Energy Integration at the Olympia School District or integration for solutions about energy problems

Transcription

1 Energy Integration at the Olympia School District or integration for solutions about energy problems Leavenworth WA, May 7, 2013 Bonnie Meyer, Resource Conservation Manager Greg Deer, HVAC Technician, Support Services Center

2 Energy Integration What s wrong with our schools? Expectations and Results What is energy integration? Who does what? How do we do it? How can we discover issues? How do we solve the problem? Case Studies with solutions District-wide results 2

3 School is about to start 3

4 What s wrong with our schools? #1 - All of our schools are fabulous When we say wrong we mean: Are we meeting our temperature standards? Is there high Indoor Air Quality? Are there Environmental Quality Issues noise, drafts, hot/cold spots, annoyances, smell Can we afford to run sites as they are? Can we afford to fix them? 4

5 What are our expectations after hearing about an issue? Acknowledge the issue Schedule when the issue will be addressed Report back results Verify that solution worked, if not: Seek funding, order parts, conduct more research All better 5

6 Results Could not replicate One time problem Intermittent Perceptual issue Design Issue Redesign on the fly Rube Goldberg If cannot fix - Go to Capital Planning and Construction 6

7 Results continued Is it operator error? Educate or limit access 7

8 Fix the doggone thing 8

9 One kind of HVAC repair 9

10 Another kind of HVAC repair 10

11 What is energy integration? It is what we use to solve our energy problems The three main components: People Equipment Tools 11

12 People: School District Community 12

13 People: Allies and Partners 13

14 People: Utility partners are special 14

15 Integrated Design Process 15

16 Equipment 16

17 Tools 17

18 Tools: trending electric schools 2/

19 What should happen: Who does what and where? Or when to submit a work order 19

20 Greg comes in response to work order 20

21 Washington Middle School, Reeves Middle School, and Centennial Elementary School 21

22 How do we do it? Check Energy Management System Get on-line look at controls system 22

23 WMS Energy Management System 23

24 What about WMS? Teachers say they are hot Temperature looks like it is set correctly Everything looks like it is working Does that mean we are done? 24

25 How do we do it? Not done. Can I drill down? Can I elsewhere with other controls? Still not done Go there to see 25

26 How we do it at Centennial Energy Integration Olympia School26 District

27 Tools: help detect, identify, fix problems Why high use all night? 27

28 Our most important tool We each need to value and respect others areas of expertise and experience We all have to work together to achieve the fix Build and maintain solid relationships with the community trade partners, custodians, supervisors, and persistence 28

29 Identifying on-site clues 29

30 How do we solve the problem? Understand how equipment should work Look at manuals Are there as-builts? Every building is unique and can have a variety of different equipment installed Designed vs. Built 30

31 HVAC Unexpected Issues Now save $30K/year on natural gas 31

32 Case Study: Reeves Middle School Reeves Middle was remodeled Original design was a hydronic system with nice steel ducting and adequate DDC controls District forced to select low bids Saved $80,000 by replacing hydronics with individual furnaces Replaced steel ducts with duct-board Replaced DDC system with a lower grade system without enough sensors and staff could not make changes unless outside professionals were hired 32

33 Value Engineering at Reeves 33

34 Reeves continued Went from modulating hydronics to two stage gas furnaces, losing control Tried demand ventilation with alternative heating systems that did not perform Supply air ranged from 40 to 120 degrees one right after the other Installed too few sensors in the system so tech could not solve HVAC problems even with unlimited time System was physically incapable of doing the work 34

35 Reeves continued First Solution DDC Vendor was there constantly to modifing the programming to try to achieve less extreme temperature fluctuations Installed mixed air sensors and CO2 sensors to control the minimum air temperature coming into the rooms None of these worked well Installed temporary dataloggers in rooms to check Still uncomfortable fluctuating temperatures in rooms 35

36 Reeves continued Second Solution Now will change out the system and unit controllers for the whole schools and bringing in new DDC controls with better control and more sensors If you cannot measure it you cannot control it 36

37 Case Study: Washington Middle School 37

38 Washington continued 38

39 Washington continued: details Sophisticated controls do not match users Fans had to be ordered early Classroom ventilation depended on fans Tried to sound-proof encase fans Fans still too loud Realized that design considerations are beyond SSC Designers hired New system will supply fresh air independent of the original design 39

40 Case Study: Centennial Elementary School Remove and Start Over Centennial old vs. new Could not fix old all electric system Solution Put in natural gas furnaces that are accessible Install an improved controls system 40

41 Case Study: McKenny Elementary School McKenny costing too much Look at times of use issues Look at utility bills 41

42 McKenny continued HVAC looks at DDC, schedules and trend logs Find that optimum start is causing everything Early useto start at Peak drops Costs less increases same time Rate schedules and bills from Utility show that demand costs are 40% of total costs Optimum start changed to staggered start Demand charges reduced Ended up using more energy but total cost lowered Track results over time and adjust schedules to perfect and reflect outside temperatures Now adjust schedules and temperatures to meet seasonal changes 42

43 Demand Charges Drop All District Demand $45,000 $40,000 $35,000 $ $30,000 $25,000 All District Demand $20,000 $15,000 $10,000 $5,000 $ Months over 4.5 years 43

44 Case Study: The good and the bad portable 44

45 Lighting Retrofits Energy Use kilowatt Comparing Energy Old Lights New Lights Use T-12, 4 foot, lamp, 34W High Pressure 500 Sodium, watts Metal halide, 100 watts 400 Energy Use 127 T8, 4 foot, 2 lamp, 25 watt 302 T5, 4 foot, 2 381lamp, 54 watt Old117 T8, 4 foot, 6 lamp, 32 watt New 0 Old New 45

46 After the fix 46

47 District Electrical Usage Drops Annual Electricity Use for Olympia School District 20,000,000 15,000,000 kwh 10,000,000 5,000, /2003 thru 01/

48 District Natural Gas Usage Drops Annual Natural Gas Use for Olympia School District 400,000 Therms 300, , , /08 07/08 10/08 01/09 04/09 07/09 10/09 01/10 04/10 07/10 10/10 01/11 04/11 04/2008 thru 01/ /11 10/11 01/12 04/12 07/12 10/12 01/13 48

49 Outcomes 49

50 Thank you 50