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No kind of energy is used
as expensive as its lack.
(Gomi Baba).
Over the past decades, it has become obvious that human activity has a significant negative impact on nature. This created not only local and regional environmental problems, but also began to be reflected at the global level and accelerated the processes of climate change on the planet. Unfortunately, we rarely think about how and how much energy we spend to solve specific problems. We often use too much energy where we could save it. My work will help you understand the physical principles of energy conservation and learn how to apply them in practice. We have to learn how to organize our activities and use available technologies in order to use energy economically. ..
Object of study - energy state of the school.
Subject of study - practical energy saving measures at school to reduce unjustified energy losses, reducing the cost of energy consumption.
Goal of the work: find out the mechanisms of energy, heat, water loss and suggest ways to make the school energy efficient.
To achieve this goal, the following tasks were set:
study the school’s energy saving and energy efficiency improvement program for 2012 - 2015;
conduct an analysis of energy consumption and economic costs of MBOU Secondary School No. 2 for 2016;
perform thermal imaging inspection of enclosing structures;
conduct an experiment of installing heat-reflecting screens behind heating appliances;
conduct an experiment aimed at reducing water supply costs.
develop and distribute information sheets in school on saving energy.
Hypothesis: Let us assume that the use of energy-saving methods will save energy resources and material costs of the school.
Practical significance. By applying physical laws when studying energy conservation and energy efficiency at school, we develop practical skills when studying physics. The analysis carried out during the research work on energy consumption and economic costs for 2016, as well as experimentally tested methods for reducing energy resources, will be used in the future in the implementation of a program to improve the energy efficiency of the school. These methods can be used by other schools. Energy saving at school has enormous potential. It is necessary to teach from childhood to be careful with electricity, heat, and water.
2. Materials and research methods
We began collecting material in October 2016 at school No. 2, as part of Energy Efficiency Week. We participated in energy saving events: class hours, “Save Electricity” campaigns, distribution of information sheets.
We found the basic information after studying the school documents No. 2: program for energy saving and increasing energy efficiency for 2012 - 2015; reading logs for 2015-2016 for electricity, cold and hot water, heat; documents the economic costs of energy consumption. On the Internet, on the websites of the state information system in the field of energy saving and increasing energy efficiency, we became acquainted with legal documents in the field of energy efficiency. We learned that in accordance with the requirements set out in clause 1, article 24 of Federal Law No. 261 of November 23, 2009 “On energy saving and increasing energy efficiency and on introducing amendments to certain legislative acts of the Russian Federation,” a municipal institution is obliged to ensure a reduction the water, thermal energy, electrical energy, etc. consumed by it. within 5 years, by no less than 15% of the volume actually consumed by him in 2009.
We analyzed the energy consumption and economic costs of the school for 2016, built diagrams and made conclusions. (Appendix 1 table 1-5; diagrams 1-5).
In order to confirm our hypothesis, an experiment was conducted in December 2016 aimed at reducing water supply costs. During which we calculated the optimization of water consumption by installing containers in sanitary rooms (toilets) to reduce water consumption. . (Appendix 2, thermogram 1-4, photo author 1-2).
In January 2017, we conducted an experiment to install heat-reflecting screens behind heating appliances, necessary to reduce thermal energy consumption and economic costs. (Appendix 3-4, thermogram 1-4, photo by author. 1,2,3).
In 2017, a thermal imaging inspection of the school’s enclosing structures was carried out. Purpose: to determine the reduced heat transfer resistance of enclosing structures and in places with a heat-reflecting screen installed behind heating devices. (Appendix 2, thermogram 1-4, photo author 1-2).
We developed and distributed information sheets on saving energy in sanitary rooms, offices, the dining room, and corridors of the school building.
The research methods used for my work were:
search and systematization of information from different sources;
comparative analysis of documents;
diagramming, economic calculations;
setting up an experiment and monitoring its progress.
The law of conservation of energy and the concept of energy saving
The easiest way to reduce environmental pollution is to conserve energy, or in other words, use energy more wisely. In a word, this is called “energy saving”. All of humanity and each individual should save energy. By using less non-renewable energy sources, we reduce the amount of harmful emissions into the atmosphere.
Human energy consumption is constantly growing. We met in seventh grade with the law of conservation of energy. The amount of energy in nature is constant. We come across the concept of energy whenever we want to study any process occurring in nature. Light, thermal, sound, mechanical, electrical energy are different forms of energy that are closely related to each other. What is the connection? Every time there is some change in the world around us, the energy changes form.
In a closed system, the amount of energy remains constant. Energy does not appear out of nowhere and does not disappear without a trace; it can only move from one form to another. When describing such a transition, they usually talk about energy consumption.
Russia, despite long-term difficulties, has remained an “energy superpower” - the owner of one of the world’s largest potential energy resources. Its territory, which makes up approximately 10% of the Earth's landmass with a population of only 2.6% of the world's, contains over 32% of proven gas reserves, 13% of oil and 25% of coal. But even with such abundance, the problem of resource conservation is one of the key ones for Russia.
Energy saving is the cheapest “source” of energy. On November 23, 2009, D. A. Medvedev signed Federal Law No. 261, previously adopted by the State Duma, “On energy saving and increasing energy efficiency and on introducing amendments to certain legislative acts of the Russian Federation.” Following the principle of “doing more with less” will benefit everyone. Schools are serious consumers of energy: electrical and thermal. Almost all educational buildings were built quite a long time ago, when few people thought about saving.
Energy saving technologies in school: application and effectiveness
Currently, energy costs constitute a significant portion of the costs of many institutions. In the context of increasing tariffs and prices for energy resources, their wasteful, inefficient use is unacceptable. Creating conditions for increasing the efficiency of use of energy resources is becoming one of the priority tasks for the development of institutions. To assess the financial costs of consumed energy resources (heat, electricity, tap water), we analyzed the paid bills of school No. 2 for 2015-2016. Summary data on energy consumption and financial costs are presented in tables and diagrams (Appendix 1, table 1-3, diagram 1-3).
Conclusions: analysis of the above data on energy consumption shows that the total costs of energy resources in 2016 were higher than in 2015 and amounted to 8821.6 thousand rubles:
Payments for electrical energy account for 743.7 thousand rubles;
Payments for thermal energy account for 7,933.6 thousand rubles;
To pay for tap water 144.3 thousand rubles.
The largest share of energy consumption and financial costs falls on heat consumption, this is due to the fact that the heating of the institution’s building is organized centrally. And also the largest share of electricity consumption compared to 2015 and water supply. Having studied the program of energy saving and increasing energy efficiency of Municipal Budget Educational Institution Secondary School No. 2 for 2012-2015, we found out the main reasons for the occurrence of unproductive losses of heat and energy resources in the institution:
Lack of automatic heat supply control, which leads to excessive consumption of thermal energy;
Misregulation of heating networks, violation of the integrity of the insulation of heat-consuming equipment;
Outdated power supply and lighting system;
Poor condition of the water supply system and lack of insulation.
Ways to reduce heat energy costs at school. Experiment.
To study thermal energy consumption, we conducted a thermal imaging survey of the building envelope using a FLIR T460 thermal imager.
Target: identify irrational heat loss through building envelopes. Thermography was carried out in pre-designated areas with frame-by-frame recording of thermograms and simultaneous shooting of these areas with a thermal imager in the evening - 01/31/17 at 20.00 hours. (Appendix 2. Thermogram 1,2,3,4; photo 1,2)
Conclusion: based on the results of a thermal imaging examination of the enclosing structures of MBOU Secondary School No. 2, a large loss of heat through the walls of the main and additional buildings was revealed; through the basement of the building; uninsulated windows; through walls, in places where radiators are installed; through the doors.
Having studied the program of energy saving and increasing energy efficiency of MBOU Secondary School No. 2 from 2012-2015, we became acquainted with energy saving measures. One of the measures to preserve heat is the installation of heat-reflecting screens behind heating devices.
Based on the physical law of radiation and emission, all bodies whose temperature is above absolute zero emit infrared radiation. The amount of rays absorbed by a body is expressed by the concept of emission.
We have put forward hypothesis: due to the ability of bodies to absorb thermal energy, materials with low radiation emission coefficient can be used to preserve heat in rooms, thereby reducing the school’s thermal energy consumption costs.
Purpose of the experiment: Using a thermal imager and a heat-reflecting screen, find out the possibility of reducing heat loss in school classrooms.
from 17.02.17 from 19.00 to 18.02.17 to 19.00
Progress of experiment No. 1:
1. We measure the room temperature and record it in the table (Appendix 4, table 1).
2. Place aluminum foil on a polyethylene foam backing behind the radiator on the wall
3. A day later, we take a spectral image from the street using a FLIR T460 thermal imager. (Appendix 3, photos 1-2, thermogram 1,2).
4. Enter the data into a table and draw a conclusion (Appendix 4, table 1).
Conclusion : As a result of the experiment, the temperature in the room increased by 1 degree, and the temperature of the wall of the building where the heat shield was installed according to the spectral image increased by 2.5 degrees. Based on actual data on energy consumption and payment for 2016, savings from installing heat-reflecting screens will be 2%. An assessment of the annual economic effect of installing heat-reflecting screens is presented in the school’s energy efficiency program (Appendix 4. Table 2.)
Ways to reduce water consumption costs at school. Experiment.
The building is supplied with cold water via one inlet from the State Unitary Enterprise "Kandalakshavodokanal". Water consumption is carried out for domestic needs: dining room, sanitary rooms, cleaning of premises, watering plants. In accordance with the actual calculation of water consumption for 2016 and the costs of using water supply, savings in energy resources can be achieved using the following measures:
installation of water flow regulators, used throughout the civilized world. The water flow regulator automatically regulates the water pressure and will significantly increase the degree of savings, since a decrease in pressure reduces consumption.
Observing the consumption of water supply in sanitary rooms, we were convinced that a large amount of water was wasted when draining it into the sewer. While studying Archimedes’ law “The action of liquids and gases on bodies immersed in them” in class, we decided to conduct an experiment based on this law: “The buoyant force acting on a body immersed in a liquid is equal to the weight of the liquid displaced by this body.”
Purpose of the experiment: find out the effectiveness of using a method for saving cold water supply using Archimedes' law.
Hypothesis: Let us assume that a container placed in a tank of water will save the amount of cold water that is displaced by one’s own body.
Experiment time: from 01/25/17 at 14.00
Necessary equipment: containers with volumes of 4.5 liters and 1 liter, stopwatch ruler
Progress of experiment No. 2.
1.Take a 4.5 liter container and fill it with water
2. Measure the height of the water in the container and record it in the table
3. Calculate water consumption when draining per unit of time (ml/s)
(Appendix No. 5, table No. 1)
4. Pour water from a 4.5 liter container to the 16 cm mark and immerse a sealed container with a volume of 1 liter. The height of the liquid has risen to its previous level, i.e. 22 cm.
5. Calculate water consumption during draining per unit of time (ml/s)
(Appendix No. 5, table No. 2)
When analyzing the results of the experiment, it follows that the water consumption during drainage per unit time is almost the same (42-44.2 ml/s). In the second case, the volume of water and its level increased due to the submerged sealed container, and the water consumption when draining was almost the same.
Conclusion: when immersed in a sealed vessel, the volume of water increases not due to its quantity, but due to the volume of displaced liquid, which actually reduces the water consumption in the container.
This method of saving will be effective for use in sanitary rooms and waste tanks. Water consumption will decrease by 1 liter due to the 1 liter container immersed in it. Theoretically, reducing water consumption when using this method saves cold water consumption.
The school has 612 students. Let’s say that 306 people visit the sanitary room during the day, therefore saving 306 liters of water per day when draining each person. For a month, the savings will be: 24*306=7.4 cubic meters
Electrical saving method.
Based on research work to more effectively save energy in schools, we have developed and communicated the following rules to every teacher and student by distributing information sheets:
Carry out explanatory work among teachers, students and their parents aimed at instilling a sense of economy and thrift in the use of electricity.
Lights on stairwells must be turned off during the day.
In electrical switchboards and basements, the light should be on only when work is being carried out in these rooms. Such careful use of electricity can bring up to 30% savings.
We have produced and distributed information sheets with energy saving tips to students and teachers. We hung notices in the offices, dining room, and restrooms. ( Appendix 6)
Conclusions:
As a result of research activities, we studied literature, policy documents, energy accounting journals and Internet sites on energy saving in the Russian Federation.
We analyzed the energy consumption and economic costs of the school for 2016, built diagrams and made conclusions.
In order to confirm our hypothesis, an experiment was conducted in December 2016 aimed at reducing water supply costs. During which we calculated the optimization of water consumption by installing containers in sanitary rooms (toilets) to reduce water consumption.
In January 2017, we conducted an experiment to install heat-reflecting screens behind heating appliances, necessary to reduce thermal energy consumption and economic costs.
We carried out a thermal imaging inspection of the school's enclosing structures and determined the causes of heat loss, as well as their elimination.
We developed and distributed leaflets on saving energy in sanitary rooms, offices, the dining room, and the corridors of the school building.
The materials we have studied allow us to confirm the hypothesis: that the use of energy-saving methods will save energy resources and school expenses.
Conclusion and prospects:
This work is devoted to the analysis of modern energy-saving technologies and the selection of the most effective of them in relation to the educational institution MBOU Secondary School No. 2.
Thus, energy saving measures allow solving a whole range of problems: saving a large amount of energy resources, reducing the burden on the environment. Without a doubt, the widespread use of energy saving technologies is only a matter of time. I believe that stimulating energy-saving projects and promoting energy saving within schools (conducting school-wide physics and ecology lessons, organizing exhibitions, seminars, competitions, distributing leaflets and booklets, publishing manuals on energy saving) will contribute to the introduction of energy technologies.
List of sources and literature used:
1. Danilov, N.I. Energy saving - from words to deeds / N.I. Danilov. - Ekaterinburg, Energo-Press, 2000.
2. “Electric power industry. Builders of Russia. XX century" M.: Master, 2003;
3. Ishkin V. Energy security is one of the foundations of the country’s security / World of Communications. - 2008. - No. 1;
4. Mironov S. Energy business in Russia / Energopolis. - 2009. - No. 3(19);
5. Global Power Statistics. - Official website of the International Energy Agency;
6. Energy saving and energy efficiency improvement program for 2012-2015. Energy Efficiency Center INTER RAO UES, Murmansk
Annex 1.
Table 1.“Accounting for water supply consumption for 2015-2016 and economic costs”
|
Period |
Water supply consumption (s/w, g/w) (according to metering devices) |
|||
|
water supply, cubic meters |
costs, thousand rubles |
|||
|
January |
||||
|
February |
||||
|
March |
||||
|
April |
||||
|
June |
||||
|
July |
||||
|
August |
||||
|
September |
||||
|
October |
||||
|
november |
||||
|
December |
||||
|
TOTAL |
||||
Diagram 1.“Consumption of hot and cold water for 2016”
Table 2.“Accounting for heat energy consumption for 2015-2016
and economic costs"
|
Period |
Fuel consumption (by metering devices) |
|||
|
thermal energy, Gcal |
costs, thousand rubles |
|||
|
January |
||||
|
February |
||||
|
March |
||||
|
April |
||||
|
June |
||||
|
July |
||||
|
August |
||||
|
September |
||||
|
October |
||||
|
november |
||||
|
December |
||||
|
TOTAL |
||||
Diagram 2.“Thermal energy consumption for 2016”
Table 3.“Accounting for electricity consumption for 2015-2016 and economic costs”
|
Period |
Electricity consumption (according to metering devices) |
|||
|
power supply, kW |
costs, thousand rubles |
|||
|
January |
||||
|
February |
||||
|
March |
||||
|
April |
||||
|
June |
||||
|
July |
||||
|
August |
||||
|
September |
||||
|
October |
||||
|
november |
||||
|
December |
||||
|
TOTAL |
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Diagram 3.“Thermal energy consumption 2016”
Appendix 2.
Photo 1. Thermal imaging examination Photo 2. Thermal imaging examination
main building inspection room No. 1, 1st floor
Thermogram1
Basement inspection.
Thermogram2
Inspection of the main building
Thermogram3
Thermogram4
Inspection of the wall where radiators are installed
Appendix 3.
Thermogram1
Experiment No. 1 (before experiment)
Thermogrammat2
Experiment No. 1 (after experiment)
Photo by author. 1.
Experiment No. 1
Photo by author. 2.
Experiment No. 1
(installation of a heat-reflecting screen)
Photo by author. 3.
Experiment No. 1 (heat-reflecting screen)
Appendix 4.
Table 1. “Experiment No. 1”
|
Period |
Room (office No. 1 on the 1st floor of the main building) |
|||
|
Temperature in the office (ṭк) |
Radiator temperature (ṭр) |
Temperature of the wall according to the spectral image (ṭс) |
Final indicators |
|
|
Before experience |
1-ṭк2 = 1С° |
|||
|
After the experience |
ṭр1 - ṭр2 =58-55 =3С° |
|||
|
ṭс1 - ṭс2 = - 16.4С° - 14.2С°=2.2С° |
||||
Conclusion: the room temperature increased by 1 degree, the wall temperature behind the radiator decreased by 2.2 degrees Celsius, i.e. it heated up less, and the heat remained in the room.
Table 2. Estimated annual effect
|
Index |
Unit |
Meaning |
|
Number of heating radiators |
||
|
3 heating devices |
Cast iron |
|
|
Heat Reflective Screen Emissivity |
||
|
Heat transfer during the heating period |
||
|
Reducing heat loss from heating devices when installing heat-reflecting screens |
||
|
Economic expressions |
Appendix 5.
Table No. 1 Height of water in the tank h 1 =22.5 cm
|
experience |
V of water, ml |
t avg., s |
V water, ml avg. |
Water consumption in units time |
||
Table No. 2 Height of water in the tank h 2 = 22.5 = 16 cm (water poured into the vessel) +4.5 cm (the level has risen due to the immersion of the 1 liter container)
|
experience |
V water ml |
t avg., s |
V water, ml avg. |
Water consumption in units time |
||
Photo by author. 1.
Experiment No. 2
Photo by author. 2.
Experiment No. 2
Photo by author. 3.
Experiment No. 2
The development of human society is inextricably linked with the use of the natural resources of our planet, with the consumption of energy on an ever-increasing scale. But most resources are not renewable. This increases the responsibility of people to future generations for the careful and rational use of the planet’s resources, and possibly less pollution of it with all kinds of waste. In our work, we consider ways to save energy in our school. The development of human society is inextricably linked with the use of the natural resources of our planet, with the consumption of energy on an ever-increasing scale. But most resources are not renewable. This increases the responsibility of people to future generations for the careful and rational use of the planet’s resources, and possibly less pollution of it with all kinds of waste. In our work we are looking at ways to save energy in our school
Practical tasks 1. Determine how much money can be saved thanks to daily energy savings. 1. Determine how much money can be saved thanks to daily energy savings. 2. Create effective energy saving rules for school students and teachers, a “Save Energy” memo. 2. Create effective energy saving rules for school students and teachers, a “Save Energy” memo.
Saving energy at school begins with awareness of this need. And the readings of the electric meter, which votes in rubles in your direction with rising electricity tariffs, will clearly tell you that saving electricity at school is a necessity. First. The simplest solution that can be implemented right now is to purchase energy-saving lamps. In our class, incandescent lamps were replaced with fluorescent lamps. Here is a simple example of such savings.
Previously, 6 incandescent lamps were used in the classroom Energy consumption per hour 6 * 50 W = 800 W For three hours a day 800 W * 3 = 2400 W Energy consumption per week 2400 W * 6 = W Energy consumption per month 2400 W * 24 = W For the period from October to March W * 6 = W
Now the classroom uses 24 fluorescent lamps Energy consumption per hour 24 * 20 W = 480 W For three hours 480 W * 3 = W Energy consumption per week 1440 W * 6 = 8 640 W Energy consumption per month 1440 W * 24 = W For period from October to March W*6 = W Saving electrical energy consumption in the classroom throughout the year is W
Having analyzed the consumption and saving of electrical energy in the classroom, we became interested in how much electrical energy we consume and save at school, in all classrooms. In our school, 12 classrooms are used for teaching: -We consume energy during the year 12* W = W -Savings energy consumption when using fluorescent lamps 12* W = W Question: how much money do we save? W = 552.96 kWh Today the tariff rate for 1 kWh is 295 rubles 552.96 * 295 = ruble
We carried out calculations on energy savings using only one method of saving (replacing incandescent lamps with energy-saving lamps). If we take into account all the ways to save electrical energy (lamp life, light radiation, natural lighting, rational use of lighting and electrical energy consumption during working hours), then the savings in electrical energy and money will be much greater. For this purpose, recommendations for saving electrical energy at school have been developed and are being used.
When leaving class for recess, turn off the lights in the classroom; when leaving class for recess, turn off the lights in the classroom; turn off the classroom lights when there is sufficient sunlight; turn off the classroom lights when there is sufficient sunlight; when decorating a classroom, do not place large flowers on the windowsills - they will block access to part of the world; when decorating a classroom, do not place large flowers on the windowsills - they will block access to part of the world; when decorating a classroom, do not cover the windows with long tulle - it also absorbs some of the light energy; when decorating a classroom, do not cover the windows with long tulle - it also absorbs some of the light energy; When you finish working on the computer, do not forget to turn it off; When you finish working on the computer, do not forget to turn it off; do not turn on laboratory equipment without the teacher’s permission and unnecessarily, turn it off immediately after finishing work. do not turn on laboratory equipment without the teacher’s permission and unnecessarily, turn it off immediately after finishing work. Dear school students, please do not forget:
You can save up to 20% energy by using lids on pots and pans; you can save up to 20% energy by using lids on pots and pans; turn on only those stove burners on which you will place dishes; turn on only those stove burners on which you will place dishes; open the oven door only when necessary; open the oven door only when necessary; during the cooking process, use a minimal amount of water; during the cooking process, use a minimal amount of water; heat only the amount of water you need; heat only the amount of water you need; the size of the dishes to be heated must correspond to the size of the “pancake” of the electric stove; the size of the dishes to be heated must correspond to the size of the “pancake” of the electric stove; You can save energy by bringing dishes to readiness on the switched off stove, which retains heat for a long time. You can save energy by bringing dishes to readiness on the switched off stove, which retains heat for a long time. Dear kitchen workers, please do not forget:
Our achievements: explanatory work with students and teachers has brought positive results. explanatory work with students and teachers brought positive results. Energy savings in the autumn period of 2012 compared to 2011 by 17%. Energy savings in the autumn period of 2012 compared to 2011 by 17%.
Practical work There is a rule Absolutely correct: Only there the people are rich, Where energy is spared; Where calculation reigns in everything And everyone knows the calculation Goal: to consider opportunities for saving electricity in a school and to form a conscious approach to saving Fundamental question Is it possible to save electricity in a school? How to save energy at school? The development of human society is inextricably linked with the use of the natural resources of our planet, with the consumption of energy on an ever-increasing scale. But most resources are not renewable. This increases the responsibility of people to future generations for the careful and rational use of the planet’s resources, and possibly less pollution of it with all kinds of waste. In our work, we consider ways to save electricity in our school. Practical tasks: 1. Determine how much money can be saved thanks to daily energy savings. 2.Create effective energy saving rules for school students and teachers, a “Save Energy” memo. Saving energy at school begins with awareness of this need. And the readings of the electric meter, which votes in rubles in your direction with rising electricity tariffs, will clearly tell you that saving electricity at school is a necessity. First. The simplest solution that can be implemented right now is to purchase energy-saving lamps. In our class, incandescent lamps were replaced with fluorescent lamps. Here is a simple example of such savings. The classroom previously used 6 incandescent lamps Energy consumption per hour 6 * 50 W = 800 W For three hours a day 800 W * 3 = 2400 W Energy consumption per week 2400 W * 6 = 14 400 W Energy consumption per month 2400 W * 24 = 57,600 W For the period from October to March 57,600 W * 6 = 345,600 W Now 24 fluorescent lamps are used in the classroom Energy consumption per hour 24 * 20 W = 480 W For three hours 480 W * 3 = 1,440 W Energy consumption per week 1440 W*6=8 640 W Energy consumption per month 1440 W*24 = 34 560 W For the period from October to March 34 560 W*6 = 207 360 W Saving electrical energy consumption in the classroom during the year is 138 240 W Consumption energy in the classroom 350000 300000 250000 200000 incandescent lamps fluorescent lamps 150000 100000 50000 0 per day per week per month per year Having analyzed the consumption and saving of electrical energy in the classroom, we became interested in how much electrical energy we consume and save at school, in all classrooms Our school uses 12 classrooms for teaching: - We consume energy throughout the year 12*207360 W = 2,487,720 W - Saving energy consumption when using fluorescent lamps 12*138240 W = 1,658,880 W Question: how much money do we save? 1,658,880 W = 552.96 kWh Today the tariff rate for 1 kWh is 295 rubles 552.96 * 295 = 163,123 rubles Replacing incandescent lamps with compact fluorescent lamps provided us with at least 2-fold savings electricity! We carried out calculations on energy savings using only one method of saving (replacing incandescent lamps with energy-saving lamps). If we take into account all the ways to save electrical energy (lamp life, light radiation, natural lighting, rational use of lighting and electrical energy consumption during working hours), then the savings in electrical energy and money will be much greater. For this purpose, recommendations for saving electrical energy at school have been developed and are being used. Dear school students, please do not forget: when leaving class for recess, turn off the lights in the classroom; turn off the classroom lights when there is sufficient sunlight; when decorating a classroom, do not place large flowers on the windowsills - they will block access to part of the world; when decorating a classroom, do not cover the windows with long tulle - it also absorbs some of the light energy; When you finish working on the computer, do not forget to turn it off; do not turn on laboratory equipment without the teacher’s permission and unnecessarily, turn it off immediately after finishing work. Dear kitchen workers, please do not forget: you can save up to 20% energy by using lids on pots and pans; turn on only those stove burners on which you will place dishes; open the oven door only when necessary; during the cooking process, use a minimal amount of water; heat only the amount of water you need; the size of the dishes to be heated must correspond to the size of the “pancake” of the electric stove; You can save energy by bringing dishes to readiness on the switched off stove, which retains heat for a long time. Our achievements explanatory work with students and teachers brought positive results. Energy savings in the autumn period of 2012 compared to 2011 by 17%.
Full title of the work topic | Reducing electricity consumption at school. |
Direction name | Mathematics and Economics |
Kind of work | project |
Age nomination | |
Petrenko Daria |
|
Territory | Krasnoyarsk city |
Place of study | Municipal educational institution secondary school No. 47 |
Supervisor | Municipal educational institution secondary school No. 47, physics teacher, contact phone number |
email (required) | 47*****@***ru |
Project abstract
Section "Mathematics and Economics"
"Reducing electricity consumption at school."
Completed by: Petrenko Daria,
9th grade student, Municipal Educational Institution Secondary School No. 47
Supervisor: ,
Physics teacher, Municipal Educational Institution Secondary School No. 47
Introduction
In conditions of economic crisis, the school needs to save everything cash allocated for its maintenance, including the cost of paying for electricity. Saving electricity does not help reduce energy consumption! This means we need to look for effective ways to reduce electricity consumption, for this it is necessary to find out which lamps or electrical appliances, equipment make up a large share of electricity consumption in the school. It was hypothesized that a large share of electricity consumption in the school comes from stoves in the dining room and fluorescent lamps for lighting classrooms and school corridors, as well as incandescent lamps in classrooms. The purpose of the design and research work: To effectively reduce electricity consumption in a school without attracting additional funds, achieving the goal is possible by solving the following tasks: count the number of lamps of various powers and modifications used for lighting in schools, as well as electrical appliances and technical means (indicating power); using questionnaires and observations, calculate the average time during which each lamp is lit daily and the equipment operates; calculate the daily average electricity consumption at the school, calculate the monetary costs of electricity and compare them with real costs; determine the main expense items (a large share of electricity consumption from the total for the school); choose ways to reduce power consumption at school without attracting additional funds. The work was carried out over 4 months. The work has practical significance; the research results can be used to reduce electricity consumption for other schools, kindergartens, and industrial enterprises.
Main content of the work
The total number of all lamps of each type used for lighting in the school was calculated, their power was recorded, as well as the number of monitors, system units, and other office equipment and other electrical appliances used (canteen, housekeeping, workshops, music room, assembly hall, etc.). According to the results of a survey of teachers, watchmen, cleaners and canteen workers, the total amount of work in hours was determined for each type of lamps and appliances separately for the week, and the average daily energy consumption of each type of consumer was calculated. According to my calculations, the daily electricity consumption in our school is 414.418 kWh. My calculated data differ from the actual data by only 6%, which means that we can assume that the assessment of daily electricity consumption has been carried out correctly. Then it became possible to identify the main consumers: stoves in the dining room, then fluorescent lamps used to illuminate the classrooms and corridors of the school, incandescent lamps. The hypothesis was confirmed. It is impossible to reduce the power consumption of stoves in the dining room without replacing the stoves with new ones, that is, without serious investments. This means that in order to reduce the school’s costs for electricity, it is necessary to reduce the electricity consumption for lighting the classrooms and corridors of the school.
Electricity consumption can be reduced by changing the power of the lamps. You can use this advantage without reducing the quality of lighting in several ways. Firstly, it is possible to slightly reduce the luminous flux (and, as a result, power) of lamps during the initial period of their operation, when the luminous flux emitted by new lamps exceeds the required value. Secondly, often the number of lamps exceeds exactly what is required according to lighting calculations. The only way to avoid excessive energy consumption in this case is to further reduce the lighting power. The potential for energy savings in these two cases alone can range from 15 to 25%. Thirdly, if we take into account the presence of natural lighting in the premises during daylight hours, even the power of the lamps reduced by compensating for the indicated excess illumination will turn out to be overestimated compared to the required one. The rational use of daylighting can achieve the most significant energy savings, since at many times of the day the lamps can be turned on at minimum power (1-10% of the nominal). Energy savings will be 25-40%.
To dim fluorescent lamps, special electronic ballasts (EPGs) with control capabilities are used. When dimming, electronic ballasts reduce the voltage supplied to the lamp electrodes, increase its frequency (its value can reach 100 kHz) and current. In analog devices, a potentiometer is either installed at the control input of the electronic ballast, with which you can change the value of the control voltage, or a constant control voltage (analog signal) is supplied in the range of 1-10 V. The brightness of the lamp varies from 1 to 100%. Manufacturers indicate the number of lamps connected to analog electronic ballasts in the device passport. The price of a set of devices used for regulation varies between rubles. For example, there are 700, 800, 1000 and 1500 W, which means they are designed for 38, 44, 55 and 83 18 W fluorescent lamps, so 1 dimmer is enough for a school corridor.
It is most advisable to replace incandescent lamps with energy-saving lamps; three 60 W candle lamps can be replaced with one 36 W energy-saving lamp, the illumination level will not change, and the savings will be 80%. The average operating time per day of the total number of these lamps will decrease by three times, since there will be not 182 lamps, but 60. Energy consumption will be 0.036*370/3= 4.44 kWh in one day, which is 5 times less.
Conclusion
INTRODUCTION
Relevance: in conditions of economic crisis, the school needs to save all the funds allocated for its maintenance. The school has been experiencing excessive energy consumption for several months. The school adopted an energy saving program, watchmen monitored the lights in the corridors, stairs, utility rooms, teachers monitored energy savings in their offices, but there was no significant reduction in electricity consumption (only 1.5%). Saving electricity does not help reduce energy consumption! This means we need to look for effective ways to reduce electricity consumption, for this it is necessary to find out which lamps or electrical appliances, equipment make up a large share of electricity consumption in the school.
Hypothesis: A large share of electricity consumption in a school consists of: stoves in the dining room and fluorescent lamps for lighting classrooms and school corridors, as well as incandescent lamps in classrooms.
Goal: Effectively reduce energy consumption at school without attracting additional funds.
- Count the number of lamps, of various powers and modifications, used for lighting in schools, as well as electrical appliances and technical equipment (indicating the power). Using questionnaires and observations, calculate the average time during which each lamp is lit daily and the equipment operates. Calculate the school's daily average electricity consumption, calculate the monetary costs of electricity and compare them with actual costs. Determine the main expense items (a large share of electricity consumption from the total for the school). Find ways to reduce power consumption at school without attracting additional funds.
DETERMINATION OF DAILY ELECTRICITY CONSUMPTION
In September, I counted the total number of all lamps of each type used for lighting at the school, recorded their power, as well as the number of monitors, system units, and other office equipment and other electrical appliances used (canteen, housekeeping, workshops, music room, assembly hall, etc.) . I compiled questionnaires for teachers and janitors and school cleaners, which could be used to assess how long a particular device or lighting lamp was used daily. To fill out a questionnaire, teachers recorded over the course of a week how many lessons were taught with light, whether they turned off the lights during breaks, whether they opened the blinds in the classroom to allow natural light in, and how long they used technical means. Watchmen and cleaners and canteen workers were interviewed once on the same questions, only about corridors, staircases and utility rooms. I calculated the total hours of work for each type of lamp and appliance separately for the week and divided by six to find the average daily energy consumption of each type of consumer. (I decided not to take Sunday into account, since energy consumption on this day of the week is insignificant).
During the month of October, I observed classrooms at the school, came to school early and recorded the time at which the lights were turned on in each classroom, each break I walked through all classrooms and corridors and recorded the presence of light in order to correct the information collected from teachers and watchmen using the survey method. It turned out that in reality the total duration of the light was even slightly less than estimated using a questionnaire, since some classrooms are not used constantly (teachers went to courses, there were no lessons in the classroom, etc.). No significant differences were found in the average operating time.
To determine energy consumption, it is necessary to multiply the power of the device by the duration of its operation. Separately for each type of lamps and household appliances, I calculated the total time of their operation, for example, in total there are 62 long fluorescent lamps in the school, I added up the operating time of each lamp and got the total time of their operation. For convenience, I rounded the total operating time to a whole number, and in all cases to a larger number, so as not to underestimate the results. Energy consumption is numerically equal to the physical value of current work. In the textbook Purysheva, Vazheevskaya “Physics 8th grade“I found a formula by which you can calculate work: A=P *t, where A is work, P is power, t is time. To immediately get work in kWh, I converted the power of all lamps and electrical appliances to kW; to do this, I need to divide the value in W by 1000, and calculate the time in hours. To determine the cost, you need to multiply the amount of energy consumed in kWh by the price per 1 kWh. I summarized all the calculations made in Table 1.
According to my calculations, the daily electricity consumption in our school is 414.418 kWh. Can this result be considered reliable? Yes, if it matches the actual daily electricity consumption.
Table 1.
Name | power, kWt | Quantity | Average working time per day total, hours | Energy consumption, kWh per day | Price 1 kWh | Price in a day |
|
Short fluorescent lamps | 0,018 | 1056 | 3896 | 70,128 | 2,26 | 158,48928 |
|
Long fluorescent lamps | 2,26 | 20,792 |
|||||
Fluorescent lamps 1 m | 0,08 | 24,32 | 2,26 | 54,9632 |
|||
incandescent lamps | 0,04 | 2,26 | 14,916 |
||||
flat wall lamps | 0,02 | 3,12 | 2,26 | 7,0512 |
|||
candles in chandeliers (incandescent lamps) | 0,06 | 22,2 | 2,26 | 50,172 |
|||
Xerox | 0,25 | 0,25 | 2,26 | 0,565 |
|||
oven | 0,625 | 4,375 | 2,26 | 9,8875 |
|||
boiler | 2,26 | 22,6 |
|||||
slabs | 225,6 | 2,26 | 509,856 |
||||
fridge | 0,15 | 2,26 | 16,272 |
||||
universal drive | 2,26 | 4,52 |
|||||
meat grinder | 2,26 | 2,712 |
|||||
cooler | 0,65 | 1,95 | 2,26 | 4,407 |
|||
record player | 0,075 | 0,225 | 2,26 | 0,5085 |
|||
scanner | 0,25 | 2,26 | 1,13 |
||||
Dishwasher | 2,26 | 4,52 |
|||||
computer (system unit + monitor) | 15,3 | 2,26 | 34,578 |
||||
Printer | 0,25 | 0,25 | 2,26 | 0,565 |
|||
kettle | 2,26 | 4,52 |
|||||
iron | 2,26 | 3,39 |
|||||
2,26 | 10,17 |
||||||
Total | 414,418 | 936,58468 |
To calculate the actual electricity consumption per day, I used the electric meter readings for four months, added them up and divided them by the number of working days for this period. All data are presented in Table 2.
Table 2.
Meter readings, kWh | Number of working days | Average energy consumption per day | Price | Cost per day |
||
September | 882,1445 |
|||||
74982,28 |
My calculated data differ from the actual data by only 6%, which means that we can assume that the assessment of daily electricity consumption has been carried out correctly. Then, according to Table 1, it can be seen that the main share of electricity consumption is made up of stoves in the dining room, then fluorescent lamps used to illuminate the classrooms and corridors of the school, incandescent lamps, the operating hours of which are more than ten times less than the operating hours of fluorescent lamps, but the energy consumption is less only three times. The hypothesis was confirmed. It is impossible to reduce the power consumption of stoves in the dining room without replacing the stoves with new ones, that is, without serious investments.
This means that in order to reduce the school’s costs for electricity, it is necessary to reduce the electricity consumption for lighting the classrooms and corridors of the school. The second chapter of my research is devoted to solving this problem, which presents ways to reduce electricity consumption for lighting that I was able to find in the literature.
WAYS TO REDUCE ELECTRICITY CONSUMPTION
The energy consumption of a lighting installation over a certain period is determined by the power lighting equipment and its total operating time for this period. This means that it is possible to reduce electricity consumption in two main ways: by reducing the nominal (or current) lighting power and reducing the operating time. Moreover, this should not lead to a decrease in the quality of lighting.
Reducing the nominal (installed) lighting power first of all means a transition to more efficient light sources that provide the required luminous fluxes with significantly lower energy consumption. However, reducing the lighting power rating still has limited energy saving potential. For example, the best light sources currently used for indoor lighting have practically reached the limit of 96-104 lm/W in terms of luminous efficiency while simultaneously reducing relative losses in ballasts to 10% or less. The stability of this value is also high and at the end of the lamp life is 80-95% of the initial value. This also applies to modern types of lamps, the real values of which are 70-80% efficient, and their decrease over time is insignificant.
For the long term, more significant opportunities can be found. These opportunities are associated with the implementation of modern control, regulation and monitoring systems for lighting installations. The use of adjustable fluorescent lamps allows them to be operated at a reduced (compared to the rated) power. This means that with a constant installed lighting power, the current (actually consumed) power and energy consumption are reduced.
You can use this advantage without reducing the quality of lighting in several ways.
Firstly, it is possible to slightly reduce the luminous flux (and, as a result, power) of lamps during the initial period of their operation, when the luminous flux emitted by new lamps exceeds the required value. As the lamps age, it can be gradually increased, which, in addition to saving energy, also ensures increased stability of lighting over time.
Secondly, often the number of lamps, for structural, architectural or other reasons, exceeds exactly what is required according to lighting calculations. The only way to avoid excessive energy consumption in this case is to further reduce the lighting power. According to the estimates given in the article “Measures to reduce power consumption and rational use of electricity,” Rafik Bedretdinov http://www. technolux. info/ Lighting on the ExpertUnion portal, the potential for energy savings in these two cases alone can range from 15 to 25%.
Thirdly, if we take into account the presence of natural lighting in the premises during daylight hours, even the power of the lamps reduced by compensating for the indicated excess illumination will turn out to be overestimated compared to the required one. By rational use of daylighting (transition from artificial lighting to combined lighting) it is possible to achieve the most significant energy savings, since at many times of the day the lamps can be completely turned off or turned on at a minimum power (1-10% of the nominal). Energy savings will be 25-40%.
So, all of the above boils down to the fact that you can reduce electricity consumption by changing the power of the lamps, but how to regulate the power?
A dimmer (from the English dim - “to darken”) is a load electrical power regulator connected in series with it. A dimmer allows you to smoothly or stepwise change the voltage supplied to the lighting fixture, thereby adjusting the brightness of its glow, Wikipedia.
Dimmers for fluorescent lamps. To dim fluorescent lamps, special electronic ballasts (EPGs) with control capabilities are used. The process of controlling a fluorescent lamp is very complicated from a technical point of view, and I have not yet figured out its details. But I realized that when dimming, electronic ballasts reduce the voltage supplied to the lamp electrodes, increase its frequency (its value can reach 100 kHz) and current. At the same time, the lamp smoothly changes its brightness, but its service life is not reduced. Controlled electronic ballasts, in accordance with existing standards, are divided into two classes: analog and digital.
In analog devices, a potentiometer is either installed at the control input of the electronic ballast, with which you can change the value of the control voltage, or a constant control voltage (analog signal) is supplied in the range of 1-10 V. The brightness of the lamp varies from 1 to 100%. Manufacturers indicate the number of lamps connected to analog electronic ballasts in the device passport. The price of a set of devices used for regulation varies between rubles. For example, there are 700, 800, 1000 and 1500 W, which means they are designed for 38, 44, 55 and 83 18 W fluorescent lamps, so 1 dimmer is enough for the corridor.
Energy savings reach up to 25% with standard switching on, i.e. less electricity is spent to create a certain level of illumination. And as natural light increases, you can dim the brightness of fluorescent lamps and thereby consume much less electricity.
In the literature, I discovered another advantage of using electronic ballasts - it provides a stable luminous flux when the supply voltage pulsates, thereby eliminating the effect of “eye fatigue” when working at a computer. According to hygienic standards, the level of light flux pulsations should be
- in rooms equipped with computers no more than 5%
(SanPiN 2.2.2/2.4.1340-03)
- in institutions of general education, primary, secondary and higher specialized education – 10%
(SanPiN 2.2.1/2.1.1.1278-03). Thus, the use of dimmers in school leads to compliance with SanPiN requirements.
It is most advisable to replace incandescent lamps with energy-saving lamps; three 60 W candle lamps can be replaced with one 36 W energy-saving lamp, the illumination level will not change, and the savings will be 80%.
The average operating time per day of the total number of these lamps will decrease by three times, since there will be not 182 lamps, but 60. Energy consumption will be 0.036 * 370/3 = 4.44 kWh per day, this is 5 times less.
ASSESSMENT OF COSTS FOR APPLICATION OF SELECTED METHODS OF REDUCING ELECTRICITY CONSUMPTION
It is necessary to purchase 60 energy-saving lamps at an approximate cost of 120 rubles, which will amount to 7,200 rubles, and will reduce daily expenses for this item from 50 rubles to 10 rubles. Thus, the daily saving is 40 rubles, which means that all these lamps will pay for themselves in 180 days. Considering that there are 210 days in the school year, it can be argued that replacing incandescent lamps with energy-saving lamps will not entail additional costs, but next year it will save 210 * 40 = 8400 rubles, which can be used to purchase dimmers. It is necessary to purchase 14 dimmers at an approximate cost of 800 rubles, we will already have 8,400 rubles saved, and we will spend another 2,900 rubles on the purchase of dimmers (11,300 rubles in total). Electricity savings under the article fluorescent lamps will be 25-40%, i.e. 40-60 rubles per day, which is rubles. Thus, without additional investments, in two years you can replace incandescent lamps with energy-saving lamps, install dimmers, and in the third year save rubles on electricity bills. This means that it will be possible to think about replacing electric stoves in the dining room, which are the main consumer of electricity, with more modern ones with a power of less than 1 kW. Daily electricity consumption over two years will decrease by about 30 kWh, which is almost 70 rubles per day.
CONCLUSION
The use of selected methods for reducing electricity consumption will reduce electricity consumption by 8%, which will amount to about 10% of money savings. From the above we can conclude that the goal of the work has been achieved. The work has practical significance; the research results can be used to reduce electricity consumption for other schools, kindergartens, and industrial enterprises.
