ENERGY AND SCHOOLS: ENERGY AUDIT

Transcription

1 LESSON 5: Conductiong a School Building Energy Audit Using knowledge acquired in the Module, students will conduct three energy audits of their school building: Lighting, Appliances and Building Envelope/HVAC. They will measure energy use and will use audit data to calculate carbon footprint and develop strategies to reduce energy consumption for the school building. NOTE: You should have completed Lessons 1, 2, 3 and 4 of the Building Performance curriculum before conducting the School Building Energy Audit. ENERGY AND SCHOOLS: ENERGY AUDIT Schools are high on the list of buildings that consume the most energy. Why? In the United States, 25 percent of the population spends at least five days a week in a school or university building. The energy used to provide heating, cooling and electricity to school buildings, is in heavy use for at least hours each day. Unfortunately, much of the energy delivered to schools is wasted. Although new school buildings are now constructed to meet higher efficiency standards and, at times, to utilize renewable energy sources, the average age of schools in the United States is years. In many cities, school buildings are even older. For example, in New York City, the average age of original school buildings is 80 years. The older the building is, the less likely it is to use energy efficiently. What Can Students Do? Students can play a big role in helping schools lower their energy consumption. In order to make an effective action plan, however, you need to be well-informed. How much energy does your school use? Where and how is your school wasting energy? Why hasn t the problem been fixed? Are there any special energy challenges facing your school? To answer these questions, you will work in teams to conduct an energy audit of electricity use in your school, along with a visual inspection of the building envelope and the heating and cooling systems (HVAC). A building energy audit examines how much energy a building uses and tracks where energy is being lost or wasted. An energy audit also offers solutions on how to improve a building s energy efficiency. Conducting a School Energy Audit Your School Energy Audit will have three parts: Part I: Lighting Audit Part II: Appliance Audit Part III: Building Envelope and HVAC Audit (visual inspection) *Each part will include the following steps: 1» Predictions 2» Data Collection 3» Data Analysis 4» Audit Report including Recommendations for Improvement 5» Take Action 4.78 Lesson 05» Building Science

2 PART I: SCHOOL LIGHTING AUDIT In Part 1 of the School Energy Audit, you will be looking at the various forms of lighting used throughout the school building. As part of the audit you will collect data and estimate how much electricity is consumed by lighting. After reviewing your data you will make recommendations about how the school can save energy. Finally, you will put your energy savings plan into action. INSTRUCTIONS Step 1: Predictions: Before you begin looking at lighting, have a class discussion to answer the Step 1 questions on the worksheet. Step 2: Data collection: Start the audit by visiting the different areas of the school building listed on the Step 2 data collection sheet. Examine each area of the school for various types of lighting, recording each and determining how many watts each type of light bulb uses. If you can t find the number of watts listed on the light, consult the lighting chart from Lesson 2 of the Building Performance curriculum, which lists various types of bulbs and their wattages. Estimate the number of hours each type of lighting is used during one day. You only need to perform an audit in one room type for each area of the school building. For example, if your school has several classrooms, perform the audit in one classroom. The data you collect in that classroom will be multiplied by the total number of classrooms in Step 3 to get a total for all the classrooms in the building. Step 3: Analyze the Data: Return to the classroom and fill in the Step 3 table, adding up the totals for each area of the school building. Calculate the total kilowatt hours (kwh) used in a day, month and year. From this total, determine total cost of electricity consumed and the amount of CO 2 emitted into the atmosphere from burning fossil fuels to provide electricity for lighting in your school building. Totals will vary depending on the size, age and geographic location of your school building. Look up the costs per kwh in your city. Step 4: Lighting Audit Report: Knowing if your school building uses lighting efficiently may not be obvious from the numbers you recorded. Did you observe any energy saving measures in your audit? Use the Step 4 checklist to help you assess if your school building has made any lighting upgrades or is practicing energy saving techniques such as turning off lights and instead using daylighting from windows or only using half of the lights in a classroom. As a class, develop an Action Plan for improving the school s energy-saving measures on lighting. This can include a poster campaign urging students and staff to turn lights off, putting reminder stickers on light switches or writing letters to the school principal requesting upgrades to the lighting system. Evaluate the cost of the action items. Some may be no or low cost, while others will have significant costs. Where there are significant costs, develop a payback calculation (see Activity 2A in Building Performance - Lesson 2) to see if you can justify the expense to your principal. Step 5: Take Action! Implement your plan. Track whether you achieved the savings you had hoped for. Why or why not? What more can be done? 4.79 Lesson 05» Building Science

3 STEP 1: PREDICTIONS (CLASS DISCUSSION) 1» What types of lighting do you expect to find in your audit? 2» What factors influence how much lighting (and electricity for lighting) is used in your school? 3» What areas of the school building do you think use the most electricity for lighting? 4» Explain how you expect your school to measure up in the lighting audit. Does your school make efficient use of lighting? Or is your school wasting energy? 4.80 Lesson 05» Building Science

4 STEP 2: COLLECTING DATA Classroom: # of classrooms Bulb Type per Bulb # of Bulbs Total Kilowatts Hours in Use per Total kwh per Total: Office: # of offices Bulb Type per Bulb # of Bulbs Total Kilowatts Hours in Use per Total kwh per Total: Copy Room: # of copy rooms Bulb Type per Bulb # of Bulbs Total Kilowatts Hours in Use per Total kwh per Total: Teachers Lounge: # of teachers lounges Bulb Type per Bulb # of Bulbs Total Kilowatts Hours in Use per Total kwh per Total: Restroom: # of restrooms Bulb Type per Bulb # of Bulbs Total Kilowatts Hours in Use per Total kwh per Total: 4.81 Lesson 05» Building Science

5 Hallways & Stairwells: # of hallways & stairwells Bulb Type per Bulb # of Bulbs Total Kilowatts Hours in Use per Total kwh per Total: Library: # of libraries Bulb Type per Bulb # of Bulbs Total Kilowatts Hours in Use per Total kwh per Total: Cafeteria: # of cafeterias Bulb Type per Bulb # of Bulbs Total Kilowatts Hours in Use per Total kwh per Total: Gym: # of gyms Bulb Type per Bulb # of Bulbs Total Kilowatts Hours in Use per Total kwh per Total: Other: # of rooms Bulb Type per Bulb # of Bulbs Total Kilowatts Hours in Use per Total kwh per Total: 4.82 Lesson 05» Building Science

6 OBSERVATIONS: Check any of the following energy saving measures you observe during your audit: Check Energy Saver Where Purpose Occupancy/ Vacancy Sensors Reflectors lighting Reducing Lighting Programmable Control/Timer Delamping CFL or LED light bulbs Windows 4.83 Lesson 05» Building Science

7 STEP 3: ANALYZING DATA Rooms Room Total (Step 2) # of Rooms Total kwh/day Total kwh/month Total kwh/year Classroom Office Teacher s Lounge Restroom Hallway/Stairs Library Cafeteria Gym Building Total: Use the building totals from table above to calculate the cost of electricity for lighting. Month Year Cost for Lighting ($) Residential Electricity (per kwh) NYC DOE Electricity June 2012 Averages United States New York $0.135 $0.203 $0.08 per kwh Source: Use the building totals from the table above to calculate how many pounds of CO 2 are emitted into the atmosphere based on the amount of electricity used. Month Year Pounds of CO 2 Emitted New York State Pounds of CO 2 per kwh 0.67 lbs CO 2 /kwh Source: U.S. Environmental Protection Agency: Lesson 05» Building Science

8 STEP 4: LIGHTING AUDIT REPORT 1» Explain any situations where energy was being wasted (i.e. lights left on, too much lighting, inefficient bulbs). 2» What room type in the school building uses the most electricity for lighting? MEASURES FOR IMPROVEMENT: 3» What changes can be made to the lighting in the school building that would reduce the overall amount of electricity consumed? See table for ideas Lesson 05» Building Science

9 Problem Solution Step 1 Step 2 Step 3 Over lamped Delamping Find out if the fluorescent lighting in the ballasts are T8 tubes. T12 lamps will not work with the delamping method. Lights always on Plenty of windows in classroom but lights turned on Delamping and Reflectors Vacancy Sensors lighting Find out if the fluorescent lighting in the ballasts are T8 tubes. T12 lamps will not work with the delamping method. Perform an Annual Savings calculation analysis showing how much money would be saved from a reduction in the total hours lights are turned on. Perform an Annual Savings calculation analysis showing how much money would be saved from a reduction in the total hours lights are on. Perform a light meter analysis to find out if delamping is an option. Delamping does not work with magnetic ballasts, only electric ones. Reflectors can be installed to create the same amount of light but with less fluorescent tubes in the lighting ballast. Write a letter to your principal explaining the problem and recommending vacancy sensors as a solution. Include details from your analysis. Perform a light meter analysis to find out if daylighting provides sufficient light for the classrooms. Write a letter to your principal that details your analysis and recommends delamping as a solution. Write a letter to your principal that details your analysis and recommends delamping and reflectors as a solution. Write a letter to your principal, teachers and staff that details your analysis and recommends the use of daylighting. Also, make posters or signs for each classroom reminding teachers to use daylighting whenever possible. Find out how much energy your school would save for different lighting retrofit options by doing an Annual Savings calculation (see Lesson 4, Activity 4C). Do an internet search for more efficient bulbs, noting cost and how many watts they use, then put the numbers back into your audit tables from above to get a new total for the building. Or, calculate Annual Savings for reducing the total number of hours lights are on by using daylighting from windows and skylights. Use the tables from above but use less hours per day, then get a new total for the building. Compare you new totals to the initial total from your audit. How much energy was saved in kwh? Money? Pounds of CO 2? STEP 5: TAKE ACTION! Implement your plan. Track whether you achieved the savings you had hoped for. Why or why not? What more can be done? 4.86 Lesson 05» Building Science

10 PART II: SCHOOL APPLIANCE AUDIT In Part 2 of the School Energy Audit you will examine various electrical appliances and devices used throughout the school building. Using a Kill-A-Watt meter, you will collect data from each type of appliance and estimate the number of hours each one is used in a day. After analyzing the data, you will make recommendations about how the school can save energy on electrical appliances. Finally, you will turn your suggestions into action by implementing an energy saving plan. INSTRUCTIONS Step 1: Predictions: Before you begin looking at electrical appliances in the school building, begin with a class discussion answering the questions in Step 1. Step 2: Data collection: Start the audit by visiting different areas of the school building listed on the data collection sheet in Step 2. Look in each area of the school for various appliances, recording each and determining how many watts each one uses with the Kill-A- Watt meter. Make sure to measure watts in stand-by mode if applicable as some electronics continue to consume electricity even when not actively in use. Then estimate the number of hours each appliance is in use during one day. Step 3: Analyze the data: Return to the classroom and fill in the table in Step 3, adding up the totals for each area of the school building. Calculate the total kilowatt hours (kwh) used in a day, month and year. From this total you can determine total cost of electricity consumed and the amount of CO 2 emitted into the atmosphere from burning fossil fuels to provide electricity for appliances in your school building. Totals will vary depending on the size of your school building and the age of the appliances in use. Step 4: Electrical Appliance Audit Report: Knowing if your school building is using too much energy for appliances may not be obvious from the numbers you recorded. Did you observe any energy saving measures in your audit? Use the checklist in Step 4 to help you assess if your school building has made any upgrades or is practicing energy saving techniques such as using powerstrips and unplugging appliances not in use. As a class, develop suggestions for improving the school s energy-saving measures on appliances and create a plan for action. This can include a poster campaign urging students and staff to use powerstrips to turn off multiple appliances at the same time, unplugging devices not in use or writing letters to the school principal requesting upgrades to Energy Star appliances or removal of mini-fridges from classrooms. Step 5: Take Action! Implement Your Plan. Track whether you achieved the savings you had hoped for. Why or why not? What more can be done? 4.87 Lesson 05» Building Science

11 STEP 1: PREDICTIONS (CLASS DISCUSSION) 1» What types of electronic appliances and devices do you expect to measure in your audit? 2» What appliances do you think use the most electricity in the school? 3» What factors do you think influence how much electricity is used for appliances in your school? 4» Explain how you expect your school to measure up in the appliance audit. Does your school use electrical appliances efficiently? Or is your school wasting energy? 4.88 Lesson 05» Building Science

12 STEP 2: COLLECTING DATA Classroom # of Classrooms: Appliance # Active Sleep / Stand-by Off (but plugged in) Total kwh/day TOTAL: Office # of Offices: Appliance # Active Sleep / Stand-by Off (but plugged in) Total kwh/day TOTAL: 4.89 Lesson 05» Building Science

13 Cafeteria # of Cafeterias: Appliance # Active Sleep / Stand-by Off (but plugged in) Total kwh/day TOTAL: Teachers Lounge # of Teachers Lounges: Appliance # Active Sleep / Stand-by Off (but plugged in) Total kwh/day TOTAL: 4.90 Lesson 05» Building Science

14 Library # of Libraries: Appliance # Active Sleep / Stand-by Off (but plugged in) Total kwh/day TOTAL: Copy Room # of Copy Rooms: Appliance # Active Sleep / Stand-by Off (but plugged in) Total kwh/day TOTAL: 4.91 Lesson 05» Building Science

15 OBSERVATIONS: Which of the following energy saving measures did you observe in your audit? Check Energy Saver Where Purpose Energy Star Appliances Powerstrips Unplugged Appliances Programmable Control / Timer Other 4.92 Lesson 05» Building Science

16 STEP 3: ANALYZING DATA Rooms Room Total (Step 2) # of Rooms Total kwh/day Total kwh/month Total kwh/year Classroom Office Copy Room Teacher s Lounge Library Cafeteria BUILDING TOTAL: Use the building totals from table above to calculate the cost of electricity for appliances. Cost for Appliances ($) June 2012 Averages Electricity (per kwh) United States New York Month $0.135 $0.203 Year NYC DOE Electricity $0.08 per kwh Source: Use the building totals from table above to calculate how many pounds of CO 2 are emitted into the atmosphere based on the amount of electricity used. Month Year Pounds of CO 2 Emitted New York State Punds of CO2 per kwh 0.67 lbs CO 2 /kwh Source: U.S. Environmental Protection Agency: Lesson 05» Building Science

17 STEP 4: ELECTRICAL APPLIANCE AUDIT REPORT 1» Explain any situations where energy was being wasted (i.e. appliances left on, inefficient devices, phantom load, etc.): 2» What appliance used in the school consumes the most electricity? 3» What room type in the school uses the most electricity for appliances? Explain why energy use was so high in this room. 4» Measures for Improvement: Make a list of ways that your school can reduce the overall amount of electricity consumed from electrical appliances. As a class, develop suggestions for improving the school s energy-saving measures on appliances and create a plan for action. This can include a poster campaign urging students and staff to use powerstrips to turn off multiple appliances at the same time, unplugging devices not in use or writing letters to the school principal requesting upgrades to Energy Star appliances or removal of mini-fridges from classrooms. STEP 5: TAKE ACTION! Implement your plan. Track whether you achieved the savings you had hoped for. Why or why not? What more can be done? 4.94 Lesson 05» Building Science

18 PART III: BUILDING ENVELOPE & HVAC AUDIT In the final part of the School Energy Audit you will be doing a visual inspection of the building, looking for possible problem areas with the building envelope, such as major air leaks, and evaluating the school s heating and cooling systems to determine if they are energy efficient. With most building envelope and HVAC audits, a visual inspection is the first and most important step, correctly identifying areas that require more in-depth investigation using specialized equipment. These more detailed investigations can be costly and time consuming to conduct, so you will only be responsible for the visual inspection in this part of the audit. INSTRUCTIONS Step 1: Predictions: Before you begin a visual inspection of the school building, answer the questions on the Step 1 worksheet. Step 2: Data Collection: Start the audit by visiting different areas of the school building listed on the data collection sheet in Step 2. Look in each area of the school, making note of any air leaks or efficiency problems with HVAC systems. Step 3: Analyze the Data: Return to the classroom and answer the questions in Step 3. Step 4: Building Envelope and HVAC Report: Write a brief report that summarizes your notes from the visual inspection in Step 2 and the answers to your questions in Step 3. Make a plan that includes recommendations for further inspection and options for improvement. Step 5: Take Action! Implement any items in your plan that you can carry out on your own. If there are things you cannot do, write letters to your principal requesting upgrades to the building, like double or triple paned windows, or more efficient AC units Lesson 05» Building Science

19 STEP 1: PREDICTIONS 1» Where in the school building would you expect to find air leaks and poor insulation? 2» Explain how your school building is heated and cooled: 3» Give your reasons for why you think the school building is heated and cooled efficiently or not: 4.96 Lesson 05» Building Science

20 STEP 2: DATA COLLECTION Classrooms: Check Where to look What to look for Comments Window Insulation Single, double or triple pane Windows (open or closed) Open in winter? Open with AC on? Air Leaks (around windows) Feel for drafts, look for cracks and gaps in window frame, around AC units Window AC Units Energy Star label? Energy efficient? Insulation around AC (no gaps)? Thermostats Ability to control heat/ cooling in room? Radiators Blocked, broken, covered, too hot Other 4.97 Lesson 05» Building Science

21 Hallways & Stairwells: Check Where to look What to look for Comments Window Insulation Single, double or triple pane Windows (open or closed) Open in winter? Open with AC on? Air Leaks (around windows) Feel for drafts, look for cracks and gaps in window frame, around AC units Window AC Units Energy Star label? Energy efficient? Insulation around AC (no gaps)? Thermostats Ability to control heat/ cooling in room? Radiators Blocked, broken, covered, too hot Other 4.98 Lesson 05» Building Science

22 Offices: Check Where to look What to look for Comments Window Insulation Single, double or triple pane Windows (open or closed) Open in winter? Open with AC on? Air Leaks (around windows) Feel for drafts, look for cracks and gaps in window frame, around AC units Window AC Units Energy Star label? Energy efficient? Insulation around AC (no gaps)? Thermostats Ability to control heat/ cooling in room? Radiators Blocked, broken, covered, too hot Other 4.99 Lesson 05» Building Science

23 Comments for other areas of school (boiler, gym, cafeteria, exterior, roof, restrooms): Area Comments Lesson 05» Building Science

24 STEP 3: ANALYZE THE DATA Answer the following questions based on your observations in Step 2 and on what you learned in Lesson 3 of the Building Performance module: 1» Windows: How efficient are the windows in the schools building? Explain any problems you encountered or any measures for energy efficiency already in place. 2» Heating: Are there any problems with the heating system in the school building? Explain any evidence of air leaks or issues with the components of the heating system (radiators, thermostats, etc). If you toured your school s boiler room, explain what type of fuel the boiler uses and whether or not you think it s efficient. 3» Cooling: How energy efficient is the air conditioning system in the school building? Are the AC units EnergyStar approved? Does your building use central AC, and if so, is it used frequently? If your school does not use AC, explain whether or not you think windows provide adequate ventilation Lesson 05» Building Science

25 STEP 4: BUILDING ENVELOPE AND HVAC REPORT Write a brief report that summarizes your notes from the visual inspection you did in Step 2 and the answers to your questions in Step 3. The report should detail the major problem areas and highlight any energy efficiency measures you observed. Make a plan that includes recommendations for further inspection and ideas for improvement. STEP 5: TAKE ACTION! Implement any items in your plan that you can carry out as a class. If there are things you cannot do, write letters to your principal requesting upgrades to the building, like double or triple paned windows, or more efficient AC units. You can also contact your school s building manager or custodial engineer to report any classrooms or offices that are too hot in the winter Lesson 05» Building Science