A platform for research: civil engineering, architecture and urbanism
A platform for research: civil engineering, architecture and urbanism
Indoor ozone estimation from outdoor ozone and LBNL relocatable classroom study data
https://orcid.org/0000-0002-2062-1811
Abstract Lawrence Berkeley National Laboratory (LBNL) conducted a nested, case-crossover-design public school-based study in two different climate regions of California in 2000–2003. This included exploring operating profiles of two mechanical ventilation (HVAC) systems (alternated over a period of approximately nine weeks during 2001 Fall school semester) in pairs of classrooms sited adjacent to one another, equipped with either standard or alternate (low-emissivity) interior finish materials. Our retrospective analysis included inferring estimated indoor ozone concentrations. Because ozone can react with certain indoor pollutants to generate secondary organic aerosols, a mass-balanced based indoor/outdoor ratio expression was used to model indoor ozone to subsequently model indoor particles from possible ozone-initiated chemistry. When Indirect-Direct Evaporative Cooling (IDEC) HVAC was running, surface (especially ceiling) reactions dominated ozone loss processes. When standard Bard heat-pump air-conditioning (HPAC) HVAC system was running, damper setting (air excluded from building envelope), ventilation and/or gas phase reactions accounted for most indoor-outdoor ozone differences. Future research should explore outdoor air and surface chemistry contributions to indoor air pollution.
Highlights Indoor estimated ozone (O3) higher in SDB classrooms than SDA classrooms due to higher ambient outdoor O3. ΔO3% indicated ceiling, human, and carpet surface reactions dominated indoor O3 losses. Regarding HVAC systems, IDEC (100% outdoor air (OA)) surface indoor O3 loss was greater than Bard (25–50% OA). Surfaces inside school classrooms might also exhibit ‘O3 aging’ affecting reactions.
Indoor ozone estimation from outdoor ozone and LBNL relocatable classroom study data
https://orcid.org/0000-0002-2062-1811
Abstract Lawrence Berkeley National Laboratory (LBNL) conducted a nested, case-crossover-design public school-based study in two different climate regions of California in 2000–2003. This included exploring operating profiles of two mechanical ventilation (HVAC) systems (alternated over a period of approximately nine weeks during 2001 Fall school semester) in pairs of classrooms sited adjacent to one another, equipped with either standard or alternate (low-emissivity) interior finish materials. Our retrospective analysis included inferring estimated indoor ozone concentrations. Because ozone can react with certain indoor pollutants to generate secondary organic aerosols, a mass-balanced based indoor/outdoor ratio expression was used to model indoor ozone to subsequently model indoor particles from possible ozone-initiated chemistry. When Indirect-Direct Evaporative Cooling (IDEC) HVAC was running, surface (especially ceiling) reactions dominated ozone loss processes. When standard Bard heat-pump air-conditioning (HPAC) HVAC system was running, damper setting (air excluded from building envelope), ventilation and/or gas phase reactions accounted for most indoor-outdoor ozone differences. Future research should explore outdoor air and surface chemistry contributions to indoor air pollution.
Highlights Indoor estimated ozone (O3) higher in SDB classrooms than SDA classrooms due to higher ambient outdoor O3. ΔO3% indicated ceiling, human, and carpet surface reactions dominated indoor O3 losses. Regarding HVAC systems, IDEC (100% outdoor air (OA)) surface indoor O3 loss was greater than Bard (25–50% OA). Surfaces inside school classrooms might also exhibit ‘O3 aging’ affecting reactions.
Indoor ozone estimation from outdoor ozone and LBNL relocatable classroom study data
https://orcid.org/0000-0002-2062-1811
Abstract Lawrence Berkeley National Laboratory (LBNL) conducted a nested, case-crossover-design public school-based study in two different climate regions of California in 2000–2003. This included exploring operating profiles of two mechanical ventilation (HVAC) systems (alternated over a period of approximately nine weeks during 2001 Fall school semester) in pairs of classrooms sited adjacent to one another, equipped with either standard or alternate (low-emissivity) interior finish materials. Our retrospective analysis included inferring estimated indoor ozone concentrations. Because ozone can react with certain indoor pollutants to generate secondary organic aerosols, a mass-balanced based indoor/outdoor ratio expression was used to model indoor ozone to subsequently model indoor particles from possible ozone-initiated chemistry. When Indirect-Direct Evaporative Cooling (IDEC) HVAC was running, surface (especially ceiling) reactions dominated ozone loss processes. When standard Bard heat-pump air-conditioning (HPAC) HVAC system was running, damper setting (air excluded from building envelope), ventilation and/or gas phase reactions accounted for most indoor-outdoor ozone differences. Future research should explore outdoor air and surface chemistry contributions to indoor air pollution.
Highlights Indoor estimated ozone (O3) higher in SDB classrooms than SDA classrooms due to higher ambient outdoor O3. ΔO3% indicated ceiling, human, and carpet surface reactions dominated indoor O3 losses. Regarding HVAC systems, IDEC (100% outdoor air (OA)) surface indoor O3 loss was greater than Bard (25–50% OA). Surfaces inside school classrooms might also exhibit ‘O3 aging’ affecting reactions.
Indoor ozone estimation from outdoor ozone and LBNL relocatable classroom study data
Quarcoo, Mawuena A. (author) / Strickland, Pamela Ohman (author) / Shendell, Derek G. (author)
Atmospheric Environment ; 213 ; 491-498
2019-06-18
8 pages
Article (Journal)
Electronic Resource
English
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