the
HVAC system. If filters are not prop-
erly selected and maintained, built-up
dirt in coils and ducts can provide a
habitat for microbiological growth.
Filters that are clogged with dirt
restrict the flow of air through the
HVAC system. If filters “blow out”
and allow the passage of unfiltered air,
dirt can accumulate on coils (produc-
ing a need for more frequent cleaning)
and reduce the efficiency of the heat-
ing and/or cooling plant. It is much
less expensive to trap dirt with proper-
ly-maintained filters than to remove it
from ductwork, coils, fan blades, and
other HVAC system components.
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WARNiNG: Do not clean dirty or bio-
logically contaminated system components
when the system is operating and the build-
ing is occupied.
WARNING: if there is visible biological
growth, such as mold, minimize your
exposure to air in the interior of ducts or
other HVAC equipment unless you are
using proper respiratory protection. Obtain
expert advice about the kind of respiratory
protection to use and how to use it.
4. Inspect air filters on ventilation
equipment
U Install new filters as needed. Shut
off ventilation system fans when
replacing associated filters so that
dirt will not blow downstream.
Vacuum the filter area before
installing the new filter
U Confirm that filters fit properly in
their tracks, with no major air leaks
that would allow air to bypass (flow
around) the air filter
JConfirm that filters are installed in
the proper direction for airflow
5. Ensure that condensate drain pans are
clean and drain properly
U Drain pans should slant toward the
drain so they do not collect and
hold water
6. Ensure that heating and cooling coils
are clean
7. Ensure that air handling unit(s) (air
mixing chambers, coils, and fan blades)
and duct interiors are clean
8. Ensure that the mechanical rooms are
free of trash and chemicals
U Check mechanical room for unsani-
tary conditions, leaks, or spills
U Confirm that mechanical rooms and
air mixing chambers are not used to
store trash or chemical products and
supplies
CONTROLS FOR OUTDOOR AIR
SUPPLY
This group of activities is for ventila-
tion systems that use fans or blowers
to supply outdoor air to one or more
rooms within a school. The primary
objectives that you should keep in
mind as you perform these activities
are:
• To ensure that air dampers are
always at least partially open (mini-
mum position) during occupied
hours, and
• To ensure that the minimum posi-
tion provides an adequate amount of
outdoor air for the occupants
These activities are fairly generic, and
apply to most ventilation systems. See
the figures in the IAQ Backgrounder
for more information.
Activities 9-11 generally serve multi-
ple ventilation units, while activities
12-16 are related and performed at
each individual ventilation unit.
Based on your equipment and experi-
ence, perform as many of the activities
and make as many indicated repairs as
possible. Discuss the need for additional
help for any uncompleted activities or
repairs with your IAQ Coordinator.
9. Gather controls information
Your ventilation controls may be
uniquely designed, and since there are
many different types and brands of
control components, it can be very
helpful if you:
U Gather and read any controls speci-
fications, as-built mechanical draw-
ings, and controls operations manu-
als that you may have
U Contact the system installer or
HVAC maintenance contractor to
obtain controls information that is
missing from your files
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10. Check Clocks, Timers, aNd Seasonal
Switches
D Confirm that summer-winter
switches are in the right position
LI Confirm that time clocks read the
correct time
U Confirm that time clock settings fit
the actual schedule of building use
(night/weekend set-back and set-up)
11. Check pneumatic control system
components (if any)
U Test the line pressure at both the
occupied (day) setting and the unoc-
cupied (night) setting to determine
whether the overall system pressure
is appropriate
U Confirm that the line dryer is pre-
venting moisture buildup
U Check the control system filters.
The filter at the compressor inlet
should be changed periodically in
keeping with the compressor manu-
facturer’s recommendation (for
example, when you blow down the
tank)
U Ensure that the line pressure at each
thermostat and damper actuator is
at the proper level (no leakage or
obstructions)
U Repair or replace defective
components
12. Check outdoor air damper operation
Before continuing, the air temperature
in the indoor area(s) served by this
outdoor air damper must be within
the normal operating range, and
ensure that the outdoor air damper is
visible for your inspection
O Turn off the air handler connected
to the outdoor air damper and con-
firm that the damper fully closes
within a few minutes
U Turn on the air handler and confirm
that the outdoor air damper opens
at least partially with little or no
delay
U Set the room thermostat as follows,
and observe the damper for move-
ment (damper should go to its mini-
mum position, but not completely
closed):
• If in heating mode, set the room
thermostat to 85°F
• If in cooling mode, set the room
thermostat to 60°F, mark the cur-
rent setting of the mixed air ther-
mostat, and set it to a low setting
(about 45°F)
U If the outdoor air damper does not
move:
• Confirm that the damper actuator is
linked to the damper shaft and that
any linkage set screws or bolts are
tight
• Confirm that rust or corrosion are
not preventing free movement
• Confirm that either electrical wires
or pneumatic tubing is connected to
the damper actuator
U Reset thermostat(s) to appropriate
temperature(s)
U Proceed to Activities 13-16 if the
damper seems properly operating
NOTE: The minimum damper setting,
adjusted with a nut or a knob, may have to
be adjusted to allow a larger damper open-
ing if the amount of outdoor air supply
measured in Activity 22 ii not adequate
for the number of occupants being served.
The following four items may be
responsible for keeping outdoor air
dampers closed during the normal
occupied cycle.
13. Confirm freeze-stat condition
HVAC systems with water coils need
protection from freezing. The freeze-
stat may close the outdoor air damper
and disconnect the supply air when
tripped. The typical trip range is 35°F
to 42°F.
Unit Veniilaiors ore sometimes
specified to operate under one of the
following ASH RAE sequences:
Cycle I: Except during worm-up
stage (outdoor air damper closed),
Cycle I supplies 100% outdoor air
at all limes.
Cycle II: During the heating stage,
Cycle II supplies a set minimum quan-
tity of outdoor air. Outdoor air is
gradually increased, as required for
cooling. During warm-up, the outdoor
air damper is closed. (Typical sequence
for northern climates.)
Cycle Ill: During the heating,
ventilating and cooling stages,
Cycle Ill supplies a variable amount
of outdoor air as required to maintain
a fixed temperature (typically 55°F)
entering the heating coil. When heat
is not required, this air is used for
cooling. During warmup, the outdoor
air damper is closed. (Typical sequence
for southern climates, with adoptions
for mechanical coaling.)
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Ii If the freeze-stat has a manual reset
button (usually red), depress the
button. If a click is heard, the
freeze-stat was probably tripped.
Consider replacing manual reset
freeze-stats with automatic reset
freeze-stats
If the freeze-stat has an automatic
reset, disconnect power to the con-
trols and test for continuity across
the terminals
14. (heck mixed air thermostat
liThe mixed air stat for heating mode
should be set no higher than 65°F
Li The mixed air stat for cooling mode
should be set no lower than the room
thermostat setting
15. (heck air economizer setting
Economizers use varying amounts of
cool outdoor air to assist with the
cooling load of the room or rooms.
There are two types of economizers,
dry-bulb and enthalpy. Dry-bulb
economizers vary the amount of out-
door air based on outdoor air tempera-
ture, and enthalpy economizers vary
the amount of outdoor air based on
outdoor air temperature and humidity
level.
Typical HVAC System Layout
OUTDOORS
CENTRAL AIR HANDLING UNIT
UNIT VENTILATOR
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I Confirm proper settings based on
design specifications or local prac-
tices (dry-bulb setting typically
65°F or lower)
Check the sensor to make sure that
it is shielded from direct sunlight
16. Confirm that fans operate continu-
ously during occupied periods
Any fan that helps move air from out-
doors to indoors must operate continu-
ously during occupied hours, even
though the room thermostat is satisfied.
Ii If the fan shuts off when the thermo-
stat is satisfied, change the control
cycle to prevent underventilation.
AIR DISTRIBUTION
Even if enough outdoor air is brought
into a school building, IAQ problems
can develop if the outdoor air is not
properly distributed. In such cases,
underventilation occurs in particular
areas of the building rather than being
widespread. Problems with air distri-
bution are most likely to occur in areas
where:
• Ventilation equipment is malfunc-
tioning
• Room layouts have been altered with-
out adjusting the HVAC system
• The population of a room or zone has
grown without adjustment to the
HVAC system
Air pressure differences move air cont-
aminants from outdoors to indoors and
transport them within buildings. In
schools with mechanical ventilation
equipment, fans are the dominant
influence on pressure differences and
air flows. In schools without mechani-
cal ventilation equipment, natural
forces (wind and stack effect) primarily
influence airfiows.
To prevent infiltration of outdoor air
and soil gas (e.g., radon), mechanical-
ly-ventilated buildings are often
designed to maintain a higher air pres-
sure indoors than outdoors, which is
known as positive pressurization (See
Exhaust Systems and How to Measure
Airflow for a description of building
pressurization). At the same time,
exhaust fans control indoor contami-
nants by keeping rooms such as smok-
ing lounges, bathrooms, kitchens, and
laboratories under negative pressure
compared to surrounding rooms.
“Negative pressure” and “positive
pressure” describe pressure relation-
ships. A room can operate under neg-
ative pressure as compared to neigh-
boring rooms, but at the same time it
may be positive compared to outdoors.
17. Check air distribution
Verify that air pathways in the original
ventilation system design continue to
function.
U Check to see whether operable win-
dows have been replaced by win-
dows that cannot be opened
U Check to see whether passive gravity
relief ventilation systems and trans-
fer grilles between rooms and corri-
dors are functioning. If they are
closed off or blocked to meet mod-
ern fire codes, consult with a profes-
sional engineer for remedies
U Verify that every occupied space has
a supply of outdoor air (mechanical
system or operable windows)
U Confirm that supplies and returns
are open and unblocked. If outlets
have been blocked intentionally to
correct drafts or discomfort, investi-
gate and correct the cause of the dis-
comfort and reopen the vents
U If you discovered areas with no
source of outside air, modify the
HVAC system to correct the prob-
lem
U Check for barriers, such as room
dividers, large free-standing black-
boards or displays, or bookshelves,
that could block movement of air in
the room, especially if they block air
vents
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18. Check air flow direction
Confirm that the system, including
any exhaust fans, is operating on the
occupied cycle when doing this
activity.
U Where outdoor contaminant sources
have been identified, use chemical
smoke to determine whether the air
flows out of the building through
leaks in nearby windows, doors, or
other cracks and holes in exterior
walls
U Use chemical smoke to determine
whether air flows out of the build-
ing through below-grade cracks and
holes (e.g., floor joints, pipe
openings)
EXHAUST SYSTEMS
Exhaust systems are used to remove air
that contains contaminants, including
odors. Some HVAC designs also rely
on the operation of exhaust fans to cre-
ate negative pressure that draws out-
door air into the building through
windows and gaps in the building
envelope.
19. Confirm that exhaust fans are
operating
U Use chemical smoke to confirm that
air is flowing into the exhaust
grille(s)
20. Verify that local exhaust faNs
remove enovgh air to eliminate odors and
chemical fumes
U If the fan is intended to exhaust the
entire room, stand outside the room
with the door slightly open and use
chemical smoke to confirm that air
is being drawn into the room from
locations both high and low in the
door opening (see How to Measure
Airflow)
U If the fan is running, but air isn’t
flowing toward the exhaust intake
(or too little air is moving to do the
job), check for the following possi-
bilities:
• The backdraft damper at the
exhaust outlet does not open
• Obstructions in the ductwork
• Leaky or disconnected ductwork
• Broken fan belt
• Motor running backwards
• Design problems (e.g., undersized
fan)
21. If the exhaust fan is located close to
the contaminant source, rather than on
the roof, and exhaust air is ducted
through the building under positive
pressure
U Confirm that the exhaust ductwork
is sealed and in good condition
QUANTITY OF OUTDOOR AIR
22. Measure quantity of outdoor air per
person
U See How to Measure Airflow at the
end of this Checklist for techniques
on measuring outdoor air supply
U Measure the quantity of outdoor air
supplied either to or from each ven-
tilation unit. Use the Ventilation
Log to calculate the quantity of out-
side air per person being provided
to occupants (22a. on the
Ventilation Log)
U Count or calculate the number of
occupants served by the ventilation
unit under consideration (22b. on
the Ventilation Log)
U Divide the quantity of outdoor air
supplied by the number of occu-
pants served for the ventilation unit
under consideration (22a÷22b on
the Ventilation Log)
ADEQUACY OF OUTDOOR AIR
SUPPLY
23. Compare the measured outdoor air
per person to Table 1
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UIn the first column of Table 1, find
the listing for the type of area that
is served by the unit you are evalu-
ating
U Check the second column to see if
the occupancy for each 1,000 square
feet that the ventilation unit serves
is no greater than the occupancy
assumed for the recommendations
U Compare the recommended ventila-
tion in the third column of Table 1
to the calculated outdoor air per
person from Activity 22
U If the calculated airflow is below the
recommendations in Table 1, it may
be that the school was designed to
meet a lower standard that was in
effect at the time the school was
Table 1: Selected ASHRAE Ventilation Recommendations
Type of Area
Instructional Areas
Classrooms
Laboratories
Music rooms
Training shops
Occupancy
( people/1000 ft 2 )
50
30
50
30
CFM/person
15
20
15
20
Staff Areas
Conference rooms 50 20
Offices 70 20
Smoking lounges 7 60
Bus garage: 1.5 CFM per square foot of floor area. Distribution among
people must consider worker location and concentration of running
engines; stands where engines are run must incorporate systems for
positive engine exhaust withdrawal. Contaminant sensors may be used
to control ventilation.
Assembly Rooms
Auditoriums
Libraries
Gymnasiums
spectator areas
playing floor
Food and Beverage Service
Cafeteria
Kitchen
Nurse’s offices (patient areas) 10
Corridors: 0.1 CFM/square foot
Locker rooms: 0.5 CFM/square foot
Restroom: 50 CFM/urinal or water closet
Miscellaneous
150 15
20 15
150 15
30 20
100 20
20 15
Additional airflow may be needed to provide make-up air for hood
exhaust(s). The sum of the outdoor air and transfer air of acceptable
quality from adjacent spaces shall be sufficient to provide an exhaust
rate of not less than 1.5 CFM/square foot.
25
SOURCE: ASHRAE Standard 62-1989, Ventilation for Acceptable Air Quality
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built. If you have design specifica-
tions for the system or know code
requirements in effect at the time of
construction, compare the measured
outdoor air to this specification.
Repair the system to meet the
design specification, if necessary
Li If the school was designed to a lower
standard and cannot meet the rec-
ommended levels in Table 1, discuss
with the IAQ Coordinator means for
increasing ventilation:
• Retrofitting the ventilation system
for increased capacity
• Opening windows (Caution:
Consider potential ventilation prob-
lems that this may cause in other
parts of the building)
Li Make any repairs permanent and
take any other measures that appear
to help ensure adequate outdoor air
in the future.
These improvements will probably
require the services of a professional
engineer.
HOW TO MEASURE AIRFLOW
This section provides basic guidance
and options for determining air move-
ment and measuring outdoor air sup-
ply. It is divided into three sections:
• Using chemical smoke to determine
air flow direction
• Measuring airflow to determine out-
door air supply quantity
• Estimating outdoor air quantity
using carbon dioxide measurements
1. Usitig Chemical Smoke to Determine
Air Flow Direction
Chemical smoke can be helpful in
evaluating HVAC systems, tracking air
and pollutant movement, and identify-
ing pressure differentials. Chemical
smoke moves from areas of higher
pressure to areas of lower pressure if
there is an opening between them
(e.g., door, utility penetration).
Because it is the same temperature as
the surrounding air, chemical smoke is
extremely sensitive to air currents.
Investigators can learn about airflow
patterns by observing the direction
and speed of smoke movement.
Smoke released near outdoor air
intakes will indicate whether air is
being drawn into the intake. Puffs of
smoke released at the shell of the
building (by doors, windows, or gaps)
will indicate whether the HVAC sys-
tems are maintaining interior spaces
under positive pressure relative to the
outdoors.
Chemical smoke is available with vari-
ous dispensing mechanisms, including
smoke “bottles,” “guns,” ‘pencils,” or
“tubes.” The dispensers allow smoke
to be released in controlled quantities
and directed at specific locations. It is
often more informative to use a num-
ber of small puffs of smoke as you
move along an air pathway rather than
releasing a large amount in a single
puff.
Caution: Chemical smoke devices use
titanium tetrachloride to produce smoke.
While the chemicals forming the smoke nor-
mally are not hazardous in the small
quantities produced during testing, avoid
inhaling smoke from smoke devices.
Concentrated fumes from smoke devices are
very corrosive,
Determining Air Movement From
Diffusers And Grilles
Puffs of smoke released near HVAC
vents give a general idea of airflow. (Is
it in or out? Vigorous? Sluggish? No
flow?) This is helpful in evaluating
the supply and return system and
determining whether ventilation air
actually reaches the breathing zone.
(For a variable air volume system, be
sure to take into account how the sys-
tem is designed to modulate. It could
be on during the test, but off for much
of the rest of the day.) “Short-circuiting”
occurs when air moves directly from
supply diffusers to return grilles,
Deciding Which Equipment to
Use for Measuring Airflow
Both flow hoods and pitot tubes can
be used to measure airflow. Flow
hoods ore designed to measure flow
at grilles and diffusers. Pilot tubes
and anemometers are designed to
measure air velocity in ducts, which
is then used to calculate airflow.
While flow hoods are more expensive
to purchase, they are quicker and
easier to use. Flow hoods can be
used to measure airflow in ducts by
summing the oirf lows from all vents
connected to a given duct.
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instead of mixing with room air in the
breathing zone. If a substantial
amount of air short-circuits, occupants
may not receive adequate supplies of
outdoor air and source emissions may
not be diluted sufficiently.
2. Measuring Outdoor Air Supply
Quantity
This section describes methods for
determining the amount of outdoor air
being supplied by a single ventilation
unit using either a flowhood or air
velocity measurement device. These
are general instructions for measuring
airflow. Follow the instructions pro-
vided by the manufacturer of your
measuring equipment.
Step 1. Determine Airflow Quantity
Using a Flow Hood
Flowhoods measure airflow in cubic
feet per minute (CFM) at a diffuser or
grill. Taking the measurement is sim-
ply a matter of holding the hood up to
the diffuser and reading the airflow
value. Follow the instructions sup-
plied with the flowhood regarding use,
care, and calibration.
Using Velocity Measurements
For information on measuring air
velocity using a pitot tube or
anemometer and calculating outdoor
air supply, see the instructions sup-
plied with the equipment
Airflow in large ductwork can be esti-
mated by measuring air velocity using
a pitot tube with a differential pres-
sure gauge or an anemometer. (See the
IAQ Coordinator for sources of these
devices.)
U Measure the air velocity in the duct-
work and calculate the outdoor air-
flow in cubic feet per minute (CFM)
at the outdoor air intake of the air
handling unit or other convenient
location
U Enter the calculated outdoor air
supply in the Ventilation Log
For Systems Without Mechanically-
Supplied Outdoor Air
If your system does not have mechani-
cally supplied outdoor air, you can
estimate the amount of outdoor air
infiltrating the area. Estimate air
infiltrating by measuring the quantity
of air exhausted by exhaust fans serv-
ing the area
U Using a small floor plan, such as a
fire escape map, mark the areas
served by each exhaust fan
U Measure airflow at grilles or exhaust
outlets using a flow hood. Deter-
mine the airflow in ductwork by
using a pitot tube with a differential
pressure gauge or an anemometer
U Add the airflows (in CFM) from all
exhaust fans serving the area you are
measuring and enter the measure-
ment in the Ventilation Log
Step 2. Determine Occupancy
Count the number of students and
staff located in areas served by the air
handling unit (called the occupied
A room can be positively or nega-
tively pressurized when compared
to the spaces surrounding it. These
spaces include another room, a
corridor, or outdoors. To deter-
mine whether a room is positively
or negatively pressurized, or neu-
tral, release puffs of smoke near
the top and bottom of a slightly
opened door or window, and
observe the direction of flow.
Example: If the smoke flows
inward at both the top and bot-
tom of a slightly opened door, the
room is negatively pressurized
when compared to the space on
the other side of the door.
Negalive pressurization may
cause problems with natural draft
combustion appliances, or cause
outdoor pollutants such as pollens
or vehicle exhaust in loading
docks to be drawn into the build-
ing through openings.
Negative Pressure
Neutral Pressure
Positive Pressure
e.
10 of 13

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zone). If you are estimating infiltra-
tion using exhaust fan airfiows, count
individuals in the area you have deter-
mined are affected by the fan(s) in
Step 1.
U Using a small floor plan, mark the
occupied zone served by the unit.
In areas served by unit ventilators,
an occupied zone is probably an
individual classroom. In areas
served by large air handling units,
an occupied zone may include sever-
al rooms. A large gymnasium or
other room may be served by several
air handling units
U Estimate the number of occupants
in the occupied zone, including stu-
dents, teachers, other staff members,
volunteers and visitors
Step 3. Calculate Outdoor Air Per Person
U Use the equation below (the equa-
tion also appears on the Ventilation
Log) to calculate average ventila-
tion rates in CFM/person
3. Estimating Outdoor Air Using Carbon
Dioxide Measurements
Outdoor air ((FM ) Outdoor air
Number of occupants = (overage (FM/person)
Carbon dioxide (C0 2 ) is a normal con-
stituent of the atmosphere. Exhaled
breath from building occupants and
other sources increase indoor CO 2 levels
above that of the outdoor air. CO 2
should be measured with a direct-read-
ing meter (See Appendix B for sources
of CO 2 meters). Use the meter accord-
ing to manufacturer’s instructions.
Indoor CO 2 concentrations can, under
some test conditions, be used to access
outdoor air ventilation. Comparison
of peak CO 2 readings between rooms
and between air handler zones may
help to identify and diagnose various
building ventilation deficiencies.
Step 1. Estimate quantity of outdoor air supply.
CO 2 readings, with minimal delays
between readings, can be taken at sup-
ply outlets or air handlers to estimate
the percentage of outdoor air in the
supply airstream.
The percentage or quantity of outdoor
air is calculated using CO 2 measure-
ments as shown below.
Outdoor air (%) =
(CR-CS)÷(CR-CO) x 100
Where: CS = ppm CO 2 in the supply
air (if measured in a room), or in the
mixed air (if measured at an air han-
dler)
CR = ppm of CO 2 in the return air
CO = ppm of CO 2 in the outdoor air
(Typical range is 300-450 ppm)
All these concentrations must be mea-
sured, not assumed.
To convert the outdoor air percent to an
amount of outdoor air in cubic feet per
minute, use the following calculation:
Outdoor air (CFM) = Outdoor air
(percent) ÷ 100 x total airflow (CFM)
The number used for total airflow may
be the air quantity supplied to a room
or zone, the capacity of an air handler,
or the total airflow of the HVAC sys-
tem. However, the actual amount of
airflow in an air handler is often differ-
ent from the quantity in design docu-
ments. Therefore only measured air-
flow is accurate.
Step 2. Measure (02 levels in the area served
by a given unit or exhaust fan(s) or in an area
without any mechanical ventilation.
The number of occupants, time of day,
position of windows and doors, and
weather should be noted for each peri-
od of CO 2 testing.
• Measurements taken to evaluate the
adequacy of ventilation should be
made when concentrations are
expected to peak. It may be helpful
to compare measurements taken at
different times of day. Classroom
CO 2 levels will typically rise during
the morning, fall during the lunch
llofl3

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period, then rise again, reaching a
peak in mid-afternoon. Sample in
the mid- to late-afternoon
• Take several CO 2 measurements in
the area under consideration. CO 2
measurements for ventilation should
be collected away from any source
that could directly influence the
reading (e.g., hold the sampling
device away from exhaled breath)
• Take several measurements ouirloors
• For systems with mechanically sup-
plied outdoor air, take one ot more
readings at the following locations:
— At the supply air vent
— In the mixed air (if measured at
an air handler)
— In the retutn air
Step 3. Note whether (02 levers ore high.
• Note locations with CO 2 concentra-
tions of 1,000 ppm or higher. Ele-
vated CO 2 indicates that there is not
enough outdoor air for the number
of people in the space (based on
ASH RAE Standard 62, see
Appendix I)
• Note that there may still be under-
ventilation problems in rooms with
peak CO 2 concenttations below
1,000 ppm. CO 2 is produced by
human respiration (breathing), and
concentrations can change rapidly as
people move in and out of a room.
Four to six hours of continuous
occupancy are often required for
CO 2 to approach peak levels
NO PROBLEMS TO REPORT
DI have completed the activities on
the Ventilation Checklist, and I do
not need help in any areas
12 of 13

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15. Economizer set per
specifications
16. Fans supplying outdoor air operate
continuously during occupied
periods
17. Air distribution functioning per
design
18. Air flow direction (relative
pressures) okay
19. Exhaust fan(s) operating
20. Local exhaust fan(s) remove enough
air to eliminate odors and chemical
fumes
21. Exhaust ductwork sealed and in
good condition
22. Measure quantity of outdoor air
a. outdoor air supply _____ CFM
b. number of occupants served by
this unit _____________
c. CFM/occupants (a÷b) ________
Meets original design specs?
23. Compare measured CFM/person
(c. above) to Table 1
• Recommendation in Table 1 for
this type of area __________
• Meets recommendation?
Activily Number
Notes and Comments
13 of 13
Ventilation Log
Instructions:
O Make one copy of this Log for each ventilation unit in your school.
O Perform the activities in the Ventilation Checklist for each
ventilation unit and use this Log to record results.
o A “No” response requires further attention.
Name
Room or Area
School
Dole Completed
Signotore
ACDVI1Y
NEEDS
A1TENTION
IF “NO”
OK
(DATE)
AC11VI1Y
NEEDS
ATIENTION
IF “NO”
OK
(DATE)
1. Outdoor air intake not obstructed
2. Outdoor air intake clear of nearby
pollutant sources
3. Outdoor air moving into intake
4. Filters in good condition, properly
installed, and no major air leaks.
5. Drain pan clean and no
standing water
6. Heating and cooling coil(s) clean
7. Interior of air handling unit and
ductwork clean
8. Mechanical room free of trash and
chemicals
9. Controls information on hand
10. Clocks, timers, and switches
set properly
11. Pneumatic controls okay
12. Outdoor air damper operating
properly
13. Freeze-stat reset
14. Mixed air thermostat set
properly
O Yes
U No
0 Yes
O No
U Yes
U No
U Yes
O No
U Yes
O No
0 Yes
0 No
o Yes
U No
U Yes
o No
O Yes
IJ No
O Yes
0 No
0 Yes
0 No
0 Yes
0 No
U Yes
U No
U Yes
U No
U Yes
U No
0 Yes
0 No
U Yes
U No
U Yes
O No
U Yes
U No
U Yes
0 No
U Yes
U No
U Yes
U No
U Yes
U No

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Buildina
Maintenance Uiecklist

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Building Maintenance Checklist
MAINTENANCE SUPPLIES
Maintenance supplies may emit air
contaminants during use and storage.
Products low in emissions are prefer-
able. However, a product that is low in
emissions is not necessarily better if it
is more hazardous despite the lower
emissions, if it has to be used more
often, or at a higher strength. Examples
of maintenance supplies that may con-
tribute to indoor air quality (IAQ)
problems include:
• Caulks
• Solvents
• Paints
• Adhesives
• Sealants
• Cleaning agents
Learn about your maintenance supplies
LI Review and become familiar with
your maintenance supplies
LI Read labels and identify precautions
regarding effects on indoor air or
ventilation rates and requirements
A Supplies reviewed and okay
0 Need help determining impacts of supplies
If you make purchase decisions, or recom-
mend products for purchase, confirm that
supplies are safe to use
LI Ask vendors and manufacturers to
help select the safest products avail-
able that can accomplish the job
effectively
A Supplies are safe to use
ONeed help determining if supplies are safe
Follow good safety, handling, disposal,
and storage practices
LI Develop appropriate procedures and
have supplies available for spill control
LI Exhaust air from chemical and trash
storage areas to the outdoors
LI Store chemical products and supplies
in sealable, clearly labeled containers
LI Follow manufacturers’ instructions
for use of maintenance supplies
LI Follow manufacturers’ instructions
for disposal of chemicals, chemical-
containing wastes, and containers
A Following good safety handling, disposal, and
storage practices
A Safety, handling, storage, and disposal prac-
tices are being revised
0 Need help with good safety, handling, dispos-
al, and storage practices
Establish maintenance practices that mini-
mize occupant exposure to hazardous
materials
LI Substitute less- or non-hazardous
materials where possible
LI Schedule work involving odorous or
hazardous chemicals for periods
when the school is unoccupied
LI Ventilate during and after use of
odorous or hazardous chemicals
A Procedures established and followed to mini-
mize occupant exposure
0 Need help to develop and implement proce-
dures to minimize occupant exposure
DUST CONTROL
By reducing the amount of dust and
dirt that enters the school, and by
reducing the amount of dust that leaves
vacuum bags and dust cloths, it will
be possible to maintain a clean school
with less effort. A cleaner school can
also have positive physical and psycho-
logical effects on the students and staff.
Complaints of illness and discomfort
have been associated with buildings
having high dust levels. In addition to
dust, other particles such as pollens
which can cause allergic reactions will
also be reduced.
This checklist discusses six
major topics areas:
• Maintenance Supplies
• Dust Control
• Drain Traps
• Moisture, leaks, and Spills
• Combustion Appliances
• Pest Control
Instructions:
1. Read the lAO Backgrounder.
2. Check off eah box as you com-
plete the activity.
3. Check the triangle(s) as appropri-
ate or check the circle if you need
additional help with this activity.
4. Return this checklist to the IAQ
Coordinator and keep a copy for
future reference.
Name
Room or Area
School
Vale lompleted
Signature
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Purchase and maintain barrier floor mats
for all school entrances
U Barrier mats need to be long enough
to allow five full steps for people
entering the school (this allows dirt
to be cleaned from the mats rather
than from all over the school, saving
cleaning costs)
U Vacuum each barrier mat daily
using a beater brush or beater bar
vacuum, vacuuming in two direc-
tions (in-line and side-to-side)
A Barrier mats purchased and maintained
0 Need help with barrier mats
Use higher efficiency vacuum bags
U Standard paper or cloth bags allow
lots of dust to pass completely
through the vacuum and back into
the air and onto surfaces. Use micro-
filtration bags which retain dust and
particles in the 3 micron size range,
or smaller. Although the bags cost
more, labor costs are reduced.
A High efficiency bags in use
ONeed help with obtaining proper bags
Use proper dust wiping techniques
U Ensure that dust that has been col-
lected remains on the wipe by using
a wiping motion with a folded wipe,
rather than a flicking motion with a
crumpled-up wipe
U Wrap handheld feather-type dusters
with a dust cloth. Use a wiping rather
than a flicking or sweeping motion
A Proper dusting techniques in use
0 Need help with dust wiping
Vacuum dust from heating, cooling, and
ventilation air return grilles and air sup-
ply vents periodically
DIn addition to vacuuming the grilles
and vents using a soft bristle attach-
ment, vacuum the ceiling and wall
surfaces adjacent to the grilles and
vents to remove visible dust
A Dusting is performed periodically
0 Need help with dusting grilles and vents
FLOOR CLEANING
All flooring, including vinyl, wood,
terrazzo, tile, and carpet, requires daily
attention to ensure cleanliness. In
addition to the prevention technique
of barrier mats as noted in previous
activities, apply the following activi-
ties. Contact floor suppliers or manu-
facturers for recommended maintenance
techniques. Follow specific guidelines
of the Carpet and Rug Institute (CR1)
for properly maintaining carpets (to
obtain these guidelines, see informa-
tion in Appendix I, Resources).
U Vacuum daily as needed for soil
removal. Use a vacuum with brush-
es, beater bars, strong suction, and a
high efficiency filter bag that will
filter particles down to the 3 micron
or smaller range.
U Remove spots and stains immediate-
ly, using the flooring manufacturer’s
recommended techniques. Use care
to prevent excess moisture or clean-
ing residue accumulation, and ensure
that cleaned areas will dry quickly.
A Floors are cleaned daily as needed and mois-
ture has been removed
0 Need help with daily floor maintenance
Perform restorative maintenance
U Apply the manufacturer’s recom-
mended guidelines when cleaning to
remove accumulated contaminants.
For carpets, CR1 recommends peri-
odic extraction cleaning, wet or dry,
and complete removal of the mois-
ture and cleaning agents
A Restorative maintenance is properly per-
formed as needed
0 Need help with restorative floor maintenance
DRAIN TRAPS
Drain traps can cause IAQ problems
when water in the drain trap evaporates
due to infrequent use. If the building
interior is under negative pressure, soil
gas or sewer gas can be drawn indoors
through a dry drain trap.
2 of 4

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• walls around leaky or broken windows
Confirm that all drains have drain traps
U Install traps on any untrapped drains
A All drains have drain traps
ONeed help with traps
Confirm that all drain traps in areas
which only you have access are filled
U Pour water down floor drains once
per week (about one quart)
U Run water in sinks at least once per
week (about one pint)
U Check water in seldom used toilets
once each week. If low, flush
A Traps are filled at least once per week
0 Need help filling traps regularly
MOISTURE, LEAKS, AND SPILLS
Many people have allergic reactions to
mold and mildew. Mold and mildew
can grow almost anywhere that offers a
food source and a small amount of mois-
ture, whether from leaks and spills or
condensation. Mold and mildew do not
require standing water in order to grow.
The higher the relative humidity, the
higher the probability of fungal growth.
Assemble the following tools before
starting the activities:
• a small floorplan for taking notes
• an instrument to measure relative
humidity (e.g., sling psychrometer)
Inspect the building for signs of moisture,
leaks, or spills
U Check for moldy odors
U Look for stains or discoloration on
the ceiling, walls, or floor
U Check cold surfaces (e.g., locations
under windows and in corners
formed by exterior walls, uninsulat-
ed cold water piping)
U Check areas where moisture is gen-
erated (e.g., locker rooms, bathrooms)
U Look for signs of water damage in:
• indoor areas in the vicinity of known
roof or wall leaks
• floors and ceilings under plumbing
• duct interiors near humidifiers, cool-
ing coils, and outdoor air intakes
U If you discover active leaks during
your inspection, note their
location(s) on your floor plan and
repair them as quickly as possible
A There are no signs of moisture, leaks, or spills
OFound signs of moisture, leaks, or spills, or
need help inspecting
Respond promptly when you see signs of
moisture, or when leaks or spills occur
U Clean and dry damp or wet building
materials and furnishings
U Work with manufacturers of fur-
nishings and building materials to
learn recommended cleaning proce-
dures and/or identify competent
contractors who can clean damp
materials
U Porous, absorbent building materi-
als or furnishings, such as ceiling
tiles, wall boards, floor coverings,
etc., must be thoroughly dried and
cleaned as soon as possible. In some
cases these materials might have to
be disinfected. If these materials
can’t be dried and cleaned within 24
hours, they may have to be replaced
after the cause of the moisture prob-
lem has been corrected
A Moisture, leaks, or spills fixed
0 Need help fixing damage from moisture,
leaks, or spills
Prevent moisture condensation
There are several methods to prevent
condensation:
U Reduce the potential for condensa-
tion on cold surfaces (piping, exteri-
or walls, roof, or floor) by adding
insulation. (Note: When installing
insulation that has a vapor barrier,
put the vapor barrier on the warm
side of the insulation.)
U Raise the temperature of the air
3 of 4

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U Improve air circulation in the
problem location
U Decrease the amount of water vapor
in the air
• In dryer climates or winter, supply
more outdoor ventilation air
• In humid climates ot during humid
times of the year, use a dehumidifier
or desiccants to dry the air (for more
information, obtain Appendix H
from the IAQ Coordinator)
• Increase the capacity or operating
schedule of existing exhaust fan(s);
or add a local exhaust fan near the
source of the water vapor
A Moisture prevention activities completed
A Moisture prevention activities underway
0 Need help with moisture prevention activities
COMBUSTION APPLIANCES
Combustion appliances are potential
sources of carbon monoxide and other
combustion gases. Carbon monoxide is
odorless yet toxic, so it is important
that appliances are properly vented to
remove combustion gases. If inade-
quate combustion air is available to an
appliance, air may be pulled, or back-
drafted, down the flue, bringing com-
bustion gases back into the indoors
instead of exhausting them outside.
Note odors when first entering a location
containing combustion appliances
U One’s nose quickly becomes accus-
tomed to odors, but upon first
entering a room the smell of com-
bustion gas odors may indicate a
leak or backdrafting problem
A No combustion odors
0 Need help resolving combustion gas problem
Visually inspect exhaust components
o Inspect flue components for leaks,
disconnections, and deterioration
0 Inspect flue components for corro-
sion and soot -
A No apparent problems
ONeed help repairing exhaust (omponents
Check for backdrafting of combustion
appliances
U When the combustion appliance(s) is
operating, and the building ventila-
tion systems are in normal operat-
ing mode, use chemical smoke to
determine whether air is flowing up
the flue by puffing smoke neat any
vent openings or joints
A Na backdrafting
0 Need help resolving backdrafting problem
PEST CONTROL
Use Integrated Pest Management (1PM)
methods of pest control
U Do not rely on widespread, indis-
criminate use of pesticides to con-
trol pests
U If you are in charge of pest control,
obtain information about 1PM from
the IAQ Coordinator
U If pesticides are used outdoors, do
not apply near outdoor air intakes
for the ventilation system. If un-
avoidable, shut down the affected
ventilation system(s) and remove
occupants until application has
been completed and ventilation has
been restored. Similarly, avoid
application near doors and open
windows
A No pest problems
A Already using Integrated Pest Management
ONeed information or assistance wilh 1PM
NO PROBLEMS TO REPORT
UI have completed all activities on
this Checklist, and I do not need
help in any ateas
4of4

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Food Service
Checklist

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Food Service Checklist
COOKING AREA
Cooking activities generate odors,
moisture, food waste, and other trash,
all of which must be managed careful-
ly to avoid indoor air quality ( fAQ)
problems. Food odors can be a distrac-
tion to students and staff if they circu-
late through the school.
Confirm that local exhaust fans function
properly
o Check for air flow when fans are on.
(Hold a piece of tissue paper near
the fan to see whether it is pulled
toward the fan)
O Check for cooking odors or smoke
in areas adjacent to the cooking,
preparation, and eating areas
O Make sure fan is not excessively
noisy (excessive noise may indicate a
problem or may cause the fan to nor
be used)
A Fans function; no odors or smoke in adjacent
areas
o Need help, local exhaust fan does not appear
to function properly
Use exhaust fans whenever cooking,
dishwashing, and cleaning.
o Make sure staff understand the
importance of using the fans to pre-
vent moisture accumulation and the
spread of food odors
OTrain staff to use fans when cooking,
dishwashing, or cleaning
O Monitor use of fans from time to
time throughout the year
A Fans are used as appropriate
ONeed help to canfir.m whether fans are used
appropriately
Confirm gas appliances function properly
O Verify that gas appliances are vented
outdoors
O Check for combustion gas odors,
headaches when gas appliances are in
use, or natural gas odors at any time
O All gas appliances vented as appropriate
A No leaks or exhaust odors
0 Need help checking for (or have detected
problems with) leaks, odors, bockdrofting,
venting to outdoors
Clean kitchen after use
O Inspect kitchen for signs of microbi-
ological growth (check for moldy
odors, slime, algae)
O Check hard-to-reach places such as
the upper walls and ceiling for
evidence of mold growth
O Clean affected areas as needed
O If biocides are used, select only
products registered by EPA for such
use, follow the manufacturer’s direc-
tions for use, and pay careful atten-
tion to the method of application
A No signs of microbiological growth
ONeed help checking for mold or cleaning
Inspect kitchen for plumbing leaks
O Check sink thucets and area under sinks
O Look for stains or discoloration,
and/or damp or wet areas
A No plumbing leaks
0 Found leaks, need help to fix leaks
FOOD HANDLING AND STORAGE
A clean kitchen with food stored in
secure containers discourages vermin.
Integrated Pest Management (1PM)
practices minimize the need for pesti-
cides and discourage pests by elimi-
nating the food sources, pathways, and
shelter they need. The IAQ
Coordinatot can help you and your
staff learn more about 1PM.
This checklist discusses four
major topic areas:
• Cooking Area
• Food Handling and Storage
• Waste Management
• Receiving
These activities also apply to home-
economics instructional areas.
Instructions:
1. Read the 140 Backgroundei.
2. Check off each box as you com-
plete the activity.
3. (heck the triangle as appropriate
check the circle if you need
additional help with this activity.
4. Return this checklist to the IAQ
Coordinator and keep a copy for
future reference.
Name
School
Dale Completed
Signature
1 of 2

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Check food preparation, cooking, and
storage areas regularly for signs of
insects and vermin
D Look for dead insects or rodents
3 Look for feces
Notify IAQ Coordinator if insects
or vermin infestation is discovered
A No signs of insects or vermin
0 Need help, found signs of insects or vermin
Confirm that appropriate food prepara-
tion, cooking, and storage practices are
implemented
3 Review food handling and storage prac-
tices — containers should be well-sealed,
with no traces of food left on outside sur-
flices of containers
Maintain general cleanliness
3 Dispose of food scraps properly and
remove crumbs
L I Wipe counters clean with soap and
water or a disinfectant, according to
school policy
3 Sweep and wet mop floors to
remove food
LI Clean stoves and ovens after use
A Food service area is clean
ONeed help cleaning food service area
WASTE MANAGEMENT
Food wastes and food-contaminated
paper products produce odors and
encourage insects and vermin. Proper
placement of dumpsters prevents
odors from entering the building and
minimizes opportunities for insects
and vermin to enter the building.
Place waste in appropriate containers
3 Containers should have lids that
close securely
LI If possible, separate food waste and
food-contaminated items from other
wastes
A Waste is stored in appropriate
containers
o Need appropriate containers
Locate dumpsters well away from air
intake vents, operable windows, and
food service doors
A Dumpster(s) properly located
o Need help determining proper dumpster
placement, or moving dumpster(s)
RECEIVING
The kitchen is often the busiest part
of the school for deliveries. Because
fans are exhausting air from the
kitchen (i.e., the kitchen is negatively
pressurized), air from an adjacent load-
ing dock may be drawn into the
kitchen. If delivery trucks or other
vehicles idle at the dock, exhaust
fumes can be drawn in and cause
problems.
Remind vendors not to idle their engines
(3 Post a sign prohibiting vehicles from
idling their engines in receiving area
LI Ask drivers to turn off their engines if
they don’t follow instructions on the sign
A Vendors turn off engines in receiving area
0 Need help, vendors do not turn off engines
Keep doors or air barriers closed
between receiving area and kitchen
LI Door(s) regularly closed
0 Need help keeping door(s) closed
NO PROBLEMS TO REPORT
LII have completed all activities on
this Checklist, and I do not need
help in any areas
2 of 2

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Waste Management
Checklist

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Waste Management Checklist
WASTE MANAGEMENT
Proper waste management promotes
good indoor air quality (IAQ) by con-
trolling odors and contaminants, and
is a pest management method which
controls vermin. Good sanitation
decreases the need for pesticides.
Select waste containers by considering
the kind of waste that is placed in them
U Food waste or food-contaminated
papers and plastics should be con-
tained securely (e.g., covered con-
tainers, tied-off plastic bags) to dis-
courage flies and other vermin
U Recycling bins should be clearly
labeled so people don’t put other
types of trash in them
U Some materials may require special
handling; for example, waste gener-
ated in art classes, science classes,
and vocational/industrial education
classes. Work with teachers or
administrator to identify the best
methods for handling special wastes
A Existing waste containers are appropriate and
do not need to be changed
A New waste containers appropriate to their
waste are being installed
0 Need help to select and obtain appropriate
waste containers
Locate dumpsters away from outdoor air
intakes, doors, and operable windows
U Ideally, prevailing winds should
carry odors and contaminants away
from the building
U Dumpsters are located away from
air intakes, doors, and operable win-
dows
A Dumpsters are being moved
0 Need help to find appropriate location
and/or move dumpsters
Empty waste containers regularly and
frequently, and store them in an
appropriate location
U Follow a regular schedule that min-
imizes odors and deprives vermin of
their food source
U Containers that have plastic liners
regularly replaced do not need to be
cleaned and disinfected as often as
unlined containers
U Do not store waste containers in
rooms which have heating, cooling,
or ventilation equipment that sup-
plies conditioned air to other rooms
A Waste containers are emptied regularly and
frequently
A Waste containers are stored in an appropriate
location
0 Need help to modify waste removal schedule
NO PROBLEMS TO REPORT
UI have completed the activities on
the Waste Management Checklist,
and I do not need help in any areas
Instructions:
1. Read the lAO Backgrounder.
2. Check off each box as you com-
plete the activity.
3. Check the triangle as appropriate
check the circle if you need
additional help with this activity.
4. Return this checklist to the lAO
Coordinator and keep a copy for
future reference.
Name
School
Date lampleted
Signature
1 of 1

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Renovation and Repairs
Checklist

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When planning and conducting reno-
vations in schools, it is important to
remember four potential causes of
indoor air problems during renovation
and repairs:
• Demolition that releases toxic mate-
rials
• Construction dust and fumes
• Designs that interfere with ventila-
tion
• Off-gassing from building materials
and new products
You can minimize these problems by
making good indoor air quality (IAQ)
one of the criteria during project plan-
ning. Also, contract language and
negotiations with the service providers
(contractors) can help ensure that prop-
er materials and procedures are used,
such as performing work during unoc-
cupied periods. This Checklist is for use
before and during renovation projects.
Depending on who is performing the
work, you may need to give sections of
this Checklist covering one or more of
the activity groups to separate in-house
staff or contractors. Instruct those who
receive a portion of the Checklist to
return it to the IAQ Coordinator.
See Appendix I, Resources, for addi-
tional sources of information on the
following activities.
GENERAL ACTIVITIES
D Do not disturb asbestos during
demolition. Most schools have iden-
tified and dealt with asbestos in the
school under state or Federal
requirements. Schools that have
asbestos-containing materials, as
identified in an AHERA survey,
should have a management plan on
file at the school. Refer to the man-
agement plan when considering
whether planned renovations will
require disturbing areas containing
asbestos. Use an asbestos profes-
sional to consult on and assist with
such renovation work. Be sure to
update the AHERA management
plan to reflect any asbestos abate-
ment activities
Test for lead-based paint before
removing old paint. Use a certified
inspector (if your state certifies
inspectors) or a reputable testing
firm for areas to be demolished,
sanded, or stripped. Use appropri-
ate personnel and precautions when
removing and disposing of lead-
based paint
lIAvoid exposure to fungi and bacte-
ria. If renovation is likely to expose
large areas of microbial growth such
as mold and mildew (for example,
while repairing water damage), con-
suit with an environmental profes-
sional about adequate protective
measures to ensure both worker and
occupant safety
JPlan to isolate students and staff
from any dust or fumes generated
during renovation work. Use plastic
sheeting, portable fans, and a
mechanical ventilation strategy
(where applicable) to prevent dust
and fumes from reaching school
occupants through hallways, doors,
windows, and the ventilation system
(for additional details, see the activi-
ty groups). Also consider conduct-
ing renovation work during hours
when the school is unoccupied
0 Consider the effect of the renovation
on ventilation and mixing of air in
rooms. Beware of cutting off a
room from its supply of outdoor air,
enclosing a pollutant source (like
photocopiers) in a room with made-
Renovation and Repair Checklist
This checklist discusses four
major topic areas:
• General Activities
• Painting
• Flooring
• Roofing
Instructions:
1. Read the lAO B&kgroundei.
2. (heck off each box as you com-
plete the activity.
3. (heck the triangle as appropriate
or check the (ircie if you need
additional help with this activity.
4. Return this checklist to the FAQ
Coordinator and keep a copy for
future reference.
Hale
Dept. or Company
Sthoal
Dale Completed
Signature
1 of 7

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quate exhaust or supply air, or
erecting barriers that prevent ade-
quate movement of air throughout
the occupied area of a room
0 Minimize and provide for off-
gassing from new products. New
products contain volatile con-
stituents, such as resins, solvents,
and binders, which off-gas volatile
organic compounds for a period of
time. This process is called “off-
gassing.” Whenever possible,
obtain information on emissions
from potential new products to be
installed in the school and select
lower emitting products when
available. Whenever new products
with the potential for off-gassing are
installed, allow adequate time for
off-gassing before reoccupy ing the
area and increase ventilation with
outdoor air until off-gassing odors
and any irritation symptoms no
longer occur. Examples of products
which will potentially off-gas
include:
• Wall paneling
• Draperies
• Composite wood furniture and
cabinets
• Cubicle dividers
• Carpet and vinyl flooring
• Paints and finishes
2 of 7

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PAl Nil NG
There are many factors to consider
before beginning a painting project.
Special care should be taken when
sanding a surface to prepare for paint-
ing, due to the dust released into the
air. The dust may contain lead parti-
cles. Exposure to excessive levels of
lead could affect a child’s mental
growth, and interfere with nervous
system development, which could
cause learning disabilities and
impaired hearing. In adults, lead can
increase blood pressure.
The type of paint is an important
decision. For instance, both solvent-
based and water-based paints give off
volatile organic compounds (VOCs)
that could lead to IAQ problems.
Water-based paints produce less
VOCs than solvent-based paints, but
produce them over a longer period of
time.
Durability is important — a relatively
low-emitting paint might create more
IAQ problems in the long run than a
higher-emitting paint, if the low-
emitting paint requires repainting
more often. In addition, many water-
based paints (even interior paints)
have, until recently, used mercury as a
fungicide. Any paint that contains
mercury should not be used indoors.
Confirm that the painted surface is lead-
free before preparing a surface for
repainting
3 Check painting records or old paint
cans to determine whether the paint
contains lead
UDo an initial screen using a trained
lead paint inspector
If there is lead in the existing paint,
contact a trained lead-based paint
contractor
A No lead in existing paint
0 Paint contains lead or testing is needed to
determine if lead is in existing paint
Select a low-VOC emitting paint that is
free of lead and mercury
3 Evaluate existing stock of paint
(properly dispose of paints contain-
ing lead or mercury or having high-
er VOC emissions than new paints)
DEvaluate new paint before you pur-
chase it. Express your indoor air
quality concerns to paint suppliers
and use their technical personnel as
a resource. Not all paint suppliers
have information on pollutant emis-
sions; consult other sources (e.g.,
manufacturers) if your paint suppli-
er cannot provide adequate
information
A Have selected an appropriate paint
0 Need to discuss which paint to use with an
lAD specialist
During exterior painting, minimize occu-
pant exposure to odors and contaminants
3 Schedule exterior painting to occur
when the building is unoccupied
(for example; weekends or vacation
periods)
3 Keep nearby windows and doors
closed as much as possible
A Occupant exposure is minimized
0 Need help to minimize occupant exposure
During interior painting, minimize occu-
pant exposure to odors and pollutants
U Schedule painting to occur when the
area is unoccupied (for example, on
weekends or during vacation peri-
ods), and allow time for paint odors
to dissipate before occupants return
to the area. If the area being painted
Instructions:
1. Read the lAO Backgrounder.
2. Check off each box as you com-
plete the activity.
3. Check the triangle as appropriate
or check the circle if you need
additional help with this activity.
4. Return this checklist to the lAD
Coordinator and keep a copy for
future reference.
Name
Dept. or Company
School
Date Completed
Signature
3 of 7

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has a heating, cooling, and ventila-
tion system which is shared with
other areas, those areas should also
be unoccupied.
Use supply and exhaust fans to
sweep paint flimes out of the build-
ing. Operate supply fans continu-
ously (24 hours/day, 7 days/week), at
the highest possible outdoor air sup-
ply setting, from the beginning of
the painting work until several days
after painting has been completed
O Block return openings to prevent
circulating air from the work area to
occupied areas
A Occupant exposure is minimized
ONeed help to minimize occupant exposure
Use appropriate storage and disposal
practices for paints, solvents, clean-up
materials, and asbestos containing
materials
Ii Seal containers carefully after use
U Keep paint containers in designated
storage areas equipped with exhaust
ventilation, but not in heating, ven-
tilation, and air conditioning
equipment rooms
U Use an appropriate waste disposal
method to dispose of any paints
containing lead or mercury
U Follow EPA National Emission
Standards for Hazardous Air
Pollutant rules for disposal of
asbestos-containing materials
A No problem with storage and disposal
0 Need help with storage and disposal
4ofl

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FLOORING
As is the case with other building
materials and furnishings, flooring
materials have the potential to impact
indoor air quality, therefore selection of
flooring materials is an important con-
sideration during the renovation
process. Potential pollutants from
flooring materials which can impact
IAQ include volatile organic com-
pounds (VOCs) that off-gas directly
from many flooring materials and the
cleaning products used to maintain the
flooring. Dirty and persistently damp
flooring materials can become a loca-
tion for the growth of biological conta-
minants, such as fungi. Proper cleaning
and maintenance of flooring materials
helps to improve IAQ.
When your school installs flooring
materials, the following selection,
repair, and installation activities will
help protect the indoor air quality in
the school.
Determine whether resilient tile flooring
scheduled for removal contains asbestos
fibers
U Asbestos surveys conducted under
AHERA may have identified
asbestos-containing floor tiles. Refer
to the inspection report and manage-
ment plan on file at the school
U Follow notification and handling
procedures defined under the
National Emission Standards for
Hazardous Air Pollutants (NESFIAP,
40 CFR Part 61 Subpart M) if renova-
tions will disturb asbestos-contain-
ing tile flooring
A No asbestos-containing flooring will be dis-
turbed
ORenovation may/will disturb asbestos-contain-
ing flooring
Select low-emitting adhesive when
installing glue-down flooring
U Use low-emitting adhesives
U Follow manufacturer’s recommenda-
tions for ventilating the work area
A Selected a low-emitting adhesive
0 Need additional information for selecting low-
emitting adhesive
Select low-emitting flooring materials
U Ask manufacturers to submit infor-
mation about product constituents
and emissions that may adversely
impact IAQ
U The Carpet and Rug Institute (CR1)
has a carpet testing and labeling
program. If your carpet supplier
cannot provide information on any
carpets you are considering, contact
CR1 (800-882-8846) to obtain data
on emissions from these carpets
A Selected a low-emitting flooring system
0 Need additional information for selecting a
low-emitting flooring system
Air out new products before installation
U If practical, unwrap and unroll floor-
ing products and cushion (if any) in
a well-ventilated location prior to
installation, preferably in a location
other than the school, such as a ven-
tilated warehouse
A Flooring products will be aired out before
installation
ONeed help arranging air out of flooring
products
Air out the space during and after floor-
ing installation
U Install carpet, vinyl, and related
flooring materials only when the
school building is not in use, except
in the case of a small installation
Instructions:
1. Read the I.4Q Hackgrounder.
2. Check off each box as you com-
plete the activity.
3. Check the triangle as appropriate
check the circle if you need
additional help with this activity.
4. Return this checklist to the lAO
Coordinator and keep a copy for
future reference.
Name
Dept. or Company
School
Dote Completed
Signature
5 of 7

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where you are able to exhaust the air
from the space directly to the out-
doors and maintain the room under
negative pressure relative to the sur-
rounding rooms and hallways
U The typical recommendation is to
continuously operate the building
ventilation system at normal tem-
perature and maximum outdoor air
during installation and for at least
72 hours after installation is com-
pleted. The Carpet and Rug
Institute Standard for Installation of
Commercial Textile Floorcovering
Materials (CR1 104) addresses airing
and other installation procedures for
carpet
U Avoid recirculating air from the
installation area, through the heat-
ing, ventilation, and air condition-
ing system, and into occupied areas.
• Seal return air grilles, open door-
ways, stairways, and use exhaust
fans to remove airborne
contaminants
A Space will be aired out as prescribed
ONeed help arranging air out of space during
and after installation
Require the installer to clean flooring
with a high efficiency particulate air
(HEPA) filtration vacuum
U Vacuum old carpet that is to be
removed and subfloor surfaces (once
carpet is removed) to reduce release
of particles such as dirt, dust, and
biologicals into the air and onto the
new carpet
U Vacuum new flooring after installa-
tion to remove loose matter and par-
ticles generated by the installation
process and general construction in
the area
A Surfaces vacuumed before removal and/or
after installation
ONeed help with HEPA vacuuming
Do not install carpet near water sources
U In areas where there is a perpetual
moisture problem, do not install
carpet, i.e., by drinking fountains,
classroom sinks, or concrete floors
with leaks or frequent condensation
U To reduce the potential for micro-
bial growth in the joints of hard
surfaces or porous flooring installed
near water sources, be sure to seal
entire surface
A No carpet will be installed near water sources
A Hard surface flooring installed near water
sources sealed
OCarpet installation planned near water
sources or porous hard surface flooring
unsealed
NO PROBLEMS TO REPORT
U I have completed the activities on
the Renovation and Repair Checklist,
and I do not need help in any areas
6 of 7

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ROOFING
Roofing work often involves the use of
tar or other pollutant-producing chem-
icals which may cause indoor air prob-
lems if fumes enter the building.
School officials and roofers can cooper-
ate to prevent these problems and
complaints from occupants.
Schedule pollutant-producing activities for
unoccupied periods (e.g., weekends or
vacation periods)
Lt Check to ensure that pollutant-
producing activities occur during
unoccupied periods
A Work is scheduled for an unoccupied period
OWork is scheduled for an occupied period;
need help to minimize occupant exposure
Locate “hot pots” of tar and other pollu-
tant-producing materials away from out-
door air intakes
Li Consider wind patterns at the work
site, and arrange equipment so pre-
vailing winds carry odors away from
the building
A Pollutant-producing materials are away from
and downwind of outdoor air intakes
ONo good location for pollutant-producing
materials
Modify ventilation to avoid introducing
odors and contaminants
Li Advise staff and students to keep
doors and windows closed until the
roofing work is finished
Lilt may be advisable to temporarily
close the outdoor air intakes of air
handlers; particularly rooftop units
in the vicinity of (and downwind
from) the work area. (NOTE: To
avoid creating IAQ problems from
underventilation, provide a tempo-
rary means (fans and/or ducts) to
supply unaffected outdoor air.)
A Ventilation is arranged to avoid entry of
pollutants
0 Need help to modify ventilation
Instructions:
1. Read the lAO Backgrounder.
2. Check off each box as you com-
plete the activity.
3. Check the triangle as appropriate
or check the circle if you need
additional help with this activity.
4. Return this checklist to the IAQ
Coordinator and keep a copy for
future reference.
7 of 7

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Problem Solving
Wheel

-------
Other Information

-------
Indoor Air Quality
-
•‘ : -
—
Tools For Schools
Ventilation Basics
V Why is indoor air quality important?
V How do ventilation systems work?
V What does “quantity and quality” mean?
.

.1
tT.

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Steve Thomas and Richard Trethewey of the well-known PBS
series This Old House explain the importance of good indoor
air quality and show how to properly operate and maintain
school ventilation systems. Many indoor air quality problems
can be prevented cc salved by in-house staff using the basic
techniques outlined in Ventilation Basics. Anyone interested
in indoor air quality can benefit from viewing this 15-m i nute
video. It is important that this video be used vi th detailed
guidance contained in the Indoor Air Quality Thols for Schools
Action Kit.
You may purchase the Kit for $22 from the U.S. Governriient
Printing Office by calling:
(202) 512-1800
Order number 055-000 -00503-6
Visa and MasterCard accepted
For’more information on other indoor air quality topics, contact
the lAG INFO Clearinghouse:
(800) 438-4318 or (202) 4841 307. Fax (202) 484-1510.
coDe
COUNCIL FOR AMER iCAN
PRIVATE EDUCATION
.4. AMERICAN
1 LUNG
I ASSOCIATION
Produced by the
(iS. Environn.erital Protection Agency
Indoor Environments Division
This video may he reproduced without permission

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—
Indoor AIr Qu 1
ts
Total tinw= 15:06
In door Air Quality
Tools for Schools
Ventilation Basics
U.S. Environmental Protection Agency
This video may be reproduced without permission.
For niqj a information call SOO 4 S-4318.
- ‘— -
II l

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PAGE NOT
AVAILABLE
DIGITALLY

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Teachers • School Administrators • Maintenance Staff • School Nurses
Community Leaders • School Boards
Create a Healthy Learning Environment with—
Indoor Air Quality Tools for Schools
This easy-to-use kit shows you how to carry out a practical indoor air action plan
at little or no cost using common-sense activities and in-house staff.
Indoor Air Quality Tools for Schools shows you how to..
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• reduce the possibility of serious indoor air
quality problems that could lead to major
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• minimize potential liability problems
and much more!
The action kit includes—
V easy-to-use checklists for all school
flexible step-by-step guide for using the checklists
Indoor Air Quality Problem Solving Wheel
(also available separately)
V factsheet on indoor air pollution sources, symptoms, and solutions
V sample memos to help school personnel respond to inquiries,
report problems, and notify the school body of new policies
Published by the U.S. Environmental Protection Agency Indoor
Environments Division, Indoor Air Quality Tools for Schools
comes in a convenient tote with tabbed dividers for quick reference.

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Co—Sponsors of Indoor Air Quality Tools for Schools include—
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National Education Association
4.—
COUc p AN Council for American Private Education
PRIVATE EDUCATION
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ASSOCIA11ON.
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($27.50 foreign).
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