WP3.2 PHYSICAL AND CHEMICAL MEASUREMENTS

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WP3.2 PHYSICAL AND CHEMICAL MEASUREMENTS

• SINPHONIE Project kick-off meeting
• 10-12 November, REC Conference Center,
  Szentendre Hungary
• Marianne Stranger, VITO

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Overview of the presentation

• WP 3.2 Partners
• WP 3.2 Objectives
• WP 3.2 Tasks
• WP 3.2 Task distribution

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WP3.2 Partners
4
WP3.2 Objectives

1. School selection
2. Organisation of the main study (in 24 countries)
3. Organisation of the case studies
4. Physical characteristics and chemical pollutants
   IAQ issues
5. EU Database on IAQ

5
WP3.2 Tasks

• Task 1 Selection of relevant schools
• Task 2 Quality control/quality assurance
• Task 3 Environmental sampling/measurements
• Task 4 Sample analysis
• Task 5 Database IAQ in EU Schools

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WP3.2 Tasks

• Task 1 Selection of relevant schools
• Task 2 Quality control/quality assurance
• Task 3 Environmental sampling/measurements
• Task 4 Sample analysis
• Task 5 Database IAQ in EU Schools

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WP3.2 Tasks

• Task 1 Selection of relevant schools
• Task 2 Quality control/quality assurance
• Task 3 Environmental sampling/measurements
• Task 4 Sample analysis
• Task 5 Database IAQ in EU Schools

Step 1 Step 2 Step 3
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Task 1 Selection of relevant schools

• - Step 1 EU in 4 clusters based on
• Countrys overall climate (winter T, summer T,
  RH)
• Geographical location
• - Step 2 In each cluster
• Inventory of reported data on IAQ at school (
  2007) per country
• Quantity and quality of the data sufficient?
• - Step 3 Main study vs case study participation
  per cluster
• Need for more knowledge on IAQ at school in that
  country/cluster?

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Task 1 Selection of relevant schools

• - Step 1 Identification of clusters

• Cluster 1 Northern Europe
• Cold climate, cold winters
• Large differences old vs new buildings Well
  insulated rooms, ventilation systems (Norway,
  Sweden, Finland)
• Cluster 2 Central Europe
• Moderate climate, moderately cold winters
• Differences old vs new buildings (ventilation,
  insulation, passive and low energy construction)
• Cluster 3 Eastern Europe
• Colder climate, cold winters
• Moderate to low insulation no ventilation systems
  (?)
• Cluster 4 Southern Europe
• Warm , warmer winters Mediterranean climate
• Moderate to low insulation
• Ventilation?

Cluster 1
Cluster 2
Cluster 3
Cluster 4
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Task 1 Selection of relevant schools

• - Step 1 Identification of clusters

Included countries (8) Norway, Sweden, Finland,
Island, Denmark, Estonia, Latvia, Lithuania
(9) UK, Ireland, Netherlands, Belgium,
France, Luxembourg, Germany, Austria, Swisserland
(8) Poland, Slovakia, Czech republic,
Hungary, Romania, Bulgaria, Serbia, Bosnia
Herzegovina (8) Portugal, Spain, Former
Yugoslav Republic of Macedonia , Italy, Malta,
Greece, Cyprus, Albania

• Cluster 1
• Northern part of Europe cold climate, cold
  winters
• Large differences old vs new buildings Well
  insulated rooms, ventilation systems (Norway,
  Sweden, Finland)
• Cluster 2
• Central Europe moderate climate, moderately cold
  winters
• Large differences old vs new buildings
  (ventilation, insulation)
• Cluster 3
• Eastern Europe colder climate, cold winters
• Moderate to low insulation no ventilation systems
  (?)
• Cluster 4
• Southern Europe warm , warmer winters
  Mediterranean climate
• Moderate to low insulation
• Ventilation (?)

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Task 1 Selection of relevant schools

• - Step 2 In each cluster

• Inventory of reported data on IAQ at school (
  2007) per country (WP2)
• Quantity and quality of the data?

TO BE COMPLETED
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Task 1 Selection of relevant schools

• - Step 3 Distribution main studies vs case
  studies per cluster

• Main study of max 120 schools
• Main study in 24 countries
• For each cluster a minimal participation in the
  main study
• Main study weight is equal to case study
  weight

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Task 1 Selection of relevant schools

• - Step 3 Distribution main studies vs case
  studies per cluster

• Is there a need for more data on IAQ at school in
  a country of cluster x?

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Task 1 Selection of relevant schools

• - Step 3 Distribution main studies vs case
  studies per cluster

• Is there a need for more data on IAQ at school in
  a country of cluster x?
• Representative quantity of data available?
• IAQ assessment in at least 20 schools since 2007?
  
• IAQ assessment in more than 1 room per school?

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Task 1 Selection of relevant schools

• - Step 3 Distribution main studies vs case
  studies per cluster

• Is there a need for more data on IAQ at school in
  a country of cluster x?
• Representative quantity of data available?
• IAQ assessment in at least 20 schools since 2007?
  
• IAQ assessment in more than 1 room per school?
• Representative quality of data available?
• Fieldwork based on validated methods?
• Fieldwork with respect to ISO 16000?
• Standardised methods?
• SINPHONIE pollutants included?

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Task 1 Selection of relevant schools

• - Step 3 Distribution main studies vs case
  studies per cluster

• Is there a need for more data on IAQ at school in
  a country of cluster x?
• Representative quantity of data available?
• IAQ assessment in at least 20 schools since 2007?
  
• IAQ assessment in more than 1 room per school?
• Representative quality of data available?
• Fieldwork based on validated methods?
• Fieldwork with respect to ISO 16000?
• Standardised methods?
• SINPHONIE pollutants included?

yes
Data included in SINPHONIE database
yes
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Task 1 Selection of relevant schools

• - Step 3 Distribution main studies vs case
  studies per cluster

• Is there a need for more data on IAQ at school in
  a country of cluster x?
• Representative quantity of data available?
• IAQ assessment in at least 20 schools since 2007?
  
• IAQ assessment in more than 1 room per school?
• Representative quality of data available?
• Fieldwork based on validated methods?
• Fieldwork with respect to ISO 16000?
• Standardised methods?
• SINPHONIE pollutants included?

yes
no
Data included in SINPHONIE database
More data needed
no
yes
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Task 1 Selection of relevant schools

• - Step 3 Distribution main studies vs case
  studies per cluster

• Yes, there is a need for more data on IAQ at
  school in a country
• Main study schools in that country 8?
• Participation in case studies 0

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Task 1 Selection of relevant schools

• - Step 3 Distribution main studies vs case
  studies per cluster

• Yes, there is a need for more data on IAQ at
  school in a country
• Main study schools in that country 8?
• Participation in case studies 0
• No, there is no need for more data on IAQ at
  school in a country
• Main study schools minimal for that country
• Main study schools in total cluster ? 10
• (distribution according to distribution of
  schools in cluster)
• Participation in maximum 2 case studies

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Task 1 Selection of relevant schools

• - Step 3 Distribution main studies vs case
  studies per cluster

• Yes, there is a need for more data on IAQ at
  school in a country
• Main study schools in that country 8?
• Participation in case studies 0
• No, there is no need for more data on IAQ at
  school in a country
• Main study schools minimal for that country
• Main study schools in total cluster ? 10
• (distribution according to distribution of
  schools in cluster)
• Participation in maximum 2 case studies

D 3.2.2
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WP3.2 Tasks

• Task 1 Selection of relevant schools
• Task 2 Quality control/quality assurance
• Task 3 Environmental sampling/measurements
• Task 4 Sample analysis
• Task 5 Database IAQ in EU Schools

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Task 2 Quality control / assurance

• - Strategy

• Excel table to be completed by all WP3.2
  partners
• Details on sampling procedures, techniques and
  analysis techniques
• Availability to contribute to training sessions
• Available sampling equipment
• Laboratory capacities
• Aim (1) overview of capacities for field work
  and for analysis
• Aim (2) known restrictions for field work and
  sample analysis
• Aim (3) applicable plan of work
• Aim (4) needs for training sessions

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Task 2 Quality control / assurance

• - Strategy

• Excel table to be completed by all WP3.2
  partners
• Details on sampling procedures, techniques and
  analysis techniques
• Availability to organise training sessions
• Available sampling equipment
• Laboratory capacities
• Aim (1) overview of capacities for field work
  and for analysis
• Aim (2) known restrictions for field work and
  sample analysis
• Aim (3) applicable plan of work

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WP3.2 Tasks

• Task 1 Selection of relevant schools
• Task 2 Quality control/quality assurance
• Task 3 Environmental sampling/measurements
• Task 4 Sample analysis
• Task 5 Database IAQ in EU Schools

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Task 3 Environmental sampling measurements

• - Main Study

• 120 schools
• Per 5 primary schools, one kindergarten
• 3 classrooms 1 outdoor site

• Formaldehyde
• Benzene, trichloroethylene
• Tetrachloroethylene
• Pinene
• Limonene
• NO2
• O3
• PAH (BaP and naphthalene)
• Radon
• CO
• CO2
• RH, T
• Ventilation rates

D3.2.1

• Protocol I/O measurements physical chemical
  parameters in schools (incl field work strategy
  field work documents)

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Task 3 Environmental sampling measurements

• - Main Study

• 120 schools
• Per 5 primary schools, one kindergarten
• 3 classrooms 1 outdoor site

• Formaldehyde
• Benzene, trichloroethylene
• Tetrachloroethylene
• Pinene
• Limonene
• NO2
• O3
• PAH (BaP and naphthalene)
• Radon
• CO
• CO2
• RH, T
• Ventilation rates

D3.2.1

• Protocol I/O measurements physical chemical
  parameters in schools (incl field work strategy
  fieldwork documents)

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Task 3 Environmental sampling measurements

• - Case Studies

Case study 1 The effectiveness of ventilation
(aeration) to enhance IAQ (removal of
contaminants originating from indoor or outdoor
sources) Case study 2 The effectiveness of
abatement measures on IAQ problems at school
(use of air cleaners or removal of potential
sources) Case Study 3 Influence of season on
IAQ parameters Case study 4 Emissions from
consumer products and building materials,
(products typically related to classroom
construction, decoration or activities) Case
study 5 Mechanisms of chemical interactions in
indoor mixtures (typically found in schools)
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WP3.2 Tasks

• Task 1 Selection of relevant schools
• Task 2 Quality control/quality assurance
• Task 3 Environmental sampling/measurements
• Task 4 Sample analysis
• Task 5 Database IAQ in EU Schools

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Task 4 Sample Analysis

• - Based on task 2 - Quality control / assurance

Overview of capacities and restrictions for
different labs in different countries Who
analyses what? Who subcontracts what?
Applicable plan of work
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Task 5 Database on IAQ in EU Schools

• - Inventory of new generated data

D 3.2.3
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WP3.2 Distribution of tasks

• Who will contribute to which task?

Task Contributors What? Due by?
Task 1 Selection of relevant schools VITO, NIEH, all VITO, NIEH, ?? VITO, NIEH, ?? All Data inventory Defining schools country D3.2.2 Final school selection (based on WP3.1) 31-03-2011 30-06-2011 01-07-2011 31-08-2011
Task 2 Quality control/quality assurance VITO, NIEH, all JRC, ? , all NIEH, ? all JRC, Inventory equipment analysis techniques Harmonisation of techniques Harmonisation of analysis Training 31-03-2011 30-04-2011 30-04-2011 31-07-2011
Task 3 Environmental sampling/measurements ? D3.2.1 Protocol for I/O measurements (check lists, questionnaires) 01-09-2011
Main study ? Field work 02-2012
Case studies VITO, ? ? ? VITO, ? Field work case 1 Field work case 2 Field work case 3 Field work case 4 Field work case 5 02-2012
Task 4 Sample analysis ?
Task 5 Database IAQ in EU Schools ? To formulate a template To inventory data D3.2.3 Report on the main and case studies 05-2012 30-06-2012
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WP3.2 PHYSICAL AND CHEMICAL MEASUREMENTS

• Questions and discussion

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WP distribution of budgets