Report #LS1_WOLKPI
Whole of life assessment guide for HVAC
technology replacement decisions:
Education Sector
20 May 2021
University of Wollongong
About i-Hub
The Innovation Hub for Affordable Heating and Cooling (i-Hub) is an initiative led by the Australian Institute of Refrigeration, Air
Conditioning and Heating (AIRAH) in conjunction with CSIRO, Queensland University of Technology (QUT), the University of
Melbourne and the University of Wollongong and supported by Australian Renewable Energy Agency (ARENA) to facilitate the
heating, ventilation, air conditioning and refrigeration (HVAC&R) industry’s transition to a low emissions future, stimulate jobs
growth, and showcase HVAC&R innovation in buildings.
The objective of i-Hub is to support the broader HVAC&R industry with knowledge dissemination, skills-development and capacitybuilding. By facilitating a collaborative approach to innovation, i-Hub brings together leading universities, researchers, consultants,
building owners and equipment manufacturers to create a connected research and development community in Australia.
This Project received funding from ARENA as part of ARENA's Advancing Renewables Program. The views expressed
herein are not necessarily the views of the Australian Government, and the Australian Government does not accept
responsibility for any information or advice contained herein.
The information or advice contained in this document is intended for use only by persons who have had adequate technical training
in the field to which the Report relates. The information or advice should be verified before it is put to use by any person.
Reasonable efforts have been taken to ensure that the information or advice is accurate, reliable and accords with current
standards as at the date of publication. To maximum extent permitted by law, the Australian Institute of Refrigeration, Air
Conditioning and Heating Inc. (AIRAH), its officers, employees and agents:
a) disclaim all responsibility and all liability (including without limitation, liability in negligence) for all expenses, losses, damages
and costs, whether direct, indirect, consequential or special you might incur as a result of the information in this publication being
inaccurate or incomplete in any way, and for any reason; and
b) exclude any warranty, condition, guarantee, description or representation in relation to this publication, whether express or
implied.
In all cases, the user should be able to establish the accuracy, currency and applicability of the information or advice in relation to
any specific circumstances and must rely on his or her professional judgment at all times.
[i-Hub Whole of life assessment guide for HVAC technology replacement decisions: Education
Sector]
This Whole of life assessment guide for HVAC technology replacement decisions: Education
Sector outline a decision framework to aid in the consideration of the full lifecycle cost, benefits
and service quality of HVAC upgrade options specifically for education environments.
Lead organisation
University of Wollongong (UOW)
Project commencement date
July 2019
Completion date
June 2022
Date published
21 May 2020
Revision
Date
Version details
Prepared By
Reviewed By
1.0
21/05/2021
Released for comment by
AIRAH and ARENA
D Daly, M
Tibbs
G Kokogiannakis
Please note, this a living document that will be iteratively updated during the establishment and
operation of the foundation living laboratories. The above table only tracks major published
updates. Please download the latest version from : TO BE UPDATED AFTER REVIEW
Contact name
Dr Georgios Kokogiannakis
Email
gkg@uow.edu.au
Project website
www.i-Hub.org.au
Table of contents
1
2
Introduction ................................................................................................................................ 5
1.1 i-Hub Background
5
1.2 About this report
5
Whole of life Assessment ........................................................................................................... 6
2.1 Introducing Whole of Life Assessments
3
Whole of Life Assessments for HVAC ........................................................................................ 7
3.1 Fit-for-purpose considerations
7
3.2 Operational considerations
9
3.3 Non-monetary considerations
4
5
6
10
Framework for implementation of a Whole of Life assessment ................................................ 12
4.1 Site and contextual assessment
12
4.2 Indoor Environment Quality assessment
13
4.3 Fit-for-purpose assessment
14
4.4 Sustainability assessment
15
4.5 Monetary assessment
16
4.6 Summary: value for money assessment
17
References ............................................................................................................................... 18
1
Introduction
1.1
i-Hub Background
Building integrated renewables and solar PV provides significant renewable electricity generation
capacity with a lot of scope for further expansion. While solar has been successful in contributing
to net zero energy buildings, the potential value of on-site solar generation is limited by:
•
Site peak demand charges. Demand charges constitute a major component of site energy
cost which cannot be reliably offset by on-site renewable energy due to the variability of
supply. Furthermore, net zero energy buildings may lead to even higher peak export (than
peak import) resulting from peak solar generation.
•
Low export tariffs. The size and economic potential of solar installations is often limited by
the desire to avoid export of power, as this obtains little revenue. As solar PV becomes
more prevalent, the value of displaced consumption and daytime energy export is only likely
to drop further.
Similar issues play out at grid scale, with similar impacts on the potential value of solar energy in
the market. However, all these risks can be significantly addressed by approaches that provide
storage and management of loads that can respond to the availability of solar energy.
The “Affordable Heating and Cooling Innovation Hub” (i-Hub) project answers the challenge by
seeking to demonstrate the use of integrated operation of heating, ventilation and air-conditioning
(HVAC) with renewable generation – both on-site and off-site – in order to maximise the value of
the renewable generation and thus encourage maximum use of local and grid level renewable
generation.
1.2
About this report
The current report provides a brief, user-friendly guide to the assessment of HVAC technologies
for decision makers in the schools sector, with an emphasis upon technologies that increase the
value of renewable energy generation. Many of the key performance indicators identified in the iHub Renewable Energy and Enabling Technology Service Evaluation Framework (REETSEF) 1
are designed to support the assessment of technology improvements at the network and societal
level, with consideration of benefits to the individual school limited to reduced energy consumption
and utility costs. The current report is designed to provide an easy to use guide for sector
stakeholders to implement a Whole of Life design and assessment approach to compare costs
and benefits of alternative HVAC technologies.
This guide should be read in conjunction with the relevant state education department design
guidelines for the provision of HVAC services.
Daly, D, Kokogiannakis, G, McDowell, C, Tibbs, M, Cooper, P, 2020, Renewable Energy and Enabling Technology and Services
Evaluation Framework: Education Sector, i-Hub.
1
2
2.1
Whole of life Assessment
Introducing Whole of Life Assessments
Assessing and selecting alternative upgrade technologies is a multi-objective optimisation
problem, with competing constraints. Economically, comparison typically involves a trade-off
between upfront capital costs, and anticipated ongoing benefits. A Whole of Life Assessment
process provides a practical framework to account for all of the costs, benefits and risks of a
selected technology or service, over the full lifetime of its utilisation.
Life cycle cost assessment are acknowledged as good-practice in the comparison of alternative
retrofit strategies for buildings; however this assessment has typically been limited to easy to
quantify costs and benefits, i.e. upfront capital and installation costs and estimate future utility bills.
Less frequently, other ongoing costs may be included in these assessments, for example ongoing
maintenance and disposal costs. Conversely, simplistic assessments based on capital costs and
organisational divisions between capital and operational budgets have been identified in other
sectors as key issues preventing energy efficiency, renewable energy, and other technology
upgrades (e.g. Carr et al, 2021, Liu et al, 2021)
Structural split management between capital and operating budgets is common in schools;
typically the central education department will be responsible for the capital and regular
maintenance costs of a new technology installation, with the school responsible for ongoing
energy costs.
A Whole of Life assessment encompasses the consideration of a life cycle cost assessment, but
extends to consider Value for Money so as to maximise the efficiency and effectiveness of the
investment. This includes all monetary costs (e.g. upfront cost, maintenance, decommissioning,
upgrading,) as well as non-monetary benefits (e.g. enhanced classroom comfort, flexibility, fit for
purpose) and risks. In many cases, non–monetary considerations, which are not explicitly defined
or accounted for, can dictate technology selection. A Whole of Life assessment should have a
future focus, and explicitly consider relevant future plans for the site, building and systems.
Common relevant considerations may include plans for net-zero emissions, removal of gas
infrastructure, or installation of large renewable generation sources.
The concept of Whole of Life assessments is not new in the education sector. Life-cycle asset
planning is a well-established concept, and many state education departments reference the need
for life-cycle asset management, most typically with respect to appropriate construction,
maintenance and demolition of school buildings in response to demographic forecasts.
Whole of life assessments within schools should take in to account Life-Cycle costing, impacts on
learning and teaching, implication for future planning and development, sustainability and facilities
management.
The purpose of Whole of Life is to improve the functional performance of the asset for the whole of
life with a focus on durability, maintainability, sustainability and investment efficiency. Whole of life
planning should assist in school learning spaces being built to a higher quality, resulting in
improved education benefits.
3
WHOLE OF LIFE ASSESSMENTS FOR HVAC
Heating, Ventilation and Air-Conditioning (HVAC) systems typically account for the single largest
energy consumption in buildings, and are an important asset within schools to enhance a quality
learning environment. So it is particularly important to consider life-cycle impact of changes to
these systems. The performance and operation of HVAC equipment in schools also have many
non-monetary risks and benefits, and as such a broader Whole of Life assessment is more
appropriate for this equipment. Non–monetary components can in some cases be assigned a
monetary values; whilst this may not always be possible, non –monetary considerations remain of
relevance.
Many state education departments provide guidance on Whole-of-Life assessment; whilst this
guidance is typically provided for assessment of investment alternative at the building or facility
level, much of the advice is also relevant to assessment of HVAC upgrades. The NSW Whole of
Life Design Guide (DG 01) 2 notes the following life cycle stages cost considerations:
•
•
•
•
•
•
Planning & design costs
Acquisition/ construction/ installation costs (CAPITAL)
Operational costs
Support/ Maintenance/ Servicing costs
Refurbishment costs
Disposal costs
The NSW DG 01 also provides a clear summary of the key considerations at each life stage,
namely:
• Capital (upfront) costs and risks – less expensive solutions may be available but what are
the risks associated with the solution?
• Ongoing costs– costs of operation & maintenance. Implications when fitness for purpose is
reduced.
• Fit-for-purpose benefits, costs and risks – Is an alternative technology fit for the purpose
intended; and with what compromises (future flexibility) and at what costs and risks?
3.1
Fit-for-purpose considerations
The concept of fit-for-purpose encompasses a number of monetary and non-monetary
considerations, including:
• Integration with other existing systems. This consideration is particularly relevant for HVAC
systems, where patching of systems, or installation of smaller packaged or split-system
units can compromise the overall performance of the site HVAC. Similarly, the ability of a
new technology to ingrate with Building Management Systems (BMS) needs to be carefully
assessed.
• Alignment with renewable generation. Schools with existing solar or other renewable
energy systems may consider whether a new technology can enhance the value of the
renewable energy, or whether an upgrade in size of a renewable generation system may
improve the Value for Money of the overall HVAC-related project. The relevant KPIs are
•
•
•
self-consumption rate (proportion of renewable energy consumed by the site) and
renewable energy fraction (proportion of site energy consumption that is powered from
renewable sources). These KPIs are each determined on a smart metering interval basis
and are further described in the i-Hub Renewable Energy and Enabling Technology Service
Evaluation Framework (REETSEF) (Daly et al., 2020).
Energy flexibility. Technology changes and the need for grid decarbonisation are leading to
changes in the National Energy Market. Energy flexible technologies and buildings allow
sites to interact with the grid, for example by changing consumption patterns. HVAC is a
major contributor to peak demand, and ensuring new technology is able to adapt to
expected changes in the grid is important to minimise potential cost increases, and allow
school to participate in new markets as appropriate.
Quality, robustness and life span. Any system installed should be of an appropriate quality
to ensure a reasonable lifespan considering the ongoing use in an educational setting with
limited ongoing maintenance.
Appropriate technology readiness level. Undertaking whole of life assessment requires the
use of proven technologies to allow life cycle risk, costs and benefits to be reliably
estimated. Only technologies at deployment stage (levels 7-9) are likely to be appropriate
(Figure 1).
Figure 1. Technology Readiness Levels 3
3
https://www.twi-global.com/technical-knowledge/faqs/technology-readiness-levels
3.2
Operational considerations
Consideration of monetary operational costs should be made for the whole lifetime of the
estimated system, and appropriate methods should be used to ensure future costs are compared
appropriately with upfront capital costs (i.e. net present value, internal rate of return, etc…)
•
•
•
•
•
Energy costs. One of the most important ongoing costs to be impacted by HVAC
technology changes is the ongoing cost of energy for system operation. Advances in
technology mean that new systems will often have increased efficiency, even when the
system replacement is similar to the original design. Estimating future energy costs can be
done with simple methods based on overall system efficiencies, however accurate
estimations will require more detailed analysis, and often the use of building performance
simulation. It is essential that in all cases alternative technologies are compared against
each other using the same methods and assumptions (i.e. system boundaries, hours of
operation, utility costs, etc…)
Ongoing maintenance costs. All systems will require maintenance, and it is important to
compare the expected maintenance burden of alternative technologies over their full
lifecycle. More efficient technologies may have reduced maintenance burdens due to
technological advances or smarter controls, and may include monitoring that allows for
implementation of predictive maintenance and automated fault detection and diagnosis.
Conversely, maintenance costs and risks for technologies without a long history of use may
be less well understood. Ongoing maintenance costs can be estimated based on
manufacturers recommended maintenance schedules.
Access. Closely associated with ongoing maintenance costs, it is important to consider
whether a change in technology has implications for safe future access of maintenance.
The location of the Associated with maintenance, the design must allow for future access
for maintenance. The location of the components requiring regular maintenance can
substantial influence ongoing costs; consideration should also be given to limiting disruption
to teaching spaces.
Sustainability. Although a major factor in sustainability is captured through consideration of
ongoing energy costs, there are other sustainability considerations that can be effectively
monetised. The i-Hub REETSEF KPI’s 1 and 2 include methods by which the societal cost
of air-pollution and the societal cost of greenhouse emissions can be monetised for
consideration in a Whole of Life assessment. These assessment are particularly useful for
assessing the benefits of technology upgrades that involve switching of fuel sources, or
improved utilisation of renewable energy sources.
Refrigerant type. Many HVAC systems require refrigerant gases; these gases have
historically had a very high environment impact, due to their global warming potential. The
type of refrigerant used has changed over time, and modern refrigerants have substantially
lower environmental impacts, as well as improved efficiency. Consideration of the
refrigerant type is important for both the environmental impact, as well as the ongoing
maintenance cost of a system. Older refrigerants are becoming obsolete, and systems
using these refrigerants will become increasingly difficult to service. Environmental impact
of different refrigerant can be easily compared using the global warming potential (GWP),
impact of ongoing maintenance cost is more difficult to compare, but should be considered
in the case that different refrigerants are proposed.
3.3
Non-monetary considerations
There are a number of non-monetary considerations that may come into the technology selection
process. Often these will be context specific; in all cases these considerations should be made
explicit to ensure they are appropriately addressed by proposed technologies. Two considerations
of particular relevance to school HVAC are the impact of indoor environmental quality, particularly
thermal comfort and indoor air quality, on student learning and performance.
•
Effect of temperature. There is a growing body evidence linking thermal discomfort to
reduced cognitive performance. In office spaces, this has a direct financial impact in terms
of productivity losses, and has been a focus of substantial research. The impact of thermal
discomfort in schools has received less focus. BPIE (2018) reviewed current research into
the link between thermal comfort and learning performance. The review identified a
performance improvement for reduced overheating hours, concluding: Every 1°C reduction
in overheating increases students’ learning performance by 2.3 %. This is similar to findings
in academic literature (e.g. Wargocki & Wyon (2013), Wargocki et al., (2019)). BPIE (2018)
attempted to monetise this impact, however the authors were unable to assign a financial
value due to limitations of current research.
There is less research on the impacts on learning performance due to cold conditions in
schools; most previous studies looking at cold exposure have focussed on extreme low
temperatures. However, there is some empirical evidence and theoretical grounds to
suggest that performance will be impacted by moderately cold conditions, based largely on
work on healthy adults. Sharma and Panwar (1987) showed that at 15°C there was a
significant impairment of simple cognitive functions in healthy adults. In a smaller study of
50 adults, Griffiths and Boyce (1971), found that performance was progressively impaired
as temperature increased or decreased from 18.3°C, in the range 15.6°C to 26.7°C. Pilcher
et al. (2002) reviewed four studies within the temperature range of 10.0-18.3°C, and
concluded that exposure to cool environments, of less than 18.3°C, had the most negative
effect when compared with neutral and hot temperature exposures.
Given the impact of thermal comfort on student performance, properly accounting for the
ability of proposed systems to improve the temperature control in a space is essential.
Consideration should be given to improvement in both summer and winter performance,
and performance across the entire school day. Accurate assessment of a systems ability to
achieve this is not a trivial task; considerations include heating and cooling capacity,
methods of control, thermostat locations, and distribution systems. Adding air-conditioning
systems to previously unconditioned spaces in order to improve thermal comfort requires
careful assessment of the thermal envelope of the space in question, and additional
upgrades (e.g. insulation and air-tightness) may also be cost effective when assessed
based on Whole of Life performance.
•
Effect of indoor air quality. Similar to thermal comfort, indoor air quality, and specifically
ventilation rates and ensuring sufficient fresh air, have been shown to impact on
productivity in offices, and there is an emerging body of evidence related to student
performance in schools. Carbon Dioxide (CO2) concentration is commonly used as a proxy
for ventilation and IAQ; providing adequate fresh air is essential to remove CO2 and other
pollutants in a space (NSW DG55 recommended minimum ventilations rates of 12
l/s/person). BPIE (2018) also assessed current evidence relating ventilation rates to
learning performance. The review concluded: For every 1 litre per second per person (l/s/p)
increase in the ventilation rate up to 15 l/s/p, academic performance increases by 1%. The
review also identified evidence of a relationship between CO2 and absenteeism,
concluding: Every 100ppm decrease in CO2 concentration is associated with a 0.5%
decrease in illness-related absence from schools. Similarly to the temperature impacts, the
review was unable to assign financial value based on the current evidence.
Assessing the impact of alternative upgrades on indoor air quality requires consideration of
many factors. The ability of a system to deliver sufficient fresh air is vital, yet increased
ventilation also increases heating/cooling energy losses in the exhaust, so the ability to
match ventilation to occupancy is likely to be very beneficial. Recent experiences have
highlighted the benefits of a flexible systems; during COVID, systems able to deliver large
amounts of fresh air are valuable, however, experience during the 2019/20 bushfires, and
the anticipated increase in hazard reduction burns, have highlighted the value of systems
that can limit outside air to minimum requirements, and systems with high efficiency
filtration, noting the associated increase in fan energy consumption. Considerations when
assessing competing upgrades include ability to supply minimum recommended fresh air
(e.g. 12 l/s/person), ability to supply additional outdoor air when condition allow (e.g. up to
15 l/s/person), filtration and smart controls (e.g. CO2 sensing).
4
FRAMEWORK FOR IMPLEMENTATION OF A WHOLE OF LIFE ASSESSMENT
Below is a suggested framework to implement a Whole of Life approach to planning for HVAC
systems that enhance the learning and teaching environment for our children and teachers in our
schools. This framework has a future focus to continuous improving the Value for Money through
sustainable, appropriately high quality solutions that are Fit for Purpose for each school. Note, this
assessment framework is designed to supplement existing procurement procedures.
4.1
Site and contextual assessment
Category
Key assessment question
Explanatory comments
Sustainability
What are the existing and
anticipated future energy
sources for the site?
Are there plans for substantial on-site renewable generation? Is
there an opportunity to move towards eliminating gas for this
site? Focus upon likely future generation scenarios during the
life of the proposed upgrade, rather than the status quo.
Sustainability
How may the value of
renewable generation (both
on site and off site) be
improved?
Natural gas is not renewable. Electrical energy is ready for
renewable sources. PV daily generation profiles are remarkably
well-matched to daily HVAC load profiles for schools.
Converting gas heating to day-time electrical heating directly
increases renewable value.
Heating
loads
What are the present and
anticipated heating loads for
this site/building?
Reverse cycle heat pumps are increasingly offering the most
sustainable and best Value for Money heating solution, but this
introduces summer cooling capacity, and incumbent extra
energy consumption where it may not otherwise be necessary.
Cooling
loads
What are the present and
anticipated cooling and
ventilation loads for this
site/building?
Active cooling is generally not required for installation in
schools, but refer to the cooling policy. Is there opportunity for
passive cooling and ceiling fans to meet cooling needs? Ceiling
fans decrease the perceived temperature by around 3 °C, with
or without active cooling.
Special
needs
Note any particular needs of
a school or learning space.
Consider the age of students, special needs school, special
needs spaces, climate region.
Thermal
envelope
Describe the construction,
with particular reference to
thermal mass, insulation and
air tightness. Is there
opportunity to include an
upgrade to draft sealing and
insulation levels?
Draft sealing and insulation can provide excellent Value for
Money retrofit opportunities for thermal comfort, and/or energy
efficiency. Draft seal windows, doors and install non-return
flaps on exhausts; ceiling insulation installed, patched, or
upgraded; underfloor insulation, if accessible and applicable;
wall insulation is usually not a cost effective retrofit unless wall
cladding or lining is being replaced. NOTE: Thermal mass in
school buildings may be counter-productive since it will
increase the warm up energy and time on winter mornings, and
hold this stored warmth well into the unoccupied hours -typically negatively impacting thermal comfort and alignment
with PV generation.
4.2
Indoor Environment Quality assessment
Category
Key assessment question
Explanatory comments
Temperature
Does the system have
capacity to achieve thermal
comfort at the start of the
school day and throughout
the day?
Is adequate ventilation
included to provide outside
air at the specified rates?
Temperatures below 18degC reduce respiratory and cognitive
function. Automated temperature control bands should be set
as recommended to provide reasonable, adaptive comfort
conducive to learning.
Ventilation
Carbon Dioxide
Outdoor
Pollutants
Are temperature and CO2
sensors included in each
controlled space to provide
for demand controlled
ventilation based upon
specified temperature and
CO2 limits?
Can outside air be isolated or
filtered during bushfires or
outdoor air pollution events?
Condensation
Consider the risks of
condensation for cooling
systems.
Noise level
Note the rated noise levels of
equipment.
Smart control
New HVAC equipment
should provide for smart
sensor-based control,
including temperature, CO2
and occupancy.
Ventilation
losses
Can outside/makeup air be
controlled or ventilation
energy be recovered?
High CO2 levels impact respiratory and cognitive function.
NSW DG 55 specifies 12 L/s/person; 30 people per classroom.
High ventilation rates increase HVAC energy loss. Outdoor air
is problematic during bushfires or severe air pollution.
NCC specifies daily average CO2 concentration limits; CO2
concentration not to exceed 1500 ppm for more than 20
consecutive minutes.
NSW DG 55 specifies that ventilation systems shall be
designed to minimise the entry of outdoor pollutants through
ensuring that the ventilation system design is in accordance
with the relevant parts of AS 1668.2 and ASHRAE Standard
62.1.
Hydronic in-slab reverse cycle cooling systems for example
should have dew point sensors to help avoid condensation on
the floor surface. Adding cooling functionality to existing
hydronic fan coil units/air handler units will require condensate
collection.
Include separate noise levels for each piece of equipment (e.g.
indoor and outdoor units) and their location (inside plant room,
inside classroom, outside classroom, adjacent to other activity
spaces).
For example, CO2 sensor should be used for prominent visual
indication in each activity space to alert occupants to increase
natural ventilation if CO2 concentration exceeds 1500 ppm for
more than 20 consecutive minutes. Ventilation and HVAC
should be automatically switched off if the space is unoccupied
for 10 minutes or more.
Controlling fresh air for indoor CO2 concentration can
effectively balance energy efficiency while maintaining IEQ. For
more extreme heating or cooling climates, HRV or ERV may be
appropriate to minimise HVAC system energy losses through
exhaust air.
4.3
Fit-for-purpose assessment
Category
Key assessment question
Explanatory comments
Future
improvement
flexibility
Describe how the design
allows for flexibility and
adaptability for upgrades and
integration.
How does this technology
impact upon and integrate
with adjoining and associated
services?
How does the proposed
solution integrate with the
existing and anticipated
future HVAC systems to
enhance the whole learning
and teaching environment?
What is the flexibility of the
system to integrate with
existing or future BMS
control and instrumentation?
How does this technology
compare with the current
state of the art proven
innovations?
Consider how the technology allows flexibility and adaptability
for future upgrades, updates or education regime changes. For
example, if installing hydronic AHU/FCU, consider including a
condensate drip tray to make them cooling-ready.
The full picture of services must be considered as a whole
system. A collaborative approach between all engineering
services is necessary to achieve a satisfactory Whole of Life
outcome.
Patching systems and adding smaller packaged systems can
compromise overall performance of the site/building HVAC.
Multi-service
integration and
interfacing
HVAC
integration
BMS
integration
Innovation
Innovation
Standardisation
Specify the technology
readiness level of the
proposed technology.
Comment upon the level of
standardising, simplifying
and rationalising existing
systems to make them
relevant and more cost
effective.
Climate
adaptability
Describe how adaptability to
climate change has been
considered.
Life span
What is the estimated life
span of the technology?
Durability
Comment upon the quality
and durability of the product
to deliver quality outcomes
for the whole of the service
life.
What are the access
requirements for
maintenance?
Comment upon the
confidence level in the
product to maintain quality
learning environments with
minimal disruption for the
whole of life.
Maintenance
access
Reliability
Utilising smart, integrated control is an expected short to
medium term upgrade Value for Money rollout for schools with
significant HVAC energy consumption reductions.
It is expected that the latest proven technologies will be
implemented to ensure that teaching spaces are globally
advanced, without compromising Value for Money. Innovation
will often substantially improve the Whole of Life Value for
Money, however, unproven solutions where Whole of Life
considerations cannot be accurately determined should first be
implemented in a controlled trial environment, such as a living
laboratory.
Is this technology at the deployment stage of development? Is
it proven with life cycle risks, costs and benefits reliably
estimable?
Standardised, simple systems may substantially lower the cost
of well-established technologies, through negotiated rates and
low administration costs. This will be directly reflected in
monetary value. Also consider how such standards may restrict
future focus of innovation opportunities, or compromise
reliability or service life span with low quality. Always seek
Whole of Life Value for Money for the future of the learning
environment.
Cooling needs will tend to progressively increase with climate
change and with increasing expectations to actively cool indoor
spaces. Consider the impacts upon cost and energy
consumption.
Service life has a direct impact upon Value for Money for the
Whole of Life. Long life span with limited maintenance
requirements are desirable for schools.
The product must be robust to allow for continuous use
appropriate to the particular activity space in the school
environment, with low maintenance and low cost factor, for the
whole service life.
Cost these requirements below. The design will fail if ease of
access for long-term maintenance is not provided. Consider
minimal disruption to teaching spaces.
Use evidence-based reputation. Lower cost solutions may
carry higher risk of early failure or requiring earlier replacement
due to being found not fit for purpose. What is industry
experience with the risks of this brand and technology? What is
the technology readiness level? What are the warranty
periods?
4.4
Sustainability assessment
Category
Key assessment question
Explanatory comments
Refrigerant GHG
What refrigerant type is
used?
GHG potential of many refrigerants is exceedingly high.
GHG
Greenhouse gas abatement
KPIs for CO2e and air
pollution
Consider material selection
impacts upon health (VOCs,
toxicity), and recyclability at
end of life.
What is the recycling
potential and readiness of
the product?
What are the estimated
HVAC self-consumption rate
and HVAC renewable energy
fraction of this system with
the site renewables?
Does this technology provide
opportunities to shift HVAC
loads to better match present
or future renewable
generation daily and
seasonal profiles?
Does this system have the
capacity to be integrated with
Demand Response
technology?
Is the technology capable of
demand response switching
to a lower power level?
REETSEF KPI1 & KPI2
Materials
Recycle-ability
Renewable
value
Renewable
value
Demand
response
Demand
response
Peak load
Estimate the impact upon
peak 30 minute electricity
demand.
How much manual dismantling effort is required to separate
into material types? How recyclable are key materials?
REETSEF KPI 6, 7, 8, 9.
Focus on the anticipated future renewable sources on site.
Consider both on site and off site renewable sources, with a
focus on anticipated future potential renewable sources.
Consider the typically lower PV generation in winter with higher
heating loads for example.
Simple demand response functions to switch off HVAC power
in response to signals through the electricity grid. More
sophisticated demand response systems have options to
switch to lower power operation while still maintaining a
reduced output.
Reducing peak demand has benefits for the energy network.
Further information on tis provided in REETSEF KPI 3 and KPI
5.
4.5
Monetary assessment
Category
Key assessment question
Capital
Planning and design
Capital
Project management
Equipment procurement and
installation
Reticulation/distribution system
install/upgrade
Supporting/enclosing/maintenance
access structures
Multi-service integration and
interface costs
Capital
Capital
Capital
Capital
Capital
Thermal envelope co-upgrade
costs
Capital
Renewable generation coopportunity upgrade cost
Capital
Integration and commissioning
products and services.
Operational
Hourly operating energy cost
estimate
Operational
Annual operating energy cost
estimate
Operational
Whole of service life operating
energy cost estimate
Operational
Operational
Operational
End of life
costs
Water consumption whole of life
estimate
Routine maintenance schedule
costs
Capital upgrades needed over the
life of the technology to maintain
fitness for purpose.
Include costs of removal, disposal
and making good.
Explanatory comments
Ductwork, piping, cabling, flues, etc - if applicable
Include all capital costs for plant rooms, platforms, access
ladders, servicing equipment, etc.
Provision of supporting services such as upgrade to site
electrical or gas supply, additional controls required, etc.
Draft sealing windows, doors, exhaust draft stop valves and
insulation costs, important consideration when adding airconditioning to unconditioned spaces.
School HVAC loads are remarkably well matched to daily PV
generation profiles, so PV system upgrade should be carefully
considered to increase the Value for Money for Whole of Life.
NOTE: Include the operational cost reduction below.
Costs of collaboration across engineering services and
commissioning of BMS, energy provision upgrades and other
interfacing services. Benefits should be incorporated in
reduced operational costs.
This is to provide simple, direct comparison between
technologies. It may be useful to separate this calculation for
heating and cooling, or ventilation, if applicable.
Combined performance across the seasons, for the current
energy tariffs.
Ideally based upon an energy model of the building for major
upgrades. Simple upgrades can be compared using estimates
based on system efficiency. This should use accepted future
projections of energy tariffs across the foreseeable life of the
technology.
If applicable, for evaporative cooling, and hydronic systems,
for example.
Estimate the cost and period for each scheduled maintenance
task and total for the service life
Roof penetrations; disassembly for recycling; demolition;
proper disposal and proper de-gassing of heat pump
compressors.
4.6
Summary: value for money assessment
Category
Monetary - cost of
service
Monetary – value of
benefits
Monetary cost
benefit analysis
IEQ summary
Fit for Purpose
summary
Sustainability
summary
Non-monetary risk
assessment
summary
Final selection
Key assessment question
Total cost of service over the whole of service life.
Total monetary benefit of service over the whole of life.
Total monetary Value for Money over the Whole of Life, calculated using appropriate
calculation method to account for future value of money (e.g. net present value, internal rate
of return, etc.)
Summarise the fitness for providing quality learning environments.
Summarise the quality for low maintenance and durability for the whole of the service life
The selected technology has been selected to provide Value for Money with respect to a
future focus upon sustainable development targets, energy sources and tariff projections,
and adaptability for integration with existing and anticipated future technology interfaces and
controls for an increasingly efficient and effective whole system.
The risks have been managed and costed, or clearly flagged as prohibitive for the particular
technology alternative.
Final comparison between existing system and alternative upgrades options.
5
REFERENCES
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