HKICEREM Pilot School Project - Carbon Footprint Report

Transcription

1 HKICEREM Pilot School Project - Carbon Footprint Report 1. Name of the reporting entity: HKICEREM Secondary School 2. Description of the reporting entity: Building management with a single responsible occupier 3. Reporting period (with start and end dates): 1 July 2008 to 30 June Scope of physical boundary chosen a) Location of building(s): 1, Goodwill Road, Homatin, Kowloon Hong Kong b) Description of the purpose of the building(s) or physical boundary chosen: It is a 30-classrooms Secondary School Building in Hong Kong designed by the School Building Section of EMB of HKSAR Government. 5. Scope of operational boundary chosen: a) Description of Scope 1 activities included and excluded: Scope 1 activity included: i. Direct emissions from stationary source - the direct combustion of town gas in the Home economic room and the laboratories in the school. ii. Direct GHG Removal from newly planting trees it was recorded that 176 trees were planted in pots in the garden patch. Scope 1 activities excluded: i. Direct emissions from the mobile sources - the school doesn t own any fuel combustion vehicles, therefore no scope 1 emissions from mobile sources were recorded.. ii. Direct emissions from refrigeration and air conditioning equipment - there are a total of more than 126 window type air conditioners installed in the school. However, the weight of refrigerant used in individual air conditioner is not accessible. Therefore the GHG emissions from the use of refrigerant is excluded in this report.

2 b) Description of Scope 2 activities included and excluded: Scope 2 activities included: i. GHG Emission from the purchasing of electricity from CLP ii. GHG Emission from the purchasing of town gas from the China Gas Co. Ltd. c) Description of Scope 3 activities included and excluded: Scope 3 activities included: i. Methane generated at landfills in Hong Kong due to disposal of paper waste. ii. GHG Emission due to electricity used in the processing of freshwater by the Water Supplies Department. iii. GHG Emissions due to electricity used for sewage processing by the Drainage Services Department. Scope 3 activity excluded : GHG emissions due to transportation by Staffs and Students. 6. Methodologies for quantifying emissions and removal: a) List of activities for which simplified methodologies and conversion factors in the Guidelines are used for quantification Scope 1 activity included: i. Direct emissions from stationary source - the direct combustion of town gas in the Home economic room and the laboratories in the school. ii. Direct GHG Removal from newly planting trees in the lawn of the school Scope 2 activities included: i. GHG Emission from the purchasing of electricity from CLP; ii. GHG Emission from the purchasing of town gas from the China Gas Co. Ltd. Scope 3 activities included: i. GHG Emission due to electricity used in the processing of freshwater by the Water Supplies Department; ii. GHG Emissions due to electricity used for sewage processing by the Drainage Services Department 2

3 b) Details (including necessary reference) of other methodologies and conversion factors used for quantification Scope 3 activity included: Methane generated at landfills in Hong Kong due to disposal of paper waste; Note: As only records of paper purchased within the baseline year was available, an assumption that all the paper purchased within the baseline year was disposed of in the landfill was made for calculation of GHG emission within this reporting year. c) Details of any changes in methodologies and conversion factors since the last report Not Applicable d) Details on any re-calculation of previously reported emissions and removals because of changes in methodologies and conversion factors Not Applicable 7. Information on GHG emissions and removals The Carbon Footprint of the reporting entity in the baseline year as from July 2008 till June 2009 has been calculated and shown in Table 1 below: Table 1 The Carbon Footprint of HKICEREM Secondary School in baseline year as from July 2008 till June 2009 Summary of Carbon Footprint of the Baseline Year Baseline year July June 2009 Carbon Emissions of Baseline year (tonnes of CO 2 ) 271 Total number of students and staffs in the baseline year 1200 Total floor area of the school (including playground, green house and area with energy and water consumption equipment etc.) (m 2 ) 8000 Carbon emissions per head in the baseline year (kg of CO 2 ) 226 Carbon emissions per m 3 of floor area in the baseline year (kg of CO 2 ) 34 Reduction target with reference to baseline year (tonnes of CO 2 ) N.A. 3

4 Summary of the GHG emissions and removals of the school within the report year is shown in Table 2 below: Table 2 Summary of GHG Emissions and Removals Total Scope 1 Emissions: 0.31 Tonnes of CO2 Equivalent Total Scope 1 Removals: Tonnes of CO2 Equivalent Total Scope 2 Emissions: Tonnes of CO2 Equivalent Total Scope 3 Emissions: Tonnes of CO2 Equivalent Total other GHG Offsets / Removals: 0.00 Tonnes of CO2 Equivalent 8. Information on GHG emissions and removal over time: a) Summary of the quantities and changes of GHG emissions and removals since the first report Not Applicable b) Details of any changes to previously reported emissions and removals Not Applicable 9. Information on GHG offsets and programs: a) Description of GHG performance against internal and/or external benchmark (if any) including any ratio indicators used Not Applicable b) Scopes and areas identified to improve GHG performance Referring to Table 2 below, the major GHG emission in the school within the reporting period was given rise from Scope 2 Emissions as shown below: Table 2 Summary of GHG Emissions Total Scope 1 Emissions: 0.31 Tonnes of CO2 Equivalent Total Scope 1 Removals: Tonnes of CO2 Equivalent Total Scope 2 Emissions: Tonnes of CO2 Equivalent Total Scope 3 Emissions: Tonnes of CO2 Equivalent Total other GHG Offsets / Removals: 0.00 Tonnes of CO2 Equivalent 4

5 While the percentage of total GHG emissions and removal from different scopes is shown in Chart 1 below: Chart 1 Percentage GHG Emissions/ Removal from different Scopes It was identified that Scope 2 emissions from electricity purchased from power station contributed to the major GHG emissions while the contribution of GHG emissions from other sources are shown in Chart 2 below. Chart 2 Summary of GHG Emission From Different Sources 5

6 c) Description of activities/programmes to improve GHG performance including provision of on-site renewable energy sources and on-site offsetting activities. For example, if the reporting entity can only quantify the amount of paper waste recycled, the amount of GHG avoided due to recycling of paper waste can be reported here. Green House Gas Management Opportunities 1. Electricity Consumption Chart 3 below showed the monthly electricity consumption in the period July 2008 to June Being contributed to the highest GHG emissions, it was noted that the top three electricity consuming months were Sept 08, Oct 08 and Nov 08, when the school started fully operating after the summer vacation and the out-door temperature was still high. Chart 3 Electricity Consumption in the period July 2008 June 2009 To look for electricity saving opportunities, it is necessary to look into the practices of operation as well as types and amount of electrical appliances and office equipment that are being operated in the school and identify any energy saving opportunities for the school administrators consideration. 6

7 Table 3 listed out the electricity appliances and office equipment that are being used in the school. Table 3 List of Electricity Appliances and Office Equipment used in the School Some points were noted from the list above and during the walk-through auditing: 1. There were over 800 T8 fluorescence tubes being used in the reporting year while these tubes were replaced by T5 tubes after August Therefore, it is worth to follow up the trend of electricity consumption after July 2009 and check the effectiveness of energy saving by replacing the T8 tubes with T5 tubes. 2. Halogen lamps are high energy consuming lighting as well as a high heat generating appliances which heats up an air-conditioned room (photo-below) 7

8 3. It was obvious that current users tend to turn the cooling control to the max capacity to allow a cooler room temperature to be established as quickly as possible (photo below left). However, as an isolated exhaust fan (photo below right) is also turned on for adequate air change within the room, it is difficult to establish a subjective comfortable temperature within the classroom. 1. Improvement on Electricity Consumption (Energy Management Opportunities) i. The school management may establish a carbon emissions monitoring team to record and report the trend of electricity consumption. ii. Replacing halogen lamps with LED light iii. Fix a thermometer in classroom and appoint a student on duty to monitor the dynamic temperature at spot and adjusting the cooling output of the A/C 8

9 2. Paper consumption Chart 4 below showed the types and weight of paper being consumed in the school in the reporting year Chart 4 Paper Consumption in the period July 2008 June Improvement on Paper consumption i. Encourage duplex printing ii. Collect and re-use the single-side-printed paper for rough work or printing, if possible iii. Encourage waste paper collection for recycling iv. Keep record of paper consumption and recycling v. Post up quantity of paper consumption and recycling periodically to draw the attention of members of school community 9

10 3. Water consumption Chart 5 and 6 below showed the fresh water consumption for different usage in the reporting year expressed in cubic metre and percentage respectively: Chart 5 Fresh Water Consumption in the period July 2008 June 2009 (m 3 ) Chart 6 The Percentage of Fresh Water Consumption for Different Usage in the period July 2008 June 2009 (%) 10

11 3. Improvement on water consumption i. adjust the watering time to be set before dawn and after sunset to minimize the evaporating of the water ii. collect the rain water from drainage for flushing toilet or watering the plantation/roof garden iii. replacing the closet with half loading water tank 4. Management on GHG Emission Reduction i. establish energy monitoring committees or teams to develop energy saving strategies and explore energy saving opportunities at the facilities; ii. develop a tracking record, quarterly or bi-monthly to track the energy consumption periodically. Take action to monitor the excessive use of energy if needed 10. Other optional information Nil 11. Contact person of the reporting entity Mr XXX 12. List of data sources, reference, etc. 1. EMSD, HKSAR, Guidelines on Energy Audit, EMSD, EPD, HKSAR, Guidelines to Account for and Report on Greenhouse Gas Emissions and Removals for Buildings (Commercial, Residential or Institutional Purposes) in Hong Kong,