The underpinning factors affecting the classroom air quality, thermal comfort and ventilation in 30 classrooms of primary schools in London.

The health and academic performance of children are significantly impacted by air quality in classrooms. However, there is a lack of understanding of the relationship between classroom air pollutants and contextual factors such as physical characteristics of the classroom, ventilation and occupancy. We monitored concentrations of particulate matter (PM), CO2 and thermal comfort (relative humidity and temperature) across five schools in London. Results were compared between occupied and unoccupied hours to assess the impact of occupants and their activities, different floor coverings and the locations of the classrooms. In-classroom CO2 concentrations varied between 500 and 1500 ppm during occupancy; average CO2 (955 ± 365 ppm) during occupancy was ∼150% higher than non-occupancy. Average PM10 (23 ± 15 µgm-3), PM2.5 (10 ± 4 µgm-3) and PM1 (6 ± 3 µg m-3) during the occupancy were 230, 125 and 120% higher than non-occupancy. Average RH (29 ± 6%) was below the 40-60% comfort range in all classrooms. Average temperature (24 ± 2 °C) was >23 °C in 60% of classrooms. Reduction in PM10 concentration (50%) by dual ventilation (mechanical + natural) was higher than for PM2.5 (40%) and PM1 (33%) compared with natural ventilation (door + window). PM10 was higher in classrooms with wooden (33 ± 19 µg m-3) and vinyl (25 ± 20 µgm-3) floors compared with carpet (17 ± 12 µgm-3). Air change rate (ACH) and CO2 did not vary appreciably between the different floor levels and types. PM2.5/PM10 was influenced by different occupancy periods; highest value (∼0.87) was during non-occupancy compared with occupancy (∼0.56). Classrooms located on the ground floor had PM2.5/PM10 > 0.5, indicating an outdoor PM2.5 ingress compared with those located on the first and third floors (<0.5). The large-volume (>300 m3) classroom showed ∼33% lower ACH compared with small-volume (100-200 m3). These findings provide guidance for taking appropriate measures to improve classroom air quality.

An evaluation of the risk of airborne transmission of COVID-19 on an inter-city train carriage.

Experiments were conducted in an UK inter-city train carriage with the aim of evaluating the risk of infection to the SARS-CoV-2 virus via airborne transmission. The experiments included in-service CO2 measurements and the measurement of salt aerosol concentrations released within the carriage. Computational fluid dynamics simulations of the carriage airflow were also used to visualise the airflow patterns, and the efficacy of the HVAC filter material was tested in a laboratory. Assuming an infectious person is present, the risk of infection for a 1-h train journey was estimated to be 6 times lower than for a full day in a well-ventilated office, or 10-12 times lower than a full day in a poorly ventilated office. While the absolute risk for a typical journey is likely low, in the case where a particularly infectious individual is on-board, there is the potential for a number of secondary infections to occur during a 1-h journey. Every effort should therefore be made to minimize the risk of airborne infection within these carriages. Recommendations are also given for the use of CO2 sensors for the evaluation of the risk of airborne transmission on train carriages.

Modeling disease transmission in a train carriage using a simple 1D-model.

Understanding airborne infectious disease transmission on public transport is essential to reducing the risk of infection of passengers and crew members. We propose a new one-dimensional (1D) model that predicts the longitudinal dispersion of airborne contaminants and the risk of disease transmission inside a railway carriage. We compare the results of this 1D-model to the predictions of a model that assumes the carriage is fully mixed. The 1D-model is validated using measurements of controlled carbon-dioxide experiments conducted in a full-scale railway carriage. We use our results to provide novel insights into the impact of various strategies to reduce the risk of airborne transmission on public transport.

Seasonal variation in airborne infection risk in schools due to changes in ventilation inferred from monitored carbon dioxide.

The year 2020 has seen the world gripped by the effects of the COVID-19 pandemic. It is not the first time, nor will it be last, that our increasingly globalized world has been significantly affected by the emergence of a new disease. In much of the Northern Hemisphere, the academic year begins in September, and for many countries, September 2020 marked the return to full schooling after some period of enforced closure due to COVID-19. In this paper, we focus on the airborne spread of disease and investigate the likelihood of transmission in school environments. It is crucial to understand the risk airborne infection from COVID-19 might pose to pupils, teachers, and their wider social groups. We use monitored CO2 data from 45 classrooms in 11 different schools from within the UK to estimate the likelihood of infection occurring within classrooms regularly attended by the same staff and pupils. We determine estimates of the number of secondary infections arising via the airborne route over pre/asymptomatic periods on a rolling basis. Results show that, assuming relatively quiet desk-based work, the number of secondary infections is likely to remain reassuringly below unity; however, it can vary widely between classrooms of the same school even when the same ventilation system is present. Crucially, the data highlight significant variation with the seasons with January being nearly twice as risky as July. We show that such seasonal variations in risk due to changes in ventilation rates are robust and our results hold for wide variations in disease parameterizations, suggesting our results may be applied to a number of different airborne diseases.

Questioning the Mpemba effect: hot water does not cool more quickly than cold.

The Mpemba effect is the name given to the assertion that it is quicker to cool water to a given temperature when the initial temperature is higher. This assertion seems counter-intuitive and yet references to the effect go back at least to the writings of Aristotle. Indeed, at first thought one might consider the effect to breach fundamental thermodynamic laws, but we show that this is not the case. We go on to examine the available evidence for the Mpemba effect and carry out our own experiments by cooling water in carefully controlled conditions. We conclude, somewhat sadly, that there is no evidence to support meaningful observations of the Mpemba effect.