Development of the Advanced Energy Design Guide for K-12 Schools -- 50% Energy Savings

Abstract

NOTICEThis report was prepared as an account of work sponsored by an agency of the United States government. Neither the United States government nor any agency thereof, nor any of their employees, makes any warranty, express or implied, or assumes any legal liability or responsibility for the accuracy, completeness, or usefulness of any information, apparatus, product, or process disclosed, or represents that its use would not infringe privately owned rights. Reference herein to any specific commercial product, process, or service by trade name, trademark, manufacturer, or otherwise does not necessarily constitute or imply its endorsement, recommendation, or favoring by the United States government or any agency thereof. The views and opinions of authors expressed herein do not necessarily state or reflect those of the United States government or any agency thereof.Available electronically at http://www.osti.gov/bridge Available for a processing fee to U.S. Department of Energy and its contractors, in paper, from: (ASHRAE 2004b). The AEDG-K12 was developed in collaboration with the American Society of Heating, Refrigerating and Air-Conditioning Engineers (ASHRAE), the American Institute of Architects (AIA), the Illuminating Engineering Society of North America (IES), the U.S. Green Building Council (USGBC), and the U.S. Department of Energy (DOE). U.S. Department of EnergyThe AEDG-K12 is the second AEDG for K-12 school buildings; the first was part of a series of six AEDGs targeting 30% energy savings over levels achieved by following the ANSI/ASHRAE/IESNA Standard 90. 1-19991- (ASHRAE 1999. The guides in the 30% energy savings series are: Each guide provides user-friendly design assistance and recommendations to design, architectural, and engineering firms to achieve energy savings. The AEDG-K12 includes prescriptive recommendations by climate zone for the building envelope; fenestration; lighting v systems (including interior and exterior electric lights and daylighting); plug, process, and phantom loads; commercial kitchen equipment; service water heating (SWH); HVAC systems; building automation and controls; outdoor air treatment; and measurement and verification (M&V). Additional savings recommendations are also included, but are not necessary to achieve the 50% savings goal. These are provided for renewable energy systems and alternative HVAC systems.The objectives in developing this TSD were to:• Document the development of the baseline and low-energy K-12 school facility energy models.• Document the modeling assumptions needed to verify 50% energy savings.• Present the recommendations for achieving at least 50% savings over Standard 90.1-2004.• Validate that the recommendations result in 50% or greater energy savings by climate zone.• Document the process used to develop the AEDG-K12. AEDG-K12 Development ProcessThe AEDG-K12 was developed by a PC representing a diverse group of professionals. Guidance and support were provided through collaboration of ASHRAE, AIA, IES, USGBC, and DOE. PC members were...

Technical Feasibility Study for Zero Energy K-12 Schools

“…The prototypical reference buildings were then modified to comply with the Advanced Energy Design Guide for K-12 School Buildings: Achieving 50% Energy Savings toward a Net Zero Energy Building (ASHRAE 2012) and the related technical support document (Bonnema et al 2013). These models were then compared to ASHRAE Standard 90.1-2013(ASHRAE 2013b to ensure that building parameters at least met the current code requirements.…”

“…The primary and the secondary schools used the schedules shown in Figure 16. The lighting schedules were adapted by Bonnema et al (2013) from those in Deru et al (2011). The schedules were modified using industry experience with schools along with submetered data collected from actual schools.…”

“…This decision was based on industry input that most schools use laptop carts that are transferred from one room to another in lieu of dedicated computer laboratories. Also, the prototype models did not include an art room, and Bonnema et al (2013) determined that art rooms were common enough to schools that one should be included. The art room electric load includes an 11,000-W kiln similar to the KM-1227-3 (Skutt 2012).…”

Impact of Implementing a Dedicated Outdoor Air System in Parallel with a Multi-Zone Variable-Air Volume System on Energy Consumption, Thermal Comfort, and Life Cycle Cost

“…The Baseline model utilized four multi-zone VAV units serving the classrooms and common zones, except the kitchen, cafeteria, and gym; those zones were considered "specialty [zones] with unusual loads," so they were conditioned by using Packaged Single Zone systems (PSZ) [27].…”

“…In this study, the multi-zone VAV system consisted of a total-energy wheel, chilled-water cooling coil, hot-water heating coil, variable speed fan. The original model, the CRB model, utilized DX cooling coil, but it was replaced by the chilled-water cooling coil utilized in the Advanced Energy Design Guide for K-12 model [27]. In addition, the multi-zone VAV units had differential enthalpy-controlled economizers in all climate zones except 1A and 1B, per ASHRAE 90.1-2013 [23].…”