energy conservation awareness manual -...

Energy Conservation Awareness Manual

A 2011 Alumni Engagement Innovation Fund, US State Department - funded project

A joint project of

FOR JAMAICAN SECONDARY SCHOOLS

22 • Jamaica Fulbright Association Energy Conservation Awareness Manual for Jamaican Secondary Schools

Energy Conservation Awareness Manual for Jamaican Secondary Schools

Edited by Beverley Lashley and Mona Whyte

CATALOGUING-IN-PUBLICATION DATAUniversity of the West Indies Mona Library Energy conservation awareness manual for Jamaican secondary schools/Jamaica Fulbright Association, Caribbean Energy Information System, Jamaica Public Service Company Limited; edited by Beverley Lashley and Mona Whyte. – Kingston, Jamaica: Jamaica Fulbright Association / Scientific Research Council, 2012. p. cm. ISBN 1. High schools—Energy conservation—Jamaica 2. Energy conservationHandbooks, manuals, etc.—Jamaica 3. Energy conservation—Study and teachingJamaica. I. Jamaica Fulbright Association II. Caribbean Energy Information System III.Jamaica Public Service Co. IV. Lashley, Beverley V. Whyte, Mona. TJ163.5.U5 E53 2012333.79—dc22

Contents

1 Message from the President 1 of the Jamaica Fulbright Association

2 Acknowledgement 2

3 About this Manual 3Introduction . . . . . . . . . . . . . . . . . . . . . . 3

Rationale . . . . . . . . . . . . . . . . . . . . . . . . 3

4 SECTION 1: BASIC ENERGY CONCEPTS What is Energy? . . . . . . . . . . . . . . . . . . . . . 4Forms of Energy . . . . . . . . . . . . . . . . . . . . . 4

Energy balance in schools . . . . . . . . . . . . . . . . 4

5 SECTION 2: ENERGY AUDIT Getting Started . . . . . . . . . . . . . . . . . . . . 5 Who will do it? . . . . . . . . . . . . . . . . . . . . 5

What will the Energy Monitors do? . . . . . . . . . . 5

What is an Energy Audit? . . . . . . . . . . . . . . . 5

Why is it essential to have an Energy Audit? . . . . . . 6

What should the data entries look like? . . . . . . . . 6

Physical building data . . . . . . . . . . . . . . . . 6

Energy use data . . . . . . . . . . . . . . . . . . . 6

Investigating how energy is used in your school . . . 7 Preparation of the Audit Report . . . . . . . . . . . . 7

How to save energy . . . . . . . . . . . . . . . . . . 7

Investigating how energy use can be improved in your school . . . . . . . . . . . . . . . . . . . . . 8 Develop a more detailed plan on how to save energy 8

How schools misuse energy . . . . . . . . . . . . . . 8

6 SECTION 3: ENERGY CONSERVATION TIPS

How to use energy efficiently in your school . . . . . 9 An overview . . . . . . . . . . . . . . . . . . . . . 9

Energy Saving Tips . . . . . . . . . . . . . . . . . . 10

Identify and select Energy Efficient Measures . . . . . 11

(Continues overleaf )

7 SECTION4:ENERGYCONSERVATIONMEASURES

Exploringmoreenergyfacts . . . . . . . . . . . . . 12 About the Compact Fluorescent Lighting (CFL) Bulb 12

Know how to:

Keep the energy intertest high 12

Read your Electro-Mechanical Meter 13

Use a data logger 14

Estimated energy usage by some common

school appliances . . . . . . . . . . . . . . . . . . 15

8 SECTION5:APPENDICES Photogallery . . . . . . . . . . . . . . . . . . . . . . 16

Some Energy Conservation Terms . . . . . . . . . . . . 17

Energy Links . . . . . . . . . . . . . . . . . . . . . . 18

Energy Audit Sample Forms . . . . . . . . . . . . . . . 20

Contents

Jamaica Fulbright Association Energy Conservation Awareness Manual for Jamaican Secondary Schools • 1

Message from the President, Jamaica Fulbright Association

This year we celebrate the 50th Anniversary of our island being an independent nation. It is also the time when we pause to reflect on our accomplishments as well as our challenges and look ahead with a view to realising the national vision of Jamaica as “the place of choice to live, work, raise families and do business.” We are a country on a mission!

Our role as the Jamaica Fulbright Association (JFA) is to help accomplish that mission by contributing to national development whether through initiating or participating in activities that foster the advancement of education and the continued evolution of a civil society. It is against that background that the JFA is extremely happy to have been associated with the production of this Energy Conservation Awareness Manual for Jamaican Secondary Schools.

The creation of a project such as this, from conceptu-alization through to culmination is never an individual effort. We express our sincere appreciation to the many and varied organizations that have assisted in making this manual a reality. They have invested a great deal

of energy, hard work, time and dedication. It only goes to show what positive partnerships can accomplish. I congratulate Beverley Lashley, Fulbrighter and Team Leader of the Alumni Engagement Innovation Fund (AEIF) 2011-2012 Project Team; her team of fellow JFA members; representatives of the Public Affairs Section of the US Embassy; partners at the Scientific Research Council, the Jamaica Public Service; the Ministry of Education and the students and teachers in our high schools whose work now informs this manual.

The cost of energy continues to be a major budget expenditure item in all institutions and as such, the information contained herein is not only practical but relevant and timely! Therefore the JFA anticipates a significant thrust towards energy conservation that will ignite behaviour change in homes and communities. Energy is the ability to do work and the ability to make a change. Everything that happens in the world involves the use of energy. It is our hope that we will unite our efforts and energies and pledge to transform Jamaica one school at a time!

Margaret Brissett-BoltPresident

Jamaica Fulbright Associationhttp://www.fulbrightjamaica.org/

August 2012


Acknowledgement

The Jamaica Fulbright Association (JFA) expresses appreciation to the various organizations that assisted us over the years to achieve our mission of contributing to national development by initiating and participating in activities that foster advancement in education and the development of a civil society, while promoting mutual understanding through liaison with organiza-tions of a similar nature.

The publication of this Energy Conservation Awareness Manual for Jamaican Secondary Schools would not be possible without the support of the various stakeholders and to which we owe a debt of gratitude.

Firstly to the Alumni Engagement Innovation Fund, U.S. Department of State which provided the funding and selected our project from over 700 other alumni worldwide, so that we could produce this manual.

Special thanks to the U.S. Embassy, Kingston for its ongoing support towards the JFA’s projects and activities. Specifically, we thank Ambassador Pamela Bridgewater for her active interest and support, and also her team from the Public Affairs Section, Ms. Yolonda Kerney, Public Affairs Officer (PAO) and Mrs. Bernadette Hutchinson, Cultural Affairs Specialist. The Public Affairs Section endorsed this project and facilitated a further grant of US$3,000 towards the JFA’s energy focused mobile library.

To the members of the Publication Committee – Roy Taylor, Senior Education Officer, Technical and Vocational Unit, Ministry of Education (MOE) and Chair of the Energy Efficiency and Conservation Committee; Mrs. Daffodil Bruce-Miller, Community Relations Officer, Jamaica Public Service Limited (JPS).We are also indebted to Mona Whyte, Acting Manager, Information Services Division of the Scientific Research Council (SRC) and Beverley Lashley, Fulbrighter and AEIF Project Team Leader

2011 for editing and fine tuning the text and D. Maria Cornwall for the design and layout of the manual.

To the Caribbean Energy Information System (CEIS)/SRC for providing the necessary content and person-nel to prepare the manual and guide the team as to the contents of the document, and also preparing the final document for publication.

To all the other stakeholders from the Energy Conservation Project Office at the University of the West Indies (UWI) Mona campus, the Jamaica Public Service, MICO University College, Ministry of Science, Technology, Energy and Mining (MSTEM), Petroleum Corporation of Jamaica (PCJ) and the Department of Education, UWI Mona.

To all the schools which participated in the first Energy Awareness Competition 2012 (the reports have provided us with data to incorporate in this manual).

The final word of acknowledgement and gratitude remains for all the Fulbrighters who gave up their time and expertise which have enabled us to fulfill our man-date - Dr. Michael Case, Dr. Noel Brown, Dr. David Muir, Dr. Janine Dawkins. Members of the Executive – President Margaret Brissett-Bolt, Chadine Allen, Errol Holmes, Tricia Mullings and Dr. Kallia Wright who assisted in some way in the preparation of the Energy Manual.

Please note, however, that the Alumni Engagement Innovation Fund is not liable for any use whatsoever of the information contained herein.

Beverley Lashley, Fulbrighter, JFAAEIF Project Team Leader 2011

2 • Jamaica Fulbright Association Energy Conservation Awareness Manual for Jamaican Secondary Schools Jamaica Fulbright Association Energy Conservation Awareness Manual for Jamaican Secondary Schools • 3

About this Manual

IntroductionAlthough Jamaica enjoys almost year-round sunshine and has an abundance of water resources, it derives 91% of its energy from fossil fuels. Furthermore, Jamaica imports all of its fossil fuels - the single largest importation bill for the country which amounted to 24% of GDP in 2009. Given the vulnerability of Jamaica to fluctuations in fuel prices on the world market and the far reaching effect on the Jamaican economy, energy conservation and efficiency must play an integral role in the nation’s survival.

The contribution of the Jamaica Fulbright Association to this process took the form of an Energy Competition which culminated in the production of this Manual. The Jamaica Fulbright Association (JFA) consists of persons who have been beneficiaries of the U.S. Department of State’s Fulbright scholarships and fellowships which are administered through the U.S. Embassy in Kingston. The mission of the JFA is to contribute to national development by initiating and participating in activities that foster advancement in education and the development of a civil society, while promoting mutual understanding by liaising with organizations of a similar nature.

The production of an Energy Manual for schools is within the mandate of the JFA. A project proposal titled “Promoting Energy Awareness in Jamaican Secondary Schools” was prepared by the JFA and submitted to the Alumni Engagement Innovation Fund (AEIF) 2011 project proposal competition. The project became a worldwide finalist and JFA was the only Association

in the English-Speaking Caribbean to secure funding. The aim of the AEIF is to encourage alumni, who have participated in the Department’s various exchange pro-grammes, to collaborate in addressing challenges which exist on a local, national, regional, and international level.

Rationale Energy issues have been incorporated into the cur-riculum of Jamaican schools from as early as the pri-mary level. The Private Sector also hosts annual energy competitions which focus on energy conservation. This Manual will therefore complement the curriculum of the schools and strengthen initiatives such as PCJ’s Energy Conservation Incentive Programme for Schools. Students and teachers will have a greater awareness of energy conservation within the Jamaican context; while gaining ideas to formulate their own energy conser-vation programmes. Through public education and awareness initiatives critical messages must be com-municated to the younger generation if fundamental changes in how energy is used are to be fulfilled.

The Energy Conservation and Awareness Manual has five Sections broken down as follows:

Section 1: Basic Energy ConceptsSection 2: Energy Audit Section 3: Energy Conservation Tips Section 4: Energy Conservation Measures Section 5: Appendices (Photogallery etc.).

At the end of the manual teachers/students should be able to:

1. Definethebasicconceptsofenergy2. Knowwhattodoinstartinganaudit3. ConductanEnergyAuditandprepareasimpleAuditReport4. Gainexposuretosomeenergyconservationtipsandmeasures5. Identifyenergyconservationopportunitiesinaschool6. Gainexposuretoformsofassessmentofenergyconservation.

Parental support isessential to the successof the Energy Team.”


What is Energy?

Work, energy and power are interrelated.

Work is done whenever a force moves its point of application through a distance. It is measured by the product of the force and the displacement produced by the force. Examples, are - a boy exerting a force that pushes a box along a floor, or lifting a book from off a desk to a shelf above. The unit of measurement of work in the SI system of units is the Joule. Energy is closely related to work in that it is the capacity of a body or system to perform work; the unit of measurement being the same as work.

Forms of EnergyEnergy can exist in several forms, some common forms and examples of which are:

• Chemical Energy (energy of combustion stored in stove fuels)

• Electrical Energy (energy that operates a computer)• Mechanical Energy *Potential energy (a ball about to drop from a height, a wound up coil spring) *Kinetic Energy (a car in motion)• Nuclear Energy (generated by changes within the

nucleus of an atom)• Heat or Internal Energy (steam).

The Law of Conservation of Energy states that energy is neither created nor destroyed but can be transferred from one state to another.

For example in a power plant, fuel is burnt (chemi-cal energy) to cause a boiler to produce superheated steam (heat and internal energy). This steam is used to turn a turbine (mechanical energy of rotation) coupled to a generator, which produces electricity (electrical energy). This energy is then transmitted into our schools

where it can be further transformed into various forms of useful energy such as lighting and heating.

Power is the rate of transfer of energy. It is measured in Joules per second or Watts.

During the transfer process some of the energy is ‘lost’ to the environment and therefore Energy Efficiency is defined as: The ratio of Energy Ouput to Energy Input.

Energy Balance in Schools

The percentage of energy ‘lost’ to the environment defines the inefficiency of the system.

The whole rationale behind energy conservation pro-grammes is to minimize the losses to the environment by increasing energy efficiency and this can be achieved in certain ways as described in this manual. The first step is to develop a proper Energy Management Programme in your school.

SECTION 1: Basic Energy Concepts


Join the ENERGY CLUB and help your school save money.”

Interestedinhelpingyourschooltoreduceit’sEnergy Bill!SPEAKWITHAN

ENERGYMONITORANDLETHIM/HER

KNOWTHATYOUAREINTERESTED

INVOLUNTEERING

SECTION 2: Energy AuditGETTING STARTED

Who will do it?The Management of the School will need to identify someone from the Administrative group to lead the effort.

Energy Monitors who will be responsible for guiding the energy conservation and efficiency effort should then be appointed.

This could be done through:

• The formation of a Students’ Energy Club. • Combination of teachers, students and some

management staff.• Combination of teachers, students, management

and maintenance staff.

What will the Energy Monitors do?One of the first things which the team would need to do is to assess the energy consumption patterns of the school . This is normally done by means of an Energy Audit. What is an Energy Audit? • Why is it essential to have an Energy Audit?• Collection and analysis of energy related data.• Evaluation of energy efficiency measures.• Presentation of Energy Report.

Tobetterassesshowenergyisbeingconsumedbythevariousareasof theschool,anEnergyAudit is required. It is the firstmajor step in the process of improving energy efficiency andreducingenergyconsumption.

INVESTIGATE HOW ENERGY IS USED IN YOUR SCHOOL! TO THE ENERGY AUDIT


Why is it essential to have an Energy Audit?

The Audit will:• Provide an estimation of the energy being used.• Facilitate the identification and evaluation of

energy efficiency measures and possible cost savings.

• Provide an estimation of the implementation cost for the energy efficiency measures.

• Put into perspective the way energy is used in the school

• Identify and quantify energy waste and suggest ways to reduce the waste in the various classrooms, departments, laboratories and other areas.

• Provide the foundation on which an energy conservation programme is based.

• Identify all the energy streams in a school.

What should the data entries look like?

The first series of entries should show the amount of energy consumed in the form of electricity, LPG, diesel, etc., during the school year.

The second series should show how this energy was used, broken down into how much was used for light-ing, air conditioning, canteen, laboratories and other processes.

Physical building dataThe physical building data should describe the various buildings on the school compound, including walls, roof, windows and other items such as lighting fixtures, air conditioning equipment, computers and ratio of teachers to students.

Energy use dataEnergy use data include consumption and cost data from past electricity and fuel bills, ideally for the last 24 months as well as documentation on actual output from data loggers set up to monitor operation of larger pieces of equipment.

Therefore, for any school, the basic energy equation is:ENERGY IN = ENERGY OUT [Including losses.]

SECTION 2: Energy AuditGETTING STARTED

Students of Clan Carty perusing books from the Fulbright Mobile Library which were donated by the

US Embassy, Kingston, Jamaica.


Preparation of the Audit Report

Presentation and Structure of the Audit Report A report should be prepared at the end of the energy audit. The report should contain:

• Collected data• Analysis of data• Evaluation of energy efficiency measures• Supporting documentation such as data loggers

output and manufacturers’ literature.

The report should be structured as follows:

Executive SummaryThis is usually a one page summary of the major find-ings; the annual energy consumption and costs, a break-down of energy consumption by end use and a list of the energy efficiency measures showing energy and cost savings, implementation costs and payback periods.

IntroductionThis section gives a brief statement of work and a description of the scope of the audit pointing out some constraints.

Description of School A description of the school building, its location and a brief description of its equipment and electricity supply.

Historical Energy Use and AnalysisHistorical data include an analysis of the school’s energy use, the methodology used, recommended Energy Efficiency Measures (EEMs), summary of energy costs, discussion of end use breakout; discussion of data and equipment inventory.

HOW TO SAVE ENERGY

1. You can save energy in your school bychanging the pattern of energy use (e.g.turningitoffwhennotinuse).

2. Improvementsinenergyefficiency(e.g.changingoutoldequipment).

3. Shiftingtoothersourcesofenergy(e.g.usingnaturalsunlight).

Education accounts for 7% of Jamaica’s total energy consumption.”Source: www.apsja.com

INVESTIGATING HOW ENERGY IS USED IN YOUR SCHOOL

SECTION 2: Energy Audit


Develop a more detailed plan of how to save energy

Having assessed the measures you should next set targets aimed at energy savings and/or conservation. These can be set for different timeframes: Some short term measures • Improve staff/student awareness. • Analyse school’s monthly utility bills and set tar-

gets for monthly reduction.• Implement Corrective and Preventive Maintenance

arising from audit.• Retrofit Fluorescent Lamps with electronic ballasts

and high efficiency T8 tubes. Some medium term measures • Purchase Low Flow shower heads and 1.6 gal/flush

toilets.• Purchase solar water heaters for the canteen and

laboratories.• Install “automatic sensor occupancy switches.”• Install exterior window shading.• Install roof insulation to cool building.• Replace inefficient air conditioning units.

How schools misuse energy

It has been observed that the top five most common practices of energy misuse in schools in Jamaica are as follows:

1. Lights and ceiling fans are usually left on in class-rooms and other spaces when not in use.

2. Pieces of equipment are left on in Computer laboratories overnight.

3. Air conditioning units in the Administrative Block are set to very low temperatures.

4. High wattage (250W HID) or inefficient bulbs are used in outdoor/security lighting.

5. Inefficient or incorrect use of refrigeration equipment is practised in the canteens.

INVESTIGATING HOW ENERGY USE CAN BE IMPROVED IN YOUR SCHOOL

SECTION 2: Energy Audit

The cost of electricity used by Jamaican government entities in 2012 is estimated to reach $13.4 billion.” Source: http://www.jis.gov.jm


An overview:

Source:EnergySavingCCtipsforyourschool.www.My1thing.Com.Ph

HOW TO USE ENERGY EFFICIENTLY IN YOUR SCHOOL SECTION 3: Energy Conservation Tips

*(In a tropical climate as prevails in Jamaica you should set the thermostat to 22oC.)


Energy Saving Tips

You can use energy efficiently in your school by implementing the following energy saving tips.

Lighting1. Replace all incandescent or T12 (40W) fluorescent

indoor lights with T8 (32W or 36W) fluorescent and LED or LVD bulbs.

2. Use natural sunlight as much as possible – pull away curtains, drapes and blinds.

3. Assign ‘Energy Monitors’ for each grade to turn off lights (and fans) at the end of each session.

4. Install occupancy sensors to turn off lighting auto-matically in low-use areas such as bathrooms and science laboratories.

5. Have the caretaker check that all lights (and fans) in all areas are in the off-position at the end of each school day.

6. Use 65W fluorescent bulbs for outdoor/security lighting .

Cooling1. Open up classroom doors and windows where

possible to assist cooling. 2. Close the doors to rooms with A/C units and

ensure windows are airtight .3. Keep A/C units at 22°C (71.6°F) or higher.4. Set a regular schedule for cleaning and servicing

of A/C units.

Cooking and RefrigerationFor the Canteen and Food Laboratories:

1. When using an electric stove plan ahead and cook a number of dishes or meals simultaneously for later use.

2. Allow hot foods to cool before putting them in the refrigerator. Make sure that you do not overcrowd shelves or block the circulation of air inside the refrigerator.

3. Close refrigerator doors after use.4. Ensure that refrigerator seals are secure.5. Keep refrigerator thermostats at medium level.


CAUTION:Dispose of CFLs safely as they contain small amounts of mercury that are necessary for normal operations!”


Incorporate energy management education

in your curriculum, so that students make it

a way of life: perhaps in PHYSICS CLASS!”

Make sure that your school is as efficient as possible before installing new energy systems.


You can use energy efficiently in your school by imple-menting the energy conservation tips outlined below:

Equipment use1. In the Computer Laboratory, each student is to

turn off his or her CPU and monitor at the end of each class.

2. In the Computer Laboratory, the teacher should check that all equipment (computer, printer, etc.) are turned off at the end of the day.

3. In the Administrative Office, place all equipment on surge protectors or power strips that can be turned off by one switch at the end of the day.

4. In the Staff Room, assign a staff ‘Energy Supervisor’ to ensure all radios, TVs, printers, etc., are plugged out at the end of the day.

5. Unplug all cellphone chargers when not in use.6. Switch off TV sets completely when not in use: do

not leave in Standby Mode.

Pay attention to other areas as well, if necessary including:

Water conservation1. Fix dripping hot/cold water faucets.2. Install aerators and low flow shower heads to

reduce water consumption.3. Check and report toilet leaks.4. Plant vegetation that requires less watering.

Identify and select Energy Efficient Measures

A list of possible energy efficiency measures is usually compiled by the Energy Team after interviews with the various persons in charge of different areas (canteen operators, maintenance personnel etc.).

In the selection of energy efficiency measures, the Team should begin with the larger end users in the school. These should be targeted to achieve the greatest impact.

Each measure should be analysed to determine its:• Energy saving potential• Cost saving potential• Implementation cost• Payback period.

Some typical energy efficiency measures in a school would be:• Use of fluorescent LED and LVD lamps• Use of electronic ballasts• Reduction of air conditioning runtime• Insulation of roof to reduce cooling load• Use of occupancy sensors to control lights in areas

not heavily used; for example bathrooms• Power factor correction.


About the Compact Fluorescent Lighting (CFL) Bulb:

• Uses only 25% of energy compared to the incandes-cent bulb with the same light output.

• Lasts ten times longer.• One (1) incandescent bulb produces 250 pounds of

CO2 emissions per year.

KNOW HOW TO:

Keep the Energy Interest high

• Post signs around the school grounds • Organize Energy Essay and Poster Competitions• Organize photo competitions (take pictures of your

energy sites etc.)• Have Energy Award Programmes for the Grade

with the greatest energy savings• Participate in national and regional energy events• Utilize energy links for more information.

Invite students to become Energy Ambassadors!

BE ENERGY WISE

INVOLVING STUDENTS - Reading meters, recording and analysing data provide an ideal opportunity for students to get involved in understanding energy use and data handling. If meters are inaccessible, ask the care-taker to provide meter readings for the class to use. Children can use spreadsheets, produce graphs and conduct analysis of results. These graphs can then be displayed on notice boards to raise aware-ness among staff and students.

LEDbulbsareestimated tosaveup to85%moreenergy thanstandard incandescentbulbs,andhavealifespanof20,000to50,000hours,or20to40years.Atsevenhoursperday,onebulbcouldlastanaverageof17years.

Source:www.online.wsj.com

EXPLORING MORE ENERGY FACTS

SECTION 4: Energy Conservation Measures


Read your Electro-Mechanical Meter The electricity meter measures exactly how much electricity you use. Learning to read your meter will help

you to monitor your energy usage. Here’s what you need to do:

STEP 1: Stand directly in front of the meter and look at it very closely.You will notice that it has four (4) or five (5) dials that resemble clocks.Each dial has a pointer much like the hand of a clock.These pointers move only when electricity is being used and they turn very slowly.Also notice that the pointers do not all move in the same direction; some turn clockwise, while others turn anticlockwise.

The dials are connected so that the movement of one will affect the movement of the other. As the dial to the right moves one full turn (from zero around to zero again) the dial to the left moves one full unit. Look at the example below. When the pointer on dial E goes around one full turn, D moves one digit. When D moves one full turn, C moves one digit, and so on.

STEP 2: Now that you are familiar with your meter, you should record the readings.Starting with the dial on the far right (dial E), write down the number that the pointer has just passed (i.e. the lower number).Continue reading the last number passed on dial D, C, B, and A then record the readings in the same sequence from right to left.You could also record the readings from left to right, but make sure you write them down in the same sequence as they appear.When you have finished recording all the numbers, your reading should be 14967.

STEP 3: Calculate how much electricity you have used since your last meter reading.Let’s say your last reading was 14667.Subtract last month’s reading from the reading you recorded in Step 2.The result is the total number of kilowatt-hours used since last month’s reading.

For Example, ..14967 (the new reading)- 14667 (last month’s reading)------------------------------------------------------ 300 (your usage since last month’s reading)

Congratulations! You have just learnt how to read your electricity meter.

Source: www.myjpsco.com

SECTION 4: Energy Conservation MeasuresEXPLORING MORE ENERGY FACTS

KNOW HOW TO:


REMEMBER: Your energy efficiency programme is more likely to succeed if it is based on a participative approach involving staff and students. Develop a school wide energy efficiency policy; engage students in exploring energy issues and make changes to their behaviour.

Involve the whole school in changing practices! ”

Use a data logger

With the aid of data loggers students can determine the energy usage trends of their respective schools by measuring energy consumption. The HOBO U12-012 units are portable electronic devices that can be set up to moni-tor energy usage, light intensity, room temperature and relative humidity and are for use in indoor environments.

Source: http://www.onsetcomp.com/products/data-loggers/u12-012


KNOW HOW TO:

In pictures above: Dr. Dave Muir and Dr. Michael Case demonstrate the use of the data loggers to the students and teachers in the Science Laboratory at St. Andrew High School for Girls.


Estimated energy usage by some common school appliances

*These pieces of equipment normally cycle on and off; they may be in the cycle-off mode for 30%-50% of time plugged in. Source: www.myjpsco.com

Source: www.myjpsco.com


Section 5: Appendices


Photogallery: Energy Saving Equipment


aerator - a device used to add air to the water coming out of a faucetampere - a measure of the flow of electric currentappliance - any piece of equipment, usually powered by electricity, that is used to perform a particular function; examples of common appliances - are refrigerators, clothes wash-ers and dishwashers, conventional ranges/ovens and microwave ovens, humidifiers and dehumidifiers, toast-ers, radios, and televisionscoal-fired plant - power plant that uses coal as the fuel to generate electricitycompact fluorescent - a light bulb consisting of a gas-filled tube and a magnetic or electronic ballast; Electricity flows from the ballast through the gas, causing it to give off ultraviolet light. The ultraviolet light excites a white phosphor coating on the inside of the tube. This coating emits visible light. A compact fluo-rescent light bulb uses less energy and produces less heat than a compa-rable incandescent bulb.current - the flow of electricity through a conductorenergy - the ability to do work or make a changeenergy conservation - saving ener-gy through behavior changes and installing energy efficient devicesenergy efficiency - the ratio of the energy delivered by a machine to the energy supplied for its opera-tion; often refers to reducing energy consumption by using technically advanced equipment without affect-ing the service provided

EnergyGuide label - the label on an appliance that shows how much energy the appliance uses in com-parison to similar appliancesEnergy Star - a federal govern-ment program that recognizes the most energy efficient machines with a logoflow meter bag - a device that mea-sures the rate of flow of watergasket - a material used to make a joint or seal airtight.gauge - an instrument for or a means of measuring or testingincandescent - a type of electric light in which light is produced by a filament heated by electric cur-rent; The most common example is the type you find in table and floor lamps. insulation - a material used to sepa-rate surfaces to prevent the transfer of electricity, heat, or soundinfiltrate - to pass into or throughkilowatt - a unit of power, used to measure electric power or consump-tion. A kilowatt equals 1,000 wattsKill A Watt monitor - a device that measures the amount of electrical energy used by a machinekilowatt-hour (kWh) - a measure of electricity defined as a unit of work or energy, measured as one kilowatt (1,000 watts) of power expended over one hour; one kWh is equiva-lent to 3,412 Btukinetic - the energy of motionlandscaping - the use of plants to modify or ornament a natural land-scapelumen - a measure of the amount of light produced by a bulb

nonrenewables - fuels that cannot to be renewed or made again in a short period of time, such as petroleum, natural gas, coal, propane, and ura-niumpayback period - the length of time you must use a more expensive energy efficient appliance before it begins to save you money in excess of the additional upfront costR-value - a measure of a material’s resistance to heat flow in units of Fahrenheit degrees x hours x square feet per Btu; the higher the R-value of a material, the greater its insulat-ing capabilityrenewables - fuels that can be made or used again in a short period of time, such as solar, wind, biomass, geothermal, and watertherm - a measure of the amount of thermal energy (or heat) that can be produced by natural gasthermostat - a device that controls the amount of heating and cooling produced and/or distributedTransmission system - an inter-connected group of electric lines and associated equipment for mov-ing or transferring electricity in bulk between points of supply and points of deliveryvolt - a unit of measure of electric potentialwatt - a unit of measure of electric powerweatherization - to make a house better protected against the effects of weather.

Some Energy Conservation Terms

Source: http://www.fi.edu/PECO/saving-guide.pdf


A Day in the Life: http://ase.org/resources/day-life Students practice simple data collection, tabulation, graph-ing, and analysis in this energy awareness exercise.A Home Energy Audit: http://ase.org/resources/home-energy-audit This activity turns you into an instant BUILDING INSPECTOR. Identity whatever helps or hurts energy conservation in a specific building. Become a energy detective - look for “culprits” that waste energy and money. Alliant Energy Kids Fun Facts: http://www.allian-tenergykids.com/EnergyandTheEnvironment/Saving Energy/022393 Community Action for Energy: http://www.energysav-ingtrust.org.uk/cafe Need support to help you realise your energy saving project in the community? You’ve come to the right place. We can help you whatever stage your energy project is at.Cost Effective Buying: http://ase.org/resources/cost-effective-buying Students learn how to evaluate energy-related purchases in terms of cost- effectiveness; i.e., time to ‘payback,’ ‘rate of return on investment.’ Dr. Shawn’s Super Science Fair Support Center: http://www.scifair.org/ Get all the secrets of science fair suc-cess FREE plus tail-kicking science fair projects from Dr. Shawn, one of America’s most renowned science educators.Energy 101: http://www.getenergysmart.org Links to games, activities, and lesson plans to help students under-stand energy and the importance of saving energy.Energy Action: http://www.nef1.org/ea/index.html Great ideas to get students involved in energy conservation activi-ties.Energy by Design: A Visual Arts Contest for Students: http://www.energybydesign.org/ Put your students’ cre-ativity and energy to good use! Energy by Design is a poster contest developed by Nicor and the National Energy Foundation for children grades K-8 designed to combine a student’s artistic talent with the ability to portray how to use energy efficiently.Energy Chest: http://www.energychest.net/ A treasure-trove of information and activities to support energy studies in UK schools. Energy Chest has been developed for pupils aged 8-14 years and is divided into three modules: Energy

in Buildings; Energy and the Environment and Energy Sources. The site includes basic information on energy and its use, curriculum activities, notes for teachers and a library of links to other energy and environmental sites.Energy Hog: http://www.energyhog.org/ Learn how to defeat the ‘Energy Hog’ and improve the energy efficiency in your home.Energy Kid’s Page: http://www.eia.doe.gov/kids/ Energy facts, fun, games, history, K-12 classroom activities, great resource for writing reports, Science Fair projects, and classroom energy experiments.Energy Net: http://www.energynet.net/ Join Energy Net to help your school save energy. There is a fee to join.Energy Quest: http://energyquest.ca.gov/ This is an award-winning energy education interactive website of the California Energy Commission. Energy Resources for Students: http://www.palmet-topower.com/portal/students/energy-games.html Links to student contests, energy savings games, powerful facts, an energy glossary, and Energy Science Fair projects and plans. Energy Star Kids: http://www.energystar.gov/i Interactive pages with tips on how kids can save energy every day and learn more about why energy efficiency is so important to protecting the environment.Energy Vibe: http://www.energyvibe.com/?gclid=CNm_9oGC-6ICFQc55wodqDDA6w The human solution to our energy challenge EPA Energy Conservation: http://www.epa.gov/reg5rcra/wptdiv/p2pages/energy.pdf Pollution Prevention (P2) Education Toolbox; tools for helping teachers integrate P2 concepts in the classroom (United States Environmental Protection Agency EPA-905-F-97-011).Fundraiser selling CFL light bulbs: http://www.junioren-ergy.org/faq.aspxGreening Schools: Energy -Audits: http://www.green-ingschools.org/resources/view_cat_teacher.cfm?id=192 Links to energy conservation lessons and audits for Middle-school to High school students.Igniting Creative Energy: http://www.ignitingcreativeen-ergy.org/ This educational competition is designed to encourage students to learn more about energy conservation


and the environment. Student entries must reflect the theme ‘Igniting Creative Energy’ and demonstrate an understand-ing of what an individual, family or group can do to make a difference in their home or community. Kids Saving Energy: http://www.eere.energy.gov/kids/Games, tips, and facts for kids who want to save energy.Master Copy for Energy Activity booklet: http://www.getenergysmart.org/ Files/Schools/Master copy for 10 page Energy Activity booklet for students.National Geographic Energy Conservation Quiz: http://ngm.nationalgeographic.com/ Interactive quiz about car-bon emissions and how to reduce them.NEED Curriculum Guides: http://www.need.org/ An online list of materials produced by the National Energy Education Development Project-- teacher guides, student guides, booklets, flipbooks, songs, plays, and more to sup-port energy education and energy savings.NEED Student’s Guide for ‘Saving Energy--Learning and Conserving’: http://www.need.org/ 7-12 grade stu-dents complete these activities to explore energy use and conservation using the school as a learning laboratory.NEED Teacher’s Guide for ‘Saving Energy--Learning & Conserving’: http://www.need.org/needpdf/ Exploring energy use and conservation using the school as a learning laboratory. Grades 7-12.Resources/Curriculum for teachers: http://www.geten-ergysmart.org/EnergyEducation/Teachers/Curriculum.aspx New York Energy Smart: Teacher’s resources and cur-riculum on energy basics, energy topics, hydrogen educa-tion, classroom materials, and more.School Building Energy Efficiency:Classroom Ideas: http://www.uwsp.edu/cnr/wcee/keep/ProfessionalDevelopment/NRES734Web%20Support/class_ideas.htm Classroom activities and Student work-sheets promoting energy conservation with links to Energy Audit sites.School Energy Audit: http://www.ecokids.ca/pub/fun_n_games/printables/activities/assets/energy/school_ener-gy_audit.pdf An EcoKids information pack on helping your school to become more energy efficient.Science Fair Project Resources: http://www.sciencebud-dies.org/ Science Fair Project ideas, answers, and tools for serious students. Check out the projects of saving energy.

Science Fair Projects World: http://www.sciencefair-projects.org/index.html Collection of Hundreds of Free Illustrated Science Fair Projects Ideas and Science Project Experiments for Elementary School, Middle School & High School. Note: Most of these projects are demonstrations of scientific phenomena and would be better used to arouse interest in science. Some of the activities could be developed into projects if the reaction of different materials were mea-sured and recorded using the scientific method.Students Powering Real Change: http://www.bchy-dro.com/community/youth_education.html?WT.mc_id=education Energy Conservation for the Next Generation--website developed in Canada by BD Hydro.Teaching Energy Conservation: http://www.recycle-works.org/schools/greenschools.htmlIdeas and links for teachers to use when teaching energy conservation. THE POWER IS IN YOUR HANDS: http://www.pueblo.gsa.gov/cic_text/housing/power-smarts/ Ways to: SAVE ENERGY | SAVE MONEY | SAVE THE PLANET.Tips and Links for Implementing a School-Wide Energy Efficiency Program: http://ase.org/resources/tips-and-links-implementing-school-wide-energy-efficiency-pro-gram Will assist in launching a school-wide energy effi-ciency program? Touchstone Energy Kids Zone: http://www.touch-stoneenergykids.com/ Touchstone Energy Kids Zone is a cool place where you can learn about electricity, energy sav-ings and electrical safety. Watt Watchers Activities (free items to print or down-load): http://wattwatchers.org/pages/activities.htmWatt Watchers of Texas: http://wattwatchers.org/ Watt Watchers of Texas is a free, state sponsored program to help schools save energy and money by getting students involved.Welcome to the Energy Classroom: http://www.energy-classroom.com/ Links to websites about energy and conser-vationYou Can Be an Energy Super Saver: http://tristate.apo-gee.net/kids/templates/kidskorner/pdf/energysupersaver.pdf Ten ways to save energy at home for grades 3 to 12.

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EnergyAuditSampleForm1

T h e J a m a i c a F u l b r i g h t A s s o c i a t i o n i n a s s o c i a t i o n w i t h t h e

C a r i b b e a n E n e r g y I n f o r m a t i o n S y s t e m , S c i e n t i f i c R e s e a r c h C o u n c i l ,

M i n i s t r y o f E d u c a t i o n , J a m a i c a , J a m a i c a P u b l i c S e r v i c e C o .

BE ENERGY AWARE TODAY AND CONSERVE!

P U B L I S H E D B Y :

Manual ObjectiveThe cost of energy today is significant and this is likely to continue upwards into the foreseeable future unless deliberate strategies are employed and interventions made to arrest or reverse the trend. The objective of this Manual therefore is to sensitize teachers and students to the pressing need for a cultural shift towards good energy conservation practices and efficiency of use and to encourage application in everyday life. Such practices, it is hoped, will contribute to reducing schools’ electricity bills thereby saving valuable foreign exchange while simultaneously increasing the disposable income of individuals and saving the environment.

About the Jamaica Fulbright AssociationThe Jamaica Fulbright Association (JFA) consists of persons who have been beneficia-ries of the U.S. Department of State’s Fulbright scholarships and fellowships which are administered through the U.S. Embassy in Kingston. The mission of the JFA is to contribute to national development by initiating and participating in activities that foster advancement in education and the development of a civil society, while promoting mutual understanding by liaising with organizations of a similar nature.

Design and Layout by D. Maria Cornwall | [email protected] | www.ceebip.org

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