Energy Conservation Awareness Manual

About this ManualIntroductionAlthough Jamaica enjoys almost year-round sunshineand has an abundance of water resources, it derives91% of its energy from fossil fuels. Furthermore,Jamaica imports all of its fossil fuels - the single largestimportation bill for the country which amounted to 24%of GDP in 2009. Given the vulnerability of Jamaica tofluctuations in fuel prices on the world market and thefar reaching effect on the Jamaican economy, energyconservation and efficiency must play an integral rolein the nation’s survival.The contribution of the Jamaica Fulbright Associationto this process took the form of an Energy Competitionwhich culminated in the production of this Manual. TheJamaica Fulbright Association (JFA) consists of personswho have been beneficiaries of the U.S. Departmentof State’s Fulbright scholarships and fellowshipswhich are administered through the U.S. Embassy inKingston. The mission of the JFA is to contribute tonational development by initiating and participatingin activities that foster advancement in education andthe development of a civil society, while promotingmutual understanding by liaising with organizations ofa similar nature.The production of an Energy Manual for schools iswithin the mandate of the JFA. A project proposal titled“Promoting Energy Awareness in Jamaican SecondarySchools” was prepared by the JFA and submitted tothe Alumni Engagement Innovation Fund (AEIF) 2011project proposal competition. The project became aworldwide finalist and JFA was the only Associationin the English-Speaking Caribbean to secure funding.The aim of the AEIF is to encourage alumni, who haveparticipated in the Department’s various exchange programmes, to collaborate in addressing challenges whichexist on a local, national, regional, and internationallevel.RationaleEnergy issues have been incorporated into the curriculum of Jamaican schools from as early as the primary level. The Private Sector also hosts annual energycompetitions which focus on energy conservation. ThisManual will therefore complement the curriculum ofthe schools and strengthen initiatives such as PCJ’sEnergy Conservation Incentive Programme for Schools.Students and teachers will have a greater awareness ofenergy conservation within the Jamaican context; whilegaining ideas to formulate their own energy conservation programmes. Through public education andawareness initiatives critical messages must be communicated to the younger generation if fundamentalchanges in how energy is used are to be fulfilled.The Energy Conservation and Awareness Manual hasfive Sections broken down as follows:Section 1:Section 2:Section 3:Section 4:Section 5:At the end of the manual teachers/students should be able to:1.2.3.4.5.6.Define the basic concepts of energyKnow what to do in starting an auditConduct an Energy Audit and prepare a simple Audit ReportGain exposure to some energy conservation tips and measuresIdentify energy conservation opportunities in a schoolGain exposure to forms of assessment of energy conservation.Basic Energy ConceptsEnergy AuditEnergy Conservation TipsEnergy Conservation MeasuresAppendices (Photogallery etc.).Parentalsupport isessential tothe successof the EnergyTeam.”Jamaica Fulbright Association Energy Conservation Awareness Manual for Jamaican Secondary Schools 3

SECTION 1: Basic Energy ConceptsWhat is Energy?Work, energy and power are interrelated.Work is done whenever a force moves its point ofapplication through a distance. It is measured by theproduct of the force and the displacement produced bythe force. Examples, are - a boy exerting a force thatpushes a box along a floor, or lifting a book from off adesk to a shelf above. The unit of measurement of workin the SI system of units is the Joule. Energy is closelyrelated to work in that it is the capacity of a body orsystem to perform work; the unit of measurement beingthe same as work.where it can be further transformed into various formsof useful energy such as lighting and heating.Power is the rate of transfer of energy. It is measured inJoules per second or Watts.During the transfer process some of the energy is ‘lost’to the environment and therefore Energy Efficiency isdefined as: The ratio of Energy Ouput to Energy Input.Energy Balance in SchoolsForms of EnergyEnergy can exist in several forms, some common formsand examples of which are: Chemical Energy (energy of combustion stored instove fuels)Electrical Energy (energy that operates a computer)Mechanical Energy*Potential energy (a ball about to drop from aheight, a wound up coil spring)*Kinetic Energy (a car in motion)Nuclear Energy (generated by changes within thenucleus of an atom)Heat or Internal Energy (steam).The Law of Conservation of Energy states that energyis neither created nor destroyed but can be transferredfrom one state to another.For example in a power plant, fuel is burnt (chemical energy) to cause a boiler to produce superheatedsteam (heat and internal energy). This steam is used toturn a turbine (mechanical energy of rotation) coupledto a generator, which produces electricity (electricalenergy). This energy is then transmitted into our schoolsThe percentage of energy ‘lost’ to the environmentdefines the inefficiency of the system.The whole rationale behind energy conservation programmes is to minimize the losses to the environment byincreasing energy efficiency and this can be achieved incertain ways as described in this manual. The first stepis to develop a proper Energy Management Programmein your school.4 Jamaica Fulbright Association Energy Conservation Awareness Manual for Jamaican Secondary Schools

SECTION 2: Energy AuditGETTING STARTEDWho will do it?The Management of the School will need to identifysomeone from the Administrative group to lead theeffort.Energy Monitors who will be responsible for guidingthe energy conservation and efficiency effort shouldthen be appointed.This could be done through: The formation of a Students’ Energy Club.Combination of teachers, students and somemanagement staff.Combination of teachers, students, managementand maintenance staff.What will the Energy Monitors do?One of the first things which the team would need todo is to assess the energy consumption patterns of theschool . This is normally done by means of an EnergyAudit.What is an Energy Audit? Why is it essential to have an Energy Audit? Collection and analysis of energy related data. Evaluation of energy efficiency measures. Presentation of Energy Report.Interested in helpingyour school to reduceit’s Energy Bill!SPEAK WITH ANENERGY MONITORAND LET HIM/HERKNOW THAT YOU AREINTERESTEDIN VOLUNTEERINGINVESTIGATE HOW ENERGY IS USED IN YOUR SCHOOL!TO THE ENERGY AUDITTo better assess how energy is being consumed by the variousareas of the school, an Energy Audit is required. It is the firstmajor step in the process of improving energy efficiency andreducing energy consumption.Join theENERGY CLUBand help yourschool savemoney.”Jamaica Fulbright Association Energy Conservation Awareness Manual for Jamaican Secondary Schools 5

SECTION 2: Energy AuditGETTING STARTEDWhy is it essential to have an Energy Audit?What should the data entries look like?The Audit will: Provide an estimation of the energy being used. Facilitate the identification and evaluation ofenergy efficiency measures and possible costsavings. Provide an estimation of the implementation costfor the energy efficiency measures. Put into perspective the way energy is used in theschool Identify and quantify energy waste and suggestways to reduce the waste in the various classrooms,departments, laboratories and other areas. Provide the foundation on which an energyconservation programme is based. Identify all the energy streams in a school.The first series of entries should show the amount ofenergy consumed in the form of electricity, LPG, diesel,etc., during the school year.The second series should show how this energy wasused, broken down into how much was used for lighting, air conditioning, canteen, laboratories and otherprocesses.Physical building dataThe physical building data should describe the variousbuildings on the school compound, including walls,roof, windows and other items such as lighting fixtures,air conditioning equipment, computers and ratio ofteachers to students.Energy use dataEnergy use data include consumption and cost datafrom past electricity and fuel bills, ideally for the last24 months as well as documentation on actual outputfrom data loggers set up to monitor operation of largerpieces of equipment.Therefore, forany school, thebasic energyequation is:ENERGY IN ENERGY OUT[Including losses.]Students of Clan Carty perusing books from theFulbright Mobile Library which were donated by theUS Embassy, Kingston, Jamaica.6 Jamaica Fulbright Association Energy Conservation Awareness Manual for Jamaican Secondary Schools

SECTION 2: Energy AuditINVESTIGATING HOW ENERGY IS USED IN YOUR SCHOOLPreparation of the Audit ReportPresentation and Structure of the Audit ReportA report should be prepared at the end of the energyaudit. The report should contain: Collected dataAnalysis of dataEvaluation of energy efficiency measuresSupporting documentation such as data loggersoutput and manufacturers’ literature.The report should be structured as follows:Executive SummaryThis is usually a one page summary of the major findings; the annual energy consumption and costs, a breakdown of energy consumption by end use and a list of theenergy efficiency measures showing energy and costsavings, implementation costs and payback periods.IntroductionThis section gives a brief statement of work and adescription of the scope of the audit pointing out someconstraints.Description of SchoolA description of the school building, its location anda brief description of its equipment and electricitysupply.Historical Energy Use and AnalysisHistorical data include an analysis of the school’senergy use, the methodology used, recommendedEnergy Efficiency Measures (EEMs), summaryof energy costs, discussion of end use breakout;discussion of data and equipment inventory.HOW TO SAVE ENERGY1. You can save energy in your school bychanging the pattern of energy use (e.g.turning it off when not in use).2. Improvements in energy efficiency (e.g.changing out old equipment).3. Shifting to other sources of energy (e.g. usingnatural sunlight).Education accounts for 7%of Jamaica’s total energyconsumption.”Source: www.apsja.comJamaica Fulbright Association Energy Conservation Awareness Manual for Jamaican Secondary Schools 7

SECTION 2: Energy AuditINVESTIGATING HOW ENERGY USE CAN BE IMPROVED IN YOUR SCHOOLDevelop a more detailed plan of how to save energyHow schools misuse energyHaving assessed the measures you should next settargets aimed at energy savings and/or conservation.These can be set for different timeframes:It has been observed that the top five most commonpractices of energy misuse in schools in Jamaica are asfollows:Some short term measures Improve staff/student awareness. Analyse school’s monthly utility bills and set targets for monthly reduction. Implement Corrective and Preventive Maintenancearising from audit. Retrofit Fluorescent Lamps with electronic ballastsand high efficiency T8 tubes.1. Lights and ceiling fans are usually left on in classrooms and other spaces when not in use.Some medium term measures Purchase Low Flow shower heads and 1.6 gal/flushtoilets. Purchase solar water heaters for the canteen andlaboratories. Install “automatic sensor occupancy switches.” Install exterior window shading. Install roof insulation to cool building. Replace inefficient air conditioning units.2. Pieces of equipment are left on in Computerlaboratories overnight.3. Air conditioning units in the AdministrativeBlock are set to very low temperatures.4. High wattage (250W HID) or inefficient bulbsare used in outdoor/security lighting.The cost of electricityused by Jamaicangovernment entitiesin 2012 is estimated toreach 13.4 billion.”5. Inefficient or incorrect use of refrigerationequipment is practised in the canteens.Source: http://www.jis.gov.jm8 Jamaica Fulbright Association Energy Conservation Awareness Manual for Jamaican Secondary Schools

SECTION 3: Energy Conservation TipsHOW TO USE ENERGY EFFICIENTLY IN YOUR SCHOOLAn overview:Source: Energy Saving CC tips for your school. www.My1thing.Com.Ph*(In a tropical climate as prevails in Jamaica you should set the thermostat to 22oC.)Jamaica Fulbright Association Energy Conservation Awareness Manual for Jamaican Secondary Schools 9

SECTION 3: Energy Conservation TipsHOW TO USE ENERGY EFFICIENTLY IN YOUR SCHOOLEnergy Saving TipsYou can use energy efficiently in your school byimplementing the following energy saving tips.Lighting1. Replace all incandescent or T12 (40W) fluorescentindoor lights with T8 (32W or 36W) fluorescentand LED or LVD bulbs.2. Use natural sunlight as much as possible – pullaway curtains, drapes and blinds.3. Assign ‘Energy Monitors’ for each grade to turnoff lights (and fans) at the end of each session.4. Install occupancy sensors to turn off lighting automatically in low-use areas such as bathrooms andscience laboratories.5. Have the caretaker check that all lights (and fans)in all areas are in the off-position at the end of eachschool day.6. Use 65W fluorescent bulbs for outdoor/securitylighting .Cooling1. Open up classroom doors and windows wherepossible to assist cooling.2. Close the doors to rooms with A/C units andensure windows are airtight .3. Keep A/C units at 22 C (71.6 F) or higher.4. Set a regular schedule for cleaning and servicingof A/C units.Cooking and RefrigerationFor the Canteen and Food Laboratories:1. When using an electric stove plan ahead and cooka number of dishes or meals simultaneously forlater use.2. Allow hot foods to cool before putting them in therefrigerator. Make sure that you do not overcrowdshelves or block the circulation of air inside therefrigerator.3. Close refrigerator doors after use.4. Ensure that refrigerator seals are secure.5. Keep refrigerator thermostats at medium level.CAUTION:Dispose of CFLs safelyas they contain smallamounts of mercury thatare necessary for normaloperations!”10 Jamaica Fulbright Association Energy Conservation Awareness Manual for Jamaican Secondary Schools

SECTION 3: Energy Conservation TipsHOW TO USE ENERGY EFFICIENTLY IN YOUR SCHOOLYou can use energy efficiently in your school by implementing the energy conservation tips outlined below:Equipment use1. In the Computer Laboratory, each student is toturn off his or her CPU and monitor at the end ofeach class.2. In the Computer Laboratory, the teacher shouldcheck that all equipment (computer, printer, etc.)are turned off at the end of the day.3. In the Administrative Office, place all equipmenton surge protectors or power strips that can beturned off by one switch at the end of the day.4. In the Staff Room, assign a staff ‘EnergySupervisor’ to ensure all radios, TVs, printers, etc.,are plugged out at the end of the day.5. Unplug all cellphone chargers when not in use.6. Switch off TV sets completely when not in use: donot leave in Standby Mode.Pay attention to other areas as well, if necessaryincluding:Water conservation1. Fix dripping hot/cold water faucets.2. Install aerators and low flow shower heads toreduce water consumption.3. Check and report toilet leaks.4. Plant vegetation that requires less watering.Identify and select Energy Efficient MeasuresA list of possible energy efficiency measures is usuallycompiled by the Energy Team after interviews with thevarious persons in charge of different areas (canteenoperators, maintenance personnel etc.).In the selection of energy efficiency measures, the Teamshould begin with the larger end users in the school.These should be targeted to achieve the greatest impact.Each measure should be analysed to determine its: Energy saving potential Cost saving potential Implementation cost Payback period.Some typical energy efficiency measures in a schoolwould be: Use of fluorescent LED and LVD lamps Use of electronic ballasts Reduction of air conditioning runtime Insulation of roof to reduce cooling load Use of occupancy sensors to control lights in areasnot heavily used; for example bathrooms Power factor correction.Incorporate energy management educationin your curriculum, so that students make ita way of life: perhaps in PHYSICS CLASS!”Make sure that your school is as efficient as possible before installing new energy systems.Jamaica Fulbright Association Energy Conservation Awareness Manual for Jamaican Secondary Schools 11

SECTION 4: Energy Conservation MeasuresEXPLORING MORE ENERGY FACTSAbout the Compact Fluorescent Lighting (CFL)Bulb: Uses only 25% of energy compared to the incandescent bulb with the same light output.Lasts ten times longer.One (1) incandescent bulb produces 250 pounds ofCO2 emissions per year.KNOW HOW TO:Keep the Energy Interest high Post signs around the school groundsOrganize Energy Essay and Poster CompetitionsOrganize photo competitions (take pictures of yourenergy sites etc.)Have Energy Award Programmes for the Gradewith the greatest energy savingsParticipate in national and regional energy eventsUtilize energy links for more information.Invite students to becomeEnergy Ambassadors!BE ENERGY WISEINVOLVING STUDENTS Reading meters, recording and analysing dataprovide an ideal opportunity for students to getinvolved in understanding energy use and datahandling. If meters are inaccessible, ask the caretaker to provide meter readings for the class touse. Children can use spreadsheets, produce graphsand conduct analysis of results. These graphs canthen be displayed on notice boards to raise awareness among staff and students.LED bulbs areestimated to save up to 85%more energy than standard incandescent bulbs,and have a lifespan of 20,000 to 50,000 hours, or20 to 40 years. At seven hours per day, one bulbcould last an average of 17 years.Source: www.online.wsj.com12 Jamaica Fulbright Association Energy Conservation Awareness Manual for Jamaican Secondary Schools

SECTION 4: Energy Conservation MeasuresEXPLORING MORE ENERGY FACTSKNOW HOW TO:Read your ElectroMechanical MeterThe electricity metermeasures exactly howmuch electricity youuse. Learning to readyour meter will helpyou to monitor your energy usage. Here’s what youneed to do:STEP 1: Stand directly in front of the meter and lookat it very closely.You will notice that it has four (4) or five (5) dials thatresemble clocks.Each dial has a pointer much like the hand of a clock.These pointers move only when electricity is being usedand they turn very slowly.Also notice that the pointers do not all move in thesame direction; some turn clockwise, while others turnanticlockwise.The dials are connected so that the movement of onewill affect the movement of the other. As the dial tothe right moves one full turn (from zero around to zeroagain) the dial to the left moves one full unit. Look atthe example below. When the pointer on dial E goesaround one full turn, D moves one digit. When D movesone full turn, C moves one digit, and so on.STEP 2: Now that you are familiar with your meter,you should record the readings.Starting with the dial on the far right (dial E), writedown the number that the pointer has just passed (i.e.the lower number).Continue reading the last number passed on dial D, C,B, and A then record the readings in the same sequencefrom right to left.You could also record the readings from left to right, butmake sure you write them down in the same sequenceas they appear.When you have finished recording all the numbers,your reading should be 14967.STEP 3: Calculate how much electricity you have usedsince your last meter reading.Let’s say your last reading was 14667.Subtract last month’s reading from the reading yourecorded in Step 2.The result is the total number of kilowatt-hours usedsince last month’s reading.For Example, .14967 (the new reading)14667 (last month’s -----------300 (your usage since last month’s reading)Congratulations!You have just learnt how to read your electricity meter.Source: www.myjpsco.comJamaica Fulbright Association Energy Conservation Awareness M

The Energy Conservation and Awareness Manual has five Sections broken down as follows: Section 1: Basic Energy Concepts Section 2: Energy Audit Section 3: Energy Conservation Tips Section 4: Energy Conservation Measures Section 5: Appendices (Photogallery etc.). At the end of the manual teachers/students should be able to: 1.