Page 30 - School Planning & Management, March 2019

FACILITIES CONTROL FREAKS
have learned that employing mechanical controls technicians and energy managers in their facilities operation is essential for maintaining the learning environment, protecting buildings, and reducing opera- tional costs.
The thermostat was actually developed by a teacher who was frustrated over not being able to control the temperature in
his classroom. In 1883, Warren Johnson
set up his bi-metal sensing device to ring a bell in the boiler room when temperatures were falling to signal the custodian to shovel more coal into the boiler. Although there have been many developments
with thermostats and pneumatic control systems over the years, everything changed in the ‘70s with the introduction of central air conditioning and computer technol- ogy in school buildings. With an interest
in optimizing comfort and safety for the learning environment during the day and energy efficiency at night, schools quickly invested in automated control systems for
mechanical equipment along with other building systems.
It would be difficult to imagine using a computer for more than 10 years. Changes in technology have occurred so rapidly, outdated desktop equipment is typically rendered useless within four to five years. Unfortunately, the massive investments in Building Automation Systems (BAS) made by school districts over the past 30 years has quite often fallen behind the technol- ogy curve. Walk into many maintenance areas where technicians routinely pull up HVAC controls on their computers to enter schedules or troubleshoot problems, and you may hear the familiar sound of a dial- up “handshake.” Although connecting to the internet by dial-up does not mean the district’s BAS system is not working, it is a clear signal the equipment is outdated. Facility managers tend to postpone replacing control systems until major equipment renovations are scheduled for each school. The problem is that the life
Maintenance technicians who work with automated controls know very well that what they see on their computer screen does not always match actual conditions on site.
cycles of the technology based controls and the mechanical equipment they are connected to are dramatically different. The frequency of occupant complaints and equipment downtime increases as the controls age out. Technicians find ways to temporarily solve problems by overriding controls, sometime allowing equipment to run continuously. This may satisfy the principals and the teachers for the time being; however, the cost of operation begins to soar.
Most school districts have, at one point or another, implemented energy conserva- tion programs with the goal of reducing monthly costs for electricity, heating fuel, and water/sewer charges. Maintenance departments know they can rely on school staff to call for assistance when building systems are not working properly. Energy managers routinely visit schools during unoccupied periods at night, on week- ends, and holidays. They report on how the building has been closed in relation to lights and instructional equipment being turned off, doors and windows closed, blinds turned down, etc. They also verify that HVAC equipment is operating accord- ing to established guidelines. Maintenance technicians who work with automated controls know very well that what they see on their computer screen does not always match actual conditions on site. Boilers, chillers, pumps, air handlers may be run- ning when the computer indicates they are off. The problem may be related to a bad sensor, or programming errors, or simply
Hot stuff. With all the complexities associated with mechanical equipment in school buildings, most problems can be traced back to the controls we have in place for turning equipment on and off. When equipment issues are identified and corrected early on, the district can save major replace- ment expenses, reduce downtime, and substantially lower utility expenses.
30 SCHOOL PLANNING & MANAGEMENT / MARCH 2019
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