Promoting Environment-focused Renovations of School Buildings
Results of a Simulation of Environmental Measures in Model Plans

Report on a Fundamental Study of School Facility Environments

August 2009
Working Group on a Fundamental Study of School Facility Environments
Educational Facilities Research Center
National Institute for Educational Policy Research – Japan

Introduction

In recent years, the reduction of greenhouse gas emissions as a measure to prevent global
warming has become a worldwide issue, and initiatives aimed at reducing the burden on the
global environment are required in school buildings as well. School facilities are a forum forlearning and daily life, in which the children who comprise the next generation spend the greaterpart of their day, so in promoting environmental measures, it is necessary to tackle the issue
from the perspectives both of ensuring an appropriate classroom environment and measures toconserve energy and resources.
At the same time, school facilities have an additional role as emergency evacuation centers in
the event of a disaster, such as a large-scale earthquake, so it is necessary to ensure that they
have adequate ability to resist earthquakes. Furthermore, improving functional decline resulting
from the aging of facilities, developing a learning environment that can respond to diverse
learning activities, and making qualitative improvements such as crime-prevention measuresthat ensure the safety of children are also major issues.
In the March 2005 report entitled Concerning Approaches to the Future Development of
School Facilities, Such as Increased Earthquake Resistance, the Ministry of Education, Culture,
Sports, Science and Technology recommended that it was necessary to promote a switch in thebasic concept of school facility development in the future, away from the conventional complete
rebuild method, in favor of regeneration-focused development through renovation.
Moreover, in the March 2009 report entitled Concerning Future Measures to Promote
Environmentally Friendly School Facilities (Eco-schools), the Ministry states that, in renovating
school facilities, as well as earthquake-proofing and measures to deal with dilapidation, it isimportant to create schools that take the environment into consideration to the greatest degree
possible.
Furthermore, the “School New Deal Plan” was propounded in the policy package to address
the economic crisis formulated in April 2009; as one of the three main pillars of this plan(earthquake resistance, improved environmental friendliness and greater use of information andcommunications technology), environment-focused renovations, including the use of solar
photovoltaic power generation, are attracting attention.
Amidst this situation, the Educational Facilities Research Center of the National Institute for
Educational Policy Research established the Working Group on a Fundamental Study of School
Facility Environments in October 2007; as well as gaining an understanding of the actual
situation with regard to the scale of energy consumption in elementary and lower secondary
schools, this group has conducted research into the renovation and development of school
facilities that take the environment into consideration. This report presents
earthquake-resistance measures, measures to deal with dilapidation and qualitativeimprovements for existing school buildings, and setting forth three model plans for renovationand development that takes the environment into consideration. In addition, it provides theresults of verification conducted in relation to the CO2-reduction effect, effects in terms ofimprovements in the classroom environment, and estimated construction costs for each modelplan.
The results of verification demonstrate that by comprehensively implementing improvements
in building function, such as better insulation and shading from the sun, improved efficiency oflighting and air conditioning equipment, and enforcing appropriate operational management, it
is amply feasible to achieve simultaneously a reduction in CO2 emissions and the resolution of
the problem of excessively hot and cold classrooms.
We hope that the results of this research will be a useful point of reference for all those
involved in establishing schools, who are planning to develop school facilities in the future.

Promoting Environment-focused Renovations of School Buildings
Results of a Simulation of Environmental Measures in Model Plans
Report on a Fundamental Study of School Facility Environments
Contents
Introduction

Chapter 1 Background and Initiatives Taken Hitherto .......................................................... 1
1. Recent Initiatives at School Facilities .......................................................................... 1(1) Pilot Model Project Focused on Promoting the Development of Environmentally
Friendly School Facilities (Eco-schools)(2) Concerning Energy-conservation Measures in School Facilities- What we can do for the global environment (3) Concerning Future Measures to Promote Environmentally Friendly School Facilities(Eco-schools)(4) The School New Deal Plan
(5) Promoting the Development of Environmentally Friendly School Facilities
2. The Current Status of Energy Consumption at School Facilities................................. 4
Chapter 2 Model Cases of Renovation Plans ........................................................................ 6
1. Scenario for Model Plans for Environment-focused Renovation ................................ 6
1-1 Approach to the Set-up of the Model Cases ............................................................ 6(1) Conventional Large-scale Renovation and Environment-focused Renovation ..... 6(2) Principles for Considering the Model Plans .......................................................... 6(3) Model Case Regions.............................................................................................. 7(4) Overview of the Renovation Plans ........................................................................ 9(5) Current Scale of the Model School Buildings ....................................................... 10(6) Area Around the Model School Buildings and Deployment of Facilities ............. 10
1-2 Content of the Plans for Facilities and Equipment .................................................. 11(1) Environmental Measures ..................................................................................... 11(2) Earthquake-proof Reinforcement .......................................................................... 14(3) Qualitative Improvements and Measures to Deal with Dilapidation .................... 15(4) Specifications for Facilities and Equipment Under the Renovation Plan ............. 16
2. Simulation of the Indoor Environment and the Environmental Burden ...................... 18
2-1 Results of Preliminary Calculations of Energy Consumption and CO2 Emission
Volumes ................................................................................................................... 18(1) Results of Preliminary Calculations in Region IV ................................................ 19(2) Results of Preliminary Calculations in Region II .................................................. 24

(3) Effect of Solar Photovoltaic Power Generation .................................................... 25
2-2 Results of Verification Relating to the Indoor Environment .................................. 27(1) Thermal Environment: Results of Verification in Region IV ............................ 28(2) Thermal Environment: Results of Verification in Region II .............................. 36(3) Results of Verification of the Light Environment ................................................. 40
2-3 Simulation Methods and the Setting of Conditions................................................. 42(1) Changes in the Floor Plan Resulting From Renovation ........................................ 42(2) Timetable............................................................................................................... 42(3) Conditions for the Simulation of CO2 Emission Volumes and the Thermal
Environment .......................................................................................................... 42(4) Conditions for the Simulation of the Light Environment ...................................... 43(5) Software Used ....................................................................................................... 43
3. Costs ............................................................................................................................. 49
3-1 Calculation of the Estimated Construction Costs .................................................... 49
Chapter 3 Conclusion and Points for Consideration ........................................................... 54
1. Conclusion ................................................................................................................... 54
2. Points for Consideration if Utilizing the Model Plans ................................................. 63
Model Plans for Environment-focused Renovations: Layout, Completion Schedule andEquipment List, etc. .............................................................................................................. 65
・ Floor Plan .................................................................................................................... 65
・ Floor Plan of the Multi-purpose Space ....................................................................... 69
・ Floor Plan of the Toilets ............................................................................................. 70
・ Equipment Deployment List ....................................................................................... 71
Reference 1 Fundamental Study of School Facility Environments(Working Group Provisions) ................................................................................................. 72

Model Plan for Environment-focused Renovations
Heat Insulation
barrier

Modified asphalt sheet waterproofing
Containing 60-65mm of rigid urethane (Plan A1, A2, B

Plan Image

Roof)

Air
circulation

Modified asphalt sheet waterproof layer
Rigid urethane

Automatically opening & closing windows (Plan A1, A2

Stairwell)

Existing waterproof layer

Existing horizontal eaves

Insulation
Internal insulation 35mm of spray-on urethane (Plan A1, A2 Walls)
External insulation 60mm of polystyrene beads (Plan B Walls)

Air
circulation

Ventilation louvers (Plan A1, A2

Illumination HeatbarrierIntermediate eaves (Plan A1, A2, B)

Insulation

Classrooms, multi-purpose room)

Aluminum-framed double glazing, cover method (Plan A1, A2)
Insulating aluminum-framed double glazing, cover method (Plan B)

Plan A1, Plan A2 (Region IV)
Heat Insulation
barrier
Roof: Modified asphalt sheet waterproofing
Containing 60mm of rigid urethaneAir
circulation
Stairwell: Automatically opening & closing windows

Highefficiency
Lighting: Hf-type lighting equipment

Heat Lights on the window side: Illumination
sensors
barrier
Illumination
Windows: Intermediate eaves

Plan B (Region II)
Heatbarrier Insulation
Roof: Modified asphalt sheet waterproofing
Containing 65mm of rigid urethaneAir
circulation
Temperatureadjustment

Classrooms & multi-purpose room:
Ventilation louvers

Insulation

Classrooms & multi-purpose room:
Electric fans

Walls: Internal insulation 35mm of spray-on urethane
Windows: Aluminum-framed double glazing (cover method)

Highefficiency

Highefficiency

Insulation

Lighting: Hf-type lighting equipment
Lights on the window side:
Illumination sensors

Multi-purpose room: Movablepartitions
Stairwell: Sliding door

Illumination
Classrooms: Partitions withhigh windows

Illumination
Windows: Intermediate eaves

Plan A1
Staffroom & special classrooms: [Heaters, coolers] High-efficiency HP air conditioners (2008 level)
Classrooms & multi-purpose room: [Heaters] FF-type oil heaters[Coolers]: None
Plan A2
Staffroom & special classrooms: [Heaters, coolers] High-efficiency HP air conditioners (2008 level)
Classrooms & multi-purpose room:[Heaters, coolers] High-efficiency HP air conditioners (2008 level)

Water
conservation

Insulation

Hand-washing: Foam water taps
Toilets: Devices that imitate the sound of toilets being flushed
Urinals: Automatic flushes

Walls: External insulation 60mm of polystyrene beads
Windows: Insulating aluminum-framed double glazing(cover method)

Insulation
Multi-purpose room: Movable partitions
Stairwell: Sliding door

Illumination
Highefficiency

Classrooms: Partitions with high windows

Staffroom & special classrooms: [Heaters] FF-type oil heaters[Coolers] High-efficiency HP air conditioners (2008 level)

Water Classrooms & multi-purpose room: [Heaters] FF-type oil heaters
conservation
Hand-washing: Foam water taps
Toilets: Devices that imitate the sound of toilets being flushed
Urinals: Automatic flushes[Coolers]: None

Chapter 1 Background and Initiatives Taken Hitherto
1. Recent Initiatives at School Facilities(1) Pilot Model Project Focused on Promoting the Development of Environmentally
Friendly School Facilities (Eco-schools)- Ministry of Education, Culture, Sports, Science and Technology; Ministry of Agriculture,
Forestry and Fisheries; Ministry of Economy, Trade and Industry; Ministry of theEnvironment This is a model project in which prefectures and municipalities, as the primary entity
implementing the project, introduce new forms of energy such as solar photovoltaic power
generation and solar heating to public schools, and promote development focused on timber
usage, greater use of plants as part of the construction and the use of grey water.
In implementing the plan, schools that have been accredited can obtain support from the
Ministry of Education, Culture, Sports, Science and Technology in relation to facility
development costs, from the Ministry of Agriculture, Forestry and Fisheries in relation to theuse of local timber in the interior of the buildings, from the Ministry of Economy, Trade andIndustry in relation to the introduction of new forms of energy, such as solar photovoltaic power
generation, and from the Ministry of the Environment in relation to measures to tackle global
warming. (Figure 1.1)
This project began to be implemented in fiscal 1997, and by April 2009, 916 schools had been
accredited.

1

Ministry of Education,
Culture, Sports, Scienceand Technology

Ministry of Economy,
Trade and Industry■ Eco-school Development○ Public school facility
development costs
Proportion of government subsidy- Solar photovoltaic power
generation introduction projects:
1/2- New buildings & extensions: 1/2- Rebuilding: 1/3- Earthquake-proof reinforcement(Is value less than 0.3): 2/3(Is value less than 0.7): 1/2- Large-scale remodeling: 1/3 Support

Ministry of Agriculture,
Forestry and Fisheries■ Introduction of Local Materials○ Use of the budget for measures
to promote forest development
and the forestry industry-Development of facilities
relating to schools, as part ofthe project to develop public
facilities made of wood(Subsidy proportion: 1/2)

Eco-school
development■ Introduction of New Energy
Forms○ Use of the Project for
Establishing New Energy
Visions at the Local Level○ Use of the budget for new
forms of energy-Project for Promoting the
Local Introduction of New
Energy(Subsidy proportion: 1/2)

(Prefecture or municipality)

Basic plan formulation

Development ofbuildings, etc.

Support(Facility aspect)

Maintenance &management(Operational aspect)

Utilization inenvironmental education(Educational aspect)

Ministry of theEnvironment■ Global WarmingCountermeasures○ Use of the budget for measures
to counter global warming-Environment-focused school
renovation projects to prevent
global warming(Subsidy proportion: 1/2)

Eco-school Project Types
 New Energy Utilizationz Solar photovoltaic power generation
Installing solar cells on rooftops and utilizing the power they generate
z Use of solar heating
Installing solar collectors on rooftops and using this heat to heat pools,
provide hot water and run heaters.
z Other new energy utilization
・ Wind power: Installing wind turbines on rooftops and utilizing thepower they generate.
・ Geothermal energy: Circulating air from inside the rooms in aventilation tube buried in the ground, to allow heat exchange to takeplace.
・ Fuel cells: Extracting hydrogen from LP gas, etc., then creating achemical reaction with oxygen in the air and then utilizing theelectricity that is generated in this process, which gives rise to water.

 Coexistence with Nature
・ Increased use of plants in the construction of the building:using plants on the wall or roof of the building.
・ Using plants around the school grounds: Planting a lawn inthe school grounds and establishing a biotope.

 Energy and Resource Conservation
・ Insulation: Using double-glazing, dual window frames and insulating
materials.
・ Shading from sunlight: Installing eaves, louvers and balconies.
・ Energy-conserving equipment: Introducing energy-conserving
lighting equipment and air-conditioning equipment.
・ Utilization of rainwater: Storing rainwater that has been gatheredfrom the roof of the building in a water storage tank, filtering it andusing it to flush toilets or water the school grounds.
・ Re-use of wastewater: Filtering wastewater that has been generated
within the facility and using it for such purposes as flushing toilets.

 Other・ Natural lighting: Using skylights, lighting apertures on walls
and light shelves to let in natural light.
・ Natural ventilation: Using an atrium or other structure toensure natural ventilation.

 Timber Use
・ Use of local materials: Using timber inside the building.
 Resource Recycling
・ Recycled construction materials: Using construction
materials created from the re-use of waste materials.
・ Food waste processing facilities: Composting kitchen wastefrom school meal leftovers or liquidizing it to flush away aseffluent, thereby reducing the volume of garbage generated.

Figure 1.1 Overview of the Eco-school Pilot Model Project(2) Concerning Energy-conservation Measures in School Facilities- What we can do for the global environment –(March 2002, March 2007, March 2008)- Consultative Committee for Research and Surveys Regarding New Energy Measures in
School Facilities, Ministry of Education, Culture, Sports, Science and TechnologyThis report summarized the key points of initiatives aimed at minimizing the waste of themain forms of energy commonly used in school facilities.

2(3) Concerning Future Measures to Promote Environmentally Friendly School Facilities(Eco-schools)
From August 2007, the Consultative Committee for Research and Surveys Relating to theFormation of Guidelines for School Facility Design, which is affiliated to the Ministry of
Education, Culture, Sports, Science and Technology, began considering the creation of schoolsthat take the environment into consideration. In March 2009, the committee compiled its report,
which was entitled Concerning Future Measures to Promote Environmentally Friendly School
Facilities (Eco-schools).
This report described basic approaches to promoting the creation of eco-schools and specificmeasures for promoting this, and indicated the roles expected of the state, the bodies
establishing such facilities and the schools themselves.
It stated that, in promoting environmental measures in school facilities, it is important to
combine the reduction of the environmental burden with measures to ensure that facilities are ofan adequate level, so that as well as having measures to conserve energy and reduce CO2, theyalso ensure a more comfortable, healthier educational environment for schoolchildren.
With regard to existing school facilities, the report asserts that, when planning measures
aimed at improving earthquake resistance and maintaining functionality as the facilities age,which are pressing issues, as well as developing such measures, it is important to create schoolsthat are as environmentally friendly as possible. In doing so, it is desirable also to consider
passive energy-conservation measures that skillfully incorporate nature, such as installing eaves
that shade rooms from sunlight, thereby ensuring the efficient use of energy, as well as
improving the insulation capacity of external walls and windows.
(4) The School New Deal Plan
The School New Deal Plan was propounded in the policy package to address the economiccrisis that was formulated in April 2009; as one of the three main pillars of this plan (earthquake
resistance, improved environmental friendliness and greater use of information andcommunications technology), environment-focused renovations, including the use of solar
photovoltaic power generation, are attracting attention.
(5) Promoting the Development of Environmentally Friendly School Facilities
This research institute established the Working Group on a Fundamental Study of School
Facility Environments in October 2007; this group gained an understanding of the current
situation and issues relating to measures aimed at taking the environment into consideration inschools, and considered environmental consideration measures, including the improvement of
habitats in existing school facilities. The results of the group’s research were compiled into areport in February 2008, entitled Promoting the Development of Environmentally Friendly
School Facilities.

3

This research project clarified the current situation with regard to consideration for theenvironment in facilities and equipment when large-scale renovations of school buildings areundertaken, as well as identifying problems in the classroom environment prior to therenovations. Moreover, it advocated a menu of 35 types of technique for improving theenvironment of school facilities from the perspective of the development and running offacilities, based on such concepts as the improvement of insulation capacity, shading fromsunlight, the utilization of natural wind and the efficient use of energy.
Furthermore, as a result of this research project, it became clear that although there are manycases of earthquake-proof reinforcement being carried out when large-scale renovations areundertaken, there are few cases in which it is carried out in conjunction with environmental
measures; in addition, one problem with the current situation in regard to the classroom
environment before renovations was that most teachers conducting ordinary lessons pointed out
problems relating to the thermal environment, in terms of classrooms being hot in summer andcold in winter. In particular, it emerged that, as shown in Figure 1.2, apart from in Hokkaido
and the Tohoku region, there were many teachers who felt that their classrooms were hot insummer.

Extremely
hotHot

Somewhathot

Just rightSomewhat
Cold
cold

Extremelycold

Hokkaido(n=98)
Tohoku Region(n=284)
Kanto Region(n=438)
Chubu Region(n=447)
Kinki Region(n=176)
Chugoku Region(n=182)
Shikoku Region(n=140)Kyushu Region[Summer]

Figure 1.2 Classroom Temperature and Region
2. The Current Status of Energy Consumption at School Facilities
According to a questionnaire conducted by this research institute in fiscal 2007, the actual
status of energy consumption in school facilities is as shown in Figure 1.3. Apart from in thehottest regions, the tendency is for energy consumption to be higher, the colder the region is.
Moreover, the majority of energy consumed in school facilities is accounted for by electricity.

4

MJ/year / m2

Lower secondary schools

MJ/year / m2

Elementary schools

Oil

Oil

Gas

Gas

Electricity

Electricity(Analysis data for 514 schools nationwide)(Analysis data for 211 schools nationwide)* I – VI in the table indicate regional classifications according to energy conservation standards.

Figure 1.3 Primary Energy Consumption in Elementary and Lower Secondary Schools per Unitof Floor Space (MJ/year m2)

5

Chapter 2 Model Cases of Renovation Plans
1. Scenario for Model Plans for Environment-focused Renovation
1-1 Approach to the Set-up of the Model Cases(1) Conventional Large-scale Renovation and Environment-focused Renovation
When large-scale renovation of school buildings is undertaken, the classroom environmentand quantity of energy consumed after the renovation differs according to whether or not a plan
was implemented that took the environment into consideration.
As stated in Chapter 1, formulating environmental measures when carrying out large-scalerenovations is effective in promoting eco-schools, but at present, such cases are not very
common.
Accordingly, in this research project, renovation plans that add environmental measures toconventional large-scale renovation projects focused on earthquake-proof reinforcing,qualitative improvements and measures relating to the aging of the building are positioned asenvironment-focused renovations, and are presented as model cases. (Figure 2.1)
In order to compare the classroom environment improvement effects resulting according towhether or not environmental measures are used in large-scale renovations and differences in
the content of the measures employed, as well as differences in the energy conservation effect,
multiple model plans with different siting conditions and involving different types of renovation
were formulated.

Earthquake-proof reinforcement
Conventional large-scalerenovations

Qualitative improvements andmeasures concerning building aging

Environment-focused
renovation

Environmental measures

Figure 2.1 Conventional Large-scale Renovation and Environment-focused Renovation(2) Principles for Considering the Model Plansi) Planning based on the premise of renovation of the existing school building.
ii) Implementing environmental measures in conjunction with earthquake-proof
reinforcement, qualitative improvements and measures concerning building aging* While thinking about ordinary school buildings at public elementary and lower

6secondary schools, as well as being facilities where the structural safety of thebuilding is ensured through earthquake-proof reinforcing, this envisages general
qualitative improvements common to most existing school facilities. Moreover, as abasic response method, the model school buildings also take into account renovations
in existing facilities utilizing classrooms that are now surplus to requirements as aresult of the falling birthrate.
iii) Implementing environmental measures with a high energy consumption reduction effect,
based on the characteristics of energy consumption in schools, such as reducing electrical
power used for ordinary lighting.
iv) Contemplating measures that take into consideration siting conditions and the climate in
the area where the school is located, such as measures to deal with summer heat in urban
areas and efforts to reduce the heating burden in colder regions.
v) Ensuring appropriate standards for the learning environment in the classroom all year
round. In particular, taking into consideration improvements to the thermal environment
in the classroom, which many teachers have cited as a problem.
vi) Seeking improvements to the functionality of the building through plans that incorporate
the insulation of the building, shade from sunshine and the utilization of natural wind,
thereby reducing the environmental burden.
vii) Introducing energy-conserving equipment and instruments, in such areas as lighting andair conditioning equipment.
viii) Ensuring appropriate renovation costs (a cost level that will be feasible when thoseestablishing schools undertake renovations).
(3) Model Case Regions
Of the regional classifications according to energy conservation standards shown in Figure 2.3,
the region on which the model cases focus is Region IV, which has the greatest number ofschools. Moreover, Region II was selected as a case study of a colder region. (Figure 2.2)
Hokkaido accounts for the majority of Region I, which is a cold region, but the climaticconditions of this region, which is a cold one where a great deal of snow accumulates, differ
significantly from those of the other regions, and the gallery-type model as a school building
model is not necessarily common, so this has not been used as a target region in these modelcase studies.

7

Figure 2.2 Model Case Regions and Environmental Situations
Target Region(Region Classification)

Region IV

Region II

Selected as it is the region with the largest

Selected as a case study of a colder area

number of schools
Environmental situationof school buildings

・ Severe summer heat, so measures to deal・ This region has a significant amount ofsnowfall and the winter cold iswith this are required
・ School buildings have comparatively good
ventilation in summer

comparatively severe, so measures todeal with this are required・ Heaters may need to be used in winter,depending on the situation

・ School buildings have comparatively
good ventilation in summer

・ Sunshine and rainfall are comparatively
abundant throughout the year

・ Heaters need to be run at all times in
winterHeating Degree Days in Each Region (18˚C)
Region I (at least 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 (fewer than 500 degree days)* Heating degree days: The absolute value of the difference between the average indoor
temperature and the average outdoor temperature on a day when a heater is being used is referred
to as that day’s heating degree day. If the difference between the average indoor and outdoor
temperature on a particular day is 1˚C, that is 1 degree day. In general, the total of each day’s
degree days during the period when heaters is used is called the heating degree days.

Source: Japan Center for Climate Change Actions homepage: http://www.jccca.org

Figure 2.3 Regions Subject to Regional Classification Under Energy Conservation Standards

8(4) Overview of the Renovation Plans
The following is an overview of the plans for conventional large-scale renovations andenvironment-focused renovations. The model plans for environment-focused renovations
consist of Plan A1 and Plan A2, which focus on Region IV, and Plan B, which focuses on
Region II. The conventional renovation plans compared with each environment-focused
renovation plan are designated as Plan a1, Plan a2 and Plan b.
[Conventional large-scale renovations] (Plan a1, Plan a2,
Plan b)・ Large-scale renovations are implemented, aimed atearthquake-proof reinforcement, measures to deal withthe aging of the building and qualitative improvements
・ Insulation is not installed
・ The cooling equipment is updated to equipment thatwasthe high-efficiency model in 2008
(Installed in each of the management rooms andspecial classrooms) (In the case of Plan a1)(Installed in each of the management rooms andspecial classrooms, as well as the ordinaryclassrooms and multi-purpose rooms) (In the case ofPlan a2)・ The heating equipment is updated to equipment thatwas the high-efficiency model in 2008
(Installed in each of the management rooms andspecial classrooms, as well as the ordinaryclassrooms and multi-purpose rooms)* The heating system is FF-type oil heaters in Plan a1
and Plan b, and HP air conditioning in Plan a2
・ Lighting equipment is updated to high-efficiency
equipment (Hf-type)・ Measures to provide greater shade from the sun are not
implemented[Existing school building (before renovation)]・ About 35 years have passed since it was built
・ No earthquake-proof reinforcement work has
been carried out
・ No qualitative improvements or measures toimprove upon the dilapidation of the building
have been carried out
・ The air conditioning equipment was updated
20 years after the building was constructed・ Cooling and heating systems, and rooms inwhich they are used
Heating:
FF-type oil heaters (ordinary classrooms)HP
airconditioning(staffroom,headmaster’s office, nurse’s office, music
room, computer room)
Cooling:HP
airconditioning(staffroom,headmaster’s office, nurse’s office, music
room, computer room)
・ Lighting equipment (FL)

[Large-scale renovations involving environmental measures (environment-focused renovations)] (Plan A1, Plan A2,
Plan B)・ Large-scale renovations are implemented, aimed at earthquake-proof reinforcement, measures to deal with the agingof the building and qualitative improvements. In doing so, environmental measures are reflected in the design.
・ The roof, outer walls and windows are insulated (under Plan A1 and Plan A2, the wall insulation is internal
insulation, while under Plan B it is external insulation)
・ The cooling equipment is updated to equipment that was widely used in 2008
(Installed in each of the management rooms and special classrooms) (In the case of Plan A1)(Installed in each of the management rooms and special classrooms, as well as the ordinary classrooms andmulti-purpose rooms) (In the case of Plan A2)
・ The heating equipment is updated to equipment that was widely used in 2008
(Installed in each of the management rooms and special classrooms, as well as the ordinary classrooms andmulti-purpose rooms)* The heating system is FF-type oil heaters in Plan A1 and Plan B, and HP air conditioning in Plan A2・ Electric fans are installed in the ordinary classrooms and multi-purpose rooms
・ Eaves are installed as a measure relating to lighting and shade from sunshine
・ Air conditioning zones are established (between the multi-purpose rooms and the corridor, and the corridor andstairwell)・ Lighting equipment is updated to high-efficiency equipment (Hf-type). The classroom side is equipped with
illumination sensors, while the toilets and stairs are equipped with sensors to detect movement.
・ Partitions with transoms are installed between the classrooms and corridors
・ The toilets are equipped with devices that imitate the sound of toilets being flushed, while urinals are equipped with
an automatic flush・ Foam water taps are installed for hand washing・ Solar photovoltaic power generation (option)9(5) Current Scale of the Model School Buildings
The specific existing school building model forming the basis for deliberations was stipulated
as the side corridor type, which is currently common, and the plan used was the one set forth in
the Manual on Earthquake-proof Renovations Involving Qualitative Improvements to School
Facilities: A Report on Research into the Promotion of Earthquake Resistance in School
Facilities (December 2005, National Institute for Educational Policy Research Educational
Facilities Research Center). (Figure 2.4) (See P.50 – 53 for a floor plan of the school building)Figure 2.4 Overview of the Existing School Building
Existing School Building Model in the Manual on Earthquake-proof
Renovations Involving Qualitative Improvements to School Facilities
Plan AType

Elementary School (35 years are envisaged to have passed since construction)

Structure and Number of Floors

Reinforced concrete (RC) structure with 4 storeys
Side corridor type school building with doors to 12 classrooms along its length
About 5,100m2

Total Floor Area

Length: 4m x 20 spans + 4.5m x 4 spans (total length 98m)

Span

[Ordinary classrooms: 8.0m long (2 spans) x 8.0 wide (1 span)]st

1 floor: Foyer, management rooms, special needs education space
2nd & 3rd floors: Both with 12 ordinary classrooms

Number of

Existing School

4th floor: Special classrooms (music room, science laboratory, home economics

Buildingroom, art room, library) and 2 ordinary classrooms
Stairs (3 places) and toilets (2 places) are located on the north side of theClassrooms

corridor
School Building

2 classes per year, so the school will consist of 12 + 1 (special needs education

After Renovation

class) classes

Special Classrooms
Equipment

Yes
The air conditioning equipment was updated 20 years after the building wasconstructed(6) Area Around the Model School Buildings and Deployment of Facilities
Figure 2.5 shows images of the surroundings and building layout of the model schoolbuildings. In both regions, the windows of the classrooms face south.

10Region IV

Region II

Housing/Fields

School building

School building
Gymnasium

Gymnasium

School
gates

Foyer

Pool

School grounds

Schoolgates

School grounds

Pool

Surroundings (image)
Located in the suburbs, withresidential housing spreadingout around it (Region IV)

Foyer

Housing
Fields

Housing

Surroundings (image)
Site area 18,000m2
Total floor area of school building: 5,100m2
Total floor area of gymnasium: 800m2

Housing

Located in the suburbs, withsettlements and fields spreadingout around it (Region II)

Site area 18,000m2
Total floor area of school building: 5,100m2
Total floor area of gymnasium: 800m2

Layout diagram (image)

Layout diagram (image)

Figure 2.5 The Surroundings and Building Layout of the Model School Buildings

1-2 Content of the Plans for Facilities and Equipment
These model plans incorporate comparatively large-scale renovations, such as demolishingexisting walls to create new spaces, in order to respond to the needs required of school facilities
at present. After the renovations, the school will have two classes per year, making a total of 12+ 1 (special needs education class) classes.
The main content of the plans focuses on (1) environmental measures, (2) earthquake-proof
reinforcement and (3) qualitative improvements and measures to deal with dilapidation. Of
these, the content of (2) earthquake-proof reinforcement and (3) qualitative improvements andmeasures to deal with dilapidation is based on the Manual on Earthquake-proof Renovations
Involving Qualitative Improvements to School Facilities: A Report on Research into thePromotion of Earthquake Resistance in School Facilities (December 2005, National Institute for
Educational Policy Research Educational Facilities Research Center).
(1) Environmental Measures
The environmental measures involve formulating measures focused on the actual situation inwhich individual schools find themselves, by combining techniques for improving building
functionality and techniques for introducing high-efficiency equipment. In all of the cases
presented here, the plans take energy conservation and improvements to the classroom
environment into consideration by seeking to improve building functionality, taking large-scalerenovations as the opportunity for this, and then updating equipment to high-efficiency
equipment, in order to increase the effectiveness of these measures further.
The environmental measures take into consideration the individual circumstances of Region
IV and Region II; in particular, in Region IV, as a measure to deal with summer heat, the planputs in place the equipment that would make it possible to run coolers in ordinary classrooms,

11as an option where an adequate effect cannot be achieved by passive architectural measuresalone, such as good ventilation and shading from the sun.
As a technique for utilizing in school facilities natural energy that takes the environment into
consideration, solar photovoltaic power generation is effective from the perspectives of both
energy conservation and environmental education, so the energy conservation effects of adding
solar photovoltaic power generation to each model plan have also been evaluated.
When contemplating the techniques to be incorporated into the plans, consideration was given
to the menu of 35 types of improvement technique listed in Promoting the Development ofEnvironmentally Friendly School Facilities: Report on Research into Measures in School
Facilities That Take the Environment into Consideration (February 2008, National Institute for
Educational Policy Research Educational Facilities Research Center). The following techniques
have been used in these model plans:i) Improving insulation capacity
・ With the aim of reducing running costs by decreasing the air conditioning burden, theroof, external walls and windows are insulated. In Region IV, the wall insulation isinternal insulation, while in Region II it is external insulation. In both regions, the roof
insulation is external insulation. The windows are double-glazed, with aluminum
frames.
・ In order to secure air conditioned zones, as well as changing the permanently open fire
doors in the stairwell and foyer to doors that can be opened and closed, movablepartitions are installed between the multi-purpose classrooms and the corridor.
Waterproof layer
Insulation
Existing waterproof
layer

Waterproofing withinsulation on the roof

Insulation
Fiber-reinforced
cement board
Tiles

Urethane foam

Existing external wall

Plasterboard

Internal wall insulation

External wall insulation

Glass(Dry) air layer
SpacerDesiccantDouble-glazing

Installation of doors in the foyer

Installation of movable partitionsii) Utilizing natural wind・ Automatically opening and closing windows are installed in the stairwell and12corridors.
・ The partitions between the ordinary classrooms and the corridor are partitions withhigh windows, which ensure ventilation from the corridor side.
・ Ventilation louvers are installed in the windows of the ordinary classrooms and themulti-purpose classrooms.

Ensuring ventilation from the corridor side

Partitions with high windows

Ventilation louveriii) Shading from sunshine and preventing reflection
・ Intermediate eaves are installed on the windows.

iv) Appropriate temperature in rooms
・ Electric fans are installed in the ordinary classrooms and multi-purpose rooms.
v) Efficient use of energy
・ With regard to the air conditioning in ordinary classrooms, in Region IV, if only
heaters are installed, FF-type oil heaters are used, but if air conditioning is installed,
heat pump air conditioners are installed; in Region II, FF-type oil heaters are installed.
In the special classrooms and the management rooms, heat pump air conditioners are
installed in both Region IV and Region II. Moreover, in updating the air conditioning
equipment, with the aim of improving the classroom environment and reducing the air
conditioning burden, high-efficiency heat pump air conditioning with a COP that
corresponds to the top-runner standard is installed.
・ The classrooms have lighting with illumination sensors, while the toilets have lightingwith sensors that detect human movement.
・ In order to conserve water, the taps are fitted with a device to create foam water, while
the toilets are equipped with devices that imitate the sound of toilets being flushed,
and urinals are equipped with an automatic flushvi) Utilization as an energy resource
・ A plan to install solar thermovoltaic power generation panels on the rooftop is

13

considered as an option.

vii)

Equalization of illumination in rooms

・ Intermediate eaves are installed on the windows; these can also function as lightshelves.
・ The partitions between the ordinary classrooms and the corridors have high windows,
in order to provide natural light from the corridor.

North side

Partition withhigh windows
Light shelf and partition with high windowsviii) Securing a sound environment appropriate for learning
・ Movable partitions are installed in the ordinary classrooms and multi-purposeclassrooms.
・ With regard to the finish of the classrooms, the floors have floorboards made of acushioning material with sound-insulating properties, while the ceilings use decorativerock wool acoustic boards.
(2) Earthquake-proof Reinforcement
The existing school building (which in this model is envisaged to have an Is value of 04. –0.5) has earthquake-proof reinforcement work carried out to bring the Is value up to more than
0.7. Moreover, earthquake-proof reinforcement work will be carried out to bring the CTU/SD
value to around 0.45.
i) Longitudinal direction
・ The reinforcing materials on the southern side in Y1 involve the deployment ofsteel-frame box braces, out of consideration for light and ventilation.
・ On the northern side, reinforcing materials could conceivably be placed in Y4 in thestairways and toilets, but this kind of reinforcement will make little contribution to theearthquake resistance of the building as a whole, so extension walls made of14

reinforced concrete with openings are deployed on the northern side of the corridor in
Y3, with consideration for the balance between strength and rigidity of the building as
a whole.
ii)

Latitudinal direction
・ With regard to the latitudinal direction, many of the earthquake-resistant walls on eachfloor are demolished, so reinforcement of some existing components is required.
・ The 4 pillars in Y1 and Y2 of the first floor and the 14 pillars in Y2 are deployed inwalls on the fourth floor, so reinforcement with a sheath of sheet steel is carried out,
out of consideration for additional axial force.
・ Steel-frame box braces are deployed in relation to the 14 pillars of Y1 on the first floor,
and the 13/14 pillars in Y1, so further reinforcement is not carried out.
・ 2-3 existing walls are partially left in place in 15 of Y1 and Y2 on the first floor, so
additional reinforced concrete pillars are installed, out of consideration for additional
axial force. (See the renovation floor plans on P50 – 53)(3) Qualitative Improvements and Measures to Deal with Dilapidation
This section sets forth the content of the plan implemented under conventional renovations,which are not environment-focused.
a) Planning aspecti) Improving the learning environment
・ The configuration has a group of classrooms with an open multi-purpose space next tothe ordinary classrooms.
・ The multi-purpose space has ordinary classrooms for each year plus a unified space,providing a sense of spaciousness and an area where various study corners can be set
up.
・ With regard to the special classrooms, the existing ones are arranged as they are
currently, while the spare classrooms are used to provide a new computer room and an
educational counseling room. In addition, an entrance hall that can be used forcommunity open days and a barrier-free elevator are installed in positions that makethem easy to use when the special classrooms are opened up.
ii) Improving the living environment
・ A lunchroom that can also be used as a venue for community open days is installed.
・ As well as enhancing the functions of the staffroom as an office, its function as aliving space for the teaching staff is improved.
iii) Improving crime-prevention measures
・ The foyers are in a single location on the same side as the offices and staffroom, sothat visitors can be seen.

15b) Equipment aspecti) Water supply facilities
・ The water pipes on each floor and in each room are updated, with the plan focusing on
pipes running through under-floor pits and existing PS, or being exposed outside.
ii) Drainage facilities
・ The drainage pipes from the toilets and water fountains are all updated, with the plan
focusing on pipes running through existing PS, or being exposed outside.
iii) Hygiene facilities
・ In the toilets, as well as switching from the conventional wet construction method
using a floor drain to the dry construction method, all hygiene apparatus is renewed, asa general rule.
iv) Air conditioning facilities
・ The plan in the ordinary classrooms has FF-type oil heaters as standard, using acentralized piping method. In the management rooms, facilities that will be opened up
to the community on open days, and the special classrooms, ceiling cassette,ceiling-suspended or on-floor heat pump air conditioners are installed.
v) Ventilation facilities
・ With regard to general ventilation in the classrooms, ventilation is provided using
louver fittings installed on the corridor side as air vents, as well as ventilation fansinstalled in the transoms on the window wide.
・ Ventilation fans set into the ceiling provide ventilation in the toilets.
vi) Lighting facilities
・ High-efficiency lighting equipment is installed.
・ The degree of illumination in the classrooms is set so that a light intensity of 500 –700 Lx can be ensured over the desks.
・ In zones where lighting is inadequate or reduced due to earthquake-proof
reinforcement, lighting equipment is planned to be increased accordingly.
vii)

Other equipment and facilities

・ As well as the foregoing, it is envisaged that equipment such as fire extinguishingequipment, fire alarm system, electrical sockets, broadcasting equipment andinformation facilities such as the school LAN would be renovated and updated, butthese fall outside the scope of consideration in these renovation models.
(4) Specifications for Facilities and Equipment Under the Renovation Plan
Figure 2.6 sets out the specifications of the conventional large-scale renovation and theenvironment-focused renovation. (See P50 – 53 and P58 - 63 for post-renovation floor plans.)

16

Figure 2.6 Facility and Equipment Specifications Under the Renovation Plans
Target area
(1) Improving insulation
External walls (inside the room)
capacity－

No insulation〃

Windows

Aluminium sashes, float plateglass

Aluminium sashes, float plate
glass (replaced only in the areas
subject to earthquake-proof

〃

Roof

－

Modified asphalt sheet
waterproofing〃

Air conditioning zones (stairwell, foyer,
Permanently open fire doors
etc.)
Partitioning (between multi-purpose－
space and corridors)
Existing horizontal eaves(2) Shading from
External walls
sunshine and preventing(W500)(3) Appropriate
Internal walls and ceilings (ordinary－
temperature in rooms
classrooms and multi-purpose space)(4) Equalization ofExternal walls－
illumination in rooms
Partitioning (between ordinary－classrooms and corridor)
Interior decoration (ordinary－classrooms, multi-purpose space)(5) Improving theOrdinary classrooms－
visibility of the(6) Securing a soundPartitioning (between ordinary
environment appropriate－classrooms and the multi-purpose space)
for learning
Floor (ordinary classrooms, multiFlooring blocks
purpose space)(7) Utilizing natural wind(10) Efficient use ofenergyPlan A (Region IV)
Conventional Renovation
a1
a2

Before Renovation

Ceiling (ordinary classrooms)

Punched plaster board

Ceiling (multi-purpose space)－

Partitioning (between ordinaryclassrooms and corridor)
Windows (ordinary classrooms, multipurpose space)－

Permanently open fire doors
－

〃

〃

－

－

－

－

A2

〃

Same as Case A

Installing eaves midway acrossthe windows (W600)〃

Same as Plan A

Same as Plan A

Same as Plan A

Electric fans (4 in each room)〃

Same as Plan A

Same as Plan A

Same as Plan A

Same as Plan A

Same as Plan A

Same as Plan A

Same as Plan A

Same as Plan A

Same as Plan A

Same as Plan A

Same as Plan A

Same as Plan A

Same as Plan A

Same as Plan A

Installing eaves midway acrossthe windows (W600)
Steel partitions (with highwindows, H: 1700mm)〃

Painted with EP (white)〃

Blackboard light〃Blackboard light〃Some parts with no partition〃

Installing movable partitions〃

Flooring boards〃

Flooring boards (with cushioning)〃

Decorative rock wool boards

〃

－

－

－

－

－

－

Lighting (ordinary classrooms, multipurpose space)FL-type lighting equipment(40W×16)

Hf-type lighting equipment(32W×16)

Lighting (toilets, stairs)

FL-type lighting equipment(20W×2)Air conditioning facilities (staff room,
special classrooms)

Heating: HP air conditioner
Cooling: HP air conditioner(1995 equivalent)FL-type lighting equipment(20W×2)
Heating: HP air conditioner
Cooling: HP air conditioner(equipment commonly used in
2008)

Air conditioning facilities (ordinaryclassrooms, multi-purpose space)

Heating: FF-style oil heaters
Cooling: None

Sinks

Running taps
Running taps
The toilets have no devices that The toilets have no devices that
imitate the sound of toilets
imitate the sound of toilets being
being flushed, urinals are the flushed, urinals are the flush
flush valve typevalve typeHeating: FF-style oil heaters
Cooling: None

Decorative rock wool acoustic
boards
Decorative rock wool acoustic
boardsSteel partitions (with highwindows, H: 1700mm)
Ventilation louvers〃〃〃
Heating: HP air
conditioner
Cooling: HP air
conditioner(equipment
commonly used in〃〃

17

Same as Plan A

〃

〃

〃

Same as Plan A

Environment-focused
B
External insulation 60mm
(polystyrene beads)
All windows conveted to
double glazing with aluminumsashes (cover method,
Modified asphalt sheet
waterproofing (with 65mm ofrigid urethane)〃

Painted with EP (cream)〃

Plan B (Region II)
Conventional Renovationb〃〃

Decorative rock wool acoustic
boardsSteel partitions (with transom
windows, H: 600mm)

Before Renovation〃

Steel partitions (with transom
windows, H: 600mm)

Windows (stairwells, corridors)

Toilets

Installing movable partitions－

Existing horizontal eaves (W500)

Environment-focused Renovation
A1
Internal insulation Spray-on type:
35mm (rigid urethane)
All windows conveted to double
glazing with aluminum sashes(cover method)
Modified asphalt sheet
waterproofing (with 60mm ofrigid urethane)
Installing doors that can be
opened and closed

Installing windows that open andclose automatically (Swindow)
HF-type lighting equipment (withillumination sensors near thewindows)
FL-type lighting equipment (withmovement sensors)
Heating: HP air conditioner
Cooling: HP air conditioner(equipment commonly used in
2008)
Heating: FF-style oil heaters
Cooling: None
Foam water taps
Toilets are equipped with devices
imitating the sound of toilets
being flushed, urinals areequipped with an automatic flush〃〃〃
Same as Plan A

〃
〃

None
None

〃
〃
Same as Plan A

Same as Plan A

Same as Plan A

Heating: FF-style oilheater
Cooling: HP air
conditioner

Heating: FF-style oilheater
Cooling: HP air
conditioner

Heating: FF-style oil heater
Cooling: HP air conditioner(2008 high-efficiency model)〃〃
Heating: HP air
conditioner
Cooling: HP air
conditioner(2008 highefficiency model)〃

Heating: FF-style oilheaters
Cooling: None

Heating: FF-style oilheaters
Cooling: None

Heating: FF-style oil heaters
Cooling: None

Same as Plan A

Same as Plan A

Same as Plan A〃

Same as Plan A

Same as Plan A

Same as Plan A

2. Simulation of the Indoor Environment and the Environmental Burden
2-1 Results of Preliminary Calculations of Energy Consumption and CO2 Emission
Volumes
In relation to the model school buildings, the annual energy consumption and CO2 emissions
were calculated for Region IV and Region II, with regard to the situation before renovations arecarried out, the case in which conventional renovations are implemented and the case in which
environment-focused renovations are implemented, and the results were compared. Moreover,in order to calculate the difference between the running costs of the two renovation plans andthe differences resulting according to whether or not air conditioning is used in ordinaryclassrooms in Region IV, provisional calculations of the energy costs resulting from the use of
air conditioning were also made.
With regard to Region IV, envisaging a situation in which an adequate effect cannot be
obtained by means of architectural measures to deal with heat, such as shading from sunshine
and the use of an atrium for ventilation, the volume of CO2 emissions in the event that air
conditioning was used in summer to cool ordinary classrooms was also calculated.
In addition, in this study, the calculation of CO2 emissions was limited to the school building
itself, in order to compare the difference in environmental load that results from differences in
the renovation plan for the school building. Consequently, the results of these calculations do
not reflect CO2 emissions for the school as a whole. The calculations were made on the basis of
the following assumptions:・ CO2 emissions resulting from the use of the gymnasium and swimming pool were
excluded.
・ CO2 emissions resulting from the cooking of school meals and community open days,
where there is a big difference between schools in terms of the running of facilities andtheir methods of use, were excluded.
・ CO2 emissions resulting from the use of water pumps, pool filtration devices and night
lights were excluded.
・ During long holidays, the school, including the management rooms, was treated as
being on holiday.
・ The usage times of the classrooms were limited to the hours during which lessons wereconducted (08:00 – 15:00), while the usage times of the management rooms werelimited to 08:00 – 17:00, with overtime work not being taken into consideration.
・ Corridor lighting was not used at all in sections where there are windows, while lighting
in the toilets was assumed to be for a total of two hours per day.
・ Rooms that are infrequently used, such as spare classrooms, the staff kitchen and theprinting room, were assumed to be unused, so there would be no lighting or heating
used.

18

(1) Results of Preliminary Calculations in Region IV(Comparison of CO2 Emissions)○ Even under the conventional renovations, the annual CO2 emissions of the school building
will be reduced by around 10 – 20% compared with the situation before the renovations, asa result of the increased efficiency of lighting and air conditioning equipment.
○ When environment-focused renovations are carried out, the annual CO2 emissions of theschool building are reduced by around 40% compared with the situation before therenovation.
○ When environment-focused renovations are carried out, the annual CO2 emissions resulting
from heating and cooling in the school are reduced by around 55 – 65% compared with thesituation before the renovation, and by around 40 – 50% compared with conventionalrenovations.
○ When environment-focused renovations are carried out, the annual CO2 emissions resulting
from the use of lighting in the school are reduced by around 24% (3.2t) compared with thesituation before the renovation, and by around 9% (1t) compared with conventionalrenovations. Under the conventional renovations, it is already planned to update the lighting
equipment to high-efficiency equipment (Hf-type), so annual CO2 emissions are reduced by
16% (2.2t) compared with the situation before the conventional renovations.
○ When environment-focused renovations are carried out, annual CO2 emissions resulting
from water supply at the school building are reduced by 46% (1.1t) compared with thesituation before the renovation, and by 35% (0.7t) compared with conventional renovations.
・ When aging equipment is updated in the conventional renovations, it is planned that it
will be updated to energy-conserving lighting equipment (Hf-type) and more efficient
air conditioning equipment, so compared with the situation before the renovations,annual CO2 emissions in the school building are reduced by 13% (5t) under Plan a1 andby 22% (8t) under Plan a2.
・ Under the environment-focused renovations, air conditioning equipment is updated tohigh-efficiency models, the roof, walls and doorways are insulated, eaves are installed
and air conditioned zones are established, leading to a decrease in annual CO2
emissions of 38% (13t) under Plan A1, 42% (15t) under Plan A2 and 37% (13t) under
Plan A2 (case where coolers are used in classrooms).
・ Compared with the situation before the renovations, annual CO2 emissions resulting
from heating and cooling equipment at the school in the event that environment-focused
renovations are carried out are reduced by 57% (9.1t) under Plan A1, by 65% (10.4t)
under Plan A2 and by 54% (8.6t) under Plan A2 (case where coolers are used inclassrooms).

19

・ Along with the upgrading of lighting equipment to high-efficiency lighting, the energy
conservation effect resulting from illumination sensors in classrooms and motion
sensors operating the lights in the toilets is reflected in reductions in annual CO2
emissions

resultingfromlighting

use

at

the

school,

in

the

event

that

environment-focused renovations are carried out.
・ The water conservation effect resulting from foam water taps on the hand basins,
water-conserving toilets, automatically flushing urinals and toilets being equipped with
devices that imitate the sound of toilets being flushed is reflected in reductions in annual
CO2 emissions resulting from water supply at the school in the event thatenvironment-focused renovations are carried out.
・ In the event that coolers are not used in ordinary classrooms and each classroom uses
four electric fans, CO2 emissions increase by 0.2t.
(CO2 Emissions in the Event That Coolers are Used in Ordinary Classrooms)○ With regard to CO2 emissions resulting from the use of coolers in ordinary classrooms insummer, in the case of the environment-focused renovations (Plan A2), there is an increaseof approximately 1.8t compared with the situation in which coolers are not used, equivalent
to approximately 8% of the CO2 emissions of the school building as a whole.
○ In the event that environment-focused renovations (Plan A2) are carried out and coolers areused in ordinary classrooms in summer, CO2 emissions over the course of the year areslightly higher than in the case in which coolers are not installed in classrooms (Plan A1).
However, compared with the situation before the renovations, as a result of the introductionof high-efficiency air conditioning equipment, there is a significant CO2 emission reduction
effect resulting from from the reduction in the energy used for heating in winter, so CO2emissions over the course of the year decrease by approximately 37%.
・ In the event that coolers are used in summer in ordinary classrooms after
environment-focused renovations (Plan A2) are carried out, annual CO2 emissions
increase by 1.4% (0.3t) compared with the case in which coolers are not installed in theclassrooms (Plan A1). In Plan A2, the insulation capacity of the building improves as aresult of the renovation of the insulation of external walls and doorways, and theestablishment of heated zones, and equipment efficiency improves as a result ofswitching the heating in ordinary classrooms from FF oil heaters to high-efficiency air
conditioner heaters.

20

(Comparison of Energy Costs)○ When environment-focused renovations are carried out, in the event that coolers are notused in ordinary classrooms, annual energy costs for the school building are reduced byapproximately 20 – 30% compared with the situation before the renovations.
○ When environment-focused renovations are carried out, in the event that coolers are used inordinary classrooms, annual energy costs for the school building are reduced byapproximately 15% compared with the situation before the renovations.
○ If the annual energy costs of environment-focused renovations under Plan A1 andenvironment-focused renovations under Plan A2 (with coolers used in classrooms) arecompared, one can see that the costs under Plan A2 are approximately 25% higher.
○ Cost reductions relating to heating account for the majority of the reductions in energy costs
resulting from environment-focused renovations, at approximately 40%.
○ In the event that environment-focused renovations (Plan A2) are carried out and coolers areused in the ordinary classrooms in summer, it is easy to maintain a comfortable classroom
environment in summer, but compared with the case in which coolers are not used inclassrooms (Plan A1), the initial costs and the running costs increase.
・ Compared with the situation before renovations, the annual energy costs of the schoolbuilding are reduced by 31% under Plan A1, by 21% under Plan A2 and by 14% under
Plan A2 (case where coolers are used in classrooms). Moreover, in the case of
conventional renovations, compared with the situation before renovations, there was a
14% decrease under Plan a1, a 6% decrease under Plan a2 and a slight increase under
Plan a2 (case where coolers are used in classrooms).
・ It is thought that the fact that costs relating to heating account for the greatest part of the
reductions in energy costs resulting from environment-focused renovations can be
attributed to the decrease in heating load resulting from the insulation of the building
and the establishment of heated zones, as well as the improvement in equipment
efficiency.
・ The CO2 emissions, construction costs and running costs under each renovation plan
are as follows. Under Plan A2, the initial costs and running costs are higher than under
Plan A1.
Environment-focused Renovation Plan
A1

A2

CO2 emissions (t/year)
Construction costs (¥1,000/m2)
Energy costs (¥1,000/ year)
CO2 emissions (t/year)
Construction costs (¥1,000/m2)
Energy costs (¥1,000/ year)

BeforeRenovation
35
－
2,200
35
－
2,200

Conventional
Renovations30
87,0001,900
2984,0002,070

21Environment-focused
Renovations
22
120,100
1,510
22
122,500
1,890

Comments

Case wherecoolers are usedin classrooms

35 t-CO2/year

CO2 emissions [t-CO2/year]

Other Ventilation
Water supply

Lighting
CoolingHeating

FF oilAir circulation
Constructioncosts

AC heating
FF oilAir conditioner
Air circulation
coolerAC heating
Air circulation¥/m2

Air conditioning
costs (reference)¥/year¥/year

Before renovation¥/year¥/yearConventional renovations

AC heating
Air circulation

AC heating
Air conditioner
cooler

¥/m2

¥/m2

¥/m2

¥/year¥/year¥/yearEnvironment-focused renovations

CO2 Emissions[t-CO2/year]
BeforeRenovation

Heating
Cooling
Electric Fans
Lighting
Ventilation
Water
SupplyOther
Total
Comparison
(%)

15.0
0.9
0.0
13.4
1.8
2.4
1.5
35
100

Conventional Renovationsa1
a2
a2(FF heating(AC heating(Coolers
+ air
+ air
used incirculation)
circulation)
classrooms)
13.1
10.0
10.0
0.8
0.8
2.4
0.0
0.0
0.0
11.2
11.2
11.2
1.8
1.8
1.8
2.0
2.0
20.
1.5
30
87
100

1.5
27
78
100

Environment-focused Renovations
A1
A2
A2(FF heating(AC heating(Coolers
+ air
+ air
used incirculation)
circulation)
classrooms)
6.1
4.8
4.8
0.7
0.7
2.5
0.2
0.2
0.0
10.2
10.2
10.2
1.8
1.8
1.8
1.3
1.3
1.3

1.5
29
83
100

1.5
22
62
71

FF: Oil FF-type heaters

1.5
20
59
75

1.5
22
63
76

AC: HP air conditioners

Energy Use
BeforeRenovation
Heating (oil)
Heating(electricity)
Cooling(electricity)
Electric Fans(electricity)
Lighting(electricity)
Ventilation(electricity)
Water Supply(water)Other(electricity)

2,855

Conventional Renovationsa1
a2
a2(FF heating(AC heating(Coolers
+ air
+ air
used incirculation)
circulation)
classrooms)
2,627
0
0

Environment-focused Renovations
A1
A2
A2(FF heating(AC heating(Coolers
+ air
+ air
used incirculation)
circulation)
classrooms)
950
00

14,094

11,787

18,05018,050

6,699

8,641

8,641

1,602

1,481

1,481

4,323

1,302

1,302

4,567

0

0

0

0

301

301

0

24,145

20,267

20,267

20,267

18,425

18,425

18,425

3,234

3,277

3,277

3,277

3,277

3,277

4,163

3,416

3,416

3,416

2,169

2,169

2,169

2,656

2,715

2,715

2,715

2,715

2,715

2,715

Units Oil: L, Electricity: kWh, Water: m3
Oil heating: Heating load ÷ COP ÷ heating coefficient (36.7MJ/L)
Electrical air conditioning: Heating and cooling load ÷ COP ÷heating coefficient (3.6MJ/kWh)Lighting, etc: Rated power consumption x time used

Figure 2.7 Comparison of CO2 Emissions and Energy Consumption (Region IV)

22

BeforeRenovationAir
conditioning inclassrooms

Items otherthan airconditioning inclassrooms

Heating (oil)
Heating(electricity)
Cooling(electricity)
Basicelectricity
chargeHeating(electricity)
Cooling(electricity)
Lighting, etc.
(electricity)
Basicelectricity
chargeTotal
Total

Comparison (%)¥268,000¥0Conventional Renovationsa1
a2
a2(FF heating +(AC heating +(Coolers used
air circulation)
air circulation)in classrooms)¥240,000¥0¥0¥0¥79,000¥79,000

Environment-focused Renovations
A2
A2
A1(FF heating +(AC heating +(Coolers used
air circulation)
air circulation)in classrooms)¥87,000¥0¥0¥0¥25,000¥25,000

¥0

¥0

¥0

¥36,000¥0¥0¥41,000¥0¥0

331,000¥467,000¥0¥283,000¥400,000¥178,000¥149,000¥149,000¥149,000¥85,000¥20,000¥19,000¥19,000¥19,000¥16,000¥16,000¥17,000¥380,000¥332,000¥332,000¥332,000¥313,000¥313,000¥309,000¥1,350,000¥1,160,000¥1,160,000¥2,197,000¥ 2,200,000
100¥1,901,000¥1,900,000
87
100¥2,070,304¥2,070,000
94
109¥85,000¥1,010,000¥2,242,000¥2,240,000
102
118¥1,511,000¥1,510,000
69100¥1,010,000¥1,732,000¥1,730,000
79
115¥1,886,000¥1,890,000
86125* In order to compare the increase in electricity charges under the plans in which air conditioner coolers and heaters are introduced
in classrooms (a2, A2) with the plans in which air conditioner coolers and heaters are not introduced in classrooms, the electricity
charges are shown as proportions for air conditioning in classrooms and other items. Consequently, the basic electricity charges arealso shown with the contract amounts divided in two for the sake of convenience.
In Plan A2 (AC heating + air circulation), there is no use of coolers in classrooms in summer, so the basic charge for April – Octoberis calculated as being half that for the other half of the year.

Classroomheating Classroom
cooling(electricity)(¥1,000)
Classroomheating (oil)Non-classroom
heating

Non-classroom
cooling

Basic charge(classrooms)

Lighting etc.

Basic
chargeFF oilAir circulation

Before renovation

AC heating
Air circulation

AC heating
Air conditioner cooler

Conventional renovations

FF oilAir circulation

AC heating
Air circulation

AC heating
Air conditioner cooler

Environment-focused renovations[Electricity]
Contract format: Electricity for businesses, less than 500kW
Basic charge = Unit charge (¥1638) x contracted electricity (maximum electricity used annually) x (185-power factor) /100*1
Electricity charge = Unit charge (¥12.65) x quantity of electricity used + fuel cost adjustment amount*2*1 Calculated as 85% power factor*2 Not considered on this occasion[Oil]
Oil unit cost: ¥1636/18L (The Oil Information Center general retail price December 2008)

Figure 2.8 Comparison of Energy Costs

23

(2) Results of Preliminary Calculations in Region II(Comparison of CO2 Emissions)○ Annual CO2 emissions from the school building will increase by 2% (1t) under theconventional renovation plan, compared with the situation before the renovations, but underthe environment-focused renovation plan, they will fall by 25% (13t).
○ In the event that environment-focused renovations are carried out, annual CO2 emissions
resulting from heating and cooling the school building will be reduced by 26% (9.2t)
compared with the situation before the renovations, while they will decrease by around 33%(12.7t) compared with conventional renovations.
○ The change in annual CO2 emissions from the school building resulting from lighting andwater supply in the event that environment-focused renovations are carried out is the sameas the results for Region IV.
・ In Region II, a colder region, the share of energy use accounted for by heating in winteris greater than in Region IV, so under the conventional renovation plan, it is thoughtthat the increase in the quantity of energy used resulting from the increase in the area
heated will be reflected as it is, thus CO2 emissions will increase. On the other hand,under the environment-focused renovation plan, air conditioning equipment will be
updated to high-efficiency models, the roof, walls and doorways will be insulated andair conditioned zones will be established, resulting in a decrease in the quantity ofenergy used in heating and leading to a reduction in CO2 emissions.

24CO2 Emissions [t-CO2/year]

Other

Water supply
Ventilation

Lighting
CoolingHeating

Before renovation

Conventional renovations

Environment-focused
renovations

CO2 Emissions[t-CO2/year]
Conventional Renovationsb

Before Renovation
Heating
Cooling
Electric Fans
Lighting
Ventilation
Water Supply
Other
Total
Comparison (%)

34.9
0.0
0.0
13.4
1.8
2.4
1.5
54
100

Environment-focused
Renovations
B

38.4
0.0
0.0
11.2
1.8
2.0
1.5
55
102
100

25.6
0.1
0.1
10.2
1.8
1.3
1.5
41
75
74

Energy Use
Before Renovation
Heating (oil)
Cooling (electricity)
Electric Fans (electricity)
Lighting (electricity)
Ventilation (electricity)
Water Supply (water)
Other (electricity)

Conventional Renovations
Plan b13,93375
024,145
3,234
4,163
2,656

15,36163
020,267
3,277
3,416
2,715
Units

Environment-focused
Renovations
Plan B
10,22814072
18,425
3,277
2,169
2,715

Oil: L, Electricity: kWh, Water: m3

Oil heating: Heating load ÷ COP ÷ heating coefficient (36.7MJ/L)
Electrical air conditioning: Heating and cooling load ÷ COP ÷heating coefficient (3.6MJ/kWh)Lighting, etc: Rated power consumption x time used

Figure 2.9 Comparison of CO2 Emissions and Energy Consumption (Region II)(3) Effect of Solar Photovoltaic Power Generation
The following preliminary calculations have been made concerning the effect of installing
solar photovoltaic power generation, taking equipment with an installation capacity of 10kW asan example:
・ Quantity of electricity generated annually per 1kW of output from the solar cell array =25

approximately 1,000kWh/year
・ With output of 10kW, the total quantity of electricity generated annually would be
10,000kWh/year = 10MWh/year
・ Converted into CO2 equivalent, this would be 10,000kWh/year x 0.555kg-CO2/kWh(*) = 5550kg-CO2/year = 5.55t-CO2/year.
Of the electricity consumed annually by the school, if we assume that 10MWh can be covered
with solar photovoltaic power generation, then one can anticipate a CO2 reduction effect ofapproximately 5.6t annually.
* In order to calculate the CO2 equivalent, this report uses the figure 0.555kg-CO2/kWh, whichis the value stipulated in the Ministerial Ordinance on the Calculation of Greenhouse Gas
Emissions Resulting From Business Activities by Specified Emitters (2006, Ministry of
Economy, Trade and Industry and Ministry of the Environment Ordinance No.3).
* With regard to the size of the decrease in CO2, the Law Concerning the Promotion of
Measures to Cope with Global Warming was revised in June 2008, and the ministerial
ordinance stipulating the carbon dioxide emission coefficient used in the aforementioned
calculations was also revised.
* In December 2008, the latest carbon dioxide emission coefficient value for electrical power
suppliers was published. If this published value is used for calculations, the size of thedecrease becomes smaller than if the aforementioned coefficient is used.
[Quantity of Electricity Generated Annually Using a Solar Photovoltaic Electricity Generation System] (kWh/year)= [Solar cell array output] (kW) x [System usage rate] x 365 (days/year) x 24 (hours/day)・

Solar cell array: Integrates the solar cell modules, including the mounting frame.

・

System usage rate: Utilization rate in relation to the annual calendar – time (24 x 365 = 8,760 hours). The
annual average value in Japan is around 0.1 – 0.15 (usually 0.12).

Estimated quantity of electricity generated annually if a 1kW system is introduced under optimal conditions= 1 (kW) x 0.12 x 365 (days/year) x 24 (hours/day) = 1,051.2 (kWh/year) → approx. 1,000kWh/year

Source: Guidebook on the Introduction of Solar Photovoltaic Power Generation (New Energy and Industrial
Technology Development Organization, August 1998)26

2-2 Results of Verification Relating to the Indoor Environment
A simulation of the winter and summer thermal environments and classroom lightenvironment in the event that environment-focused renovations are carried out was conducted
and the classroom environment improvement effect was verified.
The results of this verification relating to the thermal environment are shown in i) – iv) below.
i) Change in temperature and MRI over time
This shows the hourly changes in the classroom environment based on outside airtemperature, indoor air temperature and MRT over the course of a week that includes thecoldest day of winter and another week that includes the hottest day of summer.
Target classroom: Year 4 Class 1 (3rd floor, west side)
Calculation period: [Winter] Region IV 18 – 24 February, Region II 29 January – 4
February[Summer] Region IV & II 13 – 19 July
* MRT is the abbreviation for mean radiant temperature (also known as mean peripheral
wall temperature), and expresses the surface temperature of the surfaces of which a room
consists (walls, floor, ceiling and windows) as an average weighting for the area of the room.
ii) Change in heating load over time
This indicates the changes in the quantity of heat (heating load per square meter) required
to maintain the room at a certain condition during a week that includes the coldest day of theyear. The temperature at which the heater is set is 18˚C.
Calculation period: Region IV 18 – 24 February, Region II 29 January – 4 Februaryiii) Comparison of sensory temperature
As sensory temperature, the operative temperature expressed as (temperature + MRT)/2
was used as the most simple heat indicator for observing the indoor environment
improvement effect resulting from insulation. The effects of humidity and air currents are
not included here.
iv) Change in the classroom environment over time on selected days
The detailed thermal environment in the classroom in summer and winter is indicated aschanges over time in the indoor environment on two selected days.
Target classroom: Year 4 Class 1 (3rd floor, west side)
Selected days: Region IV 22 – 23 February, 17 – 18 July
Region II 30 – 31 January, 18 – 19 July
The results of verification concerning the lighting environment are indicated on the basis of
the uniformity ratio of illuminance and the intensity of illumination.
* Uniformity ratio of illuminance = Minimum illumination intensity/Maximum illumination
intensity in a room

27

The bigger this figure, the better the balance of brightness within a room; in the standards onschool environmental health, it is stipulated that the ratio between the maximum illumination
intensity and minimum illumination intensity in regard to the classroom and blackboard should
not exceed 10:1 (uniformity ratio of illuminance of at least 0.1), and that if the ratio does
unavoidably exceed this, it must not exceed 20:1 (uniformity ratio of illuminance of at least0.05). Moreover, in ordinary classrooms and offices, it is deemed preferable to have auniformity ratio of illuminance of at least 0.333.
(1) Thermal Environment

Results of Verification in Region IV(Winter Thermal Environment) (Figure 2.12)○ In the event that environment-focused renovations are carried out, MRT (mean peripheral
wall temperature) when heaters are used increases as a result of improved insulation
capacity, so the sensory temperature is around 2˚C higher than in the case of conventionalrenovations, even though the heater is set at exactly the same temperature.
○ In the case of environment-focused renovations, of the five days between 18 – 24 February(i.e. excluding the two days of the weekend when there is no school) which is the coldest
period of the year, the room temperature of the classroom was at least 18˚C in the daytime
when the sun was shining on four of those days, even without using the heater.
Consequently, using less heater energy than in the case of conventional energy, it actually
feels warmer than before.
○ In the case of environment-focused renovations, there is little reduction in the room
temperature of the classroom and the surface temperature of the walls overnight, after theheater is switched off, so the temperature of the classroom in the morning is maintained atleast 10˚C higher; accordingly, it can be anticipated that there will be an improvement in theclassroom environment when the pupils arrive at school. Moreover, the load when theheater starts up the next morning is also reduced.
・ With regard to the thermal environment in the classroom (Year 4 Class 1) on 22 and 23
February, if the heater is run at the set temperature of 18˚C, then in the case of
conventional renovations, the room temperature is the same as the temperature at which
the heater is set, i.e. 18˚C, but the MRT (mean peripheral wall temperature) is 14 - 16˚C.
On the other hand, in the case of environment-focused renovations, by covering thewalls with highly heat-resistant material (insulation), the heat transferred from inside
the room to outside is reduced (Figure 2.10). Consequently, the MRT is almost 18˚C,
almost the same as the room temperature, so the sensory temperature is around 2˚Chigher than in the case of conventional renovations. Moreover, there is little cooling of
the structure overnight, so because the storage heat load is reduced, the load when the28

heater is started up the next morning is also reduced.
Concrete
Concrete

Rigid urethane spray
Enclosed air layer
Plasterboard

InsideOutsideInsideOutsideHeat transmission coefficient
4.1w/m2-K
Conventional renovations(Plan a)Heat transmission coefficient
4.1w/m2-K
Environment-focused
renovations (Plan A)[Conditions for calculations]・ Room temperature: 18˚C, outdoor air
temperature: 5˚C・ There is no solar radiation effect・ Wall structure: Plan a, Plan A[Calculation method]
Calculations are based on theassumption that the room and outdoor
temperatures are constant (outdoor air
temperature 5˚C, room temperature
18˚C) for an adequate amount of time,that the flow of heat within the walls isconstant, and that there is no change intemperature at each part. (Steady state)[Overall heat transfer coefficient]・ Conventional renovations:
4.1W/m2-K
・ Environment-focused renovations:0.58 W/m2-K
The overall heat transfer coefficient
expresses the ease with which heatpasses through a wall; the smaller the
figure, the harder it is for heat to flow
out, indicating that the insulation isgood.

In conventional renovations, even if the room temperature is 18˚C, the indoor surface temperature of a wall thatfaces outdoors is 12˚C, so the difference between that and room temperature is about 6˚C. On the other hand, in thecase of environment-focused renovations, by adding insulation with a high degree of heat resistance, the heattransferred from indoors to the outer wall is reduced, so the indoor surface temperature of the wall is 17.2˚C.
Consequently, in the case of environment-focused renovations, the MRT (mean peripheral wall temperature), which
expresses the wall surface temperature of all surfaces of which a room consists, is higher than in the case of
conventional renovations.
It is not only the air temperature that makes people feel hot or cold; there is also a big impact from heat flows
resulting from radiation from a high-temperature area to a low-temperature one (*). If the surface temperature of thewalls is low, as in the case of conventional renovations, a great deal of heat is lost from the surface of the body
towards the walls, so it feels cold, while if the surface temperature of the walls is high, as in the case ofenvironment-focused renovations, little heat is lost from the surface of the body, so even if the room temperature is
the same as in the case of conventional renovations, at 18˚C, it will actually feel warmer. For this reason, if theinsulation capacity is improved, not only is it possible to reduce the energy required for heating and cooling, but one
can also improve the thermal environment of the classroom, making it more comfortable.

(*) As well as temperature and radiation, other factors affecting the sensation of heat include air flows, humidity,
the clothes worn (amount of clothing) and the amount of movement in the room (metabolism).

Figure 2.10 Thermal Environment Improvement Effect Resulting From Insulation

29

(Summer Thermal Environment) (Figures 2.13 and 2.14)○ In Region IV, during the period 13 – 19 July, when the outdoor temperature is at its highest,
the daytime temperature is 29 - 34˚C, and in Plan A1, in which coolers are not used in theordinary classrooms, the room temperature of the classrooms is in excess of 30˚C.
○ In good weather during the summer, due to the sun shading effect achieved by using
intermediate eaves, it will be possible to reduce incident solar radiation from wall surfaces
compared with the situation in which no eaves are used. (Figure 2.11)○ In the reference plan (internal insulation + overnight ventilation + external louvers), the hotfloors and ceilings are cooled by cold air overnight and the solar radiation heat entering theroom in the day also decreases, resulting in daytime room temperature in the classroom insummer being about 1˚C than in the case of Plan A1.
○ In the reference plan (external insulation + overnight ventilation + external louvers),
compared with the plan using internal insulation, not only the hot floors and ceiling, but also
the external walls, etc. are cooled by cold air overnight, so compared with the outdoor air
temperature, the daytime room temperature in the classroom in summer is about 2˚C lower,
while the MRT is 2.5 – 3.5˚C lower.
・ With regard to the thermal environment in the classroom (Year 4 Class 1), the windows
are fully opened during classes to ensure a flow of air, so the room temperature in the
day rises in proportion to the outdoor air temperature. Moreover, insulation makes it
difficult for heat from the human body and lighting and solar radiation heat entering theroom to escape outside, so the room temperature in the classroom during the day does
not decrease as much as the outdoor air temperature.
・ In the environment-focused renovation plan that does not involve the installation ofcoolers in ordinary classrooms (Plan A1), by promoting the circulation of air using
partitions with high windows between classrooms and the corridor and electric fansinstalled in classrooms, it can be expected that the sensory temperature will decrease.
・ In Plan A2, if coolers are used in ordinary classrooms, it is possible to maintain thethermal environment inside the classroom at an appropriate level, without being
affected by the outdoor air temperature. In doing this, whereas the increase in CO2emissions if electric fans are used is 0.2t, if air conditioners are used (set at atemperature of 28˚C), the increase is approximately 1.8t, so it is necessary to givewide-ranging consideration to the initial costs, the running costs and the operational
aspects, as well as controlling the increase in CO2 emissions throughout the year by
reducing the heating load in winter through environment-focused renovations.

30Incident Solar Radiation
From Window Surfaces

Without
eaves

With
eaves

1-30 September(From the results of preliminary calculations from daylighting simulations)* Incident solar radiation: thermal energy from solar radiation permeating through windows

Figure 2.11 Comparison of Incident Solar Radiation From Window Surfaces per Unit of Floor
Area According to Whether or Not Intermediate Eaves are Used on Windows[Reference Plan]
Under Plan A1, there are days in which the room temperature of ordinary classrooms insummer exceeds 30˚C. Accordingly, specifications for improving the thermal environment insummer more than Plan A1 without introducing coolers were considered as a reference plan.
With sun shading from a horizontal surface such as eaves, there is inadequate sun shading attimes when the solar altitude is low. Accordingly, as well as shading the room from solar
radiation heat throughout the day by installing external louvers rather than intermediate eaves
on the outside of the ordinary classrooms, which will also have a crime prevention function,
ventilating the room at night was set as a condition.
As a measure to deal with indoor heat generation, improvements are sought by ventilating theroom at night by almost completely opening the windows (around ten times an hour), so the hotwalls, floor and ceiling will be cooled by the cold air at night, thereby reducing the MRT (meanperipheral wall temperature). Thermal storage in the external walls due to solar radiation is
reduced, so a case in which the external insulation technique, which involves insulating theoutside of external walls, was used was also considered.

31

Reference Plan

Plan A1 + External Louvers + Overnight Ventilation(Internal Insulation)[Simulation Conditions]・Insulation: Same as Plan A1

・Eaves halfway down the windows are switched to external louvers covering the wholeof the windows (solar transmittance 20%, solar reflectance 50%)

・

The window opening schedule in the classrooms and the corridors involves total
opening at night, and only opening in the day to the extent required to ventilate therooms. (Ventilating ten times an hour at night and twice an hour in the daytime)・Construction costs for reference: ¥128,100/m2

Reference Plan

Next-generation Specification External Insulation + External Louvers + Overnight(External Insulation)

Ventilation in Region IV[Simulation Conditions]・Insulation: Wall → external insulation 50mm, Roof → external insulation 60mm

・

The other conditions are the same as in the case of the reference plan (internal
insulation)・Construction costs for reference: ¥134,400/m2

External louvers(Results of Verification of the Reference Plan)
・ With the internal insulation plan, if the rooms are ventilated at night and shaded fromthe sun using external louvers, then the hot floor and ceiling will be cooled by the cold
air at night through overnight ventilation, and because the solar radiation heat entering
the room during the day is reduced, the room temperature of the classroom is about 1˚Clower than in the case of Plan A1. Moreover, the daytime MRT is about 0.5˚C lower
than the room temperature, so the sensory temperature also becomes a little lower.
・ With the external insulation plan, if the rooms are ventilated at night and shaded fromthe sun using external louvers, compared with the internal insulation plan, not only the
hot floors and ceilings, but also the external walls, etc. will be cooled by cold air atnight, and because the solar radiation heat entering the room during the day is reduced,
it is possible to maintain the temperature of the walls at a lower level for a longer periodof time. As a result, compared with the external temperature, the room temperature isabout 2˚C lower, and the MRT is about 2.5 – 2.5˚C lower; thus, a thermal environment
improvement effect is seen.

32

Conventional Renovations Temperature
Conventional Renovations

MRT

Environment-focused Renovations Temperature
MRT

Temperature/MRT

Environment-focused Renovations

Outdoor Air
Temperature
2/18 (Sat) 2/19 (Sun) 2/20 (Mon) 2/21 (Feb) 2/22 (Wed) 2/23 (Thu) 2/24 (Fri)Conventional Renovations

Heating Load

Environment-focused Renovations

2/18 (Sat) 2/19 (Sun) 2/20 (Mon) 2/21 (Feb) 2/22 (Wed) 2/23 (Thu) 2/24 (Fri)

Temperature/MRT

Conventional Renovations
Temperature
Conventional Renovations MRT
Environment-focused Renovations
Temperature
Environment-focused Renovations
MRT

Outdoor Air
Temperature

1:00

Lesson Time
Number of people: 36)

7:00

13:00

19:00

1:00

7:00

13:00

19:00

22 – 23 February
Shaded region indicates lesson times (Number of people: 36)

Figure 2.12 Changes Over Time in the Winter Temperature, MRT and Heating Load in Year 4Class 1 (Plans A1 and A2, Region IV)

33

Environment-focused Renovations
Temperature

Temperature/MRT

Environment-focused Renovations
MRT

Outdoor Air
Temperature

7/13 (Thu) 7/14 (Fri) 7/15 (Sat)

7/16 (Sun) 7/17 (Mon) 7/18 (Tue) 7/19 (Wed)

Environment-focused Renovations
Temperature

Temperature/MRT

Environment-focused Renovations
MRT

Outdoor Air
Temperature
Lesson Time
Number of people: 36)

1:00

7:00

13:00

19:00

1:00

7:00

13:00

19:00

17-18 July
Shaded region indicates lesson times (Number of people: 36)

Figure 2.13 Changes Over Time in the Summer Temperature and MRT in Year 4 Class 1 (Plan
A1, Region IV)

34

Environment-focused Renovations Temperature

Temperature/MRT

Environment-focused Renovations

MRT

Reference Plan

Internal Insulation Temperature

Reference Plan

Internal Insulation MRT

Outdoor Air
Temperature

7/13 (Thu) 7/14 (Fri) 7/15 (Sat)

7/16 (Sun)

7/17 (Mon)

7/18 (Tue)

7/19 (Wed)Reference Plan (Internal Insulation)

Environment-focused Renovations Temperature
Environment-focused Renovations
Reference Plan

External Insulation

MRT
Temperature

Temperature/MRT

Reference Plan External Insulation MRT

Outdoor Air
Temperature

7/13 (Thu) 7/14 (Fri) 7/15 (Sat)

7/16 (Sun)

7/17 (Mon)

7/18 (Tue)

7/19 (Wed)Reference Plan (External Insulation)

Figure 2.14 Changes Over Time in the Summer Temperature and MRT in Year 4 Class 1(Reference Plan, Region IV)

35

(2) Thermal Environment

Results of Verification in Region II(Winter Thermal Environment) (Figure 2.15)○ In the case of environment-focused renovations, insulation makes it difficult for the coldoutside to be transferred into the walls, while it is difficult for heat from lighting, the humanbody and solar radiation entering the room to escape outside, so even if the heater is set atthe same temperature, the sensory temperature is about 2 - 3˚C higher than in the case of
conventional renovations. So with less heating energy than in the conventional renovation
plan, it is possible to feel warmer than before.
○ In the case of environment-focused renovations, heat loss is reduced as a result ofsignificant increases in insulation capacity, so there is a smaller decrease in the room
temperature and wall surface temperature of the classroom overnight, after the heaters are
switched off, thus the temperature of the classroom in the morning is kept above 6˚C. Thismeans that the temperature is about 7˚C higher than in the case of conventional renovations,
so one can expect an improvement in the classroom environment when the pupils arrive atschool. Moreover, the load when the heater is started up the next morning is reduced.
・ With regard to the thermal environment in the classroom (Year 4 Class 1) on 30 and 31
January, in the case of conventional renovations, if the heater is run with thetemperature set at 18˚C, the room temperature is the same as the heater temperature, at
18˚C, but the MRT (mean peripheral wall temperature) is around 9 - 11˚C. On the other
hand, in the case of environment-focused renovations, insulation makes it hard for thecold outside to permeate the walls, and it is hard for heat generated by the human bodyand lighting to escape outdoors, so the room temperature is 18˚C, while the MRT is 13 14˚C, meaning that the sensory temperature is around 2 – 3˚C higher than in the case of
conventional renovations.
・ In the case of environment-focused renovations, the external insulation technique wasused, which involves insulating the outside of the concrete, which has a large thermal
capacity, the heat from daytime heating and solar radiation entering the room is stored
in the concrete, and it is hard for the room temperature and MRT to decline overnight
after the heating is switched off, so the morning room temperature and MRT of theclassroom during the period 29 January – 4 February, which is the coldest period of theyear, are over 6˚C. Moreover, there is little cooling of the structure overnight and thestorage heat load is reduced, so the load when the heater is started up the next morning
is also reduced.

36

(Summer Thermal Environment) (Figure 2.16)○ In Region II, there are few days on which the outdoor air temperature and the room
temperature of the classrooms exceed 29˚C. Consequently, by utilizing sun shading andnatural wind, it is possible to maintain an appropriate thermal environment in the classroom.
・ In Region II, even during the period 13 – 19 July, when the outdoor air temperature is at
its highest, there are few days when the outdoor air temperature and the room
temperature in the classroom during the daytime exceed 29˚C.
・ Under the environment-focused renovation plan, by promoting the circulation of air bymeans of partitions with high windows between classrooms and the corridor and electricfans installed in the classrooms, it is anticipated that the sensory temperature will
decrease.

37

Conventional Renovations Temperature
Conventional Renovations

MRT

Environment-focused Renovations Temperature
MRT

Temperature/MRT

Environment-focused Renovations

Outdoor Air
Temperature
1/29 (Sun) 1/30 (Mon) 1/31 (Tue)

2/1 (Wed)

2/2 (Thu)

2/3 (Fri)

2/4 (Sat)

Conventional Renovations

Heating Load

Environment-focused Renovations

1/29 (Sun) 1/30 (Mon) 1/31 (Tue)

2/1 (Wed)

2/2 (Thu)

2/3 (Fri)

2/4 (Sat)

Temperature/MRT

Conventional Renovations
Temperature
Conventional Renovations MRT
Environment-focused Renovations
Temperature
Environment-focused Renovations
MRT

Outdoor Air
Temperature

1:00

7:00

Lesson Time
Number of people: 36)

13:00

19:00
1:00
30 – 31 January

7:00

13:00

19:00

Shaded region indicates lesson times (Number of people: 36)

Class 1 (Plan B, Region II)Figure 2.15 Changes Over Time in the Winter Temperature, MRT
and Heating Load in Year 4

38

Environment-focused Renovations
Temperature

Temperature/MRT

Environment-focused Renovations
MRT

7/13 (Thu) 7/14 (Fri) 7/15 (Sat)

7/16 (Sun) 7/17 (Mon) 7/18 (Tue) 7/19 (Wed)

Environment-focused Renovations
Temperature

Temperature/MRT

Environment-focused Renovations
MRT

Outdoor Air
Temperature
Lesson Time
Number of people: 36)

1:00

7:00

13:00

19:00

1:00

7:00

13:00

19:00

17-18 July
Shaded region indicates lesson times (Number of people: 36)

Figure 2.16 Changes Over Time in the Summer Temperature, MRT and Heating Load in Year 4Class 1 (Plan B, Region II)

39

(3) Results of Verification of the Light Environmenti) Effects of daylight use (Figure 2.17)○ If intermediate eaves are installed on windows, the uniformity ratio of illuminance isincreased throughout the year and a good indoor illumination intensity balance (auniformity ratio of illuminance of at least 0.333) is achieved more often.
○ If light from the north side (the corridor side) is also incorporated, the darkness on thecorridor side of the classroom is eliminated and the degree of illumination in the room
becomes more uniform.
Developmental Distribution of the Uniformity
Ratio of Illuminance Over a Year
(existing eaves only)

Example of the uniformity
ratio of illuminance index

Frequency

Uniformity Ratio ofIlluminance

Changes in the Uniformity Ratio of Illuminance Over a Year*(with existing W500 eaves only)

Uniformity Ratio of Illuminance
Developmental Distribution of the Uniformity
Ratio of Illuminance Over a Year
(existing eaves + intermediate eaves on windows)

Frequency

Uniformity Ratio ofIlluminance

Annual Changes in the Uniformity Ratio of Illuminance(existing eaves + intermediate W600 eaves on windows)

Uniformity Ratio of Illuminance
Developmental Distribution of the Uniformity
Ratio of Illuminance Over a Year
(existing eaves + intermediate eaves on windows+ north side daylighting)

Frequency

Uniformity Ratio ofIlluminance[Reference Materials] Annual Changes in Uniformity Ratioof Illuminance(existing eaves + intermediate eaves on windows + northside daylighting)

Uniformity Ratio of Illuminance* Calculates the uniformity ratio of illuminance between 08:00 – 15:00 except during the long school holidays. The reference materials(the bottom set of diagrams) are calculated on the basis of classroom windows onto the corridor that do not receive direct solar radiation.

Figure 2.17 Uniformity Ratio of Illuminance of Classrooms

40ii) Effects of intermediate eaves installed on windows as light shelves (Figure 2.18)○ The light intensity on the window side is controlled to a certain extent (around 5,000lx)
using the existing eaves, but by installing intermediate eaves on the windows, the effect of
shading the window from direct sunlight is increased, thereby alleviating dazzle from thedesktop (when working) more than previously.
○ At points located 4m from the window, the illumination intensity at midday increases byapproximately 3%, while at points located 7m from the window, it increases by about 18%,
so the illumination intensity in the classroom is more uniform. As well as the light shading
effect from installing intermediate eaves on the windows, a light shelf effect is also
observed.
Comparison of Situation With and Without Intermediate Eaves on the Windows

Window side 1m without
Window side 1m with
Window side 4m without
Window side 4m with
Window side 7m without
Window side 7m with(lx)
Illumination intensity*

9：00

10:00

11:00

12:00

13:00

14:00

15:00

*The illumination intensity in the graph is an average of 7 calculation points at 1, 4 and 7m. Cloud cover is calculated as
being constant (average cloud cover in June over the last ten years). The location is the Tokyo metropolitan area.
Comparison at 12 Noon on 21 June(lx)
Illumination intensity

1m from the window 4m from the window
Without intermediateeavesWith intermediate
eaves

Room Size and Calculation Points● indicates a calculation point, calculation of theillumination intensity of horizontal surfaces at FL+65cm.

7m from the window

Position and Size of Eaves

Existing eaves

SouthIntermediate eaves
on windows

North

Flat surface

Cross-section

Figure 2.18 Comparison of Illumination Intensity in the Classroom According to Whether or
Not Intermediate Eaves are Installed on Windows412-3 Simulation Methods and the Setting of Conditions(1) Changes in the Floor Plan Resulting From Renovation
As a result of large-scale renovations, facilities such as a multi-purpose space and computerroom will be established, so the floor plan is altered. As a result, the places occupied byteaching staff and pupils differ after the renovations compared with the situation beforehand.
(See the floor plans on p.50 - 53)(2) Timetable
When setting the timetable, for the sake of convenience in the simulation, the weekly timetable
was averaged out over a single day, based on the timetable of an actual elementary school withfacilities of a similar scale and a similar number of classes as set out in these model plans.
Consequently, although the time slots in which each classroom is used are not necessarily thesame as the actual timetable, the usage time over the course of the year reflects the actual usage
time (Figure 2.19, Figure 2.20).
(3) Conditions for the Simulation of CO2 Emission Volumes and the Thermal Environment
The conditions set for the simulation are shown in Figures 2.21 – 2.23.
zWith regard to the climate conditions, data for Tokyo was used in Plan A1 and Plan A2,
while data for Morioka was used for Plan B.

z

With regard to the efficiency of air conditioning equipment, in the existing school building,equipment equivalent to the 1995 standard was used, while in the conventional large-scalerenovation plan, equipment commonly used in 2008 was used and in theenvironment-focused renovation plan, the 2008 high-efficiency model (top runner) was
used.

z

The heater operation period was specified as 1 November – 31 March. Of this period, thewinter holidays (24 December – 8 January) and weekends and national holidays were
excluded. The operation period was specified as the times when people are in the room inquestion and times when the room temperature falls below the set temperature for heating(18˚C in the classrooms and 23˚C in the management rooms).

z

The cooler operation period was specified as 1 June – 30 September. Of this period, thesummer holidays (20 July – 31 August, 43 days) and weekends and national holidays were
excluded. The operation period was specified as the times when people are in the room inquestion and times when the room temperature rises above the set temperature for cooling(28˚C).

z

The times when people are in the room in question are as follows:
Ordinary classrooms: See the timetable. In addition, even during the period 08:00 – 15:00(14:00 in the case of the lower years), the cooler will not run at times when42the pupils are not in the ordinary classrooms, such as when they are inother classrooms or in the gymnasium.
Special classrooms: See the timetable. Will only be used during the period 08:00 – 15:00
when lessons are actually taking place.
Staffroom and other management rooms: 08:00 – 17:00 (during working hours).
(4) Conditions for the Simulation of the Light Environmentz

Incoming radiation on the window surface was specified as being direct sunlight, theground reflection ratio and sky light.

z

The total degree of illumination on the work surface was specified as being direct
illumination + indirect illumination, and is thought to consist of the following six elements:
Direct illumination = Direct illumination from direct sunlight + direct illumination fromsky light + direct illumination from light reflected off the groundIndirect illumination = Indirect illumination from direct sunlight + indirect illuminationfrom sky light + indirect illumination from light reflected off the groundzWith regard to the aforementioned six elements, the window surface illumination from thevarious light sources was multiplied by the illumination factor.

z

Sky light was deemed always to have a uniform luminance distribution, so there was nodifference according to direction.

z

The ground reflection rate was assumed to be 10%.

(5) Software Used
The thermal environment simulation software AE-Sim/Heat (Yamauchi Planning, Inc.) wasused to calculate such aspects as the thermal load, room temperature and wall surface
temperature in each room.
The daylight light intensity simulation software Daylighting (Building Research Institute,
Institute for Building Environment and Energy Conservation Sustainable Housing Development
Committee, Yamauchi Planning, Inc.) was used to calculate the illuminance distribution in theclassrooms.

43

Figure 2.19 Usage Schedule (before renovation)
Figures show the number of people in the room
Timetable for ordinary classrooms
1stperiod2nd
periodBreak

Actual time 8:45-9:30 9:30-:9:35
For
8-9
calculations
1-1
36
1-2
2-1
36
2-2
36
3-1
3-2
36
4-1
36
4-2
36
5-1
5-2
36
6-1
36
6-2
Music
room
Science lab
36
Art room36
Home36
economics
room

3rd
periodBreak4thperiodBreak

Cleaning& breakLunch

5thperiod6th
periodBreak

AfterAfterschool school
activities activities

9:35-10:20 10:20-10:45 10:45-11:30 11:30-11:35 11:35-12:20 12:20-13:05 13:05-13:40 13:40-14:25 14:25-14:30 14:30-15:15

9-10

10-11

11-12

12-13

36
36
36
36
36
36
36
36

36
36
36
36
36
36
36
36
36
36

36
36
36
36
36
36
36
36
36
36

36
36
36
36
36
36
36
36
36
36
36

36
36
36

36
36
-

Number of classes having lessons outside the school building
Gym
1
1
1

13-14

14-15

36
36
36
36
36
36
36
36
36
36
36

36
36
36
36

36
36
-

-

-

1

1

1

15-16

16-17

Special needs education class timetable

A
B
Specialactivities
room

1st
periodBreak

2ndperiod

8:45-9:30

9:30-:9:35

9:35-10:20

8-9
4
0
0

9-10
4
0
0

3rd
periodBreak4thperiod

Break

Lunch

Cleaning& break

5th
period6th
periodBreak

AfterAfterschool school
activities activities

10:20-10:45 10:45-11:30 11:30-11:35 11:35-12:20 12:20-13:05 13:05-13:40 13:40-14:25 14:25-14:30 14:30-15:15

10-11
0
0
4

11-12
4
0
0

12-13
4
0
0

13-14
4
0
0

14-15
-

15-16
-

16-17
-

Number of people in the staffroom

Staffroom
Specialneeds
classstaffroom
Principal’s
officeNurse’s
officeAdmin
officeJanitor’sroom

1st
periodBreak

2ndperiod3rd
period

8:45-9:30

9:30-:9:35

9:35-10:20 10:20-10:45 10:45-11:30 11:30-11:35 11:35-12:20 12:20-13:05 13:05-13:40 13:40-14:25 14:25-14:30 14:30-15:15

Break

4th
periodBreak

Cleaning& breakLunch

5thperiod6th
periodBreak

AfterAfterschool school
activities activities

8-9
8

9-10
8

10-11
8

11-12
8

12-13
8

13-14
8

14-15
13

15-16
19

16-17
19

0

0

0

0

0

0

2

2

2

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

3

3

3

3

3

3

3

3

3

44

Figure 2.20 Usage Schedule (after renovation)
Figures show the number of people in the room
Timetable for ordinary classrooms
1stperiodBreak

2ndperiodBreak

3rd
period

8:45-9:30 9:30-:9:35 9:35-10:20 10:20-10:45 10:45-11:30
Actual time
For calculations
8-9
9-10
10-11
1-1
36
36
Multi-purpose
72
1-2
36
36
2-2
36
36
36
3-1
36
Multi-purpose
3-2
36
36
41
36
Multi-purpose
72
4-2
36
5-1
36
Multi-purpose
72
5-2
36
6-1
36
Multi-purpose
6-2
36Music room36
36
Science lab
3636
Art room
36
36
36
Home
36
36
economics
room

Break

4th
periodLunch

Cleaning& break

5th
period

11:30-11:35

11:35-12:20

12:20-13:05

13:05-13:40

13:40-14:25 14:25-14:30 14:30-15:15

Number of classes having lessons outside the school building
Gym
1
1
1

6th
period

Break

11-12
36

12-13
36

13-14
-

14-15

36

36
36
36

-

36
36

36
72
36

36

36

36
36

36
36

36
-

36
36

36
36

-

36
36
36
-

36

36
36
72
36
-

15-16

36
36
36
-

1

1

AfterAfterschool
schoolactivities activities

1

Special needs education class timetable
1st
periodBreak

2ndperiodBreak

3rd
periodBreak

8:45-9:30

9:30-:9:35

9:35-10:20

10:20-10:45

10:45-11:30

11:30-11:35

A

8-9
4

9-10
4

10-11
4

4th
periodCleaning& break

Lunch

11:35-12:20 12:20-13:05 13:05-13:40

11-12
4

12-13
4

5th
period6th
periodBreak

AfterAfterschool school
activities activities

13:40-14:25 14:25-14:30 14:30-15:15

13-14
4

14-15
-

15-16
-

16-17
-

Number of people in the staffroom
1st
periodStaffroom
Specialneeds
classstaffroom
Principal’s
officeNurse’s
officeAdmin
officeLunch

Cleaning& break

5th
period

8:45-9:30 9:30-:9:35 9:35-10:20 10:20-10:45 10:45-11:30 11:30-11:35 11:35-12:20 12:20-13:05

13:05-13:40

13:40-14:25 14:25-14:30 14:30-15:15

Break

2nd
period3rd
periodBreak4thperiodBreak6thperiodBreak

AfterAfterschool
schoolactivities activities

8-9
8

9-10
8

10-11
8

11-12
8

12-13
8

13-14
8

14-15
15

15-16
21

16-17
21

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

3

3

3

3

3

3

3

3

3

45

16-17

Figure 2.21 Conditions Set for Simulation: Common to Each Plan
Total floor area
Structure & number offloorsConstruction region
Ceiling height
Number of people
Number of classrooms
Usage periodLong holidays
Days used each year
Heater period
Cooler period
Heater & cooler setting
temperatures
Number of times rooms
are ventilated

Calculation program &method5,100m2
Four-story reinforced concrete structure
Tokyo (Region IV) Morioka (Region II)
Classrooms: 3,000mm Outside the classrooms: 2,700mm
Pupils: 35 x 12 classes + 3 = 423 Employees: 27
Ordinary classrooms: 2 classes x 6 years + 1 class = 13Classrooms: 1st – 3rd year 08:00 – 14:00 4th – 6th year 08:00 – 15:00
Staffroom,
etc: 08:00 – 17:00
The timetable for one week at the elementary school has been adjusted to the timetable fora day, reflecting the usage situation of the classrooms
Summer holidays: 20 July – 31 August (43 days), winter holidays: 24 December – 8
January (16 days), spring holidays: 25 March – 7 April (14 days)
203 day
Operates only when people are in each room during the period 1 November – 31 MarchOperates only when people are in each room during the period 1 June – 30 September[Heater] Classrooms: 18˚C, management rooms: 23˚C[Cooler] 28˚C, humidity of 50%
When classrooms are in use (08:00 – 15:00): 2.2 times/hour
When staffroom is in use (08:00 – 17:00): 2.2 times/hour
When special classrooms are in use (see schedule): 2.2 times/hour
Other classrooms, corridor, time, etc: 0.5 times/hour
Air conditioner load Sim/Heat (Yamauchi Planning, Inc.)&
thermal Climate data: Expanded Automated Meteorological Data
Acquisition System (AMEDAS) climate data, standard years
environment(Tokyo, Morioka)
Lighting environment Daylighting (Building Research Institute, Institute for Building
Environment and Energy Conservation Sustainable Housing
Development Committee [C1] Design Support System
Committee)
CO2 emissions due to Number of devices x quantity of electricity consumed x timeelectricity used for (The coefficient for illumination sensors was calculated from theresults of calculations using Daylighting, calculating thelighting
proportion below 500lx)(For the coefficient for motion sensors, see the building energy
conservation standards and calculation guide)
CO2 emissions due to Number of devices x quantity of electricity consumed x timeelectricity used for (Reference materials: Catalogue data for electric fans equivalent
to a specification sheet)ventilation fans
CO2 emissions due to Number of devices x quantity of water used x time
water used for toilets (Reference materials: From the TOTO school toilet water flush
proposal)and hand washing
CO2 emissions due to Estimated from the number of units of computers, printers, etc.
other items
and the amount of time for which they are used46

Figure 2.22 Conditions Set for Simulation: Plan A1, A2 (Region IV)[Standard
specifications](Heaterequivalent tothe1995
standard)
Classrooms:
FF-typeoil(COP: 0.87)
Staffroom &SpecialClassrooms:
Air
conditioners(COP: 2.7)

[Updated air conditioning equipment] (equipment
commonly used in 2008)
Heaters

Environment-focused Renovations
A1
A2
A2(FF heating +(AC heating +(Coolers used
air
air
in
circulation)
circulation)
classrooms)[Environmental measures]・ Installation of walls between heated zones
・ Walls: Internal insulation (35 mm offoaming-in-place rigid urethane)・ Roof: External insulation (60mm of rigid
urethane)・ Double glazing (6t air layer)
・ Installation of intermediate eaves on windows(600mm)・ Wall color changed to white・ Installation of ceiling-mounted electric fans (4per classroom) (air circulation only in Plans A1& A2)[Updated air conditioning equipment] (2008high-efficiency model)
Heaters

Classrooms:
FF-typeoil(COP: 0.87)
Staffroom &SpecialClassrooms:
Air
conditioners(COP: 3.72)

Classrooms:
FF-typeoil(COP: 0.87)
Staffroom &SpecialClassrooms:
Air
conditioners(COP: 4.34)

Heaters
Classrooms:
None
Staffroom &SpecialClassrooms:
Air
conditioners(COP: 2.4)

Heaters
Classrooms:
None
Staffroom &SpecialClassrooms:
Air
conditioners(COP: 2.91)

BeforeRenovation
Heating
Cooling&Lighting

Ventilation
Water Supply

Other[Environmental
measures]
None

Conventional Renovationsa1
a2
a2(FF heating +(AC heating +(Coolers used
air
air
in
circulation)
circulation)
classrooms)[Environmental measures]
None

Classrooms:
Air
conditioners(COP: 3.72)
Staffroom &SpecialClassrooms:
Air
conditioners(COP: 3.72)

Classrooms:
Air
conditioners(COP: 3.72)
Staffroom &SpecialClassrooms:
Air
conditioners(COP: 3.72)

Classrooms:
Air
conditioners(COP: 4.34)
Staffroom &SpecialClassrooms:
Air
conditioners(COP: 4.34)

Classrooms:
Air
conditioners(COP: 4.34)
Staffroom &SpecialClassrooms:
Air
conditioners(COP: 4.34)

Coolers
Classrooms:
Classrooms:
Classrooms:
None,
but None,but Air
electric fans electric fans conditioners
used if 28˚C used if 28˚C (COP: 3.76)
Staffroom &or aboveor above
Staffroom & Staffroom & Special
Classrooms:
SpecialSpecialAirClassrooms:
Classrooms:
conditioners
Air
Air(COP: 3.76)
conditioners
conditioners(COP: 3.76)(COP: 3.76)[Layout change][Layout change]
Establishing a multi-purpose space with the Establishing a multi-purpose space with thecorridor with no air conditioned zone
corridor with an air conditioned zone
[Change in operation][Change in operation]
Change in timetable resulting from establishment Change in timetable resulting from establishmentof the multi-purpose spaceof the multi-purpose space[Standard[Updated lighting equipment][Updated lighting equipment] + [Environmental
specifications]・ Lighting equipment in classrooms changed measures]
FL-typefrom FL to HF type・ Illumination sensors on the window side of thelightingclassroom (coefficient 0.15)
equipment
・ Motion sensors on lights in the toilets(coefficient 0.8)
Number of devices x quantity of electricity consumed x time (Reference materials: Catalogue data for electric fansequivalent to a specification sheet)[Standard[Updated equipment][Updated lighting equipment] + [Environmental
specifications]・ Flush valve urinals
measures]・ Devices that imitate the sound of toilets being
flushed, urinals with an automatic flush
Estimated from the number of units of devices, such as TVs, computers and printers and the amount of time for which they
are used
Classrooms:
None
Staffroom &SpecialClassrooms:
Air
conditioners(COP: 2.91)

47

Classrooms:
Air
conditioners(COP: 2.91)
Staffroom &SpecialClassrooms:
Air
conditioners(COP: 2.91)

Figure 2.23 Conditions Set for Simulation: Plan B (Region II)
Before Renovation
Heating
Cooling&[Environmental measures]
None[Standard specifications](Equivalent to the 1995 standard)
HeaterClassrooms: FF-type oil (COP:
0.87)
Staffroom & Special Classrooms:
FF-type oil (COP: 0.87)
CoolerClassrooms: None
Staffroom & Special Classrooms:
Air conditioners (COP: 2.4)

Lighting

Ventilation
Water Supply

Other

Conventional Renovations
Plan b[Environmental measures]
None[Updatedair
conditioning
equipment] (equipment commonlyused in 2008)
HeaterClassrooms: FF-type oil (COP:
0.87)
Staffroom & Special Classrooms:
FF-type oil (COP: 0.87)
CoolerClassrooms: None
Staffroom & Special Classrooms:
Air conditioners (COP: 2.91)

Environment-focused Renovations
Plan B[Environmental measures]
・ Estbalishment of heated zones
・ Walls:
External
insulation(60mm of polystyrene beads)
・ Roof: External insulation (65mm
of rigid urethane)・ Insulating window frames +double glazing (12t air layer)
・ Installation of intermediate eaves
on windows (600mm)
・ Wall color changed to white・ Installation of ceiling-mounted
electric fans (4 per classroom)[Updatedair
conditioning
equipment] (2008 high-efficiency
model)
HeaterHeaterClassrooms: FF-type oil (COP:
0.87)
Staffroom & Special Classrooms:
FF-type oil (COP: 0.87)

CoolerClassrooms: None
Staffroom & Special Classrooms:
Air conditioners (COP: 3.76)[Updated lighting equipment] +[Updated lighting equipment][Standard specifications]・ Lighting
equipmentin [Environmental measures]
FL-type lighting equipment
sensorsonclassrooms changed from FL to ・ Illumination
fluorescent lights on the window
HF typeside of the classroom (coefficient
0.15)
・ Motion sensors on lights in the
toilets (coefficient 0.8)
Number of devices x quantity of electricity consumed x time (Reference materials: Catalogue data for electric fansequivalent to a specification sheet)[Standard specifications][Updated equipment][Updated lighting equipment] +・ Flush valve urinals[Environmental measures]
・ Devices that imitate the sound of
toilets being flushed, urinals with
an automatic flush
Estimated from the number of units of devices, such as TVs, computers and printers and the amount of time forwhich they are used48

3. Costs
3-1 Calculation of the Estimated Construction Costs
In this section, the estimated costs of construction arising from these renovation models arecalculated.
・ The finish and equipment in each room is based on the usual standard specifications forrenovation work at school facilities at present. (The renovation finish specification chart isshown on p.54 and p.55, while the list of equipment is given on p.64 – 68.)
・ With regard to the building work, the renovation area for each section was estimated and theconstruction cost was calculated mainly with reference to Construction Unit Costs(Economic Research Association) Autumn 2008 edition, Quantity Survey Data (Economic
Research Association) November 2008 edition, and The Pocket Guide to Quantity
Surveying (Kenchiku Shiryo Kenkyusha) Jan – June 2008 edition.
・ With regard to the work on the equipment, the quantity of each item was estimated, with thecost of each unit being calculated with reference to the Ministry of Land, Infrastructure andTransport Construction Work Quantity Surveying Standards (Public Buildings Association),while the unit cost of the work was calculated with reference to Construction Costs(Construction Research Institute); both are average costs for the country as a whole.
・ With regard to the materials and construction costs below, for which there are no unit costsin the aforementioned literature, average unit costs from manufacturer estimates andenquiries were used.
1) Aluminum window frames (cover method, with ventilation slits), double glazing2) Ventilation windows (with sensors)3) Stairwell doors for heating zones
4) Steel partitions (H: 1700mm, with high windows)
5) Light shelves (W = 600mm)
6) Hf-type lighting equipment (with motion sensors)
7) Automatic flush urinals
8) Devices that imitate the sound of toilets being flushed
・ When setting the unit cost for each region, for the sake of convenience in making estimates,
Kanto or Tokyo was used for each model. In other regions, prices may differ, so it isnecessary to bear this in mind.
・ The calculated construction costs in these renovation models do not include costs such as
the cost of manufacturing blackboards or built-in furniture, the cost of ensuring the safety ofthe pupils while construction work is undertaken or the cost of building temporary corridors,
the cost of temporary classrooms, moving costs or the cost of furniture and office equipment.
In some cases these costs may not arise, while in others great expenditure may be required,
so it is necessary to consider them individually.

49

・ The cost of installing solar photovoltaic power generation equipment as an additional option
is shown below, for reference:(Reference) Cost of installing solar photovoltaic power generation equipment
A 10kW class solar photovoltaic power generation system costs ¥1.05 million/kW x 10kW
= ¥10.5 million
Source: From the FY2006 10kW Class Equipment Installation Cost (Model Pursuing
Increased Efficiency), published in the NEDO FY2008 Solar Photovoltaic Power
Generation New Technology Field Test Project Solicitation Guidelines
The estimated construction costs by main type of work are as follows. The costs do notinclude consumption tax.

50

Estimated Construction Costs in These Renovation Models
Total floor area: 5,100m2
A. Construction costs: ¥Direct Construction
a1
Conventional
Renovations
1
2
3

Demolition work
Renovation work
Earthquake-proof
reinforcement

1 set
1 set
1 set

37,000,000
156,000,000
72,000,000

Total
265,000,000
Common costs
1
Common costs for 1 set
9,000,000
temporary facilities
2
Site
management 1 set
20,000,000
costs
3Ordinary
1 set
28,000,000
management costs
Total
57,000,000
Grand Total
322,000,000*Construction costs in A1 and A2 are the same

Environment-focused Renovations
B
A1
A2
FF oil heating
FF oil heating
AC heating &Air circulation
Air circulation
coolingin summerin summer
Region IV
Region II
Region IV
40,000,000
40,000,000
40,000,000
293,000,000
293,000,000
352,000,000
72,000,000
72,000,000
72,000,000
405,000,000

405,000,000

464,000,000

14,000,000

14,000,000

16,000,000

28,000,000

28,000,000

31,000,000

41,000,000

41,000,000

47,000,000

83,000,000
488,000,000

83,000,000
488,000,000

94,000,000
558,000,000

B. Equipment construction costs: ¥a1
Conventional
Renovations
1
2

Mechanicalequipment work
Electrical equipment
work

Total
Common costs
Various
expenses
Total
Grand Total(15%)

Environment-focused Renovations
B
A1
A2
FF oil heating
FF oil heating
AC heating &Air circulation
Air circulation
coolingin summerin summer
Region IV
Region II
Region IV
92,000,000
97,000,000
103,000,000

1 set

91,000,000

1 set

15,000,000

16,000,000

22,000,000

16,000,000

106,000,000

108,000,000

119,000,000

119,000,000

15,900,000

16,200,000

17,850,000

17,850,000

15,900,000
121,900,000

16,200,000
124,200,000

17,850,000
136,850,000

17,850,000
136,850,000

1 set

C. Total construction costs: ¥Environment-focused Renovations
a1
Conventional
Renovations
1
Construction costs
2
Equipment costs
Grand Total

1 set
1 set

322,000,000
121,900,000
443,900,000

51A1FF oil heating
Air circulationin summer
Region IV
488,000,000
124,200,000
612,200,000

A2
AC heating &cooling
Region IV
488,000,000
136,850,000
624,850,000

B
FF oil heating
Air circulationin summer
Region II
558,000,000
136,850,000
694,850,000

Estimated Construction Costs Per Unit of Floor Area
Total floor area: 5,100m2
A. Construction costs: ¥/m2
Direct Construction
a1
Conventional
Renovations
1
2
3

Demolition work
Renovation work
Earthquake-proof
reinforcement

1 set
1 set
1 set

7,300
30,60014,100Total
Common costs
1
Common costs for 1 set
temporary facilities
2
Site
management 1 set
costs
3Ordinary
1 set
management costs
Total
Grand Total*Construction costs in A1 and A2 are the same

Environment-focused Renovations
B
A2
A1
FF oil heating
AC heating &FF oil heating
Air circulation
cooling
Air circulationin summer
Region IV
in summer
Region II
Region IV
7,800
7,800
7,800
57,50057,50069,00014,10014,10014,10079,40090,900

1,800

2,700

2,700

3,100

3,900

5,500

5,500

6,100

5,500

8,000

8,000

9,200

11,20063,20016,30095,70016,30095,70018,400109,300

B. Equipment construction costs: ¥/m2
a1
Conventional
Renovations
1
2

Mechanicalequipment work
Electrical equipment
work

Total
Common costs
Various
expenses
Total
Grand Total(15%)

Environment-focused Renovations
B
A2
A1
FF oil heating
AC heating &FF oil heating
Air circulation
cooling
Air circulationin summer
Region IV
in summer
Region II
Region IV
18,00019,00020,200

1 set

17,800

1 set

2,900

3,100

4,300

3,100

20,70021,10023,30023,300

3,100

3,200

3,500

3,500

3,100
23,8003,200
24,3003,500
26,8003,500
26,8001 set

C. Total construction costs: ¥/m2
a1
Conventional
Renovations
1
Construction costs
2
Equipment costs
Grand Total

1 set
1 set

63,10023,90087,00052

Environment-focused Renovations
B
A2
A1
FF oil heating
AC heating &FF oil heating
Air circulation
cooling
Air circulationin summer
Region IV
in summer
Region II
Region IV
95,70095,700109,400
24,40026,80026,800120,100
122,500
136,200

Breakdown of Estimated Construction Costs for Environment-focused Renovations
Total floor area: 5,100m2
A. Construction costs: ¥a1
Conventional
Renovations
I. Demolition Work
Demolition of reinforced concrete walls
Dismantling aluminum window frames
Dismantling doors
Dismantling equipment & facilities
Dismantling finishes
Other
II. Renovation Work
1. Temporary facilities
Setting up temporary facilities
2. Exterior
Rigid asphalt sheet waterproofing(Roof: Includes external insulation)
Painting

37,000,000
6,500,000
1,700,000
2,600,000
3,000,000
22,400,000
1,100,000
156,000,000

External insulation (external walls)
Horizontal intermediate eaves onwindows
3. Interior
Earthquake-proof reinforced concrete
walls
Automatically opening windows
Windows

Doors
Steel partitions

18,300,000

18,300,000

18,300,000

18,300,000

9,800,000

26,700,000

26,700,000

30,700,000

11,000,000

11,000,000

11,000,000

2,900,000

00027,900,000

027,900,000

44,900,000
27,900,000

2,300,000

2,300,000

2,300,000

2,300,000

07,500,000

7,500,000

05,200,000

45,100,000

45,100,000

73,700,000

1,900,000
20,700,000

1,900,000
23,200,000

1,900,000
23,200,000

1,900,000
23,200,000

007,800,000
24,000,000

7,800,000
24,000,000

7,800,000
24,000,000

080,600,000
6,000,000
72,000,000

5,000,000
80,600,000
11,300,000
72,000,000

5,000,000
80,600,000
11,300,000
72,000,000

080,600,000
13,500,000
72,000,000

265,000,000

405,000,000

405,000,000

464,000,000

Stairwell zone door
Movable partitions
Internal insulation (external walls)
Finishes of floors, walls and ceilings
4. Other
III. Earthquake-proof Reinforcement
Work
Grand Total

Environment-focused Renovations
A1
B
A2
FF oil heating
FF oil heating
AC heating &Air circulation
Air circulation
coolingin summerin summer
Region IV
Region IV
Region II
40,000,000
40,000,000
40,000,000
6,500,000
6,500,000
6,500,000
4,200,000
4,200,000
4,200,000
2,600,000
2,600,000
2,600,000
3,000,000
3,000,000
3,000,000
22,400,000
22,400,000
22,400,000
1,200,000
1,200,000
1,200,000
293,000,000
293,000,000
352,000,000

Comments

A1 – B: Dismantling all frames (cover method)

A1, A2: Rigid urethane t=60mm
B: Rigid urethane t=65mm
B: Painting of external walls includes external
insulation
B: Polystyrene foam beads t=60mm
A1 – B: W=600mm

A1, A2: Ventilation windows with sensors(stairwell)
Conventional renovations: Only the walls
subject to earthquake-proof reinforcement[aluminum frames + single pane]
A1, A2: Al frames use the cover method[aluminium frames + double glazing +ventilation louvers]
B: All frames use the cover method
A1 – B: Using daylight from the north side(with high windows)
A1 – B: Corridor – stairwell
A1 – B: Classroom – multi-purpose,
multi-purpose - corridor
A1, A2: 35mm of spray-on rigid urethane
4% of renovation work costs

B. Equipment Construction Costs
a1
Conventional
Renovations

Environment-focused Renovations
A1
B
A2
FF oil heating
FF oil heating
AC heating &Air circulation
Air circulation
coolingin summerin summer
Region IV
Region IV
Region II
92,000,000
97,000,000
103,000,000
33,000,000
33,000,000
33,000,000

I. Mechanical Equipment Work
1. Hygiene equipment work

91,000,000
32,000,000

2. Water supply equipment work
3. Drainage equipment work
4. Heat pump air conditioning
equipment work (including electric fans)8,000,000
11,000,000
19,000,000

8,000,000
11,000,000
21,000,000

8,000,000
11,000,000
38,000,000

8,000,000
11,000,000
19,000,000

5. FF-type oil heating equipment work

14,000,000

12,000,000

025,000,000

6. Ventilation equipment work
II. Electrical Equipment Work
7. Lighting equipment work

7,000,000
15,000,000
13,000,000

7,000,000
16,000,000
14,000,000

7,000,000
22,000,000
14,000,000

7,000,000
16,000,000
14,000,000

8. Ancillary work arising fromearthquake-proofing renovations
9. Electricity access facility work arisingfrom the introduction of air conditioning
Grand Total

2,000,000

2,000,000

2,000,000

2,000,000

006,000,0000

106,000,000

108,000,000

119,000,000

119,000,000

53Comments

A1 – B: Water-conserving toilets, foam watertaps, automatically flushing urinals, devices
that imitate the sound of toilets being flushed

A1 – B: High-efficiency equipment
A1, B: Introduction of air conditioning in thestaffroom and special classrooms only +introduction of electric fans in ordinaryclassrooms (4 per classroom)
A2: Introduction of air conditioning in allclassrooms + introduction of electric fans inordinary classrooms (4 per classroom)*Equipment capacity to be selected according
to load
A1: FF-type oil heaters in ordinary classrooms
and the multi-purpose area
B: F-type oil heaters in all rooms*Equipment capacity to be selected according
to loadA1 – B: Illumination sensors on the windowside of the classrooms
A1 – B: Motion sensors in the stairwells andtoilets

Chapter 3 Conclusion and Points for Consideration
In this study, model plans for school building renovations in the region with the largest
number of schools (Region IV) and a colder region (Region II) were set forth, with simulationsof the environmental load and classroom environment being carried out and preliminary
calculations of construction costs made. As a result of considering comparisons of the cases inrelation to the situation before renovations, the situation in which conventional renovations arecarried out and the situation in which environment-focused renovations are carried out, it
became clear that implementing environment-focused renovations would have the effect of
reducing CO2 emissions resulting from the school building, as well as improving the classroom
environment.
This chapter provides an overview of the results considered in this study and sets forth points
to bear in mind when utilizing these model plans in deliberations concerning
environment-focused renovations.
1. Conclusion
The following is an overview of the results of deliberations. See Figures 3.1 – 3.3 for asummary of the individual environment-focused renovation plans.
(Reduction in CO2 Emissions Resulting From Environment-focused Renovations)z

These model plans incorporate multiple techniques based on three fundamental approaches:i) improving the performance of the building; ii) introducing high-efficiency equipment andfacilities; and iii) utilizing natural energy sources. If the environment-focused renovationsin these model plans are carried out, annual CO2 emissions from the school will be reduced
by approximately 25 – 40% (13 – 15t) compared with the situation before renovations arecarried out.

z

By improving the insulation capacity of the building and increasing the efficiency of the air
conditioning facilities, annual CO2 emissions resulting from heating and cooling the school
will decrease by approximately 55 – 65% (8 – 11t) compared with the situation before
renovations in Region IV, and by approximately 26% (9t) in Region II. Improving theinsulation and air-tightness of the building by insulating the roof, wall surfaces anddoorways and establishing air conditioned zones is effective as an environmental measure,because it improves the environmental burden reduction performance of the building.

z

Even in the case of conventional renovations, annual CO2 emissions from lighting will be
reduced by approximately 16% (2t) compared with the situation before renovations, as aresultof

updating

thelighting

facilities

tohigh-efficiency

models.

Intheenvironment-focused renovation plans, through the introduction of illumination sensors and54

motion sensors, CO2 emissions will be reduced by approximately 24% (3t) compared withthe situation before the renovations. In updating the lighting facilities, it is important toinstall high-efficiency models, in order to ensure the efficient use of energy.
zWhen conducting renovations of decrepit facilities and equipment, by updating facilities tofoam water taps for hand washing and water-conserving toilets, CO2 emisions resulting
from water use will be reduced by approximately 46% (1t) compared with the situation
before renovations are carried out.

(Thermal Environment Improvements and CO2 Emissions in Summer)z

In improving the thermal environment in classrooms in summer, heat from solar radiationis reduced by shading the room from sunlight using intermediate eaves installed on
windows, while the circulation of air is promoted by installing ventilation louvers in theclassroom windows and automatically opening and closing windows at the top of thestairwell, but during the hottest period of the year, there are days when the temperature in
the classrooms exceeds 30˚C. Consequently, measures are required to utilize electric fansinstalled on the ceilings of classrooms to promote convection currents, thereby reducing
sensory temperature, or to introduce coolers (Plan A2).

z

If environment-focused renovations are carried out and coolers are run in the classrooms
with the temperature set at 28˚C, taking into consideration the operating time, then CO2emissions resulting from use of the cooler increase by approximately 1.8t, which equates toapproximately 8% of the total CO2 emissions from the school as a whole. On the other
hand, there is a significant CO2 emission reduction effect resulting from the decrease inenergy used for heating in winter, due to the introduction of high-efficiency air
conditioning equipment, so the increase in CO2 emissions over the entire year is only
slightly higher than if no coolers are used in classrooms. Moreover, it is possible tomaintain an appropriate thermal environment in the classroom without any impact from theoutdoor air temperature.

(Thermal Environment Improvements in Winter)z

Using heaters is a pre-requisite for improving the thermal environment in classrooms in
winter, but as a result of the improved insulation capacity of the building resulting fromenvironment-focused renovations, even if the heaters are set at exactly the same
temperature, the sensory temperature is 2 - 3˚C higher than under the conventionalrenovation scenario. Moreover, there is little decrease in the room temperature and wall
surface temperature in the classroom after the heater is switched off, so even during thecoldest period of winter, the nighttime room temperature and wall surface temperature ismaintained at 10˚C or higher in Region IV、while in Region II it is at least 6˚C.
Consequently, the burden when the heater is started up in the morning is reduced, and if the55

heating equipment is identical, the room will warm up sooner.
(Light Environment Improvements)z

As well as having a sunshine shading effect, intermediate eaves installed on the windows
also function as a light shelf, so it can be anticipated that the light environment in theclassroom will improve.

(Solar Photovoltaic Power Generation)z

Under these model plans, solar photovoltaic power generation has been presented as an
option in the environment-focused renovation plan. With an output of 10kW, it isanticipated that there would be a reduction in CO2 emissions of around 5t. The installationof equipment such as solar photovoltaic power generation equipment and solar water
heating panels, which use natural energy, is something that can be implemented even if nolarge-scale renovations and earthquake-proofing work is being carried out; as a techniquethat takes the environment into consideration, it is effective from the perspectives of both
energy conservation and environmental education, so it is desirable for schools to consider
development that utilizes the subsidy system.

(Environmental Measures Implemented in Conjunction With Earthquake-proofing Work)z

The unit cost of environment-focused renovations carried out in conjunction withearthquake-proofing work and renovations of decrepit facilities is approximately ¥120,000– 136,000/m2, while if environment-focused renovations alone are carried out, it is around¥33,000 – 49,000/m2. After securing the requisite sources of funding, a large-scalerenovation project that takes environmental measures into consideration can also be carriedout effectively in conjunction with renovation or improvement projects focused on theexisting school building, particularly earthquake-proofing work.

56

Figure 3.1 Summary of the Environment-focused Renovation Plan A1 for Region IV
Energy Conservation Effect
Renovation Item
External Walls

Target Area

1
2

Waterproofing
Insulation

Roof
Roof (external insulation)
Roof (internal insulation)

3

Windows

Classrooms

4

Special classrooms, management
rooms, corridors
Ventilation windowsStairwell

5Internal Partitions 6
7

Eaves

Windows

Stairwell partition d Stairwell, foyer, etc.
Partitions

Ordinary classrooms - corridor

Specification

Heating Cooling Lighting Water

Environment Improvement EffectAntiEstimateddilapidation
Light Environment
Sound
Measures Construction Costs
Winter Summer Winter Middle Summer Environment

Thermal Environment

Modified asphalt sheet waterproofing
60mm rigid urethane
35mm spray-on rigid urethane
Aluminum window frames with ventilation
louvers
Double glazing (cover method)
Aluminum window frames
Double glazing (cover method)
Automatically opening & closing windows
Horizontal eaves above the windows(W500) (existing) +horizontal eaves midway down thewindows (W600)
Installation of doors that can be opened &closedSteel partitions with high windows(Windows H: 1700mm)

Ordinary classrooms - multi-purpose
Movable partitions
space
Multi-purpose space - corridor
Ordinary classrooms, multi-purpose
Interior Finish
8
Internal walls
Emulsion paint (white)
space
Ordinary classrooms, multi-purpose
Flooring boards (cushioned)
9
Floorsspace
Ordinary classrooms, multi-purpose
Decorative rock wool acoustic boards
10 Ceilings
space
Hygiene Facilities 11 Hand basins
Taps
Foam water taps
12 Toilets
Toilets
Switch to water-conserving toilets
Devices that imitate the sound of the toilet
13 Sensor installation Toilets & urinals
flush, automatically flushing urinals
Switch to high-efficiency air conditioners
Heaters & coolers Special classrooms, management
Heating &14(airconditioners)(equivalent
to 2008 standard)rooms
Cooling Facilities
Heaters
Ordinary classrooms, multi-purpose
15
Updating equipment
space(FF oil heaters)
Ordinary classrooms, multi-purpose
Coolers－
16(air conditioners) space
Ordinary classrooms, multi-purpose
4 units installed in each classroom
17 Electric fansspace
Ordinary classrooms, multi-purpose Switch to Hf-type lighting equipment
Electric Lighting F18 Electric lighting(Hfl32W x 16 units)
space
Ordinary classrooms, multi-purpose Lighting sensors installed on the window
19 Sensor installationside of the classroom
space
Toilets, stairwell
Installation of motion sensors
Reduction in CO2 emissions compared with the situation before renovations as an
13.2t
absolute value and as a percentage
38%
Share of the total reduction
100%

26,700,000
5,020,000
15,800,000
29,300,000
7,500,000
27,900,000
7,800,000
23,200,000
24,000,000

80,600,000

6,000,000
4,200,000
3,500,000
20,000,000
12,000,000－
0.2

700,000
7,700,000
2,600,000
3,200,000

8.9
66.5

0.2

3.2

1.1

1.5

24

8

(0.2)

Figure Figure
2.12 2.13-14 Figure 2.17-18 p.29-30
p.37-39
p.23 p.24-25[Energy Conservation Effect](2) (3) Reductions resulting from the improved insulation capacity of the walls, roof and doorways
Heating(6) (7) Reductions resulting from the installation of heated zones through the addition of doors and partitions(14) Reductions resulting from improved COP (COP 2.4 → 4.34) due to the use of high-efficiency air conditioners in special classrooms and management rooms, and changes resulting from alterations in the layout
Page on which data are shown

Figure 2.7
p.15

Cooling(2) Reductions resulting from increases in the insulation capacity of the roof(5) Reductions resulting from the sunlight shading effect from intermediate window eaves(14) Reductions resulting from improved COP (COP 2.4 → 3.76) due to the use of high-efficiency air conditioners in special classrooms and management rooms, and changes resulting from alterations in the layout

Lighting(18) Increases resulting from the use of high-efficiency lighting equipment and turning the empty classrooms into a multi-purpose space(19) Reductions resulting from illumination sensors on the window side of the classroom (lighting rate 0.15) and motion sensors installed in the toilets and the staircase (lighting rate 0.8)
(The calculation of the lighting rate of 0.15 for the illumination sensors on the window side includes the impact of (8) the use of white paint on the walls, which has a high reflection rate)(11) Reductions resulting from the fact that the volume of water required when washing hands has reduced from 2L to 1L each time, due to the switch to foam water taps on the hand basins(12) Reductions resulting from the fact that the volume of water required when flushing the toilet has reduced from 11L to 8L each time, due to the installation of new toilets(13) Reductions resulting from the installation of devices that imitate the sound of toilets being flushed and the fact that the volume of water required when flushing urinals has reduced from 4L to 2.8L each time, due to theinstallation of automatically flushing urinals[Environment Improvement Effect]
Thermal Environment Increase in the sensory temperature during classes and the room temperature when children arrive at school, due to (2) and (3) the improvement in insulation capacity, and (6) and (7) the establishment of heated zones(winter)
Thermal Environment (2) Reduction in sensory temperature during lessons due to the improved insulation capacity of the roof
(summer)
Improved sensory temperature resulting from the promotion of air circulation due to (3) the ventilation louvers installed in the aluminium window frames in ordinary classrooms, (4) ventilation windows in the stairwells and(6) and (7) the opening of the movable partitions(5) Reduction in sensory temperature resulting from the sunlight shading effect from intermediate window eaves
Water(17) Improved sensory temperature resulting from the use during lessons in the period June to September of electric fans installed on the ceilings of ordinary classrooms when the temperature is at least 28˚C, and increases in
CO2 emissions resulting from their use for 122 - 176 hours in classrooms during this period (the increase is shown in red type)(5) Reduced dazzle on the window side of the classrom due to the sunlight shading effect of the window eaves and an increase in the degree of illumination on the corridor side due to the function of the eaves as a light shelf,(7) daylighting through high windows, and (8) an improved reflection rate due to the use of white paint, resulting in an improved uniformity ratio of illuminance resulting[Estimated Construction Costs]
Estimated direct construction costs not including common costs(13) (14) Construction costs can decrease as a result of improved insulation capacity and the sunlight shading function, as equipment with a smaller capacity that is suited to the performance of the building can be selected

Light EnvironmentzCompared with the situation before renovations are carried out, improving the performanceof the building through insulation and installing high-efficiency equipment leads to a
reduction in CO2 emissions of 13.2t, or approximately 38%. With regard to theimprovement of the classroom environment, given the nature of Region IV as an area
where it becomes hot in summer, measures that include techniques that do not directly leadto a reduction in CO2 emissions are implemented under the plan, such as the installation oflouvers and electric fans in ordinary classrooms.

z

The biggest share of the reduction in CO2 is accounted for by emissions relating to heating,accounting for approximately 67% of the overall decrease. The main factor behind this is57the improved insulation capacity of the building that results from insulation work on
external walls and doorways and the installation of movable partitions and doors in heatedzones; due to the nature of the oil FF-type heaters used for heating, there is no decrease
resulting from improved equipment efficiency. The required equipment capacity of theheaters is stipulated to be 14.8kW under conventional renovations, but as a result of the
improved building performance due to insulation renovations, it was deemed to be 8.74kW.
With regard to the air conditioning equipment, it is possible to use equipment that is one
level down in terms of capacity, compared with that used in conventional renovations, so
one can expect a reduction in both running costs and initial costs through theimplementation of environment-focused renovations. (See the equipment list (Air
Conditioning and Ventilation Equipment).)z

In the management rooms and special classrooms, in which air conditioning is installed, it
is anticipated that there will be a reduction in CO2 emissions due to the improved
insulation capacity of the building and the use of high-efficiency equipment. With regard to
the improvement in the insulation capacity of the building, effects resulting from theincreased mean peripheral wall temperature (MRT) include an increased sensory
temperature and an increase in the room temperature overnight until the pupils arrive atschool in the morning, so this will lead to a reduction in the energy required to run heaters
and an improved classroom environment in winter.

z

The next largest share of the reduction in CO2 is the 3.2t resulting from lighting, which
accounts for approximately 24% of the overall decrease. As well as the use ofhigh-efficiency lighting equipment in ordinary classrooms, this is attributable to theincorporation of operational measures such as the introduction of a system in which
illumination sensors are installed on lighting equipment on the window side of theclassroom, so that the lights switch off automatically when the requisite degree of
illumination has been secured, and also the installation of motion sensors on the electric
lighting in toilets and the stairwell. In reducing energy consumption resulting from lighting,both improved equipment efficiency and operational measures are important, and in thesepreliminary calculations, this was dealt with through the installation of sensors, but itwould also be possible to deal with it through conscious action on the part of the pupils andteaching staff.

zWith regard to the coolers, CO2 emissions are reduced by 0.2t in the management rooms
and special classrooms, in which air conditioners are installed, as a result of the use ofhigh-efficiency equipment and improved building insulation capacity resulting from theinsulation of the top floor and the installation of intermediate eaves on the windows. In
particular, the insulation of the top floor will reduce the surface temperature of the ceiling,
so will be effective in improving sensory temperature and reducing the amount of energy
required for cooling.

58

Figure 3.2 Summary of the Environment-focused Renovation Plan A2 for Region IV
Energy Conservation Effect
Renovation Item
External Walls

1
2

Waterproofing
Insulation

Roof
Roof (external insulation)
Roof (internal insulation)

3

Windows

Classrooms

4

Special classrooms, management
rooms, corridors
Ventilation windowsStairwell

5

Eaves

Internal Partitions 6
7Interior Finish

Target Area

Stairwell partition d Stairwell, foyer, etc.
Partitions

8

Internal walls

9

Floors10
Hygiene Facilities 11
12
13
Heating & Cooling14
15
16
17
Electric Lighting F18
19

Windows

Ordinary classrooms - corridor

Specification

Heating Cooling Lighting Water

Environment Improvement EffectAntidilapidation
Light Environment
Sound
Measures
Winter Summer Winter Middle Summer Environment

Thermal Environment

Estimated
Construction
Costs

Modified asphalt sheet waterproofing
60mm rigid urethane
35mm spray-on rigid urethane
Aluminum window frames with ventilation
louvers
Double glazing (cover method)
Aluminum window frames
Double glazing (cover method)
Automatically opening & closing windows
Horizontal eaves above the windows(W500) (existing) +horizontal eaves midway down thewindows (W600)
Installation of doors that can be opened &closedSteel partitions with high windows(Windows H: 1700mm)

26,700,000
5,000,000
15,800,000
29,300,000
7,500,000
27,900,000
7,800,000
23,200,000

Ordinary classrooms - multi-purpose
space
Movable partitions
Multi-purpose space - corridor
Ordinary classrooms, multi-purpose
Emulsion paint (white)
space
Ordinary classrooms, multi-purpose
Flooring boards (cushioned)
space

24,000,000

80,600,000

Ordinary classrooms, multi-purpose
Decorative rock wool acoustic boards
space
Hand basins
Taps
Foam water taps
Toilets
Toilets
Switch to water-conserving toilets
Devices that imitate the sound of the toilet
Sensor installation Toilets & urinals
flush, automatically flushing urinals
Switch to high-efficiency air conditioners
Heaters & coolers Special classrooms, management(air conditioners) rooms(equivalent to 2008 standard)
Heaters
Ordinary classrooms, multi-purpose Installation of new high-efficiency air
space(FF oil heaters)
conditioners (equivalent to 2008 standard)
Coolers
Ordinary classrooms, multi-purpose Installation of new high-efficiency air(air conditioners) spaceconditioners (equivalent to 2008 standard)Ordinary classrooms, multi-purpose
4 units installed in each classroom
Electric fans
space
Ceilings

Ordinary classrooms, multi-purpose
space
Ordinary classrooms, multi-purpose
Sensor installation
space
Toilets, stairwell
Electric lighting

Reduction in CO2 emissions compared with the situation before renovations as an absolutevalue and as a percentage[AC heating + air circulation]

Share of the total reduction[AC heating + air circulation]
Reduction in CO2 emissions compared with the situation before renovations as an
absolute value and as a percentage[Use of coolers in classrooms]
Share of the total reduction[AC heating + air circulation]

6,000,000
4,200,000
3,500,000
20,000,000
17,000,000
1.8

－

0.2

700,000

Switch to Hf-type lighting equipment(Hfl32W x 16 units)
Lighting sensors installed on the windowside of the classroom
With motion sensors *10

14.5t

7,700,000
2,600,000
3,200,000
10.2

0.2

3.2

1.1

(0.2)

41%
100%

70

1

22

7

12.9t

10.2

(1.6)

3.2

1.1

22

8

(1.8)

37%
100%
Page on which data are shown

70 －Figure 2.7
p.15

Figure2.12
p.23

Figure 2.17-18 p.29-30

p37-39[Energy Conservation Effect](2) (3) Reductions resulting from the improved insulation capacity of the walls, roof and doorways
Heating(6) (7) Reductions resulting from the installation of heated zones through the addition of doors and partitions(14) Reductions resulting from improved COP (COP 2.4 → 4.34) due to the use of high-efficiency air conditioners in special classrooms and management rooms, and changes resulting from alterations in the layout
Cooling(2) Reductions resulting from increases in the insulation capacity of the roof(5) Reductions resulting from the sunlight shading effect from intermediate window eaves(14) Reductions resulting from improved COP (COP 2.4 → 3.76) due to the use of high-efficiency air conditioners in special classrooms and management rooms, and changes resulting from alterations in the layout

Lighting(18) Increases resulting from the use of high-efficiency lighting equipment and turning the empty classrooms into a multi-purpose space(19) Reductions resulting from illumination sensors on the window side of the classroom (lighting rate 0.15) and motion sensors installed in the toilets and the staircase (lighting rate 0.8)
(The calculation of the lighting rate of 0.15 for the illumination sensors on the window side includes the impact of (8) the use of white paint on the walls, which has a high reflection rate)(11) Reductions resulting from the fact that the volume of water required when washing hands has reduced from 2L to 1L each time, due to the switch to foam water taps on the hand basins(12) Reductions resulting from the fact that the volume of water required when flushing the toilet has reduced from 11L to 8L each time, due to the installation of new toilets(13) Reductions resulting from the installation of devices that imitate the sound of toilets being flushed and the fact that the volume of water required when flushing urinals has reduced from 4L to 2.8L each time, due to theinstallation of automatically flushing urinals[Environment Improvement Effect]
Thermal Environment Increase in the sensory temperature during classes and the room temperature when children arrive at school, due to (2) and (3) the improvement in insulation capacity, and (6) and (7) the establishment of heated zones(winter)
Thermal Environment (2) Reduction in sensory temperature during lessons due to the improved insulation capacity of the roof
(summer)(5) Reduction in sensory temperature resulting from the sunlight shading effect from intermediate window eaves
Water(16) Decreases in room temperature and increases in CO2 emissions resulting from the use during lessons in the period June to September of air conditioners installed in ordinary classrooms, set at 28˚C (the increase is shown in(17) Improved sensory temperature resulting from the use during lessons in the period June to September of electric fans installed on the ceilings of ordinary classrooms when the temperature is at least 28˚C, and increases in
CO2 emissions resulting from their use for 122 - 176 hours in classrooms during this period (the increase is shown in red type)Light Environment(5) Reduced dazzle on the window side of the classrom due to the sunlight shading effect of the window eaves and an increase in the degree of illumination on the corridor side due to the function of the eaves as a light shelf,(7) daylighting through high windows, and (8) an improved reflection rate due to the use of white paint, resulting in an improved uniformity ratio of illuminance resulting[Estimated Construction Costs]
Estimated direct construction costs not including common costs(13) (14) Construction costs can decrease as a result of improved insulation capacity and the sunlight shading function, as equipment with a smaller capacity that is suited to the performance of the building can be selectedz

In this plan, which involves introducing air conditioners in ordinary classrooms, as well as
improving building performance through insulation, CO2 emissions are reduced by 14.5t(approximately 41%) compared with the situation before renovations are carried out, where
air conditioner heaters and air circulation are used, while if air conditioners are used forboth heating and cooling in classrooms, the reduction is 12.9t, or approximately 37%.

59

z

The biggest share of the reduction in CO2 is the 10.2t resulting from heating, accounting
for approximately 70% of the total reduction. The main factors behind this are theimproved insulation capacity of the building that results from insulation work on external
walls and doorways and the installation of movable partitions and doors in heated zones,
and also the increased equipment efficiency resulting from a change from FF oil-type
heating to air conditioner heaters in ordinary classrooms.

zWith regard to the improvement of the environment in ordinary classrooms in summer, if
electric fans are used, CO2 emissions increase by 0.2t, while if air conditioners are
introduced and run at 28˚C, the increase is 1.8t. If air conditioners are introduced toordinary classrooms and the school switches from FF oil-type heating to air conditioner
heaters in ordinary classrooms in winter, equipment efficiency improves and it is possible
to achieve a significant reduction in CO2 emissions when heaters are used. The
introduction of air conditioners after improving the insulation capacity of the building iseffective in improving the classroom environment and reducing CO2 emissions, but there isa possibility that initial costs and running costs will increase, so wide-ranging considerationis required before introducing air conditioners.

z

If coolers are operated in ordinary classrooms in summer and are run at a temperature
lower than 28˚C, then as well as CO2 emissions increasing further, it is likely that runningcosts will increase and there will also be an impact on the health of the pupils, so carefulconsideration of the operating conditions and well-monitored implementation is required.

60

Figure 3.3 Summary of the Environment-focused Renovation Plan B for Region II
Energy Conservation Effect
Renovation Item
External Walls

1
2

Specification

Roof
Roof (external insulation)
External walls (external insulation)

Modified asphalt sheet waterproofing
60mm rigid urethane
60mm polystyrene beads
Insulating aluminum window frames
Double glazing (cover method)
Insulating aluminum window frames
Double glazing (cover method)
None
Horizontal eaves above the windows(W500) (existing) +horizontal eaves midway down thewindows (W600)
Installation of doors that can be opened &closedSteel partitions with high windows(Windows H: 1700mm)

3

Windows

4

Special classrooms, management
rooms, corridors
Ventilation windowsStairwell

5

Eaves

Internal Partitions 6
7Interior Finish

Waterproofing
Insulation

Target Area8
910

Hygiene Facilities 11
12
13
Heating & Cooling14
15
16
17

Classrooms

Windows

Stairwell partition d Stairwell, foyer, etc.
Partitions

Ordinary classrooms - corridor

Heating Cooling Lighting Water

19

Estimated
Construction
Costs
30,700,000
45,000,000
53,200,000
1,910,000－
27,900,000
7,800,000
23,200,000

Ordinary classrooms - multi-purpose
space
Movable partitions
Multi-purpose space - corridor
Ordinary classrooms, multi-purpose
Internal walls
Emulsion paint (white)
space
Ordinary classrooms, multi-purpose
Flooring boards (cushioned)
Floorsspace
Ordinary classrooms, multi-purpose
Ceilings
Decorative rock wool acoustic boards
space
Hand basins
Taps
Foam water taps
Toilets
Toilets
Switch to water-conserving toilets
Devices that imitate the sound of the toilet
Sensor installation Toilets & urinals
flush, automatically flushing urinals
Switch to high-efficiency air conditioners,
Heaters & coolers Special classrooms, management
cooling only
(air conditioners) rooms(2008 equivalent)
Ordinary classrooms, multi-purpose
Heaters
Updating equipment
space(FF oil heaters)
Special classrooms, management
Coolers
Ordinary classrooms, multi-purpose－(air conditioners) space
Ordinary classrooms, multi-purpose
4 units installed in each classroom
Electric fansspace

Ordinary classrooms, multi-purpose Switch to Hf-type lighting equipment(Hfl32W x 16 units)
space
Ordinary classrooms, multi-purpose Lighting sensors installed on the windowside of the classroom
space
Toilets, stairwell
Installation of motion sensors
O2 emissions compared with the situation before renovations as an absolute value and
13.5t
25%
Share of the total reduction
100%
Electric Lighting F18

Environment Improvement EffectAntidilapidation
Light Environment
Sound
Measures
Winter Summer Winter Middle Summer Environment

Thermal Environment

24,000,000

80,600,000

6,000,000
4,200,000
3,500,000
18,000,000
25,000,000－
700,000

Electric lighting

7,700,000
2,600,000

Sensor installation

Page on which data are shown

3,200,000
9.3

(0.1)

69 －

3.2

1.1

23

8

Figure 2.9
p.17

Figure2.15
p.27

Figure2.16
p.28

Figure 2.17-18 p.29-30

p.37-39[Energy Conservation Effect](2) (3) Reductions resulting from the improved insulation capacity of the walls, roof and doorways
Heating(6) (7) Reductions resulting from the installation of heated zones through the addition of doors and partitions(14) Reductions resulting from improved COP (COP 2.4 → 4.34) due to the use of high-efficiency air conditioners in special classrooms and management rooms, and changes resulting from alterations in the layout
CoolingLighting(2) Reductions resulting from increases in the insulation capacity of the roof(5) Reductions resulting from the sunlight shading effect from intermediate window eaves(14) Reductions resulting from improved COP (COP 2.4 → 3.76) due to the use of high-efficiency air conditioners in special classrooms and management rooms, and changes resulting from alterations in the layout (theincrease is shown in red type)(18) Increases resulting from the use of high-efficiency lighting equipment and turning the empty classrooms into a multi-purpose space(19) Reductions resulting from illumination sensors on the window side of the classroom (lighting rate 0.15) and motion sensors installed in the toilets and the staircase (lighting rate 0.8)
(The calculation of the lighting rate of 0.15 for the illumination sensors on the window side includes the impact of (8) the use of white paint on the walls, which has a high reflection rate)(11) Reductions resulting from the fact that the volume of water required when washing hands has reduced from 2L to 1L each time, due to the switch to foam water taps on the hand basins(12) Reductions resulting from the fact that the volume of water required when flushing the toilet has reduced from 11L to 8L each time, due to the installation of new toilets(13) Reductions resulting from the installation of devices that imitate the sound of toilets being flushed and the fact that the volume of water required when flushing urinals has reduced from 4L to 2.8L each time, due to theinstallation of automatically flushing urinals[Environment Improvement Effect]
Thermal Environment Increase in the sensory temperature during classes and the room temperature when children arrive at school, due to (2) and (3) the improvement in insulation capacity, and (6) and (7) the establishment of heated zones(winter)
Thermal Environment (2) Reduction in sensory temperature during lessons due to the improved insulation capacity of the roof
(summer)(5) Reduction in sensory temperature resulting from the sunlight shading effect from intermediate window eaves
Water

Light Environment(5) Reduced dazzle on the window side of the classrom due to the sunlight shading effect of the window eaves and an increase in the degree of illumination on the corridor side due to the function of the eaves as a light shelf,(7) daylighting through high windows, and (8) an improved reflection rate due to the use of white paint, resulting in an improved uniformity ratio of illuminance resulting[Estimated Construction Costs]
Estimated direct construction costs not including common costs(14) (15) Reduction in construction costs resulting from the reduced need for equipment capacity due to the improved insulation capacityzCompared with the situation before renovations are carried out, CO2 emissions will be
reduced by 13.5t, or approximately 25%, as a result of the improved building performancethrough insulation and the use of high-efficiency equipment. With regard to theimprovement of the classroom environment, given the nature of Region II as an area thatexperiences severe cold in winter, measures to improve the winter classroom environment,such as insulation renovation and the installation of movable partitions and doors to create
heated zones, are implemented under the plan.

z

The biggest share of the reduction in CO2 emissions is the 9.3t resulting from the use ofheaters, which accounts for 69% of the overall reduction. The main factors behind this are
the improved insulation capacity of the building that results from insulation work on

61

external walls and doorways and the installation of movable partitions and doors in heatedzones; due to the nature of the oil FF-type heaters used for heating, there is no decrease
resulting from improved equipment efficiency.
zWith regard to heating equipment, as a result of the improved building performance due toinsulation, it is likely that it will be possible to use equipment with a smaller capacity thanunder the conventional renovation plan, so in introducing this equipment, by considering
equipment appropriate to the insulation capacity of the building, it will be possible toreduce the initial costs.

zWith regard to the environment improvement effect, as well as an increased sensory
temperature, one effect resulting from the increased mean peripheral wall temperature(MRT) due to insulation renovations is that the room temperature overnight until the pupils
arrive at school in the morning is about 7˚C higher during the coldest period of winter thanif conventional renovations were implemented.

zWith regard to CO2 emissions in Region II before renovations are carried out, CO2
emissions from heating are high, with total CO2 emissions about 1.5 times as high as thosein Region IV. Moreover, the sensory temperature of the classroom before renovations isless than 10˚C, and it is difficult to say that this is an appropriate learning environment. It isthought that effective renovation methods include the installation of heated zones and therenovation of insulation, which can be anticipated to reduce CO2 emissions resulting fromheating in winter and improve the classroom environment.

62

2. Points for Consideration if Utilizing the Model Plans
In utilizing these model plans, it is necessary to bear in mind the following points:z

In this study, preliminary calculations of CO2 emissions were limited to the schoolbuilding. Accordingly, it is necessary to bear in mind that the results of these calculations
do not reflect the CO2 emissions of the school as a whole. CO2 emissions arising from useof the gymnasium and swimming pool and CO2 emissions arising from the operation ofwater pumps, pool filtration systems and nightlights have been excluded from thesepreliminary calculations. Moreover, there are differences between schools in the facility
operation and methods for providing school meals and running community open days, so
CO2 emissions resulting from these activities have been excluded from these calculations.
Consequently, in order to grasp the actual energy consumption and CO2 emissions of theschool as a whole, it is necessary to base calculations on the usage situation of facilities andthe operation of facilities and equipment.

z

As a measure to deal with summer heat in ordinary classrooms, if architectural measures
are inadequate, due to the climate conditions and the siting conditions of the school, it isalso effective to implement an equipment plan that involves using coolers, as in thesemodel plans. In doing so, from the perspective of combining energy conservation withsecuring a good learning environment, it is important to consider the operating conditionsof the air conditioning equipment, such as the period of operation, the length of time forwhich they will be used each day, and the temperature at which they will be set, as well as
considering the running costs.

z

In a plan in which the running of coolers in ordinary classrooms is possible, like Plan A2 in
Region IV, it is easy to maintain a the summertime classroom environment at an
appropriate level by using coolers, but compared with Plan A1, which does not involve theinstallation of coolers in ordinary classrooms, the initial costs and running costs are higher.
In considering a renovation plan that introduces coolers to ordinary classrooms, after
contemplating such points, it is necessary to give wide-ranging consideration to the climate
conditions, initial costs and running costs.

zWith regard to the methods used for heating and cooling, the appropriate method for eachschool differs according to such conditions as the nature of the region, the efficiency of theequipment, the initial costs and the running costs, so in selecting a heating and coolingmethod, it is necessary to contemplate these conditions in an integrated fashion.

zWith regard to environment-focused renovation plans, one can envisage a variety of plansthat differ from these model plans, varying from plans that emphasize energy conservation
to plans that emphasize improvements in the living environment, according to theobjectives of the school in carrying out the renovations. Moreover, the actual usage
conditions of the school building and operating conditions of the equipment may differ
from the conditions set forth in these model plans, so in considering environment-focused63renovation plans, it is necessary to check the conditions based on the actual situation in theschool in question.
z

In designing environment-focused renovations, there will be times when simulations will
be required when conducting in-depth deliberations of the effects of the renovations, so it isnecessary to consider the costs of such simulations as a separate design cost. Ministry ofLand, Infrastructure and Transport Ministerial Announcement No.15 indicates thefollowing as non-standard duties to be implemented concomitant with standard duties
relating to design: “duties relating to judgments for the efficient use of energy relating to
air conditioning equipment installed in buildings and the prevention of loss of heat throughbuilding walls, windows, etc., as stipulated in Clause 73 Paragraph 1 of the Law
Concerning the Rational Use of Energy” and “duties relating to evaluation using
comprehensive techniques for evaluating the environmental performance of buildings, suchas building insulation and comfort (comprehensive building environmental performance
evaluation systems).”64

Floor Plan of the 1st Floor Before Renovation / Environment-focused Renovations A, B

WC
(Female)WC(Male)

Changingroom
PantryStaircaseA
Water fountain

WC(Female)Foyer

WC(Male)

Staircase
B

StaircaseC
CorridorCorridor

Water fountain

Special:playroom

StudioReception Principal’s
room
officeStaffroom

OfficeFoyer

Administrative
officePrintingroom

Specialneeds

Special: Special:
Special:Special:classroom staffroom classroom classroom

Foyer

Foyer

Broadcasting
room

65

Floor Plan of the Existing 1st Floor

Pump
room

WC
(Female)PantryStaircaseA
Water fountain

EducationalStoreroom counselingroom

CorridorWC(Male)

Staff
loungeConference
room

WC(Female)Principal’s
officeElevator for use on community open days
StaircaseC

Staircase
B
Door for Heated Zone
Door for Heated Zone

Door for Heated Zone

Printingroom
Staffroom

Nurse’s officeWC(Male)

OfficeFoyer

Administrative
officeStaffkitchenCorridor

Water fountain

Special:classroom

Broadcastingroom

Student
council
room

PTA
room

Open
entrancehall

Lunchroom
Community interaction hall

Extra RC pillar

Slope

Floor Plan of the 1st Floor Under
Environment-focused Renovations A, B

RCW: Extra reinforced concrete reinforcing walls
SBR: Steel-frame box brace reinforcing walls
SC: Reinforcement of existing pillars using sheet steel sheaths

Floor Plan of the 2nd Floor Before Renovation / Environment-focused Renovations A, B

WC
(Male)

WC(Female)WC(Male)

Roof

StaircaseA

Staircase
B

Water fountain

Ordinaryclassrooms

Ordinaryclassrooms

Partly demolishedWC(Female)Corridor

Ordinaryclassrooms
Demolished

Ordinaryclassrooms
Demolished

Ordinaryclassrooms

Ordinaryclassrooms

Demolished

Staircase
C
Water fountain

Ordinaryclassrooms
Demolished

Ordinaryclassrooms
Partly demolished

Ordinaryclassrooms

Ordinaryclassrooms

Ordinaryclassrooms

Partly demolished

DemolishedEaves

Ordinaryclassrooms
Demolished

Eaves

66

Floor Plan of the Existing 2nd Floor

WC(Male)

WC(Female)WC(Male)

RoofWC(Female)Elevator for use on community open days

Corridor

3rd yearordinaryclassroom

Water fountain

Movable partition
Sliding rail
Multi-purpose space

StaircaseC

Staircase
B

StaircaseA
Door for Heated Zone

3rd yearordinaryclassroom

Door for Heated Zone

CorridorMovable partition
Sliding rail

2nd yearordinaryclassroom

Multi-purpose space

Eaves

Floor Plan of the 2nd Floor Under
Environment-focused Renovations A, B

Water fountain2nd yearordinaryclassroom

Corridor

1st yearordinaryclassroom

CorridorMovable partition
Sliding rail
Multi-purpose space

1std year
ordinaryclassroom

Eaves

RCW: Extra reinforced concrete reinforcing walls
SBR: Steel-frame box brace reinforcing walls

Floor Plan of the 3rd Floor Before Renovation / Environment-focused Renovations A, B

WC
(Male)

WC(Female)WC(Male)

StaircaseA

Staircase
B

Water fountain

Ordinaryclassrooms

Ordinaryclassrooms

Partly demolishedWC(Female)Corridor

Ordinaryclassrooms
Demolished

Ordinaryclassrooms
Demolished

Ordinaryclassrooms

Ordinaryclassrooms

Demolished

Staircase
C
Water fountain

Ordinaryclassrooms
Demolished

Ordinaryclassrooms
Partly demolished

Ordinaryclassrooms

Ordinaryclassrooms

Partly demolished

Ordinaryclassrooms
Demolished

Ordinaryclassrooms
Demolished

Floor Plan of the Existing 3rd Floor

67
WC(Male)

WC(Male)

WC(Female)WC(Female)Elevator for use on community open days

Corridor

4th yearordinaryclassroom

Water fountain

Movable partition
Sliding rail
Multi-purpose space

StaircaseC

Staircase
B

StaircaseA
Door for Heated Zone

4th yearordinaryclassroom

Door for Heated Zone

Corridor

5th yearordinaryclassroom

Movable partition
Sliding rail
Multi-purpose space

Floor Plan of the 3rd Floor Under
Environment-focused Renovations A, B

Water fountain

5th yearordinaryclassroom

Door for Heated Zone
Corridor

6th yearordinaryclassroom

CorridorMovable partition
Sliding rail
Multi-purpose space

6th yearordinaryclassroom

RCW: Extra reinforced concrete reinforcing walls
SBR: Steel-frame box brace reinforcing walls

Floor Plan of the 4th Floor Before Renovation / Environment-focused Renovations A, B

WC
(Male)

WC(Female)

Roof
Roof

StaircaseA

Staircase
B

Staircase
C
Water fountainCorridorMusic room

Preparation Preparation
room
room

Science lab

Preparation
room

Home
economicsroom

Preparationroom

Art room

Ordinaryclassrooms

Library

Ordinaryclassrooms

Demolished

Floor Plan of the Existing 4th Floor

68
WC(Male)

RoofWC(Female)New dovecote

Elevator for use on community open daysHome
economicsroom

Floor Plan of the 4th Floor Under
Environment-focused Renovations A, B

Art room

Door for Heated Zone

Library

Preparation
room

Preparation
room

Water fountain(New dry wall)

Science lab

Door for Heated Zone
Corridor

Preparation
room

Preparation
room

Preparation
room(New dry wall)

Door for Heated Zone

Music room

StaircaseC

Staircase
B

StaircaseA(New dry wall)

Roof

Computer room

RCW: Extra reinforced concrete reinforcing walls
SBR: Steel-frame box brace reinforcing walls

Floor Plan of the Multi-purpose Space Under Environment-focused Renovations A, B
- Partition walls between the classroom and the corridor

CorridorMaletoiletFemaletoiletHand Handbasin basin

Hand Handbasin basin

Water fountain Water fountainCorridorCorridor

Partial demolitionof RC wall
Ordinary classroom

Partial demolitionof RC wall
Ordinary classroom
Demolition of
RC wall

Ordinary classroom

Before renovation

69
Male
toilet- Partition walls between the classroom and the corridor

Femaletoilet

For
Hand
Hand
basin wheelchairs For basin
wheelchairs(Daylighting check of ordinary classrooms)- Area of aperture required for daylighting:
8.175 x 8.0 = 65.40m2 x 1/5 = 13.08m2- Area of aperture effective for daylighting:
2.05 x 1.615 x 4 = 13.24 m2

Hand basins

Corridor
Ordinary classroom

Class book Movable partition
cornerOrientation
Computer area

Handrail to prevent falls

Hand basins

Board for notices and Corridor
instructions

CorridorMovable partition

Gatherings,
presentations, study
Work spaceGroup study area

Computer area

Class bookcornerComputer area

Ordinary classroom

Post-renovation Plan Under
Environment-focused
Renovations A, B

Floor Plan of Toilets (Before Renovation / Under Conventional Renovations / Under Environment-focused Renovations A & B)

Male toilet

Female toilet

Before renovation
Hand
basin

Cleaner’s Water fountainsink

Cleaner’s
sink

Hand
basin

Hand
basin

Hand
basin

Water fountain70
Male toilet

Hand
basin

W cooler

Counter-style
hand basins

Counter-style Cleaner’s
hand basins
sink

Adapted towheelchairs

Female toilet

Hand
Adapted to basin
wheelchairs

After renovation
Conventional renovations
Environment-focused
renovations A & B

Equipment Deployment List
Conventional Renovations
Environment-focused
Renovations A1
Floor

1F

2F

3F

4F

Room Name
PantryStoreroom
Educational counseling room
Nurse's officePrinting room
Staff pantry
Staffroom
OfficeAdministrative officeSpecial & ordinary classrooms
Broadcasting room
Student council room
PTA room
Lunchroom
Staff lounge
Conference room
Principal's officeCorridor
Water fountain (A staircase)A staircase
Toilet (female)Toilet (male)
B staircase
Pump room
Water fountain (C staircase)Toilet (male)Toilet (female)C staircase
Pantry
3rd year ordinary classroom
Multi-purpose space
3rd year ordinary classroom
2nd year ordinary classroom
Multi-purpose space
2nd year ordinary classroom
1st year ordinary classroom
Multi-purpose space
1st year ordinary classroom
Corridor
Water fountain (A staircase)A staircase
Toilet (male)Toilet (female)
B staircase
Water fountain (C staircase)Toilet (male)Toilet (female)C staircase
Pantry
4th year ordinary classroom
Multi-purpose space
4th year ordinary classroom
5th year ordinary classroom
Multi-purpose space
5th year ordinary classroom
6th year ordinary classroom
Multi-purpose space
6th year ordinary classroom
Corridor
Water fountain (A staircase)A staircase
Toilet (male)Toilet (female)
B staircase
Water fountain (C staircase)Toilet (male)Toilet (female)C staircase
Music room
Preparation room
Preparation room
Science lab
Preparation room
Home economics rom
Preparation room
Art room
Library
Preparation room
Computer room
A staircase
B staircase
Water fountain
Toilet (male)Toilet (female)C staircase

HeaterCoolerEnvironment-focused
Renovations A2
HeaterCoolerEnvironment-focused
Renovations B
HeaterCooler

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Common to Conventional Renovations, Environment-focused Renovations A1, A2 & B
Water
Supply○Drainage

Ventilation

Lighting

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Receiver(Reference)
Fundamental Study of School Facility Environments
24 October 2007
Partially revised 27 March 2008
Partially revised 26 March 2009
Determined by the Director of the National Institute for Educational Policy Research
1. Aims
In recent years, environmental problems on a global scale have been raised as a common issue
for the whole world, and the development of school facilities that take the reduction of theenvironmental burden and coexistence with nature into consideration is required. Moreover,2008 marks the beginning of the commitment period under the Kyoto Protocol, so thegovernment and other bodies are strengthening initiatives aimed at reducing greenhouse gas
emissions.
Based on this kind of situation, as well as grasping the current situation with regard to energy
consumption in school facilities, the research group will carry out a study of policies forpromoting environmental measures in existing school buildings and contribute to educational
facility measures associated with the future development of school facilities.
2. Focus of the Study(1) Grasping the actual energy consumption situation in school facilities(2) Formulating model plans for environmental measures focused on existing school buildings(3) Other relevant matters
3. Implementation Method
With the cooperation of the academics listed in the annex to this document, research will be
conducted into the areas listed in item 2. above. In addition, the research group will be able toseek the cooperation of other interested parties, as required.
4. Implementation Period
The study will be carried out between 24 October 2007 and 31 March 2010.

72

Fundamental Study of School Facility Environments: Cooperating Parties(Japanese alphabetical order)○

Osamu KOIZUMIChief Architect, Architectural Design Group, Nihon Sekkei, Inc.

Hiromi KOMINE

Professor, Department of Architecture and Civil Engineering,
Chiba Institute of Technology

Jun SAKAGUCHI

Professor, Department of International Studies and Regional
Development, University of Niigata Prefecture

Nobuyasu TERASHIMA

President, ARCOM R&D Architects

Minoru NAKAGAWA

Deputy Director, Bureau of Auditing, Yokohama City

Junta NAKANO

Lecturer, Department of Architecture and Building Engineering,
School of Engineering, Tokai University○: Project Leader･ ･ ･ ･ ･ ･ ･ ･ ･ ･ ･ ･ ･ ･ ･ ･ ･ ･ ･ ･ ･ ･ ･ ･ ･ ･ ･ ･ ･ ･ ･ ･ ･ ･ ･ ･ ･Observers ： Department of Facilities Planning and Administration, Minister’s Secretariat,
Ministry of Education, Culture, Sports, Science and Technology (MEXT)
Masayuki MORI

Director, Facilities Planning Division

Seiichiro YAMAMOTO

Deputy Director, Facilities Planning Division

Kazuyoshi KURIMOTO

Advisor Section Chief, Facilities Planning Division

Yoshihiro SHIGA

Technical Section Chief, Local Facilities Aid Division

Atsuya MORIITechnical Section Chief, Local Facilities Aid Division

Cooperation with Simulations
Architect Office Organic Table. Company
In addition, the following staff members at the National Institute for Educational Policy Researchwere involved in the compilation of the report.
Koichi SHINPO

Director, Educational Facilities Research Center

Takeshi ISOYAMA

Senior Researcher, Educational Facilities Research Center

Aki TSUCHIDA

Specialist of Educational Facilities

Atsushi FUJIISpecialist of Educational Facilities73