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TOP END SCHOOLSTOP END SCHOOLSTOP END SCHOOLSTOP END SCHOOLS
ENERGY AUDIT ENERGY AUDIT ENERGY AUDIT ENERGY AUDIT GUIDEGUIDEGUIDEGUIDE
FOR TEACHERSFOR TEACHERSFOR TEACHERSFOR TEACHERS & STUDENTS & STUDENTS & STUDENTS & STUDENTS
By Clare Pries
April 2008
ACKNOWLEDGEMENTS
The author would like to sincerely thank; Johanna Kieboom, Martin Bruekers, and
Jennifer Harlock from the Infrastructure Sustainability Unit at the Department of Planning and Infrastructure; Louise Fogg, Bill Muirhead, and Catherine Stinson at
the Department of Employment, Education and Training; Robin Knox from COOLmob; and, Robyn Thorpe and Debbie Steele at Woodroffe Primary School,
for their advice, comments and input towards the development of this guide.
This guide was developed as part of the ‘Schools Energy Blitz Project’, funded by grants from the Low Emissions Technology and Abatement - Strategic Abatement
Grants from the Department of the Environment, Water, Heritage and the Arts and the Northern Territory Department of Planning and Infrastructure.
© Coolmob trading as Environment Centre Northern Territory, April 2008
INTRODUCTIOINTRODUCTIOINTRODUCTIOINTRODUCTIONNNN
In 2007, six Top-End schools participated in the ‘Schools Energy Blitz’ project, a
Territory and Commonwealth Government funded initiative aimed at assisting schools in identifying and putting in place energy efficiency actions. Around 400
students aged from 8-12 years old, investigated global warming and energy use issues, undertook an energy audit of their school, presented recommendations to
their respective school communities and received funding to implement their selected projects.
A key goal of the project was to increase the knowledge of students and teachers
of the need to, and how to, save greenhouse gas emissions. With this knowledge
and the current high profile, the topic was (and still is) receiving in the media, the project provided engaging and effective learning opportunities for students.
A list of possible links to Northern Territory Curriculum Framework outcomes are
provided below. The outcomes chosen by an individual teacher will depend on the emphasis taken and should reflect ONLY the outcomes that will be directly
assessed and evidence of learning gathered.
EsseEsseEsseEsseNTNTNTNTtial Learningstial Learningstial Learningstial Learnings Collaborative Learner
Constructive Learner
ScienceScienceScienceScience Working Scientifically
Energy and Change
Cross Curricula PerspectivesCross Curricula PerspectivesCross Curricula PerspectivesCross Curricula Perspectives
Literacy Numeracy
Learning Technology Environmental
An example of a unit of work developed by one of the schools participating in the
project is contained within the appendix of this guide. Additional resources, information, student work and a forum to share experiences are available on the
DEET online espace course Schools Energy Blitz at http://espace.ntschools.net.
As part of the project evaluation, it was recommended that a step-by-step guide
to auditing schools specifically designed for teachers and students in the Top-
End, be developed, and supplied as part of an energy saving kit. This guide should by no means be considered the only step towards your school’s journey to
sustainability; however, it should provide the information necessary for achievable energy saving outcomes for which students can take ownership.
CONTENTSCONTENTSCONTENTSCONTENTS
Page
ENERGY USE IN TOP-END SCHOOLS 1 ENERGY AUDITS 3
COLLECTING AND ANALYSING ENERGY USE DATA 4
WALK-THROUGH ENERGY AUDITS 9
SMALL APPLIANCE AUDIT 13
REFRIGERATION AUDIT 17
LIGHTING AUDIT 20
HOT & COLD WATER AUDIT 31
COOLING & VENTILATION AUDIT 34
ESTIMATING ENERGY CONSUMPTION & SAVINGS POTENTIALS 38 TRANSPORT & WASTE MANAGEMENT 44
IMPLEMENTING CHANGE 47
RESOURCES – WEB SITES, BOOKS,… 48
CONTACTS 50
COMMON SYMBOLS & ENERGY FACTORS 51
DEFINITIONS 52
APPENDIX Report to School Pricipal/Council End of Term Shut Down Check List
Energy Saving Action Plan Woodroffe Primary School Teacher’s Unit of Work
53 55
56 57
1
ENERGY USEENERGY USEENERGY USEENERGY USE IN TOP END SCHOOLS IN TOP END SCHOOLS IN TOP END SCHOOLS IN TOP END SCHOOLS
The primary source of energy used by top end schools is electricity. The amount of electricity
consumed can range from as little as 30,000kWh per year for a very small rural school to over 1,800,000kWh per year for a high school1. Obviously, the size of the school is a major factor in the amount of energy consumed; however, there can be considerable differences when
comparing the energy used by similar sized schools. One method of comparing the energy used by schools is through the energy used per square meter of floor area in buildings. The graph below shows the difference between the energy
intensity of a number of top end schools. Where would your school be on this graph?
Energy Intensity of Darwin / Darwin Rural
Primary and High Schools 2005/2006
0
20
40
60
80
100
120
140
160
180
200
Primary Schools High Schools
kW
h/m
2/y
r
Figure 12
WhereWhereWhereWhere and when is the energy used? and when is the energy used? and when is the energy used? and when is the energy used?
Whilst the only way to accurately answer this question for your school is to undertake an energy audit, it is likely that most will be used for space conditioning (cooling and ventilation), and lighting. For the six schools involved in the ‘Energy Blitz’ project, cooling and ventilation used, on average, around 60-70% of the schools total annual electrical energy, lighting used
15-25%, refrigeration used 3-10%, hot & cold water used 2-6%, stand-by power of small appliances and the operation of office and classroom equipment (including computers) each used around 1-2%. The remaining energy, 3-6%, was consumed for cleaning, canteen facilities,
maintenance equipment, caretaker residences, bore and pool pumps, fire and security systems, and, cooling equipment stand-by power and timers.
Figure 2
1 2 Produced from figures supplied by DPI for DEET school facilities 2005-2006.
LIGHTING 15 – 25%
COOLING & VENTILATION 60 – 70%
OTHER
3 – 6%
SMALL APPLIANCE STAND-BY POWER 1 – 2 %
HOT & COLD WATER SUPPLIES 2 – 6%
REFRIGERATION 3 – 10%
OFFICE & CLASSROOM EQUIPMENT
1 – 2%
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An analysis of when the energy was used showed that around 75% was consumed between the hours of 7am and 6pm on school days, the remaining 25% was consumed during hours when there were no or only a few people occupying the school.
SCHOOL &
PUBLIC
HOLIDAYS
6%
WEEK ENDS
11%SCHOOL DAYS
(6PM - 7AM)
8%
SCHOOL DAYS
(7AM - 6PM)
75%
Figure 3
The graph below shows the average school day electrical load profile for a number of top end
schools. Note the overnight load is between 5-10% the maximum load reached during the peak period of the day. Security lighting on average accounts for around 25% - 33% of the overnight load.
EXAMPLES OF NT SCHOOLS AVERAGE DAILY LOAD PROFILES
0
50
100
150
200
250
300
350
400
450
500
2400-500
515545
615645
715745
800-1200
1200-1430
14451515
15451615
16451715
17451800-2000
2200-2400
Time
kW
HIGH SCHOOLS
PRIMARY SCHOOLS
Figure 4
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ENERGY AUDITSENERGY AUDITSENERGY AUDITSENERGY AUDITS An energy audit is the procedure undertaken to identify what, when, and how energy is used and to determine if energy can be saved or used more efficiently. Energy audits can range from
simple to highly sophisticated depending on the techniques applied in the assessment process. Energy audits can be provided by professional consultants, generally at a cost of between
$1500-6000 depending on the level of audit requested and size of the school. The Department of Planning and Infrastructure, Infrastructure Sustainability Unit works with the Department of Employment, Education and Training, Infrastructure section on the provision of energy audits and sourcing of funding for projects in NT Government schools.
• A level 1 audit is a review of site energy use indicators compared with benchmarks and
the development of targets and broad recommendations.
• A level 2 audit is a walk-through audit which provides information on the breakdown of energy use and estimates the costs and savings of recommendations.
• A level 3 audit has a greater level of accuracy than a level 2 audit and is performed with the use of specialized metering equipment. Level 3 audits are generally required when
assessing major efficiency projects. For top end schools, this level of audit would be required when assessing structural changes to air-conditioning systems and building infrastructure.
The information provided in this guide will provide the basic tools necessary for teachers and students to undertake a level 1 to 2 audit; however, student ability and the time allocated to
the tasks will ultimately determine the detail and accuracy of the information gathered and the depth of recommendations made. The major objective of the tasks included are to help teachers and students identify if energy use can be reduced and to implement strategies to achieve these reductions.
The energy audit can be broken down into three general steps:
• Step 1: Collecting and analysing energy consumption data.
• Step 2: Walk-through audits.
• Step 3: Calculating energy consumption and savings potentials.
Each of these steps is looked at in detail and can be carried out by an individual class. However to increase teacher and student participation you may like to make different classes responsible for auditing different areas of the school.
When assessing the economics of energy efficiency actions a simple payback period method is generally used. For example if the energy savings from a particular action result in $500/yr lower power bills and cost $1500 to implement then the pay-back period is 3 years. Obviously
the shorter the payback period the higher the savings that can be achieved. Each of the recommendations made in this guide are presented with a symbol to represent the most likely payback period.
$ $ $ $ represent no-cost or low cost actions with payback periods less than 1 year $$ $$ $$ $$ represent actions with payback periods between 1 to 5 years $$$ $$$ $$$ $$$ represent actions which would be cost effective (less than 5 years) only when looking to
upgrade existing systems
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COLLECTING & ANALYCOLLECTING & ANALYCOLLECTING & ANALYCOLLECTING & ANALYSSSSINGINGINGING ENERGY CONSUMPTION DATA ENERGY CONSUMPTION DATA ENERGY CONSUMPTION DATA ENERGY CONSUMPTION DATA
The first step in conducting an energy audit is the collection and analysis of energy consumption data. Tracking past and present energy consumption provides information on how much and
when energy is being used, this information in turn can help to determine if energy is being wasted or saved. What type of energy is used at your school?
Though the focus of this guide is primarily to help teachers and students achieve electrical energy savings at their schools there are a number of other forms of energy which are also consumed. A complete energy audit would include all forms of energy.
Electrical energy
Diesel & petrol (school busses and maintenance vehicles) Liquefied petroleum gas (LPG) (water heating, learning activities, vehicles)
Collecting the data NT Government schools have been set up with their own account on the web-based Schools Environment Tracking System (SETS) which should include historic electrical energy use data for your school3. SETS is an energy and waste tracking system developed and maintained by a
company called Carbonetix http://www.carbonetix.com.au/. Carbonetix may be able to set up accounts for private schools for approximately $100 a year and a $100 set up fee.
SETS has been set up and customised for each school with information such as school location, enclosed floor area and enrolled student numbers. Electricity billing information will be automatically loaded to the SETS database each billing period. SETS will immediately provide you with your schools electrical energy history and allow you to monitor your progress in reducing
energy usage. SETS can also be used to track paper and other waste as well as any gas used, however these items will require you to manually input this information. SETS will allow you to compare your
school with other schools in your cluster. Assessing and on-going monitoring monthly consumption through SETS is a crucial ingredient for
good school energy management. When energy auditing a school it is also worth reviewing energy use data in more detail.
To assess if savings are being made at your school through efficiency actions, your current energy consumption can be obtained on a monthly basis through energy bills or on an hourly,
daily, or weekly basis, by reading your energy meters (see section on reading meters below). Maintenance personnel should be approached to establish the location of meters and if there are access/safety restrictions. Where access to the electricity meter is not an option and your school is serviced by an electronic meter, a detailed load profile can be obtained from your energy
provider and can provide excellent information on when energy is used at your school (see student activities at the end of this section).
Presenting the data Create a graph showing the historical monthly data collected, this is best done by using an excel
spreadsheet. Future consumption data can continue to be added to the work book to monitor the impact of energy efficiency changes and to pick up if energy is being wasted.
3 This has been established by the Department of Planning and Infrastructure and the Department of Employment, Education and Training
on schools’ behalf.
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0
10000
20000
30000
40000
50000
60000
70000
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
Month
Total kWh's
2005 2006 2007
An example of a school’s historical electrical energy consumption
Figure 1
For schools which have an electronic meter installed the billing data is supplied for each month and can be charted as above, for schools which have disk meters installed the billing data may span over varying numbers of days depending on when the meters are read. For these schools the chart
should be based on the average daily consumption for the month, not total monthly data, to produce a more accurate comparison between each previous year’s data.
Create graphs for current daily and/or weekly consumption data.
7-DAY ELECTRICAL ENERGY CONSUMPTION
SATURDAY2/06/2007
SUNDAY 3/06/2007
MONDAY
4/06/2007TUESDAY5/06/2007
WEDNESDAY6/06/2007
THURSDAY
7/06/2007
FRIDAY8/06/2007
0.00
200.00
400.00
600.00
800.00
1000.00
1200.00
1400.00
1600.00kWh
Figure 2
Analysing the data Seasonal trends
Is less energy being used during school holiday breaks? High energy use over these periods would indicate that energy is being wasted
Is more energy being used in the Wet or Dry season? Air-conditioning accounts for the majority of electrical energy used in Top-End schools so energy consumption should be
highest in the warmest months. Monthly comparisons
Are there any major differences between the same months between each year? Some possible reasons for the difference in energy consumption include: annual variation in the number of school days for a month; additional after hours use of air-conditioners due to special activities (planned) or incorrect timer operation (unplanned); higher or lower than
average weather conditions; installation of new energy consuming equipment; un-maintained or faulty air-conditioning systems; energy efficiency improvements.
Weekly consumption profile
How does energy use throughout the week change? Find the cause for higher or lower than average week-day energy use, there could be an obvious reason such as planned special activities (for example large energy consuming lights being used at assembly once a week)
or it may be less obvious such as maintenance to school facilities. Is weekend energy use higher than expected? Some appliances need to operate over the
week-end (security lighting, timers, some refrigeration, computer servers) so there will always be a load, however the total energy consumed should be much smaller than
consumed on a school-day. High energy use on the week-end would indicate energy waste.
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Daily load profile
Over what period of the day is most of the electrical energy consumed? Obviously for schools this should be when students are present. Students could compare when they use most of their energy at home with that of the schools. A very detailed daily load profile can be produced using 15 minute electronic meter data if available. Indications on start-up and
shut-down times of the school’s equipment can be obtained from this data. This will be discussed in the student activity section.
STUDENT ACTIVITIESSTUDENT ACTIVITIESSTUDENT ACTIVITIESSTUDENT ACTIVITIES
1. Create spread sheets and collect data (school & home). Records of household electrical energy consumption can be obtained from their household power bills if these are not available their parents can request a table with this information from their energy
supplier. If access is available and all safety issues have been addressed students can start to record daily or weekly consumption from meter readings.
CONSUMPTION
DESCRIPTION
METER
NO
BILLED
DAYS
CURRENT
READING
PREVIOUS
READING
(kWh / kL)
USAGE x
RATE TYPE READ TYPE
AV.
DAILY
CHARGE AMOUNT
Service Charges
(Address of property)
Electricity XXXXXX 94 50850 49905 945 x 0.1438 DOMESTIC
Normal
Reading $1.45 $135.89
Supply Charge
Service ID:XXXXXXX 12/02/2006 16/5/2006 FIXED DAILY CHARGE 94 days x $0.283400 $26.64
DETAILS OF INVOICE
YOUR ACCOUNT
CALCULATIONS
If an estimate has been taken due
to access restrictions this should
be indicated here
The total kWh consumed over the
metered period
Period of consumption
Note: If power is supplied in three phase there will be three separate readings for each meter, add
consumption figures to obtain total kWh consumed.
The total kWh
consumed over the
metered period
Example of a home power bill
Most homes in the top-end are serviced by a disk meter; Power & Water provide the following information on their web site to help householders undertake their own meter readings.
Finding your power meter
Your power meter is usually located in a metal box on the front or side of your house. If you live in a unit, you may have to ask your Body Corporate where your meter is, and possibly to gain access also. Rural consumers will usually find their power meter in a metal box on a pole at the front of their property.
Reading the meter
Before reading meters it is important for your safety to remember once you have opened the meter box to look but don’t touch. When reading your power meter, read the meter dials from left
to right. The digits represent the amount of kilowatt hours consumed.
For example, the digits above indicate that 37,294 kilowatt hours of power have been consumed since the meter was installed.
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Though some schools will still have disk meters installed the majority will use electronic power meters. These meters are normally encased within an electrical distribution board and can only be accessed by authorized personnel. To record energy use on a daily or weekly basis you will need to contact power and water to organize them to email the information to you over the desired
period being analysed.
The information that you receive will be similar to that shown in the table below. For monitoring
purposes, only the date, time and kW column are needed.
RECORDER ID DATE HOUR KW KVAR KVA PF
128780 1/03/2007 545 16.44 9.96 19.22 0.8553
128780 1/03/2007 600 16.56 10.32 19.51 0.8487
128780 1/03/2007 615 17.28 10.68 20.31 0.8506
128780 1/03/2007 630 19.56 11.28 22.58 0.8663
128780 1/03/2007 645 17.52 10.92 20.64 0.8487
128780 1/03/2007 700 24.72 17.28 30.16 0.8196
128780 1/03/2007 715 102.36 87.36 134.57 0.7606
128780 1/03/2007 730 150.84 130.44 199.42 0.7564
128780 1/03/2007 745 247.20 197.52 316.42 0.7812
128780 1/03/2007 800 252.96 202.68 324.14 0.7804
128780 1/03/2007 815 290.88 226.92 368.92 0.7885
128780 1/03/2007 830 302.16 231.12 380.42 0.7943
128780 1/03/2007 845 289.08 222.72 364.93 0.7922
Electronic meters measure the electrical load every 15 minutes and this is used to calculate the
energy that your school must pay for. To calculate the energy used over a given time period multiply the total load by 0.25h. For example the energy used between 6:30am and 8.00am would be: (17.52kW + 24.72kW + 102.36kW + 150.84kW + 247.20kW + 252.96kW) x 0.25h = 198.9kWh
15 minute data is an excellent tool for checking if large loads such as air conditioners are used during after hours periods. Using the load and time, produce a graph of your 15 minute data over a
24 hour period to obtain a representation of the schools daily load profile.
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Example of energy data tables:
HOUSEHOLD ENERGY CONSUMPTION ELECTRICITY
24 HR CONSUMPTION
Time 7.00am 4.00pm 7.00am
Meter Reading 25425425425459595959 25464254642546425464 25252525481481481481
kWh Consumed 5555 (7am-4pm) 17171717 (4pm -7am)
7 DAY CONSUMPTION
(Reading to be taken at same time each day)
Day Mon Tue Wed Thu Fri Sat Sun Mon
Meter Reading 25425425425459595959 25252525481481481481 22225555506506506506 25252525529529529529 25252525545545545545 25252525577577577577 25252525605605605605 25252525629629629629
kWh Consumed 22222222 25252525 23232323 16161616 32323232 28282828 24242424
ANNUAL CONSUMPTION
(From Billing Data)
Billed Days
Consumption (kWh) kWh/day
92929292 1584158415841584 17171717
89898989 1253125312531253 14141414
91919191 1796179617961796 20202020
91919191 2243224322432243 25252525
Average 19191919
2. Chart collected data (school & home). 3. Analyse consumption patterns (school & home).
Note: If the amount of available time for data collection is limited it is recommended that priority be given to the collection and analysis of the schools historical and current monthly data.
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WALKWALKWALKWALK----THROUGH THROUGH THROUGH THROUGH ENERGY ENERGY ENERGY ENERGY AUDITAUDITAUDITAUDITSSSS
The aim of a walk-through audit is to collect information about what appliances are using energy, how much energy is being used, and if this energy use can be reduced.
WHAT ARE THE MAIN ENERGY CONSUMING APPLIANCES AT YOUR SCHOOL?
Cooling & Ventilation There are generally four main categories of air-conditioning systems that could be installed at your school:
Centralized cooling plants that service the whole or most of the buildings,
Large packaged (PAC) units that service a single building, Split system air-conditioners which service single rooms or small buildings, and Window/wall box air-conditioners which service single rooms only.
Centralized cooling plants Centralized cooling plants are the most efficient system for cooling large buildings, these have a energy efficiency rating (EER) of 4 to 6 4, that is, for every unit of electrical energy consumed
they can remove 4 to 6 units of heat energy from the building. The main electrical energy consuming components of these systems include: motors (to run compressors, pumps, and fans), valves, controls, and sensors. These systems are normally controlled by a computer based management programme which is maintained by external contractors. Manual operation
by school staff is usually limited to after hours remote start-stop activation switches. To undertake the cooling audit within this guide, it will not be necessary (and would be unrealistic) for students and teachers to identify and assess the centralized cooling system components at
the school. However, there are a number of technical opportunities available to increase the efficiency of these systems and it is recommended that a professional audit of the system be obtained if possible.
Components of centralized cooling systems
Compressor Air Handling Unit Cooling Towers
Packaged air-conditioners (PAC’s) PAC’s have EER’s of 2.4 to 4.5 5 so are less efficient than large centralized cooling systems. These units are generally installed for smaller buildings of 1 to 2 classrooms. Most of the electrical components are housed in a single external unit positioned near to the room/s being
cooled, though some systems will have heat exchange units (which increase efficiency) retrofitted into the air circulation circuit within the building. The main controls for these systems are located within the unit housing and are maintained by external contractors. Manual operation of these units by school staff can include the programming of timers and the
operation of remote start/stop switches.
4 Sustainable Energy Development Office – Government of Western Australia, Technology Table 9.1, ‘Heating, Ventilation and Air Conditioning
(HVAC)’, Energy Saving Manual – Energy Smart Toolbox, http://energysmart.com.au/sedotoolbox/index.asp 5 PAC EER’s based on 2001 MEPS for three phase refrigerated air-conditioners and highest indicated EER shown on Australian Government Energy
Rating web-based product listings, available at http://energyrating.gov.au/pac1.html.
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Examples of packaged air-conditioning units
Split-system & Box air-conditioners Split-system and box air-conditioners have EER’s of 2.2 – 4.26. These units are available in much smaller sizes than PAC units and are commonly used in computer server rooms, staff offices, canteens, and withdrawal rooms, though one or two larger split systems may be used
for classrooms. These units are serviced by external contractors, however staff have total control (at appliance or through remote control) over their operation.
Fans Ceiling, floor and wall mounted fans are generally used to provide cooling in non-air conditioned areas of the school. Exhaust fans are commonly used to provide additional ventilation in
photocopy rooms, store rooms, canteen facilities, and toilets. Fresh air fans are used to ensure a minimum air exchange within the buildings to remove odours and prevent carbon dioxide build-up, these are normally located within the roof cavity. The control of cooling and exhaust
fans is usually by manual control of local on/off switches. Fresh air fans are automatically activated with air conditioning systems. Whilst improvements in the operation of fresh air fans can provide substantial energy savings, the technical aspects require that these be assessed by qualified personnel and are not discussed further within this guide.
Lighting
The main lighting systems at a school consist of classroom and office lighting, external security lighting, gym lighting, and, exit and emergency lighting. The lighting technologies most frequently used for these systems include fluorescent, incandescent, low and high voltage
halogen, mercury vapour, low and high pressure sodium, and metal halide. The power needed to operate each of these lights depends on the size of the lamp (in Watts) and the components within the fixtures required to run them (i.e. the type of control gear, ballasts/transformers, used with fluorescent, mercury vapour, sodium, halogen, and halide lamps). In most cases you
will need to ask your maintenance staff for this information. The most common type of lamp used for school classrooms and
office buildings is the ‘T8’ linear fluorescent tube. These lamps have a diameter of 26mm and come in 600mm/18W, 1200mm/36W, and 1500mm/58W. Older lighting systems may still use less efficient 38mm ‘T12’ tubes which come in
600mm/20W, 1200mm/40W, 1500mm/64W. Very new systems may have 16mm ‘T5’ tubes installed, these come in 550mm/14W, 1150mm/28W, and 1450mm/35W.
The type of phosphor coating used in these lamps determines the overall efficiency of the lamp. Older lighting systems may have ‘monophosphor’ or ‘halophoshor’ lamps installed where as newer
systems should have ‘triphosphor’ lamps installed, ask your maintenance staff what type are used at your school. The older, less-efficient lamps are no longer allowed to be sold but some remain operating in buildings.
6 EER’s based on 2004 MEPS for single phase refrigerated air-conditioners, available at http://energyrating.gov.au/pac1.html
T5 (top), T8 (bottom)
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Hot water systems
The most common form of hot water systems used in top-end schools are electric or solar powered water storage units, and electric hot water urns. Whilst solar hot water systems and electric hot water urns can easily be identified through a visual inspection of the school, many electric hot water storage systems are located in rarely accessed or restricted areas. To identify
where these systems are located a copy of the school building plans should be obtained from the Infrastructure Sustainability Unit (see contact details on page 49). The position of hot water systems are usually represented by the letters hws enclosed in a circle (see figure below).
It is a good idea to also check inside every cupboard and crevice of the school for any hot water heaters that have not been picked up in the Department of Planning and Infrastructure Building Asset Management System inspections.
Cold water dispensers
The two most commonly used cold water dispensers are self contained free-standing or wall mounted drinking fountains, and remote storage bubbler outlets. Drinking fountains and bubbler outlets are easily identified during a walk-through audit of the school by students. Remote storage components of bubbler systems are usually located in store or maintenance
rooms and will require the assistance of maintenance personnel to undertake successful cold water audit.
Drinking Fountains Bubblers Bubbler Cold Water Storage Units
School maintenance staff control the operation of these systems.
Refrigeration Most of the refrigeration units used in schools are typical household appliances, however specialized products such as glass door display refrigerators, ice slushy makers, ice cream
display freezers, and large cool rooms may also be used and are usually located within canteen facilities. Teachers, canteen and administration staff, usually control the operation of these, though large cool rooms are normally controlled by external contractors.
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Computers, office equipment & audio/visual appliances A school can have hundreds of these small appliances located in classrooms and offices throughout the facility. Most can easily be identified by teachers and students during an audit. If you are unsure of what something is, ask for assistance from your administration or
maintenance staff. Whilst most appliances are controlled by the staff responsible for the area, computer servers which can be located at a number of different areas within the school, are usually controlled by school or contract IT staff.
Examples of components of school computer server
Other Other energy consuming appliances/equipment that you will most likely find at your school include:
• cleaning equipment - vacuums (usually kept in cleaning or maintenance store rooms), dishwashers
• cooking appliances - microwave ovens, stoves, kettles, toasters, convection ovens, pie
warmers (located in classrooms, offices, and canteen) • pool pumps, located in service sheds near pools • security and fire protection systems • workshop and craft tools (wood & metal working tools, air compressors, kilns,…)
• fume hoods • maintenance vehicles (buses, cars/vans, lawn mowers, tractors,…)
Some schools will also supply the energy needs of caretaker residences located on or near the school grounds. What information do you need to collect?
The amount of information that you will be able to collect during an audit will depend on the time allocated to the task, assistance from other staff members, and student ability. Examples of checklists and survey questions which are focussed on identifying where energy can be saved are supplied, however these are only provided as a guide and can be altered to suit your
students. To complete a reasonably accurate analysis of where your energy is going you will need to collect information on all the appliances at your school. To concentrate on the main energy efficiency opportunities you will only need to collect the specific data noted in the
sections to follow. Preparing for a walk-through audit
• Identify and address safety issues. • Obtain an understanding of the energy saving opportunities. Consider getting an expert
to come in and do a talk & answer questions, before conducting audit. Contact details
provided on page 49 of this guide. • Prepare check sheets and survey questions. • Communicate with other staff on what is being done and why. • Find out who is responsible for areas being audited.
• Obtain school plans. • Purchase or borrow equipment needed to carry out audit (thermometers, energy meters,
lux meters). Contact the Infrastructure Sustainability Unit to discuss loans of equipment.
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SMALL APPLIANCE AUDITSMALL APPLIANCE AUDITSMALL APPLIANCE AUDITSMALL APPLIANCE AUDIT Nearly all small appliances use stand-by power, there are some exceptions such as most toasters, electric kettles, blenders, but generally if an appliance is turned on at the power point it will be consuming energy, even when it is not turned on at the appliance switch. Compared to the amount of power it requires when it is operating this energy requirement is
small, however because the amount of time it is in stand-by it is not uncommon for an appliance to use more energy while waiting to be used than actually in use. For example a video cassette recorder which is used for 2hrs per day and requires 14 Watts of power to
operate will consume 14W x 2 hrs = 28Wh = 0.028kWh of electricity. If this appliance has a stand-by power of around 3 Watts then over the remaining 22hrs in the day the appliance will use 3W x 22hrs = 66Wh = 0.066kWh, almost 2 ½ times more than when running. When you consider that out of the 8760 hrs per year, students are in class for only around 1340 hrs,
and, that there are hundreds of small appliances at schools, there can be considerable opportunity to reduce the amount of energy they use. In addition, these systems generate heat, which in turn increases the load on the air-conditioning systems.
COMPUTER SYSTEMS Turn off computers, printers, scanners, and modems at the power point when not in use. Ask your IT staff which computer servers at your school could be turned off on weekends and
school holidays. Table 1 lists typical power used by components of computer systems when idle, in stand-by, and/or when turned off at appliance switch. $$$$
APPLIANCE IDLE
(Watts)
STAND-BY POWER (Watts)
OFF (Watts)
Desk Top Computer 110 - 7
Monitor 50 5 1
Hard-Drive 60 - 4
Speakers 3 3 2
Laptop Computer 20 - 3
Printers (small) 8 8 3
Scanners 10 10 1
Modems 6 6 2
Servers 40-120 - -
Table 17
SCREEN SAVERS DON’T SAVE ENERGY! Configure the energy saving features on computers. When idle a desk-top computer will consume around 110W (depending on the graphics, using screen savers can use more), just under half of this power requirement is for the screen. Most computer systems can be set up to automatically turn off the screen after a period of
inactivity. Follow the steps below to set up the power options on your computers.
Step 1 – Select Control Panel Step 2 – Select Power Options Step 3 – Select power scheme or manually select time-out options
7 The energy consumption figures used within the tables have been sourced from: L. Harrington, P. Kleverlaan, April 2001, ‘Quantification of Residential
Standby Power Consumption in Australia: Results of Recent Survey Work’, National Appliance & Equipment Energy Efficiency Committee, available at http://www.energyrating.gov.au; COOLmob Appliance Energy Use and Greenhouse Impact Infosheet, available at http://coolmob.org; and, Sustainable Solutions Pty Ltd, 2003, ‘A Study of Office Equipment Operational Energy Use Issues – Final Report’, available at http://www.energyrating.gov.au.
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If these features are not available on your systems, implement a monitor switch off policy in which users switch off monitors when not using for more than 5 minutes. Consider getting students and teachers into the habit of switching off computers when they finish using them in the hope the habit will be continued at home.
STEREOS, MICROWAVE OVENS, PROJECTORS, DISHWASHERS, BATTERY & PHONE CHARGERS, TV’S, VCR’S, DVD PLAYERS Turn off these appliances at the power point when not in use. Table 2 lists typical stand-by
and/or power off for these appliances. $$$$
APPLIANCE STAND-BY POWER
(Watts) OFF
(Watts)
Portable Stereo 10 2
Microwave Oven 4 -
Dishwasher 2 2
Phone Charger 1 -
Battery Charger 1 -
TV 10 0.2
VCR 8 5
DVD 10 1
Projectors 14 4
Table 2 7
PHOTOCOPIERS, LARGE PRINTERS AND FAX MACHINES Photocopiers and large printers can use 200W to 1300W when operating, when idle the power consumption of these machines can still be 20W to 200W depending on the model. Activate
power save mode on photocopiers (if warm-up times are low), and turn off at the power point at the end of each day. If fax machines are not required overnight turn off at power point. Table 3 lists typical idle, stand-by and/or power off for these appliances. $$$$
APPLIANCE IDLE
(Watts) POWER SAVE/STAND-BY
(Watts) OFF
(Watts)
Fax Machines 8 8 0.5
Large Photocopiers 80 1* - 80 0* - 70
Large Printers 30 30 0 – 5
*Low power save, stand-by, and off power requirements are features of ‘Energy Star’ compliant photocopiers. Energy Star is an international standard for energy efficient electronic equipment.
Table 3 7
PA SYSTEMS Turn off school public address system at the end of each day. An idle PA system consumes around 40W for the main control components, plus 100W to 300W for the speakers installed throughout the school. If the timers associated with recess and lunch bells require resetting
each time system is turned off talk to your IT contractor about reconfiguring system for you. $$$$ SPLIT-SYSTEM AIR CONDITIONERS
Split-system air conditioners can use anywhere from 1W to 15W8 of power in stand-by mode. Some of these systems are powered from a power point and can easily be turned off manually when not required, most however are hard-wired or have difficult to access on/off switches, these units should be turned off through the appropriate circuit breaker in the electrical
distribution board when not required for extended periods. $$$$ SEVEN DAY TIMERS Where people may not often remember to turn equipment off after hours, or for hard to reach
power points consider using a seven day timer. Times can be set for each day of the week and can be easily over-ridden if needed to be used during after hours periods. A copy of the after
8 Based on limited survey through COOLmob home energy audits. Generally older models will consume more than newer models.
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hours use instructions should be displayed near the timer to maintain correct operation. If
appliance is not required over school holidays turn off seven-day timers at the power point. Note a seven day timer will consume around 10kWh per year, make sure the savings achieved by reduced appliance operation and stand-by times is greater than this. $$$$
Copies of the override instructions above are available to download at:
www.nt.gov.au/infrastructure/bss/everyone/resources.shtml
Seven day time switches may be available for NT Government schools from the Infrastructure Sustainability Unit.
STUDENT ACTIVITIESSTUDENT ACTIVITIESSTUDENT ACTIVITIESSTUDENT ACTIVITIES 1. Undertake small appliance stand-by audit of your classroom. (Example shown below)
APPLIANCE TYPE & HOW
MANY IN CLASSROOM
SURVEY QUESTIONS
COMPUTERS 1 X LAPTOP
5 X DESK TOP
ARE POWER SAVER OPTIONS ACTIVATED? NO
ARE COMPUTERS TURNED OFF – AT RECESS? NO - AT LUNCH? NO - AT END OF DAY? YES - AT START OF SCHOOL HOLIDAYS? YES
ARE SCREEN SAVER GRAPHICS USED? YES ESTIMATE NUMBER OF HOURS PER SCHOOL DAY COMPUTERS ARE:
• LEFT IDLING (SCREEN ON) WHEN NOT IN USE 4HRS • LEFT IDLING (SCREEN OFF) WHEN NOT IN USE 0 HRS • LEFT ON AT POWER POINT WHEN TURNED OFF AT APPLIANCE
SWITCH 16HRS
PRINTERS 1 X SMALL
TV (CRT, LCD, or PLASMA)
1 X CRT
VCR & DVD 1 X VCR
MICROWAVE 1
PORTABLE STEREO
1
ARE THESE APPLIANCES • USUALLY LEFT ON AT APPLIANCE SWITCH WHEN NOT IN USE? • USUALLY LEFT ON AT POWER POINT WHEN TURNED OFF AT
APPLIANCE SWITCH? • USUALLY TURNED OFF AT POWER POINT WHEN NOT IN USE?
PRINTER, STEREO, AND VCR USUALLY LEFT ON AT APPLIANCE SWITCH WHEN NOT IN USE DURING SCHOOL DAY, OFF AT SWITCH OVER-NIGHT AND ON WEEK ENDS, OFF AT POWER POINT DURING ALL SCHOOL HOLIDAYS TV IS TURNED OFF AT POWER POINT WHEN NOT IN USE MICROWAVE IS NEVER TURNED OFF
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2. Discuss how your classroom could reduce the energy used by your small appliances by changing the way you currently operate them. Estimate the annual energy and green house gas savings you could achieve using the information on pages 38-43.
3. Whilst stand-by power accounts for around 2% of a schools electrical energy use it can account for over 10% of a home electrical energy bill9. Discuss the opportunities to reduce stand-by power consumption at home. Students could undertake a stand-by power audit of their homes.
4. Undertake stand-by power audit of school and assess where energy savings can be made.
5. Determine the number of seven-day timers you require at your school and contact the Infrastructure Sustainability Unit to request some for your school.
9 L. Harrington, P. Kleverlaan, April 2001, ‘Quantification of Residential Standby Power Consumption in Australia: Results of Recent Survey Work’,
National Appliance & Equipment Energy Efficiency Committee, available at http://www.energyrating.gov.au
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REFRIGERATION AUDITREFRIGERATION AUDITREFRIGERATION AUDITREFRIGERATION AUDIT
With refrigeration accounting for 3 to 10% of a school’s electrical energy use (you will be
surprised at how many refrigeration units you have at your school!) implementing efficiency measures for these appliances can provide good savings for your school. There are three things you need to assess when looking to reduce the energy used by refrigeration at your school:
Is the refrigerator required? Can the operating time of the refrigerator be reduced? Can the refrigeration requirements be provided more efficiently?
Schools are dynamic and changes to staff and student numbers, building infrastructure, and canteen facilities can alter requirements for refrigeration at your school. A review of refrigerator
use can uncover units which are no longer necessary for your needs, or which could be replaced with more suitably sized units. If the internal space of a refrigerator is more than required consider purchasing a smaller energy efficient model or consolidate the contents of two refrigerators into one single unit. $ $ $ $ ---- $$ $$ $$ $$
Many of the refrigeration units at your school will have little to no goods contained within them over the school holidays. Any contents can be consolidated into a single unit and the remaining
units can be switched off. Use a refrigeration audit to identify these units and establish a shut down procedure for the start of school holidays. Doors on refrigerators which have been turned off should be left fully open to prevent seals from becoming deformed which can occur when only partially depressed, and provides ventilation to stop mould growth. $$$$
The final step to reduce the energy used by refrigeration at your school is to assess the energy efficiency of your refrigeration appliances.
Are temperature settings too low? For each degree lower than required a refrigerator will use up to 5% more energy. Temperatures should be 3 to 4 degrees for refrigeration and -15 to -18 degrees for freezing.10 Use an accurate thermometer to check the temperature of all the refrigerators at your school. $$$$
Are seals in good condition? Poor seals can increase the energy consumption of refrigerators by around 20%11. If a seal is
not performing as it should, it could be split, deformed, or dirty. Check if seals on any of your refrigerators need cleaning or replacing. If a piece of paper can be slipped between the seal and the fridge, the seal is not performing as it should. $$$$
The seal on this refrigerator is deformed and allowing cold air to escape. Mould growth can indicate a faulty seal.
8 DEWHA, 2007, ‘Saving energy when using refrigerators and freezers’, http://www.energyrating.gov.au/rfuse.html. 9 Estimate based on limited in-house survey undertaken by COOLmob in 2006.
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Do freezers need defrosting? Ice provides an insulation barrier between the cooling elements of your freezer and the air within the unit, increasing the time it takes to cool internal contents. Freezers should be defrosted once frost grows to around 5mm thick. Check if any of the freezer units at your
school need defrosting. $$$$
Are refrigerators well ventilated, and away from heat sources? Refrigerator units in direct sunlight or next to an oven or other heat source or with restrictive ventilation will consume substantially more energy than needed. Check for external heat sources near the refrigerator, and determine if ventilation is adequate (>80mm at back,
>25mm at sides, there should be no restrictions above refrigeration unit). $$$$
Are any of the schools refrigerators very old?
Advancements in technology and minimum standards have led to vast improvements in the efficiency of refrigerators. New energy efficient refrigerators can use up to 50% less energy than older models of the same size. For very old refrigerators in poor condition energy
consumption can be 3 to 4 times that which would be possible with a new efficient model. Note if any of the schools refrigerators look like an old model. Purchasing decisions are very important decisions for the future energy bills and carbon footprint of the school. If purchasing new fridges, go for the most efficient model available that meets the school’s needs (refer
www.energyrating.gov.au), don’t buy them bigger than you need them, and only get units with freezers if you really need to freeze things. $$$$$$$$
Other opportunities Canteens can use a number of glass door drinks display refrigerators. These appliances are less efficient than a standard solid door refrigerator due to higher cooling losses through the doors and the continual operation of internal lights. Discuss with canteen staff if some of the
lights could be turned off or removed or at least switched off during non-serving times. $$$$
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STUDENT ACTIVITIESSTUDENT ACTIVITIESSTUDENT ACTIVITIESSTUDENT ACTIVITIES
1. Discuss the information provided for household energy efficiency opportunities for fridges and freezers as well as other white goods as displayed on the Government web-site www.energyrating.gov.au/.
2. Undertake audit of school refrigeration. (Example shown below)
AREAAREAAREAAREA AREAAREAAREAAREA AREAAREAAREAAREA AREAAREAAREAAREA
STAFF STAFF STAFF STAFF ROOMROOMROOMROOM
CLASS 1CLASS 1CLASS 1CLASS 1 CLASS 2CLASS 2CLASS 2CLASS 2 TEACHERSTEACHERSTEACHERSTEACHERS OOOOFFICEFFICEFFICEFFICE
TYPE & SIZETYPE & SIZETYPE & SIZETYPE & SIZE TYPE & SIZETYPE & SIZETYPE & SIZETYPE & SIZE TYPE & SIZETYPE & SIZETYPE & SIZETYPE & SIZE TYPE & SIZETYPE & SIZETYPE & SIZETYPE & SIZE
SURVEY QUESTIONSSURVEY QUESTIONSSURVEY QUESTIONSSURVEY QUESTIONS 2 DOOR 2 DOOR 2 DOOR 2 DOOR
1 DOOR1 DOOR1 DOOR1 DOOR
2 DOOR2 DOOR2 DOOR2 DOOR
SMALLSMALLSMALLSMALL CHEST CHEST CHEST CHEST FREEZERFREEZERFREEZERFREEZER
Is the fridge/freezer normally full/half full/nearly empty
• before lunch on a school day?
FRIDGE & FRIDGE & FRIDGE & FRIDGE & FREEZERFREEZERFREEZERFREEZER FULLFULLFULLFULL
FRIDGE & FRIDGE & FRIDGE & FRIDGE & FREEZERFREEZERFREEZERFREEZER FULL FULL FULL FULL
FRIDGE FRIDGE FRIDGE FRIDGE FULLFULLFULLFULL FREEZERFREEZERFREEZERFREEZER EMPTYEMPTYEMPTYEMPTY
HALF FULLHALF FULLHALF FULLHALF FULL
• at the end of the school day? HALF FULLHALF FULLHALF FULLHALF FULL FRIDGE FRIDGE FRIDGE FRIDGE EMPTYEMPTYEMPTYEMPTY FREEZER FREEZER FREEZER FREEZER FULLFULLFULLFULL
FRIDGE & FRIDGE & FRIDGE & FRIDGE & FREEZER FREEZER FREEZER FREEZER NEARLY NEARLY NEARLY NEARLY EMPTYEMPTYEMPTYEMPTY
HALF FULLHALF FULLHALF FULLHALF FULL
Is the fridge/freezer turned off over school holidays?
NONONONO NONONONO NONONONO NONONONO
What is the temperature of the fridge? 4444 2222 5555 NANANANA
What is the temperature of the freezer? ----15151515 NANANANA ----18181818 ----16161616
Do seals need replacing or cleaning? NO NO NO NO NONONONO FRIDGE FRIDGE FRIDGE FRIDGE ----YESYESYESYES
YESYESYESYES
Is there a lot of frost build-up in freezer? YESYESYESYES NONONONO NONONONO YESYESYESYES
Are there any heat sources near by? NONONONO NONONONO NONONONO YESYESYESYES
Is the fridge/freezer well ventilated? YESYESYESYES YESYESYESYES YESYESYESYES NONONONO
Does the fridge/freezer look like an old model? NONONONO NONONONO YESYESYESYES NONONONO
3. Discuss the energy efficiency opportunities for refrigeration at your school. 4. Calculate the possible energy savings using the information on page 38-43.
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LIGHTING AUDITLIGHTING AUDITLIGHTING AUDITLIGHTING AUDIT
With lighting accounting for 15 to 25% of the energy consumed at your school any energy
efficiency measures in this area will provide very good opportunities for savings. There are two primary reasons why more energy is consumed by lighting at schools than necessary. The first stems from the common perception that it is more economical to leave fluorescent lighting (the type of lights mainly used in schools) on than to turn on and off as needed. The second is that
in the past lighting systems were designed to use older less efficient lamps and fittings, and due to the low costs of energy, over-lighting was common practice. This section deals with these issues, identifies how energy savings can be made, and provides the information required
to effectively under-take a lighting audit at your school. TURN OFF LIGHTS!TURN OFF LIGHTS!TURN OFF LIGHTS!TURN OFF LIGHTS!
One reason why people believe it is more economical to leave fluorescent lights on is because the initial inrush of current to start lights is considerably higher than when they are operating,
this is true, however, it is only for a very short time (much less than a second). The total energy used during the inrush current is equivalent to only a few seconds of normal operation. The other reason used to justify leaving these lights on is the effect that switching lights on and off has on the life-span of the lamps. Again the belief is correct, lamp-life is reduced with
switching, however, as the lamp is not required to operate for as long each day the amount of time (in years) before the lamp needs to be replaced is longer and the amount of energy used is less. The economics of the impact of switching is complicated and depends on the type of fittings, and, the cost of lamps, labour, disposal and electricity. The results of an analysis taking
all these factors into consideration for the use of fluorescent lamps in the average Northern Territory school, show, that it is economical to turn fluorescent lights off when leaving a room for around 10-15 minutes.12
TOTOTOTOO MUCH LIGHT! O MUCH LIGHT! O MUCH LIGHT! O MUCH LIGHT!
New fluorescent tube lamps produce around 20% more light than older fluorescents, and have better colour rendering (good colour rendering make objects appear more natural and bright)13. The provision in the past to over-light and the installation of new lamps as your older lamps fail
are the primary factors that lead to unnecessary energy consumption by existing lighting systems. If your fluorescent lighting system is over 15yrs old it is likely that it is consuming more energy than it needs to. A very efficient fluorescent lighting system for classrooms has an energy consumption of 6 – 8 Watts per square metre, older less efficient systems can have an
energy consumption of up to 30+ Watts per square metre. TOO LITTLE LIGHT! TOO LITTLE LIGHT! TOO LITTLE LIGHT! TOO LITTLE LIGHT!
It is possible that your lighting system has a very high energy use per square metre and only provide the light needed. The causative factors for this generally involve the following:
Old less efficient lamps still being used. Lamp reflective fittings and diffusers not being cleaned regularly. Light output from dirty
fixtures can be reduced by as much as 35% 14. Light fixtures should be cleaned at least once every year.
Dark coloured or dusty classroom surfaces – The reflectance of wall surfaces plays an important part in your lighting design, up to 40% losses can result if wall surfaces are not regularly cleaned14.
The accumulative losses of all these factors can result in lighting levels 70% lower than could be achieved with your current lighting system.
12 The analysis has been based on a function developed by A. Carriere and M. Rae, published in: “Economics of Switching Fluorescent Lamps”, IEEE
Transaction on Industry Applications, Vol. 24, No. 3, May/June 1988. 13 Sustainable Energy Development Office – Government of Western Australia, Technology Table 1, ‘Section 5.1 – Lighting in Commercial Buildings
and Offices’, Energy Saving Manual – Energy Smart Toolbox, http://energysmart.com.au/sedotoolbox/index.asp 14 Platts Research & Consulting, 2004, ‘Boosting Lighting Efficiency with Reflectors and Maintenance’ and ‘Light Output Declines With Time’,
available at http://www.bchydro.com/business/investigate/investigate6014.html
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IS YOUR LIGHTING SYSTEM EFFICIENT?IS YOUR LIGHTING SYSTEM EFFICIENT?IS YOUR LIGHTING SYSTEM EFFICIENT?IS YOUR LIGHTING SYSTEM EFFICIENT? The first step in determining the efficiency of your fluorescent lighting system, is to calculate the energy used per square metre. This is achieved by dividing the classroom floor area by the
total wattage of the lighting system. The second step is to measure the lighting lux levels. A lux is the lumens per square metre and a lumen is the measurement for light. Australian Standards are produced which recommend the minimum light lux levels required to provide the appropriate lighting requirements for a task. The following table lists the recommended lux
levels for selected areas in a school.
Source: AS1680.2.3 (Interior lighting, Part 2.3: Educational and training facilities)
Type of interior or activity Illuminance
lux
Classrooms: General use classrooms 240
Laboratories, Music Rooms 320
Libraries: Audio listening areas 160
Audio visual areas, Book Stacks 240
Circulation & Amenity Areas:
Toilets, change rooms, locker rooms, cleaners rooms 80
Corridors, passage ways, ramps 40
Stairs Internal: 80 External: 20
Entrance halls, lobbies, foyers, waiting rooms 160
Enquiry desks 320
Administration areas: General tasks involving typing, reading, writing 320
Background/environment 160
Meeting rooms 320
Training rooms, seminar rooms 240
Photocopying Intermittent: 160 Sustained: 240
First Aid Centres Rest rooms: 40 Treatment rooms: 400
Cafeterias/ Kitchens General: 160 Counters, food preparation,
cooking, washing up: 240
Indoor Sports Facilities Recreation & training: 300 Competition: 500
HOW TO MEASURE LUX LEVELS OF A ROOMHOW TO MEASURE LUX LEVELS OF A ROOMHOW TO MEASURE LUX LEVELS OF A ROOMHOW TO MEASURE LUX LEVELS OF A ROOM An instrument designed to measure light levels is called a lux meter. These can be purchased
(the cost of these devices can vary from $50 to $350), hired from instrument hire businesses or should be available to loan from the Infrastructure Sustainability Unit.
Where to take measurements: At 5 or 6 different locations in the room being measured. At desk height for classrooms and offices, and at the floor
level for general passage ways such as corridors.
When to take measurements:
The amount of light a room receives from its windows will
vary at different times of the day and year. Lux readings should be taken when day lighting is at a minimum, that is, early in the morning or late in the afternoon depending on the location of windows, or, on an overcast day.
How to take measurements:
The meters are simple to use and read. Simply place the sensor where you wish to take measurement allow to settle then take note of reading. Lux readings can vary by as
much as 30-40 Lux within a distance of only a few centimetres, so it is good practice to take a couple of measurements in the same general position and note the lowest figure. Movement of people near the sensor will affect the reading so try to minimize movement
at time of reading. Standing between light sources and sensor will lower Lux readings.
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Examples of lux meters
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CALCULATE THE EFFICIENCY OF YOUR LIGHTING SYSTEMSCALCULATE THE EFFICIENCY OF YOUR LIGHTING SYSTEMSCALCULATE THE EFFICIENCY OF YOUR LIGHTING SYSTEMSCALCULATE THE EFFICIENCY OF YOUR LIGHTING SYSTEMS Use a copy of the floor plans available for your school on PDF from the Infrastructure
Sustainability Unit, or, use a tape measure to physically measure each room being assessed.
Floor plans will have the scale used, noted at the bottom. The area for area 3 & 4 in the
example above would have a total floor area of 12.5mtrs x 9mtrs = 112.5m2. Note the number of lamps in each fixture and the number of fixtures within the room. Find out
what type of lamps are used.
The most common type of lamp used for school classrooms and office buildings is
the ‘T8’ linear fluorescent tube. These lamps have a diameter of 26mm and come in 600mm/18W, 1200mm/36W, and 1500mm/58W. Older lighting systems may still use less efficient 38mm ‘T12’ tubes which come in 600mm/20W, 1200mm/40W, 1500mm/64W. Very new systems may have 16mm ‘T5’ tubes installed, these come in 550mm/14W, 1150mm/28W, and 1450mm/35W.
For other lamp types you will need to check with your maintenance staff on the type and wattage as most can not be determined through a visual inspection alone.
You will also need to check with maintenance staff what type of ballasts15 are used for your fluorescent
lights (electronic or magnetic).
The table below gives estimates on the total wattage of common lamp/ballast systems used within a school.
15 For an excellent description of how fluorescent lamps work and what ballasts do check out http://home.howstuffworks.com/fluorescent-
lamp.htm/printable.
5m
5
m
2.5
m
5m
4m
T5 (top), T8 (bottom)
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LAMPLAMPLAMPLAMP BALLASTBALLASTBALLASTBALLAST WATTSWATTSWATTSWATTS
Classrooms & OfficesClassrooms & OfficesClassrooms & OfficesClassrooms & Offices
Magnetic 24 18W - 600mm T8 Linear Fluorescent
Electronic 21
Magnetic 43 36W - 1200mm T8 Linear Fluorescent
Electronic 38
20W - 600mm T12 Linear Fluorescent Magnetic 26
40W - 1200mm T12 Linear Fluorescent Magnetic 47
14W - 550mm T5 Linear Fluorescent Electronic 18
28W - 1150mm T5 Linear Fluorescent Electronic 32
Magnetic
43
36W - 410mm Single U-Tube
Electronic 38
Laboratories, Passage ways & ToiletsLaboratories, Passage ways & ToiletsLaboratories, Passage ways & ToiletsLaboratories, Passage ways & Toilets
Magnetic
35
28W – 210mm Square Compact Fluorescent
Electronic 31
125W – Mercury Vapour16
140
Gym / AssemblyGym / AssemblyGym / AssemblyGym / Assembly
High -Bay
400W – Metal Halide16
440
Flood light
150W – Halogen
150
To calculate the Watts/m2 divide the total Watts used by the lighting system by the total floor area.
Example: No of lamps (A)
No of fixtures in room
(B)
Type of lamp Total Watts per lamp
(C)
Total Watts (D)
Total floor area (E)
Total Watts/m2 (D/E)
2/Fixture 24 36W - T8 (magnetic)
43 2064 (AxBxC)
112.5m2 18.3 W/m2
16 To estimate the power used by other sized Mercury Vapour or Metal Halide lamps multiply the lamp watts by 110%.
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HOW YOU CAN INCREASE THE ENERGY EFFICIENCY OF YOUR LIGHTING SYSTEMHOW YOU CAN INCREASE THE ENERGY EFFICIENCY OF YOUR LIGHTING SYSTEMHOW YOU CAN INCREASE THE ENERGY EFFICIENCY OF YOUR LIGHTING SYSTEMHOW YOU CAN INCREASE THE ENERGY EFFICIENCY OF YOUR LIGHTING SYSTEM
OPTIONS AOPTIONS AOPTIONS AOPTIONS A ---- REDUCE TIME LIGHTS ARE TURNED OREDUCE TIME LIGHTS ARE TURNED OREDUCE TIME LIGHTS ARE TURNED OREDUCE TIME LIGHTS ARE TURNED ONNNN
MANUALLY TURN OFF LIGHTS IF LEAVING A ROOM FOR MORE THAN 10-15 MINUTES. $$$$ Use awareness raising campaigns on the costs and myths of leaving lights on when not needed, use student light monitors to check lights are turned off at recess & lunch, get teachers to turn
off lights when they leave rather than leaving for cleaners to turn off, use posters on exit doors or near light switches to remind people to turn off lights. Note: Lights produce heat which must be removed by the air-conditioning system.
Less light power used = less heat = less air-conditioning costs
USE SENSORS, PUSH BUTTON OR DIAL UP TIMERS ON LIGHT SWITCHES TO TURN LIGHTS OFF AUTOMATICALLY IN ROOMS USED INTERMITTENTLY (toilets,
staff/meeting rooms, withdrawal rooms). $$$$$$$$ Contact the Infrastructure Sustainability Unit to discuss which type would be suitable for your
school.
USE LIGHT SENSITIVE PHOTO ACTIVATION SWITCHES ON SECURITY LIGHTS TO ENSURE ONLY ON WHEN NEEDED. $$$$$$$$
IDENTIFY LIGHT SWITCHES WITH LABELS This will ensure only those lights needed will be turned on. $$$$
INSTALL LIGHT SENSITIVE PHOTO
ACTIVATION SWITCHES TO LIGHTING CIRCUITS NEAR WINDOWS. $$$$$$$$$$$$
A photocell sensor detects the levels of natural light and turns lights off or down when sufficient day-lighting is available. This option will generally involve re-wiring of circuits and replacement of existing control gear.
Source: Advanced Building technologies & properties,
(Lighting and Daylighting, www.advancedbuildings.org)
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USE TASK LIGHTS FOR TEACHERS DURING AFTER CLASS HOURS $ $ $ $ ---- $$ $$ $$ $$
The type of lamps best used will depend on whether it is likely if teachers’ work stations are moved from one year to the next. Ceiling or wall mounted lights will have higher costs and are fixed. A trial could be undertaken to assess if desk lamps are suitable. Remember 1 lamp using 100W will use a lot less energy than a classroom of 40W lamps, select a lamp with sufficient
light output.
DAY LIGHTING $$$$ Use natural light wherever possible. Posters on windows reduce light levels in rooms, find alternative areas to display posters if possible.
OPTIONS BOPTIONS BOPTIONS BOPTIONS B ---- REDUCE THE TOTAL ENERGY USED IN EXISTING LIGHT FIXTURES REDUCE THE TOTAL ENERGY USED IN EXISTING LIGHT FIXTURES REDUCE THE TOTAL ENERGY USED IN EXISTING LIGHT FIXTURES REDUCE THE TOTAL ENERGY USED IN EXISTING LIGHT FIXTURES
REMOVE A LAMP FROM TWIN FIXTURES WHERE LIGHT LUX LEVELS ARE AT LEAST TWICE THE RECOMMENDED LEVEL AND FROM TRIPLE FIXTURES WHERE LIGHT LUX LEVELS ARE AT LEAST 50% HIGHER THAN RECOMMENDED LEVEL. $ $ $ $ ---- $$ $$ $$ $$
Note: The remaining lamp in a twin fixture may need to be repositioned to centre of fixture by an electrician. When removing lamps, remove starter and use a sticker stating that lamp should
not be replaced. (Stickers can be obtained from the Infrastructure Sustainability Unit).
Starter
INSTALL LAMP REFLECTORS WHERE LIGHT FIXTURES HAVE POOR REFLECTIVE QUALITIES. $$$$$$$$
Reflectors can be retrofitted to existing fluorescent tubes to increase the amount of light directed downward from the fitting. These can be used to reduce the need to increase lighting energy consumption where light levels are too low, or, to reduce energy consumption through
de-lamping where room lighting levels are at least 80% higher than standards prior to lamp removal and reflector fitting.
An example of a inefficient lighting fixture. Some of the light is being absorbed by the dark
surfaces and some is being diffused into the ceiling cavity.
INSTALL A VOLTAGE REDUCTION DEVICE. $$$$$$$$
After start-up the voltage supply to fluorescent lights can be reduced with only a small effect on light output (~10-15%), the subsequent lower current produces savings of around 30% in
energy consumption. Voltage reduction control should be considered where light lux levels are at least 40% higher than that recommended by the Australian Standards. Voltage reduction is only suitable for lighting systems controlled by magnetic ballasts.
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OPTIONS COPTIONS COPTIONS COPTIONS C ---- USE MORE ENERGY EFFICIENT LAMPS AND FITTINGSUSE MORE ENERGY EFFICIENT LAMPS AND FITTINGSUSE MORE ENERGY EFFICIENT LAMPS AND FITTINGSUSE MORE ENERGY EFFICIENT LAMPS AND FITTINGS
REPLACE OLD T8 HALOPHOSHUR FLUORESCENT TUBES WITH NEW TRIPHOSPHUR T8
FLUORESCENT LAMPS. $$$$ Triphosphor lamps use less mercury and have 15-20% greater light output for the same energy use as older lamps. As the triphosphor are 15-20% brighter, in theory you can remove 15-20% of the lamps and achieve the same light levels for 15-20% less energy and emissions.
REPLACE T8 FLUORESCENT TUBES WITH PROPRIETARY BRAND, T5 ADAPTORS AND LAMPS, OR
LIGHT EMITTING DIODES (LED’S). $$ $$ $$ $$ ---- $$$ $$$ $$$ $$$ These lamps will produce the same amount of light but require less power to operate.
T5 fluorescent lamps are 23% more efficient than T8 Triphosphor and 38% more efficient than T8 standard fluorescent lamps18, requiring less energy to produce the same amount of light output. T5 lamps normally require a new fitting and an electronic ballast to operate and are therefore most economical
when installing new light fixtures. An alternative to fixture replacement is the use of proprietary brand T5 adaptors which can be installed into the existing fittings providing equivalent light output with reduced energy input.
New to the market LED’s can replace existing fluorescent lamps maintaining light levels whilst reducing lighting energy consumption by around 70%. The lamps contain no mercury,
have a lifecycle of 50,000-100,000hrs (fluorescent lamps have a lamp life of around 16,000hrs), produce negligible heat, and do not need ballasts or starters to operate. LED’s are relatively expensive compared to fluorescent lamps however they have shorter pay-back periods if installed into lighting fixtures that operate for at least 2700 hours per year. LED’s should be considered for security lighting at your school.
The supply of energy efficient light fittings is developing rapidly, when looking to purchase T5 adaptors or LED’s check with the Infrastructure Sustainability Unit for the latest improvements in this technology.
REPLACE STANDARD INCANDESCENT GLOBES WITH COMPACT FLUORESCENT GLOBES. $$$$
20Watt Compact Fluorescent ≈ 100W Standard Incandescent 15W ≈ 75W 12W ≈ 60W
9W ≈ 40W (When purchasing compact fluorescent globes be sure to check the colour temperature of the
lamp. Values of 4500K and above will provide a bright bluish day-light coloured light, values of around 2700K will provide a warm yellowish coloured light.)
REPLACE EXISTING LIGHT FIXTURES WITH NEW HIGH OUTPUT LIGHT FIXTURES. $$$$$$$$$$$$ Fixtures are now available that have almost double the light output to a standard fixture, reducing the number of lamps required to service a given area.
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INSTALL ELECTRONIC OR LOW LOSS MAGNETIC BALLASTS. $$$$$$$$$$$$ Ballasts are a type of transformer and are required to regulate the current going to a
fluorescent lamp. The cheapest and least efficient type of ballast is standard magnetic. Though these can no longer be manufactured or imported into Australia, most older lighting systems will still have these installed. Low-loss magnetic ballasts are now available which use 15% to 45% less energy than a standard magnetic ballast (2-4W saving per lamp) 17. Electronic
ballasts are the most efficient ballast available, eliminate flicker, and reduce the amount of power drawn by lamps by around 10%.18
REPLACE MERCURY VAPOUR LAMPS WITH METAL HALIDE OR SODIUM LAMPS. $$$$$$$$$$$$ For indoor lighting applications use metal halide lamps, these lamps provide almost double the
light output for the same energy input as mercury vapour and have good colour rendering. For outdoor applications, such as car park and security lighting where colour rendering is not as important use high or low pressure sodium lamps. High pressure sodium lamps have similar
efficiency to metal halides and low pressure around three times more efficient than mercury vapour. The low pressure sodium lamps have a very distinctive yellow glow. Example: a 125W mercury vapour lamp could be replaced with a 70W metal halide or high
pressure sodium, or a 40-50W low pressure sodium. The ballasts/control gear for these lamps differ and need to be replaced as well.
REPLACE OLD STYLE EXIT LIGHTS WITH NEW LED EXIT LIGHTS. $$$$$$$$$$$$
The economy style exit lights used for most schools in Darwin consume around 10W. New LED exit lamps
(as shown in the photos on the left) will consume only around 2-3W.
17 Based on maximum corrected input power Energy Efficiency Index classifications B1 & B2 stated in Australian MEPS for Fluorescent Ballasts. 18 Sustainable Energy Development Office – Government of Western Australia, Technology Table 1, ‘Section 5.1 – Lighting in Commercial Buildings
and Offices’, Energy Saving Manual – Energy Smart Toolbox, http://energysmart.com.au/sedotoolbox/index.asp
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STEP 1 – COLLECT INFORMATION
• FIND OUT WHAT TYPE AND HOW MANY LIGHTS ARE USED IN YOUR SCHOOL
• MEASURE OR USE FLOOR PLANS TO CALCULATE FLOOR AREA • SURVEY STAFF/TEACHERS AND ROOMS TO FIND OUT HOW LIGHTS
ARE USED AND IF OPERATIONAL TIMES CAN BE REDUCED
STEP 2 – CALCULATE THE ENERGY EFFICIENCY
• USE THE INFORMATION FROM STEP 1 TO DETERMINE THE WATTS PER SQUARE METRE FOR EACH ROOM
HIGH WATTS/m2 > 12W/m2
LOW WATTS/m2 < 12W/m2
USE OPTIONS C TO INCREASE
ENERGY EFFICIENCY OF
LIGHTING SYSTEM
MEASURE LUX LEVELS
LOOK AT OPTIONS A FOR OPPORTUNITIES TO REDUCE TIME LIGHTS ARE LEFT ON
AVERAGE LUX READINGS < 40% ABOVE STANDARDS Old halo-phosphor lamps, dirty fixtures and room surfaces, dark wall colours, and inefficient reflections from fittings could be reducing the amount of light available. Replace lamps with tri-phosphor tubes, clean classroom and light fixtures, and if necessary/possible lighten room surfaces, then re-measure lux levels.
AVERAGE LUX READINGS > 40% ABOVE STANDARDS
Option B recommendations can be considered. Note on de-lamping: Factors such as glare, colour rendering, and uniformity of illumination (absence of shadows), all impact on the quality of light, therefore an aggressive de-lamping strategy should be undertaken with care. A de-lamping trial of a single room with sufficiently high light levels should provide a good indication of the impact on occupants and visual quality. If de-lamping will require the
installation of reflectors and/or the repositioning of lamps in fixtures, advice should be obtained from a lighting specialist or the Infrastructure Sustainability Unit. In addition, an operations & maintenance plan should be established which includes group lamp replacement and regular cleaning of lamp fixtures and room surfaces to maximize efficiency and maintain savings.
LU
X <
40
% A
BO
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STUDENT ACTIVITIESSTUDENT ACTIVITIESSTUDENT ACTIVITIESSTUDENT ACTIVITIES
1. Undertake light audit of your classroom. (Example shown below)
ROOM: YEAR 4-5 CLASSROOM 2 TIME OF AUDIT: 8.00AM
NOTES TYPE OF LAMPS AND USE eg’s 28W T5 FLURO, 36W T8 FLUORO, 60W INCANDESCENT
NUMBER OF FIXTURES AND
LAMPS (STYLE & CONDITION OF DIFFUSERS, CONTROL SWITCHES USED, ARE ALL GLOBES WORKING)
36W T8 FLOURO TUBES MAIN CLASSROOM LIGHTS
12 X 2LAMPS = 24 LAMPS
2 LAMPS NOT WORKING DIFFUSERS APPEAR CLEAN LIGHTS OPERATED BY 2 LOCAL ON/OFF SWITCHS
75W INCANDESCENT BLACKBOARD LIGHTS
6 X 1LAMP = 6 LAMPS
LIGHTS OPERATED BY 1 LOCAL ON/OFF SWITCH
18W T8 FLOURO TUBES STOREROOM LIGHTS
1 X 2LAMP = 2 LAMPS
TIMER CONTROL ON LIGHT SWITCH
GENERAL OBSERVATIONS
ROOM COLOUR LIGHT COLOURED WALLS AND CEILING USE OF DAYLIGHTING POSTERS AND PICTURES ON WINDOWS BLOCKING SOME OF HAVE LIGHTS BEEN LEFT ON THE AVAILABLE DAYLIGHT
WHEN NO-ONE IN CLASSROOM? SURVEY QUESTIONS RESPONSE ARE LIGHTS TURNED OFF AT:
• LUCHTIME? • RECESS?
LUNCHTIME – YES RECESS - NO
ARE LIGHTS TURNED OFF WHEN TEACHERS FINISH FOR THE DAY?
NO - LIGHTS ARE LEFT FOR CLEANERS TO TURN OFF
DO STUDENTS & TEACHER THINK THERE ARE ENOUGH LIGHTS?
GENERALLY EVERYONE THINKS OK STUDENTS NEAR WESTERN WINDOWS THINK LIGHTS COULD BE TURNED OFF AFTER LUNCH
DO TEACHERS ONLY TURN ON LIGHTS THAT NEED TO BE TURNED ON BASED ON TASK TO BE PERFORMED AND/OR AVAILABLE NATURAL DAYLIGHT?
SOMETIMES - NOT OFTEN
5Mtrs
7Mtrs
LUX READINGS 560
610 450
720
590
380
DOORS WINDOWS
TOTAL AREA = 35 M2 24 X 43W = 1032W 1032W/35M2 = 29.5 W/M2
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2. Investigate what lighting efficiency improvements could be made in your classroom. 3. Discuss what lighting efficiency improvements could be made at home.
4. Conduct lighting audit of school. The audit could be undertaken by a single group of students or areas of lighting could be assigned to different groups.
GROUP AREA
1 CLASSROOM LIGHTING
2 EXIT & EMERGENCY LIGHTING
3 SECURITY LIGHTING
4
OFFICES & ADMINISTRATION
5 GYM/ASSEMBLY AREA
6 PASSAGE WAYS & TOILETS
7 CANTEEN & LIBRARY
5. Calculate the energy and green house gas savings from the options using the information on pages 38-43.
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HOT & COLD WATER AUDITHOT & COLD WATER AUDITHOT & COLD WATER AUDITHOT & COLD WATER AUDIT
There are a number of factors which determine the amount of energy used by your school to supply hot and cold water.
The amount of hot and cold water consumed The type of the systems used to supply the water The temperature at which the water is heated or cooled to
The number of systems installed The energy efficiency (heat losses and gains) of the system components
REDUCE THE AMOUNT OF HOT AND COLD WATER CONSUMED AT YOUR SCHOOLREDUCE THE AMOUNT OF HOT AND COLD WATER CONSUMED AT YOUR SCHOOLREDUCE THE AMOUNT OF HOT AND COLD WATER CONSUMED AT YOUR SCHOOLREDUCE THE AMOUNT OF HOT AND COLD WATER CONSUMED AT YOUR SCHOOL Leaking hot and cold water supply taps not only increase the amount of energy needed to heat
or cool the water but they also increase your schools water costs and the energy requirements of suppliers needed to pump the water from storage facilities through mains supply lines. Have Have Have Have leaking taps fixed as soon as possible.leaking taps fixed as soon as possible.leaking taps fixed as soon as possible.leaking taps fixed as soon as possible. $ $ $ $
InstallInstallInstallInstall inexpensive screw on aerators to wash basin taps inexpensive screw on aerators to wash basin taps inexpensive screw on aerators to wash basin taps inexpensive screw on aerators to wash basin taps, these will reduce the amount of water wasted. Though your schools electrical energy will only be saved when these are used on taps serviced by hot water systems, they should be considered for most basin water tap outlets. $$$$
InstallInstallInstallInstall low low low low----flow shower headsflow shower headsflow shower headsflow shower heads. Standard shower heads deliver 20 to 30 litres per minute, well designed low-flow shower heads provide a quality shower at under 9 litres per minute. $$$$ Try this quick test to determine the flow-rate of the showerheads installed at your school:
• Place a bucket of known volume under shower head • Turn on the shower
• Time how many seconds it takes to fill the bucket Flow rate = (60 seconds ÷ seconds taken to fill container) x container volume in litres CHANGE THE TYPE OF HOT WATER SYSTEM USED CHANGE THE TYPE OF HOT WATER SYSTEM USED CHANGE THE TYPE OF HOT WATER SYSTEM USED CHANGE THE TYPE OF HOT WATER SYSTEM USED $$$$$$$$$$$$ When an existing hot water system needs to be replaced and hot water use from system is greater than 150Ltrs per day, install solar hot water system. Apart from hot water services
which provide for shower outlets and clothes washing, many of a schools installed hot water units are only used to provide small amounts of hot water throughout the day (fill cleaners buckets, wash hands & dishes, etc.). The capital cost of installing solar hot water systems where the daily volume of hot water used is low can have long pay-back periods (at current
prices). The installation of an instantaneous hot water system (or possibly a solar electric heat pump) which do not require substantial additional pipe installation would be more economical in these instances. Details about all these systems can be found on the government website www.greenhouse.gov.au/yourhome/technical/fs42.htm
ADJUST ADJUST ADJUST ADJUST TEMPERATURETEMPERATURETEMPERATURETEMPERATURE SETTINGS ON HOT WATER SYSTEMS SETTINGS ON HOT WATER SYSTEMS SETTINGS ON HOT WATER SYSTEMS SETTINGS ON HOT WATER SYSTEMS $$ $$ $$ $$
Check the temperature setting of electric hot water systems. Most hot water services only need to be at 60 degrees (this is usually the minimum set point for a hws), this should provide adequate hot water at point of use and is over the temperature required to kill legionella bacteria (55 degrees). Many electric hot water systems have a visible control (often under small
plastic cap) on the tank which can be adjusted by your school maintenance staff, if these are not present it is unsafe to do and will require an electrician or plumber.
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REDUCE THE AMOUNT OF TIME SYSTEMREDUCE THE AMOUNT OF TIME SYSTEMREDUCE THE AMOUNT OF TIME SYSTEMREDUCE THE AMOUNT OF TIME SYSTEMS ARES ARES ARES ARE TURNED ON TURNED ON TURNED ON TURNED ON $$$$
Changes to practices, infrastructure, and staff may have rendered an installed hot water or cold water service unnecessary. An audit of your hot & cold water services should identify opportunities to turn these off. Note, hot water services are required by health regulations to
clean food preparation areas and to wash hands prior to food preparation. The NT Department of Health and Community Services Environmental Health section advises that soap, not warm water, is considered necessary for bathroom wash basins.
Identify hot water systems that are not used over school holidays and establish end of term shut-down practices for these units. A small electric kettle instead of a large urn should be used over school holidays if there are only a small number of staff present.
INCREASE THE EFFICIENCY OF THE SYSTEMINCREASE THE EFFICIENCY OF THE SYSTEMINCREASE THE EFFICIENCY OF THE SYSTEMINCREASE THE EFFICIENCY OF THE SYSTEM
The rate at which heat is transferred into or out of a system depends on the systems structure and the internal and external temperatures. The efficiency of a water system can be increased by reducing internal and external temperature differences and increasing the insulation of the system.
• Isolate cold water storage units from heat sources $ $ $ $ ---- $$ $$ $$ $$ • Insulate water outlet pipes on cold and hot water systems $$$$ • Add insulation to hot water storage tanks if external tank lining is warm/hot.
(Degradation of internal tank insulation over time can substantially increase heat transfer rates, most older hot water systems will lose twice as much heat as a new efficient model). $$$$$$$$
NOTE!!! The pipe work and tanks with very poor insulation can cause scalding take appropriate precautions when assessing these systems.
Cold water storage near Insulated hot water tank Insulated outlet pipes heat source
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STUDENT ACTIVITIESSTUDENT ACTIVITIESSTUDENT ACTIVITIESSTUDENT ACTIVITIES 1. Undertake hot and cold water audit of school. (Example shown below)
AREAAREAAREAAREA AREAAREAAREAAREA AREAAREAAREAAREA AREAAREAAREAAREA HOT WATER AUDIT
CLEANERS CLEANERS CLEANERS CLEANERS STORE STORE STORE STORE
PRESCHOOLPRESCHOOLPRESCHOOLPRESCHOOL GYM GYM GYM GYM SHOWERSSHOWERSSHOWERSSHOWERS
TEACHERSTEACHERSTEACHERSTEACHERS OFFICEOFFICEOFFICEOFFICE
SYSTEMSYSTEMSYSTEMSYSTEM SYSTEMSYSTEMSYSTEMSYSTEM SYSTEMSYSTEMSYSTEMSYSTEM SYSTEMSYSTEMSYSTEMSYSTEM
SURVEY QUESTIONSSURVEY QUESTIONSSURVEY QUESTIONSSURVEY QUESTIONS 50Ltr Electric50Ltr Electric50Ltr Electric50Ltr Electric HWSHWSHWSHWS
80Ltr Electric 80Ltr Electric 80Ltr Electric 80Ltr Electric HWSHWSHWSHWS
250Ltr 250Ltr 250Ltr 250Ltr Electric Electric Electric Electric HWSHWSHWSHWS
10Ltr10Ltr10Ltr10Ltr Hot water Hot water Hot water Hot water UrnUrnUrnUrn
What is hot water used for?
cleaners cleaners cleaners cleaners fill fill fill fill their buckets their buckets their buckets their buckets for washing for washing for washing for washing floors, etcfloors, etcfloors, etcfloors, etc
washing washing washing washing hands and hands and hands and hands and dishesdishesdishesdishes
student student student student showersshowersshowersshowers
tea & coffeetea & coffeetea & coffeetea & coffee
Are there any leaking taps serviced by system? nononono nononono 2 showers 2 showers 2 showers 2 showers dripping dripping dripping dripping constantlyconstantlyconstantlyconstantly
nononono
Are aerators used on taps? nononono yesyesyesyes not not not not applicableapplicableapplicableapplicable
not applicablenot applicablenot applicablenot applicable
Shower flow rate? Flow rate = (60 seconds ÷ seconds taken to fill container) x container volume in litres
not applicablenot applicablenot applicablenot applicable not applicablenot applicablenot applicablenot applicable 22 l/s22 l/s22 l/s22 l/s not applicablenot applicablenot applicablenot applicable
Temperature setting? 75757575 MediumMediumMediumMedium 75757575 not applicable not applicable not applicable not applicable
When is system turned off?
nevernevernevernever nevernevernevernever nevernevernevernever school school school school holidaysholidaysholidaysholidays
Is tank warm/hot? nononono yesyesyesyes nononono yesyesyesyes
Are hot water outlet pipes insulated? yesyesyesyes yesyesyesyes nononono nononono
AREAAREAAREAAREA AREAAREAAREAAREA AREAAREAAREAAREA AREAAREAAREAAREA COLD WATER AUDIT
SYSTEMSYSTEMSYSTEMSYSTEM SYSTEMSYSTEMSYSTEMSYSTEM SYSTEMSYSTEMSYSTEMSYSTEM SYSTEMSYSTEMSYSTEMSYSTEM
SURVEY QUESTIONSSURVEY QUESTIONSSURVEY QUESTIONSSURVEY QUESTIONS
Are there any leaks in pipes or are taps running?
Is system near any heat sources?
When is system used?
Are cold water outlet pipes insulated?
2. Discuss opportunities at school and home to reduce energy used by hot and cold water
systems.
3. Use the information on pages 38-43 to calculate the savings potentials.
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COOLINGCOOLINGCOOLINGCOOLING & VENTILATION & VENTILATION & VENTILATION & VENTILATION AUDIT AUDIT AUDIT AUDIT As cooling and ventilation account for the greatest percentage of energy used in top-end
schools efficiency improvements in this area have the greatest potential for energy savings. The key factors that influence the amount of energy consumed by cooling and ventilation systems are:
the type, size and model of air-conditioners,
the heat load on the systems, temperature set points, the maintenance of system components, and,
the amount of time the systems are operating. Energy efficiency actions based on some of these key factors can require detailed investigation by engineers, however there are many simple operational and behavioural changes that can be identified with a cooling and ventilation audit undertaken by students.
REDUCE OPERATING TIMES OF AIRREDUCE OPERATING TIMES OF AIRREDUCE OPERATING TIMES OF AIRREDUCE OPERATING TIMES OF AIR----CONDITIONERSCONDITIONERSCONDITIONERSCONDITIONERS Many of a schools air-conditioning systems are automatically programmed to turn on and off at
set times of the day and on specific days of the year. Programmed times should exclude air-conditioning systems from turning on automatically during weekends and school and public holidays, if needed on these days they should be manually activated only. The start and stop
times used during school days will depend on when a building/room will be occupied and the amount of time needed to get the building/room to desired comfort conditions. Though the time a room will be occupied is generally known, the time it takes an air-conditioner to cool a room will vary according to the seasons. It is common for air-conditioning systems to be programmed
to start based on worst case conditions experienced in the build-up and wet season. Two of the quickest, cheapest ways to save energy at a school are:
• Keep automatic start times as late as possible. If the costs of labour to make
adjustments to programmed times is high have timers reprogrammed twice a year only (e.g. a later start time at the start of the dry season and earlier time at start of wet
season/build-up, if necessary). $$$$ • Programme stop times to when students leave class for the day. The
reduced load once students have left and the thermal properties of the building should minimize the need to have air-conditioners running when
there are only one or two people in the room. The use of personal pedestal or floor fans may be all that is required during the warmer months of the year. If needed remote after hour’s timer switches can be used to activate
air-conditioners after classes have finished, however attention to how often these are used and for how long is important so as not result in an increase in air-conditioner energy use. $ $ $ $ ---- $$ $$ $$ $$
The charts below represent the school day load profile of a top-end school. The first shows that adjustments made to the stop times of the air-conditioning actually result in an increase in energy use (B > A). This primarily occurs because air-conditioners are allowed to run for the
full after hours time setting (usually two hours), rather than being manually turned off as staff leave.
0
20
40
60
80
100
120
140
160
180
200
0-6am
6am-7am
7am-12pm
12pm
-2pm
2pm-3pm
3pm-3.30
pm
3.30pm
-4pm
4pm-4.30
pm
4.30pm
-5pm
5pm-5.30
pm
5.30pm
-6pm
6pm-7pm
7pm-9pm
9pm-12pm
Time
Load (kW)
Load profile prior to change in air-conditioners stop times
Load profile after adjusting air-conditioners stop times
A
B
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The chart below shows the average load profile after adjustments to the air conditioning stop times, and good shut down practices of after hours use switches were implemented.
0
50
100
150
200
250
300
0-6am
6am-7am
7am-12pm
12pm
-2pm
2pm-3pm
3pm-3.3
0pm
3.30pm-4pm
4pm-4.3
0pm
4.30pm-5pm
5pm-5.3
0pm
5.30pm-6pm
6pm-7pm
7pm-9pm
9pm-12pm
Time
Load (kW)
Load profile prior to change in air-conditioners stop times
Load profile after adjusting air-conditioners stop times
A
B
• Put in place measures to ensure classroom air-conditioners are turned off when classes
will be away on excursions, sports events, etc. $$$$ • Identify rooms that are frequently used after hours, and stop main plant being used at
these times by installing small air-conditioners in those rooms. $$$$$$$$
• Centralized cooling plants consume considerable amounts of energy, the use of these systems to cool the building on weekends for only a few staff is an extremely inefficient use of energy. Restricting their after hours use is a priority in achieving energy savings at a school. $$$$
• Inspect programmed times of all air-conditioning units. During the ‘School Energy Blitz’ project, many of the air-conditioning units had different start times and holiday periods to that expected by staff. This most likely occurs when maintenance is carried out on
units throughout the year. $$$$ • Produce and display a yearly timetable for a/c maintenance personnel to minimize future
errors in programming units. $$$$
INCREASE THE TEMPERATURE SETINCREASE THE TEMPERATURE SETINCREASE THE TEMPERATURE SETINCREASE THE TEMPERATURE SETTINGSTINGSTINGSTINGS OF AIR OF AIR OF AIR OF AIR----CONDITIONING SYSTEMSCONDITIONING SYSTEMSCONDITIONING SYSTEMSCONDITIONING SYSTEMS. $ $ $ $ ---- $$ $$ $$ $$ Each degree lower than necessary consumes up to 10% more energy19, room temperatures should not be lower than 24 degrees (25+ recommended). Fans could be used to provide an
additional cooling mechanism for: • areas of the classroom that have higher loads or are not adequately serviced by air
diffusers
• times of the day when loads increase for short periods, for example after recess and lunch
• for staff or students yet to acclimatize to tropical conditions
Types of fans available
PEDESTAL FLOOR DESK TOWER WALL
CEILING
19 Building Sustainability Services, 2007, ‘Introduction to Energy Savings Opportunities in NT Schools’, School Blitz Workshop Presentation, NT
Government – Department of Planning and Infrastructure.
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Consider purchasing one or two fans as a trial. Things to consider when deciding on what type
of fan would best suit your needs: • Can the fan be positioned so as not to result in any safety issues? For example
preventing trip hazards from electrical cables. • Can the fan be positioned so as not to impact on light quality? A strobe affect will result
if ceiling fans are positioned close to light sources. • Can the output of the fan be easily controlled? The amount of air movement achievable
will be determined by the impact on tasks being undertaken. Too high an air flow will result in papers flying about. Cooling can be achieved with low to medium rates of air-
flow when combined with air-conditioning. Make sure the fan you purchase has a number of fan speeds so that the best speed can be selected for your circumstances.
• Is there enough floor space to accommodate a floor fan? These fans are an excellent fan
for teachers personnel use as they circulate the cooler air near the floor and do not take up limited desk space.
REDUCE THE HEAT LOAD ON AIRREDUCE THE HEAT LOAD ON AIRREDUCE THE HEAT LOAD ON AIRREDUCE THE HEAT LOAD ON AIR----CONDITIONING SYSTEMSCONDITIONING SYSTEMSCONDITIONING SYSTEMSCONDITIONING SYSTEMS The load on air-conditioning systems is the result of the heat and moisture in the air entering the building through fresh air fans, and building elements (walls, roof, doors, windows), and
radiated from appliances, lights, and people. You can reduce the load on air conditioning systems by:
• Providing shade (vegetation, awnings, verandas) to walls and windows. $$$$$$$$
• Using light reflective paints on roofs and walls which can not be shaded from direct sun-light. $$$$$$$$$$$$
• Using treatments on windows which can not be shaded from direct sun-light. $$$$$$$$ • Keeping doors and windows closed when air-conditioning system is on. $$$$ (See notes
below) • Sealing holes and cracks in walls $ $ $ $ ---- $$ $$ $$ $$ • Undertaking an appliance and light audit to identify opportunities to reduce the energy
and therefore heat produced by these items. $$$$ • Turning off exhaust fans when not required. $$$$
It has become common practice for doors to be left open because a room is too cold at certain
times of the day. This is generally the result of air-conditioning systems being set-up to accommodate higher load conditions (i.e. warmest time of year, highest attendance and activity from students) or when one system is used to cool a number of rooms. If the temperature of
rooms can not be increased, with the use of fans, in those areas that are dominating temperature settings, or, through reducing the load on the system, then, occupants of the room should keep an item of clothing available when required. Leaving doors open when air-conditioning systems are running is very inefficient. The use of door-way air curtains similar to
those used in shopping complexes may be justified in some situations. ENSURE MAINTENANCE ON AIRENSURE MAINTENANCE ON AIRENSURE MAINTENANCE ON AIRENSURE MAINTENANCE ON AIR----CONDITIONING SYSTEMS IS CARRIED OUT REGULARLYCONDITIONING SYSTEMS IS CARRIED OUT REGULARLYCONDITIONING SYSTEMS IS CARRIED OUT REGULARLYCONDITIONING SYSTEMS IS CARRIED OUT REGULARLY. $$$$----$$$$$$$$
Lack of maintenance on air-conditioning systems can increase energy consumption substantially. Investigating maintenance issues on larger chiller plants and packaged air-conditioner units should be undertaken by a professional assessor, however students could look
at the smaller room air-conditioners as these are regularly used at home. The main maintenance issue with small room air conditioners is the condition of filters. Keeping filters clean lets the a/c get the room to temp faster and with less energy. Check the condition of filters in small room a/c, if very dirty check with maintenance staff as to how often these are
cleaned.
Example of poorly maintained a/c filter
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STUDENT ACTIVITIESSTUDENT ACTIVITIESSTUDENT ACTIVITIESSTUDENT ACTIVITIES
1. Use the information on building design for tropical climates in the technical manual available at http://www.yourhome.gov.au/technical/index.htm to discuss how a building could be designed to minimize the use of air-conditioning. Students could design their
own homes using the information discussed.
2. Undertake cooling audit of your classroom. ROOMROOMROOMROOM
SURVEY QUESTIONSSURVEY QUESTIONSSURVEY QUESTIONSSURVEY QUESTIONS
WHAT TYPE OF COOLING SYSTEMS ARE USED TO COOL CLASSROOM:
• ON SCHOOL DAYS? • ON WEEKENDS & SCHOOL HOLIDAYS?
WHAT TIME OF THE DAY ARE THE SYSTEMS TURNED ON DURING SCHOOL TERMS?
WHAT TIME OF THE DAY ARE THE SYSTEMS TURNED OFF DURING SCHOOL TERMS?
IS THERE AN AFTER HOURS SWITCH AND HOW LONG DOES IT RUN FOR?
CAN THE AFTER HOURS SWITCH BE TURNED OFF MANUALLY?
ARE THERE ANY DAYS DURING THE SCHOOL TERM WHEN THE AIR-CONDITIONER IS ON AND NO-ONE IS IN THE ROOM? (Field trips/excursions, sports events, etc.) CAN THE SYSTEM BE TURNED OFF DURING THESE TIMES?
COULD DOORS AND WINDOWS BE OPENED TO NATURALLY VENTILATE ROOM AND FANS BE USED TO CIRCULATE AIR DURING THE COOLER MONTHS OF THE YEAR?
ARE DOORS AND/OR WINDOWS EVER LEFT OPEN WHILE COOLING SYSTEM IS ON? IF SO WHY?
ARE THERE ANY NOTICEABLE CRACKS OR HOLES IN WALLS WHICH COULD ALLOW COOL AIR TO ESCAPE CLASSROOM?
WHAT IS THE TEMPERATURE OF THE ROOM?
COULD THE TEMPERATURE OF THE ROOM BE TURNED UP BY ONE OR TWO DEGREES? IF ONLY A FEW PEOPLE THINK THAT TEMPERATURE COULD NOT BE TURNED UP OR THINK IT NEEDS TO BE TURNED DOWN ARE THESE PEOPLE IN THE SAME AREA OF THE CLASSROOM OR WEARING WARMER CLOTHING THAN EVERYONE ELSE?
IS THE ROOF OF THE CLASSROOM A LIGHT REFLECTIVE COLOUR & CLEAN?
ARE ANY OF THE WALLS OR WINDOWS NOT SHADED FROM DIRECT SUN LIGHT DURING THE DAY?
IF A SMALL ROOM AIR CONDITIONER IS USED IN THE CLASSROOM ARE THE FILTERS CLEAN?
3. Discuss the opportunities to reduce the energy consumed by the cooling systems for
your classroom and if these could be applied to the rest of the school.
4. Use the information on pages 38-43 to calculate the estimated savings your school could achieve by applying the energy efficiency improvements the students have identified.
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ESTIMATING ENERGY CONSUMPTION AESTIMATING ENERGY CONSUMPTION AESTIMATING ENERGY CONSUMPTION AESTIMATING ENERGY CONSUMPTION ANDNDNDND POTENTIAL SAVINGS POTENTIAL SAVINGS POTENTIAL SAVINGS POTENTIAL SAVINGS
The energy used to by an appliance is calculated by multiplying the input power in Watts or kiloWatts, needed to operate it, by the time, in hours, it is operated for.
Example: A 60W incandescent light turned on for 4 hours would consume 60W x 4hrs = 240Wh = 0.24kWh
Estimating the time of operation is relatively simple and is generally found when undertaking surveys as part of auditing process. Estimating the input power of an appliance is more complex
as it can vary throughout its operation. Metering equipment, general power data obtained from appliance owner manuals or information plates, or, tables of typical consumption values, are commonly used to determine estimated power requirements of different appliances.
METERING EQUIPMENT Metering equipment can be used to measure the input power at a particular point in time or the total energy consumed over a given time frame. Though many meters which are used to measure appliance power can only be connected by electricians some are available which can
be used on appliances which are plugged into power points. These simple meters are available at a cost of $50 - $400 and are an excellent tool for students to measure actual energy consumption of some of the schools appliances. Consider the purchase of one of these meters
to: • demonstrate the difference in the measured input power of computer components • to measure the 24hr energy consumption between different refrigerators • to determine the energy savings that could be achieved by turning off cold water drink
fountains on weekends
APPLIANCE DATA Information about input power can be found within the literature of owners manuals or on labels attached to the appliance. The details supplied generally represent the maximum power
input for the appliance when operating under test conditions. Use this data to provide an estimate for the input power of appliances which do not have cyclic loads. (Examples of appliances with cyclic loads include air-conditioners, washing machines, fridges/freezers, hot water systems, cold water dispensers, and dishwashers).
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TYPICAL POWER INPUT VALUES FOR COMMON SCHOOL APPLIANCES
APPLIANCE
TYPICAL INPUT POWER (Watts) APPLIANCE
TYPICAL INPUT POWER
(Watts)
OFFICE & CLASSROOM EQUIPMENT COOKING EQUIPMENT
Desk Top Computer Screens 60 (CRT) 25 (LCD) Microwave
1600
Desk Top Computer Hard Drives 60 Kettle 2400
Lap Top Computers 30 Toaster 1500
Ink-jet Printers 5 + 0.2W/copy Pie warmer 1300
Laser-jet Printers 30 + 0.5W/copy Electric Stove
700 (small element) 1200 (large element)
1800 (grill) 1100 (oven)
Stereos 20 Exhaust Hood 250
Fax Machines 20
Large Digital Photocopiers 80 + 1W/copy CLEANING EQUIPMENT
Eftpos Machine 15 Vacuum Cleaner 1800
Scanner 20 Dishwasher (Normal Cycle) 1300/load
Electric Calculator 10 Dishwasher (Eco Cycle) 600/load
Shredder 1W/sheet Clothes Dryer 2500
Mobile Phone Charger 5 Washing Machine
220/load (cold) 1000/load (warm)
Modem 15
Battery Charger 20 REFRIGERATORS & FREEZERS
TV
80 (CRT) 60 (LCD)
150 (Plasma) 160 (Rear projection) Chest Freezer
50 (small) 80 (Large)
VCR 20 Bar Fridge 40
DVD 20 Single Door Refrigerator 80
Smart Board 210 2 Door Fridge/Freezer 120
Overhead Projector 320 Glass Door Drinks Display Fridge
180 (single door) 250 (two door)
350 (three door)
Computer Server 120 Cool Room 900 (~15m3)
Slushy Machine 425
LIGHTING Ice Cream Freezer 350
60W Incandescent Globe 60
100W Incandescent Globe 100 COLD WATER DISPENSERS
9W Compact Fluorescent Globe 10 Bubbler 40 + 23W/Ltr used
18W Linear Fluorescent Tube 24 Drinking Fountain 3 + 23W/Ltr used
36W Linear Fluorescent Tube 43
400W Mercury Vapour Gym Light 440
150W Halogen Flood Light 150
Exit Lights 10 ELECTRIC HOT WATER SYSTEMS
Hot water Urn (up to 10Ltr Capacity ) 30 + 90W/Ltr used
FANS 25Ltr Capacity (600C temp setting) 50 + 40W/Ltr used
Ceiling Fan
60 (high) 40 (med) 20 (low) 25Ltr Capacity (750C temp setting) 60 + 60W/Ltr used
Pedestal Fan 40 (med-high) 50Ltr Capacity (600C temp setting) 60 + 40W/Ltr used
Large Gym Wall Fans 120 50Ltr Capacity (750C temp setting) 70 + 60W/Ltr used
Small Wall/Ceiling Exhaust Fans 30 250Ltr Capacity (600C temp setting) 80 + 40W/Ltr used
Fume Cupboard Exhaust Hoods 150 250Ltr Capacity (750C temp setting) 90 + 60W/Ltr used
Large Fresh Air Fans 300
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AIR CONDITIONERS
Use the following calculations to get a rough estimate on the annualized average power input used by air-conditioning systems: (TOTAL COOLING CAPACITY / EER ) x 0.7 The total cooling capacity can normally be found on the appliance for small room ac’s and PAC units. Ask your maintenance staff if they can find out the cooling capacity of centralized cooling plants. You can also estimate a building’s cooling capacity by multiplying the floor area by 170W/m2. If you do not know the actual EER of the system in use, use a EER of 2.5 for small room air-conditioners, 3 for PAC’s, and 5 for centralized cooling plants. The multiplying factor 0.7 is to allow for annual diversification. During cooler months, the air conditioner does not need to work as hard and will only use around 55% of the power compared to the build-up and wet season20, when the system will generally be running at full capacity. If doors and windows were left open when system is operating then the multiplying factor would be 1.
SMALL ROOM AIR CONDITIONERS POWER INPUT (Watts)
2.5kW Cooling Capacity (room size of ~15m2) 700
5kW Cooling Capacity (~ 30m2) 1400
8kW Cooling Capacity (~ 50m2) 2200
LARGE AIR CONDITIONERS
20kW Cooling Capacity (~ 120m2) 4700
30kW Cooling Capacity (~180m2) 7000
40kW Cooling Capacity (~240m2) 9300
50kW Cooling Capacity (~300m2) 11700
ESTIMATING GREENHOUSE GAS EMISSION SAVINGSESTIMATING GREENHOUSE GAS EMISSION SAVINGSESTIMATING GREENHOUSE GAS EMISSION SAVINGSESTIMATING GREENHOUSE GAS EMISSION SAVINGS Based on the Australian Government Department of Climate Change National Greenhouse Accounts (NGA) Factors (Jan 2008), consuming 1kWh of electricity in Darwin produces
0.79kg/Co2-e. This figure is the full life-cycle emissions and includes the emissions associated with the production and combustion of the fuel used for power generation as well as the losses associated with transmission and distribution.
EXAMPLES OF ESTIMATED ENERGY CONSUMPTION AND SAVINGS POTENTIALS EXAMPLES OF ESTIMATED ENERGY CONSUMPTION AND SAVINGS POTENTIALS EXAMPLES OF ESTIMATED ENERGY CONSUMPTION AND SAVINGS POTENTIALS EXAMPLES OF ESTIMATED ENERGY CONSUMPTION AND SAVINGS POTENTIALS Example 1 (Computers)Example 1 (Computers)Example 1 (Computers)Example 1 (Computers)
A school has 50 desk top computers with CRT screens used by students, most of these computers are left on overnight and on weekends during school terms, but are turned off at the power point during the end of year break. 50% are configured to use a screen saver and the other 50% to go into stand-by when not being used. It is estimated that most of the computers
are actively used for 4 hours per school day. Current Energy Calculations
Number of Appliances
(A)
Mode of Operation
Input Power (B)
Hours per Day (C)
Days per Year (D)
Total kWh/yr (AxBxCxD)/1000
50 Screens Active 60W (from table)
4 192 2,304
25 Screens Screen Saver 65W (average metered measurement)
20 192 6,240
Screen Saver 65W 24 128 4,992
25 Screens Stand-by 5W (from section 7)
20 192 480
Stand - by 5W 24 128 384
50 Hard-drives On 60W (from table)
24 320 23,040
TOTAL 37,440
After student/teacher discussions it was determined that all the computers should be configured to power down screen when idle, and that all computers should be shut down and turned off at the power point at the end of each day.
20 15 minute power load data annualized for a number of the schools participating in the School Energy Blitz Project indicated a seasonal
diversification from 55 to 100% the capacity of the cooling system with an annual average at 70% capacity.
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New Energy Calculations Number of Appliances
(A) Change of Operation Input Power Saved
(B) Hours per Day
(C) Days per Year
(D) Total kWh/yr
(AxBxCxD)/1000
50 Screens Active 60W 4 192 2,304
50 Screens Stand-by 5W
4 192 192
50 Hard-drives On 60W 8 192 4,608
TOTAL 7,104
Savings Potential 37,440kWh/yr – 7,104kWh/yr = 30,336kWh/yr = $5,297/yr (Based on a 17.46 cent/kWh tariff) 30,336kWh/yr x 0.79kgCO2/kWh = 23,965 kgCO2/yr ≈ 24 Tonne CO2/yr
Example 2 (Photocopiers)Example 2 (Photocopiers)Example 2 (Photocopiers)Example 2 (Photocopiers) A school has two large digital photocopiers in the administration office. Both copiers have energy saving features but these are not used. The photocopiers remain turned on all year
round. The admin staff estimated that around 2000 copies are made each week. Current Energy Calculations
Number (A)
Mode of Operation Input Power (B)
Hours per Day (C)
Days per Year (D)
Total kWh/yr (AxBxCxD)/1000
2 Photocopiers On 80W (from table)
24 365 1,402
Weeks per year
2,000 Copies Active Copying 1W (from table)
- 52 104
TOTAL 1,505
Measurements were taken of the input power when the photocopiers were switched to stand-by mode. One was an energy star model that used only 1W in this mode the other was not and the
stand-by power was only slightly less (70W) than when not activated. It was decided to activate the stand-by mode for each appliance and to turn off at the power point at the end of each day. New Energy Calculations
Number (A)
Mode of Operation Input Power (B)
Hours per Day (C)
Days per Year (D)
Total kWh/yr (AxBxCxD)/1000
1 Photocopier Stand-by 1W 9 250 2
1 Photocopier Stand-by 70W 9 250 157
Weeks per year
2,000 Copies Active Copying 1W (from table)
- 52 104
TOTAL 263
Savings Potential 1,505kWh/yr – 263kWh/yr = 1,242kWh/yr = $220/yr & 1 Tonne CO2/yr
Example 3 (Lights)Example 3 (Lights)Example 3 (Lights)Example 3 (Lights) Students undertake a lighting audit of their school and find that most of the classroom lights
which are triple 36W fluorescent tubes are turned on at around 7.30am and remain on until the cleaners turn them all off by around 6.00pm. It was estimated that if teachers and students were encouraged to turn off lights when no-one is in the room, on average they could save
around 2.5 hours/day operation from a total of 500 fittings. In addition, they found that 100 of these fittings provided twice the light levels required and therefore 1 lamp could be removed from each of the fittings whilst still providing good light levels.
Energy Savings Calculations Number of Fittings (A)
Number of Lamps
per Fitting (B)
Input Power
per Lamp (C)
Hours per Day Saved (D)
Days per Year (E)
Total kWh/yr (AxBxCxDxE)/1000
500 3 43W 2 192 24,768
100 1 (Lamp
removed)
43W
8.5 (10.5hrs – 2hrs reduced operating
time from above)
192 7,018
TOTAL 31,786
Savings Potential 31,786kWh/yr = $5,550/yr & 25 Tonne CO2/yr
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Example Example Example Example 4444 (Refrigeration) (Refrigeration) (Refrigeration) (Refrigeration) During a refrigeration audit a school found that a number of their fridge and freezers could be turned off over the school holidays.
Energy Savings Calculations Description of Refrigeration Unit/s that can be turned off over holidays
No (A)
Input Power (B)
Hours per Day (C)
Days per Year (D)
Total kWh/yr (AxBxCxD)/1000
(ice cream freezer) 1 350 (from table)
24 87 731
(small chest freezers) 3 50 24 87 313
(2 door fridges) 3 120 24 87 752
(2 door fridges with 2 degree lower temp than required)
5 132 (120 + 10% increased
consumption due to lower temp)
24 87 1,378
(2 door fridge which needs seal replaced)
1 144 (120 + 20% increased
consumption due to leakage from seal)
24 87 301
(single glass door) 1 180 24 87 376
(double glass door) 1 250 24 87 522
TOTAL 4,373
Additional savings that could be
achieved No (A)
Input Power Saved (B)
Hours per Day (C)
Days per Year (D)
Total kWh/yr (AxBxCxD)/1000
Increase temperature settings 5 12 (132W– 120W)
24 278 (365-87)
400
Replace seals 1 24 (144W – 120W)
24 278 160
TOTAL 560
Savings Potential 4,373kWh/yr + 560kWh/yr = 4,933kWh/yr = $860/yr & 3.9 Tonne CO2/yr
Example Example Example Example 5555 (Hot water) (Hot water) (Hot water) (Hot water) A school finds that 2 x 50Ltr electric hot water systems are no longer used and that 5 x 250Ltr and 3 x 50Ltr electric hot water systems could be turned off over the school holidays. The temperature setting on all units is 75 degrees.
Energy Savings Calculations
System Size No (A)
Input Power (B)
Hours per Day (C)
Days per Year (D)
Total kWh/yr (AxBxCxD)/1000
50 Ltr 2 70W
24 365 1,226
50 Ltr 3 70W 24 87 438
250Ltr 5 90W
24 87 940
TOTAL 2,604
Additional savings that could be achieved by turning temperature setting down to 60 degrees
Estimated Hot water Consumption
(A)
Saved Input Power (B)
Days per Year (C)
Total kWh/yr (AxBxC)/1000
500Ltrs/school day 20W (60-40)W
193 1,930
Savings Potential 2,604 + 1,930 kWh/yr = 4,534kWh/yr = $790/yr & 3.6 Tonne CO2/yr
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Example Example Example Example 6666 (Air conditioning) (Air conditioning) (Air conditioning) (Air conditioning) After discussions with the teachers it was decided that the automatic timers on all the classroom air-conditioners could be programmed to shut down at 3.00pm instead of 4.30pm,
and that they would use fans or manually operate a/c systems after 3.00pm only if they needed to.
Maximum Potential Savings Total Cooling Capacity of all classroom air-conditioners
(A)
EER (B)
Input Power (A/B)x0.7
Hours per Day Saved (C)
Days per Year (D)
Total kWh/yr Saved Input PowerxCxD
730 kW 3 170 kW
1.5 192 (School Days) 48,960
Savings Potential 48,960kWh/yr = $8,550 & 38.7 Tonne CO2/yr
Example Example Example Example 7777 (Air conditioning) (Air conditioning) (Air conditioning) (Air conditioning) Students and teachers in 10 classrooms fitted with ceiling fans decided to increase the temperature by 2 degrees and use the fans on a low speed setting to provide additional cooling through evaporation.
Current Energy Consumption
Total Cooling Capacity of all classroom air-conditioners
(A)
EER (B)
Input Power (A/B)x0.7
Hours per Day (C)
Days per Year (D)
Total kWh/yr Input PowerxCxD
400 kW 3 93.3 kW
9 192 161,222
New Energy Consumption
Total Cooling Capacity of all classroom air-conditioners
(A)
EER (B)
Input Power (A/B)x0.7x0.95x0.95
(Assuming a minimum 5% reduction in energy use for each degree increased)
Hours per Day (C)
Days per Year (D)
Total kWh/yr Input PowerxCxD
400 kW 3 84.2 kW
9 192 145,498
Number of fans (A)
Input Power (B)
Hours per Day (C)
Days per Year (D)
Total kWh/yr (AxBxCxD)/1000
60 20 W 8 192 1,843
TOTAL 147,341
Savings Potential 161,222kWh/yr – 147,341kWh/yr = 13,881kWh/yr = $2,420/yr & 11 Tonne CO2/yr
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TRANSPORTTRANSPORTTRANSPORTTRANSPORT & & & & WASTE MANAGEMENT WASTE MANAGEMENT WASTE MANAGEMENT WASTE MANAGEMENT
TRANSPORTTRANSPORTTRANSPORTTRANSPORT
Energy in the form of transport fuel can be used at your school for busses, cars, and tractors. Generally this energy use is only a small proportion of a schools total energy consumption. The accumulative energy used by staff and students travelling to and from school however can be substantial.
Investigate transport habits by conducting surveys. Possible survey questions could include:
• What is your main method of getting to school (walk, cycle, bus, car)? • If by car how many people are normally in vehicle? • Are there any reasons to stop you walking, cycling or using a bus? • What impact do you think your choice of transport is having on greenhouse emissions?
Discuss how transport habits could be changed. For example: could walking bus or more bike/foot paths be used to alleviate any safety concerns? would a campaign to educate people on the impact of their transport choices help to change them? For other ideas and educational
tools on transport choices, check out the website: www.travelsmart.gov.au
Estimating emissions from transport To calculate the full life-cycle emissions of transport fuels when the amount of fuel consumed is known use the following figures obtained from the Australian Government Department of
Climate Change National Greenhouse Accounts (NGA) Factors workbook (Jan, 2008): • Diesel – 2.9kg CO2-e / Litre • Petrol – 2.5kg CO2-e / Litre
• LPG – 1.7kg CO2-e / Litre To estimate emissions based on type of vehicle and distance travelled use the table below.
Petrol/Diesel[1] LPG[2] Small Motorbike 0.05 kg CO2-e / km Large Motorbike 0.15 kg CO2-e / km Small Car 0.25 kg CO2-e / km 0.20 kg CO2-e / km
Medium Car 0.35 kg CO2-e / km 0.25 kg CO2-e / km Large Car 0.45 kg CO2-e / km 0.35 kg CO2-e / km Note figures can vary considerably between different makes and models and a more accurate figure can be obtained
from http://www.greenvehicleguide.gov.au. [1] Though Diesel produces more green house emissions per litre of fuel consumed, it is represented in the table above with petrol because diesel engines are generally more efficient and a smaller sized engine would be required to produce the same power as a petrol engine. [2] Vehicles run on gas will generally consume around 25% more in volume of fuel, however the lower emissions factor results in lower overall emissions.
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WASTE MANAGEMENT WASTE MANAGEMENT WASTE MANAGEMENT WASTE MANAGEMENT Disposing of waste into landfill where the material breaks down in an anaerobic environment results in the production of methane gas (CH4). Methane has 21 times the impact on global warming compared to CO2. Reducing how much material is disposed of can have a substantial
impact on your school’s green house gas emissions. Reduce/Re-use/Recycle
• Print to smaller margins and use both sides of paper • Purchase products that will last longer • Print only when necessary • Make sure old fluorescent tubes are recycled for their mercury content
• Recycle old computers and whitegoods • Recycle paper and card • Recycle print cartridges
Conduct a survey to find out how much waste is being sent to landfill each year from school, and what is being recycled. Discuss what can be done at your school to reduce the amount of waste sent to landfill. For a range of ideas and resources visit the Keep Australia Beautiful web-
site http://www.kab.org.au/nt/default.asp and follow the link to ‘Re-Thinking Waste-in-Schools Challenge’. Consider setting up a compost and student garden, and/or worm farm. These systems do
require constant attention so should only be considered if support for upkeep can be maintained. For some guidelines on setting up a compost or worm farm at a school check out http://www.knox.vic.gov.au/Files/A_school_Compost_Heap_or_Worm_Farm.pdf or the
Department of Environment and Conservation (NSW) guides available at http://recyclingnearyou.com.au/compost.cfm?cid=DarwinNT
Estimating emissions from waste sent to landfill The following formulas can be used to calculate your schools emissions from waste disposal to landfill. GHG Emissions (t COGHG Emissions (t COGHG Emissions (t COGHG Emissions (t CO2222----e) = Qt x e) = Qt x e) = Qt x e) = Qt x EF (EF (EF (EF (where Qt is the quantity of solid waste expressed as tones, and EF is the emissions factor from table 1 below)
Table 1 Waste TypesWaste TypesWaste TypesWaste Types Emission FacEmission FacEmission FacEmission Factortortortor
Paper and paper board 2.5
Textiles 1.5
Textile synthetics 0
Wood and straw 2.7
Garden and park 1.3
Food 0.9
CoCoCoCo----mingledmingledmingledmingled 0.90.90.90.9
Concrete/metal/plastics/glass 0
Source: Adapted from Table 20 Waste Mix Methane Conversion Factors, National Greenhouse Accounts (NGA) Factors, January 2008, Australian Government Department of Climate Change.
If only the volume of material is known, (e.g. the number of full skips removed over the year)
then the volume to weight conversion factors from table 2 can be used. Table 2 Material TypeMaterial TypeMaterial TypeMaterial Type Volume to weightVolume to weightVolume to weightVolume to weight
Paper 0.09
Textiles 0.14
Wood 0.15
Garden 0.24
Food 0.50
CoCoCoCo----mingledmingledmingledmingled 0.120.120.120.12
Source: Table 28 Municipal solid waste volume to weight conversion factors, National Greenhouse Accounts (NGA) Factors, January 2008, Australian Government Department of Climate Change.
If the proportion of waste types sent to landfill is unknown then the emissions can be calculated based on a broad waste stream emission factor of 1.11.11.11.11111 tonne CO2-e /tonne of waste.
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Example 1: Calculation of emissions generated from solid waste where quantity of waste type known. A school disposed of 100 tonnes of solid waste to the local landfill, which comprised of 40 Tonnes of food waste, 20 tonnes of paper, 10 tonnes of plant matter, and 30 tonnes of concrete/metal/plastic/glass. GHG emissions = Qt x Emissions Factor from table 1 = (40t x 0.9) + (20t x 2.5) + (10t x 1.3) + (30t x 0) = 99 tCO2-e
----------------------------------------------------------------------------------------------------------- Example 2: Calculation of emissions generated from solid waste where proportion of waste types unknown. A school disposed of 100 tonnes of solid waste to the local landfill comprising a mix of waste products. GHG emissions = Qt x 1.11 tonne CO2-e = 100t x 1.11 = 111 tCO2-e
----------------------------------------------------------------------------------------------------------- Example 3: Calculation of emissions generated from solid waste where only the volume of waste disposed known. A school had 100 full skips with a volume of 8.5m3 of mixed waste in unknown proportion removed and sent to landfill in a year. GHG emissions = Volume of waste in m3 x conversion factor from table 2 x 1.11 tCO2-e = 850m3 x 0.12 x 1.11 tonne CO2-e = 113 tCO2-e
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IMPLEMENTING CHANGEIMPLEMENTING CHANGEIMPLEMENTING CHANGEIMPLEMENTING CHANGE
An energy audit by itself will not lead to energy savings at your school, it is a first step. To
successfully achieve the savings you have identified you must follow through with effective strategies to change the way things are done, obtain funding if necessary, and maintain the savings into the future.
COMMUNICATE COMMUNICATE COMMUNICATE COMMUNICATE
• Present the findings to the school Principal and Council. It is essential for any effective change that you have the support of the people who can direct the whole school community to take action. Initiatives require the cooperation of teachers, cleaners, maintenance personnel and administration staff. An example of a report to school
management is shown in the appendix. • Use staff meetings, school assemblies, and surveys to inform and get feedback. Energy
saving initiatives should not be implemented without regard for impacts on staff morale,
productivity, and health and safety issues. Discussing the energy efficiency measures will help to identify any negative consequences or additional savings opportunities you may not have considered.
• Organize experts to come in and discuss staff concerns or to provide motivation. Contact
the Infrastructure Sustainability Unit to assist with this. • Use posters, myths and fact sheets. Visual reminders on energy saving behavioural
changes help to change habits and inform new and the casual staff of the preferred
operating practices. • Make energy use a regular part of the school’s newsletter. Include graphs to compare
energy performance with the same period in previous years.
ACTACTACTACT • Use classroom monitors to turn off lights and appliances or to check school wide
participation. • Use reward programs.
• Remind staff with announcements over pa. Regular reminders at breaks, end of day and end of terms to shut down appliances will help to ensure savings opportunities are maximized.
• Develop shutdown checklists. See appendix for example. • Obtain funding. Follow the links to Grants and Competitions Section of the Sustainable
Schools espace course. • Develop energy action plan. An action plan should identify what, when, how and who is
responsible for the energy efficiency measures identified. See appendix for example. MONITOR AND REPORTMONITOR AND REPORTMONITOR AND REPORTMONITOR AND REPORT
• School energy use can rapidly go out of control due to equipment malfunctions or manual
over ride switches being left on, over-riding air conditioning time clocks. Ensure the school’s energy use is regularly checked – both:
o in person by regular inspections after hours (especially during the holidays) to identify equipment operating that shouldn’t be, and
o By reviewing graphs of the school’s energy use over time, for example through using the Schools Environmental Tracking System (SETS).
• Use graphics of the school’s energy use and greenhouse gas emissions (such as those available in SETS) often in communications with students, staff and the school community to build an energy saving culture within the school.
For For For For furtherfurtherfurtherfurther information on implementing a whole school approach information on implementing a whole school approach information on implementing a whole school approach information on implementing a whole school approach,,,, visit the Sustainable Schools visit the Sustainable Schools visit the Sustainable Schools visit the Sustainable Schools espace course at espace course at espace course at espace course at http://espace.ntschool.nethttp://espace.ntschool.nethttp://espace.ntschool.nethttp://espace.ntschool.net
47
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RESOURCES RESOURCES RESOURCES RESOURCES USEFUL WEBSITE LINKS
http://espace.ntschools.net Both the Sustainable Schools and Schools Energy Blitz espaces have resources, information, student work, and communication forums for sharing teacher experiences.
www.coolmob.org Local NT community organization which provide information on climate change and sustainability issues. Site contains links to home auditing tools for adults and kids, booklets on green house friendly habits and hardware, and a data base system to track
household emissions from transport and electricity. www.nt.gov.au/infrastructure/bss/index.shtml Building Sustainability Services web-site includes link to school energy action checklist, and procedure for setting up an energy
management program.
http://www.environorth.org.au/ Interactive web-site providing resources and curriculum support materials for learning about sustaining Australia’s tropical savannas.
http://www.carbonetix.com.au/ School Energy Tracking System (SETS)
www.greenhouse.gov.au The Australian Governments information portal for greenhouse issues. The site has links to information on climate change science – fact sheets, frequently asked questions, and on-line word-puzzles. A home guide to reducing energy costs and green
house gases ‘Global Warming – Cool It’ can also be downloaded from site. www.energyrating.gov.au/ Energy efficient products and operating tips for household appliances
www.yourhome.gov.au/ ‘Your Home Technical Manual’ provides information on passive solar house design principles, efficient water use, materials use, energy use, and site impacts of
building. Information is provided for all Australian states and territories – excellent resource! http://www.powerwater.com.au/powerwater/community/education.html Education section of Power and Water web-site. Resources include downloadable posters and fact sheets as well as
electrical safety information. www.howstuffworks.com follow link to > home and garden, then >home appliances. This site provides simple explanations and diagrams on how fluorescent lamps, refrigerators, heat
pumps, microwave ovens, air-conditioners, etc, work. www.energysmart.com.au/sedatoolbox/esmo.asp Energy smart toolbox produced by NSW
and WA Governments. Includes energy saving manual, energy management guide, and useful calculators. www.worldwatch.org/taxonomy/term/44 The ‘Good Stuff Guide’ provides information, facts
and tips on the environmental impact of household goods. www.energystar.gov Joint program of the US Environmental Protection Agency and the US
department of Energy establishing strict energy efficiency guidelines. Links to list of energy star products. www.travelsmart.gov.au This site provides links to a teacher resource kit for junior, middle
and upper primary, a downloadable chatterbox on smart ways to get to school, and a link to a guide for teachers and parents on walking school buses. www.energy.com.au/energy/ea.nsf/Content/Kids+Home This Australian energy supplier site
has information on energy and electrical safety for students and teachers, includes lesson plans and on-line safety game.
48
RE
SO
UR
CE
S
www.worldofenergy.com.au WA energy and environmental education centre web-site. On-line resources at this site include: ‘Energy saving kit for schools’. This kit is aimed at school energy managers and provides
information on establishing an energy management policy. ‘Saving energy, money and CO2’. This is a science and technology teaching resource for primary and secondary schools.
‘Shock proof!’. Electrical safety kit for high school students, ‘Watchit and play safe’. Electrical safety comic book for primary school students. www.energyquest.ca.gov/projects/index.html#saving Instructions on student science projects
on energy, provided by California Energy Commission. www.ergon.com.au/energyed/default.asp Australian energy supplier site which contains
information for students and teachers on energy, includes activities and quizzes for years 1-10. Example student activities: make a solar water heater and simple electric motor. www.ase.org/educators/ Alliance to Save Energy web-site, contains a large number of lesson
plans for all student levels. www.eere.energy.gov/kids/ & www1.eere.energy.gov/education/ Energy Efficiency and Renewable Energy web-sites for the US Department of Energy. Sites includes fact sheets,
games, activities, science projects and lesson plans. http://rise.org.au/ Research Institute for Sustainable Energy site provides educational
information on energy issues suitable for secondary students. www.abc.net.au/science/planetslayer Fun game for students on individual’s greenhouse footprint.
www.caddett.org Information on commercial energy saving and renewable energy technologies
www.agso.gov.au/renewable/ Map of operating renewable energy generators in Australia. www.kab.org.au/nt/default.asp Keep Australia Beautiful NT web-site. ‘Re-Thinking Waste-in-
Schools Challenge’. http://recyclingnearyou.com.au/ Planet Ark’s site for ideas on reducing waste.
http://www.knox.vic.gov.au/Files/A_school_Compost_Heap_or_Worm_Farm.pdf Guidelines on setting up a compost or worm farm at a school.
http://recyclingnearyou.com.au/compost.cfm?cid=DarwinNT www.fuelguide.gov.au Provides information on the fuel efficiency of new and used cars.
www.greenvehicleguide.gov.au Provides ratings on the environmental performance of new vehicles sold in Australia. Shows how vehicles compare on greenhouse and air pollution emissions.
49 R
ES
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CONTACTSCONTACTSCONTACTSCONTACTS ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Infrastructure Sustainability Unit Department of Planning and Infrastructure PH 08 8924 7247
FAX 08 89247947 http://www.nt.gov.au/buildingsustainability Email: [email protected]
Equipment loans School plans Technology assistance
Expert talks Seven-day timers,
_____________________________________________________________ Infrastructure Services
Department of Employment, Education and Training PH 08 8901 4957 FAX 08 8901 4976
http://staff.deet.nt.gov.au/ Email: [email protected]
Planning, implementing and supporting infrastructure projects in schools, training and
skills centres. (Major capital works, minor new works, repairs and maintenance, projects, and energy management.
_______________________________________________________________ COOLmob
PH 08 8981 2532 FAX 08 8941 0387 http://www.coolmob.org/
Email: [email protected]
Sustainable household information and energy saving tips COOLmob Greenhouse Friendly Habits and Hardware booklets
Home Audit registration, and, Do it yourself home audit tools on the COOLmob web site Climate project talks
______________________________________________________________ Department of Employment, Education and Training - Environmental Education for Sustainability PH 08 8999 3712
FAX 08 8999 4270 http://www.environorth.org.au/ Email: [email protected]
Coordinates with agencies, departments on projects, grants, resources that support a whole school action based approach.
Works with school facilitators, school leadership, committee/team to plan for a whole
school approach o Developing a school sustainability action plan o Embedding education for sustainability into a whole school curriculum plan o Team/individual planning of integrated units
o Resource support ________________________________________________________________ Power and Water
PH 1800 245 092 http://www.powerwater.com.au/ Email: [email protected]
For assistance obtaining records of energy consumption data for your school Expert talks on power generation (subject to availablity)
50
Common SymbolsCommon SymbolsCommon SymbolsCommon Symbols
• Kilo (k) = 1,000 • Mega (M) = 1,000,000
• Giga (G) = 1,000,000,000 • Tera (T) = 1,000,000,000,000
• Peta (P) = 1,000,000,000,000,000 • Exa (E) = 1,000,000,000,000,000,000
• Joules, (J) • Mega Joule , (MJ) = 1,000,000 Joules
• Watts, (W)
• Kilo Watt hour, (kWh) • 1kWh = 3.6MJ
• CO2 -e , Carbon dioxide equivalent
EEEEnergy nergy nergy nergy Conversion FConversion FConversion FConversion Factorsactorsactorsactors
Energy Form
Unit of Measure
Average Energy
Content
Full Fuel Cycle Emissions (kg of CO2 equiv)
Grid Electricity kWh 3.6MJ/kWh 0.79/kWh 0.219/MJ
Liquified Petroleum Gas
(LPG) Stationary
(Cooking) kg 46.5MJ/kg 3.07/kg 0.0660/MJ
Automotive Diesel Ltrs 38.6MJ/Ltr 2.9/Ltr 0.0752/MJ
Unleaded Petrol Ltrs 34.2MJ/Ltr 2.5/Ltr 0.0723/MJ
LPG (Automotive) Ltrs 26.2MJ/Ltr 1.7/Ltr 0.0655/MJ
Source: Australian Government Department of Climate Change National Greenhouse Accounts (NGA) Factors workbook (Jan, 2008)
51
SOME USEFUL DEFINITIONS
JOULES • Unit of measure for energy.
WATT
• Unit of measure for power. It is a measure of energy used or generated at a point in time. 1 Kilowatt (kW) = 1000 Watts = 1000 Joules/second.
ENERGY
• The ability of something to do work. The energy converted at a given time = Watts x time in seconds. The kWh is an alternative measure of energy and what is used by electricity companies to charge for our energy use. 1 kWh = 1000 W x 1 hour (or 3600 seconds) = 3,600,000 J = 3.6MJ.
POWER
• The rate at which energy is transformed from one form to another, rate of doing work. Power is measured in Joules per second (J/s) or Watts (W).
VOLTAGE
• The force that drives electrons around a circuit. It is also known as the potential difference as it represents the energy drop through which an electron falls as it passes around a circuit. The unit of measure is the Volt (V).
RESISTANCE
• The difficulty with which electrons move through a conductor. The unit of measure is the ohm (Ω).
CURRENT
• The rate at which electrons flow in a circuit. The unit of measure is the Ampere, Amps (A). 1 Amp = 1 coulomb of charge per second. Since 1 electron charge is equal to 1.6021 x 10-19 Coulombs then 1 amp is 6.24 x1018 electrons flowing past a point per second.
HORSEPOWER (HP)
• Unit of power used in British engineering systems. 1 HP = 746 Watts CARBON DIOXIDE EQUIVELENT (CO2-e)
• The carbon dioxide equivelent is an international measure for gasses which have an impact on the green house effect as compared to carbon dioxide. For example methane has 21 times the impact and nitrous oxide, 310 times, the impact on global warming compared to carbon dioxide.
The capacity of a power station is often expressed in millions or billions of watts. This is a measure of the rate at which it
converts fuel (energy) into electricity.
Example: A 1 GW (gigawatt) power plant can convert 109 Joules
per second (109W)
52
APPENDIXAPPENDIXAPPENDIXAPPENDIX
REPORT TO SCHOOL PRINCIPAL/COUNCILREPORT TO SCHOOL PRINCIPAL/COUNCILREPORT TO SCHOOL PRINCIPAL/COUNCILREPORT TO SCHOOL PRINCIPAL/COUNCIL
Results of __________ School Energy Analysis and SResults of __________ School Energy Analysis and SResults of __________ School Energy Analysis and SResults of __________ School Energy Analysis and Savings Potentialsavings Potentialsavings Potentialsavings Potentials
ParticipantsParticipantsParticipantsParticipants ____________________________________________________________________________________________
DateDateDateDate ____________________________________________________________________________________________
IntoductionIntoductionIntoductionIntoduction
Current Energy UseCurrent Energy UseCurrent Energy UseCurrent Energy Use
ENERGY ANNUAL
CONSUMPTION ANNUAL COST
ANNUAL GREENHOUSE
EMISSIONS
Electricity 500,000 kWh/yr $86,500 / yr 358 Tonne
Diesel 4,000 ltr/yr $5,600 /yr 12 Tonne
ANNUAL ELECTRICAL ENERGY CONSUMPTION
COLD WATER10,000 kWh
$1,7302%
SMALL APPLIANCES10,000 kWh
$1,7302%
HOT WATER10,000 kWh
$1,7302%
REFRIGERATION15,000 kWh
$2,5953%
COOLING325,000 kWh
$56,22565%
OTHER30,000 kWh
$5,1906%
LIGHTING100,000 kWh
$17,30020%
(Give brief description of ‘Other’ use)
ANNUAL TRANSPORT FUEL CONSUMPTION
Tractor700 L$98018%
Bus
1,500 L$2,10038%
Maintenance Vehicle1,800 L$2,52044%
53
Recommended Energy Efficiency ActionsRecommended Energy Efficiency ActionsRecommended Energy Efficiency ActionsRecommended Energy Efficiency Actions
Recommendations Estimated Savings Estimated
Pay-back
period
kWh/yr $/yr kg CO2/yr Yrs
Lighting
1. 2. 3.
Small Appliances
1. 2. 3.
Hot Water Systems
1. 2. 3.
Cold Water Dispensers
1. 2. 3.
Refrigeration
1. 2. 3.
Air-Conditioning
1. 2. 3.
54
END OF TERM SHUT DOWN CHECK LIST
END OF TERM SHUT DOWN CHECK LIST
END OF TERM SHUT DOWN CHECK LIST
END OF TERM SHUT DOWN CHECK LIST
ACTION
ACTION
ACTION
ACTION
WHO
WHO
WHO
WHO
TURN OFF THE FOLLOWING APPLIANCES AT THE
TURN OFF THE FOLLOWING APPLIANCES AT THE
TURN OFF THE FOLLOWING APPLIANCES AT THE
TURN OFF THE FOLLOWING APPLIANCES AT THE POWER POINT:
POWER POINT:
POWER POINT:
POWER POINT:
COMPUTERS
PRINTERS & SCANNERS
PHOTOCOPIERS
TV’S, VCR’S, DVD PLAYERS
SMALL ROOM AIR-CONDITIONERS
STEREOS
PROJECTORS
ELECTRONIC DISPLAY SCREENS
BATTERY CHARGERS
MICROWAVES
All these appliances use stand-by power even when turned off at the on/off switch on the appliance.
Ensure computers are shut down using the operating system prior to turning off at power point.
Some small air-conditioners may need to be turned off at the circuit board, refer these units to maintenance personnel.
Teachers
Students
Administration staff
Maintenance personnel
Canteen staff
TURN OFF REFRIGERATORS AND LEAVE DOORS FULLY OPEN. IF SOME OF THE CONTENTS MUST REMAIN AT THE SCHOOL,
TURN OFF REFRIGERATORS AND LEAVE DOORS FULLY OPEN. IF SOME OF THE CONTENTS MUST REMAIN AT THE SCHOOL,
TURN OFF REFRIGERATORS AND LEAVE DOORS FULLY OPEN. IF SOME OF THE CONTENTS MUST REMAIN AT THE SCHOOL,
TURN OFF REFRIGERATORS AND LEAVE DOORS FULLY OPEN. IF SOME OF THE CONTENTS MUST REMAIN AT THE SCHOOL,
CONSOLIDATE INTO A SMALLER NUMBER OF UNITS AND TURN OFF THOSE NOT REQUIRED.
CONSOLIDATE INTO A SMALLER NUMBER OF UNITS AND TURN OFF THOSE NOT REQUIRED.
CONSOLIDATE INTO A SMALLER NUMBER OF UNITS AND TURN OFF THOSE NOT REQUIRED.
CONSOLIDATE INTO A SMALLER NUMBER OF UNITS AND TURN OFF THOSE NOT REQUIRED.
Leaving doors fully open prevents seals from becoming deform
ed, which can occur when only partially depressed, and provides
ventilation to stop mould growth.
Turn off lights in display fridges.
Teachers
Canteen staff
TURN OFF ELECTRIC HOT WATER SYSTEMS
TURN OFF ELECTRIC HOT WATER SYSTEMS
TURN OFF ELECTRIC HOT WATER SYSTEMS
TURN OFF ELECTRIC HOT WATER SYSTEMS
Ensure systems are turned back on at least an hour before use to kill any bacteria, which may be present.
Maintenance personnel
Electricians (if local on/off switch not available
and access to switch board restricted)
TURN OFF HOT WATER URNS
TURN OFF HOT WATER URNS
TURN OFF HOT WATER URNS
TURN OFF HOT WATER URNS
If only a small number of staff will be using the facilities over the break, an electric kettle would be more economical to use.
Teachers
Administration Staff
Canteen Staff
Cleaners
TURN OFF PA SYSTEM
TURN OFF PA SYSTEM
TURN OFF PA SYSTEM
TURN OFF PA SYSTEM
Resetting of some timers may be required at start-up
Administration Staff
IDENTIFY COMPUTER SERVERS THAT DO NOT NEED TO BE ON OVER SCHOOL BREAK AND SHUT DOWN
IDENTIFY COMPUTER SERVERS THAT DO NOT NEED TO BE ON OVER SCHOOL BREAK AND SHUT DOWN
IDENTIFY COMPUTER SERVERS THAT DO NOT NEED TO BE ON OVER SCHOOL BREAK AND SHUT DOWN
IDENTIFY COMPUTER SERVERS THAT DO NOT NEED TO BE ON OVER SCHOOL BREAK AND SHUT DOWN
IT Staff
SHUT DOWN EXHAUST FANS
SHUT DOWN EXHAUST FANS
SHUT DOWN EXHAUST FANS
SHUT DOWN EXHAUST FANS
Maintenance Personnel
CHECK AIR
CHECK AIR
CHECK AIR
CHECK AIR- ---CONDITIONER TIMER SETTINGS ARE PROGRAMMED CORRECTLY OR TURN OFF AT CIRCUIT BOARD
CONDITIONER TIMER SETTINGS ARE PROGRAMMED CORRECTLY OR TURN OFF AT CIRCUIT BOARD
CONDITIONER TIMER SETTINGS ARE PROGRAMMED CORRECTLY OR TURN OFF AT CIRCUIT BOARD
CONDITIONER TIMER SETTINGS ARE PROGRAMMED CORRECTLY OR TURN OFF AT CIRCUIT BOARD
It is common for air-conditioning timer controls to have the holiday periods incorrectly programmed during maintenance through the
year.
Maintenance Personnel
AC Contractors
TURN OFF AIR COMPRESSORS
TURN OFF AIR COMPRESSORS
TURN OFF AIR COMPRESSORS
TURN OFF AIR COMPRESSORS
Maintenance Personnel
55
ENERGY SAVING ACTION PLAN
ENERGY SAVING ACTION PLAN
ENERGY SAVING ACTION PLAN
ENERGY SAVING ACTION PLAN
OBJECTIVE
OBJECTIVE
OBJECTIVE
OBJECTIVE
STRATEGY
STRATEGY
STRATEGY
STRATEGY
PEPEPEPERSONNEL
RSONNEL
RSONNEL
RSONNEL
RESPONSIBLE
RESPONSIBLE
RESPONSIBLE
RESPONSIBLE
PROGRESS
PROGRESS
PROGRESS
PROGRESS
Dis
play
‘app
lianc
e sw
itch
off’
chec
klis
ts fo
r re
cess
, lun
ch a
nd a
t the
end
of d
ay in
eac
h cl
assr
oom
Dev
elop
and
impl
emen
t an
end
of te
rm ‘s
witc
h of
f’ ch
eckl
ist
Act
ivat
e po
wer
sav
e m
ode
on p
hoto
copi
ers
and
inst
al 7
-day
tim
ers
Act
ivat
e en
ergy
sta
r fu
nctio
n on
all
com
pute
rs
Tur
n of
f PA
sys
tem
at e
nd o
f eac
h da
y
Red
uce
smal
l app
lianc
e en
ergy
use
Est
ablis
h en
ergy
effi
cien
cy p
olic
y fo
r ap
plia
nce
proc
urem
ent
Sch
ool w
ide
prom
otio
n of
sav
ings
ach
ieve
d by
turn
ing
off l
ight
s w
hen
leav
ing
a ro
om fo
r m
ore
than
10
min
utes
App
oint
cla
ss e
nerg
y m
onito
rs to
turn
off
light
s
D
e-la
mp
over
lit a
reas
as
per
light
ing
audi
t
P
urch
ase
and
tria
l a d
esk-
lam
p fo
r te
ache
rs u
se a
fter
hour
s
O
btai
n qu
otes
on
ener
gy e
ffici
ent l
ight
ing
upgr
ades
In
vest
igat
e fu
ndin
g op
port
uniti
es fo
r lig
htin
g up
grad
es
Red
uce
light
ing
ener
gy u
se
Est
ablis
h en
ergy
effi
cien
cy p
olic
y fo
r lig
htin
g pr
ocur
emen
t
In
stal
l 7-d
ay ti
mer
s on
all
hot w
ater
urn
s
Puc
hase
ket
tle fo
r sc
hool
hol
iday
use
T
urn
dow
n te
mpe
ratu
re s
ettin
g of
ele
ctric
hot
wat
er s
tora
ge s
yste
ms
Red
uce
Hot
& C
old
wat
er
ener
gy u
se
Obt
ain
quot
es to
hav
e tim
ers
inta
lled
on e
lect
ric h
ot w
ater
sto
rage
sys
tem
s
C
onso
lidat
e co
nten
ts o
f ref
riger
ator
s an
d re
mov
e un
nece
ssar
y un
its
Rep
lace
dam
aged
sea
ls
Adj
ust t
empe
ratu
re s
ettin
gs o
n re
frig
erat
ors
Red
uce
refr
iger
atio
n en
ergy
use
Est
ablis
h en
ergy
effi
cien
cy p
olic
y fo
r re
frig
erat
ion
proc
urem
ent
Est
ablis
h a
proc
edur
e to
reg
ular
ly c
heck
that
all
publ
ic h
olid
ays
and
scho
ol h
olid
ays
are
prog
ram
ed c
orre
ctly
Adj
ust s
tart
-sto
p tim
es o
f ac
units
Red
uce
air-
cond
ition
er
ener
gy u
se
Pro
mot
e sa
ving
s ac
hiev
ed b
y no
t usi
ng la
rge
ac s
yste
ms
afte
r ho
urs,
tria
l flo
or fa
ns
Mai
ntai
n an
d in
crea
se
ener
gy e
ffici
ency
im
prov
emen
ts a
t sch
ool
Est
ablis
h en
ergy
man
agem
ent p
olic
y
Adapted from Infrastructure Sustainability Unit, ‘School Energy Action Checklist’, Department of Planning and Infrustructure, www.nt.gov.au/buildingsustainability
56
Woodroffe PrimaryWoodroffe PrimaryWoodroffe PrimaryWoodroffe Primary ---- Sc Sc Sc School Energy Blitz hool Energy Blitz hool Energy Blitz hool Energy Blitz Teacher’s Work GuideTeacher’s Work GuideTeacher’s Work GuideTeacher’s Work Guide
Unit Title We are the World, We are the Future.
An EnergyBlitz Story at Woodroffe Primary School
Duration- 10 weeks
Learner Context
Stage of schooling Year 6 and 7 (Students generally working in Band 3 and 4)
This unit of work was designed for 2 senior classes, a Year 7 and 6/7. It followed a unit of work which focused on the role of individuals and groups in society, investigating outcomes chosen from Civics, Governance and Social Justice.
• In light of the current environmental issues which are of global concern, this unit of work has been chosen to develop awareness and understandings of these issues. Their learning will begin at a global level as students investigate climate change then extend to a local level as students investigate energy use within the school and their own homes and community. Students will further their understandings about the role they can play as current and future citizens of the world by developing positive thoughts and actions in relation to national and local issues. It gives students the opportunity to investigate energy use and climate change with the relationship to the greenhouse effect.
Description
• This integrated unit of work will study and consider the consequences of human activities upon the environment and develop the understandings of how we can take positive steps towards building a sustainable lifestyle and balanced approach to living within the environment. They will study global warming and investigate the impact that human interaction has on the environment. Students will also consider more localised environmental issues and what role they can play to promote sustainability by undertaking an energy survey at the school and home level. Students will play a role in taking a positive approach in how they can impact and help work to better the environment through problem solving and recommendations for conserving energy in their school. ‘The optimism of action is better than the pessimism of thought.’
• Exit Outcome – Constructive Learner 4. Collaborative Learner 1. Learning technology R2 and P3
• Cross curricula areas – SOSE (Environments) Science (Working Scientifically) English (Writing, Listening and Speaking)
Culminating Task/s
• Individually students will form opinion about and an appreciation of climate change. They will reflect their understanding through the written genre Explanation – ‘What is Global Warming?’
• In groups students will investigate the school’s energy use by auditing the school’s electrical use. Students will work scientifically to plan, investigate, evaluate, and then act responsibly on their findings. This will be reported to the whole class as a formal presentation using PowerPoint and MS Excel graphs.
• Students will provide a brief overview of Global Warming and present findings to whole school at an assembly on World Environment Day.
• The findings and recommendations of each individual group will be culminated into a presentation for the School Principal, relevant school staff and a CoolMob expert. These recommendations will be used to formulate a School Action Plan for Environmental Sustainability.
• The final culminating task to demonstrate the impact of students’ individual learning will be to write a persuasive Letter to the Prime Minister of Australia expressing their wishes and dreams for an environmentally sustainable future. (This was part of a NASA competition where then the winning entry from each State/Territory would be flown into space, then hand delivered to the Prime Minister by the Astronauts and student author. (Year 7 task)
57
Exit Outcomes
EsseNTial Learnings and Learning Technology
Indicators Assessment
Constructive learner 4
Identifies environmental and social issues within the local and global community and takes steps to promote change.
Band 3
Participate in efforts to improve facilities and activities in the local environment. Collaborate and discuss a range of global environmental issues. Question and challenge bias.
Band 4
Identify and demonstrate an understanding of the impact of global warming Consider the pros and cons of environmental impact on a community. Identify own skills and knowledge and how this can contribute to the solving of an issue. Commit to continued involvement in their local community.
• How will evidence of student learning be collected and documented?
• What tools are being used to enable judgements about the students’ progress?
Oral discussions to reflect opinions, ideas and current understandings
Written explanation on relevant topic “What is Global Warming?”
Written persuasive text in the form of a letter to Prime Minister of Australia.
Collaborative Learner 1 Listens attentively and considers the contributions and viewpoints of others when sharing own ideas and opinions.
Band 3
Consider others input and respond constructively to alternative ideas/viewpoints Clarify meaning by rephrasing or summarising others ideas Express own ideas/opinions without dominating discussions
Band 4
Set aside own point of view to consider others speakers intent and meaning Respect opinions of others when presenting own ideas Ask pertinent questions to establish own meanings and breath of thought Clarify, reflect on and share ideas and propositions Express ideas and opinions in a way that is sensitive to the feelings and ideas of others Show awareness of points of view that differ from own Make a concerted effort to consider alternative views
Students to work effectively in collaborative groups to collate information and present to other groups in the 2 classes.
Small group reflection sessions to evaluate where students are at. Concerns and issues discussed.
Students to be given opportunities to reflect personal viewpoints in whole and small group class settings.
Learning Technology R2
Learners critically evaluate, scan and select relevant information from electronic sources
Band 3 and 4
Compare and use various electronic and non electronic sources of information to research global warming and it’s effects. Select sites aimed at appropriate level for own learning and needs. Determine the purpose of websites for bias and agenda, detecting obvious viewpoints, before selecting relevant information.
Discussions regarding the relevance of particular websites, reliability of information and source- sharing of effective websites.
Selection of reliable and well researched factual information in findings.
Learning Technology P3
Learners competently use a range of software that creatively enhances presentation, performance or communication of information
Band 3 and 4
Create a spreadsheet to collate information regarding the school’s energy use, including a spreadsheet for simple calculations and graphs Select a combination of multi media tools to creatively produce findings of team work project. Produce a PowerPoint presentation to communicate investigations and recommendations to relevant school audiences. Investigate and create a graph reflecting countries by carbon dioxide emissions per capita.
Students to work collaboratively to create charts and graphs using Excel which effectively collate and communicate information regarding school’s energy use.
Produce a PowerPoint presentation to communicate to school audiences.
Create an electronic diagram using Inspiration to help explain global warming
Create a brochure using Publisher to inform their family members about global warming, summary of their household’s energy use,
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Enabling Outcomes
Learning Areas
Indicators Assessment
SOSE Strand: Environments
Environmental Awareness and Care
3.2 Report on how organisations promote environmental monitoring and protection.
Evaluate the impact of humankind including technological advancements, which may have negative and positive effects on the global and local environment.
Research and write an explanation of “What is Global Warming?’ to include an explanation of global warming, list the effects, globally and locally, make recommendations about how individuals can help solve the problem.
Environmental Awareness and Care
4.2 Identify the perspective of key stakeholders in issues arising from current resources and land use.
Examine and analyse the effects of global warming from the perspectives of the various stakeholders. Consider the environmental, social and economic impacts of climate change and global warming.
Develop viewpoints of relevant stakeholders to global warming e.g. the Prime Minister, farmer, household consumers, factory workers/owners, car owners, etc Develop recommendations for action at an individual, school, community, national and global level.
Science Strand: Working Scientifically
Investigating 3.2 and 4.2 Collect and record information and draw conclusions as accurately as resources allow.
Select and accurately use appropriate measuring instruments or research tools and strategies to record school’s energy use. Use simple calculations to analyse results. Make inferences and review their ideas in light of their results.
In groups create a plan to investigate school’s energy use, record and evaluate findings to present to key school stakeholders.
English – Writing
Texts and Contexts 3.1 and 4.1
Compose a range of cohesive texts that include familiar and new topics and ideas; adapt writing to take account of audience, purpose and context.
Compose a written explanation with an introductory statement/ description and relevant logically information logically sequenced. Create a brochure explaining Global warming to family members and reporting findings of own household’s energy use.
• Research and write an explanation of “What is Global Warming?’ to include an explanation of global warming, list the effects, globally and locally, make recommendations about how individuals can help solve the problem.
English – Listening and Speaking
Texts and Contexts 3.1and 4.1 Interact confidently with others about familiar ideas, events, information in a variety of situations; consider aspects of context, purpose and audience when speaking and listening.
Produce and perform formal oral presentations about:
• Global warming to whole school assembly
• Research and findings to class members
• Collated findings and recommendations to school staff and Principal.
• What students had learnt from this unit of work to peers from other year 6/7 classes.
• Present recommendations to family household – how to reduce energy use in their own home.
• Presentation of clearly communicated information to relevant audiences.
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Teaching/Learning Sequence
Explicit teaching strategies Assessment Opportunities
• Identifying global environmental issues.
• Use ideas in book ‘Prayer for the twenty-first century’ by John Marsden to reflect our own desires. What are your wishes for our world? Create a piece of positive art work and construct our own prayer/ desires poem. (individual and then share as a group)
• K.W.L. chart to assess student’s current understandings. (whole class/group)
• Identify current environmental issues in newspapers and TTN program.
• Students write a new poem/prayer for the earth.
• Revisit poem from beginning of unit. Students make a comparison to see how their perceptions have changed.
• Artwork piece
• Individual poem collated into anthology of poems.
• Construct a chart.
• Question/ answer session.
• A self-reflection to see if students have developed a deeper understanding of environmental issues.
• Develop understanding and appreciation of the concept of global warming.
• View and discuss relevant documentary of global warming.
• Investigate and research websites related to global warming.
• Read Classmate edition of ‘Climate Change’ – discuss, review
• View relevant section of ‘An Inconvenient Truth’ discuss viewpoints.
• Visit from Coolmob officer (Thea Bray) to provide session on climate change.
• Revisit and review writing strategies and language features of the explanation genre.
• View and discuss information from “Environment and Us” and “Caring for the Environment” (picture stimulus and book package)
• Create an experiment to demonstrate global warming (collect 2 clear plastic bottles)
• Write an explanation ‘What is global
warming? Draw a diagram.
• Discussion on documentary.
• Complete reading comprehension black line masters in book.
• Write a scientific procedure.
• Develop an ongoing/underlying concept of what does sustainability mean.
• ‘Lights Out” experiment to evaluate the schools use of lighting and to take an action to reduce the impact of global warming.
• To be discussed as part of library lessons, as well as in class sessions.
• Ongoing activities underlying the individual unit topics
• Present results at assembly on World Environment Day 5th June.
• Assessment as per individual class teacher requirements.
• Participate in an audit of the school’s energy use.(performed by Year 7 class)
• In groups, students to choose an area of the school to audit:
• Create a chart using Excel to record and investigate energy users.
• Invite Coolmob expert Claire Pries into class to assist students in their investigations of the school audit and offer expertise advice in regard to possible recommendations.
• Interview staff and students about energy use across learning and school administration areas.
• Research hours of use, energy consumption rates and predict contribution to school’s electrical use.
• Present finds to class members, then collate summarised investigations to whole school and relevant school leaders.
• (Year 6/7) A group research and create signage for each classroom related to
• Completion of school’s energy audit.
• Create a PowerPoint presentation of results, including key recommendations to obtain energy use savings.
• Create signs.
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saving energy. “Close the door when the aircon is on. Turn off the lights when leaving the room.”
• Participate in a home energy audit (Year 7 class task)
• As a homework task students were required to audit their own homes energy use using the CoolMob Home Audit Checklist. (Also Year 6/7 task)
• Use Coolmob brochures to research average households energy use rate , amount of greenhouse gas emissions and calculate costs.
• Make recommendations about rate of energy consumption about individual items and behaviours of family members which influenced energy use.
• Create a brochure using Publisher to inform their family members about global warming, summary of their household’s energy use, contribution to greenhouse gas emissions and recommendations for their home to reduce their energy use.
• Completion of home audit
• Home audit information collated and average of household usage worked out. (Year 6/7 task)
• Create a 3 sided brochure using Publisher to inform family members of ways they can reduce energy consumption.
• Participate in an audit of the school community transport habits. (Year 6/7 task)
• A group to create a questionnaire to ask students in each classroom: “How did you come to school today?” Collate findings on Excel spreadsheet.
• All students in 6/7 class (homework task) “How far do you travel to school?” Contact CoolMob auditor to help with conversion: kms into Co2 emissions.
• A group to research about a walking school bus. Write up some recommendations for this.
• Teacher /students to write a group article for school newsletter, encouraging students to walk to school where possible.
• Completion of a school based survey
• A written homework task to find out how far a student travels to school.
• Write up recommendations.
• Participate in an audit of the school community rubbish collection (Year 6/7 task)
• Groups to create a questionnaire about the school’s rubbish collection compost bin. Interview relevant staff. Collect and collate information. Research information about composts.
• Completion of survey
• Write up recommendations.
• Homework: Oral presentation (Year 6/7 task)
• Choose one out of 7 tasks to complete at home. Present to audience. (internet research, investigate materials through an experiment, write a school policy about the local environment, create a PowerPoint presentation of climate change, design by drawing something that could work with solar energy, write a song about the environment, design a board game). See attachments.
• Student individual oral presentations to peers.
• Completion of teacher rubic record .
• Presentation and sharing of student’s understandings of this topic between the 5 year six and seven classes.
• Using a template students record their learning’s from this unit of work and share in small groups with students from other year 6/7 classes.
• Student individual oral presentations to peers.
• Individual written notes on Learning Together Jigsaw template sheet.
• Jigsaw activity for sharing of student learnings across all classes.
•
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Resources/Notes
The Environment and Us, RIC Publication
Prayer For the Twenty First Century by John Marsden, Lothian Books
‘Don’t waste your Energy’ resource developed by the Energy Division SA
NT Classmate ‘Climate Change’ Feb 27 2007
COOLmob auditor
COOLMob booklet: Greenhouse Friendly Habits in the Top End COOLMob Environment Centre Darwin
Cool Mob home energy audit sheets COOLMob Environment Centre Darwin
An Inconvenient Truth (documentary movie DVD)
Climate Change in the Northern Territory CSIRO
Websites
http://espace.nt.schools.net
www.coolmob.org
http://epa.gov/climatechange/kids/global_warming-version2.html (Explains the greenhouse effect through animation)
http://epa.gov/climatechange/kids/greenhouse.html
http://rubistar.4teachers.org (Oral Presentation Rubic)
www.portphillip.vic.gov.au (Walking school bus)
http://www.greenhouse.gov.au/gwci/calculator.html
http://www.koshlandscience.org/exhibitgcc/greenhouse01.jsp
http://www.nt.gov.au/nreta/environment/greenhouse/index.html
http://www.teachers.ash.org.au/jmresources/climate/change.htm
http://www.abc.net.au/science/planetslayer/
http://www.coolclimate.org/whatisit.htm
Attachments
Final Class Presentation (to Principal/Registrar)
Explanation ‘What is Global Warming? – student work sample
Diagram to accompany explanation – student work
Brochure of Home Audit – Student work sample
Letter to Prime Minister – student work sample
Example of Audit graph to collect data – student work
Homework task description
Photo of game created for homework task ‘Cool the Planet’ –student work sample
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Evaluation and Forward Planning An action plan to be developed in consultation with the Principal, COOLMob auditor and 2 teachers involved in the unit of work. This action plan was presented and endorsed by staff at a staff meeting – actions included those which required staff to take responsibilities for their behaviours eg turning off lights and computers on stand by, as well as physical changes such as, using more environmentally friendly lights, increasing the temperature which air conditioners were running at. MY EVALUATION by Robyn Thorpe (Year 7 class teacher) This project proved an excellent opportunity for students to be involved in a real life activity relevant on a global, national and local level. Students were able to use an enquiry-based approach to enhance their learning in both the school and home context. Many students enjoyed learning through their investigations and then sharing/informing their parents about what they had learnt. It provided an opportunity for students to work collaboratively together in small groups to achieve the outcomes planned for, and then to understand the bigger picture through the involvement of all groups. Probably the greatest challenge involved in the EnergyBlitz project was the electrical audit of a large school campus which required students to be able to confidently estimate the school’s energy use by calculating the wattage, hours of use, and costs of all electrical appliances. This was achieved through the ongoing support we received from CoolMob expert Clare Pries. This took a lot longer than expected, but was an important part of the learning cycle. The student’s findings and recommendations have been shared with the Principal and lead to the development of the School’s Action plan, ensuring positive steps are being taken by Woodroffe Primary School to become an Environmentally Sustainable school. MY EVALUATION by Debbie Steele (Year 6/7 class teacher) As the teacher of the Year 6/7 class with average to low abilities I decided that we would work through the Learning Sequence lessons on identifying global environmental issues and developing a deeper understanding of global warming. My class would then divert to looking at how to reduce rubbish in the school and improve on way school community transport habits. The mathematics required in formulating the use of energy in the school was way beyond the scope and abilities of my students. The class enjoyed participating in the questionnaires, creating signs and researching relevant information about the relevant topics. There were a good variety of homework oral presentation tasks, many of high quality including a board game which had been designed and printed out on the computer, then laminated. The collation of the school community transport habits would have been more accurate if each family in the school was given a brief question sheet to complete, including collating information about how many kms the family in the school travelled to and from school by their mode of transport on the selected date rather than just calculated kilometres for our class and using this for an overall estimate. The COOLMob auditor was very helpful throughout the unit and gave assistance as needed. I know the unit of work is starting to work when students come and tell me that they reminded their parents about lights and fans on at home in vacant rooms, or at school when they remind others about shutting the door when the air conditioner is on.
Developed by: Robyn Thorpe and Debbie Steele
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