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Self-Paced Training Workbook

RADON MEASUREMENTIN SCHOOLS

EPA 402-8-94-001October 1994

Air and Radiation(6604J)

· United StatesEnvironmental ProtectionAgency

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Radon Measuretnent in Schools:Self-Paced Training Workbook

This workbook was developed by the University of Minnesota'sMidwest Universities Radon Consortium (MURC) and

the u.s. Environmental Protection Agencyunder cooperative agreement CT-901779-03-2.

Special thanks to the school officials and State officialswho were instrumental in developing this workbook.

Contents

Preface

UNIT 1: Introduction to Radon in SchoolsUnit overviewParticipant objectivesRadon factsHealth risks of radonRadon exposureTesting for radon and taking actionMechanisms of radon entryUnit summary

UNIT 2: Radon Measurement Strategy for SchoolsUnit overviewParticipant objectivesPurpose of the EPA testing strategyShort-term and long-term testingMeasurement devicesMeasurement strategyDeciding on the need to mitigateDeciding how quickly to mitigateRetestingUnit summary

UNIT 3: When to Measure Radon in SchoolsUnit overviewParticipant objectivesSeasons when schools should be testedDays of the week when radon should be measuredConditions during which radon should be measuredWhen tests should not be conductedUnit summary

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29

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UNIT 4: What Rooms to TestUnit overviewParticipant objectivesDetermining what rooms to testPlacing detectors in a roomUnit summary

UNIT 5: Quality Assurance MeasurementsUnit overviewParticipant objectivesDefinitionsQuality assurance (QA) measurementsRecord keepingCorrective action based on results of QA measurementsUnit summary

UNIT 6: Implementation of the School Radon Testing ProgramUnit overviewParticipant objectivesCase study of an elementary schoolPreparing for radon testingUnit summary

APPENDIX A: Quality Assurance Plans for Device Manufacturers

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PrefaceThe Audience for this Workshop

This workbook is designed for an audience of school officials including school administrators, business officers, facility ,managers, health and safety officers - as well as maintenance andoperations staff.

The Purpose of this Workbook

To provide trainees with experience in planning a radon test,interpreting test results, implementing quality assuranceduring testing, and documenting the testing process for aschool building.

Reference for this Workbook

This book encourages trainees to apply the informationcontained in EPA's guidance document "Radon Measurementin Schools - Revised Edition." As a result, each trainee shouldhave a copy ofEPA's testing guidance entitled Radon Measurementin Schools - Revised Edition (EPA 402-R-92-014) when using thisworkbook. The testing guidance should serve as reference forthis workbook. For more detailed information, refer to thetesting guidance or contact your State Radon Office.

The Method of Presentation

Each unit in this workshop is prefaced by a unit overview and alist of participant objectives. Each of the objectives relates to asegment of the unit. Text containing highlights of the testingprocedure are broken up with exercises and activities. Some ofthese activities are fill-in-the blank questions while others requirethe application of information contained in EPA's testingguidance entitled Radon Measurement in Schools - RevisedEdition (EPA 402-R-92-Q14). Answers to each activity can befound atthe end ofeach unit. These activities help to reinforce theinformation presented in each segment of the workbook and

Completion of this training andworkbook satisfies EPA'srecommendation for training ofschool personnel who plan toconduct a radon test in schools usingmeasurement devices that arereturned to a RMP-Iaboratory fordetermination of the test result (seepage 13 "Recommended Level ofTraining" in EPA's RadonMeasurement in Schools - RevisedEdition).

EPA's "Radon Measurement inSchools - Revised Edition" isthe companion document forthis workbook.

Before testing your school,contact your State RadonOffice for any staterequirements on radon testingin schools.

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Ifyou have any questions whileworking through this document,contact your State Radon Office orEPA Regional Office (see EPA'sdoctlmettt Radon Measurement inSchools - Revised Edition for a list ofphone numbers).

Page vi

provide an opportunity for trainees to discuss with the instructor,State Radon Office, or EPA Regional Office any problems orquestions arising from the activities. The notes and completedactivities'in this workbook will provide a review of radon testing,in school buildings for each trainee.

To make this workbook as useful as possible, trainees areencouraged to bring a floor plan or emergency plan of the schoolthey plan to test for radon. If the floor plan that was used toconstruct the school is unavailable, design one by hand makingsure to include information on the foundation type (e.g., slab-ongrade, crawl space, or basement) underlying each building ofyour school and a room number/name of each room on the floorplan. This floor plan will enable you to initiate the planning stageof testing in your school building during your training.

Developing a Plan for Providing Information

Before placing radon detectors in schoolrooms, notify schoolstaff and students about what to expect during the testingprocess and provide educational materials on radon before thetesting period begins. Your State Radon Office may haveeducational materials developed specifically for students ormay be able to provide you with copies of EPA's Citizen'sGuide to Radon to distribute to school personnel. Notifyingstudents and teachers prior to testing may help reduceunnecessary handling of detectors during testing. You may'also want to display a sample detector in your school'sadministrative office so that teachers, other school staff, andstudents can examine and become familiar with the detector'sappearance.

If possible, provide test results after follow-up testing has beencompleted and the quality assurance measurements have beenevaluated. The complete test results are needed beforedetermining whether or not action needs to be taken to reduceradon. This information can then be used by the appropriateschool official to develop a communication plan to release thetest results or to prepare for any other further action. Schoolofficials should also communicate to school staff and parentsthe school administration's plan to reduce any elevated radonlevel.

Training for School Mitigation

The EPA has sponsored workshops for training school officialsand others on how to reduce radon in schools. Information onthese and other training programs is available through yourEPA Regional Office or State Radon Offices. Phone numbersfor these can be found on pages 28 - 30 of EPA's RadonMeasurement in Schools - Revised Edition (EPA 402-R-92-014).

UNITl

Introduction toRadon in SchoolsUnit Overview

This unit begins the process of getting to know radon inschools. It lays the basis for the workbook by:

• Defining radon.

• Describing how exposure to radon increases the risk ofcancer.

• Describing how radon enters schools.

The unit describes the three main factors that affect one's riskdue to radon, and the EPA estimates of how many people maydie each year from lung cancer due to radon exposure.

The research that EPA has done on radon in schools across thecountry is described to provide some perspective on the extentof the problem. The unit concludes by discussing three factorsthat EPA has found to be critical in determining why someschools have elevated radon levels and others do not.

Participant Objectives

After the completion of this unit, participants will be able to:

• Briefly define radon, where it comes from, and how itenters buildings. .

• Cite the units for measuring radon and its decay products.

• Cite several factors that affect one's risk from lungcancer due to radon exposure.

• Cite several factors for why radon concentrations arehigh in some buildings and low in others.

Unit 1-Introduction to Radon in Sckools

For more information on the issuespresented in this unit, see Section I(pages 1-5) of the EPA guidancedocument "Radon Measurement inSchools-Revised Edition. "

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Radon Measuremellt ill Schools: Self-Paced Trailling Workbook

For additional information on radonfacts, see Section LA (page 2) of theEPA guidance document "RadonMeasurement in Schools-RevisedEdition."

Page 2

Radon Facts

What is radon?

Radon is a naturally-occurring radioactive gas. It comes from thenatural breakdown, or radioactive decay, of uranium.Uranium is found in soils and rocks all across the u.s. Whenuranium decays, it eventually breaks down into radon, whichis a gas that can move through the soil and into buildingsthrough cracks and openings in the foundation. Radon is alsoradioactive and breaks down into decay products that maybecome trapped in your lungs when you breathe. These decayproducts are also radioactive and release small bursts ofradiation when they break down. This radiation can damagelung tissue and lead to lung cancer over time.

Radon is colorless, odorless, and tasteless. The only way toknow whether or not there is a high level of radon in a schoolbuilding is to test the school for radon.

What are the units ofpCiIL and WL?

The concentration of radon gas in the air is measured in unitsof picocuries per liter (pCi/L). Radioactivity can be assessedin terms of the number of decays per minute, and onepicocurie per liter means that there is enough radon in oneliter of air to produce 2.2 "decays" per minute. In a classroomthat is 30 ft. x 30 ft. x 8 ft. high, approximately 450,000 decaysper minute would occur for each picocurie of radon.Sometimes test results are expressed in working levels (WL)representing the decay products of radon.

Studies have found that radon concentrations in the outdoorair average about 0.4 pCi/L. Inside buildings radon anddecay products can build up to higher concentrations.

What is the EPA "action level?"

EPA recommends that schools take action to reduce the level ofradon when levels are 4 pCi/L or higher. If a room is found tohave a level of 4 pCi/L or greater after initial testing, thismeasurement should be confirmed with a follow-up test. Ifthe initial and follow-up test indicate that the radon level is ator above 4 pCi/L, you should take action to reduce the radonlevel below 4 pCi/L.

Activity 1-1

Fill in the blanks or answer the following questions.

1. Radon is a gas.

2. Radon comes from which isfound in rocks and soils all across the United States.

3. Radon is a , so it can move from the soiland rock to the interior of buildings through smallopenings.

4. Radon decays into thatcan become trapped in your lungs.

5. How can I tell if there are high levels of radon in myschool?

6. What are the units for measuring radon?

7. What are the units for measuring radon decayproducts?

Unit l-Introduction to Radon in Schools

If you have trouble answering aquestion, refer to the answers atthe end of the unit.

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Radon Measurement in Sc1l001s: Self-Paced Training Workbook

How does radon cause lung cancer?

Radon is a known to cause cancer in humans. The radiationgiven off by the decay products inside your lungs can damagethe cell lining of your lungs and lead to lung cancer over thecourse of your life time.

An individual's risk of getting lung cancer from radondepends mostly on three factors:

1. how high a level you are exposed to.

2. how long you are exposed.

3. whether you smoke.

The risk from radon increases with the level and length of timeto which you are exposed. Smoking combined with radon isan especially serious health risk.

Health Risks of Radon

Is radon more ofa concern for children?

There is some evidence that children are at greater risk thanadults for certain types of cancer from radiation, but there arecurrently no conclusive data on whether children are atgreater risk from radon than adults.

How does radon compare to other risks?

EPA estimates that radon may cause about 14,000 lung cancerdeaths in the United States each year (because of theuncertainties, the actual number could range from 7,000 to30,000 deaths each year).

The U.S. Surgeon General has warned that radon is thesecond-leading cause of lung cancer deaths. Only smokingcauses more deaths from lung cancer.

Radon Exposure

Is radon a problem in homes?

The risk from radon increases with the amount of time youspend breathing it in. Because most people spend most oftheir time in their homes, radon in the home is likely to be themost significant source of radon exposure. Parents arestrongly encouraged to measure their homes for radon, and totake action to reduce elevated radon concentrations. EPA has

01--1.---11-Drunk Radon Drownlngs Flres Airlinedriving crashes

Figure 1-1: The numbers ofdeaths fromvarious causes (taken from 1990National Safety Council reports).

25.----------------,

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For additional information on thehealth risks ofradon, see Section LB(pages 2-4) ofthe EPA guidancedocument "Radon Measurement inSchools - Revised Edition. "

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several reports designed to help people understand how totest their homes for radon, including A Citizen's Guide to Radon(EPA 402-K92-001, May 1992), available from State and EPARegional Offices listed in the appendices in "RadonMeasurement in Schools-Revised Edition."

Is radon a problem in schools?

For most school children and staff, the second largestcontributor to their radon exposure is likely to be their school.Therefore, EPA recommends that schoo1.buildings be testedfor radon and the levels be reduced to below EPA's actionlevel of 4 pCi/L.

Activity 1-2

1. There are three main factors that affect one's risk fromlung cancer due to radon exposure. These are:

A. a level you are exposed to.

B. you are exposed.

C. Whether you '

2. What is the estimate for the number of lung cancerdeaths due to radon each year in the United States?

3. What is the one factor that causes more lung cancerdeaths than radon?

4. How do annual deaths from radon compare withannual deaths from drunk driving, drownings, fires,and airline crashes?


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Rndon Measurement in Schools: Self-Paced Training Workbook

Refer to Section I.D (page 4-5) oftheEPA guidance document "RadonMeasurement in Schools-RevisedEdition" for more information on theradon problem in schools.

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Testing for Radon and Taking Action

Ifhigh radon levels are found, what can be done about it?

The EPA action level of 4 pCi/L for radon gas (0.02 WL, fordecay products) means that if any room is found to have alevel of 4 pCi/L or higher, a second follow-up test should beconducted. If the initial and follow-up tests indicate that theradon level is equal to or above 4 pCi/L, the school shouldtake action to lower the level to below the action level. Moreinformation about radon reduction in schools is available fromEPA's guide "Reducing Radon in Schools: A Team Approach(EPA 402-R-94-008)."

Are concentrations less than the action level safe?

The action level of 4 pCi/L (or 0.02 WL) is based largely on theability of current technologies to reduce radon levels to this point.It does not mean that levels less than 4 pCi/L are safe. Anyexposure to radon carries some risk, but the lower the exposurein terms of time and concentration-the lower the risk.

Should we reduce radon levels as low as possible?

Radon concentrations depend on many factors. In general,mitigation contractors will work to reduce radon levels to aslow as feasible, but reducing levels to zero is impossible. To acertain extent, this is because radon exists even in outdoor airat a level of about 0.4 pCi/L. It becomes diluted as it rises fromthe soil, so it is usually in very low concentrations outdoors.

What has been found so far about radon in schools?

Based on a national EPA survey of radon in schools, EPAestimates that nearly one in five U.S. schools have at least onefrequently occupied ground contact room with a short termradon level above 4 pCi/L. Other EPA studies in schools havefound schools with levels well over 20 pCi/L and some havebeen found with levels over 100 pCi/L. For additionalinformation on the radon problem in sr;hools, See Section I.D. (pages4-5) ofthe EPA guidance document.

Are the radon levels similar in buildings or homes in the samegeographic area?

Buildings that are side by side can have very different levels ofradon, so it is impossible to know what radon levels arewithout testing.

Activity 1-3

Answer the following questions.

1. Are there any states where we can be sure there is noradon?

2. What are the highest radon concentrations that havebeen found in schools?


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There are three factors that determine why some schools havehigh radon levels and others do not. These are:

1. The soil under the school

• The radon concentrations in the soil (sourcestrength).

• How easily the radon can move through the soil (soilpermeability).

2. The structure and construction of the school

• Many schools are constructed on adjoining floorslabs which permit radon gas to enter throughconstruction and expansion joints between the slabs.Other features, such as basements, crawl spaces,utility tunnels, sub-slab HVAC ducts, cracks, or otherpenetrations in the slab (e.g., around pipes) also areplaces where radon can enter a building.

3. The type, operation, and maintenance of the HVACsystem

For example, the heating, ventilating, and airconditioning (HVAC) systems can:

• Dilute indoor radon levels by bringing in outdoorair-Leo ventilating (see Figs. 1-2 and 1-3).

• Allow radon to build up because of decreasedventilation.

• Keep radon out by pressurizing a building (see Fig.1-2 and 1-3).

• Draw radon inside a building through thefoundation by depressurizing a building (Le.,creating a negative air pressure within a building byexhausting indoor air-see Fig. 1-4).

How well and how often HVAC systems undergomaintenance is also important. For example, if airintake filters are not cleaned and changed periodically,the amount of outdoor air coming in can be reduced.Less ventilation means that radon will build up inside.

How does radon enter schools?

Mechanisms of Radon Entry

Crawlspace

Balanced pressureFrosh airIntako

Figure 1-2: Ijproperly designed,meclzanical ventilation can dilute indoorradon concentrations.

RadOI1 Measuremel1t ill Schools: Self-Paced Training Workbook

Figure 1-3: Mechanical ventilation canbe designed to pressurize the interiorspaces in a building by bringing inoutdoor air. This may help reduce radonentry by pressurizing the building anddiluting radon.

Figure 1-4: Some mechanicalventilation systems are not properlybalanced resulting in depressurizationofthe interior spaces in a building. Thiscan induce radon to enter spaces andmust be addressed in a mitigation effort.

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Activity 1-4

Answer the following questions or fill in the blanks asappropriate:

1. There are three factors that determine why someschools have high radon levels while others do not.These are:

A. The under the school. What twoproperties of this are important?

B. The _---:-----:- _of the school.

C. The type, operation, and maintenance of the

2. If a school room had an exhaust fan operating, whateffect would this have on the air pressure inside aschool room? What effect would this have on theradon level for that room if the room is in contact withthe soil? (NOTE: an exhaust fan draws air within aschool room and vents it to the outdoors.)

3. In order to save energy, some schools have reduced orrestricted the intake of outdoor air by their HVACsystem. What effect would this have on radonconcentrations? Explain how this effect occurred.

Unit l-Introduction to Radon in Sckools

Refer to Section I.E (page 5) of theEPA guidance document "RadonMeasurement in Schools-RevisedEdition" for more information onhow radon enters schools.

If you have trouble answering aquestion, refer to the answer atthe end of the unit for adiscussion of the answer.

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Radon Measuremettt in Schools: Self-Paced Training Workbook

Unit Summary-Introduction to Radon inSchools

This unit reviews:

• The definition of radon as a naturally-occurringradioactive gas, originatingfrom uranium found in nearly allrocks and soils that moves upward through cracks andopenings in the foundations ofbuildings.

• The definition of decay products as the radioactiveproducts ofradon that can become trapped in lungs, releasingsmall bursts ofradiation, which can damage lung tissue andlead to cancer.

• The definitions of picocuries per liter (pCi/L) andWorking Levels (WL).

• The EPA "action level" of 4 pCi/L (0.02 WL).

• The three main factors that determine risk from radonexposure: 1) the concentration; 2) the duration ofexposure to that concentration; and 3) smoking habits.

• The EPA estimates of about 14,000 lung cancer deathseach year in the United States due to radon exposure.

• The findings of the research that EPA has done onradon in schools, with the results showing that 19.3% ofschools have elevated radon levels.

• The three factors that determine why some schools havehigh radon levels and others do not: 1) thecharacteristics of nearby soil; 2) the structure andconstruction of the school; and 3) the type, operation,and maintenance of the heating, ventilating, and airconditioning (HVAC) system.

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Correct Answers for Activity 1-1

Fill in the blanks or answer the following questions.

1. Radon is a naturally-occurring, radioactive, colorless,odorless, tasteless gas.

2. Radon comes from uranium which is foundin rocks and soils all across the United States.

3. Radon is a gas, so it can move from the soil androck to the interior of buildings through small openings.

4. Radon decays into radon decay products thatcan become trapped in your lungs.

5. How can I tell if there are high levels of radon in myschool?

Test your school

6. What are the units for measuring radon?

picocuries per liter (pCiIL)

7. What are the units for measuring radon decayproducts?

working levels (WL)



1. There are three main factors that affect one's risk fromlung cancer due to radon exposure..These are:

A. how high a level you are exposed to.

B. how long you are exposed.

C. Whether you smoke

2. What is the estimate for the number of lung cancerdeaths due to radon each year in the United States?

14,000

3. What is the one factor that causes more lung cancerdeaths than radon?

Smoking


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Radott Measurement in Schools: Self-Paced Training Workbook

4. How do annual deaths from radon compare with annualdeaths from drunk driving, drownings, fires, and airlinecrashes?

Annual deaths from radon are second only to deaths from drunkdriving in this list. Radon causes more deaths each year thandrownings, fires, and airplane crashes.



1. Are there any states where we can be sure there is noradon?

No; elevated levels have been found in every state.

2. What are the highest radon concentrations that havebeen found in schools? .

Results ofover 100 pCi/L have been found inschools.


1. There are three factors that determine why some schoolshave high radon levels while others do not. These are:

A. The soil under the school.

What two properties of this are important?

The concentration or amount ofradon in the soil.

How easily radon flows through the soil-the soil permeability.

B. The structure and construction of the school.

C. The type, operation, and maintenance of theHVAC system

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2. If a school room had an exhaust fan operating, what effectwould this have on the air pressure inside a school room?What effect would this have on the radon level for thatroom if the room is in contact with the soil? (NOTE: anexhaust fan draws air within a school room and vents it tothe outdoors.)

Unless an equal amount ofoutdoor air is provided by yourHVAC system to replace the indoor air that is exhausted by thefan, soil gas containing radon may be drawn into the room. Theexhaust fan, in effect, is depressurizing the room.

3. In order to save energy, some schools have reduced orrestricted the intake of outdoor air to their HVAC system.What effect would this have on radon concentrations?Explain how this effect occurred.

Reducing the intake ofoutdoor air by your HVAC system mayhave two possible effects:

First: Ifexhaust fans in the school building are operating,this could create a negative air pressure in the rooms of theschool when there is no outdoor air to replace the indoorair that is exhausted from the school building (see Figure1-4, page 8). The negative pressure in the school buildingwill cause radon in the soil gas to move throughfoundation openings (e.g., cracks in the slab, expansionjoints between the slab and wall) and into school rooms.

Second: When reducing or restricting the flow ofoutdoor airinto a school building, indoor air pollutants such as radonmay build up. Since there is little or no outdoor air todilute radon that entered the school, the radonconcentration in school rooms may increase.

Unit I-Introduction to Radon in Schools

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Radon Measurement i7l Schools: Self-Paced Training Workbook

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Unit 2-Radon Measurement Strategyfor Schools

UNIT 2. . .

Radon MeasurementStrategy for· Schools

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To insure that the measurementsyou make are reliable, includeQuality Assurance in yourtesting program-see Unit 5.

For more information on the EPAmeasurement strategy, see SectionlI.A and lI.B (pages 6-9) of the EPAguidance document "RadonMeasurement in Schools-RevisedEdition. "

Participant Objectives:

., Apply the radon testing strategy to a variety of schoolconstruction types, and to their own school(s).

Upon completion of this unit, participants will be able to:

., Define long-term and short-ferm ~esting.

., Explain the EPA-recommended strategy for testing inschools, including initial and follow-up measwements,the action level, the interpretation of test results(in terms of the need for mitigation), and the guidancefor retesting.

., Identify commonly-used testing devices for schools andwhether they are appropriate for short-term or longterm measurements.

Unit Overview

This unit is a core element of this training, because it presentscritical definitions and the EPA school testing strategy. Theunit covers:

• Short-term and long-term tests.

• The EPA measurement strategy.

• The interpretation of test results in terms of the need formitigation.

• Retesting schools in years after the measurementprogram is complete.

• Radon testing program management.

• Measurement devices that are currently available fortesting of different durations.

Radon Measurement in Schools: Self-Paced Training Workbook

Use detectors from a laboratorytltat is listed with EPA's RadonMeasurement Proficiency (RMP)Program or state certifiedcontact your State Radon Officefor more ittformation.

Short-term tests are defined as anytest Hzat is two to 90 days in length.

L01tg-temt tests are defined as anytest lasti1zg longer than 90 days.

For more infomration on short- andlong-ternz testing, see Section ILA(pages 6-7) ofthe EPA guidancedocument "Radon Measurement inSchools-Revised Edition".

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Purpose of the EPA Testing Strategy

The purpose of the measurement strategy is to provide schoolofficials with a system for deciding on the need for mitigation.This strategy includes:

1. How to conduct a series of tests to measure radon levelsin the school.

2. How to interpret the results and decide if correctiveaction to reduce radon levels is necessary.

Short-term and Long-term Testing

Radon can be measured over different time periods rangingfrom two days to a year (radon concentrations can actually bemeasured over a few minutes, but those types ofmeasurements are not useful for determining the need formitigation). Tests are categorized as either short-term or longterm depending upon the number of days the devices are usedin the school.

Short-term tests measure radon for a period as short as twodays, for some devices, or as long as 90 days for other types ofdevices. A short-term test is the quickest way to measure forradon. Because radon levels tend to vary from day to day andfrom season to season, a short-term is less likely than a longterm test to give an average radon level for a school year.Short-term tests must be made over a period of at least 48continuous hours (back-to-back without interruption).

Long-term tests measure radon over a period longer than 90days. A long-term test (e.g. a test conducted over the schoolyear) will give a result that is more likely to represent theschool year average radon level in a school room than a shortterm test.

Measurement' Devices

All devices usedfor measuring radon in schools should meet theEPA's Radon Measurement Proficiency Program (RMP) or Statecertification program requirements. Information on themanufacturer and whether they are RMP-listed for that devicetype can be obtained from your State Radon Contact or EPARegional Office (see the EPA guidance document for phonenumbers). It is critical to ensure that the supplier of the devices islisted as having met the EPA RMP (and any additional State)requirements for that device. .

Some devices may require the use of an analytical laboratory,and some provide the test results directly to the personoperating the equipment. Keep in mind that ifthe resultsfrom the devices are read directly by school personnel withoutthe use ofan analytical service, those personnel shouldsuccessfully participate in the EPA RMP or any comparableState certification program.

Three of the most common types of radon measurementdevices are:

• Activated Charcoal (AC) and Charcoal LiquidScintillation (CLS) Detectors: These are used to makeshort-term measurements

• Electret Ion Chambers (EIC): There are two differenttypes of Electret Ion Chambers-one can be used forshort-term and the other for long-term measurements.If you use the electret reader to determine the radonlevel measured by the EIC, you should demonstrateproficiency in the measurement of radon via EPA'sRadon Proficiency Programs.

(l Alpha Track Detectors (ATD): These are used for bothshort-term and long-term measurements.

(l Continuous Radon Monitors: These devices may beused for short-term or long-term measurements. Thesedevices measure radon gas. Since results can be readdirectly by school personnel without the use of ananalytical service, you should demonstrate proficiencyin the measurement of radon via EPA's RMP Program.

e Continuous Working Level Monitors: These devicesmay be used for short-term or long-term measurements.These devices measure radon decay products. Sinceresults can be read directly by school personnel withoutthe use of an analytical service, you should demonstrateproficiency in the measurement of radon decayproducts via EPA's RMP Program.


For more information onmeasurement devices, seeAppendix D (page 34) of the EPAguidance document "RadonMeasurement in Schools-RevisedEdition. "

When you receive yourmeasurement devices in the mail,read the manufacturer'sinstructions before using them.

After being opened and exposed toindoor air, activated charcoaldetectors (AC) and charcoal liquidscintillation detectors (CLS) shouldbe mailed to the lab analyzing thedetectors within a day after the testis completed. Make sure the exposeddetectors will reach the lab within 2to 3 days.

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Radon Measllrement in Schools: Self-Paced Training Workbook

Activity 2-1

Answer the following questions or fill in the blanks.

1. Short-term tests measure radon for as short as _days and as long as days.

2. Long-term tests measure radon for longer than _days.

3. Name five types of measurement devices most oftenused to make short-term radon measurements.

Consult the answers at the end ofthe unit ifyou are having difficultyanswering a question.

4. Name two types of measurement devices most oftenused to make long-term radon measurements.

5. If you were going to conduct a 2-day or a 4-day shortterm test, which devices could you use?

6. Which devices may be used for a 2-week or 8-weekshort-term test?

7. If an EIe or ATD is designed for a 6-month long-termtest, can it be used for a 1-month short-term test?

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Measurement Strategy

If a school decides to use a short-term test during initialmeasurements, EPA recommends the two step approachdescribed below.

Step 1 Initial Measurements

• Take initial measurements using a short-term test.

Short-term measurements should be made in all frequentlyoccupied rooms in contact with the ground to determine whetheror not elevated radon concentrations are present. All roomsshould be tested simultaneously (i.e., on the same day).

Step 2 Follow-up Measurements

• Do a follow-up test in every room with a short-term,initial test result of 4 pCi/1 or greater.

All follow-up measurements in a school should be conductedsimultaneously. Follow-up measurements should be made inthe same locations and under the same conditions as the initialmeasurements (to the extent possible, including similar seasonalconditions and especially HVAC system operation). This willensure that the two results are as comparable as possible.

• Use ashort-term, follow-up test if results are neededquickly.

The higher the initial short-term test result, the more certainyou can be that a short-term test should be used rather than along-term follow-up test. In general, the higher the initialmeasurement, the greater the urgency to do a follow-up test assoon as possible. For example, if the initial short-termmeasurement for a room is several times the EPA's radonaction level (e.g., about 10 pCi/L or higher), a short-termfollow-up measurement should be taken immediately.

• Use a long-term, follow-up test to better understand theaverage radon level for a school year.

When a room's initial result is only slightly above about 4pCi/L (Le. between 4 and 10 pCi/L), a long-term follow-upmeasurement-preferably taken over the entire (e.g. ninemonths) school year-is appropriate. The result from such atest may best represent the average radon concentration forthe school year in that room. A long-term test should beconducted over the school year immediately following thecompletion of initial measurements.


HVAC OPERATION &TESTING

During both initial and follow-uptesting, the HVAC system should beoperating as it normally does. It isnot necessary to change theoperation of the HVAC system whentesting for radon.

The decision to mitigate shouldnot be based on one initialmeasurement.

If there are any rooms with initialresults ofl0 pCi/L or greater, thenconsider doing all short-term followup tests in that school even thoughthere may be rooms just slightlyabove 4 pCi/L. This approachstreamlines your follow-up testingand simplifies record keeping.

HELPFUL FLOWCHART:The recommended measurement anddecision-making strategy ispresented as aflow chart on page 17in the EPA guidance document,"Radon Measurement in SchoolsRevised Edition. "

Page 19

Radoll Measurement ill Schools: Self-Paced Training Workbook

Follow-up testing helps to verifyyotlr initial test restllt. Neverbase your decision to mitigate onjllst tI,e initial test result.Problems in the laboratoryprocedures when analyzing thedetectors or problems in thetesting process may have affectedyour test results.

RADON MITIGATIONIfyour school needs to mitigate oneor more rooms, follow therecommendations in EPA'sdocument "Reducing Radon inScltools: A Team Approach" (EPA402-R-94-00B).

RADON PREVENTIONIfyour school district is planningnew school construction and/orrenovations, considerfollowing therecommendations described in thedocument Radon Prevention in theDesign and Construction ofSchoolsaud other Large Buildings (EPA625/R-92/016) .

Page 20

Deciding on the Need to Mitigate

The EPA does not recommend that schools use a single shortterm test as the basis for determining the need for mitigation.

• If a short-term test was used for the follow-upmeasurement, average the initial andfollow-up test resultsfor each room, and if that result is 4 pCi/L or greater, mitigatein that room or area.

• If a long-term test was used for a follow-up test, use theresult from the long-term follow-up test, and if that result is 4pCi/L or greater, mitigate in that room or area.

Deciding How Quickly to Mitigate

Very high radon levels (around 10 pCi/L or greater) demand a .quicker response than levels closer to 4 pCi/L. If a level isnear 100 pCi/L or greater, school officials should call theirState Radon Contact.

Retesting

1. Retest some time in the future all frequently occupiedrooms that have ground contact when the initial testsshowed a radon level less than 4 pCi/L.

2. Retest yearly all school rooms that were mitigated.

3. Before major renovations are planned. Considerretesting to see if levels are 4 pCi/L or greater so thatradon-resistant features can be built into the renovation.

When renovating, consider the following.

• If the renovation is structural or involves a majorchange to the HVAC system, radon testing should beconducted for the school building.

• If the results of those radon tests are 4 pCi/L orgreater, radon-resistant features should beincorporated in the renovation (see Radon Preventionin the Design and Construction ofSchools and OtherLarge Buildings (EPA-625-R-92-016).

• Test after the renovation.

Activity 2-2

2. If you have conducted an initial test for a room andfound the level to be 20 pCi/L, would you:

A. mitigate this room? or

B. take another measurement in this room to confirmthe initial measurements?

3. You made a 5-day, initial measurement using anactivated charcoal device and found the radon level tobe 12 pCi/L. When performing a follow-upmeasurement, what would be the length of your followup measurement? What type of measurement devicewould you use? Explain each of your answers.

Page 21

Unit 2-Radon Measurement Strategyfor SCflools

Action

103 5.0 pCi/L

111 4.5 pCi/L

120 11.0 pCi/L

131 15.0 pCi/L

151 4.1 pCi/L

Room:# Initial Measurement

1. You just received the results from your initial test.Given the initial test results of the five rooms that haveradon levels greater than or equal to 4 pCi/L, what typeof test (short or long-term) would you choose for 'follow-up testing?

Suggestion: use the initial portion of the decisionmaking flow chart on page 17 of the EPA guidancedocument to guide your decision with each room.

Activity 2-3


ActionFollow-up

3.0pCi/L

5.7pCi/L

9.5 pCi/L

13.2pCi/L

3.0 pCi/L

103 5.0pCi/L

111 4.5 pCi/L

120 11.0 pCi/L

131 15.0pCi/L

151 4.1 pCi/L

2. If you conduct initial testing in your school and youfind that the initial test results indicate that most ofthe rooms tested have results less than 4 pCi/L exceptfor one. The room above 4.0 pCi/L has a level of 4.2pCi/L. What type of follow-up test (short or longterm) would you do? Why?

1. The five rooms in Activity 2-2 have been retestedwith short term follow-up tests. The follow-up resultsare listed below. Which of these rooms should receiveradon mitigation?

Room # Initial

3. The initial test result for a room was 4.3 pCi/L.You've conducted the follow-up long-term test forthis room and the result is 3.8. Should you mitigatethis room?

Suggestion: use the flow chart on page 17 of the EPAguidance document to help you determine if youneed to mitigate.

Page 22

Unit Summary-Radon Measurement Strategyfor Schools

This unit presents key definitions:

• Short-term tests are defined as those lasting for two daysor longer, but less than 90 days.

• Long-term tests are defined as those lasting for longerthan 90 days.

The unit describes the differences between short- and longterm tests, and why one may be preferable over the other.

The where and how aspects of the EPA measurement strategyare reviewed in this unit.

• Where refers to testing in all rooms that are frequentlyoccupied and that have ground contact.

• How refers to making initial short-term measurements inthese rooms, then makingfollow-up measurements inthose rooms with initial radon levels of 4 pCi/L orgreater. Depending on the level of the initial short-termmeasurements, short-term or long-termtests may beused for a follow-up test.

This unit also presents the EPA recommendations for retestingschools after the original testing program (i.e. testing of allrooms that are frequently occupied and have some groundcontact), and retesting prior to renovation.


Page 23



Answer the following questions or fill in the blanks.

1. Short-term tests measure radon for as short as 2days and as long as 90 days.

2. Long-term tests measure radon for longer than 90days.

3. Name five types of measurement devices most often usedto make short-term radon measurements.

Activated charcoal devicesAlpha track detectorsElectret ion chambersContinuous monitorsCharcoal liquid scintillation detectors

4. Name two types of measurement devices most often usedto make long-term radon measurements.

Alpha track detectorsElectret ion chambers

5. If you were going to conduct a 2-day or a 4-dayshort-term test, which devices could you use?

Electret ion chambers, activated charcoal devices, charcoalscintillation devices, alpha-track detectors, or continuousmonitors. Specific manufacturer's instructions need to beconsulted~some types of these devices may be limited to alonger deployment time.

6. Which devices may be used for a 2-week or 8-week shortterm test?

ATD and Electret ion chambers. In some cases continuousmonitors may be used for these long periods, although the costmay be very high.

7. If an EIC or ATD is designed for a 6-month long-term test,can it be used for a I-month short-term test?

While possible, significant adjustments would have to be madeby the lab analyzing the detectors. Therefore, this practice isnot recommeneded.

Page 24


1. You just received the results from your initial test. Giventhe levels of the five rooms that have radon levels greaterthan or equal to 4 pCi/L, what type of test (short or longterm) would you choose for follow-up testing?

Suggestion: Use the initial portion of the decisionmaking flow chart on page 17 of the EPA guidancedocument to guide your decision with each room.

There are two possible approaches fdr conducting afollow-uptest for these initial results-both are appropriate.

1st Alternative Approach

Room # Initial Measurement Action

103 S.OpCi/L long-term

111 4.5 pCi/L long-term

120 11.0pCi/L short-term

131 lS.0pCi/L short-term

151 4.1 pCi/L long-term

2nd Alternative Approach

Let your highest initial test determine the, duration ofall yourfollow-up tests. Since Room 131 has 15.0 pCiIL, make all yourfollow-up tests short-term. This approach streamlines yourfollow-up testing and simplifies record keeping.

Room # Initial Measurement Action

103 S.OpCi/L short-term

111 4.5 pCi/L short-term

120 11.0pCi/L short-term

131 lS.0pCi/L short-term

151 4.1 pCi/L short-term

2. If you have conducted an initial test for a room and foundthe level to be 20 pCi/L,' would you:

A. mitigate this room? or

B. take a follow-up measurement in this room toconfirm initial measurements?

Answer B is correct.

Unit 2-Radon Measurement Strategy for Schools

Page 25


3. You made a 5-day, initial measurement using an activatedcharcoal device and found the radon level to be 12 pCi/L.When performing a follow-up measurement to confirmthis initial measurement, what would be the length ofyour follow-up measurement? What type ofmeasurement device would you use? Explain each ofyour answers.

Since the radon level for the initial measurement is severaltimes the action level, conduct a short-term follow-upmeasurement. Ideally, the follow-up measurement should befive days in length and the detector should be the same type (i.e.activated charcoal device from the same manufacturer) used forthe initial measurement. For short-term follow-up testing,maintaining consistency with your initial testing will helpensure that your initial test results are reproducible.

mitigate

mitigate

mitigate

mitigate

consider mitigating*.

ActionFollow-up

3.0pCi/L

5.7pCi/L

9.5 pCi/L

13.2pCi/L

3.0pCi/L

5.0pCi/L

4.5 pCi/L

11.0 pCi/L

15.0pCi/L

4.1 pCi/L

Example calculation for Room 103:

5.0 pCi/L + 3.0 pCi/L =4 pCi/L2

Since this is equal to 4 pCi/L (EPA 's action level for radon)mitigate this room.

103

111

120

131

151

* Since there are health risks associated with levels below4 pCi/L and you will be mitigating other rooms, considerreducing the level in Room 151.

1. The five rooms in Activity 2-2 have been retested withshort-term follow-up tests. The follow-up results are listedbelow. Which of these rooms should receive radonmitigation?

Room # Initial


Page 26

Ifyour initial andfollow-up testresults differ greatly (e.g. an initialtest of15.0 pCi/L and afollow-uptest of2.0 pCi/L), you may want totake a tlzird test to verify your initialtest result. It's possible that thelarge difference between the initialand thefollow-up tests is a result ofadetector failure.

2. If you conduct initial testing in your school and you findthat the initial test results indicate that most of the roomstested have results less than 4 pCi/L except for one. Thisroom has a level of 4.2 pCi/L. What type of follow-uptest (short or long-term) would you do? Why?

A long-term test. Because the detected level is close to theaction level of4 pCi/L, a long-term test will provide a betterestimate of the radon level for that room.

3. The initial short-term test result for a room was 4.3 pCi/L.You've conducted the follow-up long-term test for thisroom and the result is 3.8. Should you mitigate thisroom?

Suggestion: use the flow chart on page 17 of the EPAguidance document to help you determine if you needto mitigate.

The long-term test result is less than 4 pCi/L, so mitigation isnot recommended ifyou adhere strictly to EPA'srecommendation. However, since the level is close to 4 pCi/Land there are risks associated with levels below 4 pCi/L,consider mitigating the room.


Page 27

UNIT 3.

When to' MeasureRadon in Schools

Unit Overview

This unit describes when radon tests should be conducted, interms of the:

• Seasons of the year

• Days of the week

• Building conditions

• Particular weather and HVAC system conditions


After completing this unit, participants will be able to:

• Identify seasons when testing is recommended.

• Identify the times during the week when testing isrecommended.

• Describe the conditions that should be adhered to priorto and during testing.

• Cite at least two situations during which the EPArecommends that testing should not be conducted.

Unit 3-When to Measure Radon in Schools

For more information on when tomeasure radon in schools, see SectionII.D (pages 10-12) of the EPAguidance document "RadonMeasurement in Schools-RevisedEdition. "

Page 29

RndOl1 Measurement in Schools: Self-Paced Training Workbook

SEP OCT NOV DEC

I JAN FEB MAR APR

MAY JUN JUL AUG

Figu.re 3-1: Initial measu.rementssl%ou1d be conducted du.ring thecolder months and when the school isoccupied.

For additional information on whyEPA recommends particular testingconditions, see Section II (D) onpage 11 ofthe EPA guidancedocument: "Radon Measurement inScl%001s - Revised Edition. "

Page 30

Seasons When Schools Should Be Tested

The purpose of initial testing is to identify rooms that have thepotential for high radon levels (above 4 pCi/L) during theschool year.

Short-term tests should be conducted during the colder months of theyear, when windows and external doors are likely to be kept closed.If you begin your initial test early-october or earlyNovember, you can begin follow-up tests (if necessary) duringthe remaining colder months.

Long-term tests may begin soon after the completion of the initialtest and run up to the end ofthe school year. The school year isdefined as the period when the school is fully occupied.Preferably, long-term tests should begin during the coldermonths of the school year for your geographic area.

Days of the Week When Radon Should beMeasured

Short-term radon tests lasting between two and five days should beconducted on weekdays with the HVAC systems operating normally.For testing longer than 5 days, the testing should be conductedcontinuously over the testing period. For example, during thetest period a radon measurement should not be discontinuedand then recontinued at another time or date.

Conditions During Which Radon Should BeMeasured

Short-term tests should be conducted when the building is asclosed up as possible, with windows and exterior doors closedexcept for brief, normal entries and exits. This is called closedbuilding conditions. If doors and windows are kept closed,there will be a minimum of outdoor air drawn into the roomto dilute and lower the radon concentration. Also, dependingon the differences in temperature between the inside and theoutside air, wind direction, and wind strength, radon levelscan vary greatly. Because of this, the EPA recommends thatindoor radon levels be stabilized as much as possible bykeeping doors and windows closed during the measurements.

Radon levels take some time to stabilize after closed-buildingconditions are in place. Tests lasting between two and fivedays should not begin until after closed-building conditions

have been in place for at least 12 hours. Tests lasting longerthan five days are long enough so that the initial effect of highor low levels will not be significant.

A recommended strategy is to establish closed-buildingconditions during a weekend, and begin radon measurementson Monday morning.

Tests lasting up to 90 days are considered short-term tests andclosed-building conditions should still be in place as much aspossible. However, bdef periods of open windows will notseriously jeopardize the results but should still be avoided.

When Tests Should Not Be Conducted

Testing should not be done:

o during major weather events such as high winds and/or heavy rains. Rapid changes in barometric pressurecan affect radon levels.

o during the renovation of a school building, especiallythose involving structural changes, or duringrenovations of the HVAC systems. It is moreappropriate to test prior to renovations andimmediately after the completion of renovations. Ifelevated radon is present, radon resistant techniquescan be included as part of the renovation.

• when the school is not in session or on long holidayswhen the HVAC system is "set back."


Prior to testing, review theweather forecast for the week,if you plan to make two- to fiveday radon measurements.

Severe weather conditions do notaffect long-term tests.

Page 31

Radon Measurement in Sclzoo1s: Self-Paced Training Workbook

Activity 3-1

Fill in the blanks.

1. Short-term tests should be conducted during the________ season, when windows and doorsare generally kept _

2. Long-term tests can begin during any season, as long asthe tests are conducted when the school is fully

3. Short-term tests lasting 2-5 days should be conductedanytime during the days of through_____ for at least continuous hours.

4. Closed building conditions are when all __________ are kept closed, except for brief

5. There are two conditions when you should not test forradon~ These 'are: ' ,

Page 32

Activity 3-2

Answer the following questions:

1. You have scheduled a 4-day initial test during the firstweek of November. The weather forecast for thatweek is: heavy rains for Sunday, high winds withpossible showers on Monday, sunny and clear for the·remainder of the week except for a slight chance oflate evening showers on Friday. When would youstart and end the test? Explain your decisions.

2. EPA guidance recommends initial testing during thecolder months of the school year (October to March).Keeping in mind that you may have to conductfollow-up tests, select the time period you will beginyour initial testing. Consider the length of your initialtest when making your decision.

3. You planned to conduct a 2-week initial test duringthe latter half of October. The·weather forecastindicates that the weather will be unseasonably warmduring this time of the month. Would you postponetesting given this information? Explain why youwould/or would not postpone testing?

Unit 3-When fo Measure Radon in Schools

Page 33

Rndon Measurement in Scltools: Self-Paced Training Workbook

Unit Summary - When to Measure Radon inSchools

This unit presents the EPA guidance for when radon testsshould be conduded. There are four major elements of theunit:

1. Initial tests should be conducted during the coldestmonths of the year when windows and doors are likelyto be closed. During this time, radon levels are mostlikely to be stable.

2. The days of the week from Monday through Friday arerecommended days for short-term tests lasting 2-5 daysbecause the radon levels during the week are morerepresentative of the levels to which school occupantsare exposed. Short-term tests lasting longer than 5 daysand long-term tests will extend over weekends.

3. The conditions that should exist during testing areclosed-building conditions, which consist of keeping allwindows and exterior doors shut except for brief entriesand exits. In an effort to stabilize the radon levels, testslasting less than five days should not begin until after atleast 12 hours of closed-building conditions.

4. This unit discusses particular weather conditions duringwhich radon tests should not be conducted, andpresents EPA's recommendation not to measure radon,during major school renovations.

Page 34


Fill in the blanks.

1. Short-term tests should be conducted during thefall and winter heating season when windows and

doors are generally kept closed

2. Long-term tests can begin during any season as long asthe tests are conducted when the school is fully

occupied

3. Short-term tests lasting 2-5 days should be conductedanytime during the days of Monday through

Friday for at least 48 continuous hours.

4. Closed building conditions are when all windowsand exterior doors are kept closed, except for brief

ent1Jl and exits

.5. There are two conditions when you should not test forradon. These are:

When using short-term tests and there is unusual weather suchas heavy rains, heavy snows, or high winds.

During the renovation ofthe school building or school's HVACsystem during any type oftest.


Page 35

Radon Meastlrement in Schools: Self-Paced Training Workbook


Answer the following questions:

1. You have scheduled a 4-day initial test during the firstweek of November. The weather forecast for that week is:heavy rains for Sunday, high winds with possibleshowers on Monday, sunny and clear for the remainder ofthe week except for a slight chance of late eveningshowers on Friday. When would you start and end thetest? Explain your decisions.

Postpone the test until the following week or until theweather conditions are more appropriate because the "windowofopportunity" for favorable testing conditions is t~o limited.

2. EPA guidance recommends initial testing during thecolder months of the school year (October to March).Keeping in mind that you may have to conduct follow-uptests, select the time period you will begin your initialtesting. Consider the length of your initial test whenmaking your decision.

Initial testing can begin in late October when buildingsbegin to be closed up because ofcooler weather. This givesyou ample time to complete your initial test during thecolder months of the year. Also, it enables you to conductshort-termfollow-up testing-ifnecessary-under similarconditions as initial testing.

3. You planned to conduct a 2-week initial test during thelatter half of October. The weather forecast indicates thatthe weather will be unseasonably warm during this timeof the month. Would you postpone testing given thisinformation? Explain why you would/or would notpostpone testing.

Yes, testing should be postponed until the weather turnscooler because in unseasonably warm weather schooloccupants will be inclined to open windows.

Page 36

UNIT 4

What Rooms to Test

Unit Overview

This unit describes which rooms in the school should betested, and where to place a measurement device in aschoolroom. The unit is divided into three sections:determining what rooms to test, placing detectors in a room,and a unit summary.


After the completion of this unit, participants will be able to:

• Identify thos~ rooms in typical school designs (and theirown school, if appropriate) that are recommended fortesting according to the EPA guidelines.

• Follow a detector placement checklist to identifylocations within rooms that are appropriate andinappropriate for detector placement.

Determining What Rooms to Test

EPA recommends that radon measurements be conducted inall frequently-occupied rooms that are in contact with the ground.

These are usually classrooms, offices, gymnasiums,auditoriums, and cafeterias. Areas such as storage rooms,stairwells, rest rooms, utility'closets, kitchens, elevator shaftsor hallways need notbe tested. These areas may be importantfor diagnostic testing if elevated levels of radon are found. Inaddition, rooms that are not now frequently-occupied but willbe in the future should be tested.

When placing detectors, room size is also a factor. For largerschool rooms, one detector per 2900 square feet of floor area is

Unit 4-What Rooms to Test

For additionalinformation on thissubject, see Section lI.e ofthe EPAguidance document, "RadonMeasurement in Schools-RevisedEdition" (pages 9 and 10)..

Page 37

Radon Measurement in Sclzools: Self-Paced Training Workbook

Before beginning the testing, it isimportant to develop afloor planclearly showing which rooms are tobe tested.

Figure 4-1: Slab-on-grade- Aroom on aslab-on-grade foundationshould be tested if it is frequentlyoccupied.

Page 38

recommended. This would not be an issue in a typicalclassroom that is usually less than 1000 square feet, however,

. the size of auditoriums, cafeterias, and other large spaces mustbe calculated to determine the appropriate number ofmeasurement devices.

The following are frequently occupied rooms that need to betested:

• basement classrooms and offices

• rooms above enclosed crawl spaces

• rooms on the ground floor over a slab

• rooms built into the side of a hill with walls in contactwith the earth

Three common foundation types that may exist under all orparts of a school (slabs-on-grade, crawl spaces, andbasements) are shown and described in the Figures 4-1, 4-2,and 4-3.

Many schools have different foundation types in differentparts of the school; for example, part of a school was built witha basement foundation and other areas were built with a slabon-grade foundation. In addition, interior areas of the schoolmay be separated by structural walls or may have an openfloor plan. Because of these differences between areas withina school, it is important for the school official planning thetesting program to evaluate each room or area to determinewhether it is an appropriate to testing location.

Frequently occupiedrooms with a slab-on-gradefoundation should be tested

Frequently occupiedrooms over enclosedcrawl spaces should be tested

On sloping sites, some rooms abovebasements may have walls in contactwith the soil-if frequently occupied,such rooms should be tested

Frequently occupiedbasement roomsshould be tested


Figure 4-2: Crawl space-A frequently-occupied room on acrawl space foundation should betested if the room is directly abovethe crawl space and if the crawl spaceis enclosed. If the crawl space iscompletely open on at least one sideto the outdoor air-without anywall, door, or barrier-consider thisroom or area to be essentially aboveground on stilts. Therefore, it neednot be tested.

Figure 4-3: Basement-Radonmeasurements should be conductedin all frequently-occupied basementrooms. Some schools are built on aslope so that there are rooms in theschool that are at a higher grade thanthe basement but have walls withsome contact with the ground.Other rooms may be directly abovebasement rooms and still have a wallwith some ground contact. Allrooms above a basement level thathave at least one wall withsubstantial ground contact should betested for radon.

Page 39


Research indicates that radon levels on upper floors are notlikely to exceed the level found in ground contact rooms.Testing rooms on the ground contact floor is sufficient todetermine if there is a problem in a school. Also, if remedialaction reduces radon levels on the ground floor, radon levelsin the upper floors will also be reduced.

Activity 4-11. The six rooms shown in Figure 4-3 are identified by a

letter. Indicate which rooms you will test.

2. List the types of rooms that will require testing in yourown facility.

3. List the types of rooms that you may not wish to test inyour own facility.

4. Indicate the foundation types used in your own facility(slab-on-grade, crawl space, basement, or a combinationof these).

Page 40

Placing Detectors in a Room

The detectors should be placed in an area of the room wherethey will measure a representative sample of indoor air forthat room. A checklist for device placement is shown in thebox below.

Locations on an inside wall and away from vents are usually agood choice. Some detectors may be hung from tacks onwalls/bulletin boards or from ceilings while other types maybe placed on the upper shelves of a bookcase..

Since the detectors will be opened simultaneously or as closein time as is reasonable and possible, each room should bechecked ahead of time for agood location, and the teacher or afrequent user of that room should be aware ofthe detector. Inaddition, the materials necessaryfor placement ofthe detectorsshould be in hand and the school official placing the detectors shouldbefamiliar with and have practiced the deployment and retrievalprocedures.

Detector Placement Checklist

o Place detectors awayfrom drafts caused by heating,ventilating vents, air conditioning vents, fans, doors,and windows. At least three feet from doors and windowsand preferably farther will help ensure that drafts donot interfere with the measurement.

o Place detectors where they will not be touched orcovered. Some types of devices will not yield a correctresult if they are dropped, and many will not operateat all if there is no open air around them.

o Place detectors away from direct sunlight.

o Place detectors away from sources of humidity (avoidplacing near sinks, aquariums, or showers).

o At least one detector should be placed for every 2000square feet of floor area if there are large areas to betested.

o Place detectors at least 20 inches from the floor and4 inches from other objects.

o Place detectors away from outside/exterior walls ofthe building.


For additional information on thissubject, see Section lI.e of"RadonMeasurement in Schools-RevisedEdition" (page 10)-the EPA guidancedocument.

You may need strong adhesive tape,scissors, thumb tacks, string etc. toproperly place a detector

Activated charcoal devices willabsorb the moisture in humid air.The presence ofwater on theactivated charcoal device will affectthe accuracy ofits measurement soavoid placing them near sources ofmoisture.

Page 41

Gymnasium

Classroom

ClassroomClassroom

Figure 4-5: Cross section B-B' ofa typical school.

Offices

Activity 4-2

Figure 4-4: Cross section A-A' ofpart ofa typical school.

Figure 4-6: Cross section C-C' ofa typical school.

A typical two-level school is shown in cross section and floorplan drawings on this and the facing page. A cross sectionshows a side view of a building that has been cut through toreveal what is inside. A floor plan shows a top view of abuilding with the roof taken off. If it is a multistory building,the plan view looks at a particular floor with all the floorsabove removed. The three cross sections on this page (Figures 4-4,4-5, and 4-6) correspond to the section lines on the two floor plans(Figures 4-7 and 4-8). To assist you with determining theappropriate number of detectors per school room, dimensionsare given so that the floor area of a particular room can becalculated if necessary.

After examining the floor plans and cross sections, indicate onthe plans which rooms require measurement devices and howmany detectors are required in each room.


Page 42

See Figure 4-7 and 4-8 for thelocation ofthese cross sections on thebuildi11gfloor plan.

Place detectors about every 2,000square feet for large spaces.

Offices

Gymnasium

Page 43

~c (cross section C-C')

III.II


Gymnasium Below(two story space) 55 ft.

I.....I--------J

Classroom

Classroom

r-+' B (cross section B-B')

IClassroomI

IClassroomI

r+B (cross section B-B')

riw'!

Classroom

Classroom

Classroom

Classroom

r-+'A (cross section A-A')

III

r-+'A (cross section A-A')

I

The dashed lines on this plan correspond to thecross sections in Figures 4-4, 4-5, and 4-6.

The dashed lines on this plan correspond to thecross sections in Figures 4-4, 4-5, and 4-6.

IClassroom

I

I I

IClassroomI

Classroom

Classroom25ft.

Figure 4-8: Upper level floor plan ofa typical school.

Figure 4-7: Lower level floor plan ofa typical school.

Figure 4-9: Floor plan ofa typical classroom.

File Cabinet

oSink

Door with air returnvent above

Windows with airsupply vents beneath

Bookcase

[]J[]J[]J[]J[]J

[]J[]J[]J[]J[]J

[]J[]J[]J[]J[]J

[]J[]J[]J[]J[]J

[]J[]J[]J[]J[]J

[]J[]J[]J[]J[]J

=====

A plan of a typical classroom is shown here. Indicate onthe plan where measurement devices could be placed inthe room. Indicate the proper height at which eachmeasurement device is placed as well.

Activity 4-3

Page 44


Unit Summary-What Rooms to Test

This unit describes the EPA guidance for choosing the bestlocations for detectors, both in terms of the rooms and areas ofthe school that should be tested and where to place deviceswithin a room.

• The EPA recommends that tests be made in those roomsand areas that are frequently-occupied and have a flooror a wall touching the ground or above an enclosedcrawl space, such as:

-basement classrooms and offices.

-rooms above enclosed crawl spaces.

-rooms on the ground floor over a slab.

-rooms built into the side of a hill withearth contact walls.

8 If there are large areas to be tested, detectors should beplaced at least every 2000 square feet.

8 Within the rooms to be tested, detectors should beplaced away, from drafts, sunlight, or humidity.

• Detectors should be placed at least three feet from doorsand windows, and preferably farther.

• Detectors should be placed qt least 20 inches from thefloor and 4 inches from other objects.

" Detectors should be placed away from outside (exterior)walls of the building.

• Detectors should not be touched or moved during themeasurement.

Unit 4---Whnt Rooms !o Tes!

Page 45



1. The six rooms shown in Figure 4-3 are identified by letter.Indicate which rooms you will test.

You should test rooms A, C, E and F. Rooms A and C havesome ground contact on the lower part of the exterior wall.Rooms E and F are basement rooms.

2. List the types of rooms that will require testing in yourfacility.

Typical answers:

Classrooms

Offices

Gymnasiums and auditoriums

Cafeterias

3. List the types of rooms that you may not wish to test inyour facility.

Typical answers:

Storage rooms and utility closets

Rest rooms

Corridors and stairwells

Elevator shafts

Locker rooms/ showers

4. Indicate the foundation types used in your facility (slabon-grade, crawl space, basement, or a combination ofthese).

Typical answers:

Slab-on grade

Crawl spaces

Basement

Page 46

I,

Gymnasium Below(two story space) 55 ft.

'-!------IJI~C'

Classroom

•Classroom

MultlpurposeRoom •

Both multipurpose roomson the lower level requiredevices since they areoccupied basement spaces

rlCI


IClassroom

I

25 ft,JJ25ft-L25 fl.JI...... 8'

The gymnasium is a ----~'-tl.,slab-on-grade space and ~C'requires two devices since the ---,.

. floor area is over 2000 sq. ft.

Classroom

• I•Classroom Classroom

I

Classroom

•Classroom

•Classroom

Crawl Space

classroom

I

I•Classroom

I

Classroom

•Classroom

The four classroomsabove the crawl spacerequire devices

~AIII

Page 47

L25ft.-U25 ft.--L25 ft.-L25ft.JJ25 ft.-L25ft.JI I...... A' ...... 8'

All other classrooms and offices do notrequire devices since they are over otheroccupied spaces and have no direct contactwith the ground

L25ft-U25ft--L25 ftI~A'

All classrooms on the lowerlevel require devices sincethey are slab-on-grade

125ft.L~rU---..

Correct answer for Figure 4-7: Lower level plan ofa typical school showing placement ofdetectors.

Correct answer for Figure 4-8: Upper level plan ofa typical school showing placement ofdetectors.

Correct Answer for Activity 4-2:

Correct Answer for Activity 4-3:

----Suitablelocationsfor devices

Avoid area near doorand air return vent

Avoid areanear sink

Avoid area near windowdrafts, sunlight, and airsupply vents

..Suitable ----'mlocationsfor devices ..

In addition to indicating where to place the detectors on theplan, the participant should note that the detector must beplaced at least 20 inches above the floor.

Figure 4-9: Plan ofa typical classroom showing severalsuitable locations for placement ofdetectors. Only one detectoris required for this room.

RadOIl Measurement ill Schools: Self-Paced Training Workbook

Page 48

UNITS

Quality AssuranceMeasurementsUnit Overview

This unit reviews the EPA guidance for quality assurance as akey component of a school radon testing program. Part of thequality assurance activities include the performance of qualityassurance measurements which consist of using duplicate andblank measurement devices.


Upon completion of this unit, students will be able to:

• Define quality assurance

• Cite the purpose of making duplicate measurements

• Cite the purpose of.making blank measurements

• Describe how to make duplicate and blankmeasurements as part of a school radon testing program

• Learn how to keep a written record of test locations anddetectors that were used in a testing program

Definitions

Quality assurance (QA) is an umbrella term that includes allthe activities done to make sure that the results from a testingprogram are reliable (Le., accurate and precise).

QA is a key component of your testing program. If high radonlevels are found, the decision to mitigate rests upon the qualityof the radon measurements. It is necessary to document yourquality assurance activities in case the results of the programare questioned. This unit describes the basic elements of aquality assurance program for school officials. The

Unit 5-Quality Assurance Measuremenfs

For more information on QualityAssurance measurements, seeSection F (page 14) of the EPAguidance document "RadonMeasurement in Schools-RevisedEdition."

Use detectors from a RMP-listedor state certified laboratorycontact your State Radon Officefor more information.

Page 49

Radon Measurement itt Schools: Self-Paced Training Workbook

Appendix A on page A-l ofthisdocument describes the qualityassurance plans for a devicemalzu!acfurer.

Pnge50

manufacturer of your measurement device will also havetheir own QA program. The QA program conducted by schoolofficials is necessary, even if they are similar to those conducted bythe service providing the measurement device and their analysis.The following should be the elements of a QA program forschool testing:

• Quality assurance measurements include duplicatemeasurements to evaluate precision and blankmeasurements help to evaluate accuracy.

• Record keeping includes careful use of the floor plan,device placement log, device labels, an.d any otherrecord keeping associated with the testing program.Each person responsible for any record keeping activityshould be trained ahead of time so that they understandhow and where to record information. A notebookdedicated to the measurement program can be used forrecording significant events, corrective actions, dates,and times.

• Chain-of-custody includes designating areas fordetector storage, persons authorized to handle devices,and procedures for tracking detectors when they arereceived from manufacturer, placed, retrieved, or storedin another area or building.

• Corrective actions are taken when the results of thequality assurance measurements are not within theguidelines. Corrective actions should be authorized bythe manager of a testing program. The testing managershould describe the corrective action in a notebook andthis description should be dated, initialed, and filedwith other records of the testing program.

Quality Assurance (QA) Measurements

QA measurements are part of quality assurance and are madeto check the operation of your detectors and measurementprogram. QA measurements:

• include duplicates and blanks.

• are part of both initial and follow-up testing.

Duplicate Measurements

The purpose of duplicate measurements is to assess how welltwo side-by-side measurements with the same type of deviceagree with each other (precision).

Duplicate measurements have the following characteristics:

• They are made with paired detectors placed side-byside.

• Each detector measures the same indoor airenvironment and, therefore, they should give similartest results.

• They represent 10% of all the detectors deployed or 50detectors whichever is less.

The pairs should be kept together during and after themeasurement (e.g., pairs stored and shipped back in the samebox).

The test result for a room where a duplicate pair was placed shouldbe the average of the duplicate pair.

On page 37 ofAppendix E of EPA's guidance document, there are11 steps that describe how to determine if the differences betweenyour duplicates are acceptable.

Blank Measurements

Blank measurements are made to determine:

• whether any radon or other type of backgroundcontamination leaked into the detectors duringshipment or storage.

• whether there are problems with the calibration of thelaboratory equipment used to analyze your exposeddetectors.

• whether errors were made in recording and reportingthe laboratory results.

• if any other occurrence (dropping a box of detectors, fori example) changed the way the detectors respond.

Blank measurements:

• are not exposed.

• should be stored with the other detectors before andafter deployment.

• should be included with each shipment to thelaboratory.

Unit 5-Quality Assurance Measurements

In more technical documents, qualityassurance measurements are referredto as quality control measurements.For a step-by-step procedure forevaluating the results ofblank andduplicate measurements, seeAppendix E (pages 37-39) of theEPA guidance document "RadonMeasurement in Schools-RevisedEdition. "

Blank measurements should yieldresults that are close to zero.

For more information on duplicateand blank measurements, see SectionF (page 14) of the EPA guidancedocument.

Page 51

Radon Measllrement in SC110015: Self-Paced Training Workbook

• should be 5 percent of all the detectors deployed or 25whichever is less.

All the results of the blanks should be less than 1 pCi/L.

QA Measurements During Follow-up Testing

Blanks and duplicates should be part of both initial and followup testing. Even if only a few follow-up measurements areneeded, a minimum of one pair of duplicates and one blankshould be part of follow-up testing.

Activity 5-1

Fill in the blanks.

1. Quality assurance inc1udes _

2. Quality assurance measurements are made to _

3. The purpose of making duplicate measurements is toassess , or how well _

4. Duplicates should be placed in percent of allmeasurement locations, or 50 total pairs, whichever isless.

5. A purpose of blank measurements is to assess______-", which can affect _

6. Blank measurements should be made in percentof the total number of devices placed, or 25, whicheveris less.

Page 52

H 1= Classroom 11 Classroom 13 Classroom 15 Classroom 17 Classroom 19 Classroom 21 H 1=Classroom 10 Classroom 23

--r',-,

" " c..7 "

Classroom 9 Classroom 12 Classroom 14 Classroom 16 Classroom 18 Classroom 20 Classroom 22 Classroom 24

'* "'== • • iff * • • 1== •Classroom 7 ClassroomS Classroom 25 Classroom 26

'* ~ • The classrooms marked with stars • ~ C; •7 on this floor plan are considered '7 r:!.

Classroom 5 Classroom 6 frequently occupied rooms that are Classroom 27 Classroom 28• • in contact with the ground and, • •therefore, should be tested. TheClassroom 3 Classroom 4 marked rooms are over crawl spaces Classroom 29 Classroom 30• ::. • or slab-on-grade foundations, while • c.., •7 I:

the unmarked rooms are overbasements.

Classroom 1 Classroom 2 Classroom 31 Classroom 32• 1== • • • ,1=

Activity 5-2

1. Mark which rooms on the floor plan inFigure 5-1 will have duplicatemeasurements. The classrooms markedwith stars on this floor plan are consideredfrequently occupied rooms that are incontact with the ground and, therefore,should be tested. (Suggestion: Make aduplicate measurement for every ten .measurement locations-i.e., 10% ofall testinglocations. Ifyou have extra rooms afterassigning duplicate detectors at a rate ofoneper 10 measurement locations, add oneadditional duplicate detector.)

Figure 5-1: Floor plan ofschool.


2. For Figure 5-1, randomly assign (but donot place) blank devices to rooms that arefrequently occupied and in contact withthe ground (rooms with stars) that do notcontain duplicate measurements.Remember that you do not use thesedevices to test any room. However, youdo remove them from their packaging andthen immediately reseal them to givethem the appearance they have beenused. How many blank devices arerequired for the school in Figure 5-1?(Suggestion: Assign a blank measurement forevery twenty measurement locations. Ifyouhave extra rooms remaining after assigningblank detectors at a rate ofone per 20 rooms,add one additional blank detector.)

Page 53


A device placement log is provided011 page 45 ofthe EPA guidancedocument "Radon Measurement inSchools - Revised Edition." Makecopies ofthis log sheet whenpreparing to test your school.

Page 54:

Record Keeping

Blanks and duplicates should:

• be noted by you on the Device Placement Log and FloorPlan by serial number.

• not be labelled as blanks or duplicates on the detectors.

The analysis laboratory will therefore handle them just as theyhandle the other detectors, and you will get an assessment ofaccuracy and precision. This will require using fictitious startdates and times for the blanks and duplicates.

Activity 5-3

1. You have labelled the location of Blanks (B) andDuplicates (D) on the floor plan in Activity 5-2. "D"indicates a duplicate. "B" indicates a blank. All roomscontaining a star on this floor plan will be tested.Prepare a Device Placement Log (blank form on the nextpage) that records each testing location, duplicatemeasurement, and blank measurement.

An example of a completed Device Placement Log isshown in Figure 5-3. For another example, turn to thelast two pages of EPA's guidance document and studyhow the duplicates and blanks on the sample floor planwere recorded on the first two columns of the sampledevice placement log.

2. What steps are necessary to prepare your DevicePlacement Log for the lab that will analyze the detectorsrecorded on this log. (For guidance on what to do, seesteps 22-25 on page 44 of EPA's guidance document.These steps are part of the Procedural Checklist forRadon Testing on page 40 of the guidance document.)

Room#/Name Location Serial # Start Start Stop Stop Comments ResultDate Time Date Time

Figure 5-2: Device Placement Log


SCHOOL:, _

NAME: _

Page 55


Classroom 100 teacher's desk SL456 11/8/93 6:22am 11/12/93 6:15 am 1.7


Classroom 103 top of lockers SL228 11/8/93 6:25 am 11/12/93 6:21 am 0.7


duplicate SL178 11/8/93 6:32 am 11/12/93 6:28am 1.0

Classroom 105 teacher's desk SL936 11/8/93 6:35am 11/12/93 6:32am 5.3


Classroom 107 top of lockers SL934 11/8/93 6:42am 11/12/93 6:45am 1.3

Classroom 108 top of lockers SL225 11/8/93 6:53am 11/12/93 6:48 am 1.5


Classroom 112 top of filing cabinet SL716 11/8/93 7:01 am 11/12/93 6:58 am 5.7

duplicate SL833 11/8/93 7:05am 11/12/93 7:05 am 6.0

Classroom 113 top of filing cabinet SL221 11/8/93 7:10 am 11/12/93 7:07 am 2.5

Classroom 116 on fire ext. case SL037 11/8/93 7:12 am 11/12/93 7:10 am 4.2

Classroom 118 south wall shelves SL309 11/8/93 7:15 am 11/12/93 7:13 am 1.4

Classroom 201 on fire ext. case SL102 11/8/93 7:19 am 11/12/93 7:17 am label was retaped on 7.5

Classroom 202 on fire ext. case SL993 11/8/93 7:21 am 11/12/93 7:21 am 2.3

Classroom 204 top bookshelf SL687 11/8/93 7:25am 11/12/93 7:24am 0.8

Classroom 205 top bookshelf SL063 11/8/93 7:30am 11/12/93 7:28 am 2.1

duplicate SL005 11/8/93 7:32 am 11/12/93 7:33am 1.5

Classroom 206 bookshelf SL912 11/8/93 7:35am 11/12/93 7:36am 5.6


Classroom 208 filing cabinet SL445 11/8/93 7:43am 11/12/93 7:45 am 1.7

blank SL781 11/8/93 7:47 am 11/12/93 7:48 am 0.2

Classroom 209 bookshelf SL567 11/8/93 7:50 am 11/12/93 7:53 am 1.2



Classroom 303 teacher's desk SL693 11/8/93 8:05 am 11/12/93 8:10 am 3.1

Office teacher's desk SL694 11/8/93 8:09 am 11/12/93 8:14am 5.1

duplicate SL005 11/8/93 8:15 am 11/12/93 8:19 am 4.3


Figure 5-3: Example ofCompleted Device Placement Log

Page 56

SCHOOL: ...,!,E"",x~al!.!m.!.t<p!.!.!leo<...- -:.

NAME: _

Corrective Action Based on the Results of QAMeasurements

Activity 5-4

Page 57

2. Using the completedDuplicate Log, evaluate theprecision of these duplicatemeasurements following steps3 through 11 on page 37 and38 of EPA's guidancedocument. Based upon yourevaluation, do your resultsshow adequate precision?For an example, see step 10 onpage 38 ofEPA's guidancedocument Radon Measurementin Schools - Revised Edition.

1. Transfer the results of theduplicates on the completedDevice Placement Log (Figure5-3) onto the Duplicate Log(Figure 5-4) following steps 1and 2 on page 37 of EPA'sguidance document "RadonMeasurement in Schools Revised Edition."

Unit 5-QuaZity Assurance Measurements

RPD

SCHOOL:, _

M

Figure 5-4: Duplicate Log

If you have questions while interpreting your QA results,contact your State Radon Office listed in the EPA guidancedocument on page 28.

If after following the procedure on page 37 of the EPAguidance document, you determine that your: .

1. Duplicate measurements are not precise-in otherwords, the average of the relative percent differences(ARPD) is greater than 25% and/or

2. Blank measurements are not accurate-in other words,one or more blanks had a value greater than 1.0 pCi/L.

ACTION: If the quality of the measurements isquestionable, contact the analyzing laboratory andrequest assistance in determining if there is a problemand if any retesting is necessary.


Unit Summary - Quality AssuranceMeasurements

Quality assurance is defined as all those activities that aredone to verify that radon test results are reliable. Thisincludes:

• c~reful record keeping.

• chain-of-custody.

• quality assurance measurements.

• corrective actions.

Quality assurance measurements consist of:

• duplicates, made to assess precision, or how well twoside-by-side measurements agree.

• blanks, used to assess accuracy.

If the results of duplicates or blanks are not within the limitspresented in Appendix E of the EPA schools guidance, thetesting manager should contact the analysis laboratory forassistance. It may be necessary to take corrective action.Corrective action may consist of:

• retesting if the average relative percent difference(ARPD) is greater than 25%.

• retesting if one or more blanks are greater than1.0 pCi/L.

Page 58


Fill in the blanks.

1. Quality assurance includes all the activities done tomake sure the results from a radon testing program are reliable.

2. Quality assurance measurements are made to checkthe operation o/your detectors and measurement prqgram.

3. The purpose of making duplicate measurements is toassess precision . or how well two side-by-sidemeasurements agree

4. Duplicates should be placed in 10 percent of allmeasurement locations, or 50 total pairs, whichever isless.

5. A purpose of blank measurements is to assessbackground radiation, which can affect accuracy

6. Blank measurements should be made in _5_ percent ofthe total number of devices placed, or 25, whichever isless.


Page 59



1. Mark which rooms on the floor plan in Figure 5-1 willhave duplicate measurements. The classrooms markedwith stars on this floor plan are considered frequentlyoccupied rooms that are in contact with the ground and,therefore, should be tested. (Suggestion: Make a duplicatemeasurement for every ten measurement locations-i.e., 10% ofall testing locations. Ifyou have extra rooms after assigningduplicate detectors at a rate ofone per 10 measurementlocations, addone additional duplicate detector.)

Since there are 24 measurement locations, there should bethree rooms that will receive duplicate devices (i.e. one forevery 10 measurement locations and one for the four extrarooms). These are marked with a "D" on the floor plan on thenext page.

2. For Figure 5-1, randomly assign (but do not place) blankdevices to rooms that are frequently occupied and incontact with the ground (rooms with stars) that do notcontain duplicate measurements. Remember that you donot use these devices to test any room. However, you doremove them from their packaging and then immediatelyreseal them to give them the appearance they have beenused. How many blank devices are required for theschool in Figure 5-1? (Suggestion: Assign a blankmeasurement for every twenty measurement locations. Ifyouhave extra rooms remaining after assigning blank detectors at arate ofone per 20 rooms, add one additional blank detector.)

Since there are 24 measurement locations, there should betwo blank devices (i.e. one blankfor every 20 testing locations plusone for the four extra rooms). Although blank devices are notplaced in a testing location, they show up on the floor plan.This helps to ensure that they will be incorporated into thedevice placement log.

Page 60

Unit 5---Qu:olity J.lf19'l:l!f'tl1'lce Measurements

H 1= Classroom 11 Classroom 13 Classroom 15 Classroom 17 Classroom 19 Classroom 21 -{ .. J=Classroom 10Classroom 23

~ ~ -.r~ ~ ....

~ '1,. /1 '" /1 '"!

D I:

Classroom 9 Classroom 12 Classroom 14 Classroom 16 Classroom 18 Classroom 20 Classroom 22 - Classroom 24• 1=== • • • • • If 1== if., -.. - ~

0Classroom 7 Classroom 8 C111llll1Uo1ft25 Classroom 26• ::> ! • • ;::> ! •7 \

The classrooms marked with stars BClassroomS Classroom 6 on this floor plan are considered C1llssrooll1 27 Classroom 28• • frequently occupied rooms that are • •in contact with the ground and,Classroom 3 Classroom 4 therefore, should be tested. The Classroom 29 Classroom 30• ::> ! • marked rooms are over crawl spaces • ;::> ! .. •7 \ or slab-on-grade foundations, while 0 BClassroom 1 Classroom 2 the unmarked rooms are over

C1assim31 Classroom 32• - • basements. r-- •,

Correct answers for Activity 5-2: Duplicate device placementfor floor plan ofschool.

Page 61

Radon Meastlrement in Schools: Self-Paced Training Workbook


1. You have labelled the location of Blanks (B) andDuplicates (D) on the floor plan in Activity 5-2. "D"indicates a duplicate. "B" indicates a blank. All roomscontaining a star on this floor plan will be tested.Prepare a Device Placement Log (blank form on the nextpage) that records each testing location, duplicatemeasurement, and blank measurement.

An example of a completed Device Placement Log isshown in Figure 5-3. For another example, turn to thelast two pages of EPA's guidance document and studyhow the duplicates and blanks on the sample floor planwere recorded on the first two columns of the sampledevice placement log.

See completed Device Placement Log on next page. Note, youmay have selected different rooms for your duplicates andblanks; however, the labelling ofduplicates and blanks shouldbe similar in format to the workbook's example.

These log sheets can serve as a guide while placingand retrieving detectors.

2. What steps are necessary to prepare your DevicePlacement Log for the lab that will analyze the detectorsrecorded on this log. (For guidance on what to do, seesteps 22-25 on page 44 of EPA's guidance document.These steps are part of the Procedural Checklist forRadon Testing on Page 40 of the guidance document.)

Make a copy of the Device Placement Log with the Room#/name and Location columns covered. Include this specialcopy with the detectors mailed to the laboratory for analysis.This special copy ofyour log sheet keeps the identities of theduplicates and blanks maskedfrom the lab. Since the QAmeasurements are-in part-a check on the lab analyzingyour results, the lab cannot identify which detectors areblanks (i.e., which detectors should have test results close toor equal to zero) and which detectors are duplicates (i.e.,which detectors should have very similar test results).

Page 62

Room#/Name Location Serial # Start Start Stop Comments ResultDate Time Time

Classroom 1 teacher's desk


Classroom 3 top of lockers

Classroom 4 top of lockers



Classroom 7 top of lockers /" '"Classroom 8 top of lockers Note: This partially completedClassroom 9 top of lockers device placement log is based on theClassroom 12 top of filing cabinet floor plan on page 61. The order in

D duplicatewhich you listed classrooms andselected locations for duplicates and

Classroom 13 top of filing cabinet blanks may differ. However, the

Classroom 16 on fire ext. casemanner in which duplicates andblanks were listed should be similar.

Classroom 18 squth wall shelves For example, classroom 12 identifiesClassroom 20 on fire ext. case the first duplicate and the entry

Classroom 22 on fire ext. casebelow it identifies the secondduplicate. Although blanks are not

Classroom 24 top bookshelf actually placed in rooms marked

Classroom 25 top bookshelf "B", they are listed in these roomsfor record keeping purposes.

D duplicate

Classroom 26 bookshelf "- ~


Classroom 28 filing cabinet

B blank

Classroom 29 bookshelf




B blank

Correct answers for Activity 5-3: Device Placement Log


SCHOOL: .!...F~igL!d.u!.lirew5L;.-...!..1 ---'"

NAME:, _

Page 63

Rtldon Measurement in Schools: SelfPaced Training Workbook


1. Transfer the results of the duplicates on the completedDevice Placement Log (Figure 5-3) onto the Duplicate Log(see the adjacent blank form). Follow steps 1 and 2 onpage 37 of EPA's guidance document.

See completed Duplicate Log below.

2. Using the completed Duplicate Log, evaluate theprecision of these duplicate measurements followingsteps 3 through 11 on page 37 and 38 of EPA's guidancedocument. Based upon your evaluation, do your resultsshow adequate precision? For an example, see step 10 onpage 38 ofEPA's guidance document Radon Measurement inSchools - Revised Edition.

Based upon the duplicate analysis below, the average relativepercent difference is 11.1 %. This indicates that the duplicatesshow adequate precision.

Correct answers for Figure 5-4: Duplicate Log

SCHOOL: ~

°1 °2 M M~4? RPD

0.5 1.0 .75

5.7 6.0 5.9 X 5.1 %

2.1 1.5 1.8

5.1 4.3 4.7 X 17.0%

N=2 TRPD = 22.1 %

ARPD = TRPD / N = 22.1 / 2 = 11.1 %

Page 64:

Unit 6-Impiementation ofthe School Radon Testing Program

I

UNIT 6'

Implementation of theSchool Radon Testing Program

Unit Overview

This unit presents an overview of a radon testing program fora school. The Procedural Checklist in Appendix F (page 40) ofthe EPA guidance document is applied to a case-study schooland/or the participant's own school. This checklist is ablueprint for a testing program, from the initial planningphases through deployment and retrieval. Highlights of thisprocedural checklist are provided at the end of this unit.Participants may record notes and pertinent information fromtheir own school or the school in the case-study on the .abbreviated procedural checklist in this unit.


After the completion of this unit, participants will be able todemonstrate their familiarity with and understanding of theguidance for radon testing in schools by doing the following:

• planning a testing program,

• documenting the deployment of detectors on a floorplan,

• employing proper record-keeping on a DevicePlacement Log,

• documenting the placement and retrieval of thedetectors, and

• preparing the Device Placement Log Sheet for thelaboratory analysis.

Page 65


Case Study of an Elementary School

This is a one-story, 15,OOO-square-foot elementary school witheight classrooms. This elementary school was built in 1959,with brick veneer and masonry and slab-an-grade construction.The floor plan is shown in Figure 6-1. This school wasmeasured in 1990 (using EPA's interim guidance). This floorplan can be used as an example in order to complete thechecklist on the following pages.

Figure 6-1: Floor Plan ofCase Study School.

Page 66

Unit 6-Implementation of the School Radon Testing Program

Preparing for Radon Testing

Use the floor plan you have brought with you or the casestudy that is presented on the previous page to complete thechecklist below (as much as possible). Additional deviceplacement log sheets are provided at the end of this unit.

Step A: Using a Measurement Service

The first step of a measurement program is to select the type ofmeasurement device that you are going to use and the devicemanufacturer (primary service) that will provide thesedevices. Call your State Radon Office or EPA Regional Officefor a current listing of RMP-listed or State-certified devicemanufacturers (primary services)-See Appendix A of EPA'sguidance document for phone numbers.

Step B: Planning a Testing Program

The following is an abbreviated version of the proceduralchecklist from Appendix F (pages 40-44) of EPA's guidancedocument:

o 1. Document the month, approximate date, and day ofthe week you plan to begin the measurements here:

Document the planned retrieval date here:

o 2. Number of rooms to be tested: _

Total number of measurement devices (includingduplicate and blank devices): _

o 3. Contact your State Radon Office to see if your devicemeets proficiency requirements.

o 4. Complete the floor plan, marking each room to receivea detector.

o 5. Prepare the Device Placement Logs.

For information on selecting adevice manufacturer, refer topage 73 (Appendix A) of thisworkbook.

Complete as much ofthe proceduralchecklist as you can.

To help you with steps B-F, adetailed checklist on the radontesting procedure can be found onpages 40-44 ofEPA's guidancedocument which describes each ofthese steps in detail.

You may want to notify the labanalyzing the detectors that alarge number ofdetectors may besent at one time. This will givethe lab time to prepare to handlea large number ofdetectors.

Page 67


o 7. Complete the floor plan with notations for blanks.

Step C: Deploying the Measurement Devices

o 9. Briefly describe meetings, informational materials andpresentations that you plan to use to notify studentsand staff of testing.

o 8. Read actual directions for your device supplied by themanufacturer of your device.

o 15. Record serial numbers of blanks on the log sheet butdo not deploy them.

o 14. Record duplicate serial numbers and times on the logsheet.

o 13. Note duplicates on the log sheet.

o 12. Complete the log sheet for deployment dates andtimes.

o 11. Remember to intersperse locations for duplicates andblanks on the log sheet (see steps 13 and 16 below).

o 10. Complete the first four columns of the log sheet for thefirst three detectors before you place any detectors.

o 17. Note start dates and times on the device label if thedevice has a label.

o 16. Note blanks on the log sheet and give them a fictitioustime on the log sheet.

o 6. Note on the floor plan which rooms should receiveduplicates. .

Pnge68

Your State Radon Office may haveeducational materials on radon that.are appropriate for your students.

You mat) 'Want to considerencouraging parents ofstudents totest their homefor radon. Referparents to their State Radon Officefor information on testing ahomeforradon.

Unit 6-Implementation ofthe School Radon Testing Prop-om

Step D: Record Keeping During Testing

o 18. Note any unusual weather events during testing.

Step E: Retrieving the Measurement Devices

o 19. Read manufacturer's instructions regarding deviceretrieval.

o 20. Check location and serial number of each deviceagainst what is recorded on the log sheet and note anydiscrepancies on the log sheet.

o 21. Record the date and time of retrieval for yourdetectors.

Step F: Preparing the Device for Analysis

o 22. Break seals on blank detectors, reseal, and mix in withother detectors before shipping. .

o 23. Before shipping, make sure all necessary informationfor each device has been recorded.

o 24. Make a special copy of the log sheet for the analyzinglaboratory by covering the "Room #lName" and"Location" columns with the blank piece of paperbefore copying. This special copy of your log sheetkeeps the identities of the duplicates and blanksmasked from the lab.

o 25. Include this special copy of the log sheet with theshipment of detectors that were deployed in theschool.

After being opened and exposed toindoor air, activated charcoaldetectors and liquid scintillationdetectors should be mailed to thelaboratory analyzing the detectorswithin a day after completion ofthetest.

Make sure activated charcoaldetectors and charcoal liquidscintillation detectors reach the labwithin 2-3 days.

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Unit Summary - Implementation of the SchoolRadon Testing Program

This unit provides a walk-through of events in the planningand execution of a radon testing program. The selection of ameasurement device, decisions on the rooms to be tested,locations in the rooms to be tested, and times for testing arecovered for an actual school. The unit reviews all the stepsassociated with radon testing in a school building includingdocumentation that is necessary for a successful program.

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<

Device Placement Log

Unit 6~Implementationofthe School Radon Testing Program

SCHOOL:, _

NAME:, _

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Roomtt/Name Location Serial # Start Start Stop Stop Comments ResultDate Time Date Time

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Rndon Mensllrement in Schools: Self-Paced Training Workbook

Device Placement Log

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SCHOOL: -- _

NAME: _

Appendix A-Elements ofQuality Assurance Plans

APPENDIXA

Quality Assurance Plans forDevice Manufacturers

Primary Services offer andanalyze detectors.

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Secondary services place andretrieve detectors.

Important information on selecting ameasurement service, evaluatingproposals, and developing a contractcan be found on pages 32 and 33 ofthe EPA guidance document.

"

• corrective action, for situations such as when the resultsof duplicates, blanks, or spikes do not meet the goals;for when detectors are damaged, returned late; or thereare other problems.

Primary services (i.e., an organization that offers radon testingdevices) provide the detector and its analysis. Theseorganizations should adhere to quality assurance plans (QAP)that include the following elements.

• calibration of their measurement system, in terms ofwhere, how often, and by whom their equipment iscalibrated, and by citing recent calibration results.

• chain-of-custody (detector tracking) procedures.

• routine instrument performance checks (daily or lessfrequent checks of analytical equipment at thelaboratory), and where, how, and by whom the resultsof these checks are recorded.

• quality assurance management, including the name ofthe quality assurance officer and how he or she fits intothe organization's management structure.

• assessing the inherent error in their measurements viathe use of duplicates, blanks, and spikes (proceduresshould be specific in terms of the frequency, locations,and numeric goals for the results of thesemeasurements).

&EPA RADON MEASUREMENT IN SCHOOLS · 2017-11-01 · Self-PacedTraining Workbook RADON MEASUREMENT...

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