This paper describes the development of energy efficiency recommendations for achieving 30% whole-building energy savings in K-12 schools over levels achieved by following the ANSI/ASHRAE/IESNA Standard 90.1, Energy Standard for Buildings Except Low-Rise Residential Buildings (over both the 1999 and 2004 versions of the standard).
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This paper illustrates the challenges of integrating rigorous daylight and electric lighting simulation data with whole-building energy models, and defends the need for such integration in order to achieve aggressive energy savings in building designs. Through a case study example, we examine the ways daylighting – and daylighting simulation – drove the design of a large net-zero energy project.
This brochure describes the USD 422 K-12 School in Greensburg, Kansas.
This paper reviews the novel procurement, acquisition, and contract process of a large-scale replicable net zero energy (ZEB) office building. The owners (who are also commercial building energy efficiency researchers) developed and implemented an energy performance based design-build process to procure an office building with contractual requirements to meet demand side energy and LEED goals. The key procurement steps needed to ensure achievement of the energy efficiency and ZEB goals using a replicable delivery process are outlined.
This paper documents the methodology developed to identify and reduce plug and process loads (PPLs) as part of NREL's Research Support Facility's (RSF) low energy design process. PPLs, including elevators, kitchen equipment in breakrooms, and office equipment in NREL’s previously occupied office spaces were examined to determine a baseline. This, along with research into the most energy-efficient products and practices, enabled the formulation of a reduction strategy that should yield a 47% reduction in PPLs. The building owner and the design team played equally important roles in developing and implementing opportunities to reduce PPLs. Based on the work done in the RSF, a generalized multistep process has been developed for application to other buildings.
Low energy or high-performance buildings form a vital component in the sustainable future of building design and construction. Rigorous integrated daylighting design and simulation will be critical to their success as energy efficiency becomes a requirement, because electric lighting usually represents a large fraction of the energy consumed. We present the process and tools used to design the lighting systems in the newest building at the National Renewable Energy Laboratory (NREL), the Research Support Facility (RSF). Daylighting had to be integrated with the electric lighting, as low energy use (50% below ASHRAE 90.1-2004) and the LEED daylight credit were contractually required, with a reach goal of being a net-zero energy building (NZEB). The oft-ignored disconnect between lighting simulation and whole-building energy use simulation had to be addressed, as ultimately all simulation efforts had to translate to energy use intensity predictions, design responses, and preconstruction substantiation of the design. We present preliminary data from the postoccupancy monitoring efforts with an eye toward the current efficacy of energy and lighting simulation methodologies.
This case study, on pages 69-70 of the attached report, provides information on upgrades and activities achieving efficiencies and cost savings in public schools. The report is the McGraw-Hill Construction SmartMarket Report: "Business Case for Energy Efficient Building Retrofit and Renovation," which is listed here: https://buildingdata.energy.gov/cbrd/resource/917.
This case study presents the lessons learned from incorporating energy efficiency in the rebuilding and renovating of New Orleans K-12 schools after Hurricanes Katrina and Rita. The experiences of four new schools—Langston Hughes Elementary School, Andrew H. Wilson Elementary School (which was 50% new construction and 50% major renovation), L.B. Landry High School, and Lake Area High School—and one major renovation, Joseph A. Craig Elementary School—are described to help other school districts and design teams with their in-progress and future school building projects in hot-humid climates.
The Advanced Energy Design Guide for K-12 School Buildings is the second in a series of Advanced Energy Design Guide (AEDG) publications designed to provide strategies and recommendations for achieving 50% energy savings over the minimum code requirements of ANSI/ASHRAE/IESNA Standard 90.1-2004, Energy Standard for Buildings Except Low-Rise Residential Buildings.
This Technical Support Document (TSD) describes the process and methodology for the development of the Advanced Energy Design Guide for K-12 School Buildings: Achieving 50% Energy Savings Toward a Net Zero Energy Building (AEDG-K12) (ASHRAE et al. 2011a). The AEDG-K12 provides recommendations for achieving 50% whole-building energy savings in K-12 schools over levels achieved by following ANSI/ASHRAE/IESNA Standard 90.1-2004, Energy Standard for Buildings Except Low-Rise Residential Buildings (Standard 90.1-2004) (ASHRAE 2004b). The AEDG-K12 was developed in collaboration with the American Society of Heating, Refrigerating and Air-Conditioning Engineers (ASHRAE), the American Institute of Architects (AIA), the Illuminating Engineering Society of North America (IES), the U.S. Green Building Council (USGBC), and the U.S. Department of Energy (DOE).