sustainability learning and energy conservation: a...

Session CIEC 361

Proceedings of the 2017 Conference for Industry and Education Collaboration Copyright ©2017 American Society for Engineering Education”

Sustainability Learning and Energy Conservation: A Capstone Design

Project

Mohammad Moin Uddin, Keith Johnson, Sodiq Akande and Oduwa Omigie

East Tennessee State University

Email: [email protected]

Abstract Integration of sustainability and its vision across multiple disciplines has become standard in

many industries. Sustainability embraces the goals of environmental, social, and economic

vitality with the understanding that the needs of the present be met without compromising the

ability of future generations to meet their own needs. Sustainability promotes interconnectivity

of sources and communities, diversity, relationships between global environmental and economic

trends, and holistic thinking which are key ingredients for success in most industries and

disciplines. Campus infrastructures are invaluable parts of an institution which support

education, research & development, health, recreation, community services, and more. However,

these structures consume a huge amount of energy. In FY13/14 ETSU campus structures

consumed 52,559,720 KWH of electricity and 180,800 MCF of gas which totaled $5,494,967.39

in energy bills. With rising cost of energy and maintenance, the need for performance

improvement of these structures has become essential. Several studies found that sustainability

based holistic building energy models can reduce energy consumption by 20% to 40% and can

significantly increase occupants’ satisfaction and comfort. There is also a need to equip our

students with sustainability related skills and competencies in designs, analysis, programs, and

projects. Therefore, the objectives of this project are to: 1) train students in sustainability

learning through a hands-on building energy auditing and 2) provide students an opportunity to

use their culminating knowledge to develop energy saving solutions focusing on sustainability

triple bottom line.

mailto:[email protected]

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INTRODUCTION

Improving environmental stewardship, conserving our natural resources, and social

responsibility are some of the most pressing issues facing our modern world. As populations

grow, and finite raw materials are consumed in ever greater numbers, we must find better ways

to manage our planet’s resources and to preserve its ecosystems. Campus infrastructures are

invaluable parts of an institution which support education, research & development, health,

recreation, community services, and more. College and University leaders and decision makers

can be instrumental in expanding public awareness of sustainability by providing students

positive examples of the cohabitation of natural and built environments. Studies show that an

energy-efficient building offers a great possibilities to enhance the working environment,

including increasing worker productivity, improving staff retention, indoor air quality, thermal

comfort, and natural lighting and may contribute directly to corporate social responsibility

through reduced greenhouse gas emissions (Kats et al., 2003; Miller et al., 2009; RMI, 1994;

Miller, Spivey, & Florance, 2008).

The health and education of our children are also important issues. High-performance campus

buildings provide safer and healthier learning spaces and improve student attendance. They also

provide an opportunity to use the building as a teaching tool and to facilitate students’ interaction

with the environment (Earthman, 2002; Schneider, 2002). Finally, but not least of all, they can

significantly lower operational and life-cycle costs. Many university campuses spend more

money on energy each year than on supplies. In FY13/14 East Tennessee State University

(ETSU) campus buildings consumed 52,559,720 KWH of electricity and 180,800 MCF of

natural gas which totaled $5,494,967.39 in energy bills. By using energy efficiently and lowering

a university’s energy bills, millions of dollars each year can be redirected toward improving

facilities, lowering operation and maintenance costs/faster payback, and providing educational

resources.

Energy efficient campus building design is not just the result of applying one or more isolated

design guidelines. Rather, it requires an integrated whole building process throughout the entire

project development process. Whole building energy modeling considers the energy-related

impacts and interactions of all buildings components, including the building location, envelope

(walls, windows, doors, and roof), its heating, ventilation, and air conditioning (HVAC) systems,

lighting, controls, and equipment. Several research papers describe energy analysis as a holistic

evaluation (Diakaki, 2008; Noailly, 2012; Abaza, 2008). Dahl et al. (2005) and Lam et al. (2004)

showed that decisions made early in a project have a strong effect on the life cycle costs of a

building. Over the life cycle of buildings, more than 80 percent of the total energy is consumed

during the operation phase, and is highly dependent on the building design (United Nations

Environment Programme, 2007). Thus, focusing on the operation phase of buildings is crucial to

achieve long-term energy savings.

The effective connection of building – its environment, use pattern, internal and external systems

and the justification of construction/renovation is crucial for the better understanding on

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sustainable and energy efficient project decision-making. In order to provide a robust parametric

assessment of the building systems and their energy use, more sophisticated energy simulation

tools capable of calculating dynamic thermal systems must be seamlessly integrated with the

conventional energy approaches. Current decision making processes for campus building energy

improvement projects are fragmented. Energy management systems of campus buildings

generate a lot of data (e.g. energy consumption, peak demand, use pattern etc.) however, most

often these data are not used/integrated effectively though holistic energy modeling during

decision making process. Therefore, there is a pressing need to evaluate and understand the

implication of decision making for energy performance of campus buildings during design and

operation phases in an effort to increase their energy efficiency, conservation and reducing

carbon footprint. Therefore, the objectives of this project are to: 1) train students in sustainability

learning through a hands-on building energy auditing and 2) provide students an opportunity to

use their culminating knowledge to develop energy saving solutions focusing on sustainability

triple bottom line.

METHOD AND PROJECT DESCRIPTION

Developing building energy models is a data driven process and its accuracy mostly depends on

the level of detail pursued in defining the building. In order to achieve reliable results, most

studies suggest performing calculations using a dynamic energy simulation method with

appropriate calculation programs (e.g. OpenStudio, eQuest, EnergyPlus). Dynamic energy

simulation requires detailed building energy models which are mostly associated with the several

pieces of information necessary as input data for the modeling process. Input data required for a

building energy simulation can be divided into four areas. These are: 1) Form, 2) Envelope, 3)

System, and 4) Operation. The input dataset ‘‘Form’’ requires information regarding the building

type (e.g. office, school, hospital, retail etc.), size and general geometry of the building. The

second dataset, ‘‘Envelope’’, regards the construction technologies and the material used in the

building, providing a description of the thermophysical proprieties of building envelope. The

third dataset ‘‘System’’ concerns the heating and cooling systems, the mechanical ventilation

systems, the generation systems and the production from renewable energy sources within the

building. The last dataset ‘‘Operation’’ consists of the operational parameters affecting the usage

of the building and expressed through a set of schedules (i.e. lighting schedule, equipment

schedule, heating temperature schedule, etc.). Table 1 shows these four areas with typical input

data required in each area.

The project was a collaboration between Engineering Technology Department and ETSU

Facilities Management and it was implemented in the capstone design course ENTC 4600

Technical Practicum. The department of engineering technology offers BS in eight

concentrations with an enrollment of about 800 students. ENTC 4600 is a core course for all

concentrations of students which has an annual enrollment of about 40 students. The project was

one of projects for ENTC 4600, and ETSU Facilities Management acted as a client which had a

problem to solve (which is reduction of energy usage). A multi-disciplinary team consists of

construction, electronic, interior design and surveying concentration was formed. Students with

the help of the Facilities Management’s energy management group conducted a detailed energy

audit for the Wilson Wallis Hall according to ASHRAE procedures (ASHRAE, 2011). The

students used the energy audit kit to collect various types of data such as temperature, humidity,

building envelope performance using infrared camera, lighting, equipment usage, water

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consumption, operation schedule, construction, etc. The collected data then fed into a

sustainability design, analysis and assessment tool named OpenStudio. The tool is developed by

National Renewable Energy Laboratory (NREL) and the US Department of Energy, which

supports whole building energy modeling using EnergyPlus and advanced

Table 1: Typical required dataset for building energy modeling

Input Data Area Graphic Detail Inputs

Form

Total Floor Area

Number of Floors

Floor Height

Orientation

Aspect Ratio

Shading

Envelope

Exterior Walls

Roof/Floor

Transparent Elements

Interior Partitions

Internal Mass

System

HVAC System Types

Component Efficiency

Control Settings

Lighting Fixtures

Daylight Control

Operation

Location

Schedule

Plug and Process Loads

Lighting Densities

Ventilation Needs

Occupancy

daylight analysis using Radiance (NREL, 2015). This tool was used to create current energy

performance of Wilson Wallis Hall and helped students simulate energy saving solutions within

the model. The students used their culminating knowledge to develop solution specifications,

estimate cost and conduct engineering economic analysis, conduct lighting analysis, identify

water conservation measures, strategies to improve occupant comfort, and propose renewable

energy measures. Figure 1 shows a flowchart of the project work.

ASHRAE LEVEL 1 ENERGY AUDIT AND OPENSTUDIO MODEL DEVELOPMENT

The ASHRAE Level 1 audit is commonly known as a “simple audit”, or “screening audit” and it

is the basic starting place for creating energy optimization. It entails brief selection interviews

with building operating staff, an overview of the facility’s utility bills and additional data, and an

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abbreviated walk-through of the building. The ASHRAE Level-1 audit is focused on the

identification of the potential for energy efficiency improvements, understanding the overall

building configuration, and defining the type and nature of energy systems.

The project was designed with two components: Theory and Actual Energy Audit. Tom Horan,

the energy engineer in the FM, provided a 10-hour workshop for the students detailing building

energy systems and energy audit basics. The workshop helped students and other participants

Figure 1: Proposed Building Energy Modeling and Optimization for Decision Making Flowchart

build a foundation in this area. Followed by the workshop, student conducted the Level 1 energy

audit. Tom Horan led the audit with the students. Before the audit, students were briefed with

safety precautions. Students also gathered equipment to be used during the auditing, building

layout and data sheet to gather information. Students visited classrooms, offices, computer labs,

wet labs, restrooms, mechanical room, and corridor and investigated lighting, HVAC systems,

motors, hot and cold water systems, etc, and estimated the occupancy, equipment, and lighting –

their energy use density and hours of operation for each space type. Using the information

collected in the walk-through survey, students prepared a comprehensive list of energy

conservation measures. Students then created an Openstudio Model for Simulation purpose.

Figure 2 shows the simplified OpenStudio Model for Wilson Wallis Hall. Figure 3 and 4 shows

space types and thermal zones. Figure 5 shows inclusion of schedules, construction sets, and

equipment loads. Figure 6 shows simple HVAC systems for the model. Figure 7 shows the

output of the simulation.

Gather Building Parameters

Build Energy Models

Calibrate Energy Models

Analyze and Optimize Decision

Making

1. Sample Building Selection

2. Form | Envelope | System | Operation

3. Data Integration (SketchUp 2015 and

OpenStudio 1.13

4. Baseline Energy Models

5. Decision Making Criteria

FM Building

Inventory

Building Design and Specification

Documentation

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Figure 2: OpenStudio Model of Wilson Wallis Hall

Figure 3: OpenStudio Model of Wilson Wallis Hall: Space Types

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Figure 4: OpenStudio Model of Wilson Wallis Hall: Thermal Zones

Figure 5a: OpenStudio Model of Wilson Wallis Hall: Schedules

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Figure 5b: OpenStudio Model of Wilson Wallis Hall: Construction Sets

Figure 5c: OpenStudio Model of Wilson Wallis Hall: Loads

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Figure 6: OpenStudio Model of Wilson Wallis Hall: HVAC Systems

Figure 7: OpenStudio Model of Wilson Wallis Hall: Monthly Energy Consumption

CONCLUSIONS

The capstone project was design to train students ASHRAE Level 1 Energy Audit. Students

attended a workshop on building energy systems and energy auditing basics, and conducted the

audit in one of the campus buildings and prepared a list of energy conservation measures. The

students also created an OpenStudio Model for energy simulation. The project develops a rapid

campus building energy modeling technique that makes modeling faster, cheaper, and more

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likely to be used. The project also produces a hands-on educational module to train students in

sustainable design, analysis and assessment. Decision makers can also benefit from the results to

develop methods that promote energy conservative behavior among the buildings’ occupants,

focusing on the behaviors that illustrate high impacts on energy use for effective and fast energy

reductions. One limitation of the project is it was simplified to fit within the scope of the

capstone project and simulation was conducted based on the estimates which may not reflect

actual energy consumption in the building.

REFERENCE

1. Abaza, H. (2008). An interactive design advisor for energy efficient building, Journal of

Green Building, 3 (1), 112 – 125.

2. ASHRAE Guideline 14-2007. (2007). Measurement of Energy and Demand Savings.

3. Dahl, P., Horman, M., Pohlman, T. & Pulaski, M. (2005). Evaluating design-build-

operate maintenance delivery as a tool for sustainability, Construction Research

Congress, 1-10. doi: 10.1061/40754(183)27

4. Diakaki, C., Grigoroudis, E., & Kolokotsa D. (2008). Towards a multi-objective

optimization approach for improving energy efficiency in buildings. Energy Build, 40(9),

1747–54.

5. Earthman, G.I. (2002). School facility conditions and student academic achievement.

Document WWS-RR008-1002, University of California Los Angeles Institute for

Democracy, Education, and Access.

6. Haberl, J. & T. Bou-Saada, T. (1998). Procedures for calibrating hourly simulation

models to measured building energy and environmental data, Journal of Solar Energy

Engineering, 120(3), 193 - 204.

7. Kats, G., Alevantis, L., Berman, A., Mills, E. & Perlman, J. (2003). The costs and

financial benefits of green buildings—A report to California’s Sustainable Building Task

Force. Sacramento: California Department of Resources Recycling and Recovery

(CalRecycle).

8. Lam, K. P., Wong, N. H., Mahadavi, A., Chan, K. K., Kang, Z., & S. Gupta, S. (2004).

SEMPER-II: an internet-based multi-domain building performance simulation

environment for early design support, Automation in Construction, 13(5), 651- 663.

9. Miller, N., Spivey, J. & Florance A. (2008). Does green pay off? Journal of Real Estate

Portfolio Management 14(4), 385-400.

10. Miller, N.G., Pogue, D., Gough, Q. D., & Davis, S.M. (2009). Green buildings and

productivity. Journal of Sustainable Real Estate 1(1), 65–89.

11. RMI. (1994). Greening the Building and the Bottom Line. Boulder, CO: Rocky Mountain

Institute.

12. Noailly, J. (2012). Improving the energy efficiency of buildings: the impact of

environmental policy on technological innovation. Energy Econ, 34(3), 795–806.

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13. Norford, L., Socolow, R., Hsieh,E. & Spadaro, G. (1994). Two-to-one discrepancy

between measured and predicted performance of a low-energy office building: insights

from a reconciliation based on the DOE-2 model, Energy and Buildings, 21 (2), 121–131.

14. Schneider, M. (2002). Do school facilities affect academic outcomes? National

Clearinghouse of Educational Facilities, National Institute of Building Sciences,

Washington, D.C.

15. United Nations Environment Programme. (2007). Buildings Can Play Key Role in

Combating Climate Change.

16. US Department of Energy. (2002). International Performance Measurement &

Verification Protocol: Concepts and Options for Determining Energy and Water Savings,

vol. I. Retrieved from http://www.nrel.gov/docs/fy02osti/31505.pdf.

17. US Department of Energy. (2008). M&V Guidelines: Measurement and Verification for

Federal Projects. Retrieved from

http://www1.eere.energy.gov/femp/pdfs/mv_guidelines.pdf

18. Yoon, J., Lee, E. J. & Claridge, D. (2003). Calibration procedure for energy performance

simulation of a commercial building, Journal of Solar Energy Engineering, 125(3), 251-

257.

http://www.nrel.gov/docs/fy02osti/31505.pdf

http://www1.eere.energy.gov/femp/pdfs/mv_guidelines.pdf

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