Acoustics HVAC and Envelope

Section IV HVAC, Building Envelope & Acoustics
Erik Kolderup
AEC Associate Principal
Tom Schindler
Charles M. Salter Associates, Inc.
CHPS 2007
The Collaborative for High Performance Schools is a Registered Provider with The American Institute of Architects Continuing Education Systems. Credit earned on completion of this program will be reported to CES Records for AIA members. Certificates of Completion for non-AIA members are available on request. This program is registered with the AIA/CES for continuing professional education. As such, it does not include content that may be deemed or construed to be an approval or endorsement by the AIA of any material of construction or any method or manner of handling, using, distributing, or dealing in any material or product. Questions related to specific materials, methods, and services will be addressed at the conclusion of this presentation.
2.5 AIA/CES HSW Learning Units are offered for training section II-V participated in person.
What are the goals of this section?

Participants will:
1. Learn about design priorities:
Building enclosure design priorities (for efficiency, comfort and acoustics) Ventilation (mechanical vs. natural) Acoustic design HVAC system selection Displacement ventilation design
2. Gain an understanding of:

Thermal comfort Indoor air quality Thermal loads
3. And at the same time

Introduction to relevant CHPS criteria and BPM guideline contents
HVAC, Building Envelope & Acoustics

Session Agenda
1. 2. 3. 4. 5. 6. 7. Energy Design Criteria Overview Design Criteria Thermal Comfort School Thermal Loads Good Envelope Design Indoor Air Quality 8. Ventilation: Natural & Mechanical 9. Acoustics 10. HVAC System Selection & Design 11. Displacement Ventilation
Energy Design Criteria
Source: Chartwell School
CHPS Criteria Category: Energy (20 points)

Criteria Classes: 1. Energy Efficiency (15 points)
2. Alternative Energy Sources (3 points) 3. Commissioning and Training (2 points)
Goal: Reduce environmental impacts and increased operational costs associated with excessive energy use.
Category Energy (20)
Class 1. Energy Efficiency (15)
Credit/Prerequisite EE1.0: Minimum Energy Performance EE1.1: Superior Energy Performance EE1.2: Natural Ventilation EE1.3: Energy Management Systems
Points P 1-13 1 1
BPM Volume III: Criteria Page 36-41

Energy Efficiency (15 points) EE1.0: Minimum Energy Performance
EE1.1: Superior Energy Performance EE1.2: Natural Ventilation EE1.3: Energy Management Systems
Intent: Establish a minimum energy efficiency level.
CREDIT REQUIREMENT
Prerequisite EE1.0.P1 The time dependent valued (TDV) energy of the proposed school project design must be at least 10% less than a standard design that is in minimum compliance with the California 2005 energy efficiency standards. Attachment Construction document
VERIFICATION
Template Demonstrating compliance with this prerequisite requires annual energy simulations using a tool California Energy Commission-approved for compliance with nonresidential standards.
APPLICABILITY
New school
? New building
? Major modernization
? = For major modernizations and a new building on an existing campus this prerequisite is required based on the scope of the project.
BPM Volume III: Criteria Page 36

Energy Efficiency (15 points)
EE1.0: Minimum Energy Performance EE1.2: Natural Ventilation EE1.3: Energy Management Systems
EE1.1: Superior Energy Performance
Intent: Exceed the minimum energy performance beyond the prerequisite.
CREDIT REQUIREMENT
Reducing your total net energy use compared to Title 24-2005 baseline by:
1 point 2 points 3 points EE1.1.1 12% EE1.1.2 14% EE1.2.3 16% 4 points 5 points 6 points EE1.2.4 18% EE1.2.5 20% EE1.2.6 22% 7 points 8 points 9 points EE1.2.7 24% EE1.2.8 26% EE1.2.9 28% 10 points 11 points 12 points 13 points EE1.2.10 30% EE1.2.11 32% EE1.2.12 34% EE1.2.14 36%
VERIFICATION
Template Attachment Construction document
Energy simulations are required to earn this credit, using a computer program certified by the CEC. Applications for this credit are subject to the CHPS Energy Modeling Rules for Schools.
APPLICABILITY
New school New building Major modernization
For new schools calculate based on all campus buildings. For new buildings and modernization projects, calculate for the energy use of just the new building(s) or the building(s) being modernized.

EE1.0: Minimum Energy Performance EE1.1: Superior Energy Performance EE1.3: Energy Management Systems
EE1.2: Natural Ventilation

CREDIT REQUIREMENT
1 point
Intent: Limit the use of HVAC Systems by designing to enhance natural ventilation.
EE1.2.1 Install interlocks to turn off HVAC systems in conditioned buildings if operable exterior windows or doors are opened.
APPLICABILITY
New school New building Major modernization This credit applies to new schools, a new building on an existing campus, additions and to major modernizations that include HVAC as part of the scope of improvements. While this credit applies to modernization projects; the cost of installing interlocks on existing windows can be prohibitive. A good opportunity to install interlocks occurs when the windows are being replaced as part of the project. For new buildings and modernization projects, interlock switches may only be installed in just the new building(s) or the building(s) being modernized to earn this credit.

EE1.0: Minimum Energy Performance EE1.1: Superior Energy Performance EE1.2: Natural Ventilation
EE1.3: Energy Management Systems

CREDIT REQUIREMENT
1 point
Intent: Provide ongoing accountability and optimization of the building energy performance over time.
EE1.3.1, EE1.3.2 Install an Energy Management System to monitor the energy use of the following systems throughout the school: Lighting, equipment, HVAC, hot water and control the systems to Title 24 minimum standards. The contractor shall provide training to the M & O personnel for proper operation. Attachment Construction document
VERIFICATION
Template The plans and specifications should include a list of all the sensors (measurements to be taken throughout the building) and actuators (devices to be controlled), as well as a protocol for communication between the sensors, actuators, and the computer (controller).
APPLICABILITY
New school
? New building
? = the EMS must be installed for the entire school site, not just for the new building or the building(s) being modernized.

Criteria Classes:
1. Energy Efficiency (15 points)
2. Alternative Energy Sources (3 points)

3. Commissioning and Training (2 points)
Goal: Reduce environmental impacts and increased operational costs associated with fossil fuel energy use.
Class 2. Alternative Energy Sources (3)
Credit/Prerequisite EE2.1: Renewable Energy
Points 1-3

EE2.1: Renewable Energy Intent: Encourage on-site energy production with renewable sources.
CREDIT REQUIREMENT Using on-site renewable energy systems to provide: 1 point 2 points 3 points EE2.1.1 EE2.1.2 EE2.1.3 5% of the buildings annual source energy use 10% of the buildings annual source energy use 15% of the buildings annual source energy use Attachment Construction document
VERIFICATION
Template Calculate the % renewable contribution using the equations detailed in the CHPS criteria.
APPLICABILITY
New school
? New building
? = calculations based on all campus buildings.
Guideline EE2.1 Renewable Energy
Source: ATI Architects & Engineers
Chartwell, Seaside, CA
Photovoltaic system installation. Produces 100% of the schools energy needs.

Conley-Caraballo High School, Hayward, CA
Photovoltaic system on classroom roofs produces 85% of the schools energy needs.
Source: EHDD Architects

Criteria Classes:
1. Energy Efficiency (15 points) 2. Alternative Energy Sources (3 points)
3. Commissioning and Training (2 points)
Goal: Verify that fundamental building elements and systems are designed, installed, and calibrated to operate as intended, and provide for the ongoing accountability and optimization of building energy performance over time.
Class 3. Commissioning and Training (2)
Credit/Prerequisite EE3.0: Fundamental Building Systems Testing and Training EE3.1: Enhanced Commissioning
Points P 1-2
BPM Volume III: Criteria Pages 45-48

Commissioning and Training (2 points)
EE3.0: Fundamental Building Systems Testing and Training
EE3.1: Enhanced Commissioning
Intent: Verify that the buildings energy systems are operating as intended and that effective training has been provided.
CREDIT REQUIREMENT
Prerequisite EE3.0.P1, EE3.0.P2, EE3.0P3 A designated commissioning service provider or district official must verify that the Commissioning services provided meet the Scope of Work. Effective and complete training and documentation must be provided. Maintenance and record keeping must meet the Cal/OSHA Minimum Building Ventilation Standard, Title 8, Sec. 5142. Attachment Construction document
VERIFICATION
Template
APPLICABILITY
New school
? New building
? = For major modernizations and new buildings this prerequisite is required based on the scope of the project.

Commissioning and Training (2 points)
EE3.0: Fundamental Building Systems Testing and Training
EE3.1: Enhanced Commissioning Intent: Verify that the buildings energy systems are installed, calibrated and performing as intended.
CREDIT REQUIREMENT
1 point 2 points
EE3.1.1 Standard Commissioning. 1) Appoint a commissioning service provider or district official; 2) The commissioning authority shall verify that the commissioning services provided meet the Scope of Work. EE3.1.2 Comprehensive Commissioning. 1) Appoint a commissioning service provider; 2) The commissioning agent must verify that the Commissioning services provided meet the Scope of Work as stated in the Comprehensive Commissioning process as defined by EDRs Cx Assistant database tool.
VERIFICATION
Template Attachment Construction document Include all commissioning requirements in the contract documents.
APPLICABILITY
New school New building
? = The scope of commissioning services for major modernizations will depend on whether the HVAC and/or lighting systems are being upgraded.
Thermal Comfort Overview
What is
thermal comfort influenced by?

Environmental factors
Air temperature Humidity Air velocity Mean radiant temperature (MRT)
Non-environmental factors
Clothing Gender Age Metabolic activity
BPM Volume II: Design Page 407
What is considered good thermal comfort ?

Air temperature between 70F-76F Relative humidity between 20%-60% Interior surfaces not too warm or cool Little air movement, depending on temperature
Thermal Comfort Effect of Air Movement on Occupants

Air Velocity
Up to 50 ft/m 50 to 100 ft/m 100 to 200 ft/m
Probable Impact
Unnoticed Pleasant Generally pleasant, but causes a constant awareness of air movement From slightly drafty to annoyingly drafty Requires corrective measures if work and health are to be kept in high efficiency
200 to 300 ft/m Above 300 ft/m
Source: Victor Olgyay, Design with Climate, Princeton University Press, 1963.
Thermal Comfort Design Criteria
Source: Chartwell School
CHPS Criteria Category: Indoor Environmental Quality (20 points)

Criteria Classes:
1. Lighting and Daylighting (6 points) 2. Indoor Air Quality (9 points) 3. Acoustics (3 points)
4. Thermal Comfort (2 points)
Goal: Provide a high level of thermal comfort with individual teacher control of thermal and ventilation systems to support optimum health and productivity.
Category Indoor Environmental Quality (20)
Class 4. Thermal Comfort (2)
Credit/Prerequisite EQ4.0: ASHRAE 55 Code Compliance EQ4.1: Controllability of Systems
Points P 1-2

Thermal Comfort (2 points)
EQ4.0: ASHRAE 55 Code Compliance
EQ4.1: Controllability of Systems
Intent: Provide a thermally comfortable environment.
CREDIT REQUIREMENT
Prerequisite EQ4.0.P1 Comply with ASHRAE Standard 55-2004, Thermal Comfort Conditions for Human Occupancy. Attachment Construction document
VERIFICATION
Template Provide a summary that identifies each thermally controlled zone and the temperature and humidity control ranges and method of control used for each zone.
APPLICABILITY
New school New building
? = major modernizations depends on scope of the project.
Thermal Comfort
ASHRAE Standard 55
Thermal Comfort Adaptive Comfort Model

32 30 indoor comfort temperature, Top ( C )
o
41 F
50 F
59 F
68 F
77 F
86 F
95 F
86 F 82 F
28 26 24 22
79 F 75 F 72 F
90% acceptability limits

20 18 16 14 0 5 10 15 20 25
o
68 F
80% acceptability limits
64 F 61 F
30
35
40
mean monthly outdoor air temperature ( C)
Thermal Comfort Adaptive Comfort Sacramento Results
Thermal Comfort Adaptive Comfort San Francisco Results
Thermal Comfort Adaptive Comfort Riverside Results
Thermal Comfort
Adaptive Comfort Long Beach Results

Thermal Comfort (2 points)
EQ4.0: ASHRAE 55 Code Compliance
EQ4.1: Controllability of Systems

CREDIT REQUIREMENT
1 point 1 point
Intent: Enable teachers to have control of the thermal environment within their classrooms.
EQ4.1.1 Provide a minimum of one operable window in each classroom. EQ4.1.2 Provide separate temperature and ventilation controls for each classroom. Attachment Construction document
VERIFICATION
Template
APPLICABILITY
New school New building Major modernization This credit applies to all new classrooms and all modernizations with new HVAC systems; it may also apply to modernizations that do not replace the HVAC system if the existing system is compatible with the controls technology. All newly constructed classrooms can easily achieve this credit by including operable windows. Modernizations that include window replacement in the scope of work will earn this credit also.
Thermal Loads in Schools
Source: WLC Architects, Inc.
Why Talk About Thermal Loads?

An understanding of loads helps when setting envelope design priorities Minimizing loads can have many benefits Better comfort Smaller HVAC equipment Lower operating cost CHPS energy efficiency points!
Thermal Loads Overview

External Window conduction Walls, roofs and floors conduction Infiltration Solar radiation Internal People Lights Equipment and appliances
Conduction
Convection
Lights
Infiltration
Radiation
Machines and Equipment
People
Thermal Loads
Whats a BTU?
Btu = British Thermal Unit
1 Btu = Energy required to raise the temperature of 1 pound of water (about 1 pint) by 1 degree Fahrenheit.
1 Btu = The heat generated by the burning of one match (approximately). 1 Btu = 1055 joule or 0.293 watt-hour
Thermal Loads Heat Gains (independent of outside temperature)
People Lights Plugs Solar Total
24-30 kids (@ 200 Btu/hr) 1 watt per square foot (1 watt = 3.413 Btu/hr) Three computers (About 150 watts each) Fairly small with correct orientation and shading
5,000 Btu/h 3,300 Btu/h 1,500 Btu/h up to 3,000 Btu/h 12,800 Btu/h
Thermal Loads Heat Losses/Gains (dependent on outside air temperature)

Window conduction Walls, roofs and floors Infiltration Outside air ventilation (a system load rather than a space load)
Thermal Loads Balance Point Temperature

25,000 Cooling Required 20,000 15,000 Classroom Loads (Btu/hour) 10,000 5,000 0 -5,000 -10,000 Wall & Roof -15,000 -20,000 -25,000 Outdoor Air Temperature Heating Required 0 10 20 30 40 50 60 70 80 90 100 110 120

25,000 Cooling Required 20,000 15,000 Classroom Loads (Btu/hour) 10,000 5,000 0 -5,000 -10,000 -15,000 -20,000 -25,000 Outdoor Air Temperature + Window 0 10 20 30 40 50 60 70 80 90 100 110 120
Heating Required

25,000 Cooling Required 20,000 + Occupants 15,000 Classroom Loads (Btu/hour) 10,000 5,000 0 -5,000 -10,000 -15,000 -20,000 -25,000 Outdoor Air Temperature Heating Required 0 10 20 30 40 50 60 70 80 90 100 110 120

25,000 Cooling Required 20,000 15,000 Classroom Loads (Btu/hour) 10,000 5,000 0 -5,000 -10,000 -15,000 -20,000 -25,000 Outdoor Air Temperature Heating Required 0 10 20 30 40 50 60 70 80 90 100 110 120 + Lights

25,000 Cooling Required 20,000 15,000 Classroom Loads (Btu/hour) 10,000 5,000 0 -5,000 -10,000 -15,000 -20,000 -25,000 Outdoor Air Temperature Heating Required 0 10 20 30 40 50 60 70 80 90 100 110 120 + Plugs
Balance Point Temperature
HVAC, Building Envelope & Acoustics Good Envelope Design
Source: Georgina Blach School
Good Envelope Design Overview

Palette of design options Surface orientation Building form Envelope component conductance Exterior surface color (solar reflectance) Thermal mass Fenestration area Fenestration performance Exterior shading
Good Envelope Design Control Thermal Loads

Priorities: 1. Pay attention to the orientation of glazing 2. Provide adequate insulation 3. Specify window shading and/or high performance windows 4. Control roof heat gain through cool roofs and radiant barriers 5. Consider high mass materials 6. Control air leakage
Good Envelope Design Fenestration Orientation

Orient windows north/south.
Good Envelope Design What about passive solar?

Heat typically needed in early morning; not a good match. Direct solar is a source of glare. Possible applications in corridors and transitional areas. Might be appropriate for mountain climates.
Building Envelope Guidelines
Guideline IN1 Wall Insulation

Recommendation
Wall type South Coast North Coast 2x4 with R-13 or 2x6 with R-19 2x4 with R-13 or 2x6 with R-19 Provide wall shading Central Valley Desert Mountain 2x6 with R-19 Foam board sheathing + cavity insulation Interior or exterior insulation
Wood frame Steel frame Mass
Good Envelope Design Insulation Materials

Batt insulation Fiberglass, cellulose, cotton (R-3 to R-4 per inch typical) Loose fill insulation Fiberglass, cellulose (R-3 to R-4 per inch typical) Foam board Polyisocyanurate (R-6/inch typical) Extruded polystyrene (R-5/inch typical) Expanded polystyrene (R-4/inch typical) Spray foam Polyurethane (R-6/inch) Icynene (R-3.6/inch typical) Soy based (R-3.6/inch typical) Straw (R-2.4 to 3.0 per inch typical) Gas-filled panels (up to R-20/inch) Aerogel (up to R-20/inch)
Good Envelope Design Opaque Envelope Heat Transfer

R-value Thermal resistance Add layers for total R-value U-factor Thermal transmittance = 1/R-value IP units = Btu/hr-F-ft2 SI units = W/C-m2
Q = U A (Tout Tin )
Good Envelope Design Impact of Thermal Mass
Good Envelope Design Thermal Mass

Concrete Concrete masonry Insulating concrete form system Rammed earth
Guideline IN2 Roof Insulation

Recommendation
Roof type South Coast North Coast Central Valley Desert Mountain
Insulation above deck Wood-framed, attic and other
R-13 foam board R-30 blown in attic R-30 batt in framed
R-19 foam board R-38 blown in attic R-38 batt in framed
Guideline IN3 Cool Roofs

Recommendation Typically white color Single ply: EPDM CPE CPSE TPO Liquid applied:
Elastomeric Acrylic Polyurethane
White coated metal Prescriptive requirement in 2005 Title 24 for low-slope roofs CHPS credit SS 4.2 Reduce Heat Islands
Guideline IN4 Radiant Barriers

Recommendations Reflective foil sheet Cuts radiant heat transfer Reduces cooling energy Especially beneficial if ducts are in attic space
Source: www.astrofoil.net
Guideline IN7 Fenestration Performance

Recommendation

Double pane Low-e coating NFRC certified Thermal break, if aluminum Shade south-facing windows with overhang High VLT & low SHGC for daylighting windows and skylights
See also Guideline LG1: View Windows for VLT recommendations.
Good Envelope Design Fenestration Performance Characteristics

Performance ratings
Visible light transmittance (VLT) Solar heat gain coefficient (SHGC) U-factor
Components affecting performance
Glass properties Coating properties and location Gap thickness Gap gas fill (e.g. air, argon, krypton) Spacer material
National Fenestration Rating Council (NFRC)
Good Envelope Design Transmission of Common Glazing Materials
Good Envelope Design Example Glazing Properties

Name Glass Type Coating U-factor (center of glass) 1.02 0.47 0.31 0.31 0.31 0.31 SHGC VLT VLT/ SHGC ratio 1.1 1.1 1.4 1.3 1.5 1.1
Clear Double Clear VE1-85 VE1-55 VE2-55 VE4-55
clear clear / clear clear / clear clear / clear green / clear gray / clear
None None Low-e Low-e Low-e Low-e
0.82 0.70 0.54 0.35 0.26 0.25
0.88 0.79 0.76 0.47 0.40 0.27
Source: www.viracon.com
Good Envelope Design Window Frame Options

Metal Thermally-broken metal Wood Vinyl Fiberglass
Good Envelope Design Fenestration Energy Optimization
Total Energy Cost HVAC Energy Cost
Lighting Energy Cost
Good Envelope Design Georgina Blach Middle School, Los Altos, CA
Image courtesy of GelfandRNP Architects
Photo: Andrew Davis, AIA
Gym, view from northeast
Photo: Ken Rackow
View from southwest
Good Envelope Design Cesar Chavez Elementary School, Oakland
VBN Architects
Guideline IN8 Moisture Control

Design the ventilation system to control indoor humidity Minimize water vapor condensation Irrigation systems should not spray buildings. Keep water out of the building. During construction, remove finish materials exposed to moisture
Moisture Control Vapor Barrier & Retarders

Type Description Class Perms I II III 0.1 or less 1.0 or less 10.0 or less Examples Rubber membranes, polyethylene film, glass, aluminum foil, sheet metal, oilbased paints, vinyl wall coverings, and foil-faced insulating sheathings Plywood, oriented strand board, unfaced expanded polystyrene, fiberfaced isocyanurate, heavy asphalt impregnated building papers, the paper and bitumen facing on most fiberglass batt insulation and most latex based paints Vapor Barrier Impermeable Vapor Retarder Breathable SemiPermeable Permeable
Unpainted gypsum board and plaster, unfaced fiberglass insulation, cellulose insulation, unpainted stucco, lightweight asphalt impregnated building papers, more than 10.0 asphalt impregnated fiberboard, exterior gypsum sheathings, cement sheathings, and housewraps.
Source: Joseph Lstiburek. Understanding the Terms Barrier and Retarder for Vapor and Air, February 2002.
Source: WLC Architects
Moisture Control
Mold Remediation is Costly
Yuma High School, Arizona, spent more than $5 million to clean up its mold problem. An elementary school in El Paso Independent School District,Texas, spent $300,000 in repair work due to mold. Saline Middle School in Washtenaw County, Michigan, spent $500,000 to remove mold from ceiling tiles. Washington Elementary School, MI, spent more than $200,000 to clean up its mold problem. To relocate students from moldy schools in Portland, Maine, the school district spent $100,000 every 3 months to rent rooms in downtown buildings.
Ventilation: Natural and Mechanical
What is Ventilation?
The process of supplying and removing air by natural or mechanical means to and from any space. Such air may or may not be conditioned. ASHRAE Standard 62.1
Source: EHDD Architects
Ventilation Why Ventilate?

Comfort Health dilute odors dilute carbon dioxide and other pollutants
Title 24 says that we must It is a CHPS prerequisite (EQ2.0, EQ2.1, EE1.2)
Ventilation How do I ventilate?

Naturally Mechanically Mixed mode (i.e. both)
Source: WLC Architects
Ventilation Natural Ventilation

Energy efficient ventilation potential Traditional in California Still appropriate strategy in much of state Design for security
Ventilation When is Natural Ventilation Feasible?

Appropriate climate Acceptable outdoor noise level Acceptable outdoor air quality (e.g. dust, odors) Design meets Title 24 ventilation requirements
Ventilation Title 24 and Natural Ventilation

Title 24 Compliance using natural ventilation permitted if: All spaces within 20 ft of operable opening. Total opening area > 5% of floor area. For a typical 960 ft (30 ft x 32 ft) classroom, At least 48 ft opening area. Openings on two sides of the room.
Ventilation
Natural Ventilation Potential, Central Valley (Sacramento)
Ventilation
Natural Ventilation Potential, North Coast (San Francisco)
Ventilation
Natural Ventilation Potential, Southern Valley (Riverside)
Ventilation
Natural Ventilation Potential, South Coast (Long Beach)
Ventilation Title 24 and Mechanical Ventilation

Two options for calculating minimum ventilation rate
Actual number of occupants:
E.g. 30 people per classroom
Default occupant density
OR
Look up in Title 24 Divide by two
For 960 ft classroom:

20 ft/person for classroom 960/20 = 48 people 48/2 = 24 people
15 cfm per person minimum for classroom

15 cfm/person X 30 people = 450 cfm 15 cfm/person X 24 people = 360 cfm
Ventilation Mixed Mode Ventilation

Often a good choice in California Opportunities Avoid air conditioning in spring and fall Save fan energy Potential psychological benefits Challenges Avoid increase in heating or cooling loads Providing ventilation whenever occupants are present
Ventilation Guidelines
Natural Ventilation Guidelines

TC13: Cross ventilation
TC14: Stack ventilation
TC15: Ceiling fans

BPM Volume II: Design Page 509-526
Thermal Comfort Design Criteria

EE1.0: Minimum Energy Performance
EE1.1: Superior Energy Performance EE1.3: Energy Management Systems
EE1.2: Natural Ventilation

CREDIT REQUIREMENT
1 point
Intent: Limit the use of HVAC Systems by designing to enhance natural ventilation.
EE1.2.1 Install interlocks to turn off HVAC systems in conditioned buildings if operable exterior windows or doors are opened.
APPLICABILITY
New school New building Major modernization This credit applies to new schools, a new building on an existing campus, additions and to major modernizations that include HVAC as part of the scope of improvements. While this credit applies to modernization projects; the cost of installing interlocks on existing windows can be prohibitive. A good opportunity to install interlocks occurs when the windows are being replaced as part of the project. For new buildings and modernization projects, interlock switches may only be installed in just the new building(s) or the building(s) being modernized to earn this credit.
Guideline EE1.2 Natural Ventilation

Natural Ventilation Guidelines
Maximize wind-induced ventilation by siting the ridge of a building perpendicular to the summer winds Naturally ventilated buildings should be narrow Each room should have two separate supply and exhaust openings. Locate exhaust high above inlet to maximize stack effect. Orient windows across the room and offset from each other to maximize mixing within the room while minimizing the obstructions to airflow within the room Provide ridge vents Consider the use of clerestories or vented skylights Provide attic ventilation Consider the use of fan-assisted cooling strategies Consider open staircases that provide stack effect ventilation
Natural Ventilation Kenilworth Junior High School, Petaluma, CA

Kenilworth has no HVAC system During hot spells, night air is circulated inside to cool the thermal mass of the classrooms With improved insulation, thermal mass and timely opening/closing of windows, the classrooms stay comfortable The school also utilizes three passive cooling chimneys for the gym, library and a multi-use building
Source: Quattrocchi Kwok Architects
Acoustics
Why are good acoustics important to learning?

Speech communication is an critical part of the learning process Students need good acoustics to understand and convey spoken messages Young students are still developing language skills and lack contextual correction ability for lost words As many as 1/3 of kids in typical classrooms have extra sensitivity to poor acoustics due to: ESL, HOH, LD, ADD, speech disabilities, relatively frequent colds Speech intelligibility research shows that HOH kids lag peers in educational achievement Intrusive noise distracts students; high background noise can promote problematic student-to-student communication, negatively impacting classroom management
What should be considered to ensure acoustic comfort?

Reduce sound reverberation time inside the classroom Limit transmission of noise from outside the classroom Minimize background noise from the buildings HVAC system
Source: Gelfand Partners Architects
Acoustics Resource Documents

ANSI Standard S12.60-2002 Specifies: Low background noise 35 dBA maximum 55 dBC maximum Low reverberation time 0.6 seconds for normal classrooms 0.7 seconds for large classrooms Sound isolation between classrooms and other spaces Classroom Acoustics I from the Acoustic Society of America (ASA) is a primer on the basics of classroom acoustics Classroom Acoustics II summarizes studies that connect acoustics to learning and teacher performance 35 dBA background noise criterion is consistent with the longstanding ASHRAE classroom standard of Noise Criteria (NC) 25 to 30
Acoustics Maximum A-weighted Background Noise Levels

Unoccupied, furnished learning spaces Learning space Core learning space: volume < 20,000 ft Core learning spaces: vol >20,000 ft3 & all ancillary learning spaces Corridors not used for formal learning Max one-hour-avg A-weighted steady background noise level, dBA 35
40 45
Acoustics
Speech Corrupted by Noise
Uncorrupted speech (no noise) High speech-to-noise ratio (Minimum goal of ANSI classroom standard) Medium speech-to-noise ratio (Noise level increased by 5 dB) Low speech-to-noise ratio (Noise level increased by 10 dB) David Lubman Associates Very Low speech-to-noise ratio (Noise level increased by 15 dB)
Acoustics
Noise Isolation (STC) Requirements
Corridor, Staircase, Office or Conference Room STC 45 (Doors closed)
Another Learning Space, Speech Clinic, or Outdoors STC 50
Classroom or other core learning space
Music Room, Mech. Equip. Room, Cafeteria, Gym, or Indoor Pool STC 60
Common use and public use toilet room and bathing room STC 53 a) See full ANSI Standard for other details
Acoustics
Interpreting the Standard
Minimum STC Ratings for Wall, Floor-Ceiling & Roof/Ceiling Assemblies separating a classroom from:
2. Common use 3. Corridor, 1. Other staircase, and public enclosed or office or use toilet open plan conference room and core learning room bathing room space, speech clinic, health care room and outdoors
STC 50 STC 53 STC 45
4. Music room, mechanical equipment room, cafeteria, gymnasium & indoor swimming pool
STC 60
Acoustics
Sample Sound Wall Constructions (6 steel studs)
From http://www.jm.com/Insulation/TechnicalInfo/SoundControl/steelsound_bid000.pdf
Acoustics
Sample Sound Wall Constructions (wood frame)
From http://www.jm.com/Insulation/TechnicalInfo/SoundControl/woodsound_bid002.pdf
Acoustics
Operable Partitions - Generally Will Not Meet the Criteria
Conventional operable partitions typically provide the fieldperformance equivalent of an STC value in the mid-30s Set program requirement to useful to occasionally close, versus useful to occasionally open Use dual wall horizontal or folding vertical systems (more expensive) Include guaranteed, field-tested performance in operable partition specifications
Acoustics Doors
Sound-Gasketed
Acoustically-Rated
Acoustics Lower noise HVAC Design Approach
Fully Ducted
Closet
Fan-coils & PTACs
Acoustics
Maximum Reverberation Times in ANSI Standard
Volume & Type of Learning Space Core spaces

Volume < 10,000 ft
Max Reverb time in 0.5, 1K, & 2KHz Octave bands 0.6 sec 0.7 sec. Limits not specified, but RT control is discussed in Annex C
Core spaces
volume between 10,000 ft3 and 20,000 ft
Core spaces
volume > 20,000 ft
& all ancillary learning spaces
Acoustics
Reverberated Speech Samples
Dry speech (no reverberation) 0.6 second reverb. time 1.3 second reverb. time 5.0 second reverb. time
Acoustics
Sound absorbers reduce reverberation
Classrooms
Suspended ceiling
QuickTime and a TIFF (Uncompressed) decompressor are needed to see this picture.
Carpet
Acoustics
Sound absorbers reduce reverberation
Ancillary Spaces
Wall panels
QuickTime and a TIFF (Uncompressed) decompressor are needed to see this picture.
Acoustical Floor and Roof Deck
Image courtesy of Chartwell
Chartwell School, Seaside, CA
Acoustics Guidelines
What guidelines does CHPS offer on acoustics?

IS8: Acoustical Wall Panels and Ceilings IN9: Acoustic Design TC1: HVAC Acoustics
Guideline IS8: Acoustical Wall Panels and Ceilings

Acoustical wall and ceiling systems are widely used in school for sound absorption. A variety of products are available including modular wall panels (textile and metalcovered), suspended ceiling tiles (t-bar ceilings), and surface mounted ceiling and wall panels.
Photo courtesy of OBrien & Company, Inc
Description
Recommendation
Select formaldehyde-free acoustical ceiling and wall systems with recycled content and high light reflectance.
Acoustical ceiling tile/T-bar ceiling installation at the Central Market, a recycled content products demonstration project, Poulsbo, Washington.

Cost Effectiveness
COST
Costs are low.
L M H L M H
Benefits
Formaldehyde-free acoustical panels with recycled content are available. At least one manufacturer offers a reclamation program. Acoustical products from wood fiber and other sustainable raw materials are highly durable. Ceiling tile waste, either from construction or demolition, is non-toxic (as long as lead paint and asbestos were not used on older ceiling installations). One company claims that its panels can be ground up successfully and composted to produce a soil amendment.
BENEFIT

Typical STC Ratings of Wall Constructions
Description 2x4 stud, -in. gyp (2 layers total), Batt insulation Staggered studs, -in. gyp (2 layers total), Batt insulation 5/8" metal studs, -in. gyp (2 layers total), Batt insulation 2x4 stud, -in. gyp (4 layers total), Batt insulation 2x4 stud, -in. gyp (2 layers total), Resilient Channel, Batt insulation 2x4 studs, -in. gyp (2 layers total), Batt insulation Estimated STC Rating 3439 4647 Wall Assembly
4344 4345
4552 5659
Guideline IN9 Acoustic Design

Description
Good acoustic performance = integrated design of both building envelope components and HVAC equipment selection/location. Acoustics is affected by reverberation, sound transmission between classrooms, and exterior noise sources. Classroom sound levels are especially critical in elementary schools, as children do not develop contextual listening skills at such a young age.
Recommendation
Design the building envelope to provide acoustical performance that meets the 2002 voluntary American National Standards Institute (ANSI) Standard S12.60 of 35 decibels dBA or lower. Design walls separating classrooms with a minimum sound transmission class (STC) of 50, bathroom walls with an STC rating of 53, and walls isolating noise from music spaces, cafeterias and mechanical equipment rooms with STC ratings of 60.
Guideline IN9 Acoustic Design

Cost Effectiveness
Designing the building envelope for good acoustic performance may require: higher NRC acoustic ceiling tiles, good quality drop seals and gaskets on doors, and an extra drywall layer to reduce sound transmission. HVAC design may require longer duct runs, larger duct cross-sectional area and a higher number of diffuser grilles. Costs average around $4.50/ft2 for new classrooms but can be as low as $1.50/ft2. Designing new construction for good acoustic performance is much less costly than retrofitting a bad design.
COST
L M H L M H
BENEFIT
Benefits
Proper classroom acoustics will ensure an environment conducive to learning. It will prevent the teacher from having to strain his or her voice to be heard.
Guideline TC1 HVAC Acoustics

Description
Good acoustic performance is a result of integrated design of building envelope components, HVAC equipment selection and location, ductwork design, and specification of interior surfaces. The ANSI Standard S12.60-2002 recommendation is 35 decibels (dBA). HVAC acoustic design requires proper equipment selection and location to address the sound source, careful ductwork design to address sound transmission paths, and diffuser selection to address the noise transmitted to the students.
Source: Trane Adding exterior ductwork avoids downflow of turbulent supply air.

Recommendation:
To achieve the ANSI Standard: Use four supply diffusers, each selected for an NC rating of no greater than 18. Size ducts adequately to avoid excessive air velocity. Avoid abrupt duct transitions that cause pressure loss and create noise. Avoid use of dampers or other obstructions within the ducts. Avoid locating equipment within or directly above the classroom. Lay out ducts to minimize sound transmission, including strategic use of plenums, acoustic duct liner, duct turns, and branch takeoff locations. As an alternative to overhead air distribution, consider a displacement ventilation system, which uses lower air velocities and can be quieter.

Cost Effectiveness
HVAC design for acoustic performance may require longer duct runs and duct cross-sectional area and a higher number of diffuser grilles, acoustic duct liners or the addition of a duct silencer. Costs of measures to address HVAC noise vary from 0.3% to 6% of total new construction costs. Incremental costs of high performance acoustic design will be lowest with central systems. In some instances, good acoustic design will result in lower operating costs, offsetting incremental first costs.
Benefits
Proper acoustics will ensure an environment conducive to learning and prevent the teacher from having to strain his or her voice to be heard. Addressing the sound paths from HVAC equipment ensures that both the background noise level (dBA) and sound quality provide an environment conducive to learning.
COST
L M H L M H
BENEFIT
Acoustics Design Criteria

Criteria Classes:
1. Lighting and Daylighting (6 points) 2. Indoor Air Quality (9 points)
3. Acoustics (3 points)
4. Thermal Comfort (2 points)
Goal: Design quiet classrooms in which teachers can speak to the class without straining their voices and students can effectively communicate with each other and learn.
Category Indoor Environmental Quality (20)
Class 3. Acoustics (9)
Credit/Prerequisite EQ3.0: Minimum Acoustical Performance EQ3.1: Improved Acoustical Performance
Points P 1 or 3

Acoustics (3 points)
EQ3.0: Minimum Acoustical Performance
EQ3.1: Improved Acoustical Performance
Intent: Provide classrooms with adequate acoustical environments.
CREDIT REQUIREMENT
Prerequisite EQ3.0.P1, EQ3.0.P2 Classrooms must have a Maximum unoccupied background noise levels of 45 dBA and a 0.6-second maximum (unoccupied) reverberation time. Attachment Construction document
VERIFICATION
Template Reverberation time can be estimated by equations provided by the CHPS Criteria. For new construction, the classroom design and the materials specified should ensure compliance.
APPLICABILITY
New school New building Major modernization

Acoustics (3 points)
EQ3.0: Minimum Acoustical Performance
EQ3.1: Improved Acoustical Performance
Intent: Provide classrooms with superior acoustical environments.
CREDIT REQUIREMENT
1 point 3 points EQ3.1.1 Classrooms must have: 40 dBA maximum (unoccupied) background noise levels. 0.6-second maximum (unoccupied) reverberation times. EQ3.1.2 Classrooms must have: 35 dBA maximum (unoccupied) background noise levels. 0.6-second maximum (unoccupied) reverberation times. Attachment Construction document
VERIFICATION
Template Reverberation time can be estimated by equations provided by the CHPS Criteria.
APPLICABILITY
New school New building Major modernization* * Achieving the 40 or 35 dBA criteria may be more difficult for modernization projects.
HVAC, Building Envelope & Acoustics HVAC System Selection and Design
HVAC System Selection and Design Fundamental HVAC Decision
Yes
Can natural ventilation meet all cooling needs?
No
Heating-only system types
Heating plus cooling system types
HVAC System Selection and Design Heating-Only System Types

Baseboard Wall panel Heated floor Furnace Fan coil
HVAC System Selection and Design Ventilation for Heating-Only Systems

Passive ventilation
Adequate airflow even when occupant-operable openings have been closed After-hours control to minimize unnecessary heating load Adequate airflow over the range of likely outdoor conditions Security of ventilation openings Removal of particulates from outdoor air Noise transmission through ventilation openings Drafts Distribution of ventilation air within the space (ventilation effectiveness) Consider stack ventilation
Mechanical ventilation
Furnace Fan coil Exhaust fan Supply fan Heat recovery ventilator (Optionally with CO2 control)
HVAC System Selection and Design Heating plus cooling system decisions
Air Delivery Method
Overhead (mixing) Lower wall (displacement) Raised floor (mixing/displacement)
System Type
Single-zone packaged rooftop or split system Single-zone fan coil Multiple-zone VAV reheat Multiple-zone VAV dualfan dual-duct Water loop heat pump Dedicated outside air system (DOAS) with radiant heating and cooling
HVAC System Selection and Design Air Delivery Method Options

Overhead (mixing) Lower wall (displacement) Raised floor (mixing/ displacement)
HVAC System Selection and Design Air Distribution Overhead Mixing

Mixing (typically overhead)
55F-57F 55F-57F
HVAC System Selection and Design Air Distribution Displacement

Displacement (typically low wall)
HVAC System Selection and Design Air Distribution Underfloor

Partial displacement
HVAC System Selection and Design Air Distribution Underfloor

Swirl Diffusers discharge causes rapid induction of room air hybrid ventilation Displacement underfloor diffusers have low induction and a radial flow pattern
HVAC System Selection and Design Heating and Cooling Systems Selected Options
Single-zone packaged rooftop Single-zone split system Single-zone fan coil Multiple-zone VAV reheat, with either packaged direct expansion (DX) or chilled hot water (CHW) cooling Multiple-zone VAV dual-fan dual-duct, with either packaged DX or CHW cooling Water loop heat pump, optionally with ground heat exchanger Dedicated outside air system (DOAS) with radiant heating and cooling
HVAC System Selection and Design HVAC System Evaluation Method

Select criteria Choose criteria weightings Identify shortlist of HVAC system options Assign criteria scores Calculate total weighted score
HVAC System Selection and Design System Selection Criteria

Mechanical System First Costs Impact on Other Trades: General Contractor Impact on Other Trades: Electrical Contractor Floor Space Requirements Ceiling Space Requirements Energy Efficiency: Normal Operation Energy Efficiency: Off-hour Operation Flexibility for After-School-Hours Operation Acoustical Impact Indoor Air Quality Size Comfort Maintenance Cost Ease of Maintenance During School Hours Compatibility with Maintenance Staff Resources Use of Standardized Parts Reliability Longevity Compatibility with Natural Ventilation Flexibility for Future Occupancy Changes
HVAC System Selection and Design HVAC System Evaluation Method (continued)
Packaged single zone system example
HVAC System Selection and Design The Good News

Most system types can be designed to be relatively efficient given careful attention to specifications and design details (sometimes with a little extra up front investment)
Image Source: LPA, Inc Cesar Chavez Long Beach
HVAC System Selection and Design Design Case: Packaged Rooftop System
Minimize cooling loads (envelope and lighting) Avoid conservative load calculations (and dont rely on rules-of-thumb)
Standard Efficiency
Avoid over sizing (design conditions occur relatively few hours per year) Economizer factory installed and run tested, direct drive preferred Thermostatic expansion valve High efficiency, SEER 12 or better Design ducts for low air velocity
High Efficiency
Image Source: Small HVAC System Design Guide, CEC PIER Program, 2003
HVAC System Selection and Design Impact of Cooling Compressor Cycling
Cyclic AC Performance
Cyclic AC Performance
Source: Small HVAC System Design Guide, CEC PIER Program, 2003
HVAC System Selection and Design Impact of Cycling on Efficiency
HVAC System Selection and Design Equipment Sizing

Bigger is not always better! Avoid oversizing for:

AC/heat pump compressors Furnaces Boilers Chillers
Sometimes bigger is better!

Ducts Fans (if they have speed control) Cooling towers Pipes
Guideline TC8: Economizers
Components of an Economizer in a Packaged Rooftop Unit

HVAC System Selection and Design Economizer Energy Savings

100.0%
90.0%
80.0%
70.0% Annual Energy Savings
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Climate Zone Non-integrated Economizer Integrated Economizer
HVAC System Selection and Design Packaged System Problems

Economizers
Refrigerant charge
Low airflow Cycling fans during occupied period Fans run during unoccupied period Simultaneous heating and cooling No outside air intake at unit 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7
Problem Frequency
HVAC System Selection and Design Economizer Actuator Types
Linkage Driven
Drive Drive
HVAC System Selection and Design Economizer Specifications

Factory-installed and run-tested economizers Direct-drive actuators Differential (dual) changeover logic Low leakage dampers
HVAC System Selection and Design

Thermostatic Expansion Valve Impact
1.2
TXV
1
100%
Normalized Efficiency Normalized Efficiency
0.8
Fixed Expansion Device

0.6 TXV Short orifice
0.4
0.2
0 50%
60%
70%
80%
90%
100%
110%
120%
130%
140%
% % Factory Charge Factory Charge

Design Case: Packaged Rooftop System Costs
1000-ft2 classroom, 4-ton AC, SEER 10
Increase SEER 10 to 12 ($100 per ton) Economizer Thermostatic expansion valve Total Reduce from 4 tons to 3 tons ($500 per ton) Net Cost $400 $300 $75 $775 ($0.78 per ft2) - $500 $275 ($0.28 per ft2) $190 per year 1.4 years 4.1 years
Savings (~1,600 kWh/yr, @ $0.12/kWh) Simple payback period With downsizing credit Without downsizing credit

Additional Packaged Rooftop Measures
Higher efficiency, SEER >12 (add $350 per ton for SEER 16) Multiple compressors or variable speed compressor Variable speed or multiple speed fan CO2 ventilation control Specify commissioning Integration with lighting motion sensor control Interlocks on windows and doors Increase air flow to extract extra sensible cooling capacity from unit, allowing the selection of a smaller nominal unit.
HVAC, Building Envelope & Acoustics Displacement Ventilation
Displacement Ventilation
How Displacement Ventilation Works
Low velocity air enters near the floor at about 65F, falls toward the floor due to gravity and spreads across the room. As the cool air comes into contact with heat sources, it slowly rises toward the ceiling. The rising air produces a vertical airflow pattern near each occupant, a thermal plume, making it less likely that germs will spread between occupants and from equipment to occupants. Warm, contaminated air is exhausted near the ceiling.
How Displacement Ventilation Works
Features:
Constant temperature/variable volume Constant supply air temperature of about 65 F Variable air volume (VAV) to maintain space temperature Low velocity, about 40-75 ft/min Exhaust air near ceiling
Design Details Classroom
Deliver between 500 and 1200 cfm of 65 F air to each conventional classroom (more for computer labs or spaces with higher internal loads). Provide primary temperature control by varying the volume of air (provide less air if the space is overcooled and more if it is under cooled). Provide secondary temperature control by reducing or increasing the supply air temperature.
Courtesy Julianne Laue, PE, Dunham Associates
Provide at least two diffusers in each classroom or a continuous diffuser under the casework on one wall (preferred). Deliver air at a low velocity, less than 75 ft/min. Locate the return air diffuser anywhere at the ceiling. Locate the thermostat 42 in. above the floor and at least 5 ft from the diffusers.
In most of California, heating will only be needed prior to occupancy for morning warm-up or recovery from the school being closed for an extended period of time. Provide outside air when the space is occupied. Initiate outside air ventilation at least an hour prior to occupancy, per Title 24.
Basic Design Requirements
Ceiling height of at least 9 feet is recommended (higher is better) High ceilings will promote stratification of heat and contaminants Maintain comfort requirements:

SAT of 63-68F Low velocity (<50-75 fpm) Use a moderate SAT in heating Use high performance glazing to reduce radiant effects
Exhaust air at or near the ceiling
Benefits
Healthier environment; germs are not spread as easily Better thermal comfort Better air quality Improved acoustics Energy efficiency Compatible with operable windows and natural ventilation
Conventional Overhead System
Constant volume, variable temperature 1,800 to 2,000 cfm of total supply air per classroom Supply temperature about 55 F, but with packaged systems, this varies widely About 500 cfm of outside air (the rest recirculated) Ventilation effectiveness of 1.0 Air delivered at 600 to 800 ft/min (noisy)
55F55F57F 57F
Temperature
Thermal Displacement Mixing System
9 8 7 6
low load
maximum load
underfloor, stratified
Height [ft]
5 4 3 2 1 0 72 73 74 75 76 77 78 79 80 81 82
overhead, fully mixed
Temperature [F]
Carbon Dioxide Concentrations
Mean Age of Air
Germ Concentrations
Germ Concentration
The occupant in cubicle A has a cold and just sneezed
extreme
high
low
nil
High germ concentrations
Low germ concentrations
Energy Savings
Increased chiller/cooling efficiency Lower primary fan energy Extended economizer range
San Francisco Outdoor Temperature Distribution (Dry Bulb temperatures betweeen 8am and 8pm)
300
100% Economizer 2217 Hours Load Reduction? 54 Hours
??
250
200
Hours
150
100
50
0 33 37 39 41 43 45 47 49 51 53 55 57 59 61 63 65 67 69 71 73 75 77 79 81 83 85 87 89 91 93
Outdoor Dry Bulb Temperature [F]
95
Diffuser Product Options
Sidewall Corner, Half-round Recessed into Wall Freestanding circular diffusers Various finishes and duct cover options available Integrated with casework
Half-Round
Displacement Ventilation Quarter-Round
Displacement Ventilation Recessed
Displacement Ventilation Diffuser Air-Flow Pattern

Air Outlet at 50-75 fpm or slower Air accelerates over a short distance as it falls to the floor Air velocity gradually decreases as it spreads across the room Adjacent zone area where local air velocity exceeds 40 fpm Highest air velocity near the floor, much lower above a height of 8 above the floor
Displacement Ventilation Space Requirements

Sidewall diffusers occupy about 1.5 ft2 of floor space each About 10 ft2 of wall space for two diffusers Locate occupants at least 2 ft to 4 ft from the diffusers Recessed Diffusers are an option
Displacement Ventilation Typical Diffuser Layout
Displacement Ventilation Air Delivery Options

Overhead Ducted corridor and variations Vertical chase Below floor Suspended floor
Displacement Ventilation Air Delivery Options
Displacement Ventilation Ducted Corridor
Displacement Ventilation Vertical Shaft Two-story
Displacement Ventilation Vertical Shaft One-story
Displacement Ventilation Below floor
Displacement Ventilation Demonstration Sites
Roseville Site
Cooling Design Temperature (0.5% DB) Coincident wet bulb temperature (RH)% Cooling degree days (base 65 F) Winter Design Temperature (0.6%DB)
Roseville 102F
San Juan Capistrano 87F
70F (20% RH) 1250 DD 34 3150 HDD
67F (35% RH) 900 DD 41 2200 HDD
San Juan Capistrano Site
Heating Degree Days (base 65F)
Kinoshita Elementary, San Juan Capistrano
Coyote Ridge Elementary, Roseville
Blue Valley North High School, Overland Park, KS
DV retrofit in all classroom spaces Energy savings was achieved despite increasing outside air from 5 cfm/person to 15 cfm/person District is reusing design for other schools
Courtesy: Jim Megerson, Larson-Binkley
Blue Valley North High School, Overland Park, KS
HVAC System
Large rooftop unit serving multiple classrooms Return air bypass for dehumidification Demand controlled ventilation for verification of air quality
Inderkum High School, Sacramento, CA
High outside air requirements for 1,000 students High cooling loads from yearround operation Two-stage evaporative cooler uses 100% outside air to produce 64F supply air Cooling system complemented by radiant floor heating
Courtesy: Andy McPherson, Nacht & Lewis Architects
Inderkum High School, Sacramento, CA
Two-stage evaporative cooling system with radiant floor heating Economizer is first cooling stage Second cooling stage indirect evaporative cooling only Third stage direct evap cooling (when outdoor conditions permit) Fourth, fifth Stages (rare) DX cooling
Mead Middle School Gym, Longmont, CO
Courtesy: Paul Hutton, Hutton-Ford Architects
Mead Middle School Gym, Longmont, CO
Three large supply outlets behind bleachers on one end Three large supply outlets on other end Air is exhausted at the ceiling Ventilation only with nighttime purge
Courtesy: Paul Hutton, Hutton-Ford Architects
Cardiff Branch Library, Cardiff, CA
Uses 10 displacement diffusers for ventilation and cooling Packaged VAV Unit with Engineered Coil System North-facing exterior glass treated with perimeter baseboards
Courtesy: Mark Bender, Bender-Dean Engineering
Cardiff Branch Library, Cardiff, CA
HVAC Details
Air-Cooled Condensing Unit 19.5 nominal tons, two stages, hot gas bypass for low load conditions Variable Air Volume Central Air Handler with evaporator coil sized for higher SAT
6,610 cfm of supply air 1550 minimum outside air
VAV Terminal Units with Hot Water Coils Boiler for Perimeter Radiation at North-facing windows Ten Displacement Diffusers sized to space load
Common Misconceptions
Requires a separate heating system
In most California applications the supply of heat through low velocity diffusers achieves adequate ventilation when a moderate SAT is used
Cannot handle high cooling loads

Sacramento area classroom maintains comfort without the use of supplemental cooling or a chilled ceiling
Cold drafts from the floor air supply

Maintaining proper supply air temperature and locating occupants more than 2-4 feet from diffusers results in good comfort
Conventional equipment cant be used

Main requirement is SAT control; a variety of systems can do the job
Prohibitively expensive
Simplification of ductwork offsets small incremental cost of diffusers Possibility to downsize cooling plant, in some cases
More Information
CHPS BPM Vol. II, Guideline TC2: Displacement Ventilation System Displacement Ventilation Design Guide: K-12 Schools
http://www.archenergy.com/ieq-k12 Load calculations System selection and design Energy calculations
Displacement Ventilation Yet More Information

EDR Design Brief: Displacement Ventilation http://www.energydesignresources.com/resource/199 System Performance Evaluation and Design Guidelines for Displacement Ventilation www.ashrae.org REHVA Guidebook: DISPLACEMENT VENTILATION in Non Industrial Premises www.rehva.com
Summary Things to Remember

Minimize cooling loads through orientation and shading design. Take advantage of natural ventilation where its feasible to expand comfort range and save energy. Perform load calculations and avoid over sizing AC equipment Consider displacement ventilation for better air quality and energy efficiency.
Thanks for your participation
Questions
Visit us at: www.chps.net Or contact us at: (877) 642-CHPS info@chps.net

Acoustics HVAC and Envelope

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Section IV HVAC, Building Envelope & Acoustics

What are the goals of this section?

2. Gain an understanding of:

3. And at the same time

HVAC, Building Envelope & Acoustics

HVAC, Building Envelope & Acoustics

Energy Design Criteria

Source: Chartwell School

CHPS Criteria Category: Energy (20 points)

Category Energy (20)

Class 1. Energy Efficiency (15)

BPM Volume III: Criteria Page 36-41

CHPS Criteria Category: Energy (20 points)

Intent: Establish a minimum energy efficiency level.

BPM Volume III: Criteria Page 36

CHPS Criteria Category: Energy (20 points)

EE1.1: Superior Energy Performance

Intent: Exceed the minimum energy performance beyond the prerequisite.

BPM Volume III: Criteria Page 38

CHPS Criteria Category: Energy (20 points)

EE1.2: Natural Ventilation

BPM Volume III: Criteria Page 40

CHPS Criteria Category: Energy (20 points)

EE1.3: Energy Management Systems

BPM Volume III: Criteria Page 41

CHPS Criteria Category: Energy (20 points)

2. Alternative Energy Sources (3 points)

Category Energy (20)

Class 2. Alternative Energy Sources (3)

Credit/Prerequisite EE2.1: Renewable Energy

BPM Volume III: Criteria Page 43

CHPS Criteria Category: Energy (20 points)

BPM Volume III: Criteria Page 43

Guideline EE2.1 Renewable Energy

Source: ATI Architects & Engineers

Photovoltaic system installation. Produces 100% of the schools energy needs.

Source: EHDD Architects

CHPS Criteria Category: Energy (20 points)

3. Commissioning and Training (2 points)

Category Energy (20)

Class 3. Commissioning and Training (2)

BPM Volume III: Criteria Pages 45-48

CHPS Criteria Category: Energy (20 points)

BPM Volume III: Criteria Page 45

CHPS Criteria Category: Energy (20 points)

BPM Volume III: Criteria Page 48

HVAC, Building Envelope & Acoustics

Thermal Comfort Overview

thermal comfort influenced by?

BPM Volume II: Design Page 407

What is considered good thermal comfort ?

BPM Volume II: Design Page 408

Thermal Comfort Effect of Air Movement on Occupants

200 to 300 ft/m Above 300 ft/m

HVAC, Building Envelope & Acoustics

Thermal Comfort Design Criteria

Source: Chartwell School

CHPS Criteria Category: Indoor Environmental Quality (20 points)

4. Thermal Comfort (2 points)

Category Indoor Environmental Quality (20)

Class 4. Thermal Comfort (2)

Credit/Prerequisite EQ4.0: ASHRAE 55 Code Compliance EQ4.1: Controllability of Systems