1、 Advanced EnergyDesign GuideforK-12 School BuildingsThis is an ASHRAE Design Guide. Design Guides are developed under ASHRAEs Special Publication procedures and are not consensus documents. This document is an application manual that provides voluntary recommenda-tions for consideration in achieving
2、 greater levels of energy savings relative to minimum standards. 2008, American Society of Heating, Refrigerating and Air-Conditioning Engineers, Inc. (www.ashrae.org). For personal use only. Additional reproduction, distribution, or transmission in either print or digital form is not permitted with
3、out ASHRAEs prior written permission.This publication was developed under the auspices of ASHRAE Special Project 111.ADVANCED ENERGY DESIGN GUIDESpecial Project 111 CommitteeAEDG STEERING COMMITTEEPaul Torcellini, ChairMerle McBride John MurphyVice Chair SBIC RepresentativeDon Colliver Mike NicklasS
4、teering Committee Liason AIA RepresentativeJim Benya Kathleen OBrienIESNA Representative AIA RepresentativeBill Brenner Larry SchoffNCEF / NIBS Representative USGBC RepresentativeLeslie Davis Jyoti SharmaIESNA Representative USGBC RepresentativeCharles Eley Bruce HunnCHPS Representative ASHRAE Staff
5、 LiaisonMilton S. Goldman Lilas PrattASHRAE TC 9.7 Representative ASHRAE Staff LiaisonCarol MarriottASHRAE SSPC 90.1 RepresentativeDon Colliver, ChairMarkku Allison John HoganAIA Consultant (ASHRAE TC 2.8)Terry Townsend Harry MisurielloASHRAE Consultant (ASHRAE TC 7.6)Rita Harrold Jerry WhiteIESNA C
6、onsultant (ASHRAE Std. 90.1)Brendan Owens Dru CrawleyUSGBC DOEAdvanced EnergyDesign GuideforK-12 School BuildingsAchieving 30% Energy Savings Toward a Net Zero Energy BuildingAmerican Society of Heating, Refrigerating and Air-Conditioning EngineersThe American Institute of ArchitectsIlluminating Eng
7、ineering Society of North AmericaU.S. Green Building CouncilU.S. Department of EnergyISBN 978-1-933742-21-2 2008 American Society of Heating, Refrigerating and Air-Conditioning Engineers, Inc.1791 Tullie Circle, N.E.Atlanta, GA 30329www.ashrae.orgAll rights reserved.Printed in the United States of A
8、mericaPrinted on 10% post-consumer waste using soy-based inks.Cover design and illustrations by Emily Luce, Designer.Cover photograph courtesy of the Lake Washington school district, Redmond, WA.ASHRAE has compiled this publication with care, but ASHRAE has not investigated, and ASHRAE expressly dis
9、claims any duty to investigate, any product, service, process, procedure, design, or the like that may be described herein. The appearance of any technical data or editorial material in this publication does not constitute endorsement, warranty, or guaranty by ASHRAE of any product, service, process
10、, procedure, design, or the like. ASHRAE does not warrant that the information in the publication is free of errors, and ASHRAE does not necessarily agree with any statement or opinion in this publication. The entire risk of the use of any information in this publication is assumed by the user.No pa
11、rt of this book may be reproduced without permission in writing from ASHRAE, except by a reviewer who may quote brief passages or reproduce illustrations in a review with appropriate credit; nor may any part of this book be reproduced, stored in a retrieval system, or transmitted in any way or by an
12、y meanselectronic, photocopying, recording, or otherwithout permission in writing from ASHRAE.Library of Congress Cataloging-in-Publication DataAdvanced Energy Design Guide for K-12 School Buildings. (Advanced Energy Design Guide). American Society of Heating, Refrigerating and Air-Conditioning Engi
13、neers, Inc. . et al.p. cm.Summary: “Provides guidance for using ANSI/ASHRAE/IESNA Standard 90.1-1999, Energy Standards for Buildings Except Low-Rise Residential Buildings, as a benchmark to build new schools that are 30% more energy efficient“Provided by publisher.Includes bibliographical references
14、 and index.ISBN 978-1-933742-21-2 (softcover)1. Elementary schoolsEnergy conservationUnited States. 2. Sustainable buildingsDesign and constructionStandardsUnited States. 3. Energy policyUnited States.TJ163.5.U5A38 2007727.1dc222007045472Special PublicationsChristina HelmsEditorCindy Sheffield Micha
15、elsAssociate EditorJames Madison WalkerAssistant EditorMichshell PhillipsAdministrative AssistantPublishing ServicesDavid SoltisManagerJayne JacksonPublication Traffic AdministratorPublisherW. Stephen ComstockASHRAE StaffAcknowledgments viiAbbreviations and Acronyms ixForeword xiiiImproved Learning
16、Environment xiiiReduced Operating Costs xivLower Construction Costs/Faster Payback xivMore Support for Construction Funding xivEnhanced Environmental Curriculum xivEnergy Security xivWater as a Resource xvReduced Greenhouse Gas Emissions xvAchieving the 30% Energy Savings Goal xvA Goal Within Reach
17、xviIntroduction 17Scope 18School Prototypes 18Achieving 30% Energy Savings 19How to Use this Guide 21An Integrated Design Approach to Achieve Savings 23Pre-Design Phase 24Design Phase 26Bidding and Construction 26Occupancy: Evaluate Performance and Train Users 27Chapter 1Chapter 2Contentsv i | Ad v
18、A n c e d en e r g y de s i g n gu i d e f o r K-12 sc h o o l Bu i l d i n g sRecommendations by Climate 29Climate Zone 1 Recommendation Table for K-12 Schools 34Climate Zone 2 Recommendation Table for K-12 Schools 37Climate Zone 3 Recommendation Table for K-12 Schools 40Climate Zone 4 Recommendati
19、on Table for K-12 Schools 43Climate Zone 5 Recommendation Table for K-12 Schools 46Climate Zone 6 Recommendation Table for K-12 Schools 49Climate Zone 7 Recommendation Table for K-12 Schools 52Climate Zone 8 Recommendation Table for K-12 Schools 55Case Studies 57Zone 1: Waipahu Intermediate School 5
20、7Zone 2: Desert Edge High School 59Zone 3: Homewood Middle School 61Zone 4: Knightdale High School 63Zone 4: Third Creek Elementary School 65Zone 5: Bolingbrook High School 67Zone 5: Whitman-Hanson Regional High School 69Zone 6: Westwood Elementary School 71Zone 6: Alder Creek Middle School 73Zone 7
21、: Silverthorne Elementary School 75How to Implement Recommendations 77Commissioning 77Envelope 80Lighting 89HVAC 131Service Water Heating (SWH) 149Additional Savings 151Envelope Thermal Performance Factors 161Commissioning 163Climate Zones for Mexico and Canada 165ENERGY STAR Appliances 167Additiona
22、l Resources 169Chapter 3Chapter 4Chapter 5Appendix AAppendix BAppendix CAppendix DAppendix EAcknowledgmentsThe Advanced Energy Design Guide for K-12 School Buildings is the result of the dedicated efforts of many people who devoted countless hours to help schools use less energy. The primary contrib
23、utors are the 14 members of the ASHRAE Special Project 111 Committee (SP-111) who represent the participating organizations, pri-marily the American Society of Heating, Refrigerating and Air-Conditioning Engi-neers (ASHRAE), the American Institute of Architects (AIA), the U.S. Green Building Council
24、 (USGBC), the Illuminating Engineering Society of North America (IESNA), and the U.S. Department of Energy. The Sustainable Buildings Industry Council, the National Institute of Building Sciences, and the Collaborative for High Performance Schools are also represented. Thanks also to members of the
25、Standing Standards Proj-ect Committee 90.1 (SSPC 90.1) the ASHRAE Technical Committee on Building En-vironmental Impact and Sustainability (TC 2.8), Systems Energy Utilization (TC 7.6), and Educational Facilities (TC 9.7). The steering committee provided direction and guidance to complete this manus
26、cript within 12 months and produced an invaluable scoping document to begin the creative pro-cess. ASHRAE convened a focus group of school administrators and maintenance staff to help guide the overall concept of the document. Members included Kevin Chisholm, Susan Cook, Rick Dames, Chad Loomis, For
27、rest Miller, Karen Reager, Ervin Ritter, and Bryan Welsh, all of whom provided valuable insight into the needs of schools.The chairman would like to personally thank all the members of the project com-mittee for their diligence, creativity, and persistence. These people worked hard to produce guidan
28、ce in the lighting area, including daylighting recommendations, many types of HVAC systems, and envelope considerations. The committee met six times and participated in conference calls to keep the document on track. Their expertise and differing views and the support of their employers made this do
29、cument possible. Thanks to Architectural Energy Corporation, Benya Lighting Design, Energy Efficient Solutions, Green Buildings Engineering, Innovative Design, McQuay International, the National Renewable Energy Laboratory, OBrien however, thoughtfully designed, energy-efficient schools can cost les
30、s to build. For example, op-timizing the envelope to match the climate can substantially reduce the size of the me-chanical systems. A school with properly designed north-south glazing will have lower mechanical costs than one with the same amount of glazing on an east-west orientation and will cost
31、 less to build. The heating systems at the Topham Elementary School in Langley, British Columbia, requires half as much heat as the next most efficient school in its district, costs half as much to maintain, and was less expensive to install. More efficient lighting means fewer lighting fixtures are
32、 needed. Better insulation and win-dows mean heating systems can be downsized. Likewise, cooling systems can often be downsized with a properly designed daylighting system and a better envelope. Some strategies may cost more up front, but the energy they save means they often pay for themselves with
33、in a few years. MORE SUPPORT FOR CONSTRUCTION FUNDINGLower construction and operating costs also signify responsible stewardship of pub-lic funds. This translates into greater community support for school construction financing, whether through local district bonds or state legislative action.ENHANC
34、ED ENVIRONMENTAL CURRICULUM Schools that incorporate energy efficiency and renewable energy technologies make a strong statement about the importance of protecting the environment. They also provide hands-on opportunities for students and visitors to learn about these technologies and about the impo
35、rtance of energy conservation. Figure 1 shows a student at Desert Edge High School in Goodyear, Arizona, accessing information from an educational kiosk.ENERGY SECURITYBuilding an energy-conserving school reduces its vulnerability to volatile energy pric-ing. The price of natural gas increased more
36、than 270% between 1994 and 2004. The price of oil continues to climb as part of an upward trend. Additionally, approxi-mately 60% of US oil is now import-ed. The United States is also import-ing electricity and natural gas. Using less energy contributes to a more se-cure future for our country and o
37、ur communities. wATER AS A RESOURCEWater is a rapidly depleting natu-ral resource. Though this Guide deals only with direct building-related energy conservation measures, water savings result in related energy savings. Wa-ter savings from low-flow fixtures and reduced water use from efficient land-s
38、caping result in related energy savings from pumping and waste disposal. Po-table water savings also result in water supply and processing energy savings of 1025 Btu per gallon of water saved.2Water is also used to produce electricity and to extract and process fossil fuels. Saving energy saves wate
39、r.REDUCED GREENHOUSE GAS EMISSIONSAccording to the U.S. Environmental Protection Agency, buildings are responsible for almost half (48%) of all greenhouse gas emissions annually in the United States. Carbon di-oxide, which is produced when fossil fuel is burned, is the primary contributor to greenho
40、use gas emissions. School districts can be a part of the solution when they reduce their consump-tion of fossil fuels for heating, cooling, and electricity. Students and their parents will appre-ciate this forward-thinking leadership.ACHIEVING THE 30% ENERGY SAVINGS GOALBuilding a new school to meet
41、 or exceed a 30% energy savings goal is not difficult, but it does take some thought. First and foremost, it requires that the school system commit to the goal. A commitment that is incorporated in district policy is helpful. An individual from the school with decision-making power needs to act as a
42、 champion for the goal. The team must be willing and able to produce a design that meets the energy savings goals. It must also ensure that the building is constructed as designed and that school system staff is trained to operate the energy systems properly.Design TeamTo help optimize your design,
43、reference your energy goal and this Guide in your re-quest for qualifications/request for proposals (RFQ/RFP). Ideally, your prospective design team is already familiar with the Guide. Regardless, the team you select should have an established record of constructing buildings that operate with signi
44、ficant energy savings. 2. Energy Index Development for Benchmarking Water and Wastewater Utilities. Report prepared by Steven W. Carlson and Adam Walburger, CDH Energy Corp. Published by the AWWA Research Foundation, 2007.fo r e w o r d : A me s s A g e t o sc h o o l Ad m i n i s t r A t o r s A n
45、d sc h o o l Bo A r d s | x v Figure 1. A student at Desert Edge High School in Goodyear, Arizona, accesses information from an education kiosk.Photo courtesy of Agua Fria school district and Quality Attributes Software /Green Touchstonex v i | Ad v A n c e d en e r g y de s i g n gu i d e f o r K-1
46、2 sc h o o l Bu i l d i n g sDesign firms that successfully coordinate project team members, bring in building users and facilities staff for input, and use an iterative process to test design concepts are more likely to achieve the 30% goal cost-effectively.If you use the prescriptive measures reco
47、mmended in this Guide, you can realize energy savings of at least 30% without computer building energy modeling. However, properly performed computer building energy modeling can help you optimize your de-sign and will result in lower up-front construction costs and energy savings that often ex-ceed
48、 50%. Consider the design teams energy modeling capabilities during the architect/engineer selection process to achieve even greater savings. Good daylighting can contribute to the 30% goal; however, it requires good technical daylighting design. If the design team does not have experience with a we
49、ll-balanced day-lighting design, a daylighting consultant should probably be added to the team. Some univer-sities and utilities provide daylighting consulting at low or no cost.Commissioning Authority (aka Commissioning Agent)A building can have the best possible design for achieving energy savings, but unless it is constructed as designed and is operated according to the design intent, it will not realize energy savings. A commissioning authority (CxA) ensures that the energy- and water-savin
