**High School Level 1**

**Energy Audit**

**Energy Audit Workbook and Training Manual**

October 1994

TABLE OF CONTENTS

**CHAPTER PAGE**

1 - Energy Audit Overview 1

2 - Resource Accounting 10

3 - Building Inventory 15

4 - School Lighting Audit 21

5 - Energy and Water 31

6 - The School Boiler 36

7 - Food Service, Laundries and Recycling 38

8 - The Project Report 41

Supplemental Materials - 43

Environmental Costs of Energy (Externalities) 44

Physics of Energy Use 47

Energy : A Historical, World Perspective 52

Energy : A Biological Perspective 53

Energy in Food 56

Sample Energy Saving Recommendations 59

Metric Nomenclature 61

Chapter One Self-Test 62

CHAPTER I. ENERGY AUDIT OVERVIEW

Welcome to a new way of learning science. In this course you will be
asked to work as a member of a student team conducting an energy audit
of your high school. You will take scientific measurements, question
school staff, and obtain various kinds of information related to how
your school uses energy. As you finish each investigation, you will
write a scientific report with graphs and recommendations and present it
to school officials. Your team\'s recommendations will cost the school
little or no money and, if acted upon, will likely save at least 10
percent of last year\'s energy bill. These savings can continue this
year and in the years to come. Is this a lot of money? In this study you
will find out. Dollars saved may be available for such things as
computers, athletic events, school dances, or for other school needs. As
important, energy savings help the earth by reducing resource use and
environmental pollution.

You will find that your school uses lots of energy, and that energy
costs both money and the environment! Dollars are leaking out of your
school every day, and it is up to you to find out the location and size
of the leaks. In this workbook you are asked to find information. So,
who has this information or where can you find it? It is up to you to
find the right people and get the information you need; much like
detectives investigating a crime scene. As in any investigation, you
will collect a lot of information, develop a list of suspects, organize
your information, and present your findings along with recommendations.
Let\'s look at an example of school energy use. At Roosevelt High School
in Portland Oregon, the electricity, fuel oil, and natural gas bills for
the 1993 school year came to \$109,943. Of that, \$73,199 was for
electricity; \$23,177 for #5 fuel oil; and \$13,567 for natural gas. The
electricity bill for November of 1992, just one month, was \$6,544. What
was the electricity used for? You probably will think of lights. But,
what other parts of your school use electricity? Where are other energy
forms used in your school? Often about 10% of the energy cost of your
high school can easily be saved. Can you or your team meet or beat this
goal?

A crime investigation is usually initiated with the discovery of a loss
or injury. But how do you know that an \"energy crime\" has been
committed and energy is being wasted. One tool is energy accounting.
This is tracking your energy bills

Tracking expenditures helps prioritize where you should look first for
savings, it enables you to measure whether steps you implement make a
difference, and it permits you to spot unexpected anomalies that can
lead to significant savings. In this workbook our focus will be expanded
to include some other services such as water and garbage. Savings are
often available by reducing water use and solid waste generated by your
school.

The second major tool you will use is the audit. This involves going
through your building to identify what is present. Where is energy being
used, what type of energy, and how much is being used? How much solid
waste is being collected from your school? Where is it generated and
what are its characteristics? You then compare what you have with the
cost and savings possible with other options to recommend specific
actions.

In this project you will need to:

> \(1\) collect data through both accounting and an audit of your
> school,
>
> \(2\) analyze the data from the audit and tracking of existing usage
> (this will include graphing, correcting for climate and building
> usage, and calculating the economic cost-benefit of different
> alternatives),

\(3\) make recommendations based on your findings,

\(4\) write a report of your findings,

\(5\) present your findings to school officials and, lastly,

> \(6\) evaluate what recommendations are adopted and how much energy
> and money is saved.

In addition to saving money, reductions in energy use has significant
benefits for the environment. Energy use is damaging our environment.
What can we do? Surprisingly, some of the solutions are quite simple. We
can improve efficiency to get the same benefit while using less energy.
For example, worldwide sales of compact fluorescent lights increased 23
percent last year to 134 million bulbs. Substituting these bulbs for
standard, incandescent lights will save up to 6,000 average megawatts of
electricity each year (mega means million so megawatts means million
watts). That is a savings equivalent to the annual energy output of ten
large coal-fired power plants or about seven average nuclear plants.
That\'s good news for the environment but also good news for consumers.
A compact fluorescent used three hours daily will eventually save \$35
even after taking into account the interest that could be earned by
putting the additional money used to purchase the compact fluorescent
light into a savings account.

![](media/image3.wmf){width="4.258333333333334in"
height="4.824305555555555in"}

Energy Basics

Efficiency: Laws of thermodynamics apply to both living (for example,
you and me) and non-living (for example, your car or refrigerator)
energy consumers. The concept of *efficiency refers to the percentage of
energy that can be transferred from one step to the next. The Second Law
of Thermodynamics guarantees that you will lose in a transfer; but you
can choose the transfer that is the most \"efficient\", the one that
lets you use more of your energy.*

Only 16% of all commercially produced energy flowing through the US
economy performs useful work. This means that 84% of all commercial
energy used in the United States is wasted. About 41% of this energy is
wasted automatically because of the Second Law of Thermodynamics. [That
leaves 43% of the commercial energy used in the United States that is
unnecessarily wasted]{.underline}. An important point here is that
efficiencies vary. A car that gets 40 miles per gallon of gas is more
efficient than a car that gets 20 miles per gallon of gas. To go a given
distance in the less efficient car you will burn twice as much gas as in
a car that is twice as efficient. Since gasoline (energy) costs money,
you will also spend twice as much money.

Energy Conversion Efficiency

  ------------------------------------ ----------------------------------
  Energy Conversion Device             Efficiency (% energy transferred)

  Incandescent light bulb              **5%**

  Internal combustion engine           **10%**
  (gasoline)                           

  Human body                           **20-25%**

  Fluorescent light                    **45%**

  Fuel cell                            **60%**
  ------------------------------------ ----------------------------------

Fuel Cost: In addition to efficiency, often there are different types of
fuels that can be used for the same task. For example, you could heat
your house by burning \$1 bills, \$10 bills, or \$100 bills in a
woodstove. All would provide the same amount of heat, but use of \$100
bills would cost 100 times the cost of using \$1 bills. Using US paper
currency, what would be the most cost efficient fuel to use?

\_\_\_\_\_ \$ 1 bills

\_\_\_\_\_ \$ 10 bills

\_\_\_\_\_ \$100 bills

**1990 US Cost (\$) of 250,000 kilocalories for heating space or water**

  ------------------------- ---------------------------------------------
  Energy Source             1990 US Cost (Dollars/250,000 kilocalories

  Electricity               **23.00**

  Propane                   **8.00**

  Fuel Oil                  **6.00**

  Kerosene                  **5.55**

  Natural Gas               **5.50**
  ------------------------- ---------------------------------------------

![](media/image4.emf)

In 1990, the average price of obtaining 250,000 kilocalories for space
or water heating in the United States was \$5.50 using natural gas,
\$5.55 using kerosene, \$6 using fuel oil, \$8 using propane, and \$23
using electricity. Whether one fuel costs less than another in a
specific application will depend both on how much the energy costs and
on the efficiency of the conversion process that is used to convert the
energy to the desired end product, in this case heat.

Some schools have saved money by using equipment that could use either
oil or natural gas and using that fuel that was least expensive at a
given time. Energy cost however is only one of the factors that must be
considered in considering which is best in a specific application. Other
factors include the cost of the necessary equipment, convenience,
safety, environmental impacts and other factors

Energy Units: Developing a common basis for comparison. You probably
have already encountered many of the ways energy is measured. The
concepts of calorie, Calorie (Kilocalorie), British Thermal Unit (BTU),
Therm and Kilowatt Hour all have to do with measuring amounts of energy.
Many different units can be encountered when measuring energy use in a
school. As an example, Roosevelt High School during January, 1993, made
the following energy purchases:

  -------------------------------- ------------------------- -----------------
  **Energy Source**                **Amount**                **Cost**

  Natural Gas                      4,135.6 Therms            \$2,144.31

  Electricity                      116,399.8 kWH             \$6,563.40

  #5 Fuel Oil                      16,233 Gallons            \$7,308.02

  **Total Energy Cost January                                **\$16,015.73**
  1993**                                                     
  -------------------------------- ------------------------- -----------------

Make a prediction: From this one month\'s data (1/12) of a year, what do
you think was the total cost of energy at Roosevelt High School?

Why would the month of January not be a good representative month?

To compare the use of different energy sources it is important to know
the definitions of the different energy units and how to convert from
one to another.

**Definitions:** (Note: See Table D-1 Auditor Workbook Level I JRB
Associates)

**[Unit
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

Energy needed to Raise

**Kilocalorie (C) 1000 gm water 1**o Centigrade (C)

**calorie (c) 1 gram water 1**o Centigrade (c)

**British Thermal Unit (BTU) l pound water 1**o Fahrenheit(F)

(about the heat of one lighted wooden match)

**Therm:** A unit of gas containing **100,000 BTUs**

**Watt-Hr:** The energy in 1 ampere flowing under a voltage of one volt
for one hour (3600 joules)

**Food Energy:** Carbohydrate 1 gm = 4 Cal (1.01 BTU)\
Protein 1 gm = 4 Cal (1.01 BTU)\
Fat 1 gm = 9 Cal (2.27 BTU)

**Conversion Factors:** The following factors enable you to convert
between different energy units.

BTU = 252.5 c or 0.252 C

Kilowatt Hour (KWH) = 3413 BTU

Horsepower-hours = 1.341 KWH

Propane, gallon = 92,500 BTU\*

Gasoline, gallon = 125,000 BTU\*

Kerosene, gallon = 135,000 BTU\*

Diesel oil, gallon = 138,700 BTU\*

Fuel Oil, gallon No. 5 = 148, 000 BTU\*

\*This is an approximate value typically used for this conversion.
Because these are average values, the exact BTU content varies with type
and source, it is important to contact the supplier when accuracy is
important.

How do you compare Therms with Barrels with Kilowatt hours to do a
specific task?

**Energy Conversion Chart**

+-----------+-----------+-----------+-----------+-----------+-----------+
| Cubic     | Barrels   | Short     | British   | Kilowatt  | Bone Dry  |
| Feet      | Oil (bbl) | Tons      | Thermal   | Hours     | Douglas   |
| Natural   |           | B         | Units     | El        | Fir Bark  |
| Gas(CF)   |           | ituminous | (Btu)     | ectricity | & Wood    |
|           |           | Coal (T)  |           | (KWH)     | (T)       |
+-----------+-----------+-----------+-----------+-----------+-----------+
| 1000 (1   | 0.18      | 0.04      | 1 Million | 293       | 0.56      |
| MCF)      |           |           |           |           |           |
+-----------+-----------+-----------+-----------+-----------+-----------+
| 3,413     | 0.61      | 0.14      | 3.41      | 1000 (1   | 0.19      |
|           |           |           | Million   | MWH)      |           |
+-----------+-----------+-----------+-----------+-----------+-----------+
| 1 Million | 180       | 40        | 1 Billion | 293,000   | 56        |
|           |           |           |           |           |           |
| (1 MMCF)  |           |           |           |           |           |
+-----------+-----------+-----------+-----------+-----------+-----------+

*Exercise: Convert the Following Energy Units*

Calculations:

How many calories (c) in a KWH ? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

How many kilocalories(C) in a KWH? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

How many calories in a Therm ? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

How many kilocalories in a Therm? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

How many KWH in a Therm ? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

*Question: A 200 Watt computer represents how much \"horsepower\"?
\_\_\_\_\_\_\_\_HP*

**Consultant Question:** I just bought a 550 Gallon Hot Tub that I will
heat with electricity. I will change my water every three months.

How many Calories (Kilocalories) will it take to heat the water
\_\_\_\_\_\_? How many BTUs \_\_\_\_\_\_? How much electricity (KWH)
will it take \_\_\_\_\_\_? How much will it cost me \$\$ to heat it
\_\_\_\_\_\_?

Hint: you need the temperature difference of tap water to (40o C).

It takes 1C to heat 1000 grams of water 1o so\....how many grams

and how many degrees?

Working with conversions helps you understand how to convert from one
unit to another. Understanding the price of the units is also important.
Converting units may seem hard to do but you already know how to convert
dollars into quarters, dimes, nickels and pennies. Energy conversions
are similar, except that it is like changing dollars of foreign currency
such as pesos (Mexico) or yen (Japan) into American dollars. Similarly,
British Thermal Units can be converted into Calories or calories;
Kilowatt hours can be converted to BTUs and so forth. For a given time
and supplier (price), all of these units can also be converted into
dollars (\$\$).

Investigative Questions:

How much does a KWH cost? \_\_\_\_\_\_\_\_\_\_\_\_\_\_(Call your
Electric Co.)

How much does a Therm cost? \_\_\_\_\_\_\_\_\_\_\_\_\_\_ (Call your Gas
company)

How much does a gallon of #5 fuel oil cost?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (Call a local Fuel Co.)

Group Discussion:

![](media/image5.emf)

Get together with your team and come up with a list of the factors that
you think are important in determining how much energy is needed to run
a large building such as your school. In considering factors, think
about things that are related to energy use such as outside temperature,
locating of the building, what the building is made of, and other
features that determine how much electricity, natural gas, and fuel oil
it takes to operate your school.

Factors that Influence the Amount of Energy your School Uses

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

As pointed out, in this course you will learn in the context of a real
world problem To succeed, you will need to work as a group and have the
support of others. Your teacher will be your team coach and assist you
in collecting data. However, it is up to you and your team to get the
needed information, analyze it, and present your findings. In this
process you will need the support of you school\'s facility managers,
teachers, office personnel, fellow students, and equipment and fuel
suppliers. Our expectation is that similar teams will be working in
other schools throughout Oregon. By communicating with these other
efforts, you can compare results and share ideas. Just like a soccer,
baseball or football team depends on each player to be good, it is up to
you to be a member of the highest scoring energy team.

Let\'s get started!

**CHAPTER II - Resource Accounting**

(Where the Rubber Meets the Road)

![](media/image6.wmf){width="3.1527777777777777in"
height="2.736111111111111in"}

All successful energy management programs have certain steps in common;
a system for tracking energy use in the building, knowledge of the
features in the building that use energy, and a management strategy for
reviewing and improving building performance. These three steps must be
undertaken, but there is no prescription for which must be implemented
first, or specifically how they must be carried out.

Tracking of energy use is a good place to start. The goal is to provide
energy data in an organized and usable form so that sound business
decisions may be made. By looking at past performance you can establish
a baseline against which to measure your impact. You can identify areas
of existing high energy use and use that information to prioritize where
to focus your next efforts. Sometimes, by reviewing billing patterns you
are able to identify problems that can immediately save the school
money.

By comparing energy consumption with the average for similar buildings
or for the same building over a period of time, it is often possible to
identify when equipment begins to malfunction.

In this chapter you will design or chose a system for tracking energy
use in your school. You will research and report on how your school is
charged for water, energy, and removal of solid waste. You will
implement a system for tracking energy and water consumption including
recording your school's use records for the past year and implementing a
system to capture and record these records over the course of your
project.

To be successful you will need the support of office personnel in you
school or district who have access to the utility records of your
school. With their support and help from the utility service providers
you should be able to understand how you are charged; something you need
to know if you are to identify and prioritize different savings
opportunities.

Use your team. Take advantage of members with computer strengths to
research and implement the tools you use to record the energy use data.
Take advantage of members with strong people skills to work with the
office personnel to obtain the school's billing history. Divide up the
work so while one individual or group is researching how the school is
charged for electricity, another is researching natural gas, a third is
looking into solid waste, and a forth is looking at water and sewage.
Then report back to the full group and write it up so your work can
benefit others who follow and so you complete that portion of your final
report while it is fresh.

**Resource Accounting Options**

Energy accounting is something that every energy manager needs to do. As
a consequence, there are a number of programs readily available to help
organize the data. Some like ENACT, developed by the Washington State
Energy Office, are very elaborate. They can track multiple buildings and
follow different energy forms and water usage. It corrects for weather
variations and produces a number of reports and graphs enabling you to
easily compare data from different time periods. Along with the higher
degree of sophistication, ENACT requires a significant amount of time
and resources to input data. If you are only following one or two
buildings one typically does not need such a sophisticated program and
can use a spreadsheet. Again some pre-made ones are available or you can
make your own to fit your specific situation. The table appearing later
in this chapter can easily be converted to a spreadsheet to capture both
energy and water use and cost. Such a table enables comparisons between
different time periods. As presented however, the table does not include
information that would permit corrections for variations in weather or
changes in how the buildings are used.

Potential resources for locating available tracking software include
your state energy office, the facility managers responsible for you
school or your district, or your local utility. If your school or
district has a Resource Conservation Manager (RCM), see them. They are
probably already tracking energy use at your school.

**Understanding Your Bills**

Spend time understanding how your school is billed for utilities. Then
test your understanding by reconstructing a few of the bills to be sure
you calculate the same value as reflected in the billing. For example a
typical bill for electrical service to a residence includes a fixed
charge associated with the utility having to maintain and read a meter
and hook-up at your home. The rest of the charge is associated with how
much electricity in kilowatt hours (KWH) you used during the year.
Electricity charges can vary based on usage depending on how the rates
are structured. For example sometimes one rate may apply for the first
300 kWH and a different rate for additional consumption. Electricity
rates for schools and other commercial buildings typically have the same
elements as the residential rates plus a "capacity demand charge". This
charge is based on the highest "demand" or largest number of kilowatts
required by the school over a 15 or 30 minute period during the billing
period. "Demand" is often a control issue. For example if all the
lights, electric ceramic kilns and ovens, air handling motors, and
electric water and portable space heaters turn on at the same time, the
demand charge will be very high. But if you can fire the ceramics at
night when other equipment is not being used, the school can save money
by lowering demand even though they are using the same amount of energy.
In many locations, electricity rates for commercial buildings will vary
based on the time of day when electricity is used.

**Graphs and Reports**

Once energy data has been collected and organized, it must be made
comprehensible to those who will use it or to those who you will present
it to. It is important to identify the audience that will be using the
energy data to make decisions. In addition to transmitting data, reports
may be used to generate awareness, motivate and reward, or serve as a
public relations tool.

To best convey information it is necessary to get the readers attention.
Colorful graphs, tables, and pie charts provide essential information,
but in a more visually appealing form than text. Many graphics programs
are now available in schools such as Harvard Graphics and Freelance that
allow graphs on color transparencies or slide film. Graphs include the
following:

Natural Gas and Electricity by month (MMBTU)

Costs by fuel type per month

Natural Gas by month (CCF or THERM)

Electricity Consumption by month (kWh)

Electric Demand by month (kW)

Degree Days by month

Other Graphs:

Avoided Costs

Annual Savings

12 Month Rolling Summary (MMBTU, kWh, therm, \$)

Btu/Sq.Ft./Degree-Day

Utility Costs/Unit (\$/therm, cents/kWH, \$/kW)

Building Comparisons (Total Energy, by month)

These graphs generally require additional computations, but can be well
worth the effort to emphasize a particular point or better understand a
consumption trend.

An increase in annual electricity, natural gas, or fuel oil consumption
can be the result of several factors.

Greater number of degree-days (colder weather)

Added equipment or floor space (kitchen equipment, computers, space
heaters, swimming pool)

Problem in operation of heating system (dirty air filters, time clock
malfunction, steam trap maintenance needed.

Further analysis can determine which of these factors is most likely the
cause of increased consumption.

Analysis (Natural Gas Example)

> A. Determine the THERM/Degree-Day consumed for the previous year.
>
> B. Multiply by number of degree-days for current year to obtain
> estimated natural gas consumption
>
> C. If actual consumption is equal to or less than estimated
> consumption, the increase is due to weather conditions.
>
> D. If actual consumption is significantly greater than estimated
> consumption, factors other than weather are the cause of this
> increase.
>
> E. Determine if new gas-consuming equipment has been installed or if
> floor space has been added.
>
> F. If no new equipment or floor space was added, the increase in
> consumption is most likely the result of a problem in the heating
> system. Provide corrective maintenance and continue to monitor monthly
> consumption.

**Seasonal Loads vs. Base Loads**

In the workbook you looked at \"outliers\" as a way of identifying
problem areas. Seasonal loads, such as heating or air conditioning, are
identified as the portion of consumption or cost located above the line
used to establish base loads on the graph (usually the annual average
which is equal to Total Annual Energy Cost / 12 = Monthly Average Cost)
or for a school, the baseload may be a month when the school operates,
but when heating or cooling is not needed.

High seasonal loads may reveal an opportunity to reduce consumption by
making improvements to the heating and air conditioning equipment,
temperature controls, the building envelope, or to other systems
affected by seasonal operation.

**Establish a Baseline Year**

In order for energy consumption data to have a meaning, a baseline year
is needed as a standard for comparison. This is important to see how you
are doing over time. Are energy costs going up? By how much? Typically,
the year previous to initiating an Energy Management Program is used in
order to show how much progress has been made since that year. If
complete records are not available for that year, use a more recent year
or an average of several previous years to obtain typical values.

**[Project and Exercises]{.underline}**

*A. Obtain data on the cost and use of energy, water, and garbage
services at your school.*

> [What you will calculate and or record:]{.underline}
>
> Electricity KWH and \$ per month; total for the year
>
> Natural gas Therms and \$ per month; total for the year
>
> Fuel oil Gallons and \$ per month; total for the year
>
> Water Use Gallons and \$ per month; total for the year
>
> Waste Hauling Charges \$ per month; total for the year
>
> Equipment and Information needed:
>
> 1\. A method or form for recording energy use; complete either the
> table below, a computerized spreadsheet, or accounting software that
> will record and print similar information. Accurate data is critical
>
> 2\. Utility bills (most recent year) showing usage and cost
>
> 3\. Information to understand how the bill is determined; how usage is
> converted to cost

B. *Convert each energy type to BTUs*

Total amount of electricity used \_\_\_\_\_\_\_\_\_\_\_\_ KWH X 3413 =
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_BTU

Total amount of natural gas used \_\_\_\_\_\_\_\_\_\_\_\_Therms X
100,000 = \_\_\_\_\_\_\_\_\_\_\_\_\_\_ BTU

Total amount of fuel oil used \_\_\_\_\_\_\_\_\_\_\_ Gallons X 148,000 =
\_\_\_\_\_\_\_\_\_\_\_\_\_\_ BTU

Total BTUs used for the year =
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ BTU

C. *Report your findings to your full group. Emphasize any anomalies or
areas that you feel warrant further investigation.*

**School Resource Use**

  -------- ------------- ------ ----------- ------ ----------- ------ -------- ----
  Month    Electricity   Cost   Natural Gas Cost   Fuel Oil    Cost   Water\   
           KWH           \$     Therms      \$     Gallons     \$     Use      
                                                                      Cost\    
                                                                      Gal \$   

  JAN                                                                          

  FEB.                                                                         

  MAR                                                                          

  APR                                                                          

  MAY                                                                          

  JUNE                                                                         

  JULY                                                                         

  AUG.                                                                         

  SEPT.                                                                        

  OCT.                                                                         

  NOV.                                                                         

  DEC                                                                          

  Total                                                                        

  Total                                                                        
  Cost                                                                         
  -------- ------------- ------ ----------- ------ ----------- ------ -------- ----

**Chapter III: Building Inventory**

![](media/image7.wmf){width="3.3444444444444446in"
height="4.104861111111111in"}

In the previous chapter you started to develop a method for tracking
energy use. In this and the following chapter you will begin to develop
a precise listing of energy using features in your buildings and your
options for saving energy.

There are three fundamental systems associated with understanding energy
use in buildings: (1) energized systems, (2) non-energized systems and
(3) human systems.

**Energized systems** are those which consume energy directly and
include heating, ventilation, cooling, humidification, dehumidification,
lighting, water heating, waste handling, cooking, and equipment such as
kilns, shop equipment, televisions, and computers.

**Non-energized Systems** do not consume energy directly but affect the
amount of energy which an energized system must expend to get its job
done. Typical non-energized systems include walls, windows, floors,
roof, ceiling, and doors. Other factors influencing energy use are
landscaping and siting.

> An example of these can be made with a car. If you are cold you can
> start the engine and either run the heater or roll up the windows. Can
> you identify the energized and non-energized components?
>
> *Start the engine and run the heater (circle one) E NE*
>
> *Roll up the windows (circle one) E NE*

**Human systems** are persons who affect when and in what quantity
energy is consumed. These persons include students like yourself,
teachers, staff and visitors. When your mother yelled at you, \"Close
the door, we can\'t heat up the whole outdoors\" she was trying to
influence a component of the human system (YOU) in her energy use
environment. Your mother realized that an open door wastes energy, and
she knew the energy has a cost, because she paid the heating bill.

You can see that energy use depends on the equipment you are using,
it\'s efficiency and reliability, and on behavior. Whether we use energy
wisely or wastefully depends on the choices we make. For example, it
does not make much sense to change to higher efficiency lighting and
then leave the lights on all the time. The savings are canceled by an
increase in usage. Buildings don't use energy, people do.

**[Project and Exercises]{.underline}**

A. *Measure and record the characteristics and equipment in your school
that account for its energy use.*

> Tools
>
> 1\. Blueprint of your school
>
> 2\. Ruler, tape measure, clip board and pad
>
> Steps
>
> 1\. Confirm the blueprints - At a time that is not disruptive to
> classes, confirm that the blueprints accurately reflect the current
> school facilities. Note any changes that have taken place. Have walls
> been moved? Are the rooms still used for the original purpose or is a
> classroom now a weightroom or a lounge a classroom? Note any changes
> and unusual energy using equipment such as a kiln. At this stage a lot
> of detail is not needed. Major energy using equipment such as lighting
> and the kitchen will be looked at in greater detail later. If you do
> not have blueprints, now is a good time to create a floor plan of the
> school that you can use as a reference for your energy management
> program. Note different heating/cooling zones and where the controls
> are located.
>
> 2\. From the floor plan determine the heated square footage of the
> school. This can be done by referring to the dimensions of the
> blueprints or by measuring the outside dimensions of the building
> (length x width), and multiplying this area by the number of floors
> (height). Generally basement areas and mechanical areas are not
> included as heated areas unless heating units are installed and
> operating*.*

B. *Use your results above with the energy use information you
determined in chapter II to determine the BTUs and dollars per square
foot/year.*

Calculate BTU per Square Foot

> \(1\) Total \# BTU used for the year: \_\_\_\_\_\_\_\_\_\_\_ BTU
>
> \(2\) Total square feet of heated space in your school:
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ft2
>
> \(3\) Divide (1)/(2) to get BTU/square foot
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ BTU/FT2
>
> \(4\) Divide #3 by 1000 to get kBTU/square foot/year
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Calculate \$ per Square Foot

> \(1\) Total Energy \$ spent for the year
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \$
>
> \(2\) Total square feet of conditioned space in your school
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ ft2
>
> \(3\) Divide (1)/(2) to get Dollars \$/square foot
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_Dollar/ft2

**Energy Utilization Index (EUI)**

Energy auditors use a measure called Energy Utilization Index or Energy
Use Index, \"EUI\" to enable comparisons between different buildings and
energy types. EUI is calculated by converting all energy used in a
building to a common unit, BTUs, and then dividing it by the square
footage of the heated/cooled space in the building. The Energy Use Index
(EUI) is the most common means of expressing the total energy
consumption for each building . The EUI is usually expressed in
BTUs/Square Foot-Year and can be used to compare energy consumption
relative to similar building types or to track consumption from year to
year in the same building. Sometimes EUI is given as thousands of
BTU/square foot-year. This alternate definition will be used in the
following example from the Portland Schools. The average for Portland
Public Schools is 70 (seventy thousand Btu per square foot of
conditioned space per year) with a low of 35 and a high of 120. Place
your school on the scale below: How did your school do? (See item B.4 at
the bottom of the previous page)

**EUI for Three Portland Public Schools**

L\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[X]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[H]{.underline}

35 70 120

x x x

Lincoln (52.17) Roosevelt (70.23) Grant (78.96)

The Energy Utilization Index (EUI) provides information similar to
\"average gas mileage\" of your car. Cars with a low average gas mileage
burn a lot of gas per mile; those with a high average gas mileage burn
less gas per mile. These data allow energy managers to construct a *base
year*. Normally the base year is the observed EUI before an energy
program is started. Alternatively, the base year can be the average
energy use per square foot of the last three years. Changes in energy
use can then be seen over time. Obtaining accurate values for the data
used in your audit such as square feet of conditioned space and careful
selection of the base year is critical. Other factors such as climate
and size of the student population may be of importance.

EUI and Base Years

What do energy statistics look like? How do the numbers help us to make
decisions? The table below shows monthly energy use EUI statistics for
March, 1993 for the Portland Public School District. The base year used
for the District is June 1989 to May 1990 or energy use that was prior
to a retrofit. Depending on your school district, these data may or may
not be available. However, with monthly energy bills you can establish
your own base year and create a table similar to this one.

Example: Monthly Energy Use Statistics - March, 1993

Portland Public Schools

  ----------- ------------------------- ------------ --------- ------- --------
  Facility    Monthly                   Monthly Cost EUI Type  EUI     EPI
              Consumption(mmBtu)                                       

  Franklin    1,975                     \$10,969     1         85.76   102.87

  Wilson      2,724                     \$14, 545    1         84.01   90.01

  Grant       2,456                     \$12,824     1         78.96   95.23

  Voc. Vill.  553                       \$3,144      1         78.85   113.39

  Roosevelt   2,235                     \$12,267     1         70.65   103.87

  Benson      3,349                     \$19,117     1         70.23   78.36

  Marshall    1,814                     \$12,215     1         69.28   127.28

  Madison     2,488                     \$12,334     1         67.03   146.88

  Cleveland   1,850                     \$12,041     1         65.69   90.71

  Jefferson   2,446                     \$13,958     1         65.22   117.95

  Lincoln     1,333                     \$8,553      1         52.17   91.98
  ----------- ------------------------- ------------ --------- ------- --------

EUI types:

1 - kBtu/sq ft/yr EUI-Energy utilization Index

2 - kBtu/ million gallon/yr EPI - Energy Performance Index. Comparison
to last

3- kBtu/user-defined unit/yr year energy use =100. Wilson is using about
10% less

4 - kBtu/yr energy than last year; Madison about 47% more.

Does it make most sense to compare buildings based on energy used per
square foot? Would energy used per student, or energy used per square
foot -hour of operation be better measures on which to base comparisons?
What do you think?

CHAPTER IV. SCHOOL LIGHTING AUDIT

![](media/image8.emf)

There is significant potential for lighting system changes and dollar
savings in most schools. These changes can save energy (and associated
costs) and still provide occupants with the quality and quantity of
light that is needed to perform their various tasks. A key finding in a
study: *Energy Efficiency Guidelines for Oregon Schools (1993)* is that
the first investments should be made in the lighting system and
ventilation system controls of schools. If you want to look for ways to
save energy in buildings look long and hard at LIGHTS.

A lighting system is just that \-- a system. It is important to consider
the impact of the different elements on the whole. Its many elements are
interrelated just as the lighting system itself is interrelated with
other systems in the building. While energy can be conserved by properly
removing lamps (light bulbs) and light fixtures, such action should be
taken only after the impacts on the complete system have been considered
to be sure the changes will not cause a problem. While conservation of
energy is important it must be achieved without the loss of safety,
productivity, visual comfort, aesthetics and compliance with federal,
state, and local laws and ordinances.

![](media/image9.emf)

*\"You know, I don\'t think 10 lumens is gonna cut it\"*

An excellent initial step to save money through more efficient lighting
is to reduce lighting levels consistent with the current use of the
different spaces as identified during the building audit. In other
words, how is the area being used and how much light is needed in the
space for that use?

**Controls:** Turn off lights when not needed

Plan a program to turn lights on only when and where they are needed.
The major advantages of such programs are that they can be tailored to
the characteristics of the space, adjusted to the needs of its
occupants, and implemented relatively inexpensively and quickly. The key
element of a lighting use program is a lighting schedule related to
occupant usage patterns. Personnel should be assigned, trained and made
responsible for the efficient use of lighting according to the needs in
the area. A light that is turned on is like a meter running in a
taxi-cab.

![](media/image10.emf)

*\"You mean I\'m gonna have to pay the energy bills around here?\"*

**Appropriate Lighting Levels:**

Areas can have too little light and they can have too much light. In the
latter case, they are \"overlamped\". Below are recommended Federal
Energy Administration maximum lighting level standards. With a light
meter, it is relatively easy to determine, the lighting level by area.

  --------------------------- ------------------ ------------------------
  Task or Area                Foot-candle Levels How Measured

  Hallways or corridors       10                 Measured average

  Work and circulation areas  30                 Measured average

  Normal office work          50 (40-60)         Measured at work station

  Prolonged office work       75 (55-90)         Measured at work station

  Office work visually        100 (80-210)       Measured at work station
  difficult                                      
  --------------------------- ------------------ ------------------------

A second source for recommended lighting levels is the Handbook of the
Illumination Engineering Society. The following table presents specific
values pertaining to schools from the IES Lighting Handbook.

**Special Areas: Schools**

  ----------------------- ----------------------- -----------------------
  **ENVIRONMENT WHERE     **TASK DONE**           **Foot-candles
  TASK IS DONE**                                  Recommended**

  ANY SPACE WHERE:        Reading printed         30
                          material                

                          Reading pencil writing  70

                          Drafting, benchwork     100

                          Lip reading,            150
                          chalkboards, sewing     

  CLASSROOMS                                      

                          Art rooms               70

                          Drafting rooms          100

                          Sewing room             150

                          Cooking room            50

                          Note-taking             70

  LABORATORIES            Dissection,             100
                          experiments, etc.       

  LECTURE ROOMS                                   

                          Audience area           70

                          Demonstration area      150

  MUSIC ROOMS                                     

                          Simple scores           30

                          Advanced scores         70

  SHOPS                   Operate machinery       100

  STUDY HALLS/LIBRARY     Study/typing            70
  ----------------------- ----------------------- -----------------------

Source: Illumination Engineering Society, IES Lighting Handbook.

**Comparing different types of Light Sources:** You already know that
the type of light source makes an enormous difference in energy usage.
Recall that incandescent light bulbs have an efficiency of 5% as
compared to fluorescent lights with an efficiency of 45%. Clearly you
will save money every time you replace an incandescent lamp with a
fluorescent lamp. However, all lights of the same type are not the same
in terms of efficiency. With fluorescent lights, the type of ballast
(provides the correct current and voltage to run the lamp) and design of
the fixture is very important. For example, fluorescent lamps show
considerable variation in terms of how many lumens of light they produce
for one watt of electricity. The newer electronic ballasts significantly
outperform the older magnetic ballasts.

**Lamp-Ballast System Comparison: Two-Lamp Open Air Systems**

  ------------------------------- ---------------------------------------
  Ballast Type                    Lumens Produced per Watt Efficacy

  Magnetic (Standard)             61

  Magnetic (Energy Efficient)     68

  Electronic                      85

  Electronic IS                   92
  ------------------------------- ---------------------------------------

Source: Advanced Lighting Guidelines: 1993 (Revision 1) Electric Power
Research Institute*.*

These are selected values, however, notice that the best electronic
ballast fluorescent lamp (92 lumens/watt) is about 51% more efficient
than the worst magnetic ballast fluorescent lamp (61 lumens/watt).

In choosing the most cost desirable option there are other factors to
consider besides energy needed to run the lamp. How much do the lamps
cost? How long will they last?

**Performance Characteristics of Various Light Sources**

  ------------------------------ --------------------- -------------------
  Lamp Type                      Efficacy              Average Life
                                 (Lumens/Watt)         (Hours)

  Standard Incandescent          5-20                  750-1000

  Tungsten-Halogen               15-25                 2000-4000

  Compact Fluorescent (5-26      20-55                 10,000
  watts)                                               

  Compact Fluorescent (27-40     50-80                 15,000-20,000
  watts)                                               
  ------------------------------ --------------------- -------------------

Source: Lighting Fundamentals Handbook Lighting Fundamentals and
Principles for Utility Personnel. Electric Power Research Institute
Publication.

Beyond the energy costs associated with selection of equipment, there
are also maintenance costs. If you use incandescent lamps in your home
with an average of 1,000 hours you will replace ten bulbs for every
fluorescent lamp. If the change takes as little as six minutes you will
have invested an hour of labor in \"bulb changing\". This idea also
applies to building equipment. The maintenance costs for various
building activities are listed below. Although your team will be
concerned primarily with the energy costs associated with your school
you may want to consider the labor hours that are saved by recommending
equipment, especially lighting, that has longer lifespans and therefore
do not need to be changed out as often. For buildings like your school
the table below shows the relative maintenance costs of facility
maintenance.

Relative Facility Maintenance Costs

![](media/image11.emf)

*Source: Washington State Energy Office. 1991 Facility Management.*

In a recent presentation at a PGE Conference Center, a Resource
Conservation Manager from the Eugene School District pointed out that
the main reason why custodians liked switching to an energy saving exit
light was that they had extremely long life spans. Even more important
to them than energy conservation was that they did not have to change
them as often. The law requires exit lights to be visible all of the
time. The task of keeping on top of those that burn out and replacing
them can be a rather time consuming and burdensome chore.

**Lighting Surveys:** You will notice that the amount of energy used to
produce lighting depends on: 1) the *type of device used to produce the
light (incandescent vs. fluorescent), (2) the amount of light produced,
(3) conditions in the space such as the color of walls, if any, and, (4)
the amount of time that lights are on. The lighting survey is intended
to provide information on these variables. Switching to a more efficient
lamping system does not make much sense if the lights are then left on
all the time, nor can it be economically justified if the lights are
never used. In your lighting recommendations, consider whether it is
more economical to switch to more efficient lights; add controls that
switch lights off when not needed; or delamping areas where lighting is
excessive.*

Common lighting recommendations of building energy auditors include the
following:

Utilize fluorescent energy saver tubes and/or ballasts when replacement
becomes necessary.

Convert interior incandescent fixtures to energy efficient fluorescent
lighting.

Convert exterior incandescent fixtures to higher efficiency lower
wattage lighting sources, such as metal halide, or high or low pressure
sodium. Consult a lighting specialist.

Lighting may or may not provide for additional security after hours.
People don\'t \"hang out\" in dark unlit places. Consider delamping and
evaluating the change.

Maintenance costs of electrical (lighting) ranks under HVAC, plumbing,
and interior construction. Accordingly life span of the bulb is directly
related to relative maintenance cost of a facility.

*Source: Washington State Energy Office, 1991. \"Facility Management\".*

**[Project and Exercises]{.underline}**

A. Do a Lighting Inventory

> Take a lighting inventory for your school and complete the Room
> Lighting Checklist that follows. Your team will need a floorplan of
> the school, a light meter that measures footcandles of illumination,
> and a plan of attack. Lighting surveys can be completed in a couple of
> hours and at various times of the day when the school is in operation.
> It is important to find all of the lights (and ballasts if applicable
> and possible), both inside and outside as well as determining the type
> of controls that are used to turn them on and off. Most of the room
> lights are operated by a wall switch; some of the outside lights may
> be on timers or photocells.

Equipment needed:

  --------------------------------- --------------------------------- ---
  1\. Tape Measure                  3\. School Room Locator           

  2\. Light meter (measure foot     4\. Lighting Survey Form (data    
  candles)                          collection)                       
  --------------------------------- --------------------------------- ---

> Procedures: Inside Lights
>
> Determine lamp type used to light the room space
>
> Highlight areas with incandescent lights on the school floor plan
>
> Take Light Level Readings (Foot-candles)
>
> Note how many lights and their wattage
>
> Note how lights are controlled
>
> Note how many tubes per fixture (Luminare)

Where possible identify the type and make of the ballast

> Outside Lights
>
> Walk around the perimeter of the building noting outside lights on the
> floor plan
>
> Note how lights are controlled
>
> Locate the timeclock and read the on and off times
>
> Note height of fixtures or mounting.

**Room Lighting Checklist**

+------+--------+--------+---------+---------+---------+-------------+
| Room | Room   | Incand | Fluo    | High    | Foot    | Comments:4  |
| Nu   | Use1   | escent | rescent | In      | C       | (windows    |
| mber |        | Bulbs  | Lamps   | tensity | andles3 | ,skylights, |
|      |        | #      | \#      | Di      |         | reflector   |
|      |        | Watts2 | W       | scharge |         | condition)  |
|      |        |        | atts^2^ | #2 and  |         |             |
|      |        |        | in      | Wattage |         |             |
|      |        |        | cluding |         |         |             |
|      |        |        |         |         |         |             |
|      |        |        | B       |         |         |             |
|      |        |        | allasts |         |         |             |
+------+--------+--------+---------+---------+---------+-------------+
|      |        |        |         |         |         |             |
+------+--------+--------+---------+---------+---------+-------------+
|      |        |        |         |         |         |             |
+------+--------+--------+---------+---------+---------+-------------+
|      |        |        |         |         |         |             |
+------+--------+--------+---------+---------+---------+-------------+
|      |        |        |         |         |         |             |
+------+--------+--------+---------+---------+---------+-------------+
|      |        |        |         |         |         |             |
+------+--------+--------+---------+---------+---------+-------------+
|      |        |        |         |         |         |             |
+------+--------+--------+---------+---------+---------+-------------+
|      |        |        |         |         |         |             |
+------+--------+--------+---------+---------+---------+-------------+
|      |        |        |         |         |         |             |
+------+--------+--------+---------+---------+---------+-------------+
|      |        |        |         |         |         |             |
+------+--------+--------+---------+---------+---------+-------------+
|      |        |        |         |         |         |             |
+------+--------+--------+---------+---------+---------+-------------+
|      |        |        |         |         |         |             |
+------+--------+--------+---------+---------+---------+-------------+
|      |        |        |         |         |         |             |
+------+--------+--------+---------+---------+---------+-------------+
|      |        |        |         |         |         |             |
+------+--------+--------+---------+---------+---------+-------------+
|      |        |        |         |         |         |             |
+------+--------+--------+---------+---------+---------+-------------+
|      |        |        |         |         |         |             |
+------+--------+--------+---------+---------+---------+-------------+
|      |        |        |         |         |         |             |
+------+--------+--------+---------+---------+---------+-------------+
|      |        |        |         |         |         |             |
+------+--------+--------+---------+---------+---------+-------------+
|      |        |        |         |         |         |             |
+------+--------+--------+---------+---------+---------+-------------+
|      |        |        |         |         |         |             |
+------+--------+--------+---------+---------+---------+-------------+
|      |        |        |         |         |         |             |
+------+--------+--------+---------+---------+---------+-------------+
|      |        |        |         |         |         |             |
+------+--------+--------+---------+---------+---------+-------------+
|      |        |        |         |         |         |             |
+------+--------+--------+---------+---------+---------+-------------+
|      |        |        |         |         |         |             |
+------+--------+--------+---------+---------+---------+-------------+
|      |        |        |         |         |         |             |
+------+--------+--------+---------+---------+---------+-------------+

*1. Room use: List primary activity such as Biology, office, art, music,
conference, and home economics.*

*2. Bulb Count/ Watts: Identify the type and number of bulbs and wattage
of each bulb. As appropriate, include ballast type and its wattage.*

*3. Foot Candles: The reading obtained from the light meter at
representative work locations.*

*4. Comments: Does the room have windows, skylights? Are the reflectors
dirty? Ceiling reflective?*

B. Write a report analyzing how well your school performs relative to
existing lighting standards.

Most lighting standards can be grouped into one of two categories:

> 1\. The amount of electrical energy used, which includes such
> measurements as watts per square foot .
>
> 2\. The measurement of light output, commonly the measurement of
> foot-candles or
>
> equivalent sphere illumination.

Understanding Watts/Square Foot

One common approach for developing a standard for lighting efficiency is
watts per square foot or W/f^t2^.

The technique uses a watts per square foot standard to establish a power
limit for buildings. The assumption is that the reduction in allowable
total wattage will require energy efficient lighting systems that
produce adequate lighting. Watts per square foot is easily computed. If
used as a single value for all areas of a building, one has only to
total up the connected load of all lighting system components and then
divide by total square footage in the building.

Is your school energy-conserving simply because it complies with codes?
Not necessarily. The hours of operation of a lighting system have a
great deal to do with the total energy consumed. For example:

Consider a 10,000 square-foot space lighted by a system rated at 20,000
watts

or (20 KW). Its W/ft2 rating is two (2). If the lights are used for
2,000 hours per

year, total energy consumption is 40,000 KWH (kilowatt-hours). Now,
consider

the same space with a 10,000 W lighting system rated at one W/ft2 used
5,000

hours per year. Total energy consumption is 50,000 KWH (10 KW X 5,000
hours).

Note that even though the lights are using less electricity, total
consumption increased because the number of hours increased. In other
words, the system with a one W/ft2 rating, which is only half that of
the other, consumes 25 percent more energy because it is on longer. The
above example points out that this method cannot indicate energy
consumption or energy waste, only the relative energy requirement. Watts
per square foot has been used extensively in establishing lighting
budgets for buildings. Generally speaking, a \"light budget\" of two
watts per square foot is acceptable.

The second type of standard deals with whether the light is sufficient
for the type of task to be performed. Tables in this chapter contain
recommended lighting levels from the Federal Energy Administration and
the Illumination Engineering Society. How do the levels you measure for
your school compare with these standards?

The light meter you will be using in this exercise measures light in
foot-candles. Be careful where you take your measurements, the
recommendations are based on light levels on task, as opposed to overall
or general ambient light levels in the room.

1 Foot-candle = 1 Lumen/Sq. Foot

C. Based on your lighting inventory and analysis, recommend actions your
school should take to improve lighting quality and efficiency.

CHAPTER V. WATER RELATED SAVINGS

Savings are possible by reducing water use. If you have not already
conducted the analysis suggested in Chapter II, review the water bills
for your school. Check for evidence of leaks and billing errors. Review
how water is being used to identify any opportunities for savings.
Further energy savings are possible by reducing hot water use and
improving the efficiency of its delivery.

**Measuring Flowrates**

A one gallon container can be used in showers (gym) to determine the
flow rate in gallons per minute. This is important because it takes
energy to heat water and energy costs money. To measure the flow rate,
turn on both the hot and cold water and adjust the temperature of the
water and the flow to the point where you would normally shower. Note
the time on your watch (with a second hand) and fill up the one gallon
bucket, noting how much time it takes to fill in seconds.

> 1 gallon shower water = \_\_\_\_\_\_\_\_\_\_\_\_ seconds. Divide "1"
> (calculate the reciprocal) by this number and multiply the result by
> 60 to get gallons per minute = \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_GPM.

Now turn off the cold water and find out how long it takes to fill the
one gallon container with hot water.

> 1 gallon hot water = \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ seconds. Again
> calculate the reciprocal and multiply the result by 60 to get
>
> gallons hot water per minute = \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_GPM.

Showerheads are available that provide "satisfying" showers and use only
2.5 GPM or less. Not all showerheads however are created equal. When
flow rates in excess of 2.5 GPM are found, energy can be saved by
changing the shower heads. Care must be taken however to be careful to
use types that perform acceptably. If not satisfied, users tend to
damage or remove the showerheads resulting in more energy and water use.

**System Efficiency**

At some schools during warm weather, a boiler is operated simply to
supply hot water. Sometimes savings can be obtained by installing a
smaller, hot-water heater for use when space heating is not required. In
some schools, the hot water heater is distant from the point of use. In
these situations it may be possible to save by installing a second water
heater close to the point of use. Heating needs can be reduced by
insulating hot water pipes where they are accessible.

**Fuel Source**

Consider the cost of different forms of energy at your school. Sometimes
significant savings can be generated by switching to a less expensive
fuel. For some application it may be possible to use the sun or take
advantage of heat being exhausted from the buildings or kitchen to heat
or pre-heat the water.

[**Project and Exercises**]{.underline}

A. Find the following information:

> Amount of hot water (gallons) used per month
>
> Amount of electricity (KWH) or natural gas (Therms) used per month to
> heat water.
>
> GPM (flow rate of school showers in gallons per minute*)*
>
> Volume of water used in cubic feet per minute
>
> Energy cost per cubic foot; per gallon
>
> Number of calories of energy needed to heat school water per gallon
> and per liter (Note: 2.78 Liters = 1 gallon)
>
> .
>
> Equipment needed:
>
> 1\. Thermometer
>
> 2\. One gallon container
>
> 3\. One liter flask

Information you will need:

Total amount of hot water used per month (cubic feet)

Type of energy used to heat water

\_\_\_ Boiler (Fuel Oil) Energy units in gallons

\_\_\_ Natural Gas Energy units in Therms

\_\_\_ Electric Energy units in KWH

One cubic foot equals 7.69 gal

> One calorie equals the amount of energy necessary to heat 1 gram of
> water 1 degree Centigrade.

B. Calculate the amount of energy used to heat water at your school.

> 1\. Measure the temperature of unheated tap water (Cold) and the
> temperature of hot water using a thermometer that measures in degrees
> Centigrade.
>
> Temperature of cold water \_\_\_\_\_\_C
>
> Temperature of hot water \_\_\_\_\_\_C
>
> Difference cold vs. hot \_\_\_\_\_\_C
>
> 2\. How many calories does it take to heat each liter of water at your
> school \_\_\_\_\_\_\_\_\_\_\_?
>
> 3\. How many calories does it take to heat each gallon of water
> \_\_\_\_\_\_\_\_\_\_\_? (There are 2.78 liters per gallon)
>
> 4\. How many calories does it take to heat each cubic foot of
> water\_\_\_\_\_\_\_\_?(There are 7.69 gallons per cubic foot)
>
> 5\. How many calories does it take to heat the water your school uses
> each month? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_? (About one third
> of the total water used is heated).
>
> Convert Total Calories (#4) to:
>
> 6\. BTUs \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> 7\. Therms \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> 8\. Kilowatt Hours \_\_\_\_\_\_\_\_\_\_
>
> 9\. Calculate the cost of meeting the hot water needs at your school
> using a gas hot water heater and an electric water heater. State your
> assumptions regarding water heater efficiency, system efficiency, and
> rates.

A calorie (c) is defined as the amount of energy it takes to heat one
gram (gm) of water one degree Centigrade. A gram of water is equal to a
cubic centimeter (cc) and milliliter (ml) in the metric system. A gram
is a unit of mass; cubic centimeter and milliliter units of volume. A
kilocalorie (C) is the amount of energy needed to heat 1 liter (1000
milliliters or 1000 cubic centimeters) of water one degree centigrade.
So how many calories (C) does it take to heat one liter of the water
that your school uses? Remember that tap water temperatures vary; the
colder the incoming water, the more energy it will take to heat up to a
certain point.

C. True or False

If incoming water is preheated by having it run through solar panels, it
will take less energy to heat the water and will save money. \_\_\_T
\_\_\_F

D. Write a report presenting your findings relating to water use in the
school. Can your school save by fixing leaks, reducing water or hot
water use, converting to a different source of energy for water heating,
or installing a more efficient heating system?

E. (Optional Research Question)

Although not common in the Northwest, in some areas the price of
electricity goes up or down according to time of day. Rates are higher
during \"peak demand\" times and lower during \"low demand\" times,
usually at night. I own an electrically heated hot tub that heats water
anytime the water temperature drops below a certain level, regardless of
time of day. Would it make sense to put a timer on my tub so that it
could draw electricity to heat water only during times when electricity
rates are low? You might think about what you would do if gasoline
prices for your car were \$1.50/gal between 8 a.m. and 6 p.m. and
\$1.10/gal between 6 p.m. and 8 a.m. When would you buy gas? Although
"time of day" rates are not common, demand charges are. Given the demand
charges it may make sense to track and shift electricity usage to
periods when other energy demands in your facility are less.

> 1\. Does your utility have a variable rate structure? \_\_\_yes
> \_\_\_no
>
> 2\. If no, find out where there is one (there are many in northeast
> United States) that does and consider the price differences in
> electrical use.
>
> 3\. How much would a timer cost? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ How
> long would it take the electricity saved to pay for the timer?
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_yrs.
>
> 4\. Compare the cost of an alternative fuel; gas if water is currently
> heated by electricity and electricity if it is currently heated by gas
> or oil.
>
> What is your recommendation?\_\_\_\_\_\_\_\_\_\_\_\_do it
> \_\_\_\_\_\_\_\_\_\_\_don\'t do it. Are there other options? Switch to
> a different fuel? Lower temperature? Does it cost more during winter
> months than summer months? How much more? How quickly does water
> \"cool off\" if being heated intermittently (look up the definitions
> of specific heat and capacity).

**School Hot Water Use**

  ------------- --------------- ------------- ---------- ------------------
  Month         Cubic Feet (CF) Gallons (Gal) Liters (L) Energy Dollars
                                                         (\$)

  JAN                                                    

  FEB                                                    

  MAR                                                    

  APR                                                    

  MAY                                                    

  JUNE                                                   

  JULY                                                   

  AUGUST                                                 

  SEPTEMBER                                              

  OCTOBER                                                

  NOVEMBER                                               

  DECEMBER                                               

  Totals                                                 
  ------------- --------------- ------------- ---------- ------------------

\*Note: About 1/3 total water usage is heated water.

Chapter VI: The School Boiler

Many schools have a boiler to provide space and water heating. Given the
greater sophistication and safety concerns regarding these systems, what
you can do will be limited and you will need help. Take advantage of
your school's boiler operator to learn about the system and keep an eye
open for recommendations you can suggest that may save. In order to
determine the efficiency and operation of the school boiler several
measures must be taken which include an evaluation of the burn
efficiency and smokestack temperature readings. In this part of the
energy audit your team is going to need the services of a consultant.

Field Trip to the School\'s Boiler Room: Contact your faculty coach to
arrange for a guided tour of the boiler room by custodial staff. In the
tour find out who is responsible for maintaining the boiler, what type
fuel it uses, and when it was last inspected. Review the energy data
that you collected in chapters II and III in terms of how much and when
fuel is being used. Are there any surprises?

Professional Boiler Inspection: Contact your school and district
resources and entities like Northwest Natural Gas Company to see if it
is possible to schedule a boiler inspection and report to your energy
team. Information from this inspection will be used in your final report
and recommendations.

Scheduling: Review the time periods when the school's boiler is
operated. Are there periods such as winter, spring, and summer breaks
when it could be completely turned off. Is it? A quick check of schools
in the Portland area over one recent Christmas break found many school
buildings operating on the same schedule as if they were being used!
Significant savings were possible simply by turning off heating,
lighting and other energy using systems which are not needed at that
time.

**Boiler Room Checklist**

The following items should be covered by the boiler inspector. You may
want to review why these are important after the inspection has been
completed.

> [Daily Requirements:]{.underline}
>
>  Check temperature of exhaust gasses
>
>  Check the steam pressure
>
>  Check for unstable water level
>
>  Check the burner
>
>  Check motors and auxiliary equipment
>
>  Check blowdown
>
>  Keep a daily log, pressure, temperature of room, stack, water
>
> [Weekly Requirements:]{.underline}
>
>  Check exhaust gas composition and temperature
>
>  Check relief valve
>
>  Check water level control
>
>  Check pilot and burner assemblies
>
>  Check boiler operating characteristics
>
> [Monthly Requirements:]{.underline}
>
>  Check blowdown and water treatment procedures
>
>  Exhaust gases
>
>  Combustion air supply - keep air supply openings free of
> obstructions
>
>  Check fuel system
>
>  Check belts and packing glands
>
>  Check for air leaks
>
>  Inspect boiler room for cleanliness
>
>  Inspect linkages for tightness
>
>  Observe the fire when unit shuts down
>
>  Inspect all boiler insulation, refractory, brickwork, and boiler
> casing for hot spots and air leaks.
>
> *Source: Northwest Natural Gas Company Commercial Conservation
> Checklist.*

Chapter VII Food Services

Laundries and Recycling

To complete this section, the Energy Audit Team needs to inspect the
food service area of the school and evaluate a number of conditions.

Equipment Needed: Thermometer to measure water temperatures.

Task: Complete the following cooking and water heating checklists. To
collect data you may have to interview some food services staff and do
an on site inspection.

Cooking

  ----- ---- ------------------------------------------------------------
  Yes   No   Commercial Food Service Energy Conservation Checklist

             Second fry unit, broiler, overn, etc. used only for peak
             business hours.

             Oven preheats at desired temperature; not at a higher
             temperature.

             Smaller energy efficient ovens used whenever possible.

             Ovens loads and unloaded quickly to avoid unnecessary heat
             loss. Every second an oven is open it loses about one
             percent of its heat.

             Cooking and heating units not used are turned off.

             Meat cooked slowly at low temperatures. Cooking on roast for
             five hours at 250o Fsaves 25-50 percent of the energy used
             in cooking for three hours at 350o F.

             Baking and roasting scheduled so that oven capacity can be
             fully utilized.

             Ovens are not opend during operation.

             Food cooked on small part of grill heating only portion
             being cooked on.

             Place weight on bacon and sausage to quicken their cooking
             time.

             Frozen foods thawed in refrigeratior helping to reduce power
             demand for refrigerator.

             Thaw all foods before cooking unless product characteristics
             prohibit.

             Foods are prepared in containers with lids on them.

             Fryers cleaned and oil filtered at least once a day.

             Food warmers and hot plates turned on only as needed.
  ----- ---- ------------------------------------------------------------

**Dishwasher - Water Heating**

  ----- ---- ------------------------------------------------------------
  Yes   No   Dishwasher and Water Heating

             Turn water down to 75o F on closing, turn to 140o F two
             hours before opening.

             Drain water heater every six months.

             Use hot water only when necessary.

             Dishwasher run only when there is a full load.

             Hot water heater coils free from lime accumulations.

             Leaking faucets? Dripping water faucets are costly in water
             and energy use.

             Water pressure regulators on hot water lines to reduce
             wasted hot water.

             Hot water lines insulated?

             General-use hot water temperature 140o F. Taps at 110o F.

             Cleaning done during daylight hours?

             Mop from bucket to conserve hot water?
  ----- ---- ------------------------------------------------------------

*Source: Northwest Natural Gas Company Commercial Food Service Energy
Conservation Checklist,*

**In the Kitchen**

In some areas you will pay more for the electricity used by some
refrigerator models during their lifetimes than you paid for the
refrigerator. You can work with vendors to find the availability and
cost of alternative models. Would it be cost effective for the school to
replace its existing equipment? Are there other options such as cooking
in a central facility and transporting the food to the school?

Pilot lights use as much as 30% of all the gas a range uses.

In an experiment, cooking the same recipes in the same kitchen with the
same utensils, some cooks used twice as much energy as others. How?

a\. Using pots about the same diameter as the burner.

b\. Using lids on their pots

c\. Using a pressure cooker instead of a regular pot

d\. Turning off the burner off a few minutes before the dish is done.

e\. Deciding what you want before opening the refrigerator door.

f\. Taking from the refrigerator everything you need for a meal all at
once and quickly.

g\. Running only full loads in the dishwasher.

**In the Laundry**

Some schools have a laundry. If so, this can present opportunities for
savings. Opportunities can include;

> Doing only full loads. This saves hot water and electricity. Many
> items can be washed in cool water and almost everything can be rinsed
> in cold water.
>
> Warming up a clothes dryer takes energy. Save energy by drying loads
> one right after another without letting the dryer cool off.
>
> Keep the lint filter of the dryer clean. A clogged filter keeps air
> from circulating and that means the dryer has to run longer to dry a
> load.

**Recycling Materials**

Schools in Eugene were able to save by recycling paper milk cartons from
the lunch room. A special station was developed to enable students to
crush the cartons before leaving them in specially marked containers. By
recycling paper, milk cartons and other materials, the schools are able
to reduce the amount of waste picked up by the garbage hauler. This can
be a significant savings as well as being benefitial to the environment.
Become familiar with your school's solid waste contract and resources in
your community relating to solid waste. In many communities there are
individuals and organizations who will help you set up a program that is
appropriate for your school and geographic area.

Using materials over again can save energy. For example, it takes about
20 times more energy to get aluminum from ore (bauxite) than from used
cans.

Buying items and selecting options that will last a long time, can be
repaired if they break, are made from recycled materials, can be
recycled, and have a minimum of packaging is an excellent way of saving
energy.

Recycling programs emphasize the three R's.

REDUCE

REUSE

RECYCLE

![](media/image12.wmf){width="1.757638888888889in"
height="1.7458333333333333in"}

**Chapter VIII: The Project Report**

**The Project Report**

Once you have completed the work in this book you are ready to assemble
your data, create the necessary graphs and overheads and make formal
energy recommendations. Your job is to make an appointment with the
decision maker responsible for operation and maintenance of the building
to present the energy audit findings of your team.

As a group, take the information you have collected and make a set of
formal recommendations on how to save energy at your school. There is no
magic number so you may have more, or less recommendations than in this
table. However, you should try to identify the major sources of energy
use and evaluate how much it will cost to implement the recommendation.
Further, estimate payback by comparing the cost of your recommendation
divided by the energy saved each year. For example, if it costs \$18,000
to do a lighting retrofit that saves \$6,000/year the payback is
\$18,000/\$6000yr = 3 yr. Use this information to help prioritize your
recommendations. Emphasize those that you feel should be done first.
Reasons for a particular priority can be economic but it can also be for
other reasons, to improve the safety, quality, or comfort in a
particular space, to take advantage of planned maintenance or to the
need to replace a particular piece of equipment, or to capitalize on the
interests of particular teachers, students, or maintenance personnel.

  ------------------- ------------------- ------------------- ----------------
  Energy Savings      Cost of             Projected energy    Payback(years)
  Recommendation      recommendation      savings/yr          

                                                              

                                                              

                                                              

                                                              

                                                              

                                                              

                                                              

                                                              

                                                              

                                                              

                                                              

                                                              

                                                              

                                                              

                                                              

                                                              

                                                              
  ------------------- ------------------- ------------------- ----------------

**Preparing for the Presentation**

1\. Prepare graphs, charts, and tables. Decide how you want your
audience to encounter the material. Choose the clearest way possible to
get your point across. Remember that you now know a lot more about your
school's energy use than the people in your audience.

a\. overheads

b\. handouts

c\. demonstrations

2\. Contact your school principle to determine which audience should
hear your material and make an appointment to be placed on the agenda.

3\. Invite guest speakers (energy auditors from local utility company)
that will support your data and make sure that your parents are allowed
to see your team\'s presentation.

**Supplemental Materials**

**Energy and the Environment**

**Environmental Costs of Energy (Externalities)**

Economists call a cost that is not reflected in the purchase price of
the product or service an externality. For example, people who buy
gasoline for their cars do not pay for many of the costs associated with
the production of cars or fuel. The Environmental Protection Agency
(EPA) estimates1 that (on a national average) for every kilowatt-hour of
electricity produced; 1.5 pounds of carbon dioxide (CO2), 5.8 grams of
sulfur dioxide (SO2), and 2.5 grams of nitrogen oxides ^(NO2^
^and\ NO3)^ are produced. This may not seem like a lot but when we look
at these values with respect to national energy production the amounts
are enormous. If energy-efficient lighting were used everywhere it was
profitable, the nation's demand for electricity could be cut by more
than 10 percent. This would result in the following reductions:

-   202,000,000 metric tons of the greenhouse gas carbon dioxide (4
    percent of the national total or the equivalent of the exhaust
    emitted from 44 million cars).

-   1,300,000 metric tons of sulfur dioxide (7 percent of the national
    total).

-   600,000 metric tons (4 percent of the national total).

> 1\. The EPA estimates reflects the mix of sources used to produce
> electricity nationally. Regionally, there will be differences based on
> the specific mix of resources used to produce electricity. For example
> in the Pacific Northwest, a significant percent of electricity is
> produced from hydroelectric resources. Electricity use in that region
> will have more impacts on fish and other river related impacts than in
> other regions.

**Exercise: Evaluate the Externalities of Incandescent vs. Fluorescent
Lamps**

Recently I went to a store and purchased a standard 60 Watt incandescent
bulb for \$0.43 and a 9 Watt compact fluorescent bulb with adapter for
\$9.95. Both produce the same amount of light. Which bulb was cheaper?
In terms of the price of the product the incandescent bulb was about
twenty times more expensive. Complete the table that follows using these
values:

Incandescent bulb Fluorescent bulb

Price \$0.43 \$9.95

Lifespan (hrs) 1000 10,000

Energy used per hour (W) 60 9

Externalities per kilowatt-hour:

Carbon dioxide CO2 \...\..... l.5 lbs

Sulfur dioxide SO2\...\.... 5.8 grams

Nitrogen oxides NOx .. 2.5 grams

When you buy a light bulb you are really buying both the light and the
energy necessary to operate that light. Complete the table and answer
the questions that follow. To make calculations simple, lets evaluate
the cost of 10,000 hours of light using the incandescent and compact
fluorescent bulb given in the above example.

+--------+------+--------+------+----+--------+------+------+------+
| Bulb   | C    | Cost   | W    | KW | Energy | CO2  | SO2  | NOX  |
| type   | ost1 |        | atts |    |        |      |      |      |
|        |      | 10,000 |      |    | cost   | G    | G    | G    |
|        |      | hr     |      |    | (\$.   | rams | rams | rams |
|        |      |        |      |    | 06/KW) |      |      |      |
+--------+------+--------+------+----+--------+------+------+------+
| I      | \$   |        |      |    |        |      |      |      |
| ncand. | 0.43 |        |      |    |        |      |      |      |
+--------+------+--------+------+----+--------+------+------+------+
| Comp.  | \$   |        |      |    |        |      |      |      |
| F      | 9.95 |        |      |    |        |      |      |      |
| luor.. |      |        |      |    |        |      |      |      |
+--------+------+--------+------+----+--------+------+------+------+

1\. Incandescent bulb lasts 1,000 hours; Compact Fluorescent bulb
lasts10,000 hours.

Financial costs:

1\. What is the cost of 10,000 hours of light using incandescent?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Hint: (\$4.30 bulbs + \$36.00 energy)

2\. What is the cost of 10,000 hours of light using compact
fluorescents? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

3\. The Incandescent bulb uses\_\_\_\_\_% more electrical energy than
the compact fluorescent bulb.

*Environmental Costs*

4\. The Incandescent light produces \_\_\_\_\_% more [carbon dioxide
than the compact fluorescent lamp.]{.underline}

5\. The Incandescent light produces\_\_\_\_\_% more [nitrogen oxides
than compact than the fluorescent lamp.]{.underline}

6\. List a problem associated with increasing amounts of [carbon dioxide
CO]{.underline}2 in the environment:

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

7\. List three problems associated with increasing amounts of *sulfur
dioxide SO*2 and *nitrogen oxides NO*x in the environment:

1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

The Cost of Light

By now you already know a lot more about energy than most people. In
terms of energy, many of us think about energy the same we do as with
death and taxes, as unavoidable fixed costs of living. Energy costs are
neither unavoidable nor are they fixed. You already know that to buy
light there is the cost of the light bulb and the cost of the energy it
takes to run the light. According to the EPA, fluorescent lamps, even
though they are very efficient when compared to incandescent lamps have
large energy costs. In fact, 90% of the cost of fluorescent light is
energy, 6% of the cost is in the materials of the lamp, 3% in the labor
to produce the lamp, and 1% in recycling costs. Fortunately, new
technology has dramatically improved the efficiency of fluorescent
lights from about 45% to over 90% in some cases.

Energy Costs in the Future

Question:

Based on what you have read, seen on television, or have heard from
others what do you think energy prices, in dollars \$\$, are likely to
do in the future?

\_\_\_\_\_ stay the same

\_\_\_\_\_ go up

\_\_\_\_\_ go down

*Team Exercise*

Identify the reasons why energy costs may go up such as adding the cost
of externalities (pollution clean up, de-acidification of lakes, etc) to
the rate people pay; increased demands; increased costs of production
and why energy costs may go down such as advances in technology, changes
in consumer behavior, etc.

  ----------------------------------- -----------------------------------
  **Reasons for Energy Costs          **Reasons for Energy Costs
  Increasing**                        Decreasing**

  **1**                               

  **2**                               

  **3**                               

  **4**                               

  **5**                               

  **6**                               

  **7**                               

  **8**                               

  **9**                               

  **10**                              

  **11**                              

  **12**                              
  ----------------------------------- -----------------------------------

**The "Physics" of Energy Use**

**Non-energized Systems**

The Building Envelope

Buildings are like \"leaky boats\" in that the air you have heated or
cooled tends to leak to the outside environment whenever there is a
temperature difference. The temperature difference however is why you
heated or cooled the air in the first place! The factors which influence
heat loss and heat gain from a building include how it is oriented to
the sun, its surroundings and design features such as size and placement
of windows, the materials insulating the walls and ceilings, the
infiltration (how much air leaks into and out of the building), and
energy using equipment in the building such as lights, computers, fans,
space and water heaters etc..

Heat Loss. Heat travels through three mechanisms; conduction,
convection, and radiation.

*Convection*: Heat transfer through convection occurs when the hot or
cool air moves from one space into another. As air leaks into a
building, infiltration, or out of a building, exfiltration, it takes
with it whatever energy it contains. Infiltration refers to the passage
of outside air into a building through cracks around windows and door
jambs, doors and windows left open or broken, and outside air dampers
that do not close tight. Being in a building is like being in a leaking
boat. You have to bail water as fast as the water enters or you sink.
The bigger the hole, the faster you must bail, and bailing is work! In
buildings, during winter months, the cool outside air entering the
building must be heated. During summer, warm outside air entering the
building may be cooled; many schools which in the past haven't operated
in the summer generally were not air conditioned. In buildings that are
occupied throughout the year, infiltration causes heat gain in the
summer and heat loss in the winter. In many cases additional energy must
be used to humidify (add water vapor), dehumidify (remove water vapor)
or filter the outside air. When warm air enters an air conditioned space
money is leaking out; when cold air enters a heated space, money is
leaking out. It takes energy (\$) to both heat and cool indoor spaces.

Ventilation: Ventilation is the function of the mechanical ventilation
system that draws in fresh outside air. Ventilation impacts the heating
and cooling system the same way that infiltration does but in much
greater quantities. The rate of ventilation is referred to in terms of
cubic feet (of air) per minute, or CFM. The greater the CFM, the more
heating or cooling is required to offset the heat loss or heat gain
caused by the unconditioned air that is brought into the building. When
it can be done while maintaining safe indoor air quality, a way to
achieve quick energy savings with virtually no expense \-- involves
reducing the ventilation rate.

Energized, non-energized, and human systems all affect infiltration. If
a building\'s air handling system maintains a positive or negative air
pressure in the building (interior air pressure differs from exterior
pressure); then the mechanical air handling system is itself creating
forces that bring outside air into the building. In home with ducted
furnace systems, researchers have recently found that leaks in the ducts
increase home heating requirements by about 25% on an average.
Non-energized systems are involved because the condition of the
building\'s exterior envelope, doors, windows, etc. determines the
number, size and location of infiltration points. Human systems are
involved because people are responsible for leaving windows and doors
open, as well as for observing, reporting and correcting cracks or
broken windows.

Conduction is how heat is transferred through a solid. Physically, it
can be thought of as the motion of one molecule being transferred to an
adjoining molecule. Thermal barriers are used to slow this transfer down
and are defined as materials that slow heat flow such as a strip of
non-conducting material (i.e. wood, vinyl, or foam rubber) that
separates inside and outside surfaces and slows conduction of heat to
the outside. The conductance of any material is measured by R and U
Values. An R-Value is the resistance of an object to heat flow, the
higher the value the more resistance to heat flow. A U Value is a
coefficient expressing the thermal conductance of an object or a
composite structure (i.e. wall or window) in BTUs per square foot per
hour per degree F temperature difference. In buildings you want to have
large R-Values and low \'U\' Values to reduce heat flow.

Have you ever touched single pane glass in the winter on a cold day? Did
you notice that the glass felt cold? If you touched the wall you noticed
it was not as cold as the glass. Which had greater thermal conductivity?

\_\_\_\_\_ the wall \_\_\_\_\_ the glass

The rate of heat conduction depends on the composition of the various
materials used in construction of the building envelope. This rate can
be affected by, among other things, additional insulation or storm
windows, especially on those portions of the buildings where most of the
energy is being lost. This reduces thermal conductivity, in other words,
it makes it harder for heat to move either in or out.

Why does metal at 0o C feel colder than wood at 0o C?

Substances that have a high coefficient of conductivity are said to be
good conductors of heat; heat flows through them rapidly. The best
conductor of heat is copper whereas gasses are generally very poor
conductors (good insulators). Wood is also a poor conductor because it
contains lots of air bubbles. It is for this reason that cold metal
feels so much colder than cold wood. The metal and wood may be at equal
temperatures, but heat leaves the hand much more quickly when it is in
contact with the metal than with the wood. The temperature of the
portion of the hand making contact with the substance drops much more
rapidly in the first case. It is safe to lift a kettle of boiling water
by its wooden or plastic hand-grip, because the heat from the metal
(which it is wise not to touch) enters the wood or plastic slowly enough
for heat loss from the handle to keep pace.

Radiation is the transfer of energy through electro-magnetic radiation;
a good example is the transfer of heat from the sun to earth. The amount
of heat loss or gain occurring through conduction and radiation depends
on a number of factors including the temperature difference between two
objects or inside and outside. Heat is always transmitted from an area
of higher temperature to an area of lower temperature. Unless "pumped"
uphill through the application of work (like in a heat pump and
refrigerator), heat always flows \"downhill\", from higher to lower
temperature. Accordingly, during winter, heat flows from the inside to
the outside. During summer the process reverses. Heat flow is similar to
diffusion. Particles of matter (atoms or molecules) will diffuse from an
area of high concentration to an area of low concentration. Water
molecules (H20) will diffuse (move from high concentration to low
concentration) through a semi-permeable membrane, a process called
osmosis. For example, you can smell perfume in a room because once it is
released (an area of high concentration) it diffuses to the areas of low
concentration (where you are standing).

Question

John and Karen were off the Oregon coast in a small boat fishing.

The boat capsized. It looks like it may take several hours before they
are spotted.

If they had wet suits available should they put them on?

\_\_\_ Yes, they must reduce heat flow from their bodies to retard
hypothermia.

\_\_\_ No, it will take more energy to put them on than they will save.

Equipment: Nearly all energized devices including lights refrigerators,
radios, video machines, computers, business machines, coffee makers, and
television sets contribute to heat gain. In some cases this heat, or
some of it, can be recovered from one part of a building where it is not
needed and ducted to another part of a building which requires heat.
Internal heat gain is generally beneficial in winter because it provides
heat which otherwise would have to be provided by mechanical systems. In
summer months, of course, the mechanical cooling system must compensate
for the heat gain from light sources and other energized devices such as
computers, monitors, copy machines, and FAX machines.

**Efficiency**

Efficiency is defined as the proportion of usable energy that remains
after each step of a transfer process. If each part of a system worked
as efficiently as possible, the least amount of energy required to get
the job done would be used. Although it is seldom achieved, this ideal
is the ultimate goal of any energy management program and of this school
project. There three methods of reducing energy use: (1) reduce the use
of the system, (2) use the system more wisely, and (3) make the system
more efficient.

Here is another example using cars: three methods can be used to reduce
the energy consumption of a typical automobile. The first method is to
drive the car less. It is a good approach if the car is used more than
it is needed. Simply put, it suggests that cars don\'t use gasoline if
you don\'t drive them. The second method considers driving habits such
as driving the car at 50 MPH (the most efficient speed), avoiding panic
stops and accelerating carefully. These behaviors relate to human habits
and are similar to turning off unnecessary lights and closing exterior
doors and windows when the heat or air conditioning is on. The third
method ensures that all systems in the car that affect energy
consumption are operating as efficiently as possible. Radial tires
generally give better gas mileage than non-radials because of reduced
rolling resistance. An engine with a plugged fuel injector or misfiring
spark plug will use considerably more gasoline than one that is
operating properly. Tires inflated to the correct pressure give better
gas mileage than under-inflated ones. The exterior finish of the car,
when waxed and smooth, has less wind resistance than one which is
comparatively rough, and less wind resistance means the engine works
less and more efficiently.

The function of an energy audit is to expose all the different ways in
which energy consumption is affected and to create numerous options
(choices) \-- some more effective than others \-- that can be
implemented to reduce energy consumption. This means identifying
numerous potential energy savings options then picking and choosing
among those options to reduce consumption in a manner that is most
compatible with the time, people, and budget available. Identifying
sources of energy loss, then choosing alternatives to save energy is the
goal of an energy audit.

*Exercise*

Question: Amy owns a 1981 Toyota Corolla and wants to get better gas
mileage. She drives to and from school but not long distances. Should
she: (Check one below)

*\_\_\_\_\_ Spend \$29.95 for a wax job or*

*\_\_\_\_\_ Inflate her tires to the recommended level ?*

\*Note: both of the above will increase efficiency but sometimes
increases are large

> and sometimes they are small. Some are expensive and some are less
> expensive.

The example above is used to make an important point. Namely, that some
energy saving options make sense and others do not. Systems analysts use
the concept sub-optimization to describe improving a part of a system
that has little effect on the overall performance of the system. For
example, putting jeweled wheel bearings on a wheel barrow will not
improve the overall performance of the wheel barrow. The energy saved by
the slight reduction in wind resistance from the wax job would be hard
to even measure whereas driving around town on under-inflated tires will
cause substantial reductions in efficiency. Also notice that inflating
the tires to the proper pressure cost noting. Later in this workbook you
will be asked to think about options in terms of a cost/benefit ratio;
simple payback; and the present and future value of money. These are
methods to answer the question \"is it worth it?\"

Although a building is obviously different than a car, the basic
principles remain the same. Maximum energy savings can be achieved by
considering all of the options and the way these different options
impact each other, the potential benefit versus the cost, and numerous
other factors. It should be stressed, however, that maximum energy
savings come from maximum efficiency. Using an untuned car less does not
make it more efficient. However, if the car is driven less and driven
well, and kept in tune, the least amount of energy (\$\$) is consumed
each time the car is used.

**ENERGY PERSPECTIVES**

**Energy; A historical, world perspective**

Fossil evidence suggests that the most recent form of our species,
Homo-Sapiens Sapiens, has lived on Earth for only about 40,000 years, a
brief instant in the planet\'s estimated 4.6 billion year existence.
During most of this time, we survived as nomadic hunter gatherers. More
recently, the Agricultural Revolution (10,000 to 12,000 years ago) and
the Industrial Revolution (155 years ago) radically changed our
relationship with the planet\'s resources. Both of these revolutions
increased the amount of energy available to man. The Agricultural
Revolution freed man from relentlessly roving to search for food
(energy) and allowed communities and civilizations to form. The
Industrial Revolution began in England with the development of the steam
engine in the 1840s. It enabled the use of energy from fossil fuels
(coal) to power new technologies applied to food production and
manufacturing. Since the Industrial Revolution, there has been an
enormous increase in the average direct and indirect energy use per
person in all developed countries.

Energy Used Per Person at Various Stages of Human Culture Development

  ---------------------------------------- ------------------------------
  **Cultural Development**                 Kilocalories per Person/Day

  **Primitive**                            2,000

  **Hunter Gatherer**                      5,000

  **Early Agricultural**                   12,000

  **Advanced Agricultural**                20,000

  **Early Industrial**                     60,000

  **Modern Industrial (other developed     125,000
  nations)**                               

  **Modern Industrial (United States)**    230,000
  ---------------------------------------- ------------------------------

Notice in the table above that the average energy consumption of each of
us in the United States is 230,000 Kilocalories per day while the rest
of the developed world uses only 125,000 Kilocalories per day. In other
words, we are using almost twice as much energy per person than people
who live in countries like Germany and England. So what? We are finding
that not only does energy cost money (we have always known that), but
that many of the byproducts of energy production are destroying the
environment and damaging our health.

The United States is the world\'s largest user of energy, with only 4.7%
of the world\'s population, we use 25% of the world\'s commercial
energy. It is breathtaking to consider that you, me and the other
Americans use 230,000 Kilocalories per person per day. Since the average
person eats about 2,500 to 3,000 Kilocalories per day this amount of
energy represents what it takes to sustain about *ninety two people!*

**A Biological Perspective**

You are using and giving off energy every minute of the day. For
example, your body continuously gives off heat equal to that of a
100-watt light bulb or, a hectowatt. The energy that you use to power
your body (proteins, fats, carbohydrates) comes from the sun. Green
plants can transform energy from sunlight to chemical energy through a
process called photosynthesis. In brief, photosynthesis is called an
endergonic reaction, it takes energy. Plants can combine carbon dioxide
(an atmospheric gas) with water using energy from the sun to produce
glucose. Plants can take glucose and make virtually everything they need
including proteins, starches, fats, and waxes.

**Products of Photosynthesis (6CO2 + 6H2O \-\-\-\-\-\-\--\>
C**6**H12O6 + 6O2)**

The energy that you use to power your car (gasoline) or home (natural
gas & electricity) also came from plants that converted the sun\'s
energy to chemical energy. This energy, however is chemical energy that
is millions of years old. Let\'s take a closer look at this type of
energy and how it is used.

**Energy Sources**

How Fossil Fuel is Currently Used

![](media/image13.emf)

Most of the energy we use exists in the form of *chemical energy (fossil
fuels)* that was stored millions of years ago. Because it takes so long
to naturally convert plant material to these resources it is referred to
as nonrenewable. The main forms of fossil fuel that power industrial
nations consist of *oil, coal, and natural gas.* Other forms of energy,
such as the energy in the food you eat, comes from ongoing or recent
conversion of sunlight to chemical energy through photosynthesis. Since
these processes occur over a relatively short time period they are
considered renewable.

Hydroelectricity is a form of solar energy that is converted to
electricity by taking advantage of the water cycle. As water evaporates
from the ocean and moves over land, it recondenses in the form or rain
or snow. This water can be collected behind a hydroelectric dam where
the stored water represents **potential energy** that can be converted
to **kinetic energy** by spinning turbines to generate electricity. In
the northwest, dams have already been built at about half of the
locations where hydropower generation is possible. But, most if not all
of the remaining locations are not likely to be developed because of
concern about the environment .

Energy can also be obtained from nuclear fission reactions. Again
because of concern for the environment people are increasingly looking
to other alternatives for future energy resources. This includes wind (a
solar resource), geothermal (using some of the heat from inside the
earth), biomass (the use of plants), tidal energy, direct conversion of
sunlight to heat or electricity, or instead of producing more we can
learn how to use the energy we produce more efficiently; doing more with
less.

A common misconception is that energy can be made or created. However,
the First law of thermodynamics (energy) states that in any physical or
chemical change, no energy is created or destroyed, but in these
processes energy can be changed from one form to another. However, you
can\'t get more energy out of something than you put in; in terms of
energy quantity, **you can\'t get something for nothing.** The Second
Law of Thermodynamics holds that in any conversion of heat energy to
useful work, some of the initial energy input is always degraded to a
lower-quality, more dispersed, less-useful energy, usually
low-temperature heat that flows into the environment; you can\'t break
even.

A simple way to visualize the First and Second law of thermodynamics is
to see yourself as a farmer on a ten-acre plot. You and your partner
have two children. Assume that you can grow enough corn to produce the
10,000 Calories per day your family will need. That\'s about 2500
Calories per person so no one in the family is getting fat. What if you
develop a taste for fried chicken? Because a loss of energy occurs with
each energy transfer, you will have a problem.

Average Energy Transfer in Food Chain

  --------------------------------------- -------------------------------
  Food source                             **Kilocalories**

  Corn                                    **10,000**

  Fed to Chickens                         **1,000**

  Chickens fed to Hogs                    **100**
  --------------------------------------- -------------------------------

*Question:*

How many \"fish\" Calories would you end up with if the hogs were fed to
fish in a commercial operation? \_\_\_\_\_\_\_ Cal..

Notice that only about 10% of the energy in the corn ended up in
chickens and only 10% of the energy in chickens ended up in hogs. If you
answered the question above, you noticed that feeding the hogs to fish
in a pond made matters even worse in terms of energy. Where did the rest
of the energy go? Because of the Second Law of Thermodynamics,
approximately 90% of the energy in a food chain is lost with each
transfer, primarily in the form of heat. This type of transfer is like a
thousand dollar bill that goes to \$100 to \$10 to \$1 to \$.10 (dime)
to \$.01 (penny).

It is because of the Second Law of Thermodynamics that many of the
people in poorer countries are forced to eat low on the food chain where
rice, corn, and wheat and other plant products are the primary food
staples of the culture. Because it takes sixteen pounds of grain to
produce one pound of meat, eating low on the food chain is a matter of
survival rather than preference.

Although the Second Law of Thermodynamics mandates that you will always
lose in a transfer process; there are some processes that result is less
loss than others. Systems of energy transfer where loss is minimized are
said to be efficient. Efficiency is simply finding ways to do more with
less.

**The Energy in Food**

Did you know? **?**

The energy to raise food (a form of stored energy) is not just sunlight.
On the modern farm it takes 3 gallons of petroleum to raise a hog and 30
gallons to raise an acre of peanuts.

Most of the coal mined in the United States is burned to generate
electricity \-- Coal fired power plants are the largest source of
electricity in the United States.

If all the electricity used in a typical United States home for a year
was provided by coal fired generation, it would use about [twenty tons
of coal.]{.underline}

Energy is necessary for the work performed by your body. The food you
eat is organic, which refers to a molecule that contains the element,
carbon. The food that we eat is used for both energy and building blocks
for our body. Molecules in food that we use and have nutritive value are
grouped into carbohydrates (contain carbon, hydrogen, oxygen), fats
(contain carbon, hydrogen, oxygen) and proteins (contain carbon,
hydrogen, oxygen, and nitrogen). These organic compounds have different
amounts of energy. Proteins and carbohydrates contain about 4 Calories
per gram; fats contain about 9 Calories per gram. Recently, the Gallup
Poll conducted a study that involved a random survey of 1,004 Americans
to find out if they knew how to figure how much fat they were eating.
They found that only seven out of one hundred people (7%) could figure
how much fat they were eating or how to convert fat grams into fat
calories. You can now be in the top 90% of all Americans. On the back of
a box of Original Wheat thins there is this information:

Serving size (1/2 oz 8 crackers)

Calories 70

Protein 1 gram = \_\_\_\_\_ Calories

Carbohydrate 9 grams = \_\_\_\_\_\_Calories

fat 3 grams = \_\_\_\_\_\_\_Calories

Question:

What percent of the calories (70) come from fat? \_\_\_\_\_\_\_\_

Hint: 1 gram of fat=9 calories; 3 grams of fat = 27 calories and 27 is
38.57% of the total.

It probably comes as no surprise that some foods have more energy in
them than others. If you were asked to choose between a carrot and a
candy bar to select the one that had the most energy, you would probably
pick the candy bar, and you would be right. This also holds true for
fuel types. For example, if you were heating your home with a woodstove,
the type of wood used would make a big difference in heating. You can
see that using black locust would provide about twice as much heat as an
equivalent volume of basswood.

Fuel Values of Popular Firewood

  ----------------------- -----------------------------------------------
  **Wood Type (air        **Heat value per cord of wood in millions of
  dried)**                BTU\'s**

  Black Locust            26.5

  Birch                   24.7

  Red Maple               19.1

  Pine (Tamarack)         19.1

  Pitch Pine              18.5

  White Birch             18.2

  Hemlock                 15

  Red Spruce              15

  Balsam Fir              13.5

  Basswood                12.6
  ----------------------- -----------------------------------------------

\*From: Residential Energy Auditor Training Manual, 1988. AHP Systems
Inc.

There are two types of work performed by your body that use the energy
we get from the food we eat: involuntary and voluntary work.

1\. Involuntary work (basal Metabolism Rate/BMR)

This is the work done by the body in a fasting state (no food) and at
rest. Energy is needed for vital life processes, e.g., breathing,
heartbeat and circulation of blood, kidney function and all of the
chemical reactions which are constantly taking place in the body. You
are spending this energy when you are at complete rest, \"doing
nothing\". All living organisms require energy. In fact, part of the
definition of \"life\" is the ability to metabolize - to convert foods
to release the energy necessary for the chemical processes of life.

General factors affecting basal metabolic rate/BMR:

Sex: Males have a higher BMR than females.

Age: BMR is highest during the first year of life and declines with age.

Surface area: The large the surface area to volume, the higher the BMR.

Diet: High protein diets increase BMR

Fever: The rate of energy burned rises 7% with each degree of rise in
temperature.

As a general rule if your are a male you require 10.8 Calories
(C=kilocalories) per pound of body weight every 24 hours. If you are a
female you require approximately 10.5 Calories per pound of body weight
every 24 hours.

Exercise: Calculate your Basal Metabolic Rate in Calories.

Male \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ X 10.8 =
*\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_Cal. = BMR*

Your weight (lbs)

Female \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ X 10.5 =
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Cal = BMR

2\. Voluntary Work.

All of the energy you need above the resting level is called \"voluntary
work\". You did \"voluntary work\" when you got up this morning and came
to school. You spend energy to contract your muscles to do any activity
such as walking or running. The greater your activity level, the more
calories you burn.

Your energy requirements depend on your type of activity. The higher the
activity level the more calories you burn. This is similar to driving
your car \-- the faster you drive, the more gas you burn. For example,
you burn 30% more gas at 65 miles per hour than at 55 miles per hour.
You also burn more gas if you are towing a heavy trailer, driving
uphill, or driving against the wind.

**Type of Activity: Calories burned per pound of body weight per hour**

Running 4.5 C Bicycling 1.7 C.

Swimming 4.0 C. Typing 1.0 C.

Dancing 2.4 C. Eating a meal 0.7 C.

Walking Rapidly 2.2 C.

A female requires only 86% of the amount of energy required of males.
Activities such as those in the table above are how many extra calories
you must consume to engage in them without losing weight.

As pointed out, the normal daily energy requirements depend on age, sex,
weight, and activity level. The following figures represent the
approximate number of calories necessary per day to maintain present
weight in a moderately active 25 year-old male and female.

Female: Weight, 128 pounds - 2100 C. (16.4 Cal/lb.)

Male: Weight, 154 pounds - 2900 C. (19 .0 Cal./lb.)

John and Karen like their current weight and do not wish to gain weight
(eat more calories than they burn) or lose weight (burn more calories
than they eat). How many calories can both eat each day to maintain
normal weight? Also figure this out for a male and female at your
weight.

John (190 LB)\_\_\_\_\_\_\_\_\_\_\_\_Calories; Karen (120
LB)\_\_\_\_\_\_\_\_\_\_\_Calories.

You (male) \_\_\_\_\_\_\_\_\_\_\_\_\_\_Calories (female)
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_Calories.

See what the difference would be if you were a different gender. Why do
you think that, pound for pound, females use less energy than males?

**Sample Recommendations for Consideration**

The Building Envelope and Interior

Most winter heat loss is through the roof, most summer heat gain is
through the walls.

Almost all buildings let air leak in (infiltration) (or out
exfiltration). This is the first thing that many people fix.

Caulking: Cracks where neither side is supposed to move are sealed with
a material called caulking. Most caulking comes in cartridges. The
cartridges fit in an inexpensive \"gun\" that squeezes the caulking out
of a nozzle like toothpaste from a tube. Caulking doesn\'t last forever.
Some last only one or two years, some last more than ten years.

Indoor pollution: As people become more energy conscious and reduce
infiltration (ventilation) in a building it becomes more important to be
conscious of what is going on inside the building. In every house and
building people do things to pollute the air. They smoke tobacco, fry
food and glue things together. They use cleaners and polishes that
evaporate, and hair sprays and paint. Often they store those items
inside the house where they slowly leak their contents into the
building. Plastics, particle board and even soil and stone may give off
harmful gasses. Is air pollution created inside your school? (art room,
shops, laboratories?)

\_\_\_\_\_ yes \_\_\_\_ No

Conservation Recommendations: Commercial Buildings

Northwest Natural Gas Company

**Envelope and General Building:**

Caulk window and door frames to seal infiltration leaks.

Weather-strip all doors that go from heated to unheated areas.

Install ceiling insulation to current code.

Install floor insulation to current code.

**Lighting:**

Utilize fluorescent energy saver tubes and/or ballasts when replacement
becomes necessary

Convert interior incandescent fixtures to energy efficient fluorescent
lighting.

Convert exterior incandescent fixtures to higher efficiency lower
wattage lighting sources, such as metal halide, or high or low pressure
sodium lamps. Consult a lighting specialist.

**Controls:**

Adjust thermostat setting to 68o F in the heating season (winter) and
78o F in cooling season (summer).

Locking covers should be installed on all thermostats.

Timed setback thermostats should be installed to insure proper control
of your heating/cooling system.

One person should be given the responsibility for operation and control
of the heating/cooling system.

have thermostats and other systems controls *inspected and calibrated to
ensure proper operation.*

**H.V.A.C. (Heating, Ventilation, and Air Conditioning) Maintenance:**

Clean or replace the filters on all heating/cooling equipment on a
monthly basis.

Inspect heat exchanging devices such as radiators, fin tubes and
baseboards on an annual basis.

Repair all leaks in boiler and water lines to reduce heat loss and the
need for additional water in the system.

Repair duct system leaks to reduce heat loss and provide a more even
distribution of heat.

Outside air should be increased to provide your gas or oil fired heating
system with sufficient combustion air.

Insulate warm and cold air ducts in unheated areas.

Clean fan blade cups to ensure that a proper amount of air is being
distributed through your system.

Inspect belts for slippage and wear/or proper alignment on a yearly
basis.

**Water Heating:**

Reduce water heater thermostat setting to 120o F except where a higher
temperature is specifically required.

Insulate hot water pipes in all unheated areas.

Install water flow restrictors on all shower outlets.

Lubricate circulating pumps on a quarterly basis.

Contact Energy Consultant for Additional Information:

Northwest Natural Gas Co.

220 NW 2nd Avenue

Portland, OR 97209.

\(503\) 226-4211

**Metric Nomenclature**

Because you will encounter a number of terms that assume knowledge of
metrics, in fact you have already encountered the idea of megawatts,
please review the table that follows for the metric meaning of \"how
much\" we are talking about. If you were offered the following choices
which would you take?

\_\_\_\_\_\_\_megadollar or \_\_\_\_\_\_\_kilodollar?

\_\_\_\_\_\_\_hectodollar or \_\_\_\_\_\_\_centidollar?

\_\_\_\_\_\_\_dekadollar or \_\_\_\_\_\_\_decidollar*?*

Check the table that follows to see how you did.

**Multiples and Submultiples of Metric Units**

  -------- ------------------ ------------------------------- ------------
  Prefix   Meaning of Unit    Numerical Expression            Scientific

  Giga     Billion            1,000,000,000                   1 X 109

  Mega     Million            1,000,000                       1 X 106

  Kilo     Thousand           1,000                           1 X 103

  Hecto    Hundred            100                             1 X 102

  deka     Ten                10                              1 X 101

  deci     Tenth              1/10                            1 X 10-1

  Centi    Hundredth          1/100                           1 X 10-2

  Milli    Thousandths        1/1000                          1 X 10-3

  Micro    Millionth          1/1,000,000                     1 X 10-6

  Nano     Billionth          1/1,000,000,000                 1 X 10-9

  Pico     Trillionth         1/1,000,000,000,000             1 X 10-12
  -------- ------------------ ------------------------------- ------------

So, would you like a megadollar \_\_\_\_\_ or a picodollar \_\_\_\_\_\_?

**Chapter I Self Test**

1\. How many calories are derived from:

1 gm of protein \_\_\_\_\_\_\_\_\_ Cal.

1 gm of carbohydrates \_\_\_\_\_\_\_\_\_Cal.

1 gm of fat \_\_\_\_\_\_\_\_\_ Cal.

2\. Matching:

\_\_\_ Second Law of Thermodynamics

\_\_\_ First Law of Thermodynamics

\_\_\_ The amount of energy needed to \"stay alive\"

\_\_\_ Kilocalorie

\_\_\_ Therm

\_\_\_ Kilowatt Hour

\_\_\_ British Thermal Unit

\_\_\_ *calorie*

a\. The amount of energy required to heat 1 gram of water 1o Centigrade

b\. Basal Metabolic Rate (BMR)

> c\. An energy unit equal to the amount of heat required to raise one
> pound (LB) of water one degree Fahrenheit (59-60 o )

d\. Energy cannot be created or destroyed

e\. Transfer of energy always results in a loss (heat)

f\. The amount of energy required to heat 1000 grams of water 1o C.

g\. A unit of gas containing 100,000 BTUs

h\. An electrical energy unit equal to 3413 BTUs

True/False:

> 1\. \_\_\_ Sixteen pounds of grain fed to cattle will result in
> sixteen pounds of \"beef\".
>
> 2\. \_\_\_ The human body is more efficient than a steam turbine or
> fuel cell.

Arrange from lowest to highest energy: (4=highest, 1=lowest)

\_\_\_\_ BTU

\_\_\_\_ Calorie (kilocalorie)

\_\_\_\_ calorie

\_\_\_\_ Therm