Waldorf University MEE 6501 Unit 7 PBR Evaluation Advance Air Quality U6

Should not include the title or references pages, and should be 3 pages double-spaced (minimum 700 words). MEE 6501 Unit 7 PBR Evaluation & Advance Air Quality U6 Waldorf University

employ the APA style for your references and in-text citations.

The operational air emission rates computations, the narrative, and the abstract each take up 200 words, while the others take up 300 words. so at least 700 words!

As a continuation of our course project due in Unit VII (A Permit by Rule (PBR) Evaluation for Painting Operation Facility), complete the next section—VOC Content Minus Water and Exempt Solvents—of your proposal by following the instructions carefully, and then submit your continued draft of your evaluation document into Blackboard for grading. Waldorf University MEE 6501 Unit 7 PBR Evaluation Advance Air Quality U6

Closely read the required reading assignment from the textbook as well as the unit lesson in the study guide.
Open your proposal draft from Unit V, and make any improvements to your draft, using your professor’s feedback from the Unit V Mini Project.
Open the Unit VI Study Guide, read the Unit VI Lesson, and then review the calculations demonstrated and explained regarding VOC content minus water and exempt solvent calculations for our scenario. Be sure to use the scenario data instead of the data used in the study guide examples.
Make your Unit VI work the fifth level 1 heading titled “VOC Content Minus Water and Exempt Solvents.” Describe the environmental, health, and safety (EHS) implications of the work system while pulling from the textbook as well as any other relevant sources that are presented in the unit lesson in the study guide. In your description of the EHS implications of the system, be sure to discuss the methods for sampling, quantitatively analyzing, and evaluating air quality.
Perform and present (not hand-written, but neatly typed) the calculations for the following in this section of your project: (a) gallons of water in one gallon of coating, (b) gallons of exempt solvent (ES) in one gallon of coating, and (c) pounds of VOC in one gallon of coating (less the water and ES) per day. Determine if the work system is still going to need any administrative controls to keep it is compliance with the state requirements. Waldorf University MEE 6501 Unit 7 PBR Evaluation Advance Air Quality U6
In your abstract section (page 2 of the document), write one or two sentences that reflect your work for this unit. Remember that we are adding one sentence per unit to reflect our work as we go, with the final abstract length being about 8 to 10 sentences long.

Your narrative and calculations for operational air emission rates must be presented in at least 200 words (minimum). You are required to use at least one outside source, which may be your textbook. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying APA citations.

Course Learning Outcomes for Unit VI Waldorf University MEE 6501 Unit 7 PBR Evaluation Advance Air Quality U6

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

Describe methods for monitoring air pollution.
- Discuss methods for sampling air
- Discuss methods for quantitatively analyzing and evaluating air
- Calculate operational air emission rates for a selected

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 order to effectively make these application steps visible and relevant in our course project work. Waldorf University MEE 6501 Unit 7 PBR Evaluation Advance Air Quality U6

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 order to produce the highest quality air sample for subsequent chemical and physical analysis in the laboratory. Waldorf University MEE 6501 Unit 7 PBR Evaluation Advance Air Quality U6

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. Waldorf University MEE 6501 Unit 7 PBR Evaluation Advance Air Quality U6

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

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. Waldorf University MEE 6501 Unit 7 PBR Evaluation Advance Air Quality U6

The population sample is collected as a predetermined number of randomized samples collected within a specified air basin or community in order to effectively represent the air quality of an identified population. This type of sampling is common for epidemiological studies in order 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 order to understand the residents’ health risks. Waldorf University MEE 6501 Unit 7 PBR Evaluation Advance Air Quality U6

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. Waldorf University MEE 6501 Unit 7 PBR Evaluation Advance Air Quality U6

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. Waldorf University MEE 6501 Unit 7 PBR Evaluation Advance Air Quality U6

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 order 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). Waldorf University MEE 6501 Unit 7 PBR Evaluation Advance Air Quality U6

After the engineer receives the laboratory report, the data is available and ready for any relevant unit conversions and subsequent statistical data analysis in order 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). Waldorf University MEE 6501 Unit 7 PBR Evaluation Advance Air Quality U6

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. Waldorf University MEE 6501 Unit 7 PBR Evaluation Advance Air Quality U6

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. Waldorf University MEE 6501 Unit 7 PBR Evaluation Advance Air Quality U6

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 Waldorf University MEE 6501 Unit 7 PBR Evaluation Advance Air Quality U6

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 Waldorf University MEE 6501 Unit 7 PBR Evaluation Advance Air Quality U6

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]:

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. Waldorf University MEE 6501 Unit 7 PBR Evaluation Advance Air Quality U6

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. Waldorf University MEE 6501 Unit 7 PBR Evaluation Advance Air Quality U6

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. Waldorf University MEE 6501 Unit 7 PBR Evaluation Advance Air Quality U6

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. Waldorf University MEE 6501 Unit 7 PBR Evaluation Advance Air Quality U6

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!

Waldorf University MEE 6501 Unit 7 PBR Evaluation Advance Air Quality U6 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