IEMA Measurement Studyguide

/var/www/apps/conversion/tmp/scratch_1/296064693.
doc
RADON MEASURMENT 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
Page 1 of 28
11/24/2015
/var/www/apps/conversion/tmp/scratch_1/296064693.doc
MEASUREMENT LICENSURE STUDY GUIDE

Brent E. Wholeben, Ph.D., Northern Illinois University, June 2004
CONTENTS
Introduction...........................................................................................................3
Radon Measurement Licensure............................................................................
Radon Measurement Professional License...................................................................
Radon Measurement Technician License......................................................................
Conditions of Measurement Licensure..........................................................................
Continuing Education Requirements.............................................................................
Applying for a License...................................................................................................
How to Use the Study Guide..................................................................................

What to Study..........................................................................................................
Measurement Learning Objectives................................................................................
The Measurement Licensure Test..................................................................................
Scoring..............................................................................................................
Radon Measurement Competencies.............................................................................
Components of Radon Measurement Knowledge Base................................................
Area of Concentration: Definitions....................................................................
Sample Item.........................................................................................
Area of Concentration: Physics.........................................................................
Sample Item.........................................................................................
Area of Concentration: Radon Occurrence and Behavior.................................
Sample Item.........................................................................................
Area of Concentration: Measurements.............................................................
Sample Item.........................................................................................
Area of Concentration: Measurement Devices.................................................
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 Measurement Licensure Test....................................................

How to Approach Objective Test Items..........................................................................
How to Approach Problem-Solving Test Items...............................................................
Declarations.............................................................................................................
Disability Accommodation..............................................................................................
Academic Misconduct....................................................................................................
Appendix..................................................................................................................
Radon Measurement Competency Checklist.................................................................
Page 2 of 28
11/24/2015
MEASUREMENT 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 measurement professional licensure comprises six (6) units of knowledge
proficiency:
1.
2.
3.
4.
5.
6.
Radon Occurrence and Health Effects

Radon Entry and Behavior
Radon Measurement
Illinois Department of Nuclear Safety Mitigation Standand
Domestic Water: Radon Measurement and Control
Worker Health
The present required training manual, UIC Radon Measurement 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, 3 rd Edition (S. Cohen & Associates, 1992). This
study guide is based upon these materials, as well as the existing measurement
licensure test required of all individuals who seek a radon measurement 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 MEASUREMENT LICENSURE

Licensing of radon measurement personnel exists on two separate levels:
measurement professional, and the measurement technician.
the
Radon Measurement Professional License

The Department shall issue a Radon Measurement 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 that meets any
one of the following criteria:
At least 4 years of radiological safety, environmental sampling, or
industrial hygiene experience;
Documented work history approved by the Department demonstrating
completion of 50 radon measurements; or
Page 3 of 28
11/24/2015
No experience. A six-month probationary period performance audit will be

performed by the Department.
3) Provides proof of successful completion of the USEPA Radon Measurement

Operators Course, or an equivalent indoor radon and radon progeny
measurement course approved by the Department.
4) Has successfully completed a USEPA Radon Measurement Examination, or an
equivalent examination approved by the Department.
5) Submits a complete and accurate application form prescribed by the Department
that includes:.
A description of all types of indoor radon measurements performed and any
other related services offered;
A description of all measurement devices;
A worker protection program description acceptable to the Department that
includes, but is not limited to procedures to keep radiation exposures to
workers as low as reasonably achievable; and
A quality assurance program description acceptable to the Department that
includes, but is not limited to:
o A policy statement committing to provide quality work, signed and
dated by the applicant;
o Requirements for personnel qualification and training;
o Procedures for procurement of items and services;
o Procedures for maintaining records;
o Procedures for calibration and testing of instruments; and
o Standard operating procedures.
6) An individual requesting renewal shall submit evidence of meeting the continuing
education requirements in Section 422.80.
Radon Measurement Technician License
The Department shall issue a Radon Measurement Technician license to any individual
authorizing work under the general supervision of a Radon Measurement 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 Measurement
Operators Course, or an equivalent indoor radon and radon progeny
measurement course approved by the Department.
3) Has successfully completed a USEPA Radon Measurement 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.
Page 4 of 28
11/24/2015
Conditions of Measurement Licensure

The conditions of measurement licensure cover 12 issues:
1. Any person licensed by the Department to perform radon measurement shall
perform in accordance with the measurement protocol provided in Section
422.130 of this Part as applicable to the measurement type performed and the
device(s) used.
2. Any person licensed by the Department to perform radon measurements shall
use devices approved by USEPA or the Department to measure radon and radon
progeny.
3. Licensees shall provide adequate equipment for worker protection to keep
exposures to radon or radon progeny as low as reasonably achievable.
4. Licensees shall provide basic training to all employees on safety and operational
policies and the proper use of equipment.
5. No unlicensed employee shall perform radon measurement activities without the
direct on-site supervision of a licensed individual.
6. 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.
7. Licensees shall comply with all applicable Occupational Safety and Health
Administration (OSHA) standards and guidelines relating to occupational worker
exposure, health and safety.
8. 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.
9. 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.
10. 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.
11. 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.
Page 5 of 28
11/24/2015
12. 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
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:
Page 6 of 28
11/24/2015
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/2004Measurement_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
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 Measurement Licensure, should have
convinced you that the State of Illinois is very careful about who will be licensed as a
radon measurement 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
measurement 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 seven (7) 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 measurement 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 measurement 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
Page 7 of 28
11/24/2015
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 Measurement 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
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.
Measurement Learning Objectives

The radon measurement 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 measurement, using
appropriate labels, terms, and wording, as well as possessing the ability to
communicate effectively such definitions to others.
Page 8 of 28
11/24/2015
2. To apply the relevant laws and elements of physical science to the radon
measurement process, as well as understanding the role of physical science in
both the introduction and presence of radon in the environment.
3. 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.
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 utilize the standard devices and/or instrumentation approved for radon
measurement, their calibration and servicing, as well as the potential for errors
associated with the misuse or misplacement of such devices.
6. To model the required elements of quality control and quality assurance
throughout the measurement process as a continuous part of the measurement
protocol, as well as the inherent values of a quality controlled approach to
professional measurement.
7. To comply with existing laws, regulations, and other established procedural
requirements associated with radon measurement, as well as emulate the
importance of legal oversight of radon-related activities.
The Measurement Licensure Test

The radon measurement professional licensure test is a 100-item test that measures the
candidates knowledge in seven (7) 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.
Definitions
Physics
Radon Occurrence & Behavior
Measurements
Measurement Devices
Quality Control & Quality Assurance
Regulations
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
Page 9 of 28
11/24/2015
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 Measurement Competencies

Each of the 7 areas of the radon measurement 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.
1. Definitions (10)
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.
2. Physics (10)
Competencies: Radiation; Qualities of radon; Structure of the atom; Atomic decay and
radon decay products; Computations based upon picocuries per liter of air (pC i/L)
3. Radon Occurrence & Behavior (25)

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.
4. Measurements (12)
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.
5. Measurement Devices (17)

Competencies: Primary suction at sump pump; Detectors and RDPs; Radon detectors
(Charcoal, Alpha track (AT), Electret ion chambers (EIC), Charcoal liquid scintillation
(LS)); Continuous Radon Monitors (Alpha scintillation, Pulsed ionization chamber; Solid
state silicon); Radon decay product (RDP) monitors (Time integrating (active), Grab
sampling, Continuous RDP or WL); Advantages v. disadvantages.
6. Quality Control & Quality Assurance (11)

Competencies: Goals; Planning and documentation; Bias and precision; Spiked
measurement; Field blanks; Control limits.
7. Regulations (15)
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.
Page 10 of 28
11/24/2015
Each test item addresses one (or more) of the elements of knowledge which a
measurement professional must understand (see learning objectives), in order to be
both effective and successful.
Components of Radon Measurement Knowledge Base

The areas of knowledge required of an effective and successful radon measurement
professional address several important points of information, including:
What a radon measurement 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 measurement process, as necessary.
Area of Concentration: DEFINITIONS
The radon measurement professional must have a functional understanding of elements
of radon and measurement, 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 measurement process.
Definitions address each of the following areas of knowledge.
Degree of correspondence between a measured value and the "true" or target
value.
Particle(s) of an element that exhibits the same chemical properties of the
element itself.
Systematic difference between the average value of duplicate measurements
and the true value.
Detectors exposed to known values and submitted for analysis without being
labeled as such. Used to evaluate the accuracy of a laboratory's analytical
process.
Area(s) beneath the living space in some houses, where the lowest living area is
above grade.
Process of relating measured values to true values.
Consecutive members of radionuclides family formed by sequential
transformation, element to element.
Quality control measurements using a detector that has not been exposed to
radon or radon progeny.
The movement of indoor air out of the house.
Radioactive decay of an atom, in which the nucleus loses two protons and two
neutrons and large amounts of energy.
[Sample Item]
Page 11 of 28
11/24/2015
Which type of radiation are we most concerned about when testing for
radon with CRMs?
alpha(
beta ()
gamma ()
sigma ()
Area of Concentration: PHYSICS

The radon measurement 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 and its measurement.
Physics addresses each of the following areas of knowledge.
Qualities of radon (e.g., colorless, odorless, naturally-occurring, inert, heavier
than air, etc.).
Composition of the nucleus of an atom.
Emission(s) from radon-222 decay.
Time periods designated as radioactive atoms decay.
Radiation types based upon mass, speed, and charge.
Radiation and pure energy.
Types of radiation and impact upon a plastic chip during a passive radon test.
Computations based upon the amount of picocuries per liter of air (pCi/L).
Measurement of radon decay products.
[Sample Item]
The time period during which the quantity of radioactive atoms decays to
50% of the original quantity is known as:
A. Shelf-life.
B. Half-life.
C. Half-time.
D. Decay residual.
Area of Concentration: RADON OCCURRENCE AND BEHAVIOR

The radon measurement 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.
Radon-222 contribution to annual radiation exposure to natural and man-made
radiations.
Cells most impacted by inhaled radon and radon progeny, and related health
effects.
Organization(s) affirming USEPA's residential risk estimates.
Page 12 of 28
11/24/2015
Study that found "no statistically significant risk of lung cancer from indoor radon
exposure.
Radon measurement calculated in pCi/L levels and their interpretation.
Relationship(s) between radon and its radon decay products, or radon progeny.
Calculation of equilibrium ratios, given radon (pCi/L) and radon decay product
concentrations.
Interpretation of combination of short-lived radon decay products.
Use of, and rationale for, filter respirator.
Concentration gradient and the pressure driven airflow.
Relationship of airflow to house levels, temperature differences, and soil gases.
Common chases (e.g., recessed lighting fixtures) and impact upon radon
presence.
Basement construction and type of foundations as contributing to radon entry.
The ventilation rate is a variable that can be used to predict radon concentrations
in a house.
Factors why the simple air contaminant/ ventilation rate model is incorrect for
radon in buildings.
[Sample Item]
Do older homes have higher radon levels than newer homes?
A. No, unless the home is noninsulated.
B. Yes, because the basements are constructed differently.
C. Not necessarily, since the only way to know is to test.
D. Yes, because inspection codes have changed over time.
Area of Concentration: MEASUREMENTS

The radon measurement professional must have a functional understanding of how
radon is measured, associated scales of measurement and their reading levels, and the
interpretation of collected reading data.
Measurement addresses each of the following areas of knowledge.
Definition of a Working Level (WL).
Attachment of radon decay products to solid objects (walls, floors, etc.).
Indoor radon measurements by passive detectors based upon housing
construction.
Length of suspension cords.
Recommendation, based on the regulations, regarding testing of water.
Indoor radon measurements lasting less than 96 hours shall not be conducted
during:
Testing of homes using CM that integrates hourly.
Computing relative percent differences based upon simultaneous pCi/L
measurements.
Documentation requirements for Radon Measurement Professional Licensees
during 5-year license.
Page 13 of 28
11/24/2015
Responsibilities of Measurement Professional to home owner who wishes to

perform their own test.
Radon measurements, prior to a real estate transaction, for an occupied home.
[Sample Item]
The relative percent difference (RPD) for two results, 4 and 8 p-C i/L, is:
A. 50%.
B. 200%
C. 33%
D. 67%
Area of Concentration: MEASUREMENT DEVICES

The radon measurement 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.
Measurement devices address each of the following areas of knowledge.
Post-mitigation testing based upon primary suction from sump pump

Types and utility of charcoal detectors.
Detectors and RDPs
Liquid scintillation (LS) devices.
Electret (EC) devices.
Theory of operation of continuous radon monitors (CR).
Continuous working level (WL).
Time integrating detectors.
AC and LS detectors.
AC detectors are analyzed by counting the
AT detectors.
E-Perm electret devices.
Authorization of non-interference agreements.
Measurement device precision.
[Sample Item]
In which of the following ways can a radon test be tampered with?
A. Covering the detection device.
B. Operating whole house fans.
C. Opening a window.
D. Any of above.
Area of Concentration: QUALITY CONTROL AND QUALITY ASSURANCE
Page 14 of 28
11/24/2015

elements of quality control in the measurement 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.
Objective of quality assurance.

Quality assurance planning and documentation.
Spiked measurement when using passive measurement devices.
Field blanks.
Computing the arithmetic average (mean).
Determining bias based on multiple simultaneous measurements.
Precision in measurement.
Overall error (precision, bias) from single measurements.
Comparing spiked measurements to chamber value or reference.
Duplicate results and their relationship to control limits.
[Sample Item]
The statement: Reports should be free of errors, and the results
disclosed only to the client or their representative(s)., is:
A. True
B. False
Area of Concentration: REGULATIONS

The radon measurement professional must have a thorough understanding of the
elements of both State of Illinois and federal regulations and standards associated with
the measurement of radon.
Regulations address each of the following areas of knowledge.
Requirements of mitigation systems in Illinois.

Builder installed systems with use of vent fans.
Illinois policy on radon elements.
Law requiring a home seller to inform a buyer about any known radon levels.
IDNS non-renewal, suspension, or revocation of professional licenses.
Section 44/40 of the Radon Industry Licensing Act (RILA).
Licensee violation of a provision of the Radon Industry Licensing Act.
The Adopted Rule, 32 Illinois Administrative Code Part 422,
licensure
exemptions.
Requirements for an initial Radon Measurement Professional License.
Radon Measurement Technician licensees and authorization to work.
Application for Radon Measurement Professional license, and quality assurance
program(s).
Conditions of License.
Radon licensees must ensure that radiation exposure to workers is controlled.
Page 15 of 28
11/24/2015
In a two year license period, Radon Measurement Professionals requirements.

Short-term or long-term measurements.
[Sample Item]
Who can install a passive system?
A. Licensed mitigator.
B. Builder.
C. Homeowner.
D. Anyone.
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
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 --
Page 16 of 28
11/24/2015
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.
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?
Page 17 of 28
11/24/2015
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,
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
Page 18 of 28
11/24/2015
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:
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.
Page 19 of 28
11/24/2015
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.
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.
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.
Page 20 of 28
11/24/2015
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
measurement of radon and resulting interpretation of obtained readings. 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.
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)
Page 21 of 28
11/24/2015
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!
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
Page 22 of 28
11/24/2015
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.
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.
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
Page 23 of 28
11/24/2015
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 applicants
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
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!
Page 24 of 28
11/24/2015
Appendix
RADON MEASUREMENT COMPETENCY CHECKLIST

Area of Concentration: DEFINITIONS
The radon measurement professional must have a functional understanding of
elements of radon and measurement, 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 measurement process.
Degree of correspondence between a measured value and the "true" or target
value.
Particle(s) of an element that exhibits the same chemical properties of the element
itself.
Systematic difference between the average value of duplicate measurements and
the true value.
Detectors exposed to known values and submitted for analysis without being
labeled as such. Used to evaluate the accuracy of a laboratory's analytical
process.
Area(s) beneath the living space in some houses, where the lowest living area is
above grade.
Process of relating measured values to true values.
Consecutive members of radionuclides family formed by sequential transformation,
element to element.
Quality control measurements using a detector that has not been exposed to radon
or radon progeny.
The movement of indoor air out of the house.
Radioactive decay of an atom, in which the nucleus loses two protons and two
neutrons and large amounts of energy.
Area of Concentration: PHYSICS

The radon measurement 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 and its measurement.
Qualities of radon (e.g., colorless, odorless, naturally-occurring, inert, heavier than
air, etc.).
Composition of the nucleus of an atom.
Emission(s) from radon-222 decay.
Time periods designated as radioactive atoms decay.
Radiation types based upon mass, speed, and charge.
Radiation and pure energy.
Types of radiation and impact upon a plastic chip during a passive radon test.
Computations based upon the amount of picocuries per liter of air (pCi/L).
Page 25 of 28
11/24/2015
Measurement of radon decay products.
Area of Concentration: RADON OCCURRENCE AND BEHAVIOR

The radon measurement professional must have a functional understanding of how,
radon occurs, when and where, and (then) how radon behaves as a physical entity.
Radon-222 contribution to annual radiation exposure to natural and man-made
radiations.
Cells most impacted by inhaled radon and radon progeny, and related health
effects.
Organization(s) affirming USEPA's residential risk estimates.
Study that found "no statistically significant risk of lung cancer from indoor radon
exposure.
Radon measurement calculated in pCi/L levels and their interpretation.
Relationship(s) between radon and its radon decay products, or radon progeny.
Calculation of equilibrium ratios, given radon (pCi/L) and radon decay product
concentrations.
Interpretation of combination of short-lived radon decay products.
Use of, and rationale for, filter respirator.
Concentration gradient and the pressure driven airflow.
Relationship of airflow to house levels, temperature differences, and soil gases.
Common chases (e.g., recessed lighting fixtures) and impact upon radon presence.
Basement construction and type of foundations as contributing to radon entry.
Ventilation rate is a variable that can be used to predict radon concentrations in a
house.
Factors why simple air contaminant/ventilation rate model is incorrect for radon in
buildings.
Area of Concentration: MEASUREMENTS

The radon measurement professional must have a functional understanding of how
radon is measured, associated scales of measurement and their reading levels, and
the interpretation of collected reading data.
Definition of a Working Level (WL).
Attachment of radon decay products to solid objects (walls, floors, etc.).
Indoor radon measurements by passive
construction.
Length of suspension cords.
detectors based upon housing
Recommendation, based on the regulations, regarding testing of water.

Indoor radon measurements lasting less than 96 hours shall not be conducted
during:
Page 26 of 28
11/24/2015
Testing of homes using CM that integrates hourly.

Computing relative percent differences based upon simultaneous pCi/L
measurements.
Documentation requirements for Radon Measurement Professional Licensees
during 5-year license.
Responsibilities of Measurement Professional to home owner who wishes to
perform their own test.
Radon measurements, prior to a real estate transaction, for an occupied home.
Area of Concentration: MEASUREMENT DEVICES

standard devices and/or instrumentation that measure radon, their use(s) and upkeep,
and the validity and reliability issues associated with each device.
Post-mitigation testing based upon primary suction from sump pump
Types and utility of charcoal detectors.
Detectors and RDPs
Liquid scintillation (LS) devices.
Electret (EC) devices.
Theory of operation of continuous radon monitors (CR).
Continuous working level (WL).
Time integrating detectors.
AC and LS detectors.
AC detectors are analyzed by counting the
AT detectors.
E-Perm electret devices.
Authorization of non-interference agreements.
Measurement device precision.
Area of Concentration: QUALITY CONTROL AND QUALITY ASSURANCE

elements of quality control in the measurement process, and the assurance of quality
standards throughout, in order to insure valid and reliable practice.
Objective of quality assurance.
Quality assurance planning and documentation.
Page 27 of 28
11/24/2015
Spiked measurement when using passive measurement devices.

Field blanks.
Computing the arithmetic average (mean).
Determining bias based on multiple simultaneous measurements.
Precision in measurement.
Overall error (precision, bias) from single measurements.
Comparing spiked measurements to chamber value or reference.
Duplicate results and their relationship to control limits.
Area of Concentration: REGULATIONS

The radon measurement professional must have a thorough understanding of the
elements of both State of Illinois and federal regulations and standards associated with
the measurement of radon.
Requirements of mitigation systems in Illinois.
Builder installed systems with use of vent fans.
Illinois policy on radon elements.
Law requiring a home seller to inform a buyer about any known radon levels.
IDNS non-renewal, suspension, or revocation of professional licenses.
Section 44/40 of the Radon Industry Licensing Act (RILA).
Licensee violation of a provision of the Radon Industry Licensing Act.
The Adopted Rule, 32 Illinois Administrative Code Part 422, licensure exemptions.
Requirements for an initial Radon Measurement Professional License.
Radon Measurement Technician licensees and authorization to work.
Application for Radon Measurement Professional license, and quality assurance
program(s).
Conditions of License.
Radon licensees must ensure that radiation exposure to workers is controlled.
In a two year license period, Radon Measurement Professionals requirements.
Short-term or long-term measurements.
Page 28 of 28
11/24/2015

IEMA Measurement Studyguide

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

IEMA Measurement Studyguide

Uploaded by

Copyright:

Available Formats

/var/www/apps/conversion/tmp/scratch_1/296064693.

RADON MEASURMENT LICENSURE

Brent E. Wholeben, Ph.D.

Brent E. Wholeben, Ph.D.

MEASUREMENT LICENSURE STUDY GUIDE

How to Use the Study Guide..................................................................................

How to Take the Measurement Licensure Test....................................................

Brent E. Wholeben, Ph.D.

MEASUREMENT LICENSURE STUDY GUIDE

Radon Occurrence and Health Effects

RADON MEASUREMENT LICENSURE

Radon Measurement Professional License

Brent E. Wholeben, Ph.D.

No experience. A six-month probationary period performance audit will be

3) Provides proof of successful completion of the USEPA Radon Measurement

Brent E. Wholeben, Ph.D.

Conditions of Measurement Licensure

Brent E. Wholeben, Ph.D.

2. Continuing education credits may be obtained via participation in courses,

Applying for a License

Brent E. Wholeben, Ph.D.

Application for the measurement licensing examination may be accessed through:

An applicant must have successfully completed both an Illinois approved specific

HOW TO USE THE STUDY GUIDE

Brent E. Wholeben, Ph.D.

Measurement Learning Objectives

Brent E. Wholeben, Ph.D.

The Measurement Licensure Test

Brent E. Wholeben, Ph.D.

Radon Measurement Competencies

3. Radon Occurrence & Behavior (25)

5. Measurement Devices (17)

6. Quality Control & Quality Assurance (11)

Brent E. Wholeben, Ph.D.

Components of Radon Measurement Knowledge Base

Brent E. Wholeben, Ph.D.

Area of Concentration: PHYSICS

Area of Concentration: RADON OCCURRENCE AND BEHAVIOR

Brent E. Wholeben, Ph.D.

Area of Concentration: MEASUREMENTS

Brent E. Wholeben, Ph.D.

Responsibilities of Measurement Professional to home owner who wishes to

Area of Concentration: MEASUREMENT DEVICES

Post-mitigation testing based upon primary suction from sump pump

Area of Concentration: QUALITY CONTROL AND QUALITY ASSURANCE

Brent E. Wholeben, Ph.D.

The radon measurement professional must have a functional understanding of the

Objective of quality assurance.

Area of Concentration: REGULATIONS

Requirements of mitigation systems in Illinois.

Brent E. Wholeben, Ph.D.

In a two year license period, Radon Measurement Professionals requirements.

How to Begin the Learning Process

5. Keep an organized notebook. Research shows that there's a definite relationship

Brent E. Wholeben, Ph.D.

in a designated place in your notebook. Knowing what is expected and when

7. Use "trade secrets" for successful study. For example:

How to Read the Training Manual by SQ3R

Brent E. Wholeben, Ph.D.

read the summary

Brent E. Wholeben, Ph.D.

What to Do While Reading the Manual