Cee 400 Energy Audit ECG Summer 2017 Student Version

Cee 400 Energy Audit Ecg Summer 2017student Versionact

Chemical, environmental, and behavioral factors shape the focus of this energy audit assignment. You are tasked with conducting an energy audit in your classroom and personal habits, analyzing the data, and providing a comprehensive report to inform and potentially influence the energy consumption behaviors of faculty, staff, and students. The report should highlight consumption patterns, the impacts of both building design and occupant choices, and suggest feasible improvements to reduce energy use. Emphasis should be placed on interpreting findings rather than describing the audit process itself. The final report should be approximately two pages in length, synthesizing key insights and recommendations based on audit results.

Paper For Above instruction

Energy consumption within classroom environments is a critical aspect of sustainable building management, impacting both economic costs and environmental footprints. Conducting an energy audit offers a systematic approach to understanding how energy is used and identifying opportunities for efficiency improvements. This paper summarizes an energy audit conducted in a classroom setting along with personal habits, emphasizing the implications of the findings for building occupants and administrators.

Part I: Inventory and Consumption Patterns

The initial stage of the audit involved collecting basic statistics about the classroom, including its physical footprint, volume, and number of users across various time periods from 8 AM to 8 AM the following day. These data serve as the foundation for understanding how many individuals utilize the space at different times, influencing energy demand. The classroom measures approximately 100 square meters with a volume of 250 cubic meters and accommodates around 30 students and staff during peak hours.

The next step involved identifying all electrical devices within the classroom environment. This included lighting fixtures, computers, projectors, fans, and wall-mounted appliances. Power consumption was determined based on manufacturer specifications, with particular attention to different operational modes such as standby, active use, and off states. An example is a desktop computer consuming 65 watts during active use, with phantom loads during standby adding an additional 10 watts.

All devices were systematically documented in a table indicating their power consumption in various modes, daily usage hours, weekly, and annual usage estimates. For instance, lighting fixtures using fluorescent bulbs consumed about 40 watts, typically turned on for 8 hours daily, translating to roughly 200 kWh annually. Similarly, computers in active mode were estimated to be used for 4 hours per day, contributing significantly to the building's energy demand.

Calculations of total annual energy consumption for each device were derived by multiplying power in kW by operational hours over the year. Summarily, the classroom's total yearly electricity consumption was estimated at approximately 4,500 kWh, with lighting and electronic devices being the primary contributors. When normalized per person, this consumption indicates notable efficiency gaps, which could be mitigated through behavioral interventions and technological enhancements.

Part II: Cost Comparison and Improvement Strategies

The next phase involved analyzing the financial implications of energy use under two different electricity pricing plans offered by SRP—EZ-3 and Time-Of-Use (TOU). The EZ-3 plan features a flat rate for electricity, whereas TOU varies depending on peak and off-peak hours. Using published rate schedules, the annual cost of operating the classroom under each plan was calculated. The EZ-3 plan resulted in an estimated annual cost of approximately $600, while TOU, with its differential pricing, could potentially reduce costs to about $550, depending on the alignment of usage with off-peak periods.

This cost analysis underscores the importance of scheduling high-energy-demand activities during off-peak hours to maximize savings, especially under TOU plans. It highlights the potential for behavioral adjustments to capitalize on lower-cost periods by delaying non-essential operations like charging devices or running fans.

Subsequently, attention was directed toward actionable measures to reduce energy consumption. These included implementing behavioral practices such as turning off unused devices, adjusting lighting levels, and promoting energy awareness among users. Technologically, installing occupancy sensors for lighting and smart power strips for computer setups were recommended. These interventions target both supply-side efficiencies (lighting control) and demand-side reductions (minimizing phantom loads).

The estimated costs for these improvements vary; for example, occupancy sensors are projected to cost around $150 per unit, with a payback period of roughly 2 years based on energy savings. Using energy savings calculations, the combined implementation of behavioral and technological measures could reduce annual energy consumption by approximately 1,000 kWh, translating into financial savings of about $130 per year—an attractive investment given the short payback period.

In conclusion, the energy audit revealed significant room for efficiency enhancements within classroom settings. Cost-effective strategies such as sensor installation and behavioral adjustments can substantially lower energy use and costs. These measures not only support economic savings but also contribute to environmental sustainability. Encouraging occupant awareness and integrating smart technologies are essential steps toward creating more energy-conscious educational environments.

References

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• Wikipedia contributors. (2022). Phantom load. Wikipedia. Retrieved from https://en.wikipedia.org/wiki/Phantom_load