I recently attended a presentation on energy modeling. To my surprise, upon arrival one of the presenters was wearing a tall black pointed hat with a brim, and on the hat were gold crescent moons and stars – not a typical presenter at a lunch and learn seminar. The event was billed as “A Night at the Energy Modeling Improv”.
The “Wizard” (thus the hat) explained that we would be participating in an energy modeling exercise using the “Design Wizard” component the Quick Energy Simulation Tools software, more commonly referred to as “eQuest”. Energy modeling is an important component of building design, given today’s more stringent building codes. Energy modeling takes place during the schematic design phase of a project, and is an important tool in moving a building’s design forward. Energy modeling typically utilizes complex software, can be very time-consuming, and is generally thought of as being the bailiwick of the mechanical engineer. The eQuest software was developed by an engineer who wanted a quick, easy way to perform building modeling within several variables.
The Wizard explained we would be playing what they call “the Wizard Game”. He divided us into two groups. He gave us basic programming for the building including square feet and layout, number of stories, window information, R value of insulation for roof and for walls, and orientation. With the co-presenter operating the eQuest software for two different scenarios, our two teams competed against each other, with the software showing on a projection screen so we could see the results. Each team was given several choices of how to decrease energy usage. As each team made their selection of several variables, the co-presenter entered the data into eQuest so we could immediately see what, if any, energy savings was possible with our choices. Two choices stood out: one team chose to upgrade wall insulation, which didn’t cost much but also didn’t make much difference in energy savings. The other team chose to utilize daylighting, which increased electricity savings quite significantly.
That first game gave us a taste for the possibilities of choices that would help win the second game. For the second game, each team started by selecting a building footprint (out of 5-6 choices) and orientation (north-south or east-west). Other choices for the building envelope were square footage of window to wall ratio, glass type, sun shades, wall insulation, and roof insulation. Our team picked a better building footprint than the other team, but we stumbled a bit on glass selection, going for a low-E glazing. The Wizard explained that low-E really doesn’t do much for keeping heat out of a building in Texas, where we deal more with cooling than with heating (low-E works better in cold climates). We also could see what an important selection daylight harvesting is for providing energy savings for a building.
The eQuest Energy Wizard can be used by anyone, and is helpful in providing immediate feedback in modeling strategies during the design stage. This means energy modeling is no longer only something the mechanical engineer is involved in, but by using this simple, free software, anyone can obtain expertise in the concepts behind successfully modeling a given building. Just ask Mr. Wizard!
The eQuest software can be downloaded at www.doe2.com/equest and there is also a downloadable tutorial.
The DOE-2 software was developed by James J. Hirsch & Associates (JJH) in collaboration with Lawrence Berkeley National Laboratory (LBNL), with LBNL DOE-2 work performed mostly under funding from the United States Department of Energy (USDOE) and other work performed mostly under funding from a wide range of industry organizations, JJH and LBNL. The site, however, is not sponsored or endorsed by either USDOE or LBNL, and use of “DOE” in names in this site does not imply any endorsement or recommendation of any listed products or services by the United States Government, LBNL, or anyone else.
Sunday, November 27, 2011
Friday, November 11, 2011
Cost Management - Value Engineering
As a continuation of the cost management discussion, I want to discuss the term "value engineering", what the process is and should be relating to the construction bids that you receive.
Value Engineering generally refers to the process of reducing the cost of the construction after the bids are taken. Of course this process would only be considered if you are over budget and have to reduce the cost of the facility. The goal of this process is to look at specific items in the building systems and products that have been specified by the design professional, and make changes that reduce the cost but have minimal impact on the overall design intent. For example, a retaining wall may have detailed to be cast in place concrete. An alternate design might be to use a stacked block product (Keystone as an example). If the system works structurally to accomplish the intent, the engineer could approve that change, thus saving the owner the amount offered by the contractor. All systems should be reviewed, roofing, mechanical, lighting, electrical, finishes, etc. The contractor and the design professional should each come to table to make suggestions as to the items to be considered. If need be, reducing the size of the building could also be considered.
Once the items have been reviewed by all parties (owner, contractor, design professional), the items should be documented in the form of an addendum or change order.
Here is the rub, usually the items being offered are not going to be the full initial value of the change. By that I mean the change is usually at 50% or less of the cost. This is the nature of the construction industry. Once a building has been bid, the subs and suppliers have all quoted their best price. The change may only be in a product type but not necessarily reduce the cost to install it.
So where is the value in going through this process if you are only getting 50% of the value of the changes returned to you? Fortunately in this recession we haven't had to confront this issue many times, as bids continue to be at a reduced amount. It wasn't long ago however when construction costs rose at a 20% to 30% rate, sending many budgets into a tailspin.
The true value of 'value engineering' takes place as the architects/engineers design the project. Evaluating the materials and systems to be used as they are integrated into the design. The input of the contractor at this point can be especially useful. This is where you can realize the full value of changing products, prior to bidding the building.
Know what systems are being used in your building and take the time to talk with your design professional. Understanding the life cycle and performance of the different systems will help you make informed decisions as to what the suggested changes could mean in maintenance and upkeep down the road.
Value Engineering generally refers to the process of reducing the cost of the construction after the bids are taken. Of course this process would only be considered if you are over budget and have to reduce the cost of the facility. The goal of this process is to look at specific items in the building systems and products that have been specified by the design professional, and make changes that reduce the cost but have minimal impact on the overall design intent. For example, a retaining wall may have detailed to be cast in place concrete. An alternate design might be to use a stacked block product (Keystone as an example). If the system works structurally to accomplish the intent, the engineer could approve that change, thus saving the owner the amount offered by the contractor. All systems should be reviewed, roofing, mechanical, lighting, electrical, finishes, etc. The contractor and the design professional should each come to table to make suggestions as to the items to be considered. If need be, reducing the size of the building could also be considered.
Once the items have been reviewed by all parties (owner, contractor, design professional), the items should be documented in the form of an addendum or change order.
Here is the rub, usually the items being offered are not going to be the full initial value of the change. By that I mean the change is usually at 50% or less of the cost. This is the nature of the construction industry. Once a building has been bid, the subs and suppliers have all quoted their best price. The change may only be in a product type but not necessarily reduce the cost to install it.
So where is the value in going through this process if you are only getting 50% of the value of the changes returned to you? Fortunately in this recession we haven't had to confront this issue many times, as bids continue to be at a reduced amount. It wasn't long ago however when construction costs rose at a 20% to 30% rate, sending many budgets into a tailspin.
The true value of 'value engineering' takes place as the architects/engineers design the project. Evaluating the materials and systems to be used as they are integrated into the design. The input of the contractor at this point can be especially useful. This is where you can realize the full value of changing products, prior to bidding the building.
Know what systems are being used in your building and take the time to talk with your design professional. Understanding the life cycle and performance of the different systems will help you make informed decisions as to what the suggested changes could mean in maintenance and upkeep down the road.
Thursday, November 10, 2011
Green Building Resources
In times of severe budget constraints how is a school to work on increasing Indoor Environmental Quality? Here are some resources for all school districts.
One resource is the US Green Building Council, a nonprofit organization, originator of the LEED (Leadership in Environmental and Energy Design) rating system. The organization’s goal is to have every student in a green school in this generation. I know I’ve said it before but this is a wonderful goal, similar to putting a man on the moon, only better. With many volunteers in Green Schools Committees in most states, the USGBC is a great resource for green schools, for new construction and for renovations. A program developed here in our North Texas Green Schools Committee is Green in a Box, which contains information and Indoor Air Quality handheld testing tools in a lending library, so schools are able to check out a Green in a Box (GIB) kit that includes “7 Steps to a 21st Century Building Performance Using Your 20th Century Building”. This lending library is available to all schools, public and private, K-12 and higher education. A volunteer comes with each Green in a Box checkout. Green in a Box was developed in response to the question, “As a green building resource, what is the one thing the Committee can do to help schools with their needs?” Volunteers educate on the importance of providing a healthy place for students and staff while reducing expenses.
Volunteers are also available to speak to your group: administrators, school boards, school nurses, facilities and maintenance departments, teachers, students, PTA’s, parents, and the community to help educate on hows and whys of LEED and green schools.
A new program within the US Green Building Council is the Center for Green Schools. (I was thrilled to be invited to Washington DC to attend the formal launch of the Center for Green Schools in 2009.) The Center for Green Schools is envisioned as the resource that will help green schools become a reality. Check out the website for information.
The United States Environmental Protection Agency operates a Schools section to help schools to understand and develop IEQ programs. Their Tools for Schools program is a step-by-step aid, and their Healthy SEAT is a software program that is used to log data for IEQ programs. EPA also has student and teacher education opportunities.
Both USGBC and EPA can help schools implement green cleaning.
Many districts hire consultants when they’re in the planning stage of a project in order to help them achieve better learning outcomes by going green. However, many districts have no money for consultants yet want to go green. Here are some links as to how to obtain resources.
The EPA provides no-cost Green Schools Symposiums around the country - check their website. There is one in the planning stages for North Texas that is scheduled for April 23-24, 2012. We volunteers are working to provide scholarships for hotels for school personnel who want to attend, yet have no travel budget. Please stay tuned.
www.usgbc.org
www.centerforgreenschools.org
http://www.epa.gov/iaq/schools/resources.html
http://www.epa.gov/iaq/schools/pubs.html
One resource is the US Green Building Council, a nonprofit organization, originator of the LEED (Leadership in Environmental and Energy Design) rating system. The organization’s goal is to have every student in a green school in this generation. I know I’ve said it before but this is a wonderful goal, similar to putting a man on the moon, only better. With many volunteers in Green Schools Committees in most states, the USGBC is a great resource for green schools, for new construction and for renovations. A program developed here in our North Texas Green Schools Committee is Green in a Box, which contains information and Indoor Air Quality handheld testing tools in a lending library, so schools are able to check out a Green in a Box (GIB) kit that includes “7 Steps to a 21st Century Building Performance Using Your 20th Century Building”. This lending library is available to all schools, public and private, K-12 and higher education. A volunteer comes with each Green in a Box checkout. Green in a Box was developed in response to the question, “As a green building resource, what is the one thing the Committee can do to help schools with their needs?” Volunteers educate on the importance of providing a healthy place for students and staff while reducing expenses.
Volunteers are also available to speak to your group: administrators, school boards, school nurses, facilities and maintenance departments, teachers, students, PTA’s, parents, and the community to help educate on hows and whys of LEED and green schools.
A new program within the US Green Building Council is the Center for Green Schools. (I was thrilled to be invited to Washington DC to attend the formal launch of the Center for Green Schools in 2009.) The Center for Green Schools is envisioned as the resource that will help green schools become a reality. Check out the website for information.
The United States Environmental Protection Agency operates a Schools section to help schools to understand and develop IEQ programs. Their Tools for Schools program is a step-by-step aid, and their Healthy SEAT is a software program that is used to log data for IEQ programs. EPA also has student and teacher education opportunities.
Both USGBC and EPA can help schools implement green cleaning.
Many districts hire consultants when they’re in the planning stage of a project in order to help them achieve better learning outcomes by going green. However, many districts have no money for consultants yet want to go green. Here are some links as to how to obtain resources.
The EPA provides no-cost Green Schools Symposiums around the country - check their website. There is one in the planning stages for North Texas that is scheduled for April 23-24, 2012. We volunteers are working to provide scholarships for hotels for school personnel who want to attend, yet have no travel budget. Please stay tuned.
www.usgbc.org
www.centerforgreenschools.org
http://www.epa.gov/iaq/schools/resources.html
http://www.epa.gov/iaq/schools/pubs.html
Sunday, November 6, 2011
School Bus and Auto Idling at School
If you’re at a school either before or after school, a familiar sight is that of lines of school buses and private autos lined up outside dropping off or picking up students. In Cincinnati, Ohio, the University of Cincinnati does a lot of research on environmental health. In Cincinnati, about 1 in 4 school-age children suffer from asthma. (We have a similar rate of asthma here in North Texas, which is high and continues to climb). The University of Cincinnati has a research project underway in conjunction with the Cincinnati Health Department and Cincinnati Public schools to help reduce asthma in the community. This research project’s goal is determine how idling school buses and proximity to busy roadways affects the incidence of asthma in school-age children. This is being studied in order to provide information to policy makers and public health officials regarding the extent of pollutants from idling school buses in order to guide policy decisions. (Research shows asthma is triggered by proximity to particulates from diesel emissions. The incidence of asthma attacks rise when school buses idle at schools, and also when schools are near major roadways.)
The research will occur in two stages. During the first stages, students with asthma will have the air sampled both at their school and home neighborhood. Both indoor and outdoor sampling will be done, and the school sampling will include areas near entrances, and in classrooms. In the second stage of the study, an anti-idling campaign will take place, with air sampling at that time. The children will have medical information taken at both stages. There is also an education component that will be at work in order to educate teachers, school nurses, bus drivers, and school administration about how to reduce the health hazards of bus and auto idling.
In green building, we talk about how air pollution is detrimental to the success of students. Air inside a school is never as good (clean) as air outside a school. So if outside air is polluted how will schools be able to provide a healthy indoor environment?
In another way of creating a solution for the problem of school bus idling, LEED for Schools provides a point for bike racks and for building where there are bike routes to school which avoid busy streets.
Also at work on the subject of school bus idling and Outdoor Air Quality (OAQ) is the American Lung Association (ALA). In North Texas, ALA has been lobbying the state legislature to pass a school bus anti-idling law. ALA is also working to educate teachers and administrators on how to limit outdoor time for students on bad OAQ (Outdoor Air Quality) days.
If you want to help the students at your school reduce absenteeism from asthma and other respiratory problems, try instigating a District-wide Indoor and Outdoor Air Quality program. Also contact your state and federal legislators to impress upon them the importance of supporting these measures.
http://healthnews.uc.edu
www.ala.org
www.usgbc.org
The research will occur in two stages. During the first stages, students with asthma will have the air sampled both at their school and home neighborhood. Both indoor and outdoor sampling will be done, and the school sampling will include areas near entrances, and in classrooms. In the second stage of the study, an anti-idling campaign will take place, with air sampling at that time. The children will have medical information taken at both stages. There is also an education component that will be at work in order to educate teachers, school nurses, bus drivers, and school administration about how to reduce the health hazards of bus and auto idling.
In green building, we talk about how air pollution is detrimental to the success of students. Air inside a school is never as good (clean) as air outside a school. So if outside air is polluted how will schools be able to provide a healthy indoor environment?
In another way of creating a solution for the problem of school bus idling, LEED for Schools provides a point for bike racks and for building where there are bike routes to school which avoid busy streets.
Also at work on the subject of school bus idling and Outdoor Air Quality (OAQ) is the American Lung Association (ALA). In North Texas, ALA has been lobbying the state legislature to pass a school bus anti-idling law. ALA is also working to educate teachers and administrators on how to limit outdoor time for students on bad OAQ (Outdoor Air Quality) days.
If you want to help the students at your school reduce absenteeism from asthma and other respiratory problems, try instigating a District-wide Indoor and Outdoor Air Quality program. Also contact your state and federal legislators to impress upon them the importance of supporting these measures.
http://healthnews.uc.edu
www.ala.org
www.usgbc.org
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