Related Papers
Development of Design Guidance for K-12 Schools from 30% to 50% Energy Savings Preprint Conference Paper Development of Design Guidance for K-12 Schools from 30% to 50% Energy Savings 1
2020 •
Paul Torcellini
This paper describes the development of energy efficiency recommendations for achieving 30% whole-building energy savings in K-12 Schools over levels achieved by following the ANSI/ASHRAE/IESNA Standard 90.1, Energy Standard for Buildings Except LowRise Residential Buildings (1999 and 2004 versions). Exhaustive simulations were run to create packages of energy design solutions available over a wide range of K-12 schools and climates. These design recommendations look at building envelope, fenestration, lighting systems (including electrical lights and daylighting), HVAC systems, building automation and controls, outside air treatment, and service water heating. We document and discuss the energy modeling performed to demonstrate that the recommendations will result in at least 30% energy savings over ASHRAE 90. 1-1999 and ASHRAE 90.1-2004. Recommendations are evaluated based on the availability of daylighting for the school and by the type of HVAC system. Compared to the ASHRAE 90.1...
Development of Design Guidance for K-12 Schools from 30% to 50% Energy Savings: Preprint
2008 •
Paul Torcellini
This paper describes the development of energy efficiency recommendations for achieving 30% whole-building energy savings in K-12 schools over levels achieved by following the ANSI/ASHRAE/IESNA Standard 90.1. These design recommendations look at building envelope, fenestration, lighting systems (including electrical lights and daylighting), HVAC systems, building automation and controls, outside air treatment, and service water heating.
Energy and Buildings
The Energy Concept Adviser—A tool to improve energy efficiency in educational buildings
2008 •
Lorenz Schoff
A Guide to the Energy Efficiency Design of Educational Buildings
Waqar Ahmad
Analysis of the Energy Savings Potential in K-5 Schools in Hot and Humid Climates: Application of high performance measures and renewable energy systems
2010 •
Piljae Im
Architectural Science Review
Energy consumption optimization in schools sector in Jordan
2015 •
Tala Awadallah, Omaimah al-Arja
This research is on optimizing energy consumption in schools in Jordan. Classrooms are addressed; since they consume the largest part of energy, comfort and well-being of students are the main objectives pursued in the educational environment. The objective is to conclude optimum solutions for minimum energy demand, taking into consideration the provision of a thermally comfortable environment inside. Building performance simulation (using DesignBuilder® software) [DesignBuilder®. n.d. Thermal Simulation Software, USA. Accessed February 12, 2011. http://www.designbuildersoftware.com] was used to support design optimization and to conduct numerical comparisons between different cases for all proposed study parameters. Two basic orientations were experimented in this research, while the other two skewed orientations would be experimented in a subsequent research. In the research, 108 model runs were simulated, experimenting the effect of (1) window-to-wall area ratio, (2) window panes, (3) shading devices and (4) building envelope insulation on energy savings, when compared to the conventional base case design. Conclusions provided an Energy Use Index for energy consumption optimization, and recommendations were given to establish a regulatory base for minimum design criteria requirements for school buildings’ main facades, in order to reduce energy demand and provide indoor thermal comfort, for hot arid climates.
ADAPTING LEED CRITERIA INTO ARCHITECTURAL DESIGN TO PROVIDE A PERSPECTIVE FOR ENERGY EFFICIENCY IN AN UNDERGRADUATE DESIGN STUDIO COURSE: A CASE STUDY
Salih Ceylan
Sustainability and energy efficiency are important notions in contemporary architecture. The necessity about creating more nature-and environment friendly places is directing architects to search for better solutions or technologies. Many different approaches and systems are being developed to provide energy efficiency in buildings and the outstretch of those approaches are becoming global with multidisciplinary and international cooperation. The mostly referred sustainability approaches are defined and systematized by the green building certification systems executed in national and international level by different institutions. Among them, USGBC's LEED can be described as the most popular certification system as it is the most widely used one throughout the world. LEED's sustainability strategies about reducing the greenhouse gas emission, wastewater management, passive ventilation and heating, alternative energy production and recycled material use are applicable on any architectural design and in any place of the world. Thus it creates a global guideline for architects about sustainability or energy efficiency. Architecture education, as the foundation of the practice, needs to be in connection with the actual world of architecture to be able to provide the future architects with appropriate and sufficient knowledge. Appearently sustainability and energy efficiency issues need to be emphasized in every level of architecture education as they are key factors in contemporary architecture. The initial information and awareness about the necessity of sustainability in architecture needs to be given with theoretical courses; the information about building technologies or systems which provide energy efficiency can be introduced through architectural engineering courses, and the reflections of sustainability on the city can be examined in the urban studies. But the place where all the gathered information comes together and creates a conceptual product is the design studio which is the core of architectural education. The selected subject of the case study in this paper is an architectural design studio for 3rd year students where the students are encouraged to create their unique energy efficiency strategies with the assistance of the conceptual framework provided by the LEED green building criteria. The main assumptions studied in this paper are that sustainability and energy efficiency in design are indispensable and important elements in the flow of an architectural design studio, and that it is an effective way to use the LEED criteria as a guideline for the development of sustainability strategies in a student project. Throughout the paper, example products of the student work from different stages of the studio are examined and as conclusion the effects of this method on the students' vision of sustainability in architecture are discussed to create an alternative and more effective design studio course.
Building Services Engineering Research and Technology
Comprehensiveness and usability of tools for assessment of energy saving measures in schools
2013 •
Dejan Mumovic
Having in mind constantly changing regulatory frameworks which demand both carbon emission reduction and improvement of the quality of internal environment, this paper analyses strengths and limitations of available design tools of various complexity: Annex 36 Energy Concept Advisor Tool and an approved Dynamic Simulation Model. As a platform for discussion, two representative school buildings in North London were selected and modelled using both tools. Discussion integrates views of 76 building industry professionals on applicability of various school retrofit options in practice. Using the available statistics on total number of schools and floor space in each category, a simple extrapolation was applied to roughly quantify potential for carbon emission reduction of the school building stock in England and Wales. Practical applications: More than 70% of approximately 25,000 maintained and independent primary and secondary schools in England and Wales were built before the introduc...
Closing the Loop--Improving Energy Management in Schools. Energy Research Group Report.
1987 •
Michael Donn
Building a School Energy Policy – A Review Paper
Ibrahim Can Korkut
Human has always searched for higher living standards and greater power. Higher energy consumption, conversion, quality and efficiency have greatly served for the purpose with some consequences. Yet, the energy crisis in 1970s forced countries to take more imposing and complicated measures for energy saving and efficiency. For instance, the European Union set forward the 2010 Energy Performance of Buildings Directive legislation to lessen building energy consumption. The International Energy Agency (IEA) proposed its '25 Energy Efficiency Policy Recommendations' in 2008 to save energy and to reduce annual CO2 emissions. Education and energy are two key concepts in people's life. As schools play a significant role in education, they can play a similar role in energy consumption and education. Millions of students are enrolled in pre-primary, primary and secondary education around the world every year and countries spend significant amount of their GDP on education. It provides great opportunities to governments and schools to reduce energy consumption, save environment, and teach future generations the importance of building/following policies and standards through education as energy policy and education in schools have become an applying issue in today's world and for the future. The aim of this article is to emphasize the importance of energy users' behavior, school energy education and policies as building and implementing a school energy policy with the help of energy education and (inter)national standards can pay off not only within school areas but also nationwide in the long run. Additionally, this article provides step-by-step energy policy guidance with a sample primary school energy policy for schools from the beginning and recommendations to raise school members' energy awareness.
