Teenergy Schools Action Plan - part 1 by Michele Nannipieri

HIGH ENERGY EFFICENCY SCHOOLS IN THE MEDITERRANEAN AREA TEENERGY SCHOOLS ACTION PLAN Programme cofinanced by the European Regional Development Fund

High Energy Efficency schools in the Mediterranean Area Teenergy schools action plan Edited by: Lead Partner TEENERGY SCHOOLS Province of Lucca 2011, Lucca Chief Executive: Arch. Francesca Lazzari Responsible for editing: Dr. Monica Lazzaroni Province of Lucca, Arch. Antonella Trombadore, ABITA Arch. Rainer Toshikazu Winter Province of Lucca Graphic design: Teenergy Schools Logo imaging: Arch. Nicola Nottoli N_N Studio, Lucca info@n-nstudio.it Graphic Layout of the publication: Sebastiani&Sebastiani, Lucca www.sebaseba.com Photo Campus Athens: Arch. Veronica Citi veronica@veronicaciti.it Printed by: Tipografia San Marco Litotipo Paper:

www.teenergy.eu Provincia di Lucca Palazzo Ducale - Piazza Napoleone, 1 - 55100 Lucca. teenergy@provincia.lucca.it tel: +39. 0583 417793

FOREWORD

For local Administrations, the School Building has always represented a priority in public management, considering the effects produced in the quality of life of its end-users (the students in the first place), in the quality of their learning capacity and in contributing to the Sustainability of a specific territory. Innovation, Sustainable Development and Green Economy are some of the orienting values implemented by the Province of Lucca who has, as other provincial Administrations, in the last years, progressively allocated important economic resources to adequate and improve the High Schools of its competence, following European standards on security and Energy Saving. The Province of Lucca has intervened, sometimes with drastic measures, in the refurbishment, the respect of security issue and in the extension of existing school buildings; this needs a concrete financial support by the Government, also because most school buildings, not only at local, but also at national level, are old and inadequate. With the Teenergy Schools project, the Province of Lucca has intended to deepen the issues related to Energy Efficiency in School Buildings, through the cooperation with other countries of the Mediterranean area, evaluating possible strategies of intervention to contain the heating and illumination costs producing a waste reduction with a positive impact on the budget of local bodies on one side, and the improvement of indoor comfort on the other. The School, also in this case, becomes the most adequate context to diffuse a culture of Sustainability and Energy Saving that can be expressed not only in structural interventions, but also through educative action, participatory and sharing experiences that can and must be adopted referring to the didactical approach within the School System itself. For the Province of Lucca as Lead Partner of Teenergy Schools, the signature of a Memorandum of Intent amongst all local administrations which are Partners of the project, represents the intent of assuming a precise political responsibility for the sharing of intervention strategies and application of Guidelines and Best Practices, transferable also to other public Administrations in Italy and in Europe.

Silvano Simonetti Councelor for Public Education and School Buildings Province of Lucca

THE PARTNERSHIP 1. Province of Lucca Italy Lead Partner Arch. Francesca Lazzari Chief Executive Ing. Riccardo Gaddi Ingeneer Dr. Monica Lazzaroni Project Manager Arch. Rainer Toshikazu Winter Technical Coordinator Dr. Brunella Ponzo Accountant Rosalba Canci Accountant Experts: Dr. Michele Nannipieri ICT expert Ing. Maurizio Corrado Responsible BENDS tool Ing. Ylenia Cascone BENDS tool Arch. Laura Guidi collaborator BENDS tool 2. ABITA international research center from the University of Florence, Tuscany Italy Prof Arch.Marco Sala Director of ABITA, Scientific Coordinator Arch. Antonella Trombadore Technical Coordinator Arch. Rosa Romano Energy Audit and Simulation Ing. Giuseppina Alcamo Energy Simulation Experts: Ing. Claudio Latini Energy Audit Arch. Marta Pesamosca Energy Audit Prof. Arch Fabio Sciurpi Taed-university of Florence -Thermography Prof. Arch. Cristina Carletti Taed-university of Florence -Thermography

3. Province of Trapani, Sicily, Italy Ing. Pietro Lo Monaco Project Manager Anna Pia Pellegrino Technical Coordinator Elisabetta Bucellato Accountant

4. ARPA, Energy Agency of Sicily Italy Arch. Sabrina Butitta Project Manager Arch. Carola Arrivas Bajardo Technical Coordinator Marco Pirrello Technical Coordinator

5. CUT Cyprus University of Technology with Districts of Paphos and Larnaca (Cyprus) Prof. Arch. Despina Serghides Scientific Coordinator Rozita Pavlidou Accountant Lambros Serghides Technical Coordinator

6. Province of Athens (Municipality of Kessariani) through the actions of the Prefecture of Athens (Attica) and Province of Pieria (Municipality of Katerini, Central Macedonia, Greece) Ing. Theodoros Kardomateas Deputy of Attica Region Ing. Kyrkos Miltiadis Technical Coordinator Arch. Triantafyllou Dionysia Technical coordinator Pilot Projects Papadimitriou Margarita Financial Manager Arch. Ing.Theona Iouliani Technical Coordinator Arch. Ing. Bazis Lampros Technical Coordinator

7. IASA Institute of Accelerating Systems and Applications, University of Athens NKUA (Greece), Prof Ing. Mattheos Santamouris Scientific Coordinator Ing. Niki Gaetani Technical Coordinator Petros Eskioglou Accountant Experts: Dyonisia Dimitriadi ICT expert

8. County Council Of Granada (Spain) Fernando Alcalde Rodriguez Project Manager Gonzalo Esteban Lopez Technical Coordinator Carmen Ferrer Garcia Accountant JosĂŠ Francisco Oliver Berta Economic Administrator

INDEX Introduction: Arch. Francesca Lazzari – Chief Executive Urban Planning Department, Province of Lucca The role of Province of Lucca as promoter of a MED strategy for improving energy efficiency in school buildings

Prof. Arch. Marco Sala – Director of ABITA Inter University Research Centre – Florence The school buildings in the European Mediterranean context: environmental qualities and energy efficiency

Dr. Monica Lazzaroni – Project manager Teenergy Schools, Province of Lucca Teenergy Schools - the main objectives and working strategies

THE TEENERGY SCHOOLS FRAMEWORK

1.1

THE STATE OF THE ART ON ENERGY EFFICIENCY IN EUROPE Arch. Sabrina Buttitta – ARPA Sicily Regional Agency for Prevention and Environment

1.2

APPROACH AND IMPLEMENTATION OF THE PROCESS Arch. Antonella Trombadore, ABITA

1.3

THE MEDITERRANEAN CLIMATE CONTEXT Arch. Rainer Toshikazu Winter, Province of Lucca

MEASURING EFFICIENCY IN EXISTING SCHOOL BUILDINGS

2.1

ENERGY AUDIT THROUGHOUT THE PARTNERSHIP Arch. Rosa Romano, ABITA Arch. Rainer Toshikazu Winter, Province of Lucca

2.2

THE DEFINITION OF A COMMON ENERGY AUDIT QUESTIONNAIRE FOR THE PARTNERSHIP Ing. Niki Gaitani, IASA – Athens

2.3

THE EVOLUTION OF THE ENERGY AUDIT METHODOLOGY AND THE SPECIFICITY OF TEENERGY SCHOOLS Prof. Ing. Mattheos Santamouris, IASA NKUA

2.4

END USER FEEDBACK: BETWEEN SCIENTIFIC ANALYSIS AND SUBJECTIVE PERCEPTION Arch. Antonella Trombadore, ABITA

BOX End User Feedback – Survey Analysis Tool Dr. Michele Nannipieri, Innotec

MAPPING AND MULTICRITERIA EVALUATION Arch. Antonella Trombadore, ABITA

BOX BENDS as data homogenization tool Prof. Vincenzo Corrado, Ing. Ylenia Cascone

2.5

3. BUILDING SOLUTIONS FOR IMPROVING ENERGY EFFICIENCY: THE PILOT PROJECTS 3.1. COMMON DESIGN SOLUTIONS FOR MEDITERRANEAN CLIMATE AREAS Arch. Despina Serghides, CUT Cyprus

3.2. THE TEENERGY SCHOOLS PILOT PROJECTS Arch. Francesca Lazzari – Chief Executive Urban Planning Department – Province of Lucca

3.3. SELECTED EXAMPLES OF PILOT PROJECTS RELATED TO THREE DIFFERENT MED CLIMATE AREAS

Three Pilot Projects in the Province of Lucca: Arch. Francesca Lazzari – Chief Executive Urban Planning Department – Province of Lucca Pilot project in the Province of Trapani Ing. Pietro Lo Monaco, Chief Executive Environment Department, Province of Trapani

122

Pilot projects in Cyprus Arch. Despina Serghides, CUT Cyprus

136

Pilot Projects in Granada Dr. Gonzalo Esteban, Energy Agency, County Council of Granada

153

Pilot project in Athens Kessariani Ing. Niki Gaitani, IASA, Arch. Dionysia Triantafyllou, Region of Attica

161

Pilot project in Athens Katerini Ing. Niki Gaitani, IASA

178

4. BUILDING-UP ENERGY SAVING AWARNESS Dr. Monica Lazzaroni, Province of Lucca 4.1. Didactical approach and active participation to energy efficiency

197

4.2. Policy making: the Teenergy Schools Protocol of Understanding

198

4.3. Synergies with other UE experiences AND FUTURE PERSPECTIVES

199

ECOLABEL: SUSTAINABILITY CRITERIA FOR BUILDINGS Arch. Carola Arrivas Bajardi, ARPA Sicilia

201

4.4

5. THE TEENERGY SCHOOLS GUIDELINES 5.1 The 5 Thematic Brochures as communication tool of TEENERGY SCHOOLS Project Dr. Despina Serghides - Cyprus University of Technology

204

5.2 Teenergy Schools Guidelines : The Decalogue for local administrators Prof. Arch. Marco Sala ABITA, Arch. Antonella Trombadore, ABITA, Arch. Rainer Toshikazu Winter, Province of Lucca

206

6. BIBLIOGRAPHY

Fig 1. View of the city of Lucca in its territorial context

INTRODUCTION The Province of Lucca as promoter of best practice for energy efficient territorial planning strategies Arch. Francesca Lazzari Chief Executive of TEENERGY SCHOOLS Province of Lucca

In Italy, administrative organization assigns to the Provinces the maintenance of High Schools, while Primary and Secondary Schools refer to the responsibility of the municipalities. The Province of Lucca counts around 30 High School buildings located in different territorial areas: plain, mountains and coast. Consequently, they are characterized by three different climatic conditions. The necessity of reducing the energy consumption on one side (related to the new European regulations and to the State revenues cuts), and the urgency of planning several interventions of refurbishment in existing schools buildings, whose construction dates back to the fifties and sixties, on the other, has oriented the Province of Lucca to base the School Building’s planning of retrofitting or new construction on the application of architectural solutions for low energy consumption that could also improve the internal comfort of the students. While considering the implementation of architectural solutions, the lack of technical information and of effective cost-benefit analysis happen to be the problems public Administrations have to face. Therefore, concrete indications and methodologies for supporting the policy-making process and the planning of public expenses are needed. In fact, the energy consumption in schools is not always monitored. Most of the energy rules (at European and national level) focus

on heating energy demand such as in Centre and North European countries and they are not targeted for the Mediterranean climate. The specific problems that characterise the MED area are: • overheating problems during the summer period; • low indoor temperatures due to bad heating systems and/or insufficient insulation during the winter period; • bad general microclimate of school buildings, specifically inappropriate

indoor air quality due to the lack of correct ventilation and consequent high level of CO2 during the lessons; • general high energy consumption for heating and artificial lighting. Teenergy Schools strategy starts from these considerations and has been elaborated by Province of Lucca, starting from the launching of the project in May 2009, with the support of 7 partners operating tin 4 MED countries: Italy, Greece, Spain and Cyprus.

The international Partnership gathers 5 Territorial Partners: the Lead Partner Province of Lucca, the Province of Trapani, the Regional Agency for the Protection of the Environment of Sicily, the Province of Athens, and the County Council of Granada and 3 scientific partners guaranteeing the research which are: ABITA inter university research center Florence, IASA of National Kapodistrian University of Athens and the Cyprus University of Technology. The Mediterranean climate presents specific characteristics, different to Centre and North European countries. Regarding this, one of the most evident facts is that in the Northern part of Europe heating represents the principle energy demand in public buildings while in the Mediterranean area, the necessity for Cooling is becoming more and more the main reason for high energy consumption. In fact, within the Mediterranean climate it is possible to have specific micro-climatic conditions when a territory, like for example the Province of Lucca, is defined by geographical areas such as plain, coastal area and mountain. In this context, the involvement of different Mediterranean territorial partners together with the scientific institutions working on these issues since years has proved to be essential for the development of a specific approach for climate-appropriate retrofitting and new building scenarios. Particulary, the Teenergy Schools Partnership has worked together to : • improve of the energy efficiency in Secondary School buildings • demonstrate Best Practice for the new construction; • adopt of a Common transnational Strategy at a MED level; • close of the existing gap with other European areas. Fig 3. View of Province of Lucca’s transition area between plain and mountain area towards the Garfagnana

The school buildings in the European Mediterranean context: environmental qualities and energy efficiency Prof. Arch. Marco Sala Director of ABITA Inter University Research Centre Florence

Fig 1. Empoli, Sustainable Primary School in Ponzano Project: Arch. Marco Sala

The European Directive 2002/91/EC on buildings energy performance is the main legislative point of reference. At the same time, the Directive on Energy End-Use Efficiency and Energy Services (2006/32) provides a good framework for strengthening EU wide cooperation on energy efficiency in areas with strong energy savings potentialities. Teenergy Schools’ main concern is to strengthen the focus on the lacking attention on the potential for energy saving in school buildings, specifically in the Mediterranean Context, where the need for the introducing of sustainable, high quality insulation techniques in Winter is important. In parallel little attention has been paid to the Summer conditions in Mediterranean School buildings, where hot period can start within the regular school year creating important discomforts for the pupils. Historically, Mediterranean Architecture has always had a regard to the control of solar energy in the construction, in fact Mediterranean buildings are characterized

by the direct use of the naturally available solar energy through windows, since technical evolution has permitted to use them on large scale, but most of all using solar energy indirectly throughout storing it in thermal mass. In fact, in the Mediterranean buildings we usually find those particular characteristics, which traditionally guarantee good comfort conditions throughout the various seasons, such as: • the proportionate relationship between window openings and plain walls, • the presence of large quantities of thermal mass, • the use of ventilation and night cooling • the use of mobile sun-screenings (shutters, pergolas, curtains). To cope with the thermal differences between night and day, and especially to diminish the extreme high temperatures during the daytime in the summer period, the Mediterranean architecture has always been traditionally based on massive construction

with thick walls using stone or bricks in order to guarantee high thermal inertia. In this way the cooling breezes during the night time are captured and stocked in the mass of the building that will remain closed during the hottest hours of the day using the accumulated temperature difference to create a cooler indoor climate. This simple principle has been abandoned with the introduction of new, industrial materials and building methodology after the Second World War, in order to guarantee shelter to a growing population at reasonable costs. School buildings of that period in fact often represent hollow brick filling and concrete, load bearing structure, a technology capable of ensuring short construction times and low costs. Daytime overheating in Summer due to no sufficient thermal mass and lack of sun shading was a direct consequence of it. The changing climate, with rising temperatures and, most of all, the evolution of the comfort perception in the mind-set of the end users lead to rising request of cooling

in the Summer period: air conditioning has created new exigencies regarding indoor comfort. This phenomenon has led recently to one of the most impressive black-outs in Italian history: great parts of the nationwide electricity grid collapsed during a whole day in Summer 2003. The specific climatic condition in the Mediterranean, with the problem related to Summer comfort, the consumption of water resources and other natural resources, are asking for specific solutions and generate impulses for the research of new forms of economy tied to the energetic consumptions, especially in the school sector. A new approach is needed, changing the Northern European premises in the building sector and the energetic and environmental issues related to it. A new Mediterranean policy capacity must be stimulated to cooperate on the themes of the environment issues

and the sustainable development, for an evolution of the “regional construction”: a new procedure of certification of quality related to energy behavior and indoor comfort in the existing school buildings must be simple in its application, repeatable, comprehensible to the consumers and transparent for all the involved operators and decision makers. Besides, in the case of Schools buildings retrofitting, as well as for the design of new ones, the main challenge is the architectural Integrategration of Energy Technologies. Many innovative technologies are available at the European market, and they have the potential to significantly reduce the energy use in buildings. Despite of this, the energy use, and the electricity use in particular, is steadily growing in the summer season. One of the main problems is, that there is very little knowledge how to integrate the

technologies into buildings in an effective way, especially when different technologies are used. The technologies need to be optimized for interaction with each other and with the buildings, the occupants and the environment. This can be done by developing user-packages with advanced technologies and strategies, that are specially designed to fit different user groups. Through cooperation of the experts ranging from technicians to architects, engineers and physicists and the development of 12 Pilot Project, Teenergy Schools Project aims to produce a new awareness on European know-how and new solutions of building integrated energy technologies, that are appropriate, with respect to both technological issues, as well as financial, organizational, institutional and social issues. The evaluation of different scenarios with the new building-integrated solutions will point out more energy-efficient, costeffective and user-friendly solutions, than the ones that have been seen in the past. On the short and medium term the project will contribute to the Priority Thematic Areas in the following ways: • It will produce new building-integrated energy saving solutions that have the potential to reduce the energy use in new and existing schools buildings by more than 50%. This will be achieved through development of new solutions or “user packages” that are more energyefficient, more cost-effective, and userfriendlier than the existing solutions. • It will give increased use of renewable energy technologies through an emphasis on different user needs. Close co-operation with major decision makers, such as building owners, government agencies, and other relevant stakeholders will ensure this. • It will contribute to the EU goal of energy savings and significant reduction of CO2-emissions, the introduction of new, integrated energy technologies, including on-site production and use of renewable energy in buildings.

Fig 2. Correct sunshading, light control and natural ventilation are essential to guarantee a good thermal and visual indoor comfort in the summer period for School Buildings in the Mediterranean Area. Scientific Institute Majorana Project: Province of Lucca and Inter University research center ABITA

Teenergy Schools main objectives and working strategy Dr. Monica Lazzaroni Project manager Teenergy Schools, Province of Lucca

Starting from the previous considerations, Teenergy Schools has focused on a general objective that is to promote energy efficiency in existing secondary school buildings developing a common Strategy based on the 3 typical climatic and architectural models that characterize the MED area: coast, mountain and plain. In particular, the specific objectives are: • To create a transnational network among partners, other Public Authorities, Universities or technical bodies and schools, involving students in the educational dimension of Teenergy; • To experiment benchmark activities for comparing buildings energy performances and defining a MED Action Plan, useful also for new construction; • To implement a Concept Design action based on technological solutions for (passive) cooling, natural lighting and ventilation, renewable energies, also through the organization of international events (3 Workshops and Campus) • To promote synergies with private operators and leader companies in this field, in order to favor technological innovation and new economic sectors; • To diffuse and capitalize the results with the aim of increasing the awareness on energy saving practices and standards and – in medium long term – integrating and improving the policies at MED level. In order to achieve these objectives, “Teenergy Schools” has defined a sequence of actions (the working strategy) to be developed within 26 months and structured

on the following steps: 1. Definition of a common Energy Audit Methodology in order to collect all relevant data from around 90 secondary schools in the Mediterranean Area; 2. Definition of a questionnaire for the school End Users in order to collect the indoor quality perception to be submitted to the same 90 secondary schools; 3. Elaboration of specific Mediterranean benchmarking criteria referred to the three models (plain, coast and mountain) for the evaluation of the collected data, both from energy performance audit on the buildings and End Users survey; 4. Application of the benchmarking criteria for comparing the building energy performances enriched by the End Users perception results and cost effectiveness

evaluation; 5. Organization of three thematic workshops on Bioclimatic architecture, indoor comfort and passive cooling which have taken place in three different partners territories for giving a scientific contribution and a transnational added value to the definition of the Concept Design; 6. Definition of a common Concept Design that has identified the strategies, methods and technological solutions (passive cooling, natural lighting and ventilation, and the intelligent use of renewable energies) for improving energy efficiency and thermal/visual comfort in three different Mediterranean climatic conditions: coast, mountain and plain, as a result of the energy audit analyses, the End Users perception questionnaire and the three thematic workshops suggestions;

7. The Concept Design has been synthesised in an architectural design workshop and participatory process implemented as an International Campus Week (in Athens) attended by teachers, students, technicians and administrators coming from the different partners territories. Twelve Pilot Projects have been elaborated to deepen, perfect and complete the data at disposal to define the final Guidelines and to standardize the three models and validate the common Concept Design; 8. Definition of the ACTION PLAN addressed mostly to technicians, in order to explain the methodology followed for arriving to the elaboration of the Guidelines; 9. Elaboration of the GUIDELINES, as a final result of the previous actions: a Decalogue of quality indicators on how to improve general bio-climatic qualities in retrofitting or new school construction taking into

consideration not only the school building but also the indoor comfort, in order to guarantee high quality standards and low energy consumption; 10. Definition of a PROTOCOL OF INTENT in order to engage the Mediterranean public bodies (starting from the territorial partners administrators signature) in applying and transferring the indications contained in the Guidelines in planning and regulations. 11. The Communication activities, as a cross action all along the project, aiming to disseminate each component result and stimulate decision makers, enterprises and citizens (students, teachers, professionals in the field of construction and electric or heating technicians) to use new techniques and standards concerning energy efficiency. Several instruments have been realized for this purpose: a web site, a Publication with CD Rom summarizing all the project activity, 5

thematic brochures: one on passive cooling, one on bioclimatic architectures, one on indoor comfort, one for the international campus and one on the guidelines Moreover the diffusion and capitalization of the results is ensured by the partnership interactive ICT PLATFORM which during the project has represented a common tool for the exchange and updating of data among the partners. At the project end the ICT PLATFORM has become an important container of audit data, laws, best practices and the Guidelines available for local authorities and decision makers, schools, technicians, public and private operators and useful for creating new networks and international scientific collaborations on energy saving practices and standards developed by the project.

1. THE TEENERGY SCHOOLS FRAMEWORK

The Teenergy Schools framework

1.1. THE STATE OF THE ART ON ENERGY EFFICIENCY IN EUROPE Arch. Sabrina Buttitta, Arch. Carola Arrivas-Bajardi – ARPA Sicily Regional Agency for Prevention and Environment

While greenhouse gas emissions are rising, the European Community more than ever depends on external sources of energy. Reducing energy consumption and eliminating wastage are among the main goals of the European Union (EU). EU support for improving energy efficiency will prove decisive for competitiveness, security of supply and for meeting the commitments on climate change made under the Kyoto protocol. Given that energy consumption related to buildings account for about 40% of total energy consumption in the Union, it is mandatory that the improving of the energy performance of buildings, such as the reduction of energy consumption and the use of energy from renewable sources, constitute important measures needed to reduce the Union’s energy dependency and greenhouse gas emissions. The Energy Performance of Buildings Directive (EPBD), originally introduced in 2002 (Directive 2002/91/EC) and recast in 2010 (Directive 2010/31/EU), identifies in energy efficiency of buildings a significant contribution to meeting the European goal of primary energy consumption reduction. The directive covers four main elements: • A common methodology for calculating the integrated energy performance of buildings; • Minimum requirements for the energy performance of new and existing buildings undergoing major renovation;

• A certification system for new and existing buildings and the exposure in public buildings of energy performance certificates; • Regular inspection of boilers and of air conditioning systems, and assessment of heating systems with boilers installed for over 15 years. The Directive indicate in energy certification the essential tool for a good policy aimed at raising awareness of all stakeholders of the construction process. At the time of construction, sale or rental of a building

energy certification must be available, thus the parameter of energy efficiency is introduced inside the property market as a new value which can not be ignored. In accordance with the principles of subsidiarity detailed implementation is left to Member States, thus allowing each Member State to choose the regime which corresponds best to its particular situation. The Teenergy Project represented the occasion to know the other partners legislation in the field of energy efficiency and their implementation of EPBD.

The Teenergy Schools framework

ITALY The first Italian attempt to reduce the energy consumption of buildings has been done with the promulgation of Law 10 of 09/01/1991, “Rules for the implementation of the national energy plan in the field of rational use of energy, energy conservation and development of renewable energy.” The EPBD has been adopted by the Italian Parliament with the Decree-Law 19 August 2005 n. 192, corrected in integrated by the Decree-Law n. 311/06, that better represents the spirit of the Directive even with the proposition of more structured intervention both on the new and on the existing buildings stock. In a transitory phase, the calculation methodology proposed by the previous National Law n. 10/91, based on existing national technical standards (CEN and UNICTI), has been confirmed. Then the national technical standards UNI / TS 11300 have been learned by Decree n.115/2008, finally the national guidelines for the calculation of the energy performance of buildings have been issued by the Ministerial Decree 06/26/2009.

SPAIN The EPBD was implemented in Spain by means of three Royal Decrees: • Royal Decree 314/2006 approving the “Technical Code of Building”s (CTE); • Royal Decree 47/2007, on the “Basic Procedure for Energy Performance”; • Royal Decree 1027/2007, approving the review of “Regulations for thermal installations in Buildings” (RITE). Thanks to them the Spanish government reviewed the legislation on energy efficiency in buildings. Indeed, the Spanish legislation on energy saving in buildings had not been updated since 1979, furthermore the latest regulations on thermal systems installed in buildings was dated back to 1988.

GREECE In Greece there was no specific legislation on the assessment and certification of energy performance of buildings before the adoption of the Directive 2002/91/EC (EPBD), in fact it could refer only to regulations.

and quality levels are affecting the input data, the procedures of calculation and, consequently, the energy performance. Accordingly, there is wide variation in the way that it has been implemented across the

The Greek parliament adopted a Decree in 2007 which transposes the Directive into national law. Afterwards was enacted the law 3661/2008 ‘Measures for Decreasing the Energy Consumption of Buildings’, by which the Thermal Insulation statute has been replaced by the Energy Performance of Buildings statute (KENAK. This new law came into force in July 2010.

CYPRUS For the transposition of the EPBD in Cyprus, three legal documents have been approved by the House of Representatives and published in the Government Official Gazette: • The Law for the Regulation of the Energy Performance of Buildings of 2006, L.142(I)/2006; • The Amendment of the Law for the Regulation of Roads and Buildings, L.101(I)/2006; • The Roads and Buildings (Energy Performance of Buildings) Regulations, K.Δ.Π.429/2006. The merit of the Directive 2002/91/EC has been to enable the European governments to review and update their legislation on energy efficiency in buildings. However, there are significant differences between the practices in the Member States, indeed the legislation on buildings is an area in which Member States claim their right to develop their own national legislation. This is consistent with the principle of subsidiarity as referred the EPBD. However, regional differences in climate, building tradition, legislative requirements

different Member States, in fact they have not been able to thoroughly incorporate its contents and in some cases they have even failed its meaning and application. For the reasons above the intention of the

The Teenergy Schools framework

new Directive 2010/31/EU is to clarify and expand the scope of the current Directive 2002/91/EC, as well as reduce the significant differences between the practices in the Member States. The Directive 2002/91/EC will be repealed on 1st February 2012 by Directive 2010/31/ EU which came into force on July 9, 2010. The aim of new EPBD is to promote “the improvement of the energy performance of buildings within the Union, taking into account outdoor climatic and local conditions, as well as indoor climate requirements and costeffectiveness”. The intention is therefore to clarify and expand the scope of the current Directive 2002/91/EC, as well as reduce the significant differences between the practices in the Member States.

for calculating cost-optimal levels taking into account life-cycle costing.

The new elements introduced include: • Provisions related to financial incentives (article 10), to catalyse the energy performance of buildings and the transition to nearly zero- energy buildings. • Nearly zero-energy buildings (article 9). A “target 2020”(COM (2008) 772, Energy efficiency: delivering the 20% target) is introduced: all new buildings must be nearly zero energy buildings by 31 December 2020.

•

Setting of minimum energy performance requirements (Article 4). Member States will have to calculate minimum energy requirements according to the above mentioned benchmarking methodology.

• Extension of the energy performance to building elements (article 7).

• Provision of a comparative methodology (Article 5). The European Commission will develop by 30 June 2011 a comparative methodology framework

Fig 2. Participants of Teenergy Schools International Campus in Athens November/ December 2010

The Teenergy Schools framework

1.2 APPROACH AND IMPLEMENTATION OF THE PROCESS Arch. Antonella Trombadore, ABITA

The approach of the Teenergy Schools project is to formulate a response to the growing, trans-national demand of updating the policies and the methodologies for improving energy efficiency in school buildings in the Mediterranean Area. The aim is to close the existing gap with other European areas by focusing directly on appropriate, climate-specific criteria. To complete the critical consideration of the context, it is important to know that the average energy consumption of schools buildings, in the Mediterranean area of Europe, is around 250kWh/m2year with a tendency for increasing the energy requirement for cooling, due to general overheating conditions. At the moment, there is no sufficient technical information or cost-benefit analysis regarding customtailored solutions for the Mediterranean Climate area. There is a lack of best-practices benchmark for school buildings’ energyefficiency in the Mediterranean context. By comparing simulated energy costs and real, bill-based consumptions expressed in kWh/m3, Teenergy Schools has enabled a critical elaboration of energy data as basis for a Common Action Plan for the improvement of energy behavior in Mediterranean School buildings. By doing so, the Partnership has enlarged the experiences in the field of RES and RUE formerly realized by the partners through other European projects and Programs. Beside, the appropriated integration of energy saving technology in the Mediterranean context has become a

complex process that demands collaboration amongst a wide variety of actors and disciplines. In particular, the need to promote cultural – social and environmental sustainability has fuelled such challenges. A trans-national viewpoint with the direct involvement of such contributions is crucial. The Mediterranean territorial partners with the help of the scientific institutions of Teenergy Schools have collaborated directly in the development of a specific approach for climate-appropriate retrofitting and new construction scenarios for sustainable, energy efficient schools. The concept of Best Path for the evaluation of appropriated and effectiveness building integrated energy technologies invites to use a holistic approach because it is necessary to combine a great variety of technological expertises. In addition, it is necessary to study user needs and user cultures related to buildings, to avoid unnecessary trial and failure. In fact, this approach considers integrated design of buildings and systems where all aspects of building technology, economic considerations, user preferences, and environmental issues come into play simultaneously. It is necessary to focus on what Kind of building integrated energy technologies are more appropriated in the 3 different Mediterranean contexts.

The Implementation Process The energy efficiency of schools building has to be set in the framework of a process of revitalization and regeneration actions,

as an intervention on both the physical environment and on the students it hosts, and the series of cultural, social and economic activities that define the ‘social environment’, with the main objective of improving the living/comfort conditions as well as the quality of the ‘built’ environment and at the same time guaranteeing its coherent adaptation to the needs of contemporary life. The objectives of the Teenergy Schools approach are to order and systematize the stages of the common process (from political will to carrying out and evaluation of the action), identify the tools and instruments to be used (technical, administrative and legal) for an optimum management and development, and define the common criteria that will allow reflection on the problems and the strategies to be established in order to guarantee the success of the process. The Teenergy Schools project focuses on all the actors (decision makers and technicians) involved in the design process and energy retrofitting actions regarding schools buildings, but particularly on the public authorities—who must set themselves up as promoters of the process — and the experts commissioned with coordinating and managing its application, aiming to contribute to the construction of an optimum framework and choice the Best Path for the rehabilitation of the existing buildings or plan and design the new ones, as well as to define the overall guidelines for actions that are coherent with the specificities of each place in Mediterranean context.

The Teenergy Schools framework

The Teenergy Schools project aims to help to improve the process, creating an ideal common framework and international network of reference that also accepts that its application will depend on the reality of each country, subject to very different, socio-cultural, political, normative and technical conditioning factors. This method can be developed partially or with differing intensities in each of its stages, but the starting point is always the need for an overall understanding of the process and the acceptance of its principles.

The 5 Phases of the project The Teenergy Schools approach is divided into the following five phases of action:

Political backing The process begins with the political will to act, which includes the making of the preliminary

decisions required to appropriately organize and manage the rehabilitation process of the existing buildings, or plan and design the new ones: selection of the building, decisions as to the nature of the actions to be carried out and the definition of the framework of governabilityâ&#x20AC;&#x201D;that is, the organization of the intervention of the various agents involved in rehabilitation, and the participation of students.

Diagnosis Before deciding on a strategy of intervention, it is necessary to recognize the existing conditions and establish the integrated analysis of the building, with a programme of multilevel approach. The analysis is used as the basis for the integrated diagnosis, quantitative as well as qualitative: an Energy Audit report on the current state of the building integrating the results of an end users satisfaction questionnaire as social consensus with a detailed breakdown of its

potentials and dysfunctions. The assessment of the energy performance of the building throughout data collection including bills, measurements and simulations defines the real energy consumption.

Strategy On the basis of the critical points identified in the integrated diagnosis, and by means of strategic reflection that takes into consideration sustainability- and energyrelated issues and the reported end users needs, a selection of actions will be defined. Once these feasible target scenario has been decided on, all actions to be carried out will be listed in order to define their strategic implementation. Consequently a Best Path is outlined, following the experiences made in the field of school building refurbishment of Prof. Mattheos Santamouris of NKUA/ IASA, Prof Marco SALA of ABITA and Prof Despina Serghides of CUT. It is designed to support the planning activities of decision

The Teenergy Schools framework

makers in solving different problems using a multicriteria analysis, as a set of common evaluation criteria for Teenergy Schools. It will define a rating and weighting mechanism of all considered aspects. The result shall be agreed on by scientific evaluation, social consensus and approved by the politicians; it will then, together with the proposed project solution and policies, implement the appropriate working instruments to undertake them.

Action Plan and Pilot Project This phase includes carrying out the actions foreseen as specific projects scenarios for buildings, and complementary measures of a social, economic or environmental nature. Teenergy Schools Guidelines for High energy efficient schools in the Mediterranean will be implemented.

Communication The communication and promotion is mainly developed throughout the ICT Platform and media presence, itinerant exposition of the Pilot Projects as a result of the Teenergy Schools Guidelines for Policy making. The phase of continual evaluation of the actions will begin while they are carried out but will also continue once they are completed. It has to monitor the degree of compliance with the objectives established in the beginning. In the event of evidence that the actions do not produce the desired results or that the conditions of evolution are not as originally expected, it will be necessary to return to the strategic reflection phase or even, if the conditions of the building are seen to have evolved, to the diagnosis phase.

The Teenergy Schools framework

1.3 THE MEDITERRANEAN CLIMATE CONTEXT Arch. Rainer Toshikazu Winter, Province of Lucca

Generally speaking, the Mediterranean climate characterizes most regions within the Mediterranean Basin, defined as being part of the subtropical climate. Nevertheless, this specific type of climate, following the classification-system developed by the German climatologist Wladimir Koeppen in 1884 can be found in other parts of the Planet as for example in the South-western part of South Africa, major parts of California, in some parts of Western and South Australia, in some small regions of Central Asia and a limited area of central Chile. Köppen divided the Earth’s surface into climatic regions that generally coincided with world patterns of vegetation and soils. Basically the Koeppen classification is organized in the following five major sections : A - Moist / Tropical Climates are known for their high temperatures throughout the year and for their large quantities of rainfall. B - Dry Climates are characterized by little rain and an important daily temperature range. C - In Humid Middle Latitude Climates (Mediterranean climates) land/water differences play an important role. These climates have warm, dry summers and moderately cool, wet winters. D - Continental Climates can be found in the interior regions of large land masses. Total precipitation is not very high and seasonal temperatures can vary widely. E - These climates are part of areas where permanent ice and tundra are always present. Only for four months of the year are above freezing temperatures. Further subgroups are designated by a

second, lower case letter which distinguishes specific seasonal characteristics of temperature and precipitation. In the case of the Mediterranean climate the two following letters distinguish winter/summer differences “s” - There is a dry season in the summer of the respective hemisphere (highsun season). “w” - There is a dry season in the winter of the respective hemisphere (low-sun season). A third letters was used to indicate the level of temperature, as for the Mediterranean context there are: a - Hot summers where the warmest month is over 22°C . b - Warm summer with the warmest month below 22°C . In fact, It’s no wonder that the cradle of civilization is found in the temperate/

mesothermal climate of group C also called “dry-summer subtropical climate”. The temperature is moderated by the presence of large masses of water guaranteeing good conditions throughout most of the year. The dry-summer subtropical climate is commonly referred to Mediterranean climate, more specifically defined by Koeppen as Csa and Csb classification. These specific climate conditions usually can be found in the Mediterranean Basin (Csa) or on the western sides of continents between the latitudes of 30° and 45° including zones normally associated with Oceanic climates (Csb). During the Winter Period these climates are in the polar front region, and have moderate temperatures and unstable, humid weather conditions. On the other side, the Summer

The Teenergy Schools framework

Period is dry and hot caused by the subtropical high pressure systems. In coastal areas the presence of cold sea currents can make the summers milder. Temperatures around the Mediterranean coast are higher than the dry summer subtropical climates bordered by colder ocean water. In fact no monthly temperature falls below 0°C . The warmest monthly means are slightly below 30 °C. Stable atmosphere creates cloudless conditions, therefore the dry summer subtropical climate has many days of sunshine. In order to differentiate more precisely within the general Mediterranean climate conditions, Teenergy Schools’s approach was to point out three relevant climate sub-areas that have their geomorphologic particularities defining a territory-related specific micro-climate. Generally, the Mediterranean climate is defined by warm and hot, dry summers and moderately cold winters with high air humidity. Obviously, within this overall characterization the coastal area for example has different climatic conditions then the mountain area or the plain. The Partnerships interest was to define these specific micro-climatic areas in order to develop more precisely and adequately solutions for the energy efficient retrofitting and new construction of school buildings in these area. In this context TEENERGY SCHOOLS has defined 3 microclimates with the following climatic specificities:

Coastal microclimate:

characterized by the presence of water masses and strong ventilation phenomena a. Summer day: high sun radiation by clear skies, relatively dry conditions with evaporating humidity from the sea surface. The high temperatures are generally smoothened by thermal mass of water, and the onshore sea-breezes that ensure continuous ventilation during the day time, giving relief in the hottest moments of the day. The strength of the sea breeze is directly proportional to the temperature difference

between the land and the sea masses. b. Summer night: rrelatively moderate humidity, thermal mass of water avoiding too high temperature losses, Land breeze can cool efficiently during the night, especially if coast is exposed to mountain land masses: the land cools off quicker than the ocean, the temperature falls below that of the sea surface and the pressure over the water will be lower than that of the land, setting up a potential land breeze that will die once the land warms up again the next morning. c. Winter day: very humid and moderately cool, the thermal mass of water avoids temperature to drop too low, sea breezes bringing constantly cool wind during the day time from the sea. High potential for solar gains by good weather conditions and clear skies. d. Winter night: very humid and moderately cool, the thermal mass of water avoids temperature to drop too low, phenomenon of Land breeze bringing cooler air masses, especially if exposed or near to mountainous areas.

Mountain microclimate:

characterized by important temperature differences due to the heights and large quantities of precipitation. a. Summer day: very high sun radiation by clear skies, atmospheric rarefaction and higher geographical position ensures often a better air quality than on sea level and a more intense exposure to the sun, dry conditions, the high summer temperatures are generally cooled by the heights ( every 100m in heights corresponds to about 0,8°C less), the main winds are ascending, coming from the valley. b. Summer night: dry climate, colder, descending air masses from the higher mountain areas fall towards the valley during the night ensuring important temperature differences between day and night c. Winter day: cool and humid, winds carry moist air over the land. When air reaches the mountain, it rises because the mountains are in the way. As the air rises, it cools, and

because cool air can carry less moisture than warm air, there is usually precipitation, rain or snow. High potential for solar gains by good weather conditions and clear skies d. Winter night: relatively humid and very cool due to descending air masses, often with presence of snow depending on heights.

Plain/city microclimate:

characterized by build mass of urbanization poor air quality and lack of ventilation a. Summer day: very dry and very hot due to the lack of natural ventilation phenomena when too far away from sea or mountain; potentially low air quality due to productive activities and the density of human settlements and traffic . The low air exchange rate can lead to extreme phenomena of stagnating of hot air masses. b. Summer night: dry and hot with generation of heat islands, hot air masses creating general bad air conditions leading to the growing use of electric air condition. c. Winter day: very humid and moderately cool, tendencies to bad air quality in certain weather conditions, high potential for solar gains by good weather conditions and clear skies. d. Winter night: very humid and relatively cool, build masses can create slightly higher temperatures within the urban areas. Considering the diversity of the three specific microclimate areas, present all over the Partnerships territories a particular focus of the project was to analyze the energetic behavior of the monitored school buildings in these different contexts in order to benchmark the actual situation and elaborate differentiated solutions, especially tailored for each one of them. Moreover, Teenergy Schools has set out an Energy Audit of the around 80 Partnership’s secondary schools building stock which will provide representative values and compare every schools’ actual energy performances confronting it with those of the whole partnership, with regard to the different micro-climate areas.

2. MEASURING EFFICIENCY IN EXISTING SCHOOL BUILDINGS

Measuring efficiency in existing school buildings

2.1 ENERGY AUDIT THROUGHOUT THE PARTNERSHIP Arch. Rosa Romano, ABITA Arch. Rainer Toshikazu Winter, Province of Lucca

Regarding the differentiated approach of Teenergy Schools in terms of targeting specific climate areas within the Mediteranean Partnership, the necessity for a correct assessment of the energy behavior of the existing school building stock in the different seasons and geomorphologic contexts is of crucial importance. But what are the essential aspects to be defined and what are the precise data the partnership needs in order to find out about the real energy consumption of each building and the relative level of indoor quality ? How can a Energy Audit Questionnaire help to give indication on how effectively ( or ineffectively) a school building is running? Some of these questions have helped to define the task of the Common Energy Audit Format to be elaborated for the Partnership: • First analysis of the functionality of the building in order to assess simple architectural improvements • Evaluation of the buildings security level being necessary to avoid any danger that pupils can get hurt during their presence in the school building. • Level of maintenance of class rooms and the buildings general environment • Structural characteristics in terms of Antiseismic rules, especially in earthquake affected areas that come first when deciding to intervene in a refurbishment context of a school building. • Sanitary equipment including water management • Analysis of energy bills for heating and electricity for the calculation of the real energy consumption and the related

costs and simulation of the estimated energy efficiency through the analysis of the Partnerships building stock performances with the use of dedicated software. • Verification of the natural and artificial lighting situation by using dedicated software • First definition of indoor comfort quality

Energy Audit Questionnaire The premises regarding the climate context in the previous chapter have led to important inputs in the elaboration of a specific Energy Audit Questionnaire, taking into account the differentiation into three climate areas coast, mountain and plain. Teenergy Schools, operating in 4 different countries of the Mediterranean area has defined a Common Energy Audit elaborating a standard Questionnaire that has been used to assess the buildings’ condition and energetic performances of about 80 school buildings throughout the Partnership. All the collected data has been implemented on the Project’s dedicated ICT platform (www.teenergy.eu) that works as a Common Desktop of the Partnership where the results were uploaded in real time. Staring from the first incoming outputs the next step for the interpretation of the results is prepared: the Benchmarking and Mapping of the results giving indications on the State-of-theArt of the Teenergy School building stock conditions.

ABITA the inter-university research Center based in Florence has given technical support in the elaboration of the Energy Audit Questionnaire suggesting, amongst other aspects, the use of thermography for the graphical evidence of thermal bridges and other problems related to heat losses and distribution of the heating system. The use of the mentioned technology has given important indication in the analysis of the buildings performances. NKUA/IASA Athens, as most experienced partner in school building assessments in Greece has given the main indications on how to implementation effectively a transnational Energy Audit Questionnaire taking into account the specific climate-related focuses of Teenergy Schools.

Measuring efficiency in existing school buildings

Fig 2. Majorana High School Province of Lucca: East Facade â&#x20AC;&#x201C; Low thermal resistance of walls and thermal bridges near windows and concrete structure

Fig 3. Thermography for energy assessments in building is useful giving evidence regarding heat losses in heating system and building components

Measuring efficiency in existing school buildings

2.2 THE DEFINITION OF A COMMON ENERGY AUDIT QUESTIONNAIRE FOR THE PARTNERSHIP Dr. Ing. Niki Gaitani, IASA

The national standards organizations of the European countries are bound to implement the DIRECTIVE 2002/91/EC. In the field of energy savings in buildings, the interest towards the school sector is deeply motivated: schools have standard energy demands and high levels of environmental comforts should be guaranteed. The prime motivation to develop energy rating in school buildings is to identify best practices related to the energy efficiency. Various techniques have been proposed to develop rating schemes [1, 2, 3 and 4]. In accordance to the general idea of Teenergy Schools to promote energy efficiency in school buildings, energy auditing techniques have been applied to create a data base of the school buildings in the Mediterranean region (MED). The Energy audit is an efficient way to build a report on the energy use in the school field and additionally a way to experience the system and to identify needs and set priority interventions. Based on the energy audits we can have a good understanding on the realistic level of savings as well as knowledge on the cost-effective and feasible energy saving measures. The audits used for this analysis contain data such as: • Annual energy consumption for space heating and cooling; • Annual consumption for electricity; • Area of the building; • Construction details; • Number of students and staff;

• Installed power of the boiler and typology of the heating system; • Year of construction of the building; • Length of heating and cooling season (for system running hours) affecting the energy use. • The project operates in 4 MED countries and refers to 3 climatic conditions; coastal, mountain and plain. The methodology was based on a common experimental protocol of data collecting of about 90 school buildings in the MED area. The Billed Energy Protocol (BEP) was applied which is based on information from older bills and audit. The task was on basis of collected data on energy bills and an inspection of building technology and installed systems used to calculate the energy savings due to different retrofitting means. The saving of energy was measured in corresponding liters or/and kWh of all energy carriers, during a year. As previously mentioned, for all buildings, the energy consumption has been obtained from the corresponding bills and audits. When developing strategies to minimize energy consumption within buildings it is crucial to understand the dynamics of energy generation and loss. The concept of predictive control, which uses a model in addition to measured data in order to forecast the optimum control strategy to be implemented, could assist in the more efficient way. In order to estimate the potential for energy conservation, simulations were applied for a complete year. Dynamic thermal modeling

is an advanced way to simulate the thermal environment of a building. Climatic data, building geometry, layout, occupancy and fabric information and HVAC/renewable energy system usage informs a detailed mathematical simulation. The simulation captures the heat transfer process into and through the building, as well as its thermal capacity. This understanding allowed us to assess and therefore improve building energy and environmental performance and create a thermal friendly environment. Based on the models, several scenarios were proposed in order to improve the environmental and energy quality of the buildings. For each scenario, the buildings were furthermore simulated and the energy savings were calculated. The methodology of calculation of energy performances of buildings included the following aspects: • Thermal characteristics of the building (shell and internal partitions, etc.). These characteristics may also include air-tightness; • Heating installation and hot water supply, including their insulation characteristics; • Air-conditioning installation; • Mechanical Ventilation; • Built-in lighting installation • Position and orientation of buildings, including outdoor climate; • Passive solar systems and solar protection; • Natural ventilation; • Indoor climatic conditions, including the designed indoor climate.

Measuring efficiency in existing school buildings

The positive influence of the following aspects shall also be taken into account: • Active solar systems and other heating and electricity systems based on renewable energy sources; • Electricity produced by Combined Heat and Power; • Block heating and cooling systems; • Natural lighting. • Natural Ventilation and Passive Cooling

different base temperatures. The internal heat gain of the building is affected by the sun (solar heat gain), the wind, and the patterns of occupancy. In Greece, for example, the most readily available heating degree days come with a base temperature of 18°C. For each school the specific consumption’s indexes (Energy intensity, in kWh/m2/yr and in kWh/m3/yr, ISO 13790) were calculated in order to outline a general description of energy consumptions related to the different characteristics of the schools.

With respect to the size of the building and the external climate variability [1-6] energy normalization techniques have been applied in order to homogenize the data set. The annual consumption for space heating has been divided by the total heated floor area, (to get energy per unit area, Kwh/m3) in order to enable a comparison with buildings of different size. In order to normalize the impact of climate on energy consumption the degree-days method was applied. The HDD correction was used only on energy use for heating. The weather changes from year to year for a given site result in variations in fossil/heating energy use of typically ±5% from the average values or ±10% in more extreme years. The weather differences across the country cause variation in heating requirements of typically ±10% from average values and ±20% in more extreme areas [6]. As a general rule the concept of the heating and cooling degree-day method primarily builds on the temperature difference between a base indoor temperature and the outdoor temperature, multiplied by the duration of the temperature difference. Quite common is that the length of heating and cooling season is pre-determined. The base indoor temperature is also prescribed, with different values and definitions in various countries. In degree-day theory, the base temperature, or “balance point” of a building is the outside temperature above which the building does not require heating. Different buildings have

Bibliography 1.

Santamouris M. Energy Rating of Residential Buildings; Earhscan, London, 2005

Santamouris M, Mihalakakou G, Patargias P, Gaitani N, Sfakianaki K, Papaglastra M, et al. Using Intelligent Clustering Techniques to Classify the Energy Performance of School Buildings, Energy and Buildings, Vol. 39, Issue 1, January 2007, p.45-51.

Roulet C A, Flourentzou F, Labben H H, Santamouris M, Koronaki I, Daskalaki E, et al. ORME: A multicriteria rating methodology for buildings, Building and Environment, 2002, Vol. 37, p579-586.

Gaitani N., C. Lehmann, M. Santamouris, G.Mihalakakou and P.Patargias. Using Principal Component and Cluster Analysis in the Energy Evaluation for heating of the School Building Sector in Greece. Applied Energy, Volume 87, Issue 6, June 2010, Pages 2079-2086

Introduction to Energy Efficiency in Entertainment Buildings. Best Practice Programme, Energy Efficiency Office

Papakostas K., Kyriakis N. Heating and cooling degree hours for Athens and Thessaloniki, Greece, Renewable Energy, Vol. 30, Issue 12, October 2005, p.1873-1880

Common criteria and good practices benchmark assessment have been organized by comparing real energy intensity indexes referred to the 3 climate models. With the evaluation of proposed solutions will become feasible the creation of a common Action Plan_ Energy strategy in the improvement of energy yield of school buildings in the Mediterranean region.

Measuring efficiency in existing school buildings

Overview of the implemented Energy Audits in the Partnership Province of Lucca

Barsanti e Matteucci Viareggio Coast Pilot Project 1 new Construction I.T.N. Artiglio Viareggio Coast I.T.S.T. Piaggia Viareggio Coast I.A. Stagi Pietrasanta Coast L.S.P.P. Chini Camaiore coast Simoni Pilot Project 2 New Construction I.T.C.G. Campedelli Castelnuovo Garfagnana L.S. Galilei, Castelnuovo Garfagnana Fratelli Peroni Barga L.S. Vallisneri Pilot Project retrofitting 3 Lucca Plain I.S.A. Passaglia Lucca plain L.C. Macchiavelli Lucca Plain L.S. Majorana Capannori Plain I.T.C.G. Benedetti Porcari Plain L.C. L.Ariosto - Barga Lucca I.S.I. Michelangelo - Forte dei Marmi Lucca I.P.S.I.A. G.Giorgi - Via del Giardino Botanico -Lucca I.P.S.I.A. G.Giorgi - Via S.Chiara -Lucca I.P.S.S. M.Civitali - Lucca I.P.S.T. S.Pertini - Lucca I.S.A. A.Passaglia - Lucca I.T.C. F.Carrara - Lucca I.T.G. L.Nottolini -Lucca I.T.I. E.Fermi - Lucca L.S.P.P. L.A.Paladini - Lucca I.T.C.G. Don I.Lazzeri - Succursale - Pietrasanta - Lucca I.P.S.I.A. G.Giorgi - Seravezza - Lucca I.P.S.C.T. G.Marconi - Viareggio - Lucca I.T.I. G. Galilei - Viareggio - Lucca L.C. G.Carducci - Viareggio Lucca

Province of Trapani

Secondary School for the Study of Humanities Dâ&#x20AC;&#x2122;Agguire, Salemi Mountain Pilot Project 4 Retrofitting Secondary School for Educational Studies Rosina Salvo, Trapani - plain Secondary School for the Study of Sciences Fardella, Trapani-coastal area Pilot Project 5 Retrofitting Secondary School for Geometers G.B. Amico, Trapani- coastal area Professional Institute for Industry C. Monteleone, Trapani- coastal area Professional Institute for Business Cosentino, Marsala-coastal area Secondary School for the Study of Sciences Ruggeri, Marsala-coastal area Secondary School for Educational Studies Allmayer, Alcamo-plain area Secondary School for the Study of Humanities G. Ferro, Alcamo-plain area Technical Institute for Trade Dante Alighieri, Partanna-plain area

Granada

IES Pedro Jimenez Montoya - Mountain Escuela de arte Granada - City - Pilot Project N.11 Retrofitting IES Benalua - Mountain IES Giner De Los Rios Coast IES Hermenegildo Lanz - City IES El Temple La Malaha - Mountain IES Sayena - Coast IES Ullysea - Mountain IES Zaidin Vergeles - City IES La Zafra - Coast - Pilot Project N.12 Retrofitting

Cyprus

Panagia Theoskepasti gymnasium, Paphos -Coast - Pilot Project N.9 Retrofitting American Academy, Limassol - coast Agios Athanasios gymnasium, Limassol - coast Athienou Gymnasium, Larnaca - inland 1st regional Gymnasium, Pera Chorio Nisou, Nicosia - inland Idalio High School, Nicosia - inland Agios Dometios Gymnasium - Nicosia - inland Omodos Gymnasium, Limassol - mountains -Pilot Project N.10 Retrofitting Agros Gymnasium, Limassol - mountains Lefkara Gymnasium, Larnaca - mountains

Province of Athens

1st High school of Ag. Anargyroi, Prefecture of Athens, Greece -plain Area Ag. Varvara 1st High school Alimos, Prefecture of Athens, Greece - Coastal Area 6th Junior High school Ilion, Prefecture of Athens, Greece - plain Area 1st High School Kessariani, Prefecture of Athens, Greece-plain Area Pilot Project N.6 Retrofitting 2nd Junior High School Kessariani, Prefecture of Athens, Greece-plain Area Pilot Project N.7 Retrofitting 1st High school Moschato, Prefecture of Athens, Greece - coastal 1st Junior High School Moschato, Prefecture of Athens, Greece - coastal 3rd High School & 3rd Junior High Ymittos, Prefecture of Athens, Greece mountain 2ndJunior High School Katerinis Coastal Pilot Project N.8 Retrofitting 1st High School Amarousiou Plain Ralleio Junior High School Piraeus Coastal 1st High School Nikaias Plain Technical Professional Highschool 1st EPAL Ymittou Plain 1st Junior High School Ellinikou Coastal 2nd Junior High School Ellinikou Coastal Junior High School Lykovrisi Mountain 5th Junior High Schools of Ilioupoli Plain Junior High Schools of Lykovrisi Mountain 1st High School of Marousi Plain

Measuring efficiency in existing school buildings

1st and 2st. Junior High School of Elliniko - Athens

Agios Athanasios Gymnasium - Cyprus

I.T.C. Carlo Piaggia - Viareggio (Lucca)

I.T.N. Artiglio - Viareggio (Lucca)

I.T.C.G. A.Benedetti - Porcari (Lucca)

Apehteio Gymnasium Agros - Cyprus

2nd School for the study of Humanities D’Agguire Salemi -Trapani

2nd School for educational studies R.Salvo Trapani

I.E.S. Benal˘a - Benal˘a - Granada

I.E.S. Hermenegildo Lanz - Granada

I.E.S. Pedro Jimenez - Baza - Granada

Measuring efficiency in existing school buildings

EXAMPLE OF ENERGY AUDIT QUESTIONNAIRE Artistic High school A. Passaglia Lucca

Measuring efficiency in existing school buildings

2.3 THE EVOLUTION OF THE ENERGY AUDIT METHODOLOGY AND THE SPECIFICITY OF TEENERGY SCHOOLS

Prof. Ing. Mattheos Santamouris IASA M. Santamouris, N. Gaitani Group Building Environmental Studies, Physics Department, University of Athens.

The concern of the industrialized countries on the high energy consumption of the buildings sector just after the energy crisis has initiated actions and programs aiming to rationalize the energy consumption of the buildings. Energy efficiency is a critical issue for school buildings. Energy represents a high percentage of the running cost of schools while it defines at a large amount the thermal and optical comfort of the building users. Indoor air quality, energy efficiency and thermal comfort conditions are the three main factors influencing the school buildings environment [1-2]. Indoor air quality in school buildings is mainly characterized by high CO2 concentrations having an important impact on the efficiency of students, and high concentrations of formaldehyde, VOC’s (volatile organic compound) , etc, having a very important impact on the health of students [3-4]. Various international programs to improve the energy and environmental quality of school buildings are actually carried out. The green school project, [5] an American program developed from the Alliance to save Energy, aims at improving the energy and environmental efficiency of existing school buildings. Energy smart schools [6], a program of the USA Department of Energy mainly aims at offering school training workshops, publications, recognition, direct technical assistance, financing options, in order to improve school buildings energy efficiency. LEED (Leadership in energy and environmental design) [7], a program of the US Green Building Council, is a voluntary, consensus-based, market-driven building

rating system based on existing proven technology and providing a definitive standard for what constitutes a “green building”. The Bright schools program, [8] a California Energy Commission program which offers specific services to help people to renovate or build new energy efficient school buildings. The building schools for the future (BSF) [9], a UK program aiming

also at increasing the energy efficiency in the school buildings stock. The project also has as objectives to develop an environmental assessment method for all new school buildings as well as a framework for sustainable development for already existing schools. In Greece, the energy consumption, the potential for energy conservation as well

Measuring efficiency in existing school buildings

as the identified indoor air quality problems in school buildings, have been initially investigated and presented in [3 and 10]. The analysis carried out has clearly shown that energy rating techniques have to be applied to better understand the characteristics of the buildings stock and thus organize efficiently possible energy and environmental improvements. Various national energy rating schemes have been proposed, [11, 12]. Each methodology has to be based on an experimental protocol to collect energy data, a theoretical algorithm to normalize the energy consumption and an algorithm to classify buildings. It is thus well reasonable that each national methodology is adapted to the characteristics of the national building stock, the national methodology to measure energy and the specific climatic characteristics of the country. A range of techniques have been proposed to develop rating schemes, [11]. Most of the examined methods define energy classes based on the cumulative frequency distribution of the energy consumption of the buildings stock. For example, classes A,B,C,D are associated with the zones below the 25 , 50, 75 and 100 percent of the buildings stock in the cumulative frequency distribution of the energy consumption. Such a classification requires that the used sample of building energy data strictly follow a normal distribution while there is a very good representation of the existing building stock. However, given the variety of the characteristics of the buildings, such a condition rarely applies. In most cases, the existing energy data are combined around various clusters that may not represented by a normal distribution. Energy rating of a building can provide specific information on the energy consumption and the relative energy efficiency of the building. Energy rating is performed through standard measurements performed under a specific experimental protocol. Energy audits involve specific measurements of the building shell, like insulation levels, window efficiency, of the lighting, ventilation as well as of the

heating and cooling systems of the building. The behavior of the occupants, who explicitly control and affect the internal environment, is also considered. The results are normalized and the building gets a score such as 1 to 100, which permits to classify the building against an absolute performance scale. The present document aims to propose a methodology in order to prepare energy and environmental guidelines for school buildings. Energy and indoor environmental audits of energy consumption and indoor air quality were taken in about 60 school buildings in the Mediterranean region. The overall strategy of the proposed methodology in Teenergy Schools aims: • To prepare comprehensive energy and environmental guidelines giving emphasis to new advanced and efficient energy technologies; • To use the already existing knowledge and avoid unnecessary spending of resources; • To organize a procedure able to respond to the real energy and environmental needs of every climatic zone and avoid general and finally non useful recommendations of academic nature. The proposed methodology is shown schematically in Figure 1 and involves four main steps: Step 1: Identification of the Specific Energy and Environmental Problems in every Climatic Region • Schools face specific energy and environmental problems that differ substantially among the different climatic zones. It is essential to identify the specific energy and environmental problems and prioritize them. For example, a list of possible problems may involve among other: • Overheating problems during the warm period; • Low winter indoor temperatures; • Not appropriate indoor air quality;

• Problems of visual comfort like glare or contrast; • High energy consumption for heating or lighting; • Various Thermal Comfort problems; • Bad microclimate; • High level of absenteeism; • Low Productivity, etc. Step 2: Identification of the More Appropriate Technologies For each of the problems mentioned above, the more appropriate technologies available to confront the problem has been identified. It is important to consider new, innovative and advanced technologies that present very high energy efficiency. In parallel, conventional and low cost solutions have to be considered as well. For example, when summer overheating is the problem, a possible list of available technologies to be considered involves among other, the following: • • • • • • • • •

Solar Control; Thermal Insulation; Advanced Glazing; Cool or Green Roofs; Day, Night and Hybrid Ventilation; Ground Cooling; Evaporative Cooling; High COP Air Conditioners. Thus, for each problem identified in Step 1, a list of appropriate technology has to be considered.

Step 3: Use of Existing Guidelines When the problems and the corresponding technologies are identified, it is important to investigate if proper and comprehensive guidelines involving quantified information are already available. Step 4: Preparation of New Guidelines For those technologies that guidelines are not available for the specific area, the following procedure may be followed: • The existing knowledge from third parties has to be identified and evaluated. For example results and knowledge from European projects that are not specific for

Measuring efficiency in existing school buildings

Fig.1 The proposed steps to follow in order to prepare energy and environmental guidelines

the given climate but may offer useful information; • Well planned Thermal and/or visual simulations have to carried out in order to generate knowledge and information able to prepare credible recommendations and guidelines; • Specific experiments or measurements may be performed in order to get specific information and knowledge; • A combination of the above may be used as well.

Fig.2 Flow chart of the first example

Examples In the following two examples to clarify the overall procedure are prepared and presented. The first example deals with schools in Greece where ‘Summer Overheating’ is identified as one of the problems, (Step 1). A full presentation of the procedure is given in Figure 2. In step 2, the possible technologies to tackle the problem are identified. Possible technologies to be considered are: Solar

control, Thermal Insulation, Advanced Glazing, Cool or Green Roofs, Day, Night and Hybrid Ventilation, Ground Cooling, Evaporative Cooling and High COP Air Conditioners. In step 3, the existence or not of proper guidelines for thermal insulation and advanced glazing is investigated and is found that such guidelines have been already prepared for schools in Greece in past projects and are already published in: M. Santamouris, C.A. Balaras, E. Daskalaki, A. Argiriou and A. Gaglia : Energy Consumption

Measuring efficiency in existing school buildings

and the Potential for Energy Conservation in School Buildings in Hellas. J. Energy, 19, 6, 653-660, 1994. The main part of the guidelines involves the following information: Thermal insulation can play a significant role in reducing energy consumption by minimizing heat losses in schools buildings during the winter and heat gains during summer. An analysis has been performed for school buildings with and without thermal insulation. This investigation included 180 non-insulated and 58 insulated school buildings, which is representative of the country since building insulation has been mandatory only since 1979. For insulated school buildings, the thermal energy consumption was 40% less than in uninsulated buildings. Addition of the proper amount of insulation to buildings with an overall heat-transfer coefficient greater than that required by the current building code will result in thermal energy conservation of 43.9%, with a payback period of 6-8 years. The use of double-glass windows will result in 6.1% conservation with a payback period of 4-7 years. Example 2, presents a case also in Greece where ‘Summer overheating; is identified as a major problem, (Step 1). A full presentation of the procedure is given in Figure 3. In step 2, the possible technologies to tackle the problem are identified exactly as in the first example. In step 3, the existence or not of proper guidelines for cool and green roofs is investigated and found that that proper guidelines are not available. Thus, in step 4, the methodology to develop the best possible guidelines is defined. In particular, it has been considered at the beginning it is necessary to investigate the existing knowledge of third parties and in particular the results of the European cool roof project. Then, specific simulations have to being performed. The exact simulation activities involve the following calculations: • Cool Materials on three typical Schools

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with insulated roof • Cool Materials on three typical schools with non insulated roof • Three types of cool materials will be considered: • Materials presenting a reflectivity equal to 0, 95, 0,8 and 0,65. • For all materials, while emissivity will be equal to 0.85 • Simulations will be performed for a whole year and for: • Free floating conditions, and • Thermostatically controlled conditions • Hourly indoor temperatures as well as the heating and cooling loads will be calculated. Simulation results will be analyzed and guidelines on the optimum use of cool coatings for insulated and non insulated schools will be produced, together with the expected energy and environmental contribution.

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Papadopoulos A.M. and A. Avgelis, “Indoor environmental quality in naturally ventilated office buildings and its impact on their energy performance”, Int. J. of Ventilation, Vol.2, No.3, pp.203-212, 2003. Argiriou A., D.N. Asimakopoulos, C. Balaras, E. Dascalaki, A. Lagoudi, M. Loizidou, M. Santamouris, and I. Tselepidaki, “On the energy consumption and indoor air quality in office and hospital buildings in Athens, Hellas”, Energy Conserv. Manag., Vol. 35, pp. 385-394, 1994. Synnefa A., E. Polichronaki, E. Papagiannopoulou, M. Santamouris, G. Mihalakakou, P. Doukas, P.A. Siskos, E. Bakeas, A. Dremetsika, A. Geranios, A. Delakou, “An experimental investigation of the indoor air quality in fifteen school buildings in Athens, Greece”, Int. J. of Ventilation, Vol.2, No.3, pp.185-202, 2003. Synnefa A., “Etude de la Qualite de l’air interieur dans six batimentsscolaires”, Memoire de DEA, Ecole Nationale des Travaux Publics de l’Etat – Laboratoire Sciences de l’Habitat, 2002. Green School Program. Information available through : http://www.ase.org/section/ program/greenschl Energy Smart Schools. Information available through : http://www.energysmartschools. gov/sectors/ess/index.asp Leedership in Energy and Environmental Design. Information available through : http:// www.usgbc.org Bright Schools Program. Information available through: http://www.energy.ca.gov/efficiency/ brightschools/ BSF. Building Schools for the Future. Information available through: www.bsf.gov.uk/ M. Santamouris, C.A. Balaras, E. Dascalaki, A. Argiriou, and A. Gaglia, “Energy consumption and the potential for energy conservation in school buildings in Hellas”, Energy, Vol. 19, pp. 653-660, 1994. Santamouris M. (Editor), ‘Final Report of the EUROCLASS Project’, SAVE program, European Commission, Directorate General for Transports and Energy, Brussels, 2001.

Measuring efficiency in existing school buildings

2.4 END USER FEEDBACK: BETWEEN SCIENTIFIC ANALYSIS AND SUBJECTIVE PERCEPTION Arch. Antonella Trombadore, ABITA

There is a fundamental need to include behavior and social dimensions as an important factor to consider in the indoor environmental comfort research directly related to the targeted reduction of school buildingâ&#x20AC;&#x2122;s energy consumption. The ability for occupants to make their own choices and to control their direct environment is critical to their satisfaction as end-users, and are determining factors in the overall comfort level they feel. In the Teenergy Schools project the aim was to apply an End User Questionnaire based on sociological principles in order not only to integrated the end-user feedback with the technological and architectural solutions, but also to harmonize the human level taking into account the perception of the students and psycho-physical aspects of the felt indoor quality. Thus the students become determinating actors and precise target of the future Concept Design at the same time, actively involved in the initiatives regarding energy efficiency in building in terms of retrofitstrategy investigations and management of the design solutions.

The structure of the questionnaire The general structure of the questionnaire was constructed by making a rational order of the questions as following.

Environmental factors The environmental questions start with the perception of thermal climate, ventilation, and different aspects of air quality. The idea is that respondent should make a visual and emotional inspection of the school buildings indoor comfort characteristics in their mind when they answer the questions.

Indoor environment variables The indoor environment is defined by ventilation, air quality, thermal comfort,

acoustic perceptions, and illumination. The indoor environment can be considered both as a technical concept, and as subjective, sensorial experience of the pupils. The results of the End User Questionnaire address directly the Concept Design defining the studentsâ&#x20AC;&#x2122; prerogatives and essential needs. Combining these inputs with the scientific aspects of the project in terms of energy efficiency defines the added value of the Teenergy Schools holistic approach: it guarantees high quality retrofitting results taking into account both the perception of the pupils regarding the psychophysical aspects of indoor quality and the environmental-energetical aspects of the school building.

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BOX End User Feedback – Survey Analysis tool Michele Nannipieri, Innotec Lucca

Within the project Teenergy Schools – “High Energy efficiency in the Mediterranean Area” a sensibilization campaign was carried out to examine the perception of indoor, environmental and energetic parameters by the students of the schools. The analysis considers a selection of about 40 Schools of the Partnership in 4 differents countries ( Italy, Spain, Geece and Cyprus) for a total of about 800 students. The results are available to Partners, Community users, Public Administration, School Administration and are destined to be diffused on the ICT platform of the Project.

Structure of questionnaire

The questionnaire includes a set of 49 questions divided by 7 topics. For each question a set of answers to choose from are given. Each answer is assigned a numerical value that allows the statistical treatment of the data.

Submission procedure

The questionnaire was submitted directly to the students in the schools during the lessons and the compilation was done with the help of a teacher in charge at each school. The questionnaires were then collected by the partners and sent to the Lead Partner who elaborated the data with the help of a specialist.

The tool

For the preparation and presentation of the results of the analysis a special tool has been developed , accessible via web, which allows to analyzie the answers of the students. The tool relies on a Database where the Administrator can import “Excel .xls” files containing the collection of the surveys, as well as enter data directly through an input mask.

Detailed interactive analysis

The tool is available at the URL: http://teenergysurvey.simplico.it/Home.aspx The tool provides the follwong three levels of analysis. In the first level, the tool compares the general results of the 7 topics per schools surveyed. In this way the user can compare the results of the whole partnership. These data are also available through the export of a .pdf file that contains some graphs explaining the data. In the second level, the tool allows to compare the answers provided by the whole partnership to a single question. In the third level, the analysis is focused on specific results and the user has the possibility to compose queries and to select personal areas of investigation.

TEENERGY END USER FEEDBACK- NUMERIC EVALUATION PARTNERS NAME QUESTION

Possible Answers

0) Personal Data Gender

M/F

Nationality

YOUR COUNTRY/UE/OTHER

Age

14/15/16/17/18/19

1) Data of School Name of the School

NAME OF THE SCHOOL

Floor/number of room

No.F/No. ROOM 123...

2) general characteristic of school environment Illumination

Insufficient 0/Average 1/ Sufficient 2/Good 3

Temperature

Insufficient 0/Average 1/ Sufficient 2/Good 3

Acoustic (level of silence)

Insufficient 0/Average 1/ Sufficient 2/Good 3

Conditions of Building

Insufficient 0/Average 1/ Sufficient 2/Good 3

Quality of spaces and furniture

Insufficient 0/Average 1/ Sufficient 2/Good 3

available space per person

Insufficient 0/Average 1/ Sufficient 2/Good 3

Rest Room (toilets , dressing rooms, etc.)

Insufficient 0/Average 1/ Sufficient 2/Good 3

Cleaning and Maintenance

Insufficient 0/Average 1/ Sufficient 2/Good 3

3) Thermic comfort In your classroom you feel cold during the wintertime

No 3/little 2/very much 1

In your classroom you feel hot at summertime

No 3/little 2/very much 1

During the wintertime the classroom is too hot and some of Nerver 3/some of them 2/ a lot of them 1 the pupils are in t-shirt In wintertime we keep the windows opened because it is too hot Nerver 3/some of them 2/ a lot of them 1 In Winter AND in Summertime the shutters of the windows are closed during the lessons Never 3/ sometimes 2/ always 1 4) visual comfort In your classroom you need to turn on the lights even if there Never 3/ sometimes 2/ always 1 is sunshine outside

In our school there is an automatic system of artificial lighting

yes 3/No 0

The natural light that arrives on your desk isâ&#x20AC;Ś

blinding you 0/ not sufficient /creates shadow 1/ ok 2

In the classrooms the light are turned on

always at the beginning of the day needed 1

In the classroom the lights are turned off:

we donâ&#x20AC;&#x2122;t know who is turning them off 0/ always at the end of the day 1/by the pupils or teachers at the end of the lesson 2/ always at the end of the day 2/

0/ only if

4) visual comfort In your classroom you need to turn on the lights even if there Never 3/ sometimes 2/ always 1 is sunshine outside In our school there is an automatic system of artificial lighting

yes 3/No 0

The natural light that arrives on your desk is…

blinding you 0/ not sufficient /creates shadow 1/ ok 2

In the classrooms the light are turned on

always at the beginning of the day needed 1

In the classroom the lights are turned off:

we don’t know who is turning them off 0/ always at the end of the day 1/by the pupils or teachers at the end of the lesson 2/ always at the end of the day 2/

Tv, computer and other equipments:

are regularly turned off the day 1

0/ only if

3/ always at the end of

5) Acoustic comfort In your classroom you can hear noises that come from the Never 3/ sometimes 2/ always 0 outside? (street, courtyard etc…) If yes, these noises are

Very loud 0/ Loud 1/ Not very noisy 2

In your classroom you can hear noises coming from the inside of the building (other classrooms, corridor, etc) Never 3/ sometimes 2/ always 0 If yes, these noises are

Very loud 0/ Loud 1/ Not very noisy 2

Inside of the classroom the voice of the teacher can be heard

not very well at all 0/ quite good 2/ good 3

If you can’t hear the teacher very well, it is because

the voice doesn’t arrive 2/ there is resound 1/ it is covered by other noises 0

6) Security How do you consider the level of security/stress factors inside the school building concerning these arguments? Electricity

Insufficient 0/Average 1/ Sufficient 2/Good 3

Illumination

Insufficient 0/Average 1/ Sufficient 2/Good 3

Noise

Insufficient 0/Average 1/ Sufficient 2/Good 3

Temperature

Insufficient 0/Average 1/ Sufficient 2/Good 3

Dust

Insufficient 0/Average 1/ Sufficient 2/Good 3

Pc and video

Insufficient 0/Average 1/ Sufficient 2/Good 3

Non Smoking

Insufficient 0/Average 1/ Sufficient 2/Good 3

7) Psycho-physical wellness In the last few months did the following happened to you headache and difficulties in concentration

Always 0/ Many times 1/ Sometimes 2/ Never 3

Nausea

Always 0/ Many times 1/ Sometimes 2/ Never 3

headache and difficulties in concentration

Always 0/ Many times 1/ Sometimes 2/ Never 3

visual difficulties due to tired eyes breathing problems, asthma

Always 0/ Many times 1/ Sometimes 2/ Never 3

frequent colds

Always 0/ Many times 1/ Sometimes 2/ Never 3

8) suggestions What are the most urgent issues to solve in your school?

6) Security How do you consider the level of security/stress factors inside the school building concerning these arguments? Electricity

Insufficient 0/Average 1/ Sufficient 2/Good 3

Illumination

Insufficient 0/Average 1/ Sufficient 2/Good 3

Noise

Insufficient 0/Average 1/ Sufficient 2/Good 3

Temperature

Insufficient 0/Average 1/ Sufficient 2/Good 3

Dust

Insufficient 0/Average 1/ Sufficient 2/Good 3

Pc and video

Insufficient 0/Average 1/ Sufficient 2/Good 3

Non Smoking

Insufficient 0/Average 1/ Sufficient 2/Good 3

7) Psycho-physical wellness In the last few months did the following happened to you headache and difficulties in concentration

Always 0/ Many times 1/ Sometimes 2/ Never 3

Nausea

Always 0/ Many times 1/ Sometimes 2/ Never 3

headache and difficulties in concentration

Always 0/ Many times 1/ Sometimes 2/ Never 3

visual difficulties due to tired eyes breathing problems, asthma

Always 0/ Many times 1/ Sometimes 2/ Never 3

frequent colds

Always 0/ Many times 1/ Sometimes 2/ Never 3

8) suggestions What are the most urgent issues to solve in your school?

heating system to improve indoor comfort in the wintertime

Yes 0/ No 1

cooling system to improve the indoor quality in summer time

Yes 0/ No 1

windows and shutter systems against glare/overheating

Yes 0/ No 1

illumination systems in order to improve visual quality

Yes 0/ No 1

Quality of air Summer

Yes 0/ No 1

Quality of air Winter

Yes 0/ No 1

Security inside the school building

Yes 0/ No 1

Other suggestions

description

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 Fig. Input Mask

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 Fig. Comparison School vs ALL – 1st Topic Average

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 Fig. Deep analysis on 1 school and 1 subtopic

Measuring efficiency in existing school buildings

2.5 MAPPING OF RESULTS AND BENCHMARKING Arch. Antonella Trombadore, ABITA

Teenergy Schools has implemented a common ICT platform for the all over energy data collection of the Partnership referring to the Energy Audit, and tools for the graphical visualization allowing to obtain a homogeneous European context overview to jointly define practical issues for the development of energy performance benchmarks and energy rating systems in such situations where no data is available. A simplified method is presented and tested with the specific application of thermal energy use, electricity consumption, Co2 emission, energy control and management system application in about 90 schools buildings schools located in the 4 partner countries: Italy, Spain, Greece and Cyprus. The results have been selected in order to map the building consumption and energy performance in the 3 Mediterranean different climatic condition coast, mountain, and city/plain. Energy performance rating and certification are required as part of the EPBD (Energy Performance of Buildings Directive) implementation[1]. A robust, credible and cost efficient certification scheme will play a key role in the achievement of that objective, and a prior requirement is to establish benchmarks to enable comparison of a particular building’s energy performance. Some benchmark figures already exist in many EU states, for example, typical yearly heating use in school buildings have been reported as 57 kWh/ m2/year in Greece, [2], 197 kWh/m2/year in Flanders [3], or 119 kWh/m2/year in Northern Ireland [4]. Countries such as the UK have been producing energy benchmarks and

performance guides for almost 30 years, as Good Practice Guide 343 [5], which includes typical and best practice values for primary schools, respectively, 157 kWh/m2/year and 110 kWh/m2/year. In contrast, there are other states that might not have historical data for building energy performance or a procedure for calculating building energy performance, especially in the case of the schools sectors. The tool is useful to evaluate the gap between state of art and targeted qualities and energy performances, as well as to obtain a quick assessment of other school’s energy efficiency by comparing energy cost and consumption level with the benchmark on. EPi Energy performance Index (for annual energy consumption and Winter kWh/m3/ year). Some interesting aspects of the TEENERGY Schools methodology: a. Benchmark development among Mediterranean Countries Being able to compare a building with the representative Mediterranean building stock performance; the comparison benchmarks can be set as those building characteristics corresponding to 4 countries ( Italy, Spain, Greece, Cyprus) regulations and/or to the 5 building stock period of construction (< 1940, 1940<b<1960, 1960<b<1980, 1980<b<2000, >2000) as well as microclimatic area and location (coastal, urban, mountain). Some factors such as activity, occupancy data, building area, number of pupils, age of building, etc. can be easy to obtain by means

of questionnaires, other vital information for evaluation for energy performance of the building, such as construction details and type and efficiency of heating systems are often not known by respondents. Combining questionnaires with a number of building surveys to collect detailed data for a smaller sample of buildings, as was done in this research, could be the most practical solution for the development of reference building benchmarks. b. DATA MINE tool for Mapping User friendly interfaces which could simplify the building modelling task are well developed (including templates for building and activities characterisation), calculations still not require a certain experience of modelling and energy simulation. c. Rating The tool is useful to evaluate the gap between state of art and targeted qualities and energy performances, as well as obtain a quick rating of other school’s energy efficiency by comparing energy cost and consumption level with the benchmark on. EPi Energy performance Index (for annual energy consumption and Winter kWh/m3/ year). Calculated energy rating is obtained by calculation based on drawings and design values of buildings. It can be termed ‘‘asset energy rating’’ when calculated for an existing building on the basis of the actual building, and ‘‘design energy rating’’ when calculated at the design phase, using design building data.

Measuring efficiency in existing school buildings

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Operational rating - measured energy rating is the weighted sum of the measured annual amounts of all the energy wares used by the building. It is also called operational rating. To rate a building according to the operational rating method, the procedure is simpler and generally requires less input and less effort, once the base information is collected. The EPLABEL EU part-funded project [www.eplabel.org] has developed an operational rating system, which starts with the following basic steps. Step 1: Collect quality data and calculate the building’s Energy Performance Indicator (EPI). Step 2: Identify appropriate benchmarks with which the EPI can be compared. Step 3: Grade the energy efficiency of the building by comparing the EPI with the benchmarks.

The DataMine graphical visualization allows to obtain an overview of the different energy rating and to compare the average measured energy consumption of the all buildings, in the 3 different microclimatic condition (coastal – urban/plain - mountain), focusing on: • Primary energy need (thermal and electric) • Thermal energy use, • Electricity consumption, • Co2 emission, (average calculated specific C02 Emissions) • Energy control and management (control of the heat distribution temperature) • Energy performance of envelope – (U-value of building envelope elements) (U-value of walls) (U-value of Roof) • Energy performance of transparent elements (U-value of windows) (Type of windows)

Good practice benchmarks represent the energy performance of the top 25% of schools in the Teenergy The benchmarks are designed to encourage the lower 75% to make improvements, aiming towards the good practice benchmarks. If the schools energy performance differs greatly from the benchmark, it is important to analyze the reasons of the gap and define actions according to the best path methodology in order to retrofit the heating systems, electrical lighting and equipments, as well as to chose the appropriates strategies and technological solution for the building envelopes energy improvement.

References Patxi Hernandez a, Kevin Burke b, J. Owen Lewis, Development of energy performance benchmarks and building energy ratings for non-domestic buildings: An example for Irish primary schools, Energy and Buildings 40, Elsevier (2008) [1] European Council, Directive 2002/91/ ec of the European Parliament and of the Council of 16 December 2002 on the energy performance of buildings, 2002. [2] M. Santamouris, et al., Using intelligent clustering techniques to classify the energy performance of school buildings, Energy and Buildings 39 (1) (2007) 45–51. [3] K. Aernouts, K. Jespers, Bijlage bij de energiebalans vlaanderen 2000: Onafhankelijke methode, Energiekengetallen van de tertiaire sector in Vlaanderen 2000, VITO, Editor, 2002. [4] P.G. Jones, et al., Energy benchmarks for public sector buildings in Northern Ireland, in: Proceedings of CIBSE National Conference, Dublin, 2000. [5] GPG343 Good Practice Guide, Saving Energy—A Whole School Approach, The Carbon Trust, UK, 2005.

BOX Homogenizing the Partnerships results using the open Tool BENDS Prof. Ing. Maurizio Corrado, Ing. Ylenia Cascone

Taking advantage from the wide availability of data coming from EP Certificates in Europe, the Intelligent Energy Europe project DATAMINE was developed, with the idea of using the EP Certificates as a data source for monitoring purposes. The aim of the project was to compare data from different countries by use of a harmonised data structure. Each project partner could use his own structure, that could later be translated into the DATAMINE format, which, due to its common “language”, allows for cross-country analyses. The data structure includes the following quantities: • Energy Certificate Data: basic data of the energy certificates; • General data of the building: basic data of the type and size of the building, such as location, building utilisation, conditioned floor area; • Building envelope data: data describing the thermal performance of the building envelope, such as U-values and area of the opaque elements and window properties; • System data: data describing the building energy supply systems, such as type of heat generation and distribution system, and air conditioning systems; • Calculation energy demand: boundary conditions of asset rating and quantitative results; • Basic parameters of operational rating: information on the conditions of operational rating; • Summary of energy consumption and operational rating: summary of energy consumption and energy generation, in the first place for operational rating; • Primary Energy, CO2 emissions and benchmarks: primary energy demand and CO2 emissions for both operational and asset rating. Under the DATAMINE project, the data structure implemented by the Italian partner (Politecnico di Torino) is comprehensive of 500 entries, against the 255 of the DATAMINE common format. To easily accomplish the data management, a multi-language web tool was developed. BENDS (Building Energy and eNvironmental Data Structure) allows for gathering, importing, and exporting data both in the Italian national format and the DATAMINE common one. Through the “DATAMINE Analysis Tool”, which is a simple MS Excel Workbook, the exported data can be statistically analysed. The Analysis Tool allows for comparison of parameters already present in the DATAMINE data fields, as well as of user-defined composed variables. Correlation of variables and overall statistics can be performed.

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3. BUILDING SOLUTIONS FOR IMPROVING ENERGY EFFICIENCY: THE PILOT PROJECTS

Building solutions for improving energy efficiency

3.1. LOW ENERGY DESIGN SOLUTIONS FOR THE MEDITERRANEAN CLIMATE

Arch. Dr Despina Serghides, Cyprus University of Technology

Introduction In this article the main heating and cooling strategies for the Mediterranean area are outlined and their adoption in the design process are approached in four stages from site planning, orientation and shape, layout and envelope of the building. These aspects are illustrated with appropriate examples from the “Bioclimatic Designs for the Student Housing of the New University Campus of Cyprus” for which the author was the bioclimatic consultant, and the first phase of buildings for the University of Cyprus (Architect A. Kyprianou & Associates) to indicate how bioclimatic techniques address the problems of thermal and optical control.

Siting the Building for Bioclimatic Design It is natural that different sites present totally different constraints and opportunities. Therefore, prior to the siting of the building a study of the site must be carried out, both under existing built conditions and taking into account extensions and development which may be governed by regulations to determine the optimum solar gain in winter. The microclimate, the predominant wind patterns, particularly their direction and intensity and the solar radiation are affected by the topography of a location, the presence of water, the vegetation and the man-made features. Appropriate landscape may offer buffering to the cold winter winds shading and generally cooling effect on the building by channeling the cool summer breezes and causing reduction of air and ground temperature.

Shape, Volume and Orientation For the optimal seasonal performance of the building its shape, volume and orientation are determined by the strategies which must be adopted for the Mediterranean climate. The main aim of these strategies for winter is to maximize solar gains and minimize heat losses. Reversely, in the summer the aim is to minimize solar gains and maximize heat losses. The strategies to achieve this in winter regarding shape volume and orientation could be outlined as follows: • To minimize the outside wall and roof areas [ratio of exterior surface to

enclosed volume]. For a given volume the more compact the shape the less wasteful it is in losing heat. • Elongating the building with long EastWest axis to maximize exposure to winter sun. This maximizes exposure to winter sun and minimizes heat in summer. • Streamlining the geometric form of the building to minimize winter wind turbulence. This could deflect air flow over the house avoiding air dam effect that its height would otherwise have. • To recess structure below grade or raise existing grade for earth sheltering effect. This eliminates infiltration and reduces

Building solutions for improving energy efficiency

with the long axis stretching East-West in one room depth will offer an optimum south orientation for most of the rooms which presents interesting solar and architectural possibilities. In addition, the building will enjoy daylight from two sides and cross ventilation. Nevertheless, when orienting the rooms for favourable heating in winter and cooling in summer, in addition to the sun-Path the following must be considered: • The heating and cooling requirements • The levels of the internal gains • The size exposure and function of the room. The height and the number of floors are determining factors for the optimal, vertical thermal distribution. Two storey spaces and tall interior spaces create pressure differentials and cause vertical air movement.

The Building Envelope conduction-convection losses. • To provide outdoor semi-protected areas for year-round climate moderation. For the summer exposure to the sun could be minimized and utilization of the summer breezes maximized with the following strategies: • The proportions of the plan should be selected to equalize the sum of gains at north and south elevations with those received at the East and West facades. This minimize exposure to summer sun. • Using split levels, high building facades and orientation of the longer ones perpendicular to prevailing winds enhances ventilation. • Providing outdoor semi-protected areas. • Recessing structure below grade to avoid direct exposure to the sun and provide a source of cooling. Building simulation studies for Mediterranean houses regarding the building shape explicitly indicate that a

change of one parameter can frequently be compensated for by changes in the others, thus emphasizing the vital importance of an integrated design approach.

Building Indoor Planning The orientation, organization and location of the indoor spaces are complex. Besides their thermal requirements, a large number of various interrelated factors must be considered for the appropriate choice of the location of the spaces and their openings. In approaching the indoor planning of the building five major strategies are identified: • Zoning the indoor building volume • Orienting indoor spaces for energy efficiency • Locating and organizing climatic buffers • Planning for heat recovery, distribution and storage • Planning for airflow and cooling For the Mediterranean house a linear layout

The main considerations for the design of the building envelope could be outlined as: • The heat transfer through the building envelope aiming to restrict heat losses in winter and to enhance solar gains, while limiting them in the summer and promoting cooling with various techniques. • The thermal Capacity which is an important property of the building envelope for energy conservation, since excess heat is stored in it and dissipated at a later stage when needed. In this way, the indoor temperature fluctuations are regulated and overheating is avoided. • Control of moisture migration and vapour formation External insulation is the most effective for the Mediterranean climate. Yet, the insulation positioning depends also on the type of building and air conditioning used. The application of insulation on the roof is the most cost effective energy saving design measure.

Building solutions for improving energy efficiency

The aspects relating to mass are of particular significance for the Mediterranean region due to the large diurnal fluctuations and the potential possessed by mass for the large solar contribution in winter and cooling in Summer.

The occupants of the building

Fig 3: Partitioning the interior of the building into different heating and cooling zones is significant in adjusting the indoor spaces to meet their daily living and thermal needs.

It is possible to achieve comfort conditions, for the Mediterranean climate, by many different combinations of optimized and effective variables in the building design, such as compact shape and the optimization of insulation, mass and fenestration designs. However, peoplesâ&#x20AC;&#x2122; responses are a very important consideration in the creation of indoor comfort conditions, but the occupantsâ&#x20AC;&#x2122; designed comfort level is not a manipulable input factor. Moreover, a house is not merely a container in which people act like robots and are placed to receive its thermal effects. There is a dynamic dialogue between building controls and building use. Furthermore, for the Mediterranean climate, it is necessary that some of the employed passive systems must be activated by the users in order to be effective

Conclusions

Fig. 4. The elongated shape of the structures, with an east-west long axis, allows favorable solar orientation to all student living units and common spaces, in all buildings. Shown is the unobstructed solar access, sunrise to sunset, from the beginning of October to mid-March.

It is concluded that optimization of the regulatory building systems, in order to achieve its fine tuning and become a successful climatic moderator, evaluation of the building performance, and ultimately analysis of cost effectiveness, necessitates detailed and at the same time robust, dynamic and interactive design approach. This is now-a-days possible with the use of computer analogues, a well-established practice, but at the same time on continuous development. No doubt the potential of bioclimatic design is dependent on a multi-disciplinary design approach. However, the thought that buildings could be permanent energy savers, demands building designers to consider carefully the practical options available to them in an integrated mode.

Building solutions for improving energy efficiency

References - Serghides D., “Bioclimatic and Low Energy Buildings in the Mediterranean Region” Proceedings IAES & WREC, 2009, Sohar, Oman. - Serghides D., “Bioclimatic & Solar Architecture” ECO-Week, Larnaca, Cyprus, 17 May, 2008. - Serghides D., “Low Energy BuildingsRenewable Energy Sources-Energy Efficiency” Proceedings RES 2007, Nicosia, Cyprus. - Serghides D., “Bioclimatic Designs for the New University of Cyprus Campus” EPEQUB – 2006, Milos, Greece. - Serghides D., “Bioclimatic Designs for the New University of Cyprus Campus ” Union of Architects in Bulgaria, Sofia, October 25, 2006. - Serghides D., “Low Energy Building Design in the Mediterranean Area” Summer Academy for Mediterranean Solar Architecture, University of Rome, 26 July 2004 - Serghides D, “Bioclimatic Design for Cooling in Mediterranean Buildings-The effectiveness of mass increase” PALENC 2007, Crete. - Serghides D., “Bioclimatic Designs for the New University of Cyprus Campus “2nd Competition: Phase A, Student Housing” Proceedings ISES Congress 1999 Israel

Building solutions for improving energy efficiency

3.2. THE PILOT PROJECTS OF TEENERGY SCHOOLS Arch. Francesca Lazzari – Chief Executive Urban Planning Department – Province of Lucca

One of the main aspects in Teenergy Schools is the Concept Design phase targeted to the elaboration of technical solutions for the improvement of the Partnerships school buildings’ energy behavior and the upgrading of the indoor comfort in terms of thermal comfort, air and lighting quality - for retrofitting and new building projects. These tangible examples illustrate the potentialities for local administrators and decision makers to intervene directly in the elaboration of strategies for the energy efficient refurbishment of existing schools, or the planning of new ones. As already explained in the previous chapters, the approach of Teenergy Schools is to take into account the climatical particularities of each territory formulating feasable solution in terms of cost-effectiveness evaluation for each strategy of intervention and the calculation of payback period in order to consider architectural solution and effective building costs at the same time. Thus politician can realistically consider the project from all points of view. In fact, the Concept Design phase is the strategic moment in the Teenergy Schools project when all partners are involved to locally test and implement the common instruments for energy audit, the design criteria and the architectural solutions for the improvement of the school buildings energy performance. The proposed innovative technologies for the refurbishment interventions in existing schools buildings, and the methodologies to be used for the development of new projects for sustainable school, represent an

important step towards a climate adapted approach to the problem of reducing energy consumption and fostering environmental and indoor comfort qualities. Aiming at Regional competitiveness and sustainable development in the European context the territorial partners selected the 12 Pilot Projects according to the climatic characteristics and specificities of the Mediterranean Area covering 5 different territories and 3 typical climate conditions referred to coast, mountain and plain: Province of Lucca: mountain, (Garfagnana) plain (Lucca) and coast; ( Viareggio) Province of Trapani : Mountain (Salemi) and coast (Trapani); Prefecture of Athens Mountain (Kessariani); coast (Katerini) ; Cyprus: coast and mountain Granada: mountain and plain area. The projects drafts were elaborated and discussed during the International Campus, held in Athens form November 30st to December 3rd 2010, organized as Architectural Design Review and participatory process where decision makers, stakeholders, scientific experts, architects, designers, students were involved, matching their experiences and sharing the best solutions for the Pilot Projects, at a transnational level. The Teenergy Schools International Campus gathered post graduate students from 4 partners countries during a three day workshop. About 30 students collaborated in 5 international work groups on various thematical focuses regarding the

Partnerships Pilot Projects, investigating innovative technological systems in order to implement and manage energy-efficient building envelopes, improving the energy performance of buildings , energy and environmental quality of open spaces, proposing new materials and finishes on the particular characteristics that influence the reduction of urban heat islands. During the workshop international experts presented specific lectures focusing on technical issues such as Passive Cooling, Natural Ventilation, Solar Architecture and climate-adapted, energy efficient envelopes. The Pilot Projects implementation represents an important step for Teenergy Schools, giving opportunity to experiment, within a real context, the solutionfinding process including end user needs, architectural concepts, technical aspects and economic feasability. This experience in the general context of the project is aimed to demonstrate the value of synergy between policy choice and architectural solutions, in order to disseminate common experience as best practice leading to guidelines at national and international scale.

Building solutions for improving energy efficiency

3.3 SELECTED EXAMPLES OF PILOT PROJECTS RELATED TO THREE DIFFERENT MED CLIMATE AREAS

A new building energy efficient approach in Province of Lucca: 3 Pilot Projects

Pilot Project S. Simoni Professional Institute, Castelnuovo Garfagnana New Building Arch. Francesca Lazzari – Chief Executive Urban Planning Department – Province of Lucca

The Pilot Project for the new construction of a sustainable school building is situated in the Garfagnana area, a characteristic valley in the northern part of the Province of Lucca. The initial idea is to seek an appropriate design solution that could provide new classrooms to the existing schools on the site Scientific institute “G. Galilei “, and the Technical Institute “L. Campedelli”) and gather in one building the pupils of the Professional Institute “S. Simoni”, currently located in two separate buildings in another location. The mountain Villages in the Garfagnana Valley can be found until heights of around 800 m above sea level. The major human settlements though, are found in the lower parts of the Valley. Castelnuovo Garfagnana is only at around 200 m. Nevertheless this particular mountainous area is the territory within the Mediterranean context of the Partnership which is located most at the North. Also due to its geomorphologic characteristics it presents relatively rough and cold conditions in the Winter time. Consequently, aspects regarding the energy efficiency during the heating period have been considered with particular attention. Good insulation values and correct exposition towards South were chosen in

order to guarantee little heat losses and positive passive solar gains. The building has been positioned around a central solar patio that develops in the EastWest axis. The south facades have been designed with large double glazed openings, well protected against the sun during the Summer Period using solar shading devices. The heating system is integrated in the floor and run by a low temperature, by high efficiency methane boiler. The library of the school is equipped with a solar glasshouse that captures solar gains during Winter, Autumn and Spring, ensuring a reduction of the energy need for heating. During the Summer period shading elements will protect the glass surfaces. Nevertheless, there was a specific attention towards efficient heating techniques for this new building, the Summer aspects have been taken into account very carefully by foreseeing a natural ventilation system that works with Ground Cooling through a geothermal heat exchanger. In the Summer period, the hot outside air is conducted under the surface at about 2m depths where temperature is constantly around 15°C during all year. The air is cooled down before

reaching the inside of the building where it is distributed in the different classrooms. Condensation phenomena are controlled through slight slopes and drainage/ inspection boxes. Filters avoid any intrusion of insects. Solar chimneys are creating the necessary aspiration to make this natural day-cooling system work without the use of electricity: the more the sun heats up the chimneys, the more aspiration is generated. Furthermore, the Night Cooling system uses sensors that open automatically the upper windows of each classroom and the corresponding openings towards the inside patio in the evening, allowing cool air to enter and fill the building during the night. Warm air will exit the building through the opened patio shades. The thermal mass of the building will stock the incoming temperature difference and ensure comfortable low temperatures during the daytime due to the thermal shift of around 12 hours. Athens CAMPUS Workshop Group: Arch. Skerdilaid Hysenaj Arch. Dionysia Triantafyllou Arch. Ana Cruz Valdineso Arch. Rainer Toshikazu Winter (tutor)