Colonel Light Gardens Energy

Project:
COLONEL LIGHT GARDENS PRIMARY SCHOOL
Subject:
ENERGY AUDIT REPORT
Prepared For:
Dept of Transport, Energy and Infrastructure (DTEI)
Building Management Facilities Services
P O Box 296
Plympton SA 5038
Prepared by:
System Solutions Engineering
Level 1, 75 Fullarton Road
Kent Town, SA 5067
Project No: SSE928/Energy and Water Audit

Date: September 2007
Revision: 1
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TABLE OF CONTENTS
Executive Summary .................................................................................................................................... 3
1 INTRODUCTION.................................................................................................................................. 4
1.1 PREAMBLE.........................................................................................................................................4
1.2 SCOPE ...............................................................................................................................................4
1.3 COST ESTIMATES ..............................................................................................................................4
1.4 INFORMATION SOURCES................................................................................................................4
1.5 LIMITATIONS......................................................................................................................................4
1.6 CONTACTS .......................................................................................................................................5
1.7 DATE OF AUDIT ................................................................................................................................5
2 SITE OVERVIEW................................................................................................................................... 6
2.1 BUILDING IDENTIFICATION AND FUNCTION ................................................................................6
2.2 HOURS OF OPERATION AND OCCUPANCY ...............................................................................6
3 ENERGY .............................................................................................................................................. 7
3.1 ENERGY TARIFF ANALYSIS ..............................................................................................................7
3.2 ELECTRICITY ......................................................................................................................................7
3.3 ANNUAL ELECTRICAL ENERGY BALANCE....................................................................................8
3.4 GAS....................................................................................................................................................8
3.5 ENERGY PERFORMANCE INDICATORS ........................................................................................8
3.6 ENERGY TARGETS TO ACHIEVE GOVERNMENT TARGETS .........................................................9
4 WATER...............................................................................................................................................10
5 ENERGY USES ...................................................................................................................................11
5.1 LIGHTING ........................................................................................................................................11
5.2 HEATING, VENTILATION AND AIR CONDITIONING (HVAC) ...................................................14
5.3 COMPUTERS ...................................................................................................................................16
5.4 PHOTOCOPIERS AND PRINTERS ..................................................................................................16
5.5 FRIDGES AND FREEZERS................................................................................................................17
5.6 EXHAST FANS ..................................................................................................................................19
5.7 MISCELLANEOUS EQUIPMENT .....................................................................................................19
5.8 DOMESTIC HOT WATER ................................................................................................................19
6 ENERGY REDUCTION OPPORTUNITIES ............................................................................................21
6.1 REGULAR ENERGY MONITORING ON SITE.................................................................................21
6.2 LIGHTING ........................................................................................................................................21
6.3 HEATING, VENTILATION AND AIR CONDITIONING (HVAC) ...................................................22
6.4 DOMESTIC HOT WATER ................................................................................................................22
6.5 OTHER EQUIPMENTS ......................................................................................................................22
6.6 WATER .............................................................................................................................................22
6.7 COST SAVING AND PAYBACKS ..................................................................................................24
SSE928/Energy and Water Audit Report Page 2 Colonel Light Gardens Primary School
T:t:\sse projects\ssejob\sse928\engineering\energy audit\colonel light gardens energy audit report.doc
SYSTEM SOLUTIONS
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EXECUTIVE SUMMARY
System Solutions Engineering (SSE) has been engaged as a specialist consultant to undertake an
energy audit at Colonel Light Gardens Primary School. This project is coordinated by the
Department of Transport, Energy and Infrastructure (DTEI) Building Management Facilities
Services initiated by the Department of Education and Children’s Services (DECS), to identify
where and how much energy is being consumed in some of the selected sites. Moreover the
audit will identify where and how reductions in energy consumption can be made without
compromising the amenity or services provided by the facilities.
Water consumption analysis during the past few years and also the ways to reduce water
consumption on the school is also included in the report.
The scope of the project is to provide energy audit report as per AS/NZS 3598 Level 2 type for
others to follow up with a comprehensive design development for implementation.
The school consists of seven (7) buildings. Main energy suppliers are electricity and gas. Gas is
used in the Activity Hall for gas heaters. All other energy requirements are via electricity.
During the audit, it was identified that the lighting was left turned on while no one was in the
classrooms, level 1 of the building 1 HVAC (Heating Ventilation and Air Conditioning) were not
controlled properly and also some water taps were dripping.
The following is a summary of the projects identified to reduce the energy waste.
- Install smart metering on the site.
- Data logging for at least a week to observe whether any equipment runs unnecessarily
during after hours.
- Awareness campaign on energy saving among the teachers and student.
- Replace existing light switches in all the buildings with 0-2 hour time clock switches.
- Upgrade fluorescent luminaries to T5 luminaries incorporating KW2 reflector technology
and electronic ballasts in the 3 Teacher OSU (The unit building).
- Review the temperature setting on the hot water units.
- Install Julian Calender timers to control domestic water tanks.
- Install automatic door closers to the building 1 east side and west side.
- Level 1 of building 1 areas; administration, level 1 east side class rooms, level 1 west side
classrooms and library HVAC units to be controlled via DDC controller and installed two
hour switch buttons on the classrooms for individual control or PLC (Programmable
Logic Controller) implement Julian Calender for individual needs of 4 different area.
- Limit wall thermostat via minimum/maximum temperature settings ±2oC.
- When replacement of the Building 3 HVAC plant, employ the energy conservation
parameters like economy cycle, heat recovery, etc.
- Remote controllers for air conditioning units to be installed in an enclosure and control
with a timer switch to run the units for 2 hours and also having the capability to turn off.
Estimated annual energy consumption reductions of the Colonel Light Gardens Primary School is
65,260 kWh, 65.48 Tonne of green house gas emissions. This is an estimated reduction of 33%
compared to 2005-06 consumption from the 2000-01 financial year.
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1 INTRODUCTION
1.1 PREAMBLE
The Department of Transport, Energy and Infrastructure (DTEI) Building Management Facilities
Services has embarked on energy audits at Department of Education and Children’s Services
(DECS) sites to identify where and how much energy is being consumed in some of the selected
sites. Colonel Light Gardens Primary School is one of these sites. Moreover the audit will identify
where and how reductions in energy consumption can be made without compromising the
amenity or services provided by the facilities. Water consumption analysis during the past few
years and also the ways to reduce water consumption on the school was included in the report.
System Solutions Engineering (SSE) has been engaged as a specialist consultant with the skills set
and proven experience to deliver such a project.
1.2 SCOPE
The scope of the energy audit is set to provide energy audit reports as per AS/NZS 3598 Level 2
type for others to follow up with a comprehensive design development for implementation.
1.3 COST ESTIMATES

Any cost estimates quoted are based on July 2007 rise and fall rates and are an experienced
evaluation of implementation works only. All costs quoted exclude GST.
1.4 INFORMATION SOURCES

The information used in the preparation of this report was as follows;
- Information obtained from Craig Walker & Sander Marian - DECS.
- Information provided by David Woolman – DTEI Facility Manager.
- Discussions with Raelene Taggart- School Principal.
- Site inspection and investigation (During September 2007).
- School Website.
- General engineering practice.
1.5 LIMITATIONS
This report is subject to the following limitations:
- The audits are based on a walk through inspection only.
- The inspection was completed on a walk through basis and involved visual observations
only. No equipment was dismantled during these inspections.
- Information obtained from DECS has been assumed to be true and accurate for the
purposes. If there are any discrepancies in the information provided, System Solutions
Engineering should be made aware as soon as reasonably practical to maintain
accuracy of this report.
- No detailed interrogation of any plant or systems has been carried out as part of the
audit. No inspection within ceilings or other concealed spaces has been undertaken.
- The report does not address any issues with Building Code of Australia.
- No allowance has been made to liaise with any other external consultants or agencies
for further information.
- Information obtained from other parties has been assumed true and accurate for the
purposes.
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1.6 CONTACTS
Jim Stamation – DTEI
David Woolman – DTEI
Craig Walker – DECS
Sander Marian – DECS
Raelene Taggart – Colonel Light Gardens Primary School Principal
1.7 DATE OF AUDIT

10th and 11th September 2007
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2 SITE OVERVIEW
Colonel Light Gardens Primary School is located a few kilometres from the City of Adelaide in
South Australia. Colonel Light Gardens is a State Heritage Area, a garden suburb based on the
Garden City Concept. It is set in a picturesque location at the foot of the southern hills.
The school mainly consists of seven (7) buildings.
The first building erected was the Grange building in 1926 which is redeveloped in 2006. The Unit
was opened in 1972, originally used for Open Space teaching with year 6/7’s. The Canteen was
upgraded from a shelter shed in 2001. Building 2 underwent a renovation and completed about
15 months ago. Building 1 redevelopment is completed about 2 years ago.
2.1 BUILDING IDENTIFICATION AND FUNCTION

Building 1: Administration, Computer Room and General Teaching
(Mortlock building) - Built in 1926
Building 2: General Teaching – (Grange building) –Built in 1925
Building 3: 3 Teacher O.S.U. (The Unit) – Built in1970
Building 5: Music room – Built in 1926
Building 6: Canteen – Built in 1926
Building 10: Activity Hall (Langley Hall) – Built in1991
Building M11: General Teaching (transportable building) – Built in
2003
The buildings are generally double skin solid brickwork with single glazed windows approximately
50% of the external elevation is glazed. Some perimeter rooms incorporate blinds. The roofs are
constructed with tiles. General classrooms are high ceiling except the canteen and
transportable building.
2.2 HOURS OF OPERATION AND OCCUPANCY

Generally hours of operation for the office building are 7:30 to 17:00 Monday to Friday except
holiday time. Activity Hall is opened by a teacher as required basis; it may be any time during
the day. During the audit, it was observed that while nobody is using the area the lights were
on. Activity Hall is used by OSH from 15:30 to 18:00 that depends on the number of students on
the day and then OSH decides whether they use the activity hall or not. OSH runs from 7:30 in
the morning until school starts and after school until 18:00.
Canteen operating hours are 8:45 to 14:00, 5 days a week during school terms. General
teaching buildings operating hours are 8:30 to 16:00. Uniform shop next to canteen operates
every Tuesday 8:30 to 10:00 during the school term.
Recess time is 11:00 to 11:20 and lunch time is 12:50 to 13:40. During these times, most of the
children are outside the classrooms.
Cleaners start in between 17:00 to 18:00, cleaning might go up to 20:00. Cleaning does not start
as soon as the dismissal of the school, the reason being the cleaning company do other sites
before they start in here.
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3 ENERGY
Site uses both electrical and gas energy. Gas is only used for gas heaters in the Activity Hall.
Electricity is used for all other energy needs in the school.
There was not any gas use information available. Schools do not receive any electricity or gas
invoices directly. School Principal informed us that energy cost is deducted from their annual
budget allocation. DECS informed us that energy providers do bulk invoicing for the schools and
on the basis of monthly or quarterly that depends on how often the meters are read. DECS also
informed us that the energy costing can be downloaded from the “SAMIS” system which the
school Principal has access to it. None of the school Principals or DECS have readily available
data to see monthly energy consumption. Because it is a time consuming procedure that they
have follow up searching for historical gas or electricity information, the report only limited to
available data from DECS. This report represents only electricity consumption analysis using the
information provided by DECS, due to lack of information of site gas energy no gas energy
analysis is included.
3.1 ENERGY TARIFF ANALYSIS

Energy retailers for some schools are Origin Energy or AGL, however there is no information
available for Colonel Light Gardens Primary School from energy retailers. The analysis shows that
Colonel Light Gardens Primary School paid in the order of 14.13 cents per kWh of electricity
consumption before December 2005 and this has increased to 14.53 cents per kWh of electricity
consumption from January 2006.
3.2 ELECTRICITY
In 2005-06, Colonel Light Gardens Primary School consumed 193,583 kWh (or 696,899 MJ) of
electricity emitting 194.9 Tonnes of Greenhouse gases and spent $28,060.00. Graph 3.1 shows
electricity consumption over years. Electricity consumption increased in 2006/07 compared to
the year 2005/06.
Due to lack of information in 2000-01 and the year after, this analysis compares only electricity
consumption from 2004-05 up to 2006-07 year. There is an increase in energy consumption 2005-
06 year, compared to 2004-05 year except in October 05, July 05, August 05 and January 06,
electricity consumption increased again in 2006-07.
Graph 3.1: Monthly Electricity Consumption over years

35,000
30,000
25,000
20,000
kWh
15,000
10,000
5,000
0
Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun
Month
2004/05 2005/06 2006/07
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3.3 ANNUAL ELECTRICAL ENERGY BALANCE

Chart 3.1 below shows that the estimated electrical energy balance for the year 2005-06
financial year. Hours of operations of equipments are estimated from the information provided
by the school staff. The biggest electricity consumption is for heating ventilation and air
conditioning the school buildings. There is no surprise to this figure due to the fact that all the
buildings of the school are refrigerated cooling systems. The next highest load is lighting. White
board, Fridges and freezers, canteen equipment, printers etc come under miscellaneous
category.
Chart 3.1: Monthly Electricity Consumption over years
Miscellaneous
5%
Lighting
24%
Computer
6%
Domestic Hot Water

2%
Heating, Ventilation
and Air Conditioning
63%
3.4 GAS
Gas is used at gas radiant heaters at the Activity Hall. Gas invoice data is not available to
access due to the accounts people at DECS pay in bulk and not per invoice.
3.5 ENERGY PERFORMANCE INDICATORS

Energy performance indicators (EPI) provide a means of relating the energy use to the size or
output of an enterprise and measuring the effectiveness of measures taken to improve energy
efficiency and reduce greenhouse gas emissions. For the purpose of reporting energy
consumption, the following parameters were chosen to compare the site energy consumption.
- Floor area
- Student numbers
This site has reported the following EPI as shown in Table 3.1 based on the information on Table
3.1 for the financial year 2005/06. According to the figures in the report “Energy Saving Scoping
Study for DECS and DTEI” by Sustainable Focus Pty Ltd, 19th July 2006; the maximum EPI is 217
kWh/m2 minimum EPI 27 kWh/m2 for the schools in South Australia. The Colonel Light Gardens
Primary School energy consumption (ie 52 kWh/m2 ) lies closer to the lower side.
Table 3.1: Energy Performance Indicators 2005/06
per Net Lettable Floor Area per No of Students
52.1kWh/ m2 357 kWh/ student

Annual Electricity Consumption
187.4 MJ/ m2 1,285.8 MJ/ student
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Annual Electricity Cost $7.55/ m2 $ 51.77/ student
Annual Greenhouse Gas Emissions kg

52.4 kg CO2/ m2 359.7 kg CO2/ student
CO2
Note: Assumed that the Net Lettable area is equal to internal actual building area on the
document from DTEI.
Gas use is not included in this analysis.
Table 3.2: Energy Data used to derive EPI for 2005/06
Units 2005-06
Net lettable area m2 3,719
No of Students NOS 542
Annual Gas Consumption MJ No data
Annual Electricity Consumption kWh 193,583*
Annual Gas Cost $ No data
Annual Electricity Cost $ $28,060.00*

Annual Greenhouse Gas Emissions Tonnes of CO2 194.938
Note: The figures with the mark ‘ *’ represent average figure for the year.
3.6 ENERGY TARGETS TO ACHIEVE GOVERNMENT TARGETS

The South Australian Government’s Strategic Plan was released on March 2004. Under target
T3.2a of the strategic plan, agencies are required to reduce energy use in government buildings
by 25% by 2014, measured against a 2000-01 energy baseline year.
The delivery mechanism for this target is the South Australian Government’s Energy efficiency
Action Plan. The action plan defines basic energy efficiency for government buildings,
incorporates energy efficiency practices into maintenance programmes and procurement
policies.
Table 3.3 compares Colonel Light Gardens Primary School’s electricity consumption in 2000-01
year and 2005-06. There is a 25.6% increase assuming the building area has not changed for two
year.
Table 3.3 : Annual Energy Consumption
Yearly Total
Financial Year 2000-01 2005-06 Percentage
Increase %
Annual Electricity Consumption in
154,080 193,583 25.6%
kWh
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4 WATER
Site water consumed for drinking, toilet flushing, flushing urinals, hand basins and evaporative
pre coolers at Activity hall.
During the walk through, there are many taps were not shut properly and leaking. Picture 4.1 is
one example of a leaking tap in the Building 3.
Picture 4.1
Graph 3.2 shows annual water consumption over the years. In 2001-02 and 2002-03 financial
years, water consumption was high compared to 2000-01. This may be due to development
work within that period. Then it dropped in 2003-04, 2004-05 and 2005-06 years. There is a
sudden increase again in 2006-07.
SSE recommends to initiate the projects to conserve water under the recommendation section
of the report.
Graph 3.2: Annual Water Consumption over the Years
7,000
6,000
Water Consumption (kL)
5,000
4,000
3,000
2,000
1,000
0
2000/01 2001/02 2002/03 2003/04 2004/05 2005/06 2006/07
Financial Year
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5 ENERGY USES
The following observations were made as part of the walk through inspection. Each building
was separately reviewed due to the differing nature of activities taking place.
5.1 LIGHTING
Most of the artificial lighting is provided by various types of fluorescent fitting throughout the
buildings. The fluorescent fittings are varying from bare battens, 1200x300 mm recessed ceiling
mount, ceiling mounted and suspended ceiling type. In the redeveloped areas, most of the
fluorescent lamps are new technology T5 fluorescent lamps.
Appendix 1 shows detailed lighting level measurements for different buildings in the school.
Generally lighting levels are higher than the current lighting standard AS/NZS 1680 except the
building 3.
Almost all the classroom lighting is switched from 2 gang switch plates located at the entrances.
Most of the switch plates are labelled with “switch off, when you leave the room”, it does not
seem like this is working, most of the classroom lights left on while unoccupied. Due to the fact
that most buildings have been redeveloped recently, it was assumed that the ballast of the
fluorescent luminaries are electronic which is energy efficient.
Majority of external lighting around the school buildings is wall mounted 1x18 fluorescent fittings.
None of the external lighting was on during the time of inspection.
Building 1: Administration, Computer Room, Library and General Teaching (Mortlock building)
Level 1 of the Building 1 has high ceiling levels and lighting fittings are 2x28 Watt T5 fluorescent
suspended ceiling fittings as shown on the picture 5.1. In a typical classroom, there are 9 light
fittings and two gang light switch that one switch controls 6 lights and the other switch controls 3
light fittings. The classrooms receive lots of natural light through the windows. This has not
incorporated with the lighting switching. What should have happened is that the row of
luminaries closer to the windows has been separately switched so that when natural lights come
in, that row of lights can be turned off.
A change in wiring to make use of natural lighting near the glass windows is not a viable project
due to the fact that building is recently upgraded.
Picture 5.1
The Library has a mixture of 2x28 Watt T5 and 2x36 T8 Watt ceiling mounted fluorescent fittings.
Some of them have louvers and others have diffusers. Switching was incorporated in what can
be considered a good way to conserve energy with different areas having the ability to be
switched on via separate switches. During the audit it was found that presentation area lights
were switched off. Normal occupancy for the library is 7:30 to 16:30. The measured light levels
were more than 1000 lux just on the library teacher’s desk.
Level 1, all classrooms have 2x28 Watt T5 fluorescent luminaries.
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Picture 5.2
Picture 5.2 shows a typical 2x28 Watt T5 fluorescent luminaries in the administration area.
Building 2: General Teaching – (Grange Building)
Grange building classrooms are lit with 2x28 Watt T5 suspended ceiling fluorescent luminaries
with prismatic diffusers. It was observed that diffusers on the light fittings were missing in some
classrooms. Classroom light switching incorporated natural lights through the glass windows that
row of light fittings closer to the glass windows can be switched off separately, but it does not
appear that the occupants of the classrooms are aware or taking the advantage of turning the
lights off when there is good natural light. This is not good practice of energy saving. Awareness
in simple house keeping practices on energy saving are very important among students and
also the teachers to reduce energy.
Picture 5.3 shows the corridor area light fittings; 2x28 Watt T5 ceiling mounted fluorescent
luminaries; as you can see during the lunch break all lights are on while all the students are
outside. They are energy efficient light fittings however only some corridor lights were turned off
during the walkthrough. Computers are used in these areas and remain on.
Picture 5.3
Building 3: 3 Teacher O.S.U. (The Unit)
Lighting in a typical classroom in this building is 2x36 Watt T8 fluorescent ceiling mounted fittings
as shown in picture 5.4 below. These luminaries are not energy efficient. Lighting levels vary
from 214 lux up to 484 lux during day of measurement. In some areas, light levels are below the
standard requirement in AS/NZ 1680.
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Picture 5.4
These light fittings can be replaced with energy efficient light fitting almost halving the lighting
energy to this area.
Building 5: Music room
Light fittings in this area are 2x28 Watt T5 fluorescent ceiling mounted prismatic luminaries.
Measured Lighting levels are more than 450 lux during the audit. During the walk through the
building was occupied and lights were on.
Building 6: Canteen
Canteen area has 2x36 Watt T8 fluorescent fittings. Measured light levels are more than 800 lux.
Canteen staff felt the light levels are too high. Due to the fact that canteen area receives
enough natural lighting through the windows, single 36 Watt lamp fittings are enough to get
required lighting levels.
SSE recommends taking one tube out of the twin lamps as this will halve the energy use for
lighting in the canteen area. Note: sometimes it is not technically possible to remove one the
lamp from the luminaries, the fitting should be checked with an electrician.
Building 10: Activity Hall (Langley Hall)
Picture 5.5
The Activity Hall is lit (see picture 5.5) with 2x54 Watt fluorescent ceiling mounted luminaries and
1x54 Watt fluorescent wall mounted fluorescent luminaries. During the lunch break, on the audit
day, there was not anybody in the activity hall or in the storeroom but all lighting was on. The
storeroom has 1x36 Watt T8 fluorescent bare batten fittings. The Girls and Boys toilet areas has
1x36 Watt T8 ceiling mounted fluorescent fittings. During the audit, all the lights were on while
nobody using the toilet.
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Picture 5.6
Outer row of lighting in the activity hall is covered with cooling air duct work as shown in the
picture 5.6. Although it is not energy saving method, relocating them into proper positions will
help getting more lighting levels into the activity hall.
Building M11: General Teaching (Transportable Building)
Light fittings in this area are 2x28 Watt T5 Fluorescent ceiling mounted prismatic luminaries.
During the audit classroom was occupied and light were on.
5.2 HEATING, VENTILATION AND AIR CONDITIONING (HVAC)

HVAC in the buildings is via air cooled refrigerated air conditioning systems except the activity
hall.
Building 1: Administration, Computer Room and General Teaching (Mortlock Building)
Level 1 of the building 1 has four split ducted reverse cycle air cooled systems of APAC
manufacture with capacities of; 42 kW each (two units) and 30 kW each (two units). The two 42
kW units are connected via a heat recovery unit, serving the east and west classrooms. Of the
three classrooms on the east side, the 1st room is the computer room having more than 20 PC’s
which adds more thermal loads to this room. The 2nd and 3rd rooms are normal classrooms with
the air conditioner controlled by a thermostat installed in the 2nd room. This means that 3 rooms
are conditioned to satisfy the 2nd room conditions. Computer room may not be always achieve
the comfortable room conditions due to functional zoning issues. This should have been
addressed at the design stage.
The other 30 kW APAC unit does the Library, and it has its own thermostat controller. This unit
supplies the office administration area which has its own controller. These thermostat controllers
can be set to a wide range of temperatures. Some controllers are set to 24oC in winter, setting
temperatures to 22oC in winter and 23oC summer, more energy saving can be achieved. SSE
recommends replacing the existing wall mounted thermostat controls with less
maximum/minimum temperature range controls.
SSE were informed that the level 1 air conditioners are controlled with a timer set at 7:30 in the
morning up to 17:30. This means that air conditioning units are running all through this period
even when unoccupied.
The return air path of the units is via the hallway which is open to fresh air infiltration through the
open doors from both sides of the building. The system is designed to operate as an enclosed
envelop and leaving doors open all day even after the normal school hours, air conditioning
system consumes more energy than expected as well as an inability to maintain conditions.
SSE recommends that Automatic door closers on both the doors on west and east sides.
The space temperature set points in some of the areas in the school have been set to the levels
higher than required. For example, the temperature set points in the office area is 240C. This
causes unnecessary energy consumption.
SSE recommends that replace thermostat sensors with less temperature control range (23°C to
21°C) thermostats.
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These temperatures setpoints will save a significant amount of energy consumed by the HVAC
system. This will ensure that there a satisfactory quantity of supply air will be delivered to the
conditioned spaces.
Picture 5.7
Level 2 of the building has individual split ducted units providing conditioned space via ceiling
cassettes. Picture 5.7 shows a typical ceiling cassette in a classroom. These units are controlled
with a wall mounted switch to operate 2 hours at each press. In some rooms it was observed
that the air conditioner is running while the doors are widely opened to the hall way and is
inconsistent with current DECS policy.
SSE recommends making sure that the doors to be shut while the air conditioner in operation as
the fresh air is supplied to the room via the split ducted unit.
Building 2 : General Teaching
Building 2 has air cooled split duct units, Mitsubishi manufacture, provided with a ceiling
cassette, to serve individual classrooms. Classrooms have their own control unit on the wall with
a press button to run the unit for 2 hours. This is good energy saving practice allowing occupants
to decide whether they want the air conditioner for another two hours or not. The 2 hour switch
runs for 2 hours continuously as soon as someone presses the switch. It does not have capability
to turn off the air conditioner before 2 hours if no one is using the classroom.
Some teachers complained about the ventilation. If they feel stuffy inside the classroom,
windows are kept open while the units running. This adds excess use of energy. In one of the
classrooms, it was observed that the air conditioner is running while nobody occupied.
After school care and before school care programmes runs in building 2, middle area of the
building (room 19). This unit may be running for longer hours than others.
SSE recommends that to establish a policy that only the teachers are allowed to press the air
conditioner control so that they can plan 2 hours to run the air conditioner while the classroom is
occupied.
For the hallway air-conditioning, there are two wall mounted
Mitsubishi split units. Picture 5.8 shows the controller for air conditioner
mounted on the wall, temperature is set at 24oC. In a school
environment it is not a good idea to leave the remote controller on
the wall leaving anyone to change the temperature settings using
more energy unnecessarily.
SSE recommends that remote controllers be kept in a drawer so that
only the teachers are allowed to change the set temperatures and
educate teachers how much energy reductions can be achieved by
setting the proper temperature for comfort.
Picture 5.8
Building 3 : 3 Teacher O.S.U. (The Unit)
Mechanical system plant room for this building is located at east side of the building. The plant is
Email Air branded, air cooled split ducted air conditioning system, with a capacity of 60 kW
having outdoor air supply around 1000 litres. There is only one thermostat control at the
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entrance side wall for the whole building, allowing manual control on the wall switch as shown in
the picture 5.9 below, this is not good energy conservation practice as anyone can access the
control switching. Due to the fact that the age of the unit, it is not viable to implement any
energy saving measures on this air condition plant or the building until the next replacement
cycle of the plant at which some form of heat recovery on the out side air could be considered.
SSE strongly recommends implementing energy conservation parameters such as heat recovery,
economy cycle, night purging etc with the next replacement of the plant to achieve energy
efficiency.
Picture 5.9
Building 5 : Music room
Due to the fact that room is too small to be a classroom, it is used as the music room. During the
audit individual music lesson were undertaken, there is only one wall mounted split unit air
conditioner in the room that was not running. Controller was on the wall, teacher informed that
it was turned on as required.
Building 6 : Canteen
The canteen and the uniform shop operate in this building. A Sanyo spilt unit of capacity 6.4 kW
cooling and 7.2 kW heating capacity located on the wall to provide conditioned air to the
canteen area and wall mounted Daikin split unit providing conditioned air to the uniform shop.
SSE was informed that both units were turned on when necessary.
Building 10 : Activity Hall (Langley Hall)
Activity Hall has ducted evaporative coolers and gas radiant heaters. This is the most energy
conservative method of providing air conditioning to this type of a building and also this is
consistent with DECS policy.
Building M11 : General Teaching (Transportable Building)
Transportable building air condition via a wall mounted split unit. Remote controller was sitting
on a table during the audit. Teacher informed that the no one was allowed to touch the
remote controller except the teacher.
SSE recommends leaving the remote controller in a secure box mounted on the wall; this may
help not to lose the remote controller and also not letting anyone else to decide to turn on air
conditioner except the teacher.
5.3 COMPUTERS
There are approximately about 145 PC’s including 20 laptops distributed throughout the school.
The majority found not in use during the audit and SSE was informed by the ICT teacher that
power saver mode is enabled on all the computers.
SSE recommends making sure that the power saver modes are enabled on the computers.
5.4 PHOTOCOPIERS AND PRINTERS

There are a number of printers distributed throughout the school, however most inspected
during the walkthrough were turned off. Photocopy room in the building 1 has Sharpe AR M620U
model photo copier which has energy saver mode in it, and also the photocopier in the office
was on the energy save mode during the audit.
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5.5 FRIDGES AND FREEZERS

The kitchen area in the activity room; which is used as the staff room during the process of site
redevelopment, has 3 fridges and freezers. This room is occasionally used for different functions.
In one of the freezers, there is only few ice blocks inside (picture 5.10, only few coke cans
(picture 5.11) in the very old fridge and in the freezer and fridges (picture 5.12 & 5.13); fridge
compartment still have capacity to fill the coke cans from other fridge and freezer
compartment which has only one ice cube bag is full of build up ice. The way in which fridge
and freezers are used in the school is a waste of electricity for following reasons.
- It cost more to keep the refrigerator running 24/7 than it would to start the fridge and
freeze ice when required
- running a fridge for little food stuffs is not efficient
Leaving built up ice in a fridge or a freezer is a waste of energy as it needs excess energy to
keep the refrigerator cool as ice is an insulator.
Picture 5.14 shows the canteen ice block freezer; this has build-up ice on the side. There is
another big freezer for frozen food that is full of built up ice. Staff informed that every school
holiday ice is removed as stocks run down. The build up ice needs to be removed regularly to
reduce the energy consumed by these freezers.
SSE Recommends to turn off the old fridge and transfer drink cans to the fridge compartment of
the fridge and freezer.
Plan to turn off the freezer leaving left over food in the freezer compartment of the fridge and
freezer as necessary.
Remove build up ice in the freezer compartments in all the freezers throughout the school.
Picture 5.10
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Picture 5.11
Picture 5.12
Picture 5.13
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Picture 5.14
The fridge in the staff room is quite efficient. It has 4 star energy label. Fridge in the building 2
OSH kitchen area is also 3 star energy efficient. It is set at maximum cooling temperature (at
number 5) and only bread and milk stored in it. One zero cost energy saving tip for this fridge is
to set the temperature to a lower number; the reason is bread and milk do not need that much
lower temperature. Freezer compartment again has build up ice.
5.6 EXHAST FANS

Most of the toilet areas have exhaust fans. They are controlled with the lights switch. During the
walk through most of the toilet areas lights were left on, while nobody using the toilet. This
means that exhaust fan is on all the time, it is an excess use of energy are Building 3 one of the
toilet areas (Room 16) is controlled with a occupancy sensor that is very good energy
consumption practice.
5.7 MISCELLANEOUS EQUIPMENT

Canteen area has a microwave, a hot dog machine, a veggie heater and pie warmer etc
which are turned on as necessary. Staff room has an instantaneous boiler hot and cold water
which is very energy efficient; and a microwave etc used for heating food.
Building 1 has a lift, during the audit, no one was using it.
Most of the classroom has a white board, while walk through some of them were using them.
5.8 DOMESTIC HOT WATER

All domestic hot water units throughout the school are electric. Typical hot water unit shows in
the picture 5.15. The table 5.1 shows the list of domestic hot water units throughout the school.
Building 2 kitchen area hot water unit temperature is at almost boiling point. Although the hot
water units are insulated to some extent, it cannot be insulated to achieve nil heat losses
through the wall; this means if the maintain hot water temperature is at a high temperature the
losses are high, causing excess electricity consumption. Apart from the energy concern, it is
considered a safety issue. DECS “Asset Policy & Capital Programmes, Policy, Standard and
Procedures, Facilities Design standard and guidelines version: v1-1 reviewed: 09 January 2007”
indicates that the thermostats of hot water storage systems shall be set at 60 -65 o C. Disability
access toilets shall have hot and cold water with a thermostatic to supply hot water at 40oC
maximum. If it is a student only disable toilet, it is allowed only cold water.
SSE recommends checking all the hot water units in the school and setting the temperatures to
DECS requirement.
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Picture 5.15
Table 5.1: Domestic Hot water units throughout the school
Place Unit
Building 3 Rheem 50 litre electric
Building 2 (OSH - kitchen area) Rheem 50 litre electric
Building 6 (Canteen) Rheem 25 litre electric
Building 1 Dux 25 litre electric
Building 1 Dux 50 Litre electric
Building 10 (Activity Hall) Rheem 80 litre electric
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6 ENERGY REDUCTION OPPORTUNITIES
6.1 REGULAR ENERGY MONITORING ON SITE

- As regular energy monitoring of the site can play an important role in managing energy
consumption in any site, SSE suggest to investigate installing smart metering on the site
that gives more flexibility to the customer. This gives school principals more awareness
and control on their energy use.
- Equipment running hours in this report represent only information gathered from the
school staff. SSE recommends installing data logger for at least for a week to observe
whether any equipment runs unnecessarily during after hours.
6.2 LIGHTING
SSE has investigated the occupancy based managed lighting system throughout the school,
paybacks of such a project is not viable to recommend the implementation.
- Awareness campaign on lighting energy saving among the teachers and student. How
to save switching system to use natural lighting.
- Replace existing light switches in all the buildings with 2 hour time clock switches. This
basic energy saving tool simply switches power on and off at preset times. Setting the
timer for run 2 hours, at the end of the 2 hour classroom period lights will automatically
turn off. This time should have capability to turn off the lights whenever required
pressing the switch. Picture 6.1 shows an example of a time clock switch.
Picture 6.1
- Upgrade fluorescent luminaries to T5 luminaries incorporating KW2 reflector technology
and electronic ballasts in the 3 Teacher OSU (The unit building) see below for
explanation about kW2 reflector technology.
Efficient Light Fittings replacing inefficient lighting can achieve generous energy
savings, especially where lighting operates for long periods of time. This type of lighting
represents the biggest energy and maintenance saving opportunities by retrofitting or
replacing them with new light fittings. A system approach is used to produce the
optimum energy and maintenance savings using high performance reflectors, energy
efficient fluorescent tubes and low loss or electronic ballasts. The heart of the energy
savings system is a high performance mirror reflector known as KW/2. This stands for
Kilowatts halved. KW/2 Reflector Technology Advanced reflector technology is used to
reflect a greater amount of light directly out of fluorescent light fittings. You can quite
literally use half the number of fluorescent tubes in a light fitting to get the same lighting
result which means lighting can be twice as efficient and maintenance reduced
significantly too. KW/2 reflector profiles are custom designed for each light fitting type
to get the best lighting result each time. They are available in many shapes and sizes to
suit just about any application. Retrofitting KW/2 Reflectors depending on the body
shape of the existing fluorescent light fitting, an economical way to achieve a quick
payback on energy and maintenance savings is to re-use the body and fit a custom
designed KW/2 reflector into it. KW/2’s silver surface is shaped to reflect the maximum
amount of light downward.
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6.3 HEATING, VENTILATION AND AIR CONDITIONING (HVAC)

- Awareness campaign on energy saving among the teachers and student.
- Install automatic door closers to the building 1 east side and west side.
- Level 1 of building 1 areas; administration, level 1 east side classrooms , level 1 west side
classrooms and library HVAC units to be controlled via DDC controller and installed two
hour switch buttons on the classrooms for individual control or PLC (Programmable
Logic Controller) implement Julian Calender for individual needs of 4 different area.
- Limit wall thermostats controls with maximum/minimum temperature range settings to
±2oC.
- When replacement of the Building 3 HVAC plant, employ the energy conservation
parameters like economy cycle, heat recovery, etc.
- Remote controllers for air conditioning units to be installed in an enclosure and control
with a 0-2 hour timer switch to run the units for 2 hours and also having the capability to
turn off the air conditioning unit pressing the switch anytime without waiting for two
hours to run continuously. Picture 6.1 shows an example of an enclosure and a time
controller switch. This recommendation applies only if the system is VRV (Variable
Volume System). However, single high wall split controllers such as pictured in 5.8 are
not able to be modified or have time schedule.
Picture 6.1
6.4 DOMESTIC HOT WATER

- Review the temperature setting on the hot water units.
- Install Julian calender timers to control domestic water tanks so that during the school
holidays and also during the weekends, reducing heat losses through the surface of
units, more energy savings can be achieved.
6.5 OTHER EQUIPMENTS

- Employing day to day good practices on energy conservation such as turn off while not
using the equipment, remove ice in the freezers etc at least 1 % of the energy can be
saved.
6.6 WATER
- Awareness campaign on how to save precious water for kids and the teachers.
- Student should be trained to shut the taps properly.
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- Replace existing taps with automatic shut-off push button. Every time when kids press
the button water runs for 3 seconds and it will shut automatically. Time can be set to 3
or 15 seconds. Picture 6.2 shows an example.
Picture 6.2
The project on water savings to be further investigated
Based on new developments in managing water resources, we believe significant water savings
would be achieved by adopting a comprehensive water management system that can include
the following strategies.
- Water Flow Controls
Installation of water control devices to reduce water consumption without compromising users
comfort. Control devices that can be installed to tapware include flow control valves, spring-
loaded taps and key-operated handles as suitable.
- Toilet modifications
Modify high flow cisterns as well as installing dual flush cisterns where appropriate.
- Rain Water Harvesting
Another showcase project for Colonel Light Garden Primary School could be the installation of
rainwater harvesting systems. An opportunity exists to capture the rainwater from the buildings
should be investigated. This water could be used for a number of uses including watering
grounds, flushing toilets and urinals.
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6.7 COST SAVING AND PAYBACKS

Cost saving and recommendations are listed in Table 6.1 below
Table 6.1
Service Recommendation Estimated Annual Saving Estimated Simple Payback
implementation cost
kWh $ Tonnes of CO2 $ years
Energy Installing smart metering on the site. SSE recommends installing smart metering at the school as the method of monitoring and
verification as this will give long term benefit to any energy implementation process in future.
Energy Data logging for at least for a week Data logging on site is recommended as this will confirm any loads runs during the night time.
to observe whether any equipment
runs unnecessarily during after hours.
Energy Awareness campaign on energy 9,694 $1,408.50 5.86 nil immediate
saving among the teachers and
student.
Lighting Replace existing light switches in all 20,000 $2,906.00 20.1 $15,000.00 5.2
the buildings with 0-2 hour time clock
switches.
Lighting Upgrade fluorescent luminaries to T5 5,118.79 $743.76 5.15 $15,000.00 N/A as the existing
luminaries incorporating KW2 lighting system is
reflector technology and electronic aged and needs a
ballasts in the 3 Teacher OSU (The replacement
unit building)
Domestic Hot Review the temperature setting on 385 $56.00 0.39 $200.00 3.5
water the hot water units.
Domestic Hot Install Julian calender day timers to 7,709 $1,120.00 7.76 $2,100.00 1.9
water control domestic water tanks so that
during the school holidays and also
during the weekends.
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HVAC Install automatic door closers to the 5,530 – $803.00 - 5.57 – 9.06 $6,000.00 - $8,000.00 7.5 to 9.0
building 1 east side and west side. 9,000 $1,307.70
HVAC Level 1of building 1 areas; 13,824 $2,009.00 13.92 $3,000.00 1.5
administration, level 1 east side class
rooms , level 1west side classrooms
and library HVAC units to be
controlled via DDC controller and
installed two hour switch buttons on
the class rooms for individual control
or PLC (programmable Logic
Controller) implement Julian
Calender for individual needs of 4
different area.
HVAC Limit wall thermostats controls with a 2,765 $402.00 2.78 $2,000.00 4.9
maximum/minimum temperature
range settings to ±2oC.
HVAC When replacement of the Building 3 N/A N/A N/A N/A N/A
HVAC plant, employ the energy
conservation parameters like
economy cycle, heat recovery, etc.
HVAC Remote controllers for air Further investigations to be carried out on all individual HVAC units in the class rooms to
conditioning units to be installed in implement this project.
an enclosure and control with a
timer switch to run the units for 2
hours and also having the capability
to turn off.
Note: N/A means Not applicable.
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Appendix 1
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Colonel Light Gardens Primary School - Lighting Levels

Note: Light levels taken on 10th Sep 2007,
cloudy and drizzly day.
Light Levels (Lux)

Closer to the Closer to
Room No Hallway Window Middle
Building 10
Room 7 462
Room 8 502
Room 1 502

Building 6 (Canteen)
Room 2 887

Building 5
Room 2 495 491

Building 3
Room 3 466 467
Room 4 214 390
Room 11 410 390
Room 17 415 484

Building 2
Room 2 512 874
Room 3 681 1210
Room 4 598 697
Room 5 512 550
Room 12 615 1260
Room 14 648 1320
Room 15 800 2000

Building 1 - Level 2
Room 204 366 1040
No lights
Room 205 221 1115 on
558 1320
Room 206 512 1930
Room 211 395 1630
412 1125
Room 212 521 1080
Room 213 600 1250
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Room 223 500

Building 1 - Level 1
Room 4 486 1300
Room 8 580 1115
Room 10 507 589
Room 13 237 1070
Room 14 549
Room 15 537 250
Room 19 440
Room 20 1200
Room 21 1116
Room 38 546

Building 11
Room 1 450
Building 10
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Building 6 – Canteen
Building 5
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Building 3
Building 2
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Building 1 Level 2
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Building 1 Level 1
Building 11
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Raw Data
The following information received from DECS was used for the analysis.
Bill Start Bill End Total kWh Cost
19/07/04 17/08/04 15200 $2,132.64
17/08/04 16/09/04 13440 $1,885.70
16/09/04 19/10/04 8659 $1,212.24
calculated at $.14/kWh
19/10/04 15/12/04 22240 $3,120.38
15/12/04 18/01/05 4320 $606.57
18/01/05 16/02/05 9920 $1,393.79
16/02/05 17/03/05 12800 $1,798.44
17/03/05 18/04/05 11840 $1,663.56
18/04/05 18/05/05 6880 $966.66
18/05/05 17/06/05 10400 $1,461.23
17/06/05 18/07/05 11360 $1,601.40
18/07/05 17/08/05 12000 $1,695.65
17/08/05 16/09/05 11520 $1,627.82
16/09/05 18/10/05 9920 $1,401.74
18/10/05 16/11/05 19200 $2,713.04
16/11/05 15/12/05 20000 $2,826.08
15/12/05 18/01/06 2160 $619.05
18/01/06 15/02/06 27520 $3,998.38
15/02/06 16/03/06 27040 $3,928.64
16/03/06 18/04/06 12160 $1,766.73
18/04/06 17/05/06 21920 $3,184.76
17/05/06 16/06/06 21120 $3,068.52
16/06/06 18/07/06 11680
18/07/06 18/08/06 29760
18/08/06 18/09/06 20320
18/09/06 18/10/06 14560
18/10/06 16/11/06 18240
16/11/06 14/12/06 26400
14/12/06 17/01/07 32000
17/01/07 15/02/07 2720
17/01/07 15/02/07 1440

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Project:

COLONEL LIGHT GARDENS PRIMARY SCHOOL

Project No: SSE928/Energy and Water Audit

1.3 COST ESTIMATES

1.4 INFORMATION SOURCES

1.7 DATE OF AUDIT

2.1 BUILDING IDENTIFICATION AND FUNCTION

2.2 HOURS OF OPERATION AND OCCUPANCY

3.1 ENERGY TARIFF ANALYSIS

Graph 3.1: Monthly Electricity Consumption over years

2004/05 2005/06 2006/07

3.3 ANNUAL ELECTRICAL ENERGY BALANCE

Domestic Hot Water

3.5 ENERGY PERFORMANCE INDICATORS

52.1kWh/ m2 357 kWh/ student

Annual Electricity Cost $7.55/ m2 $ 51.77/ student

Annual Greenhouse Gas Emissions kg

Net lettable area m2 3,719

No of Students NOS 542

Annual Gas Consumption MJ No data

Annual Electricity Consumption kWh 193,583*

Annual Gas Cost $ No data

Annual Electricity Cost $ $28,060.00*

3.6 ENERGY TARGETS TO ACHIEVE GOVERNMENT TARGETS

5.2 HEATING, VENTILATION AND AIR CONDITIONING (HVAC)

5.4 PHOTOCOPIERS AND PRINTERS

5.5 FRIDGES AND FREEZERS

5.6 EXHAST FANS

5.7 MISCELLANEOUS EQUIPMENT

5.8 DOMESTIC HOT WATER

6 ENERGY REDUCTION OPPORTUNITIES

6.1 REGULAR ENERGY MONITORING ON SITE

6.3 HEATING, VENTILATION AND AIR CONDITIONING (HVAC)

6.4 DOMESTIC HOT WATER

6.5 OTHER EQUIPMENTS

6.7 COST SAVING AND PAYBACKS

Colonel Light Gardens Primary School - Lighting Levels

Light Levels (Lux)

Closer to the Closer to

Closer to the Closer to

Closer to the Closer to

Closer to the Closer to

Closer to the Closer to

Room 223 500

Closer to the Closer to

Closer to the Closer to

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