[雙語翻譯]室內(nèi)環(huán)境質(zhì)量外文翻譯-課堂室內(nèi)環(huán)境質(zhì)量調(diào)查——案例研究

1、2700 英文單詞， 英文單詞，1.4 萬英文字符，中文 萬英文字符，中文 4150 字文獻出處： 文獻出處：Silvia Vil?eková, Kapalo P , ?udmila Me?iarová, et al. Investigation of Indoor Environment Quality in Classroom - Case Study [J]. Procedia Engineering, 201

2、7, 190:496-503.Investigation of Indoor Environment Quality in Classroom - Case StudySilvia Vil?eková, Peter Kapalo, ?udmila Me?iarová, Eva Krídlová Burdová,Veronika ImreczeováAbstractThe exp

3、erimental monitoring of indoor air temperature, relative humidity, and carbon dioxide were carried out for the investigation of real state of the indoor environment in selected classrooms during winter and summer semeste

4、r. Concurrently subjective evaluation by questionnaire was conducted. The average value of indoor air temperature was 23.1°C, relative humidity 41.15 % and CO2 concentration 1315.88 ppm in winter semester. The avera

5、ge value of indoor air temperature was 24.8°C, relative humidity 36.28% and CO2 concentration 1094.62 ppm in summer semester. Results of objective and subjective assessment show that it is important to propose optim

6、ization measures for reducing the CO2concentrations and thermal load in summer period.Keywords: Classroom; indoor environment; monitoring; physical factors; chemical factors; subjective perception1. IntroductionPeople sp

7、end up to 90–95% of their time inside buildings, and it is estimated that at least 30% of nonindustrial buildings can be considered to exist as problem buildings, many of them due to indoor air pollution [1].Characteriza

8、tion of indoor air quality in school classrooms is crucial to children’s health and performance [2]. Classrooms can be contaminated by various indoor pollutants, such as allergens, particles, volatile organic compounds e

9、tc. Indoor air pollution can lead to long-term and short-term health problems for students and staff but also can lead to decreasing productivity [3].Good indoor air quality (IAQ) is important to ensure improved performa

10、nce and productivity of students and teachers [4]. According to study [5] during the week, pupils were spending more time in schools (up to 87%) of their time indoors, where they were exposed to environmental influences.

11、 Since children spend quality time in school trying to learn, it is important to study the effects of their classroom environment on their health and performance [6]. The air inside schools can be more polluted than the

12、air outside [5]. Ventilation of indoor spaces with outdoor air is essential. It is currently used because it is expected to play an important role in reducing the burden of disease related to exposures indoors. According

13、 to study [7] the role of ventilation for reducing burden of disease has been confirmed on many subsequent occasions, when insufficient ventilation was found to be associated with increased morbidity and even mortality.

14、Since the 19th Century, the indoor carbon dioxide (CO2) concentration has been used as an indicator of air quality in buildings and of the effective outdoor air supply rate in occupied rooms[8, 9]. Many studies are focus

15、ed on measurement of CO2 concentrations in the school buildings. Study [10] is focused on control of CO2 in a naturally ventilated classroom in United Kingdom. This study recommended that at least one classroom should ha

16、ve a CO2 sensor for continuous monitoring and recording. There are several suitable units that could allow real-time monitoring or trend history with reporting. A visual, ‘traffic light’ type sensor could be used which w

17、ould alert the teacher to provide more ventilation when 1500 ppm is exceeded. Study [11] presents results of measurements of carbon dioxide concentrations conducted in the school performed in a classroom on the same floo

18、r like during the first stage of research work. Dimensions of room are 11 m x 5.8m. Classroom is placed in the attic of the building on the north side. The classroom was equipped with 19 desks from particleboard, 38 plas

19、tic chairs, blackboard for chalk, 8 computers, and one PC projector. In the classroom, there were 10 windows and 10 skylights, one door, lime plasters with water based paint on the walls, and flooring from OSB. All windo

20、ws and doors were opened for 5 minutes before the lecture, and then they were closed and re- opened. No forced ventilation or air-conditioning system was used in the classroom. Investigation was performed during summer s

21、emester. This study presents results only for 8 weeks. The number of students in one group was 10, one of them was a smoker. The average age of students was 24 years. Measurements conducted during lectures (90 minutes),

22、5 minutes breaks and seminars (45 minutes). Overall they lasted 140 minutes.2.2. Subjective assessmentSubjective measurements were carried out through questionnaires at the beginning and at the end of each lesson. Subjec

23、tive assessment using questionnaire was carried out in the university classrooms for the purpose of evaluation the influence of indoor environmental parameters on students’ performance. Respondents expressed through a qu

24、estionnaire their feelings from thermal and odor comfort and from overall perception of air quality. Concurrently measurements of above mentioned factors were carried out. Scales used in the questionnaire are shown in Ta

25、b. 1.Table 1. Scales used in the questionnaire.The perception The sensational evaluationAir temperature 3 hot 0 comfort2 warm slight discomfortslightly warm 2 discomfortneutral 3 very discomfort-1 slightly cool-2 cool-3

26、coldAir draught 0 no air draught 0 comfort1 slight air draught slight discomfortmild air draught 2 discomfortstrong air draught 3 very discomfort4 very strong air draught5 sublime air draughtIndoor air quality 0 no odor

27、0 comfort1 weak odor 1 slight discomfort2 moderate odor 2 discomfort3 strong odor 3 very discomfort4 very strong odor5 overpowering odor3. Results3.1. Results of objective measurementsIn the following tables are shown av