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Communicate
• Notify building occupants
(and parents of minors) if the problem
cannot be resolved quickly and the invention
will be ongoing
Tovide a final report of the outcome to building occupants
(and parents of minors).
• See EPA publications for more
communication guidance.
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PROBLEM SOLVING
symptoms of the problem (blue)
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to the symptoms of the problefJ1
or to t^ instructions (yellow) in the
in an emergency
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Immediately seek medical or public health assistance
(e.g., from local or state health department).
• Evacuate affected areas, if warranted.
•When appropriate, such as for carbon monoxide
poisoning or chemical spills, ventilate the
affected areas with large amounts of outside
air (use temporary fans if needed).
• Inform building occupants and parents
of minors of the problem, and maintain
f clear communications.
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Notes
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Bical odor source. If odors do not
seem to be coming from the immediate area use
chemical smoke to track airflows from adjacent
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used to most odors. "Reset" your nose often
wrth clean airto more effectively track odors
with your nose.
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'Airflow
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Notes
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Swelling, itching, or i>n>af
Read
below,
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I notes
sections indicated by a ye//0"^
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Notes
May be an allergic reaction, if only a small number
are affected (check "Biological Sources" first); more
likely to be irritation response if a large number are
affected (check "Housekeeping Sources,"
"Outdoor Sources," or "Building Sources" first).
Symptoms may disappear when occupant is
away from the building. Check for strong
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tons indicated by a yel/owpo^
Notes
Check for microbial contamination in the Air Handling
Unit and ductwork. A medical evaluation can help
identify possible causes, such as carbon monoxide
poisoning, hypersensrtivity pneumonrtis, or
humidifier fever. Also see symptoms to left.
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causes with yellow pointers have been
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potential causes or seek professional assistance.
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tioo**" ^''NG Lit.
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Diagnosed infection
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sections indicated by a yei
Notes
May be Legionnaire's disease or histoplasmosis
related to bacteria or mold found in the building
or near outdoor air intakes. Contact your local
or state health department for guidance.
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Indoor Air Quality
Problem Solving Whee
Spatial Patterns of Complaints
Widespread, no • Check ventilation and temperature for
apparent spatial entire building.
pattern • Check outdoor air quality and outdoor
sources.
• Identify sources that are spread throughout
the building (e.g., cleaning materials,
contaminated HVAC systems,
overcrowding, furnishings).
• Check for general distribution of a source
throughout the ventilation system.
• Consider explanations other than air
contaminants.
Localized • Check ventilation and temperature within
(e.g., affecting the complaint area.
individual rooms, • Identify pollutant sources that may affect
zones, or air the complaint area (e.g., copy room, storage
handling systems) closet, smoking lounge, mold/moisture).
• Check for contamination of the local
HVAC system.
I Individual(s) • Check for drafts, radiant heat (gain or loss),
and other localized temperature control or
ventilation problems near the affected
individual(s).
• Check local sources (see above) and
consider that common sources may affect
only susceptible individuals.
• Consider the possibility that individual
complaints may have different causes. If
symptoms continue when occupants leave
the building, there may be non-building
related causes.
Important...
This Wheel provides an easy, step-by-step process
for identifying and resolving common indoor air quality
(IAQ) problems. It is important that this Wheel be used
in conjunction with more detailed guidance.
Call 800-438-4318 orvisitwww.epa.gov/iaq for a
free copy of the IAQ TfS Kit or I-BEAM.
Indoor Air Quality Tools for Schools IIAQ TfS) Kit
EPA402/K-07/008
IAQ Building Education and Assessment Model
(I-BEAM)
EPA402-C-Q1-001
I-BEAM is comprehensive, state-of-the-art
software that provides guidance
for managing IAQ in large buildings.
The tables to the left and right can be helpful in
defining the complaint area and in determining patterns
in the timing of symptoms. The complaint area may
need to be revised as the investigation continues.
Keep in mind that symptoms may result from a
combination of minor problems. Using this Wheel will
not necessarily identify or resolve all problems caused
by indoor air pollution.
Timing Patterns of Comolaints
Symptoms begin and/or
are worst at the start
of the day or occupied
period
Symptoms worsen
over the course of the
occupied period
Intermittent symptoms
Single occurance of
symptoms
Recent onset of
symptoms
Symptoms relieved on
leaving the school, either
immediately, overnight or
(in some cases) after
extended periods away
from the building
• Review the operation procedures
for the HVAC system. Pollutants
from building materials or from
the HVAC system itself may build up
during unoccupied periods.
• Investigate whether ventilation is
adequate to handle routine
activities or equipment operation
within the building, and that
temperature and humidity are
properly controlled.
• Look for daily, weekly, or seasonal
cycles or weather-related patterns
in maintenance or cleaning
activities.
• Check linkage to other events in and
around the school.
• Make sure the HVAC system is
operating property, including during
extreme weather.
• Consider spills and other
isolated events as sources.
• Check for recent changes or events
(e.g., remodeling, renovation,
redecorating, HVAC system
adjustments, leaks, or spills).
• Consider that the problems may
be building- associated, though
not necessarily due to air quality.
Other stressors (e.g., lighting, noise)
may be involved.
rder publications on indoor air quality topics, visit the National Servic
Center for Environmental Publication Web site atwww.epa.gov/nscep orwww.epa.gov/iaq.
&EPA
EPA 402/K-09/005 I June 2009 I www.epa.gov/iaq
Indoor Air Quality (IAQ)
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