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Beyond code compliance, but doable
This prerequisite is a big one, not only because it’s required for all projects, but also because it feeds directly into EAc1: Optimize Energy Performance, where about a fifth of the total available points in LEED are at stake. Master these minimum requirements, and you can use the same compliance path as in EAp2 to earning points.
You won’t earn the prerequisite by accident, though. Although “energy efficiency” is on everyone’s lips, the mandatory and performance-based requirements for EAp2 go beyond code compliance in most places. That said, there is nothing to stop you from meeting the requirements with a reasonable amount of effort, and the environmental benefits as well as the operational cost savings are significant.
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21 Comments
Task Lighting
Dear all,
I received the following review comment for my school project:
"Tables EAp2.4 and EAp2.5 report consumptions for process lighting for both cases, but it is unclear what lighting has been included in this category and what exception(s) to Section 9.2.2.3 apply. Please provide descriptions of the lighting included in this category and which exception has been used, or revise the models as required. Keep in mind that Section 9.6.2 no longer includes an additional allowance for task lighting when using the Space by Space Method and that task lighting is not considered a process load."
1) Does anyone know of examples on what type of lighting may be included in process loads?
2) Does this mean that I need not worry about task lighting for all LEED projects?
Many thanks,
All of the Exceptions to 90.1 Section 9.2.2.3 are considered interior process lighting.
No, task lighting must be modeled if it is in your project. It is not usually considered process lighting and should be included in the overall lighting for the Proposed model.
Space Summary - Table EAp2-1 Space Usage Type?
In this Table, are we supposed to list EVERY room in the building, or group similar rooms to together? This table seems a lot like what is in PI f3 (Table PI f3 Space Usage Type) - but that one tells you to add in ancillary space to the Space Usage Type, and this one does not. I am trying to determine if I am supposed to group all the various types of space (including a group for mechanical space, circulation, etc) or if I need to list EVERY classroom, closet, office, etc.
Group like spaces together. Do not list every space.
LEED Online Templates (BETA vs. Version3)
Dear all,
I am currently filling the LEED Online Letter templates. Some of these are BETA version. Until now, I am having no problems/bugs.
It it possible that the USGBC asks to upgrade to the latest version 3?
The issue is that it would take me a lot of time to re-fill all the BETA templates.
Note that I noticed, for this EA Prerequisite form, that the v3 version asks for the HDD & CDDA measure of how hot a location was over a period of time, relative to a base temperature. In this report, the base temperature is 65 degrees Fahrenheit, and the period of time is one year. The cooling degree-day is the difference between that day's average temperature and 65 degrees if the daily average is greater than 65; it is zero if the daily average temperature is less than or equal to 65. Cooling degree-days for a year are the sum of the daily cooling degree-days for that year. of the city/area, and also asks for 2 signatories of the Electrical Engineer AND Mechanical Engineer (as opposed to the BETA version, which asks for one signatory of who they call "Design Engineer").
Any previous experience with that?
Many thanks!
George, I don't quite understand your question. Can you clarify?
You can ask GBCI to upgrade any or all of your forms through the Feedback link on LEED Online. In general I would recommend doing so because they work better, although it's true that data may be lost.
Yes I knew that, but I wanted to confirm that I can still use BETA version forms.
In other words, will the USGBC get back to me later and ask me to update to the latest version, probably because they do not accept the BETA versions?
No, they cannot force you to upgrade your forms.
Documentation and Uploads
In review of this site it appears that like most things in our society more is better. I will be submitting this prerequisite. soon along with EAcredit 1 and I am curious if someone who has submitted and received points for this credit can direct me as to what the reviewer(s) are looking for in regards to supporting documentation and where to upload this. I want to be sure to include all necessary information but the online form does not ask for or indicate the necessity for anything above and beyond the required uploads. All uploads sections on the form appear to require specific information and I do not want to upload anything in the wrong section and have a reviewer overlook or disregard as irrelevant.
In this case more is potentially harmful. For LEED 2009 projects the form tells you what to upload. It is in your best interest to only provide the required uploads and no more. Quite often modelers shoot themselves in the foot by providing too much information. Everything that gets uploaded will be reviewed. Nothing should be disregarded or overlooked.
Lighting Power Densities for the baseline case
Dear all,
I was checking Table 9.5.1 of ASHRAE 90.1-2007 (Lighting Power Densities Using the Building Area Method), and there is a footnote saying "In cases where both a general building area type and a specific building area type are listed, the specific building area type shall apply."
I am modeling an elementary school. This school includes a gymnasium, library, offices, workshops, garage, and a performing arts theater. All these 6 zones are listed in Table 9.5.1.
When modeling the baseline case, shall I assume a lighting power density (LPDLighting power density (LPD) is the amount of electric lighting, usually measured in watts per square foot, being used to illuminate a given space.) of 13W/m2 (the value for schools/university), or shall I use the values listed in this table for each category of zones? If I use the second option, then I will ONLY be using the "schools/university" entry of table 9.5.1 for the classrooms, since the offices, gym, libraries,...etc have their own LPD.
This will imply that the Building Area Method is very close to the Space-by-space method!
Many thanks!
The note refers only to the Building Area Method (BAM). Basically it says that if you have a specific building type use that instead of the more general type. For example, if I am building a sports arena on a university campus then I use the sports arena Building Area Type, not the schools/university Type.
You could select individual zones in your building and apply the BAM values to those zones. Often this will not be to your advantage however. Typically the Space-by-Space (S-by-S) method will provide for a higher baseline, so more savings. For example, the gym is 1.1 W/sf in BAM and 1.4W/sf in S-by-S. The classrooms would be 1.2 W/sf in BAM and 1.4 W/sf in S-by-S.
In our expereince the S-by-S method always yields more savings but it certainly does require more effort.
Thanks Marcus,
So do you think that I should use the value for schools/university ONLY for classes, and use different values for the gym, library, offices, theater? This sound to me much like the S-by-S method!
I think you should use the S-by-S method to maximize accuracy and savings. We almost never use the BAM in our modeling.
The difference is that the S-by-S method will be far more detailed since you will be entering different values for corridors, stairs, restrooms, storage rooms, mechanical rooms, lobbies, cafeteria, etc.
Hi guys,
FYI, I got a feedback from the USGBC saying that when using the BAM, I should use the LPDLighting power density (LPD) is the amount of electric lighting, usually measured in watts per square foot, being used to illuminate a given space. of Schools (1.2W/ft2) in all spaces typically included in schools, such as offices, gymnasium, library, auditorium. However, the Parking is not generally found in a typical school, and as such I have to use the LPD of Parking Garages there...
Best regards,
Compliance with Lighting mandatory provisions
Dear all,
Regarding ASHRAE 90.1-2007, section 9.4.1:
"A control device shall be installed that automatically turns lighting off within 30 minutes of all occupants leaving a space, except spaces with multi-scene control, in classrooms (not including shop classrooms, laboratory classrooms, and preschool through 12th grade classrooms)"
1) What do they mean by excluding preschool through 12th grade classrooms? Is this provision of automatic shut-off controls only applicable to University/College classrooms?
2) Are manual control switches in offices, workshops, and auditoriums enough? I can't find them listed in the section of automatic control (9.4.1.2-a)
Many thanks!
You'll have to ask the 90.1 committee at ASHRAE about the exclusions.
Manual controls are enough in all other spaces, see 9.4.1.2b.
EPA's Target Finder Rating tool
Dear all,
I would like to inquire more about the Target Finder Rating tool. Assuming I entered the consumption values and all input parameters, I will generate an energy performance rating.
1) Should this rating be greater than 75 or 50?
I performed the thermal modeling of a school and got 17% improvement over the ASHRAE Baseline.
2) Is it obligatory to establish an energy performance rating goal for the facility design using EPA’s Target Finder rating tool?
For some reason, the site energy intensityThe ratio of consumption to unit of measurement (floorspace, number of workers, etc.) Energy intensity is usually given on an aggregate basis, as the ratio of the total consumption for a set of buildings to the total floorspace in those buildings. Conditional energy intensity and gross energy intensity are presented. The energy intensity can also be computed for individual buildings. for the "Average Building" (with a rating of 50) happens to be too low (16kBtu/ft2/year) which is definitely much less than the average school consumption in the US (68kBtu/ft2/year).
3) Can I be exempted from this target finder tool because of my 17% improvement over the baseline case?
Many thanks,
Omar
If not, then what
The LEED form wants you to enter your Target Finder score, but the reviewers do not use that info directly to judge the accuracy of you model, so go ahead and put in the number what ever your result is.
Answers to your specific questions.
1) your rating is what it is. Ideally, you should be over 75, but it really depends on a lot of things, and the Target Finder is a pretty crude tool. It's really there more as sanity check. If your score is at the very high or very low end, you may want to take another look at your model.
2) Yes. Put something in there.
3) No.
If your model shows only 16kBTU/sf/yr, I think you need to go back and check your model. I'd be surprised if your lights and plug loads were that low, never mind the heating and cooling.
EPA's Target Finder Rating tool
The school we are assessing is not based in the US. Since the EPA's target finder rating tool requires a US Zip code, can I presume that we're exempt from using this tool ? How do we then establish the energy performance goal of the school?
Many thanks,
George, you can use a US city in same climate zoneOne of five climatically distinct areas, defined by long-term weather conditions which affect the heating and cooling loads in buildings. The zones were determined according to the 45-year average (1931-1975) of the annual heating and cooling degree-days (base 65 degrees Fahrenheit). An individual building was assigned to a climate zone according to the 45-year average annual degree-days for its National Oceanic and Atmospheric Administration (NOAA) Division. as your site. Climate zones are described in ASHRAE 90.1 Appendix B with international cities listed in table B-3. Or, you can determine the climate zone based table B-4 if you know the HDD/CDDA measure of how hot a location was over a period of time, relative to a base temperature. In this report, the base temperature is 65 degrees Fahrenheit, and the period of time is one year. The cooling degree-day is the difference between that day's average temperature and 65 degrees if the daily average is greater than 65; it is zero if the daily average temperature is less than or equal to 65. Cooling degree-days for a year are the sum of the daily cooling degree-days for that year. of your site.
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