Ventilation Rates in Schools and Children’s Learning Performance

1. f D ES Ventilation Rates in Schools and Children’s Learning Performance Zsolt Bakó-Biró School of Construction Management and Engineering

2. Research Team • Prof. Derek Clements-Croom(SCME, University of Reading) • Dr. Hazim Awbi(SCME, University of Reading) • Dr. Marylin Williams(School of Psychology , University of Reading) • Dr. David Coley(Centre for Energy & Environment, University of Exeter) • Dr. Neena Kochhar(SCME, University of Reading) • Dr. Zsolt Bakó-Biró(SCME, University of Reading)

3. Objectives • To extend our knowledge about IAQ and typical ventilation rates in school environments • To determine a direct relationship between IAQ and pupils’ learning performance.

4. Methods • School selection:20 primary schools in Reading & Exeter • Targeted age group:9-11 years old children • Measurements:objective & subjective evaluations (repeated design)(2-3 weeks / school for 2 years) • Intervention:to increase the ventilation rates above 8 L/s per person

5. Spot measurements: • Noise level • Ozone level (Indoors/Outdoors) • Air change rate (SF6), TVOC, Selected VOCs Physical measurements • Air temperature & Relative Humidity (RH) • Globe temperature • Air velocity • Carbon dioxide (CO2) • Airborne particles (PM1, PM2.5, PM10) • Lighting • Continuous monitoring

6. Data collection

7. Classroom setup

8. Classroom setup

9. Air fresh Air stuffy Air dry Air humid Classroombright Classroomdark Classroomquiet Classroomnoisy Subjective evaluations • Classroom environment

10. Nose clear Nose blocked Nose running Nose dry Mouth dry Throat dry Throat not dry Mouth not dry Eyes itchy Eyes dry Eyes not dry Eyes not itchy Subjective evaluations • SBS symptoms & other questions

11. Headache Dreamy Dizzy Tired Not dizzy Not tired Attentive No Headache Sleepy Alert Slept bad Slept good Do not feel likeworking today Feeling bad Feeling good Feel likeworking today Hungry Full Subjective evaluations • SBS symptoms & other questions

12. Pupils’ Performance Tests • Computerised Assessment Tests (CAT) (attention, concentration and memory) 24 pupils/classroom groups of 6-8 people • Pen and Paper (school based) performance activities

13. Attention / vigilance Perceptual speed Speed of mental arithmetic Working memory Language based CAT - battery • Simple Reaction Time • Choice Reaction Time • Colour Word Vigilance • Digit classification • Digit-symbol matching • Reaction time - addition • Digit span memory • Picture recall memory • Verbal Reasoning • Words recognition

14. CAT battery • Simple Reaction Time: 16 signals / minute. Randomized intervals between 2 – 5 seconds

15. CAT battery • Choice Reaction Time: 16 signals / minute. Randomized intervals between 2 – 5 seconds

16. CAT battery • Colour Word Vigilance Testresponse is required only to a minority of the signals Red Yellow Blue White Red Yellow Blue White 30 signals / minute at constant intervals Random distribution within each sequence of 16 stimuli

17. Pen and Paper (school based) Activities • Math based: Addition: 26 + or 346 +97472 Subtraction: 86 - or 736 -47472 Multiplication: 8 x 264 Number comparison: False 326548 326248 x 264269 264269 756517 756317 x

18. Pen and Paper (school based) Activities • Language-based: Logical reasoning: Statement True False AB A does not precede B x BA B is followed by A x

19. Outcomes • To recommend suitable ventilation rates for classrooms. • To examine the suitability of the air quality guidelines for classrooms based on the results obtained • To develop a website displaying the main research findings.

20. Thank You

21. Program interface

22. Interpretation