Version 1.2, 2012 Developed by Strategic Energy Innovations

Transcription

1 Sustainability Certification Course: Energy Version 1.2, 2012 Developed by Strategic Energy Innovations

2 Table of Contents Module'1.0'Climate'Change'and'Sustainability'...'1 Lesson'1.1:'Defining'Sustainability'...'2 Lesson'1.2:'Exploring'Climate'Change'...'8 Module'2.0'Fundamentals'of'Energy'...'13 Lesson'2.1:'Energy'Sources'...'14 Lesson'2.2:'Power'Production'and'Transmission'...'20 Lesson'2.3:'Electricity:'Power'Vs.'Energy'...'25 Module'3.0'Tackling'Energy'Waste'...'30 Lesson'3.1:'Measuring'Energy'Consumption'...'31 Lesson'3.2a:'Overhead'Lighting'...'34 Lesson'3.2b:'DeNLamping'Assessment'...'39 Lesson'3.2c:'Plug'Loads'...'44 Lesson'3.3:'Lighting'Energy'Audit'...'47 Module'4.0'Generating'Clean'Energy'...'52 Lesson'4.1:'Sizing'A'Solar'Electric'System'...'53 Lesson'4.2:'Rooftop'Solar'Site'Assessment'...'57 Lesson'4.3:'Clean'Energy'Initiatives'...'60 Module'5.0'Toward'Zero'Energy'...'65 Lesson'5.1:'The'WaterNEnergy'Connection'...'66 Lesson'5.2:'Designing'Green'Buildings'...'72 Module'6.0'Green'Collar'Workforce'...'77 Lesson'6.1:'Green'Collar'JobsN'Energy'Related'...'78 Production and distribution of this document is exclusively limited to Strategic Energy Innovations. For the terms of service governing this document, please visit:

3 Curriculum Matrix: Sustainable Energy Unit Module Lesson Estimated Time* Description 1 Climate Change and Sustainability Defining Sustainability Exploring Climate Change 1-2 periods (45-90 minutes) 2 periods (90 minutes) Students learn the differences between sustainability definitions and analyze their personal carbon footprint. They will also learn how water, air and solid waste issues relate to sustainability. Students watch and discuss An Inconvenient Truth and develop group action plans to protect the climate. 2.1 Energy Sources 2 periods (90 minutes) Our energy choices have a significant impact on climate change. Students identify renewable vs. non-renewable sources of energy and explore their pros and cons. 2 Fundamentals of Energy 2.2 Power Production and Transmission 1-2 periods (45-90 minutes) Students identify the power mix used by their utility to produce electricity, and understand the environmental impacts of electricity production as a context for the importance of energy efficiency and renewable energy. 3 Tackling Energy Waste Electricity: power vs. energy Measuring Energy Consumption Energy Efficiency Measures: Overhead Lighting (3.2.a) De-lamping Assessment (3.2.b) Plug Loads (3.2.c) 1 period (45 minutes) 1 period (45 minutes) 3-4 periods (2 hrs 15 min 3 hours) 1 period (45 minutes) 1-2 periods (45-90 minutes) Students learn to calculate power demand, energy consumption, energy costs and greenhouse gas emissions of electrical devices. Students learn to read and utilize electrical meters to quantify energy consumption. Students identify energy efficiency measures to reduce energy consumption of typical lighting fixtures, electronics and appliances. 3.3 Lighting Energy Audit 3-4 periods (2 hrs 15 min - 3 hours) Students conduct a lighting energy audit, estimate energy and cost savings based on the implementation of recommendations and complete an energy audit report. 4 Generating Clean Energy Sizing a solar electric system Rooftop Solar Site Analysis 1-2 periods (45-90 minutes) 1-2 periods (45-90 minutes) Students learn about the photovoltaic effect and the components of a solar electric system. Students then calculate the size of a system required for an average home. Students learn about the requirements for designing a solar array and then conduct a solar site analysis of their homes. 4.3 Clean Energy Initiatives 1-2 periods (45-90 minutes) Students debate various programs and incentives designed to increase the use of solar in California. 5 Towards Zero Energy The Water-Energy Connection Designing Green Buildings 2 periods (90 minutes) 2 periods (90 minutes) Water conservation measures lead to energy savings, and vice versa. Students design water conservation measures to save both water and energy. Students learn about green building and then design a green summer camp. 6 Green Collar Workforce 6.1 Clean Energy jobs 2 periods (90 minutes) Students learn about green jobs and write an essay on a green job they would like to pursue. * Total estimated time for the curriculum is 25 to 33 periods (18 hours and 45 minutes to 24 hours and 45 minutes)

4 Module 3.0 Tackling Energy Waste Contents Module 3.0 Tackling Energy Waste Lesson 3.1: Measuring Energy Consumption Definitions Key Concepts Assignment Extensions Lesson 3.2a: Overhead Lighting Definitions Key Concepts Assignment De-Lamping Assessment Definitions Key Concepts Assignment Plug Loads Definitions Key Concepts Assignment Lesson 3.3: Lighting Energy Audit Definitions Key Concepts Assignment Handouts Production and distribution of this document is exclusively limited to Strategic Energy Innovations. For the terms of service governing this document, please visit: 30

5 Sustainability Certification Course: Energy Module 3.0: Tackling Energy Waste Lesson 3.3: Lighting Energy Audit Lesson 3.3 Estimated Time 3-4 class periods (2 hours 15 min 3 hours) Objectives: Students will Identify and follow the process for setting up, conducting and completing an energy audit Be able to effectively utilize energy measurement tools to analyze power draw and energy consumption Recommend behavioral, operational and upgrade measures and estimate energy and cost savings based on the implementation of the recommendations and associated rebates and incentives Develop a thorough report based on the results of the walk-through, occupant interviews and recommendations Handouts Audit Report Template (Microsoft Excel Worksheet) Lighting Worksheet Materials Flicker Checkers Computers with Microsoft Excel Additional Resources PG&E Business Lighting rebates and incentives: dfs/mybusiness/energysavingsrebates /rebatesincentives/eefficiency/ref/lig hting/08lighting.pdf Small Business Energy Alliance: In this lesson, students learn the process of a successful energy audit, including interviewing building occupants, conducting the walk-through, report writing, and follow-up. The module culminates with students performing a lighting energy audit for a client and preparing a report on their findings and recommendations. For the Instructor: Prior to this lesson, the instructor should review background material on energy audits. The instructor should read through the handout and become familiar with the Audit Report Template. Also, the instructor should have one flicker checker per small group. This may require ordering the flicker checkers two weeks in advance. See Materials List on page 8 for information on ordering. Upon completion of lessons , students will have the general knowledge and skills to perform the energy audit. In this module, the instructor will begin by clarifying the process associated with implementing the energy audit, from start (i.e., outreach to client) to finish (i.e., report presentation and followup to ensure recommendations are implemented). Students will then conduct energy audits on behalf of small business clients. Prior to the module identify and contact small business owners in the community willing to receive energy audits from your class. Your local chamber of commerce or small business association is a great place to start, as well as the parents of your students. Identify dates and times preferable to the client for the walkthrough for delivery of the final report. Students may have to conduct the audits after school or on the weekend. Although we concentrate on conducting a lighting audit in this lesson, it is important to emphasize that lighting is just one component (a major one, however,) of a comprehensive energy audit. For example, natural gas, which is largely used by many homes and offices for heating, is another important part of a comprehensive energy audit. 47

6 Sustainability Certification Course: Energy Module 3.0: Tackling Energy Waste DEFINITIONS Energy Audit: The analysis of energy consumption within a home or building. The comprehensive energy audit includes interviews with building occupants to determine times-of-use, research and development of recommendations for energy conservation, and calculations representing energy and cost savings if the client were to implement the recommendations. Rebates/Incentives: Money or credit offered by the utilities, state and federal governments to help offset the initial investment for the installation of energy efficiency measures. Walk-through: Refers to the portion of the energy audit in which the auditor observes and collects data on the loads in a home or building. KEY CONCEPTS 1. An energy audit is the first step in generating energy savings in a home or building. Once we know this, we can identify savings measures. 2. We also want to do energy audits and energy efficiency before we install any kind of renewable energy system. This is because it costs less and uses fewer resources if we do energy efficiency first. For example, for every $500 we spend on energy efficiency (like retrofitting T12 lighting to T8), we save over $1,500 on the cost of a solar electric installation. 3. Although we concentrate on conducting a lighting audit in this lesson, it is important to emphasize that lighting is just one slice (a major one) of a comprehensive energy audit. For example, natural gas, which is largely used by many homes and offices for heating, is another important part of a comprehensive energy audit. 4. A lighting energy audit is a subset of an energy audit that focuses specifically on lighting. It includes: Scheduling the audit with the client Conduct the walk-through to collect data and interview occupants Analyze data and develop recommendations Write up the recommendations in a report Present the report to the client Follow up with the client to ensure recommendations are implemented 5. Auditors use a number of tools to assist them in collecting and analyzing data. For lighting energy audits, tools include: Flicker checkers Audit report spreadsheets List of recommendations 48

7 Sustainability Certification Course: Energy Module 3.0: Tackling Energy Waste 6. After scheduling the audit with the client, energy auditors conduct the walk-through of the home or building. During the walkthrough the auditor collects data on lighting and talks to the client about typical hours of operation for each device. A typical walk-through lasts less than an hour. 7. The auditor then uses an audit report spreadsheet to organize the data and determine energy consumption and cost to operate existing lighting. Once these calculations are complete, the auditor develops recommendations to save the client energy and money. 8. Recommendations can be behavioral, operational, removal of redundancy, or an upgrade. Examples include: Behavioral: recommend signs reminding people to turn lights off when leaving a room. Operational: recommend occupancy sensors to automatically turn off lights in storage rooms. Removal of redundancy: Why have two lamps in an office if one is sufficient? Upgrade: retrofit existing T12 lighting with T8 lighting 9. Sometimes auditors see lights that they cannot identify. If this is the case, skip these lights and just audit those lights that can be identified. 10. Next, the auditor uses the recommendations to identify energy and cost savings, as well as any rebates or incentives that may be available from a local utility to reduce the cost of new lighting. Include this information, along with your list of recommendations, in an energy audit report. The auditor then presents the report to the client and discusses the findings. 11. After a short period of time, the auditor calls or visits the client to offer assistance implementing the recommendations. 12. Explain to the class that, as student energy auditors, they will be assigned clients. They will conduct lighting energy audits, develop recommendations, and present their recommendations back to the client in the form of an energy audit report. For Discussion With small groups seated at computer stations, provide each small group with an electronic copy of Handout Audit Report Template. Review the directions for its use on the first sheet of the audit report. On the Part I Fixtures sheet, demonstrate how and where to input data, utilizing the Master Lighting List as a reference. Also show students where to input data or change text on Part II Calculations and Part III Report. What should you recommend to replace a 48 T12 2-lamp fixture? A 48 T8 2-lamp fixture. What should you recommend to replace a 75 W incandescent bulb? A 20W CFL. What can you recommend to replace a 40W incandescent exit sign? A 5 W LED exit sign. Provide students with time to test-drive the spreadsheet to see how the savings calculations are formulated and how the report is populated. Assist students as needed. What should you tell a client when they ask, why should I get an energy audit? 49

8 Sustainability Certification Course: Energy Module 3.0: Tackling Energy Waste ASSIGNMENT 1. Separate the class into small groups. Each small group will be an energy audit team. It may also be helpful to assign a student leader for each group. Assign a different client to each group. 2. Explain the assignment to the class each group will be responsible for conducting a lighting energy audit for their assigned client. Explain who the clients are, when they are available for the audit, and provide the client contact information. Also discuss appropriate attire and behavior when conducting the walk-through and determining hours of operation. 3. Provide a copy of Handout 3.3.2* Lighting Worksheet and a flicker checker to each group. Explain that the groups will use the handout and flicker checker when collecting data during their walk-through portion of the audit. 4. Provide groups with one or more days to complete the walk-through portion (depending on the availability of the client, the walk-through may need to take place after school or over the weekend). 5. Following the walk-through, provide students time to enter their data from Handout Lighting Worksheet into Handout 3.3.1* Audit Report Template. The 3.31 Handout is actually a Microsoft Excel Worksheet that the students will need to fill in using a computer. 6. Discuss the walk-through process with the class. What were some of the challenges? How were students able to overcome the challenges? Were there any consistent findings? Are the clients generally energy efficient or energy inefficient? 7. Review the audit reports to ensure accuracy. Note: if you see any negative savings on the Part II Calculations sheet (e.g., 120 kwh), information was improperly entered. 8. Once all teams reports are complete and accurate, print out Part III Report and Part II Calculations sheets. Staple these together and have the team sign and date the report. 9. Next, each team delivers its report to the client, explaining their findings and answering any questions. Also at this time auditors should schedule a follow-up phone call or visit with the client (two or more weeks following the audit). 10. Have any of the clients initiated recommendations from the energy audit? 11. Optional: Although conducting a lighting energy audit and implementing the recommended energy efficient upgrades are critical in addressing sustainability, it is also important for us to examine if there are opportunities to save energy through simple changes in our behaviors. Changing our behaviors is the most cost-effective solution to sustainability. An optional component of this lesson is for the students to interview the business owners/managers about their daily routines and lighting use, examine if there are any recommendations for behavioral changes (e.g. turning off at the end of the work day and during weekends, turning off lights during the work day when they are not being used, opening up blinds and utilizing day lighting, etc.), and include them within their reports. 50

9 Handouts 51

10 Handout Audit Report Template Name Date Teachers: Please refer to separate Lighting Energy Audit Microsoft Excel spreadsheet in the Additional Supplementary Resources folder

11 Handout Lighting Worksheet Name Date Record lighting fixtures, wattages and hours of operation in the chart below, using the Master Lighting Charts below as a reference: Position Area Description (e.g. living room, kitchen, hallway, etc.) Lamp Type (e.g. fluorescent linear lamp, incandescent bulb, CFL) Lamps/ fixture Fixture Quantity Operating Hours/ Wk

12 Handout

13 Handout Master Lighting Charts CFLs, T8s and LED exit signs Lamp Type lamps /fixt fixt. Watts CFL 5 W Screw-In 1 5 CFL 7 W Screw-In 1 7 CFL 13 W Screw-In 1 13 CFL 20 W Pin-based 1 20 CFL 20 W Screw-In 1 20 CFL 23 W Screw-In 1 23 F24" T8 1 lamp 1 15 F24" T8 2 lamp 2 28 F24" T8 3 lamp 3 41 F24" T8 4 lamp 4 57 F36" T8 1 lamp 1 23 F36" T8 2 lamp 2 42 F36" T8 3 lamp 3 62 F36" T8 4 lamp 4 84 F48" T8 1 lamp 1 25 F48" T8 EB 2 lamp 2 54 F48" T8 EB 3 lamp 3 73 F48" T8 EB 4 lamp 4 94 F96" T8 EB 1 lamp 1 57 F96" T8 EB 2 lamp 2 98 F96" T8 EB 3 lamp F96" T8 EB 4 lamp F32 T8/U-bend/ lamp F32 T8/U-bend/ lamp CFL20W Flood 1 20 reflector LED Exit Sign String 5 LED Exit Sign String 5 Dimmable CFL Screw-In CFL 20 W Screw-In 1 20 CFL 23 W Screw-In 1 23 CFL 23 W Reflector 1 23 T12s, exit signs and incandescent lamps Lamp Type lamps /fixt. fixt. watts Incandescent Exit Sign 2 40 Fluorescent Exit Sign 2 16 Incandescent (25W) 1 25 Incandescent (40W) 1 40 Incandescent (60W) 1 60 Incandescent (75W) 1 75 Incandescent (100W) Halogen 50W 1 50 F24" T12 1 lamp 1 28 F24" T12 2 lamp 2 56 F24" T12 3 lamp 3 62 F24" T12 4 lamp F36" T12 1 lamp 1 32 F36" T12 2 lamp 2 65 F36" T12 3 lamp F36" T12 4 lamp F48" T12 1 lamp 1 40 F48" T12 2 lamp 2 72 F48" T12 3 lamp F48" T12 4 lamp F72"T12 1 lamp 1 76 F72"T12 2 lamp F72"T12 3 lamp F72"T12 4 lamp F96" T12 1 lamp 1 75 F96" T12 2 lamp F96" T12 3 lamp F96" T12 4 lamp F34 T12/U-bend/ lamp F34 T12/U-bend/ lamp