Energy Use in Schools: Energy Efficiency

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Energy Use in Schools Energy Efficiency

• Dan Lash

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(No Transcript)
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Main Drivers to Reduce Energy Consumption

• Climate change
• Reduced costs
• Carbon Reduction Commitment (Local Authorities,
  and therefore schools, are counted. Cap and
  Trade emissions scheme, comes into effect April
  2010)
• Good example to students (and rest of society)
• Less renewable energy will be needed with a lower
  energy demand

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Energy Use
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Energy Use some new schools
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Cost
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Long Term Carbon Emissions
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Where energy use and cost occurs

• Energy use

• Cost

from Carbon Trust CTV019 Schools Learning to
Improve Energy Efficiency
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Heating

• Temperature setting (lowering temp. by 1oC 8
  saving)
• Classrooms 18oC, corridors 15oC (DCSF)
• Overheating is a sign of poor control
  uncomfortable and waste of energy
• Controls (fuel consumption 15-35 lower with
  good controls)
• TRVs (NOTE ensure correct use)
• Weather compensation and optimum start/stop
• BEMS (consider if energy bill over 10,000)
• System Maintenance
• Annual boiler service (twice annually oil), save
  approx 10 energy
• Insulate boilers, tanks, pipes, valves etc.
• Consider boiler replacement if gt 15 years old
• Get user feedback on comfort, and adapt

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Hot Water

• Wasted hot water wasted water AND wasted heat
• Make sure all drips and leaks are fixed (1
  dripping tap 5,500 litres of water 1 paddling
  pool a week all summer!)
• Insulate all delivery pipework
• Check time switches to ensure hot water only
  heated when needed
• Consider system design
• Rationalise system to reduce long distribution
  runs, or consider point of use heating e.g. For
  cleaners during holidays
• Consider a dedicated hot water boilers for large
  schools

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Building Fabric

• Upgrading insulation effective, but not always
  possible
• Best time to make improvements is during major
  refurbishment as costly and disruptive specify
  high performance
• Pitched roof with loft and access Check
  insulation
• Flat roof consider during refurbishment/replaceme
  nt
• Walls Consider cavity wall or internal
  insulation to solid wall
• Floor Impractical on solid floors
• Undertake regular maintenance
• Check for damp, and remedy
• Draft proof the penny rule
• Glazing replacement consider reducing amount of
  glazing
• Keep windows and doors closed unless necessary.
• Fit door closers, and perhaps draught lobbies

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Lighting

• Accounts for 20-25 of total energy
• Turn off lights when not needed
• engagement, label switches
• Make use of lighting zones
• Replace old T12 (1.5 inch) lighting with T8 (1
  inch)
• Specify efficient lighting on refurbishments
• During lighting refurb, consider fitting daylight
  sensing controls, and occupancy controls

It is a myth that leaving fluorescent lights on
all the time uses less energy than turning on and
off
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Daylighting Artificial Lighting
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Zoning
All lights on
1st row off
1st 2nd row off
Av. Ill 795 lux Min-Av ratio 0.51 Load 7.6 W/m²
Av. Ill 740 lux Min-Av ratio 0.53 Load 5.7 W/m²
Av. Ill 658 lux Min-Av ratio 0.55 Load 3.8 W/m²
All lights on Night
Al lights off
1st,2nd,3rd row off
Av. Ill 501 lux Min-Av ratio 0.26 Load 0 W/m²
Av. Ill 303 lux Min-Av ratio 0.83 Load 7.6 W/m²
Av. Ill 570 lux Min-Av ratio 0.47 Load 1.9 W/m²
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Catering

• Create a kitchen energy efficiency plan
• An energy aware catering staff will reduce
  catering energy use by 25
• DONT just turn all equipment on at start of day
  label equipment with preheat times
• Use energy efficient techniques e.g. Lids on pans
• Follow advice in Carbon Trust CTV 035 Food
  Preparation and Catering
• Choose energy efficient equipment procuring new
  items
• Position fridges and freezers away from heat
  sources, preferably in a separate unheated space

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Equipment

• Computers
• Activate PC standby mode, and when not in use
  e.g. Out of hours, switch OFF (not the same as
  standby)
• Large Equipment
• Fit cheap 7 day timers to photocopiers and
  vending machines to turn off out of hours
• Fume cupboards
• Switch off when not in use (cost comes down from
  750 to 200/year)
• Small equipment
• Switch OFF (not standby) all AV equipment when
  not in use e.g. Data projectors, TVs, sound
  equipment

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The Future of Education?

• 4 projectors
• 70 LCD screens computers
• 5 Plasma screens
• 1 child reading a book

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ICT Provision
Desktop
Pupils per computer
Laptop
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Energy Consumption
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Energy Management

• Good housekeeping most cost effective way of
  saving energy
• Develop a policy
• Specify objectives, state targets
• Identify responsibilities and resources
• Action plan with timeframe
• Appoint a team (management, teachers, maintenance
  staff, cleaners, students)
• Assign responsibilities
• Cleaning staff turn off lights when not in use
• Students report thermally uncomfortable areas,
  turn lights off
• Maintenance staff monitor and adjust control
  settings
• Managers investigate current and past energy use
• Regular walk-arounds
• Check equipment, lights, heating, fabric.
• Do at different times of day..
• Note areas for potential savings.
• Involve students
• Record and understand consumption Plot energy
  use over time and compare to benchmarks and
  targets
• Teaching opportunities Carbon Trust CTV037
  section on curriculum integration

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Profile of electricity consumption over a typical
week at the school

• Baseload does not descend beneath 21 kW
• 40 of electricity consumption outside of school
  hours (or 32 once inflated sports dome excluded
  from calculation)
• Electric heaters off BMS left on over weekends,
  PCs left on (even when IT manager stated they
  would be off), lots of equipment, often on e.g.
  Printers, chargers, fridges, palm pilots etc.
• If 35,000 were invested to reduce this by 15 kW,
  it would be paid back in 5 years. (based on 8
  p/kWh day, 4p/kWh night)

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Key Publications
CTL03 Assessing the energy use in your building
CTL67 Schools sector walk Around checklist
CTV019 Schools Learning to Improve energy
efficiency
CTV023 Practical energy management
www.thecarbontrust.co.uk
GPG233 Energy efficient Refurbishment of schools
GIL147 Energy saving factsheet Schools
CTV037 A whole school approach