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School Project Input File

This chapter provides a detailed example of designing an HVAC system for a high school wing in Chicago using HAP, outlining a five-step process: defining the problem, gathering data, entering data into HAP, generating design reports, and selecting equipment. Key aspects include modeling heat transfer for 12 rooms, gathering weather and space data, and defining an air system with specific equipment characteristics. The example focuses on a VAV rooftop unit and its associated components to meet the heating and cooling needs of the building.

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11 views6 pages

School Project Input File

This chapter provides a detailed example of designing an HVAC system for a high school wing in Chicago using HAP, outlining a five-step process: defining the problem, gathering data, entering data into HAP, generating design reports, and selecting equipment. Key aspects include modeling heat transfer for 12 rooms, gathering weather and space data, and defining an air system with specific equipment characteristics. The example focuses on a VAV rooftop unit and its associated components to meet the heating and cooling needs of the building.

Uploaded by

junedrkazi
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

SCHOOL PROJECT INPUT FILE

Chapter 3 System Design Example Problem


This chapter contains a simple example problem which demonstrates how to use HAP to design an
HVAC system. The example builds on concepts and procedures discussed in Chapters 1 and 2.

3.1 OVERVIEW FOR THE EXAMPLE PROBLEM


The procedure for designing HVAC systems in HAP involves five steps, as discussed in Chapter 1:
1. Define the Problem.
2. Gather Data.
3. Enter Data Into HAP.
4. Use HAP to Generate Design Reports.
5. Select Equipment.
The example problem presented in this chapter will demonstrate each step in this process. In the
remainder of this chapter a separate section will deal with each step.

3.2 DEFINING THE PROBLEM


The objective of this example problem is to design an HVAC system which serves one wing of a high
school building located in Chicago, Illinois. The floor plan for this portion of the school building is
shown in Figure 3.1. It is comprised of six classrooms, a music room and its associated office, storage
and practice rooms, plus two corridors for a total of 12 rooms. In Figure 3.1, classrooms D101 through
D104 face due east. East, south and west walls are exposed to ambient. The north walls adjoin other air-
conditioned areas of the building; we will assume there is no heat transfer across this northern boundary.
The rooms in this portion of the school building will be air conditioned by one rooftop unit serving
parallel fan powered mixing box (PFPMBX) terminals. A gas-fired preheat coil in the rooftop unit and
electric resistance heating coils in the mixing box terminals provide heating. HAP will be used to model
the heat transfer processes in the building in order to determine the following nine equipment sizing
values:
Rooftop unit required cooling capacity.
Rooftop unit required fan airflow
Rooftop unit required preheat coil capacity.
Rooftop unit required outdoor airflow rate.
PFPMBX terminal design airflow rates.
PFPMBX terminal minimum airflow rates.
PFPMBX terminal fan design airflow rates.
PFPMBX terminal reheat coil capacities.
Space required supply airflow rates.
Note: The VAV air system serves all of the spaces shown in Figure 3.1 except for D105 South Vestibule
and D112 West Vestibule. The two vestibules contain fan coil heaters and would be modeled using a
separate heating-only fan coil air system. For purposes of this example we will focus on the VAV air
system and omit consideration of the vestibule fan coil units.

HAP Quick Reference Guide 3-1


Chapter 3 System Design Example Problem

Figure 3.1 Floor Plan for School Building

3.3 GATHERING DATA


The second step in the design process is to gather information necessary to model heat transfer processes
in the building and to analyze operation of the HVAC equipment which heats and cools the building.
This involves gathering data for the building, its environment and its HVAC equipment. Below,
gathering of weather data, data for spaces in the building and data for the HVAC system will be
discussed.

3.3.1 Gathering Weather Data


ASHRAE design weather conditions for Chicago O’Hare International Airport (Chicago IAP) will be
used for this analysis. These design parameters are shown in Figure 3.2. In addition to the ASHRAE
data, we will:
Specify daylight savings time from April 7 through October 26.
Use the period May through November as the design cooling months. This means cooling sizing
calculations will only be performed for this range of months. We could use January through
December as the calculation period. However, design weather conditions in Chicago are such that
peak loads are most likely to occur during the summer or fall months. So we can reduce the set of
calculation months to May through November to save calculation time without sacrificing reliability.

3-2 HAP Quick Reference Guide


System Design Example Problem Chapter 3

3.3.2 Gathering Space Data


In this example problem we will model the heat transfer of each room separately so peak loads and
required airflow rates can be determined for each room. In this portion of the school building there are
12 rooms, but three (D101, D102 and D103) are identical. Therefore we will define one of these
classrooms as a space and reuse it three times. This reduces the total number of spaces needed for the
analysis from 12 to 10. Characteristics of these spaces were derived from architectural plans and from
information about the use of the building and are described below.
Walls. One common wall construction is used for all exterior walls. The construction, whose data is
shown in Figure 3.3, consists of 4-inch face brick, R-7 board insulation, 8-inch lightweight concrete
block, an air space and gypsum board finish. The exterior surface absorption is in the “dark” category.
The overall U-value is 0.084 BTU/(hr-sqft-F). The overall weight is 69.8 lb/sqft.
Roofs. One uniform horizontal roof construction is used for this portion of the school building. Its data
is shown in Figure 3.7. The roof construction consists of built-up roofing, board insulation with R-21, 22
gauge steel deck, a plenum air space and acoustic ceiling tiles. The exterior surface absorption is in the
“dark” category. The overall U-value is 0.040 BTU/(hr-sqft-F). The overall weight is 5.8 lb/sqft. Note
that in HAP the roof assembly must include all material layers from the exterior surface to the interior
surface adjacent to the conditioned space. Thus, the ceiling plenum is considered part of the overall roof
assembly.
Windows & External Shading. One type of fixed window unit is used for all windows in this portion
of the school building. The window units measure 6 feet in height by 4 feet in width, are double glazed,
and use an aluminum frame with thermal breaks. No internal shades are used. Manufacturer’s NFRC
ratings indicate the window has a U-value of 0.550 BTU/(hr-sqft-F) and a shading coefficient of 0.40.
All windows have a 4-inch reveal depth. Window data is shown in Figure 3.4 while external shading
data is shown in Figure 3.8
Lighting. Recessed, unvented fluorescent lighting fixtures are used for all rooms in this portion of the
school building. A lighting density of 1.00 W/sqft is used.
For classrooms, offices, storage rooms and practice rooms we will use design day lighting levels of 100%
from 0700 through 1700, the standard occupancy period for the school, and 5% from 1800 through 2100
when lighting is reduced or operated intermittently for custodial work. This lighting profile applies for
the days the school is in session. For weekends and holidays lighting levels of 0% are used. The holiday
period includes a summer shutdown period from late June to early August. Therefore the
Weekend/Holiday lighting profile will be used for July for design calculations. Lighting schedule data is
shown in Figure 3.5.
For the corridors and vestibules we will use design day lighting levels of 100% for 0700 through 2100.
Security lighting levels of 5% will be used for all other hours. This lighting profile applies for days the
school is in session. For weekends and holidays lighting remains at 5% security levels for all hours.
Lighting schedule data is shown in Figure 3.5
Occupants. The maximum number of occupants varies by space and will be discussed later in this
section. For all rooms except the music room, a “seated at rest” activity level will be used (230
BTU/hr/person sensible, 120 BTU/hr/person latent). For the music room the “office work” activity level
will be used due to the higher level of activity in this room (245 BTU/hr/person sensible, 205
BTU/hr/person latent).
For all rooms we will use design day occupancy levels of 100% for 0700 through 1700, the normal hours
of operation for the school. Occupancy during the period 1800 through 2100 is very infrequent and will
be ignored. Thus, occupancy levels of 0% will be used for all other hours of the day. This occupancy
profile applies for days the school is in session. For weekends and holidays 0% occupancy is used for all
hours. For the summer shutdown period from late June to early August these 0% occupancy values will
be used. The occupant schedule is shown in Figure 3.5.
Spaces. A total of 10 spaces will be defined. Data for these spaces appears in Figures 3.8 through 3.17.
Details:

HAP Quick Reference Guide 3-3


Chapter 3 System Design Example Problem

Floor areas are shown in Table 3.1.


The average ceiling height is 8 feet for all spaces.
The building weight is 70 lb/sqft (medium category).
Ventilation airflow rates will be defaulted by choosing the appropriate ASHRAE Standard 62.1-2007
space usage type.
One type of lighting fixture is used in all spaces. Lighting fixture characteristics and schedules were
discussed earlier in this subsection.
Occupants per space are listed in Table 3.1. Occupant heat gains and schedules were discussed
earlier in this subsection.
One set of common wall, door, window and external shading constructions are used for the building.
Wall orientations, wall areas, and window and door quantities for each space are summarized in
Table 3.1.
One common roof construction is used for the building. Roof areas are shown in Table 3.1.
This wing of the school building uses slab on grade floor construction. The floor slab is constructed
of 6-inch of heavy weight concrete with an overall U-value of 1.2 BTU/(hr-sqft-F). R-7 edge
insulation is used for the slab. Slab floor areas and exposed perimeters are shown in Table 3.1. Note
that slab floors are not modeled for the corridor spaces since neither has an exposed slab perimeter.
Table 3.1 Summary of Space Characteristics
Floor People Wall, Window, Door Roof Data Slab Slab
Area Data Floor Exposed
(sqft) Area Perimeter
(sqft) (ft)
D101 - Typical Classroom 907.5 25 E: 275 sqft, 3 windows H: 907.5 sqft 907.5 27.5
D104 - Classroom 907.5 25 E: 275 sqft, 3 windows H: 907.5 sqft 907.5 60.5
S: 330 sqft, 0 windows
D106 - Classroom 907.5 25 W: 275 sqft, 3 windows H: 907.5 sqft 907.5 71.5
S: 330 sqft, 0 windows
E: 110 sqft, 0 windows
D107 - Classroom 907.5 25 W: 275 sqft, 3 windows H: 907.5 sqft 907.5 27.5
D108 - Music Room 1781.0 50 S: 242 sqft, 2 windows H: 1781.0 sqft 1781.0 24.2
D109 - Practice Room 65.0 1 W: 66 sqft, 0 windows H: 65.0 sqft 65.0 16.5
S: 99 sqft, 0 windows
D110 - Storage Room 120.0 0 W: 121 sqft, 0 windows H: 120.0 sqft 120.0 12.1
D111 - Office 174.0 1 W: 132 sqft, 1 window H: 174.0 sqft 174.0 13.2
D113 - West Corridor 1054.0 0 None H: 1054.0 sqft 0.0 0.0
D114 - South Corridor 920.0 0 None H: 920.0 sqft 0.0 0.0

3.3.3 Gathering Air System Data


One air handling system will provide cooling and heating to the rooms in this wing of the school
building. Therefore, we will define one HAP air system to represent this equipment. Data for this air
system is shown in Figure 3.18. Details:
Equipment Type. A VAV rooftop unit will be used.
Ventilation. Outdoor ventilation airflow will be calculated using the ASHRAE Standard 62.1-2007
method. “Constant” control for ventilation will be used so the system uses the design flow of

3-4 HAP Quick Reference Guide


System Design Example Problem Chapter 3

outdoor air at all times. Ventilation dampers are closed during the unoccupied period and the damper
leak rate is 5%.
Cooling Coil. The system provides a constant 55 F supply air temperature to zone terminals. The
DX cooling coil is permitted to operate in all months. The bypass factor for the cooling coil is 0.038
which is representative of the type of equipment we expect to select.
Preheat Coil. The rooftop unit contains a preheat coil to maintain minimum supply duct
temperatures during the winter. The preheat coil is located downstream of the point where return air
and outdoor ventilation air mix. The preheat setpoint is 52 F. The gas-fired heat exchanger in the
rooftop unit is used for this purpose. The coil is permitted to operate in all months.
Supply Fan. The supply fan in the rooftop unit will be forward curved with variable frequency
drive. The total static pressure for the system is estimated to be 3 in wg. The overall fan efficiency
is 48%. The coil configuration is draw-thru.
Return Air Plenum. The system uses a return air plenum. It is estimated that 70% of the roof load,
20% of the wall load and 30% of the lighting load is removed by plenum air.
Zoning. A zone is a region of the building with one thermostatic control. One zone will be created
for each classroom. The music room and its adjacent office, storage room and practice room will all
be part of a single zone. Each corridor will also be zone. Therefore, a total of 9 zones will be
created: one each for the six classrooms, one for the music room and two for the corridors.
Thermostats. Thermostat settings of 75 F occupied cooling, 80 F unoccupied cooling, 70 F
occupied heating and 65 F unoccupied heating will be used in all zones. The throttling range will be
1.5 F. The schedule for fan and thermostat operation for the design day will designate 0700 through
2100 as “occupied” hours. This covers both the 0700-1700 operating hours for the school and the
1800-2100 period when custodial staff is present. All other hours will be “unoccupied”. This profile
applies for the school year which runs from August through June. During the shutdown month of
July all hours will be designated as “unoccupied”. Schedule data is shown in Figure 3.5.
Supply Terminals. All zones use parallel fan powered mixing box terminals with 0.5 in wg total fan
static, 50% overall fan efficiency and a 95 F heating supply temperature. Minimum supply airflow
for the terminals is based on ASHRAE Standard 62.1-2007 requirements. We will specify minimum
zone airflow as zero so the program will automatically use the Standard 62.1-2007 requirement to set
the minimum damper position. The heat source for the reheat coils is electric resistance.
Sizing Criteria. Required zone airflow rates will be based on the peak sensible load in each zone.
Required space airflow rates will be based on peak space loads for the individual spaces. Safety
factors will be specified as zero. A margin of safety will be applied later during equipment selection.

HAP Quick Reference Guide 3-5

Common questions

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Modeling HVAC systems for classrooms in a high school using HAP involves several key data considerations: weather data specific to the location (Chicago O’Hare International Airport in this case) is crucial for accurate load calculations . Additionally, building characteristics such as wall, roof, and window constructions must be considered, including their U-values and absorption categories, to model heat transfer accurately . Occupant loads are also significant; varying occupancy levels, along with heat gains per person, must be factored in during operational hours to simulate real-world conditions adequately . Lastly, equipment data, including ventilation airflow and specific configurations (e.g., VAV rooftop units and PFPMBX terminals), are essential to ensure effective system performance .

Using a common construction for walls, windows, and shading simplifies the analysis and simulation process in HAP by reducing the variability in heat transfer characteristics that must be modeled. This uniformity ensures consistent thermal performance across the building's wing, which helps in achieving both cost efficiency and energy optimisation . By having a standardized U-value across these elements, the calculations for equipment sizing become more straightforward, leading to more reliable results when determining system requirements such as airflow rates and coil capacities .

The HAP Quick Reference Guide provides a structured five-step procedure for designing HVAC systems, demonstrated through a system design example problem for a high school building wing in Chicago. The procedure includes defining the problem, gathering necessary data, entering this data into HAP, using HAP to generate design reports, and selecting appropriate equipment . In the example problem, HAP models heat transfer processes to determine equipment sizing values, showing how data such as weather conditions, building and space data, and HVAC equipment specifications can be incorporated to effectively size and select the necessary components for the system .

Accounting for different activity levels is crucial because it influences the amount of heat generated by occupants, which directly affects system load and capacity calculations. In spaces like classrooms, where the occupant activity level is categorized as 'seated at rest,' heat gains are relatively lower. In contrast, a space like a music room exhibits higher activity levels, generating more heat due to increased energy expended by the occupants. The HVAC system must be designed to accommodate these variances, ensuring optimal temperature control and comfort. These differences impact the sizing of components like cooling and fan airflow rates, ensuring the system efficiently handles peak loads .

In the discussed HVAC design, components such as the DX cooling coil, gas-fired preheat coil, and electric reheat coils are used to manage seasonal thermal variations. The DX cooling coil maintains a constant supply air temperature year-round, effectively addressing varying cooling needs from summer through fall . The gas-fired preheat coil ensures minimum supply duct temperatures during winter, securing steady heating during colder months . Electric reheat coils in terminals allow for precise control over space temperature, vital for addressing fluctuations between occupied and unoccupied periods. These elements ensure year-round thermal comfort and energy efficiency, particularly under Chicago's seasonal extremes .

Lighting and occupancy schedules are vital for optimizing HVAC performance as they align system operation with actual usage, reducing unnecessary energy expenditure. For example, during weekdays, lighting and occupancy schedules reflect maximum usage between 0700 and 1700, ensuring that the system meets peak demand efficiently . Conversely, during weekends and the summer shutdown period, both lighting and occupancy are minimized, allowing the HVAC system to reduce or cease operation, significantly conserving energy. This targeted approach not only lowers utility costs but also decreases wear on equipment, extending its operational lifespan .

A return air plenum is used in the HVAC design to facilitate efficient air exchange and optimize load distribution. In the school building, specific load reductions credited to the return air plenum are substantial: it is estimated to remove 70% of the roof load, 20% of the wall load, and 30% of the lighting load. These reductions highlight the plenum's role in enhancing system efficiency by relieving the primary air handling units and enabling better distribution of thermal loads . This setup not only improves energy performance but also reduces operational costs, ensuring a stable and comfortable indoor environment .

The use of thermal and shading coefficients in window construction significantly impacts HVAC load calculations by defining the rate and extent of heat gain through windows. A lower U-value (thermal coefficient) indicates better insulation properties, reducing heat transfer and consequently lowering cooling loads . The shading coefficient impacts how much solar heat is admitted through the windows; a lower value, such as 0.40 in this scenario, suggests effective reduction of heat gain, thus lessening the burden on the cooling system during sunny periods. These coefficients directly inform the system design, influencing decisions regarding coil and airflow sizing to ensure efficient temperature regulation and energy use .

The outdoor ventilation airflow rate in the HVAC system design is calculated using the ASHRAE Standard 62.1-2007 method. The "constant" control mode ensures that the system uses this design flow of outdoor air at all times, thereby maintaining adequate ventilation even when the building is unoccupied. This approach incorporates factors such as occupancy levels and usage types of different spaces to determine the necessary airflow for maintaining air quality and compliance with ventilation standards .

For the school building HVAC design, the program should set the minimum supply airflow for zone terminals based on ASHRAE Standard 62.1-2007 requirements. By specifying the minimum zone airflow as zero in the HAP system, the program automatically uses the standard's requirements to determine the minimum damper position. This mitigates risks of under-ventilation and assures compliance with air quality standards, ensuring safety and comfort in each zone according to the building's varied occupancy levels and usage .

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