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RADON MITIGATION LICENSURE
A Guide to Study and Testing
IEMA
Emergency Management Agency
State of Illinois
Pursuant to:
Radon Industry Licensing Act (P.A. 90-262, effective July 30, 1997); and,
the Adopted Rule Licensing of Radon Detection and Mitigation Services,
32 Illinois Administration Code, Part 422 (1998).
Prepared by:
Brent E. Wholeben, Ph.D.
Northern Illinois University
June 2004
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MITIGATION LICENSURE STUDY GUIDE
Brent E. Wholeben, Ph.D., Northern Illinois University, June 2004
CONTENTS
Introduction ......................................................................................................... 3
Radon Mitigation Licensure .................................................................................
Radon Mitigation Professional License ..........................................................................
Radon Mitigation Technician License .............................................................................
Conditions of Mitigation Licensure .................................................................................
Continuing Education Requirements ..............................................................................
Applying for a License ....................................................................................................
How to Use the Study Guide ................................................................................
What to Study ........................................................................................................
Mitigation Learning Objectives .......................................................................................
The Mitigation Licensure Test ........................................................................................
Scoring...............................................................................................................
Radon Mitigation Competencies ....................................................................................
Components of Radon Mitigation Knowledge Base .......................................................
Area of Concentration: Definitions .....................................................................
Sample Item .........................................................................................
Area of Concentration: Designing Mitigation Systems ......................................
Sample Item .........................................................................................
Area of Concentration: Worker Health and Safety ............................................
Sample Item .........................................................................................
Area of Concentration: Measurements ..............................................................
Sample Item .........................................................................................
Area of Concentration: Radon Occurrence and Behavior .................................
Sample Item .........................................................................................
Area of Concentration: Physics .........................................................................
Sample Item .........................................................................................
Area of Concentration: Mitigation Practicum .....................................................
Sample Item .........................................................................................
Area of Concentration: Quality Control and Quality Assurance ........................
Sample Item .........................................................................................
Area of Concentration: Regulations ..................................................................
Sample Item .........................................................................................
How to Study .........................................................................................................
How to Being the Learning Process ...............................................................................
How to Read the Training Manual by SQ3R ..................................................................
What to Do While Reading the Manual ..........................................................................
How to Manage Your Time .............................................................................................
“MURDER, She Studied” ................................................................................................
How to Take the Mitigation Licensure Test ........................................................
How to Approach Objective Test Items ..........................................................................
How to Approach Problem-Solving Test Items...............................................................
Declarations ..........................................................................................................
Disability Accommodation ..............................................................................................
Academic Misconduct .....................................................................................................
Appendix ...............................................................................................................
Radon Mitigation Competency Checklist ........................................................................
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MITIGATION LICENSURE STUDY GUIDE
Brent E. Wholeben, Ph.D., Northern Illinois University, June 2004
INTRODUCTION
As stipulated by the Adopted Rule, 32 Illinois Administrative Code, Part 422 (Licensing
of Radon Detection and Mitigation Services) of 1998, the required knowledge base for
radon mitigation professional licensure comprises eight (8) units of knowledge
proficiency:
1.
2.
3.
4.
5.
6.
7.
8.
Radon Occurrence and Health Effects
Radon Entry and Behavior
Radon Measurement
Mitigation Systems
Building Investigation
Domestic Water: Radon Measurement and Control
Radon-Resistant New Construction
Worker Health
The present required training manual, UIC Radon Mitigation Course – An Illinois Specific
Course (University of Illinois, 1999), is approved by the Illinois Emergency Management
Agency (formerly Illinois Department of Nuclear Safety) and references parts of
Reducing Radon in Structures, 3rd Edition (S. Cohen & Associates, 1992). This study
guide is based upon these materials, as well as the existing mitigation licensure test
required of all individuals who seek a radon mitigation license in Illinois based upon the
Radon Industry Licensing Act (P.A. 90-262, effective July 30, 1997) and the Adopted
Rule Licensing of Radon Detection and Mitigation Services, 32 Illinois Administration
Code, Part 422 (1998).
RADON MITIGATION LICENSURE
Licensing of radon mitigation personnel exists on two separate levels: the mitigation
professional, and the mitigation technician.
Radon Mitigation Professional License
The Department shall issue a Radon Mitigation Professional license to any individual
who fulfills the following requirements:
1) Is at least 18 years of age.
2) Provides evidence of relevant work experience and education the meets any
of the following criteria:
A) At least 4 years of design and construction of buildings, or associated
heating, ventilation and air conditioning systems, or closely related
activities approved by the Department; or
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B) Documented work history approved by the Department demonstrating
completion of 50 radon mitigation installations.
3) Provides proof of successful completion of the USEPA Radon Mitigation
Course, or an equivalent indoor radon and radon progeny mitigation course
approved by the Department.
4) Has successfully completed a USEPA Radon Mitigation Examination, or an
equivalent mitigation examination approved by the Department.
5) Submits a complete and accurate application form prescribed by the
Department that includes:
A) A description of all diagnostic tests that may be performed to determine
the mitigation strategy and any other radon related services offered;
B) A description of all mitigation system designs or strategies offered.
Materials and design controls shall be included in the professional
licensees' quality assurance program description;
C) A worker protection program description acceptable to the Department, to
be followed when performing mitigation installations, that includes, but is
not limited to:
i)
Procedures to keep radiation exposure to workers as low as
reasonably achievable;
ii)
Methods to follow to reduce or minimize the radon or radon
progeny concentrations in the work area;
iii)
Methods to ensure appropriate safety equipment such as hard
hats, face shields, ear protection, steel-toed boots and protective
gloves are available on the job site during cutting, drilling,
grinding, polishing, demolishing or other activities associated with
radon mitigation projects;
iv)
Methods to ensure all electrical equipment used during radon
mitigation projects is properly grounded and that any circuit used
as a power source is protected by Ground-Fault Circuit
Interrupters (GFCI);
v)
Methods to ensure ladders or scaffolding is safely installed and
operated, as needed for the mitigation project;
vi)
Procedures to ensure work areas are ventilated to reduce worker
exposure to less than 0.3 WL (30 pCi/L of air) and to reduce
worker exposure to dust or other airborne pollutants;
vii)
Procedures to ensure availability of type A, B and C fire
extinguisher(s) in the immediate work area;
viii)
Procedures to ensure mitigation work shall not be conducted in
any work area within a school, commercial building or 10-unit (or
greater) apartment building where it is suspected that friable
asbestos may exist, and be disturbed, until a determination is
made by an Illinois Department of Public Health Licensed
Inspector that such work will be undertaken in accordance with
applicable asbestos regulations; and
ix)
Procedures to ensure workers are provided Material Safety Data
Sheets (MSDS) and trained in applicable safety procedures for
each sealant, adhesive, paint or other substance used in the
mitigation project that may be hazardous to health.
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D) A quality assurance program description acceptable to the Department
that includes, but is not limited to:
i)
A policy statement committing to provide quality work, signed and
dated by the applicant;
ii)
Requirements for personnel qualification and training;
iii)
Procedures for procurement of items and services;
iv)
Procedures for maintaining records;
v)
Procedures for calibration and testing of instruments; and
vi)
Standard operating procedures.
6) An individual requesting renewal shall submit evidence of meeting the
continuing education requirements in Section 422.80.
Radon Mitigation Technician License
The Department shall issue a Radon Mitigation Technician license to any individual
authorizing work under the general supervision of a Radon Mitigation Professional
licensee, if the applicant meets the following requirements:
1) Is at least 18 years of age.
2) Provides proof of successful completion of the USEPA Radon Mitigation
Operators Course, or an equivalent indoor radon and radon progeny mitigation
course approved by the Department.
3) Has successfully completed a USEPA Radon Mitigation Examination, or an
equivalent examination approved by the Department.
4) An individual requesting renewal shall submit evidence of meeting the continuing
education requirements in Section 422.80.
Conditions of Mitigation Licensure
The conditions of mitigation licensure cover 12 issues:
1. Any person licensed by the Department to perform radon mitigation shall perform
in accordance with the mitigation protocol provided in Section 422.130 of this
Part as applicable to the mitigation type performed and the device(s) used.
2. Any person licensed by the Department to perform radon mitigations shall use
devices approved by USEPA or the Department to measure radon and radon
progeny.
3. Any person licensed by the Department to perform radon mitigation shall perform
in accordance with the mitigation standards provided in Section 422.150.
4. Licensees shall provide adequate equipment for worker protection to keep
exposures to radon or radon progeny as low as reasonably achievable.
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5. Licensees shall provide basic training to all employees on safety and operational
policies and the proper use of equipment.
6. No unlicensed employee shall perform radon mitigation activities without the
direct on-site supervision of a licensed individual.
7. Within 45 days after providing post-mitigation testing, the individual providing the
service shall report the results in picocuries per liter (pCi/L) to the owner of the
building, its representatives or the client.
8. Licensees shall comply with all applicable Occupational Safety and Health
Administration (OSHA) standards and guidelines relating to occupational worker
exposure, health and safety.
9. Radiation exposure shall not exceed 30 pCi/L or 0.3 WL, based on continuous
workplace exposure for 40 hr/week, 52 weeks per year and shall not exceed 4
working level months (WLM) over a 12 month period, using an equilibrium ratio of
50 percent to convert radon exposure to WLM.
10. Radiation exposure shall be tracked, recorded and reported annually to the
workers. Radiation exposure records of personnel shall be retained for inspection
by the Department.
11. Records of radon measurements, mitigations, quality assurance programs,
calibration measurements, equipment repairs and worker protection plans shall
be retained by the licensee for a least 5 years or the length of time of any
warranty or guarantees, whichever is longer.
12. No person shall interfere with, or cause another to interfere with, the successful
completion of a radon measurement or the installation or operation of a radon
mitigation.
13. The radon laboratory licensee shall notify the Department in writing within 5
working days when it loses or replaces the individual named in Section
422.60(e)(2)(A).
Continuing Education Requirements
All applicants for renewal of individual licenses shall provide evidence of having
participated in an approved program of continuing education as indicated below.
1. The required effort in continuing education per 2 year period for each category of
license issued is as follows:
a. Radon Measurement Professional 16 credits (8 Category II)
b. Radon Measurement Technician 8 credits
c. Radon Mitigation Professional 16 credits (8 Category II)
d. Radon Mitigation Technician 8 credits
e. All applicants for individual licenses shall provide evidence of participating in an
approved program of continuing education as indicated in subsection (a). All
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credits are Category I, unless otherwise noted. Category I can be substituted for
Category II.
2. Continuing education credits may be obtained via participation in courses,
teaching approved courses, and by documented attendance at seminars or
meetings of professional organizations. To obtain credit for attendance at
seminars and meetings, licensees shall submit a copy of the agenda and the
sign-in sheet or other similar proof of attendance.
3. For Radon Measurement Professionals and Radon Mitigation Professionals, at
least 8 of the required 16 continuing education credits (CECs) shall be in
approved radon courses.
4. The basis for a unit of continuing education credit shall be the contact hour (50
minutes) of lecture. Activity other than lecture shall be submitted to the
Department for evaluation in accordance with Section 422.85.
5. Licensees shall submit required documentation for CECs at the time of renewal.
6. Continuing education credit for courses shall be given for courses approved by
USEPA or the Department in accordance with the procedures specified in
Section 422.85.
7. For courses not approved by USEPA or the Department, a licensee may submit
the information required by Section 422.85 to the Department for approval. Such
documentation shall be submitted at least 180 days prior to license expiration.
Applying for a License
The first step in applying for a Professional or Technical License is to complete a DNS
approved Qualification Course. For complete information, see details contained on:
http://www.state.il.us/idns/html/radon/applylic.asp
Information on radon courses offered in the State of Illinois may be accessed through:
http://www.state.il.us/idns/html/radon/availpub/rdnmmcs.asp
Application for the measurement licensing examination may be accessed through:
http://www.state.il.us/idns/pdfs/radonPDF/2004Mitigation_License_App.pdf
An applicant must have successfully completed both an Illinois approved specific
qualification course and the license exam in the license category prior to submitting an
application. Professional license applicants must include in their license application
package a Quality Assurance program and Worker Protection Plan. Additional
information regarding Quality Assurance Guidance documentation is accessible through:
http://www.state.il.us/idns/pdfs/radonPDF/IEMA%20084.pdf
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HOW TO USE THE STUDY GUIDE
This study guide is intended to augment your other training materials and instructional
process – not substitute for them. Careful use of this guide will increase your learning,
decrease your study time, and enhance your chances for passing the licensure test on
the first trial. You may have heard from others that the licensure test is difficult, and that
failing to study is a ‘sure way’ to court disaster. Believe them!
The first major section of this guide, Radon Mitigationt Licensure, should have convinced
you that the State of Illinois is very careful about who will be licensed as a radon
mitigation professional, what a professional licensee must know, and how important it is
for that licensee to value their knowledge. The sections which follow are intended to
help you learn the required information as well as prepare for the licensure test;
furthermore, these sections hope to convince you that the role of a radon mitigation
professional is an important part of public health, welfare, and safety in your community..
The next section, What to Study, is the crux of this guide. Each of the nine (9) targets of
learning (learning objectives) is laid out for you in detail. Next, the licensure test is
examined briefly, so that you keep in mind, that no matter how much you think you
know, the test will be the ultimate ‘gatekeeper.’ Individual competencies are then listed
in detail so that you know exactly the types of knowledge you must acquire to be a
successful licensed radon mitigation professional.
Furthermore, each of these
competencies is delineated into specific types of information or skill that a licensed
professional must be able to understand or perform, respectively. These competencies
are segregated by each of the areas of concentration associated with the radon
mitigation licensing knowledge-skill base. . A sample test item follows each competency
subsection.
The section, How to Study, may be the most important part of this guide. Read it
carefully, and before your actual training period begins. This section seeks to help you
learn by being an active participant in the teaching-learning process. This section
covers hints as to how to read your materials, how to take notes, how to review and quiz
yourself, so that you can accurately monitor your progress, and lastly, how to best utilize
your limited time to prepare for the licensing test.
Speaking of the test, the next section, How to Take the Mitigation Licensure Test,
presents strategies for negotiating the objective and problem-solving (computation)
items contained in the test. Remember, passing a test involved two separate kinds of
knowledge: knowing what the test is testing, and knowing how the test is testing you.
(Learn to say this sentence 3 times, real fast, and be the hit at your next cocktail party.)
The Declarations section provides what are intended to be sensitive solutions to
sensitive issues and/or situations.
Lastly, the Checklist, located in the Appendix, will serve as a roadmap or blueprint for
you throughout the teaching-studying-learning process. Review the elements of the
checklist thoroughly, then use it to organize your learning. Check-off each element as
you encounter it in the learning protocol. Write down page numbers from your training
manual in the margins of the checklist to remind you where to return to in order to review
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materials prior to the test. If you feel confident with each of the items listed in the
checklist before your take the licensing test, you will be confident when you sit down to
test, and thus will optimize your testing performance outcome. Trust me – this works!!!
A final comment … This guide has been developed to help you – Yes, to pass the test! –
but maybe even more so to learn all that you can about radon measurement, to value
everything you learn, and to be the best measurement professional you can reasonably
be in your community. Radon is harmful, real people are the subjects of that harm, and
you can be the one to make all the difference. Is this not reason enough to be the best?
WHAT TO STUDY
The goal of study is to insure that an individual: (a) learns and understands each of the
elements of the knowledge base; (b) values and is able to apply (practice) each of these
knowledge base elements, in terms of why it is necessary to know such material
thoroughly; and, (c) prepares (the learner) for the testing process that will ultimately
decide if the learner is licensed to practice the knowledge learned. “Studying” is an
active, not passive, process of learning.
Mitigation Learning Objectives
The radon mitigation professional knowledge base satisfies seven (7) learning objectives
for the prospective licensure candidate. Each successful candidate will have the ability
and utility to address each of the following objectives:
1. To define the elements and components of radon and radon mitigation, using
appropriate labels, terms, and wording, as well as possessing the ability to
communicate effectively such definitions to others.
2. To design mitigation systems that effectively, efficiently, and economically reduce
radon levels, including the necessary diagnostic testing, monitoring, and
validating of radon presence.
3. To insure worker health and safety through structured, documented programs of
equipment use, situational decision making, and environmental considerations.
4. To measure relevant properties of radon, utilizing appropriate scales of
measurement, interpreting both status and progression (change), as well as
possessing the ability to interpret such measurements validly and reliably.
5. To forecast how radon occurs, when and where, and why, as well as predicting
how this element will behave at different times, in different places, and/or under
different circumstances.
6. To apply the relevant laws and elements of physical science to the radon
mitigation process, as well as understanding the role of physical science in both
the introduction and presence of radon in the environment.
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7. To provide a structured period of practical experience and skill development for
the purpose of preparing professional mitigators to operate independently within
the limits of existing regulations.
8. To model the required elements of quality control and quality assurance
throughout the mitigation process as a continuous part of the mitigation protocol,
as well as the inherent values of a quality controlled approach to professional
mitigation.
9. To comply with existing laws, regulations, and other established procedural
requirements associated with radon mitigation, as well as emulate the
importance of legal oversight of radon-related activities.
The Mitigation Licensure Test
The radon mitigation professional licensure test is a 100-item test that measures the
candidate’s knowledge in nine (9) general areas of concentration. The test is timed,
allowing for a maximimum of 1.5 hours testing time.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Definitions (10)
Designing Mitigation Systems (13)
Worker Health & Safety (10)
Measurements (13)
Radon Occurrence & Behavior (9)
Physics (11)
Mitigation Practicum (12)
Quality Control & Quality Assurance (8)
Regulations (14)
This is a multiple choice examination with 2-4 choices per question. Some questions
require mathematical computation. Examination questions have been written to provide
only one BEST answer and are NOT written as trick questions. All correct answers have
equal value and there are no score reductions for wrong answers. Therefore, all
examination questions should be answered. Ample time is provided to answer all
examination questions, so be sure to read each question and its four choices completely
and carefully before selecting the BEST possible answer to the question.
Scoring
Each item is worth 1 point towards the final score. A summary score of 70% items
correct, or greater, is evaluated as ‘passing.’ Unanswered items are scored as incorrect.
No partial credit is given.
Radon Mitigation Competencies
Each of the 9 areas of the radon mitigation professional licensure test is assessed by
means of several test items, addressing one or more competencies, the number of
which (items) are shown below as individual questions within the test. A mitigation
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licensee presupposes knowledge proficiency in both measurement professional and
mitigation professional skills levels. Therefore, a mitigation professional is expected to
be well grounded in measurement knowledge as well as the fundamentals of mitigation.
1. Definitions (10)
Measurement Competencies: The radionuclides family; Relating measured values to
true and target values; Quality control devices; Calibration and analytic accuracy;
Chemical properties of element and particle; Sections of the residence and building; Air
flow and movement, internal v. external.
Mitigation Competencies:
System design and modification; On-site supervision;
Diagnostic testing; Construction and airflow; Decay products; Continuing education.
2. Designing Mitigation Systems (13)
Mitigation Competencies:
Variances in design through innovation; Structure
investigation; Spillage and contamination; System design; fans, exhausts, and vents;
Retardant membranes and depressurization; Excavation.
3. Worker Health & Safety (10)
Mitigation Competencies: Worker safety programming; Ventilation; Electrical equipment
use; Exposure and reporting; Standards and guidelines; Asbestos interrelationships;
Information declarations to client; Protection plans; Minimization of threat.
4. Measurements (13)
Measurement Competencies: Working levels (WL); Attachments to solids by radon
decay; Passive detectors; Testing of water; Relative percent difference computation;
Documentation requirements; Testing by home owner; Occupied homes.
Mitigation Competencies: Passive detectors; Post-mitigation calculations; Location of
devices; Real estate transactions; Homeowner measurement; Minimal requirements for
interpretation; Reporting results.
5. Radon Occurrence & Behavior (9)
Measurement Competencies: Natural v. man-made radiation; Radon exposure and
related health effects; Interpretation of radon measurements; Radon, decay products,
and progeny; Equilibrium ratios; Radon inhalation and filter respirators; Concentration
gradients and air flow pressure; Air flow and ventilation rate as related to house structure,
temperature difference, and soil; Chases and radon presence; Basement and
foundations; Simple air contaminant/ventilation rates and radon.
Mitigation Competencies:
Transport mechanisms; Infiltration rates; Forecast of
concentrations; Contributors – single v. multiple source; Environmental conditions and
interrelationships; Filtered respirators; Equilibrium calculations.
6. Physics (11)
Measurement Competencies: Radiation; Qualities of radon; Structure of the atom;
Atomic decay and radon decay products; Computations based upon picocuries per liter of
air (pCi/L).
Mitigation Competencies: Damage to lung tissue; Concentration computation vis-à-vis
work levels; Progeny; Working level computation; Dynamic equilibrium; USEPA risk
estimate; Simultaneous measurements in open v. closed structures; Common hazards;
Plate-outs.
7. Mitigation Practicum (12)
Mitigation Competencies: Operating costs by amperage and KWH; Mitigation design by
foundation type; Vent pipes; Installation requirements; Carbon monoxide detection and
sealing; Use of PVC pipe; Devices measuring pressurization; Sealing of entry points;
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Primary suction points; Sealing of planned cracks; Pedestal pumps and mitigation
systems.
8. Quality Control & Quality Assurance (8)
Measurement Competencies: Goals; Planning and documentation; Bias and precision;
Spiked measurement; Field blanks; Control limits.
Mitigation Competencies: Licensing requirements; Equipment calibration; Diagnostic
indicators; Assurance goals and objectives; Elements of assurance program;
Responsibility to client; Continuing education.
9. Regulations (14)
Measurement Competencies: Radon Industry Licensing Act (RILA), Section 44/40;
Adopted Rule, 32 Illinois Administrative Code, Part 422; Radon Measurement
Professional License; Application, conditions, and exemptions; Requirements for
renewal; Violations, suspension, revocation, or non-renewal; Radon Measurement
Technician License and authorization to work; Requirements of mitigation systems;
Quality assurance in licensing.
Mitigation Competencies: Design of sump pit covers; Labeling; Maintenance of system;
Responsibilities to client; Licensing of technicians; License suspension or revocation;
Skeletal or passive systems; System components; Discharge; Venting pipe supports;
Electrical requirements; Retarder membranes; Existing HVAC systems; Plastic vent
pipes.
Each test item addresses one (or more) of the elements of knowledge which a mitigation
professional must understand (see learning objectives), in order to be both effective and
successful.
Components of Radon Mitigation Knowledge Base
The areas of knowledge required of an effective and successful radon mitigation
professional address several important points of information, including:
 What a radon mitigation professional must know.
 Why such knowledge is important.
 What to do, when and where, under different circumstances; and how to decide
which approach is best.
 Who to include, or involve, in the mitigation process, as necessary.
In addition, the mitigation professional must be well grounded in all aspects – knowledge
and skill – of the licensed measurement professional. Therefore, knowledge in
mitigation presupposes knowledge in measurement.
Area of Concentration: DEFINITIONS
The radon mitigation professional must have a functional understanding of elements of
radon and mitigation, particularly in terms of the labels (definitions) used, what each
definition is, what it means, and how to communicate effectively with others by using
such labels or definitions. Definitions may be related to a person, place, thing (object),
or element in time related to the mitigation process.
Definitions address each of the following areas of knowledge.
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 Revision or modification of a mitigation system or mitigation system design.
 "Direct-on-site supervision.”
 Continuing education credits received for documented participation in approved
training.
 Diagnostic testing.
 Systems installed in new construction using convective airflow.
 Names for parts of a constructed house.
 Radon gas sources.
 Directional movement of house air based upon outside temperature and weather.
 Radon including Radon Decay Products.
[Sample Item]
Which of the following should a worker wear while operating a rotary
hammer with a core bit?
A. Hearing protection.
B. Impact resistant eyewear with side shields.
C. Protective footwear.
D. All of above.
Area of Concentration: DESIGNING MITIGATION SYSTEMS
The radon mitigation professional must have a functional understanding of elements in
the planning, design, and implementation of mitigation systems, given the various
components involved in the mitigation process.
Designing mitigation systems addresses each of the following areas of knowledge.
 Authorized variances when contractors install research, innovative radon
reduction techniques or otherwise deviating from the mitigation standard.
 Elements of a building investigation.
 Diagnostic tests required prior to initiating any radon mitigation work.
 Building where confirmed spillage from any natural combustion appliance occurs.
 Requirement of radon mitigation system design.
 Exhaust ports in mitigation systems.
 Length of main run of vent pipe, from primary suction point to exhaust.
 Installation and/or mounting of radon vent fans.
 Plastic sheeting installed in crawlspaces as soil gas retarder membrane.
 Amount of material excavated from below slab penetration point of a sub-slab
depressurization system.
 Crawlspace depressurization with/without the use of a soil gas retarder
membrane.
 Diagnostic testing indicates when radon mitigation system draws outside air from
a drain line to daylight.
[Sample Item]
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If you place a suction point in a floor that had ducts in the floor, what is
an unseen drawback?
A. Drawing heating and cooling from the house.
B. Drawing heating, not cooling, from the house.
C. Drawing cooling, not heating, from the house.
D. None of the above.
Area of Concentration: WORKER HEALTH AND SAFETY
The radon mitigation professional must have a functional understanding of elements
involved in worker health protection and safety planning, including the type of site,
presence of routine v. special hazards, and factors related to radon presence.
Worker health and safety addresses each of the following areas of knowledge.










Worker Protection Programs and ventilated work areas.
Electrical equipment used during radon mitigation projects.
Reporting radiation exposure to workers.
Standards and guidelines relating to occupational worker exposure, health and
safety.
Mitigation work conducted in a school or commercial building where friable
asbestos may exist.
Radiation exposure to radon professionals' employees.
Information provided by licensee in writing to client, at the time of a mitigation
system proposal.
Responsibilities to workers on mitigation projects.
Worker protection plans and potential exposure to workers.
Reduction or minimization of radon or radon progeny concentration in work
areas.
[Sample Item]
Why is a nonconductive ladder the best for mitigation?
A. Slipping hazards.
B. Electrical hazards.
C. Extension hazards.
D. Ease of use.
Area of Concentration: MEASUREMENTS
The radon mitigation professional must have a functional understanding of how radon is
measured and mitigated, associated scales of measurement and their reading levels, the
interpretation of collected reading data, and the design of alternative mitigation systems
thereto.
Measurements addresses each of the following areas of knowledge.
 Multiple simultaneously placed passive detectors based upon type of housing
construction.
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 Post-mitigation measurements to insure effectiveness after permanent radon
reduction system installed.
 Measurements performed by licensed mitigator at the address of his/her
mitigation installation.
 Measurement location.
 Temporary radon reduction measures.
 Measurement devices used for simultaneous testing.
 Real estate option measurements.
 Initial short term measurement made by homeowner.
 Location of post-mitigation measurements.
 Performance of post-mitigation measurements.
 Minimum measurement interval and radon concentration levels for appropriate
interpretation.
 Reporting measurement results.
[Sample Item]
Knowing all the results of a properly performed measurement helps the
mitigator:
A. Construct the required source graphs.
B. Confirm the validity of the measurement profession’s role.
C. Properly design the mitigation system.
D. Eliminate any conflict-of-interest bias on the mitigator’s part.
Area of Concentration: RADON OCCURRENCE AND BEHAVIOR
The radon mitigation professional must have a functional understanding of how, radon
occurs, when and where, and (then) how radon behaves as a physical entity.
Radon occurrence and its behavior address each of the following areas of knowledge.





Dominant radon transport mechanisms.
Radon infiltration rates into the average home.
Prediction of potential radon concentrations in a building.
Contributors of radon.
Addition to indoor air radon concentration for radon in the water supply in the
home.
 Environmental conditions affecting the indoor radon concentration.
 Filter respirator as protection for mitigation workers.
 Calculation of equilibrium ratio [(WL(100) / ER) = pCi/L] from amounts of radon
concentration and radon decay product concentration.
[Sample Item]
Driveways and concrete patios adjoining the home can cause radon to
build up under these areas and then enter the home through foundation
walls.
A. True.
B. False.
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Area of Concentration: PHYSICS
The radon mitigation professional must have a functional understanding of physical
science as related to radon and measurement, particularly in terms of the laws of
physics governing radon, its measurement, and subsequent mitigation.
Physics addresses each of the following areas of knowledge.








Damage to lung tissue from types of radiation from radon decay products.
Computation of radon concentration based upon amount of work levels (WL).
Radon progeny and alpha radiation.
Working Level Month measures.
Radon-222 half-life.
Radon and reach dynamic equilibrium
USEPA's risk estimate for radon exposure.
Simultaneous measurements of radon & radon decay products made in a room
in a house that was closed for 12 hours. The equilibrium ratio in the room was
25%. Which of the following conditions is most likely causing the equilibrium ratio
to be lower than 50%
 Common hazards.
 Room fans exchanging inside/outside air and equilibrium ratios; plate outs.
[Sample Item]
Which of the following types of radiation from radon decay products
causes the most damage to lung tissue?
A. Gamma.
B. Beta.
C. Alpha.
D. Chi.
Area of Concentration: MITIGATION PRACTICUM
The radon mitigation professional must have a functional understanding of the standard
devices and/or instrumentation that measure radon, their use(s) and upkeep, and the
validity and reliability issues associated with each device; and therefore the ability to
utilize each device and/or instrument for mitigation purposes.
Mitigation practicum addresses each of the following areas of knowledge.
 Operating costs for common fan based upon amp draw and kwh expenses.
 Mitigation designs based upon characteristics of basement, graded area slab,
and crawlspace.
 Use of interior radon vent pipe
 Requirements of mitigation installation.
 Carbon Monoxide detector and corrective seals.
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 Use of Schedule 40 PVC pipe.
 Devices for indicating sub-slab air pressures during the performance of
communication tests.
 Sealing radon entry points during the installation of an Active Soil
Depressurization system.
 Placement of primary suction points.
 Sealing cracks in block walls or concrete floors and walls when installing a radon
mitigation system.
 Use of pedestal sump pumps in mitigation systems.
[Sample Item]
Depressurizing an inaccessible crawl space could:
A. Decrease radon levels in basement.
B. Modulate radon levels to higher areas in structure.
C. Invalidate one or more measurement readings.
D. Increase radon levels in basement.
Area of Concentration: QUALITY CONTROL AND QUALITY ASSURANCE
The radon mitigation professional must have a functional understanding of the elements
of quality control in the mitigation process, and the assurance of quality standards
throughout, in order to insure valid and reliable practice.
Quality control and quality assurance address each of the following areas of knowledge.
 Quality assurance programs as a condition of licensure.
 Calibration of radon measurement equipment used during diagnostic testing.
 Maintenance by mitigation licensees of records required by their quality
assurance program.
 Objective of quality assurance .
 Elements of a quality assurance program.
 Licensee responsibility to client at the completion of a mitigation system
installation.
 Continuing Education Credits (CEC's) per 2 year period for Mitigation
Professionals and Technicians.
[Sample Item]
Mitigation Licensees shall maintain the records required by their Quality
Assurance Program for ___, or for the period of any warranty or
guarantee.
A. 1 year.
B. 2 years.
C. 3 years.
D. 4 years..
Area of Concentration: REGULATIONS
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The radon mitigation professional must have a thorough understanding of the elements
of both State of Illinois and federal regulations and standards associated with the
mitigation of radon.
Regulations address each of the following areas of knowledge.
 Design of sump pit covers in terms of airtight sealing and maximum support
weight.
 Information on system description labels.
 Maintenance on a mitigation system installed prior to the Adopted Rule.
 Responsibilities to clients regarding test result interpretation, health risks, and
documentation.
 Radon Mitigation Technician licensees.
 IDNS refusal, suspension, probation, or revocation of license.
 Passive or skeletal new construction systems installed in new construction.
 Components of mitigation systems.
 Point of discharge from a fan-powered soil depressurization system.
 Installation of supports for radon vent pipes.
 Electrical requirements in Adopted Rule.
 Soil gas retarder membranes used in crawlspaces for sub-membrane
depressurization.
 Modifications to an existing HVAC system that are proposed to mitigate elevated
levels of radon.
 Plastic vent pipes in mitigation systems.
[Sample Item]
The acceptable conduct for transporting the radon level above the roof
line may be the use of:
A. 4x3 downspout or PVC pipe.
B. 3x4 downspout or PVC pipe.
C. 3x4 PVC pipe only.
D. None of the above.
HOW TO STUDY
Effective learning can only take place through effective study – nothing comes easy to
anyone. Studying is a science, not an art, and those individuals who develop good
habits in studying will optimize their learning and minimize the time necessary to learn.
How to Begin the Learning Process
Here are 10 tips to get you help you take the first “correct” step in the learning process.
1. Make and keep a study schedule. Set aside certain hours each day for class
assignments. Keep the same schedule regularly day to day. The amount of time
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needed for study will vary with the individual student and the courses on his or
her schedule.
2. Study in a suitable place -- the same place every day. Is concentration one of
your study problems? Experts state that the right surroundings improve
concentration ability. Also, study desks/tables should be located in a quiet place
-- free from distractions.
3. Organize all material before starting. Your study area should have certain
standard equipment -- paper, pen, resource books, calculator, etc. This will
eliminate unnecessary interruptions.
4. Don't wait for inspiration to strike -- it probably won't. We can learn a lesson
about studying from observing an athlete. Can you imagine seeing an athlete
who is training for a mile run sitting on the field waiting for inspiration to strike
before beginning to practice? Like an athlete, it is necessary to get in training for
exams by doing things on a regular basis.
5. Keep an organized notebook. Research shows that there's a definite relationship
between the organization of a student's notebook and the grades he/she makes.
Set aside a special section for each course.
6. Keep a careful record of assignments. Why lose time phoning all over town or
campus to find someone who knows the assignment? Write it down -- in detail -in a designated place in your notebook. Knowing what is expected and when
you are expected to do it is the first step toward completing the assignment.
7. Use "trade secrets" for successful study. For example:
 Flash Cards. Use a 3" x 5" card to learn specialized vocabulary. On the


front write the term; on the back, write the definition or an important fact
about that term. Carry your flash cards with you. Periodically take them
out and quiz yourself.
Divided Page. Draw a dividing line down the center of a sheet of
notebook paper. Write important questions on the left side and the
answers on the right. Use the "self restriction" method of study. Cover
the right-hand side and try to give the answer. Then check and recheck
until you're sure you know the material.
Cover Card. As you are studying, look over your notebook or textbook
and read what you are trying to memorize. Use the cover card to conceal
what you've just read -- try reciting or writing the facts from memory.
Check until you are sure you have mastered the facts.
8. Insure against forgetting -- take good lecture and text notes. Learn to take
lecture and text notes efficiently as your instructors stress important points in
class and as you study your assignments. Good notes are imperative for justbefore-test reviewing. Without notes, you will often need to reread the whole
assignment before a test.
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9. How can you remember what you've studied? One secret of remembering is over
learning. Psychologists tell us that the secret of learning for the future is over
learning. Over learning is continuing your study after you have learned the
material well enough to barely recall it.
10. Frequent reviews pay off -- in knowledge, grades and credits. Without review,
the average student can forget 80% of what was read -- in just two weeks! Your
first review should come very shortly after you study material for the first time.
(University Study Center, University of North Dakota, 1997)
How to Read the Training Manual by SQ3R
The SQ3R (Survey-Question-Read-Recite-Review) method is a means of study that
outlines in concrete form some of the techniques you have already been using in your
study habits, but it adds some techniques that you may not know. The SQ3R method
gives you a definite outline of a study procedure, proven useful to those who practice it.
SQ3R has been developed and experimentally shown to be successful.
1. Survey
Take a minute or two to do the following (look for summaries):
 read the title of the chapter, what do you already know about the subject?
 read the introduction
 read all headings and sub-headings
 look to pictures, tables and graphs, what do they have to say?
 read the summary
 read any questions, terms or other important material at the end of the
chapter.
The purpose of the survey is to provide a broad view of what the author is trying to
say or achieve in the chapter, by surveying you will have a notion of what the broad
idea is.
2. Question
Ask yourself questions based on the text, using boldface headings such as
Radon Occurrence and Health Effects. Turn this into active questioning
sentences, such as:
 How does radon occur?
 Where does radon occur?
 What are the effects upon health of radon?
 Are these effects different due to when or where radon might occur?
3. Read
By now you are reading, not passively, but actively with certain definite questions
in mind, and attempting to answer these questions and to organize the material.
Read only to the end of each headed section. Can you answer your questions
from step 2?
4. Recite
For each of the questions in step 2 you have written down, can you look away
and answer out loud each question? If you cannot answer it from your notes,
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mark it so that you can listen especially for that point in class. Once answered,
simply move to next step-2 question, answer it out loud and so on until you get to
end of the chapter.
5. Review
First: upon completion of the study session, review what was covered, -- repeat
the process until you can answer every question that you posed. Then, second,
repeat this process once a week until you are tested on the material. Always
review material at the end of every week.
6. Additional sources of questions:
 Tables and graphs. These are important summaries of material and you
should turn their headings into question, if possible, or ask yourself questions
about them.
 Italicized phrases. These the author considers important and you should, too.
Ask yourself questions about them.
(Richard H. Anderson, University of Colorado at Denver, 1997)
Now repeat the steps: QUESTION, READ, RECITE, and REVIEW on each succeeding
headed section. That is, turn the next headings into a question, read to answer that
question, and recite the answer, followed by a brief review. Read in this way until the
entire lesson is completed. Question yourself from the chapter summary also.
Is the SQ3R method an easy way to study? No, it is not. It is an easy technique to
understand and to memorize, but it will call for deliberate effort on your part to practice
these techniques regularly. It will not be easy to learn to apply it, because your old, more
passive habits of reading will interfere with the active effort to study at first. But you can
learn to apply the SQ3R method successfully and you will find it rewarding.
What to Do While Reading the Manual
Skillful, purposeful marking of your textbook is much more useful than taking copious
chapter notes. In fact, it is the most efficient aid for retention and review that you can
devise. A well-marked chapter can be reviewed in less than half the time it would take to
re-read it entirely, and your review will be far more effective. The main points, main
supporting details, the relationship between ideas, all jump to the eye; you don't need to
re-study unless you can't recall the meaning of a marked passage. In that case, you
quickly skim to refresh your memory.
It has been shown that the student who takes lengthy, detailed chapter notes is an
inefficient student. He/she could spend less time and get more out of it by applying the
SQ3R method to the textbook and then marking the important points and making brief
notes right in the book. Of course, to be an effective aid to review, the marking must be
done in a methodical purposeful way. Many students read, pencil in hand, and simply
underline anything that seems important or interesting at the time. This actively keeps
them busy and may help them concentrate, but unfortunately it is no help later on. Bear
in mind, then, that your markings are your guide to review.
Here are 8 hints on how to become a successful textbook marker:
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1. WAIT to start marking until you have read and thoroughly understood the chapter
or a significant portion of it. Then GO BACK and mark the MAIN POINTS in any
fashion you choose, so long as it is consistent; underlining, Roman numerals in
the margin, key words in the margin, etc.
2. Be sure to indicate not only the main ideas but the relationships between them.
Doing this may require you to scrawl a word or two in the margin, or use little
arrows to connect points, or use a series of numbers and letters, or circle key
transitional words. Identify cause and effect, steps in a process, significant
contrasts, etc. in this way.
3. If you feel you also need to note subordinate points and key details, such as the
proofs the author advances for a given generalization, note them economically,
for instance with little circled numbers, combined with the barest minimum of
underlining of key words.
4. Use a variety of marks, use them consistently. You may want to underline main
ideas, circle important names and dates, or use brackets and marginal notes for
an entire key paragraph.
5. Summary words or phrases in the margin, or at the top or bottom of the page, are
helpful. In a well organized text, you can with practice, formally outline the
chapters right in the margins, with Roman numerals and letters and a word or
two of comment.
6. Use the inside front or back covers to keep a running glossary of formulas,
terminology, etc. and the page numbers on which they are defined.
7. Whatever system you use, (you will work out your own system depending on the
nature of the course and the textbook), DON'T OVERDO IT. Don't mark up the
page just to convince yourself that you are studying. Make your marks simple
and have a good reason for every mark you make. On sheets of paper that are
smaller than the pages of the book, write long thoughts or summaries; then insert
them between the pages.
8. It is a good idea, if you have time, to review your markings immediately after you
finish the assignment, before you close your book. This retards the inevitable
forgetting, and leaves you with the main points in mind.
(Richard H. Anderson, University of Colorado at Denver, 1997)
How to Manage Your Time
Here are 12 hintss to help you study effectively and efficiently, while economically
managing your time so that you do not waste time during the process of study:
1. Plan a definite time for studying each day. This will discourage procrastination
and prevent that pile-up of work.
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2. Shorten your study time by knowing the purpose of each assignment, what to do,
and how to do it before you leave class. Keep a record of all assignments in a
special section of your notebook.
3. Predicting the amount of time needed for each assignment causes you to work
harder so that you save time. By timing your assignments, you are more likely to
concentrate and less likely to become bored.
4. Time yourself to see how long it takes you to read five pages of your textbook or
a paperback. This will help you estimate the time needed to complete a reading
assignment. Because a textbook is loaded with information, you may have to
read some sections more than once. Allow time for reflecting on what you read.
5. Pay attention to charts and diagrams. They can be shortcuts to understanding.
6. When a reading assignment is made, you can expect to have a discussion of the
material or a quiz in class. Take a little time to review just before class so that
you are ready to participate.
7. Every time you study, spend ten minutes in review of previous assignments.
These refresher shots are the secret for long-term memory. This habit of frequent
review also results in less time needed for study for a major test.
8. Use daytime for study if possible. At night you are likely to be less efficient.
9. After studying about forty minutes, take a five minute break. This refreshes your
mind so that you can concentrate better and finish faster.
10. Setting a stopping time at night will encourage hard work in anticipation of being
through by ten o'clock or whatever time you set. Sometimes you may even beat
the clock. The increased impetus helps you concentrate.
11. Don't cram for hours the night before a test. Instead, distribute your study in halfhour segments over a period of days.
12. Since learning is cumulative, new ideas must be incorporated with previous
learning from lectures, readings, and lab experiments. You have to continuously
make the connections and associations in your own mind. Putting it all together is
easier if you schedule time daily to read, to think, to reflect, to review. Improved
learning is the natural result of this approach to using your time.
(University Study Center, University of North Dakota, 2002)
“MURDER, She Studied”
Studying is a highly structured, systematic process – very similar, in fact, to the
measurementof radon, the resulting interpretation of obtained ‘readings,’ and
subsequent mitigation. While mayhem may not be an effective approach to learning, the
“mood of a mystery story” gives a few hints towards modeling an effective study process.
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 Mood:
Set a positive mood for yourself to study in; Select the appropriate time,
environment, and attitude.
 Understand:
Mark any information you don't understand in a particular unit; Keep a focus on
one unit or a manageable group of exercises.
 Recall:
After studying the unit, stop and put what you have learned into your own words.
 Digest:
Go back to what you did not understand and reconsider the information; Contact
external expert sources (e.g., other books or an instructor) if you still cannot
understand it.
 Expand:
In this step, ask three kinds of questions concerning the studied material: If I
could speak to the author, what questions would I ask or what criticism would I
offer? How could I apply this material to what I am interested in? How could I
make this information interesting and understandable to other students?
 Review:
Go over the material you've covered, Review what strategies helped you
understand and/or retain information in the past and apply these to your current
studies .
(John R. Hayes, The Complete Problem Solver, 1989)
HOW TO TAKE THE MEASURMENT LICENSURE TEST
Find out what kind of test you will be taking and study accordingly. You should begin
studying a few weeks ahead of time. Studies have shown that a student has a greater
retention rate through gradual study of material. It sometimes helps to have a study
buddy for cross question and examination.
The night before the test make sure you look over all your notes and review, then get to
bed early and get a good night's sleep. The day of the exam get up early, eat a good
breakfast and again review your notes. Think positively and have confidence in the fact
that you have done everything possible in order to obtain a good grade in the test.
Arrive at the exam early and get a good seat. Don't talk with friends as this may
contribute to last minute confusion. When you get your test, glance over the entire thing,
then budget your time accordingly. If some items are worth more than others, answer
these first, then go to questions carrying fewer points. If you start to get test panic, put
your pencil down, take a few deep breaths and gather your thoughts. Be confident in
your ability to answer what is asked.
YOU CAN DO IT!
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How to Approach Objective Test Items
Objective tests (true/false or multiple-choice items) can be easy to take if you follow
certain rules. The 10 rules that follow are suggestions to help you answer the items on
the test. Careful study of the material from the text and from lecture will have prepared
you for these items. Nonetheless, these 10 rules will help you in those instances in
which you think you know the answers, but the item appears to be ambiguous.
Rule 1.
Answer all questions in order without skipping or jumping around. Identify doubtful
answers by marks in the margin and recheck these as time permits after all questions
have been answered.
Rule 2.
Do not linger too long on any one question. Mark your best guess and move on,
returning later if you have sufficient time.
Rule 3.
Reread all questions containing negative wording such as "not" or "least." Be especially
alert for the use of double or even triple negatives within a sentence as these must be
read very carefully to assure full understanding.
Rule 4.
Check for qualifying words such as: "all, most, some, none;" "always, usually, seldom,
never;" "best, worst;" "highest, lowest;" or "smallest, largest." When you see one of these
qualifiers, test for truth by substituting the other members of the series. If your
substitution makes a better statement, the question is false; if your substitution does not
make a better statement, the question is true.
Rule 5.
Watch for modifying or limiting phrases inserted in true-false questions. Names, dates,
places or other details are often inserted to make the statement inaccurate.
Rule 6.
Be alert for multiple ideas or concepts within the same true-false statement. All parts of
the staminate must be true or the entire statement is false.
Rule 7.
Be alert for grammatical inconsistencies between the question stem and the answer
choices on multiple-choice questions. A choice is almost always wrong if it and the stem
do not make a grammatically correct sentence.
Rule 8.
Be cautious about changing your answer to a true- false or multiple choice question
without a good reason. Your first "guess" is more likely to be correct than are
subsequent "guesses," so be sure to have a sound reason for changing your answer.
Rule 9.
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Apply the same approach to answering both true- false and multiple choice questions.
The same techniques will work equally well for both, since multiple choice questions are
basically true-false questions arranged in groups.
Rule 10.
On matching exercises, work with only one column at a time. Match each item in that
column against all items in the second column until you find a proper match, marking
through matches about which you are certain so that it will be easier to match out the
rest about which you are unsure.
(Richard H. Anderson, University of Colorado at Denver, 1997)
How to Approach Problem-Solving Test Items
Problem-solving (computation) test items are important elements of the test. Write down
hard-to-remember formulas, equations and rules as soon as possible after receiving the
test. If you cannot work a particular problem, skip it and return to it later. The time will be
better spent on a problem you are more sure of. Show all your steps clearly and label
your answer so it can easily be found. Check and double check computations and the
placement of decimal points.
DECLARATIONS
Disability Accommodation
The State of Illinois Emergency Management Agency (IEMA) abides by Section 504 of
the Rehabilitation Act of 1973 which mandates reasonable accommodations be provided
for qualified individuals with disabilities. Any prospective licensing candidate with a
certified disability, who may require some type of instructional and/or examination
accommodation, should contact IEMA as soon as possible so that we can provide or
facilitate an accommodations the applicant may need. A certification of disability should
be provided through an evaluation by a licensed psychologist, at the applicant’s
expense.
Academic Misconduct
Academic Misconduct is any violation of ethics or legal protocol associated with any
aspect of the licensing process, including application, registration, training, and testing.
Any receipt or transmission of unauthorized aid on assignments or examinations,
plagiarism, unauthorized use of examination materials, or other forms of dishonesty in
academic matters, is deemed academic misconduct, and is subject to disciplinary action,
including expulsion from the training program, suspension or revocation of license, as well
as recommendation for further civil action.
APPENDIX
Radon Measurement Competency Checklist
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Review the elements of the checklist thoroughly. Then, use it to organize your learning.
Check-off each element as you encounter it in the learning protocol. Write down page
numbers from your training manual in the margins of the checklist to remind you where
to return to in order to review materials prior to the test.
Utilize this list to review the competencies that are required for licensure as you
approach the time for the licensure test.. Be certain that you are able to understand the
ramifications of each competency element, as this will aide your preparation for the
licensure test.
Lastly, remember that this checklist is a guide to learning, not the specific elements of
the radon measurement professional knowledge base, nor the sole components upon
which you will be tested. The checklist complements the training manual and other
instructional materials – it does not substitute for these other importance materials.
Good luck!
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Appendix
RADON MITIGATION COMPETENCY CHECKLIST
Area of Concentration: DEFINITIONS
The radon mitigation professional must have a functional understanding of elements of
radon and mitigation, particularly in terms of the labels (definitions) used, what each
definition is, what it means, and how to communicate effectively with others by using
such labels or definitions. Definitions may be related to a person, place, thing (object),
or element in time related to the mitigation process.

Revision or modification of a mitigation system or mitigation system design.

"Direct-on-site supervision.”


Continuing education credits received for documented participation in approved
training.
Diagnostic testing.

Systems installed in new construction using convective airflow.

Names for parts of a constructed house.

Radon gas sources.

Directional movement of house air based upon outside temperature and weather.

Radon including Radon Decay Products.









Area of Concentration: DESIGNING MITIGATION SYSTEMS
The radon mitigation professional must have a functional understanding of elements in
the planning, design, and implementation of mitigation systems, given the various
components involved in the mitigation process.


Authorized variances when contractors install research, innovative radon reduction
techniques or otherwise deviating from the mitigation standard.
Elements of a building investigation.

Diagnostic tests required prior to initiating any radon mitigation work.
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Building where confirmed spillage from any natural combustion appliance occurs.
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Requirement of radon mitigation system design.
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Exhaust ports in mitigation systems.
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Length of main run of vent pipe, from primary suction point to exhaust.
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Installation and/or mounting of radon vent fans.
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Plastic sheeting installed in crawlspaces as soil gas retarder membrane.
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Amount of material excavated from below slab penetration point of a sub-slab
depressurization system.
Crawlspace depressurization with/without the use of a soil gas retarder membrane.
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Brent E. Wholeben, Ph.D.
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Diagnostic testing indicates when radon mitigation system draws outside air from a
drain line to daylight.
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Area of Concentration: WORKER HEALTH AND SAFETY
The radon mitigation professional must have a functional understanding of elements
involved in worker health protection and safety planning, including the type of site,
presence of routine v. special hazards, and factors related to radon presence.
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Worker Protection Programs and ventilated work areas.
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Electrical equipment used during radon mitigation projects.
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Reporting radiation exposure to workers.
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Standards and guidelines relating to occupational worker exposure, health and
safety.
Mitigation work conducted in a school or commercial building where friable
asbestos may exist.
Radiation exposure to radon professionals' employees.
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Information provided by licensee in writing to client, at the time of a mitigation
system proposal.
Responsibilities to workers on mitigation projects.
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Worker protection plans and potential exposure to workers.
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Reduction or minimization of radon or radon progeny concentration in work areas.
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Area of Concentration: MEASUREMENTS
The radon mitigation professional must have a functional understanding of how radon
is measured and mitigated, associated scales of measurement and their reading levels,
the interpretation of collected reading data, and the design of alternative mitigation
systems thereto.
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Multiple simultaneously placed passive detectors based upon type of housing
construction.
Post-mitigation measurements to insure effectiveness after permanent radon
reduction system installed.
Measurements performed by licensed mitigator at the address of his/her mitigation
installation.
Measurement location.
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Temporary radon reduction measures.
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Measurement devices used for simultaneous testing.
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Real estate option measurements.
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Initial short term measurement made by homeowner.
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Location of post-mitigation measurements.
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Performance of post-mitigation measurements.
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Minimum measurement interval and radon concentration levels for appropriate
interpretation.
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Brent E. Wholeben, Ph.D.
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Reporting measurement results.
Area of Concentration: RADON OCCURRENCE AND BEHAVIOR
The radon mitigation professional must have a functional understanding of how, radon
occurs, when and where, and (then) how radon behaves as a physical entity.
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Dominant radon transport mechanisms.
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Radon infiltration rates into the average home.
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Prediction of potential radon concentrations in a building.
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Contributors of radon.
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Addition to indoor air radon concentration for radon in the water supply in the
home.
Environmental conditions affecting the indoor radon concentration.
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Filter respirator as protection for mitigation workers.
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Calculation of equilibrium ratio [(WL(100) / ER) = pCi/L] from amounts of radon
concentration and radon decay product concentration.
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Area of Concentration: PHYSICS
The radon mitigation professional must have a functional understanding of physical
science as related to radon and measurement, particularly in terms of the laws of
physics governing radon, its measurement, and subsequent mitigation.
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Damage to lung tissue from types of radiation from radon decay products.
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Computation of radon concentration based upon amount of work levels (WL).
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Radon progeny and alpha radiation.
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Working Level Month measures.
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Radon-222 half-life.
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Radon and reach dynamic equilibrium
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USEPA's risk estimate for radon exposure.
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Simultaneous measurements of radon & radon decay products made in a room in a
house that was closed for 12 hours. The equilibrium ratio in the room was 25%.
Which of the following conditions is most likely causing the equilibrium ratio to be
lower than 50%
Common hazards.
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Room fans exchanging inside/outside air and equilibrium ratios; plate outs.
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Area of Concentration: MITIGATION PRACTICUM
The radon mitigation professional must have a functional understanding of the standard
devices and/or instrumentation that measure radon, their use(s) and upkeep, and the
validity and reliability issues associated with each device; and therefore the ability to
utilize each device and/or instrument for mitigation purposes.
Brent E. Wholeben, Ph.D.
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Operating costs for common fan based upon amp draw and kwh expenses.
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Mitigation designs based upon characteristics of basement, graded area slab, and
crawlspace.
Use of interior radon vent pipe
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Requirements of mitigation installation.
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Carbon Monoxide detector and corrective seals.
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Use of Schedule 40 PVC pipe.
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Devices for indicating sub-slab air pressures during the performance of
communication tests.
Sealing radon entry points during the installation of an Active Soil Depressurization
system.
Placement of primary suction points.
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Sealing cracks in block walls or concrete floors and walls when installing a radon
mitigation system.
Use of pedestal sump pumps in mitigation systems.
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Area of Concentration: QUALITY CONTROL AND QUALITY ASSURANCE
The radon mitigation professional must have a functional understanding of the
elements of quality control in the mitigation process, and the assurance of quality
standards throughout, in order to insure valid and reliable practice.
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Quality assurance programs as a condition of licensure.
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Calibration of radon measurement equipment used during diagnostic testing.
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Maintenance by mitigation licensees of records required by their quality assurance
program.
Objective of quality assurance .
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Elements of a quality assurance program.
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Licensee responsibility to client at the completion of a mitigation system installation.
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Continuing Education Credits (CEC's) per 2 year period for Mitigation Professionals
and Technicians.
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Area of Concentration: REGULATIONS
The radon mitigation professional must have a thorough understanding of the elements
of both State of Illinois and federal regulations and standards associated with the
mitigation of radon.
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Design of sump pit covers in terms of airtight sealing and maximum support weight.
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Information on system description labels.
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Maintenance on a mitigation system installed prior to the Adopted Rule.
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Responsibilities to clients regarding test result interpretation, health risks, and
documentation.
Radon Mitigation Technician licensees.
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Brent E. Wholeben, Ph.D.
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IDNS refusal, suspension, probation, or revocation of license.
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Passive or skeletal new construction systems installed in new construction.
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Components of mitigation systems.
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Point of discharge from a fan-powered soil depressurization system.
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Installation of supports for radon vent pipes.
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Electrical requirements in Adopted Rule.
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Soil gas retarder membranes used in crawlspaces for sub-membrane
depressurization.
Modifications to an existing HVAC system that are proposed to mitigate elevated
levels of radon.
Plastic vent pipes in mitigation systems.
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Brent E. Wholeben, Ph.D.
Page 32 of 32
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