미세먼지(PM10, PM2.5)는 대표적인 실내오염물질 중 하나이며, 실내공간에서 호흡기 및 심혈관 질환을 유발하는 것으로 알려져 있다. 특히 학교 교실의 공기질은 성장기 학생들의 건강과 직접적인 관계가 있다. 어린 학생들은 ...
미세먼지(PM10, PM2.5)는 대표적인 실내오염물질 중 하나이며, 실내공간에서 호흡기 및 심혈관 질환을 유발하는 것으로 알려져 있다. 특히 학교 교실의 공기질은 성장기 학생들의 건강과 직접적인 관계가 있다. 어린 학생들은 면역체계가 충분히 발달하지 않은 상태이고, 체중에 따른 호흡량이 많기 때문에 다른 연령층에 비해 실내공기 오염의 영향을 받기 쉽다. 교실에서의 미세먼지(PM10, PM2.5) 발생원인은 학생활동(걷기, 뛰기 등), 바닥 청소상태, 수업내용이나 도구 등으로 다양하나, 또다른 주요 발생원은 바닥에 침강되어 있는 먼지입자의 부유이다. 이러한 부유입자는 키가 작은 학생들의 호흡을 통해 흡입될 수 있으며, 책상 위의 교과서나 필기도구 표면에 쌓여 미세먼지(PM10, PM2.5)에 대한 학생의 노출 위험성을 증가시킨다. 따라서 교실 내 학생들의 건강을 보호하기 위해서는 미세먼지의 부유특성을 파악하는 것이 필요하다. 본 연구에서는 실내공간 중 학교 교실의 특성을 반영한 모사챔버를 활용하여, 학생의 움직임과 상대습도에 따른 실내입자의 부유특성을 고찰하였다. 실험자가 모사챔버 내부를 걷기(1 m/s), 빠르게 걷기(2 m/s), 뛰기(3 m/s) 형태로 편도 이동 시 부유되는 미세먼지(PM10, PM2.5) 농도를 측정하였다. 바닥에 침적된 미세먼지 대비 공기 중으로 부유하는 미세먼지의 상대적인 비율인 부유계수를 시험조건별로 산출하였다. 모사챔버 내 미세먼지의 부유농도는 실험자의 이동속도가 증가함에 따라 선형적으로 증가하였다. (PM10) 걷기 7.3 ㎍/㎥, 빠르게 걷기 17.6 ㎍/㎥, 뛰기 26.7 ㎍/㎥; (PM2.5) 걷기 3.0 ㎍/㎥, 빠르게 걷기 4.7 ㎍/㎥, 뛰기 5.2 ㎍/㎥. 이는 이동속도가 증가함에 따라 실험자 주변 공기의 유동 및 유속이 증가하며, 이에 따라 입자의 부유속도가 증가하기 때문으로 사료된다. 미세먼지 부유계수[㎍/㎍]도 실험자의 이동속도에 대해 선형적인 증가 경향을 보였다: (PM10) 걷기 0.0097, 빠르게 걷기 0.0254, 뛰기 0.0454; (PM2.5) 걷기 0.0040, 빠르게 걷기 0.0062, 뛰기 0.0095. 또한 이동속도와 부유농도, 부유계수 간의 선형 회귀식을 도출하여 PM10은 99%, PM2.5는 97~99%의 정확도를 확인하였다. 한편, 교실 환경조건에 따른 미세먼지 부유특성을 관찰하기 위하여 습도를 35%, 55%, 75%, 85%로 변경해가며 시험해보았다. 그 결과, 습도가 높아질수록 PM10의 부유농도가 감소하는 것으로 나타났다. 습도 35%에서 22 ㎍/㎥, 55%에서 18 ㎍/㎥, 75%에서 13 ㎍/㎥, 85%에서 4.6 ㎍/㎥의 농도를 보였다. 따라서, 부유계수는 습도 증가에 대한 음의 선형 상관관계를 나타내며, 여기서 부유계수와 습도 사이의 선형회귀식을 도출하여 PM10의 경우 91%이고, PM2.5의 경우 95%의 정확도를 확인하였다. 이러한 모사챔버 실험결과는 실제 학교현장에서 측정한 교실 내 미세먼지 농도 현황과 일정한 상관관계를 갖는 경향을 확인하였다.
미세먼지(PM10, PM2.5)는 대표적인 실내오염물질 중 하나이며, 실내공간에서 호흡기 및 심혈관 질환을 유발하는 것으로 알려져 있다. 특히 학교 교실의 공기질은 성장기 학생들의 건강과 직접적인 관계가 있다. 어린 학생들은 면역체계가 충분히 발달하지 않은 상태이고, 체중에 따른 호흡량이 많기 때문에 다른 연령층에 비해 실내공기 오염의 영향을 받기 쉽다. 교실에서의 미세먼지(PM10, PM2.5) 발생원인은 학생활동(걷기, 뛰기 등), 바닥 청소상태, 수업내용이나 도구 등으로 다양하나, 또다른 주요 발생원은 바닥에 침강되어 있는 먼지입자의 부유이다. 이러한 부유입자는 키가 작은 학생들의 호흡을 통해 흡입될 수 있으며, 책상 위의 교과서나 필기도구 표면에 쌓여 미세먼지(PM10, PM2.5)에 대한 학생의 노출 위험성을 증가시킨다. 따라서 교실 내 학생들의 건강을 보호하기 위해서는 미세먼지의 부유특성을 파악하는 것이 필요하다. 본 연구에서는 실내공간 중 학교 교실의 특성을 반영한 모사챔버를 활용하여, 학생의 움직임과 상대습도에 따른 실내입자의 부유특성을 고찰하였다. 실험자가 모사챔버 내부를 걷기(1 m/s), 빠르게 걷기(2 m/s), 뛰기(3 m/s) 형태로 편도 이동 시 부유되는 미세먼지(PM10, PM2.5) 농도를 측정하였다. 바닥에 침적된 미세먼지 대비 공기 중으로 부유하는 미세먼지의 상대적인 비율인 부유계수를 시험조건별로 산출하였다. 모사챔버 내 미세먼지의 부유농도는 실험자의 이동속도가 증가함에 따라 선형적으로 증가하였다. (PM10) 걷기 7.3 ㎍/㎥, 빠르게 걷기 17.6 ㎍/㎥, 뛰기 26.7 ㎍/㎥; (PM2.5) 걷기 3.0 ㎍/㎥, 빠르게 걷기 4.7 ㎍/㎥, 뛰기 5.2 ㎍/㎥. 이는 이동속도가 증가함에 따라 실험자 주변 공기의 유동 및 유속이 증가하며, 이에 따라 입자의 부유속도가 증가하기 때문으로 사료된다. 미세먼지 부유계수[㎍/㎍]도 실험자의 이동속도에 대해 선형적인 증가 경향을 보였다: (PM10) 걷기 0.0097, 빠르게 걷기 0.0254, 뛰기 0.0454; (PM2.5) 걷기 0.0040, 빠르게 걷기 0.0062, 뛰기 0.0095. 또한 이동속도와 부유농도, 부유계수 간의 선형 회귀식을 도출하여 PM10은 99%, PM2.5는 97~99%의 정확도를 확인하였다. 한편, 교실 환경조건에 따른 미세먼지 부유특성을 관찰하기 위하여 습도를 35%, 55%, 75%, 85%로 변경해가며 시험해보았다. 그 결과, 습도가 높아질수록 PM10의 부유농도가 감소하는 것으로 나타났다. 습도 35%에서 22 ㎍/㎥, 55%에서 18 ㎍/㎥, 75%에서 13 ㎍/㎥, 85%에서 4.6 ㎍/㎥의 농도를 보였다. 따라서, 부유계수는 습도 증가에 대한 음의 선형 상관관계를 나타내며, 여기서 부유계수와 습도 사이의 선형회귀식을 도출하여 PM10의 경우 91%이고, PM2.5의 경우 95%의 정확도를 확인하였다. 이러한 모사챔버 실험결과는 실제 학교현장에서 측정한 교실 내 미세먼지 농도 현황과 일정한 상관관계를 갖는 경향을 확인하였다.
Particle Matter(PM) is one of the representative indoor pollutants, and is known to be triggering respiratory and cardiovascular diseases in indoor spaces. The school classroom is where students spend their time, and indoor air quality in the classroom is considered an important exposure route to st...
Particle Matter(PM) is one of the representative indoor pollutants, and is known to be triggering respiratory and cardiovascular diseases in indoor spaces. The school classroom is where students spend their time, and indoor air quality in the classroom is considered an important exposure route to students' health risks. Teenage students are more susceptible to indoor air pollution than other age groups because their immune system is not developed and the amount of air breathing per kg of weight is high. The PM in the classroom arises from student activities (walking, running, etc.), floor cleaning status, and class contents, but another major source is suspension from the floor. These hazardous particles can be inhaled through the breathing of young students, and are deposited on the surface of textbooks or writing tools on the desk, increasing the risk of students' exposure to Particulate Matter. Therefore, in order to protect the health of students in the classroom, it is necessary to understand the suspension characteristics of Particulate Matter. In this study, a large test chamber simulating the school classroom among indoor spaces was used. The characteristics of particle re-engagement in the classroom according to activity and relative humidity were considered. The concentration of PM suspension when the experimenter moved one way by walking (1 m/s), jogging (2 m/s), and running (3 m/s) inside the simulation chamber was measured. At this time, the floor PM deposition amount of the simulation chamber was maintained at 0.3 g/㎡, the temperature was 20 to 25°C, and the humidity was maintained at 45 to 50%. In addition, the suspension rate, which is the ratio of the mass of PM floating in the air to the mass of Particulate Matter deposited on the floor, was calculated for each activity's moving speed. The suspension concentration of PM in the simulation chamber increased linearly as the movement speed of the experimenter increased: (PM10) walking 7.3 ㎍/㎥, jogging 17.6 ㎍/㎥, 26.7 ㎍/㎥ (PM2.5) walking 3.0 ㎍/㎥, jogging 4.7 ㎍/㎥, and running 5.2 ㎍/㎥. This is thought to be because the flow and flow rate of air around the experimenter increase as the moving speed increases, and accordingly, the suspension rate of the particles increases. The Particulate Matter suspension rate also showed a linear increase in the movement speed of the experimenter: (PM10) walking 0.0097, jogging 0.0254, running 0.0454; (PM2.5), jogging 0.0062, and running 0.0095. PM10 was confirmed to be 99% and PM2.5 to be 97-99%. In order to test the characteristics of Particulate Matter regeneration according to classroom environmental conditions, a classroom simulation chamber was placed in a climate environment chamber that can artificially control climate conditions such as temperature and humidity. Accordingly, the humidity in the classroom was adjusted to 35%, 55%, 75%, and 85%. Under each of these humidity conditions, the particle concentration floated again by the experimenter walking across the chamber was analyzed. Finally, the refractory coefficient, which is the ratio of PM concentration and surface concentration in the atmosphere, was measured. As a result, it was found that the higher the humidity, the lower the concentration of PM10 : 22 ㎍/㎥at 35% humidity, 18 ㎍/㎥ at 55%, 13 ㎍/㎥ at 75%, and 4.6 ㎍/㎥ at 85%. In addition, the suspension factor shows a linear negative correlation with the increase in humidity, where the linear regression equation between the suspension factor and humidity was derived to confirm the accuracy of 91% for PM10 and 95% for PM2.5. In conclusion, it was confirmed that the results of the PM concentration data in the classroom measured at the actual school site and the data tested in the simulation chamber showed similar trends. It is believed that it is possible to estimate the amount of PM suspension under various moving speed conditions of the occupant by using the regression equation between the moving speed, suspension concentration, and suspension rate derived through the simulation chamber experiment. In addition, in order to identify and quantify the characteristics of PM according to the environmental condition of the indoor space, it is necessary to study the simulation chamber experiment on various indoor environmental conditions
Particle Matter(PM) is one of the representative indoor pollutants, and is known to be triggering respiratory and cardiovascular diseases in indoor spaces. The school classroom is where students spend their time, and indoor air quality in the classroom is considered an important exposure route to students' health risks. Teenage students are more susceptible to indoor air pollution than other age groups because their immune system is not developed and the amount of air breathing per kg of weight is high. The PM in the classroom arises from student activities (walking, running, etc.), floor cleaning status, and class contents, but another major source is suspension from the floor. These hazardous particles can be inhaled through the breathing of young students, and are deposited on the surface of textbooks or writing tools on the desk, increasing the risk of students' exposure to Particulate Matter. Therefore, in order to protect the health of students in the classroom, it is necessary to understand the suspension characteristics of Particulate Matter. In this study, a large test chamber simulating the school classroom among indoor spaces was used. The characteristics of particle re-engagement in the classroom according to activity and relative humidity were considered. The concentration of PM suspension when the experimenter moved one way by walking (1 m/s), jogging (2 m/s), and running (3 m/s) inside the simulation chamber was measured. At this time, the floor PM deposition amount of the simulation chamber was maintained at 0.3 g/㎡, the temperature was 20 to 25°C, and the humidity was maintained at 45 to 50%. In addition, the suspension rate, which is the ratio of the mass of PM floating in the air to the mass of Particulate Matter deposited on the floor, was calculated for each activity's moving speed. The suspension concentration of PM in the simulation chamber increased linearly as the movement speed of the experimenter increased: (PM10) walking 7.3 ㎍/㎥, jogging 17.6 ㎍/㎥, 26.7 ㎍/㎥ (PM2.5) walking 3.0 ㎍/㎥, jogging 4.7 ㎍/㎥, and running 5.2 ㎍/㎥. This is thought to be because the flow and flow rate of air around the experimenter increase as the moving speed increases, and accordingly, the suspension rate of the particles increases. The Particulate Matter suspension rate also showed a linear increase in the movement speed of the experimenter: (PM10) walking 0.0097, jogging 0.0254, running 0.0454; (PM2.5), jogging 0.0062, and running 0.0095. PM10 was confirmed to be 99% and PM2.5 to be 97-99%. In order to test the characteristics of Particulate Matter regeneration according to classroom environmental conditions, a classroom simulation chamber was placed in a climate environment chamber that can artificially control climate conditions such as temperature and humidity. Accordingly, the humidity in the classroom was adjusted to 35%, 55%, 75%, and 85%. Under each of these humidity conditions, the particle concentration floated again by the experimenter walking across the chamber was analyzed. Finally, the refractory coefficient, which is the ratio of PM concentration and surface concentration in the atmosphere, was measured. As a result, it was found that the higher the humidity, the lower the concentration of PM10 : 22 ㎍/㎥at 35% humidity, 18 ㎍/㎥ at 55%, 13 ㎍/㎥ at 75%, and 4.6 ㎍/㎥ at 85%. In addition, the suspension factor shows a linear negative correlation with the increase in humidity, where the linear regression equation between the suspension factor and humidity was derived to confirm the accuracy of 91% for PM10 and 95% for PM2.5. In conclusion, it was confirmed that the results of the PM concentration data in the classroom measured at the actual school site and the data tested in the simulation chamber showed similar trends. It is believed that it is possible to estimate the amount of PM suspension under various moving speed conditions of the occupant by using the regression equation between the moving speed, suspension concentration, and suspension rate derived through the simulation chamber experiment. In addition, in order to identify and quantify the characteristics of PM according to the environmental condition of the indoor space, it is necessary to study the simulation chamber experiment on various indoor environmental conditions
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