學童長時間待在教室環境中，長期暴露於教室內PM2.5下將造成其健康危害，近年來發展出多種介入措施來改善室內PM2.5之濃度。然因PM2.5之累積性健康效應，故僅依靠傳統環境監測方式，依有限的樣本來評估介入措施採用後之學童長期暴露勢必有所不足。因此，建立一有效之室內PM2.5濃度預測模式以替代之，應有其實務應用上之價值。本研究目的為評估使用介入設備對教室中懸浮微粒移除之有效性以及使用介入設備時之舒適度、二氧化碳暴露及早期健康影響進行評估。建立一適用於推估使用防護介入措施時教室中長期PM2.5濃度預測模式，並利用實場量測數據進行驗證其有效性。此外，欲將台灣各地區長期PM2.5濃度結合前述之模式進行計算所需之各項介入措施清淨流率，以擬定校園懸浮微粒防護措施之選用策略。本研究係以完全混合盒模式為基礎，在考量PM2.5之重力沉降及介入措施之去除效率情形下，建立一適用於粒狀物之室內濃度暴露推估模式，再結合校園實場量測之室內外PM2.5濃度進行模式之驗證。所探討之介入措施包括新風系統、空氣清淨機及冷氣靜電濾網等三種。欲評估介入設備對學齡兒童早期健康指標之影響，本研究對學童進行生理檢測，主要關切學童肺功能、氧化性傷害及重金屬暴露。於三所校園實施為期兩週之採樣，第一週為無使用防護介入措施學童之暴露與生理指標對照組，第二週為使用不同防護介入措施同學之暴露與生理指標實驗組，於每週五放學前進行尿液樣本收集以及肺功能量測。三間教室分別使用新風系統、空氣清淨機及冷氣靜電濾網等介入措施時，其所獲得之I/O ratio分別為: 0.14、0.07及0.61，可知前二者相較於第三種介入措施有較佳之PM2.5暴露保護效果。有關PM2.5濃度推估模式驗證的部分，本研究觀察到新風系統推估值及實際值之間存在5分鐘之延遲效應，其延遲5分鐘後之室內PM2.5濃度實際值為推估值濃度之1.040倍。而使用空氣清淨機及冷氣靜電濾網介入措施則未發現延遲效應，實際值分別為推估值濃度之1.041及0.933倍。三種介入措施發展之推估模式均能有效推估教室中PM2.5濃度，其R2分別為0.964、0.822、及0.948。在關窗條件下使用三種介入措施，其室內不通風指數以新風系統最低，冷氣靜電濾網次之，空氣清淨機最高。新風系統因其引入鮮空氣之特性使其室內通風良好。後兩者之差異來自於兩間教室不同窗戶型態之差異，氣密性愈高其關窗下之通風量愈低，使得室內二氧化碳蓄積量較高。再介入措施使用後，學童之肺功能指標差異以新風系統效果最為顯著，VC、FVC和FEV1接顯著上升，平均上升0.24、0.2、0.18L，其餘兩種介入措施則無明顯改善。在介入措施使用後學童尿中之8-OHdG和重金屬濃度皆無改善，可能為介入時間過於短暫導致尿液分析結果無法看出其改善結果。

The present study aims to evaluate the effectiveness of using intervention measures in removing PM2.5 in classrooms, as well as to assess the comfort, carbon dioxide exposure, and early health impacts when using these intervention measures. Furthermore, this study aims to establish a PM2.5 predicting model and combine the long-term exposure concentrations from various regions in Taiwan to develop a manual for selecting intervention measures in school campuses. The intervention measures including fresh air system, air purifiers, and the air cleaning filters were applied to three elementary schools, respectively. DustTrak and airbox were used to assess the indoor and outdoor PM2.5 concentrations. The results of this study showed that the used of different interventions can effectively reduce indoor PM2.5 under the closing window condition. The PM2.5 predicting model established in this study should be effective in estimating the indoor PM2.5 concentration in school classrooms. It can be concluded that relying solely on applying one week of intervention measures is insufficient to demonstrate its improvement in early health effects of school children.

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