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https://twitter.com/CorsIAQ/status/1748788918479380738(2) Disparities in population exposure to indoor PM2.5 of both outdoor and indoor origin exist
2/ Four CR Boxes were placed in different indoor settings on the UC Davis campus, from a relatively clean 4-person office suite w/ VCT flooring to a particle-challenged soils lab.
2/ After 630 hours on medium flow setting the system retained initial size-specific CADR ranging from 400 cfm to 700 cfm for particles ranging from 0.3 microns to 3 microns. respectively. Outstanding results (as we see for CR Boxes in other - cleaner - field sites).
https://twitter.com/60Minutes/status/17187867414428471752/ Been working on IAQ for decades, doing research & teaching many undergrad & grad engineering classes on it. But few universities even offer 1 course on indoor air quality. As @j_g_allen stated, it's largely been missing from discussions of public health. Univ's included.
Effectiveness (e) is defined as 1 - Cw/Cwo, where Cw = PM2.5 concentration with the air cleaner in place and Cwo is the PM2.5 concentration without the air cleaner in place. 2/
2/ Importantly, even after 15 mos and more than 3,300 hours of actual operation this CR-Box maintains an average CADR (high flow) of about 400 cfm (for particles between 0.35 and 3 microns) w/ over 500 cfm for particles greater than 2.3 microns.
2a/ Resistance on the fan motor was considered in design of the original CR-Box. Clearly, resistance is greater if just one filter is duct-taped to a fan, and I wanted to get away from that simpler concept, even though such a design can be quite effective in right-sized spaces.
2/ That's more than what isolation rooms in hospitals are typically designed to achieve. If the starting point before CR Box is 2 ACH, the reduction in respiratory aerosol particles will be approx 90%. If the starting point is 1 ACH then CR-Box yields approx 95% reduction.
https://twitter.com/apoorva_nyc/status/16957900882637458912/ As stated in the article, it is possible to address airborne infectious agents, e.g., that cause COVID-19 and influenza, as well as other pollutants that improve student and teacher health, productivity, and (thus) effective education for students.