Tim Taylor
Faithful+Gould
‘Climate Change Adaptation for Schools’
2cibse.org/b2plive @CIBSE #Build2Perform
Overview
1. Introduce on-going work on climate change adaptation by CIBSE School
Design Group (SDG) and the Department for Education (DfE)
2. Modelling impacts of 2°C and 4°C global warming on overheating risk in
schools
3. Monitoring thermal performance of existing schools
4. Q&A
2
3cibse.org/b2plive @CIBSE #Build2Perform
Adaptation vs. Mitigation
3
Mitigation
•Measures or strategies that aim to limit or prevent emissions of greenhouse gases that causeclimate change
Adaptation•Measures or strategies that aim to limit the negative impacts of climate change
4cibse.org/b2plive @CIBSE #Build2Perform
CIBSE Schools Climate Change Adaptation
The CIBSE School Design Group has
convened a Climate Change Adaptation
working group to share knowledge and
promote good practice in adapting
school buildings to future climate.
The work of the group aims to engage
industry-wide stakeholders to develop a
balanced and collaborative range of
recommendations.
4
5cibse.org/b2plive @CIBSE #Build2Perform
Working Group Activities
Modelling workstream
Testing performance of recent school
designs to future climate scenarios
Monitoring workstream
Gathering data on how school buildings
are performing under current climate
conditions
5
Impacts of higher
temperatures on school buildings
Assess performance
of adaptation measures
Modelling
Validate predictive power of thermal models
Monitoring
66
Climate Change Adaptation Modelling
6
CIBSE SDG Climate Change Adaptation Working Group
7cibse.org/b2plive @CIBSE #Build2Perform
BB101 Overheating Risk Assessment
• Criterion 1 of CIBSE TM52 is used as the
minimum requirement for demonstrating
compliance with BB101 (threshold of 40
hours exceedance)
• CIBSE DSY1 2020 50% weather file (high
emissions)
• Occupied throughout summer period,
09:00 to 16:00, Monday-Friday
• No internal gains in teaching spaces
during the lunch period 12:00 to 13:00
7
Primary School
Equipment: 5W/m2
Lighting: 7.2W/m2
People: 60W (pupil), 70W (teacher)
Secondary School
Equipment: 10W/m2
Lighting: 7.2W/m2
People: 70W/person
8cibse.org/b2plive @CIBSE #Build2Perform
CIBSE SDG Climate Change Adaptation Working Group
8
4°C global warming by the end of the century
Note: A correction to the baseline period (1980-2000) of
approx. 0.55°C is required in order to define the extent of
global warming relative to the pre-industrial period.
Image source: https://www.ipcc.ch/site/assets/uploads/2018/02/fig-10-26.jpg
In the A1FI scenario, 4°C warming in Global Mean Surface
Temperature (GMST) might be reached by around 2065 with the
mean projections for mid-range carbon cycle assumptions predicting
this degree of warming to occur by approximately 2075. For weather
file selection, the best match is therefore given by the “high”
emissions, 50th percentile in the current CIBSE future weather files i.e.
with the 2080s weather file representing a “4°C world”.
9cibse.org/b2plive @CIBSE #Build2Perform 9
2020
(2010 to 2039)
2050
(2040 to 2069)
2080
(2070 to 2099)
BB101 / CIBSE TM59 CIBSE DSY1 (50th
percentile range) High
Emissions
GLA Additional testing with
CIBSE DSY2 and DSY3
BREEAM 2018 HEA04 –
Design for Future Thermal
Comfort
CIBSE DSY2 and DSY3
(50th percentile range)
Medium Emissions
CIBSE SDG 2°C warming
scenario
CIBSE DSY1 (50th
percentile range) Low
Emissions
CIBSE SDG 4°C warming
scenario
CIBSE DSY1 (50th
percentile range) High
Emissions
10cibse.org/b2plive @CIBSE #Build2Perform
Future Climate Modelling Brief
• Modelling based on BB101 overheating risk assessment methodology
• Data collected on schools designed to the most recent standards (i.e. to
the requirements of the Facilities Output Specification 2013 or later)
• Spreadsheet pro-forma circulated to consultants and contractors
engaged on DfE procurement frameworks
• Results anonymised and checked
• 11 schools included in dataset
10
11cibse.org/b2plive @CIBSE #Build2Perform 11
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
School A School B School C School D School E School F School G School H School I School J School K
% Classrooms failing - CIBSE DSY1 2020 (Criterion 1)
12cibse.org/b2plive @CIBSE #Build2Perform 12
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
School A School B School C School D School E School F School G School H School I School J School K
% Classrooms failing - 2°C warming (Criterion 1)
13cibse.org/b2plive @CIBSE #Build2Perform 13
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
School A School B School C School D School E School F School G School H School I School J School K
% Classrooms failing - 4°C warming (Criterion 1)
14cibse.org/b2plive @CIBSE #Build2Perform
School Characteristics
• Majority are new-build secondary schools, with one primary school and a
SEN/special school. Generally located in urban or suburban contexts.
• Locations represented by four different CIBSE weather files: Birmingham,
Norwich, Leeds and London (London Weather Centre).
• Floor area of the schools ranged from 1,370m2 to 9,480m2. Mix of
building form typologies, from simple rectangular plan to “superblock”.
• Glazing proportion for standard classrooms ranged from 25% to 52%.
• Majority of schools used a hybrid, single-sided ventilation strategy. Most
have thermal mass. All incorporated some form of night-purge strategy.
14
15cibse.org/b2plive @CIBSE #Build2Perform
Results
15
• All consultants used IES
Virtual Environment software
• Window opening profiles
• Night purge ventilation controls
• Most schools incorporated
internal blinds, only one had
external shading
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
School A School B School C School D School E School F School G School H School I School J School K
% Classrooms failing - 2°C and 4°C warming (Criterion 1)
Sum of % Classrooms failing - 2020 Criterion 1
Sum of % Classrooms failing - 2°C warming Criterion 1
Sum of % Classrooms failing - 4°C warming Criterion 1
16cibse.org/b2plive @CIBSE #Build2Perform
Findings
• Some incidences of classrooms failing the BB101 overheating risk
assessment with 2°C global warming. Majority of classrooms are failing
the BB101 overheating risk assessment with 4°C global warming.
• Application of cooling hierarchy: some design strategies may have
greater resilience than others e.g. cross-ventilation vs. single-sided.
• Differences in modelling methodologies:
• Ventilation openings and systems
• Use of internal blinds
• Modelling needs to reflect school user and management behaviours.
16
1717
Climate Change Adaptation Monitoring
17
CIBSE SDG Climate Change Adaptation Working Group
18cibse.org/b2plive @CIBSE #Build2Perform
Building In-Use Surveys
• Why – The DfE are entrusted with billions of pounds of public money. We
must continue to ask how this money can be spent most effectively.
• What – Functionality, Health and Safety , Standardisation, Future
proofing, Minimum Life Expectancy & Sustainable Design
• Where – 70 school buildings across major capital programmes
• When – Buildings open 2-3 years on average
• Who – Technical and Non-Technical end users
18
19cibse.org/b2plive @CIBSE #Build2Perform
Performance In-Use Environmental Data
Data Source – Data provided to iSERV (K2n Platform)
Notes – Analysis excludes review of:
• Operation strategy and user behaviour
• Any maintenance carried out
• System specification
• The severity of overheating
19
20cibse.org/b2plive @CIBSE #Build2Perform
BB101 Overheating Performance In-Use
20
that are occupied for more than 30 minutes at a time
that,during the school day,
the average internal air temperature does not exceed the average
external air temperaturemeasured over an occupied
day by more than 5ºC;
both temperatures being averaged over the time
period when the external air temperature is 20ºC, or
higher
except when the diurnal temperature range is less
than 4ºC.
▪ It shall be possible to demonstrate within spaces……
BB101 (2018) – Section 7.7.1
The buildings shall be able to achieve temperatures
within the acceptable range when windows, fans and
ventilation systems are operated to reduce
summertime temperatures, and the space has the
intended number of occupants, numbers and types of
computers, data projectors and other ICT equipment.
21cibse.org/b2plive @CIBSE #Build2Perform
CIBSE SDG Climate Change Adaptation Working Group
Classroom Internal Temperatures
21
SchoolA B C D E F G H I J K L M N O P
Cross Flow
Yes | NoYes Yes Yes Yes No No No No No No No No No No No No
Thermal Mass
Yes | NoYes Yes Yes Yes Yes Yes No No Yes Yes Yes Yes No Yes Yes Yes
Room Depth (m)
=<7.2m | >7.2m7.2 7.2 7.2 7.2 7.2 7.8 7.2 7.2 7.8 7.8 7.8 7.8 7.8 7.8 7.8 7.8
Room Height (m)
=>3.2m | <3.2m3.2 3.2 3.2 3.2 3.2 3.2 2.7 2.7 3.2 3.2 3.2 3.2 2.7 3.2 3.2 3.2
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Percentage of Rooms Overheating
Joe Jack Williams
Feilden Clegg Bradley Studios
‘Climate Change Adaptation for Schools’
23cibse.org/b2plive @CIBSE #Build2Perform
Why Model and Monitor?
23
24cibse.org/b2plive @CIBSE #Build2Perform
Why Model and Monitor?
In short, the performance gap.
Carbonbuzz collated considerable
data on the design and actual
performance of schools.
The schools included used nearly
twice the amount predicted.
So we need to verify the assumptions
of our models.
24
Source: Carbonbuzz.org
25cibse.org/b2plive @CIBSE #Build2Perform
Monitoring Methodology
The modelling of the buildings enables us to
understand the future impact of climate change, but
how are we performing now?
Within the monitoring section, we’re trying to
establish:
- Are the occupants comfortable?
- How is the building performing?
- Are there any underlying trends across the building
stock?
We can then start to understand how the impact of
the modelled data.
25
nvironmental erformance
uilding Characteristics
odelled erformance
ccupant atisfaction
onitoring odelling
26cibse.org/b2plive @CIBSE #Build2Perform
Collecting Large Scale Operational Data
Collecting energy data is comparatively straightforward:
• Limited number of aspects to measure (e.g. gas, electric, renewables)
• Units are widely understood (kWh)
• Energy can be totalled from sub-meters to provide a building-wide overview
• nergy meters into buildings are commissioned and reliable (mostly…)
Environmental data is more complex:
• Large number of variables and units (temperature, RH, CO2, illuminance, etc.)
• Large number of collection methods (loggers, spot measurements, questionnaires,
etc.)
• Metrics difficult to total/average to create a building wide view
26
27cibse.org/b2plive @CIBSE #Build2Perform
Monitoring Structure
Monitoring data has been focused on those
that may be impacted by climate change.
The building characteristics are the same
variables as those collected within modelling,
to simplify alignment where possible.
We don’t expect any POE to collect every
aspect of data, but any data can provide
key insights.
All data collected is being treated
anonymously.
27
Building CharacteristicsSchool type, GIFA, Age, Building Form, Orientation, U-values,
Thermal Mass, Ventilation Type
Occu
pa
nt S
atisfa
ctio
n
En
viro
nm
en
tal P
erf
orm
ance
Thermal Comfort
Air Quality
Daylighting
Acoustics
Environmental
Control
Overall
Satisfaction
Temperature
Air Quality
Daylighting
Acoustics
Energy
Room
Characteristics
28cibse.org/b2plive @CIBSE #Build2Perform
Monitoring Details – Occupant Data
It is important to understand how the
occupants feel about their building in the
first instance.
There are a number of scales, but we’re
capturing just percentage of positive or
neutral responses, e.g.:
percentage of responses that felt the
summer temperatures were comfortable
The responses should be grouped by role
(i.e. students split from staff).
28
Role – staff/student
Thermal Comfort – Summer/Winter
Air Quality – Stuffy/Fresh
Daylighting – Enough, Glare
Acoustics – Noise from outside, noise
from inside
Environmental Control – heating/cooling,
ventilation, daylight
Overall Satisfaction
29cibse.org/b2plive @CIBSE #Build2Perform
Monitoring Details – Environmental Data
Environmental data needs to summarised to
enable clear understanding.
It also needs to be split out by room,
isolating the influence of the room itself.
Many of the metrics relate to those
measured in the modelling data (particularly
TM52).
29
Temperature – dry bulb, operative,
indoor/outdoor differential, Min/Mean/Max,
TM52 criteria compliance
Air Quality – CO2, min/mean/max, BB101
threshold exceedances, other pollutants
Daylighting – average daylight factor
Acoustics – LAeq,30mins exceedance
Energy – annual electricity, heating
consumption by end use
Room Characteristics – room type,
orientation, glazing ratio, depth, ceiling
height, ventilation type, thermal mass
30cibse.org/b2plive @CIBSE #Build2Perform
Monitoring Details – Other Data
30
A key aspect of revisiting our schools is the broader findings
that are often not directly measurable. This rich data is often
more useful than the quantitative data.
We are asking for key findings from your studies to add
depth to your data.
Some typical examples:
- Doors left open to help with ventilation
- Blinds blocking the openable windows
They all help to build a rounder picture of the current issues
affecting schools.
31cibse.org/b2plive @CIBSE #Build2Perform
Monitoring Details – Results
31
32cibse.org/b2plive @CIBSE #Build2Perform
Monitoring Details – Results
32
Despite the workshops and the wide support we had a very limited response so
won’t be presenting any results as yet…
ut it’s important to understand why this data is difficult to obtain.
33cibse.org/b2plive @CIBSE #Build2Perform
Good reasons not to share data
33
From discussions, we have found the following reasons to avoid POEs and
sharing monitored data:
• Finding design defects
• Finding client defects
• Confidentiality of data
• Risk of exacerbating difficult relationships
• Find non-compliant aspects
• Reputational damage
• Enabling the competition
34cibse.org/b2plive @CIBSE #Build2Perform
Good reasons not to share data
34
From discussions, we have found the following reasons to avoid POEs and
sharing monitored data:
• Finding design defects
• Finding client defects
• Confidentiality of data
• Risk of exacerbating difficult relationships
• Find non-compliant aspects
• Reputational damage
• Enabling the competition
Liability
PR
35cibse.org/b2plive @CIBSE #Build2Perform
Good reasons not to share data
35
From discussions, we have found the following reasons to avoid POEs and
sharing monitored data:
• Finding design defects
• Finding client defects
• Confidentiality of data
• Risk of exacerbating difficult relationships
• Find non-compliant aspects
• Reputational damage
• Enabling the competition
Liability
PR
But do these
reasons stack up?
36cibse.org/b2plive @CIBSE #Build2Perform
Good reasons to share data
36
POEs and sharing the data have a number of clear
benefits:
• Quality Assurance
• Improve client relationships
• De-risking future projects
• Improve efficiency of design
• Sustainability Rating Tool Points (e.g. BREEAM)
• Demonstrate excellent performance
• Demonstrate new technologies/techniques
• Demonstrate increased awareness of building issues
• Improve the next generation of buildings
37cibse.org/b2plive @CIBSE #Build2Perform
Good reasons to share data
37
POEs and sharing the data have a number of clear
benefits:
• Quality Assurance
• Improve client relationships
• De-risking future projects
• Improve efficiency of design
• Sustainability Rating Tool Points (e.g. BREEAM)
• Demonstrate excellent performance
• Demonstrate new technologies/techniques
• Demonstrate increased awareness of building issues
• Improve the next generation of buildings
38cibse.org/b2plive @CIBSE #Build2Perform
Why as an industry?
38
If we don’t share data, there are only 5 schools between now and 2050, including time.
By 2030, we must reduce
CO2e emissions by 45% over
2010 to meet the IPCC 1.5oC
target.
If we don’t meet that target,
climate change adaptation
may be impossible.
Schools constructed linearly
39cibse.org/b2plive @CIBSE #Build2Perform
Why as an industry?
39
If we share data, we can design, construct and monitor many more than 5 schools.
This is the only way to ensure
that we not only adapt to the
changing climate, but also
prevent climate change from
becoming far worse.
School performance data
shared within industry.
4040
Wrap Up• The CIBSE School Design group will still try to collect this
monitoring data
• We will be publishing this when it reaches a useful scale
• The monitoring will be analysed and published when possible
40
CIBSE SDG Climate Change Adaptation Working Group
4141
Questions for the audience…
41
CIBSE SDG Climate Change Adaptation Working Group
4242
Questions for the audienceWe want to know what you think about climate change adaptation in
schools.
Use the cards on your chairs to vote “yes” or “no” to the following
questions.
We will then count the votes and feedback through the group
website.
42
CIBSE SDG Climate Change Adaptation Working Group
4343
Do you think passive measures alone will be enough to mitigate rising UK temperatures in new schools?
43
CIBSE SDG Climate Change Adaptation Working Group
4444
Audience VotingGreen / Yes = 10Red / No = 22
Passive measures alone sufficient in new schools to mitigate rising temperatures
44
CIBSE SDG Climate Change Adaptation Working Group
4545
Do you think passive measures alone will be enough to mitigate rising UK temperatures in existing schools?
45
CIBSE SDG Climate Change Adaptation Working Group
4646
Audience VotingGreen / Yes = 5Red / No = 14
Passive measures alone insufficient in existing schools to mitigate rising temperatures
46
CIBSE SDG Climate Change Adaptation Working Group
4747
Do you think comfort cooling will be needed to mitigate rising UK temperatures in new schools?
47
CIBSE SDG Climate Change Adaptation Working Group
4848
Audience VotingGreen / Yes = 16Red / No = 13
Comfort cooling is needed in new schools to mitigate rising temperatures
48
CIBSE SDG Climate Change Adaptation Working Group
4949
Do you think comfort cooling will be needed to mitigate rising UK temperatures in existing schools?
49
CIBSE SDG Climate Change Adaptation Working Group
5050
Audience VotingGreen / Yes = 15Red / No = 7
Comfort cooling is needed in existing schools to mitigate rising temperatures
50
CIBSE SDG Climate Change Adaptation Working Group
5151
Do you think that changing the school day is the solution to climate change adaptation?
51
CIBSE SDG Climate Change Adaptation Working Group
5252
Audience VotingGreen / Yes = 16Red / No = 13
Changing the school day is the solution for climate change adaptation
52
CIBSE SDG Climate Change Adaptation Working Group
5353
Thank you,any questions?
53
CIBSE SDG Climate Change Adaptation Working Group