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The U.S. Department of Energy's EnergySmart Schools provides school boards, administrators, and design staff with guidance to help them make informed decisions about energy and environmental issues important to school systems and communities. The design guidelines presented in this document outline high performance principles for the new or retrofit design of K-12 schools. The document presents recommended design elements in 10 sections, each representing a key interrelated component of high performance school design: (1) site design; (2) daylighting and windows; (3) energy-efficient building shell; (4) lighting and electrical systems; (5) mechanical and ventilation systems; (6) renewable energy systems; (7) water conservation; (8) recycling systems and waste management; (9) transporation; and (10) resource efficient building products.To effectively integrate energy-saving strategies, these options must be evaluatedtogether from a whole-building perspective early in the design process. A "highperformance checklist" for designers is located at the end of the document. Thechecklist is a quick reference for key architectural and engineering considerations.Case studies can also be found at the end of the document. These guidelines contain recommendations generally appropriate for hot and humid climates, for which Orlando, Florida, served as a model city. Other guidelines have been developed for the other climate zones. (Contains a list of numerous Web resources.) (EV)

The U.S. Department of Energy's EnergySmart Schools provides school boards, administrators, and design staff with guidance to help them make informed decisions about energy and environmental issues important to school systems and communities. The design guidelines presented in this document outline high performance principles for the new or retrofit design of K-12 schools. The document presents recommended design elements in 10 sections, each representing a key interrelated component of high performance school design: (1) site design; (2) daylighting and windows; (3) energy-efficient building shell; (4) lighting and electrical systems; (5) mechanical and ventilation systems; (6) renewable energy systems; (7) water conservation; (8) recycling systems and waste management; (9) transportation; and (10) resource efficient building products.To effectively integrate energy-saving strategies, these options must be evaluatedtogether from a whole-building perspective early in the design process. A "highperformance checklist" for designers is located at the end of the document. Thechecklist is a quick reference for key architectural and engineering considerations.Case studies can also be found at the end of the document. These guidelines contain recommendations generally appropriate for temperate and mixed climates, for which various cities in California and Washington served as a models. Other guidelines have been developed for the other climate zones. (Contains a list of numerous Web resources.) (EV)

The U.S. Department of Energy's EnergySmart Schools provides school boards, administrators, and design staff with guidance to help them make informed decisions about energy and environmental issues important to school systems and communities. The design guidelines presented in this document outline high performance principles for the new or retrofit design of K-12 schools. The document presents recommended design elements in 10 sections, each representing a key interrelated component of high performance school design: (1) site design; (2) daylighting and windows; (3) energy-efficient building shell; (4) lighting and electrical systems; (5) mechanical and ventilation systems; (6) renewable energy systems; (7) water conservation; (8) recycling systems and waste management; (9) transporation; and (10) resource efficient building products.To effectively integrate energy-saving strategies, these options must be evaluatedtogether from a whole-building perspective early in the design process. A "highperformance checklist" for designers is located at the end of the document. Thechecklist is a quick reference for key architectural and engineering considerations.Case studies can also be found at the end of the document. These guidelines contain recommendations generally appropriate for cold and humid climates, for which Minneapolis-St.Paul, Minnesota, served as a model city. Other guidelines have been developed for the other climate zones. (Contains a list of numerous Web resources.) (EV)

The U.S. Department of Energy's EnergySmart Schools provides school boards, administrators, and design staff with guidance to help them make informed decisions about energy and environmental issues important to school systems and communities. The design guidelines presented in this document outline high performance principles for the new or retrofit design of K-12 schools. The document presents recommended design elements in 10 sections, each representing a key interrelated component of high performance school design: (1) site design; (2) daylighting and windows; (3) energy-efficient building shell; (4) lighting and electrical systems; (5) mechanical and ventilation systems; (6) renewable energy systems; (7) water conservation; (8) recycling systems and waste management; (9) transporation; and (10) resource efficient building products.To effectively integrate energy-saving strategies, these options must be evaluatedtogether from a whole-building perspective early in the design process. A "highperformance checklist" for designers is located at the end of the document. Thechecklist is a quick reference for key architectural and engineering considerations.Case studies can also be found at the end of the document. These guidelines contain recommendations generally appropriate for cool and humid climates, for which Boston, Massachusetts, served as a model city. Other guidelines have been developed for the other climate zones. (Contains a list of numerous Web resources.) (EV)

The U.S. Department of Energy's EnergySmart Schools provides school boards, administrators, and design staff with guidance to help them make informed decisions about energy and environmental issues important to school systems and communities. The design guidelines presented in this document outline high performance principles for the new or retrofit design of K-12 schools. The document presents recommended design elements in 10 sections, each representing a key interrelated component of high performance school design: (1) site design; (2) daylighting and windows; (3) energy-efficient building shell; (4) lighting and electrical systems; (5) mechanical and ventilation systems; (6) renewable energy systems; (7) water conservation; (8) recycling systems and waste management; (9) transporation; and (10) resource efficient building products.To effectively integrate energy-saving strategies, these options must be evaluatedtogether from a whole-building perspective early in the design process. A "highperformance checklist" for designers is located at the end of the document. Thechecklist is a quick reference for key architectural and engineering considerations.Case studies can also be found at the end of the document. These guidelines contain recommendations generally appropriate for cool and dry climates, for which Denver, Colorado, served as a model city. Other guidelines have been developed for the other climate zones. (Contains a list of numerous Web resources.) (EV)

The U.S. Department of Energy's EnergySmart Schools provides school boards, administrators, and design staff with guidance to help them make informed decisions about energy and environmental issues important to school systems and communities. The design guidelines presented in this document outline high performance principles for the new or retrofit design of K-12 schools. The document presents recommended design elements in 10 sections, each representing a key interrelated component of high performance school design: (1) site design; (2) daylighting and windows; (3) energy-efficient building shell; (4) lighting and electrical systems; (5) mechanical and ventilation systems; (6) renewable energy systems; (7) water conservation; (8) recycling systems and waste management; (9) transportation; and (10) resource efficient building products.To effectively integrate energy-saving strategies, these options must be evaluatedtogether from a whole-building perspective early in the design process. A "highperformance checklist" for designers is located at the end of the document. Thechecklist is a quick reference for key architectural and engineering considerations.Case studies can also be found at the end of the document. These guidelines contain recommendations generally appropriate for temperate and humid climates, for which Atlanta, Georgia, served as a model city. Other guidelines have been developed for the other climate zones. (Contains a list of numerous Web resources.) (EV)

This teacher guide and student workbook set contains two learning activities, designed for fifth through ninth grade students, that concentrate on lake stratification and water quality. In the activities students model the seasonal temperature changes that occur in temperate lakes and observe the resulting stratification of lake waters. Students then relate stratification to water quality within the lake. As prerequisites for these activities, it is recommended that students be able to record data in chart form and prepare graphs of temperature versus depth. In addition, they should be able to use a scale to weigh a flask of water, to read thermometers, and to measure with rulers; they should also be somewhat familiar with perimeter and area. The teacher's guide includes additional information to aid in processing the activities. Extension activities are provided along with suggested references, review questions and student worksheets. (MCO)

The purpose of this K-6 curriculum is to provide teachers and other educators with classroom lessons and home surveys that are a starting point for understanding four significant environmental issues--water, toxics, energy, and solid waste/recycling. While each of these environmental issues is complex and has far-reaching implications, the lessons and home surveys can serve as a way for teachers, students and families to begin thinking about these issues in relationship to their own lives. In this unit, students are introduced to each of the four issues in class and then take home a survey which they complete, if possible, with other family members. Each issue area involves two 45-minute lessons and a take-home survey. Students return to school with their completed surveys and discuss the results. In addition, a follow-up lesson for each issue is provided as a way for the teacher and students to take positive action in their own lives. This document contains the lesson plans, surveys, activity guide for making a poster, a resources guide, and a list of ideas for school projects. (CW)

The Solar Schoolhouse at the Lathrop E. Smith Environmental Education Center (Rockville, Maryland) is described. Background and construction information is given. Drawings of the Schoolhouse's four sides are provided, as well as drawings illustrating the greenhouse effect, a solar collector, the Schoolhouse's summer cooling and winter heating systems, sun angle and tilt, and solar azimuth and radiation. Maps show mean daily solar radiation (annual) and zones of relative suitability for year-round solar energy collection. Solar collectors, the economy of the Schoolhouse's solar heating system, functioning of the winter heating and summer cooling system, other Schoolhouse features (windows, roof overhang, and insulation), orientation and tilt, and educational purpose are described. A 9-item glossary is provided. (MH)

The revised Aviation Weather book discusses each aspect of weather as it relates to aircraft operations and flight safety. The book is not an aircraft operating manual and omits all reference to specific weather services. Much of the book has been devoted to marginal, hazardous, and violent weather. It teaches pilots to learn to appreciate good weather, to recognize and respect marginal or hazardous weather, and to avoid violent weather. The purpose of the book is to promote safety and to help the pilot to recognize potential trouble and make sound flight decisions before it is too late. The manual is presented in two parts. Part 1 explains weather facts every pilot should know covering the following topics: the earth's atmosphere; temperature; atmospheric pressure and altimetry; wind, moisture, cloud information, and precipitation; stable and unstable air; clouds; air masses and fronts; turbulence; icing; thunderstorms; and common IFR (Instrument Flight Rules) procedures. Part 2 contains topics of special interest discussing high altitude and arctic, tropical, and soaring weathers. Numerous illustrations, photographs, and diagrams are interspersed throughout. The document concludes with a glossary of weather terms and a subject index. (Author/BP)

This pamphlet offers a preview of information services available from Solcost, a research and development project. The first section explains that Solcost calculates system and costs performance for solar heated and cooled new and retrofit constructions, such as residential buildings and single zone commercial buildings. For a typical analysis, Solcost calculates the portion of load supplied by solar, the optimum size for the collector, and the payback period for the solar system investment compared to a conventional system. An example is given of an analysis for a residence. Titles and sources of Solcost handbooks are listed. The second section introduces the operational and technical details for those familiar with solar system engineering and computer technologies. (Author/MLF)

This pamphlet reviews the direct transfer of solar energy into heat, particularly for the purpose of providing space and hot water heating needs. Owners of buildings and homes are provided with a basic understanding of solar heating and hot water systems: what they are, how they perform, the energy savings possible, and the cost factors involved. Both liquid and air solar collection systems are practical today. For convenience, most of the examples given relate to liquid systems. (Author/MLF)

This handbook is intended as a guide for engineers, architects, and individuals familiar with heating and ventilating applications who wish to design a solar heating system for a residential or small commercial building in the Pacific Coast Region. The climate of the region is discussed by selected cities in terms of the effect of climate on solar heating requirements. The four states covered are California, Oregon, Washington, and Arizona. Presented in detail are the design parameters and performance characteristics of liquid space heating systems of the active type using flat plate collectors, water heat storage, and forced air distribution; active air space heating systems using flat plate collectors, rock-bed storage, and forced air distribution; and domestic hot water heaters of the active type using liquid-cooled flat plate collectors. The analyses are based on hour-by-hour computer simulations using actual weather data from six selected cities. The collector area required for the three types of active systems has been determined as well as the effect of changes in all the design parameters. A simple, empirical, monthly solar-load ratio method for determining collector area is described and results are presented for 13 additional locations within the region. Swimming pool heaters are described briefly, and passive space heating systems are discussed qualitatively in terms of a number of successful designs. (Author)

This Heating, Refrigeration, and Air Conditioning course is comprised of eleven individualized units: (1) Refrigeration Tools, Materials, and Refrigerant; (2) Basic Heating and Air Conditioning; (3) Sealed System Repairs; (4) Basic Refrigeration Systems; (5) Compression Systems and Compressors; (6) Refrigeration Controls; (7) Electric Circuit Controls; (8) Domestic Equipment; (9) Walk-In Coolers; (10) Other Air Conditioning Systems; and (11) Equipment Installations. Each unit consists of Learning Activity Packages (LAP) that provide specific information for completion of a learning activity. Each LAP is comprised of the following parts: objective, evaluation procedure, resources, procedure, supplemental sheets, study guide, and a LAP test with answers. The course is preceded by a pretest which is designed to direct the student to units and performance activities. (LRA)

Designed to present theory as a functional aspect, this air conditioning and refrigeration curriculum guide is comprised of nine units of instruction. Unit titles include (1) Job Orientation, (2) Applying for a Job, (3) Customer Relations, (4) Business Management, (5) Psychometrics, (6) Residential Heat Loss and Heat Gain, (7) Duct Design and Sizing, (8) Air Treatment, and (9) Residential Systems. Each instructional unit includes some or all of the basic components of a unit of instruction: performance objectives, suggested activities for teachers, information sheets, assignment sheets, visual aids, job sheets, tests, and answers to the tests. It is noted that each unit is planned for more than one lesson or class period of instruction. (LRA)

These materials were designed to be used by life science students for instruction in the application of physical theory to ecosystem operation. Most modules contain computer programs which are built around a particular application of a physical process. Specifically, this module develops a method for calculating the exchange of heat between an animal and its physical environment. The approach used is to develop a mathematical model that represents the energy balance of an animal, to discuss the components of the model, and to apply these theories by working out the details of the energy budget of a familiar animal. Examples are used to illustrate that if the sheep's environment is given in terms of temperature, wind speed, and incoming radiation, it is possible to determine the rates of body metabolism and evaporative losses that will allow the animal to maintain thermal equilibrium. The model which is developed can be applied to other animals and environments and can be used to evaluate household fuel bills. A knowledge of differential equations is a prerequisite to the course. (Author/CS)

These materials were designed to be used by life science students for instruction in the application of physical theory to ecosystem operation. Most modules contain computer programs which are built around a particular application of a physical process. Thermoregulation is defined as the ability of an organism to modify its body temperature. This module emphasizes animal thermoregulation from an ecological point of view and develops the concept of the operative environmental temperature, a technique which integrates the effects of all heat transfer processes into one number. Historical developments in the study of animal thermoregulation are reviewed and an attempt is made to illustrate how a quantitative knowledge of heat transfer processes can be used to clarify the adaptive significance of animal morphology, behavior, and physiology. A problem set illustrates and extends ideas developed in the text. (Author/CS)

These materials were designed to be used by life science students for instruction in the application of physical theory to ecosystem operation. Most modules contain computer programs which are built around a particular application of a physical process. Several modules in the thermodynamic series considered the application of the First Law to biological systems and the heat transfer processes which govern the energy balance of organisms. This module discusses a model for which the animal's temperature is not changing with time. The concept "climate space" is used as a means for quantifying the limits of an animal's thermal environment. These limits are discussed in detail and methods for calculating these limits are described. A problem set is used to check the assumptions of the climate space model as well as to extend it. A background in heat transfer processes is recommended. (Author/CS)

This energy management program is intended to give school administrators some ideas about how to get started in managing energy conservation. An Implementation Guide provides options and step-by-step approaches for marshaling resources and organizing to get a program off the ground. A Curriculum Review and Development Guide includes general approaches for identifying energy-related concepts and bringing the topic of energy into the existing curriculum. A Guide for Facilities Management includes technical steps that administrators and staff can take. These are organized according to whether they are low-budget corrective measures or conversions involving capital expenditures; and whether they involve energized systems (mechanical devices), passive systems (building structure), or human systems (operating and maintenance). A complete Transportation Management Guide provides a similar program outline to save energy in transportation systems. An appendix lists a number of Department of Energy publications on energy conservation for school buildings. (Author/MLF)

The underground school offers several advantages. Preliminary studies in Oklahoma have shown that these schools perform exceptionally well as learning environments. The lack of noise and distractions helps teachers keep the attention of their students. Underground structures can protect people against a broad range of natural and man-made disasters, and schools offer the additional advantage that they are generally located central to the highly populated regions where emergency shelters may be most needed. In many cases, these shools were built with the understanding that the schools would provide sanctuary for the community in the event of tornadoes. There are indications that revenue requirements for energy and maintenance of underground schools are likely to be significantly less than requirements for comparable above ground schools. There are possibilities of making dual use of available land by building underground. Case studies of 12 schools show capacity, construction costs, floor plans, and photographs. (Author/MLF)

This study guide groups eleven lessons into four study units. The first unit discusses the development and basic concepts of solar heating. The second unit deals with the nomenclature of the solar heating system. The third study unit covers sizing of the solar heating system to meet demand and discusses the operation of the total system. The fourth unit presents learning materials concerning installation and servicing of solar assisted heating systems. There are review tests and unit examinations structured for assistance in reviewing the material and in integrating new information with that learned previously. (Author/RE)

This course is designed for the use of employees of the air conditioning industry, and offers supervised correspondence instruction about solar technology. The following aspects of applied solar technology are covered: solar heating and cooling, solar radiation, solar collectors, heat storage control devices and specialty items, sizing solar system components, operation of solar heating systems, domestic water heating, heating system installation, servicing, and legal responsibilities. (Author/RE)

This module, one of 25 on vocational education training for careers in environmental health occupations, contains self-instructional materials on obtaining heat stress measurements. Following guidelines for students and instructors and an introduction that explains what the student will learn are three lessons: (1) naming and describing the functions of the sections or parts of the dry bulb, wet bulb, and globe thermometers; and assembling and using the wet bulb and globe thermometers; (2) assembling a wet bulb globe temperature apparatus; and (3) determining the wet bulb globe temperature using a Botsball thermometer. Each lesson contains objectives, recommended methods and locations for practice, performance criteria, equipment and supplies to perform a task, detailed step-by-step instructions for learning a task, and performance exercises. Three performance tests cover using dry bulb, wet bulb, and globe thermometers; assembling and using the wet bulb globe temperature apparatus; and using a Botsball heat stress indicator. (CT)

Facility specifications for visual and performing arts areas are provided to guide and assist school officials, staff members, architects, and engineers plan suitable facilities for the arts in schools. The visual arts areas covered are studios, photographic laboratories, and galleries. Performing arts areas discussed are music facilities, drama laboratories, dance studios, individual learning rooms, offices, and performance halls. Material provided for each specific type of art facility includes a general overview and background information about the requirements as well as specifications for function, location and spatial relationships, acoustics, heating aesthetics, area, ceiling height, and special features. To illustrate some of the recommendations in actual practice, performance halls of four schools in North Carolina are described briefly in drawings and text. (Author/MLF)

This book is the first in a series of Energy Tool Kits designed for women by Consumer Action Now, a non-profit organization devoted to promoting energy efficiency and renewable energy resources. Information is provided in 16 sections: introduction, home energy survey; caulking; weatherstripping (double-hung and sliding windows, and casement, tilting and other-hinged windows); storm windows; insulating window treatments (shades, shutters, curtains and drapes); sun shading options; door treatments (weatherstripping, insulation, forgotten doors such as attics, cellars, garages); insulation (unfinished attics, crawl space walls, garages, unfinished basements); more energy savers (thermostats, hot water heaters, heating/cooling systems, fireplaces and wood stoves, appliances and lighting, clothing and bedding); choosing a contractor; financing home energy improvements; tips on bringing energy consciousness to the community; career opportunities in energy; glossary of key terms; and a bibliography. The book is written in non-technical language and specific instructions, lists of materials, safety considerations, and conservation tips are provided for energy conservation projects. Diagrams of materials, tools, and use of tools, are also provided to make the projects easier to understand and complete. A moveable calculator wheel which shows how much can be saved by taking energy conservation steps is included. (Author/JN)

This instructional package is intended for use in training Air Force personnel enrolled in a program for apprentice heating systems specialists. Training includes instruction in fundamentals and pipefitting; basic electricity; controls, troubleshooting, and oil burners; solid and gas fuel burners and warm air distribution systems; hot water heating systems; central plant and high-temperature heating systems; boiler maintenance and steam distribution systems; and boiler water treatment and corrosion control. The package contains a set of lesson plans, eight study guides, and eight workbooks. Included in each lesson plan are a course content outline, lists of pertinent student instructional materials, approximate times to complete each phase of the course, suggested teaching methods, and instructional guidance. The study guides consist of series of instructional units, each of which contains an objective, an introduction, instructional text, and questions. Numerous figures and diagrams illustrate the text. The accompanying workbooks include objectives, list of needed equipment, instructions for performing various tasks, and written exercises. (MN)