Energy
Efficiency
1
Energy Efficiency
The global demand for energy is forecast to rise nearly 50% by 2035. As billions more people join the information
economy, greater energy use will strain supplies, driving prices higher. This rise in energy consumption will also likely
increase greenhouse gas (GHG) emissions that contribute to climate change. All of this is changing the way people
think about technology. Technology offers a way to advance energy-efficient solutions, help secure economic growth,
and lay the groundwork for a sustainable future. Environmental benefits can also be achieved by the reduction of greenhouse gases emissions and local air pollution.
Our most innocent acts - driving a car, heating or cooling our homes – are deeply associated with global warming and
climate change. But there are some ways of keeping our homes comfortable and reducing our energy demands at the
same time—Energy Efficiency. Energy efficiency means getting more use out of the energy we already generate or using less energy to provide the same level of performance, comfort, and convenience. For example, an energy efficient
compact fluorescent light bulb (CFL) uses 85% less energy than a conventional incandescent bulb to produce the same
amount of light. Thus the CFL is much more energy efficient and will use less electricity. In general, efficient energy
use is achieved by using more efficient technologies or processes rather than by changing human behavior.
A building is only as efficient as the people using it. Your home or school uses energy every day, all day long. It uses
energy to keep you warm in the winter and cool in the summer. It uses energy to provide you with light when you need
it. It uses energy to provide you with hot water. And it uses energy to run all of your appliances and electronics.
If you live in a cold climate, the MOST IMPORTANT THING you can do to get energy efficiency and energy savings
is to insulate your home. Next, is to seal it, taking special attention to windows and doors. Buying new efficient furnaces
or new energy efficient boilers is also crucial.
The American Council for an Energy-Efficient Economy (ACEEE) released its annual State Energy Efficiency Scorecard report (pdf) in June 2011, which ranks all 50 states and Washington D.C. on how "energy efficient" they are. Take
a look!
For the map, visit: http://ecopolitology.org/2010/10/14/u-s-states-ranked-on-energy-efficiency-what-do-conservativeshave-against-conservation/
Our government is supportive of individual and corporate energy efficiency improvements and have provided tax credits for energy efficiency upgrades. For more information, visit: http://www.energysavers.gov/financial/70010.html
An energy efficiency poster is provided for you on the next page.
**Turn it off!
**Unplug it!
**Upgrade when you can!
2
Credits:
Alliance to Save Energy,
US Department of Energy,
US DOE Energy Efficiency
and Renewable Energy
3
Source: mapawatt.com
Energy Efficiency
COMPARING LIGHT BULBS —Grades 5-12
Background:
We have all heard about global climate change and know that it is a challenge facing our world. Most people don’t know that the average home is responsible for
twice as any greenhouse gas emissions as the average car. Most of the electricity
we use at home comes from burning fossil fuels like coal and oil, which releases
greenhouse gas emissions into our earth’s atmosphere. What this means is that we
can each play a role in reducing these emissions by using energy more efficiently.
One of the easiest ways to learn about energy efficiency and put it into practice at
home is through the light bulb. The most common light bulb today is the
incandescent light bulb invented by Thomas Edison 125 years ago. However, new
compact fluorescent light bulbs (CFLs) use 1/3 the energy and last as much as 10
times longer. In fact, only 10% of the electricity used by an incandescent bulb is
used for light, and the other 90% escapes as heat. CFLs create the same amount of
light, but generate a lot less heat – about 70 percent less. CFLs are more energy efficient than incandescent lights because fluorescent technology does not use a
metal filament to create light, but instead use gases that require less electricity to
create the same amount of light. Every CFL can prevent nearly 500 pounds of
greenhouse gas emissions over its lifetime. To save the most energy and do the
most good for the environment, it is best to use CFLs in frequently used areas of the
home.
Brief Description:
Too many greenhouse gas emissions are collecting in our earth’s atmosphere and
are causing our climate to change. People at any age can help by using less energy.
In this exercise, students will use a light to demonstrate the difference between being energy-efficient and energy-wasteful, and learn what energy efficiency means.
After the lesson, they should be able to discuss the following:
· How does using less energy help our environment?
· Do compact fluorescent light bulbs and standard light bulbs create the same
amount of light?
· How do you know if one light bulb is more efficient than another light bulb?
· What is one way we can save energy at home?
· Brainstorm: What are other ways we can save energy?
Possible Hypotheses:
x Incandescent and CFL bulbs do/do not produce the same amount of heat.
x Incandescent and CFL bulbs do/do not produce the same amount of light.
x One bulb is/is not more energy efficient than the other.
Procedure:
1. Have an adult place the CFL bulb in the lamp and turn it on. Observe the light
that is produced. (Or, place the CFL bulb and incandescent in a watt meter
comparator, in order to switch back and forth between the bulbs and show the
meter speed up and slow down).
2. Hold a thermometer six inches above the bulb for one minute and record the
temperature. Turn off the lamp and let the bulb cool.
3. Have an4adult remove the CFL bulb, place the incandescent bulb in the lamp
and turn it on. Observe the light that is produced.
4. Hold a thermometer six inches above the bulb for one minute and record the
temperature.
Materials:
·
One incandescent and one
CFL bulb that produce
equivalent lumens (light levels). For example, a 60 watt
incandescent bulb and a 13
watt CFL will generally produce equivalent light levels.
Choose an ENERGY STAR
qualified CFL.
·
Thermometer
·
Lamp or watt meter comparator (if available)
Credits:
based on the “Comparing
Light Bulbs” activity
produced by the National
Energy Education
Development (NEED)
Project,
U.S. Department of
Energy’s
Office of Energy Efficiency
and Renewable Energy,
US EPA
Energy Efficiency
Analysis and Conclusion:
· Could you tell any difference in how much light the two bulbs produced?
· Did one bulb produce more heat than the other?
· Which bulb is more energy efficient?
· Which bulb will prevent more greenhouse gas emissions in our air?
Extension Activities: Using Math
Demonstrate to the class how to compute the actual electricity consumption of the two bulbs for varying time periods
of use; have the students approximate how long they leave lights on (i.e. one hour of use, how many times a week, how
much over the year). Compare the amount of electricity used for the two bulbs for similar amounts of time (have students do this if this is appropriate). Compare the cost of the two bulbs based on the electricity consumed. Compare the
amount of greenhouse gases produced based on the electricity consumed.
Electricity used (kWh) = hours of use x (wattage of bulb divided by 1000)
Cost = kWh x electric rate
Greenhouse Gas Emissions (pounds of pollution) = kWh x 1.58 pounds/kWh
Using Language Arts
Have the students discuss the benefits of using more energy efficient bulbs (i.e. saves money, saves time replacing
bulbs, helps protect the environment by reducing fossil fuel emissions). Brainstorm about why it is important for them
to do their part in helping to improve the environment. Talk about how energy is used in their homes and schools and
help them identify other ways that energy is being wasted.
Have the students draw a picture or write a short story about the importance of individuals in bringing about larger social changes and illustrate the difference that something as simple as changing a light can make when we all do our
part.
Resources:
Energy Savings Calculator: http://www.ase.org/resources/energy-savings-calculator
Energy Saving Tips for Schools: http://www.ase.org/resources/energy-saving-tips-schools
Tips for Implementing a School-wide Energy Efficiency Program: http://www.ase.org/resources/tips-implementingschool-wide-energy-efficiency-program
Energy Saving Activities for Schools: http://www.ase.org/resources/energy-saving-activities-schools
Featured Links for Teachers and Custodians: http://www.ase.org/resources/teacher-links
Energy Education Resources: http://www.ase.org/
resources/energy-education-resources
5
Energy Efficiency
A TALE OF TWO LIGHT BULBS: Efficiency Demonstration
Lessons:
• Ways to find energy savings through better technology.
• The need to examine life costs to find the best deal.
Materials:
Do The Math!
The amount of energy wasted by the basic incandescent light bulb is amazing. Only 10% of the energy used by
the bulb is needed to produce light. The remaining 90% of the energy consumed produces wasted heat energy.
This is obvious only moments after the bulb has been turned on. It is too hot to hold in your hand.
The compact fluorescent bulb uses smarter technology to turn most of the energy consumed into light with little
energy wasted. The fluorescent bulb in contrast is only slightly warm to touch.
·
·
·
·
Extension cord
Light bulb “Y” socket (holds two
bulbs)
Light bulb*
Compact Fluorescent Bulb (Use a
75-watt light bulb and the equivalent (measures in lumens) compact
fluorescent bulb.)
When shopping for a new light bulb, most consumers would not consider the fluorescent bulb because of initial
cost. The standard bulb may cost $0.75 or less where the equivalent fluorescent bulb may retail for $5.
BUT - Do The Math!
On a chalkboard or using an overhead projector, make two columns, one for each bulb. Remember that each bulb
produces the same amount of light.
75 Watt Bulb
Fluorescent Bulb
Cost
.75
5.00
Energy Used:
75Watts
18 Watts
Average Life
750 Hours
10,000 Hours
Add the cost of regular bulbs necessary to last 10,000 hours. 10,000/750= 13
Cost to purchase 12 additional bulbs: 12 X $0.75 = $9.
Comparison costs are now $ 9. versus $5. - if this savings alone does not convince you, check out the energy
savings below!
Do The Math!
Energy: For 10,000 hours, the standard bulb consumes 75 watts. The compact fluorescent bulb consumes 18
watts. OR 750,000 Watt hours versus 180,000 Watt hours
1,000 watts = 1 kilowatt hour (kWh) and your electric company bases its charges on the number of kilowatt
hours used. If your costs are $0.10 per kilowatt-hour, then figure:
750 kilowatt hours X $0.10 = $75 and 180 kilowatt hours X $0.10 = $18
Energy dollars saved = $57.
Not to mention that the less electricity that is generated, the less pollution we have. In commercial buildings,
(schools) there are additional savings since bulbs are changed less frequently, labor costs are saved.
Credits:
6
Energy Efficiency
ENERGY EFFICIENCY AMBASSADORS —Grades 6-12
Background:
We have all heard about global climate change and know that it is a challenge facing our world. Most people don’t know that the average home is responsible for
twice as many greenhouse gas emissions as the average car. Most of the electricity
we use at home comes from burning fossil fuels like coal and oil, which releases
greenhouse gas emissions into our earth’s atmosphere. What this means is that we
can each play a role in reducing these emissions by using energy more efficiently.
Materials:
·
Compact fluorescent bulb
·
Incandescent bulb
·
Thermometer
One of the easiest ways to learn about energy efficiency and put it into practice at
home is through the light bulb. The most common light bulb today is the incandescent light bulb, invented by Thomas Edison 125 years ago. New compact fluorescent light bulbs (CFLs) use 1/3 the energy of Edison’s bulb and last as much as 10
times longer. In fact, only 10% of the electricity required by an incandescent bulb is
used for light, and the other 90% escapes as heat. CFLs create the same amount of
light, but generate a lot less heat – about 70 percent less. CFLs are more energyefficient than incandescent lights because fluorescent technology does not require a
metal filament to create light, but instead uses contained gases which require less
electricity to create the same amount of light. To save the most energy and do the
most good for the environment, it makes sense to use CFLs in frequently used areas
of the home.
There are many other appliances and technologies where energy efficiency comes
into play. For example, two different refrigerators may keep food cool equally
well, but the amount of energy they use to do so may vary significantly. Or, two
different houses of similar size may both have indoor air temperatures of 75 degrees Fahrenheit, but depending on how well each house is insulated, the amount of
energy used to heat or cool that house could mean a difference of $100 dollars or
more a month in electricity and gas bills, signaling a large amount of wasted energy. Appliances and other technologies are considered energy efficient when they
provide as good or better performance as other technologies but use less energy to
do the job.
While a few kilowatt hours of energy wasted here or there may not seem like a
large enough amount of energy to worry about, they add up quickly in the form of
greenhouse gas emissions in our atmosphere. Consider that using a CFL instead of
an incandescent light bulb can prevent 750 pounds of coal from being burned, and
that lighting accounts for about 20 percent of total residential energy use. The potential savings is enormous, and that’s just with one technology.
The following activity is based on the Alliance to Save Energy’s Green Schools
Program activities. The activity also incorporates materials from the “Comparing
Light Bulbs” activity listed previously, produced by the National Energy Education
Development (NEED) Project.
7
Credits:
based on the “Comparing
Light Bulbs” activity
produced by the National
Energy Education
Development (NEED)
Project,
U.S. Department of
Energy’s
Office of Energy Efficiency
and Renewable Energy,
US EPA
Energy Efficiency
Brief Description:
Too many greenhouse gas emissions are collecting in our earth’s atmosphere and are causing our climate to change.
People at any age can help by using less energy. In these activities, students will compare two products that provide
the same function (in this case, providing light) but require different amounts of energy to do their job. Students will
research and demonstrate energy efficiency in action and learn how it applies to different technologies.
After the activities, students should be able to discuss the following:
· How does using less energy help our environment?
· What are the primary differences between compact fluorescent light bulbs and
incandescent light bulbs?
· What are other examples of energy-efficient technologies or energy-saving
practices?
Objectives:
1. Students will learn the connection between energy use and global climate change
2. Students will learn that different appliances and technologies with similar output vary in the amount of energy they
consume
3. Students will identify and list technologies and other practical ways to be more energy efficient in a home
4. Students will build or display an apparatus or energy-efficient device that demonstrates its practical application for
energy efficiency
5. Students will compare the relative value of an energy-efficient product or practice versus an equivalent product or
practice that uses energy less efficiently, and use specific data, facts, and ideas to support their findings
6. Students will convey information and ideas from primary and secondary sources accurately and coherently
7. Students will report information and convey ideas logically and correctly
Procedure:
1. Brainstorm with students how energy is wasted in homes and how they might help stop the waste. Students will do
Internet research on current methods recommended for home energy efficiency. Students may also contact local energy
specialists in the community and interview them about methods and/or technologies that would reduce energy waste,
save money and prevent greenhouse gas emissions. These specialists may also provide testing equipment for the project.
2. Conduct the following demonstration project in class using a thermometer and lamp (or watt meter comparator), and
one each of a CFL and incandescent bulb that produce equivalent lumens (light levels). A 60 watt incandescent bulb
and a 13 watt CFL will generally produce equivalent light levels.
Have an adult place the CFL bulb in the lamp (or watt meter) and turn it on. Observe the light that is produced. Then,
hold a thermometer six inches above the bulb for one minute and record the temperature. Turn off the lamp and let the
bulb cool. Have an adult remove the CFL bulb, place the incandescent bulb in the lamp and turn it on. Observe the
light that is produced. Again, hold a thermometer six inches above the bulb for one minute and record the temperature.
Ask the students if they could tell any difference in how much light the two bulbs produced, which bulb produced more
heat than the other, and which bulb is more energy efficient.
3. Have the class compute the actual electricity consumption of the two bulbs for varying time periods of use; have the
students approximate how long they leave lights on (i.e. one hour of use, how many times a week, how much over the
year).
Have the students compare the amount of electricity used for the two bulbs for similar amounts of time. Compare the
life cycle costs of the two bulbs based on the cost of electricity consumed and the purchase price of the bulb. Have the
8
students compare the amount of amount of greenhouse gases produced based on the electricity consumed.
Energy Efficiency
Electricity used (kWh) = hours of use x (wattage of bulb divided by 1000)
Cost = kWh x electric rate
Lifecycle costs = bulb price + lifetime electricity costs
= bulb price + (electric rate x bulb lifetime x wattage of bulb / 1000)
*CFL lifetime is 6,000 hours
*Incandescent bulb life time is 750 hours, so it takes 8 incandescent bulbs for every 1 CFL
Greenhouse Gas Emissions (pounds of pollution) = kWh x 1.58 pounds/kWh
Extension/Alternate Activities
For a social sciences or language arts class:
Have the students do the same research as described above, but instead of or in addition to doing the mathematical
comparison above, have the students write a persuasive essay promoting the importance of using energy efficiently at
home. Or, students could take the material they learned in the research phase and create a children’s book that explains
what
energy efficiency is, why it is important, and how individuals taking energy-saving steps can help.
For a science or technology class:
Form small groups of students (2-3 per group). Each group selects a method or apparatus to display and demonstrate
energy efficiency (like the demonstration lighting project done above). The project should have a display showing how
the energy efficiency was tested and a poster chart showing the projected energy and greenhouse gas savings over a set
period of time. The chart can be created using a spreadsheet program and enlarged to poster size. The students should
also submit a journal detailing the project that includes a statement of the research question they sought to answer,
documented research, data collection, analysis, and results. The group should create a script from which each member
is able to explain the project, how it works, and the significance of the results with regard to energy efficiency.
For a science or environmental club:
Encourage club members to prepare a presentation for a lower grade level class about the importance of using energy
efficiently and our environment, using the CFL to demonstrate. Students can do the math to calculate the difference it
would make in energy and environmental benefits if everyone in their class changed one light at home to a CFL, if
everyone in their school did the same, and then everyone in their city followed suit.
Electricity saved (kWh) = bulb lifetime hours x (wattage difference of bulbs divided by 1000) x number of bulbs
Greenhouse Gas Emissions Prevented (pounds of pollution) = kWh x 1.58 pounds/kWh
Emissions equivalency in trees planted (acres of trees) = emissions prevented ÷ 8,066
9
Energy Efficiency
Calculate your Energy Drain
Electronic appliances that are plugged in still using energy even if turned off. To prevent energy use you must unplug appliance from outlet when not in use. To
see how much money you can save a year count the number of appliances in your home.
Common
Household Appliance
Number in your
Home
Average Cost
Per Year
Answering Machine
$2.57
Battery Charger
$.77
Bread- Maker
$1.37
Cable TV Box
$9.25
Clock Radio
$1.46
Computer
$1.46
Cordless Phone
$2.23
DVD Player
$6.85
Garage Door Opener
$2.57
Internet Terminal
$9.08
Microwave Oven
$2.48
Power Tool
$1.71
Printer
$4.28
Stereo System
$8.31
Television
$4.28
VCR
$6.85
Video Game
$1.12
Total Cost
Activity:
Each student should take the sheet home and count the number of common household appliances plugged in. To calculate your homes energy use, multiply the
number of appliances found by the estimated average cost per year. Then add all the total cost to see what it cost you in dollars per year.
Calculate the energy drain of your classroom. Add the total cost of each classmate sheet to see what the total classrooms energy use and compare it to the other
classroom in the school.
10
Home Energy Audit Vocabulary
Have student Google Energy Audits and Energy Efficiency to find more details on how to complete a Home Energy Audit. Students should be able to identify information on energy and conservation. Go over the vocabulary words and discuss them with the class to be sure you understand each of them.
· Radiation: passage of energy through open space, like sunlight. During the daytime a building absorbs solar radiation, but after the sun goes down, it starts to reradiate heat to the cold outside air unless something is done to block the
radiation.
· Conduction: passage of heat through a material. Some materials, like glass and metal, conduct heat (and lose it)
easily. Insulation helps to block conduction of heat. If ceilings and walls are poorly insulated, they conduct heat from
the house to outside.
· Convection: transfer of heat by movement of air. As heated air comes in contact with cold surfaces such as windows, it loses heat. The cooled air is denser than warm air, so it tends to settle, pushing warm air toward the ceiling.
These temperature changes and air movements form a pattern. Warm, light air from the ceiling area is chilled along the
window, becomes heavier and drops to the floor, It moves across the floor, is reheated, moves up the opposite wall,
(away from the window), across the ceiling and down past the window again. With each cycle the air loses heat. Heat
must be supplied from a sunny window, a furnace, stove, or other heater to maintain a comfortable temperature.
· Condensation: beads of moisture that form on surfaces as warm, moist air is cooled. Moisture condensing from
room air (showers, breathing, cooking, etc. provide the moisture) shows up most on the cooled areas. Wet or frozen
windows are reminders of wasted heat. The cures are double or even triple glazing of windows, heavy drapes, insulating shades, or sliding panels.
Air Infiltration: air seepage due to wind. Air pressure pushes cold air in through tiny openings on the windy side and
draws heated air out of the opposite side of the house. Drafts occur through wallboard cracks, gaps around paneling
(top, bottom, and sides), cutouts for pipes and wiring, poor seals for window sashes, badly weather-stripped doors, and
loose molding at
bottoms of
walls.
11
Home Energy Audit Tool
· Insulation: material with high resistance (R-value) to heat flow. Some commonly used materials for home insulation are fiberglass, cellulose, rock wool, and Styrofoam. The resistance to heat flow is provided by the many small
dead air spaces between the fibers or particles. Insulation comes in as variety of forms: blankets, or batts, foam, boards,
or small loose pieces.
· R-value: the factor which tells how much resistance to heat flow a material has. The higher the R-value, the greater
the insulating efficiency of the material. R-values are commonly stated per inch of building material. R-values are additive - thicker material or a combination of materials meaning increased resistance to heat flow.
Approximate R-value per inch of thickness for common insulation materials:
ATERIAL
Flexible
Cellulose fiber with vapor barrier
Glass fiber or mineral wool
Loose Fill
Glass fiber and mineral wool
Cellulose
Vermiculite, expanded
Rigid Board
Polystyrene, extruded
Expanded urethane, preformed
Glass fiberboard
Polystyrene, molded beads
Foamed - in Place
Expanded urethane, sprayed
"R" PER INCH THICKNESS
2.94 - 3.45*
3.70 - 3.85**
2.80 - 3.40
3.50 - 3.70
2.13
5.00
5.80 - 6.25
4.00
3.85
6.25
R-value standards for a generic efficient house: Ceiling: R-33; Exterior Wall: R-19, Floor: R-22 (note: appropriate insulation levels [R-values] are climate dependent, i.e. an efficient house in Boston would require more insulation
[higher R-values] than an efficient house in San Diego)
· Vapor barrier: a waterproof liner used to prevent passage of moisture through the building structure. Vapor barriers in walls and ceilings should be located on the heated (indoor) surface of the building. Some insulations come with a
vapor barrier attached.
· Window treatments: Applications to the interior side of windows (blinds, shades, shutters, draperies), used to save
energy by keeping heat in or out.
· Damper: a trapdoor or other device which controls the passage of air through a duct, chimney, or stovepipe.
· Flow restrictor: a device attached to a water nozzle or shower head to reduce the flow of water while maintaining
the pressure of the spray. This saves energy by cutting down on the amount of hot water being used.
· Clock thermostat: a thermostat equipped with a timer to change temperature levels automatically at certain times
of the day. It helps to save energy by turning down the heat at night and during the hours when people are usually out
of the house.
· Roof overhang: a solid horizontal or angled projection on the exterior of a building placed (ideally) so that it
shades southern windows in summer only, when the sun is high in the sky. This saves on air-conditioning. (To deter12
mine the approximate
size overhang needed, add the height of the window to the distance from the top of the window
to the overhang, and divide by 2)
Home Energy Audit
· Windbreak: a dense row of trees, or a fence or other barrier that interrupts and
changes the local path of the wind. Windbreaks located on the north and west sides
of a building can save heat by reducing wind chill and air filtration.
· Air lock entry: a porch, vestibule, or entry hall with an inner door and an outer
door at the entrance of a house or building. The two doors save energy by cutting
down on air exchange when people go in or out.
· Caulk: a soft, semi-solid material that can be squeezed into non-movable joints and cracks of a building, thereby
reducing the flow of air into and out of the building.
Weather-stripping: material which reduces the rate of air infiltration around doors and windows. It is applied to the
frames to form a seal with the moving parts when they are closed.
Activities for student to complete:
·
Make your own energy audit form or use the one attached
·
Make a draft detector to use during your energy audit.
·
Group discussion of results
13
Home Energy Audit Tool
Draft Detector
Materials to make a draft detector as shown in the diagram below: pencil, tape, and tissue paper or thin plastic
PROCEDURE
1.
2.
3.
4.
Make a draft detector to use during your energy audit.
Take a pencil or dowel
Using plastic wrap or tissue paper tape to the pencil or dowel
Place completed draft detector by windows, doors and registers to determine drafts.
14
Energy Efficiency
DO-IT-YOURSELF HOME ENERGY
AUDIT CHECKLIST
Insulation
[
[
] 12 inches or more of insulation in attic
] Walls insulated
Furnace Filters
[ ] Change furnace filter once a month during use
[ ] Use energy efficient model 92% or better
Weather-stripping and Caulking
[ ] Check all doors and windows to make sure weather-stripping is in good shape
[ ] Caulk around door moldings
[ ] Caulk around vents
Light Bulbs
[ ] Turn off lights when not in use
[ ] Use Compact Fluorescent Light Bulbs (CFL)
Thermostat
[ ] Heating season setting is 69° or less
[ ] Cooling season setting is 78° or more
[ ] Use programmable Thermostat
Water Heater
[ ] Set at 120°
[ ] Solar water heater or tank-less are best
[ ] Water-heater pipe insulation used
Water Use
[
[
[
[
[
] Showers are for 5 minutes or less
] Laundry is done in cold water
] Aerators on faucets
] Water-Saving Shower Head used
] Landscaping
Windows
[
[
[
[
] Double pane glass with reflective coating or gas-filled are best
] Single with storm window at the very least
] Check all window to make sure trim is caulked to stop air flow
] Window treatments
Credits:
GLES
15
Home Energy Audit Pg 1
Do-It-Yourself Home Energy Assessments
You can easily conduct a do-it-yourself home energy assessment (also known as a home energy audit). With a simple but diligent walkthrough, you can spot many problems in any type of house. When assessing your home, keep a checklist of areas you have inspected and problems you found. Before you begin visit http://www.energysavers.gov/your_home/energy_audits/index.cfm/mytopic=11170
Date
Locations –address
Weather—cloudy cover, sun, precipitation, temperature
Landscaping
Age of Building
Type of Construction
Square Feet
Orientation
Are windows open or closed?
Are doors open or closed?
What direction do windows face?
Are windows cracked or broken?
Are windows single or double paned?
Can windows be opened?
Do windows leak air?
What type of window coverings are there?
Number of Outside doors
Do doors leak air?
Is there weatherstripping around windows and/or doors?
16
What is its condition?
Home Energy Audit Pg 2
HEATING, VENTILATION, AND AIR CONDITIONING (HVAC)
Is the heating or cooling system running?
Describe how heat is supplied to the room.
If there is cooling, describe how it is supplied to the
room.
How are heating and cooling controlled?
Is there a programmable thermostat?
If so, what are its settings?
WATER
Hot water temperature
Are faucets dripping?
Are pipes leaking?
Are there leaking or running toilets?
Are there use of low-flow shower head and aerators?
Are there flow-flush toilets?
LIGHTING
(Audit each room, and record additional data on a separate piece of paper)
Room Name
Was the room occupied when you checked it?
Was the light on?
Type(s) of lighting (lamp, ceiling, skylight, window)
Light bulb type(s) CFL, Incandescent, LED
Wattage
Number of ligh bulbs in the room (label types if they are different)
17
Home Energy Audit Pg 3
ELECTRICAL DEVICES (Conduct an inventory of all electrical devices. Record data on a separate piece of paper for each
item)
1.
Name of Electrical device
Is the device on, off, or in sleep mode?
Is the device in use?
Is there an indication that it is drawing power even if not
2.
Name of Electrical device
Is the device on, off, or in sleep mode?
Is the device in use?
Is there an indication that it is drawing power even if not
in use?
3.
Name of Electrical device
Is the device on, off, or in sleep mode?
Is the device in use?
Is there an indication that it is drawing power even if not
4.
Name of Electrical device
Is the device on, off, or in sleep mode?
Is the device in use?
Is there an indication that it is drawing power even if not
For more information on energy saving ideas, visit www.energysavers.gov
18
Home Energy Audit
Activity
Develop a set of recommendations for improving energy conservation in the house, apartment, or building that was studied. List alternatives
whenever possible, so that the owner has choices in making conservation improvements.
1. Compare observations with other students in order to improve you study. Revise your improvements sheet based on these discussions.
2. Brainstorm with students to find out what they know about energy and what they think elementary students should know about energy.
3. Form small groups of students (2-3 per group). Each group selects a grade level to target for teaching about energy. Each group must develop a presentation on energy and an activity that supports the lesson on energy.
4. Students research energy and develop their presentation
5. The group must create a script from which each member of the group is able to present the lesson and answer questions.
6. Students present their lesson to the rest of the class for feedback. (Students often assume others will understand just by telling them and
using the terminology. The peer evaluations should pose enough questions to establish if the presenter understands what they are teaching. If
peer review does not bring this out the teacher needs to ask questions. If this isn't done, the elementary students will ask questions that the presenter may not be able to answer.) After changes and modifications the lesson should be presented for peer review a second time. (Students
appreciate their peers' comments and will improve dramatically from one presentation to the next).
7.
The additional activity should also be modeled to ensure that the directions could be followed for a successful experience.
8. When all groups have completed their preparations, contact an elementary school and arrange for a staff presentation by the students to
show what the students are offering to teach their students. Have sign up sheets available after the presentation for teachers to choose a time for
students to come to their class and present the lesson.
9.
The groups are matched with the grade level they created the lesson plan for. Some groups may give their lesson to more than one class.
10. Each group is responsible for presenting their lesson to at least one elementary classroom. They had to set up and take down the laptop
and LCD data projector.
Questions to discuss with students after the audits
1. How many of the items on the Energy Savers list are inexpensive and easy to install?
2. Why are most building lots landscaped the way they are? Do good energy conservation principles generally seem to be used?
3. The locations of most windows in a dwelling are related to the need for light inside and the desire of those designing the home for balance
and appeal. What effect would conservation practices have on window locations?
4. For what purposes is hot water really needed in a home? What are the reasons for many people using more hot water than they really
need?
5. If a homeowner had only a limited amount of money, what energy savers do you think would help most for the least money?
19
For more information
on energy saving ideas, visit www.energysavers.gov; http://ase.org/resources/home-energy-audit
Energy Efficiency
Cost of Exit Signs
If it seems like there are exit signs everywhere, it's because there's an estimated 100 million exit signs in the
United States consuming between 30 and 35 BILLION kWh of energy each year. Most use incandescent
bulbs, which use large amounts of energy and require more maintenance.
The typical exit sign with incandescent bulbs uses 2 - 20 watt bulbs. The signs are lit 24 hours a day and 365
days a year. Let's do the math for a single sign.
2 X 20 watts = 40 watts X 24 hours = 960 watt hours
960 X 365 days per year = 350,400 watt hours
Electricity is billed by the amount of kilowatt hours (kWh) used and the national average cost is $0.08 per kWh (adjust this cost for your
school/business)
To convert watt hours to kilowatt hours (kWh), divide watt hours by 1,000.
350,400 watt hours divided by 1,000 = 350.4kWh X $0.08 per kWh = $28.03
Now let's look at the other costs.
The incandescent bulbs cost approximately $3.00 each and the sign has 2 bulbs. 2 X $3 = $6
The bulbs have to be replaced an average of 3 times each year. 3 X $6 = $18
The bulbs don't replace themselves so we have to add the labor cost.
Figure 1/2 hour per change or $10 labor per change X 3 = $30
Our annual total cost now includes
electricity costs
=$28.03
bulb cost
=$18.00
labor
=$30.00
Total cost
= $ 76.03 per year for 1 sign
1. How many signs are in your school?
2. How many In your district?
Do the Math!!!
If these signs were replaced with energy efficient signs which use light-emitting diodes (LED), the energy savings will pay-back the replacement costs many, many times over.
A typical LED exit sign operates using 5 watts or less. The life expectancy of an LED sign is more than 80 years.
LED Costs:
Electricity: 5 watts X 24 = 120
120 X 365 = 43,800 watt hours or 43.8kWh X $0.08 per kWh = $3.50
LED
Bulb replacement costs
=$0
Labor costs
=$0
Total Annual Cost
= $3.50 per sign versus $76.03
20
Energy Efficiency
Cost of Exit Signs Con’t.
The US Postal Service has announced that it plans to replace 15,000 exit signs in post
offices across the country with new energy-efficient exit signs that use less than 2 watts and last over 20
years.
"These exit signs meet the Energy Star specifications for energy efficiency and will save the Postal Service
over $300,000 in energy costs annually, said Charles Bravo, manager, USPS Environmental Management
Policy. Additional savings will result in maintenance work hours in lamp replacement.
"The Postal Service is pleased to embark on this energy-saving initiative which is visibly supported by both the Department of Energy (DOE)
and the Environmental Protection Agency (EPA)," said Bravo. "The use of these energy efficient LED exit signs is good for our business, our
customers, our employees, and our environment."
YOUR School
Why not start an inventory of exit signs in your school? Enlist the help of your school custodian in determining bulb types and watts used. If
other schools will cooperate you could survey the entire district.
Now What?
The results of your inventory should provide you with information on potential energy savings that should be of interest to your local School
Board. Why not develop a short, concise presentation on energy efficiency
For more information, check out the Energy Star Exit Sign Program. The web site includes a energy calculator to help you estimate energy use,
costs and savings. It also lists Energy Star Exit Sign Manufacturers.
Your Home
While at the Energy Star web site you can also check out the information on Energy Star appliances, electronics, lighting, windows and more.
Add it all up and show your school how much they can save
1. How many signs are in your school?
2. How many In your district?
School Exit Signs
# of signs in your school/district
Bulb replacement costs
Labor costs
Total Annual Cost
21
Energy Efficiency
Is it a vending machine, a refrigerator or a light?
It's basically a refrigerator, disguised as a vending machine. In exchange for your money, it's supposed to provide cold drinks and
it's pretty reliable at doing just that. Now if that's all it did, there would be no need for this page so if you're guessing that there's
an energy problem - you're right.
Let's go back to looking at this machine as a refrigerator. Besides the obvious difference in that this refrigerator requires you to
deposit money, the big difference is that when a refrigerator door is closed, the light is supposed to go off. In this case though, the
light stays on. It stays on 24 hours a day, and we're not talking about a little appliance light bulb here.
Most cold drink machines are lit up from floor to ceiling. The typical lights used in newer machines are 6' long fluorescent (two
bulbs) with a combined wattage of 170 watts ( 2-T-12 high output). Add another 20% for the energy required by the ballast and
we're up to 204 watts.
Now the math! 204 watts X 24 hours = 4896 X 365 days/year = 1,787,040 watt hours.
1,787,040 - divided by 1000 = 1787.04 kWh
(watts divided by 1,000 = kilowatt hours which is how you are billed)
1445.4 X $0.08 (national average cost per kWh) = $142.96
(your actual cost depends on your electric rate)
$143 just to light up the vending machine. Actually the purpose isn't to provide light but to advertise a product.
Who pays this $143 advertising cost? If the machine is plugged in at your school or any public building, then it's you, the taxpayer
who pays.
How many vending machines are in your school? How much money are we talking about now? How many machines in your
district?
What Can You Do?
Get permission from your school principal to have the lights turned off. The next time the machine is filled, have the service
person disconnect the ballast an bulbs. There's a simple plug connection so turning them off costs nothing.
22
Energy Efficiency
D. Other
Portable Classrooms: Possibly the most energy intensive square footage on campus.
Hot water for washing and showers will be maintained at 105 degrees (F). Food services operations requiring higher temperature
levels by code shall us a booster.
Refrigerators and/or similar appliances shall be limited in their use to certain designated areas as determined by the principal or
similar facility authority.
Reprinted with permission from Energy Ideas, Vol. 4, No.3
Summer Energy Tip
Unplug all vending machines and remove any food which will spoil. Unplug any refrigerators which won't be in use. Turn off all
pilot lights for the heating system and the hot water heaters if not needed.
23
Energy Efficiency
What's Your School Energy Policy?
How can you save energy if your staff doesn't know what's expected?
Even the simplest program designed to save energy can be effective and often it's only a matter of getting people to change wasteful habits.
Getting your school district to start saving energy and money may be as simple as putting in writing a few logical energy guidelines.
Ten Key Elements to a Successful Energy Program
1.
2.
3.
4.
5.
6.
7.
8.
9.
Organize energy data and conduct an energy audit.
Build school board and top level administrative support.
Develop a policy for long term energy management.
Appoint an energy manager.
Cultivate support from maintenance and operations staff.
Motivate participants with incentives and recognition.
Integrate energy education with energy management.
Track individual school energy use and provide monthly reports.
Support the committed and innovative individuals at all levels.
Set yearly program goals and energy saving objectives. Source: California Energy Commission, Bright Ideas, 1992
The School District of Philadelphia started their Save Energy Campaign in 1983 and their policy goal was to save scarce resources without
infringement upon the educational mission of the School district. All operations of the School District facilities are governed by these specifics.
A. Lighting
1. All lights will be turned off in any area which will be unoccupied for a period in excess of fifteen (15) minutes except for corridors, stairwells, and at exits as required by code.
2. The following standard lighting levels shall be maintained: A. Classrooms and offices 50 foot candles B. Corridors 20 foot candles C.
Storage 10 foot candles
Under no circumstances will decorative lighting be permitted.
B. Temperature Control
1. Heating season temperatures of 68 degrees will be maintained in all classrooms and offices. Cooling season temperatures will be 80 degrees. Special consideration will be given to certain preschool and special education classrooms where possible. Warehouse and garage temperatures will be maintained at 55 degrees during the heating season.
2. Personnel will not obstruct ventilation ducts or return air grills with books, charts, furniture or plants.
3. All windows and doors must be kept closed during the heating season or when air-conditioning units (refrigerated) are in operation.
4. Entrances and exits to all buildings shall be limited where possible in their use to minimize heat loss.
5. Broken windows, doors, etc. shall be reported to the building engineer in a timely manner.
6. Unauthorized personnel or students found tampering with temperature regulating devices such as thermostats or valves will be subject to
disciplinary action.
Portable space heaters of any kind are banned from use within School District facilities as a matter of safety
1. except where provided by Maintenance and Operation.
Employees and students are encouraged to wear sweaters, sweatshirts or similar clothing when it is apparent that the heating
plant is not uniformly maintaining the desired temperature throughout all sections of a school facility.
C. Scheduling
1. Small group activities will not be scheduled in large areas such as auditoriums and gymnasiums. Use of such areas will be coordinated with the custodial staff to enable reduced lighting, heating or cooling during periods of non-use.
At the end of the school or office day, all windows shall be closed, the blinds or shades will be drawn to approximately 3/4 the distance from the top of the window to the window sill and the lights turned off. Cleaning staff will turn lights on only for the period
24
when a specific area is being cleaned.