Running head A PBR APPLICATION FOR AN INTERIOR SURFACE COATING FA.docx

Running head: A PBR APPLICATION FOR AN INTERIOR
SURFACE COATING FACILITY 1
A PBR APPLICATION FOR AN INTERIOR SURFACE
COATING FACILITY 2
A Permit by Rule (PBR) Application for an Interior Surface
Coating Facility
[Student name here…remove brackets, too]
Columbia Southern University
Abstract
Block one full paragraph (no indenting the first line). Provide
one full sentence each week as you complete a level 1 heading
section, describing what material or calculations were presented
in that section. By the time the week eight material is complete,
you will have eight sentences in this abstract (one for each
week).
A Permit by Rule (PBR) Application for an Interior Surface
Coating Facility
General Considerations for Operation
Start typing here for Unit 2 in non-italicized font, citing
with CSU APA Citation Guide p. 6 styled citations to defend
what you state as fact. Follow the Study Guide calculation
instructions carefully. Remove the remaining blank sections
before submittal each week.

VOC and ES Content per Vehicle
Blank for Units 2-8. Fill this in for Unit 3. Be sure and show
(illustrate) your actual mathematical calculations for Units 3-7
sections, rather than describe them. For example: 2.8 lbs/gal of
VOC x 10.0 gal per vehicle = 28.0 lbs VOC/vehicle
Operational Air Emission Rates
Blank for Units 3-8. Fill this in for Unit 4.
Operational Face and Filter Velocities
VOC Content Minus Water and Exempt Solvents
Heater and Oven Combustion Emissions
Pollution Control Technologies
Blank for Unit 7. Fill this AND the next level 1 heading section
in for Unit 8.
Process Flow Diagram
Blank for Unit 7. Fill this AND the previous level 1 heading
section in for Unit 8.
References
Godish, T., Davis, W. T., & Fu, J. S. (2015). Air quality (5th
ed.). Boca Raton, FL: CRC Press.
Texas Commission on Environmental Quality. (2011). Surface
coating facilities: A guide for
obtaining air authorization in Texas. Retrieved from
https://www.tceq.texas.gov/searchpage?cx=00488894483105157
1741%3Auk-
3yh4pey8&cof=FORID%3A11&q=Surface+Coating+Facilit
ies%3A+A+Guide+for+Obt aining+Air+Auth
orization+in+Texas
List additional references here alphabetically. Be sure and
double-space and hang-indent each
subsequent line for each reference entry, formatting to
CSU APA Citation Guide

pp. 8-12.
Topic-The impact of bullying behaviors on children both as
bullies and victims
· Copeland, W. E., PhD, Wolke, D., PhD, Angold, A.,
MRCPsych, & Costello, E. J., PhD. (2013). Adult psychiatric
outcomes of bullying and being bullied by peers in childhood
and adolescence. JAMA Psychiatry, 70(4), 419. Retrieved
from https://search-proquest-
com.portal.lib.fit.edu/docview/1324573596?accountid=27313
· Farrington, D. P., Loeber, R., Stallings, R., & Ttofi, M. M.
(2011). Bullying perpetration and victimization as predictors of
delinquency and depression in the pittsburgh youth
study. Journal of Aggression, Conflict and Peace
Research, 3(2), 74-81.
//dx.doi.org.portal.lib.fit.edu/10.1108/17596591111132882
Retrieved from https://search-proquest-
· Mishna, F., McInroy, L. B., Lacombe-Duncan, A., Bhole, P.,
Van Wert, M., Schwan, K., . . . Johnston, D. (2016). Prevalence,
motivations, and social, mental health and health consequences
of cyberbullying among school-aged children and youth:
Protocol of a longitudinal and multi-perspective mixed method
study. JMIR Research Protocols, 5(2), e83.
//dx.doi.org.portal.lib.fit.edu/10.2196/resprot.5292 Retrieved
· Strøm, I. F., Aakvaag, H. F., Birkeland, M. S., Felix, E., &
Thoresen, S. (2018). The mediating role of shame in the
relationship between childhood bullying victimization and adult
psychosocial adjustment. European Journal of

Psychotraumatology, 9(1), 1418570.
//dx.doi.org.portal.lib.fit.edu/10.1080/20008198.2017.1418570
Mccusker Week 3 Assignment
The two research studies can be defined as being correlational.
This can be said to be true because the researchers had an
opportunity to investigate the aspect of bullying and how this
process occurs. Moreover, the two studies also wanted to
understand the impact of bullying on the victim and the one who
commits the act of bullying. From the two studies it is evident
that the researchers focused on a number of given variables in
order to determine how these variables relate to the aspect of
bullying. Therefor the research study wanted to determine if
there exist a correlation or a relationship between these
variables and the aspect of bullying. These studies were carried
out in the field. The researchers in these two cases had to
collect data from the field in order to come up with clear
conclusions about this particular matter at hand. Additionally,
trying to understand the aspect of bullying required the
researchers to be on the field and understand the various aspects
associated with bullying (Jaana & Sandra,2014).
From the two studies it is evident that bullying includes the
aspect of humiliation. This means that a bully uses his
prominence or his physical appearance to intimidate and
humiliate another individual. This causes the individual being
bullied to develop low self-esteem and thus ends up being a
social misfit. It is also evident from the two studies that
bullying can also lead to the development of social problems
and that there is nothing good that is associated with this
particular aspect. Additionally, it is also evident that bullying
also leads to problems related to emotional factors of an
individual and when in extreme bullying can result to physical
pain. There are a number of conclusions that cannot be drawn
from the two studies. To start with, the studies do not give a

well outlined approach on how to end bullying in schools,
instead the studies have only provided possible interventions.
This means that more should be done in order to come up with
conclusive measures of dealing with menace. Moreover, the two
research studies did not also focus on how bullies can be
integrated into the society after they realize that their actions
are not acceptable (Dake, Joseph,Price, James Telljohann,&
Susan,2003).
There are a number of strengths associated with this method of
study. The fact that the two researches were conducted on the
field means that the researchers were able to have firsthand
information on bullying. Moreover, the fact that the researches
were correlational, means that the researchers were able to
understand how bullying relates to other various factors.
Limitations on this research design may have included the fact
that correlation does not necessary imply causation. This means
that bullying cannot be justified by trying to imply that it is
caused by various reasons. Secondly, this type of research
design depends entirely on data provided and it does not go
beyond that. In future research, such studied should focus more
on trying to understand how this menace can be handled without
having to bring out the aspect of discrimination. Moreover, the
research should also focus more on the causes of bullying and
this can help come up with preventive measures especially at
the school level.
References
Dake, Joseph A;Price, James H;Telljohann, Susan K The
Journal of School Health; May (2003). The nature and extent of

bullying at school
Jaana Juvonen & Sandra Graham, (2014). Bullying in Schools:
The Power of Bullies and the Plight of Victims
School Bullying
Hypotheses: If parents and teachers combine efforts and pay
closer attention, and punish accordingly, then bullying in school
will eventually cease. Bullying is a constant topic of discussion
amongst most parents. However because social media provides
secrecy and a wider reach, bullying in schools is still as
consistent today as it was before being a part of the discussion.
The consequences of bullying in school are not great enough to
make an impact in stopping bullying.
References
Copeland, W. E., PhD, Wolke, D., PhD, Angold, A.,
Cornell, D. G., Sheras, P. L., & Cole, J. C. M. (2006).
Assessment of bullying. In S. R. Jimerson, & M. Furlong
(Eds.), Handbook of school violence and school safety: From
research to practice (pp. 209, Chapter xxiv, 688 Pages).
Mahwah, NJ, US, US: Lawrence Erlbaum Associates Publishers,
Mahwah, NJ. Retrieved from https://search-proquest-
Cornell, D., Shukla, K., & Konold, T. (2015). Peer
victimization and authoritative school climate: A multilevel
approach. Journal of Educational Psychology, 107(4), 1186.
Dake, J. A., Price, J. H., & Telljohann, S. K. (2003). The nature

and extent of bullying at school. The Journal of School
Health, 73(5), 173-80. Retrieved from https://search-proquest-
Dake, J. A., Price, J. H., Telljohann, S. K., & Funk, J. B.
(2003). Teacher perceptions and practices regarding school
bullying prevention. The Journal of School Health, 73(9), 347-
355. Retrieved from https://search-proquest-
Farrington, D. P., Loeber, R., Stallings, R., & Ttofi, M. M.
Research, 3(2), 74-81.
Juvonen, J., & Graham, S. (2014). Bullying in schools: The
power of bullies and the plight of victims. Annual Review of
Psychology, 65, 159. Retrieved from https://search-proquest-
Kowalski, R. M., & Limber, S. P. (2007). Electronic bullying
among middle school students. The Journal of Adolescent
Health : Official Publication of the Society for Adolescent
Medicine, 41(6 Suppl 1), S30. Retrieved from https://search-
proquest-
Kowalski, R. M., Limber, S. P., & Agatston, P. W.
(2012). Cyberbullying: Bullying in the digital age (2nd ed. ed.)
Wiley-Blackwell. Retrieved from https://search-proquest-
McInroy, L. B., & Mishna, F. (2017). Cyberbullying on online
gaming platforms for children and youth. Child & Adolescent
Social Work Journal, 34(6), 597-607.
//dx.doi.org.portal.lib.fit.edu/10.1007/s10560-017-0498-0

Mishna, F., McInroy, L. B., Lacombe-Duncan, A., Bhole, P.,
Novick, R. M., & Isaacs, J. (2010). Telling is compelling: The
impact of student reports of bullying on teacher
intervention.Educational Psychology, 30(3), 283. Retrieved
Salmivalli, C., Kaukiainen, A., & Voeten, M. (2005). Anti-
bullying intervention: Implementation and outcome. British
Journal of Educational Psychology, 75, 465-487. Retrieved
Smokowski, P. R., & Kelly Holland Kopasz. (2005). Bullying in
school: An overview of types, effects, family characteristics,
and intervention strategies. Children & Schools, 27(2), 101-110.
Ttofi, M. M., & Farrington, D. P. (2011). Effectiveness of
school-based programs to reduce bullying: A systematic and
meta-analytic review. Journal of Experimental
Criminology, 7(1), 27-56.
van Goethem, A. A., J., Scholte, R. H., J., & Wiers, R. W.
(2010). Explicit- and implicit bullying attitudes in relation to
bullying behavior. Journal of Abnormal Child
Psychology, 38(6), 829-42.

Yeager, D. S., Fong, C. J., Lee, H. Y., & Espelage, D. L.
(2015). Declines in efficacy of anti-bullying programs among
older adolescents: Theory and a three-level meta-
analysis. Journal of Applied Developmental Psychology, 37, 36-
51. //dx.doi.org.portal.lib.fit.edu/10.1016/j.appdev.2014.11.005
Tyrone McCusker Week 2
I have changed my topic to focus on the impact of bullying
behaviors on children both as bullies and victims
Copeland, W. E., PhD, Wolke, D., PhD, Angold, A.,
This study examines the outcomes of bullying and being bullied
in childhood and its correlation to psychiatric problems.
· Was the study correlational, experimental, or some
combination of both?
-The study was a combination correlational and experimental
· How do you know?
-Correlational in answering Bullying predicts psychiatric
problems, Experimental by manipulating age groups and
communities.
· Was it done in the laboratory or the field?
-This study was in the Field in North Carolina Population based
study.
· What conclusions can be drawn from the study?
- After controlling for childhood psychiatric problems or family
hardships, we found that victims continued to have a higher

prevalence of agoraphobia, and panic disorder and that
bullies/victims were at increased risk of young adult depression
, panic disorder , agoraphobia , and suicidality
· What conclusions cannot be drawn from the study?
-Since this study determined the effects on kids into young
adult hood, the study could not conclude the effects into adult
hood.
· What are some strengths and limitations of the research
design?
-The strength in the study is variety studied from bullies to
victims to both, the weakness lies in the variable added as they
chose families with hardships. I feel that variable can disprove
the correlational aspect as the study cant determine if the
bullying is the cause or the hardship is the cause of the
psychiatric problems.
· Name two areas for future research based on the article (either
those listed in the paper or your own ideas)
-For future research I would take out the hardship variable or
have a control study. Second I would like to see a more spread
out study spanning across the US and not focus on town or area
and study the psychological effects that lead to violence.
Farrington, D. P., Loeber, R., Stallings, R., & Ttofi, M. M.
Research, 3(2), 74-81.
-This study is correlational

· How do you know?
-The study investigate whether bullying perpetration predicts
later criminal offending and whether bullying victimization
predicts later depression.
-This study was done in the field, Pittsburgh
- The paper provides useful evidence which leads to the
conclusion that bullying perpetration is followed by an
increased risk of delinquency, and that bullying victimization is
followed by an increased risk of depression.
-This study doesn’t account for victims of bullies and the
correlation of delinquency.
design?
-The strength in this study range of the study, start at the age of
6 years old nd following till the age of 19 years old. The
limitations again fall in the scope and the focus on only boys.
-One are for future study would be to include both makes and
females and see wich has a greater correlation. And Two follow
victims of bullies as well and determine if a correlation lies in
victims and delinquency.
Mishna, F., McInroy, L. B., Lacombe-Duncan, A., Bhole, P.,

The objective of this experimental study through surveys is to
explore children’s experience with cyberbullying and as they
get older explore social, mental health, and health consequences
of cyberbullying. This was done in the field using a random
sample of 4th,7th, and 10th graders. The strengths in this study
lie in the random sampling and wide range f grades.
-Experimental
· How do you know?
-Established the cause and effect of cyberbullying
-This study was done in the field using surveys
design?
Strøm, I. F., Aakvaag, H. F., Birkeland, M. S., Felix, E., &
Thoresen, S. (2018). The mediating role of shame in the
relationship between childhood bullying victimization and adult
psychosocial adjustment. European Journal of
Psychotraumatology, 9(1), 1418570.
//dx.doi.org.portal.lib.fit.edu/10.1080/20008198.2017.1418570

-Combination of Correlational and experimental
· How do you know?
- This study investigated (1) whether childhood
experiences of bullying victimization and violence were
associated with psychosocial adjustment (distress, impaired
functioning, social support barriers) in young adulthood; (2) the
unique effect of bullying victimization on psychosocial
adjustment; and (3) whether shame mediated the relationship
between bullying victimization and these outcomes in young
adulthood.
-This study was done in the field using a follow up study group
from previous testing.
- This study show that bullying victimization as a trauma with
severe and long-lasting consequences
-This study cannot conclude what the long lasting effects will
be as they vary from person to person depending on experience.
design?
-The strength in this study is the continuation with a previous
group ad continuing the testing process to strengthen conclusion
and results.
-One are for future research would be to try and determine
which factors play into what the long term effect would be. And
second would be to again continue the process with the same
study group at a later date to determine how long these effects
can last from childhood to adulthood.
Mccusker week 5 assignment
The Impact of Bullying and Victimization on Students'
Relationships

This article used correctional study method. The authors
used data from the Flemish Educational Assessment (FlEA),
consisting of 11,872 students in 85 schools. They then
performed multivariate analyses of variance (ANOVA).
I know this because the authors used data from FIEA
which they compared and contrasted in their analysis.
The research was done in the laboratory because the
authors used the data that was already collected by FIEA.
Conclusions that can be drawn from the study are that
accuracy of this study depends on the accuracy of data used.
Bullying and victimization have negative impact on students’
relationships. .
Strengths of correlational study is that a correlational
study can be conducted on variables that can be measured and
not manipulated, for example when an experimental method
would be impractical or unethical to conduct. While its
limitation is that No cause and effect can be established in
correlational research as it is not certain that one variable
caused another to happen, it could be one or the other or it
could even be an unknown variable that causes the correlation.
Areas for future study are:
1. How students can use relationships to end bullying and
victimization
1. Impact of bullying and victimization on academic
performance
An Exploration of Effects of Bullying Victimization from a
Complete Mental Health Perspective
This article used experimental study method. I know this
because the authors contacted research and collected data by
themselves instead of relying on the people’s data or research.
This study was conducted in the field.
It can be established from this study that bullying and
victimization is a major problem that is affecting many people
across the world.
Strengths of experimental study are that: It is a basic,
straightforward, efficient type of research that can be applied

across a variety of disciplines. Experimental research designs
are repeatable and therefore, results can be checked and
verified. Due to the controlled environment of experimental
research, better results are often achieved. Its limitations are
that: human error also plays a key role in the validity of the
project as discussed in previous modules. It may not be really
possible to control all extraneous variables. The health, mood,
and life experiences of the test subjects may influence their
reactions and those variables may not even be known to the
researcher.
Based on the article, the two areas of future study are:
1. Can bullying and victimization cause mental illness?
1. Can preventing bullying and victimization help to end or
reduce mental illness?
References
Demanet, J. & Houtte, M. (2013). The impact of bullying and
victimization on students' relationships. American Journal of
Health EducationVolume 43, Iss. 2, 2012, 104-113.
Fullchange, A. & Furlong, M. (2016). An exploration of effects
of bullying victimization from a complete mental health
perspective. SAGE Journals Vol. 6, No. 1, 2016,
MEE 6501, Advanced Air Quality Control 1
Course Description
Explores an in-depth study of advanced air quality control
science and management practices. Addresses health effects,

environmental impacts, monitoring, modeling, and treatment.
Course Textbook
Godish, T., Davis, W. T., & Fu, J. S. (2015). Air quality (5th
ed.). Boca Raton, FL: CRC Press.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Describe methods for monitoring air pollution.
2. Critique air pollutant modeling equations and/or software.
3. Assess health effects of air pollution.
4. Examine causes of indoor and outdoor air pollution.
5. Evaluate health risks of air pollution exposure.
6. Estimate the impact of air pollution on the environment.
7. Evaluate air pollution control technologies.
Credits
Upon completion of this course, the students will earn three (3)
hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides

students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes
that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which
discusses lesson material.
4. Reading Assignments: Each unit contains Reading
Assignments from one or more chapters from the textbook
and/or outside resources.
5. Suggested Reading: A Suggested Reading is listed in Unit II.
Students are encouraged to read the resource
listed if the opportunity arises, but they will not be tested on
their knowledge of the Suggested Reading.
6. Discussion Boards: Discussion Boards are part of all CSU
term courses. More information and specifications
can be found in the Student Resources link listed in the Course
Menu bar.
7. Unit Assessments: This course contains four Unit
Assessments, one to be completed at the end of Units I, III, V,
and VII. Assessments are composed of written-response
questions.
8. Unit Assignments: Students are required to submit for
grading Unit Assignments in Units II-VIII. Specific
information and instructions regarding these assignments are
provided below. Grading rubrics are included with
each assignment. Specific information about accessing these
rubrics is provided below.

9. Ask the Professor: This communication forum provides you
with an opportunity to ask your professor general or
course content related questions.
10. Student Break Room: This communication forum allows for
casual conversation with your classmates.
MEE 6501, Advanced Air
Quality Control
Course Syllabus
CSU Online Library
The CSU Online Library is available to support your courses
and programs. The online library includes databases,
journals, e-books, and research guides. These resources are
always accessible and can be reached through the library
webpage. To access the library, log into the myCSU Student
Portal, and click on “CSU Online Library.” You can also
access the CSU Online Library from the “My Library” button on
the course menu for each course in Blackboard.
The CSU Online Library offers several reference services. E-
mail ([email protected]) and telephone
(1.877.268.8046) assistance is available Monday – Thursday
from 8 am to 5 pm and Friday from 8 am to 3 pm. The
library’s chat reference service, Ask a Librarian, is available
24/7; look for the chat box on the online library page.
Librarians can help you develop your research plan or assist you

in finding relevant, appropriate, and timely information.
Reference requests can include customized keyword search
strategies, links to articles, database help, and other
services.
Unit Assignments
Unit II Mini Project
Over the course of these remaining seven units, we will be
developing a course project. We will do a single section of the
course project in every unit, completing one section of the
course project in each unit, and then adding the subsequent
work in the following unit. This unit work will be in the form of
mini projects, and in Unit VIII, you will submit the entire
project. Throughout the course, your instructor will provide you
with feedback on every unit you submit; therefore, it is
important to implement the feedback you receive in the
upcoming unit(s). You will be required to integrate an online
resource in your final submission. The Business Continuity &
Disaster Recovery Reference Center is a good online
database for this course project.
Our course project will be to develop a document titled A
Permit By Rule (PBR) Application for an Interior Surface
Coating
Facility that will serve as a simulation of our work as a contract
environmental engineer to a small vehicle body shop
located in the state of Texas.
The Scenario:
You have been contracted with a vehicle body repair shop
named Texas Car Body Repairs, USA to engineer and write a

state (Texas) air permit application for a carefully designed
interior lining (painting) facility. According to Texas state laws
and EPA laws, the facility must have an air permit before
construction begins. Once the facility is completed, the
construction air permit will then become the operational air
permit for the facility. As a result, your client wants the air
permit application to automatically align the interior surface
coating facility into operational compliance with state and
federal air quality laws. Consequently, it is extremely important
for you to write the air permit application to meet the air
permit criteria using the state guidance document and
considering the equipment and chemicals already planned for
the
facility operations.
Your client has presented you with the following specifications
regarding the facility operations plan:
Interior Liner
Coating
Material
10 gallons
coating/vehicle
2 gallons of
solvent/vehicle
Vehicle Lining
Application
Apply interior
liners to two
(2)
vehicles/day

Work five (5)
hours/day and
four (4)
days/week
Vehicle Lining
Curing
Cure interior
liners of two
(2)
vehicles/day
Work five (5)
hours/day and
four (4)
days/week
mailto:[email protected]
Interior Liner
Cure
Heater fuel
source is
natural gas-
fired drying
oven
Heater
generates 2.1
million (MM)

Btu/hr at
maximum
2,500 hrs/year
Vehicle Lining
Design
Cross-draft air
plenum
Vehicle interior
is the spray
area
Exhaust Fan 10,000 ft3/min
(CFM)
1 exhaust fan
Air Makeup
Unit
5760 ft3/min
(CFM)
1 air makeup
unit
Filter
Openings
20.0 ft2 each Two (2) filter
openings
Coating WV VOC content 2.8 lb/gal
coating

Coating VM Coating
volume
1.0 gal
Water Content Per gal/coating 1.0 lb/gal
Water Density Per gal/water 8.34 lb/gal
Coating VW Water volume Calculation
Exempt-
solvent
Content
Per gal/coating 0.5 lb/gal
Exempt-
solvent
Density
Per gal/exempt
solvent
6.64 lb/gal
Coating Ves Exempt
solvent volume
Calculation
The client has designed an interior coating spray painting
system that allows the interior of a vehicle to be coated (such as
for new vehicles, or vehicles being restored after fire damage or

other catastrophic interior damage). The operations will
involve a stripped-down vehicle body being brought into the
facility’s shop. The shop is a steel building with a finished
concrete floor and a paint booth for each vehicle. The vehicle
will be placed in the spray booth. The booth will be opened
at one end of the booth for makeup air. The exhaust air will
flow through an exhaust chamber at the other end of the
vehicle (see Cross-Draft Automotive Spray Booth in Appendix
F of the TCEQ Regulatory Guidance Document). For each
vehicle, once the liner application operations are completed the
forced curing (drying) operations will immediately
commence.
Instructions
1. Closely read the Required Reading assignment from your
textbook, Appendix B and Appendix K of the Texas
Commission on Environmental Quality (TCEQ) Regulatory
Guidance document (Click here to access the
document), and the Unit Lesson within the Study Guide.
Consider reading the Suggested Reading.
2. Using APA style (title page, abstract page, body with level 1
headings, and a reference page) for a research
paper, begin drafting a proposal document. You will add to this
document in every unit with another level 1
heading.
3. Make your Unit II work your first level 1 heading titled
“General Considerations for Operation,” and describe the
scenario that is presented above. You may find it convenient to
present the tabulated information in your General
Considerations section of the permit for future reference
throughout the rest of the course. This submission (and
every submission through Unit VII) needs to be a minimum of

at least a one page in length, double-spaced.
https://online.columbiasouthern.edu/CSU_Content/Courses/Eme
rgency_Services/MEE/MEE6501/15F/TCEQ.pdf
NOTE: In the following units (Units III through VIII), the unit
lessons will contain information related to the interior surface
coating operation by means of practical examples.
Consequently, it is imperative that you read the unit lessons
within the
study guide every week, use the TCEQ’s (2011) regulatory
guidance document, and consider the current (as well as
previous) material from your textbook in every unit. This
project will serve as a comprehensive demonstration of your
applied learning of engineering air quality.
Information about accessing the Grading Rubric for this
assignment is provided below.
Unit III Mini Project
As a continuation of our course project due in Unit VIII, A
Coating
Facility, complete the next section, “VOC and ES Content per
Vehicle,” of your proposal by following the instructions
carefully, and then submit your continued draft for grading.
Instructions

textbook, the TCEQ (2011) document, and the Unit
Lesson in the Study Guide.
2. Open your proposal draft from Unit II and make any
improvements to your draft using your professor’s feedback
from the Unit II project assignment.
3. Open the Unit III Study Guide, read the Unit III Lesson, and
review the calculations demonstrated and explained
regarding VOC and ES weights per gallon and per vehicle for
our scenario.
4. Make your Unit III work your second level 1 heading titled
“VOC and ES Content per Vehicle.” Describe and
demonstrate (illustrate) the calculations for both the VOC and
ES weights for this section of your project.
You are required to describe and demonstrate the VOC and ES
calculations in a minimum one-page, double-spaced
document.
Unit IV Mini Project
Coating
Facility, complete the next section, “Operational Air Emission
Rates,” of your proposal by following the instructions
Instructions

2. Open your proposal draft from Unit III and make any
from the Unit III project assignment.
3. Open the Unit IV Study Guide, read the Unit IV Lesson, then
regarding emission rate calculations and “potential to emit”
statistical model calculations for our scenario.
4. Make your Unit IV work your third level 1 heading titled
“Operational Air Emission Rates.” Describe and
demonstrate (illustrate) the calculations for the following for
this section of your project: (a) calculating maximum
hourly and annual emission rates, (b) emission rate averaged
over a five-hour period, and (c) potential to emit.
You are required to describe and demonstrate the “Operational
Air Emission Rates” in a minimum one-page, double-
spaced document.
Unit V Mini Project
Coating
Facility, complete the next section, “Operational Face and Filter

Velocities,” of your proposal by following the instructions
Instructions
2. Open your proposal draft from Unit IV and make any
from the Unit IV project assignment.
3. Open the Unit V Study Guide, read the Unit V Lesson, then
regarding face velocity calculations and filter velocity
calculations for our scenario.
4. Make your Unit V work your fourth level 1 heading titled
“Operational Face and Filter Velocities.” Describe and
this section of your project: (a) calculate the face
velocity and (b) filter velocity of the spray booth in a minimum
one-page, double-spaced document.
Unit VI Mini Project

Coating
Facility, complete the next section, “VOC Content Minus Water
and Exempt Solvent,” of your proposal by following the
instructions carefully, and then submit your continued draft for
grading.
Instructions
2. Open your proposal draft from Unit V and make any
from the Unit V project assignment.
3. Open the Unit VI Study Guide, read the Unit VI Lesson, then
regarding VOC content minus water and exempt solvent
calculations for our scenario.
4. Make your Unit VI work your fifth level 1 heading titled
“VOC Content Minus Water and Exempt Solvents.”
Describe and demonstrate (illustrate) the calculations for the
following for this section of your project: (a) calculate
the gallons of water in one gallon of coating and (b) pounds of
VOC in one gallon of coating (without the water
and exempt solvent). This submission should be in a minimum
one-page, double-spaced document.

Unit VII Mini Project
Coating
Facility, complete the next section, “Heater and Oven
Combustion Emissions,” of your proposal by following the
instructions carefully, and then submit your continued draft for
grading.
Instructions
2. Open your proposal draft from Unit VI and make any
from the Unit VI project assignment.
3. Open the Unit VII Study Guide, read the Unit VII Unit
Lesson, then review the calculations demonstrated and
explained regarding calculations for emissions of products of
combustion from heaters and ovens for our
scenario.
4. Make your Unit VII work your sixth level 1 heading titled
“Heater and Oven Combustion Emissions.” Describe and
this section of your project: (a) nitrous oxides (NOx),
(b) carbon monoxide (CO), (c) particulate matter (PM), (d)
volatile organic compounds (VOC), and (e) sulfur
dioxide (SO2) for BOTH hourly emissions (short-term) in

lbs./hr. AND annual (long-term) emissions in tons/year.
Your response should be in a minimum one-page, double-spaced
document.
Unit VIII Project
To finish our course project due in this Unit VIII, A Permit By
Rule (PBR) Application for an Interior Surface Coating
Facility, complete the final two sections, “Pollution Control
Technologies” and “Process Flow Diagram” of your proposal by
following the instructions carefully, and then submit the
completed, final draft of your proposal for grading.
Instructions
2. Open your proposal draft from Unit VII and make any
from the Unit VII project assignment.
3. Open the Unit VIII Study Guide, read the Unit VIII Lesson,
then consider the control technology options available
for our scenario.

4. Make your first Unit VIII section your seventh level 1
heading titled “Pollution Control Technologies.” Select
appropriate control technologies to be used in the final exhaust
air from the spray booth for the following
pollutants: (a) gases and vapors, (b) aerosol particles, and (c)
noise levels of 90 dBA at 1,000 Hz. Be sure to
defend your suggested engineering controls with literature.
5. Make your second Unit VIII section your eighth (final) level
1 heading titled “Process Flow Diagram.” Map out the
entire process by developing a drawing of the process. You
might consider reviewing the drawings located within
Appendix G and Appendix J in the TCEQ (2011) document and
Figure 10.12 on page 381 of your textbook as
good examples of clear and understandable process drawings to
help you construct your own Process Flow
Diagram.
6. Be sure that your Abstract and References pages are updated
before you submit your final project for a grade.
NOTE: Please compile (Units II-VIII) and submit your entire
project as one document. Include an article reference from the
CSU Online Library within your final project submission that is
tied to the course project. The Business Continuity &
Disaster Recovery Reference Center online database is a good
online database for this course project.
APA Guidelines

The application of the APA writing style shall be practical,
functional, and appropriate to each academic level, with the
primary purpose being the documentation (citation) of sources.
CSU requires that students use APA style for certain
papers and projects. Students should always carefully read and
follow assignment directions and review the associated
grading rubric when available. Students can find CSU’s Citation
Guide by clicking here. This document includes examples
and sample papers and provides information on how to contact
the CSU Success Center.
Grading Rubrics
This course utilizes analytic grading rubrics as tools for your
professor in assigning grades for all learning activities. Each
rubric serves as a guide that communicates the expectations of
the learning activity and describes the criteria for each
level of achievement. In addition, a rubric is a reference tool
that lists evaluation criteria and can help you organize your
efforts to meet the requirements of that learning activity. It is
imperative for you to familiarize yourself with these rubrics
because these are the primary tools your professor uses for
assessing learning activities.
Rubric categories include: (1) Discussion Board, (2) Assessment
(Written Response), and (3) Assignment.
However, it is possible that not all of the listed rubric types will
be used in a single course (e.g., some courses may
not have Assessments).
The Discussion Board rubric can be found within Unit I’s
Discussion Board submission instructions.
The Assessment (Written Response) rubric can be found

embedded in a link within the directions for each Unit
Assessment. However, these rubrics will only be used when
written-response questions appear within the Assessment.
Each Assignment type (e.g., article critique, case study,
research paper) will have its own rubric. The Assignment
rubrics
are built into Blackboard, allowing students to review them
prior to beginning the Assignment and again once the
http://www.columbiasouthern.edu/downloads/pdf/success/citatio
n-guide
Assignment has been scored. This rubric can be accessed via the
Assignment link located within the unit where it is to be
submitted. Students may also access the rubric through the
course menu by selecting “Tools” and then “My Grades.”
Again, it is vitally important for you to become familiar with
these rubrics because their application to your
Discussion Boards, Assessments, and Assignments is the
method by which your instructor assigns all grades.
Communication Forums
These are non-graded discussion forums that allow you to
communicate with your professor and other students.
Participation in these discussion forums is encouraged, but not
required. You can access these forums with the buttons in
the Course Menu. Instructions for subscribing/unsubscribing to
these forums are provided below.

Click here for instructions on how to subscribe/unsubscribe and
post to the Communication Forums.
Ask the Professor
This communication forum provides you with an opportunity to
ask your professor general or course content questions.
Questions may focus on Blackboard locations of online course
components, textbook or course content elaboration,
additional guidance on assessment requirements, or general
advice from other students.
Questions that are specific in nature, such as inquiries regarding
assessment/assignment grades or personal
accommodation requests, are NOT to be posted on this forum. If
you have questions, comments, or concerns of a non-
public nature, please feel free to email your professor.
Responses to your post will be addressed or emailed by the
professor within 48 hours.
Before posting, please ensure that you have read all relevant
course documentation, including the syllabus,
assessment/assignment instructions, faculty feedback, and other
important information.
Student Break Room
This communication forum allows for casual conversation with
your classmates. Communication on this forum should
always maintain a standard of appropriateness and respect for
your fellow classmates. This forum should NOT be used to
share assessment answers.

Grading
Discussion Boards (8 @ 2%) = 16%
Assessments (4 @ 8%) = 32%
Mini Projects (6 @ 7%) = 42%
Unit VIII Project = 10%
Total = 100%
Course Schedule/Checklist (PLEASE PRINT)
The following pages contain a printable Course Schedule to
assist you through this course. By following this schedule,
you will be assured that you will complete the course within the
time allotted.
https://online.columbiasouthern.edu/CSU_Content/common_file
s/instructions/DB/Create_New_Thread_Subscribe.pdf
MEE 6501, Advanced Air Quality Control Course Schedule
By following this schedule, you will be assured that you will
complete the course within the time allotted. Please keep this
schedule for reference as you progress through your course.
Unit I The Atmosphere and Atmospheric Pollutants

Read:
apter 2: Atmospheric Pollution and Pollutants
Discuss:
Discussion Board question by Saturday,
11:59 p.m. (Central Time)
Comment: Comment on another student’s
Discussion Board response by
Tuesday, 11:59 p.m. (Central Time)
Notes/Goals:
Unit II Engineering for Outdoor Air Quality
udy Guide
Read:
Discuss:

Discussion Board question by
Saturday, 11:59 p.m. (Central Time)
Notes/Goals:
Unit III Engineering for Indoor Air Quality
Read:
Discuss:

Submit:
(Central Time)
Notes/Goals:
Unit IV Engineering for Indoor Air Quality, Part Two
Read:
lth Effects
Discuss:
Saturday,11:59 p.m. (Central Time)
Comment: Comment on another student’s

Tuesday,11:59 p.m. (Central Time)
Notes/Goals:
Unit V Engineering Air Quality for Ecological and Structural
Health
Read:
Discuss:
Saturday,11:59 p.m. (Central Time)
Tuesday,11:59 p.m. (Central Time)
Submit:

Notes/Goals:
Unit VI Engineering Air Quality Monitoring Systems
Read:
Discuss:
Notes/Goals:

Unit VII Statistical Modeling for Engineered Air Quality
Read:
-
277
Deposition, pp. 77-98
Discuss:
ard Response: Submit your response to the
Submit:
by Tuesday, 11:59 p.m. (Central Time)
Notes/Goals:

Unit VIII Utilizing Pollution Control Technologies for
Engineered Air Quality Control
Read:
Control of Motor Vehicle Emissions
Discuss:
Notes/Goals:

TCEQ REGULATORY GUIDANCE
Small Business and Environmental Assistance Division
RG-404 ● February 2011
TEXAS COMMISSION ON ENVIRONMENTAL QUALITY •
PO BOX 13087 • AUSTIN, TX 78711-3087
T he T CEQ i s an equal oppo r t un i t y em pl oy e r . T he
agenc y does no t a l l ow d i sc r im ina t i on on t he bas i s
o f r ac e , c o l o r , r e l i g i on, na t i onal o r i g i n , sex
, d i sabi l i t y , age,
sex ual o r i en t at i on , o r v et e r an s t a t us . I n c om
pl i anc e wi t h t he Am er i c ans wi t h D i sab i l i t i es A
c t , t h i s doc um ent m ay be r equest ed i n a l t e r na t e
f o rm at s by c on t ac t i ng
t he T CEQ at 512- 239 - 0028 , f ax 512 - 239- 4488 , or 1
- 800- RE LAY -T X (T DD) , o r by wr i t i ng PO B ox
13087, A ust i n T X 78711 - 3087 . W e au t ho r i z e y ou t
o use or
r ep r oduc e any o r i g i na l m a t e r i a l c on t a i ned i n
t h i s publ i c a t i on — t hat i s , any m at e r i a l we d i
d no t ob t a i n f r om ot he r sou r c es . P lease ac k nowl
edge t he T CE Q as y ou r
sou r c e . Pr i n t ed on r ec yc l ed pape r .
Surface Coating Facilities
A Guide for Obtaining Air Authorization in Texas
Contents
Introduction
...............................................................................................
....................................................... 2
Which Air Authorization Applies to You?

...............................................................................................
2
De Minimis
...............................................................................................
.......................................................... 2
Permit by Rule
...............................................................................................
..................................................... 3
New Source Review
Permit.....................................................................................
............................................ 7
Title V Federal Operating
Permit.....................................................................................
.................................. 7
Other Requirements
...............................................................................................
........................................ 8
General Air Quality Rules (30 TAC 101)
...............................................................................................
............ 8
Nonattainment and Near-Nonattainment Areas (30 TAC 115)
.......................................................................... 9
New Source Performance Standards (40 CFR, Part 60)
.................................................................................. 10
National Emission Standards for Hazardous Air Pollutants (40
CFR, Part 63) .............................................. 10
Common Air Violations for Surface Coaters
....................................................................................... . 11
For More Information
...............................................................................................
................................... 11
Appendix A: Common Permits by Rule for Surface Coating

Facilities ........................................ 12
Appendix B: Surface Coating Permit by Rule (30 TAC 106.433)
.................................................. 13
Appendix C: Volatile Organic Compound (VOC) and Exempt
Solvent Content per Gallon of
Coating
...............................................................................................
............................................................... 16
Appendix D: Calculating Maximum Hourly and Annual
Emission Rates ................................... 20
Appendix E: Emission Rate Averaged Over a Five-Hour Period
................................................... 24
Appendix F: Potential to Emit
...............................................................................................
.................... 25
Appendix G: Calculation of Booth or Work-Area and Filter and
Face Velocities .................... 26
Appendix H: VOC Content Minus Water and Exempt Solvents
..................................................... 30
Appendix I: Calculations for Emissions of Products of
Combustion from Heaters and Ovens
...............................................................................................
............................................................................... 33
Appendix J: Examples of Acceptable Stack Designs
.......................................................................... 35

Appendix K: Compliance Worksheet
...............................................................................................
....... 36
TCEQ publication RG-404 Surface Coating Facilities: A Guide
for Obtaining Air Authorization in Texas
2 Revised March 2011
Introduction
This document is tailored to the surface coating industry,
excluding auto body shops,
and contains general information about air regulations. Surface
coaters prepare and
coat (paint) items that may be made out of metal, wood, plastic,
porcelain, or any of
several other materials. Processes associated with cleaning and
coating emit air
contaminants. As part of its role in protecting public health and
the environment, the
Texas Commission on Environmental Quality (TCEQ) requires
you to get proper air
authorization for these emissions. Under the law, you are
required to obtain
authorization before you build, modify, or begin operations at
your facility.
Even if your site is already in operation, you still need an air
authorization. You should
begin steps to obtain authorization as soon as you become aware
that this regulation
applies to you. For more information on how to proceed if you
find yourself in this
situation, call the Small Business and Local Government

Assistance (SBLGA) program
at 800-447-2827 for confidential assistance. You can also
contact the Air Permits
Division at 512-239-1250 for technical assistance.
Which Air Authorization Applies to You?
The type of authorization you qualify for will depend on the
materials and chemicals
you use, the processes that you conduct, and the amount of air
contaminants your
facility creates. In Texas, you have three options for obtaining
authorization to emit air
contaminants from your surface coating facility. You must
either
• qualify for de minimis status, or
• obtain authorization through a
In addition, you may be required to obtain coverage under a
Title V Federal Operating
Permit if your emissions exceed certain levels. Ultimately, you
must decide which type
of authorization applies to your business and if it needs to meet
any other
requirements to comply with state and federal laws.
De Minimis
De minimis sites emit very small amounts of air contaminants.
If your site qualifies as
de minimis, you do not need to register with the TCEQ.
However, you do need to keep
records to prove that you meet the de minimis requirements.

Even if your site is de
minimis, you may have to comply with other state and federal
regulations—see “Other
Requirements,” on page 8. The rules that explain the de minimis
criteria appear at 30
Texas Administrative Code (TAC) Chapter 116, Subchapter B,
Division 1, Section
116.119.
There are several ways that you can meet the de minimis
criteria. To find out whether
you can claim de minimis status:
• Check the De Minimis Facilities or Sources List [30 TAC
116.119(a)(1)].
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TCEQ publication RG-404 Surface Coating Facilities: A
Guide for Obtaining Air Authorization in Texas
Revised March 2011 3
Any facility on the De Minimis Facilities or Sources List is

considered de minimis by
the TCEQ. This list is available online at
<www.tceq.texas.gov/goto/de_minimis>.
• Check the Materials and Usage List [30 TAC
116.119(a)(2)(A–F)].
If the total, site-wide use per year of the following materials is
below the thresholds
listed, the site is considered de minimis:
• cleaning and stripping solvents, 50 gallons per year
• coatings (excluding plating materials), 100 gallons per year
• dyes, 1,000 pounds per year
• bleaches, 1,000 gallons per year
• fragrances (excluding odorants), 250 gallons per year
• water-based surfactants and detergents, 2,500 gallons per year.
• Review Your Emission Rates and Check the Effects Screening
level (ESL) List or Ask
for a Case-by-Case Review.
There are two additional ways that you can claim de minimis
status. You can
review the ESL list and emission rate caps [30 TAC
116.119(a)(3)] or ask for a
case-by-case review [30 TAC 116.119(a)(4)]. For more
information on these
options, contact the Air Permits Division at 512-239-1250.
De minimis sites cannot be in violation of any TCEQ rule,
permit, order, or statute. If a
business is found to be in violation, it will no longer be
considered de minimis and
must obtain authorization through a PBR or an NSR permit.
Permit by Rule

Many surface coaters obtain authorization by qualifying for a
PBR. PBRs have specific,
non-negotiable conditions that your business must meet. PBRs
are approved more
quickly than NSR permits and less documentation is required
for approval. It is
important that you keep accurate records and documents to
verify that you continually
meet the conditions of your PBR.
In addition, more than one PBR may apply to your site. For
example, you
might sandblast an object and then paint it. You would need to
obtain authorization
under the PBRs both for dry abrasive cleaning and for surface
coating. You can find
more on surface preparation at the SBLGA’s website,
<www.TexasEnviroHelp.org>.
Review 30 TAC Chapter 106 to find all appropriate PBRs that
may be applicable to
your site. The most common PBRs for surface coating facilities
are listed in
Appendix A.
Who Can Register Under a PBR?
General Requirements (30 TAC 106.4)
Facilities that are sources of air contaminants may claim a PBR
as long as they can
meet the general requirements and emission limits in 30 TAC
Chapter 106, Subchapter
A, Section 106.4 and meet the specific requirements for the
PBR that they are claiming.
You will need to calculate your air emissions to determine if

you meet the conditions
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of a PBR. If you need help with these calculations, review
Appendixes C through E. If
you use heaters or ovens at your facility, you can reference
Appendix I for help
determining the emissions from those activities. You can also

use the compliance
worksheet in Appendix K to help you gather all of the
information you will need to get
started.
The general air emission limits, explained in 30 TAC Chapter
106, Subchapter A,
Section 106.4, are:
• No more than 25 tons per year (sitewide) of:
• volatile organic compounds (VOCs),
• sulfur dioxide (SO2),
• particulate matter (PM10) that is small enough to be inhaled,
or
• any other air contaminant (including exempt solvents)—except
carbon
dioxide, water, nitrogen, methane, ethane, hydrogen, and
oxygen.
• No more than 250 tons per year (sitewide) of:
• carbon monoxide (CO), or
• nitrogen oxides (NOx).
Overview of Requirements for Surface Coating Facilities (30
TAC 106.433)
The PBR for surface coating facilities, found in 30 TAC
Chapter 106, Subchapter S,
Section 106.433, has more stringent emission limits and
requirements than the
general requirements in 30 TAC Chapter 106, Subchapter A,
Section 106.4. It is
important to note that this PBR covers the use of coatings that
contain metal pigments,
but does not cover the application of molten metals.

The facility must maintain good housekeeping practices, clean
up spills promptly, use
exhaust fans when in operation, and properly store and dispose
of new and used
coatings and solvents. If you use ovens to dry or cure paint at
your facility, you must
either use an electric oven or ensure that the maximum heat
input does not exceed 40
million British thermal units per hour. The rule also specifies
the appropriate type of
fuel that may be used for these ovens.
The specific air emission limits for surface coating operations
performed indoors, in a
booth, or in an enclosed work area, as explained in 30 TAC
106.433(6), are no more
than:
• 6 pounds of VOCs per hour, averaged over a five-hour period
(see Appendix E for
help with this calculation), and
• 500 pounds of VOCs per week per booth or enclosed work
area.
• You must ensure that your VOC emissions do not exceed 13
tons of VOCs per
year per booth or enclosed work area. This value comes from
the following
equation:
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×

52 ��
��
×
1 ��
2,000 ��
=
13 ��
��
In addition to the emission limits, enclosed operations must
ensure that:
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• all exhaust stacks extend at least 1.5 times the building height
above the ground.
(See Appendix J for more on stack design.)
• there is a minimum face velocity of 100 feet per minute
(ft/min) at the intake
opening of each booth or work area,
• the filter velocity does not exceed 250 ft/min. (See Appendix
G for face velocity
and filter velocity calculation.)
• the emissions of particulate matter from spraying operations
are controlled by
either a wash-water system or a dry filter system with a 95
percent removal
efficiency.
Surface coating operations performed outdoors or in a non-
enclosed work area must
comply with the same VOC emission limits as enclosed
operations (6 lb/hr and 500
lb/week). The VOC limits may be more stringent if the
operation sprays coatings with
metallic pigments containing chromates, lead, cadmium,
selenium, strontium, or
cobalt. Review 30 TAC 106.433(7)(B) if this applies to your

business. Outdoor spray
operations must also ensure that:
• all coating operations are conducted at least 50 feet from the
property line and
250 feet from the nearest off-property structure, and that
• the TCEQ has given written site approval before construction.
The site-wide limits from coating and cleanup solvents,
explained in 30 TAC
106.433(4), apply to both indoor and outdoor operations. All
facilities must ensure
that their site-wide emissions are no more than:
• 25 tons per year of VOC and 10 tons per year of exempt
solvents, and
• 30 pounds per hour of VOC and 5.0 pounds per hour of exempt
solvents.
Exempt solvents, such as acetone and methylene chloride, are
defined as those carbon
compounds or mixtures of carbon compounds used as solvents
that have been
excluded from the definition of VOC. The definition of VOC
can be found in 40 CFR, Part
51.100.
This is an overview of the rule requirements. You must
thoroughly review the PBR, 30
TAC 106.433, to make certain that you understand and comply
with all of the emission
limits, record-keeping responsibilities, and notification
requirements. We have included
a copy of the rule in Appendix B for your convenience. If you

begin approaching the
limits in the PBR, contact the Air Permits Division at 512-239-
1250 to discuss your
permitting options.
How Do I Obtain Coverage Under a PBR?
Some of the PBRs, including 30 TAC 106.433, require you to
register with the TCEQ,
while others require no registration. Registration requirements
are specified in the
rule. If any PBR requires registration, follow these general
procedures:
1. Make sure your facility meets the general requirements for
claiming the PBRs
found in 30 TAC Chapter 106, Subchapter A, Section 106.4.
You can complete the
PBR Applicability Quick Checklist, Form TCEQ-10150 to help
you determine if you
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meet the requirements. The appendixes to this publication will
help you with the
calculations you will need to complete in order to determine
compliance.
2. Make sure your facility meets the conditions of any PBR you
intend to claim. Be
sure to read the PBR(s) in 30 TAC Chapter 106 before you make
this
determination. If registration checklists are available for the
PBRs you are
claiming, it is recommended that you use the checklists to
demonstrate compliance
with the rule. See Appendix A for registration checklist form
numbers.
3. Complete Form TCEQ-10228, “Registration for Permits by

Rule (PI-7),” or Form
TCEQ-20182, “Certification and Registration for Permits by
Rule (PI-7-CERT).”
Should I use a PI-7 or a PI-7-CERT?
The PI-7 and PI-7-CERT forms request administrative and
technical information
needed by the Air Permits Division to evaluate PBR claims. The
PI-7-CERT form
also establishes federally enforceable emission limits for
individual pollutants. Use
caution when setting the emission limit, as the facility may not
exceed that limit. If
changes occur at a site and the emission limit needs to be
updated, you must
submit Form TCEQ-10489 (APD-CERT).
An example of a beneficial use of the PI-7-CERT form would be
when the potential
to emit (PTE) at a facility exceeds major-source thresholds, but
the actual
emissions from the facility are below the major-source
thresholds. The emission
limit established under a PI-7-CERT form would allow the site
to be considered a
“synthetic minor” and would not require a Title V federal
operating permit. You
can find additional information regarding PTE in Appendix F.
4. Submit the following items for review with your registration
form:
• Distance information. Include the distance from the facility’s
emission release
point to the nearest property line and off-property structure.

• A process flow diagram or process description. Include a step-
by-step description
of what you do with each material that comes into your business
and how the final
product moves out the door.
• Emissions data and calculations. Include emission rates for
each air contaminant
and supporting calculations.
• Equipment specifications. Filter efficiencies, spray-gun
specifications and
literature, and gun-washer and booth specifications.
• Usage rates of coatings and solvents in gallons per hour and
gallons per year.
• Operation schedules. Hours of operation.
• Material Safety Data Sheets. Identify the chemicals used
specifically at your site and
supply MSDS, technical data sheets, environmental sheets, air
quality data sheets,
or equivalent supporting documents for all mixtures that contain
potential air
contaminants.
This information will help permit reviewers understand how
your business operates
and will help them verify that the emission calculations are
correct and that the
applicable rules are met.
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5. Pay a registration fee and submit your proof of payment with
your registration form.
See Form TCEQ-10228 (PI-7) or TCEQ-20182 (PI-7-CERT) to
determine the specific
fee amount.
Note: You do not need to submit a separate form or pay a
separate fee for each PBR.
You can apply for multiple PBRs using only one form and
paying one fee.
6. Complete Form TCEQ-10400, the TCEQ Core Data Form. If
you are a new customer of
the TCEQ and have not been issued a regulated-entity number
(RN) and customer
reference number (CN), you will need to complete this form. If
you are an existing
customer and have made changes to your customer or site
information, you will
need to submit an updated form.
Check all applicable PBRs to determine if site approval is
required before you begin

construction. If no PBR requires site approval from the TCEQ,
you may begin
construction (or the activity) once the TCEQ has received your
application and
supporting documentation. However, if any PBR requires
written site approval from
the TCEQ, do not begin construction until you receive approval
in writing. The PBR
specific to surface coating, 30 TAC 106.433, requires written
site approval from the
TCEQ.
New Source Review Permit
If your business cannot qualify for de minimis or a PBR you
must obtain an NSR
permit. An NSR permit has a more complex application process
that is beyond the
scope of this document. It is best to contact the Air Permits
Division at 512-239-1250
and ask to speak to a coating-permit engineer who can help you
determine how to
proceed with obtaining proper authorization. Generally, in order
to obtain an NSR
permit, you will be required to:
• submit the most current version of Form TCEQ-10252 (PI-1),
• pay a fee of at least $900 fee, and
• submit additional information about your specific facility.
You will also have to publish two public notices in a prominent
newspaper and post
signs (often in more than one language). A public hearing may
also be required in
order to determine whether you should receive a permit.
Once your application is approved and you have received your

permit, you may begin
to modify or construct your facility. If you have questions about
permitting, or have
already started construction without authorization, please call
SBLGA at 800-447-
2827.
Title V Federal Operating Permit
Any business classified as a “major source” of air contaminants
must obtain a Title V
federal operating permit, in addition to a PBR or NSR permit,
and comply with
additional regulations. A site can be considered major because
of the amount of
different types of emissions, such as VOCs, NOx, or hazardous
air pollutants (HAPs).
In general, sites are considered to be major sources of air
contaminants if they have
the potential to emit 10 tons per year of a single HAP or 25 tons
per year of any
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combination of HAPs. EPA maintains an up-to-date list of HAPs
at
<www.epa.gov/ttn/atw/orig189.html>.
Additionally, facilities that are located in attainment counties
and have the potential to
emit 100 tons per year or more of any other contaminant
(including VOCs) are
considered “major sources.”
Facilities that are located in near-nonattainment and
nonattainment counties have
lower thresholds for certain air contaminants. This information
can be found in 30
TAC Chapter 122, Subchapter A, Section 122.10. To determine
the attainment status
for the county in which you operate, visit
<www.tceq.texas.gov/goto/attainment>.
You can find additional information on potential to emit in
Appendix F. If you believe
that your facility is a major source of air contaminants, you
should contact the Air
Permits Division at 512-239-1250 to set up a meeting to discuss
your permitting
options.
Other Requirements
General Air Quality Rules (30 TAC 101)

Nuisance Emissions
No facility in Texas may create “nuisance” emissions “that
adversely affect human
health or welfare, animal life, vegetation, or the normal use and
enjoyment of
property” (30 TAC Chapter 101, Subchapter A, Section 101.4).
Nuisance conditions
often associated with surface coating include odor and paint
overspray.
Emissions Inventory
You may have to send the TCEQ an annual air emissions report,
called an “emissions
inventory,” detailing the actual annual emissions of air
pollutants released at your site
if:
• your business is a “major source” of air emissions or
• it is located in a nonattainment area and emits 10 tons per year
or more of VOCs.
These reports help track and plan the state’s progress in
reducing air pollution.
Emissions Inventory reporting requirements appear in 30 TAC
Chapter 101,
Subchapter A, Section 101.10. For more information, visit
<www.tceq.texas.gov/goto/air_pollution_sources>.
Fees
Certain facilities in Texas will be required to pay an inspection
fee or an emissions fee
each year—see 30 TAC Chapter 101, Subchapter A, Sections
101.24 (Inspection Fees)

and 101.27 (Emission Fees).
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Emissions Banking and Trading Program
The Emissions Banking and Trading Team administers several
programs, including the
Mass Emissions Cap and Trade (MECT) program. If your
facility is located in the
Houston-Galveston-Brazoria eight-hour ozone nonattainment
area, you will need to

evaluate whether the facility is subject to MECT. For additional
information regarding
MECT, see 30 TAC Chapter 101, Subchapter H, Division 3 or
visit
<www.tceq.texas.gov/goto/ebt>.
Nonattainment and Near-Nonattainment Areas (30 TAC 115)
If your coating operation is located in a nonattainment or near-
nonattainment county,
as defined at 30 TAC 115.10, there are limits on the VOC
content of the paints and
coatings you may use. These requirements appear in 30 TAC
Chapter 115, Subchapter
E, Division 2, Sections 115.420–29.
You have several options for complying with the special
requirements for
nonattainment and near-nonattainment areas. You can use
compliant coatings that are
below the required VOC content limits, use coatings that are
compliant under a daily
weighted average, or qualify for an exemption.
VOC Content Limits (30 TAC 115.421)
The following limits are given in pounds of VOC per gallon of
coating, minus water and
exempt solvent. See Appendix H for help with these
calculations. These VOC limits
must be followed by all sources in nonattainment or near-
nonattainment areas that do
not meet one of the exemptions listed in the rule (30 TAC
115.427).
There are specific VOC-content limits for coating various

materials including large
appliances, metal furniture, coils, paper, fabric, vinyl, cans,
vehicles, aerospace
coatings, mirror backing, wood parts and products, wood
furniture, and marine
coatings. For more information on VOC-content limits for
surface coating these
materials, see 30 TAC 115.421.
Surface coaters often apply coatings to metal. Therefore, we
have outlined the VOC
content limits for miscellaneous metal parts and products below.
Coating limits for miscellaneous metal parts and products [30
TAC
115.421(a)(9)]:
• 4.3 pounds per gallon for clear coats and interior protective
coating for
pails and drums,
• 3.5 pounds per gallon for low-bake coatings that utilize air or
forced air
driers,
• 3.5 pounds per gallon for extreme performance coating,
including
chemical milling maskants,
• 3.0 pounds per gallon for all other coating applications that
pertain to
miscellaneous metal parts and products, including high-bake
coatings.
Refer to 30 TAC 115.420 for the definition of each coating
type.

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Can I Use a Coating Above the VOC Content Limits?
Yes; instead of providing the VOC content of each of your
coatings, you may
demonstrate that the daily weighted average of the content for
each coating type, line,
or operation does not exceed the VOC content limit indicated in
30 TAC Chapter 115,
Subchapter E, Division 2, Section 115.421. In addition, your
coating operation could
meet one of the exemptions at 30 TAC Chapter 115, Subchapter
E, Division 2, Section
115.427. If you need help in calculating the daily weighted
average, review Appendix
H.
In order to demonstrate compliance with emission limits in the
rule, maintain records
such as MSDS. The MSDS or product label for each coating
should indicate the VOC
content expressed in units of mass/volume, normally pounds per
gallon (lb/gal) or
grams per liter (g/liter).
Exemptions (30 TAC 115.427)
Exemptions depend on where your facility is located and the
type of facility you
operate.
• For the Beaumont–Port Arthur, Dallas–Fort Worth, El Paso,
and Houston-
Galveston-Brazoria areas, a facility can be exempt because:

• its VOC emissions are less than 3 pounds per hour and 15
pounds in any
consecutive 24-hour period or
• its total coating and solvent usage is less than 150 gallons per
year.
• For Gregg, Nueces, and Victoria counties, a facility can be
exempt because:
• its VOC emissions are less than 550 pounds in any continuous
24-hour
period.
Additional exemptions exist for various business types. For
example, aerosol coatings
(spray paint) are exempt from this requirement. Please review
30 TAC 115.427 for a
complete list of exemptions in your area.
New Source Performance Standards (40 CFR, Part 60)
New Source Performance Standards (NSPS) dictate the amount
of air contaminants
that a new stationary source may produce. Several NSPS
regulations apply to specific
surface coating facilities. For a link to these rules, visit the
TCEQ's Web page at
<www.tceq.texas.gov/goto/40_cfr_60>.
National Emission Standards for Hazardous Air Pollutants (40
CFR,
Part 63)
National Emission Standards for Hazardous Air Pollutants
(NESHAPs), also known as
Maximum Achievable Control Technology (MACT) standards,

set limits on emissions
of hazardous air pollutants. There are NESHAPs for both major
sources and area (or
minor) sources. The rules for NESHAPs that affect surface
coaters can be found in 40
CFR, Part 63 and include specific requirements that surface
coating industries must
follow to reduce emissions of these pollutants.
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Common NESHAPs for surface coating operations include:
• Surface Coating of Miscellaneous Metal Parts and Products,
40 CFR, Part 63, Subpart
MMMM
• Paint Stripping and Miscellaneous Surface Coating Operations
at Area Sources, 40
CFR, Part 63, Subpart HHHHHH
To locate additional information on NESHAPs that affect
surface coaters, and to review
other subparts that may apply to your facility, visit the EPA’s
Web page
<www.epa.gov/ttn/atw/mactfnlalph.html>, visit the SBLGA’s
website at
<www.TexasEnviroHelp.org> and click “NESHAP Assistance
Tools,” or call 800-447-
2827.
Common Air Violations for Surface Coaters
Investigations by the TCEQ find that the most common air
violations include the
following:
• The business is creating a nuisance condition.
• The business has no air authorization but should have a PBR

or an NSR permit.
• The business is using coatings that exceed VOC-content limits
for nonattainment or
near-nonattainment areas.
• The business is not following the conditions of its permit or
PBR.
• The facility has not been constructed to comply with the PBR
as required.
• The business has failed to maintain paint-booth filters.
• The business has inadequate records and therefore cannot
prove that the site meets
the conditions of its air authorization.
For More Information
This guide discusses air regulations. There are water and waste
regulations that may
also apply to your facility. Visit <www.TexasEnviroHelp.org>
and click on “Surface
Coating” for additional tools and information to assist you.
To download forms from the TCEQ website
<www.tceq.texas.gov>, click on “Forms,”
and search by keyword or by the form number.
To get a copy of a TCEQ publication: go to the TCEQ’s
website, at
<www.tceq.texas.gov/goto/publications>; fax orders to the
TCEQ’s Publications Unit
at 512-239-4488, or order by telephone at 512-239-0028; or
write to TCEQ
Publications, MC 195, PO Box 13087, Austin, TX 78711-3087.
This document does not take the place of the full, official TCEQ
rules. It is intended

only as a general explanation about selected parts of the rules.
You can find TCEQ rules
in the Texas Administrative Code at the Secretary of State’s
website,
<http://www.sos.state.tx.us/tac/index.shtml>. To access the
Code of Federal
Regulations, visit <www.gpoaccess.gov/cfr/>. For additional
assistance, contact the
Small Business and Local Government Assistance section of the
TCEQ at 800-
447-2827.
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Appendix A: Common Permits by Rule for Surface
Coating Facilities
General Topic Number Relevant Equipment and Processes
Paperwork Required
Soldering, Brazing, Welding 106.227 “Brazing, soldering, or
welding equipment, except those
which emit 0.6 ton per year or more of lead, are permitted by
rule.”
No registration
required
Manufacturing, Refinishing,
and Restoring Wood
Products
106.231 “Facilities, including drying or curing ovens, and hand-
held or
manually operated equipment, used for manufacturing,
refinishing, and/or restoring wood products” must meet
certain control and material usage limits.
Purchase receipts for
coatings, solvents,
and stripping agents
must be available
Hand-held and Manually
Operated Machines
106.265 “Hand-held or manually operated equipment used for
buffing,

polishing, carving, cutting, drilling, machining, routing,
sanding, sawing, surface grinding, or turning of ceramic art
work, ceramic precision parts, leather, metals, plastics, fiber
board, masonry, carbon, glass, graphite, or wood is permitted
by rule.”
No registration
required
Milling and Grinding of
Coatings and Moldings
Compounds
106.431 “Equipment used exclusively to mill or grind coatings
and
molding compounds where all materials charged are in a
paste form is permitted by rule.”
No registration
required
Dipping Tanks and
Containers
106.432 “Containers, reservoirs, or tanks used exclusively for
dipping
operations for coating objects with oils, waxes, or greases
where no organic solvents, diluents, or thinners are used; or
dipping operations for applying coatings of natural or
synthetic resins which contain no organic solvents are
permitted by rule.”
No registration
required
Surface Coating 106.433 Though there is a site-wide limit of

25 tpy VOC, this PBR
limits hourly and annual VOC emissions depending on
certain aspects of your business. Specific design
requirements are required. Metal spraying or metalizing
operations may not use this PBR.
Outdoor facilities or booths that do not meet the definition of
being fully enclosed require site approval before construction.
See the rule for additional information.
PI-7 or PI-7-CERT
Surface Coating
Facility PBR Checklist
(TCEQ-10137)
Powder Coating 106.434 “Surface coating operations utilizing
powder coating
materials with the powder applied by an electrostatic powder
spray gun or an electrostatic fluidized bed are permitted by
rule.”
No registration
required
Wet Blast Cleaning 106.451 “Blast cleaning equipment using a
suspension of abrasives in
water is permitted by rule.”
No registration
required
Dry Abrasive Cleaning 106.452 Sandblasting and other dry-
abrasive cleaning processes
performed indoors that meet certain restrictions are permitted
by rule.
Outdoor sandblasting requires site approval before
construction begins.

Outdoor Blasting: PI-7
or PI-7-CERT
Dry Abrasive
Cleaning: PBR
Checklist (TCEQ-
10139)
Washing and Drying of Glass
and Metal
106.453 “Equipment used for washing or drying products
fabricated
from metal or glass is permitted by rule, provided no volatile
organic materials are used in the process and no oil or solid
fuel is burned.”
No registration
required
Degreasing Units 106.454 Surface coaters that use degreasing
units may use this PBR
if they meet specific requirements about equipment
dimensions and location, operating procedures, solvent use
and storage, ventilation, and record keeping. They must use
less than 660 gallons per year of chlorinated solvents and
their use of all other solvents cannot exceed 1,500 gallons
per year.
Certain Units: PI-7 or
PI-7-CERT
Degreasing Units:
PBR Checklist
(TCEQ-10140)

Appendix B: Surface Coating Permit by Rule (30 TAC 106.433)
Surface coating or stripping facilities, excluding vehicle repair
and refinishing shops, shall
meet the following conditions of this section to be permitted by
rule.
(1) This section does not cover metalizing (spraying molten
metal onto a surface to
form a coating). However, this section does cover the use of
coatings which contain
metallic pigments.
(2) All facilities covered by this section at a site shall
implement good housekeeping
procedures to minimize fugitive emissions, including the
following.
(A) All spills shall be cleaned up immediately.
(B) The booth or work area exhaust fans shall be operating
when cleaning
spray guns and other equipment.
(C) All new and used coatings and solvents shall be stored in
closed
containers. All waste coatings and solvents shall be removed
from the site by
an authorized disposal service or disposed of at a permitted on-
site waste
management facility.

(3) Drying or curing ovens shall either be electric or meet the
following conditions:
(A) The maximum heat input to any oven must not exceed 40
million British
thermal units per hour (Btu/hr).
(B) Heat shall be provided by the combustion of one of the
following: sweet
natural gas; liquid petroleum gas; fuel gas containing no more
than 5.0 grains
of total sulfur compounds (calculated as sulfur) per 100 dry
standard cubic
foot; or Number 2 fuel oil with not more than 0.3 percent sulfur
by weight.
(4) No add-on control equipment shall be used to meet the
emissions limits of this
section. The total uncontrolled emissions from the coating
materials (as applied) and
cleanup solvents shall not exceed the following for all
operations:
(A) 25 tons per year (tpy) of volatile organic compounds (VOC)
and ten tpy of
exempt solvents for all surface coating and stripping operations
covered by
section at a site;
(B) 30 pounds per hour (lb/hr) of VOC and 5.0 lb/hr of exempt
solvents for all
surface coating and stripping operations covered by this section
at a site;
(C) if emissions are less than 0.25 lb/hr of VOC and/or exempt

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