ENERGY EFFICIENCY ANALYSIS AND OPTIMIZATION OF A GENERIC 30 X 60 CLASSROOM BUILDING Feras Kashari
Yazan Shiqdar
Faisal Abduljalil
The Department of Architecture (KAUARCH) Faculty of Architecture and Planning King Abdulaziz University
Hashim Albar
Suhib Alandanousi
Supervisor: Dr-Ing. Mohannad Bayoumi
ENERGY EFFICIENCY ANALYSIS AND OPTIMIZATION OF A GENERIC 30 X 60 CLASSROOM BUILDING
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
CONTENT 1. Introduction 1.1 Bakground 1.2 Project Breif 1.3 Problem Statment 1.4 Objectvies 1.5 Key words & defenitions 2. Methodology 2.1 Software 2.2 Location 2.3 Climate data 2.4 30 x 60 classroom building 3. Simulations & Cases 3.1 Energy demand 3.2 IAQ evaluation 4. PV System 4.1 Definition 4.2 Main components of a PV system 4.3 PV systems types 4.4 Choosing the modules
4.5 Types of solar inverters 4.6 Installing the system 4.7 Types of cleaning 4.8 Solar panel facade 4.9 Solar panel facade-case study 4.10 30 x 60 classroom building PV design-roof 4.11 30 x 60 classroom building-facades 5. Solar hot water system 5.1 Solar thermal (Flat-Plate) 5.2 Solar thermal (Vacuum Tube) 5.3 Solar thermal comparison 6. Classroom Studies 6.1 Simulated window opening by sensors 6.2 Age of air evaluation & solutions
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
ENERGY EFFICIENCY ANALYSIS AND OPTIMIZATION OF A GENERIC 30 X 60 CLASSROOM BUILDING
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
6
1. Introduction 1.1 Bakground 1.2 Project Breif 1.3 Problem Statment 1.4 Objectvies 1.5 Key words & defenitions
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
1. Introduction 1.1 Bakground
Infraed radiation
Insolation Refection
Absorption
Why? :
Greenhouse Gases
Global warming is the unusually rapid increase in Earth’s average surface temperature over the past century primarily due to the greenhouse gases released by people burning fossil fuels.
Abdsorption
Atomspheric Radiation processes from Earth’s surface
Greenhouse efect
What? :
Renewable energy is energy produced from sources that do not deplete or can be replenished within a human’s lifetime. The most common examples include.
Where? : Simulations to assess building performance. Facade, Cooling, Co2 , daylighting, solar radiation PMV thermal comfort, PMV thermal comfort.
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
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1. Introduction 1.2 Project Breif With the development of the Kingdom towards the vision of 2030 ,energy has become an important component in conjunction with the high prices of electricity fees. By implementing sustainability stratigies the goal is to reduce the energy consumption and improve indoor air quality in a classroom building at King Abdul Aziz University.
Keywords: Energy Consumption - Comfort zone - Fluid dynamics - Photovoltaic System.
5
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
1. Introduction 1.3 Problem Statment Buildings in Saudi Arabia accounts for almost 40% of energy consumption and greenhouse gas emissions. The sustainable building approach has a high potential to make a valuable contribution to sustainable development. Sustainability is a broad and complex concept, which has grown to be one of the major issues in the building industry. The idea of sustainability involves enhancing the quality of life, thus allowing people to live in a healthy environment, with improved social, economic and environmental conditions.
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
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1. Introduction 1.4 Objectvies
Natur al G as
gy
r
Co n
Renewable
Ene
mp
su
ti o
Co al
n roleum Pet
1. Reducing energy consumption
7
2. Useing renewable energy
Soler Energy
er r Pow clea Nu
Natural Ventilation 3. Improve the indoor environment through the interaction of the wind with the building.
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
1. Introduction 1.5 Key words & defenitions Energy
Energy, in physics, the capacity for doing work. It may exist in potential, kinetic, thermal, electrical, chemical, nuclear, or other various forms. There are, moreover, heat and work—i.e., energy in the process of transfer from one body to another. After it has been transferred, energy is always designated according to its nature. Hence, heat transferred may become thermal energy, while work done may manifest itself in the form of mechanical energy
Solar Panels: are those devices which are used to absorb the sun's rays and convert them into electricity or heat.
Daylighting: is the placing of windows skylights and other openings so that sun light (direct indirect) can provide efficient light during daytime.
Facade: is generally the exterior treatment of a building. In
Solar radiation: is radiant energy emitted by the sun from a nuclear fusion reaction that creates electromagnetic energy to the building .
Cooling: Is providing cooling for buildings during warm
Night cooling: is the process of natural ventilation at night in order to cool the building fabric.
architecture, the facade of a building is often the most important aspect from a design.
weather, or where there are significant thermal gains. This cooling is sometimes referred to as comfort cooling.
CO2: based ventilation is a system that controls CO2 levels in
VAV Temperature Control: A type of heating, ventilating or
a building it optimizes the CO2 levels within the space.
air-conditioning system. VAV systems vary the airflow at a constant temperature.
PMV thermal comfort: is largely a state of mind, separate
VAV CO2 Control A type of heating, ventilating or air-conditioning system. VAV systems vary the airflow at a constant CO2 level.
from equations for heat and mass transfer and energy balances. However, the perception of comfort is expected to be influenced by the variables that affect the heat and mass transfer in our energy balance model.
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
8
1. Introduction 1.5 Key words & defenitions Comfort Zone
The condition of mind that expresses satisfaction with the thermal environment and is assessed by subjective evaluation. (ASHRAE 55+2010) As designs and builders, we need to Understand how to deal with it objectively.
Sick Building Syndrome
A term describes a situation in which occupants of a building have experienced acute health effects that seem to be correlated to time spent in the building, but a specific cause or illness cannot be identified.
9
U-Value
A measure of the heat transmission through a building part (such as a wall or window) or a given thickness of a material (such as insulation) with lower numbers indicating better insulating properties.
g Value
The solar gain represented by the "g" value is mainly of interest for transparent components. The "g" value is also called TSET (Total Solar Energy Transmittance), SHGC (Solar Heat Gain Coefficient) or more simply solar factor. This expresses the share of solar energy that is transmitted through the element to the inside of a building
ENERGY EFFICIENCY ANALYSIS AND OPTIMIZATION OF A GENERIC 30 X 60 CLASSROOM BUILDING
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
6
2. Methodology 2.1 Software 2.2 Location 2.3 Climate data 2.4 30 x 60 classroom building
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
1. Methodology 1.1 Software OfďŹ ce Building Evaluation Evaluating Existing Condition Evaluation Case
Energy Consumption
CO2
Cooling Load
Indoor Air Temp.
Critical Cases Selection
Case 1
Window Opening
Case 2
Case 3
g-value
Case 4
Case 5
Wall U-value
Case 6
U-value
Case 7
Cooling System
Case 8
Shading Device
Optimization Strategies (Facade Treatment & Cooling Systems) in all Building Zones Total Energy Consumption
Classroom Studies
Age of Air
Opening Sensors
Existing Condition Annual Case 1
Case 2
A day in the year
Case 3 Twelv Cases
Solutions
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
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1. Methodology 1.2 Location City
Country
Jeddah
Saudi Arabia
City
Jeddah
Width Length
Latitude
Longitude
21.4° N
39.1° E
17km 60km
Outside air temperature Avg Min Max
13
31 °C 21 °C 38 °C
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
1. Methodology 1.3 Climate data Jeddah’s climate is directly affected by its geographical location where the temperature levels and humidity percentage rises during the summer, and in the winter humidity levels decrease because the region is effected by a air mass.
Wind direc�on frequency
40%
NE
30% 20% 10% W
E
0%
100
45
90
40
80
35
Ta - Outside air temperature [°C]
NW
N
Rela�ve humidity [%]
50%
70 60 50 40 30 20
SW
SE
10 0
S Wind direc�on frequency
30 25
15 10 5 0
1
2
3
4
5
6
7
Month min
8
9
10 11 12
Comfort
20
1
2
3
max
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
4
5
6
7
8
9
10 11 12
Month min.
max.
avg.
14
1. Methodology 1.4 30 x 60 classroom building Location
Jeddah
Building Type
Class room building
Area
4721 m2
Occupants
1440
Zones
55
Item
Number
Unit
Zone type Classroom
50
-
Computer lab
3
-
Lecture hall
1
-
Break room
1
-
Computer
79
-
Projector
56
-
Coffee Machine
1
-
Lighting
336
Equipment
15
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
1. Methodology 1.5 Floor Plans
N
4
1
1
1
1
1
1
1
1
2
Ground Floor
1
1
1
1
1
1
1
1
1
3
3
1
3
First Floor
1
1
1
1
1
1
1
1
1. Classroom 2. Lecture Hall 1
1
1
1
1
1
1
1
Second & Thierd Floor IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
3. Computer Lab 4. Break Room 16
1. Methodology 1.6 Elevations
North Elevation
East Elevation
South Elevation
West Elevation
17
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
ENERGY EFFICIENCY ANALYSIS AND OPTIMIZATION OF A GENERIC 30 X 60 CLASSROOM BUILDING
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
6
3. Simulations & Cases 3.1
Evaluation Method
3.2
Energy demand
3.2
IAQ evaluation 3.3 Lecture Hall 3.4 Classroom 3.5 Breakroom 3.6 Computer Lab
3.7
Energy Demand After Solution
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
3. Simulations & Cases 3.1 Evaluation Method
Optimization Variables HVAC
Energy Consumpton
Facade
System
Room Unit
Orientaton
VAV, CO2
Ideal cooler
North South
VAV, Temp
Outputs
North West
Window Fractons
Control
g value
Indoor Temperature
50%
Close
High
CO2
Pi Control
Low
Daylight
Cooling Load
North East
South West
South East
Figure 1: The figure showsthemethodology & the outputs.
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
20
3. Simulations & Cases
Energy Consump�on
3.2 Energy demand
Break room
1
-
Computer
79
-
Projector
56
-
Coffee Machine
1
-
500 0
Equipment
25
336
Total Energy Demand
Energy Consumption [kWh/m2]
Lighting
Figure 2: Explain the energy consumption
Energy Consump�on
20 15 10 5 0
906569 kWh 192.02 m2 21
Figure 3: Explain the energy consumption
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
December
-
November
1
October
Lecture hall
1000
September
-
August
3
July
Computer lab
1500
June
-
May
50
April
Classroom
2000
March
Zone type
February
Unit
January
Number
Energy Consumption [kWh/m]
Item
2500
3. Simulations & Cases 3.3 IAQ evaluation Lecture hall – South East
Energy Consump�on
1 2 3
Case 1
3.1 Evaluation Method Cooling Load Case 1
Case 2
Case 2
N
4 5 1 3
1 9
1 8
1 7
1 6
1 5
2 3
2 2
2 1
2 0
2 4
1 4
7
8
3
4
1
9
5
6
2
1 1
1 2
1 0
DN
Cooling Load [kWh/m2]
2 3
2 0
1 9
1 6
1 5
1 3
2 4
2 2
1 8
2 1
1 7
1 4
2
1
3
6
4
7
5
8
9
1 1
1 2
1 0
Energy Consump�on [kWh/m2]
6
25
25 20 15 10 5 0
VAV, Temp.
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
energy consumption
Case 2 Case 3 Units
Equipment’s
2
2
Occupant
210
210
-
-
-
5 0
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
-
-
-
Opening
-
-
-
-
Zones
1
1
-
-
0.56
0.38
-
-
1
0.7
-
[W/(m2k)]
0.53
0.22
-
[W/(m2k)]
Cooling
VAV,Temp
VAV, CO2
-
-
Shading
No
No
-
-
Case1
Figure 5: Explain the difference between cases of the Cooling load
CO2
Case1 Case 2
Case2 26
700
26
650
CO² [ppm(vol)]
-
Wall u - value
Inside Air Temperature Tin - inside air temperature [°C]
-
WF
U - value
10
Months
Figure 4: Explain the difference between cases the
VAV, CO2
g - value
15
Months
Lecture Hall
Framework item Case 1
20
25 25 24
600 550 500
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Months
Months
Figure 6: Explain the difference between cases of the Air Temperature
Figure 7: Explain the difference between cases of the Co2
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
22
3. Simulations & Cases 3.4 IAQ evaluation Classroom – South
Energy Consump�on
2 3 4 5
Energy Consump�on [kWh/m2]
6 1 3
1 9
1 8
1 7
1 6
1 5
2 3
2 2
2 1
2 0
2 4
1 4
7
8
3
4
1
9
5
6
2
1 1
1 2
1 0
DN
15 10
0
1
26
26
-
50%
50%
50%
-
Never
PI Temp
Never
-
2
2
2
-
g - value
0.56
0.38
0.38
-
U - value
1
0.7
0.7
[W/(m2k)]
WF Opening Zones
Wall u - value
0.53
0.22
Cooling
VAV,Temp
VAV, CO2
VAV, CO2
-
Shading
No
No
External Blind
-
23
Inside Air Temperature
-
26
Occupant
15 10
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Months
Figure 9: Explain the difference between cases of the
energy consumption
Case 2 Case 3 Units 1
20
0
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
Figure 8: Explain the difference between cases the
0.22 [W/(m2k)]
Cooling load
CO2
Case1
Case 1 Case 2
Case2 Case3 Tin - inside air temperature [°C]
1
25
Months VAV, CO2
Equipment’s
Case 3
5
5
26 25 25 24
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
Case 3
700
26 CO² [ppm(vol)]
2 3
2 0
1 9
1 6
1 5
1 3
2 4
2 2
1 8
2 1
1 7
1 4
2
1
3
6
4
7
5
8
9
1 1
1 2
1 0
20
Case 2
30 Cooling Load [kWh/m2]
1
25
Classroom
Framework item Case 1
Case 2
Case 1
Cooling Load
Case 3
30
VAV, Temp.
Classroom
Case 1
650 600 550 500
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
Months
Figure 10: Explain the difference between cases of the Air Temperature
Months
Figure 11: Explain the difference between cases of the Co2
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
N
3. Simulations & Cases 3.5 IAQ evaluation Breakroom – North West
Energy Consump�on
1 2 3 4 5
15 10 5
Opening Zones
-
15
15
15
-
50%
50%
50%
-
Never
PI Temp
Never
-
1
1
1
-
0.56
0.38
0.38
-
U - value
1
0.7
0.7
[W/(m k)]
0.53
0.22
2
0.22 [W/(m2k)]
Cooling
VAV,Temp
VAV, CO2
VAV, CO2
-
Shading
No
No
External Blind
-
15 10 5 Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Months
Figure 13: Explain the difference between cases of the Cooling load
CO2
Case1
Case 1 Case 2
Case2
g - value
Wall u - value
Inside Air Temperature
Tin - inside air temperature [°C]
WF
1
20
0
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
energy consumption
Case 2 Case 3 Units 1
25
Case3
26
650
26 25 25 24
Case 3
700
CO² [ppm(vol)]
1 3
1 9
1 8
1 7
1 6
1 5
2 3
2 2
2 1
2 0
2 4
1 4
7
8
3
4
1
9
5
6
2
1 1
1 2
1 0
DN
Occupant
1
Case 3 Cooling Load [kWh/m2]
Energy Consump�on [kWh/m2]
6
2 3
2 0
1 9
1 6
1 5
1 3
2 4
2 2
1 8
2 1
1 7
1 4
2
1
3
6
4
7
5
8
9
1 1
1 2
1 0
Equipment’s
Case 3
Figure 12: Explain the difference between cases the
VAV, CO2
Framework item Case 1
Case 2
Months
Break Room
Case 1
Case 2
20
0
N
Cooling Load
25
VAV, Temp.
Break Room
Case 1
600 550 500 450
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Months
Figure 14: Explain the difference between cases of the Air Temperature
400
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Months
Figure 15: Explain the difference between cases of the Co2
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
24
3. Simulations & Cases 3.6 IAQ evaluation Classroom – South West
Energy Consump�on
1 2 3 4 5
40
20 10 0
1
-
Occupant
26
26
26
-
50%
50%
50%
-
Never
PI Temp
Never
-
4
4
4
-
g - value
0.56
0.38
0.38
-
U - value
1
0.7
0.7
[W/(m2k)]
0.53
0.22
0.22 [W/(m2k)]
Cooling
VAV,Temp
VAV, CO2
VAV, CO2
-
Shading
No
No
External Blind
-
Inside Air Temperature
Tin - inside air temperature [°C]
Case 2 Case 3 Units 1
25
30 20 10 0
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Months
Figure 17: Explain the difference between cases of the
energy consumption
1
Wall u - value
40
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
CO2
Case1 Case2 Case3
26
Case 1 Case 2 Case 3
700 650
26 25 25 24
Cooling load
CO² [ppm(vol)]
1 3
1 9
1 8
1 7
1 6
1 5
2 3
2 2
2 1
2 0
2 4
1 4
7
8
3
4
1
9
5
6
2
1 1
1 2
1 0
DN
30
Figure 16: Explain the difference between cases the
Equipment’s
Zones
Case 2 Case 3
Cooling Load [kWh/m2]
Energy Consump�on [kWh/m2]
6
2 3
2 0
1 9
1 6
1 5
1 3
2 4
2 2
1 8
2 1
1 7
1 4
2
1
3
6
4
7
5
8
9
1 1
1 2
1 0
Classroom
Framework item Case 1
Opening
Case 1
50
50
Months
VAV, CO2
WF
Case 2
N
Cooling Load
Case 3
VAV, Temp.
Classroom
Case 1
600 550 500 450 400
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Months
Months
Figure 18: Explain the difference between cases of the Air Temperature
Figure 19: Explain the difference between cases of the Co2
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
3. Simulations & Cases 3.7 IAQ evaluation Computer Labs – South East
N
Energy Consump�on
Case 1
Energy Consump�on [kWh/m2]
Case 2 40 35 30 25 20 15 10 5 0
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Months
VAV, Temp.
Lab
Lab
Lab
Figure 19: Explain the difference between cases the energy consumption
VAV, CO2
Framework item Case 1
Case 2 Case 3 Units
1
1
-
-
Occupant
26
26
-
-
50%
50%
-
-
Never
PI Temp
-
-
2
2
-
-
0.56
0.38
-
-
1
0.7
-
[W/(m k)]
0.53
0.22
-
[W/(m2k)]
Cooling
VAV,Temp
VAV, CO2
-
-
Shading
No
No
-
-
WF Opening Zones g - value U - value Wall u - value
Case 1 Case 2
Cooling Load [kWh/m2]
Equipment’s
Cooling Load 40 35 30 25 20 15 10 5 0
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Months
2
Figure 20: Explain the difference between cases of the Cooling load
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
26
3. Simulations & Cases 3.8 IAQ evaluation Classroom – North
N Case 1 Case 2 Energy Consump�on [kWh/m2]
Case 3 25 20 15 10 5 0
VAV, Temp.
Classroom
Months
Figure 21: Explain the difference between cases the
Classroom
energy consumption
VAV, CO2
Framework item Case 1
Case 1
Case 2 Case 3 Units
1
1
1
-
Occupant
26
26
26
-
50%
50%
50%
-
Never
PI Temp
Never
-
3
3
3
-
g - value
0.56
0.38
0.38
-
U - value
1
0.7
0.7
[W/(m k)]
0.53
0.22
0.22 [W/(m2k)]
Cooling
VAV,Temp
VAV, CO2
VAV, CO2
-
Shading
No
No
External Blind
-
Zones
Wall u - value
27
50 Cooling Load [kWh/m2]
Opening
Case 2 Case 3
Equipment’s
WF
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
40 30 20 10 0
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Months
2
Figure 22: Explain the difference between cases of the Cooling load
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
3. Simulations & Cases 3.9 IAQ evaluation Classroom– North East
N Case 1 Case 2 Energy Consump�on [kWh/m2]
Case 3 50 40 30 20 10 0
VAV, Temp.
Classroom
Months
Figure 23: Explain the difference between cases the
Classroom
energy consumption
VAV, CO2
Case 1
Case 2 Case 3 Units
Equipment’s
1
1
1
-
Occupant
26
26
26
-
50%
50%
50%
-
Never
PI Temp
Never
-
3
3
3
-
g - value
0.56
0.38
0.38
-
U - value
1
0.7
0.7
[W/(m2k)]
0.53
0.22
0.22 [W/(m2k)]
Cooling
VAV,Temp
VAV, CO2
VAV, CO2
-
Shading
No
No
External Blind
-
WF Opening Zones
Wall u - value
Case 2 Case 3 50 Cooling Load [kWh/m2]
Framework item Case 1
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
40 30 20 10 0
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Months
Figure 24: Explain the difference between cases of the Cooling load
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
28
3. Simulations & Cases 3.10 IAQ evaluation Classroom– North West
N Case 1 Case 2 Energy Consump�on [kWh/m2]
Case 3 50 40 30 20 10 0
VAV, Temp.
Classroom
Months
Figure 25: Explain the difference between cases the
Classroom
energy consumption
VAV, CO2
Case 1
Case 2 Case 3 Units
Equipment’s
1
1
1
-
Occupant
26
26
26
-
50%
50%
50%
-
Never
PI Temp
Never
-
3
3
3
-
g - value
0.56
0.38
0.38
-
U - value
1
0.7
0.7
[W/(m2k)]
0.53
0.22
0.22 [W/(m2k)]
Cooling
VAV,Temp
VAV, CO2
VAV, CO2
-
Shading
No
No
External Blind
-
WF Opening Zones
Wall u - value
29
Case 2 Case 3 50 Cooling Load [kWh/m2]
Framework item Case 1
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
40 30 20 10 0
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Months
Figure 26: Explain the difference between cases of the Cooling load
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
3. Simulations & Cases 3.11Energy demand
Energy consumption
Equipment’s Occupant WF Opening Zones
1
Befor
Case 2 Case 3 Units 1
1
-
26
26
26
-
50%
50%
50%
-
Never
PI Temp
Never
-
20 15 10 5 0
Jan
3
3
3
-
g - value
0.56
0.38
0.38
-
U - value
1
0.7
0.7
[W/(m k)]
250
0.53
0.22
0.22 [W/(m2k)]
200
Cooling
VAV,Temp
VAV, CO2
VAV, CO2
-
Shading
No
No
External Blind
-
Total Energy Demand 728312 kWh 154.2 kWh/m2
Feb
Mar
Apr May Jun
Jul
Months
Aug
Sep
Oct
Nov Dec
Energy consumptiom 2
kWh/m2
Wall u - value
After
25 Energy Consumption [kWh/m2 ]
Framework item Case 1
150 100 50 0
Existing condition
After façade treatment, window opening & cooling system optimization
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
30
ENERGY EFFICIENCY ANALYSIS AND OPTIMIZATION OF A GENERIC 30 X 60 CLASSROOM BUILDING
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
6
4. PV System 4.1 Definition 4.2 Main components of a PV system 4.3 PV systems types 4.4 Choosing the modules 4.5 Main components of a PV system 4.6 Types of solar inverters 4.7 Installing the system 4.8 Types of cleaning 4.9 Solar panel facade 4.10 Solar panel facade-case study 4.11 30 x 60 classroom building PV design-roof 4.12 30 x 60 classroom building-facades
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
4. PV System 4.1 Definition Photovoltaic systems (PV systems) are a renewable energy technology which transforms the energy from the sun into electricity using photovoltaics. These photovoltaics, also known as solar panels, provide a reliable green energy solution. Photovoltaics is the conversion of light into electricity using semiconducting materials that exhibit the photovoltaic effect, A photovoltaic system employs solar modules, each comprising several solar cells, which generate electrical power.
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
33
4. PV System 4.2 Main components of a PV ? Understanding the components of a solar power system is the first step. The components of a home solar power or PV system are:
1-Solar Panels: The solar panels themselves are the key
elements of a solar power system. The essential attributes to consider are the efficiency, cost, warranty, and technology type. Solar Reviews produces an extensive, unbiased list of leading brands from around the world comparing attributes such as efficiency and warranty.
2-inverter: Inverters are the mechanisms that convert the
Direct Current (DC) produced by the solar panels into the Alternating Current (AC) that homes require.
3-Performance Monitoring: To verify the performance of
your PV system, a monitoring system will show the homeowner how much electricity is being generated per hour. The system can identify potential performance changes.
4-Storage Options: Solar batteries can be installed to store
energy for later or simply overnight. Alternatively, in some communities, net metering is available that allows excess energy to be sent to the grid for credit. You will be using the grid as your excess storage option. It is like having a solar battery installed without the cost.
5-Racking: Panels are not attached to the roof directly.
Panels are mounted in racking which is attached to the roof and angled for the optimal degree of sun exposure. 34
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
4. PV System 4.3 PV Systems types Photovoltaic systems can be designed to provide DC and/or AC power service, can operate interconnected with or independent of the utility grid, and can be connected with other energy sources and energy storage systems.
Battery PV array PV array
Controller
DC/AC inverter
System controller
DC loads
Charge
AC loads Stand-alone DC system
Grid conected system
Battery
PV array
DC loads
Charge
Battery
Controller PV array
DC loads
Charge Controller
DC/AC system
AC loads
DC/AC inverter
Battery controller
AC loads
System controller
Generator
Stand-alone DC/AC system
Hybird system
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
35
4. PV System 4.4 Choosing the modules There are six important considerations when choosing a panel type:
Basic PV module types Module type
Appearance
Monocrystalline Polycrystalline Amorphous
Module composed Blueofblack circulae polygonal shapes Sparkling crystalBlue chaotic blacksurface Ma� dull surface Red, green, orange, blue black, yellow
color
Efficiencies (%) Durability (yrs.) 10-16 8-12 4-8
- Power output required of the panel - Size of the available roof or façade for the panels - What color you wish the roof to be - The appearance/texture of the panels - What size panels fit into the architectural image of the building - The desired durability of the panels The amount of electricity to be generated from your roof as a fraction of the domestic load is dealt with above. If you know the peak wattage required, then a review of the panel outputs will determine how many of each of the different types you will need to achieve the necessary wattage for the system. If you choose the lower efficiency, a cheaper, amorphous silicon panels then you will need more roof area to support them. If you want to use the more efficient polycrystalline modules then the less roof space is required; the most efficient panels, monocrystalline modules, not only require less space to generate the same wattage but are also more durable.
36
Amorphous
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
Amorphous
22-30 20-25 15-20
4. PV System 4.5 Types of solar inverters Hybrid Inverters
It is also known as multi-mode inverters. It allows you to plug batteries into your solar power system. This inverter interfaces the battery by using a technique called ‘DC coupling’. Electronics coordinate the discharging and charging of the battery. There is a fairly limited choice on the hybrid inverters. We have listed all the ones..
Central Inverters
There are a large variety of inverters that are used for the solar systems in the few megawatts to the hundreds of kilowatts. Central Inverters look like big metal cabinets. It can handle up to 500kW per enclosure. They are not suitable for homes and generally used for utility-scale solar farms or large commercial installations.
Battery Inverters
If you want to retrofit batteries to your solar power system or simply keep your battery system separate from your solar panels. Then for this, separate battery inverter is the best choice. It simply converts your battery power into the 230V AC. Then it feeds it into your switchboard where you require grid power if possible.
String Inverters
These are the most common type of inverter used for residential purposes. All the solar inverters above are basically a string inverters. It is called a string inverter because there is a large number of strings are connected on them.
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
37
4. PV System 4.6 Installing the system Several mounting techniques are available with a number of roof structure, styles and designs. Installing the array requires mechanically mounting the modules, attaching the electrical interconnections and checking the performance of the completed array source circuits. All phases of array installation involve working with electrically active components, which can be particularly dangerous with DC supplies. Each option for mounting and wiring an array will present its own special installation requirements. How to get the angle right for the PV array?
As a rule of thumb, if the intention is to maximize the PV output over the year, the PV modules need to be inclined with an angle equal to the site’s latitude (from the horizontal).
38
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
4. PV System 4.7 Types of cleaning
1
2
3
4
No matter how different the cleaning methods, they are implemented by following one of the following mechanisms:
1- Truck - mounted cleaning systems Care must be taken when using this technique as it can withstand the risk of solar panels possibly due to brush or device shaping common or road.
2- Semi-automatic cleaning systems One of the advantages of these systems is that they can be dismantled and installed easily and when needed It also works with special batteries and this can be stored and ensures the continuity and operation for a long time.
3- Fully automated cleaning systems It is also equipped with special batteries and is programmed with weather sensors.
4- Portable Cleaning Systems It is one of the most prominent devices used especially in rooftop and solar systems that follow the movement of the sun.
5
5- Semi-automatic cleaning systems First in small and home stations second large stations but when cleaning, pay attention to the special equipment for each solar panel is available.
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
39
4. PV System 4.8 Portable Cleaning Systems OUT COMPACT PRO PV:
UT COMPACT PRO ensures a constant and continuous production of pure water up to 250 liters per hour through the process of reverse osmosis. The machine ensures optimum cleaning of the panels, removing all types of dirt without damaging the surface. The use of pure water ensures ecological cleaning, complete and optimal without leaving any residue. OUT COMPACT PRO is easy to transport thanks to the practical wheeled trolley that supports all the components, including the reel with 100 metres of hose to work in total safety and comfort. OUT COMPACT PRO can be used by 2 workers at the same time for a faster and safe cleaning.
Price: $539.98
http://www.vipclean.it/EN/solar-panels-cleaning/ 40
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
4. PV System 4.9 Solar Panel Facade The solar panel facade has been designed for application in buildings of a high architectural standard that comply with increasingly stricter environmental regulations.
The system enables power to be produced even in areas with no direct sun rays since the technology can also utilize sun rays in cloudy weather. In snowy areas and next to water, the system increases output from reected rays.
These sun panel facades are suitable for ofďŹ ce, commercial, and even residential construction.
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
41
4. PV System 4.10 Solar Panel Facade Copenhagen International School's new building in the Nordhavn district features the largest solar facade in the world. The 12,000 solar glass panels can generate 300 megawatt hours of electricity per year, more than half of the school's annual energy needs. The solar facade has a total area of 6,048 square meters, making it "one of the largest building-integrated solar power plants in Denmark," according to the designers at CF Møller Architects. Here are some of the building's other impressive sustainable features: - High performance thermal insulation - Daylight photovoltaic cells / solar heating - Ventilation - Passive solar design - Energy efďŹ cient design - High insulation values - Low energy windows - Green roof - LCA sustainable planning - Rainwater harvesting - Prefabricated components - Flexibility - LED - Healthy building - Noise minimization - Natural ventilation - Low-energy standard (2020) 42
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
4. PV System 4.11 30 x 60 Classroom Building - Roof Number of units x 300 = Energy from PV 412 x 300 = 123,600 w
1.2m
1.2m
DN
1.2m DN
1.2m
SERIES
PARALLEL 32V 2.5A
1.2m
16V 5A
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
43
4. PV System 4.12 30 x 60 Classroom Building - Roof Number of solar panels = 412 Divided to four areas each with an individual Inverter Number of panels x Watt per one panel = Max Array Power 87 x 300 = 26100 Watt
Inverter Capacity = 30000 Watt
1.2m
1.2m
DN
1.2m DN
1.2m
1.2m
44
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
4. PV System 4.13 30 x 60 Classroom Building - Roof Number of panels x Watt per one panel = Max Array Power 64 x 300 = 19200 Watt
Inverter Capacity = 20000 Watt
1.2m
1.2m
DN
1.2m DN
1.2m
1.2m
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
45
4. PV System 4.14 30 x 60 Classroom Building - Roof
Roof photovoltaic system
Photovoltaics: PV Mono 300 Number of modules:406 Total nominal power DC: 51.3 kW
Total electricity consump�on Self-consump�on
80,000 70,000 60,000
kWh
50,000 40,000 30,000 20,000 10,000 0
Jan
Feb
Mar
Apr
May
Jun
Jul
Aug
Months
46
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
Sep
Oct
Nov
Dec
4. PV System 4.15 30 x 60 Classroom Building - Roof PV Self-consump�on 21st June
PV Self-consump�on 21st April
Summer 90 80
70
70
60
60
50
50
kWh/Day
90 80
40
40
30
30
20
10
10
0
0 12AM 1AM 2AM 3AM 4AM 5AM 6AM 7AM 8AM 9AM 10AM 11AM 12PM 1PM 2PM 3PM 4PM 5PM 6PM 7PM 8PM 9PM 10PM 11PM
20
12AM 1AM 2AM 3AM 4AM 5AM 6AM 7AM 8AM 9AM 10AM 11AM 12PM 1PM 2PM 3PM 4PM 5PM 6PM 7PM 8PM 9PM 10PM 11PM
kWh/Day
Fall
PV Self-consump�on 21st June
PV Self-consump�on 21st January Winter 90
80
80
70
70
60
60
50 40 30
50 40 30
20
20
10
10
0
0 12AM 1AM 2AM 3AM 4AM 5AM 6AM 7AM 8AM 9AM 10AM 11AM 12PM 1PM 2PM 3PM 4PM 5PM 6PM 7PM 8PM 9PM 10PM 11PM
kWh/Day
90
12AM 1AM 2AM 3AM 4AM 5AM 6AM 7AM 8AM 9AM 10AM 11AM 12PM 1PM 2PM 3PM 4PM 5PM 6PM 7PM 8PM 9PM 10PM 11PM
kWh/Day
Autumn
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
47
4. PV System 4.16 30 x 60 classroom building
48
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
4. PV System 4.17 30 x 60 classroom building-facades - South Elevation
SERIES
PARALLEL 32V 2.5A
16V 5A
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
49
4. PV System 4.18 30 x 60 classroom building-facades -South Elevation
Photovoltaics: PV Mono 300 Number of modules:116
Number of solar panels = 116 Divided to two areas each with an individual Inverter Number of panels x Watt per one panel = Max Array Power 58 x 300 = 17,400 Watt Inverter Capacity = 20,000 Watt
50
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
4. PV System 4.19 30 x 60 classroom building-facades - West Elevation
Photovoltaics: PV Mono 300 Number of modules:108
Number of solar panels = 108 Divided to two areas each with an individual Inverter Number of panels x Watt per one panel = Max Array Power 54 x 300 = 16,200 Watt Inverter Capacity = 20,000 Watt
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
51
4. PV System 4.20 30 x 60 classroom building-facades - East Elevation
Number of panels x Watt per one panel = Max Array Power Photovoltaics: PV Mono 300 Number of modules:88
52
88 x 300 = 26,400 Watt Inverter Capacity = 30,000 Watt
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
4. PV System 4.21 30 x 60 classroom building-facades - Elevations
Eleva�ons photovoltaic system
Total electricity consump�on Self-consump�on
60,000
kWh
50,000 40,000 30,000 20,000 10,000 0
Jan
Feb
Mar
Apr
May
Jun
Jul
Aug
Sep
Oct
Nov
Dec
Months
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
53
15
10
54 kWh/Day
10 kWh/Day
15
PV Self-consump�on 12AM 1AM 2AM 3AM 4AM 5AM 6AM 7AM 8AM 9AM 10AM 11AM 12PM 1PM 2PM 3PM 4PM 5PM 6PM 7PM 8PM 9PM 10PM 11PM
12AM 1AM 2AM 3AM 4AM 5AM 6AM 7AM 8AM 9AM 10AM 11AM 12PM 1PM 2PM 3PM 4PM 5PM 6PM 7PM 8PM 9PM 10PM 11PM
kWh/Day
PV Self-consump�on
30 30
25 25
20 20
5 5
0 0
30 30
25 25
20 20
5 5
0 0 12AM 1AM 2AM 3AM 4AM 5AM 6AM 7AM 8AM 9AM 10AM 11AM 12PM 1PM 2PM 3PM 4PM 5PM 6PM 7PM 8PM 9PM 10PM 11PM
12AM 1AM 2AM 3AM 4AM 5AM 6AM 7AM 8AM 9AM 10AM 11AM 12PM 1PM 2PM 3PM 4PM 5PM 6PM 7PM 8PM 9PM 10PM 11PM
kWh/Day
4. PV System
4.22 30 x 60 classroom building-facades - Elevations
PV Self-consump�on
Fall Summer
15
10
PV Self-consump�on
Autumn Winter
15
10
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
4. PV System 4.23 30 x 60 classroom building-facades - Conclusion
Total energy consump�on
PV self - consump�on (Roof)
PV self-consump�on (Elev)
725,105 kWh 272,799 kWh 37.6 %
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
55
ENERGY EFFICIENCY ANALYSIS AND OPTIMIZATION OF A GENERIC 30 X 60 CLASSROOM BUILDING
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
6
5. Solar hot water system 5.1 Solar thermal (Flat-Plate) 5.2 Solar thermal (Vacuum Tube) 5.3 Solar thermal comparison
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
5. Solar hot water system 5.1 Solar thermal (Flat-Plate)
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
58
5. Solar hot water system 5.2 Solar thermal (Flat-Plate)
Solar thermal energy to the system
Solar frac�on: frac�on of solar energy to system 700
120
600
100
500
80
kWh
%
400 60
300
40
200
20 0
59
100 0 Jan
Feb
Mar
Apr
May
Jun
Jul
Aug
Sep
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Jun
Jul
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
Aug
Sep
Oct
Nov
Dec
5. Solar hot water system 5.3 Solar thermal (Vacuum Tube)
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
60
5. Solar hot water system 5.3 Solar thermal (Vacuum Tube)
Solar frac�on: frac�on of solar energy to system
Solar thermal energy to the system
120
700
100
600 500
80
kWh
%
400 60
300
40
200
20 0
61
100
Jan
Feb
Mar
Apr
May
Jun
Jul
Aug
Sep
Oct
Nov
Dec
0
Jan
Feb
Mar
Apr
May
Jun
Jul
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
Aug
Sep
Oct
Nov
Dec
5. Solar hot water system 5.5 Solar thermal comparison Solar thermal energy to the system Flatplate
Vacuum Tubes
Energy consumptiom
700
250
600
200
kWh/m2
kWh
500 400 300
150 100
200
50
100
0 0
Jan
Feb
Mar
Apr
May
Jun
Jul
Aug
Sep
Oct
Nov
Existing condition
After facade treatment
After solar panels instalation
Dec
Evacuated tube collectors perform better in cooler climates than flat plate collectors. Flat plate collectors are more susceptible to ambient heat loss because the fluid being heated has considerable residence time in the flat plate as it travels through the
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
62
ENERGY EFFICIENCY ANALYSIS AND OPTIMIZATION OF A GENERIC 30 X 60 CLASSROOM BUILDING
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
6
6. Classroom Studies 6.1 Simulated window opening by sensors 6.2 Age of air evaluation & solutions
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
6. Classroom Studies 6.1 Simulated window opening by sensors South Facade
WF Opening Lighting
1
1
-
26
26
-
50%
50%
50%
-
600
25
75
600
600
-
Case1 Case2
100 80 60 40 20 0
Case3
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
30 29 28 27 26 25 24 23 22
Jan
Feb Mar Apr May Jun
Months
0.38
0.38
0.38
-
U - value
0.22
0.22
0.22
[W/(m2k)]
Wall u - value
0.53
0.22
0.22
[W/(m2k)]
Room Unit
2000
2000
2000
W
VAV,Temp
VAV, CO2
VAV, CO2
-
External Blind
External Blind
External Blind
-
Shading
Tin
Case 3
W
g - value
Cooling
Case 2
Case 3 Units
26
Closed
Case 1
Tin - inside air temperature [°C]
Occupant
1
Case 2
CO²
Jul
Aug
Sep
Oct
Nov Dec
Month
Case 1 Case 2 Case 3
CO 2 [ppm(vol)]
Equipment’s
Energy Consumption Energy Consumption [kWh/m2 ]
Framework item Case 1
700 650 600 550 500 450 400 350 300
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Months
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
65
6. Classroom Studies 6.2 Simulated window opening by sensors South Facade
Framework item Case 1
Case 2
Case 3 Units
Equipment’s
1
1
1
-
Occupant
26
26
26
-
50%
50%
50%
-
Opening
Closed
25
75
-
Lighting
600
600
600
W -
g - value
0.38
0.38
0.38
-
U - value
0.22
0.22
0.22
[W/(m2k)]
Wall u - value
0.53
0.22
0.22
[W/(m2k)]
Room Unit
2000
2000
2000
W
Cooling
VAV,Temp
VAV, CO2
VAV, CO2
-
Shading
External Blind
External Blind
External Blind
-
WF
66
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
6. Classroom Studies 6.3 Simulated window opening by sensors South Facade
Framework item Case 1
Case 2
Case 3 Units
Equipment’s
1
1
1
-
Occupant
26
26
26
-
50%
50%
50%
-
Opening
Closed
25
75
-
Lighting
600
600
600
W -
g - value
0.38
0.38
0.38
-
U - value
0.22
0.22
0.22
[W/(m2k)]
Wall u - value
0.53
0.22
0.22
[W/(m2k)]
Room Unit
2000
2000
2000
W
Cooling
VAV,Temp
VAV, CO2
VAV, CO2
-
Shading
External Blind
External Blind
External Blind
-
WF
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
67
6. Classroom Studies 6.4 Simulated window opening by sensors South Facade
Framework item Case 1
Case 2
Case 3 Units
Equipment’s
1
1
1
-
Occupant
26
26
26
-
50%
50%
50%
-
Opening
Closed
25
75
-
Lighting
600
600
600
W -
g - value
0.38
0.38
0.38
-
U - value
0.22
0.22
0.22
[W/(m2k)]
Wall u - value
0.53
0.22
0.22
[W/(m2k)]
Room Unit
2000
2000
2000
W
Cooling
VAV,Temp
VAV, CO2
VAV, CO2
-
Shading
External Blind
External Blind
External Blind
-
WF
68
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
6. Classroom Studies 6.5 Simulated window opening by sensors South Facade
1
1
-
Occupant
26
26
26
-
50%
50%
50%
-
Opening
Closed
25
75
-
Lighting
600
600
600
W -
g - value
0.38
0.38
0.38
-
U - value
0.22
0.22
0.22
[W/(m k)]
Wall u - value
0.53
0.22
0.22
[W/(m2k)]
2000
2000
W
Cooling
VAV,Temp
VAV, CO2
VAV, CO2
-
Shading
External Blind
External Blind
External Blind
-
26
800
25
800
25
600
25
600
25
400
24
400
24
200
24
200
24
0
0
2
4
6
8
10
CO2 (winter)
12
14
16
Daytime [h]
18
20
22
24
0
23
0
2
4
6
8
10
CO2 (summer)
Tin (winter)
12
14
16
Daytime [h]
18
20
22
24
23
Tin (summer)
A Day in (Summer)
A Day in (Winter) 2
2000
1000
1200
26
1200
26
1000
26
1000
26
800
25
800
25
600
25
600
25
400
24
400
24
200
24
200
24
0
0
2
4
6
8
CO2 (winter)
10
12
14
Daytime [h]
16
18
20
22
24
23
CO ² [ppm(vol)]
Room Unit
26
Tin - inside air temperature [°C]
WF
1000
0
0
2
4
Tin (winter)
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
6
8
10
CO2 (summer)
12
14
Daytime [h]
16
18
20
22
24
Tin - inside air temperature [°C]
1
26
CO ² [ppm(vol)]
Equipment’s
1200 Tin - inside air temperature [°C]
Case 3 Units CO ² [ppm(vol)]
Case 2
CO ² [ppm(vol)]
Framework item Case 1
26
Tin - inside air temperature [°C]
A Day in (Summer)
A Day in (Winter) 1200
23
Tin (summer)
69
6. Classroom Studies 6.2 Age of air Existing Case
B C
A
8
7
6
26
5
4
3
B
1.0
0.8
D
D
E
E
UP
DN
UP
DN
Mesh
C
A
1
Closed
2
First Floor
F
F
0.6
Section
A Day of a year Close
3D
8
7
6
26
5
4
3
2
1
0.5 0.4
Open
3.0
Age of air [hour]
2.5 2.0
0.2
1.5 1.0 0.5 0.0
0
2
4
6
8
10
12
14
16
18
20
22
24
Daytime [h]
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
0.0 70
6. Classroom Studies 6.2 Age of air Existing Case
B C
A
8
7
6
26
5
4
3
B
1.0
0.8
D
D
E
E
UP
DN
UP
DN
Mesh
C
A
1
Open
2
First Floor
F
F
0.6
Section
A Day of a year Close
3D
8
7
6
26
5
4
3
2
1
0.5 0.4
Open
3.0
Age of air [hour]
2.5 2.0
0.2
1.5 1.0 0.5 0.0
0
2
4
6
8
10
12
14
16
18
20
22
24
Daytime [h]
71
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
0.0
6. Classroom Studies 6.2 Age of air 1st Case
B C
A
8
7
6
26
5
4
3
B
1.0
0.8
D
D
E
E
UP
DN
UP
DN
Mesh
C
A
1
Closed
2
First Floor
F
F
0.6
Section
A Day of a year Close
3D
8
7
6
26
5
4
3
2
1
0.5 0.4
Open
3.0
Age of air [hour]
2.5 2.0
0.2
1.5 1.0 0.5 0.0
0
2
4
6
8
10
12
14
16
18
20
22
24
Daytime [h]
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
0.0 72
6. Classroom Studies 6.2 Age of air 1st Case
B C
A
8
7
6
26
5
4
3
B
1.0
0.8
D
D
E
E
UP
DN
UP
DN
Mesh
C
A
1
Open
2
First Floor
F
F
0.6
Section
A Day of a year Close
3D
8
7
6
26
5
4
3
2
1
0.5 0.4
Open
3.0
Age of air [hour]
2.5 2.0
0.2
1.5 1.0 0.5 0.0
0
2
4
6
8
10
12
14
16
18
20
22
24
Daytime [h]
73
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
0.0
6. Classroom Studies 6.2 Age of air 2nd Case
B C
A
8
7
6
26
5
4
3
B
1.0
0.8
D
D
E
E
UP
DN
UP
DN
Mesh
C
A
1
Closed
2
First Floor
F
F
0.6
Section
A Day of a year Close
3D
8
7
6
26
5
4
3
2
1
0.5 0.4
Open
3.0
Age of air [hour]
2.5 2.0
0.2
1.5 1.0 0.5 0.0
0
2
4
6
8
10
12
14
16
18
20
22
24
Daytime [h]
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
0.0 74
6. Classroom Studies 6.2 Age of air 2nd Case
B C
A
8
7
6
26
5
4
3
B
1.0
0.8
D
D
E
E
UP
DN
UP
DN
Mesh
C
A
1
Open
2
First Floor
F
F
0.6
Section
A Day of a year Close
3D
8
7
6
26
5
4
3
2
1
0.5 0.4
Open
3.0
Age of air [hour]
2.5 2.0
0.2
1.5 1.0 0.5 0.0
0
2
4
6
8
10
12
14
16
18
20
22
24
Daytime [h]
75
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
0.0
6. Classroom Studies 6.2 Age of air 3rd Case
B C
A
8
7
6
26
5
4
3
B
1.0
0.8
D
D
E
E
UP
DN
UP
DN
Mesh
C
A
1
Closed
2
First Floor
F
F
0.6
Section
A Day of a year Close
3D
8
7
6
26
5
4
3
2
1
0.5 0.4
Open
3.0
Age of air [hour]
2.5 2.0
0.2
1.5 1.0 0.5 0.0
0
2
4
6
8
10
12
14
16
18
20
22
24
Daytime [h]
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
0.0 76
6. Classroom Studies 6.2 Age of air 3rd Case
B C
A
8
7
6
26
5
4
3
B
1.0
0.8
D
D
E
E
UP
DN
UP
DN
Mesh
C
A
1
Open
2
First Floor
F
F
0.6
Section
A Day of a year Close
3D
8
7
6
26
5
4
3
2
1
0.5 0.4
Open
3.0
Age of air [hour]
2.5 2.0
0.2
1.5 1.0 0.5 0.0
0
2
4
6
8
10
12
14
16
18
20
22
24
Daytime [h]
77
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
0.0
6. Classroom Studies 6.2 Age of air Conclusion
Closed
1.0
0.8 Closed
0.6 0.5 A Day of a year
3D Existing Close Best Close
3.0
0.4
Existing Open Best Open
Age of air [hour]
2.5 2.0
0.2
1.5 1.0 0.5 0.0
0
2
4
6
8
10
12
14
16
18
20
22
24
Daytime [h]
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
0.0 78
6. Classroom Studies 6.2 Age of air Conclusion
Open
1.0
0.8 Open
0.6 0.5 3D
A Day of a year Existing Close Best Close
3.0
0.4
Existing Open Best Open
Age of air [hour]
2.5 2.0
0.2
1.5 1.0 0.5 0.0
0
2
4
6
8
10
12
14
16
18
20
22
24
Daytime [h]
79
IEQ & ENERGY DEMAND EVALUATION & SOLUTIONS 30 X 60 CLASSROOM BUILDING - Group 2
0.0
ENERGY EFFICIENCY ANALYSIS AND OPTIMIZATION OF A GENERIC 30 X 60 CLASSROOM BUILDING Feras Kashari
Yazan Shiqdar
Faisal Abduljalil
The Department of Architecture (KAUARCH) Faculty of Architecture and Planning King Abdulaziz University
Hashim Albar
Suhib Alandanousi
Supervisor: Dr-Ing. Mohannad Bayoumi