Saving Energy Exercise: Mini-Energy Audit Investigators
Students making a difference!!
Investigate as a team, two classrooms and a restroom (for the water part) using the energy audit equipment provided in
the tool bag. Try to choose two rooms that you suspect might reveal different results, such as rooms that are on
different floors or different sides of the building or in a newer addition. Each team-member should be responsible for a
piece of equipment, become familiar with its operation and share findings with other team-members. Record
conditions and answer questions. You may find it necessary, if possible, to ask your facilities manager some questions
about equipment used in your building. Based on your findings, make recommendations for saving energy/water. If
possible, complete mini-energy audit for entire building.
Tool Bag Contents:
 Temperature
Assessment
 Water Assessment
 Lighting
Assessment
 Equipment Plug
Load Assessment
NEED Project 2011
TEMPERATURE MANAGEMENT
Dry Magnetic Pocket Compass – (orientation tool) Determine the approximate direction the windows
face by holding the compass level with the ground and directly face the windows. Read the dial position
farthest from you and determine the closest match: N – NE – E – SE – S – SW – W – NW. What
implications does this orientation have? Plantings? (Coniferous trees on North side for blocking wind Deciduous trees on South side for shade in summer, sun in winter) Window treatments? (Blinds, awnings, green
curtains) Room scheduling? (summer school classes on cooler north side of building)
Findings & Recommendations:
Type Room #/Name Below
Window Direction
Recommendations
Room 1:
Room 2:
Digital Infrared Thermometer – (spot and long range temperature gauge) The button on the front
switches the reading from Celsius to Fahrenheit. The button underneath shoots the infrared ray. Do not
point at people!! Use this tool to determine if there are differing temperature zones within a room which
may cause uncomfortable areas for occupation, i.e. strong heating or cooling flow, cold floors, poor air seal
causing drafty areas. (When the weather is moderate these leaks or flows are not as evident.) Recommend
placement of insulation, rugs, air sealing (caulking, weather-stripping, door-snakes), ceiling fans, and operable vents.
Findings & Recommendations:
Findings
Recommendations
Room 1
Room 2
Digital Thermometer Pen – (temperature gauge) Measure both the outdoor and indoor air.
Suggested ranges: Heating 68° when occupied (lower when unoccupied) / Cooling 78° when
occupied (higher when unoccupied).
Temperature
Recommendations
Room 1
Room 2
Is there an operable thermostat? Is it programmed to raise and lower the heating/cooling
when the building is occupied or not (ask Facilities Manager)? Lowering heating or raising
cooling 1° = 1% savings on fuel costs for 8 hours of setback or 2-3% savings for a 24 hour
setback. Are there open windows while the heating/cooling is running?
Findings & Recommendations:
Is there an operable
thermostat
Recommendations
Room 1
Room 2
Digital Hygrometer Pen – (humidity gauge) When measuring both the indoor and
outdoor air, let the pen adjust for several minutes. Be sure not to hold the pen near the
sensor on the left side, as it will detect perspiration from your hand. The display will show the temperature on the left
and the humidity on the right. An overly humid room can create mold and subsequent health issues such as allergies or
asthma, and in the summer will make the room feel hotter. Low humidity can create sinus problems, and in the winter
will make the room feel colder. Suggested ranges: less than 60% in the summer / between 25 – 40% in the winter.
Findings & Recommendations:
Room Humidity
Room 1
Room 2
Recommendations
WATER MANAGEMENT
Digital Thermometer Pen – (water temperature gauge) Measure the hot water temperature
of the nearest bathroom sink faucet by removing the yellow thermometer cap to expose the
metal stem of the thermometer which should be placed halfway into the water. Do not get the
yellow part wet. Record the highest temperature. Lowering water temperature 10° saves 5% in
water heating costs. Suggested temperature: Hot Water 120°
Room 1 Water Temperature=
Room 2 Water Temperature=
Water Usage means Energy Usage!
Are there any dripping faucets, pipes, or commodes?
Room 1
Room 2
Are commodes running properly or do they flush automatically properly?
Room 1
Room 2
Are there spring-loaded faucets that turn off automatically?
Room 1
Room 2
Are there low-flow faucet aerators (see Flowrate Experiment below)? Aerators provide high pressure spray and can
reduce water consumption by 30 - 45%.
Room 1
Room 2
Flowrate Experiment: Using a 1 gallon ziplock baggie, with the faucet fully on, time how long it takes to fill the baggie.
1 gallon shower/sink water =
seconds Divide
this number into 1 ( 1/x) and multiply the result
by 60 to get gallons/minute =
GPM
Low-Flow, Water Saver Sink Faucet: use 1.5 – 1.0 gal/min.
Standard Sink Faucet: Uses 2.2 gal/min.
Low-Flow, Water Saver Shower: use 2.0 gal/min.
Standard Shower: Uses 2.5 gal/min.
Outdoor water conservation ideas:
Check for hardy, native vegetation adapted to local climate and rainfall. (ask Facilities Manager)
Are the plants/trees mulched for moisture retention?
Room 1
Room 2
Does the school use rain collection barrels or have a rain garden?
Findings & Recommendations:
LIGHT MANAGEMENT
Light Meter – (light gauge) After turning on power and removing the meter sensor cover, press the
LUX/FC button to read FC (foot candles). Press the range button twice to get the proper reading. The
meter sensor (part with the cover) should be held or set where the activity will be taking place in that
location i.e. on the desk in a classroom for reading or at eye level in a gymnasium for sport activity. Be
aware that the meter reading will fluctuate as people move in the room between the meter sensor and
the light source (lights or windows). With all of the lights turned on, and all of the blinds open, take your readings.
Check various areas of the room for comparison to the attached “Recommended Light Levels” chart. Note whether it
is a sunny day or not, and the time of day.
Findings & Recommendations:
Are the lights adjustable/dimmable?
Adjustable/Dimmable
Foot candles reading
Room 1Room 2Does one switch turn on all the lights or can you select individual banks of lights?
Room 1Room 2-
Fluorescent Tube Size
Check to see what type of fluorescent light bulbs are used: T12 (1 ½”diameter)/ T8 (1” diameter)/ T5 (5/8” diameter)you will need to talk to your facilities maintenance person for the answer.
T8 bulbs are 20% more efficient than T12 bulbs!
T12 1 ½” 34 - 40 watts; 2600 lumens; 65 lumens/watt
T8 1” 28 - 32 watts; 2850 lumens; 89.06 lumens/watt
Findings & Recommendations:
Room 1
Room 2
Flicker Checker – (fluorescent light ballast determination) Upon spinning like a top, smooth
concentric circles indicate newer electronic ballasts (30% more efficient) that turn on and off between
10,000 and 20,000 times per second. A checkered pattern moving from ring to ring indicates older
magnetic ballasts that turn on and off 60 times per second.
The ballast limits current through the tube.
Findings & Recommendations:
Room 1
Room 2
LED lighting (Light Emitting Diodes) Do the emergency exit signs use LED or incandescent bulbs? You will need to talk
to your facilities maintenance person for the answer. LED Exit signs are cost-effective for schools and use 95% less
energy than signs using incandescent bulbs. LED bulbs do not need to be changed much since they last 25 years versus
incandescent bulbs last 2,500 – 10,000 hours, so there are less light bulb changing labor costs. Schools can get them free
or get rebates from utility companies. (see handout to figure life cycle costs)
Room 1
Room 2
Outdoor light conservation ideas:
Outside Lighting can be turned off between midnight and 6 AM
Findings & Recommendations:
Room 1
Room 2
PLUG LOAD MANAGEMENT
Kill-A-Watt EZ (Optional) – (electrical device energy usage gauge) In addition to showing how many watts
are being used, this model is able to calculate the cost/hour/day/week/month/year to operate the
equipment by programming in your local utility rate. If you do not know your rate, use $0.10/kWh. Only
try this activity with easily accessible equipment that can be turned off before pulling the plug in and out
and without disruption to the room.
Room 1
Room 2
Check for phantom loads (wasting 5- 10% of US total energy). Are there electronics that are
plugged in, but turned off? Are they still drawing electricity?
Room 1
Room 2
Computer Use Study – see handout to figure life cycle costs
Turning computers off overnight - School district with 500 computers = savings of $14,000 a year
Are the computers left on overnight? Over the weekends? Are the Power Management
Functions Activated?
Do the control settings turn off monitor if not using > 20 minutes
and CPU if not using for > 2 hours?
Is the computer equipment plugged into a power strip so you can turn off the switch to
avoid phantom loss?
Smart Strip Surge Protector - shuts everything off with one click when not using or
leaving the house
Findings and recommendations:
Can you identify any Energy Star equipment in the room?
Is this an Energy Star School?
Room 1
Room 2
Vending Machines
Lights can be turned off for savings or switch to LED
Can be shut-down for long breaks
Vending Miser – can reduce energy
consumption an average of 40% - easily
installed – rebates from utility companies
payback period of less than 2 years
Findings and recommendations:
Additional Investigation
Recycling Bins – Take note of recycling opportunities (or lack of) available in the room or nearby. Does
this facility have a recycling policy? Which of these are recycled at this facility?
Paper| Plastic | Glass | Metal | Cardboard | Compost | Electronics | Batteries | Wood
Does this school have a Green Team? Do you think the school needs a Green Team?
Why?
Summary of Recommendations:
NEED Learning and Conserving Student Guide 2012 - 2013