Actual vs Designed Performance of Schools

Actual vs Designed Performance of Schools

This paper forms part of a Knowledge Transfer Partnership (KTP) project between University College London and consulting engineers Max Fordham LLP, which is investigating which factors have the greatest influence on energy performance in schools and how the actual building in use differs from design assumptions. The approach includes the use of sensitivity analysis and the collection of data from a number of schools.

The aim of this work is to investigate various factors which may differ from design expectation, to find out why they vary and by how much, and to explore how this variation from predicted values is likely to affect the energy use estimates. This will help the design team provide a range of likely energy use, instead of a single “predicted” energy consumption figure, together with a list of influential factors which need to be managed and addressed in order for the building to achieve its energy targets. It will enable both the design team and building management and occupants to understand how they can influence their school's energy performance.

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