Ontario School Plant Manager Spring 2014

Publications mail agreement #40934510

Spring 2014

In this issue:

• Recognizing Schools for their Commitment to the Environment • Preparing for a Fire Emergency • It’s Easy Being Green

MOISTURE

RESIDUE

CONTAMINATION

PROBLEM

SOLUTION

No doubt, you’ve come to a jobsite and discovered that you can’t proceed because: • • • •

Old adhesive residue needs to be removed, but you can’t shotblast.

An abatement company has been there and left “who knows what” on the floor.

Oil stains are on the surface.

High moisture caused a floor failure.

Solve these problems with MAPEI’s Planiprep™ Subfloor Prep Solution: • • •

Remove adhesive residues with Planiprep AR adhesive remover.

Scour the surface with Planiprep SA concrete scouring agent to remove Planiprep AR residues and etch the concrete surface.

Top the concrete subfloor with Planiprep ET epoxy concrete subfloor treatment to cap off any remaining contaminants and control subfloor moisture.

Scan here to watch the Planiprep System video.

14-0131 SchoolBoardPub_Spg_PPrep.indd 1

2/28/14 10:20 AM

Table of Contents Fire Safety Considerations for Facilities Managers in Schools

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Deepening Environmental Awareness across the Province

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Green Schools Just Makes $ense Reducing Consumption Rates with Modulating-condensing Boilers Space Saving Collection for Waste, Recyclables

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and Organics

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The Power of Polymers

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President & CEO David Langstaff Publisher Jason Stefanik Editor Lyndon McLean lyndon@delcommunications.com Advertising Sales Manager Dayna Oulion Advertising Account Executives Gary Barrington Robert Bartmanovich Jennifer Hebert Anthony Romeo

Choosing the Right Air Filter and Filter Media

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Production services provided by: S.G. Bennett Marketing Services www.sgbennett.com

Don’t Ignore Your Dust Collector!

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Art Director Kathy Cable

The 7 Deadly Sins of Wood Floor Care

22

Layout & Design Dana Jensen

Getting Off To a Clean Start

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Index to Advertisers

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14 Ontario School Plant Manager | Spring 2014

Advertising Art Joel Gunter

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Fire Safety Considerations for Facilities Managers in Schools

By Kim Bailey, Fire Protection Engineer, Office of the Fire Marshal and Emergency Management Ontario’s fire loss record for elementary and secondary schools has historically been excellent. Over the last 37 years, fires in Ontario schools have resulted in only a single death. As well, injuries have averaged only four per year, and the average total annual dollar loss for all schools is $2.9 million. Most large-value fires (over $500,000) occur during off-hours and are usually a result of vandalism. These excellent results are a collaborative effort between school boards, the fire service, students, parents and the Office of the Fire Marshal and Emergency Management (OFMEM).

Facility managers have an important role regarding fire safety within schools. Part of that role is ensuring that hazardous conditions do not occur, and part is ensuring that fire safety systems/ devices are properly maintained so as to function as intended during a fire emergency. Ensuring compliance with the Fire Code is integral to the facility manager’s role and therefore familiarity with code requirements is essential. For instance, Parts 2 and 6 of Division B of the Fire Code have requirements that apply to general life safety and maintenance of fire safety systems/devices.

Parts 4 and 5 of the code may also be applicable to hazardous classrooms, such as shops and laboratories.

Examples of fire safety systems/devices referenced in the Fire Code that are common in schools include fire alarm systems, sprinkler and hose standpipe systems, portable fire extinguishers, special extinguishing systems (as found in cooking exhaust hoods), fire doors and fire/smoke dampers. In addition, the Fire Code requires that all evacuation routes be kept clear of obstructions and that all doors along these pathways are operable.

It should be noted that some revisions to the Fire Code are on the horizon and could impact schools when they come into force.

These changes relate to cooking operations (such as found in school cafeterias); photoluminescent exit signs in egress routes and at exits; hot works operations (such as used in shops); hot surface applications (such as used in reroofing operations); and decommissioning of fire safety systems. Watch for more information on revisions to the Fire Code later this year and in 2015.

Some Considerations for Addressing Fire Safety Deficiencies Recognizing the importance of building fire safety features, and given that many older schools were constructed before such features became provincially mandated through the Building Code, fire safety deficiencies identified through fire safety audits or other means should be prioritized and addressed.

There are many ways to achieve fire safety objectives, so each situation should be evaluated individually, in consultation with the local chief fire official. As a general rule of thumb, however, consideration should be given to prioritizing work as follows: 1. Early fire warning 2. Protection of egress routes 3. Containment of fire and smoke 4. Designation and illumination of egress routes, and minimum number of exits 5. Protection of the persons with physical limitations Early fire warning is the most important element of fire safety in a school to ensure an early start to fire evacuation. As such, priority should be given to ensuring operational fire alarm systems are available in unsprinklered schools.

Regarding protection of egress routes, there are two primary concerns: the protection of evacuation routes (i.e. corridors and exit stairs) from a fire originating in other areas; and limiting fire spread within the evacuation routes. To this end, existing walls of corridors and exit stairs are considered adequate if made of masonry, gypsum wallboard, or lath and plaster construction. Doors in these walls should be a hollow metal type or of solid-core wood construction (a minimum 45 millimetres thick). Open exit stairways should be fire-separated from the remainder of the school and provided with self-closing closures that resist fire. These doors should swing in the direction of evacuation where more than 100 occupants would need to evacuate through them.

To prevent a fire within an egress route from growing quickly, wall and ceiling surfaces of corridors and exit stairs should ideally have a flame spread rating not exceeding 200 (or 300 if sprinklered).

Examples of fire safety systems/devices referenced in the Fire Code that are common in schools include fire alarm systems, sprinkler and hose standpipe systems, portable fire extinguishers, special extinguishing systems (as found in cooking exhaust hoods), fire doors and fire/smoke dampers.

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Ontario School Plant Manager | Spring 2014

As well, displayed combustible artwork in these corridors should be minimized. However where provided, there should be a minimum one-metre horizontal break for every 3.6 metres of displayed combustible art.

Rapid inter-floor fire/smoke spread impacts safe evacuation in areas beyond the floor of fire origin, and measures to militate against this spread should be considered.

This applies to open convenience stairs and other floor openings, such as atriums, interconnected floor spaces or service openings.

It may be necessary to protect these openings with fire-rated separations on at least one level (or more levels if opening connects more than two storeys). Smaller service openings in floors should be fire-stopped to prevent smoke and fire movement.

Timely evacuation requires adequate numbers of exits and properly sized egress and exit doors. As well, adequate lighting and exit signage in evacuation routes is important for the same reason. Consideration should also be given to ensuring that a minimum 15-minute emergency power supply for exit signs and evacuation route lighting is provided where schools operate during the hours of darkness.

Where barrier-free access is provided to floors above or below the first storey, elevating devices that provide access may not be available or operable during a fire.

As such, persons with physical limitations could have difficulty evacuating vertically without assistance. A measure to consider with regards to alleviating this concern is to provide areas of safe refuge on each of these floors. This can be achieved through the subdivision of a floor area with a firerated barrier or by providing at least two adequately sized small refuge areas, where the travel distance to at least one from any portion of floor area does not exceed 30 metres (or 45 metres in a sprinklered building). These small refuge areas would also need to be fire-separated from the remainder of the floor area. Regardless of the measures introduced, any special provisions for the evacuation of persons requiring assistance should be documented in the school fire safety plan.

Fire Safety Recommendations for Recycling Programs Regular blue box containers may be used in classrooms, offices or similar rooms but never located in corridors. Larger recycling containers – such as those used in cafeterias – should be equipped with self-closing lids, have a capacity that does not exceed 50 gallons and be designed to contain a fire originating inside. Exit stairs and corridors should not be used as holding areas for recyclables except where the chief fire official

approves such use. Indoor bulk storage of recyclables should be in a one-hour firerated room, with sprinklers. Outdoor bulk storage of recyclables should be a minimum 12 metres from the school building.

The OFMEM continues to be available to answer questions or discuss your concerns at (416) 325-3100. In addition, the OFMEM website provides useful information on various life safety issues at: http://www.mcscs. jus.gov.on.ca/english/FireMarshal/OFMLanding/OFM_main.html. »

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Ontario School Plant Manager | Spring 2014

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Deepening Environmental Awareness Across the Province Ontario EcoSchools Recognizes Schools for their Commitment to Ecological Literacy and Environmental Action

Conseil scolaire Viamonde -Le College francais-WM Students and teacher performing waste audit.

Ontario EcoSchools is an environmental education and certification program that seeks to recognize schools across the province for their commitment to ecological literacy and environmental action. The Ontario EcoSchools program is designed to provide opportunities for school communities to work together, implement environmental strategies, and celebrate success. The program focuses on six key areas of achievement: teamwork and leadership, energy conservation, waste minimization, school ground greening, curriculum (ecological literacy), and environmental stewardship.

“Becoming a certified Ontario EcoSchool is a major achievement,” says Tracy Appleton, Ontario EcoSchools’ program leader with the Peel District School Board.

“It requires the entire school to work together. Through the program, students work with staff and community members to develop strategies to conserve energy, reduce waste, and green their schoolyard.”

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Ontario School Plant Manager | Spring 2014

YCDSB-St Emily-TL EC-Rock the Bike-001.

Beginning in September, Ontario EcoSchools will be celebrating 10 years of province-wide participation in the program. Over the course of the past ten years, Ontario EcoSchools has seen tremendous growth in the uptake of the program across the province. Alongside this growth, the breadth and depth of the environmental initiatives being implemented in schools also continues to

grow in tandem with the diversity of the participating schools and school boards.

Evidence of this growth can be found at York Catholic District School Board.

Last summer Kent Shadwick, a member of the Environmental Services team with the YCDSB, oversaw the purchase of two Electric Fender Blender Pro bikes. The bikes convert mechanical energy to electrical potential. With a “one bike, one

gram is free of charge and supported by the Ministries of Education, Energy and Environment.

Ontario EcoSchools was created to address environmental issues in the formal education system. Seven school boards, York University, and the TRCA collaborated to adapt the Toronto District School Board’s EcoSchools program, developing a provincial environmental education program. The Ontario EcoSchools pro-

For more information, visit www.ontarioecoschools.org or contact Elanor Waslander, Ontario EcoSchool Program Director, at ewaslander@ontarioecoschools.org or 416-642-5774 ext. 1. »

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speaker” system, a single student can generate enough electrical potential to power a loudspeaker for a crowd of up to 500 listeners. As Shadwick explains, “Our goal is to help students develop a respect and awareness of energy. We ask students to make the connection between their physical effort and the demands put on our environment to supply humans with the electricity they need in their everyday lives.” Shadwick has been out on tour with the bikes over the past school year. The system has been used to power dozens of school presentations and a battle of the bands. In the future, these bikes might be used to power talent shows, school dances, and fundraising efforts.

Ontario EcoSchools is continuously looking for new ways to support schools and school boards who are seeking to deepen their commitment to ecological literacy and environmental action. This past spring Ontario EcoSchools released a new program video, “How to Conduct an Ontario EcoSchools Waste Audit.” The video gives valuable advice to schools on how to conduct an essential action in the Ontario EcoSchools program: a visual waste audit. The Ontario EcoSchools waste audit is a powerful tool that can help schools identify practices that can be targeted to reduce their overall waste. A successful Ontario EcoSchools waste audit often requires the buy-in and direct support of custodial and caretaker staff.

As students, teachers, and school communities start the school year with new environmental goals in mind, it is inspiring to see how the growing network of schools and boards deepen their commitment to learning in, about, and for the environment. The Ontario EcoSchools team congratulates all participating schools on their environmental achievements and is looking forward to celebrating Ontario EcoSchools 10-year anniversary in the fall.

n Thermal efficiency of up to 97%† n Ideal for large residential or commercial applications with inputs up to 2245 MBH (single)/8980 MBH (cascade) n Generous heat transfer surface area/heat input ratio with 316Ti stainless steel heat exchanger to maximize heat extraction n Extremely low NOx emissions and quiet operation from fully-modulating Viessmann pre-mix cylinder burner n New! User-friendly operation with Vitotronic control - features graphical user interface n Wide modulation turndown ratio of 5:1 precisely matches load n Multiple venting possibilities with pre-installed air intake kit for direct or chimney venting (PP or stainless steel) up to 200 ft. n Gas fuel flexibility (NG/LPG/LNG) with simple electronic conversion n Low inlet gas pressure capability (NG) as low as 4 inches of water column n Large water content extends burner run time and reduces cycling n No dedicated boiler pump required due to extremely low pressure drop through heat exchanger n Seamless integration of powerful Viessmann control technology and building management systems

Contact us to learn about our new Rent-to-Own program

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Ontario School Plant Manager | Spring 2014

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Green Schools Just Makes $ense

By Scott Freiburger, Managing Director and CEO, AET Group; Ben Dunbar, Associate and Manager of Waste Operations, AET Group; and Chris Hart, Manager of Natural Science Operations, AET Group

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1 Green – it used to be just a colour. In today’s world, it is a popular, mainstream term used to denote environmental awareness and sustainability. But what exactly does it mean to “be green”? How do schools earn the coveted “green” mantle? As said best by Kermit the Frog, “It isn’t easy being green”… or is it?

There is no one-size-fits-all set of green solutions for any organization. This article is meant to provide guidance for school boards and their staff as the path to developing greener schools is followed. It provides school boards with background information and some key green theme considerations, thus allowing individual boards to set their own green path.

Forward-thinking school boards understand that appealing to a growing number of environmentally conscious individuals and positively impacting the communities where they live and work are essential components of building a successful, sustainable school.

Greening your school sends a strong message to your students, staff and suppliers that you are taking a leadership position as a steward to protecting the state of our planet.

Going green need not be complex or costly, but it will entail making changes in the way we live, work and regard the environment. Whether you are a small or large school board, there are many things you can do to green your school(s). By focusing on these key themes, you can significantly reduce your impact on the environment: waste reduction, energy efficiency, water conservation, green buildings and infrastructure.

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Waste Reduction

A considerable part of any school’s day-to-day operations is related to waste management. Not surprisingly, this translates into notable costs associated with waste. From direct costs such as bins, signage, storage, and waste haulage to indirect costs such as material handling, cleaning, purchase of consumable supplies, there can be opportunities for savings while achieving environmental benefits. Consider the following: • Get students involved and engaged with waste management at the school.

10 Ontario School Plant Manager | Spring 2014

• Ensure waste and recycling signage is consistent and up-todate. Verify that your recycling service contractor has provided you with the most current acceptance criteria for materials that can be placed in the recycling bins.

• Encourage and support waste reduction initiatives.

• Ensure schools are equipped with enough recycling bins. For every garbage bin, there should be a twinned recycling bin.

• Review current service contracts with garbage and recycling haulers. Are bins full every time they are tipped? Are you being over-serviced? If diversion into the recycling stream is increased, perhaps garbage collection frequency can be reduced.

• Explore opportunities to have your recycling and/or organics serviced by your local municipality.

• Review food service provider contracts. Consider clauses restricting packaging to types that are recyclable or compostable.

• Don’t forget to make sure that regulatory requirements are being met (O.Reg.102/94).

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Energy Efficiency and Water Conservation

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Green Buildings

Energy and water use represent the bulk of potential green school environmental and operational savings. With demonstrable operational cost savings and reduction of environmental impact, energy efficiency should be the first consideration for any green school. Significant cost savings can be achieved from available and relatively low-cost, efficient technologies.

Emissions from energy use also represent one of the largest impacts any school will have on the environment. Energy and water use directly impacts ecological issues, such as air quality, climate change and safe drinking water.

Consider implementing monitoring programs for energy and water use. Encourage occupant awareness and saving behavior through energy use displays and student action programs. What gets measured, gets improved!

In addition to energy efficiency opportunities, schools

should consider ways to green the school site and improve the learning environment. The Canadian Green Building Council notes that “design, operation, and behavior each share equal responsibility for long-term energy performance.” To optimize the building operation, schools should be commissioned and monitored for actual energy use to ensure the building systems were built and operate as designed.

An integrated design process should be considered which aims to break down the so-called “silo-thinking” and optimizes building design with a more holistic process. This is achieved through a collaborative approach with the goal to design with all key players involved.

Green operation and maintenance is critical to meeting green performance targets. The school’s green design choices made in the design stage can all be significantly affected by how the school operates and is maintained. Even the best green-designed schools are only as good as their operation and maintenance plans. Maintenance has an important role to ensure that highefficiency systems deliver high-efficiency results.

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Green Infrastructure and Schoolyards

The term “green infrastructure” refers to various components of the green or vegetated landscape, including green walls and green roofs that are like gardens on building walls and roof tops. At schools, the trees, grassed schoolyards, shrubs and

flower beds all contribute. Where woodlots, ravines, stream corridors or storm water ponds occur, these contribute in a larger sense by providing landscape linkages to the regional natural heritage system. Green infrastructure is good for everyone since it provides natural science teaching and learning opportunities as well as places to find rest and relaxation.

It’s Easy and Makes Sense!

It’s important to understand how your school affects the environment, from the things you purchase to your relationships with students, staff and suppliers to the full life-cycle of school operations. Each step of the way, there are opportunities to make choices that can help you align environmental responsibility with organizational success. Green schools are those that have made a conscious decision to choose sustainable practices. In other words, they behave in a manner that, while meeting the needs of the school board, doesn’t compromise the environment.

A green school is an energy-efficient, higher-performing school that can be environmentally beneficial, economical to build and operate, and offers an improved learning environment. Greening a school has become more common today than ever before. By using comprehensive tools available covering energy efficiency and construction, water conservation, waste reduction and recycling, pollution prevention and green purchasing, greening a school makes sense. »

Ontario School Plant Manager | Spring 2014

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Reducing Consumption Rates with Modulating-condensing Boilers

By Brad Poulsen

In the final year of my apprenticeship, I was in a classroom of fourth-year plumbers who were also preparing for their gas certification. Al Gore’s An Inconvenient Truth had just come out, and the instructor expressed that the film left him feeling a sense of helplessness about global warming. I remember this because (although many of us have felt that way) it still was fairly ironic, for in that class we were learning about how to properly size, commission and troubleshoot gas-fired equipment. We had the privilege of saying that every day we would be improving the efficiency of the equipment we work on and reducing its carbon footprint. The heating profession can make a very real contribution to turning the tide against energy waste.

Since the energy crisis of the late 1970s, the public has been aware that there are environmental limitations to our energy consumption; this awareness has been continuous in Europe, while in North America it has come in waves (closely linked to the cost of fuels). Probably the biggest single response from the heating industry has been the widespread adoption of modulating-condensing (mod-con) boilers and furnaces.

The two innovations of modulating-condensing boilers are, not 12 Ontario School Plant Manager | Spring 2014

surprisingly, modulation and condensation. Modulation refers to a mod-con boiler’s ability to adjust its firing rate according to the changing needs of the system. Ideally, this flexible firing rate matches the system input to the building’s heat loss. When multiple modulating boilers are networked together, the range of operation becomes even more impressive: taking six boilers, each with a modulating range of 80,000 to 399,000 Btu/h (23.4 – 117 kW), we have a “virtual boiler” capable of inputs from 80,000 to 2.4 million Btu/h. This gives the network great flexibility in matching a load that changes over the course of a day or a year.

Furthermore, “resizing” the boiler to match the heat loss of the building results in less room temperature over- and undershoot, which will be more comfortable to the occupants. Finally, lower heating outputs with longer cycles are easier on the equipment and promise longer appliance life.

The main reason mod-con boilers are more efficient is that they condense the water vapour in the flue gases. The water is created during ignition as hydrogen atoms from the natural gas combine with oxygen atoms, and of course this water is in steam phase until the heat exchanger can drop its temperature to the point where the vapour condenses into liquid water. Sustained flue gas condensation is a phase change releasing significant amounts of energy. (Note that this is also exactly what conventional boiler design must prevent from happening.) Condensing boilers will operate at higher efficiencies than conventional boilers, but the most significant improvements occur when the return water temperature is low enough to promote full condensation. This means that efficiencies are best with radiant floor and cast-iron radiator loads. As we will see, even higher temperature loads such finnedtube baseboard and some air handlers can benefit from condensing technology.

It’s very easy to get a sense of the improved efficiencies with condensing boilers if you’ve ever had the misfortune to touch the exhaust venting of a conventional boiler or water heater – it is hot.

Those flue gases have to be around 400° F to be buoyant enough to draft properly, and that’s a lot of heat into the sky. By contrast, the flue gas temperature from a condensing boiler may be as low as 100°F (it will be between 10°and 40° of the return water temperature). Heating applications for relatively low water temperatures, such as serving a radiant floor, will produce the lowest flue temperatures. Even for the highest temperature load, the flue gases can still be expected to be below 220°. This is a tangible measure

of how much more heat is being transferred from the ignited fuel than is possible with conventional draft equipment.

Fortunately, modern condensing boilers controls are capable of exploiting opportunities for efficiency that were previously possible only in sophisticated industrial controls. With the availability of outdoor reset, mod-con boilers can use software to regulate the supply water temperature in reference to the actual outdoor temperature. The idea behind outdoor reset is that building heat loss is proportional to the temperature difference between indoors and outdoors. In practical terms, it allows a heating system that demands high-temperature water during the coldest weather to move into the lower-temperature, condensing, range during milder weather. This can result in a major improvement in gas consumption.

The electrical consumption of key components has also dropped significantly. This factor is often ignored, but it is rewarding to do the math on the lifetime operating costs of various circulators. For example, if a small 90-watt wet rotor circulator with a PSC motor runs 4,000 hours a year at a rate of 9.28 cents per kWh, it has an annual operating cost just over $33 a year. Equivalent ECM motor pumps operate with approximately half that power consumption.

When we factor operation over an expected 20-year life, with a five per cent annual increase in energy costs, we see that one ECM pump saves over $550 in electricity. Remember that the savings of either kind of wet rotor circulator over a conventional Âź-HP pump will be significantly greater. (As a sidenote, I acknowledge that some of the old-time gravity-circulating hydronic systems operated without any electrical draw of circulators and combustion blowers. However, their generously sized distribution piping required a very labour-intensive craftsmanship that has long ceased to be economical.)

Modulating-condensing boilers are significantly, often dramatically reducing consumption rates of conventional fuel whenever they replace natural draft boilers. No doubt further innovations in efficiency are in store for us, but for the time being we can be glad

when we walk into a boiler room and see part of the solution right there in front of us.

Brad Poulsen is a certified Hydronics Systems Designer based in Vancouver. He draws upon ten years of experience in the field in his capacity as a Technical Support Professional. He hopes that his degree in Philosophy from the University of Toronto is somehow being put to use as well. Âť

Ontario School Plant Manager | Spring 2014

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Space-Saving Collection for Waste, Recyclables and Organics

By Molok North America Ltd. Many design guidelines for schools include specifications for an exterior waste enclosure to hide unsightly bins and keep outdoor space safe. Not only is this an extra cost for building and maintenance, but it is also taking up valuable space onsite – space that could be better used for extra parking, playgrounds or green space. The collection of waste and recyclables on school grounds is necessary, but there is a better way of doing so.

Developed with the end user in mind, the Molok® Deep Collection™ system is a semi-underground waste solution that is changing the way waste and recyclables are collected. The vertical, semi-underground design of Molok® means that only 40 per cent of the container is visible while the remaining 60 per cent is underground. This design offers key benefits not available from traditional collection methods, such as reduced odours, increased safety and saved space.

Molok® containers take up less space on site, with a decrease in the amount of land area needed by as much as 92 per cent. This is because, with the use of Molok®, there is no need to worry about extra space requirements for waste enclosures, as they are not required. The large capacity of Molok® containers also contributes to space saved. The semi-underground design allows the natural force of gravity to compact the waste, so the actual capacity of Molok® containers can be 1.5 to 2.5 times more than same size aboveground containers. This means a single M3000 Molok® container has the potential to replace over 16 32-gallon carts. Additionally, because waste in Molok® containers is collected with the use of a crane-lift system, there is a reduction in the amount of space required on-site for the collection vehicle. The collection vehicle can access the Molok® container with a reach of up to 25 feet, meaning Molok® containers can be installed in the most space-limited areas, such as next to buildings, shrubs, even behind fences.

“The Molok® system has been great for Wilfrid Laurier because our campus is a smaller campus area, so to be able to put the containers in certain places that we couldn’t put front-end containers has helped the staff and service aspect on our end,” says James Emary, Area Manager of Grounds Services at Wilfrid Laurier University. “From custodians taking the waste and recyclables out of the building to the waste hauler servicing them, it has been easier. It has been great using Molok® on our 14 Ontario School Plant Manager | Spring 2014

campus, and we will continue to replace frontend bins with the Molok® system.”

The space-saving design also makes it easier to place Molok® containers together. Containers can be placed in many different configurations, making best use of the space that is available. Containers can be grouped together on-site for the collection of waste, recyclables, used cooking oil and organics, providing an effective way to divert waste, sending less waste to landfill.

As diverting waste becomes more popular among schools, finding an attractive, hygienic and efficient way of doing so across all waste streams is key. This is especially important when it comes to collecting organic waste. With the use of the hard-sided lifting liner, Molok® containers can be used to collect up to 2,000 litres of organic waste. The semi-underground design of Molok® containers keeps waste cool, slowing bacterial development, thus preventing odours. Furthermore, because the contents are emptied through the bottom of the reusable lifting liner, there is no dripping or spilling of waste. This, in combination with reduced odours, keeps the area clean, making for a pleasant and pest-free collection area.

The Molok® Deep Collection™ system is an effective waste solution for any property. Millions of happy users enjoy the benefits of this sys¬tem every day, including a fast-growing number of Ontario schools.

To learn more about the system, please visit www.MolokNA.com or contact us at 1-877-558-5576. » Ontario School Plant Manager | Spring 2014

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The Power of Polymers Differentially settled concrete walks causing trip hazards? Settled gymnasium floors? Uneven office/classroom floors?

Entrance, foyer and hallway floor settlement? Negatively sloped walks and concrete-paved parking lots? Do you have any other slab-on-grade concrete settlement issue or void condition?

16 Ontario School Plant Manager | Spring 2014

Poly-Mor Canada Inc. has the solution.

Over the past 14 years, Poly-Mor Canada has been employing an array of expanding-polymer resins to lift settled concrete slabs, fill voided areas, stabilize weak base soils strata and leak-seal infrastructure challenges. The Poly-Mor process is fast, clean, precise, environ-

mentally friendly, non-intrusive and costeffective.

How is it done? Poly-Mor’s proprietary expanding-polymer resin system, in its liquid state, is injected between the concrete slab and the base soils through drilled holes 5/8-inch in diameter (15 millimetres, or the size of a penny). The material immediately (within seven to 14 seconds) fills any voids, and then accurately and controllably lifts the settled slab to its proper elevation. The expanding resin exerts a force of over 10,240 pounds per square foot (50 tons per square metre), and the lifting is monitored using zip-levels or laser levels.

The causes of concrete-slab settlement and subsidence are many. The following are the most frequently suited to the Poly-Mor remedial technology: 1) Inadequate compaction of base soils during initial construction, predominantly evident around perimeter foundations with resultant walk settlement and negative slope toward the building.

2) Drying out or desiccation of base soils where the moisture evaporates and causes shrinkage of the base soils.

3) Leaking water pipes or broken storm drainage and sewer pipes, which are typically located under the floor slabs; this would also include wash-out of base soils from under concrete walks due to the down-spouts not carrying rain water far enough away from the building.

4) Compaction of existing base soils due to vibrations caused by heavy traffic or machinery close to the school premises.

These and other causes of settlement and weakening of base soil conditions can be treated with Poly-Mor’s technology and expertise.

Poly-Mor Canada has undertaken many slab-lifting projects on schools across

Canada, including schools as far east as the Gaspé region of Quebec to Vancouver Island and as far north as Dauphin, Manitoba and the cities of Toronto, Winnipeg, Calgary, Edmonton and Vancouver.

All the work is carried out by qualified specialist technicians, operating from a totally self-contained and fully equipped mobile workshop.

Poly-Mor Canada diligently strives to incorporate safety and environmental awareness into all aspects of work that the company undertakes. Poly-Mor is proud to be COR Certified when it comes to workplace safety for its staff and clients.

Poly-Mor’s expanding-polymer resin systems have withstood rigorous environmental testing over time and have gained LEED certification. The company understands clients’ concerns for environmental protection; independent studies have demonstrated that PolyMor’s resin systems are environmentally benign, and neither they nor the material off-gas causes soil or water contamination due to leaching.

One of the many benefits of using Poly-Mor technology is their ability and desire to put the client in control of their slab-lifting and soils stabilization challenges. To that end, the majority of the Dafco_ThridPg_Horizontal_Ad 7/18/12 work programs undertaken on behalf of schools have been during “off-school”

hours; work is done during holiday periods, weekends, or evening hours to ensure there will be no inconvenience to staff and students during teaching time.

Poly-Mor Canada is most pleased with the relationship it has developed with numerous school boards and school officials over the years, and it looks forward

to maintaining these relationships and increasing some with other companies and organizations requiring the services of Poly-Mor Canada Inc. For more information, call 1-866-887-3835 or visit www.poly-mor.ca. »

HARNESSING THE POWER OF POLYMERS We lift, align, under-pin & stabilize settled slab-on-grade structures We densify and stabilize weak base soils to increase bearing capacity We fill voided areas such as sink-holes, wash-outs, etc.

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Ontario School Plant Manager | Spring 2014

17

Choosing the Right Air Filter and Filter Media

By Bob Jackson, CAFS Norspec Filtration Ltd. Poor indoor air quality (IAQ) is more than just a nuisance; it is costly. Poor IAQ significantly influences the occurrence of communicable respiratory illnesses and allergy, asthma, and sick-building symptoms. Some of the airborne triggers for these illnesses include microorganisms, respirable particles such as dust and smoke, volatile organic compounds, and allergens.

In Canada, 5.7 million school children and close to one million teachers, administrators and others walk into 15,000 school buildings every day – and at least 50 per cent of these schools have been diagnosed with indoor air quality problems. Fortunately, many of these triggers can be eliminated or significantly reduced by the proper selection of air filters in a building’s HVAC system. Advances in air filtration have led to the development of systems that provide superior IAQ, while reducing energy costs and helping commercial and institutional buildings achieve green-building milestones.

18 Ontario School Plant Manager | Spring 2014

Air Filtration and IAQ In the past, the minimum recommended filter for most school board environments was a MERV 8. The MERV 8-rated filter ensured an efficiency of 70 to 85 per cent on all airborne particles in the three to 10 micron size range. More recently, many school board facility managers have raised the minimum

Advances in air filtration have led to the development of systems that provide superior IAQ, while reducing energy costs and helping commercial and institutional buildings achieve green-building milestones.

efficiency to a MERV 11. The MERV 11 filter ensures an efficiency of greater than 85 per cent on all airborne particles three to 10 microns in size and 65 to 80 per cent efficiency on all airborne particles one to three microns in size. This is still lower than required by CaGBC (Canadian Green Building Council) under their LEED program or by BOMA (Building Owners and Managers Association) under their BOMA Best program. Each of these programs require a final filtration of at least MERV 13 for all occupants.

The low-efficiency disposable filter is no longer recommended in any case except when a higher-efficiency secondary filter is installed downstream, ensuring proper air filtration is provided.

Recent developments in filter media technology have now produced economical pleated filters with ratings of MERV 13, MERV 14, and higher while reducing energy.

Cleaner Air Is Greener Air In addition to offering filters with superior IAQ, reducing energy consumption through HVAC-filter selection has a direct effect on a number of green-building issues, including: • Greenhouse gas emissions reduction: a 0.05-in. water gauge (WG) reduction in a filter’s initial airflow resistance can reduce carbon dioxide (CO2) emissions by up to four per cent

Recent developments in filter media technology have now produced economical pleated filters with ratings of MERV 13, MERV 14, and higher while reducing energy. or 120 pounds per filter. A 0.20-in. WG reduction in a filter’s initial airflow resistance can reduce CO2 emissions by up to nine per cent or 480 pounds per filter.

• Raw-material use: some filter media can be made with recycled polymer from manufacturing waste streams and provide better performance using less media than other filters.

• Waste output: high-capacity pleated filters can extend filter life and reduce changeouts. Extended filter life can reduce waste streams while minimizing resistance to airflow.

Conclusion Careful selection of HVAC filters and filter media is required for use at all school boards. Not only can this improve IAQ, it will also help reduce waste and save money. School boards ought to be striving to improve indoor air quality whenever possible, and this means setting a minimum standard of MERV 13 or better. »

Ontario School Plant Manager | Spring 2014

19

Don’t Ignore Your Dust Collector!

By Craig W. Moffatt

N.R. Murphy Ltd. dust collector (model MKA) installation at Southwood Secondary School, Cambridge, Ontario.

Model MKA (shown), Is our most popular design for schools. It is one of dozens of models to choose from.

One MKA advantage is that it will effectively filter large volumes of air while occupying a minimum of space.

A dust-collection system is a significant investment for your facility, and with a few relatively simple procedures it will serve you for many years.

Maintenance of dust collectors is often overlooked, but properly servicing your dust collector on a regular basis can provide significant benefits to you, your employees and your company.

A properly maintained dust collector optimizes air flow in the dust collection system, which can result in the following benefits: • Less airborne particulate (provides a healthy and clean work environment) • Longer tool life (less cost and fewer tool changes) • Less shop clean-up time required • Less preparation prior to finishing • Better product finish All dust collector manufacturers will provide you with a recommended maintenance schedule for their equipment, which will give you daily, weekly, monthly and yearly procedures designed to maximize the efficiency of your dust collection system.

Schools (and counting) It’s not surprising that more Canadian Schools have bought their Dust Collection Equipment from N.R. Murphy Ltd. than any other manufacturer. That’s because feature for feature Murphy Dust Collection systems, offer significant advantages.

Compare for yourself, and see that Dust Collectors from N.R. Murphy Limited are at the head of their class.

N.R. Murphy Limited, Cambridge, ON

(519) 621-6210 Fax: (519) 621-2841 E-mail: 4nodust@nrmurphyltd.com Web Site: www.nrmurphy.com

20 Ontario School Plant Manager | Spring 2014

Some simple things you can do to maximize your dust collector’s performance are: • Create a documented inspection/maintenance program • Check the material levels in the waste containers daily to ensure that material does not overflow into the inlet or filter sections • Listen for “squealing” from the fan on start-up. This could be an indication that the belts are worn or need to be tightened. They do stretch over time.

• Open the filter section access door to check the condition of the filters and to ensure there is no material buildup on the collar plate. This could indicate a loose or torn filter.

• Watch for visible emissions from the return-air line, as this could also be in indication of a loose or torn filter • Install a manometer to check the differential pressure across the filter tubes.

This will give you an indication of the condition of the filter material and whether the cleaning system is functioning properly.

• Grease/lubricate any bearings or speed reducers according to the manufacturer’s recommendations. Over-greasing can be as harmful as under-greasing.

• Have your dust collector serviced regularly by qualified personnel.

N.R. Murphy Ltd Dust Collectors For over 70 years N.R. Murphy Ltd. has designed and installed over 14,000 dustcollection systems, solving almost every dust problem imaginable. N.R. Murphy manufactures a complete line of standard and custom fabricated dry dust collectors. This also includes cyclones, rotary air locks, abort dampers, and spark detection and suppression systems. Heavy-duty industrial exhaust fans are in stock and ready to ship. Unique applications can quickly be modified or built new. As well, they stock a wide line of dust collectorrelated accessories. They also manufacture dust filters for all makes as well as in-stock standard sizes.

Model MKA is the most popular design for schools. It is one of dozens of models to choose from. MKA is a rectangular version of the FB series with all the quality features and design. The principle of operation remains the same, including good primary separation of the heavier dust particles.

The most outstanding feature is the compactness of this model­– it can effectively filter large volumes of air but occupies little valuable space when installed inside or outside a building. The reduced

size also reflects a great saving in shipping costs over long distances.

For more detailed product or production information contact: Craig W. Moffatt, B. Tech N.R. Murphy Ltd. 430 Franklin Blvd., Cambridge, ON N1R 8G6 Tel: 519.621.6210 | Fax 519.621.2841 e-mail: 4nodust@nrmurphyltd.com web: www.nrmurphy.com »

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Ontario School Plant Manager | Spring 2014

21

The 7 Deadly Sins of Wood Floor Care If you are looking to transform those now dull wood floors back to their sparkling state, look no further.

Wood floor care is often seen as the most dreaded part of any building’s maintenance routine. The care of large wood floors in facilities such as schools, universities and churches is thought of as a difficult and time consuming process. Swish brought in Charlotte Products Ltd.’s own chemicals expert, Jim Flieler, to help set the record straight.

“In the past, we coated our wood floors with oil-based products and the clean-up was messy, involving Varsol, gloves, masks and strong odours and extended facility down time,” says Flieler.

“Today’s modern technology allows us to recoat floors in half the time in a much safer manner, often allowing for the facility to be reopened in as little as 24 to 48 hours.”

While your wood floors are fairly resilient, there are some major don’ts when it comes to caring for them. Read on to see which of these wood floor care mistakes you may be making and how to avoid them.

1

You use abrasive or harsh chemicals to clean your floor

Just as you wouldn’t use bleach to wash your hands, don’t use unnecessarily harsh chemicals to wash your wood floors. While wood flooring is known for being highly resilient, consistent exposure to abrasive and caustic chemicals will cause damage over time that may be irreversible. Ensure to use products that are specially designed for use on wood floors to ensure yours stays in top shape.

2

You recoat where it isn’t needed

One of the most common mistakes in wood floor care is attempting to recoat laminate floor surfaces, says Flieler. While some laminates may look convincingly like the real deal, he warns these surfaces are designed mainly for washing and do not hold up well under the recoating process.

3

You wait too long between refinishing projects

No matter how much you may pamper your flooring, any wood floor finish will show surface scratched and wear patterns over time. Once this wear and tear becomes visible or you notice the floors becoming dull in spots – it’s time to consider recoating. While it may be tempting to put this off for as long as possible, recoating the floors is often only a one day process and is considerably less expensive than sanding and refinishing to fix the damage if it is left too long.

4

You skip the prep work

“The most important step to ensuring a professional look to your wood flooring is the preparation,” says Flieler. While this is the most critical step in the wood floor care process, he notes that many do not properly prepare the floor with the correct prep cleaner or screening pad.

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22 Ontario School Plant Manager | Spring 2014

5

You don’t use protection

In order to keep your investment looking good as new, it’s crucial to keep in mind the damage furniture legs and accessories such as bleachers and sports carts can cause. By adding protective pads to the legs of all furniture placed on the wood floor you minimize any scratching or dents caused by the weight of the furniture.

6

You’re a perpetual puddler

When the weather gets wet you are inevitably going to have the occasional moisture to deal with. Whether from soppy sneakers in from recess or the precipitation tracked in from improper and soggy matting systems, some water will find your wood flooring. Don’t allow spills and precipitation to overstay their welcome as continued or prolonged exposure to moisture can permanently damage wood flooring.

7

You use inappropriate tools for the job If you’re using a vacuum on a regular basis to rid it of scratch-causing debris it’s important to make sure your model is compatible for use with wood flooring. If you’re using the wrong tools for the job, you may actually be doing more harm than

good. Avoid vacuuming wood flooring with a beater bar or rotating brush, as they can be abrasive and damaging; instead, invest in a floor brush attachment to keep floors both dirtand scratch-free.

Ask for help – If you’re a newbie to the world of wood floor care, it can be a daunting and confusing task. Flieler advises that simply getting the right product and the expert advice on how to use it can lengthen the life of your wood flooring. “Not only are we the experts who can walk you through the step-by-step prep and application process,” says Flieler, “but we also have products specially designed with performance and forgiveness in mind that allow a multitude of people to professionally finish their floors.”

“Not only are we the experts who can walk you through the step-by-step prep and application process,” says Flieler, “but we also have products specially designed with performance and forgiveness in mind that allow a multitude of people to professionally finish their floors.” »

Ontario School Plant Manager | Spring 2014

23

Getting Off To a Clean Start Planiprep™ Surface Preparation Products Ensure a Suitable Surface for New Floor Covering Installations

By Jeff Johnson, Business Manager, MAPEI

Problem: A Very Messy Flooring Failure

Solution: Getting To a Clean Base

What if this happened at your school? A previous resilient floor covering installation has failed due to high-moisture emission coming through the concrete subfloor. Moisture testing results show moisture vapour emission rates (MVERs) averaging somewhere between 10 to 12 pounds per 1,000 square feet (4.54 to 5.44 kg per 92.9 square metres) per 24 hours. Relative humidity testing of the concrete slab also indicates the slab is still damp, with readings between 90 to 95 per cent.

It is necessary to remove the existing resilient material and successfully replace it with new vinyl flooring. Shot blasting is not a viable option for surface preparation due to noise, cost and dust containment issues, but the subfloor must be “clean” and free from any contaminants that might affect the new floor installation.

Virtually all flooring manufacturers require a concrete subfloor to be free from any dirt, debris, adhesive residues, curing or parting agents, and other contaminants that may interfere with the bond of any given installation method. On virtually all replacement flooring installation projects, some form of contaminant remains on the subfloor.

Planiprep™ Surface Preparation products offers a three-step process for adhesive removal, concrete cleaning, and capping of the subfloor prior to installing new flooring.

1. Planiprep™ AR is the first step in preparing a concrete subfloor to receive new floor covering. This adhesive remover is a powerful water-based adhesive remover designed to remove most latex-based adhesives quickly and easily from the surface of concrete subfloors, replacing the need for shotblasting.

24 Ontario School Plant Manager | Spring 2014

2. Planiprep™ SA is a powerful water-based stripping solution that lifts out many common concrete contaminants (such as oils, post-abatement chemicals, and adhesive removers, such as Planiprep™ AR adhesive remover). This product will chemically etch the surface of clean concrete, promoting excellent adhesion for the subsequent application of Planiprep™ ET. 3. Planiprep™ ET epoxy concrete subfloor treatment is an ultra-low viscosity, two-component, penetrating 100 per cent epoxy treatment designed to be used as part of the system with Planiprep™ SA concrete scouring agent. This product system provides subfloor moisture emission control up to 12 pounds (5.44 kg) and 90 per cent relative humidity (RH).

After using Planiprep™ Surface Preparation products to remove the old adhesive, clean the concrete and cap it to prevent further moisture intrusion, the new floor covering can be put in place. Installers can bond directly to Planiprep™ ET using reactive and/or pressure-sensitive-type adhesives, or they can treat the Planiprep™ ET with a primer suitable for use over epoxy membranes, and then either skim coat with patching compounds or apply a self-leveling underlayment to provide a perfect surface for the new floor covering.

Planiprep™ Surface Preparation products (SPP) produce great results while providing a quality environment, whether for students in schools or patients in hospitals. The products are low-odour and VOC-compliant for use in interior, occupied environments. When dust and noise present a problem, the Planiprep™ SPP system successfully addresses the issue. MAPEI works continuously to provide technology you can build on.

To learn more about MAPEI products MAPEI Group – with 68 subsidiaries including 63 plants in 31 countries – is the world leader in the manufacturing of adhesives and complementary products for the installation of all types of floor and wall coverings. The company also specializes in manufacturing other chemical products for building, including waterproofing products, special mortars and admixtures for concrete, products for the restoration of ancient buildings, and special decorative and protective coatings for walls. Eighteen MAPEI manufacturing facilities are located in the Americas, with five production/regional distribution facilities in Canada. MAPEI is an environmentally conscious manufacturer – the company has been a member of the U.S. Green Building Council since 2001 and a member of the Canadian Green Building Council since 2008.

Visit www.mapei.com for technical data, or call 1-800-42-MAPEI (1-800-426-2734) for the nearest location. » Ontario School Plant Manager | Spring 2014

25

Index to Advertisers AET Group Inc...........................................11 Architectural School Products....................... 7 Dafco Filtration Group................................17 Delta Elevator...........................................21 IBC Technologies Inc.............................. 3, 13 Mapei Inc...............................................IFC Molok North America Ltd..........................OBC NR Murphy Ltd......................................... 20

Norspec Filtration Ltd................................19 PA Shop.................................................. 23 Poly-Mor Canada Inc..................................17 Reliable Controls Corporation.................... IBC Royal Basket Trucks...................................18 Swish Maintenance Ltd................................ 5 Viessmann................................................ 9

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