How to save energy at school. Project "efficient use of electricity in school"

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No form of energy is spared

as expensive as its disadvantage.

(Gomi Baba).

Over the past decades, it has become clear that human activity has a significant Negative influence on nature. This created not only local and regional environmental problems, but also began to be reflected at the global level, 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 can save it. My work will help you understand physical principles energy savings and learn how to put them into practice. We have to learn how to organize our activities and use available technologies in order to save energy. ..

Object of study - energy state of the school.

Subject of study - practical measures for energy saving at school to reduce unjustified energy losses, reduce the cost of its consumption.

Objective: find out the mechanisms of energy, heat, water losses and suggest ways to make the school energy efficient.

To achieve this goal, the following tasks were set:

 study the program of energy saving and energy efficiency improvement of the school for 2012-2015;

 to analyze the consumption of energy resources and economic costs of MBOU secondary school No. 2 for 2016;

 to carry out thermal imaging survey of enclosing structures;

 to conduct an experiment of installing heat-reflecting screens behind heating devices;

 conduct an experiment aimed at reducing the cost of water supply.

 to develop and distribute information sheets at school on energy saving.

Hypothesis: Let's assume that the use of energy-saving methods will save energy resources and material costs of the school.

Practical significance. Applying physical laws in the study of energy saving and energy efficiency at school, we form practical skills in the study of physics. Conducted analysis during research work on energy consumption and economic costs for 2016, as well as experimentally proven ways to reduce energy resources will be further used in the implementation of the program to improve the energy efficiency of the school. Other schools may use these methods as well. Energy conservation in schools has huge potential. Must be taught from childhood careful attitude to electricity, heat and water.

2.Materials and research methods

We started collecting material in October 2016 at school No. 2, as part of the Energy Efficiency Week. We participated in energy saving events: class hours, “Save Electricity” campaigns, distribution of information sheets.

Basic information we found having studied the documents of the school No. 2: energy saving and energy efficiency improvement program for 2012 - 2015; logs of readings for 2015-2016 for electricity, cold and hot water, heat; documents of the economic costs of energy consumption. On the Internet, on the websites of the state information system in the field of energy saving and energy efficiency, we got acquainted with legal documents in the field of energy efficiency. We learned that in accordance with the requirements set forth in clause 1, article 24 of the Federal Law No. 261 of November 23, 2009 “On Energy Saving and Energy Efficiency Improvement and on Amendments to Certain Legislative Acts Russian Federation”, the municipal institution is obliged to ensure the reduction of its consumption of water, heat energy, electricity, etc. within 5 years, not 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 drew conclusions. (Appendix 1 Tables 1-5; Charts 1-5).

In order to confirm our hypothesis, in December 2016 we conducted an experiment aimed at reducing the cost of water supply. During which, the optimization of water consumption was calculated by installing containers in sanitary rooms (toilets) to reduce water consumption. . (Appendix 2, thermogram 1-4, photo of the author 1-2).

In January 2017, an experiment was carried out to install heat-reflecting screens behind heating appliances, necessary to reduce heat consumption and economic costs. (Appendix 3-4, thermogram 1-4, photo by author 1,2,3).

In 2017, a thermal imaging survey of the enclosing structures of the school 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 appliances. (Appendix 2, thermogram 1-4, photo of the author 1-2).

Developed and distributed information sheets on saving electricity in sanitary rooms, classrooms, canteen, corridors of the school building.

My research methods were:

 search and systematization of information from different sources;

 comparative analysis of documents;

 construction of diagrams, 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 pollution is to conserve energy, or, in other words, use energy more intelligently. In a word, this is called "energy saving". All mankind and each person individually should save energy. Using less non-renewable energy sources, we reduce the amount of harmful emissions into the atmosphere.

Energy consumption by mankind is constantly growing. We met in seventh grade with the law of conservation of energy. The amount of energy in nature is constant. We encounter the concept of energy whenever we want to study any process occurring in nature. Light, thermal, sound, mechanical, electrical energy is various forms energies that are closely related to each other. What is the connection? Every time there is a change in the world around us, energy changes form.

In a closed system, the amount of energy remains constant. Energy does not arise from nowhere and does not disappear without a trace, it can only pass from one form to another. Describing such a transition, one usually speaks of the expenditure of energy.

Russia, despite prolonged difficulties, has remained an "energy superpower" - the owner of one of the world's largest potential energy resources. On its territory, which makes up approximately 10% of the Earth's land area with a population of only 2.6% of the world's population, over 32% of explored gas reserves, 13% of oil and 25% of coal are concentrated. But even with such an 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 the federal law No. 261 “On Energy Saving and Increasing Energy Efficiency and on Amending Certain Legislative Acts of the Russian Federation”, adopted earlier by the State Duma. Following the principle of “do more with less” will benefit everyone. Schools are serious consumers of energy: electricity and heat. Almost all educational buildings were built a long time ago, when few people thought about saving.

Energy-saving technologies at school: application and effectiveness

Currently, the cost of energy resources is a significant part of the costs of many institutions. In the context of increasing tariffs and prices for energy carriers, their wasteful effective use unacceptable. Creation of conditions for increasing the efficiency of the 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 charts (Appendix 1, table 1-3, chart 1-3).

Conclusions: The analysis of the given energy consumption data shows that the total energy costs in 2016 are higher than in 2015 and amounted to 8821.6 thousand rubles:

For payment electrical energy accounts for 743.7 thousand rubles;

The payment for thermal energy accounts 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 building of the institution is organized centrally. As well as the largest share of electricity consumption in comparison with 2015 and water supply. Having studied the program of energy saving and energy efficiency improvement of MBOU secondary school No. 2 for 2012-2015, we found out the main reasons for the appearance of unproductive losses of heat and energy resources in the institution:

Lack of automatic control of heat supply, which leads to excessive consumption of thermal energy;

Irregularity in the operation of heat networks, violation of the integrity of the insulation of heat-consuming equipment;

Outdated power supply and lighting system;

The unsatisfactory condition of the water supply system and the lack of its insulation.

1. Ways to reduce the cost of thermal energy in the school. Experiment.

To study the consumption of thermal energy, we conducted a thermal imaging survey of building envelopes using a FLIR T460 thermal imager.

Target: identify irrational heat loss through the building envelope. Thermography was carried out in pre-planned 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: according to the results of a thermal imaging survey 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 energy efficiency improvement of MBOU secondary school No. 2 from 2012-2015, we got acquainted with energy saving measures. One of the heat conservation measures is the installation of heat-reflecting screens behind heating appliances.

Based on the physical law of radiation and emission, all bodies whose temperature is above absolute zero radiate infrared radiation. The amount of rays absorbed by the body is expressed by the concept of emission.

We put forward hypothesis: due to the ability of bodies to absorb thermal energy, it is possible to use materials with a low emission coefficient of radiation to keep the heat in the premises, thereby reducing the cost of the school's thermal energy consumption.

Purpose of the experiment: to find out with the help of a thermal imager and a heat-reflecting screen the possibility of reducing heat losses in the classrooms of the school.

from 17.02.17 from 19.00 to 18.02.17 to 19.00

The course of experiment No. 1:

1. We measure the temperature of the room and fix it in the table (Appendix 4, table 1).

2. We place aluminum foil on a polyethylene foam substrate behind the radiator on the wall

3. A day later, we take a spectral image from the street on a FLIR T460 thermal imager. (Appendix 3, photo 1-2, thermogram 1,2).

4. We enter the data in the table, 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 thermal screen was installed increased by 2.5 degrees according to the spectral image. Based on the actual data on energy consumption and its payment for 2016, the savings from the installation of heat-reflecting screens will be 2%. An assessment of the annual economic effect of installing heat-reflecting screens is presented in the school's program on energy efficiency (Appendix 4. Table 2.)

1. Ways to reduce the cost of water consumption at school. Experiment.

The building is supplied cold water one input from the State Unitary Enterprise "Kandalakshavodokanal". Water consumption is carried out for domestic needs: a dining room, sanitary rooms, cleaning of premises, watering plants. In accordance with the actual calculation of water consumption for 2016 and the cost of using water supply, savings in terms of energy resources can be realized 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 the flow.

Observing the consumption of water supply in the sanitary rooms, we were convinced that a large amount of water is wasted when it is drained into the sewer. Studying in the lessons the law of Archimedes "The action of liquids and gases on bodies immersed in them", 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 the method of saving cold water supply, using the law of Archimedes.

Hypothesis: suppose that a container placed in a tank of water saves the amount of cold water consumption displaced by one's own body.

Time of the experiment: from 25.01.17 at 14.00

Necessary equipment: containers with volumes of 4.5 liters and 1 liter, stopwatch ruler

The course of experiment No. 2.

1. Take a container of 4.5 liters and fill it with water

2. Measure the height of the water in the tank and record it in the table

3. Calculate the water flow during draining per unit of time (ml / s)

(Appendix No. 5, table No. 1)

4. Pour water out of a 4.5 liter container up to the 16 cm mark and immerse a sealed vessel with a volume of 1 liter. The liquid height has risen to the previous level, i.e. 22 cm

5. Calculate the water flow 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 flow during discharge per unit of 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 immersed sealed container, and the water consumption during draining turned out to be almost the same.

Conclusion: when immersed in the container of a sealed vessel, the volume of water increases not due to its quantity, but due to the volume of the displaced liquid, which actually reduces the water consumption in the container.

This way of saving will be effective for use in sanitary rooms, flush tanks. Water consumption will decrease by 1 liter due to the capacity of 1 liter immersed in it. Theoretically, a decrease in water consumption when using this method saves cold water consumption.

The school has 612 students. Let's say 306 people visit the sanitary room during the day, therefore savings in draining 306 liters of water per person per day. For a month, the savings will be: 24 * 306 \u003d 7.4 cubic meters

1. energy saving method.

Based on research work for more efficient energy saving in the school, we have developed and communicated to each teacher and student through the distribution of information sheets the following rules:

Carry out explanatory work among teachers, students and their parents, aimed at fostering a sense of economy and thrift when using electricity.

The light bulbs on the flights of stairs must be turned off during the daytime.

In electrical switchboards, basements, the light should be on only when work is being done in these rooms. Such careful use of electricity can bring up to 30% savings.

We have issued and distributed information sheets with tips on energy saving among students and teachers. They hung memos in the offices, dining room, toilet rooms. ( Appendix 6)

Conclusions:

As a result of research activities, we studied the literature, program 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 drew conclusions.

In order to confirm our hypothesis, in December 2016 we conducted an experiment aimed at reducing the cost of water supply. During which we calculated the optimization of water consumption by installing containers in sanitary rooms (toilets) to reduce water consumption.

In January 2017, an experiment was carried out to install heat-reflecting screens behind heating appliances, necessary to reduce heat consumption and economic costs.

They performed a thermal imaging survey of the building envelope of the school and determined the causes of heat loss, as well as their elimination.

Developed and distributed leaflets on saving electricity in sanitary rooms, classrooms, canteen, corridors of the school building.

The materials studied by us allow us to confirm the hypothesis: that the use of energy-saving methods will save energy resources and school costs.

Conclusion and perspectives:

This work is devoted to the analysis of modern energy-saving technologies and the choice of the most effective of them in relation to the educational institution MBOU secondary school No. 2.

Thus, energy saving measures allow us to solve a whole range of tasks: to save a large number of energy resources, reduce 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 the walls of schools (conducting school-wide lessons in physics, ecology, organizing exhibitions, seminars, competitions, distributing leaflets and booklets, issuing energy saving manuals) will contribute to the introduction of energy technologies.

List of used sources and literature:

1. Danilov, N.I. Energy saving - from words to deeds / N.I. Danilov. - Yekaterinburg, Energo-Press, 2000.

2. “Electric power industry. Russian builders. XX century "M.: Master, 2003;

3. Ishkin V. Energy security - one of the foundations of the country's security / World of communication. - 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

Attachment 1.

Table 1."Accounting for water supply consumption for 2015-2016 and economic costs"

Diagram 1."Consumption of hot and cold water for 2016"

Table 2."Accounting for the consumption of thermal energy for 2015-2016

and economic costs"

Diagram 2."Heat energy consumption in 2016"

Table 3"Accounting for electricity consumption for 2015-2016 and economic costs"

Diagram 3.“Heat energy consumption 2016”

Appendix 2

Photo 1. Thermal imaging survey Photo 2. Thermal imaging

main building inspection room. №1, 1st floor

Thermogram1

Basement inspection.

Thermogram2

Survey of the main building

Thermogram3

Thermogram4

Inspection of the wall, in the places where radiators are installed

Appendix 3

Thermogram1

Experiment #1 (before experience)

Thermogrammat2

Experiment No. 1 (after the experiment)

Photo auth. one.

Experiment #1

Photo auth. 2.

Experiment #1

(installation of a heat-reflecting screen)

Photo auth. 3.

Experiment #1 (Heat Reflective Screen)

Appendix 4

Table 1. "Experiment No. 1"

Conclusion: the room temperature increased by 1 degree, the temperature of the wall behind the radiator decreased by 2.2 degrees Celsius, i.e. heated up less, and the heat remained in the room.

Table 2. Estimated annual effect

Appendix 5

Table No. 1 Height of water in the tank h 1 =22.5 cm

Table No. 2 Height of water in the tank h 2 \u003d 22.5 \u003d 16 cm (poured water in the vessel) + 4.5 cm (the level rose due to the immersion of the 1 liter container)

Photo auth. one.

Experiment #2

Photo auth. 2.

Experiment #2

Photo auth. 3.

Experiment #2

Project theses

Section "Mathematics and Economics"

“Reducing electricity consumption in schools”.

Completed by: Petrenko Daria,

9th grade student MOU secondary school No. 47

Supervisor: ,

physics teacher MOU secondary school No. 47

Introduction

In the context of the economic crisis, the school needs to save all the money allocated for its maintenance, including the cost of paying for electricity. Saving electricity does not help to reduce its consumption! Therefore, it is necessary to look for effective ways to reduce electricity consumption, for this it is necessary to find out which lamps or electrical appliances, appliances make up a large share of electricity consumption in the school. It has been hypothesized that a large proportion of electricity consumption in the school is made up of: 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 research work: Effectively reduce the electricity consumption in the school without attracting additional Money, achievement of the goal is possible when solving the following tasks: count the number of lamps of various power and modification used for lighting in schools, as well as electrical appliances and technical equipment (with an indication of power); using questionnaires and observations, calculate the average time during which each lamp burns daily and the equipment works; calculate the daily average electricity consumption in the school, calculate the monetary costs of electricity and compare them with real costs; determine the main items of expenditure (a large share of electricity consumption from the total for the school); find ways to reduce electricity consumption at school without attracting additional funds. The work was carried out for 4 months. Work has practical significance, the results of the study can be used to reduce electricity consumption for other schools, kindergartens, industrial enterprises.

The main content of the work

The total number of all lamps of each type used for lighting in the school was counted, their power was recorded, as well as the number of monitors, system units, and other office equipment and other electrical appliances used (canteen, home economics, workshops, music room, assembly hall, etc.). Based on the results of a survey of teachers, janitors, cleaners and canteen workers, the total number of hours worked for each type of lamps and appliances separately per week was determined, and the average value of the 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 slightly from the real data by 6%, so we can assume that the assessment of daily electricity consumption has been carried out, right. Then it became possible to identify the main consumers: stoves in the dining room, then fluorescent lamps used to illuminate classrooms and corridors of the school, incandescent lamps. The hypothesis was confirmed. Reduce the power consumption of stoves in the dining room, without replacing stoves with new ones, i.e. without serious investments money is impossible. This means that in order to reduce the school's electricity costs, it is necessary to reduce electricity consumption for lighting classrooms and school corridors.

Reduce electricity consumption by changing the power of the lamps. There are several ways to take advantage of this without sacrificing lighting quality. Firstly, it is possible to somewhat reduce the luminous flux (and, as a result, the power) of the lamps in initial period their operation, when the luminous flux given off by new lamps exceeds the required value. Secondly, often the number of fixtures exceeds exactly what is required according to lighting calculations. The only way to avoid wasting energy in this case is to further reduce the lighting power. The energy savings potential 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 due to the compensation of the indicated excess illumination will be overestimated compared to the required one. The rational use of daylight can achieve the most significant energy savings, since at many times of the day the lamps can be turned on at a minimum power (1-10% of the nominal). Energy savings in this case will be 25-40%.

For dimming fluorescent lamps, special electronic ballasts (electronic ballasts) with the ability to control are used. When dimming, electronic ballasts reduce the voltage applied to the electrodes of the lamp, increase its frequency (its value can reach 100 kHz) and the current strength. In analog devices, a potentiometer is either installed on 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 applied in the range of 1-10 V. The lamp brightness changes from 1 to 100%. Manufacturers indicate the number of lamps connected to analog electronic ballasts in the device's passport. The price of a set of devices used for regulation fluctuates within the limits of roubles. 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 hallway.

It is best 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, while saving 80%. Average working time per day total of these lamps will decrease three times, since there will be not 182, but 60 lamps. Energy consumption will be 0.036 * 370 / 3 = 4.44 kWh in one day, which is 5 times less.

Conclusion

INTRODUCTION

Relevance: in the context of the economic crisis, the school needs to save all the money allocated for its maintenance. The school has been running out of electricity for several months. The school adopted a program to save electricity, watchmen monitored the light in the corridors, stairs, utility rooms, teachers to save electricity in their offices, but there was no significant reduction in electricity consumption (only 1.5%). Saving electricity does not help to reduce its consumption! Therefore, it is necessary to look for effective ways to reduce electricity consumption, for this it is necessary to find out which lamps or electrical appliances, appliances make up a large share of electricity consumption in the school.

Hypothesis: A large share of electricity consumption in the school is made up of stoves in the canteen and fluorescent lamps for lighting classrooms and school corridors, as well as incandescent lamps in classrooms.

Objective: Effectively reduce the energy consumption in the school without attracting additional funds.

Count the number of lamps of various power and modification used for lighting in schools, as well as electrical appliances and technical equipment (indicating power). Using questionnaires and observations, calculate the average time during which each lamp burns daily and the equipment works. Calculate the daily average electricity consumption of the school, calculate the monetary cost of electricity and compare it with the actual cost. Determine the main items of expenditure (a large share of electricity consumption from the total for the school). Find ways to reduce electricity 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, home economics, workshops, music room, assembly hall, etc.) . She compiled questionnaires for teachers and janitors, school cleaners, according to which it was possible to estimate how long this or that device, a lighting lamp is used daily. To complete a questionnaire during the week, teachers recorded how many lessons were held with lights, whether they turned off the lights during breaks, whether they opened the blinds in the classroom for natural light, for how long they used technical means. Janitors and cleaners and canteen workers were interviewed once on the same questions, only about corridors, stairs and utility rooms. I counted the total number of hours worked for each type of lamp and appliances separately for the week and divided by six to find the average value of the daily energy consumption of each type of consumer. (Sunday I decided not to take into account, because the energy consumption on this day of the week is negligible).

During the month of October, I observed the classrooms at the school, came to school early and recorded the time at which the lights were turned on in each classroom, every break I went through all the classrooms and corridors and recorded the presence of light in order to correct the information collected from teachers and watchmen by the method of questioning. It turned out that in reality the total duration of the light burning turned out to be even a little less than according to the assessment using the questionnaire, since some classrooms are used inconsistently (teachers left for courses, there were no lessons in the classroom, etc.). There were no significant differences in the mean run time.

To determine the energy consumption, it is necessary to multiply the power of the device by the duration of its operation. Separately for each type of lamp and household appliances I counted the total time they worked, for example, there were 62 long fluorescent lamps in the school, I added up the time for each lamp and got the total time they worked. For convenience, the total operating time was rounded up to a whole number, and in all cases to a larger one, so as not to underestimate the results. Energy consumption is numerically equal to physical quantity current work. In the textbook Purysheva, Vazheevskaya "Physics grade 8" I found a formula by which you can calculate the work: A \u003d 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, for this you need to divide the value in W by 1000, and count 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 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 real value of electricity consumption per day.

Table 1.

To calculate the real power consumption per day, I used the readings of the electric meter for four months, added them up and divided by the number of working days for this period. All data are presented in Table 2.

Table 2.

My calculated data differ slightly from the real data by 6%, so we can assume that the assessment of daily electricity consumption has been carried out, right. Then, Table 1 shows that the main share of electricity consumption is made up of stoves in the dining room, then fluorescent lamps used to illuminate classrooms and corridors of the school, incandescent lamps, the operation of which in hours is more than ten times less than the operation 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 of money.

This means that in order to reduce the school's electricity costs, it is necessary to reduce electricity consumption for lighting classrooms and school corridors. The second chapter of my research is devoted to solving this problem, which presents ways to reduce electricity consumption for lighting, which I managed to find in the literature.

WAYS TO REDUCE ELECTRICITY CONSUMPTION

The power consumption of a lighting installation for a certain period is determined by the power of the 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 rated (or current) lighting power and by reducing the operating time. Moreover, this should not lead to a decrease in the quality of lighting.

Reducing the nominal (installed) power of lighting primarily means a transition to more efficient light sources that provide the desired light fluxes with significantly lower power consumption. However, derating lighting still has limited energy saving potential. For example, the best of the light sources currently used for indoor lighting, in terms of luminous efficiency, have practically reached the limit of 96-104 lm / W while reducing the 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 lamps, real values, the efficiency of which is 70-80%, and their decrease over time is insignificant.

In the long term, more significant opportunities can be found. These opportunities are associated with the introduction of modern control systems, regulation and control of lighting installations. The use of adjustable fluorescent lamps allows them to be operated at a reduced (compared to the nominal) power. And this means that with the same installed lighting power, the current (actually consumed) power and energy consumption are reduced.

There are several ways to take advantage of this without sacrificing lighting quality.

Firstly, it is possible to somewhat reduce the luminous flux (and, as a result, power) of the lamps in the initial period of their operation, when the luminous flux given off by new lamps exceeds the required value. As the lamps age, it can be gradually increased, which, in addition to saving energy, also provides increased stability of lighting over time.

Secondly, often the number of luminaires for construction, structural, architectural or other reasons exceeds exactly what is required for lighting calculations. The only way to avoid wasting energy in this case is to further reduce the lighting power. According to the estimates given in the article “Measures to reduce electricity consumption and rational use electricity” Bedretdinov Rafik http://www. technolux. info/ Lighting technology on the ExpertUnion portal, the potential for energy savings only in these two cases can be 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 due to the compensation of the indicated excess illumination will be overestimated compared to the required one. Rational use of daylight (transition from artificial lighting to combined) can achieve the most significant energy savings, since at many times of the day the lamps can be turned off altogether or turned on at a minimum power (1-10% of the nominal). Energy savings in this case will be 25-40%.

So, all of the above boils down to the fact that it is possible to reduce electricity consumption by changing the power of the lamps, but how to adjust the power?

A dimmer (from the English dim - "dim") is a regulator of the electrical power of the load, connected in series with it. A dimmer allows you to smoothly or stepwise change the voltage supplied to the lighting device, thereby adjusting the brightness of its glow, Wikipedia.

Dimmers for fluorescent lamps. For dimming fluorescent lamps, special electronic ballasts (electronic ballasts) with the ability to control are used. The process of controlling a fluorescent lamp is very difficult 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 amount of voltage applied to the electrodes of the lamp, increase its frequency (its value can reach 100 kHz) and the current strength. The lamp at the same time 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 on 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 applied in the range of 1-10 V. The lamp brightness changes from 1 to 100%. Manufacturers indicate the number of lamps connected to analog electronic ballasts in the device's passport. The price of a set of devices used for regulation fluctuates within the limits of roubles. 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 corridor.

Energy savings reach up to 25% in the standard inclusion, i.e. less electricity is spent to create a certain level of illumination. And as natural light increases, the brightness of fluorescent lamps can be reduced and thus consume much less electricity.

In the literature, I found another advantage of using electronic ballasts - a stable luminous flux is provided during pulsations of the supply voltage, thereby eliminating the effect of "eye fatigue" when working at a computer. According to hygiene standards, the level of pulsation of the light flux should be
- in rooms equipped with computers no more than 5% (SanPiN 2.2.2/2.4.1340-03)
- in institutions general education, primary, secondary and higher special education – 10% (SanPiN 2.2.1/2.1.1.1278-03). Thus, the use of dimmers in the school leads to the fulfillment of the requirements of SanPiN.

It is best 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, while saving 80%.

The average operating time per day of the total number of these lamps will decrease by a factor of three, since there will be not 182, but 60 lamps. Energy consumption will be 0.036*370/3= 4.44 kWh per day, which is 5 times less.

EVALUATION OF THE COSTS FOR THE APPLICATION OF THE SELECTED WAYS OF REDUCING ELECTRICITY CONSUMPTION

It is necessary to purchase 60 energy-saving lamps with an approximate cost of 120 rubles, which will amount to 7200 rubles, and will reduce the daily expenses for this item from 50 rubles to 10 rubles. Thus, the daily savings is 40 rubles, which means that all these lamps will pay off 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 8400 rubles saved, and we will spend another 2900 rubles for the purchase of dimmers (11300 rubles in total). In this case, energy 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 save rubles on electricity bills in the third year. And 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 in two years will decrease by about 30 kWh, which is almost 70 rubles a day.

CONCLUSION

The use of the selected methods to reduce electricity consumption will reduce electricity consumption by 8%, which will be about 10% of cash savings. From the above, we can conclude that the goal of the work has been achieved. The work is of practical importance, the results of the study can be used to reduce electricity consumption for other schools, kindergartens, and industrial enterprises.

Development human society inextricably linked to the use natural resources our planet, with the use 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, possibly less pollution of it with all kinds of waste. In our work, we consider ways to save electricity in our school The development of human society is inextricably linked with the use of natural resources of our planet, with the use 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, possibly less pollution of it with all kinds of waste. In our work, we consider ways to save electricity in our school

Tasks of practical work 1. Determine how much money can be saved due to daily energy savings. 1. Determine how much money you can save by saving electricity every day. 2. Create effective rules energy saving for students and teachers of the school, the memo "Save electricity". 2. Create effective energy saving rules for students and teachers of the school, a memo "Save electricity".

Saving energy at school starts with awareness of this need. Yes, and the testimony of the electric meter that voted in rubles in your direction with increasing electricity tariffs will clearly tell you that saving electricity at school is a necessity. First. by the most simple solution, which can be done 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 used 6 incandescent lamps in the classroom Energy consumption per hour 6 * 50 W = 800 W Three hours per 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 Tue*6 = Tue

The classroom now uses 24 fluorescent lamps Energy consumption per hour 24 * 20 W = 480 W Three hours 480 W*3 = W Energy consumption per week 1440 W*6=8 640 W Energy consumption per month 1440 W*24 = W Per period from October to March W*6 = W Saving electricity consumption in the class during the year is W

After analyzing the consumption and saving of electrical energy in the classroom, we were 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 during the year 12 * W = W - Saving energy consumption when using fluorescent lamps 12* W = W Question: how much money do we save? Tue \u003d 552.96 kWh Today the tariff rate for 1 kWh is 295 rubles 552.96 * 295 \u003d rubles

We carried out calculations on energy savings using only one way to save (replacement of incandescent lamps with energy-saving lamps). If we take into account all the ways to save electrical energy (lifetime of lamps, light emission, natural lighting, rational use of lighting and consumption of electrical energy during working hours), then the savings in electrical energy and money will be much greater. To this end, recommendations have been developed and are being used to save electrical energy in schools.

When leaving the classroom for recess, turn off the lights in the classroom; when leaving the classroom for a break, turn off the lights in the classroom; turn off the lights in the classroom when there is sufficient sunlight; turn off the lights in the classroom when there is sufficient sunlight; when decorating a classroom, do not put large flowers on the windowsills - they will block access to part of the world; when decorating a classroom, do not put 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 part of the light energy; when decorating a classroom, do not cover the windows with long tulle - it also absorbs part 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 permission of the teacher and unnecessarily, turn it off immediately after finishing work. do not turn on laboratory equipment without the permission of the teacher and unnecessarily, turn it off immediately after finishing work. Dear students of the school, 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 burners of the stove on which you will put the dishes; turn on only those burners of the stove on which you will put the dishes; open the oven door only when necessary; open the oven door only when necessary; use the minimum amount of water during the cooking process; use the minimum amount of water during the cooking process; heat only the amount of water you need; heat only the amount of water you need; the size of the heated dishes must correspond to the size of the "pancake" of the electric stove; the size of the heated dishes must correspond to the size of the "pancake" of the electric stove; You can save energy by cooking food on the switched off stove, which retains heat for a long time. You can save energy by cooking food 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 for the autumn period of 2012 compared to 2011 by 17%. Energy savings for the autumn period of 2012 compared to 2011 by 17%.

- activities (practical, scientific, organizational, informational) aimed at the rational and economical use of converted and primary energy and natural energy resources.

Energy conservation in schools and other buildings is the cheapest and most environmentally friendly “source” of energy. This is energy saving, which is based on the use of energy-saving technologies designed to reduce energy losses.

If we consider energy from the point of view of philosophy, then energy is a general quantitative measure of the interaction and movement of all types of matter. Energy is not formed from nothing and does not disappear anywhere, it can only be transformed from one form to another. This means that energy obeys the law of conservation, and it cannot be saved.

Nevertheless, the term "energy saving" is actively used in world practice - "Energy Conservation", "Energy Saving", "Energieeinsparen". This concept has a general meaning. For example, a reduction in the specific consumption of fuel in solid form per unit of generated 1 kW per hour in general view leads to the saving of fuel contained in the bowels of the earth, which will later be spent for the same purpose, thereby this energy resource is stored for a certain time. It is in this understanding that the term "energy saving" is used.

Let's take an example of how to organize energy saving activities in a secondary school.

Key goal energy saving at school is to increase the values ​​of the economic indicators of an educational institution, improve the conditions for technical functioning by increasing the efficiency of energy consumption per ruble of services provided, reducing the financial burden on the budget through reducing payments for electricity and heat.

Energy saving at school is a combination of three types of activities:

Monitoring the consumption of energy resources;

Regulation of the heat carrier flow;

Increasing the motivation of participants.

The market is full of modern ventilation and control systems, heaters. But there is still no system that, without waiting for the increase in tariffs, would help reduce the consumption of energy resources. All because the main element of the energy saving system is not involved - motivation! Only the simultaneous action of all three elements gives positive result. The implementation of these measures is often expensive and time-consuming, and the payback period is longer than the life of the building itself, where this equipment is installed.

In order for work in this direction to be carried out effectively, the main thing is to teach school students how to save and conserve energy at home, at school, only then the guys will fully realize this and in the future will be able to make a breakthrough in energy saving at their workplaces, and therefore in the country.

Many schools today carry out major energy-saving measures. Old wooden windows are being replaced with plastic ones. The average heat loss through wooden windows is about 45%, which in terms of the school means about 136 Gcal per year, the air temperature in the classrooms in winter is +9 +11 ° C, which does not comply with SanPiN.

For this reason, students often fall ill and miss lessons, i.e. lack knowledge. Old wooden doors are being replaced in some schools with plastic and metal insulated doors.

In schools where metering devices are installed, energy consumption is constantly monitored.

Saving energy: replacing conventional lamps with energy-saving lamps

Energy-saving lamps consume 5 times less electrical energy than DRL, LON and DRV lamps, without losing the installed light transmission.

For installation energy saving lamp not required additional equipment. All electronic equipment is built into the finished lamp, including the ballast.

CFL (compact Fluorescent Lamp) is characterized a high degree light transmission, reaching 87 Ra, which corresponds to the standards that are in force on the territory of the Russian Federation. The flickering frequency of an energy-saving lamp is approximately 20,000 Hertz. These lamps are recommended for use in hospitals, educational institutions, at industrial and manufacturing enterprises.

A significant part of the organization's costs in the field of housing and communal services is the cost of electricity.

The level and quality of energy efficiency of lighting inside the building and surrounding areas often does not meet modern requirements.

Replacing underefficient lamps, including incandescent lamps in school lighting systems, will realize the potential for energy savings.

Measures aimed at energy saving at school in the power supply system, indoor and outdoor lighting:

Replacement of not sufficiently efficient light sources for the purpose of illuminating adjacent territories and premises with energy-efficient ones;

Equipping the building with metering devices;

Use of modern energy efficient equipment;

Installation of systems for automatic control and regulation of equipment operation.

Measures in the field of energy saving in water supply:

Introduction of water meters;

Installation in the perspective of a mixer with a photocell, because energy saving is not only saving heat, but also water, the delivery of which requires a lot of electricity (up to 70% of the cost). Washing hands with a touchless faucet requires 1 liter of water instead of the 6 liters required for a traditional faucet.

Heat saving

One of the main techniques for optimizing payments for providing heat is the installation of metering units for energy carriers (heat meters) using automatic control systems. In schools, ultrasonic SPT 943 is installed at control nodes, for example, with an automatic device. The heat meter is responsible not only for the calculation of the received heat and heat carrier, but also for the recorder of the heat consumption mode. This is possible due to the presence of an archive of average daily, average hourly values ​​of thermal energy consumption, temperature of return and direct water, coolant. Fixing these parameters allows suppliers and subscribers of thermal energy to control the properties of the coolant and their compliance with the contractual values.

Even well-adjusted metering of hot water and heat consumption does not fully exploit the potential for reducing heat consumption costs. The fact is that people are at school only during working hours. It is at this time that a normal heating regime is needed. The rest of the time (weekends, night time) it is not necessary to maintain the temperature in the rooms at about 18-20 degrees, 10-14 is enough, which will help to significantly save heat and reduce costs. But on cold days winter period the building cools down very quickly, and heats up more slowly, so lowering the temperature at night is not always rational. But it is possible to achieve energy savings at school by 10-22%, for example, in the off-season (end and beginning of the heating season).

conclusions

The school is one of the key tools for cultivating an economical attitude to stocks among younger generation and addressing the issue of energy efficiency in schools is of great importance.

We see that without the installation of metering devices it is impossible to effectively use measures to save heat. Whatever activities are carried out, without metering devices, the energy supply organization will still present the same bills for payment, i.e. "by calculation". With the installation of heat meters in schools, financial savings of 30% are observed. It is also necessary to replace electricity and water meters.

It is important to provide the following energy saving measures at school:

A system for tracking the costs of energy resources and improving the energy balance;

Organization of control and accounting for the rational use, limitation and rationing of energy resources;

Organization of energy surveys to determine the irrational use of energy resources;

Development and implementation of energy saving actions at school.

And it must be remembered: it is much better to save one unit of energy than to create a new one. By conserving energy at home or at school, we reduce energy losses during transportation and production.

Thus, not only the school, but also every educational institution can significantly reduce energy costs, and students can personally participate in the energy saving program, which will make it possible to form in their minds an idea of ​​the importance of the energy saving process.