Ontario School Plant Manager Summer 2017

Summer 2017

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Ontario's Commitment to Energy Management and the Environment

Changes to School Energy Standards

Radon Concerns in Schools

Risk Management and Shops

Propane-Powered School Buses Save Money and the Environment

Membership has its benefits Health and travel insurance.

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is published by DEL Communications Inc. Suite 300, 6 Roslyn Road Winnipeg, Manitoba, Canada R3L 0G5 www.delcommunications.com President & CEO David Langstaff

Ontario Remains Committed to Energy Management and the Environment ................................................... 6 New Changes to Energy Standards for Schools.............................. 8

Publisher Jason Stefanik

Ottawa Valley Chapter of ASHRAE Connects Students to the Building Industry................................ 10

Editor Lyndon McLean lyndon@delcommunications.com

Propane-Powered School Buses Save Money and the Environment.................................................... 12

Advertising Sales Manager Dayna Oulion

THOUGHTS ON: Risk Management and Shops............................13

Advertising Account Executives Gary Barrington Jennifer Hebert Dan Roberts Anthony Romeo

Radon Concerns in Schools ................................................................... 16 Four Tips for Sizing Dust-collection Systems................................ 18

Production services provided by: S.G. Bennett Marketing Services www.sgbennett.com

Maine High School Transforms Learning Environment with Multi-Function Classroom Air Handlers........................................................................... 20

Art Director Kathy Cable

Serious Questions about New-Generation Artificial Turf....... 22

Layout & Design Dana Jensen

Karcher’s Key to Easy Operation.......................................................... 25

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PRINTED IN CANADA 06/2017

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In this issue

Ontario School Plant Manager | Summer 2017

The Future of Waste Collection – Today!.......................................... 26 School Bus Driver Shortages Affect Everyone............................. 30

Index to Advertisers Casterland...................................................................12

Reliable Controls Corporation.......................IBC

Greenhorizons..........................................................23

RTO-ERO.........................................................................3

Hoskin Scientific Ltd.............................................17

Sudbury Student Services Consortium.......30

IBC Technologies..................................................IFC

System Air...................................................................11

Karcher Canada Inc...............................................25

Union Gas......................................................................9

MAPEI.............................................................................5

Viessmann Mfg. Co. Inc.........................................7

Molok North America Ltd............................. OBC

Windsor Karcher Group.......................................18

N.R. Murphy Ltd......................................................19

Yorkland Controls.................................................. 24

Ontario Teachers Insurance Plan..................29

THERE’S A SAFER ALTERNATIVE

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Ontario Remains Committed to Energy Management and the Environment Provided by the Ontario Ministry of Education

Investing in the Environment Ontario has taken major steps to reduce its greenhouse gas emissions and is a leader in North America in the fight against climate change.

In June 2016, Ontario released its Climate Change Action Plan to outline key actions the government will take to fight climate change, reduce greenhouse gas pollution and transition to a low-carbon economy.

That’s why $200 million in one-time funding is being allocated for the 2017-18 school year to support the ministry’s Greenhouse Gas (GHG) Reduction Program, supported by proceeds from the province’s cap and trade auctions. This new initiative supports Ontario’s Climate Change Action Plan, and the funding is intended to support boards in reducing their greenhouse gas emissions through the replacement, renewal, and installation of new energy efficient building components in school facilities.

This is a part of our commitment to ongoing renewal. During the summer of 2016 and spring of 2017, the ministry committed to making significant investments of $1.2 billion toward maintaining and reviewing school facilities. Through the ministry’s School Condition Improvement (SCI) program, we will support the renewal of the building envelope and major systems in schools (e.g. windows, roofs, HVAC systems, plumbing, electrical).

Together, these initiatives will amount to $1.4 billion in infrastructure renewal in this school year alone.

Energy Efficiency Programs The purpose of the presentation was to increase awareness across the sector of energy efficient incentive funding available to school boards and highlight the following issues: • In a time of fiscal constraints, increasing energy costs pose increasing challenges for school boards; • Natural gas and electric utilities are working together to assist organization in maximizing both energy savings and incentive funding; • With Cap and Trade legislation, greenhouse gas reduction will become a much larger issue as we move forward.

In addition, the presentation was intended to: • Identify energy savings opportunities.

• For example: by using a Building Automation System, individual components (boilers, air-handling units, etc.) can be monitored to understand when energy is being used and which building equipment is controlled (automated or manual) to identify opportunities to eliminate waste

• Showcase success stories (by reviewing case studies); and • Provide tools for energy management

• For example: local metres on the building’s electrical, gas and water are able to trend data; the Ministry’s Utility Consumption Database; and RETScreen Plus

The Ministry of Education’s Energy Management Initiative The purpose of the presentation was to provide the sector with:

Getting the Message Out As part of the Province’s commitment to the environment, the Ministry took part in two presentations focused on energy efficiency and management at last year’s OASBO OMC Annual Workshop.

• Context for energy management within the Ministry • An update on key projects under the Energy Management Initiative • A review of achievements to date (data integrity and trends, board reports)

Since 2011, the ministry has approved over $3 billion for 389 major capital construction projects, including 198 new schools and 193 additions and renovations through Capital Priorities and School Consolidation Capital programs.

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Ontario School Plant Manager | Summer 2017

• An overview on upcoming projects and anticipated challenges (An additional $1.1 billion was provided to school boards in June 2016 for school condition improvement and renewal)

• From the Green Schools Resource Guide, six energy efficient measures can save up to 30 per cent of consumption:

• High-efficiency boilers • High-efficiency water heaters • Ventilation energy recovery • Improved insulation • Variable-speed drives • High-efficiency lighting systems

Capital Priorities Will Improve Energy Efficiency The ministry encourages all school boards in the province to routinely review their capital assets. The ministry’s Capital Priorities funding program is the primary means for funding school capital projects required to address accommodation pressures; support the consolidation of underutilized facilities; replace facilities in poor repair; and provide facilities for French-language rights holders in under-served areas of the province.

On an annual basis, the ministry invites school boards to submit their top eight Capital Priorities requests. These projects are identified as the highest priority capital projects of the school boards for the next three years.

Since 2011, the ministry has approved over $3 billion for 389 major capital construction projects, including 198 new schools and 193 additions and renovations through Capital Priorities and School Consolidation Capital programs.

As part of last fall’s Capital Priorities project approval announcements, the ministry announced funding approval for a number of projects that resulted in a reduction of excess empty school spaces across the province. The review of these projects included the ministry’s expectation for a reduction in operational and renewal costs as a result of the approved projects.

As a result of last year’s significant investments toward maintaining and reviewing school facilities, a number of school boards are undertaking renewal projects expected to have a significant impact on their ongoing energy management and efficiency, such as: • New windows (Jean Little Public School in Guelph); • New boilers (Lilian Public School in Toronto); • HVAC replacement (Schumacher Public School in Schumacher); and • LED lighting upgrades (Elora Public School in Elora). ¦

Ontario School Plant Manager | Summer 2017

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New Changes to Energy Standards for Schools

By Andre LeBlanc

T

he American Society of Heating and Air-Conditioning Engineers (ASHRAE) may be a familiar name to some school educational facility operators. ASHRAE is a regulatory organization run by volunteer members from the heating, ventilating, air-conditioning, and refrigeration (HVAC) industry. The organization exists to create standards, foster education, and provide connections in the HVAC industry. These standards are adopted by buildings of all kinds, including schools.

As of 2016, the 90.1-2013 Energy Standard of Buildings Except Low-Rise Residential Buildings has been updated. The newest standard was developed with prototype modeling which featured hundreds of different climate zone and building type combinations. The 90.12016 standard will likely continue to be the defining benchmark of energy efficient buildings both in Canada and the USA. Listed below is a technical overview of some of the major updates to the standard that building managers can expect to see: • “Building Envelope” now includes the addition of envelope verification in support of reduced air infiltration with increased requirements for air leakage of coiling overhead doors.

• Dedicated outdoor air systems (DOAS) now have efficiency and rating compliance requirements.

• Air-cooled DX cooling units with economizers must now have a monitoring system to determine that the air economizer is working properly.

• The Energy Cost Budget (ECB) model has been updated to link to the previous 90.1 standards by computing the Performance Cost Index (PCI).

• Modeling rule changes for: heat pump auxiliary heat, economizer shutoff, humidification systems, cooling towers, and the simulation of preheat coils.

• New definitions for several concepts, including the fault assumptions for the effective R-value of air spaces.

• Climate zone 0 is a new addition to models in the standard, which identifies humid (zone 0A) or dry (zone 0B) climates.

While some of these changes may seem quite complex, the net takeaway is that the technological scope, modeling, and building types covered by the standard has been expanded. These changes are designed to improve the energy-saving capabilities of buildings

as our technologies advance. For our schools, this means new ways to build and maintain HVAC systems to reach cost savings, while reducing our environmental impact. The 90.1-2016 Energy Standard of Buildings Except Low-Rise Residential Buildings should also improve the ways schools manage energy savings initiatives across the three different climate zones found in Ontario. The new standard was also reformatted to make it easier for users to navigate and understand.

When it comes to implementing energy efficient HVAC systems, consider energy efficiency when selecting air filters. Efficient air filtration systems will help reduce costs associated with running HVAC equipment. Be sure that the air filtration system is also protecting the indoor environment by removing particulate matter to levels safe for human occupancy. Air filters should also be independently tested and compliant with ASHRAE standard 62.2-2016. A full filtration survey should be completed by a NAFA-certified technician, and followed up with air quality testing to provide evidence of a school’s indoor air quality. A filtration survey will reveal any limitations of a current air filtration system and help to diagnose IAQ problems. Air quality testing monitors the presence of any harmful contaminants, pressure deficiencies, and HVAC problem areas.

To view the latest ASHRAE standards on energy, indoor air quality, and more, visit www.ashrae.org. Consult an industry expert affiliated with ASHRAE for more information on how the standards apply to your school’s HVAC needs. ¦

References • ASHRAE Standing Standard Project Committee 90.1. 2016. 90.1-2016 Energy Standard of Buildings Except Low-Rise Residential Buildings. www.ashrae.org.

• Canadian Consulting Engineer. 2016. ASHRAE Issues New Energy Standard 90.1. www.canadianconsultingengineer.com

ASHRAE is a regulatory organization run by volunteer members from the heating, ventilating, air-conditioning, and refrigeration (HVAC) industry.

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Ontario School Plant Manager | Summer 2017

Connecting Students to the Building Industry Ottawa Valley ASHRAE Chapter Promotes Student Activities

By Peter Shaw-Wood SHRAE’s mission is to advance the arts and sciences of heating, ventilation, refrigeration and air condition to serve humanity through designing the built environment. For this, there couldn’t be a better place to start than in the classroom. The advancements must take into account human comfort, making our building and spaces more enjoyable and useful to those who use them while minimizing energy use and environmental impact. The ASHRAE guidelines and standards strive to optimize the balance of both. Our local ASHRAE Ottawa Valley Chapter (OVC) strives to educated and showcase students to this important field and those who work in this industry.

Our Ottawa chapter volunteers work to introduce the next generation to the engineering field and to the construction industry. This is through engineering presentations to local schools, as well as supporting local K-12 events.

This year we did a presentation about engineering to an Elmwood Elementary School grade 4 girls’ class about what engineering is, what types there are, as well as talking about how we keep their classrooms heated in the winter and cool in the summer. We then did an experiment to make zip-line cars to carry a ping pong down the line to show them some fundamentals of engineering.

Student Activities Co-Chair Adrianne Mitani presenting to Elmwood Elementary School class.

The Ottawa Regional Science Fair takes place annually at Carleton and is a fantastic showcase for the scientific acumen of grades 6 to 12 students. Every year, we take some local university and college students with us to evaluate the projects to determine who will get an ASHRAE award. This year, we brought three student chapter presidents with us to give out three awards donated by the chapter that go toward projects related to the mechanical construction industry.

One such winner was Albert Nishu, a 7th grader, whose project was on the ability to generate energy with a thermocouple based

Student activities co-chairs Adrianne Mitani and Peter Shaw-Wood with winners Aditya Prashar and Mingde Yin. 10 Ontario School Plant Manager | Summer 2017

on the temperature difference across a wall construction in the winter. He will be going on to the 2017 Canada-Wide Science Fair in Saskatchewan. Other winners were Mingde Yin and Aditya Prashar for the Portable Compact Solar Still, and James Gardiner for The Value of a Better Door.

The Ottawa Valley chapter engages students thought-out the city of Ottawa, at the local universities, colleges and K-12. We have active student chapters at Algonquin College, Carleton University, University of Ottawa, and Cegep de l’Outaouais, where we educate students about industry, take them on plant tours and get them onto construction sites.

We subsidize student attendance at our monthly chapter meetings to encourage them to network with industry professionals.

We also hold an annual career fair to connect local employers with university and college students to grow local talent.

Check out the Ottawa Valley chapter website or the society ASHRAE website to find out more about the industry, the organization and local events that happen throughout the year. ¦

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Propane-Powered School Buses Save Money and the Environment Courtesy of the Canadian Propane Association

W

hile kids were busy las summer dedicating themselves to summer fun, those responsible for their busing were equally active, working to improve the school bus experience by switching to propane autogas.

Propane-powered buses are becoming an increasingly popular choice for school boards and transportation providers to get kids to school – both from an environmental and budgetary perspective.

On August 10, 2016, the Regina Catholic School Division (RCSD), in partnership with LP3 Transportation Solutions, unveiled 89 propane-powered buses built by Blue Bird Corporation, making it the largest fleet of its kind in Saskatchewan.

The transfer from traditionally powered buses to cleanburning propane reduces greenhouse gas (GHG) emissions – good for students, drivers, and for the community.

“Our new fleet of school buses fuelled by propane means cleaner air around our students and drivers, and within our community,” said Domenic Scuglia, Director of Education for RCSD in a release marking the announcement. “At Regina Catholic Schools, we always consider our students’ needs first when we make any decision inside and outside of the classroom.”

Pictured L-R: Ward Hepting, Legacy Buses; Terry Hebert, Canwest Propane; Jess Henderson, ROUSH CleanTech; Max Bouchard, Blue Bird; David White, LP3 Transportation; Elena Chase, RCSD Transportation Officer.

Emissions from propane-fuelled buses are 80 per cent lower than conventional diesel engines, according to Blue Bird. In addition to their environmental benefits, the new Blue Bird buses start more easily in cold weather, retain heat in the cabin more effectively, and operate more quietly – engine noise levels are reduced by 11 decibels, or about 50 per cent, compared with diesel-fuelled buses.

Costs to school boards for student transportation will also be significantly reduced. Propane costs less than diesel gas and since the buses warm up more quickly, they’ll spend less time idling, thus burning less fuel. Maintenance and service requirements for buses operating on propane are also much simpler, further reducing costs.

The partnership is working with Canwest Propane, one of Canada’s largest retailers of propane solutions.

"Canwest Propane is very excited to be part of the Legacy Bus Sales and LP3's new endeavor to roll out 89 propane-powered buses into Saskatchewan. Together we have developed a unique strategy in our partnership for the future of an environmentally fuel friendly fleet of buses," says Terry Hebert Sales Representative, Canwest Saskatoon.

Regina joins over 600 school districts throughout North America that run clean-operating propane buses.

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Southland Transportation, which provides school bus service to school boards in Calgary and Medicine Hat, Alberta, recently added over 100 propane-fuelled buses to its fleet. Hammond Transportation in Bracebridge, Ontario also announced it was providing a cleaner environment through its purchase of 27 new school buses that run on propane autogas, with 25 running in Muskoka’s bus fleet and two in Parry Sound.

As Greg Hammond, owner of Hammond Transportation has said, “We have done a lot of research on this project and we are confident that the propane buses won’t cost us more in the long run. We know that these buses will be better for the environment both short- and long-term. They really make sense on every level for us.” Hammond also noted, “We see the propane buses as the next step in environmentally friendly transportation.”

As more and more school boards across Canada look for ways to reduce their transportation costs and provide a healthier environment for students, propane-powered buses will become a preferred choice. ¦

12 Ontario School Plant Manager | Summer 2017

THOUGHTS ON:

Risk Management and Shops

By Chuck Morris

This article previously appeared in the Spring 2017 edition of Ops Talk magazine.

W

lking into the wood shop, the first thing I noticed was the a heaviness of the air I was breathing. Then I saw a student in a cloud of sanding dust, no mask, and working a good six feet in front of two sanding tables that were not being used. Could have been because the tables were cluttered with bits of wood and had five handheld sanders dropped where they may have been used some days past. Dust collectors had not been turned on and there were a good 20 students in the room along with the teacher.

Ontario School Plant Manager | Summer 2017

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Whether or not this actually took place is irrelevant. What is relevant is the fact we may not know what is taking place on a daily basis in the shops within our district. If that is the case in your district, changes are required. It’s important to know what is going on and if safety is being followed as it needs to be. It behooves all of us to ensure a program is in place to inspect all shops. Look at all equipment and note anything out of order.

With a tech education fund, are there new pieces of equipment that have been continually added since the original set up took place? Are they in a proper location with an adequately marked “safe work zone” painted around it? Each piece of equipment has its own safe work zone measurements and they should not overlap with an adjoining piece of equipment.

14 Ontario School Plant Manager | Summer 2017

Look at the dust collection equipment. Is it (are they) in compliance? How do you know? Have other pieces of equipment been added to the work floor and piped into the collection system? How do you know if the extraction equipment is not over-loaded? They all have a maximum CFM requirement that shall not be exceeded. Is yours overloaded? How do you know?

This is important because if equipment is overloaded or not being used, dust will settle in the shop. It will settle on the overhead joists, extraction piping, and any other horizontal surface. These need to be cleaned regularly. The last thing any of us want is the possibility of a flash fire or dust explosion. Look up, look around. Do not exclude this from your observations.

Do you have proper electrical connections to each piece

of equipment? Are there power bars on the floor loaded with cords running to pieces of equipment?

Are these connections laden with dust? Are there controls not fixed to the machine but just hanging or laying on a surface nearby?

How is the housekeeping throughout the shop? If your custodian is tasked with cleaning the shop areas, it is difficult for them to do so when the area looks like a hoarder may live in it. If it’s excess, throw it out. Why keep bags and bags of cut-offs? Make sure the students and teacher are picking up after themselves and putting tools away at the end of the class. Part of doing this provides a basis for responsibility. We should not be teaching students bad habits during class time, as that will be a sure-fire failure once out in the workforce if they decide to work as a carpenter or other tradesperson.

Let’s help improve safety in our shops by being diligent and enforcing fire codes, electrical code issues, and good common risk management practices. Let’s help students learn properly, without creating future health problems, by allowing them to learn in proper, safe work spaces.

Chuck Morris has over 30 years' experience in the publicschool system in British Columbia, all of it with a facilities environment. Morris has worked in four districts around the province and is currently director of facilities for School District No. 63 (Saanich), near Victoria, B.C. His work may be reproduced provided prior approval is obtained from him. ¦

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Ontario School Plant Manager | Summer 2017

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Radon Concerns In Schools

By James P. Menge, PE, Bertin Corp. and Vim Mistry, Hoskin Scientific Ltd.

R

adon is a naturally occurring radioactive gas found in soil, water, and the air. It has been around us our entire lives. Radon is produced from the natural breakdown of uranium found in most rocks and soils. Uranium and radium are in the granite rock and soil that we walk on each day. As the uranium goes through its natural decay process into radon, the radon gas emits airborne particles. These particles, once inhaled, can be deposited into our lungs or exhaled. The energy associated with these radioactive particles can alter cell DNA, thus increasing the risk of lung cancer. Every day we receive radiation exposure from background (nature) which includes radon exposure. In a given year, we receive approximately three millisievert (mSv) of dose from natural background sources.

In comparison with radon levels outdoors, the radon gas becomes concentrated within buildings, such as schools and homes. It has been identified as the second16

leading cause of lung cancer. There are scientific studies that indicate children may be more sensitive to radon due to the rapid biological changes in their cells, which may be more vulnerable to radiation damage. However, there is currently no conclusive data on whether children are at greater risk than adults from radon.

The potential for elevated radon levels is not uniform throughout the country. Understanding potential radon levels allows for proper monitoring systems to be installed within buildings and installation of adequate ventilation systems.

How does radon get into a building? Radon can enter a building through openings/cracks in the foundation. The difference in air pressure between the inside of a building and the soil around plays a key role in radon entry. If the building’s air pressure is positive (greater than the soil), radon will remain outside. However, if the building’s air pressure is negative (lower than the surrounding soil) due to HVAC systems, the building will act as a vacuum, sucking radon gas inside.

radon from entering. In addition, sealing any cracks and the foundation are steps to consider. There are several construction techniques to mitigate the build-up of radon within buildings.

Knowledge of the radon levels in schools is a key item of concern. Radon gas cannot be detected by our natural senses.

Active monitoring can ensure levels are kept low and minimize the potential of radon gas build-up within the building.

The revised guideline of 200 Bq/m³ (from Health Canada and approved by the Federal Provincial Territorial Radiation Protection Committee) makes Canada's guidelines lower than or equal to almost every other major industrialized country.

Everyday monitoring within buildings can be utilized to lower the background radiation that individuals receive. For example, an elementary school teacher who spends eight hours per day and 180 days per year in a classroom with average 148 Bq/m3 of radon will receive nearly 200 uSv of radiation exposure. This is an average equivalent of two chest x-rays from natural background sources.

Various monitoring methods can be used in conjunction with ventilation and air flow to minimize the build-up of radon gas within a building. Radon gas should be viewed as an indoor air pollutant that needs to be monitored and minimized to ensure healthy environments.

Common entry points which allow radon gas to flow include: • Cracks in floors and walls • Gaps between walls and floors • Openings around utility penetrations

To find out more about Bertin Corp.’s line of radon-monitoring tools, contact Hoskin Scientific today at 1-800-665-5871 and ask to speak with an instrumentation specialist, or visit www.hoskin.ca. Also, join the conversation online: follow Hoskin Scientific Limited on Facebook, LinkedIn and Twitter. ¦

• Openings around drains and sumps To mitigate a building’s vacuum effects, the building can be fitted with a “passive” radon system. This system reduces the vacuum effect by creating a pressure barrier, preventing

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Ontario School Plant Manager | Summer 2017

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Four Tips for Sizing Dust-collection Systems N.R. Murphy Limited manufactures a comprehensive line of dust collecting equipment. That includes dust collectors, filters, fans and accessories used for diverse applications in agriculture, chemical, mining, printing and more. The company can also provide dust-collection systems of all sizes, ranging from small units for individual machines to large collectors for many applications.

When it comes to designing or selecting a dust collection system that is properly suited to the application, there are many factors to take into consideration, particularly when it comes to determining the right system size and configuration.

1. Make a List of Dust-producing Equipment The first step is to make a list of equipment that produces dust and a scaled drawing that identifies the locations of machines in the plant. This information can then be used to determine the total volume of air required for the system. That involves taking the square-footage of all the pickup points and multiplying it by the velocity needed to keep material in suspension in the ductwork. When determining this number, the weight and flow characteristics of the material must be considered.

2. Determine the Dust Collector Location When choosing where to position the dust collector, important factors include accessibility for installation, as well as waste-disposal vehicles. Another key consideration is whether the collector will be placed inside or outside. National fire codes limit the size of collectors

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Model MKA, small build & install for a school. Model MKA’s most outstanding feature is its compactness yet it filters large volumes of air. It occupies little valuable space when installed inside or outside a building. This reduced size also lowers shipping costs over long distances.

that can be installed inside plants without additional measures for explosion venting, so be sure to check with local authorities. Once a location is chosen, the scaled drawing can be used to design the ducting layout, size the branch lines and main duct, and determine the static pressure of the total system.

3. Determine the Filter Area Required Based on the material being collected and the dust collector’s duty cycle, the appropriate air-to-cloth ratio can be selected. For instance, continuouscleaning style dust collectors are typically capable of operating non-stop at higher air-to-cloth ratios when compared to shaker-style collectors.

4. Deal with a reputable company While these basic steps are useful for managers and shop owners, the actual design and selection process should be handled by an experienced professional designer or engineer.

This expertise is available at N.R. Murphy Limited.

An industry leader N.R. Murphy is dedicated to solving the air pollution problems of its growing list of customers in a wide range of industries, from education and woodworking to metalworking, textiles and more. The company continually improves its products and services to ensure that its customers have the best possible air quality – a major reason the company has been in business, and has continued to grow, since it was founded in 1943.

To learn more about its products and services to school boards, contact N.R. Murphy Ltd. at nrmurphyltd.com. ¦

Ontario School Plant Manager | Summer 2017

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Maine High School Transforms Learning Environment with Multi-Function Classroom Air Handlers

I

f teachers at Madison Area Memorial High School in Maine are looking for interactive lessons in physics, sustainability or even economics, they need not look any further than the school’s HVAC system. This new highefficiency heat pump system embodies lessons in all three. It is uses solar energy stored in the earth to heat and cool the school; it reduced the school’s overall carbon footprint; and it continues to deliver an impressive return on investment.

All this, and students and teachers have never been more comfortable.

There was plenty of room for improvement.

Prior to the renovation, there was no air conditioning or even adequate ventilation at the 25-year-old school. And the original central boiler system was costing the school a fortune in oil and maintenance.

“The existing system was on its last leg.

The school had to do something, but they didn’t want to spend $800,000 on 20 Ontario School Plant Manager | Summer 2017

the same kind of limited system. Also, the superintendent recognized that they needed something more sustainable and less costly than oil,” says Tim Weber, formerly of NextEnergy, the company hired to design a new HVAC system for the school.

NextEnergy teamed up with Pine State Drilling and ABM Mechanical to design and install a new decentralized solution that uses geothermal technology and water-source heat pump air handlers installed in each of the 25 classrooms.

These dedicated units from Changeair provide heating, cooling, dehumidification and ventilation to each classroom.

The Changeair units are fed by a geothermal heat transfer loop consisting of 35 boreholes at 500 feet of depth. The supply and return lines were brought into the school’s mechanical room and integrated into the existing distribution system so the school was able to use most of the piping from the old boiler system.

An All-Inclusive Solution Not only do the Changeair air handlers incorporate heating and cooling, they also include fresh-air ventilation with built-in energy recovery capable of reclaiming nearly 70 per cent of the energy from the exhausted air. It’s a vast improvement over the old ventilation system, which merely dumped hot or cold air (depending on the season) into the classroom. This method not only created hot and cold spots within the space, it significantly increased the load on the old boiler system – so much so that the school actually disabled the ventilation in order to conserve oil.

The new system affords much more comfort and precise control. Each Changeair unit is equipped with a C02 sensor that controls fresh air intake based on classroom occupancy. When the classroom is empty, fresh air intake is minimized resulting in maximum efficiency and energy conservation.

Additionally, each teacher has the ability

to adjust the temperature set point within two degrees for heating and cooling needs within the individual classroom.

“It’s a pretty unique piece of equipment.

I’m surprised more of this isn’t happening in schools,” remarks Chad Grignon of Pine State Drilling, the company that designed the overall geothermal system and installed all of the outdoor components.

delivered an extraordinary boost to comfort while reducing energy cost.

“To my knowledge we saved them in range of $40K in energy the first year. And they went from having 85 degrees on second floor to a comfortable 72 degrees,” says McHugh, who McHugh credits the versatility of the Changeair units with bringing the whole system design together.

Combined with the geothermal loop, the Changeair units are able to direct heating and cooling where it is needed – simultaneously. The system can actually transfer excess heat from one side of the building to the colder side of the building where it is needed. Because the system is able to effectively shift energy around, Grignon says the actual geothermal loop temperature never gets below 37 or 38 degrees during the heating season.

“There’s nothing else out on the market would have provided us this much functionality. It’s a great unit for retrofits – and a lot of schools in our state need retrofits.”

Many might argue that a New England school doesn’t even need cooling, but the installation of this system has proved differently. According to Grignon, cooling actually kicks in as early as January on the south side of the building. There’s no energy penalty because that heat is basically transferred to the north side.

“I talked to one teacher who said everybody is more vibrant. There are no more bad smells. To me there is no better option for learning environment,” says Grignon.

Comfort and Savings Mike McHugh of AB Mechanical, the lead mechanical contractor on the project, agreed that the system has

The improvements to the indoor environment at Madison have been nothing short of remarkable. McHugh, Grignon, and Weber have all spoken directly with teachers who have reported that attention spans are up while absenteeism is way down.

Along with the bad air, much of the fuel cost has also disappeared. Tim Weber reports that the Changeair equipment consumed just 104,391 kWh, which equates to $12,400 for two heating seasons and one cooling season with full ventilation in each of the 25 classrooms.

Not bad for a 50,000-square-foot school that was built over two decades ago.

What About Noise?

Noise is quite often the one factor that holds schools back from decentralized HVAC solutions like the one installed at Madison Area High School. It was a concern for McHugh as well. But the sound ratings on the Changeair units installed at Madison were actually well below what is required for a classroom setting.

“Once we got the units installed we could tell that they are actually very quiet,” says McHugh.

This whisper quiet operation is largely due to Changeair’s Intelligently Quiet (IQ) technology. Through the use of an AMCA accredited sound lab, Changeair has been able to develop a product that supports the most stringent acoustic requirements, including those defined under the Indoor Environmental Quality (IEQ) section of LEED. As recommended by ASHRAE, Changeair equipment with IQ technology has been tested in accordance with AHRI 260 in an accredited reverberant laboratory, and meet ANSI/ASA Standard S12.60-2010, Acoustical Performance Criteria, Design Requirements and Guidelines for Schools. The AHRI 260 test method is recommended because it eliminates much of the uncertainty present in other common methodology.

The end result is a product that performs far and above conventional equipment in terms of acoustics. ¦ Ontario School Plant Manager | Summer 2017

21

Serious Questions about New-Generation Artificial Turf That Require Answers

Part 2: Environmental and Cost Concerns Provided by Turfgrass Producers International

In the Fall/Winter 2016 issue of Ontario School Plant Manager, we looked at health concerns surrounding artificial turf. In this issue, we take a look at environmental and cost issues to consider.

In order to make fiscally and environmentally sound decisions regarding the potential purchase and installation of artificial turf in their communities, decision makers must consider all short- and long-term issues and concerns.

Artificial turf is being widely promoted as a cost-efficient, environmentally- and userfriendly product that can replace natural grass on sports fields and home lawn areas.

Unfortunately, a large number of unsubstantiated claims are being made by promoters of the new-generation artificial turf products (particularly those that incorporate ground rubber as part of their base).

Claims made by many artificial promoters include some or all of the following: 1. Artificial surfaces have a life expectancy of 15 to 20 years.

2. Initial purchase and installation costs are quickly offset by the absence of ongoing, maintenance costs.

3. Safety of the artificial playing surface is unmatched by natural turfgrass.

4. Significant questions about the validity of these claims deserve answers.

Of equal or greater concern are questions that typically will not arise during the normal artificial turf sales presentation process, in particular, issues related to the health and safety of our children and serious threats to our environment.

22 Ontario School Plant Manager | Summer 2017

These issues require answers.

In a world where we all want the best for our children and where professional or even high school-level coaches want the best for their athletes, we search for solutions that on the surface may seem the perfect answer. As experience has proven time and again, “If it seems too good to be true, it probably is,” is an adage worthy of contemplation when consideration is being given to constructing an artificial turf area. While “fraud” is a highly charged word, some claims made by some artificial turf companies may fall within the legal definition of that term, while other claims may only be deceptive, over-statements, misstatements or misunderstandings.

The issues raised by the following questions are intended to assist in the decision-making process by focusing on real and serious areas of concern.

materials? Has OSHA established exposure limits for workers in tire shredding operations?

2. Because of the presence of ground rubber and various man-made or plastic components in and on artificial surfaces, will environmentally safe disposal of a large amount of this material be possible when replacement of the field becomes necessary?

3. What gases would be released into the atmosphere in the event of a fire on the artificial surface?

4. How would an artificial turf fire be fought so as to extinguish the fire as quickly as possible, minimize danger to the fire fighters and/or reduce the release of toxic fumes into the atmosphere?

5. What scientific testing has been completed to document that run-off or leachate from an artificial area is not polluting surface or groundwater?

6. What impact does an artificial surface have on the area’s capacity to recharge groundwater or an aquifer?

Ground rubber and artificial turf particulates are present on the playing field and in the surrounding spectator stands. Pesticides and cleansing products may be routinely applied to the surface, with unknown consequences to the environment.

7. What products are available to safely control weeds, algae or other conditions that develop on artificial surfaces, particularly when large amounts of water are applied in an effort to reduce the surface’s heat build-up? Herbicides, fungicides or algaecides are not now labeled by the USEPA for application on artificial surfaces because of fears of runoff and contamination, similar to applying pesticides to a driveway or other hard surface.

1. What levels of these materials is a health concern? Has the EPA established maximum exposure levels to these

8. Given the fact that artificial turf surfaces absorb radiant heat (sunlight) and are therefore hotter than the surrounding

Insist on answers to these concerns.

Environmental Concerns

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encounter, the job will be completed without delay. They provide consistent guaranteed results that will exceed your expectations. Greenhorizons have over one hundred and thirty personnel with many years of combined agronomic experience and a focused expertise in growing, establishing and maintaining natural turf-grass spaces and sports fields.

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area, how serious of a heat-island effect can be expected after installation of such a field?

9. What will be the overall environmental impacts to an area when artificial turf is used to replace natural grass? (Natural grass reduces temperatures, traps and bio-degrades airborne pollutants, filters rainwater and facilitates the recharge of groundwater and aquifers. Artificial turf performs none of these environmental benefits and may cause damage, as noted above.)

Cost Concerns The initial purchase price of an artificial surface (sports field or home lawn) is many times greater than a natural grass area; however, promoters of the artificial products maintain that tremendous costs savings will be forthcoming because of reduced maintenance costs, as well as the product’s warranty.

Because many of the artificial products are relatively new and not tested over time and use, no- or low-cost maintenance requirement claims that are consistently made by promoters of artificial surfaces may prove to be highly exaggerated.

1. Will the artificial turf manufacturing and installation company provide a warranty specifying the expected life of the product?

2. Given the fact that several artificial turf manufacturing companies have gone bankrupt, will the selling firm provide a warranty bond for the life of the product, ensuring that the buyer has some legitimate recourse in the event of failure?

3. What is the longest period of time the artificial field being specified has been in use (at a level of use at least as great as the area being considered)?

4. What conditions or maintenance practices will void the field’s warranty?

5. Does a single warranty cover all aspects of the artificial field’s soil-base preparation, base materials, artificial turf materials, top-dressing, irrigation system, etc., or will there be separate warranties and warranty voiding conditions for each element – some of which could contravene each other?

6. What is the minimum and maximum financial investment in specialized capital equipment that must be purchased to maintain the artificial field at a level that

will provide maximum playing conditions and maintain the warranty?

7. What level of manpower (ground crew) is required to maintain an artificial field, compared to a natural grass field? Has any crew size or man-hour requirements been reduced with the installation of an artificial turf area?

8. What level of technical training is supplied, recommended or required for the ground crew in order to properly maintain the area and the warranty conditions?

9. What are the warranty required or recommended processes to address each of the following repair or replacement requirements of the artificial surface:

i. D amage caused by cigarette burns?

Burns to larger areas?

ii. D iscoloration of areas caused by wear pattern differences?

iii. Replacement of areas caused by wear or other physical or weather-related damage?

For expert advice and answers to your turf questions, call Greenhorizons (905) 389-1315 and ask for Steve Schiedel, or email him at steve@greenhorizonssod.com. ¦

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24 Ontario School Plant Manager | Summer 2017

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The Key to Easy Operation ärcher’s B 40 C-W walk-behind scrubber-drier features the Kärcher Intelligent Key operating system that lets every user set up an individual profile, making it very easy to handle.

It’s highly efficient because it’s always adjusted optimally to each application, and narrow passages and irregularly shaped areas are no problem for this nimble, slender machine. Its low operating noise emission makes it suitable for cleaning in noise-sensitive areas, and it can even be used during public opening hours.

The dirty water tank can be cleaned conveniently and thoroughly with an optional automatic rinsing system.

With colour-coded keys (yellow for operator, grey for facility manager, red for service technician), the Kärcher Intelligent Key lets you set varying levels of authorized access, practically ruling out operating errors. The facility manager, for example, can set parameters such as travel speed, brush speed, motor output or cleaning agent dosage to suit the application. All

the operator can do is use the rotary switch to select the desired cleaning program.

As a result, only the necessary amount of energy and cleaning agent is used. The machine cleans in an energy-efficient and environmentally friendly way in the Eco!efficiency mode, which is perfectly adequate for maintenance cleaning of most floors. In this mode, the machine operates with a reduced motor output and a lower brush-rotation speed.

At just 62 centimetres wide, the B 40 C-W negotiates narrow passages and can easily be transported in lifts. The tank is tapered toward the front to provide a good view of the brush head so operators can clean carefully along edges. In models fitted with a roller brush head, a pre-sweeping device picks up coarse particles such as cigarette stubs or bottle caps. The suction beam angle can be adjusted easily to different floor coverings by means of a rotary knob. A new type of suction motor casing can reduce operating noise to less than 60 dB(A), depending on brush speed.

The brush head can be quickly dismantled without using tools to enable thorough cleaning of the underside. The roller or disk brushes can be unlocked with the press a button or pedal and are easy to change. When work is done, the dirty water tank can be cleaned easily with an optional rinsing system built into the lid that connects it to a water supply. Nozzles arranged in a ring in the tank lid ensure automatic, thorough cleaning. The lid can then be locked in place to air dry the tank, reducing the risk of microbial contamination, making the machine suitable for hygienically sensitive areas such as food processing.

For a quick and easy to fill, the fresh water tank can be connected to the water main via a hose with the help of the optional Quick Fill In system.

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25

The Future of Waste Collection

B

eing environmentally conscious while managing costs is one of the many priorities for school boards today.

Taking this thought even further, one realizes that when planning schools, managing waste creates many demands. Storage must be considered. Is the storage area convenient for access and use? Is it hygienic? What about appearances? Is it reflective of the broader image that the board wants to portray? Access by service trucks, sightlines, visibility, space requirements and safety are all of paramount importance. Making use of the Molok® system, a clean, aesthetically pleasing and safe area can be designed with the focus on the needs of custodial staff, students and the environment – all while keeping costs down.

With 77 schools across Ontario using Molok® Deep Collection™ containers, school officials are seeing the benefits of using Molok® bins on their school properties. In fact some boards such as Waterloo Region’s public and separate school boards have made crane-lifted systems a standard for new builds and renovations.

The Molok® system simply follows the laws of nature. Because the container is 60 per cent underground, the temperature keeps the waste cool during the warm months, significantly reducing odours; during the winter months, the earth acts as an insulator so the bottom of the container doesn’t freeze. Unlike conventional aboveground bins, where the capacity is horizontal, in the Molok® system the capacity is vertical, allowing the waste to be compacted naturally by the forces of gravity. Also, new waste is 26 Ontario School Plant Manager | Summer 2017

Today

always covering old waste, further reducing odours. This means the containers have to be emptied far less frequently than their aboveground counterparts. With the help of these two basic laws of nature – underground temperature and gravity – Molok® is revolutionizing waste and recycling collection around the globe.

The ingenious emptying method adds significant benefits to the system: containers have a durable and reusable secondary container inside which is lifted and emptied through the bottom with an articulated crane. The containers can be installed in places where they are most convenient and are easily accessed by people of all ages and abilities. It is the end user, not the waste collection equipment, who should determine the location.

Space and Cost Saving Together with this emptying method, and the fact two-thirds of the container’s height is below the ground, means the Molok® system creates significant space savings when compared to conventional surface bins. Crane lifting takes as little as five per cent of the land area in comparison to that of a front-load system. The space saved can be used for other purposes such as parking, playgrounds, extra building space or landscaping.

Placement of the containers can be closer to the building, offering convenience for custodial staff and higher visibility from the school or the street. High visibility means reduced incidences of delinquent dumping, further decreasing disposal fees.

Building waste enclosures is another concern when managing capital budgets. Enclosures for the Molok® containers are not required, since the liftable part of the bin inside the container is regarded as the “receptacle” and the outer well container is the “enclosure”. The main unit is never moved once it is installed, resulting in a decades-long lifespan. Made of plastic, stainless steel and aluminum, some original containers installed over 25 years ago are still in use today.

Safety and Accessibility for Everyone Molok® Deep Collection™ systems have been developed with the end-user in mind. Its ease of everyday use also meets national disability guidelines. They are designed round and low for easy surveillance and accessibility, but the above ground portion exceeds the safe railing height of 900 millimetres, preventing accidental falls.

This “railing” remains in place at all times, even during the emptying process, thus no open pit is ever exposed. Molok® containers are considered activity generators under the principles of CPTED (Crime prevention through environmental design). This can encourage positive activity and discourage hangout areas and vandalism.

During emptying, the drivers get out of their truck and anything that is not supposed to be in or around the container can be detected. The driver monitors the whole emptying process in close proximity while operating the crane and is aware of the surroundings at all times. Less collection frequency with the Molok® system means less direct truck traffic on school property, creating an even safer area for students and staff.

The Molok® system simply follows the laws of nature. Because the container is 60 per cent underground, the temperature keeps the waste cool during the warm months, significantly reducing odours; during the winter months, the earth acts as an insulator so the bottom of the container doesn’t freeze.

Environmental Impact Because the containers are emptied by lifting the inner container from the main “well”, and the contents are released through the bottom of the inner container, there is never any moving or tipping of the main container. Tipping is the way conventional waste containers are emptied and results in unpleasant odours and unhygienic conditions: “escaped” pieces of waste material litter the surrounding area and liquid ends up dripping onto the sides of the containers, attracting insects and other pests.

Molok® can be an important tool when designing sustainable, environmentally conscious areas that are also pleasing to look at and pleasant to interact in. Pair their smart functionality with unparalleled savings in cost and space, Molok® Deep Collection™ brings the future of waste collection to today. ¦ Ontario School Plant Manager | Summer 2017

27

ADVERTORIAL

Car Insurance Fraud Schemes Car insurance fraud is rampant in Ontario. An estimated 10 to 15 per cent of insurance premiums go toward covering the costs of fraudulent car insurance claims in the province, meaning all drivers share the burden.

• Lying about the loss – Reporting that a loss occurred in any way other than how it happened is fraud. This is common when people don’t want to admit they were at-fault and so they adjust the details of what happened.

This is why being vigilant and able to recognize the signs of insurance fraud can help prevent you from becoming a victim of the many games fraudsters play.

• Falsifying services or treatment – This is when a healthcare provider, auto body shop or another related professional claims you were given treatments or services that you weren’t in order to inflate their insurance claim. Do not conspire with them.

While the government, the police force, the Insurance Bureau of Canada (IBC) and your insurance providers all work in their own ways to prevent car insurance fraud in Ontario, your own diligence is your best defense against car insurance fraud.

Types of Fraudulent Car Insurance Schemes Some fraud is intentional and obvious, while other forms are more subtle. The driver may not be aware they are engaging in fraudulent activities, but the penalties can be severe. Fraudulent insurance activity is a criminal offence, and if you are found guilty of participating, you can face both insurance and legal repercussions.

These are some common examples of auto insurance fraud activities: • Staged Accidents – This is when an individual or a group of individuals plot together to stage an accident in order to file or inflate an insurance claim.

There are many ways you can get caught in this: – Swoop and squat – Two vehicles intentionally cause a rear-end collision, trapping an unsuspecting driver in the middle – Drive down or wave down – A fraudster gives you the okay to make a left hand turn or to pull out of a side street or a parking lot only to proceed and intentionally collide with your vehicle – Enhanced damages – You’re involved in a legitimate accident, but the not-at-fault driver causes additional damage to his vehicle or claims previous damage was caused as a result of the accident • Lying on your policy – This is when you omit or lie about information when you’re applying for an auto insurance policy.

Some refer to this as “auto premium evasion”. An example of this is failing to add another driver to your policy, such as a teenage driver. You may not think you’re scheming, but omitting this information is fraud.

28 Ontario School Plant Manager | Summer 2017

Recognize, Reject and Report We may be used to the three Rs standing for “recycle, reduce, reuse,” but the IBC has given them a new definition when it comes to auto insurance fraud in Canada.

The idea is simple. Recognize fraudulent auto insurance activities; reject participating in fraudulent activities; report suspicious auto insurance activities to the police and to your insurance provider.

If you are in an accident, always work directly with your insurance provider and only with body shops that you trust. Be wary of recommendations or referrals made on site by others involved in the accident, and be sure to report this activity to your insurance provider.

If you have any questions about how insurance fraud schemes affect your car insurance, or if you would like a quote on your car or home insurance, call OTIP at 1-866-206-7214 and we would be happy to help.

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School Bus Driver Shortages

Affect Everyone The Sudbury Student Services Consortium (SSSC) transports more than 21,000 students every day to more than 100 schools in its jurisdiction. Our 396 school buses travel more than 47,345 kilometres on urban and rural roads daily. The SSSC takes pride in its commitment to student safety and has made this its priority.

According to Transport Canada, the school bus is the safest mode of transportation for children due to many provincial legislations and regulations, vehicle design and construction, fleet inspections and maintenance practices, operational policies and procedures, as well as driver qualifications.

driving skills and student management skills. It goes without saying, the responsibilities of school bus drivers are endless.

Throughout the entire school year, the first and last person to greet students on their way to and from school is the school bus driver. For many children, these drivers become an important part of their lives, and the lives of parents and communities.

Although being a driver can be very rewarding, the school bus industry continues to struggle to recruit and retain school bus drivers. Across the province, many if not most operators face driver shortages and struggle with driver retention, creating many delays, where children are late getting to schools and late getting home at the end of the day. This has also created issues with having different bus drivers driving different routes and not being familiar with the stops, routes and children. One thing that can be done to ensure we retain our school bus drivers is to support them when dealing with student discipline. Students, parents and school officials should be reminded that, according to the Education Act, school bus service is a privilege and not a right.

While tasked with operating a large commercial vehicle, monitoring traffic and road conditions, bus drivers are also the most highly trained, tested and scrutinized drivers on the road.

They’re required to ensure students are picked up and arrive at schools on time, and returned to their proper locations every school day. They must be prepared for accidents, emergencies, evacuations, they must have safe driving techniques, defensive

The Ministry of Education, which continues to promote and support positive student behaviour on the school bus, reminds us that ”in schools or on the school bus, when everyone shows respect to one another, it creates an environment where bad behaviour is being discouraged and prevented at all times.” We must therefore work together and show our school bus drivers the respect they deserve for the vital responsibility for which they are tasked. ¦

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30 Ontario School Plant Manager | Summer 2017

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