A Study on the Indoor Environmental Quality of Laboratory Rooms in

De La Salle Medical and Health Sciences Institute

A Thesis Presented to the Faculty of Architecture Department

College of Engineering, Architecture and Technology

De La Salle University – Dasmariñas

Dasmarinas, City

In Partial Fulfillment of the Requirements for the Degree of

Bachelor of Science in Architecture

Ar. Joselito B. Cillo

Thesis Adviser

Jeychiele Y. Julao

2019
 TABLE OF CONTENTS
Chapter 1 ............................................................................................................................................ 1
Introduction................................................................................................................................... 1
1.1 Rationale ............................................................................................................................. 1
1.2 Background of the Study ............................................................................................... 2
1.2.1 Indoor environmental quality .............................................................................. 2
1.2.1.1 Indoor air quality .................................................................................................. 4
1.2.1.2 Thermal comfort.................................................................................................... 9
1.2.1.3 Lighting quality ................................................................................................... 11
1.2.1.4 Acoustic quality ................................................................................................... 14
1.2.2 Health effects of poor indoor environmental quality .................................... 17
1.2.2.1 Immediate Effects .............................................................................................. 18
1.2.2.2 Sick Building Syndrome (SBS) ....................................................................... 18
1.2.3 De La Salle Medical and Health Sciences Institute ........................................ 19
1.2.3.1 Brief History .......................................................................................................... 20
1.2.3.2 Colleges and laboratories ................................................................................ 21
1.3 Objectives of the study ................................................................................................ 23
1.4 Significance of the Study............................................................................................. 23
1.5 Scope and Limitation .................................................................................................... 24
1.6 Definition of Terms, Acronyms, and Abbreviations ........................................... 25
Chapter 2 .......................................................................................................................................... 27
Review of Related Literature and Studies ........................................................................ 27
2.1 Review of Related Literature ..................................................................................... 27
2.1.1 Design approaches for promoting beneficial indoor environments in
healthcare facilities: a review (Salonen, H. et al. 2013) ..................................... 27
2.1.2 An Internet of Things-Based Environmental Quality Management
System to Supervise the Indoor Laboratory Conditions (Marques, G. and
Pitarma, R. January 2019) ............................................................................................. 27
2.1.3 The Indoor Environment Handbook: How to Make Buildings Healthy
and Comfortable (Bluyssen P. M. 2009) .................................................................... 28
2.2 Review of Related Studies .......................................................................................... 29
2.2.1 Local Studies ............................................................................................................ 29

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 2.2.2.1 A Survey of Indoor Air Quality Studies in the Philippines (Anastacio
et al. 2011) ........................................................................................................................... 29
2.2.2.2 Improvement of the Indoor Environmental Quality Measurement
Laboratory in Mapúa Institute of Technology (Alcantara et al. 2017) .......... 29
2.2.2.3 Indoor Air Pollution in Coastal Houses of Southern Philippines
(Subida et al. 2007) .......................................................................................................... 30
2.2.2 Foreign Studies............................................................................................................ 31
2.2.1.1 Conducive Environment for Learning in a Medical Campus.
(Vineeth, A. C. 2014) ........................................................................................................ 31
2.2.1.2 Performance Indicators of Indoor Environmental Quality (IEQ)
Assessment in Hospital Buildings: A Confirmatory Factor Analysis (CFA)
Approach (Nimlyat, P. S., Isa, A. A., Gofwen, N. C. June 2017)........................ 32
2.2.1.3 An architectural perspective on schools in the Philippines – A
research into the importance of a classroom’s physical environment and
possible improvements for a better learning environment (Björklund, F. &
Bramfors, M. May 2016) .................................................................................................. 33
2.3 Conceptual Framework Paradigm of the Study ...................................................... 34

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 Chapter 1

Introduction

1.1 Rationale

Laboratories are special microenvironments in school buildings. With the

abundance of different chemicals and variety of activities and specialized equipment,
they have the potential to drastically impact indoor environmental quality. Specific
pollutant concentrations may be high depending on the nature of the experiments
conducted and the number of people working within them (Park et al., 2014). Students
during their university life, and faculty during their working life are exposed to
pollutants which has the possibility of resulting in acute and chronic–toxic health
consequences. Although potentially important in terms of number and strength of
indoor sources, there are very limited investigations regarding laboratories in
institutions of higher learning. (Sofuoglu et al., 2015)

A study done by Ugranli et al. in 2011 showed that past researches on indoor
environmental quality of educational institutions were mostly focused on
kindergartens, primary, and high schools because they have high-density populations
who are still in the process of growing, making them more susceptible to the effects
of the quality of indoor environments. Universities and colleges, however, have not
drawn much attention—most researches on university buildings were only limited to
library and office buildings.

Research has shown that poor indoor environments with chronic noise
exposure, poor air quality, and improper lighting can undermine learning and can
negatively affect the health and development of children and adults in school buildings
(Uline, C., Tschannen-Moran, M., 2008, 55). These poor physical conditions can
adversely affect occupants because they spend more time in their school environment
than their homes. Therefore, there is a need for improving the physical features of
these schools, and at the same time eliminate indoor hazards (Alexander, D., et al.).

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 A medical student is learning to give care for the people, and more than that,
a mind of discovery should be created in each one of them. That naturally includes
their instructors. An individual’s perception of their educational environment
significantly impacts their academic progress and wellness. Additionally, different
features of learning spaces can stimulate emotions, create a sense of security, prepare
the students to learn, and encourage teacher effectiveness. These research findings
illustrate the connection between environmental quality, comfort, health and well-
being, positive attitudes and behavior, and higher levels of educational performance.
Hence, a conducive environment for learning, discussing, and research within the
campus enhancing their beneficial thinking is relevant (Vineeth, A. C. 2014).

This study shall focus on studying the indoor environmental quality (IEQ) of
laboratories in a medical institution setting, as well as exploring and identifying the
benefits and the negative effects of laboratory design to its inhabitants. It has the aim
of contributing to researchers focused on conducting studies related to the effects of
the built environment of medical institutions to its occupants and serve as a guide on
how to design laboratories to improve achievement, performance, and behavior of its
inhabitants.

1.2 Background of the Study

1.2.1 Indoor environmental quality

The term indoor environmental quality (IEQ) refers to the quality and condition
of a building's environment in relation to its occupants’ health and wellness. It is
determined by many factors, including indoor air quality (IAQ), thermal comfort,
lighting, and acoustics. Similarly, other factors include health, environmental safety,
and building layout, and many others as depicted in Figure 1.1.

2
 Water
Quality
Air
Vibration
Quality

Thermal Ergonomics
Comfort

Indoor
Environmental
Electromagnetic Quality Micro-organisms
Radiation

Sound
Hygeine Quality
Lighting Odor
Quality

Figure 1.1 IEQ Components

Source: Indoor Environmental Quality, Mujeebu M. A., 2019

Although IEQ has many components, only the four basic environmental factors
in the indoor environment will be assessed in this study as highlighted in Figure 1.1:
indoor air quality, thermal comfort or indoor climate, lighting quality or visual quality,
and acoustic quality.

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1.2.1.1 Indoor air quality

Indoor Air Quality (IAQ), which is a part of indoor environmental quality

(IEQ), is the air quality within and around buildings in relation to the comfort,
health, and well-being of building occupants. It is one of the crucial factors that
determine IEQ.

IAQ deals with the contents of interior air and depends on airborne
contaminants inside a building. According to the United States Environmental
Protection Agency (EPA), the various sources that affect IAQ are, but not
limited to, microbial contaminants (mold, bacteria), chemicals (carbon
monoxide (CO), dioxide (CO)2, nitrogen, and radon), pesticides, combustion
products, volatile organic compounds (VOCs), and particulate matter (PM)
(dust, pollen, smoke, etc.). These contaminants are referred to as indoor air
pollutants (El-Sharkawy & Noweir, 2014). EPA also reported that the
implications of indoor air quality towards health and well-being cannot easily
be recognized.

A. Carbon Dioxide (CO2)

A natural gas, carbon dioxide (CO2), has always been present in

the Earth. In small quantities, it is harmless but can be hazardous to
human health as levels increase. It can be produced by many sources,
but one unavoidable source are people—people produce CO2 as a part
of the respiratory process. Less indoor ventilation results to more
concentration of CO2 levels which can lead to several health risks.

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 Figure 1.2 Carbon Dioxide Levels and Risks
Source: https://www.airthings.com/what-is-carbon-dioxide
B. Carbon monoxide (CO)

Carbon monoxide (CO) is an odorless, colorless, tasteless, and

poisonous gas. Many people are aware of the possible hazards of carbon
monoxide in the home setting, but not much thought has been given to
potential carbon monoxide sources and exposure in schools (Puget
Sound Educational Service District).

Common sources of carbon monoxide include gas and camp

stoves, lanterns, gas-powered generators, gas burners, and furnaces.
Leaking and back-drafting furnaces.

The effects of CO exposure can vary greatly from person to

person depending on age, overall health and the concentration and
length of exposure. Table 1.1 shows the different risks of carbon
monoxide inhalation.

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 Table 1.1 Carbon Monoxide Levels and Risks
Co2 Level Action
1-4ppm Normal levels in human tissues produced by
the body.
3-7ppm 6% increase in the rate of admission in
hospitals of non-elderly for asthma.
(Sheppard-1999)
5-6ppm Significant risk of low birth rate if exposed
during last trimester (Ritz & Yu-1999)
5ppm 1st visual display on NSI 3000 Low-Level CO
Monitor
9ppm ASHRAE standard for allowable spillage from
vented appliances, indoors, for 8 hours
exposure daily. EPA standard for outdoors
for 8 hours and a maximum of 3 times per
year. (Clean Air Act)
10ppm Outdoor level of CO found associated with a
significant increase in heart disease deaths
and hospital admissions for congestive heart
failure. (JAMA, Penny) 1st ambient level
occupants should be notified-NCI Protocol
15-20ppm First level World Health Organization lists as
causing impaired performance, decrease in
exercise time and vigilance 1st Alarm level
for NSI 3000 Low Level CO Monitor-5
minutes
25ppm Maximum allowable in a Parking Garage
(International Mechanical Code)
27ppm 21% increase in cardiorespiratory complaints
(Kurt-1978)
30ppm Earliest onset of exercise induced angina
(World Health Organization) 1st visual
display on UL2034 approved CO Alarm-Must
not alarm before 30 days

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35ppm US NIOSH recommended 8-hour maximum
workplace exposure EPA standard for
outdoors for 1 hour and a maximum of 1
time per year Level many fire departments
wear breathing apparatus before entering
2nd ambient level occupants should be
notified and space ventilated 2nd Alarm level
for NSI 3000 Low Level Monitor-5 minutes
50ppm US OSHA recommended 8-hour maximum
workplace exposure Maximum NCI level for
Unvented appliances
70ppm 1st Alarm level of UL2034 approved CO
Alarms- 2-4 hours
3rd Alarm level for NSI 3000 - 30 seconds
NSI 3000 Low Level Monitor cannot be
silenced by reset button
100ppm Maximum NCI CO level during run cycle in all
vented appliances(stable) Maximum NCI CO
for all oil appliances
200ppm First listed level(established in 1930) healthy
adults will have symptoms-headaches,
nausea NIOSH & OSHA recommend
evacuation of workplace Maximum “Air Free”
CO for vented water heater and unvented
heaters (ANSI Z21) UL approved alarms
must sound between 30 – 60 minutes(NSI
3000 – 30 seconds)
400ppm Healthy adults will have headaches within 1-
2 hours. Life threatening after 3 hours
Maximum “Air Free” CO in all vented heating
appliances (ANSI Z21) Maximum EPA levels
for industrial flue exhaust UL Alarms must
alarm within 15 minutes (NSI 3000 – 30
seconds) Maximum recommended light-off
CO for all appliances – NCI (except oil)

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800ppm Healthy adults will have nausea, dizziness,
convulsions within 45 minutes. Unconscious
within 2 hours then death (established in
1930) Maximum “Air Free” CO for unvented
gas ovens (ANSI Z21)
800ppm+ Death in less than one hour
2000ppm EPA standard for new vehicle emissions
3000ppm+ Typical emissions from propane lift trucks,
gasoline powered tools etc. Death in less
than 30 minutes.

Source: National Comfort Institute, Inc., 2008

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1.2.1.2 Thermal comfort

As defined by the ANSI/ASHRAE Standard 55, thermal comfort is “a

condition of the mind that expresses satisfaction with
the thermal environment”. It is governed by many environmental, human, and
other various factors shown in Table 1.2.

Table 1.2 Factors that govern thermal comfort

Environmental Human Factors Other Factors

Factors
 Air temperature  Clothing level  Physical health
 Air velocity  Metabolic heat  Mental condition
 Humidity  Availability of
 Radiant food and drink
temperature  Acclimatization
 Relative humidity
Source: Indoor Environmental Quality, Mujeebu M. A., 2019

Thermal comfort is associated with ventilation—increasing ventilation

often results to a decreased indoor temperature, which in turn provides
occupants with comfort (Sekhar, 2016). Indoor conditions of laboratories use
temperature to maintain test sample and instrument quality, which is why
monitoring the indoor parameters are required under good laboratory practice
(GLP) and laboratory standard operating procedures (SOPs). Another key factor
that should be observed is humidity— excessively high or low levels of humidity
could influence the accuracy of sensitive tests.

Different standards exist for laboratory requirements. Temperatures

between 20 and 25 degrees Celsius, and humidity levels between 30 to 50
percent are the most optimal, as described under the United States’ Food and
Drug Administration’s laboratory guidelines and regulations. Accordingly, the
International Standards Organization’s guidelines operate more narrowly: the

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allowable temperatures are 23 degrees Celsius ± 0.6 °C, while humidity limits
are 45 percent ± 5 %. Table 1.3 shows the different ventilation system types
for various laboratory applications within colleges/universities.

Table 1.3 Recommended Ventilation System Types for Various

Laboratory Applications
Type of Facility Laboratory Usage Pattern Ventilation System
Function Recommendation
Small College: Provides basic Rigidly scheduled CAV 2-Position
chemistry usage periods. The
Undergraduate instruction. No lab may not be CAV 1-Position with a
Chemistry Teaching highly toxic or utilized for fume hood exhaust
Laboratory dangerous extended periods shut-down provision
chemicals are such as a summer
present. semester.
Large College or Provides basic and Rigidly scheduled CAV 2-Position
University: higher-level usage periods.
chemistry Some labs may not Possibly with a fume
Large instruction. Limited be used for hood exhaust shut-
Undergraduate and use of toxic or summer semesters. down provision
Graduate Chemistry dangerous
Teaching chemicals. VAV
Laboratories
University Research High-level research Does not follow a VAV
Laboratories by esteemed specific usage
researchers and schedule. LAF
graduate students. Occupancy and use
ranges from
intensive to
sporadic and on
any day and time.
*CAV 1 - Constant Air Volume 1-Position
Provides a constant ventilation airflow through a laboratory room and its fume hoods during both the
occupied and unoccupied periods—24 hours a day and 7 days a week.
*CAV 2 - Constant Air Volume 1-Position

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 Provides two levels of ventilation airflow through the laboratory room and its fume hoods. It provides
a higher ventilation airflow rate when the laboratory room is occupied and a lower amount when the
room is unoccupied.
*LAF - Low Air Flow (LAF) 1 & 2-Position
Basically CAV systems that achieve a lower ventilation airflow in conjunction due to the use of Low
Air Flow1 chemical fume hoods
*VAV - Variable Air Volume (VAV)
Intended to provide just the right amount of airflow through a laboratory room and its fume hoods
24 hours a day and 7 days a week.

Source: Document No. 149- 980 (Siemens Industry, Inc., 2009)

Thermal comfort is mostly subjective—it cannot be directly quantified.

It has been established that the thermal comfort level is acceptable if at least
85% of the occupants feel comfortable within a space.

It is important to ensure the thermal comfort of students and instructors.

Considering that spend a significant amount of time in schools, they are more
vulnerable to the effects of thermal conditions on their health and performance
(Zomorodian et al. 2016).

1.2.1.3 Lighting quality

Existing studies show that the visual quality of a laboratory’s indoor

environment impacts occupant comfort, health, performance, and productivity.
The satisfaction of physiological and psychological needs can both depend on
light intensity, light color, and controls, which makes them key factors of
lighting quality (Efficient Electric Lighting in Laboratories, 2006).

Bluyssen defines light as the means by which the interior is perceived.

Lighting quality is a concept that allows excellent vision while providing high
comfort (Kruisselbrink T., 2018). It has three main aspects: light level (intensity
or brightness), contrast, and glare. The sources (natural and/or artificial),
distribution, and the way of perception of light determines the indoor lighting
quality. The perception of light is determined by the amount of the radiation

11
energy that enters the eye (illuminance – amplitude, measured in foot candles
FC or lux) and the spectrum of this (frequencies – colors). (Bluyssen, 2009).

Figure 1.3 Internal light parameters

Source: Bluyssen, 2009

A. Daylight Integration

The process of creating a controlled entry of sunlight indoors is called

daylighting. Provided through windows, skylights, or other special lightpipe
systems, it enables users to dim or turn off electric lights for energy efficiency,
and is also the most visually effective.

As long as they do not interfere with functional requirements, natural

light and outside views should be provided to laboratories, as stated in the The
National Institutes of Health (NIH) guidelines.

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 Figure 1.4 A laboratory window placement recommendation
Source: Laboratories for the 21st Century: Best Practices: Daylighting
In Laboratories (Carlisle, N. et al., 2003)

B. Artificial Lighting

Being the workspace for tasks that may require a significant amount of
time like sampling, analyzing, report writing, and communicating, laboratories
house some visually demanding work, in turn requiring some high illumination
levels. Therefore, ensuring appropriate lighting system design is imperative.

Figure 1.5 Lighting configuration options

Source: Laboratories for the 21st Century: Best Practices: Efficient
Electric Lighting In Laboratories (Matthew, P. et al., 2003)

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 Different lighting standards recommend specific levels of illumination.
Table 1.4 some recommended light levels applicable to this study:

Table 1.4 Recommended Illumination Levels

ROOM TYPE LIGHT LEVEL LIGHT LEVEL
(FOOT CANDLES) (LUX)

Laboratory 50-75 FC 500-750 lux

(Classroom)

Laboratory 75-120 FC 750-1200 lux

(Professional)
Classroom - General 30-50 FC 300-500 lux
Corridor 5-10 FC 50-100 lux
Source: IESNA Lighting Handbook, Illuminating Engineering Society, 2015

1.2.1.4 Acoustic quality

The efficiency of communication indoors depends on the acoustic

conditions within a space. Many factors have the ability to affect the acoustic
quality of a building. Some of these factors include the geometry and volume
of a space, inside or outside sound sources, and acoustic characteristics of the
interior surfaces (absorption, transmission, and reflection of sound) (Mujeebu,
2019).

Two of the most important parameters for evaluating acoustic quality

are the background noise and reverberation time (RT) of spaces, since both
affect the speech intelligibility of spaces (Y G Tong et al., 2017). Reverberation
time expresses the time that it takes for the sound level to decrease by 60
decibels (dB) after the source of sound in the space has been turned off
(Bluyssen, 2009).

14
 Mechanical ventilation systems, lighting systems, and outdoor noise
such as those produced by vehicle and traffic, construction work, student
activities, and neighboring rooms are some of the main noise contributors in
an academic setting.

In her book The Indoor Environment Handbook, Bluyssen distinguished

three types of background sounds:

1. Human speech; buzzing;

2. pink background noise (trains);
3. white background noise (keyboard, circle saw, etc.)

The loudness of noise (the number of decibels) influences speech

intelligibility—when the background noise indoors is high, people have to raise
their voices to improve their speech clarity. In general, vibrations or low
frequent sounds (20–125 Hertz (Hz)) are perceived as very annoying, while the
ear is most sensitive to frequencies of between 3000–5000Hz.

Established acoustic criteria (measured in NC which stands for Noise

Criteria) exist—for classrooms it is NC 25 to 35, and NC 45 to 55 for
laboratories. These criteria are based on the notion that the acoustic needs for
a teaching lab may be no different than those for a classroom since their
functions are not very different (McNay, G., 2011).

Tiesler, G. et al and Ismail et al. conducted studies in classrooms

exposed to unnecessary high noise levels; results revealed that occupants’
concentration, communication, attention span, and information comprehension
were affected negatively. This shows that noise and building acoustics have a
connection to people’s health, well-being, and communication. Noise interferes
with people’s activities at school, at work, at home and during leisure time. In

15
 very high levels though, it can cause seriously harm to human health (Bluyssen,
2003). Table 1.5 shows a decibel scale with daily exposure limits.

Table 1.5 Decibel Scale

DECIBEL LEVEL
Rocket Launch 180
170
Shotgun blast 160
Firecracker 150
Rifle blast 140 Time to reach daily exposure limit
Jet engine dB No
earplugs
Jackhammer 130 130 <1 90
second seconds

Ambulance siren 120 Rock 121 7 < 12

Concert seconds minutes
Very Marching 115 < 30 < 48
Loud band seconds minutes
Chain saw/Jet Ski 110 Drumline 110 < 90 2.5 hours
seconds
Loud sporting Concert 106 <4 7 hours
event Band minutes
Snowmobile 100 Symphony 100 15 SAFE
minutes
Motorcycle/Subway Orchestra 94 1 hour SAFE
Pit
Power mower 90
Loud traffic Loud
Noisy restaurant

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 80
Vacuum cleaner 70
Normal 60
conversation
Moderate rainfall 50
Quiet
Quiet office 40 Below this level (60dB) the possibility of
30 permanent damage is negligible
Whisper Faint
20
Leaves rustling 10
0
Decibel
Level
Source: https://www.creativefieldrecording.com/2017/11/01/sound-effects-decibel-
level-chart/
1.2.2 Health effects of poor indoor environmental quality

Discussions of indoor environmental quality (IEQ) are usually focused elements

found in indoor air (primarily particles, bioaerosols, and chemicals), and parameters
of comfort (humidity, air flow, and temperature) (Samet et al. 1998).

Health effects from pollutants of indoor air may be experienced immediately

or, possibly, years later. The effects of poor indoor air quality on each person may
differ based on their relative health and age.

Heseltine and Rosen outlined health issues associated with building moisture
and biological agents, and the most important health problems identified are
respiratory symptoms, allergies, asthma, and perturbation of the immunological
system.

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1.2.2.1 Immediate Effects

The US Environmental Protection Agency stated that some immediate

health effects that may appear after a single or repeated exposure to pollutants
include:

 eye, nose, and throat irritation;

 headaches;
 dizziness, and;
 fatigue.

Such immediate effects are usually short-term and treatable.

Some factors like age, preexisting medical conditions, and individual

sensitivity affect the likelihood of immediate reactions to indoor air pollutants.

1.2.2.2 Sick Building Syndrome (SBS)

The sick building syndrome (SBS) is used to describe a situation in which

the occupants of a building experience acute health- or comfort-related effects
that seem to be linked directly to the time spent in the building.

According to the Environmental Protection Agency, symptoms

associated with SBS cause acute discomfort. These include:

 headache;
 eye, nose, or throat irritation;
 dry cough;
 dry or itchy skin;
 dizziness and nausea;
 difficulty in concentrating;
 fatigue;
 and sensitivity to odors.

Most complainants report relief soon after leaving the building.

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 There are a total number of 22.9 million public school students and 4.8 million
private students enrolling per year spending an average of 8 hours in school
(Geronimo, 2017) buildings a day, making them spend a total of 1,552 hours within
the buildings a year. Buildings, laboratories in this case, that lack modernization of
technology, and adequate space can negatively impact students, faculty, and staff if
they do spend this much a portion of their time in the school setting.

1.2.3 De La Salle Medical and Health Sciences Institute

The site to be assessed would be the De La Salle Medical and Health Sciences
Institute (DLSMHSI), located along the Congressional Avenue in Dasmariñas.

At present, it is a higher education, health care, and research institution and

ranks 73rd nationally and has a world rank of 9496, according to uniRank University
Ranking™. It is a small (uniRank enrollment range: 3,000-3,999 students)
coeducational higher education institution formally affiliated with the Christian-
Catholic religion, although its enrollee rate has spiked recently, following the
implementation of the K-12 Program, adding Junior High School and Senior High
School to the curriculum. This 39-year-old institution has a selective admission policy
based on entrance examinations and students' past academic record and grades. The
admission rate range is 60-70% making this Philippine higher education organization
a somewhat selective institution.

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1.2.3.1 Brief History

Figure 1.2 Emilio Aguinaldo College of Medicine

Source: De La Salle Medical and Health Sciences Institute official website
(http://www.dlshsi.edu.ph)
Opening in 1979, the school originally took the name “Emilio Aguinaldo
College of Medicine”. Inauguration of the University Medical Center, the
predecessor of today’s De La Salle University Medical Center (DLSUMC), took
place after three years.

The De La Salle Brothers acquired Emilio Aguinaldo College of Medicine

and the University Medical Center eight years later, in June 1987. The
acquisition led to the renaming of the College of Medicine into De La Salle
University-Emilio Aguinaldo College of Medicine, and the hospital into De La
Salle University Medical Center. Over the years, continual expansion of the
institution took place since then: the college was renamed the De La Salle
University College of Medicine; the De La Salle University Angelo King Medical
Research Center (DLSU-AKMRC) was established; and the complex consisting
of the College of Medicine, University Medical Center, and DLSU-AKMRC was
renamed De La Salle University – Health Sciences Campus (DLSU-HSC).

20
 In October 1999, the TUV–Rheinland awarded DLSUMC an ISO 9001
Certification, the first Philippine hospital to have this certification. Many years
later, the institution was renamed into De La Salle Health Sciences Institute,
and once more in January 2018 when it took the new name of De La Salle
Medical and Health Sciences Institute.

1.2.3.2 Colleges and laboratories

DLSMHSI has seven (7) major colleges, namely College of Medicine

(CM), College of Humanities and Sciences (CHS), College of Medical Imaging
and Therapy (CMIT), College of Pharmacy (CP), College of Rehabilitation
Sciences (CRS), College of Nursing (CN), and College of Medical Laboratory
Science (CMLS). All are shown in the following figure, Figure 1.4.

COLLEGE OF MEDICINE (CM)

• Health Informatics Laboratory
• Clinical Skills Simulation Laboratory
• Wet Laboratory
• Dry Laboratory
• Anatomy Laboratory
• Pathology Laboratory
• Microbiology/Parasitology Laboratory
• Physiology Laboratory

COLLEGE OF HUMANITIES AND SCIENCES (CHS)

• Chemistry Laboratory
• Biology Laboratory
• Physics Laboratory

COLLEGE OF MEDICAL IMAGING AND THERAPY

(CMIT)
• CMIT Laboratory

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 COLLEGE OF PHARMACY (CP)
• HPLC (High Performance Liquid Chromatography)/FTIR
(Fourier Transform Infrared Spectroscopy) Laboratory
• Instrument Laboratory
• Pharmaceutical Chemistry Laboratory 1
• Pharmaceutical Chemistry Laboratory 2
• Pharmaceutical Biological Sciences Laboratory
• Compounding and Manufacturing Laboratory

COLLEGE OF REHABILITATION SCIENCES (CRS)

• Physical Therapy Laboratory
• Occupational Therapy Laboratory
• Orthoprosthetics Laboratory
• Hydro Room/Laboratory

COLLEGE OF NURSING (CN)

• College of Nursing Skills Laboratory
• Anatomy and Physiology Laboratory

COLLEGE OF MEDICAL LABORATORY SCIENCE (CMLS)

Figure 1.4 Seven major colleges in DLSMHSI with their corresponding

laboratories
Source: De La Salle Medical and Health Sciences Institute official website
(http://www.dlshsi.edu.ph)
Other general laboratories within the campus:
 Zoology Laboratory
 Computer Laboratory
 Biological Sciences Laboratory

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1.3 Objectives of the study

No previous studies have been conducted in DLSMHSI regarding Indoor

Environmental Quality (IEQ). It is therefore unknown whether the IEQ conditions
within the laboratories are in accordance with the set and established IEQ
standards. The study is focused on assessing the indoor environmental quality
(IEQ) of the selected laboratories in DLSMHSI. The following are the objectives
formulated in order to accomplish this goal:

1. To identify which laboratories within DLSMHSI which will be done through a

categorization process;
2. To assess the satisfaction levels of selected occupants, limited to students and
faculty, of the laboratories through an occupant satisfaction survey;
3. To describe and document the current condition of the selected laboratories in
terms of lighting quality, acoustic quality, thermal quality, and indoor air quality
using CO2/Temperature/Humidity Data Logger, infrared thermometer, and other
research instruments;
4. To compare the results of the assessment against current and existing IEQ
standards determine and propose interventions needed that will meet the IEQ
standards that any laboratory has not complied with, should there be any.

1.4 Significance of the Study

Buildings adjust the conditions of the external environment and reduce the
body’s efforts to stay stable at a normal human body temperature, which is why
satisfaction with the indoor environmental quality is important.

This study shall explicate on the current thermal, lighting, air, and acoustic
quality conditions in the selected laboratories within the institute, and how they affect
those who occupy these areas. Consequently, this study shall benefit the following
people:

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 1.4.1 Officials of the institute

Administrators and/or officials in charge of The De La Salle Medical and

Health Sciences Institute may base on this study, should they design more
laboratories in the future.

1.4.2 Students, faculty, and other staff

Being the primary occupants of the selected areas, students and other
school faculty will be the ones directly affected should the institute apply the

1.4.3 Future researchers

Future researchers who may conduct similar or related studies may use
the results of this research as a reference to aid them in data gathering.

1.5 Scope and Limitation

The scope of the study covers the identification of the IEQ of the different
laboratories in the De La Salle Medical and Health Sciences Institute and will be
benchmarked against IEQ standards and guidelines. The assessment will be limited
to only the four basic indoor environmental factors, namely indoor air quality, thermal
comfort (temperature and relative humidity), lighting quality (illuminance), and
acoustic quality (noise levels and reverberation time). The models and computations
that will be used will be taken from current and/or existing standards and guidelines
for thermal, lighting, and acoustic designs.

Selected laboratories from the institute will be tested to maintain a realistic

timeframe that is appropriate for the one allotted for the study, which is only limited
to two semesters. The study shall only cover the IEQ performance of laboratories in
the academic campus, DLSMHSI, and will not cover those within DLSUMC. The results

24
will not represent the whole state of the indoor environmental performance of De La
Salle Medical and Health Sciences Institute.

Additionally, only a selected group of students, faculty, and staff will be the
variables of the study. Other research resources such as finance, equipment, and
available documents also limit the study.

The output of the present study would be a video simulation of the proposed
interventions, which would be done through the Autodesk Ecotect Analysis software.
The proposed interventions from the analyzed data would cover all the
aforementioned IEQ aspects, but will be limited to general recommendations only.
The evaluation of IEQ results would also be presented to determine if they meet the
standards required for laboratory rooms.

1.6 Definition of Terms, Acronyms, and Abbreviations

1.6.1 ANSI American National Standards Institute

1.6.2 ASHRAE American Society of Heating, Refrigerating and
Air-Conditioning Engineers
1.6.3 Acoustics Properties or qualities of a room or building that
determine how sound is transmitted
1.6.4 Acoustic Quality Quality of sound
1.6.5 Acute Developing suddenly
1.6.6 Artificial Lighting Lighting powered by electricity
1.6.7 Chronic Developing in a long time
1.6.8 CO Cardon monoxide
1.6.9 CO2 Carbon dioxide
1.6.10 Comfort State of ease
1.6.11 Contaminants A substance that is present somewhere where
it should not be
1.6.12 dB Decibels

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1.6.13 Daylight Natural light from the sun
1.6.14 Hz Hertz
1.6.15 IAQ Indoor Air Quality
1.6.16 IEQ Indoor Environmental Quality
1.6.17 Lighting Quality A concept that allows excellent vision while
providing high comfort
1.6.18 Lux A unit of illuminance
1.6.19 NC Noise Criteria
1.6.20 Parameters Measurable factors defining a system
1.6.21 Pollutant A substance that produces undesirable effects
1.6.22 SBS Sick Building Syndrome
1.6.23 Satisfaction Fulfillment of one’s needs
1.6.24 Thermal Environment Factors which will influence the acceptability
and performance of the occupants
1.6.25 Thermal Quality A condition of the mind that expresses
satisfaction with the thermal environment
1.6.26 VOCs Volatile Organic Compounds
1.6.27 Well-being Quality of being healthy physically and mentally
1.6.28 Wellness Quality of physical health

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 Chapter 2

Review of Related Literature and Studies

2.1 Review of Related Literature

2.1.1 Design approaches for promoting beneficial indoor

environments in healthcare facilities: a review (Salonen, H. et al.
2013)
In this review article, a general summary of the benefits of physical
design characteristics in healthcare facilities were provided, as well as
information on the guidelines and standards that govern them. This review has
also highlighted that further studies on the expansion of supportive indoor
environments are needed in order to guide future designs in order to attain the
optimal environment for all users.

It was also suggested that functional requirements are ought to be

integrated with the needs of its different occupants and should also respond
well to both present and future needs.

The information provided in this article can be used in this research to

provide interventions that maximize the aspects of indoor design that magnifies
health and wellbeing, while reducing or eliminating undesirable design
characteristics.

2.1.2 An Internet of Things-Based Environmental Quality

Management System to Supervise the Indoor Laboratory Conditions
(Marques, G. and Pitarma, R. January 2019)
Authors Marques and Pitarma monitored the temperature, humidity and
barometric pressure of laboratory environments in the making of this article.
They gave several recommendations: in collecting data for temperature,
measurements must be made with calibrated sensors. For humidity

27
measurements, the data collected must be done at the same altitude from the
ground as the equipment under test and, preferably, in a similar place if
possible. The authors suggested the detection of indoor building environmental
limitations and barometric fluctuations, which can be measured by placing
barometer sensors within laboratories, to get critical laboratory experiences,

The authors stressed that it is imperative to enhance the IEQ conditions

and they considered that the first step is to implement real-time observation in
order to plan interventions for enhanced living environments. Marques and
Pitarma’s recommendations on how to perform IEQ tests will be taken into
consideration throughout the data gathering process of the research.

2.1.3 The Indoor Environment Handbook: How to Make

Buildings Healthy and Comfortable (Bluyssen P. M. 2009)
This book, although a decade old, provided information about the
design, construction, and maintenance of non-industrial indoor environments.
It was divided into three parts, namely: “Part I: Humans and the indoor
environment”, which explained some basics on the human body and the indoor
environment; “Part II: Health and comfort in the indoor environment”, which
presented the history and drivers of health and comfort in the indoor
environment; and “Part III: Management of the indoor environment”, which
introduced “new” approach towards health and comfort in the indoor
environment.

In this book, the author presented positive and negative health effects
and general strategies to control environmental factors such as thermal
comfort, lighting quality, indoor air quality and acoustical quality. The data
provided by the author will serve as a guide in creating better proposed
interventions for this research.

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2.2 Review of Related Studies

2.2.1 Local Studies

2.2.2.1 A Survey of Indoor Air Quality Studies in the Philippines

(Anastacio et al. 2011)
This paper, conducted by Jonathan Anastacio, Manuel Belino, Hans
Bosshard, and Efren Dela Cruz, presents a survey of IAQ (Indoor Air Quality)
studies and related research works done in academic institutions, industry, and
government institutions which cover a range of topics which including indoor
air quality investigation or air-conditioned spaces in institutional buildings such
as libraries, laboratories, classrooms and cafeteria, and indoor air quality
investigation of commercial buildings such as shopping malls, offices and
entertainment spaces. Design of IAQ monitoring laboratory and measuring
apparatus as well as air-conditioning equipment and system was also done.

The researchers’ assessment results of the indoor quality of air-

conditioned and non-air-conditioned spaces in institutional buildings
determined the level of concentration of the chemical contaminants and
particulate matter, specifically, the level of concentration of the carbon dioxide,
carbon monoxide, sulfur dioxide, nitrogen dioxide, benzene and toluene.

2.2.2.2 Improvement of the Indoor Environmental Quality

Measurement Laboratory in Mapúa Institute of Technology
(Alcantara et al. 2017)
The group of Alcantara proposed adding new IEQ parameters to the
existing ones in the Indoor Environmental Quality Measurement Laboratory in
Mapúa. These parameters include luminescence and intake of fresh air. They
installed additional sensors for temperature, relative humidity, carbon dioxide
concentration, sound, and vibration. In addition to that, they also proposed the
automation of light and air-conditioning within the laboratory.

29
 They mostly used sensors and other electronic devices in measuring
different parameters of IEQ during their data gathering process. These
instruments include light sensors, CO2 sensors, relative humidity sensors, etc.
Their research will help this study in its own data gathering process since some
of their methods of the parameters of IEQ measurement are to be replicated
in this study.

2.2.2.3 Indoor Air Pollution in Coastal Houses of Southern

Philippines (Subida et al. 2007)
This study conducted in 2004 assessed the general practices and
perceptions of citizens residing in different places in the Southern Philippines
which were divided into three “areas”. These include Area 1 (Tawi-Tawi, Basilan
provinces), Area 2 (Sulu, Zamboanga City, Zamboanga Sib. Provinces), and
Area 3 (South Cotabato, Sultan Kudarat, Maguindanao and Davao Provinces).
It also included measurements of indoor concentrations and personal exposure
to indoor pollutants—particulate matter (PM) and carbon monoxide (CO).

Different international groups and standards were used as references in

producing relevant questions and formats for their data gathering methods,
those including the World Health Survey and the Environmental Health Project’s
Hygiene Improvement Household Questionnaire: Knowledge, Practice and
Coverage of Water Supply, Sanitation and Hygiene. The researchers wanted to
use standards that were similar to the ones being used by other major
international groups in order to provide a rational basis for comparing results.

The resources mentioned in Subida’s group’s research would greatly

help in providing a reference in creating the survey questionnaires that would
be used in gathering data for this study.

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2.2.2 Foreign Studies

2.2.1.1 Conducive Environment for Learning in a Medical

Campus. (Vineeth, A. C. 2014)
This study conducted by Vineeth, A C in 2014 compared the different
interactive spaces in various medical as well as other institutions to realize the
reasons for the provision and the design and style in which these spaces are
built. Finally, the guidelines to be considered while designing the spaces that
promotes a conducive environment for learning was derived.

Vineeth had a method of explaining numerous aspects that he planned

to integrate to his guidelines through case studies in pictures in this thesis, and
in turn learning more on how to design medical spaces. The aspects include
New Environments for Learning, Simulated Environments, Immersive
Environments, Peer-To-Peer Social Learning Spaces, etc. He used these case
studies to be able to expound his research more and add more information.

Vineeth’s methods are planned to be replicated in this proposed research

for the gathering of data, also looking into and analyzing the built spaces of
laboratories to be observed and study the occupants’ reactions to these spaces.

31
 2.2.1.2 Performance Indicators of Indoor Environmental
Quality (IEQ) Assessment in Hospital Buildings: A Confirmatory
Factor Analysis (CFA) Approach (Nimlyat, P. S., Isa, A. A., Gofwen, N.
C. June 2017)
In this study, the authors conducted IEQ assessments in three public
hospitals in Nigeria. The factors that were assessed were indoor air quality
(IAQ), thermal quality, visual quality, and acoustic quality. Key indicators of
IEQ factors of measurement in hospitals were indicated and justified.

Outcomes of this study showed that IEQ factors are constituted by the
indicator variables in the hypothesized constructs. IAQ only had a single
indicator variable (smell or odor); thermal quality had three (3) main indicator
variables (relative humidity, air velocity, and temperature); visual quality had
two (2) main indicator variables (daylight and electric light)’ while acoustic
quality had two (2) (noise level and sound privacy). The authors suggested
that annual IEQ assessments in hospital buildings can be based on the
validation of these IEQ parameter indicators.

The collection of data for the research was subjective and was done
through a developed questionnaire which based on the United States
Environmental Protection Agency’s building assessment survey and evaluation
(BASE) tool.

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 2.2.1.3 An architectural perspective on schools in the
Philippines – A research into the importance of a classroom’s physical
environment and possible improvements for a better learning
environment (Björklund, F. & Bramfors, M. May 2016)
The focus of this study was to examine and assess classrooms’ design
and physical environment in relation to the students’ learning through a field
study. Three private schools under the management of aid organizations with
Swedish connections which were located in impoverished areas in the
Philippines were chosen as their sites.

The assessment of the classrooms took into consideration different

factors such as daylight, colors, form and geometry, furniture and equipment,
aesthetics, and flexibility in order to get a deeper understanding of classroom
design. Interviews with instructors were also conducted. The main goal of the
study was to recommend a classroom design that is appropriate in the
educational perspective in a Philippine setting.

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2.3 Conceptual Framework Paradigm of the Study

RO
DATA COLLECTION
METHOD

ENVIRONMENTAL HUMAN FACTORS

FACTORS
Clothing level, metabolic
heat
OUTDOOR ENVIRONMENT
(Orientation, sun and wind
path, sources of pollutants)

INDOOR ENVIRONMENT OTHER FACTORS

(IAQ, lighting, noise, Physical health, mental
temperature, etc.)
condition

IEQ
SATISFACTION

CATEGORIZATION OF DETERMINE THE PROFILE

LABORATORIES FOR THE OF STUDENTS AND
SELECTION PROCESS FACULTY

ASSESSMENT OF THE OCCUPANT SATISFACTION

PROFILES OF THE SURVEY
LABORATORIES

COMPARISON AND EVALUATION

OF RESULTS AGAINST
STANDARDS/GUIDELINES

OVERALL USER
SATISFACTION

Figure 2.1 Conceptual Framework

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 Figure 2.1 shows that the IEQ satisfaction is influenced by the relationship
between three factors: environmental, human, and other factors. These factors can
significantly impact the users’ perceptions of the indoor environmental quality of the
laboratories.

To assess the overall user satisfaction, a process would be followed:

assessment of the laboratories and of the laboratory users. The laboratory assessment
would be done through a process of categorization of the rooms and then assessment
of the indoor environmental quality. On the other hand, an occupant satisfaction
survey would be given for the assessment of laboratory users.

Once all data have been gathered, the results would go through an evaluation:
comparison of the IEQ results against existing IEQ standards or guidelines, and
assessment of the occupant satisfaction survey to see how they affect the occupants
and gauge the overall IEQ performance and user satisfaction.

35