Discusses a new whole-building simulation software tool from the U.S. Dept. Of Energy that designers can use to calculate the energy use of underfloor air distribution (UFAD) systems and compare their performance to conventional overhead air distribution systems. This improved understanding of UFAD systems can lead to better system design and increased efficiency for both new buildings and retrofits. 2p.

Describes the benefits of thermal displacement ventilation (TDV), which delivers cool air just above the floor at a very low velocity, after which it falls toward the floor and spreads across the room. As the air picks up heat from occupants and equipment, it rises to the ceiling and is exhausted from the space. Contaminants, including germs from the occupants, are carried up and out of the space instead of being mixed with the room air as they are with conventional ventilation schemes. TDV systems differ from underfloor air distribution systems in that they do not require a raised floor and they supply air at lower velocities. 2p.

Assists design teams in constructing energy-smart schools using off-the-shelf technology that can cut energy use 30 percent or more annually. It provides recommendations for various climate zones and implementation advice via a series of case studies. Also included are suggestions for achieving LEED energy credits and supplemental strategies for achieving advanced energy savings beyond 30 percent. Design suggestions from the guide include: 1) Daylight the classrooms and gym so that lights can be off most of the day, but design it carefully so that additional cooling needs are not required. 2) Design lighting that usea the most current energy-efficient lamps, ballasts, and integrated controls. 3) Control the HVAC system based on actual occupancy of each space at a given time. 4) Design a well-insulated envelope, including good wall and roof insulation and low-e windows. 5) Use high-efficiency heating and cooling equipment. 174p.

Reviews the energy and financial performance of a wood chip boiler installed in a Maine high school in 1999. Even though more labor-intensive to operate, the assessment of the system was favorable in that it shifted the school's dependency from fossil fuels to readily-available wood chips, thus lowering fuel costs and offering a boost to the state's struggling wood products industry. Charts illustrate fuel consumption and savings, a suggested maintenance schedule, ancillary electric cost projections, a summary of economics, and life cycle cost analyses. 22p.

Advises on heating and insulation of schools, detailing perception of thermal comfort; building orientation, shading, and glazing issues; heating systems; and insulation. Additional considerations for specialized teaching areas, students with special needs, and planning new buildings and additions are also discussed. A flow diagram for assessing thermal comfort, heating and insulation survey, and 13 references are included. 56p.

Advises on school building ventilation, discussing types of ventilation, natural and artificial ventilation methods, heat recovery, passive ventilation, indoor air quality, specialized teaching spaces, and extra considerations for special needs students. A flow diagram and survey for ventilation and indoor air quality assessment, are included, as are 24 references. 60p.

Evaluates a geothermal HVAC system at a Maine middle school. Details on the systems performance compared to other schools is provided, as are initial cost comparisons and a life cycle analysis. The report concludes that the system significantly outperforms typical existing schools, and marginally outperforms other high performance schools. 14p.

Provides the regulatory framework in support of the United Kingdom's building regulations for the adequate provision of ventilation in schools. These guidelines consider the design of school buildings to meet the ventilation requirements of both The School Premises Regulations and the Building Regulations Part F (Ventilation). Sections of the document address ventilation of special areas, indoor air quality and ventilation, ventilation strategies, acoustics, fire precautions, natural ventilation, and system design options. 62p.

This study addresses indoor air quality and general conditions problems in schools throughout the United States. Tools employed to investigate conditions include a nationwide, web-based survey, characterization of actual operating conditions in schools through field audits and diagnostic tests, and retrofits in problem schools. Survey results found temperature to be by far the greatest comfort complaint in regular classrooms, with indoor air quality (IAQ) and then humidity being the next greatest areas of complaints. Ventilation problems were found at each of eight audited schools. These problems appear to be occurring due to a combination of factors including lack of maintenance, lack of knowledge of the systems and in some cases poor system design. Four small retrofit projects were also completed. The results from this project indicate that without substantial funding for and prioritization of school maintenance, widespread significant school improvements will not be realized. [Authors' abstract] 17p.

Provides guidance concerning the use and implementation of displacement ventilation (DV) for K-12 schools. It serves architects, engineers, and educators seeking to understand why DV is beneficial, addresses the implications of installing DV in schools, and details a design procedure for DV systems in school applications. It contains recommendations from a range of sources, including PIER research, ASHRAE Guidelines and Standards, and practical experience gained in the design, installation, and performance monitoring of DV systems in two California schools. Topics covered include general design requirements for classrooms, air supply characteristics, diffuser specifications, architectural design issues, load calculations, system sizing, HVAC design options, and estimating energy savings. Case studies from six installations are included, as are 42 references, a glossary, and numerous figures and tables. 123p.

Covers HVAC design considerations for displacement ventilation systems, drawn from completed research of the project, a computational flow dynamics analysis, and the results of the first demonstration classroom. The report addresses diffuser selection and layout, load calculations and system sizing and energy modeling options. The report also describes HVAC system requirements for displacement ventilation and control options. For the design phase, this report covers design requirements for TDV, load calculation procedures, energy modeling, and equipment selection. For the construction phase, the report documents show typical diffuser locations, ductwork layout, control details, and installation requirements. 23p.

Documents the performance monitoring results of a displacement ventilation demonstration project at Kinoshita Elementary in San Juan Capistrano, California. The report also documents the processes of design, financing and construction of the demonstration classrooms. The unit is designed to supply a steady 65-degree supply temperature, with variable air volume to maintain comfort in the space. This report assesses the performance of the unit in meeting specifications, and a comparison of comfort, indoor air quality, and energy use with a control classroom that is served by a conventional 4-ton packaged rooftop unit. 36p.

Documents the development of a unit that can tightly control supply air temperature in a classroom thermal displacement ventilation (TDV) cooling system, in response to varying load and outdoor conditions. Also described are the steps that the manufacturer has taken towards making it a production unit. The report provides an evaluation of the unit with all available data, and identifies the steps required to make this a production unit. 20p.

Serves as the final project report for Project 2, Thermal Displacement Ventilation (DV) in Schools, under California's PIER IEQ-K12 Program. Key outcomes included the following: 1)Two demonstration DV systems were installed, commissioned, and monitored in two classrooms; one in southern and one in northern California. 2)Results of the DV demonstration classrooms showed that significant energy savings are possible. 3)Other results of the DV demonstration classrooms showed improved IAQ and acoustics with acceptable humidity levels. 4)Teacher feedback was positive for the DV demonstration classrooms. 5)The demonstration classrooms confirmed that DV provides good thermal comfort for classrooms with normal ceiling heights (9 feet). 6)A supply of 1,100 cfm of 65-degree air is sufficient for most classrooms in California climates. 7)The use of a tuned VAV control strategy will optimize energy savings. 8)DV can be achieved today using a variety of HVAC system designs. 9)DV provides many compelling benefits including energy savings. 43p.

Provides background information on the potential energy use, indoor air quality and acoustic benefits of displaced ventilation as well as field experience with DV in schools and commercial buildings. The applications that could benefit from use of displacement ventilation are described including facility requirements, acoustic requirements, climate-related factors, and indoor air quality. Displacement ventilation system requirements for K-12 schools are defined, including diffuser requirements, HVAC requirements, and optional HVAC system features. Mechanical system options are described including central (chiller-based) plants, packaged direct expansion (DX) variable air volume systems and packaged single zone direct expansion units. Alternative control strategies are discussed and diffuser options are presented. Includes nine references. 15p.

Summarizes a study quantifying the impact of ultraviolet irradiation in the "C" band (UVC) on evaporator coil disinfection of California K-12 Schools, with the goal to determine if UVC is effective in reducing mold and mildew in HVAC systems, thereby improving airflow, indoor environmental quality, energy savings, and attendance. The study concluded that the UVC technology is effective in reducing microbial growth on air conditioning cooling coils. Since microbial activity is correlated with the amount of moisture present, the more humid the climate, the more applicable this technology. Additionally, this technology is more applicable in regions with high annual cooling hours, or inland climate zones, where the potential for mold growth is greater. The study team could not conclusively determine if there were any improvements in air flow or efficiency of the air conditioning units with UVC disinfection systems. 66p.

Describes how cooling towers work, citing issues associated with chemicals used to control bacterial in them, the amount of water they consume, and their proximity to school students. The use of ozone to control bacteria and reduce water and chemical discharge is described. 2p.

SAVES is a free software package that architects, engineers, school officials, and others can use to determine what type of ventilation equipment provides the best advantages for their unique applications. SAVES incorporates two software tools for the school design community: 1) the ERV Financial Assessment Software Tool (also referred to as ‘EFAST’) assesses the financial characteristics of energy recovery ventilation systems for school applications; and 2) the Indoor Humidity Assessment Tool (also referred to as ‘IHAT’) helps school designers assess the moisture control characteristics of ERV systems, along with other building design decisions that can impact indoor moisture levels and indoor air quality.

Offers guidance to help school building managers and operators understand the process of moisture management. It explains why controlling humidity is important and what settings to choose. It also advises on how to operate and maintain various types of humidity control systems, minimize both occupant complaints and energy bills, improve operations and maintenance of existing equipment, and make selections for equipment replacement. 30p.

A field intervention experiment was conducted in two classes of 10-year-old children. Average air temperatures were reduced from 23.6oC to 20oC and outdoor air supply rates were increased from 5.2 to 9.6 L/s per person in a 2x2 crossover design, each condition lasting a week. Tasks representing 8 different aspects of school work, from reading to mathematics, were performed during appropriate lessons and the children marked visual-analogue scales each week to indicate SBS symptom intensity. Increased ventilation rate increased work rate in addition, multiplication and number checking (P<0.05), and subtraction (P<0.06). Reduced temperature increased work rate in subtraction and reading (P<0.001), and reduced errors when checking a transcript against a recorded voice reading aloud (P<0.07). Reduced temperature at increased ventilation rate increased work rate in a test of logical thinking (P<0.03). This experiment indicates that improving classroom conditions can substantially improve the performance of schoolwork by children. [Authors' abstract] 368-372p.

Summarizes a general HVAC load calculation for a hypothetical single-level classroom building in coastal Southern California, and an identical building in Sacramento, including accommodations for thermal displacement ventilation (TDV). Subsequent sections of the report provide a schematic description of three design options for applying TDV in the hypothetical classroom building. For each of the three options, a summary of the system design, major components, HVAC sequences of operation, and estimated capital costs are indicated. For each design option, an effort has been made to address the relative advantages, disadvantages, and limitations of each TDV design option, and to highlight differences from conventional HVAC design approaches. A general schematic of the system layout, room layout and room section are included for each system design. 18p.

Documents the requirements for new products designed specifically for thermal displacement ventilation (TDV), with the objective of identifying new products for TDV that are not currently available. The identification of new products springs from the TDV design charrette, system design options study, and market barriers study performed in this California research project. 12p.

Presents the research plan to quantify the impact of ultraviolet C-band (UVC) light on coil disinfection and indoor air quality of California K-12 Schools. The plan includes research on biological sampling, school selection, qualification of HVAC units, pre-installation microbiological testing, pre-installation air conditioning performance testing, installation of UVC lamps, post-installation testing, analysis, and reporting. 43p.

Summarizes a study of existing classrooms in light of ANSI standard S12.60, Acoustical Performance Criteria, Design Requirements, and Guidelines for Schools. The study revealed that meeting the standard will require care in the application of HVAC equipment, the costs of implementing the standard are significant, partition walls that did not meet the Standard failed because of poor construction quality, and almost all classrooms met the Standard for reverberation times, even though that did not guarantee an acoustically acceptable room. 4p.

Illustrates design for passive seasonal heating, cooling, and daylighting that students can monitor as part of the learning program. 3p.

Presents the research plan to quantify the impact of UVC Light on coil disinfection and indoor air quality of California K-12 Schools, including a technology assessment, literature review, and study design, and ten references. 25p.

The primary goals of this research effort are to develop, evaluate, and demonstrate a very practical HVAC system for classrooms that consistently provides quantity of ventilation in current minimum standards, while saving energy, and reducing HVAC related noise levels. This research is motivated by the public benefits of energy efficiency, evidence that many clasrooms are under-ventilated, and public concerns about indoor environmental quality in classrooms. This document provides a summary of the detailed plans developed for the field study that will take place in 2005 to evaluate the energy and IAQ performance of a new classroom HVAC technology. The field study will include measurements of HVAC energy use, ventilation rates, and IEQ conditions in 10 classrooms with the new HVAC technology and in six control classrooms with a standard HVAC system. Energy use and many IEQ parameters will be monitored continuously and remotely, while other IEQ measurements will be performed seasonally. The study plan include the collection of real time data for a full school year, the use of high quality instrumentation, the incorporation of many quality control measures, and the extensive collaborations with industry that limit costs to the sponsors. 16p.

Explains how roof top HVAC units, which are initially cheaper than central systems, end up costing more due to cumbersome preventive maintenance and shorter life spans. 4p.

Provides detailed practical guidance on how K-12 school districts can plan and implement enhancements to their current operations and maintenance programs that can successfully maintain their facilities while also reducing energy costs up to 20 percent. Most of the strategies detailed entail limited capital costs and produce rapid paybacks. In addition to technical information, the guide provides organizational information on barriers, challenges, the steps necessary to develop this type of program. Reviews successful strategies from a wide variety of American school districts and includes case studies. 114p.

Using an elementary school as an example, this paper demonstrates how building simulation can be used as late in the process as the early construction phase of a building project, though usually with increasing cost of building modifications. Using building utility budget as an indicator, the options presented through use of building simulation tools can justify the change to the design or construction, by showing a reduction in the expected operational costs over the lifetime of the building. 163-168p.

Presents conclusions from computational flow dynamics analysis of various classrooms in this California research into displacement ventilation in schools: 1) Sufficient cooling and thermal comfort can be provided through two displacement diffusers, providing 65- degree supply air. 2)A 9-foot ceiling is sufficient for thermal displacement ventilation. Benefits of stratification are seen with high (12-foot) ceilings; as a result, less air is required to maintain the same room setpoint, for the same design cooling loads. 3)Marginal comfort is maintained at locations close to the diffusers. The temperatures at floor level are cool (67-68 degrees). Seated students should be situated at a distance of at least 4 feet from the corner diffusers, to stay comfortable. 4) Lighting loads contribute less heat to the occupied zone than occupant or equipment loads. 5) Displacement ventilation shows improvements in ventilation effectiveness, as evidenced by lower CO2 levels and a lower mean age of air in the occupied zone. 66p.

Advises on a variety of building features that impact energy consumption, including daylighting, solar energy, lighting, electrical systems, HVAC systems, plumbing, and water conservation. The publication describes varieties of systems available under each category, advises on their costs, and illustrates the energy impact of each. 29p.

Presents a report on the coordination of research for this study of thermal displacement ventilation (TDV) in California schools. The existing literature was reviewed to determine important design factors on TDV performance. The ceiling height, the location of the heat sources, and the convection heat flow at the wall impact the temperature stratification. Design guidelines were formed from results of computational flow dynamics (CFD) analysis and experimental data. These guidelines consist of predictions of floor temperature, the temperature difference between head and foot level, and ventilation effectiveness. The CFD and experimental results can support the existing design guidelines, or serve as the basis for new guidelines. Includes 30 references. 12p.

This technology transfer plan provides a time-phased tabulation and description of documents to be published and distributed to disseminate the results and to increase the market penetration of the thermal displacement ventilation (TDV) and ultraviolet-c (UDV) technologies being studied in this The plan addresses market barriers that often impede the adoption of new technologies and analyzes the roles of influential market participants in the funding, specification, installation and operation of these technologies. Potential advantages and disadvantages TDV and UVC technologies are tabulated. Information dissemination channels are outlined for each set of market participants, including publications, periodicals, web sits and upcoming meetings. Technology transfer materials are described that can overcome market barriers for the influential market participants. Anticipated technology transfer deliverables are tabulated with the expected delivery date and channel to be used. 43p.

Describes a commissioning project for an underperforming new HVAC system. The process identified 72 discrepancies in the installation and operation of the system, made necessary repairs and replacements, and trained staff on the new system. 5p.

This volume presents high performance guidelines for the maintenance and operation of schools. Information in this volume will help ensure that high performance school buildings continue to operate as their designers intended, providing optimal health, efficiency, and sustainability. Introductory chapters are geared toward district and managerial staff. The remaining chapters address the needs of maintenance, custodial, and groundskeeping staff and cover such topics as cleaning and calibrating building systems, selecting green cleaning products, and reducing waste. Specific guidelines are included for the building envelope, lighting, HVAC, landscaping, plumbing, and snow management and de-icing. 82p.

Describes the phaseout schedules for chlorine-containing refrigerants that harm the ozone layer, along with ways one might continue to service, after phaseout, an HVAC system that uses these refrigerants. Planning future HVAC purchases around refrigerant availability is recommended. 5p.

Specifies the combinations of indoor thermal environmental factors and personal factors that will produce thermal environmental conditions acceptable to a majority of occupants within a space. The standard addresses temperature, thermal radiation, humidity, air speed, activity, and clothing. 30p.

Discusses the full-scale mockup classrooms developed to determine the supply airflow and supply air temperature conditions necessary to meet classroom cooling loads and maintain thermal comfort in this California research. Specifications for prototypical classrooms were developed to be representative of cooling loads and operating conditions found in modern classrooms. These specifications were translated into building models, and energy simulations were run to determine boundary conditions for a range of cooling loads and conditions. 17p.

Provides reference and guidance to HVAC system designers involved in green or sustainable building design. The Green Guide is a step-by-step manual for the entire building lifecycle, from the earliest stages of a green building design project to the resulting structure’s construction, operation, maintenance, and eventual demolition. It is divided into three sections entitled "Basics," "The Design Process," "Post-Design -- Construction to Demolition," and includes green design techniques applicable to related technical disciplines, such as plumbing and lighting. It addresses how mechanical and electrical systems may interact with and be influenced by architectural design,architectural design impacts, conceptual engineering design, space thermal/comfort delivery systems, energy distribution systems, energy conservation systems, energy/water sources, lighting systems, plumbing and fire protection systems and controls. Includes case studies, checklists, and specific measures for improving sustainability called "Green Tips." 190p.

Evaluates energy use and the energy efficiency performance of the renovations to the The University of Michigan's 100-year-old S. T. Dana Building for the purposes of obtaining LEED certification. The study demonstrated that energy savings in the renovated Dana Building are primarily from use of radiant cooling panels. There was a 12% savings in total regulated energy consumption (heating, cooling, fans and pumps, service hot water and interior lighting) and a 20% cost savings renovations led to an annual savings of 279,000 kWh of electricity and 586 Mbtu of chilled water. This in turn saved $22,861 and $11,474 for electricity and chilled water, respectively, at the current utility rates. The steam usage increased slightly and cost an extra $1,739. A comparison between the total energy demand in Fiscal Year 2002-03 and the simulated Base and Proposed Models of the Dana Building is also made. 99p.

Offers a checklist to identify and monitor important environmental health and safety issues that may be present in a given school building. The issues are organized under categories for renovations in buildings, HVAC, building envelope issues, chemical management, drinking water, asbestos management plans, integrated pest management, underground storage tanks, septic systems/sanitary sewers, and miscellaneous maintenance/custodial issues. 14p.

The prevalence of prefabricated, portable classrooms (portables, relocatables, RCs) has increased due to class size reduction initiatives and limited resources. Classroom mechanical wall-mount heating, ventilation, and air conditioning (HVAC) systems may function improperly or not be maintained; lower ventilation rates may impact indoor air and environmental quality (IEQ). Materials in portables may off-gas volatile organic compounds (VOCs), including formaldehyde, as a function of age, temperature, and humidity. For a pilot study, public K-12 schools located in or serving target areas within five Los Angeles County communities were identified. In two communities where school districts (SD) consented, 1-3 randomly selected portables, one newer and one older, and one main building control classroom from each participating school were included. Sampling was conducted over a five-day school week in the cooling and heating seasons, or repeated twice in the cooling season. Measurements included passive samplers for VOCs, formaldehyde and acetaldehyde, and air exchange rate (AER) calculation; indoor air temperature and humidity; technician walk-through surveys; an interview questionnaire above HVAC system operation and maintenance (O and M). Measured classroom AER were low, formaldehyde concentrations were below the state indoor air guideline 'target level', and concentrations of most target VOCs were low. O and M questionnaire results suggested insufficient training and communication between custodians and SD offices concerning HVAC systems. Future studies should attempt larger sample sizes and cover larger geographical areas but continue to assess multiple IEQ parameters during occupied hours. Teachers, custodians, and SD staff must be educated on the importance of adequate ventilation with filtered outdoor air. [Author's abstract] 448p.

This document discusses air-filtration and air-cleaning issues associated with protecting building environments from an airborne chemical, biological, or radiological (CBR) attack. It provides information about issues that should be considered when assessing, installing, and upgrading filtration systems. It is intended to provide guidance regarding measures that may be taken to prepare for a potential CBR attack, rather than in response to an actual CBR event. The intended audience includes those who are responsible for making the technical decisions to improve filtration in public, private, and governmental buildings, such as schools. 78p.

This commercially produced publication provides guidelines for purchasing school HVAC systems. The publication gives tips on reducing initial and operating costs of HVAC systems, explains the heating cooling and ventilation needs of the spaces within a school (classroom, administrative, cafeterias, and gymnasiums), describes "zoned comfort systems" and "central systems," and includes a glossary of terms for HVAC components. 7p.

Presents the investigation and follow-up efforts that identified reasons and corrective measures for high humidity levels in the living areas of two Texas A&M dormitories. The paper describes how the dormitories were affected by excessive humidity by verifying design and existing HVAC systems, diagnosing humidity problems, and then recommending continuous commissioning measures implemented to deal with these problems. High humidity was attributed to largely to excess infiltration of unconditioned outside air, and to lack of effective airflow pathways within the buildings. 10p.

Explains the function and deficiencies of current traditional school HVAC systems that mix air, comparing these to displacement ventilation and underfloor air distribution (UFAD), which avoids many of these deficiencies. Advantages of displacement ventilation and UFAD are increased comfort, improved air quality, reduced energy consumption, quieter operation, decreased life cycle cost, increase flexibility for adaptive reuse, and enhanced student and teacher performance. 4p.

This guide was developed specifically for architects and engineers who are responsible for designing or retrofitting schools, and for the project managers who work with the design teams. The design strategies presented here are organized into 10 chapters covering important design disciplines and goals: (1) site design; (2) daylighting and windows; (3) energy-efficient building shell; (4) lighting and electrical systems; (5) mechanical and ventilation systems; (6) renewable energy systems; (7) water conservation; (8) recycling systems and waste management; (9) transportation; and (10) resource-efficient building products. An additional chapter addresses commissioning and maintenance practices. Each chapter contains a list of related resources. 457p.

This book covers the project implementation stage and reviews the necessary technical information for geothermal or geoexchange heat pump systems. Commissioning, maintenance requirements, and troubleshooting for these energy-efficient systems are covered in detail. This guide is a reference for those involved in the design, installation, and operation and maintenance of commercial building ground-source heat pump systems. 112p.

Reports the preliminary results of a study of four energy-efficient relocatable classrooms, designed and constructed to demonstrate technologies that simultaneously attempt to improve energy efficiency and indoor environmental quality. Two were installed at each of two school districts, and energy use and IEQ parameters were monitored during occupancy. Two (one per school) were finished with materials selected for reduced emissions of toxic and odorous volatile organic compounds (VOCs). Each relocatable had two HVAC systems, alternated weekly, consisting of a standard heat-pump system and an indirect-direct evaporative cooling (IDEC) system with gas-fired hydronic heating. (Includes eleven references.) 6p.

Reports on indoor air quality differences among five schools with and five schools without active humidity control systems. The active humidity systems provided approximately 15 cfm/person of ventilation air, while the schools without the active humidity control systems averaged less than five cfm/person. The humidity levels varied widely in spaces without active humidity control, and rose to unacceptable levels during summer shut-down periods. Field data and modeling showed that if the schools without active humidity control systems were operated at ventilation rates above five cfm/person, >70% relative humidity levels might occur for extended time periods. (Includes nine references.) 6p.

Presents a synopsis of research on humidity control in various school HVAC systems, its relationship to comfort, ventilation, and the learning process. Packaged HVAC equipment was typically unable to produce proper ventilation in humid environments. Includes 21 references. 7p.

Investigates educational methods, school architecture, and the choice of HVAC solutions in school buildings from different eras, to discern whether there is a connection with respect to paradigm shifts. By taking into account the limitations of different HVAC solutions, and the various maintenance requirements, one should be able to achieve a better educational environment. Many of today's school buildings were not planned to accommodate any dynamic changes of internal life or activities, and therefore performing the remedial actions can be a great challenge. (Includes two references.) 6p.

The purpose of the manual is to provide the design engineer with a variety of HVAC solutions for classroom environments. Issues such as IAQ, energy efficiency, sound, complexity, serviceability, first costs and operating costs are covered. (author) 53p.

A research project was undertaken, investigating the impact on school indoor air quality of active humidity control and continuous ventilation, with the objectives of (1) measuring the importance of humidity control and continuous ventilation on school indoor air quality, (2) developing baseline indoor air quality data for schools in hot and humid climates, (3) providing data and recommendations for HVAC designs for improving indoor air quality in schools, and (4) documenting the role of desiccant technologies to actively control humidity in schools. A literature review of school indoor air quality was the first task followed by a field investigation of the indoor air quality in ten noncomplaint Georgia schools in matched pairs of schools with conventional systems and schools with desiccant-cooling systems. Continuous monitors for carbon dioxide, temperature, and humidity were placed in one location in each school for approximately one year. In the same room with the continuous monitor, time-weighted volatile organic compound (VOC) samples were taken for approximately 30- day periods throughout the investigational period. Additionally on-site samples were collected at least four times during the year for VOCs, particles, bioaerosols, aldehydes and ketones, CO2 , carbon monoxide, temperature, humidity, and air change rate to more thoroughly assess the indoor air quality in the schools. Using discriminant analysis, statistically significance differences between the indoor air quality in the two groups of schools, those with the conventional HVAC systems versus those with the desiccant cooling systems, was found when looking at each sampling period. This paper presents an overview of the ventilation and temperature findings. [Authors' abstract]

Several articles are presented covering the development and use of gas/electric cooling solutions for public schools and colleges. Articles address financing issues; indoor air quality (IAQ)problems and solutions; and the analysis of heating, ventilation, and air conditioning systems. Three examples of how schools solved their cooling problems are included, as are technology advances in gas cooling, and legislative issues. Concluding articles provide resources for school IAQ, discuss gas cooling as a solution to power crises, and presents a progress report on the University of Maryland's research of an advanced air conditioning system designed to cut carbon dioxide emissions by 45 percent and achieve 30 percent higher energy efficiency. 22p.

Room ventilation systems have long been a major cause of noise in classrooms. The recent drive for energy efficiency has motivated schools to partner with utility companies to replace aging central HVAC systems with individual room heat pump window ventilator units for space heating and cooling. An unfortunate consequence is that these window ventilators are significant noise sources. A typical window unit can produce 70 dB(A), or more, at 1 m. Clearly, this is unacceptable. Either ventilator manufacturers must commit to reduce unit noise output by at least 30 dB, or school designers must abandon the wall ventilator option in favor of quiet central HVAC installations.

Asserting that the air quality inside schools is often worse than outdoor pollution, leading to various health complaints and loss of productivity, this paper details factors contributing to schools' indoor air quality. These include the design, operation, and maintenance of heating, ventilating, and air conditioning (HVAC) systems; building equipment maintenance and repair; housekeeping practices and equipment; and wind velocity. It includes recommendations on parameters within these areas which can provide optimal air quality. 14p.

This reference document for public school facility designers includes code items, principles that experience has shown to be desirable and practical, and best practices from a variety of professional sources. Organized into the four major engineering categories of electrical, mechanical, plumbing, and structural, these guidelines represent the thinking of a cross-section of design professionals and are consistent with the North Carolina Public Schools Facilities Guidelines. 54p.

Understanding the primary causes of indoor air quality (IAQ) problems and how controllable factors--proper heating, ventilation and air-conditioning (HVAC) system design, allocation of adequate outdoor air, proper filtration, effective humidity control, and routine maintenance--can avert problems may help all building owners, operators, and occupants to be more productive. This revised report provides a comprehensive summary of IAQ research that has been conducted in various types of facilities. It focuses primarily on school facilities because for numerous reasons they are far more susceptible to developing IAQ problems than most other types of facilities, and the occupants--children--are more significantly affected than adults are. This revised report contains summaries of more recent IAQ articles, with 50 new items added to the references. In addition, it expands the discussion of carbon dioxide in response to concerns about this section in the first version of the report. (Contains 154 references.) 72p.

Describes both the equipment and the components or assemblies that perform a particular function either individually or in combination. The information helps the system designer select and operate HVAC&R equipment. Chapters cover system selection and analysis, air distribution, panel heating and cooling, cogeneration, heat pumps and heat recovery, steam district heating and cooling, hydronic heating and cooling, and infrared radiant heating. An air-handling system has chapters on duct construction, air diffusion, fans, evaporative air cooling, humidifiers, dehumidifying coils, desiccant dehumidification, air cleaners, and industrial gas cleaning and air pollution control. Heating chapters cover automatic fueling-burning equipment, boilers, furnaces, residential in-space heating equipment, unit heaters, and solar energy equipment. A general components section covers compressors, condensers, cooling towers, liquid coolers,liquid chilling systems, centrifugal pumps, motors, motor controls and variable speed drives, pipes, valves, heat exchangers and air to air energy recovery. 780p.

Provides comprehensive guidance for systematic development and implementation of a plan for commissioning building HVAC systems. Describes organization, planning, procedures and methods for verifying and documenting that the performance of building systems is (or is not) in conformance with building specifications and contract documents. Includes model reporting forms, check sheets and functional performance checklists for documenting the performance of the building system components. 105p.

This product bulletin addresses air pollution control in educational facilities to enhance educational performance, provides air quality recommendations for schools, examines the filtration needs of various school areas, and presents several applicable filtering systems. The types of air particles typically present are highlighted, and the use of proper filtration to control gases and vapors is discussed. Air filtration requirements and standards are examined for classrooms, corridors, auditoriums, libraries, gymnasiums, pool areas, industrial technology (shops), and laboratories and darkrooms are examined. Several filtering systems that are applicable to educational facilities are presented. (Contains 20 references.) 8p.

This guide to the specification and application of a wide variety of commercial and residential air conditioning equipment covers topics such as heat load calculation factors; equipment sizing, selection, and location; refrigerant lines, duct systems and designs; indoor air quality; and system cost estimating. 399p.

This study examines differences in energy uses in two adjacent portable classrooms to determine if these types of facilities can be made more energy efficient through retrofitting. Retrofitting included an efficient lighting system, new air conditioners, and reflective white metal roofs. Data show the white metal roofing reduced roof, decking, and attic temperatures significantly. The newer air conditioning system (Bard 2.5 ton HVAC unit) had a much higher ventilation rate than the old air conditioning unit and achieved energy savings of approximately 45 percent. The T8 lamp-electronic ballast system that replaced the old T12 system resulted in energy savings of 20 percent with an average increase in brightness of 4 percent. (Contains 7 references.) 5p.

The Lincoln Public School District, in Lincoln, Nebraska, recently installed vertical-bore geothermal heat pump systems in four new elementary schools. Because the district has consistent maintenance records and procedures, it was possible to study repair, service, and corrective maintenance requests for 20 schools in the district. Each school studied provides cooling to over 70% of its total floor area and uses one of the following heating and cooling systems: vertical-bore geothermal heat pumps (GHPs), air-cooled chiller with gas-fired hot water boiler (ACC/GHWB), water-cooled chiller with gas-fired hot water boiler (WCC/GHWB), or water-cooled chiller with gas-fired steam boiler (WCC/ GSB). Preventative maintenance and capital renewal activities were not included in the available database. GHP schools reported average total costs at 2.13 cents/ ft 2 - yr, followed by ACC/GHWB schools at 2.884 cents/ ft 2 - yr, WCC/GSB schools at 3.73 cents/ ft 2 - yr, and WCC/GHWB schools at 6.07 cents/ ft 2 - yr. Because of tax exemptions on material purchases, a reliance on in-house labor, and the absence of preventative maintenance records in the database, these costs are lower than those reported in previous studies. A strong relationship (R 2 50.52) was found between costs examined and cooling system age: the newer the cooling equipment, the less it costs to maintain. [Authors' abstract]

Vertical-bore, geothermal heat pumps (GHPs) have been providing heating and cooling to four new elementary schools located in Lincoln, Nebraska since 1995. According to representatives of the local utility and school district, the systems are providing a comfortable, complaint-free environment with utility costs that are nearly half of that of other schools in the district. Performance data collected from on-site energy management systems and district billing and utility records for all fifty schools in the Lincoln district indicate that only five consume less energy than the best performing GHP school; however, these five cool less than 10% of their total floor area, while the GHP schools cool 100% of their floor area. When compared to other new schools (with similar ventilation loads), the GHP schools used approximately 26% less source energy per square foot of floor area. Variations in annual energy performance are evident amongst the four GHP schools, however, together they still consume less source energy than 70% of all schools in the district. These variations are most likely due to operational differences rather than installed equipment, building orientation, or environmental (bore field) conditions. [Authors' abstract]

Examines building design and construction that helps deliver both superior air quality, occupant thermal comfort, and minimize energy consumption. Explores an integrated building systems approach that combines the principles of "directed air flow control" and "demand controlled ventilation" where ventilation is effectively delivered to the occupant, based on loading, that can be applied to all types of indoor air quality situations in all types of buildings. Highlighted are savings and return of investment data for the traditional "green building" general design strategy. Case studies provide examples of this high performance IAQ design. Key differences and advantages of a displacement ventilation design classroom versus conventional mixing ventilation systems are examined along with the expected benefits of a heating, ventilation, air conditioning school displacement design. 15p.

Energy management and control systems (EMCSs) are widely used for automating HVAC system operation, for its remote control, and for detecting operating faults; however, manufacturers offer very few tools to assist the operator in diagnosing the defects that cause faulty process operation. This paper presents the results of research aimed at providing the service departments of French towns with tools that enable them to easily detect the most common faults occurring in the hydronic space heating systems used in school buildings. The problems encountered by the towns are described. The tool developed is then presented. Finally, the results of the application of the tool in two different towns are discussed. [Authors' abstract]

The John Henry Neff Schools (Lancaster, Pennsylvania) underwent a renovation of the elementary school and conversion of the high school as well as creating a 15,500 square foot connector between the buildings that required an evaluation of a new heating and air-conditioning system. This document describes the school district's experiences in researching and planning the heating, ventilating, and air-conditioning (HVAC) system and the eventual adoption of a geothermal heat pump (GHP) system. Included are results from a feasibility study that compared different HVAC systems, a summarization of the cooperative agreement between the school district and power company, and a description of the HVAC chosen and the energy savings realized. Appendices include a chronology of events of the GHP system analysis, and energy use statistical data from eight schools and their mechanical systems. 21p.

Geothermal heat pumps (GHPs) are showing their value in providing lower operating and maintenance costs, energy efficiency, and superior classroom comfort. This document describes what GHPs are and the benefits a school can garner after installing a GHP system. Three case studies are provided that illustrate these benefits. Finally, the Department of Energy's involvement in fostering the development of a fast- growing, self-sustaining, national GHP industry infrastructure is discussed. Organizational sources for additional information are listed. 4p.

This new handbook describes the real potential of natural ventilation, its appropriate use, the design and dimensioning methodologies, the need for an integrated design approach, and how to overcome barriers. Includes a CD with software to assist in the calculation of airflow rate in natural ventilation configurations. This book is based on the work of 25 experts from all parts of Europe who have collected, evaluated, and developed the material under the auspices of the European Commission's Solar energy and Energy Conservation R&D programs. This books provides essential design information for all architects, building engineers, and other building design professionals. 368p.

This manual provides the latest energy conservation techniques and codes for remodeling and retrofitting commercial and residential buildings. Covering four main areas of retrofitting-electrical, HVAC, architectural and controls-the author guides readers through building plans from design to execution, explaining proven techniques used by successful contractors, and including important details on energy-efficient materials. 400p.

ASHRAE Standard 63-1989 effectively raised the minimum outdoor air requirements for ventilating school classrooms by a factor of three. The resulting increase in sensible and latent cooling loads will significantly affect the design and selection of air conditioning equipment for these facilities. Also, in Florida's hot and humid climate, conventional air conditioning systems may not be able to satisfy the disproportionate increase in latent loads, resulting in increased indoor humidity levels, occupant discomfort, and the potential for mould and mildew growth. The impacts of the Standard on a typical Florida elementary school were studied by performing annual building energy simulations using computer software. A single prototypical school was modelled for three cities - Miami, Orlando, and Jacksonville. The performance of a conventional heating, ventilating, and air conditioning (HVAC) system and several alternative technologies was investigated to assess their ability to mitigate the impacts of the Standard while maintaining acceptable indoor humidity levels. In addition, the installed first costs and life-cycle costs for all HVAC systems investigated were estimated and compared to identify cost-effective options. Presents the results of the