Energy Performance Of School Buildings Research Articles

Energy consumption baseline for public schools in the West Bank-Palestine

Schools play a significant role in social development which is one of the three major pillars of sustainable development. Schools are also a hub to promote sustainable practices, and hence, it is imperative to measure the actual energy performance of school buildings. This research was designed to quantify the actual energy consumption in public school buildings in the West Bank in Palestine to establish a baseline for energy consumption in public school buildings. Methodologically, the historical energy performance of a representative random sample consisting of 103 schools in the West Bank was statistically analysed. The results show that the average annual energy consumption in public school buildings is 10,368 kWh, while the annual energy use intensity is around 8.35 kWh/m2/year, and 35.44 kWh/student/year. The results presented in this research are not surprisingly low due to the fact that energy consumption in school buildings is heavily determined by heating, ventilation, and air conditioning (HVAC) systems which often do not exist in public school buildings in the West Bank. This research is the first to provide empirical statistical evidence about the actual amount of energy consumed in public school buildings in the West Bank, as well as it is the first to present a baseline energy consumption for public schools. The results presented in this research can be used as an industry benchmark by policy and decision-makers to assess green schools’ performance which, besides reducing the negative impacts on the environment, have the potential to improve health, productivity and, education environment.

Energy Performance of School Buildings by Construction Periods in Federation of Bosnia and Herzegovina

This paper is part of broader research aimed at determining the relationship between energy performance and energy costs as a part of the operational and life cycle costs in school buildings in the Federation of Bosnia and Herzegovina (FBiH), as exceptionally important social and public buildings. The research was conducted by statistical analysis of data collected from documents of detailed energy audits (DEA) for 185 school buildings in FBiH in relation to construction periods. The paper analyzes the characteristics of buildings such as construction period, building envelope characteristics, climatic conditions, efficiency of installed space heating system, number of users and heating mode. The aim of this research was to determine the energy performance for the existing state and to compare them with the allowable values in accordance with the applicable legal regulations. There is a performance gap between predicted (calculated) and measured (actual) delivered energy for space heating. This research shows poor energy performance and provides a basis for developing strategies and plans to improve energy efficiency. The results of the energy performance of school buildings in the FBiH are the first step towards the development of a model for predicting energy costs.

Mapping the energy usage in Brazilian public schools

Understanding the actual conditions in school buildings regarding energy usage and environmental satisfaction gives way to the development of consistent building stock modelling. In the Brazilian context, a deep-rooted inefficient structure of energy management implies a lack of mapping the actual conditions of the public schools. Therefore, this paper aimed to assess the actual energy performance of school buildings in Brazil. This paper innovates by integrating questionnaire responses and billed energy data to allow the construction of an evidence-based stock model through a statistical approach, which was never performed for the Brazilian building stock. Moreover, the association of energy use intensity (EUI) with the core aspects of building characteristics, occupancy, environmental satisfaction and necessary improvements mapped the relevance of such aspects in energy usage patterns. Additionally, a discussion of the EUI indicators was addressed. Results showed an unprecedented broad panorama of the school building stock in Brazil and its main features. In terms of statistical analysis, the Weibull distribution was appropriate for representing the continuous variables of the stock. The EUI as a function of the number of students was more suitable than the floor-plan area to achieve a reliable energy performance analysis. Several tests were performed to assess if the energy management, environmental satisfaction and maintenance practices impacted the EUI or not. Finally, the main conclusion was that the stock model obtained was simple and fit the energy management structure in the Brazilian scenario.

Effects of Extensive Green Roofs on Energy Performance of School Buildings in Four North American Climates

A comprehensive parametric analysis was conducted to evaluate the influence of the green roof design parameters on the thermal or energy performance of a secondary school building in four distinctively different climate zones in North America (i.e., Toronto, ON, Canada; Vancouver, BC, Canada; Las Vegas, NV, USA and Miami, FL, USA). Soil moisture content, soil thermal properties, leaf area index, plant height, leaf albedo, thermal insulation thickness and soil thickness were used as design variables. Optimal parameters of green roofs were found to be functionally related to meteorological conditions in each city. In terms of energy savings, the results showed that the light-weight substrate had better thermal performance for the uninsulated green roof. Additionally, the recommended soil thickness and leaf area index for all four cities were 15 cm and 5 respectively. The optimal plant height for the cooling dominated climates is 30 cm and for the heating dominated cities is 10 cm. The plant albedo had the least impact on the energy consumption while it was effective in mitigating the heat island effect. Finally, unlike the cooling load, which was largely influenced by the substrate and vegetation, the heating load was considerably affected by the thermal insulation instead of green roof design parameters.

A Combined Value Focused Thinking-Soft Systems Methodology Approach to Structure Decision Support for Energy Performance Assessment of School Buildings

Several technological, social and organizational factors influence energy management in school buildings, resulting in a complex situation away from the usual engineering approach. The selection of evaluation criteria to assess the energy performance of school buildings remains one of the most challenging aspects since these should accommodate the perspectives of the potential key stakeholders. This paper presents a comprehensive problem structuring approach combining Soft Systems Methodology and Value Focused Thinking to elicit and organize the multiple aspects that influence energy efficiency of school buildings. The main aim of this work is structuring the fundamental objectives to develop a criteria tree to be considered in a multi-criteria classification model to be used by management entities for rating overall energy performance of school buildings. This methodological framework helped grasping the main issues at stake for a thorough energy performance assessment of school buildings and the need to define adequate policies for improvement.

Energy assessment method towards low-carbon energy schools

Within the building sector, schools have a major social responsibility because of their educational purpose. With the aim of providing a novel energy modelling process to evaluate the real energy performance of school buildings and potential energy savings, minimizing input data collection, this paper presents a new energy assessment method to support the decision-making process towards low-carbon energy schools. The novelty of this method is based on the integration of a coherent set of assumptions and procedures with respect to boundary conditions of schools, derived from their modular basis, common building configuration and space uses, and the model's iterative calibration procedure, based on real building performance, which achieves a high final accuracy. With a reduced set of inputs, hourly dynamic simulations can be performed. The method, integrated in the SchoolEnergy-ACT tool, was tested in two pilot schools. The results show that the method properly fits to schools' energy consumption profiles with high accuracy levels through calibration processes using energy bills, ensuring its feasibility for simulating the energy performance of schools, enabling comparison with other buildings, and informing end-users of potential energy savings. The accuracy of the model can be improved with an iterative, self-learning procedure and detailed energy data.

Clearing the air on EU guidance projects for school buildings

ABSTRACT Professionals engaged in the design of new or retrofit of existing school buildings currently struggle to find comprehensive guidelines for achieving healthy and energy-efficient school environments. Recently, two major and independent research projects aimed at improving indoor environmental quality and energy performance of school buildings in Europe have been completed: SINPHONIE and School of the Future. Their guidelines reflect the distinct priorities and limited scope of each project. This paper compares for the first time and, as far as possible, synthesizes these outputs to facilitate their use in practice and research. Overall, SINPHONIE is most useful in addressing indoor environmental quality of schools in terms of the physical, chemical and microbiological stressors that impact and potentially affect human health. It aims to influence the future development of policy and regulations. By contrast, School of the Future presents a broader design-oriented approach based on best practice in four European countries. For the most part they complement each other in their recommendations; however, this review highlights several areas that require further clarification and research including links between indoor environmental quality and cognitive performance, the consequent appropriate level for the designed ventilation rate, and the role of adaptive thermal comfort in schools.

An application of a multi-criteria decision support system to assess energy performance of school buildings

This work presents a multi-criteria classification system considering multiple, conflicting and incommensurate evaluation aspects influencing energy efficiency in school buildings. The multi-criteria ELECTRE TRI method is used to classify energy performance of school buildings into categories of merit using the IRIS software. The alternatives under evaluation are assigned to predefined ordered categories according to their absolute performance and not in comparison with the performance of other alternatives. Each alternative is assessed using reference profiles defining the boundaries of the categories in which the alternatives should be sorted. The model was applied using a set of performance indicators obtained in the framework of a research and development project aimed at assessing the energy performance of a sample of Portuguese school buildings. IRIS allowed inferring robust conclusions by indicating the range of categories for each alternative, considering the decision maker's preferences, captured by the parameters of ELECTRE TRI.

Energy consumption analysis of school buildings in Manitoba, Canada

Abstract Buildings contribute 20–40% of the world’s energy consumption, making the need to investigate their energy performance a necessity. Given the lack of empirical evidence on the energy performance of school buildings in cold climates, this study aimed to benchmark historical energy consumption over a ten-year period in a sample of 30 school buildings in Manitoba, Canada. Results showed the median total energy consumption of these schools was higher than other Canadian benchmarks. School building age had a statistically significant effect on their energy consumption, with newer schools consuming less gas but more electricity than older and middle-aged ones. The retrofits implemented in some schools did not for the most part have a statistically significant effect on their energy consumption, although a decrease in energy consumption was observed. The results also showed that middle-aged schools were the largest energy consumers, with the results changing depending on the metric used to report on schools’ energy consumption, reinforcing the need to standardize those metrics. There is also a need to investigate how occupancy may be contributing to the increase in electricity consumption in newer schools. This study is the first to provide empirical evidence on existing school buildings’ energy consumption in Manitoba, establishing benchmarks that practitioners can make use of in similar cold climates.

ASSESSMENT OF EFFECTIVE ENERGY RETROFIT STRATEGIES AND RELATED IMPACT ON INDOOR ENVIRONMENTAL QUALITY

1.0. INTRODUCTION In the United States, K–12 school buildings spend more than $8 billion each year on energy—more than they spend on computers and textbooks combined [1]. Most occupied older buildings demonstrate poor operational performance—for instance, more than 30 percent of schools were built before 1960, and 53 percent of public schools need to spend money on repairs, renovations, and modernization to ensure that the schools' onsite buildings are in good overall condition. And among public schools with permanent buildings, the environmental factors in the permanent buildings have been rated as unsatisfactory or very unsatisfactory in 5 to 17 percent of them [2]. Indoor environment quality (IEQ) is one of the core issues addressed in the majority of sustainable building certification and design guidelines. Children spend a significant amount of time indoors in a school environment. And poor IEA can lead to sickness and absenteeism from school and eventually cause a decrease in student performance [3]. Different building types and their IEQ characteristics can be partly attributed to building age and construction materials. [4] Improving the energy performance of school buildings could result in the direct benefit of reduced utility costs and improving the indoor quality could improve the students' learning environment. Research also suggests that aging school facilities and inefficient equipment have a detrimental effect on academic performance that can be reversed when schools are upgraded. [5] Several studies have linked better lighting, thermal comfort, and air quality to higher test scores. [6, 7, 8] Another benefit of improving the energy efficiency of education buildings is the potential increase in market value through recognition of green building practice and labeling, such as that of a LEED or net zero energy building. In addition, because of their educational function, high-performance or energy-efficient buildings are particularly valuable for institution clients and local government. More and more high-performance buildings, net zero energy buildings, and positive energy buildings serve as living laboratories for educational purposes. Currently, educational/institutional buildings represent the largest portion of NZE (net zero energy) projects. Educational buildings comprise 36 percent of net zero buildings according to a 2014 National New Building Institute report. Of the 58 net zero energy educational buildings, 32 are used for kindergarten through grade 12 (K–12), 21 for higher education, and 5 for general education. [9] Finally, because educational buildings account for the third largest amount of building floor space in the United States, super energy-efficient educational buildings could provide other societal and economic benefits beyond the direct energy cost savings for three reasons: 1) educational buildings offer high visibility that can influence community members and the next generation of citizens, 2) success stories of the use of public funds that returns lower operating costs and healthier student learning environments provide documentation that can be used by others, and 3) this sector offers national and regional forums and associations to facilitate the transfer of best design and operational practices.

A study on the energy performance of school buildings in Taiwan

The energy consumption (EC) conditions of 51 universities, 7 high schools, 11 middle schools, and 5 elementary schools were examined in the present study. The energy use intensity (EUI) values of the universities, high schools, middle schools, and elementary schools were 79, 26, 16, and 17kWh/m2/year, respectively. The average energy use per person (EUP) values of the universities, high schools, middle schools, and elementary schools were 1855, 734, 310, and 289kWh/person/year, respectively. Universities serve complex functions; they contain various teaching, research, and testing equipment and rely heavily on air-conditioning to create comfortable indoor spaces. Therefore, universities consume far more energy than middle and elementary schools. The average EC structure of the schools consisted of 93% electricity and 7% fuel and gas. Therefore, electricity should be the principal concern for schools in energy conservation. A considerable difference was observed in the EC conditions of different universities. Particularly, universities centered on academic research and development exhibited a higher EC than did those focused on teaching solely. The average EC of public universities was also higher than that of private universities, and the characteristics of the colleges in the universities significantly influenced EC. A regression model was established to determine the EC of school buildings and observe the correlations between EC-related variables. The results indicated that air-conditioning and lighting were the key factors influencing school building EC. In conclusion, several feasible energy conservation techniques are proposed in the present study. The current findings can guide school authorities in evaluating their EC and determining optimal energy saving conditions.

From indicators to strategies: Key Performance Strategies for sustainable energy use in Portuguese school buildings

The increase of complexity in school buildings to ensure for users comfort and social and functional demands are changing energy consumption patterns. In the Portuguese context, a recent rise in energy consumption, after a major national refurbishment programme, confirms the need to improve energy management in schools in order to reduce their environmental impact. Besides building design and systems, users are also a determining factor impacting energy consumption in buildings. However, behavioural issues are still among the areas least covered by scientific literature.The present paper analyses the energy consumption patterns of eight Portuguese case-study schools, with a methodological approach that integrates quantitative and qualitative data analysis. The approach made it possible to link the energy consumption patterns of the schools (selected as Key Performance Indicators) with the user behaviour and management strategies. As a result, six Key Performance Strategies (KPS) were identified so as potentially to enhance the energy performance of school buildings through use and management. Some of the identified KPS can be implemented directly through school management policies to reduce energy use and enhance efficiency. Others can be incorporated in future building design strategies. Some have the potential for being hereafter integrated into the simulation models of buildings’ energy performance.

Analysis of energy performance and conservation measures of school buildings in northern Greece

School buildings apart from the shelter they provide they have an educational role as pupils have the opportunity to learn from their early educational steps how to become environmental friendly and aware of the energy consumption and its results. This consideration is nowadays increasing the concern throughout Europe and promotes sustainable solutions in school buildings involving energy-efficient technologies and measures. The energy performance of school buildings at the primary and secondary education level located at northern Greece is investigated in this article, covering the C and the D climatic zones. The mean energy consumption of all buildings was recorded at about 84 kWh/m2. When the normalized energy consumption is considered, this value falls to a mean value of 41 kWh/m2. Energy saving can be applied at school buildings providing considerable energy savings while improving indoor thermal conditions. School buildings have mainly heating energy needs and thus, it is important to investigate measures to reduce heating energy. Although schools operate for a short period during the cooling period, indoor overheating conditions can be avoided with simple and relatively inexpensive measures (proper shading, nigh ventilation, ceiling fans, external surface colour). With the EPBD recast demand for ‘Nearly zero energy buildings’ by 2018 for public buildings, the combined application of energy saving measures in order to reduce energy needs and RES systems to cover the remained energy needs allows for investigation of different systems combination in order to cover the varying energy needs according the size, shape and location of school buildings.

Improving energy performance of school buildings while ensuring indoor air quality ventilation

Energy conscious design of school buildings, as well as deemed-to-satisfy provisions in a Performance Based Energy Code, should address the problem known as the energy efficiency—thermal comfort—indoor air quality dilemma (EE-TC-IAQ Dilemma). In warm and moderate climates, the large internal heat sources usually found in school buildings prevent achieving thermal comfort without active cooling in summer, but are not sufficient to eliminate the need for heating in winter. Commonly used air-conditioners do not improve air quality, while natural ventilation induces uncontrolled energy losses. In this study, a step by step process was used for the development of deemed-to-satisfy design solutions, which cope with the EE-TC-IAQ Dilemma, for a performance based code. A distinction is made between improving building design variables and improving ventilation schemes. Results indicate that implementation of improved ventilation schemes in an otherwise well designed energy-conscious building result in savings of 28–30% and 17–18% for northern and southern classroom orientations, respectively.

Using intelligent clustering techniques to classify the energy performance of school buildings

The present paper deals with the energy performance, energy classification and rating and the global environmental quality of school buildings. A new energy classification technique based on intelligent clustering methodologies is proposed. Energy rating of school buildings provides specific information on their energy consumption and efficiency relative to the other buildings of similar nature and permits a better planning of interventions to improve its energy performance. The overall work reported in the present paper, is carried out in three phases. During the first phase energy consumption data have been collected through energy surveys performed in 320 schools in Greece. In the second phase an innovative energy rating scheme based on fuzzy clustering techniques has been developed, while in the third phase, 10 schools have been selected and detailed measurements of their energy efficiency and performance as well as of the global environmental quality have been performed using a specific experimental protocol. The proposed energy rating method has been applied while the main environmental and energy problems have been identified. The potential for energy and environmental improvements has been assessed.