臺灣博碩士論文加值系統

雖然隨著社會結構和生活型態的改變，現代人幾乎以室內為主要的活動空間，但戶外對人體有危害的PM2.5透過通風進入室內，本研究探討於秋、春季台灣中部地區及南部地區之教育場所室內PM2.5重金屬濃度時空分布及化學指紋特性，再利用PMF及CMB受體模式解析PM2.5之可能污染來源。
研究結果顯示，秋、春季教育場所室內金屬元素中以Al、Fe、Ca、Mg等地殼元素所占比例最高，其餘人為污染源所造成的Cr、Cd、Cu、Mn、Ni、Pb等金屬元素所占比例相對較低。各教育場所室外PM2.5以水溶性離子(WSI)佔較大比例，秋季其WSI平均濃度佔PM2.5濃度的20-39.7%；春季其WSI平均濃度佔PM2.5濃度的22-36%，顯示細懸浮微粒可能受到大氣化學反應所生成之二次衍生性污染物之影響。
此外受體模式分析結果顯示，教育場所室內外PM2.5主要以交通排放及地殼物質為主要貢獻來源，秋季室內交通排放貢獻率介於9.7-29.8%，地殼物質貢獻率介於12.0-20.8%。秋季室外交通排放貢獻率介於15.4-33.1%，地殼物質貢獻率介於7.0-24.7%。春季室內交通排放貢獻率介於11.3-27.9%，地殼物質貢獻率介於8.5-32.1%。春季室外交通排放貢獻率介於21.1-27.9%，地殼物質貢獻率介於5.5-18.2%。

Exposure to PM2.5 in indoor air in schools is a health issue for student in Taiwan. The objectives of this study were to identify the sources of PM2.5 in the natural ventilated classrooms in Southern and Central Taiwan. Indoor/outdoor PM2.5 were collected and analysed for metal and water-soluble ion (WSI) contents in five schools (four elementary schools and one high school) in spring and autumn seasons. Source apportionment of indoor/outdoor trace metals in PM2.5 in schools were conducted using PMF and CMB models. The results show that the proportion of crust elements (such as Al, Fe, Ca and Mg) was higher than that of the metals emitted by anthropogenic sources (such as Cr, Cd, Cu, Mn, Ni and Pb) in indoor PM2.5. The WSI contents in indoor PM2.5 were 20-39.7% and 22-36% in autumn and spring, respectively. The results of the receptor model analyses reveal that the major sources of indoor PM2.5 in schools were crust elements (autumn: 12.0-20.8%, spring: 8.5-32.1%) and traffic sources (autumn: 9.7-29.8%, spring: 11.3-27.9%). The major sources of outdoor PM2.5 in schools were also crust elements (autumn: 7.0-24.7%, spring: 5.5-18.2%) and traffic sources (autumn: 15.4-33.1%, spring: 21.1-27.9%).

摘要 I
ABSTRACT II
致謝 IV
目錄 V
圖目錄 IX
表目錄 XIII
第一章 緒論 1
1-1 研究緣起 1
1-2 研究目的 2
第二章 文獻回顧 3
2-1 懸浮微粒之物理特性 3
2-1-1懸浮微粒之粒徑分類 3
2-1-2懸浮微粒之來源 4
2-2 懸浮微粒之化學特性 5
2-2-1 懸浮微粒之金屬成分 5
2-2-3懸浮微粒之水溶性離子成分 7
2-3質量平衡模式 9
2-4污染來源解析 11
2-4-1受體模式 11
2-4-2正矩陣因子法PMF (Positive Matrix Factorization) 11
2-4-3正矩陣因子法(PMF) 之國外相關研究 12
2-3-4正矩陣因子法(PMF) 之國內相關研究 13
2-4-5化學質量平衡法CMB(Chemical Mass Blance) 15
2-4-6化學質量平衡法(CMB)之國外研究 15
2-4-7化學質量平衡法(CMB)之國內研究 16
第三章 研究方法 18
3-1細懸浮微粒採樣規劃 18
3-1-1採樣地點規劃 18
3-1-2 採樣時間規劃 18
3-1-3 研究架構 21
3-2 細懸浮微粒採樣及量測 22
3-2-1室內細懸浮微粒採樣器 22
3-2-2室內細懸浮微粒採樣濾紙 22
3-2-3室外細懸浮微粒採樣器 23
3-2-4室外細懸浮微粒採樣濾紙 23
3-2-5 細懸浮微粒濃度量測 24
3-3 細懸浮微粒化學成份分析方法 25
3-3-1 金屬元素成份分析方法 25
3-3-2 水溶性離子成份分析方法 26
3-4 細懸浮微粒污染來源解析 28
3-4-1 正矩陣因子法PMF (Positive Matrix Factorization) 28
3-4-2 化學質量平衡法CMB(Chemical Mass Blance) 29
3-5空氣交換率(Air Change rate per Hour) 31
3-6 採樣方法品保與品管 32
3-6-1濾紙之調理 32
3-6-2採樣儀器流量校正 32
3-6-3樣本攜帶及保存 32
3-6-4天平校正 32
3-7分析方法品保與品管 33
3-7-1空白實驗 33
3-7-2檢量線配製 33
3-7-3儀器偵測極限 33
第四章 結果與討論 34
4-1 教育場所室內外細懸浮微粒之時空變化 34
4-1-1 秋季教育場所室內外細懸浮微粒濃度 34
4-1-2 春季教育場所室內外細懸浮微粒濃度 34
4-1-3教育場所室外細懸浮微粒影響室內之貢獻率推估 35
4-2懸浮微粒化學組成 39
4-2-1秋季教育場所細懸浮微粒金屬濃度 39
4-2-2春季教育場所細懸浮微粒金屬濃度 40
4-2-3教育場所室外細懸浮微粒水溶性離子濃度 53
4-3正矩陣因子法(PMF)污染來源分析 61
4-3-1秋季教育場所PM2.5污染來源分析 64
4-3-2春季教育場所PM2.5污染來源分析 65
4-4化學質量平衡法(CMB)污染來源分析 73
4-4-1 秋季教育場所PM2.5污染來源分析 74
4-4-2 春季教育場所PM2.5污染來源分析 75
第五章 結論與建議 83
5-1 結論 83
5-2 建議 85
第六章 研究限制 86
6-1室內細懸浮微粒採樣限制 86
6-2室內細懸浮微粒分析限制 86
參考文獻 87

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