Introduction, Objectives, and Agenda

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Systematic Planning for Environmental Decision-Making

DOE EM-3 Day 2 DQO Training

Colorado Department of PublicHealth & Environment

EPA Conference CenterRocky Mountain Room

999 18th Street Denver, CO 80202

Wednesday, October 30, 2002

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Introduction, Objectives, and Agenda

Presenter: Sebastian Tindall

Day 2 DQO Training CourseModule 0

(15 minutes)

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Make defensible decisions by managing uncertainty via systematic planning

EM-3 DQO Mission:

Introduction

Institutionalize the standardized Data Quality Objectives (DQO) Process (systematic planning) throughout the Department of Energy (DOE) complex

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Day 2 Course Objectives Learn

– “How to” for each activity in each of the 7 steps of the DQO Process

– Basic statistical concepts using hands-on examples and computer simulations

– How to manage uncertainty in the sampling and analysis design process

– New Environmental Protection Agency (EPA) “TRIAD” approach for implementation of sampling

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The TRIAD ApproachThe TRIAD Approach

Systematic Planning

Dynamic Work Plans

Real-Time Measurement Technologies

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Important “How To” Concepts

Scoping is the most important activity Poor scoping promotes distrust between

regulators and facility managers Using an independent facilitator who has

technical knowledge promotes agreement between different opinions

Interviews with decision makers promote consensus and resolution of global issues

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Global issues are those that do not require data to resolve but are crucial for success

Important “How To” Concepts (cont.)

Global issues are those that include interpretation of regulations

Resolution of global issues ensures technical staff resolve disagreements between decision makers prior to developing sampling designs

Good decisions require defensible sampling and analysis designs

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Statistical Concepts

Generate frequency distributions Transform data from numerical to graphical Generate histograms Generate Probability Density Functions Evaluate error consequences versus target

error rates Evaluate error rates & number of samples

versus cost of analysis

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How Many Samples do I Need?

REMEMBER:

HETEROGENEITY

IS THE RULE!

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Remember

Population is the TOTAL universe of objects within the decision unit

THUS

The only way to make decisions without errors is to take a CENSUS

Can’t sample or “measure” the ENTIRE site Population must therefore be sampled

representatively

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Uncertainty is additive!Analytical

+ Sub-sampling

+Natural heterogeneity of the site

=Total Uncertainty

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Errors

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To Control Sampling Error

Control sub-sampling methods and sample mixing methods

Take larger sample volumes Reduce particle size Specify methods that fit the sample size

and particle size Increase sample density by performing

more on-site, rapid analyses

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Sampling heterogeneity decreases as sampling density

increases.

REMEMBER:

How Many Samples do I Need?

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The following slides show today’s agenda with the content

and times of each module

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The EPA 7-Step DQO Process

Step 1 - State the Problem

Presenter:Sebastian Tindall


(60 minutes)(15 minute Morning Break)

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Step 2 - Identify the Decisions


(15 minutes)


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Step 3 - Identify Inputs

(45 minutes)

Presenter:

Sebastian Tindall


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Step 4 - Specify Boundaries

(30 minutes)

Presenter:

Sebastian Tindall


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Step 5 - Define Decision Rules

(15 minutes)



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Step 6 - Specify Error Tolerances

(40 minutes)



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Step 7 - Optimize Sample Design

(70 minutes)

Presenter:

Sebastian Tindall


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Closing Remarks


(10 minutes)


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Statistical Concepts and Demonstrations

Presenter: Chuck Ramsey

Day 2 DQO Training CourseExercises

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• Appendix A: – Thomas Grumbly DOE DQO directive,

September 1994

• Appendix B:

– Timothy Fields EPA OSWER directive, June 1999

• Appendix C:

– Expedited Site Characterization Field Quality Assurance Meeting minutes, January 1994

Note: Appendices have been removed from the binders but can be found on our web site:

http://www.hanford.gov/dqo/training/contents1.html

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• Appendix D: Effective Data– Deana Crumbling, U.S. EPA-HQ

• ES&T: Managing Uncertainty…

• White Paper: Triad Approach…

• White Paper: Applying Effective Data...

• White Paper: Relationship: SW-846, PBMS... • White Paper: Clarifying DQO Terminology…

– Dr. Bart Simmons, CAL/EPA DTSC• Using Field Methods: Court decisions

– Dr. Al Robbat, Tufts University• Dynamic Work Plans & Field Analytics

– Sebastian Tindall, BHI

• ESC M-Cubed Approach

• Culture Change Flow Chart

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• Appendix E: – List of Acronyms and Symbols used in course

materials

• Appendix F:

– U.S. EPA ORDER 5360.1 A2 CHG 2 May 5, 2000

(http)://www.hanford.gov/dqo/training/contents1.html)

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We want to help you:

Do it!Do it!(Get the job done - right)

Prove it!Prove it!(Document what/why/how)

CertifiedCertified

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Final Exam Preview

• Old answer - A painful elaboration of the obvious

• Hint: Answer has 3 items

What is the DQO Process in a Nutshell?

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NAMP DQO TRAINING, Part 1 – CAL/EPA DTSCCOURSE/INSTRUCTOR EVALUATION FORM

Course Title: Managing Uncertainty and Improving the Decision-Making Process

Module 1: ___________________

Instructor: Sebastian Tindall

Date:

Time:________________

Please check your assessment of the following statements:

Range: 5= completely agree 1 = disagree 5 4 3 2 1

1. The objectives of the module were understood and accomplished

2. There was adequate coverage of the subject matter

3. The subject matter was organized

4. The instructional tools were appropriate and organized

5. Enough time was allocated to cover module material

6. The instructor was effective

8. I would recommend the module to colleagues

If recommended, to whom:________________________________

9. What did you like best about the module? List the strong points.

______________________________________________________________________________________

______________________________________________________________________________________

10. What would you change? Are there any improvement opportunities?

______________________________________________________________________________________

______________________________________________________________________________________

11. What was one thing (insight, learning) you found of most value?

______________________________________________________________________________________

______________________________________________________________________________________

12. Was there enough time to cover the material? If no, please explain.

______________________________________________________________________________________

______________________________________________________________________________________

13. Any constructive feedback for the instructor?

______________________________________________________________________________________

______________________________________________________________________________________

Name (Optional):________________________________________________________________________

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End of Module 0

Thank you

Documents

Introduction, Objectives, and Agenda