本文選題：不同環(huán)境 + 教室　； 參考：《新疆大學(xué)》2017年碩士論文

【摘要】：為了了解不同環(huán)境下教室內(nèi)PM10濃度的時(shí)空擴(kuò)散特征,于2015年夏季在北京聯(lián)合大學(xué)應(yīng)用文理學(xué)院建立了觀測(cè)點(diǎn),利用美國(guó)Met one公司生產(chǎn)的E-BAM-9800顆粒物監(jiān)測(cè)儀對(duì)板書(shū)教學(xué)過(guò)程中教室內(nèi)1m和5m處的PM10濃度進(jìn)行了監(jiān)測(cè),對(duì)PM10濃度水平及其隨時(shí)間和空間的變化規(guī)律進(jìn)行了深入的分析和研究,并建立了預(yù)測(cè)教室內(nèi)1m和5m處PM10濃度的多元線性回歸模型,以期為進(jìn)一步探討教室內(nèi)粉筆灰對(duì)師生健康的影響提供理論參考。主要研究成果有:(1)從采樣時(shí)間來(lái)看,采樣第3個(gè)小時(shí),不論擦黑板的次數(shù)是多少,1m和5m處的PM10濃度均達(dá)到了最大值(擦黑板的次數(shù)為1~4、5~7、8~10時(shí),1m和5m處的PM10達(dá)到最大值時(shí)的平均濃度分別為101μg/m3、149μg/m3、100μg/m3,74μg/m3、109μg/m3、70μg/m3),因此,如果后兩節(jié)課該教室內(nèi)繼續(xù)有課的情況下,對(duì)老師和學(xué)生健康的危害最大。采樣第5個(gè)小時(shí),1m和5m處的PM10濃度水平基本上恢復(fù)到采樣第1個(gè)小時(shí)時(shí)二者的濃度水平,且二者的濃度相差很小。從空間上看,教室內(nèi)1m處PM10濃度達(dá)到最大值時(shí)的平均值比5m處大28%,其濃度上升速率的平均值比5m處大36%,所以,在實(shí)際的板書(shū)教學(xué)中前排學(xué)生受到粉筆灰中可吸入顆粒物的危害遠(yuǎn)大于后排的學(xué)生。從擦黑板的次數(shù)來(lái)看,擦5~7次黑板時(shí),1m、5m處可吸入顆粒物濃度達(dá)到最大值時(shí)的平均值比其它幾次擦黑板分別高出48μg/m3左右、35μg/m3。擦黑板的次數(shù)為1~4時(shí),1m、5m處PM10濃度達(dá)到最大值時(shí)的平均值比擦8~10次黑板時(shí)分別高1μg/m3、4μg/m3。因此,擦5~7次黑板時(shí),粉筆灰產(chǎn)生的可吸入顆粒物對(duì)老師和學(xué)生健康的危害最大,而擦8~10次黑板時(shí)最小。所以,在板書(shū)量為1個(gè)版面的情況下,教師應(yīng)每次寫(xiě)整個(gè)黑板版面的1/8、1/9或1/10的板書(shū)量,兩小節(jié)課里擦8~10次黑板為宜。不論擦1次黑板還是10次,采樣1~2、1~3小時(shí)教室內(nèi)1m處可吸入顆粒物濃度的上升速率均大于5m處,因此,對(duì)教室內(nèi)前排老師和學(xué)生健康造成的危害最大。(2)從擦掉板書(shū)量的數(shù)量來(lái)看,擦掉3版面的板書(shū)量時(shí),教室內(nèi)的空氣質(zhì)量最差,而擦掉的板書(shū)量為1/2版面時(shí),教室內(nèi)的空氣質(zhì)量最好(擦掉1/2版面的板書(shū)量時(shí),1m、5m處PM10達(dá)到最大值時(shí)的濃度比擦掉的板書(shū)量為3版面時(shí)分別低255μg/m3、221μg/m3),對(duì)師生健康的影響最小。PM10濃度在時(shí)間上則表現(xiàn)出,采樣第3個(gè)小時(shí),不論擦掉的板書(shū)量是多少版面,1m和5m處的PM10濃度均達(dá)到了最大值;采樣1~2、2~3、1~3、3~4、3~6小時(shí),擦掉1/2~3版面的板書(shū)量,教室內(nèi)前、后PM10濃度上升或下降速率的差值均隨著擦掉板書(shū)量的增加而增加。PM10濃度在空間上則呈現(xiàn)出,擦掉1/2~3版面的板書(shū)量,1m處PM10達(dá)到最大值時(shí)的平均濃度比5m處大14%,同時(shí),1m處的PM10濃度在采樣1~2小時(shí)和1~3小時(shí)的上升速率比5m處分別高48%、13%,因此,教室內(nèi)前排師生受到粉筆灰的影響大于后排。(3)不論相鄰兩次擦黑板的間隔時(shí)間是10min還是30min,不同的擦黑板次數(shù)教室內(nèi)1m和5m處的PM10濃度均在采樣的第3個(gè)小時(shí)達(dá)到最大值,且相鄰兩次擦黑板的間隔時(shí)間越長(zhǎng),教室內(nèi)1m和5m處PM10達(dá)到最大值時(shí)的濃度越小。當(dāng)教師內(nèi)1m和5m處的PM10濃度達(dá)到最大值時(shí),前者的濃度均大于后者,且當(dāng)相鄰兩次擦黑板的間隔時(shí)間分別為10min、20min、30min時(shí),1m處PM10濃度達(dá)到最大值時(shí)的平均值比5m處分別高29%、26%、14%。多元線性回歸模型預(yù)測(cè)教室內(nèi)1m和5m處PM10濃度時(shí),二者的可吸入顆粒物濃度越高,預(yù)測(cè)模型的R2越大(采樣第3小時(shí),1m和5m處PM10濃度預(yù)測(cè)模型的R2比采樣第1、2、4、5、6小時(shí)分別高64%、32%、15%、35%、59%),其預(yù)測(cè)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.

【學(xué)位授予單位】：新疆大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：X513

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