不同环境下教室内PM10浓度的时空扩散特征

发布时间：2018-04-23 11:04

  本文选题：不同环境 + 教室　； 参考：《新疆大学》2017年硕士论文

【摘要】：为了了解不同环境下教室内PM10浓度的时空扩散特征,于2015年夏季在北京联合大学应用文理学院建立了观测点,利用美国Met one公司生产的E-BAM-9800颗粒物监测仪对板书教学过程中教室内1m和5m处的PM10浓度进行了监测,对PM10浓度水平及其随时间和空间的变化规律进行了深入的分析和研究,并建立了预测教室内1m和5m处PM10浓度的多元线性回归模型,以期为进一步探讨教室内粉笔灰对师生健康的影响提供理论参考。主要研究成果有:(1)从采样时间来看,采样第3个小时,不论擦黑板的次数是多少,1m和5m处的PM10浓度均达到了最大值(擦黑板的次数为1~4、5~7、8~10时,1m和5m处的PM10达到最大值时的平均浓度分别为101μg/m3、149μg/m3、100μg/m3,74μg/m3、109μg/m3、70μg/m3),因此,如果后两节课该教室内继续有课的情况下,对老师和学生健康的危害最大。采样第5个小时,1m和5m处的PM10浓度水平基本上恢复到采样第1个小时时二者的浓度水平,且二者的浓度相差很小。从空间上看,教室内1m处PM10浓度达到最大值时的平均值比5m处大28%,其浓度上升速率的平均值比5m处大36%,所以,在实际的板书教学中前排学生受到粉笔灰中可吸入颗粒物的危害远大于后排的学生。从擦黑板的次数来看,擦5~7次黑板时,1m、5m处可吸入颗粒物浓度达到最大值时的平均值比其它几次擦黑板分别高出48μg/m3左右、35μg/m3。擦黑板的次数为1~4时,1m、5m处PM10浓度达到最大值时的平均值比擦8~10次黑板时分别高1μg/m3、4μg/m3。因此,擦5~7次黑板时,粉笔灰产生的可吸入颗粒物对老师和学生健康的危害最大,而擦8~10次黑板时最小。所以,在板书量为1个版面的情况下,教师应每次写整个黑板版面的1/8、1/9或1/10的板书量,两小节课里擦8~10次黑板为宜。不论擦1次黑板还是10次,采样1~2、1~3小时教室内1m处可吸入颗粒物浓度的上升速率均大于5m处,因此,对教室内前排老师和学生健康造成的危害最大。(2)从擦掉板书量的数量来看,擦掉3版面的板书量时,教室内的空气质量最差,而擦掉的板书量为1/2版面时,教室内的空气质量最好(擦掉1/2版面的板书量时,1m、5m处PM10达到最大值时的浓度比擦掉的板书量为3版面时分别低255μg/m3、221μg/m3),对师生健康的影响最小。PM10浓度在时间上则表现出,采样第3个小时,不论擦掉的板书量是多少版面,1m和5m处的PM10浓度均达到了最大值;采样1~2、2~3、1~3、3~4、3~6小时,擦掉1/2~3版面的板书量,教室内前、后PM10浓度上升或下降速率的差值均随着擦掉板书量的增加而增加。PM10浓度在空间上则呈现出,擦掉1/2~3版面的板书量,1m处PM10达到最大值时的平均浓度比5m处大14%,同时,1m处的PM10浓度在采样1~2小时和1~3小时的上升速率比5m处分别高48%、13%,因此,教室内前排师生受到粉笔灰的影响大于后排。(3)不论相邻两次擦黑板的间隔时间是10min还是30min,不同的擦黑板次数教室内1m和5m处的PM10浓度均在采样的第3个小时达到最大值,且相邻两次擦黑板的间隔时间越长,教室内1m和5m处PM10达到最大值时的浓度越小。当教师内1m和5m处的PM10浓度达到最大值时,前者的浓度均大于后者,且当相邻两次擦黑板的间隔时间分别为10min、20min、30min时,1m处PM10浓度达到最大值时的平均值比5m处分别高29%、26%、14%。多元线性回归模型预测教室内1m和5m处PM10浓度时,二者的可吸入颗粒物浓度越高,预测模型的R2越大(采样第3小时,1m和5m处PM10浓度预测模型的R2比采样第1、2、4、5、6小时分别高64%、32%、15%、35%、59%),其预测效果越好。
[Abstract]:In order to understand the space-time diffusion characteristics of PM10 concentration in different environments, an observation point was set up at the Applied Arts College of Beijing Union University in the summer of 2015. The concentration of PM10 in the classroom of 1m and 5m in the classroom of the classroom was monitored with the E-BAM-9800 particle monitor produced by the Met one company in the United States. The concentration level of PM10 and the concentration level of PM10 were observed. In order to further explore the influence of chalk dust on the health of the teachers and students in the classroom, a multiple linear regression model of PM10 concentration in the classroom 1m and 5m was established to provide a theoretical reference. The main research results were as follows: (1) from the sampling time, the sample was sampled for third hours, No matter how many times the blackboard is wiped, the PM10 concentration at 1m and 5m reaches the maximum. (when the number of blackboards is 1~4,5~7,8~10, the average concentration of PM10 at 1m and 5m at the maximum value is 101 u g/m3149 mu g/m3100 micron g/m3,74 mu g/m3109 micron g/m3,70). The health of teachers and students is the most harmful. Fifth hours of sampling, the concentration level of PM10 at 1m and 5m is basically restored to the concentration level of two in first hours, and the difference in the concentration of the two is very small. From the space, the average value of the PM10 concentration in the classroom of the classroom is 28% higher than that of 5m, and the average value of the increase of the concentration rate is the average value. It is 36% larger than 5m, so in the actual teaching of the board, the dangers of inhalable particles in the front row are far greater than those in the back row. From the times of wiping the blackboard, when the 5~7 blackboard is wiped, the average concentration of the inhalable particulate matter at the 1m and 5m is higher than the other several blackboards, 35 mu g/m3, respectively. When the number of blackboards is 1~4, the average value of the PM10 concentration at 1m and 5m reaches the maximum value is 1 u g/m3,4 mu g/m3. higher than that of the 8~10 blackboard, so the inhalable particles produced by the chalk ash are most harmful to the health of the teachers and students when the 5~7 blackboard is wiped, and the minimum when the 8~10 blackboard is wiped out. So, in the case of the plate volume of 1 pages. The teacher should write the amount of 1/8,1/9 or 1/10 of the whole blackboard page each time. Two sections of the class should wipe out the 8~10 blackboard in the class. No matter 1 blackboard or 10 times, the increase rate of the concentration of inhalable particles in 1m is greater than 5m, so the health of the teachers and students in the front row of the classroom is the most harmful. (2) from Wipe off the quantity of the volume of the book, wipe off the volume of the 3 board of the board, the air quality in the classroom is the worst, and when the quantity of the board is 1/2, the quality of the air in the classroom is the best (when the volume of the 1/2 board is wiped off, 1M, the concentration of PM10 in 5m is 255 u g/m3221 mu g/m3 lower than that of the erased plate book, respectively), to the teacher. The minimum.PM10 concentration of the impact of raw health shows a sample of third hours, regardless of the number of erased plate books, the PM10 concentration at 1m and 5m reached the maximum, and the sampling 1~2,2~3,1~3,3~4,3~6 hours erased the amount of blackboard in the 1/2~3 layout, and the difference of the PM10 concentration up or down in the classroom before and after the classroom was erased. The increase of the volume of the plate and the increase of the.PM10 concentration in the space showed that the amount of the plate in the 1/2~3 page was erased. The average concentration of the PM10 reached the maximum value at 1m was 14% higher than that of 5m. At the same time, the increase rate of PM10 concentration at 1m at 1~2 hours and 1~3 hours was higher than that of 5m, 13%. Therefore, the teachers and students in the front row of the classroom were affected by chalk ash. It is greater than the back row. (3) no matter the interval between the two contiguous blackboards is 10min or 30min, the PM10 concentration at 1m and 5m in the classroom of different blackboard times reaches the maximum in third hours, and the longer the interval between the two adjacent blackboards, the smaller the concentration of PM10 in the classroom at 1m and 5m in the classroom. When the concentration of PM10 in M reaches the maximum, the concentration of the former is greater than that of the latter, and when the interval time of the two adjacent blackboard is 10min, 20min, 30min, the mean value of PM10 concentration at 1m is higher than that of 5m, 29%, 26%, respectively, and the 14%. multivariate linear regression model is used to pretest the 1m and 5m PM10 concentration in the classroom, and the two can be inhaled. The higher the particle concentration is, the greater the R2 of the prediction model is (sampling third hours, the R2 of the PM10 concentration prediction model at 1m and 5m is 64%, 32%, 15%, 35%, 59% respectively), and the better the prediction results are.

【学位授予单位】：新疆大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：X513

【参考文献】

相关期刊论文 前10条

1 李灿;崔术祥;杨维;王秀娟;明锦;陈远平;付峥嵘;;相对湿度对室内细颗粒物粒径分布影响的试验研究[J];安全与环境学报;2014年04期

2 David Y.H.Pui;Sheng-Chieh Chen;Zhili Zuo;;PM_(2.5) in China:Measurements,sources,visibility and health effects,and mitigation[J];Particuology;2014年02期

3 樊越胜;谢伟;李路野;司鹏飞;;西安市某办公建筑室内外颗粒物浓度变化特征分析[J];建筑科学;2013年08期

4 桂锋;叶青徽;周扬屏;黄河清;;清扫对室内空气中颗粒物浓度的影响[J];安徽工业大学学报(自然科学版);2013年03期

5 刘洁岭;蒋文举;;PM_(2.5)的研究现状及防控对策[J];广州化工;2012年23期

6 梁伯衡;梁会营;刘维斯;秦鹏哲;冯晶;利耀辉;蒋琴琴;陈思宇;;广州市工作和公共场所室内空气PM_(2.5)浓度调查[J];热带医学杂志;2012年10期

7 张婷婷;;PM_(2.5)污染危害分析及防控措施研究[J];中国环境管理;2012年03期

8 张楠;白志鹏;何飞;游燕;周剑;韩斌;牛璨;;老年人空气中PM10个体暴露来源解析[J];环境与健康杂志;2012年04期

9 游燕;白志鹏;;大气颗粒物暴露与健康效应研究进展[J];生态毒理学报;2012年02期

10 杨新兴;冯丽华;尉鹏;;大气颗粒物PM2.5及其危害[J];前沿科学;2012年01期

相关硕士学位论文 前1条

1 董灿;济南公共场所室内环境中PM_（2.5）及无机水溶性离子污染特征研究[D];山东大学;2012年

，

本文编号：1791674