Learning through theUse of Earth-friendly
EnergyGuidebook on the Use of New Energy at School Facilities

Department of Facilities Planning and Administration
Minister ’s Secretariat
Ministry of Education, Culture, Sports, Science and Technology (MEXT)
Educational Facilities Research Center, National Institute for
Educational Policy ResearchWith the cooperation of
Ministry of Economy, Trade and Industry
andMinistry of the EnvironmentJapan

INTRODUCTION
Global warming is a concern common to all countries. Of all the world’s issues that require full-scale efforts, it is one of themost significant. The Kyoto Protocol’s first commitment period started in 2008, and various measures have been taken by
many countries so that they may attain their goals of reducing greenhouse gas (GHG) emissions. Japan aims at a 6%
reduction in emissions in the five years ending in 2012, as compared to the 1990 emissions level. Because the Governmentof Japan announced the mid-term target of a 25% reduction in GHG emissions from the 1990 level by 2020, it is vital tostrengthen efforts toward building a low-carbon society.
In July 2009, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) prepared a guidebook titled
Learning through the Use of Solar Power: Guidebook on the Introduction of Solar Photovoltaic Power Generation incollaboration with the Educational Facilities Research Center of the National Institute for Educational Policy Research. On
the basis of the guidebook, this booklet, Learning through the Use of Earth Friendly Energy, was prepared in order toprovide concise information required by school authorities regarding solar heat utilization, wind power generation and New
Energy other than photovoltaic power.
New Energy is derived from various sources, including sunlight, solar heat, wind power and biomass. Whatever thesource, New Energy is renewable and does not emit carbon dioxide when it is used. Other than photovoltaic power, New
Energy has been utilized at very few schools, and more varieties of New Energy are expected to be used at many schools as
part of efforts to reduce GHG emissions.
School is a part of life for children, who will forge our future world. They learn at school, and their experiences there
affect their growth and development in many ways. Introducing New Energy to schools will make school facilities places
that provide environmental education to children. Everything they learn and experience at such facilities will greatly
enhance their environmental awareness.
Schools are among the public facilities with which the public is most familiar, being established in all corners of thecountry. It is expected that environmental measures will be promoted at the regional level when environmental measures aretaken at school.
The information in this guidebook was carefully selected to satisfy the needs of school authorities. It includes examples of
New Energy utilized in environmental education, the effects of such utilization, the processes of installing facilities
necessary for the use of New Energy, points to be checked in designing and building such facilities, and the maintenance ofthe facilities. Cases of application are also shown, according to the type of New Energy. It is hoped that this guidebook will
be fully utilized by school authorities who wish to use New Energy at their schools.
March 2010

Learning through the Use of Earth-friendly Energy― Guidebook on the Use of New Energy at School Facilities【Contents】

1. The Usefulness and Effects of Application of New Energy at School Facilities(1) What is New Energy?
(2) Environmental education(3) Achieving reductions in carbon dioxide emissions and utility costs

2. Installation and Use of New Energy Sources(1) Use of solar heat(2) Micro wind power generation (windmills)(3) Ground heat(4) Use of biomass energy (pellet stoves)(5) Other New Energy sources(5-1) Use of snow-and-ice cryogenic energy(5-2) Micro hydroelectric power generation(5-3) Fuel cells

…..1
…..1
…..2
…..6
…..7
…..7
…..9
….11
….13
….15
….15
….16
….17

3. Introduction to the Operation and Maintenance of New Energy Systems
at School Facilities….18

4. Case Studies on New Energy System Installations….20

Installations at school facilities(1) Solar heat, the energy source of the solar heat radiant air floor heating system,is also used for heating the swimming pool.
Adatara Elementary School, Nihonmatsu City, Fukushima Prefecture….20(2) A gym installed with the solar heat radiant air floor heating system through eco-renovations
No.7 Haketa Elementary School, Arakawa Ward, Metropolitan Tokyo….20(3) 24-hour ventilation with the ground-source air-conditioning system
Kamaishi Junior High School, Kamaishi City, Iwate Prefecture….21(4)A ground-source air-conditioning system used as a resource for environmental education
Kiyosato Nanohana Preschool, Takashima City, Shiga Prefecture….22(5) A snow cooling system whose power is obtained photovoltaicallyYasuzuka Junior High School, Joestu City, Niigata Prefecture….23(6) Micro hydroelectric power generation utilizing a check dam near the school
Ohoka Elementary and Junior High Schools, Nagano City, Nagano Prefecture….23(7) The nation’s first elementary school to introduce residential fuel cells.
Ohnoden Elementary School, Musashino City, Metropolitan Tokyo….24

Actions of the municipalities(1) Along with its proactive introduction, micro wind power generation effectively used for environmental education
Kyoto City, Kyoto Prefecture….25(2) Efforts to introduce pellet stoves to all elementary and junior high schools
Wakasa Town, Mikata Kaminaka-gun, Fukui Prefecture….26(3) An approach to introducing different New Energy systems at all municipal elementary schools in the region
Tajiri Area (former Tajiri Town), Osaki City, Miyagi Prefecture….27

1. The Usefulness and Effects of Application of New Energy at School Facilities
New Energy is defined as domestically produceable energy that contributes to the diversification of energy sources. It has excellent
ecological features that address global warming, since it reduces emissions of carbon dioxide.
In addition, installation of New Energy systems at school buildings enhances students’ awareness of energy. They learn that New Energy
can be utilized for air-conditioning, power generation and so forth, and they become directly aware of the blessings of solar, wind, groundheat and other energy sources.

(1)
is New
Energy?
(1) What
What
is New
Energy?
Definition of New Energy

Coal
Natural gas
Renewable energy sources

The Act on the Promotion of New Energy Usagedefines New Energy as shown at right.
Amongrenewableenergysources,theintroduction of New Energy sources such as solar
radiation and wind power, in particular, is to bepromoted.
- Fuel cells are not included in the definition of
New Energy, but this guideline addresses them, as
they are effective in reducing carbon dioxide
emissions at school buildings.
For details on photovoltaic power generation,please refer to Learning through the Use of Solar
Power - Guidebook on the Introduction of Solar
Photovoltaic Power Generation published in July
2009.
1

Advanced use ofinnovative energy
sources

Supply-side energy source
Oil
Energy source alternatives to petroleum
Nuclearpower

Large-scale
Large-scale
geothermalhydroelectric
power generation
power generation
New Energy sources

Thermal utilization

Power generation

Use of solar heat
Use ofbiomass energy
Use of temperature
differences
Use of snow-and-ice
cryogenic energy

Photovoltaic
power generation
Wind
Power generation
Biomass
power generation

Innovative energy sourcesrefer to new technologies
that contribute to thepromotion of renewableenergy, outstanding
improvement in energy
efficiency anddiversification of energy
sources; promotion of such
sources is to beaccelerated.

Micro and medium-scalehydroelectric
power generation1
Ground heat
power generation1

Production of biomass fuels

The only ground heat power generation system that is categorized
as a New Energy source is the binary cycle power system; theonly hydroelectric power generation systems that are categorized
as New Energy sources are those that use waste hydraulicrecourses and have an output of 1,000 kW or less. Source: NEDO

Ocean energy

Heat pumps
Natural gas
cogeneration
Fuel cells
Clean energy
vehiclesand the like

New Energy Uses
Type of New Energy

Method of using the New Energy source

Solar heat is accumulated by rooftop collectors and the like for use in water heating and airSolar heatconditioning.
Micro wind power generation “Wind power” rotates windmills, which consequently generate power by transferring
the rotating force to the generator.
(Windmills)
Ground heat energy is used for air-conditioning with heat exchangers or heat pumps, or for
Ground heatventilation by transferring indoors the air that is warmed or cooled at shallow depths underground.

Reference
p.6
p.8
p.10

Biomass energy (pellet stoves) Wood pellets made of waste wood or thinned lumber are utilized for heating.

p.12

Snow-and-ice cryogenic energy Cryogenic energy derived from snow or ice is used for air-conditioning.

p.14

Micro hydroelectric power
generation

Power is generated by water flow or small head of water channels, small streams and the like.

p.15

The hydrogen-oxygen chemical reaction directly converts hydrogen and oxygen into
an electric current.

p.16

Fuel cells

New Energy Sources: Features and Issues
Representative New Energy sources include insolation, solar heat, wind and biomass energy, all of which are renewable andproduce no carbon dioxide emissions at use. Use of New Energy sources helps to reduce national dependency on imported oil andto diversify energy sources in order to secure the national energy supply.
However, since the initial costs remain high, incentives aiming to further technical development and cost reductions are required
for widespread use of these energies. In addition, the energy output fluctuates in the case of energy sources that are susceptible tometeorological influences.
Since the efficiency and other features of a New Energy source depend on the location of each school, it is necessary to understandthe local conditions for the selection of the optimal alternative; for instance, daylight hours and insolation for solar heat, windconditions* for wind power or underground temperature for ground heat.
*This refers to wind situations and characteristics, specifically, the characteristics of mean and instantaneous wind velocities, and the frequencies of winddirections and velocities.
1

icsaetifounlnoefsN
nfefregcytsao
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Ftaio
cinlitoief sNew Energy at School Facilities
1. The Usefulness and Effects o1f. A
Tp
hp
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s eaw
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Observation of the implemented New Energy sources, for firsthand understanding(2)

Environmental education

Observation of the implemented New Energy sources, for firsthand understanding

Installation of New Energy systems provides examples for observation, so that students can understand in a real sense that solar
radiation, wind power, ground heat, snow-and-ice cryogenic heat and other energy sources can be applied to power generation,
air-conditioning and so forth.

The movement of tape strips in the ground heat air-conditioning duct isdisplayed for indoor observation of air flow. A panel exhibition outlining
the system was created for visitors. (Shizusato Nanohaha Kindergarten,
Takashima City, Shiga Pref.)Solar heat energy can be felt by placinga hand over the warm airflow when theduct for air warmed by rooftop
equipment is partly opened. (Source:
The Egg of the Earth)

By observing windmills and solar panels, one becomes more awarethat wind power and solar radiation generate power. (Izumino
Elementary School, Kanazawa City, Ishikawa Pref.)

The coolness of snow stored in the cryogenic
cooling system in the summer is experienced.
An experiment on vegetable storage. (Yasuzuka
Elementary School, Joetsu City, Niigata Pref.)Left: A session for experiencing the heat emitted by a pellet stove. Students learn that thinned lumber and scrap wood can be processed into easy-to-use
forms of fuel, such as pellets. (Mikata Junior High School, Wakasa Town, Fukui Pref.; Center: Observation of micro hydroelectric power generation bywater wheels enhances comprehension of the kinetic energy of water flow. (Hata Water Wheels, Hata Town, Nagano Pref.)Utilization of display panels for understanding the mechanisms whereby natural energy sources can beused efficiently

Explanations on display panels aim to present the mechanisms of power, from its generation to its use, and the instantaneous
power output, which facilitates extensive study of New Energy use.
This panel displays theinstantaneous windvelocity and wind
power output. The
comparison between
generated power andthe power consumed bycafeteria lighting helps
one understand thescale of the generated
power.

An example display ofa solar heating system.
The solar water
heating system can beunderstood instantly.
(Daiichi Elementary
School, Yamagata City,
Yamagata Pref.)2

1. The Usefulness and Effects of Application of New Energy at School Facilities

Visualizing the movements of equipment driven by the generated power, to increase awareness of the
Visualizing
the movementsof equipment
the generated power, to increase awareness of the relations
relations between
natural conditions
anddrivenpowerbyoutputbetween natural conditions and power output

The use of power generated by New Energy sources may be limited to those devices whose operations are visible, such as inpumping systems of fish tanks or biotopes that are accessible to students. Because their operations are visible they can serve asteaching resources in environmental education to promote firsthand understanding of the relationship between natural
conditions (wind conditions, water flow and the like) and the power output.

The wind power is employed to drive a fountain pump. The fountain spouts vigorously when the wind is strong and stops spouting when the wind weakens. The
device demonstrates that the power generation capacity relies on the wind. (Noichi Elementary School, Konan City, Kochi Pref.)Teaching
Teachingmaterials
materialsand
andsimulation
simulationmodels
modelsof
ofthe
theNew
NewEnergy
Energysystems
systemsare
arepreparedprepared,totoenhanceenhancecomprehensionofthemechanisms.
comprehension of the mechanisms.

The development of teaching materials and simulation models that work on the same principles as the actual systems enables
students to learn the mechanisms of New Energy systems and to deepen their understanding.
For instance, they can experience power generation by applying wind to miniature wind power generation appliances, and byusing solar thermal energy to heat bottled water.
Learning the mechanism of wind power
generation with a small model. (Idogaya
Elementary School, Yokohama City,
Kanagawa Pref.)Studying the principles of solar heat collection andefficiency differences by using water in bottles of different
colors (Takaki Elementary School, Fukuoka City, Fukuoka
Pref.)

3

Learning the mechanism of fuel cells with asmall model (Idogaya Elementary School,
Yokohama City, Kanagawa Pref.)1. The Usefulness and Effects of Application of New Energy at School Facilities

Research presentations and workshops interactively deepen comprehension on New Energy sources.

The installation of New Energy systems in accessible locations increases the opportunities for students to proactively study
energy issues. In addition, research presentations and workshops facilitate further learning on the benefits of New Energy andthe significance of measures to address global warming.

Students discuss global warming and energy issues. (Mikata
Junior High School, Wakasa Town, Fukui Pref.)Presentations summarizing discussions about energy issues (Idogaya
Elementary School, Yokohama City, Kanagawa Pref.)Collaborations with experts, including those from NPO’s, enrich understanding by the local community.

Using websites and presentations to provide parents and local residents with information on installation situations andapplications to environmental education contributes to activities by the whole community. Environmental seminars with guest
experts from NPOs and so forth raise awareness of New Energy not only among the students but among the entire community.

Learning the mechanism of wind power generation at a lecture by avisiting expert (Idogaya Elementary School, Yokohama City, Kanagawa
Pref.)

Students listen attentively to explanations by the head janitor of
the snow cryogenic cooling system. (Yasuzuka Elementary
School, Joetsu City, Niigata Pref.)

Items
Itemstotobe
beconsidered
consideredin
inusingusingNew
NewEnergy
Energysystems
systemsas
asteachingteachingresources
resources■Equipment observation sites should be spacious, safe and suitable to the methods and content of the learning activities.
■In the case of rooftop equipment observations, sufficient safety must be secured, for instance by installing guard nets orfences that prevent falls from edges or skylights.
■During maintenance of rooftop equipment, access to the rooftop should be properly restricted. Moreover, stairs and othermaintenance installations should be managed such as to prevent students from using them.
■Primarily, the main unit, the mounts and other parts of solar thermal collectors should be carefully designed and constructedto prevent student injuries. Subsequently, precautions and other instructions should be provided to the students.
■Students are instructed to treasure New Energy systems installed at school facilities as long-lasting learning resources.
(References) p. 3, Learning through the Use of Solar Power - Guidebook on the Introduction of Solar Photovoltaic Power
Generation
4

1. The Usefulness and Effects of Application of New Energy at School Facilities

References for use in classes designed to promote students’proactive learning about New Energy
Since environmental education aims to nurture human resources that will contribute to sustainable community
development, the Ministry of the Environment has drafted booklets* that extract major items related toenvironmental education from the national Courses of Study, and that sort the items by field and developmental
phase (elementary school lower, middle and upper grades; junior high school); these booklets have been used forenvironmental education at schools. The following excerpts from the booklets concern the New Energy-related
items “resources and energy,” and “mechanism and effects of global warming.”
Resources and energy
Raise awareness that mineral resources and fossil
fuels are limited. Have students grasp thedevelopment and use status of New Energy, such as
photovoltaic and wind power. Enable determinationand implementation of less resource-intensive
lifestyles.

Mechanism and effects of global warming
Help students to understand that excessive
dependence on fossil fuels in manufacturing andlifestyles has been altering the atmosphericcomposition, and therefore, causing global
warming. Enable students to determine what we
can do in our daily lives to control global
warming; put it into practice.

Elementary
school lower
gradesElementary
SchoolMiddlegradesElementary
schoolupper
gradesSocialStudiesWaste management and recycling
Securing potable water, electric power and gas
Features of air and water

Science

Movements of wind and rubber
Properties of lightElectrical pathways
Functions of electric power
Functions of electric current

Mechanism of combustion

Science

SocialStudiesJuniorhighschoolScience

Crafts andHome
Economics

Metals, water, air and temperature

Utilization of electric power
Geographical features of Japan from a global perspective(resources and energy, industries)
Issues of Japan and the global society (global
environment, resources and energy issues)

Modern Japan and the world

Electric current
Electric current and magnetic fields
Aqueous solutions and ions
EnergyDevelopment of science and technology

Changes of state
Chemical changes
Meteorological changes
Organisms and the environment

Issues of Japan and the global society(for a better society)

Technologies applied in daily life and industry
Mechanism and maintenance inspections of energy
converters, design and fabrication of products employing
energy conversion techniques*Environmental Education to be Applied in Classrooms: Guidelines Understandable at a Glance by Grade and Subject (Ministry of theEnvironment: http//www.env.go.jp/policy/nerai/) (in Japanese)
Environmental education from a comprehensive standpoint can be exercised when combined with agendas other than those excerpted.
Furthermore, as a portal site for environmental education and learning useful at schools, homes, and workplaces, the Eco Learning
Library (Ministry of the Environment: http://www.eeel.go.jp) has been established. (in Japanese)51. The Usefulness and Effects of Application of New Energy at School Facilities(3)

Achieving reductions in carbon dioxide emissions

Use of solar heat

When solar heat is utilized only for water heating, the mean collected thermal energy, energy saved and carbon dioxide
emissions reduced are estimated as follows (in comparison with liquefied petroleum gas, city gas and kerosene). Please notethat the area of the heat collector of the equipment affects the amount of carbon dioxide emissions reduction, and other factors.
Solar heating
equipment
Solar water
heating system

Area ofheat
collector
6 m2

Annual collected
thermal energy
LP gas13.06 mil. kJ(3.12 mil. kcal)

Annual energy saved, Cost savings,
Carbon dioxide emissions reductions
City gas273.9 kg
59,628 yen
822 kg carbon dioxide

3305.5 m33,879 yen
675 kg carbon dioxide

Kerosene

374.6 L29,196 yen
933 kg carbon dioxide- Annual collected thermal energy: annual nationwide mean insolation [inclination: 30˚]: 5.44 mil. kJ/m2/year (1.3 mil. kcal/m2/year), heat collection
efficiency: 40%- Combustion efficiency of fuels: 95%- The annual heat collection capacity per 6 m2 of heat collector is approx. equivalent to the average annual energy consumption for water heating perhousehold. (Approx. 3 mil. kcal/household/year (Approx.12.59 mil. kJ/household/year)): EDMC Handbook of Energy and Economic Statistics inJapan, 2006) (Source for annual thermal energy collected by the solar water heating system: Solar System Development Association)

Use of micro wind power generation
Use of micro wind power generation
In installing wind power generation equipment at school facilities, the annual power output, energy saved and carbon dioxide
emissions reduced are estimated as follows. It should be remembered that the power output fluctuates depending on windproperties and local environments. It also varies by the manufacturer and the type of windmill.
System capacity
2 kW

Annual power output
1,340 kWh

Annual cost savings
16,294 yen

Carbon dioxide emissions reduction
569.5 kg carbon dioxide- The annual mean wind velocity of the area is 4 m/s (measured at the installation site).
- The power output is the calculated annual mean value based on the measured values obtained by a manufacturer of micro wind power generationequipment (3-bladed propeller type).
- Annual power output capacity of a windmill for 2 kW is equivalent to approximately 32% of the annual total energy consumption of a typicalhousehold (4,209 kWh/household/year, from a survey conducted in 2005 by the Energy Conservation Center, Japan).

Use of biomass energy (pellet stoves)

In the case of heating with a wood pellet stove, the mean fuel costs per 100 kg of pellets, the heat output and the carbon dioxide
emissions reductions are estimated as follows (calculated on the assumption that the heating fuels that were replaced wereliquefied petroleum gas, kerosene, and electricity). Use of a pellet stove requires expenses for pellet fuel.
Fuel costs

Heat output

4,500 yen(excludingtransportation costs)

1.89 mil. kJ(0.45 kcal)

Equivalent energy, equivalent costs, and carbon dioxide emissions reduction for replacing eachtype of fuel
LP Gas
Kerosene
Electricity
37.5 kg
51.2 L522.2 kWh
8,163 yen
3,990 yen
6,349 yen
113 kg carbon dioxide
127 kg carbon dioxide
222 kg carbon dioxide- The heat output per 100 kg of pellets is equivalent to approximately l5% of the average annual energy consumption for heating per household.
(Approx. 2.92 mil. kcal/household/year (approx. 12.28 kJ/household/year): EDMC Handbook of Energy and Economic Statistics in Japan, 2006)(Source of pellet fuel costs and heat output: Wood Pellet Promotion Conference)

The coefficients employed for the above calculations■Heat outputs of each fuel are: 50.2×103 kJ/kg for LP gas, 45×103 kJ/m3 for city gas, 36.7×103 kJ/L for kerosene, and 3.6 kJ/kWh for electricity.
(Figures for LP gas and kerosene are cited from the data in Calculation and Reporting Guidelines for Greenhouse Gas Emissions (Ministry of theEnvironment), and that for city gas is the value published by Tokyo Gas Co., Ltd.)■The prices of each fuel are 217.7 yen/kg for LP gas, 110.9 yen/m3 for city gas, 77.94 yen/L for kerosene, and 12.16 yen/kWh for electricity. (Figures
for LP gas and kerosene are excerpted from the data published by the Oil Information Center, that for city gas is from Tokyo Gas Co., Ltd. and thatfor electricity is from Tokyo Electric Power Co. (as of January 2010). )■The carbon dioxide emission coefficients for each fuel are 3.0 kg carbon dioxide/kg for LP gas, 2.21 kg carbon dioxide/m3 for city gas, 2.49 kg
carbon dioxide/L for kerosene and 0.425 kg carbon dioxide/kWh for electricity. (Figures for LP gas and kerosene are from the data in Calculation
and Reporting Guidelines for Greenhouse Gas Emissions (Ministry of the Environment), the figure for city gas is the value published by Tokyo
Gas Co., Ltd, and that for electricity is from Tokyo Electric Power Co.)6

2. Installation and Use of New Energy Sources
This section outlines the systems of typical new energy sources that are expected to be adapted by schools, and items to be considered forthe introduction of such systems.

(1)

Use of solar heat

Solar heat is generally used in systems that provide hot water or heating, and forsystems that combine hot water supply and heating or hot water supply andheating/cooling. An absorption refrigerator is needed in the case of a coolingsystem.
Air, water and anti-freezing fluid are generally used as the heat transfer media,
and these are conveyed by either the natural circulation that results from thedensity gradient of such media or by forced circulation with pumps. Below,
typical systems that have been introduced into schools are shown.

(a) System outline
Radiant air floor heating system
Use for environmental
education:
Applicability to conventionalbuildings by:

The installation of devices that allow the heat to be felt and the effects to be visualized (e.g.: thechance to feel hot air, the use of display panels)
The installation of pitched double-roofs and of air ducts(When the roof is re-built, it is necessary to confirm the structural safety of the building.)

Ambient air taken from the eaves is heated by solar radiation in a glass heat collector built on the roof, and then that air is used
for heating. The warmed air is blown through the underfloor below the rooms, which heats the floor and the air in the rooms
while providing ventilation. During the daytime, the heat of the warmed air is stored in the concrete thermal mass built under
the floor. In the evening the heat is naturally released to moderate the drop in air temperature.

Fig.1 Schematic of radiant air floor heating
system for classrooms (winter operation)

Futaba Elementary School (Kamaishi, Iwate Pref.) w. heatcollector area of 551 m2

View of the inside of theroof from the gym. Air ispiped to the underfloor
through the blue ducts.
Fig.2 Schematic of radiant air floor heating system
for gym (winter operation)

7

Daishichi Kyoda Elementally School (Arakawa Ward,
Metropolitan Tokyo) w. heat collector area of 63.5 m2

2. Installation and Use of New Energy Sources“Water-use”
hot
water
supplysystem“Water-use”
hot
water
supplysystem
Use for environmental
education:

The installation of devices that allow the effects to be visualized (e.g.: the use of display panels)

Applicability to conventionalbuildings by:

Confirmation of the structural stability of the building against roof load, and securing of space for
installing the device

The system supplies hot water warmed by the solar heat collectors installed on the roof. Solar-warmed water is first stored in thethermal storage tank. Then, the water temperature is adjusted by an auxiliary heat source in order for hot water to be supplied.

Fig.3 Schematic of “water-use” hot water supply system

Kowa Elementary School (Nerima Ward, Metropolitan Tokyo) w. aheat collector area of 96 m2(b) Major devices
1) and 2) below are commonly used for radiant air floor heating systems and “water-use” hot water supply systems, while 3)
below is exclusively used for “water-use” hot water supply systems.
1) Heat collector
This collects heat from solar radiation and conducts theheat to a heat transfer medium, such as water or air. There
are roughly two types: “water-use*” heat collectors (flatpanels or vacuum tubes) and “air-use” heat collectors.
*When the warmed water is used for hot water supply, measuresagainst the bacteria that cause legionellosis are needed. Although thevacuum tubes efficiently collect heat and it is possible to raise thewater temperature to 60ºC or higher, the flat panels are not able toraise the water temperature high enough; thus, the warmed waterneeds to be heated in a boiler. Such additional heating makes thewater safer in terms of legionellosis, but it lowers the proportion ofheat derived from solar radiation.

2) Thermal massThis stores solar heat collected by solar heat collectors, andreleases it when needed.
Generally used are building thermal mass, in which floors
and walls are used as the thermal mass, and “water thermalmass,” in which water in a thermal storage tank (hot watertank) is used to store heat.
3) Auxiliary heat sourceThis is a heating device that raises the water temperaturewhen weather conditions make solar heat insufficient.
Boilers are generally used, one example of which is a gasfired boiler.

(c) Items to be in designing and planning(c) Items to be considered in designing and planning■ common to air use and water use■ exclusive to “water use”

Designing work is primarily contracted out to an architectural office. The following items are the main ones to be considered in
the introduction of a solar heating system. School establishers should understand the items so that they can request that thearchitects include them in their analyses.
■When a heat collector is installed on the roof of an
existing school building, the structural stability of thebuilding should be confirmed. (Refer to p. 12 ofLearning through the Use of Solar Power - Guidebook on
the Introduction of Solar Photovoltaic Power Generation).
■The heat collectors should be set at the optimal gradientfor maximum heat collection. Footholds and areas formaintenance should also be integrated into the design.
■The azimuth of the heat collector should be within 30ºfrom the south.
■ The distances between the heat collectors and the hotwater tank (thermal storage tank), and between the hotwater tank and the hot water valve/radiator should be as
small as possible, to minimize energy loss.
■ In cold regions where water freezes in winter, it isnecessary to drain the water in the pipes.
■ Because the surface of the vacuum tubes is glass,thorough safety measures should be taken.
82. Installation and Use of New Energy Sources(2)

Micro wind power generation (windmills)

The energy generated by wind increases in proportion to the area of blades that receive wind power. This makes it possible toproduce wind turbines of various blade sizes and rated outputs, from small to large. Also, various shapes of blade are available.
The blade shape best suited to the local wind conditions should be chosen. Currently, horizontal-axis turbine blades installedwith propeller-type rotors are mainly used. In addition, vertical-axis wind turbines that can operate regardless of wind direction
are also available.
Typical systems that have been introduced into schools are shown below.
(a(a) System outline
Micro wind power generation (independent type)
Use for environmental
education:
Applicability to conventionalbuildings by:

The installation of devices that allow the wind to be felt and the effects to be visualized (e.g.:observation of wind turbines, use of display panels)
Securing spaces for wind turbine and electric equipment installation

Wind turbines are installed on the rooftop of the school building or in the schoolyard. Wind causes the wind turbines to rotate.
The kinetic energy of turbine rotation is converted into electric power by means of a power generator. The generated electricity
can be stored in batteries or inverters and then supplied to the pumps of water tanks for growing aquatic and other organisms
and to power lighting and so on.

Kowa Elementary School(Nerima Ward, Metropolitan
Tokyo) w. 3 wind turbine units(rated output: 300 W)

Fig.4 Schematic of micro wind power
generation (independent type*)* Independent types of wind power
generators require batteries to make up forthe shortfall in power output for the rated
consumption of load devices.

A completely independent systemthat stores power generated by thewind turbine and by the photovoltaic
panels and supplies it to the lighting
devices at night. Batteries andinverters are installed inside thetower.

Gifu Elementary School (Gifu, Gifu Pref.):
Rated outputs of 1,000 W (wind power) and 60
W (photovoltaic)(b) Major
devices) Majordevices
1) Wind power generator
This consists of wind blades that receive wind energy, gears
to transmit blade rotation to the turbine and a power
generator that converts the kinetic energy of the rotating
turbine into electric energy.
2) Controller
This device automatically controls the rotation speed of the9

Kanamachi Elementally School(Katsushika Ward, Metropolitan
Tokyo): Rated outputs of 450 W(wind power) and 150 W(photovoltaic)

blades to prevent them from rotating faster than their rated
rotation speed during strong winds, including gusts.
3) Inverter
This device converts direct current (DC) to alternating
current (AC). When direct current is generated by a wind
power generation system, it needs to be converted toalternating current to avoid a drop in voltage duringtransmission.

2. Installation and Use of New Energy Sources(c) Items to be considered in designing and planning(c) Items to be considered in designing and planning
Designing work is primarily contracted out to an architectural office. The following items are the main ones to be considered in
the introduction of micro wind power generation. School establishers should understand the items so that they can request thatarchitects include them in their analyses.
■ As of March 2010, there were no regulation criteria by
use should be integrated into the design plan such as towhich to assess the performance of windmills for micro
secure opportunities for students to safely observe thewind power generation. The system that can perform bestsystem.
under the site conditions should be determined by■ The rotating wind blades should be installed higher thanstudying durability, the method of controlling the system
students can raise their hands.
when excessively strong winds blow and other relevant■ Because winds are stronger at higher places than at lower
items.
places, the higher the elevation of the system installed,■ Rooftop installation of micro wind power generation
the higher its efficiency. Find locations within thesystems requires confirmation of building structural
school premises that are advantageous in terms of power
safety against the various loads posed by the system as
generation efficiency as well as of observation
well as confirmation of the levels of vibration caused byopportunities.
the system.
■ The wind turbine should be located where the winds are■ Micro wind power generation systems are highly useful
the least obstructed.
for environmental education. The methods of educational
Communication between teachers and students facilitated through environmental
education (an example from the City of Ichikawa, Chiba Prefecture)
The City of Ichikawa has been implementing an environmental
education program that the city developed on the basis of facilities forutilizing new energy installed in schools. This education program,
prepared in 2005, is the result of close cooperation among the board ofeducation, environment-related municipal departments and agencies,
and school teachers. The education program was intended to fulfill thecity’s aim of enhancing environmental awareness among children whilesatisfying educational needs at school. After completing the program,each pupil writes a letter describing his or her impressions, and theletters are sent by the school to the city. This program is very
meaningful to the city officials supporting environmental education,
because they can see the effectiveness of the program in changing
pupils’ ways of thinking about the environment.
(1) Environmental education program: “Catch the wind!”This program was developed for fourth-graders at schools with wind
power/ photovoltaic hybrid power generation facilities. A city official
playing the role of “Kaze-tarou” (Wind boy) visits each school toprovide the program that is described below.
[Introduction]
1. Each pupil fills a transparent plastic bag with wind, holds the bagtight at the top with one hand and squeezes the bag with the other tofeel the air that is expelled from the small opening at the top.
2. Students are shown a miniature windmill and are told how awindmill works.
[Main part of the program]
3. Students shown a photo of the facilities installed in the schoolyard
are asked what the facilities power.
4. Students are asked questions about energy.
5. Students are given an explanation about the cause-and-effectrelationship between energy and global warming.
6. Students are shown some examples of windmills in the Netherlands
and of large power generation facilities in Hokkaido.
7. Students are given an assignment to write about what they can do forthe earth.
[Concluding activity]
8. At the end of the program, the miniature windmill is operated.
9. At a later date, Kaze-tarou writes to the students to share his candid
feelings about the program that he participated in with them.

(2) Response from the school
After the program at each school, students write about theirimpressions of the program and summarize what they’ve
learned in the program in a school paper, or homeroom
teachers summarize their pupils’ views and impressions of the
program. These outputs are very valuable for the city officials
in charge of environmental education. The candid views andopinions of pupils, in particular, affect the development ofenvironmental education in the city, and the feedback fromstudents help the providers of environmental education to learn
many things.
After the program, some students reported the following:○“After listening to what Kaze-tarou said today, I
thought I should be more careful about ourenvironment. I’ll tell this to my family, who I’ll ask towork together for energy savings.”○“We were able to run a toy car for only a short distance,even though it took a whole hour to charge it, so I
understood how important it is to generate power. I
won’t leave the lights on anymore.”○“I learned that Japan emits a lot of exhaust gasses(greenhouse gasses). It is actually the fourth largest
emitter in the world. I want to help to reduce CO2
emissions.”10

2. Installation and Use of New Energy Sources(3)

Ground heat

There are two major systems for ground heat use: 1) a ventilation system which uses a cool/heat trench, in which air cooled orheated by the trench installed in the building foundation is used for ventilation; and 2) a ground source heat pump system,
which provides heat for air-conditioning (cooling/heating) and for hot water. The heat is taken from a heat pump system whose
heat source is water from a ground heat exchange well whose water temperature is cooler than the ambient air in summer andwarmer than the ambient air in winter. Because ground source heat pump systems release the exhaust heat from building airconditioning deep underground, the systems help to ease the heat island phenomenon.
Typical systems that have been introduced into schools are shown below.

(a) System outline
Ventilation system which uses a cool/heat trench
Use for environmental
education:
Applicability to conventionalbuildings by:

The installation of devices that allow coolness/heat to be felt and the effects to be visualized.
(e.g.: the chance to feel cold/hot air, the use of display panels)

Underground trench or pit (or double floor) installed in an existing building.

The temperature of the cool/heat trench has almost no fluctuation, thanks to the ground heat. Air passed through the trench/pit at
low speed is cooled/heated there and then blown into the rooms. The rooms are ventilated with air that is cooler than theambient air in summer and warmer than the ambient air in winter.
The system can be effectively used in combination with other cooling/heating systems. Use of the air in trenches for airconditioning reduces the ambient air load.

Ogikubo Elementary School(Suginami Ward, Tokyo)
Fig.5 Schematic of a ventilation system which uses a cool/heattrench (summer operation)(b) Major devices
1) Cool/heat trench
Heat conducted from the ground keeps the temperature of
the trench nearly uniform. During the time that the air flows
at very low speed through the trench for a considerably
long distance, the air is cooled or warmed.
2) Air blower
This blows the air in the cool/heat trench into the rooms.

(c) Items to be considered in designing andplanning

11(c) Items to be considered in designing and planning
Designing work is primarily contracted out to anarchitectural office. The following items are the main ones
to be considered in the introduction of a ventilation system
which uses a cool/heat trench. School establishers should
understand the items so that they can request that architects
include them in their analyses.
■ Good methods of hygiene control for the air in the trenchshould be integrated into the design, because the air in the
trench is directly supplied to the rooms. Such hygiene
control methods include groundwater proofing, thedrainage of condensation water and the installation ofsterilization lamps to prevent mold and the like fromgrowing.
■ Confirmation is needed that the ventilation capacity ofthe system meets the total air volume of the rooms forwhich the system is used.

2. Installation and Use of New Energy Sources(a(a) System outline

Ground source heat pump system (water-type)
Use for environmental education:
Applicability to conventionalbuildings by:

The effects to be visualized (e.g.: the use of display panels)
Availability of land area where boreholes can be made for the wells

A heat-carrying medium, such as water, is circulated through a resinous U-pipe ground heat exchanger (or heat exchange well)that is 50 to 100 m deep. Because the temperature deep underground is stable throughout the year, the water circulating in theexchanger maintains almost the same temperature regardless of the season. The heat pump unit installed at ground level further
raises/lowers the water temperature. The cooled/heated water is circulated through fan coil units for cooling/heating the building
and heated water is also used for hot water supply.

Fig.6 Schematic of ground source heat pump system

Shiomachi Junior High School (Miyoshi, Hiroshima Pref.)(21 wells of 90 m in depth)(b) Major devices
1) U-pipe ground heat exchanger
This is a pipe through which a heat-carrying medium, suchas anti-freeze, is circulated to collect heat from the groundor to release exhaust heat from the heat pump into theground.
2) Heat pumpThis device transfers heat: It absorbs heat when the heatcarrying medium evaporates and emits heat when the heatcarrying medium condenses. The water that circulates

inside the building is cooled/heated by a heat pump inwhich the heat exchangers conduct the cold/heat of theheat-carrying medium into the circulating water.
3) Cold/hot water tank
The water cooled/warmed by the heat pump is stored in atank for cooling/heating the building.
4) Fan coil unit
This device circulates indoor air by blowing it with a fan,and it vents cooled/heated air.

(c) Items to be considered in designing and planning(c) Items to be considered in designing and planning
Designing work is primarily contracted out to anarchitectural office. The following items are the main ones
to be considered in the introduction of a ground source heatpump system. School establishers should understand theitems so that they can request that architects include themin their analyses.

■ Identify the land area where boreholes for the pipes of theheat exchanger can be installed.
■ Decide the number and depth of the ground heatexchanger wells in light of the required cooling/heating
capacity for air conditioning.
■ Keep the distances between the ground heat exchangers
and the heat pump to a minimum, for the efficient use ofground heat.
12

2. Installation and Use of New Energy Sources(4)

Use of biomass energy (pellet stoves)

Biomass energy is derived from organic matter, i.e., matter from organisms, such as thecellular tissues of plants and animals and animal excreta. The use of plant-derived biomassenergy is gaining attention, because it is considered carbon-neutral energy. Carbon
emissions from biomass are viewed as part of the natural carbon cycle, in which the carbon
is found in different molecules but carbon dioxide absorption and emission are in balance.
Therefore carbon emissions from biomass are not regarded as adding to atmosphericconcentrations of carbon dioxide.
((a) System outline
Pellet stoves
Use for environmental
education:
Applicability to conventionalbuildings by:

The opportunity to experience the use of the stove and the effects to be visualized(e.g.: the chance to observe the stove in use, including input of fuel and cleaning of ash; and to feel the warmthfrom the stove)

Installation of air supply/exhaust stovepipes on the wall or chimney in the existing building

The fuel of pellet stoves is called pellets, which are bar-shaped particles created by compressing woodchips (from timber andbranches) and tree bark and leaves. The stoves have two chambers: one for pellet storage and the other for combustion. A small
amount of stored pellets is consecutively feed into the combustion chamber. This requires that the pellet stove use electricity.
Most pellet stoves use electricity, which also enables automatic ignition at the press of a switch. The ease of use of pellet stoves
is quite close to that of coal-fired stoves and kerosene heaters. The combustion efficiency is around 85-90%.

Mikata Junior High School(Wakasa, Fukui Pref.)(FF stove* w. heating capacityof 12.8 kW)*A forced draft balanced flue (FF)stove uses forced ventilation in aclosed system. It achieves higher
combustion efficiency than achimney stove.

Fig.7 Pellet stoves using biomass energy

Kaminaka Junior High School(Wakasa, Fukui Pref.)(Chimney stove* w. heating
capacity of 13.1 kW)*A chimney stove naturally vents
exhaust gas via a pipe. Its heating
capacity is less than that of an FF
stove.

Because pellets are a combustible fuel, theyneed relatively large, fire-free storage.

13

2. Installation and Use of New Energy Sources(b) Major devices
devices1) Pellet stove
There are two types of pellet stove: a radiative heat type,which heats a room by raising the temperature of the stoveitself, and a convection type, which blows out hot air.
<How to use the stoves>- It’s easy to turn them on/off. Just press the “On/Off”
button.
- Temperature control and pellet supply are also automatic.
- It’s easy to clean out the ash. You need to clean only thereceiving plate. With increases in the use of these pellets,pellet stoves have made great strides in functionality andease of use.

2) Pellets
These represent an effective use of unused scrap wood andwood residue from wood mills, including lumber remnants,
tree bark and sawmill residue. Some wood pellets are
identified by the species and part of the material trees.
These are classified as “whole-tree cedar,” for example<Types of pellets>
Whole-tree pellets: Made from the whole tree, including
the bark. The bark makes the pellets brown.
White pellets: Made from the whole tree, but without thebark. The color is whiter than other types, as the namesuggests.
Bark pellets: Made of tree bark. The color is dark brown.

(c) Items to be considered in designing and planning
Designing work is primarily contracted out to an architectural office. The following items are the main ones to be considered in
the introduction of a pellet stove. School establishers should understand the items so that they can request that architects include
them in their analyses.
■A pellet stove needs to be equipped with either a chimney
or ducts on the wall behind for forced ventilation. The
compatibility of the chimneys and ducts that are installedin the building should be clarified.
■Because it is a combustion device, the safety of students
should be secured by examining the activities that might
be conducted in the room and determining stove
installation locations accordingly.

■The storage location of the fuel pellets needs to be
determined in light of the fuel supply route to each stove
and the combustible nature of the fuel.
■The time taken to warm the room after the pellet stove isturned on is longer than for stoves using other fuel, suchas kerosene. The installation locations of pellet stoves
should be carefully considered, so as to avoid installationin rooms where on/off operation is frequent.

The state of energy consumption at school facilities
The National Institute for Educational Policy Research conducted a questionnaire survey in fiscal 2007 regarding energy
consumption at schools nationwide. The results are shown below. It is shown that colder regions tend to use more energy thanother regions, except those with the very hottest weather. Most of the energy consumed at school is in the form of electricity.
School facilities are among the facilities that are required to reduce CO2 emissions. In light of this, it is critical to actively
introduce into schools facilities that use New Energy, according to the current state of energy consumption at each school and inview of the optimum New Energy suitable to each specific region.
Fiscal 2006

Elementary schools

Junior high schools

Heating degree days*in each region (18 ºC)
Region I (>3,500 degree-days)
Region II (3,000-3,500 degree-days)
Region III (2,500-3,000 degree-days)
Region IV (1,500-2,500 degree-days)
Region V (500-1,500 degree-days)
Region VI (<500 degree-days)

Petroleum
Oil
Electricity
Data on 511 schools nationwide*Heating degree days: A “heating degree day” is the absolute value of thedifference between the average indoor temperature and the average outdoor

Data on 211 schools nationwide temperature on a day when buildings needed to be heated. When thePrimary energy consumption per floor area at elementary/junior high schools (MJ/year/m2)
Regions I-VI: Areas classified by “heating degree days” shown on the right-hand map

difference between the average indoor and outdoor temperatures on a dayis 1 ºC, the heating degree day value is 1. In general, heating degree day
refers to the total of heating degree days in a period when heating isneeded.
Source: Japan Center for Climate Change Actions (http://www.jccca.org/)

14

2. Installation and Use of New Energy Sources(5)

Other New Energy sources

In addition to the energy sources that have been introduced, the following New Energy sources could be introduced to school
facilities. The suitability of a system using the New Energy source to the region and to the school should be carefully analyzed
before the introduction of such an energy source.

(5-1)

Use of snow-and-ice cryogenic energy

Snow-and-ice cryogenic energy systems store naturally frozen snow and ice until
summer, when they’re used as cryogenic energy sources. The cool air orsnow/ice meltwater is used for air-conditioning.
Storage of snow/ice is necessary for the system. Typical systems that have been
introduced into schools are shown below.

(a) System outline(a)System outline
Snow-coolingsystem (using snow meltwater)
Use for environmental
education:
Applicability to conventionalbuildings by:

The installation of devices that allow the cold to be felt
Securing spaces for snow storage

In the snow-cooling system (using snow meltwater), stored snow is melted by adding water, and the snow meltwater iscirculated by pumps through a heat exchanger where water for air-conditioning is cooled. Another fan coil unit exchanges heat
between the cold water and the room air for air-conditioning.
In general, the snow meltwater that is warmed at the heat exchanger between the snow meltwater and the circulating water is reused for melting stored snow and cycled as snow meltwater.

Fig.8 Schematic of snow-cooling system

Yasuzuka Junior High School (Joestu, Niigata Pref.) w. snow
storage capacity of 660 t.

Major
devices(b)(b)
Major
devices1) Snow storage
Snow removed from roads by heavy machinery is kept instorage until needed.
2) Heat exchanger
In this device, cryogenic energy from cold snow meltwater
is conducted to a medium used for room air-conditioning.

153) Fan coil units
This device consists of a blower and a heat exchanger, inwhich heat is exchanged between cold water and room air,and the cooled air is blown into rooms.

2. Installation and Use of New Energy Sources(5-2)

Micro hydroelectric power generation

Micro hydroelectric power generation relies on water flow or small height differences
in a river. As long as the flow can be maintained, electric power can be generated. The
generated power is proportional to the head and the volume of water. Types of micro
hydraulic power generation systems include one with overshot water turbines, one withsubmersible propeller turbines and one with undershot water turbines. Overshot water
turbines are used when the head pressure is in the midrange; submersible turbines, withsubmerged propellers, and undershot water turbines are used when the head pressure islow. Typical systems that have been introduced into schools are shown below.
(a) System outline(a) System outline
Micro hydroelectric power generation
Use for environmental
education:
Applicability to conventionalbuildings by:

The installation of devices that allow the water flow to be felt and the effects to bevisualized (e.g.: observation of water turbines, use of display panels)
The availability of streams or waterways and space for the power generation system.

Electric power can be generated by installing undershot water turbines or overshot water turbines in streams or waterways with
sufficient water flow or head. The kinetic energy of flowing water or the potential energy of the head drives these turbines,
converting the energy into electric power at the generator. The generated power can be supplied to external lamps at the schoolsite or applied to other uses.

Hata Water Turbine (Hata, Nagano Pref.)(Undershot water turbine: rated output of 0.8 kW)

Fig.9 Schematic of micro hydroelectric power generation using an undershot
water turbine
Oooka Elementary School/ Oooka Junior High School (Nagano,
Nagano Pref.)(Inside the overshot water turbine: rated output of 6.7 kW)(b) Major devices
1) Water turbine
The blades that receive the energy exerted by flowing wateror by the impact of falling water

2) Generator
A device that generates power by converting the kinetic or
potential energy of water, which rotates a turbine, into
electric energy

Notes:
1. No application to the Ministry of Economy, Trade and Industry is needed for permission to install a micro hydroelectric power generation system
when the system has an output of less than 10 kW and a voltage of less than 600 V, which is the typical scale of generator for a school.
2. When a river or the like is used from which water is drawn for the first time, an application for permission under the River Act is needed. Please
consult the relevant section of the municipality or the river administrator.
16

2. Installation and Use of New Energy Sources(5-3)

Fuel cells**Fuel cells are not regarded as New Energy sources.

Power is generated at a fuel cell unit that is installed on the premises, so
there’s not the power loss one sees in power transmission from the power
plant to the site. Heat generated during power generation is used for water
heating. All this makes fuel cells a highly energy efficient form of power
generation.
For a given quantity of electricity and heat generated, fuel cells emit muchless carbon dioxide than conventional energy sources do. In addition, fuelcell operation does not make noise or produce hazardous exhaust gases. Thusthey’re an eco-friendly power generation system. Below we show typicalsystems that have been introduced into schools.

(a) System outline
Power generation and hot water supply by fuel cellsa) System outline

Use for environmental
education:
Applicability to conventionalbuildings by:

Effects to be visualized (e.g.: the use of display panels)
Availability of space in the building where fuel cell units can be installed

Fuel cells use a reformer to extract hydrogen from city gas, LP gas or kerosene. Then, using the oxygen in ambient air, achemical reaction opposite to that of water electrolysis generates an electric current. An inverter converts this current toalternating current, which is supplied to room lighting and air conditioning via the distribution panel.
A heat collector gathers the heat generated when the fuel cells generate electricity to heat water. The warmed water is stored in atank for hot water supply.

Fig.10 Schematic of a fuel cell system used at a school

Onoden Elementary School, Musashino City, Metropolitan Tokyo(Rated output: 1 kW)(b) Major devices(b) Major devices
1) Fuel cell unit
Reformer: Reforms city gas, LP gas or kerosene to obtainhydrogen.
Fuel cell: Reformed hydrogen and ambient-air oxygen areelectrochemically reacted to form water, with negatively
charged electrons creating an electrical current.
Inverter: Converts direct current to alternating current.

172) Hot-water supply unit using waste heat
Waste heat collector: Collects heat from the reformer andfuel cell body to heat water.
Hot water tank: Stores hot water and supplies it as needed.

3. Introduction to the Operation and Maintenance of New Energy Systems at School
Facilities
When examining the feasibility of introducing New Energy systems to school facilities, it is highly recommended that procedures for theirintroduction be understood and that the schedule be followed. When applicability to conventional buildings is under review, carefulconsideration must be given to the construction schedule and the service life of the buildings, in order to determine whether the systems
can operate for the long term.
)

Introduction procedures (flow)

Common procedures for introducing New Energy systems to school buildings are presented here. The deliberations are to be
conducted along with consultations with the designing agent, the manufacturer and others before the project is adopted. The
potential uses for environmental education should also be fully discussed.
It may also be the case that the installations are expected to serve as part of the municipality’s action plan to counteract global
warming or as part of the plan for introduction of New Energy systems.

Item

Implementer

Description

Deliberations anddetermination of the project
School authority(The items in blue fontbelow need to be discussedwith the designing agent, themanufacturer and otherparties.)·Awareness of advantages
and effects of theinstallations·Selection of a school for
installation·Budgeting (confirmation ofsubsidies programs)·Confirmation of the outlineof the installation schedule·Surveys on natural
conditions, such as
insolation and wind
·Technical precautions inapplication to environmental
education·Visualization and hands-on
experience of the installation
effects·Cost·Installation sites, and thescale·Systems and installations,etc.

Servicecommencement andusage forenvironmental
education

Implementation
designInstallation
works

Designing agent

Construction
agent

SchoolManufacturer, expert
agent, other parties·Systemdesigning anddrawing
formulation·Construction
planning·Operation andmaintenanceplanning·Construction
works· Adjustment
through trial
operation·Inauguration ofoperations·Usage forenvironmental
education·Regular inspections

Operation andmaintenanceNote: Confirmation on procedures required by municipal ordinances and the River Act is also required.

18

3. Introduction to the Operation and Maintenance of New Energy Systems at School Facilities

Relation between the New Energy systems and the local features
New Energy
systemUse of solar heat

Relevant local
features
Daylight hours,
amount ofinsolation

Micro wind power
generation

Wind conditions

Use of groundheat

Disparities between
underground andatmospherictemperatures

Use of biomassenergy (pellet
stoves)Availability ofpellets

Use of snow-andice cryogenic
energyAmount ofsnowfallMicrohydroelectric
power generation

Flow rate(head)

Fuel cells

N/A

Suitable local
featuresLong daylight
hours, highinsolation
A certain level ofwind velocity
maintained on a
year-round basis
Large disparities
betweenunderground andatmospherictemperatures
Relatively readyavailability ofpellets
Constant snowfall
in winter
Existence of
nearby rivers andwater channels,
high flow rate
(high head)
N/A

Remarks
Monthly Mean Solar Radiation Data throughout Japan (NEDO)
http://nedo.go.jp/library/index.html
Local Area Wind Energy Map (NEDO)
http://app2.infoc.nedo.go.jp/nedo/
index.html
At approx. 5 m under the ground, an almost fixed temperature
range is sustained, although it may be affected by the local
annual mean temperature.
Pellet Retailers Map (Wood Pellet Promotion Conference)
http://www.woodpellet.jp/wppc/
shop_list.asp
Annual Maximum Snow Depth (Mean values, 1971 – 2000;
Japan Meteorological Agency)
http://www.data.jma.go.jp/obd/stats/data/mdrr/atlas/snow/snow_13.pdf
N/A
Suitable for facilities requiring constant hot water supply

Operation and maintenance work, and maintenance inspections

Operation and maintenance of New Energy systems is, in principle, to be regularly conducted by the contracted manufacturer or
specialist. The school personnel and the authority carry out daily operational tasks, such as visual inspections and cleanups
around the equipments. The service life of equipment is generally considered to be 10 to 30 years, depending on the duration ofoperation. Batteries for wind power generation usually require replacement every 3 - 6 years*.
*Source: Surveys on figures published by manufacturers

19

4. Case Studies on New Energy System Installations
Installations at school facilities(1) Solar heat, the energy source of the solar heat radiant air floor heating system,is also used for heating the swimming pool.
Adatara Elementary School, Nihonmatsu City, Fukushima Prefecture
Outline of the system and the school
Outline of the system and the school●No. of classes (scale of the school): 5 classes●Major devices (capacity, etc.): Solar heat radiant air floor heating
system (area of heat collector: 934.5 m2)●Use of devices: For heating classroom buildings (area: 2,579 m2) andswimming pool (area: 2,122 m2)●FY of installation: FY2004●Total cost of solar heating equipment: Approx. 19 mil. yen
FeaturesFeatures
A panoramic view of the school, which uses solar
thermal energy♦Systems installed
The solar heat radiant air floor heating system was introduced to classroombuildings and the gym. Furthermore, the air warmed by solar heat istransferred to a space under the water tank for the indoor swimming pool,which is on the floor below the gym. This makes the pool water warmer
than the tap water.
♦Use for environmental education
Efforts are being made to enable students to naturally sense the blessings ofthe sun through physical contact with the system and to appreciate theimportance of living in harmony with nature.
♦Evaluation
Before renovations, the wooden buildings experienced temperature
disparities (uneven temperature distribution) in versus out of theclassrooms, because stove heating was used in classrooms. After thesystem was introduced, no disparities in temperatures have been
observed between classrooms and corridors, and the even thermal
distribution has been providing comfortable air conditions.

A swimming pool that uses solar heat energy(2) A gym installed with the solar heat radiant air floor heating system througheco-renovations
No.7 Haketa Elementary School, Arakawa Ward, Metropolitan Tokyo
Outline of the system and the school
The upper part of the gym,
Outline of the system and the school
equipped with air ducts to●No. of classes (scale of the school): 12 classes
carry the solar heated air
under the floor●Major devices (capacity, etc.): Solar heat radiant air floor heating2
system (area of heat collector: 63.5 m )●Use of devices: For heating the gym (area: 530 m2)●FY of installation: FY2007●Total cost of solar heat equipment: Approx. 16 mil. yen
FeaturesFeatures♦Systems installed
Decrepit classroom buildings and the gym underwent environment-oriented renovations, under the framework of the School
Eco-Renovation and Environmental Education Program of the Ministry of the Environment. A solar heat radiant air floor
heating system and solar water heating were adopted in the gym. Toward reducing the construction costs, insulation work was
implemented on existing roof claddings, upon which roof-mounting solar thermal collectors were installed.
20

4. Case Studies on New Energy System Installations♦Use for environmental education
Since the environment-oriented renovations were carried out while students
were using the buildings, they could observe the details and progress of therenovations. The renovation operations themselves served as effective
resources for environmental education during and after the renovations.
♦Evaluation
The gym is open to the community, and local residents other than students
have also expressed satisfaction with the warm air conditions after
renovations, in contrast to the frigid winter-time environments before theimprovements.
The temperatures in attic, in the building and of theambient air are displayed. This simple display can be used
for teaching observation techniques.

(3) 24-hour ventilation with the ground-source air conditioning system
OutlinethesystemandtheschoolOutlineofof
thesystemandtheschoolKamaishi Junior High School, Kamaishi City, Iwate Prefecture●No. of classes (scale of the school): 15 classes●Major devices (capacity, etc.): Ground-source
air-conditioning system (air volume: Approx.
10,000 m3/h, ventilation rate: 0.7 times/h)●Use of devices: For heating and air
conditioning the classroom buildings (area:
6,392 m2) and gym (area: 1,556 m2)●FY of installation: FY2006
FeaturesFeatures

Corridors warmed by ground heat.

Intake ducts for heat recovery at the topof the building♦Systems installed
Based on the concept of creating a school whose
agenda includes harmony with the environment,
24-hour ventilation by the ground-source air
conditioning system, and rainfall utilization, havebeen put into practice. The 24-hour ventilation
uses the ground heat from the sand-gravel aquifer
whose temperature is stable year around. In
summer, ambient air whose temperature is higher
than the ground temperature is cooled by theground; in winter, the opposite takes place. This
reduces the heating/cooling loads. In winter, aheat storage heater that uses midnight power isapplied in addition to the ground-source air
conditioning system.
♦Use for environmental education
The system embodies the school agenda of
harmony with nature and other objectives, and has
made the school into a community-based
educational facility.
♦Evaluation
Fresh air influx after 24-hour heat exchange
creates excellent classroom environments,
particularly at the beginning of the day.
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Schematic of the ground-source air-conditioning system (summer). The sandand gravel aquifer is about 3 m under the ground4. Case Studies on New Energy System Installations(4) A ground-source air-conditioning system used as a resource forenvironmental education
Kiyosato Nanohana Preschool, Takashima City, Shiga Prefecture
Outline of the system and the school
Outline of the system and the school●No. of classes (scale of the school): 10 classes●Major devices (capacity, etc.):
Ground-source air-conditioning system (air volume: 300 m3/h,
ventilation rate: Approx. 3 times/h)●Use of devices: For heating and air conditioning the school building(area: 3,296 m2)●FY of installation: FY2005●Total cost of ground-source air-conditioning equipment: Approx.
43 mil. yen
FeaturesFeatures

The ground-source heat ducts at the entrance of the schoolbuilding are partially transparent, so that the airflow can been
seen by the movement of tape strips.

♦Systems installed
The renovations of the old decrepit buildings incorporated aventilation system using ground heat, photovoltaic power,
solar water heating, and other eco-friendly devices, such as
light ducts for sunshine lighting and the double layered roof
for heat absorption.
For the ground-source air-conditioning system, 44 groundsource heat pipes were installed at a depth of 4.5 m. Thissystem can carry out heat exchange with the cool heat of well
water in summer.
♦Use for environmental education
The facilities have been developed in consideration ofenvironmental education. Toward having students feel thebenefits of devices by having them see their effects, the school
has been making various efforts in environmental education,such as installing transparent ducts, setting up display panels
and presenting the properties of light by prismatic projection
into the corridors.

A photovoltaic power generation system has been installed, as have many ecofriendly devices, including the solar water heating system.

♦Evaluation
The students have a very comfortable school life, as notemperature differences are felt when they move between theclassrooms and the corridors.

The display panel at the entrance outlines the system configuration. Thisfacility features numerous of devices for environmental education.

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4. Case Studies on New Energy System Installations(5) A snow cooling system whose power is obtained photovoltaicallyYasuzuka Junior High School, Joestu City, Niigata Prefecture
Outline of the system and the school
Outline of the system and the school●No. of classes (scale of the school): 4 classes●Major devices (capacity, etc.): Snow cooling system (snow storage
capacity: 660 t) Photovoltaic power generation: 30 kW)●Use of devices: For cooling all rooms in the buildings(area: 3,182 m2)●FY of installation: FY2003●Total cost of snow cooling system installation: Approx. 50 mil. yen(Additional information: Total cost of photovoltaic power generation
An indoor gym equipped with photovoltaic
power generation (left). The snow
equipments: Approx. 30 mil. yen)storage (right)
FeaturesFeatures♦Systems installed
Along with major renovations, photovoltaic power generation and a snow
cooling system were jointly applied, with assistance from the NEDO Projectfor Promoting the Local Introduction of New Energy. The snow coolingsystem uses the snow that accumulates during winter as cryogenic energy forsummertime cooling. The power generated photovoltaically (30 kW) is used
to drive snowmelt circulation pumps and the fans.
Snow is delivered to snow storage by the city, and operation andmaintenance are collaboratively done by the City of Joetsu and the Snowman
Foundation.
♦Use for environmental education
Comprehensive energy and environmental education, including that on thesnow cooling system, has been provided during individual subject classes
and comprehensive learning classes. Collaborations with parents, local
residents and experts have been proactively made, which has led to theestablishment of a unified community scheme for environmental education.

Snow delivery into the storage

An outlet for the snow cooling system inthe classroom; a ceiling fan coil unit

(6) Micro hydroelectric power generation utilizing a check dam near the school
Ohoka Elementary and Junior High Schools, Nagano City, Nagano Pref.
Outline of the system and the school
Outline of the system and the school●No. of classes (scale of the school): 6 elementary school classes, 3 juniorhigh school classes●Major devices (capacity, etc.): Micro hydroelectric power generation(rated output: 6.7 kW)●Use of devices: For power supply to all the of the elementary schoolbuildings (area: 2,133 m2) and junior high schools (area: 1,953 m2)●FY of installation: FY2007●Total cost of micro hydroelectric power generation equipment: Approx.
20 mil. yen
Micro hydroelectric power generation facility (right)
Check dam (left). The system uses the potential energythat derives from the head.

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4. Case Studies on New Energy System Installations

FeaturesFeatures♦Systems installed
Assisted by the NEDO Project for Promoting the Local Introduction of New
Energy, a micro hydroelectric power generation system was installed in theexisting check dam. After discussions the community decided to supply thepower to elementary and junior high schools in Ohoka. The power output
accounts for about 16% of the power demand of these schools (FY2008). The
surplus power generated during nights and extended holidays is sold to thepower company. A particularly significant feature is that the school isoffering collaborative assistance to the NEDO program implemented by thecity: The environmental department of the city is responsible for facility
management, such as maintenance of the generator and electric cables; theschool operates and uses the system.

Learning about thepower generation
mechanism duringobservation of microhydroelectric power
generation♦Use for environmental education
Micro hydroelectric power generation is a topic in classes of comprehensive
learning in the first year of junior high school; the mechanism of power
generation mechanism, power output and energy saving effects have beenstudied, and facility observations have been conducted.

A turbine and agenerator(7) The nation’s first elementary school to introduce residential fuel cells
Ohnoden Elementary School, Musashino City, Metropolitan Tokyo
OutlinethesystemandtheOutlineofof
thesystemandtheschool
school●No. of classes (scale of the school): 24 classes●Major devices (capacity, etc.): Fuel cells (rated output: 1kW, hot watertank capacity: 200 L)●Use of devices: For hot water supply to the adjacent school lunch centerand the lunchroom of the school; for power supply for lights within theschool●FY of installation: FY2005●Total cost of fuel cell systems: Approx. 12 mil. yen
FeaturesFeatures

The entire fuel cell system installed at theelementary school♦Systems installed
When the decrepit school buildings were renovated, photovoltaic power
generation and fuel cells were introduced. This is the nation’s first case of amunicipality introducing residential fuel cells.
The generated power is used for lighting at the school. A water heating
system that uses waste heat supplies hot water to the lunchroom andelsewhere within the school buildings, as well as to the neighboringmunicipal school lunch center.
♦Use for environmental education
Displays to provide current output and easily understandable explanations on
power generation and the mechanism of fuel cells are actively employed inenvironmental education. In addition, the fuel cell system can be observed
freely through the east gate of the elementary school, which is adjacent to
explanatory panels on the system mechanism. In this way, efforts to create anenvironment-oriented school are actively publicized to the community.

The system can be observed through the eastgate of the school. The neighboring panels
provide clear explanations on the systemmechanism and benefits.
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4. Case Studies on New Energy System Installations(1) Solar heat, the energy source of the solar heat radiant air floor heating system,is also used for heating the swimming pool.
Actions of the municipalities(1) Along with its proactive introduction, micro wind power generation effectively
used for environmental education
Kyoto City, Kyoto Prefecture

OutlineOut●No. of schools: About 180 schools (Approx. 70% of all public elementaryand junior high schools)●Major devices (capacity, etc.): Hybrid micro wind power generation(approx. 460 - 1,160 W/school)●Use of devices: Use of the power is limited to prominent locations within
the school buildings.
●FY of installation: FY2005 - present●Total cost of micro wind power generation (per school):
Approx. 0.8 mil. - 3 mil. yen
FeaturesFeatures♦Background of actions
In February 2004, the Kyoto Children Environment Forum
took place, offering an opportunity for students to present theirresearch on the environment. The agenda was wind power
generation, and the presentations addressed core issues, which
also impressed the adults, including those from the board ofeducation.
This occasion motivated the City of Kyoto to proactively adopt
wind turbines for environmental education.
♦Creative approaches to designing installations
Each school made efforts to visualize the generated power: The
power is used to drive mechanisms at prominent places, such as
water tank pumps, LCD TVs for announcements, the sensoractivated lighting system and miniature trains displayed at theentrance for fun-filled learning.
♦Use for environmental education
The entire community, particularly the students, is actively
practicing environment-related actions, as their awareness ofenvironmental issues has been raised.

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At Takeda Elementary School, the power produced bywind power generation is used to drive miniature trains
arranged near the entrance, for enjoyable learning.

At Yotoku Elementary School,
the produced power is applied
as pumping energy for thewater tanks in Yotoku
Aquarium, on the 1st floor.

On the rooftop of Yotoku
Elementary School, explanations on
the mechanism of wind power
generation are provided to students.

4. Case Studies on New Energy System Installations(2) Efforts to introduce pellet stoves to all elementary and junior high schools
OutlineOutlineWakasa Town, Mikata Kaminaka-gun, Fukui Prefecture●No. of schools: 11 elementary schools, 3 junior high schools●Major devices (capacity, etc.): pellet stoves (made frombiomass) (heating capacity/stove: approx. 2.3 - 14.0 kW)●Use of devices: For many installations at lunch rooms, and insome infirmaries, special and regular classrooms, dependingon the school.
●FY of installation: FY2005 - FY2008●Total cost of pellet stoves (per stove):
Approx. 0.4 mil. - 0.5 mil. yen

At Mikata Junior HighSchool, all regularclassrooms are equippedwith a pellet stove.

FeaturesFeatures♦Background of actions
The Wakasa Town government adopted the “biomass town”
plan in 2006 and commenced activities aiming for a recycleoriented society. The entire town is promoting the use of pellet
stoves.
In light of this, pellet stoves were introduced at all municipal
elementary and junior high schools, since a school, as a public
facility, can be used for environmental education and plays animportant role in transmitting information to the community.

At Kaminaka Junior HighSchool, pellets are stored
under the stairs.

♦Creative approaches to designing installations
Observations of actual equipment and experiences that provide
for the physical sensation of heat generated from pellets cancontribute to environmental education by themselves, but therefilling of fuel pellets and removal of ashes are also
undertaken by students as part of environmental education at
many schools.
♦Use for environmental education
Collaboration with the community is active, as seen in the factthat observation programs take place at a pellet plant inWakasa Town, where students can experience log splitting
during pellet processing. Environmental education sessions by
experts are also actively offered, which shows the establishedawareness and framework in the entire community forenvironmental education.

A pellet stove filled with
fuel

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4. Case Studies on New Energy System Installations(3) An approach to introducing different New Energy systems at
all municipal elementary schools in the region
OutlineOutline●No. of schools: 3 schools (former Tajiri Town)●Major devices (capacity, etc.):･Solar water heater (area of heat collector: 1.56 m2;
capacity of hot water tank: 80 L)･Photovoltaic power generation (3.0 kW)･Hybrid micro wind power generation(Wind power 27 W X 3; 72 W X 2.
Photovoltaic power 110 W)●FY of installation: FY2004●Total cost of equipment:
Micro wind power generation: Approx. 7.6 mil. yen
Use of solar heat: Approx. 3.9 mil. yen
Photovoltaic power generation: Approx. 5.3 mil. yen

FeaturesTajiri Area (former Tajiri Town), Osaki City, Miyagi Prefecture

An installed micro wind power generation device serves as a symbol of theschool. (Tajiri Elementary School, Osaki City, Miyagi Pref.)♦Background of actions
The former Town of Tajiri, which merged into Osaki City in
2006, formulated a regional New Energy vision in February
2004, for the purpose of promoting environmental education,
New Energy sources and energy conservation. The vision aims
to enhance understanding of New Energy by offering newlearning activities at schools that use the New Energy systems
installed in the region.
♦Creative approaches to designing installations
The former Tajiri Town government has installed New Energy
equipment in every municipal elementary school, in order toraise community awareness.
♦Use for environmental education
A system for enhancing students’ spontaneous understandingof New Energy has been formulated, but development of anorganization to maintain the system is an issue.

Hot water produced by the solar water heater is used in showers at theswimming pool. (Onuki Elementary School, Osaki City, Miyagi Pref.)A photovoltaic power generation system was installed on the school rooftop.
(Numabe Elementary School, Osaki City, Miyagi Pref.)27

[Contact for inquiries]
Educational Facilities Research Center, National Institute for Educational Policy Research - Japan
Address: 3-2-2 Kasumigaseki, Chiyoda-ku, Tokyo, 100-8951, Japan
Phone: +81-3-6733-6991
Fax: +81-3-6733-6966
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