WATER TRANSFORMED:
SUSTAINABLE WATER SOLUTIONS FOR
CLIMATE CHANGE ADAPTATION
MODULE B: ADAPTING TO CHANGES IN
WATER AVAILABILITY - INDUSTRY &
COMMERCIAL
This online textbook provides free access to a comprehensive education and training package that
brings together the knowledge of how countries, specifically Australia, can adapt to climate change.
This resource has been developed through support from the Federal Government’s Department of
Climate Change’s Climate Change Adaptation Professional Skills program.
CHAPTER 4: IDENTIFYING AND IMPLEMENTING
WATER EFFICIENCY & RECYCLING
OPPORTUNITIES – BY SERVICE SECTOR
LECTURE 4.3: EDUCATION SECTOR – WATER SAVINGS IN
SCHOOLS AND HIGHER EDUCATION INSTITUTIONS
© The Natural Edge Project (‘TNEP’), 2009
Copyright of this material (Work) is owned by the members of the research team from The Natural Edge Project, based at Griffith
University and the Australian National University. The material contained in this document is released under a Creative Commons
Attribution 3.0 License. According to the License, this document may be copied, distributed, transmitted and adapted by others,
providing the work is properly attributed as: ‘Smith, M., Hargroves, K., Desha, C. and Stasinopoulos, P. (2009) Water Transformed Australia: Sustainable Water Solutions for Climate Change Adaptation, The Natural Edge Project (TNEP), Australia.’
Document is available electronically at http://www.naturaledgeproject.net/Sustainable_Water_Solutions_Portfolio.aspx.
Disclaimer: While reasonable efforts have been made to ensure that the contents of this publication are factually correct, the parties
involved in the development of this document do not accept responsibility for the accuracy or completeness of the contents.
Information, recommendations and opinions expressed herein are not intended to address the specific circumstances of any particular
individual or entity and should not be relied upon for personal, legal, financial or other decisions. The user must make its own
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involved in the development of this document exclude all liability to any other party for expenses, losses, damages and costs (whether
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produced for general information only and does not represent a statement of the policy of the Commonwealth of Australia. The
Commonwealth of Australia and all persons acting for the Commonwealth preparing this report accept no liability for the accuracy of or
inferences from the material contained in this publication, or for any action as a result of any person’s or group’s interpretations,
deductions, conclusions or actions in relying on this material.
Acknowledgements
The Work was produced by The Natural Edge Project supported by funding from the Australian Government
Department of Climate Change under its ‘Climate Change Adaptation Skills for Professionals Program’. The
development of this publication has been supported by the contribution of non-salary on-costs and administrative
support by the Griffith University Urban Research Program, under the supervision of Professor Brendan Gleeson, and
the Australian National University Fenner School of Environment and Society and Engineering Department, under the
supervision of Professor Stephen Dovers.
Chief Investigator and Project Manager: Karlson ‘Charlie’ Hargroves, Research Fellow, Griffith University.
Principle Researchers: Dr Michael Smith, Research Fellow, ANU; Cheryl Desha, Research Intensive Lecturer, Griffith
University, and Peter Stasinopoulos, Research Officer Griffith University.
Research Support: Angie Reeves, Research Officer Griffith University, and Stacey Hargroves, Professional Editor,
Griffith University.
Peer Review
This chapter was peer reviewed by Para K Parameshwaran, Project Officer, Every Drop Counts Business Program,
Sydney Water Corporation. Stephen Fahey, Environment Officer (Energy & Water), ANU Green; Phil Smith, President
of the Australian Association of Environmental Education; Anna MacKenzie, ACT representative, Australian Association
of Environmental Education and Deputy Principal Campbell Primary School; Rob McKenna, Energy Saving Specialist,
Water & Energy Programs, NSW Department of Environment and Climate Change; Anntonette Joseph, Director –
Urban Water Efficiency Initiatives, Commonwealth Department of Environment, Water,
Review for this program was also received from: Alex Fearnside, Leader of the Sustainability Team, Melbourne City
Council; Alison Scotland, Sydney Water Corporation; Anntonette Joseph, Director – Urban Water Efficiency Initiatives,
Commonwealth Department of Environment, Water, Heritage and The Arts; Barry Coker and Jeffrey Briggs, St Andrews
Hospital, Brisbane; Dr Barry Newell, ANU Fenner School of Environment and Society, Facilitator of ANU Fenner School
of Environment and Society’s Climate and Water Integration Group; Caleb Furner, Sydney Water Corporation; Carl
Binns, Sydney Water Corporation; Cheryl Davis, International Water Association; David Dumaresq, ANU Fenner School
for Environment and Society, Senior Lecturer Human Ecology, Agro-ecology, and Sustainable Systems; Dennis Lee,
Sydney Water Corporation; Glenn MacMillan, Genesis Now Pty Ltd; Jill Grant, Director Sustainable Development,
Commonwealth Department of Resources, Energy and Tourism; Karen Jacobson, Commonwealth Department of
Resources, Energy and Tourism; Kevin Moon, Institute of Hospital Engineering Australia; Kieran Coupe, Manager,
MeterMate, Water and Energy Managers; Nick Edgerton, AMP Capital Sustainable Share Fund (formerly the Institute
for Sustainable Futures, University of Technology Sydney, Australia); Para K Parameshwaran, Sydney Water
Corporation; Adj. Prof Paul Perkins, Australian National University, Chair, Environment Industry Action Agenda and
Barton Group; Sally Armstrong, Sydney Water Corporation; Stan Scahill, The Institution of Engineers Australia
(Biomedical Engineering College); Victoria Hart, Facilitator and Program Director, Sustainability Victoria.
Enquires should be directed to: Karlson ‘Charlie’ Hargroves (www.naturaledgeproject.net/contact.aspx)
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Water Transformed: Sustainable Water Solutions
Adapting to Changes in Water Availability Industrial & Commercial Sectors
Lecture 4.3: Education Sector – Water Savings in Schools
and Higher Education Institutions
Educational Aim
This lecture provides an overview of a variety of ways that schools and higher education
institutions (HEIs) including universities and vocational education centres, can cost effectively
achieve water savings. The lecture aims to highlight some of the key mechanisms being used in
the school and HEI sectors, including web links to online resources.
Key Learning Points
1.
Schools (i.e. preparatory year to grade 12) and higher education institutions (HEIs) including
universities and vocational education centres such as TAFE colleges, have a significant
opportunity to both reduce costs associated with water consumption, and to lead by example
by showing how significant water savings can be achieved on campuses. Students and staff
can help their school or HEI ‘walk the talk’, undertaking water audits and water saving
measures, in addition to reducing mains consumption through capturing alternative sources
such as rainwater and stormwater, this both assists in the campus water management and
exposes students to such programs.
2.
School and HEIs share similar campus-based water management issues relating to buildings,
possible onsite residences/ dormitories, kitchens and canteens, landscaping, playing fields
and associated water infrastructure. In Australia there are over 9,000 schools, 36 universities,
61 primary vocational education institutions (i.e. TAFE colleges and institutes), and numerous
other smaller vocational training providers which are all water consumers. Due to the drought,
changing community attitudes, and increasing rebates for schools, many schools now have
developed a water plan for their campuses and are committed to reducing water use each
year, encouraged by programs such as the national Sustainable Living Challenge (SLC),1 and
the Australian Sustainable Schools Initiative (AuSSI)2.
3.
However, the situation for HEIs is much more variable, with very limited national government
support for campus-based water management plans, despite university campuses being
significant water users. For example, the Australian National University (ANU) is one of the
largest individual water users in Canberra, as is Latrobe University in Yarra Valley,3 Sydney
University in Sydney (top 20 largest water users in Sydney),4 the University of Adelaide in
Sustainable Living Challenge (undated) ‘Teacher Resources’, www.sustainableliving.com.au/resources, accessed 10 October 2009.
Department of the Environment, Water, Heritage and the Arts (undated) ‘Australian Sustainable Schools Initiative’
www.environment.gov.au/education/aussi/, accessed 10 October 2009; based on the leading efforts of Queensland Government
Outdoor and Environmental Education Centres (undated) ‘Queensland Environmentally Sustainable Schools Initiative’,
http://education.qld.gov.au/schools/environment/outdoor/aboutqessi.html, accessed 10 October 2009.
3
La Trobe University (undated) ‘Water Conservation’, www.latrobe.edu.au/envirosmart/water/, accessed 10 October 2009.
4
Sydney University (undated) Water Saving Action Plan: Camperdown and Darlington Campuses,
www.facilities.usyd.edu.au/projects/docs/water_sap.pdf, accessed 21 June 2009.
1
2
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Water Transformed: Sustainable Water Solutions
Adelaide, (in the top 20 water users in Adelaide),5 and QUT is in South-East Queensland (in
the top 20 water consumers).6 Given that there are very few papers, reports, and educational
manuals on water savings for the HEI sector – with the notable exception of examples and
guidance by the Australian Campuses Towards Sustainability initiative7, HEIs can learn from
demonstrated water saving initiatives in schools and other similar water users.
4.
Metering and Monitoring to Stop Leakage: Staff and students can visually inspect taps and
toilets to detect obvious leaks. Students can also undertake their own meter monitoring
program to detect leaks and determine areas of use as an education exercise. For example,
taking meter readings overnight and before and after meal breaks for a week can provide a
usage profile for students to investigate. Schools can also check for leaks in irrigation
systems to playing fields and lawns. Rain sensors can be installed on irrigation systems so
they stop watering during rain. Campuses can institute a point of contact (for example a
phone number or web page, with prompts in toilets, laboratories etc) for students and staff to
report leaks as an early detection system. Schools and higher education institutions should
also look for opportunities to work with demand management programs from their local water
authority. For instance, recently, Sydney Water ran a pilot program at 20 public schools and
identified leak as high as 105,000 L/day at a public school. Consequently this program has
been extended and now more than 120 out of 960 public schools make use them. This
program includes the delivery of alerts when unusual water use takes place (particularly
based on the night use) providing early warning of potential leaks/running taps.8
5.
Retrofitting and Replacements: Dual flush models use half as much water as old models, so
should be a first preference for new-installation or replacement installations, in education
facilities (classroom buildings) in addition to boarding houses/ residential colleges and
dormitories. Where toilets can’t be replaced immediately, flush volumes can be reduced
through adjusting the float valve or using a water displacement device (such as a house brick
or equivalent). Flow restrictors should also be retrofitted in taps to reduce water use. These
are highly effective ways to save water. They are so effective that some water utilities run
retrofitting programs as part of a broad demand management program (See Lecture 5.2). For
instance, Sydney Water Corporation, as part of its demand management program, offered to
install flow restrictors and water efficient devices to reduce water consumption in amenities.
UTS, Macquarie and UWS took Sydney Water up on their offer.9 Science buildings and
laboratories can also be improved through retrofitting equipment or replacing them with
waterless technology, for example eliminating laboratory venturi pump systems. Buildings can
improve cooling tower operations or replace them with alternative technology (for example
hybrid cooling towers, see Lecture 4.2).
6.
Water Harvesting: Given the extent of roof and land space available to many schools and
HEIs in Australia (i.e. with large grounds and building footprints), there is significant potential
for rainwater to be harvested using rainwater tanks, retention basins or underground storage.
This captured water can be used for activities such as grounds (lawns and fields) irrigation
University of Adelaide (undated) ‘Sustainable Adelaide- Water’, www.adelaide.edu.au/sustainableadelaide/themes/water/, accessed
13 August 2009.
6
Queensland University of Technology (2006) ‘Water Management at QUT’,
www.fmd.qut.edu.au/pdfs/water_management_report_2006_fm_website_.pdf, accessed 13 August 2009.
7
Australian Campuses Toward Sustainability (ACTS) (undated) ‘Energy and Water Conservation’, www.acts.asn.au/energy-and-waterconservation.html, accessed 10 October 2009.
8
Para K Parameshwaran, Project Officer, Every Drop Counts Business Program, Sydney Water Corporation – Personal
Communication
9
Ibid.
5
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Water Transformed: Sustainable Water Solutions
and toilet flushing, to reduce the amount of potable (mains) water needed. Tanks and other
storage should ideally be located close to where the water will be used to minimise pumping
(and hence energy) costs, considering the time and extent of use (for example toilets may
only used for around 200 days each year in the cooler/ drier months, while irrigation may be
required year-round). Alternative water supplies such as bore water and recycled water (i.e.
through onsite reuse or sewer mining) may also contribute to reducing the demand for mains
water.
7.
There are many examples of schools throughout Australia who are achieving 20-40 per cent
potable water savings. For example:
- In Melbourne, Victoria, East Doncaster Secondary School has achieved 40 per cent water
savings largely through installing low flow restrictors on taps in the schools and replacing
most toilets with either waterless urinals or dual flush systems. These were replaced
during school holidays with Victorian government funding under the School Water
Efficiency program, resulting in savings of over 2ML and over AUD$15,000 per year.10
- In Canberra, ACT, Campbell Primary halved its water usage by retrofitting most
washrooms and toilets and showers with water efficient devices, and through drought
tolerant landscaping. The school plans to build further on from these efforts to save more
water installing water tanks for garden beds and hothouse. The school is also addressing
the issue of bottled water on campus, given that bottled water consumes between 1,100
and 2,000 times more energy on average than does tap water.11 Drinking fountains are
provided in playgrounds which students are encouraged to use instead of bottled water.
- In Sydney, NSW, Pittwater High School and Girraween Public School are showing what
can be done to save water. Pittwater High School is implementing a comprehensive water
management program installing online monitoring, waterless urinals, rain water tanks and
most importantly they have incorporated water conservation in curriculum. Similarly,
Girraween Public School has installed online monitoring, water efficient devices (toilets,
taps, spring loaded bubblers, etc), rain water tanks (over 65,000 L capacity), native
vegetation planting and currently they are teaching water conservation studies.
8.
Of Australia’s 36 universities, nearly half now have Vice Chancellor support for an
environmental management plan that includes a water plan for the university (see the Best
Practice Case Study List at the end of this lecture). In most cases the Facilities and Services
or Property Service managers are responsible for the implementation of the University’s water
plan. As shown in the following examples, water savings are also beginning to be considered
by such managers as a key component of campus operations:
- In a number of states universities are being pressured to address their consumption,
through state government requirements for large water users to produce water savings
plans. In 2006 Queensland water restrictions rose to ‘Level 4’ requiring large water
consumers to implement strategies for 25 per cent reductions. QUT subsequently reduced
its water consumption by half – 200 ML per year – from 2004 to 2007 and has since
Victorian Government (undated) Schools Water Efficiency Program – East Doncaster Secondary College,
www.ourwater.vic.gov.au/__data/assets/pdf_file/0019/487/EastDoncasterCaseStudy.pdf, accessed 10 October 2009.
11
Gleick, P. Cooley, H. (2009) Energy implications of bottled water, Environmental Research Letters, vol 4, 014009,
www.pacinst.org/reports/bottled_water/index.htm, accessed 22 April 2009.
10
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Water Transformed: Sustainable Water Solutions
reduced its consumption by a further 5-10 per cent.12 Including installing rainwater storage
tanks, for use in irrigation and toilet flushing (28 tanks with 362,000 litre capacity to date).13
- RMIT is currently one of the lowest water consumers of any of the major Australian
universities reporting their water usage in the Tertiary Education Facilities Management
Association (TEFMA) benchmarking, reducing water consumption by 25 per cent since
2000. In 2007, RMIT’s water consumption was recorded at 5.7 kL per equivalent full time
student (EFTSU),14 compared with the national university average of 15 kL/EFTSU.
- ANU has a comprehensive water management plan to use treated recycled water on all
irrigated grounds and landscaping by 2020. Its College of Science precinct is also
proposing to use stormwater, black water and grey water for irrigation and toilet flushing.
One of the proposed uses for rainwater is for reverse osmosis in labs as the water
contains fewer chemicals and requires less filtering and the filters last longer.15
9.
As HEI campuses work to emulate international success stories such as Harvard University’s
leading Green Campus Initiative,16 there is still work to be done in addressing a variety of
organisational barriers to implementing water saving measures at schools or HEI campuses.
One of the key barriers relates to split incentives among different levels of university
operations. For example campus-wide facilities management may pay water bills, providing
no incentives for building-specific research departments and schools to reduce their
consumption.
10. There is significant potential for the HEI sector to integrate greening campus operations with
student and staff learning experiences, learning from mechanisms employed in schools. For
example, students might undertake water audits as part of their tutorials/ workshops and
subsequent assessment requirements. They may also be required to problem solve campus
issues related to water consumption, from rainfall and capture calculations for storage
devices, through to redesigning equipment and campus reticulation to achieve cost and water
consumption savings. Students may also be involved in considering, designing and
implementing behaviour change programs related to shorter showers in residential facilities,
laboratory equipment use and cleaning practices.
Queensland University of Technology (2009) ‘Sustainability@QUT’, www.fmd.qut.edu.au/pdfs/Sustainability_Feb_2009_FINAL.pdf,
accessed 13 August 2009.
13
Queensland University of Technology (2006) Water Management at QUT
www.fmd.qut.edu.au/pdfs/water_management_report_2006_fm_website_.pdf accessed 13 August 2009.
14
Royal Melbourne Institute of Technology (2007) RMIT Water Plan 2007-2010, http://mams.rmit.edu.au/da2ryutjvr3x.pdf, accessed 13
August 2009.
15
Fahey, S. (2009) Personal communications with Stephen Fahey, ANU Green, 11 August 2009.
16
Harvard University (undated) ‘Sustainability at Harvard’, http://www.greencampus.harvard.edu/, accessed 10 October 2009.
12
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Brief Background Information
There is a growing array and amount of online resources to assist schools achieve cost effective
water savings, and inform efforts to creatively embed water and sustainability into curricula, as
highlighted in the key references section at the end of this lecture. In Australia there are also a
range of rebates available both from state and federal governments to assist schools undertake
water audits and implement water saving initiatives in addition to encouragement from
government initiatives such as the Australian Sustainable Schools Initiative (AuSSI) which
encourages a holistic approach to sustainability for schools including water issues, and the UNSW
Sustainable Living Challenge that rewards leading student projects. Within the HEI sector,
universities are among the largest water users and like schools, have a responsibility to both act
responsibly and to train the next generation with knowledge and skills related to water saving
measures. From the above key learning points it is clear that both the HEI sector and school
sector can benefit from sharing leading innovations and achievements in water management. The
following examples highlight the potential for significant innovation on campuses and school
grounds across the Australian schooling and HEI sectors.
Case Study: Campbell Primary School
Here we consider how Campell Primary School in Canberra, ACT, achieved close to 50 per cent
water savings over a short space of time, as a leading example of what is possible within the
Australian schooling context. Campbell Primary became an inaugural member of AuSSI in
2007,with a commitment to learning about the earth’s natural systems, society’s impact on them,
and how to minimise its impact. In response to management concerns that water consumption
was increasing, a water audit was conducted in 2007. The school’s ‘Green Team’ (students and
staff) then developed a’ Water Action Plan’ as part of the School Environmental Management Plan
(SEMP), followed by implementation of a series of water-saving measures including:
- Awareness-raising: Staff and students undertook awareness raising through curriculum and
class programs, student representative council meetings, assembly awards and skits, and
posters around the school that remind the school community to take responsibility for saving
water and protecting water quality. This included signs displayed in areas where behaviour
change would assist with reducing water consumption (e.g. running the dishwasher when full in
the canteen, and turning off the taps properly).
- Maintenance: The school undertook a comprehensive and ‘smart purchase’ maintenance
program with regard to fixing leaking taps, pipes and toilets, and ensuring that disused toilets
were capped off. Water saving devices such as dual flush toilets, push taps; water-saving
shower head and shower timers, and a water efficient dishwasher were installed.
- Cleaning: Signage was produced to remind the school community that no hazardous or nonbiodegradable products should enter sinks and stormwater drains (e.g. Clean River, Happy
Fish!)
- Outdoors and Irrigation: All irrigation was turned off except for Japanese garden with exotic
plants and a small area of grass in the pre-school (with plans for water tanks in the near
future). Landscaping was also designed to include crushed granite paths and artificial turf,
swails to slow and retain water on slope, xeriscape garden beds established with native plants,
using water crystals at time of planting, mulch to retain moisture, raised garden beds planted
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Water Transformed: Sustainable Water Solutions
with drought tolerant perennial flowers, and a ‘frog bog’ in a damp corner where water is
drained to.
As a result, water consumption was reduced by half for the summer period. Looking back over the
last decade of initiatives, overall consumption has fallen from 6,954kL in 1999 when grass and
garden areas were irrigated, to 2,665kL in 2006 after most irrigation had ceased, and then to
3,480kL in 2007 when the audit was completed and 2,170kL in 2008. The school regularly
monitors its progress, with evidence of improvement collected and celebrated, for example
through photographic records, its annual Touchstone Day, and sustainable school accreditation
from AuSSI. In addition, a portion of the federal Solar Schools grant money received by Campbell
Primary is planned for installing water tanks for garden beds and the hothouse, and the school will
also use its federal Building Education Revolution allocation for a multi-purpose building which will
include a sustainability centre, vegetable garden and orchard for students to learn and develop
skills and principles of permaculture.
Opportunities in HEIs
HEI’s are increasingly embracing environmental management for their campuses because these
programs can save money. Leading universities have pro-actively undertaken such initiatives
since the early 1990s and there is now a wealth of data demonstrating the economic case. The
first comprehensive report analyzing financial savings from environmental initiatives in the
University sector was released in 1999 by the US National Wildlife Federation (NWF),17 Where
NWF President Mark Van Putten stated that, ‘The fact is, the actions being taken on these
campuses are actually improving the environment and the financial condition of the institution,
often in very dramatic ways.’18 Their publication, Green Investment, Green Return, highlighted 23
cost-saving conservation initiatives at 15 public and private post-secondary institutions across the
United States. Savings per project ranged from US$1,000 to US$9 million, totaling $16.8 million
across 23 projects covering energy, water, waste and transport issues. The study showed that in
principle, if these efforts were combined appropriately, it would be possible for most large
universities to achieve significant savings from environmental initiatives.
Specifically , university water audits have shown that on average, universities use between 500 1000 ML of water each year, despite water prices rising over the last decade. A significant barrier
to the uptake of water savings at universities are split incentives. For example, at ANU water bills
are paid centrally - no single department or research school at ANU pays its own water bill.
Hence, individual departments do not have financial incentive to do anything about water
management. In addition, Facilities and Services, who pay the water bills, are not required to pay
for water saving equipment if it is relates to research so it becomes a department responsibility. In
particular, science buildings are significant water users, and in a large part this water is used for
research equipment. Energy payments have shifted to user pays back in 2001 but there has been
no change to user pays for water. Instead ANU has set up an AUD$3 million green loans
schemeto enable ANU Facilities and Services to borrow from to invest in water saving initiatives
across the campus.19 The cost savings made from these water saving investments then pay back
the loan over time.
17
National Wildlife Federation (1998) Green Investment, Green Return: How Practical Conservation Projects Save Millions on
America's Campuses, National Wildlife Federation, Washington.
18
National Wildlife Federation (1998) Green Investment, Green Return: How Practical Conservation Projects Save Millions on
America's Campuses, National Wildlife Federation, Washington.
19
ANU Green (undated) ‘ANU Green Loan Fund’, www.anu.edu.au/anugreen/index.php?pid=689, accessed 9 August 2009.
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In Australia, nearly half of the 36 universities now have Vice Chancellor support for an
environmental management plan that includes a water plan for the university, as listed in the best
practice list at the end of this lecture. In most cases the universities’ Facilities and Services
managers are responsible for implementation and addressing issues such as split incentives. Of
the universities who have water management plans, Queensland University of Technology,
University of Queensland, RMIT, ANU and Sydney University have comprehensive water plans
and strategies and have already achieved significant water savings. For large university
campuses comprehensive water audits are the logical place to start, which may be undertaken
internally by staff, students or contracted out. One of the benefits of a water audit is if usage is
well above what is considered ‘normal’ then this can help identify costly leaks. For example, when
Sydney University began considering water saving opportunities, water monitoring revealed a
significant leak within the campus on the main meter, estimated to be about 2500L/hr and costing
around AUD$44,400 per year when the cost of sewer discharge factor was included.20 RMIT
found and fixed a leakage problem on its Hamilton campus, saving 5.6ML per year or 3 percent of
RMIT’s total water usage.21 The University of Queensland estimates that water usage monitoring
and maintenance to quickly identify and address water leakage is saving them up to 40,000 litres
per day, saving more than AUD$2,600 per month per building.22
Water consumption on university campuses is mainly used for science buildings/laboratories,
buildings/amenities, residential colleges, and irrigation for ovals and landscaping, as shown in
Figure 4.3.2 for ANU. These opportunities are discussed in the following paragraphs.
Figure 4.3.2 Breakdown of Water Usage at ANU (2002)
Source: ANU Green23
20
University of Sydney (2009) Sydney University Water Saving Action Plan: Camperdown and Darlington Campuses,
www.facilities.usyd.edu.au/projects/docs/water_sap.pdf, accessed 21 June 2009.
21
Royal Melbourne Institute of Technology (2007) RMIT Water Plan 2007-2010, http://mams.rmit.edu.au/da2ryutjvr3x.pdf, accessed 13
August 2009.
22
University of Queensland (2009) ‘UQ Saves More Water’, www.uq.edu.au/news/index.htML?article=18669, accessed 13 August
2009.
23
Australian National University, Canberra – ANUgreen (undated) ‘Water Conservation at the ANU’,
www.anu.edu.au/anugreen/?pid=54, accessed 21 June 2009.
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Science Buildings/Laboratories
Vacuum pumps: Many science laboratories need to generate a vacuum for experiments, including
disciplines such as chemistry, biochemistry/ biology, genetics, biotech, some medical science
schools, and pharmacology. Vacuums are conventionally generated using aspirators, by running a
water tap, which can use around 1000 litres of water each time. However, this is no longer
necessary because science buildings can be designed so that a vacuum pump is in the basement
and lines are run to every lab, with appropriate back-flow prevention, requiring no water input.24
Alternatively, individual electric diaphragm pumps are also available that generate vacuums
electrically without needing water. Installing electric diaphragm pumps does not just save water,
but also eliminates noise (water aspirators are very noisy), and reduces risks of pipes breaking
due to the high volume of water being used per hour presently. The electric diaphragm pumps are
also three times more efficient at removing solvents as they produce a better vacuum than water
aspirators do. Thus this has a significant impact on productivity. In May 2005, four ANU research
schools bought 46 vacuum pumps to replace existing water aspirators in laboratories. The electric
vacuum pumps are subsequently saving 50 ML of water and AUD$195,000 each year.25 The
University of Melbourne26 is saving 8 ML per annum through replacing its water cooled electric
vacuum pumps with more modern and efficient air cooled electric vacuum pumps. The University
of Wollongong,27 University of Sydney,28 University of Queensland,29 Queensland University of
Technology,30 Monash University and many other universities have all also achieved significant
savings by implementing electric pumps to replace water aspirators.
Process Cooling: Whenever cooling of large scientific equipment is needed, significant savings of
water use can be made by implementing closed loop chilled water systems. Significant water and
cost savings can be achieved in this area. Hence many universities have been working on saving
water in such applications for some time. For instance ANU’s Research School of Chemistry
undertook a water audit in 1996 and found that of the 105 ML of water used annually around 47
per cent was used for process cooling. Following the 1998 installation of a closed loop chilled
water system for process cooling, monitoring of water consumption found that a 70 per cent
reduction in water-for-process-cooling had been achieved.31 The remaining 12ML per annum is
mainly used for the cooling of glove-boxes and lasers. The new water system cost only
AUD$100,000 to implement but in 2001 provided savings of around AUD$25,000 a year in water
costs. Similar water recycling systems have been installed in other key science buildings at ANU.
Water Saving Opportunities in Buildings and Amenities
As ‘Lecture 2.4 - Water Savings in Commercial Buildings’ showed, significant water saving can be
achieved through identifying and stopping leaks, using water efficient amenities and dry air/water
Smith, M. and Waldron, L. (2001) ‘Achieving Significant Financial Savings in Universities through Environmental Initiatives’, Tertiary
Education Facility Management Association Incorporated Conference, Canberra, Australia.
25
Fahey, S. (2009) Private Communication with Stephan Fahey, ANU Green Energy and Water Manager, 1 August 2009.
26
University of Melbourne (2009) Millions of litres of water saved at The University of Melbourne. City West Water.
http://www.citywestwater.com.au/business/docs/Melbourne_Uni_-_Millions_of_Litres_Water_Saved_Case_Study.pdf accessed 13
August 2009
27
University of Woolongong (undated) ‘Water Saving Efforts – Part 1’
www.sydneywater.com.au/Publications/CaseStudies/UniversityofWollongong1Conserver3.pdf#Page=1, accessed 10 October 2009.
28
Sydney University (2006) Water Saving Action Plan 2006-2010: Camperdown and Darlington Campuses,
www.facilities.usyd.edu.au/projects/docs/water_sap.pdf, accessed 21 June 2009.
29
University of Queensland (2009) ‘UQ Saves More Water’, www.uq.edu.au/news/index.htML?article=18669, accessed 13 August
2009.
30
Queensland University of Technology (2009) ‘Sustainability@QUT’, www.fmd.qut.edu.au/pdfs/Sustainability_Feb_2009_FINAL.pdf,
accessed 13 August 2009.
31
Smith, M. and Waldron, L. (2001) ‘Achieving Significant Financial Savings in Universities through Environmental Initiatives’, Tertiary
Education Facility Management Association Incorporated Conference, Canberra, Australia.
24
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hybrid cooling and heating systems. All these strategies are relevant for universities. For instance
ANU has replaced tap fittings in hand basins (as required) and introduced aerators on many taps
which reduces water consumption by up to 40 per cent.32 The University of Sydney,33 University of
Queensland,34 Queensland University of Technology,35 Monash University and many other
universities have all achieved significant savings by investing in and implementing more water
efficient amenities. We now consider the potential for cooling and waterless urinals in more detail:
Reducing Water Consumption for Cooling: Most universities buildings have existing cooling
towers for their HVAC systems. In August 2006 the Sydney University secured grant funding from
the NSW Government’s Water Savings Fund to incorporate “water sensitive urban design”
strategies. Specifically, ‘a stormwater harvesting system will collect water from the historic
Quadrangle Building, lawns and road surfaces. The collected water will be stored in underground
tanks, treated via biofiltration and UV disinfection, and reused partly in the Fisher Library cooling
towers, with the rest being used for watering the grounds’.36 UTS is also undertaking a project to
enable most of their water for their cooling towers to come from mining Sydney’s sewers. UTS
Facilities and Services explains that, ‘Up on the roofs of the Tower Building and Building 10 are
the largest consumers of water in the university. On the hottest days of summer, when the airconditioning is going full blast, the cooling towers can consume a quarter of a million litres of fresh
water every day. Every year, they account for around 70% of the total water use in the two
buildings. The water used in the cooling towers is currently mains water - precious drinking water
which we need to conserve.37 UTS is also implementing changes to enable the reuse of cooling
tower bleed in toilet flushing.38
Melbourne University's new Faculty of Economics and Commerce building has set new standards
for reducing water use for building cooling, reducing water use by 90 per cent compared to a
conventional educational building of the same size and use.39 The building achieves this through
the combination of natural ventilation and chilled beam cooling technology, and the installation of
Muller Industries' 3C solution contributes to the significant water savings, which, as shown in
Lecture 2.4, enables 70-80 per cent water savings. The building also includes environmentally
sustainable initiatives such as a double-glazed facade to maximise thermal performance and glare
reduction, and harvests rainwater collection as well as recycles the building's grey-water.40 UTS
Facilities Management Unit has been awarded a AUD$1.47 million grant to make the necessary
investments to extract the cooling towers water from Sydney Water's main sewer. Once extracted,
the water is treated to comply with NSW Health standards and reused in the UTS cooling towers.
The project is currently underway but the goal is to ensure that UTS cooling towers will be using
water mined from the sewers by 2010, saving approximately 50,000 kL of potable water every
year.41 In 2009 James Cook University (Townsville campus) completed a $21 million cooling
project, whereby the Campus is now air conditioned via a chilled water tank (holding 12 ML water)
32
Fahey, S. (2009) Private Communication with Stephan Fahey, ANU Green Energy and Water Manager, 1 August 2009.
Sydney University (2006) Water Saving Action Plan 2006-2010: Camperdown and Darlington Campuses,
www.facilities.usyd.edu.au/projects/docs/water_sap.pdf, accessed 21 June 2009.
34
University of Queensland (2009) ‘UQ Saves More Water’, www.uq.edu.au/news/index.htML?article=18669, accessed 13 August
2009.
35
Queensland University of Technology (2009) ‘Sustainability@QUT’, www.fmd.qut.edu.au/pdfs/Sustainability_Feb_2009_FINAL.pdf,
accessed 13 August 2009; Queensland University of Technology (2006) ‘Water Management at QUT’,
www.fmd.qut.edu.au/pdfs/water_management_report_2006_fm_website_.pdf, accessed 13 August 2009.
36
Sydney University (undated) ‘Saving Water’, www.facilities.usyd.edu.au/projects/environ/su_water.shtML, accessed 13 August 2009.
37
University of Technology, Sydney (undated) ‘UTS: Environmental Sustainability’, www.green.uts.edu.au/initiatives/water/index.htML,
accessed 21 June 2009.
38
Para K Parameshwaran, Project Officer, Every Drop Counts Business Program, Sydney Water Corporation – private communication
39
Muller Industries (2009) ‘5 Stars for Melbourne University’, Muller Industries News, April 2009.
40
Muller Industries (2009) ‘5 Stars for Melbourne University’, Muller Industries News, April 2009.
41
Muller Industries (2009) ‘5 Stars for Melbourne University’, Muller Industries News, April 2009.
33
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and 7.8 kilometres of closed circuit underground pipes.42 Using mainly off-peak power to chill the
water, JCU estimates that the new infrastructure will reduce electricity costs by 30 per cent and
also eliminates the numerous older chiller plants and cooling towers (hence reducing water
consumption) on the campus.
Waterless Urinals: The University of New South Wales (UNSW), with more than 40,000 students,
is leading in the area of waterless urinal upgrades. UNSW staff worked out that the campus was
using 11ML of drinking water a year for all its urinals. Having calculated this, it implemented its
first waterless urinal trials and now is fitting them across the whole campus. According to Sydney
Water, ‘The university uses oil seal trap style urinals for new installations, and uses microbial
blocks to retrofit existing urinals. UNSW has estimated that using waterless urinals saves between
95 and 140kL of water for each urinal (or per metre of wall hung urinal) every year. To make sure
that oil seal trap urinals are refilled often enough to avoid odours in extremely high use areas
(near the university’s quadrangle), the university uses one maintenance contractor, whose service
frequency depends on how often urinals are used in each building. UNSW has also discovered
that installing privacy screens between urinals helps to even out urinal use in washrooms, making
it easier to schedule maintenance. The university has worked with microbial cube suppliers to
produce multilingual training material after noting the importance of educating cleaners to avoid
using strong disinfectants in these type of urinals’.43 Waterless urinals can often be installed in
front of an existing urinal trough, to use the existing plumbing and without the expense of
removing the trough urinal. This can be done by building a wall at the step of the urinal trough and
fitting waterless urinals through this wall. Griffith University has installed 20 waterless urinals by
2004 and is saving an estimated 65,000 litres of water per urinal each year, with an overall saving
of around 1.3 ML per year,44 and by 2009 there were 115 waterless urinals saving an estimated
7.5 ML per year.45
Accommodation/Residential Colleges
Residential colleges are among the top water users on university campuses. Major sources of
water usage are showers, washing of clothes, cleaning and toilets. Thus all the water efficient
amenities discussed in Lecture 2.4 also apply here. Showers are the major source of overall water
usage in residential colleges. ANU has shown that an Australian water conserving invention, the
‘Aqualoc’, can be used to reduce the flow of water without compromising the service. The Aqualoc
is a unique tap valve that eliminates tap washer maintenance, thereby saving maintenance time
and water leakage from worn conventional washers, while at the same time providing a controlled
even flow of water. This was trialled at ANU residential college Toad Hall with the assistance of
the ANU Energy and Water Conservation Manager.46 Prior to the Aqualoc tap valve replacement,
the flow rate of the existing showers was measured on different floors, with an average flow of 15
litres per minute. Based on these figures, an Aqualoc tap valve was fitted to one shower, reducing
water flow rate to 9.5 litres per minute, a 37 per cent reduction.
Users of the modified shower were not informed of the trial and the amenity of the shower was
assessed for several days. As no complaints were received on the flow rate of the Aqualoc fitted
Kayrooz, L. (2009) ‘How JCU keeps its cool’, 30 September 2009, http://cms.jcu.edu.au/news/current/JCUPRD_052466, accessed
10 October 2009.
43
Sydney Water (2007) ‘Factsheet: Waterless Urinals’,
www.sydneywater.com.au/Publications/FactSheets/WaterlessUrinalsFactSheet.pdf, accessed 9 August 2009.
44
Griffith University (2005) ‘Sitelines: Office of Facilities Management Newsletter, 1st ed – 2005’, Griffith University.
45
Griffith University (n.d) ‘A message on water saving from the Vice Chancellor’,
www.griffith.edu.au/ofm/sustainability/pdf/sus_VC_watersaving_message.pdf, accessed 26 October 2009.
46
ANU Green (undated) ‘Toad Hall Water Conservation Delivers a Win-Win’, www.anu.edu.au/anugreen/index.php?pid=232, accessed
9 August 2009.
42
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shower, a full conversion of all showers was undertaken. Working on the assumption of a one 8
minute shower per day for each of the 220 residents of Toad Hall, water savings in excess of 2.7
million litres have been achieved. Estimates of the combined water and energy savings (from hot
water reductions) are in excess of AUD$7,000 per year. As the total Aqualoc installation program
was only AUD$5,200 the payback time for the investment was just over 8 months, and on Toad
Hall’s annual water consumption of just below 15 million litres, the project will deliver an 18 per
cent reduction in total water usage. After the success with the showers, Aqualoc top valves were
fitted to bathroom sinks, again with additional benefits.
We are really pleased we were able to make such a significant contribution to the water
saving requirements of the University at a time of wider environmental need, that we will
likely save money, and that we were able to do so with minimal impact on the needs and
amenity of our residents… It was very much a win-win move for us as both a community
and a University business.
Keith Conley, Head of Toad Hall, Australian National University47
Monash University has also achieved significant water savings in its residential colleges. Between
2003 and 2005 the Monash Residential Service in conjunction with Yarra Valley Water installed
over 700 in-line water flow restriction valves achieving a 30 percent saving on water usage. Over
the summer of 2006/2007 Monash Residential Services also implemented water efficient shower
heads, to further improve water savings.
Water Saving Opportunities for Ovals and Landscaping
At Newcastle University,48 landscape surrounding new buildings utilises mounding, swailing and
water retention basins to control and utilise rainwater and stormwater runoff from the site and for
irrigation. Three major and two minor aboveground stormwater dams have been built, and water
from the dams is being used for irrigating two ovals. ANU is in a relatively dry climate compared to
Newcastle, as Canberra is west of the Great Dividing Range. In the summer, when the ovals need
the most watering, Canberra generally has very low rainfall, hence there would not be enough
water from stormwater/rainwater tanks. The University uses recycled water on its two main ovals
in a partnership with ACTEW. This saves an estimated 30 ML of drinking water per year. The
water is also charged at 70 per cent of the rate of the potable water, leading to further financial
savings. The University of Wollongong upgraded its hockey field with artificial turf in 2005 and it is
saving 300 kL per month. The hockey ground uses the latest artificial turf technology, lasing
around 12-15 years.49 UNSW uses bore water for irrigation and reengineered their oval to
recharge the aquifer.50 UWS uses recycled water for some of its irrigation.51
Australian National University (undated) ‘Toad Hall Water Conservation Delivers a Win-Win’,
www.anu.edu.au/anugreen/index.php?pid=232, accessed 21 June 2009.
48
Newcastle University (undated) ‘Factsheet: Water Sensitive Urban Design (WSUD) Features’, www.wsud.org/downloads/Info
percent20Exchange percent20& percent20Lit/Newcastle percent20Uni percent20fact percent20sheet.pdf, accessed 4 March 2009.
49
University of Wollongong (undated) ‘Water Saving Efforts – Part 1’,
www.sydneywater.com.au/Publications/CaseStudies/UniversityofWollongong1Conserver3.pdf#Page=1, accessed 13 August 2009.
50
Para K Parameshwaran, Project Officer, Every Drop Counts Business Program, Sydney Water Corporation –Personal
Communication.
51
Ibid.
47
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Key References
Schools (Preparatory – Year 12)
–
ACT Government (undated) Water Curriculum for schools
www.sustainableschools.act.gov.au/__data/assets/pdf_file/0003/17292/Water_Curriculum_pro
gram.pdf
–
Australian Sustainable Schools Initiative (AuSSI) (undated) ‘ Resources – Water’
www.environment.gov.au/education/aussi/resources.htML#water
–
Federal Government assistance: www.environment.gov.au/education/aussi/additionalresources-subject.htML#water
–
Queensland Government Outdoor and Environmental Education Centres (undated)
‘Queensland Environmentally Sustainable Schools Initiative’,
http://education.qld.gov.au/schools/environment/outdoor/aboutqessi.html .
–
Save Water (undated) ‘Integrating water into school education’ www.savewater.com.au/howto-save-water/in-education/water-conservation
–
Sydney Water (undated) ‘Education and Schools Portal’ Sydney Water.
http://www.sydneywater.com.au/Education/
–
Sydney Water (undated) ‘Every Drop Counts Schools Program’ Sydney Water.
http://www.sydneywater.com.au/Education/EDC/
–
Sydney Water (2007) Best Practice Guidelines for Water Conservation in Commercial Office
Buildings and Shopping Centres, Sydney Water Corporation, Australia,
http://www.sydneywater.com.au/Water4Life/InYourBusiness/EDCPublications/BestPractise.cf
m , accessed 29 July 2009.
–
Victorian Water - Efficiency in Schools Program
www.ourwater.vic.gov.au/saving/schools/swep
Higher Education Institutions
General References
–
Australian Campuses Towards Sustainability (undated) ‘homepage’, http://acts.asn.au/,
accessed 4 March 2009.
–
Eagan, D. (1998) Green Investment, Green Return: How Practical Conservation Projects Save
Millions on America’s Campuses, National Wildlife Federation, US.
–
National Wildlife Federation Campus Ecology Program (1998) ‘Green Investment Yields
Green Returns for many College Campuses’, National Wildlife, vol 36, no 4,
www.nwf.org/nationalwildlife/article.cfm?articleId=152&issueId=18, accessed 21 June 2009.
–
Sydney Water,(undated) ‘Case studies: Tertiary Education (reports)‘,
http://www.sydneywater.com.au/Water4Life/InYourBusiness/EDCPublications/CaseStudies.cf
m , accessed 21 June 2009.
–
Sydney Water (2007) Best Practice Guidelines for Water Conservation in Commercial Office
Buildings and Shopping Centres, Sydney Water Corporation, Australia,
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http://www.sydneywater.com.au/Water4Life/InYourBusiness/EDCPublications/BestPractise.cf
m , accessed 29 July 2009.
–
US EPA (2008) ‘Laboratories for the 21st Century’, www.epa.gov/lab21gov/, accessed 21 June
2009.
–
National Wildlife Federation Campus Ecology (undated) ‘Campus Sustainability Case Studies:
Water’,
www.nwf.org/campusEcology/resources/yearbook/dspYearbookbyTopic.cfm?issueID=12,
accessed 21 June 2009.
–
Grist.beta (2007) ‘15 Leading Green Colleges and Universities’, Grist Magazine, 10 August
2007, www.grist.org/news/maindish/2007/08/10/colleges/, accessed 21 June 2009.
Best Practice Case Studies
TAFE
Sydney Water (undated) Case Studies – TAFE – Northern Sydney - Learning Fast When it
Comes to Water Savings. The Conserver at
http://www.sydneywater.com.au/Publications/CaseStudies/TAFENSWNorthernSydneyInstituteCo
nserver9.pdf accessed 10 April 2010
Sydney Water (2007) Case Study –TAFE NSW– Sydney Institute – Mission Accomplished. The
Conserver. at
http://www.sydneywater.com.au/Publications/CaseStudies/TAFENSWSydneyInstituteConserver1
2.pdf accessed 10 April 2010
Universities
–
ACT: Australian National University (undated) ‘Water Conservation at the ANU’,
www.anu.edu.au/anugreen/?pid=54, accessed 21 June 2009.
–
NSW: Newcastle University (undated) ‘Factsheet: Water Sensitive Urban Design (WSUD)
Features’, www.wsud.org/downloads/Info percent20Exchange percent20&
percent20Lit/Newcastle percent20Uni percent20fact percent20sheet.pdf, accessed 4 March
2009.
–
NSW: Sydney University (undated) ‘Saving Water’,
www.facilities.usyd.edu.au/projects/environ/su_water.shtML, accessed 13 August 2009.
–
NSW: Sydney University (2006) Water Saving Action Plan 2006-2010: Camperdown and
Darlington Campuses, www.facilities.usyd.edu.au/projects/docs/water_sap.pdf, accessed 21
June 2009.
–
NSW: University of Technology (undated) ‘UTS: Environmental Sustainability’,
www.green.uts.edu.au/initiatives/water/index.htML, accessed 21 June 2009.
–
NSW: University of Wollongong (undated) ‘Water Saving Efforts – Part 1’
www.sydneywater.com.au/Publications/CaseStudies/UniversityofWollongong1Conserver3.pdf
#Page=1, accessed 13 August 2009.
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–
QLD: James Cook University (2009) ‘Energy and Water Bulletin’,
www.jcu.edu.au/office/centralservices/Energy/Energy percent20& percent20Water
percent20Bulletin percent20No percent2010.pdf, accessed 13 August 2009.
–
QLD: Queensland University of Technology (QUT) (2009) ‘Sustainability@QUT’,
www.fmd.qut.edu.au/pdfs/Sustainability_Feb_2009_FINAL.pdf accessed 13 August 2009.
–
QLD: University of Queensland (UQ) (2009) ‘UQ Saves More Water’,
www.uq.edu.au/news/index.htML?article=18669, accessed 13 August 2009
–
SA: University of Adelaide (undated) ‘Sustainable Adelaide- Water’,
https://www.adelaide.edu.au/sustainableadelaide/themes/water/, accessed 13 August 2009.
–
VIC: Deakin University (undated) ‘Save Water, Save Paper, Save Energy - Be Wise, Be
Envirowise!’, www.deakin.edu.au/fmsd/services/envirowise/sustainabilityprojects.php,
accessed 13 August 2009.
–
VIC: Latrobe University (undated) ‘Water Conservation’,
www.latrobe.edu.au/envirosmart/water/, accessed 13 August 2009.
–
VIC: Monash University (undated) ‘Water’, http://fsd.monash.edu.au/environmentalsustainability/environmental-issues/water, accessed 21 June 2009.
–
VIC: Monash University (undated) ‘Water Conservation Initiatives’
www.mrs.monash.edu.au/environment/water-conservation/index.html, accessed 21 June
2009.
–
VIC: Royal Melbourne Institute of Technology (RMIT) (2007) RMIT Water Plan 2007-2010.
http://mams.rmit.edu.au/da2ryutjvr3x.pdf accessed 13 August 2009
–
VIC: University of Ballarat (undated) ‘Sustainability@UB – Water@UB’,
http://www.ballarat.edu.au/vfed/sustainability/sustainability.shtML#Water, accessed 13 August
2009.
–
WA: University of Western Australia (UWA) (undated) ‘Water’, UWA Facilities Management,
http://www.fm.uwa.edu.au/about/sustainability/water, accessed 13 August 2009.
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