In this study, the effect of improving indoor air quality according to the installation of plants was evaluated in classrooms where students spend much time. The purpose was to prepare sustainable and eco-friendly measures to improve the indoor air quality of school classrooms. A middle school in Bucheon was selected as an experiment subject, and IAQ monitoring equipment based on IoT was installed to monitor indoor air quality. After measuring the basic background concentration, plants and air purifiers were installed and the effects of improving indoor air quality using plants and air purifiers were evaluated based on the collected big data. As a result of evaluating the effects of indoor air quality improvement on the installation of plants and air purifiers, the reduction rates of PM10 and PM2.5 in descending order were plant- and air purifier- installed classes, air purifier-installed classes, and plant-installed classes. CO2 levels were reduced in the classrooms with only plants, and increased in two classrooms with air purifiers. The increase in CO2 concentration in the classrooms with plants and air purifiers was lower than in those with only air purifiers.

This study was performed to investigate airborne volatile organic compounds(VOCs), formaldehyde, respiratory particulate for concentration in primary schools. The concentrations of major indoor air pollutants(VOCs , benzene, toluene, ethylbenzene, xylene, styrene, formaldehyde, PM-10) were observed from November to December 2006. Sampling was undertaken at 81 primary schools. The sampling sites of air pollutants are classroom and hallway. VOCs with distribution of most of general environmental contamination material will be able to confirm that it shows the log-normal distribution which is similar exposure distribution. The exposure quality of VOCs and the place pollution level was indoor> hallway>outdoor, which whole is located in the metropolis and the industrial areas is higher than farm village area. It tried to observe the I/O ratio, it appeared highly from the interior of the material of most. The mean concentrations of formaldehyde, respiratory particulate were 22.07㎍/㎥, 88.06㎍/㎥ respectively. Indoor and outdoor ratios(I/O) of formaldehyde and respiratory particulate were 3.6 and 1.4, respectively. The concentration of respiratory particulate is 27.2% higher than guideline for school hygiene(100㎍/㎥). From the comparison in the construction year, the highest concentration of formaldehyde is showed under one year. However, as time passed by the concentrations of formaldehyde become lower.

This study was performed to investigate the characteristics of indoor air quality (IAQ) in elementary and middle schools in Gyeongbuk area from July to November 2006 . The measurements of indoor air pollutants were made to cover such components as PM-10, CO2, CO, NO2, O3, HCHO, TVOC, TBC, and Radon from school classrooms. The results of this study can be summarized as follows: all of them were less than IAQ standards of Korea. The mean concentration were measured by 43.0 ㎍/㎥ (PM-10), 745 ppm (CO2), 56.1 ㎍/㎥ (HCHO), 350 CFU/㎥ (TBC), 0.026 ppm (O3), 0.6 ppm (CO), and 59.2 ㎍/㎥ (TVOC). Radon was not detected in all surveyed classrooms. The I/O ratio of PM-10 was 0.8∼1.4, while that for HCHO was 5.7∼9.0. Therefore, it was concluded that the indoor pollution of formaldehyde was very serious in classroom.

Recently, indoor air quality (IAQ) in workplace, residence, and schools has been one of the major concerns of people, scientists and the related public. This study was performed to investigate the characteristics of indoor air quality(IAQ) in kindergartens, elementary school, middle schools, and high schools from June 2004 to May 2005 in Korea. We measured indoor air pollutants such as PM10, CO2, formaldehyde, total bacteria colony(TBC), CO, radon, total volatile organic compounds(TVOCs), asbestos, and O3 from school classrooms. The subjects were classified by building year based on the time span of 1, 1 - 3, 3 - 5, and 5 - 10 years. The levels of pollutants and physical factor in schools were compared with standards and guidelines of indoor air quality on the Ministry of Environment, the Ministry of Health and Welfare, and the Ministry of Education, and Human Resources Development of Korea. The major results obtained from this study can be summarized as follows. Asbestos and O3 were not detected in all surveyed classrooms. However, we were able to detect CO, TBC, TVOCs, and formaldehyde in kindergartens, TBC in elementary schools, TBC, TVOCs and formaldehyde in middle schools, and formaldehyde in high schools. This study was conducted to provide a basis for the management IAQ in school. Therefore, we suggest that a national plan for the management of IAQ in school should be established through a long-term, continuous investigation for the proper assessment of IAQ in school and for the health risk assessment for student.

This paper describes to evaluate the performance of ventilation as a change of CO2 concentration with ventilation rate under 35 occupants in a school classroom. Variations of the CO2 concentration as a function of time are measured at center point of classroom with air ventilation rates by the CO2 gas monitor. For 800 m3/h of ventilation rate in the classroom, the average CO2 concentration is 913 ppm. The ventilation rate is sufficient to meet acceptable indoor air quality (≤ 1,000 ppm of CO2, KS school standard) in the classroom of 35 students.

Indoor air quality has been addressed as an important atmospheric environmental issue and has caught attention of the public in recent years in Korea. Good indoor air quality in classrooms favour student's learning ability, teacher and staff's productivity according to other studies. In this study, each classroom at four different schools was chosen for comparison of indoor and outdoor air quality by means of source generation types such as new constructed classroom, using of cleaning agents and purchased furniture. Temperature, relative humidity (RH), carbon dioxide (CO2), formaldehyde (HCHO), total volatile organic compounds (TVOCs) and particulate matter with diameter less than 10 ㎛ (PM10) were monitored at indoor and outdoor locations during lesson. HCHO was found to be the worst among parameters measured in new constructed classroom, HCHO and TVOCs was worst in classroom with new purchased furniture, and TVOCs was worst in classroom cleaned by cleaning agents. Indoor CO2 concentrations often exceeded 1500 ppm indicating importance of ventilation. Active activity of students during break time made the PM10 concentration higher than a lesson. Improvements and further researches should be carried out considering indoor air quality at schools is of special concern since children and students are susceptible to poor air quality.