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Trio puts WBHS energy usage under microscope
by Gregory R. Norfleet · News · January 05, 2011
Before architects finish preparing specifications for a new gymnasium and weight room, a trio of high school students want to make the $3.35 million addition a little greener.
Sarah Fischer, Justin Roth and David Fischer, who make up a science team called Total Energy Action Management in Schools, conducted an audit of the current high school and prepared suggestions for the expansion to save on electric bills.
Here’s a few of the highlights:
• convert the pnuematic air conditioning system to digital
• install motion sensors for lights
• install dual-flush toilets (which use two different volumes of water depending on what needs to be flushed)
• install solar panels on the new gym roof. Or install a “raceway” of conduit to make future solar installation easier.
“It is important to educate our peers on the importance of being energy efficient so then they can use that knowledge now and in the future reduce energy usage,” Sarah Fischer said. “This project is a direct way to reach out to our peers and also the younger students to show them that they can all do something to help out the environment.”
TEAMS chose to focus on the high school because that is where the ninth-graders spend so much of their time, she said.
“It is also easier to get in contact with the school officials and to work with them since we see them often,” she said.
Roth said the new gym allows ways to add renewable energy; David Fischer notes that it will be powered with geothermal heating and air conditioning like Hoover Elementary.
David Fisher said the team was astounded to discover the high school spent $51,000 on electricity in the last school year. Districtwide, electricity cost $154,000.
Roth noted that electricity usage at the high school continues to go up, even though the school has been retrofitted with more energy-efficent lighting.
“The cheap energy enjoyed for generations is running out,” David Fischer added. “In an effort to slow the rate of consumption and diminish our country’s relianace on fossil fuels, it is important to begin implementing policies and practices that will be valuable for the future.”
The team also surveyed teachers and took temperature readings in various classrooms and offices throughout the building.
Some of those findings:
• Of 23 rooms where they took temperatures from a vent, three were “average” — between 64.7 and 70.7 degrees, eight were above that average and 12 were below.
• Of 27 rooms where they took temperatures from the wall, nine were “average” — between 71 and 77 degrees, five were above and 13 were below.
• Of 20 rooms where they took temperatures from an air exchange, 16 were “average” — between 65.3 and 71.3 degrees, three were above and one was below.
• 67 percent of teachers said their room temperatures during “cooling months” were “appropriate,” while 17 percent said they were “very cold” and 17 percent said they were “cold.”
• 50 percent of teachers said the room temperatures during “heating months” were “appropriate,” while 17 percent said they were “very cold” and 33 percent said they were “cold.”
• 50 percent of teachers said the temperature of their classroom made “no difference” in the learning environment; 33 percent said it had a negative affect and 17 percent said it had a positive effect.
• Half of teachers surveyed said they “always” turn off their computer at the end of the day, 33 percent said “sometimes.”
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