This Is Not Your Father’s VoTec Program Questar III BOCES William Ebel: Construction Technologies, Hilary Reilly: Academic Integration, and graduate, Brendon Monk: Columbia Opportunities, Inc.
Students today are forever searching for real-world applications to learning to justify their “need-to-know” curiosity. • Traditional instruction in academic areas often fails to satisfy this search for relevancy on behalf of our students. • Interdisciplinary instruction needs to go beyond the integration of subject areas and begin to demonstrate the connections to society at large. Pathways to Prosperity Theme
Educational research repeatedly provides us with statistics that identify areas in need of improvement… • Content literacy across the curriculum • Mathematical problem-solving and critical thinking • Creative expression and global communication • More STEM instruction (K-12) • The list grows ever larger and the research continues… 21st Century Skills
Career and Technical Education (CTE) has become a change agent in NY State. • http://www.p12.nysed.gov/cte/ctepolicy/ • We are here today prepared to share in our success because ALL students deserve to understand how they can benefit from the knowledge and experiences that the world has to offer! What is being done to address the need for educational reform?
The federal Career Pathways initiative establishes educational roadmaps for students to follow towards potential careers. • http://careerclusters.org/index.php • http://www.michigan.gov/documents/pathways_8310_7.html • http://www.careerpathway.org/home.htm • http://www.nycareerzone.org/cz/search.jsp?query=energy&x=21&y=9 Real World Context
The need to reduce our carbon footprint is a global issue. • Global citizenry, and the personal responsibility that accompanies it,are concepts that ALL students need to embrace. • “For every action there is an equal and opposite reaction.” (Sir Isaac Newton, 1687) • The degree of climate change we are experiencing today requires immediate global action… or we will have to bear the consequences of the global reaction that will result. • Newton was right…we should heed his warning… Energy Efficiency Across the Curriculum
The Home Energy Analyst Technician (HEAT) program was designed to meet an existing regional need within our communities. • The Building Performance Institute (BPI) provides training and certification for Building Analysts to perform residential energy audits. • The HEAT program provides HS students the opportunity to complete a portion of this training with integrated math/ science, co-taught with CTE teachers in Construction Technologies and Heating Ventilation and Air Conditioning (HVAC). HEAT Program
Mathematics, Science, Engineering and Technology are easily connected with energy themes, but CTE adds the real-world context. • Alternative energy options, energy conservation strategies, and efforts to protect the environment, meet state and national performance objectives for these subjects in addition to career and technical education program curriculum. • (Mapping of HEAT Program link) Integration of Academics with CTE
Module 23 Blower Door Testing
Blower Door • Terms and Definitions • Technology • Test Set-Up • Pressure Differential Measurement
Important Terms and Definitions… • CFM: Cubic feet per minute (a rate of airflow) • CFMn:Cubic feet per minute at natural pressure • Inches of Water Column: A unit used in measuring pressures. One inch of water column equals a pressure of .036 pounds per square inch (psi) • Pascal (Pa): A metric unit used in measuring pressures. 250 pascals is about one inch of water column • CFM50: Airflow, in CFM, with a 50 pascal pressure difference
Blower Door Safety • All combustion appliances must be set so they will not fire during the blower door test • Turn water heater to pilot • Turn furnace to OFF Set thermostat to OFF position
Blower Door Safety • Remove a tile from any room with a suspended ceiling
Setting Up the Manometer Red Hose To Fan Green Hose To Outside
Conducting the Test Pressure = −50 Pa WRT outside Flow measured in cubic feet per minute (CFM) 2570
After air sealing work has been completed, the house is tested again to determine how much the airflow has been reduced Before Air Sealing Flow = 2570 After Air Sealing Flow= 1578 How much has the airflow been reduced ? 1578
Module 19 Cost/Benefit Calculations
Cost/Benefit Info. Example What is the Existing BTU Loss? • Existing BTU loss for assembly: • Composite R-Value = 2.55 • U = 0.392 • Area = 300 ft² • HLC = 24 x .75 x 6860 = 123,480 • Heat Loss Q = A x U x HLC Q = 300 x 0.392 x 123,480 Q = 14,521,248.0 BTU loss before walls are insulated
Cost/Benefit Info. Example What is the Improved BTU Loss? • Improved BTU loss for assembly • Composite R-Value = 13.55 • U = 0.0738 • Area = 300 ft² • HLC = 24 x .75 x 6860 = 123,480 • Heat Loss Q = A x U x HLC Q = 300 x 0.0738 x 123,480 Q = 2,733,847.2 BTU Loss after R-13 insulation is installed
Calculating the Annual Savings • Existing BTU Loss =14,521,248.0 • Improved BTU Loss = 2,733,847.2 BTUs Saved per Year = Existing Heat Loss − Improved Heat Loss BTUs saved per year = 14,521,248 – 2,733,847.2 = 11,787,400.8 BTUs saved per year!
Calculating the Annual SavingsConverting BTUs to Therms of Natural Gas The annual BTU savings by upgrading wall insulation is 11,787,400.8 BTU/year saved Convert BTUs to Therms 11,787,400.8 BTU ÷ 100,000 = 114.26562 Therms of Natural Gas
Calculating the Annual SavingsConverting Therms to Dollars 1 Therm of Natural Gas is $1.30 117.874 Therms of Natural Gas used = $1.30 x 117.874 Annual Savings = $153.24
Module 18 Calculating Heat Loss
Calculating Heat LossRim Joist Assembly (Values from Module 10 Composite R-Value Worksheet) 1. Net area of the rim joist (2 x10 for a 20’ x 30’ home) = ___________ 2. U-Valuefor the rim joist assembly = ___________ 3. HLC for Schenectady = ___________ Calculate the heat loss: Q = A x U x HLC Q= _____ ft² x _____ x _______ Q = __________
Identifying R-Value of Components of Typical Wall Assembly
Composite R-Value Review Activity • In this activity, you will use the following slide to complete the Composite R-Value Worksheet
Convert Composite R-Value to U-Value • Composite R-Value for wall assembly = 21.79 U-Value = 1/R-Value U= 1/21.79 = .046 • Composite R-Value for Rim Joist = 42.96 U-Value = 1/R-Value U= 1/42.96 = .023
Where Do You Live? A higher number of Heating Degree Days means more annual heat loss. • If your city is not listed, find the city nearest to you. • What city stands out from the others on this chart? • Why makes that city different from the others?
Calculating Heat LossWall Assembly (Values from Module 10 Composite R-Value Worksheet ) • Net area of the walls ( Total Area – Doors and Windows) = 900sq. ft. • U-Value for the wall assembly = .046 • HLC for Schenectady = 123,480 Calculate the heat loss: Q = A x U x HLC Q= 900 ft² x 0.046 x 123,480 Q = 5,112,072
Calculating Heat LossWhat is Q? • Q = A x U X HLC • Q is the number of BTUs lost during the heating season
A Professional Learning Community has been established withopen access to all documentation you have been exposed to today. • A PBWorks Space has been launched to offer participants the opportunity to continue to share best practices and ideas for incorporating energy concepts into secondary education. • Please visit… http://energyintegration.pbworks.com …and help us continue this conversation! In conclusion…
William Ebel : firstname.lastname@example.org Hilary Reilly : email@example.com Brendon Monk : Contact Information