Research Article Annual Energy Usage Reduction...

Research ArticleAnnual Energy Usage Reduction and Cost Savings ofa School End-Use Energy Analysis

Aiman Roslizar1 M A Alghoul2 B Bakhtyar3 Nilofar Asim2 and K Sopian2

1 Mechanical Engineering Faculty Universiti Teknikal Malaysia Melaka 76100 Melaka Malaysia2 Solar Energy Research Institute Universiti Kebangsaan Malaysia 43600 Bangi Malaysia3 School of Economy Finance and Banking (SEFB) Universiti Utara Malaysia (UUM) 06010 Kedah Malaysia

Correspondence should be addressed to M A Alghoul dralghoulgmailcom

Received 3 July 2014 Revised 19 August 2014 Accepted 30 September 2014 Published 18 November 2014

Academic Editor Panagiotis Nastos

Copyright copy 2014 Aiman Roslizar et alThis is an open access article distributed under the Creative Commons Attribution Licensewhich permits unrestricted use distribution and reproduction in any medium provided the original work is properly cited

Buildings are among the largest consumers of energy Part of the energy is wasted due to the habits of users and equipmentconditions A solution to this problem is efficient energy usage To this end an energy audit can be conducted to assess the energyefficiency This study aims to analyze the energy usage of a primary school and identify the potential energy reductions and costsavings A preliminary audit was conducted and several energy conservation measures were proposed The energy conservationmeasures with reference to theMS15252007 standard weremodelled to identify the potential energy reduction and cost savings Itwas found that the schoolrsquos usage of electricity exceeded its need incurring an excess expenditure of RM 294742 From the lightingsystem alone it was found that there is a potential energy reduction of 548906 kWh which gives a cost saving of RM 228252 viathe improvement of lighting system design and its operating hours Overall it was found that there is a potential energy reductionand cost saving of 207 when the energy conservation measures are earnestly implemented The previous energy intensity of theschool was found to be 506 kWhm2year but can theoretically be reduced to 4019 kWhmm2year

1 Introduction

With the steady economic growth in Malaysia since 2005energy demand increased at an average rate of 6 annuallyfrom 2005 to 2010 [1] The energy demand in buildings rosesteadily in the past decade despite the fact that the mainenergy resources such as oil and gas are running low [2] Itwas predicted that the global energy consumption will rise by16 annually between 2009 and 2030 [3] The current stateof global energy resource requires efficient energy usage sothat the current resources will last until a suitable alternativeis discovered [4] Apart from the direct approach of findingalternative energy sources an important aspect is managingthe current energy supply in a wise and prudent mannerThis is determined by looking at the energy efficiency of thebuildings which is determined through an energy audit Inthis study an energy audit will be conducted to determine theenergy usage efficiency and potential energy reduction andcost savings for a primary school in Malaysia

Generally an energy audit is an exercise that is con-ducted to study the energy usage of a building or electricalequipment It is a systematic method to determine howenergy is being used in the building From an energy auditthe total energy being used can be determined and ifrequired the energy consumption of different equipment canbe determined as well [5]

It is also possible to simulate the implementation ofpotential energy conservation measures that will improvethe energy utilization in a particular building An energyaudit can also predict the possible energy savings and costreductions from the efficient usage of energy [4] Additionalmotivation towards the study of energy audits is emphasizedafter various governments around the world are starting toset standards of energy usage to increase the implementationof energy efficient buildings [6] There are three types ofenergy audits that are usually implemented preliminaryaudit targeted energy audit and detailed grade audit [7]Generally the technique that is to be used is determined by

Hindawi Publishing Corporatione Scientific World JournalVolume 2014 Article ID 310539 8 pageshttpdxdoiorg1011552014310539

2 The Scientific World Journal

the complexity and the conditions of the intended energyanalysis For a preliminary audit a mathematical model topredict the possible potential energy savings and cost reduc-tion is deemed sufficient A mathematical model to calculatethe annual energy consumption was used to simulate somesimilar conditions to this research

A few energy audit studies on schools have been con-ducted in many countries which is indicative of inter-est in this topic around the globe An energy audit wasconducted by Alajmi [9] on an educational building ina hot climate country the State of Kuwait Although theheating ventilation and air conditioning (HVAC) systemconsumes the most energy within that building (87) asimilar energy audit technique was used where they gatheredthe information regarding its initial usage and compared itwith the potential energy reduction that can be made Sev-eral recommendations were made for energy conservationopportunities which were categorized into nonretrofitting(no cost) and retrofitting (with cost) The research foundthat 65 of energy can be saved from the nonretrofittingrecommendations which are mainly changes in the scheduleof the lighting and equipment usages It was also shownthat by changing the type of lighting it will enable them tosave a further 23 of their energy usage Ultimately 52of energy can be saved if all of the recommendations areimplemented including energy conservation opportunitiesthat require additional costs

Another study by DallrsquoO and Sarto was conducted on49 school complexes consisting of 77 buildings for varioususages [16] The research was done in two phases where thefirst phase aimed to gather data on the energy consumptionsIn the second phase energy conservation measures wereproposed for three different scenarios a standard scenarioa cost-effective scenario and a high performance scenario Ittakes into consideration the issue of the investment requiredto implement these energy retrofits and also their respectivepayback periods It was found that energy savings of 1567 and 81 are possible from the implementation of theseenergy conservation measures respectively The researchconcludes that to implement a certain energy retrofit avariety of factors needs to be considered as they might bevery difficult or not cost-effective inmany casesThese factorscan vary from the cost of retrofitting comparable to buildingnew buildings to changes in the number of population It isalso important to highlight that the study by DallrsquoO and Sartofocuses on the HVAC system of the buildings

A research was also conducted on 62 buildings underthe Serbia Energy Efficient Project Phase 2 of which 28were school buildings [17] Their study focuses only on theheat consumption of the buildings which is in line withthe objective of improving energy efficiency Although thisdiffers greatly from our research it is interesting to look atthe results of conducting an energy audit and implement-ing energy efficiency improvements on the buildings Theresearch showed that they managed to realize an energyconsumption reduction of 49 (average energy consump-tion of 128 kWhm2year) from the initial consumption of252 kWhm2year

There were also other studies that used similar methodsof finding the potential energy usage reduction from theimplementation of energy conservation measures comparedto the initial energy consumption despite the fact that almostall of the studies were either done for schools that were in dif-ferent climates or focused on different energy systems such asheating ventilation and air-conditioning which differs fromour condition A study involving energy audit was conductedfor 24 schools in Slovenia [10] This study looks at the heatlosses by the school in areas of air and water heating Withhigh heat losses more energy will be consumed to replacethe heat The study shows that the heat losses of the schoolbuildings are 89 higher than the recommended valuesAnother study on high schools in central Italy showed thatthere are potential energy savings of 46when implementingsome energy conservation measures [11]

Perez and Capeluto [12] also conducted a study for schoolbuildings in hot-humid climates The study uses simulationtechniques to identify the potential energy savings andfocuses on the thermal energy conservationmeasures A highperformance design for school buildings shows that thereis a potential energy consumption reduction of more than50 However this reported study differs from this studyas the climatic conditions are wildly different The energyconsumption by the schools in Malaysia focuses more onthe electrical equipment instead of heating ventilation andair conditioning system At the time of this study there hasyet to be any published work regarding schools with similarconditions to our study

The aim of this study is to analyze the potential energyusage reductions and cost savings of schools in MalaysiaIt covers a preliminary audit which will indicate whethera more detailed audit is required In this research caseswith the implementation of energy conservation measureswill also be modelled The author feels that this study isnecessary and important to initiate benchmarking for energyconsumption in schools since education is an integral partof the development of a nation Furthermore the numberof schools in Malaysia accounting for both primary andsecondary totals up to about 10101 schools [18] Thus theexpense can be focused more on the education processinstead of its infrastructure This benchmark which waspreviously unavailable would help the stakeholders of theschools especially the Ministry of Education to build betterenergy efficient schools in the future and instill energyawareness among the pupils

2 Analysis of Current Energy Usage

This research is conducted in two stages The first stageinvolves the analysis of the current energy usage of theschool which is indicative of its efficiency and whetherimprovements can be made Meanwhile the second stageinvolves the proposal of several energy conservation mea-sures This section explains the data collection methods andthe mathematical equations used in this study

21 Actual Energy Usage Tables 1 and 2 show the backgroundinformation and the electrical equipment that are used in

The Scientific World Journal 3

Table 1 Background information of the school

Name of school Sekolah Rendah Sri Al-AminTotal floor area 1195m2

Number of classrooms 23

Table 2 List of electrical equipment in the school

Equipment type QuantityPower

ratingequipmentWatts (W)

AC 1 14 1190AC 2 1 1250AC 3 1 1850Amplifier 1 250Desktop computer 23 200Fan 137 75Fax 1 100Fridge 3 100Kettle 2 1850Lights 191 36Microwave 1 800Photocopier 2 1300Printer 5 120Pump 1 1 370Pump 2 1 1500Rice cooker 1 400Stand Fan 1 50TV 2 150Wall Fan 4 35

the school This information will be used to analyze thecurrent usage of energy of the school by calculating theannual energy usage and its intensity

Table 3 shows the energy usage costs that are obtainedfrom the utility bills for 2011 This actual energy usage willthen be compared with the calculated energy requirement ofthe school It must also be pointed out that in the middle of2011 there was a change in the electricity tariff From Januaryto April the electricity tariff was RM 0397 per kWh StartingfromMay the electricity tariff increased to RM043 per kWhThis electricity tariffs change was noted in the calculationsFor this stage of the research these two terminologies will beused

(i) Actual energy usage the electricity usage that wasconsumed by the school in 2011 based on the utilitybills

(ii) Calculated energy requirement the electricity usagethat should be used by the school under efficient con-ditions calculated from the collected information

Aworst case scenario where the load factor is set to 1 willbe used for calculating the calculated electricity requirement

Table 3 Energy usage from electricity bills

Month Electricity usage(kWh)

Cost of electricityusage (RM)

Jan 468587 186029Feb 487045 193357March 511651 203126April 620220 246227May 573289 228250June 504407 216895July 658400 283112August 459600 197628Sept 593900 255377Oct 520500 223815Nov 414135 178078Dec 240293 103326Total 6052028 251522

22 Calculating Energy Requirement Comparing the actualenergy consumption with the calculated energy requirementwill show whether the energy usage for 2011 was indeedefficient The efficient energy consumption by the electricalequipment in the school is calculated using the followingequation as used by Saidur et al [4]

AEC119886 = UH119886 times 119862119886 times LF119886 (1)

where AEC119886 is the annual energy consumption of equipment119886 in kWh UH119886 the usage hours of the equipment 119886 119862119886 thecapacity or power rating of equipment 119886 in kW and LFthe loading factor of equipment 119886 The loading factor for allthe electrical equipment was set to 1 to model a worst-casescenario

The energy intensity explains the efficiency of the schoolin terms of energy usage per area The energy intensity wascalculated using the following equation similar to Saiduret al [4]

EI = sum AECTFA (2)

where sumAEC is the total annual energy consumption of theequipment in the school in kWh TFA is the total floor areain square meters

23 Results of First Stage Analysis

231 UsageHours of Electrical Equipment Theusage hours ofthe electrical equipment depend on the operating hours of theschool Generally a school operates from Monday to Fridayfor teaching and on Saturday for extracurricular activitiesIn some cases these extracurricular activities require thestudents to stay overnight at the school The school operates203 days for that school year with varying operating daysFor calculation of the electrical usage an assumption wasmade that the usage hours of the electrical equipment followthe operating hours of the school This will provide us


Table 4Number of operating hours for different areas in the school

Type of area

MondayndashThursday Friday Saturday Overnight

usagehours

usagehours

usagehours

usagehours

Main office 8 8Primary schooloffice 8 8 45

Teachers room 8 8 45Treatment room 1 hour every school dayClass 65 35 45 11Directors room 3 hours every school dayLibrary 1 hour every school dayNursery 75 45Hall 1 1Sciencelaboratory 4

Computer room 1 hour every school daySeminar room once a week-2 hoursToilet 9 9 45

with a worst-case scenario which when compared to theactual electricity usage will show whether the school used itselectricity in an efficient manner Table 4 shows the numberof daily operating hours for different areas of the school

232 Energy Consumption by Electrical Equipment Thedistribution of electricity consumed by the equipment inthe school is illustrated in Figure 1 Table 5 shows thedetails of electricity usage by the top five energy consumingequipment types in the school It can be observed that the airconditioning system consumes 38of electricityThe lightingsystem follows at 22 and fans at 21 In any case the energyconservation measures should focus on this high-electricityconsuming equipment in order to give us a better chance atdetermining potential energy savings

233 Comparing Results From the information being gath-ered the actual energy usage and the calculated energyrequirement can be compared as shown in Table 6 It can beobserved that the school used 6052028 kWh which exceedsits electricity requirements The required electricity whichwas calculated using (1) was found to be 5353305 kWh Inthis study an assumptionwasmade such that all the electricalequipment is operated at maximum loading factor Theelectricity usage was also assumed to follow the listed oper-ating hours These assumptions overestimated the requiredelectricity usage but it was still less than the actual amountbeing used The school incurred a minimum loss of 117 byusing more electricity than necessary at 699824 kWh Thisamounts to a total bill of RM 294742 for that schooling year

By improving the energy habits and practices of the usersthe school would be able to reduce their energy usage andcosts Some energy usage practices that can be looked into

Table 5 Top five energy consuming equipment types

Rank Equipmenttype

Electricity usage Contribution to totalenergy consumptionkWh

1 AC 2019394 382 Lights 1176877 223 Fan 1137009 214 Computer 424220 85 Pump 159324 56 Others 43538 6

Table 6 Actual and calculated electricity usage and cost

Actual CalculatedElectricity usage (kWh) 6052028 5352204Cost (RM) 2515220 2220378

ACLightsFan

ComputerPumpOthers

Figure 1 Distribution of electricity consumed by equipment in theschool

are the habits of users the operating hours and the settingsfor the electrical equipment

Considering the total energy usage and the total floorarea the energy intensity of the school was also comparedin both actual and calculated cases It can be observed thatthe actual energy intensity of the school is 506 kWhm2 butit could have been 448 kWhm2year with efficient energyusage practices

3 Energy Conservation Measures

Energy reduction and cost savings can be further achievedby using energy conservation measures The second stageof the study focuses on the lighting in the school as it


Table 7 Illuminance requirement fromMS15252007 [8]

Area type IlluminanceCorridor 20 luxClassroom 300ndash500 lux

consumes 22 of the total energy The energy conservationmeasures being proposed were based on the requirements ofthe MS15252007 standard for efficient energy nonresidentialbuildings in Malaysia [8]

31 Lighting System The areas that consumed the mostenergy through the lighting system are the classrooms and thecorridors Table 7 shows the illuminance standard for bothclassrooms and corridors

The illuminance is affected by the quantity of lampsand their capacity Using the Lumen method the requirednumber of lamps and their capacity can be determined fromthe following equation [19]

119864 = (

119865

119860

) times CU times LLF (3)

where 119864 is the illuminance level required at the work surfacein lux 119865 the total number of lamps times the rated lumensof each lamp lm 119860 the total area of the plane where thework is done CU the coefficient of utilization per unit andLLF the light loss factor as a percentage of the rated lamplumens per unit By knowing the illuminance level from (3)we can design an optimal lighting system From calculationswe found the CU to be 068 while for cases where themaintenance plan is unknown the LLF is set to 080 [20]Thefactors that contribute to the overall design of the system arethe type of light bulb the quantity and their arrangements

Nevertheless this equation is only accurate for the corri-dors as the lights are only used at night and thus does nottake into consideration the daylighting effect Energy con-servation measures for the classroom are therefore proposedto focus on the operating hours instead of the setup of thelighting system This is to consider measures that do notrequire any retrofitting costThe experimental measurementsof the illuminance in the classrooms were carried out todetermine the best operating hours of the lights This wasdone by taking measurements using a lux meter at severalpoints in the concerned area

Summarizing the lighting system two energy conserva-tion measures were proposed

(1) Corridors redesign the setup of the lighting systemmdashquantity of bulbs location of the bulbs and the typeof bulbs

(2) Classrooms improve the operating conditions of thelights in the classroomsmdashin terms of operating hours

32 Air Conditioning System The first stage of the studyshows that 38 of the energy is consumed by the airconditioning system as shown in Figure 1 This is almostdouble of the next highest energy consuming equipment

Table 8 Lighting system configuration that meets requirements

Equipment Original Calculated

Fluorescent lamps 50 pieces of 36Wlamps

43 pieces of 15Wlamps

Table 9 Potential energy reduction and cost savings from thecorridors

Electricity usage CostkWh RM

Actual usage 690422 287294After ECM 244602 101774Reduction 445820 185520ReductionPercentage 646 646

Previous studies proved that conducting energy study onHVAC systemwould be beneficial Selecting a suitable systemfor building and operating it correctly has the potential ofsaving up to 20 of energy In the case of Lam et al [21] theyshifted the chillerrsquos load to the night via thermal storage andup to 25 in the case of Fasiuddin and Budaiwi [22] wherethey simulated different HVAC systems while maintainingthermal comfort Improving the operating settings and con-trol strategies of the HVAC system also showed energysaving potentials Mathews et al [23] simulated severalcontrol strategies (air-bypass reset control setback controlimproved start-stop times economizer andCO

2control) and

found that a potential of energy savings of up to 66 can beachieved A study by Kwong et al [24] on air conditionedtropical buildings in Malaysia showed that raising the set-point temperature by just 2∘C will result in total savings of2150GWh annually which is equivalent to RM730 million

This paper will only focus on the lighting system Never-theless it should be pointed out that further energy studiesshould be carried out specifically on the air conditioningsystem to further increase energy savings in schools

4 Energy Saved from EnergyConservation Measures

41 Lighting System

411 Corridors The current fluorescent lamps used in thecorridors have a capacity of 36W each From (3) we foundthat the capacity of the lamps can be reduced to 15W if thequantity is reduced from 50 pieces to 43 pieces to meet therequirement of 20 lux from the MS15252007 standard Theoriginal and proposed lighting system configuration is shownin Table 8

The new configuration gives a potential energy reductionand cost saving that is presented in Table 9 It can be observedfrom Table 9 that there is a potential energy reduction andcost saving of 646 from the original system This is anenergy reduction of 44592 kWh which will save the schoolRM185520 compared to the original lighting system in the


Meeting room (blocks light from

class 6)

Block B

Block C

Block D CanteenClass 6

Wal

kway

and

cove

red

path

s

Direction of sunlight

Figure 2 Partial view of the schoolrsquos architectural layout

Table 10 Average illuminance (lux) in the class rooms at differenttimes of the day

Time ofday

Class room1 2 3 4 5 6

9 to 10 386 270 607 404 326 8611 to 12 380 353 688 362 403 1311 to 2 684 400 1239 651 645 2173 to 4 270 297 720 283 263 45

corridors This is a significant saving as it is more than halfthe initial energy consumption

It can be said that the lighting system of the corridors issignificantly overdesigned By changing to a lower rated lightbulb and rearranging the lights an energy saving of 646can be achieved

412 Classrooms Measurements of the illuminance for sixdifferent classes located at the extremities of the school weretaken using a lux meter at different time periods that reflectsa normal school day This is to understand the lightingconditions that are experienced in the class throughout itsusage The results of the measurements are presented inTable 10

It can be observed that most classes would have reachedthe minimum requirement of 300 lux before 1000 am It issafe to assume that on normal days the lights in the classescan be switched off beginning from 1000 am as it alreadymeet the minimum illuminance requirements from naturaldaylights

Table 10 shows that class 6 hardly meets the requirementthroughout the dayThis is due to the design of the buildingsas the interconnected buildings block the sunlight from goinginto the class The building blocking the lights is circled inFigure 2 Therefore the results of the reading for this classwere not used to propose newoperating hours Another studyshould be done to solve this particular lighting problem

Table 11 Suggested operating hours of the lighting system of theclasses

Time period Operating hours Total hoursMorning 8ndash10 am 2 hoursAfternoon 3-4 pm 1 hour

Table 12 Potential energy reduction and cost savings from theclasses

Energy usage CostkWh RM

Actual usage 197802 81988After ECM 94716 39256Reduction 103086 42732Reduction Percentage 521 521

For the lighting inside the classes it is proposed that theschool changes the operating hours of the lights butmaintainsthe type and design of light bulbs The newly proposedoperating hours are shown in Table 11 It can be observed thatthe operating hours were reduced to three hours a day whichwill increase energy savings

The potential energy reduction and cost saving for thenew operating hours for the lighting systems in the classeswere calculated and shown in Table 12 It can be observedthat there is a significant reduction of 521 in the energyusage of the classes after the lighting system operating hourswere changedThe energy usage of the lights in the classes canbe reduced by 103086 kWh from the initial energy usage of197802 kWh This results in a cost saving of RM 42732

42 Combined EnergyUsage andCost Savings Table 13 showsthe summary of the potential energy reduction and costsavings from the improvements in energy usage practices andlighting system It was found that a potential energy reductionand cost saving of 207 can be achieved from better energy


Table 13 Potential energy reduction and cost savings from energy conservation measures

Percentage ReductionEnergy usage Cost Energy usage Cost

kWh RM Actual usage 6052028 2515220 mdash mdash

Potential reduction(1) Energy usage practices 699824 294842 117 117

(2) Lighting system potential reduction 548906 228252 91 91Total 124873 523094 208 208

Table 14 Energy usage reduction results for various researches carried out on schools

Researcher Energy usage reduction Focus of energy conservation measuresAlajmi 2012 [9] 88 Nonretrofitting and lightingButala and Novak 1999 [10] 89 HeatingDesideri and Proietti 2002 [11] 46 Thermal and electricalPerez and Capeluto 2009 [12] 50 HVAC and lightingSantamouris et al 2007 [13] 20 HeatingDimoudi and Kostarela 2009 [14] 1334 Heating and cooling

Becker et al 2007 [15]

(1) 28ndash30 for northernclassroom orientations(2) 17-18 for southernclassroom orientations

Passive building designs and ventilationschemes

DallrsquoO and Sarto 2013 [16]

(1) Standard scenario 15(2) Cost-effective scenario

67(3) High performance

scenario 81

HVAC

Becirovic and Vasic 2013 [17] 49 HVAC motors passive building design

practices and the lighting systems alone This can be trans-lated into an energy reduction of 124873 kWhyear and a costsaving of RM 523094year The energy reduction will con-tribute to a reduced energy intensity of 4019 kWhm2year

43 Comparing with Similar Studies Table 14 shows theresults of various energy studies carried out for schools fordifferent conditions around theworld Although each piece ofresearch has its own focus it can be observed that our resultsare comparable to researches of similar nature The energyconservation measure of improving energy usage practicesand lighting system operations for our case will result in apotential energy usage reduction of 207 Further studies onimproving the efficiency of the air conditioning system in ourschool might also give comparable results to researches thatfocused on HVAC systems

5 Conclusion

The actual energy used by the school was 60 52028 kWhwhich costs the school a total of RM 25 15220 resulting inan energy intensity of 506 kWhm2year It was determinedthat energy is being wasted via the operation of the electricalequipment in the schoolThis study showed that 116 energyreduction and cost saving can be achieved by implementingefficient energy usage practices Apart from that 91 energy

reduction can also be achieved through the correct designand configuration settings for the lighting systems Overallthis results in potential energy reduction and cost savings ofup to 207 The implementation of the mentioned energyconservation measures would also reduce the energy inten-sity from 508 kWhm2year to 4019 kWhm2year whichis a significant achievement Further energy studies onmore schools in the country will provide us with a betterunderstanding of energy usage conditions of schools in thiscountry and open upmore opportunities for potential energysavings

Conflict of Interests

The authors declare that there is no conflict of interestsregarding the publication of this paper

References

[1] S C Chua and T H Oh ldquoGreen progress and prospect inMalaysiardquo Renewable and Sustainable Energy Reviews vol 15no 6 pp 2850ndash2861 2011

[2] R Saidur M Hasanuzzaman S Yogeswaran H AMohammed and M S Hossain ldquoAn end-use energy analysisin a Malaysian public hospitalrdquo Energy vol 35 no 12 pp4780ndash4785 2010


[3] S C Chua and T H Oh ldquoReview on Malaysiarsquos nationalenergy developments key policies agencies programmes andinternational involvementsrdquo Renewable and Sustainable EnergyReviews vol 14 no 9 pp 2916ndash2925 2010

[4] R Saidur N A Rahim H H Masjuki S Mekhilef H WPing and M F Jamaluddin ldquoEnd-use energy analysis in theMalaysian industrial sectorrdquo Energy vol 34 no 2 pp 153ndash1582009

[5] FWH Yik K F Yee P S K Sat andCWH Chan ldquoA detailedenergy audit for a commercial office building in Hong KongrdquoHKIE Transactions Hong Kong Institution of Engineers vol 5no 3 pp 84ndash88 1998

[6] W L Lee and F W H Yik ldquoRegulatory and voluntaryapproaches for enhancing building energy efficiencyrdquo Progressin Energy and Combustion Science vol 30 no 5 pp 477ndash4992004

[7] R Saidur ldquoA review on electrical motors energy use and energysavingsrdquo Renewable and Sustainable Energy Reviews vol 14 no3 pp 877ndash898 2010

[8] Department of Standards Malaysia Code of Practice on EnergyEfficiency and Use of Renewable Energy for Non-ResidentialBuildings SIRIM Berhad Cyberjaya Malaysia 2007

[9] A Alajmi ldquoEnergy audit of an educational building in a hotsummer climaterdquo Energy and Buildings vol 47 pp 122ndash1302012

[10] V Butala and P Novak ldquoEnergy consumption and potentialenergy savings in old school buildingsrdquo Energy and Buildingsvol 29 no 3 pp 241ndash246 1999

[11] U Desideri and S Proietti ldquoAnalysis of energy consumptionin the high schools of a province in central Italyrdquo Energy andBuildings vol 34 no 10 pp 1003ndash1016 2002

[12] Y V Perez and I G Capeluto ldquoClimatic considerations inschool building design in the hot-humid climate for reducingenergy consumptionrdquo Applied Energy vol 86 no 3 pp 340ndash348 2009

[13] M Santamouris G Mihalakakou P Patargias et al ldquoUsingintelligent clustering techniques to classify the energy perfor-mance of school buildingsrdquo Energy and Buildings vol 39 no 1pp 45ndash51 2007

[14] A Dimoudi and P Kostarela ldquoEnergy monitoring and conser-vation potential in school buildings in the C1015840 climatic zone ofGreecerdquo Renewable Energy vol 34 no 1 pp 289ndash296 2009

[15] R Becker I Goldberger and M Paciuk ldquoImproving energyperformance of school buildings while ensuring indoor airquality ventilationrdquoBuilding and Environment vol 42 no 9 pp3261ndash3276 2007

[16] G DallrsquoO and L Sarto ldquoPotential and limits to improve energyefficiency in space heating in existing school buildings inNorthern Italyrdquo Energy and Buildings vol 67 pp 298ndash308 2013

[17] S P Becirovic and M Vasic ldquoMethodology and results ofSerbian energy-efficiency refurbishment projectrdquo Energy andBuildings vol 62 pp 258ndash267 2013

[18] Malaysia Ministry of Education Statistics Number of Schools2013 httpwwwmoegovmy

[19] M S Rea LightingHandbook Illuminating Engineering Societyof North America New York NY USA 8th edition 1993

[20] J Mitroy ldquoMethods for calculating illuminationrdquo in Acousticand Lighting Charles Darwin University 2007

[21] J C Lam D H W Li and S O Cheung ldquoAn analysis ofelectricity end-use in air-conditioned office buildings in HongKongrdquo Building and Environment vol 38 no 3 pp 493ndash4982003

[22] M Fasiuddin and I Budaiwi ldquoHVAC system strategies forenergy conservation in commercial buildings in Saudi ArabiardquoEnergy and Buildings vol 43 no 12 pp 3457ndash3466 2011

[23] E H Mathews C P Botha D C Arndt and A Malan ldquoHVACcontrol strategies to enhance comfort and minimise energyusagerdquo Energy and Buildings vol 33 no 8 pp 853ndash863 2001

[24] Q J Kwong N M Adam and B B Sahari ldquoThermal comfortassessment and potential for energy efficiency enhancement inmodern tropical buildings a reviewrdquo Energy and Buildings vol68 pp 547ndash557 2014

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the complexity and the conditions of the intended energyanalysis For a preliminary audit a mathematical model topredict the possible potential energy savings and cost reduc-tion is deemed sufficient A mathematical model to calculatethe annual energy consumption was used to simulate somesimilar conditions to this research

A few energy audit studies on schools have been con-ducted in many countries which is indicative of inter-est in this topic around the globe An energy audit wasconducted by Alajmi [9] on an educational building ina hot climate country the State of Kuwait Although theheating ventilation and air conditioning (HVAC) systemconsumes the most energy within that building (87) asimilar energy audit technique was used where they gatheredthe information regarding its initial usage and compared itwith the potential energy reduction that can be made Sev-eral recommendations were made for energy conservationopportunities which were categorized into nonretrofitting(no cost) and retrofitting (with cost) The research foundthat 65 of energy can be saved from the nonretrofittingrecommendations which are mainly changes in the scheduleof the lighting and equipment usages It was also shownthat by changing the type of lighting it will enable them tosave a further 23 of their energy usage Ultimately 52of energy can be saved if all of the recommendations areimplemented including energy conservation opportunitiesthat require additional costs

Another study by DallrsquoO and Sarto was conducted on49 school complexes consisting of 77 buildings for varioususages [16] The research was done in two phases where thefirst phase aimed to gather data on the energy consumptionsIn the second phase energy conservation measures wereproposed for three different scenarios a standard scenarioa cost-effective scenario and a high performance scenario Ittakes into consideration the issue of the investment requiredto implement these energy retrofits and also their respectivepayback periods It was found that energy savings of 1567 and 81 are possible from the implementation of theseenergy conservation measures respectively The researchconcludes that to implement a certain energy retrofit avariety of factors needs to be considered as they might bevery difficult or not cost-effective inmany casesThese factorscan vary from the cost of retrofitting comparable to buildingnew buildings to changes in the number of population It isalso important to highlight that the study by DallrsquoO and Sartofocuses on the HVAC system of the buildings

A research was also conducted on 62 buildings underthe Serbia Energy Efficient Project Phase 2 of which 28were school buildings [17] Their study focuses only on theheat consumption of the buildings which is in line withthe objective of improving energy efficiency Although thisdiffers greatly from our research it is interesting to look atthe results of conducting an energy audit and implement-ing energy efficiency improvements on the buildings Theresearch showed that they managed to realize an energyconsumption reduction of 49 (average energy consump-tion of 128 kWhm2year) from the initial consumption of252 kWhm2year

There were also other studies that used similar methodsof finding the potential energy usage reduction from theimplementation of energy conservation measures comparedto the initial energy consumption despite the fact that almostall of the studies were either done for schools that were in dif-ferent climates or focused on different energy systems such asheating ventilation and air-conditioning which differs fromour condition A study involving energy audit was conductedfor 24 schools in Slovenia [10] This study looks at the heatlosses by the school in areas of air and water heating Withhigh heat losses more energy will be consumed to replacethe heat The study shows that the heat losses of the schoolbuildings are 89 higher than the recommended valuesAnother study on high schools in central Italy showed thatthere are potential energy savings of 46when implementingsome energy conservation measures [11]

Perez and Capeluto [12] also conducted a study for schoolbuildings in hot-humid climates The study uses simulationtechniques to identify the potential energy savings andfocuses on the thermal energy conservationmeasures A highperformance design for school buildings shows that thereis a potential energy consumption reduction of more than50 However this reported study differs from this studyas the climatic conditions are wildly different The energyconsumption by the schools in Malaysia focuses more onthe electrical equipment instead of heating ventilation andair conditioning system At the time of this study there hasyet to be any published work regarding schools with similarconditions to our study

The aim of this study is to analyze the potential energyusage reductions and cost savings of schools in MalaysiaIt covers a preliminary audit which will indicate whethera more detailed audit is required In this research caseswith the implementation of energy conservation measureswill also be modelled The author feels that this study isnecessary and important to initiate benchmarking for energyconsumption in schools since education is an integral partof the development of a nation Furthermore the numberof schools in Malaysia accounting for both primary andsecondary totals up to about 10101 schools [18] Thus theexpense can be focused more on the education processinstead of its infrastructure This benchmark which waspreviously unavailable would help the stakeholders of theschools especially the Ministry of Education to build betterenergy efficient schools in the future and instill energyawareness among the pupils

2 Analysis of Current Energy Usage

This research is conducted in two stages The first stageinvolves the analysis of the current energy usage of theschool which is indicative of its efficiency and whetherimprovements can be made Meanwhile the second stageinvolves the proposal of several energy conservation mea-sures This section explains the data collection methods andthe mathematical equations used in this study

21 Actual Energy Usage Tables 1 and 2 show the backgroundinformation and the electrical equipment that are used in






















EI = sum AECTFA (2)






Type of area


usagehours

usagehours

usagehours

usagehours









Rank Equipmenttype





ACLightsFan

ComputerPumpOthers












119864 = (

119865

119860
















2control) and




41 Lighting System





class 6)

Block B

Block C


Wal

kway

and

cove

red

path

s




Time ofday


9 to 10 386 270 607 404 326 8611 to 12 380 353 688 362 403 1311 to 2 684 400 1239 651 645 2173 to 4 270 297 720 283 263 45




























scenario 81

HVAC




5 Conclusion





References




























RoboticsJournal of





Journal of



RotatingMachinery





VLSI Design



Shock and Vibration







Journal of



Volume 2014


SensorsJournal of





Propagation






























EI = sum AECTFA (2)






Type of area


usagehours

usagehours

usagehours

usagehours









Rank Equipmenttype





ACLightsFan

ComputerPumpOthers












119864 = (

119865

119860
















2control) and




41 Lighting System





class 6)

Block B

Block C


Wal

kway

and

cove

red

path

s




Time ofday


9 to 10 386 270 607 404 326 8611 to 12 380 353 688 362 403 1311 to 2 684 400 1239 651 645 2173 to 4 270 297 720 283 263 45




























scenario 81

HVAC




5 Conclusion





References




























RoboticsJournal of





Journal of



RotatingMachinery





VLSI Design



Shock and Vibration







Journal of



Volume 2014


SensorsJournal of





Propagation











Type of area


usagehours

usagehours

usagehours

usagehours









Rank Equipmenttype





ACLightsFan

ComputerPumpOthers












119864 = (

119865

119860
















2control) and




41 Lighting System





class 6)

Block B

Block C


Wal

kway

and

cove

red

path

s




Time ofday


9 to 10 386 270 607 404 326 8611 to 12 380 353 688 362 403 1311 to 2 684 400 1239 651 645 2173 to 4 270 297 720 283 263 45




























scenario 81

HVAC




5 Conclusion





References




























RoboticsJournal of





Journal of



RotatingMachinery





VLSI Design



Shock and Vibration







Journal of



Volume 2014


SensorsJournal of





Propagation















119864 = (

119865

119860
















2control) and




41 Lighting System





class 6)

Block B

Block C


Wal

kway

and

cove

red

path

s




Time ofday


9 to 10 386 270 607 404 326 8611 to 12 380 353 688 362 403 1311 to 2 684 400 1239 651 645 2173 to 4 270 297 720 283 263 45




























scenario 81

HVAC




5 Conclusion





References




























RoboticsJournal of





Journal of



RotatingMachinery





VLSI Design



Shock and Vibration







Journal of



Volume 2014


SensorsJournal of





Propagation











class 6)

Block B

Block C


Wal

kway

and

cove

red

path

s




Time ofday


9 to 10 386 270 607 404 326 8611 to 12 380 353 688 362 403 1311 to 2 684 400 1239 651 645 2173 to 4 270 297 720 283 263 45




























scenario 81

HVAC




5 Conclusion





References




























RoboticsJournal of





Journal of



RotatingMachinery





VLSI Design



Shock and Vibration







Journal of



Volume 2014


SensorsJournal of





Propagation























scenario 81

HVAC




5 Conclusion





References




























RoboticsJournal of





Journal of



RotatingMachinery





VLSI Design



Shock and Vibration







Journal of



Volume 2014


SensorsJournal of





Propagation


































RoboticsJournal of





Journal of



RotatingMachinery





VLSI Design



Shock and Vibration







Journal of



Volume 2014


SensorsJournal of





Propagation









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