StudyguideVI.pdf

MEE 6501, Advanced Air Quality Control 1

Course Learning Outcomes for Unit VI

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

1. Describe methods for monitoring air pollution.
1.1 Discuss methods for sampling air quality.
1.2 Discuss methods for quantitatively analyzing and evaluating air quality.
1.3 Calculate operational air emission rates for a selected scenario.

Course/Unit
Learning Outcomes

Learning Activity

1.1
Unit Lesson
Chapter 7, pp. 239-269
Unit VI Mini Project

1.2
Unit Lesson
Chapter 8, pp. 283-326
Unit VI Mini Project

1.3
Unit Lesson
Unit VI Mini Project

Reading Assignment

Chapter 7: Air Quality and Emissions Assessment, pp. 239–269

Chapter 8: Regulation and Public Policy, pp. 283–326

Unit Lesson

Air Quality Assessment

In our discussions since Unit I, we covered all of the relevant theory, chemistry, physics, and biochemistry
surrounding engineering air quality. What we now need to do is move forward through the rest of this class by
studying the application of the theory and scientific concepts in the field. This is going to work best if we
clearly understand what has yet to be learned for engineering air quality. Let’s take a look together, quickly.

In this unit, we will learn how to effectively monitor air quality through statistically valid air sampling of different
matrices while considering the regulatory aspects of monitored air quality. In Unit VII, we will evaluate our air
quality modeling tool and software options, evaluate our air pollution control technology options, and
ultimately tie all of our work together into a single, unified air quality engineering system. What we will find is
that we will be pulling information that we have learned from Units I through Unit VI in to effectively
make these application steps visible and relevant in our course project work.

Let’s talk a little about effective air quality monitoring. Godish, Davis, and Fu (2014) make it clear to us that
there are three main aspects of monitoring air quality: sampling, sample analysis (testing), and data analysis.
As such, it is understandable that one aspect informs the others. With this being the case, it is reasonable to
further understand that the data analysis is only as good as the sample analysis data, and that the sample
analysis data is only as good as the actual sample. This makes for a strong argument that we need to spend
the time and effort necessary to ensure that the air sampling is done properly and methodically in to
produce the highest quality air sample for subsequent chemical and physical analysis in the laboratory.

UNIT VI STUDY GUIDE

Engineering Air Quality
Monitoring Systems

MEE 6501, Advanced Air Quality Control 2

UNIT x STUDY GUIDE

Title

Sampling Techniques

Godish et al. (2014) carefully and aptly describe the relevant and different sampling techniques associated for
particle, gas, and vapor matrices. What may not be immediately understandable from their discussion are the
air sample types that are possible to be taken for relevant situations and ultimate monitoring purposes. It is
important that we understand the fundamental differences among these different types of air samples: (a)
source sample, (b) area sample, (c) population sample, and (d) personal sample.

The source sample is collected at the source of emission (think about sampling from an air stack or smoke
stack). We would need a source sample when conducting emission control monitoring, permitting, studies,
modeling, and specifying control technology requirements (Phalen & Phalen, 2013). The idea is to capture a
sample of the air before it is released (or even as it is being released) into the environment.

The area sample is collected in close proximity (or adjacent to) an identified source. We would use an area
sample when attempting to identify and characterize sources within a specific area or region that are being
monitored for their emission control effectiveness (Phalen & Phalen, 2013). We can imagine first identifying
an industry with a federal Title V air permit, and then monitoring the air of a neighboring shopping mall
adjacent to that emitting facility.

The population sample is collected as a predetermined number of randomized samples collected within a
specified air basin or community in to effectively represent the air quality of an identified population.
This type of sampling is common for epidemiological studies in to evaluate ultimate acute or chronic
health risks for humans or other ecological life (Phalen & Phalen, 2013). We could imagine needing to
perform a risk assessment for a neighborhood that is located near an industrial complex, and subsequently
taking a population sample, in to understand the residents’ health risks.

The personal sample is perhaps one of the most unique and sensitive sample types. This type of sample is
literally collected within the breathing zone of willing human test subjects. We often use this type of sample
when performing personal risk assessments in industry, including at-risk populations and other susceptible
individual populations, within a given environment (Phalen & Phalen, 2013). We can imagine going into a
metal foundry and asking several workers in the smelter area to wear personal air monitoring devices
throughout the work day, then using that personal sample to calculate time-weighted averages of exposure
levels to pollutants in the workers’ personal air space or breathing zones.

Analysis

Godish et al. (2014) discuss the quality assurance and quality control (QA/QC) aspects of monitoring and
sample analysis, and they are careful to mention instrument calibration for both activities. The calibration and
careful sampling of the air sample is largely where the engineer’s responsibility is maximized. This is because
after sampling, the engineer will submit the sample for analysis to a qualified air analysis laboratory (such as
a laboratory with an ISO 17025 certified quality program) for quantitative chemical and physical analysis. The
same level of concern for QA/QC that is demonstrated in sample collection is then followed throughout the
course of the sample’s chemical and physical analysis, to include data generation and reporting. In to
ensure that the quality is consistent among different sample types and different sample analysis techniques,
the U.S. Environmental Protection Agency (U.S. EPA) has established standardized air quality sampling and
analysis methods that are required in the monitoring process (Godish et al., 2014; Phalen & Phalen, 2013).

Figure 1. Air sample types for particle, gas, and vapor matrices

Source Sample Area Sample

Population Sample Personal Sample

Air Sample Types

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After the engineer receives the laboratory report, the data is available and ready for any relevant unit
conversions and subsequent statistical data analysis in to adequately summarize and characterize the
air quality. This involves utilizing both descriptive and inferential statistical data analysis techniques, and it
serves to inform the engineer of correlations, relationships, and concentration limit exceedances that are not
necessarily observable from the raw data (Godish et al., 2014). This is why we study statistical data analysis
techniques within the context of research methods and within this program of study at Columbia Southern
University. It is imperative for us as engineers to understand and be able to perform basic level statistical data
analysis in our air monitoring activities, then effectively compare our derived results against allowable state
and federal regulatory limits with both precision and accuracy.

Now that we understand the need to effectively monitor the air quality within our engineered spray booth, as
well as the air being discharged from the spray booth for our course project, it is time to refer again to our
course project. We are going to quickly calculate the VOC emissions from our painting operations, but this
time with acknowledging the water content and making allowances for our exempt solvents.

First, we reference our scenario for the safety data sheet (SDS) information referenced for the coating and
see that our water content is 1.0 lb/gal of coating. Next, we multiply 1.0 lb/gal by 1.0 gallon of water/8.34 lb of
water density to derive a value for gallons of water/gal of coating.

For example, for a 2.0 lb/gal of coating, [Note: The actual scenario assumption needs to be calculated at a
water content of 1.0 lb/gal of coating]:

gallons of water/gal
of coating

= lb/gal of coating x 1.0 gallon of
water/density in lb

= (2.0 lb/gal) x (1.0 gallon of
water/8.34 lb)

= 0.24 gallons of water/gal of
coating

Second, we reference our scenario for the safety data sheet (SDS) information referenced for the exempt
solvent (ES) and see that our ES content is 0.5 lb/gal of coating. Next, we multiply our 0.5 lb/gal of coating by
1.0 gal of ES/6.64 lbs of ES density to derive a value for gallons of ES/gal of coating.

For example, for a 0.8 lb/gal of coating and an ES density of 7.0 lb/gal, [Note: The actual scenario assumption
needs to be calculated at an ES content of 0.5 lb/gal of coating and an ES density of 6.64 lb/gal]:

gallons of exempt
solvent/gallon of
coating

= lb/gal of coating x 1.0 gallon of
ES/density in lb

= (0.8 lb/gal) x (1.0 gallon of
ES/7.0 lb)

= 0.11 gallons of ES/gal of coating

Third, we reference our scenario for the safety data sheet (SDS) information referenced for the coating VOC
(Wv) and see that our Wv is 2.8 lb VOC. Next, we divide our 2.8 lb VOC by (1.0 gal of coating volume minus
0.12 gal of water volume minus 0.075 gal of ES) to derive a value for lb of VOC/gal of coating (less water and
ES) per day.

For example, for a Wv of 3.0 lb VOC, a calculated .24 gal of water volume, and a calculated 0.11 gal of ES
volume [Note: The actual scenario assumption needs to be calculated at a Wv of 2.8, 0.12 gal of water
volume, and 0.075 gal of ES]:

MEE 6501, Advanced Air Quality Control 4

UNIT x STUDY GUIDE

Title

lb of VOC/gal of
coating (less water
and ES) per day

= Wv / 1.0 gal of coating volume –
gal of water volume – gal of ES)

= (3.0 lb VOC) / (1.0 gal of coating
volume – 0.24 gal of water volume
– 0.11 gal of ES volume)

= 3.0 / 0.65

= 4.6 lb of VOC/gal of coating (less
water and ES) per day

Now, we can check our regulatory VOC/5-hour period maximum and see that it is set at 6.0 lbs of VOC/hour.
Given that we are working five (5) hours per day to coat two (2) units per day, and using 2.0 gal of coating per
day (Vm = 1.0 gal x 2 units/ 5-hour day), we can now determine whether or not we are still in compliance with
the state permit requirements.

For example, consider our calculation example yielding a 4.6 lb of VOC/gal of coating (less water and ES) per
day. With this example, we are generating a total of 9.2 lb VOC/5-hour day (4.6 lb/gal x 1.0 gal/unit x 2 unit/5-
hour day) that is actually well over the five-hour period limit of the state requirement 6.0 lbs of VOC/5-hour
period. Consequently, this example’s current VOC emission is not going to be in compliance with the state
permit requirements.

If we were to realize at this point (in our course project) that our lbs of VOC/day (measured as VOC/5-hour
period) were not going to be in compliance with the state permit requirements, we would then simply visit with
the operations manager and relay the fact that we need to operate the spray booth for fewer hours during the
day or reduce the number of days per week that the spray booth is in operation. Altering the work shift
variables like this is a great use of an administrative control that will work to keep the work system in
compliance with the state requirements. It is here that we, as air quality engineers, actually help the
management team to make an informed decision as to production goals. This is an area of opportunity that is
often neglected by engineers in industry.

By simply working with the operations management team, a facility can stay often stay under permit limit
thresholds and avoid a full Title V air permit. We are earning our pay with these types of quantitative
assessments and forecasting, even before the paint booth goes into operation. This is precisely our role as
environmental health and safety (EHS) engineers!

References

Godish, T., Davis, W. T., & Fu, J. S. (2014). Air quality (5th ed.). Boca Raton, FL: CRC Press.

Phalen, R. F., & Phalen, R. N. (2013). Introduction to air pollution science: A public health perspective.

Burlington, MA: Jones & Bartlett Learning.