How much energy does the kindergarten consume? Project "Efficient Use of Electricity in Schools". Installing and adjusting thermostats

Project abstract

Section "Mathematics and Economics"

"Reducing electricity consumption at school."

Completed by: Petrenko Daria,

9th grade student, Municipal Educational Institution Secondary School No. 47

Supervisor: ,

Physics teacher, Municipal Educational Institution Secondary School No. 47

Introduction

In conditions 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 reduce energy consumption! So you need to look effective ways to reduce electricity consumption, for this it is necessary to find out which lamps or electrical appliances, equipment make up a large share of electricity consumption in the school. It was hypothesized that a large share of electricity consumption in the school comes from stoves in the cafeteria and fluorescent lamps for lighting classrooms and school corridors, as well as incandescent lamps in classrooms. The purpose of the design and research work: Effectively reduce electricity consumption at school without involving additional Money, achieving the goal is possible by solving the following problems: count the number of lamps, of various powers and modifications, used for lighting in schools, as well as electrical appliances and technical means (indicating the power); using questionnaires and observations, calculate the average time during which each lamp is lit daily and the equipment operates; calculate the daily average electricity consumption at the school, calculate the monetary costs of electricity and compare them with real costs; determine the main expense items (a large share of electricity consumption from the total for the school); choose ways to reduce power consumption at school without attracting additional funds. The work was carried out over 4 months. The work has practical significance; the research results can be used to reduce electricity consumption for other schools, kindergartens, and industrial enterprises.

Main content of the work

The total number of all lamps of each type used for lighting in the school was calculated, their power was recorded, as well as the number of monitors, system units, and other office equipment and other electrical appliances used (canteen, housekeeping, workshops, music room, assembly hall, etc.). Based on the results of a survey of teachers, janitors, cleaners and canteen workers, the total amount of work in hours was determined for each type of lamps and appliances separately for the week, and the average 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 from the actual data by only 6%, which means that we can assume that the assessment of daily electricity consumption has been carried out correctly. Then it became possible to identify the main consumers: stoves in the dining room, then fluorescent lamps used to illuminate the classrooms and corridors of the school, incandescent lamps. 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. This means that in order to reduce the school’s costs for electricity, it is necessary to reduce the electricity consumption for lighting the classrooms and corridors of the school.

Electricity consumption can be reduced by changing the power of the lamps. You can use this advantage without reducing the quality of lighting in several ways. Firstly, it is possible to slightly reduce the luminous flux (and, as a result, power) of lamps during the initial period of their operation, when the luminous flux emitted by new lamps exceeds the required value. Secondly, often the number of lamps exceeds exactly what is required according to lighting calculations. The only way to avoid excessive energy consumption in this case is to further reduce the lighting power. The potential for energy savings 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 by compensating for the indicated excess illumination will turn out to be overestimated compared to the required one. Rational use daylighting it is possible to achieve the most significant energy savings, since at many times of the day the lamps can be turned on at minimum power (1-10% of the nominal). Energy savings will be 25-40%.

To dim fluorescent lamps, special electronic ballasts (EPGs) with control capabilities are used. When dimming, electronic ballasts reduce the voltage supplied to the lamp electrodes, increase its frequency (its value can reach 100 kHz) and current. In analog devices, a potentiometer is either installed at 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 supplied in the range of 1-10 V. The brightness of the lamp varies from 1 to 100%. Manufacturers indicate the number of lamps connected to analog electronic ballasts in the device passport. The price of a set of devices used for regulation varies between rubles. 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 most advisable 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, and the savings will be 80%. The average operating time per day of the total number of these lamps will decrease by three times, since there will be not 182 lamps, but 60. Energy consumption will be 0.036*370/3= 4.44 kWh in one day, which is 5 times less.

Conclusion

INTRODUCTION

Relevance: in conditions of economic crisis, the school needs to save all the funds allocated for its maintenance. The school has been experiencing excessive energy consumption for several months. The school adopted an energy saving program, watchmen monitored the lights in the corridors, stairs, utility rooms, teachers monitored energy savings in their offices, but there was no significant reduction in electricity consumption (only 1.5%). Saving electricity does not help reduce energy consumption! This means we need to look for effective ways to reduce electricity consumption, for this it is necessary to find out which lamps or electrical appliances, equipment make up a large share of electricity consumption in the school.

Hypothesis: A large share of electricity consumption in a school consists of: stoves in the dining room and fluorescent lamps for lighting classrooms and school corridors, as well as incandescent lamps in classrooms.

Goal: Effectively reduce energy consumption at school without attracting additional funds.

Count the number of lamps, of various powers and modifications, used for lighting in schools, as well as electrical appliances and technical equipment (indicating the power). Using questionnaires and observations, calculate the average time during which each lamp is lit daily and the equipment operates. Calculate the school's daily average electricity consumption, calculate the monetary costs of electricity and compare them with actual costs. Determine the main expense items (a large share of electricity consumption from the total for the school). Find ways to reduce power 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, housekeeping, workshops, music room, assembly hall, etc.) . I compiled questionnaires for teachers and janitors and school cleaners, which could be used to assess how long a particular device or lighting lamp was used daily. To fill out a questionnaire during the week, teachers wrote down how many lessons were taught with light, whether they turned off the lights during breaks, whether they opened the blinds in the office for admission natural light for how long they have been using technical means. Watchmen and cleaners and canteen workers were interviewed once about the same questions, only about corridors, staircases and utility rooms. I calculated the total hours of work for each type of lamp and appliance separately for the week and divided by six to find the average daily energy consumption of each type of consumer. (I decided not to take Sunday into account, since energy consumption on this day of the week is insignificant).

During the month of October, I observed classrooms at the school, came to school early and recorded the time at which the lights were turned on in each classroom, each break I walked through all classrooms and corridors and recorded the presence of light in order to correct the information collected from teachers and watchmen using the survey method. It turned out that in reality the total duration of the light was even slightly less than estimated using a questionnaire, since some classrooms are not used constantly (teachers went to courses, there were no lessons in the classroom, etc.). No significant differences were found in the average operating time.

To determine energy consumption, it is necessary to multiply the power of the device by the duration of its operation. Separately for each type of lamps and household appliances, I calculated the total time of their operation, for example, in total there are 62 long fluorescent lamps in the school, I added up the operating time of each lamp and got the total time of their operation. For convenience, I rounded the total operating time to a whole number, and in all cases to a larger number, so as not to underestimate the results. Energy consumption is numerically equal physical quantity current work. In the textbook by Purysheva, Vazheevskaya “Physics 8th grade” I found a formula by which you can calculate work: A = 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; to do this, I need to divide the value in W by 1000, and calculate 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 made 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 actual daily electricity consumption.

Table 1.

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

Table 2.

My calculated data differ from the actual data by only 6%, which means that we can assume that the assessment of daily electricity consumption has been carried out correctly. Then, according to Table 1, it can be seen that the main share of electricity consumption is made up of stoves in the dining room, then fluorescent lamps used to illuminate the classrooms and corridors of the school, incandescent lamps, the operating hours of which are more than ten times less than the operating hours 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.

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

WAYS TO REDUCE ELECTRICITY CONSUMPTION

The energy consumption of a lighting installation over 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: reducing the nominal (or current) lighting power and reducing operating time. Moreover, this should not lead to a decrease in the quality of lighting.

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

For the long term, more significant opportunities can be found. These opportunities are associated with the implementation modern systems management, regulation and monitoring of lighting installations. The use of adjustable fluorescent lamps allows them to be operated at a reduced (compared to the rated) power. This means that with a constant installed lighting power, the current (actually consumed) power and energy consumption are reduced.

You can use this advantage without reducing the quality of lighting in several ways.

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

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

So, all of the above boils down to the fact that you can reduce electricity consumption by changing the power of the lamps, but how to regulate the power?

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

Dimmers for fluorescent lamps. To dim fluorescent lamps, special electronic ballasts (EPGs) with control capabilities are used. The process of controlling a fluorescent lamp is very complicated 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 voltage supplied to the lamp electrodes, increase its frequency (its value can reach 100 kHz) and current. At the same time, the lamp 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 at 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 supplied in the range of 1-10 V. The brightness of the lamp varies from 1 to 100%. Manufacturers indicate the number of lamps connected to analog electronic ballasts in the device passport. The price of a set of devices used for regulation varies between rubles. 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 the corridor.

Energy savings reach up to 25% with standard switching on, i.e. less electricity is spent to create a certain level of illumination. And as natural light increases, you can dim the brightness of fluorescent lamps and thereby consume much less electricity.

In the literature, I discovered another advantage of using electronic ballasts - it provides a stable luminous flux when the supply voltage pulsates, thereby eliminating the effect of “eye fatigue” when working at a computer. According to hygiene standards ripple level luminous flux it 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 school leads to compliance with SanPiN requirements.

It is most advisable 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, and the savings will be 80%.

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

ASSESSMENT OF COSTS FOR APPLICATION OF SELECTED METHODS OF REDUCING ELECTRICITY CONSUMPTION

It is necessary to purchase 60 energy-saving lamps at an approximate cost of 120 rubles, which will amount to 7,200 rubles, and will reduce daily expenses for this item from 50 rubles to 10 rubles. Thus, the daily saving is 40 rubles, which means that all these lamps will pay for themselves in 180 days. Considering that in academic year 210 days, 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 8,400 rubles saved, and we will spend another 2,900 rubles on the purchase of dimmers (11,300 rubles in total). Electricity 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 in the third year save rubles on electricity bills. 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 over two years will decrease by about 30 kWh, which is almost 70 rubles per day.

CONCLUSION

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

It is no secret that kindergarten buildings are an area of ​​increased attention from inspecting authorities, such as the state fire inspection, sanitary and epidemiological station , construction supervision authorities, etc. Preschool educational institutions (PEDs) are subject to strict regulatory requirements, and especially in the field of power supply, electrical networks, electrical lighting. Please note that the implementation of construction, reconstruction, implementation electrical installation work impossible without a developed and agreed upon power supply project. In this article we will look at some features in the design of power supply and electrical lighting of a preschool educational institution.

According to regulatory documents Electrical consumers of the kindergarten belong to the II category of power supply according to the PUE, and a number of electrical receivers even belong to the I category. Category I consumers of preschool educational institutions include electrical receivers of fire protection systems, gas alarm systems, and security alarm systems. Let us recall that according to the PUE, category I consumers are supplied with electricity from two different power systems that back up each other. An interruption in the power supply to category I consumers is possible for the time required for automatic power restoration. To fulfill this condition, either an automatic switching device to backup power (ABP) or a built-in battery pack is used, which provides the standard operating time when the working input is lost.

Category II power consumers include other power consumers of the kindergarten. According to the PUE, category II electrical receivers are provided with energy from two different power sources that back up each other. In this case, the lack of power supply is resolved for the time necessary for switching to the backup input by an electrician on duty or a mobile team of electricians.

2. Implementation of electrical networks of the kindergarten.

One of the main requirements of the standards is the implementation of 0.4 kV power supply networks, as well as distribution networks of the external electric lighting system on the territory of the preschool educational institution using cable lines. This requirement is due to the fact that the cable line, unlike overhead line(VL) is safer in terms of operation and more reliable, since being in the ground is practically not exposed to environmental influences.

As for the implementation of internal electrical networks of a kindergarten, there are also a number of features, for example, the use of cables that do not propagate combustion in a group installation, have reduced smoke and gas emissions, do not emit corrosive products during combustion and smoldering, and have low toxicity combustion products. Cable lines for powering systems fire protection(SPZ), in addition to the above properties, must also have the ability to continue functioning in the event of a fire, for the time required for the operation of the SPZ systems. Not all imported and domestic cable and wire products meet these requirements.

3. Features of installing electrical equipment in kindergarten premises.

All electrical equipment in kindergarten premises must be installed in an area inaccessible to children. For example, the normalized height of electrical outlets in rooms for children (rooms for games and activities, group room, room for music classes, locker room, room for physical education, rooms for children's clubs and sections) is provided at 1800 mm from the floor level.

4. Lighting of preschool premises.

Lighting in rooms for children should be provided by lighting devices with protective light-diffusing fittings. Indoors technical purpose, for example, in catering units and laundries, lamps must have dust- and moisture-proof protection.

The minimum level of illumination in preschool educational institutions is regulated by departmental standards, sanitary and epidemiological standards, as well as standards for artificial and combined lighting of residential and public buildings. The illumination level of group and playing rooms must be at least 400 lux at the level of the floor, dressing rooms and medical office- no less than 300 lux, reception rooms and isolation wards - no less than 200 lux, bedrooms - no less than 100 lux.

Lighting system The preschool lighting system is divided into a working lighting system and an emergency lighting system, which in turn is divided into evacuation and backup lighting. The project provides for the presence of one or another type of electric lighting in the premises of the kindergarten.

5. Protective measures.

Creation effective system grounding, use of devices protective shutdown, current protection devices short circuit and overload, gas analysis systems, fire and security alarm systems, lightning protection systems - this is far from full list solutions provided for by the kindergarten power supply project. Without meeting these and other requirements, the electrical design will not be approved by the expert.

Thus, organizing power supply and electric lighting for a kindergarten is a complex task. Completing this task depends on accounting various factors, knowledge of the specifics of the work of preschool educational institutions, compliance with the requirements of norms and regulations, therefore the development of a kindergarten power supply project should be entrusted to an experienced design engineer. By ordering the implementation of electric lighting for a kindergarten from us, you will receive high-quality, compliant with regulatory documents and technical specifications documentation that can easily be approved by the expert.

Naumova Kristina, Mochalova Marina, Ruzanova Ekaterina - 11th grade

The project is a study on the use of electricity in a school and finding ways to conserve and conserve electricity.

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Education Department

Ardatovsky municipal district of Nizhny Novgorod region

Municipal budgetary educational institution “Lichadeevskaya secondary school”

District stage

Regional design competition

on energy saving “Little watts”

Project

"Effective use

electricity at school"

Ruzanova Ekaterina – 17 years old,

Naumova Kristina – 17 years old.

Head: Marina Vladimirovna Klochkova – physics teacher

S. Lichadeevo

2015

PAGE

1. Introduction. …………………………………………………………………………………….. 3

• Statement of the problem……………………………………………………….. 4
• Project goal………………………………………………………………………………………4
• Project objectives………………………………………………………………………………. 4

1. Main content of the project…………………………………………………….. 5

1. Determination of daily electricity consumption……………………… 5
2. Ways to reduce energy consumption……………………………… 7
3. 
   electricity consumption…………………………………………………….. 10

1. Conclusion……………………………………………………………………………………... 11
2. Used literature……………………………………………………….. 13
3. Appendix………………………………………………………………………………… 14

1. Introduction

The school hosts many events in various areas, including corruption, terrorism, introduction to housing and communal services, and Day of Light. At the end of the event “Light and Our Life,” the physics teacher asked us 2 questions: “How much electricity does our school consume? Is it possible to save on electricity?” To some, these questions may seem funny or even childish to some extent, but they seriously interested us. The answer to these questions could be found from the caretaker; he monitors the data monthly electric meter. But we are not looking for easy ways, because we will soon have to enter into adult life, and we will need this knowledge. We decided to find out for ourselves how much energy the school consumes and how much we have to pay for electricity monthly. And then, after analyzing the situation, find ways to save energy.IN modern conditions The school needs to be able to save all the money allocated for its maintenance.

The physics teacher agreed to help us with this. And having secured such reliable support, we set off. We drew up a plan for the school and identified the objects of study. We needed to do the following:count the number of lamps, of various powers and modifications, used for lighting in the school, as well as electrical appliances and computer equipment (indicating the power); Using questionnaires and observations, calculate the average time during which each lamp is lit every day and the equipment operates.To make it more interesting, we split up so that we could compare who would use more energy. Ruzanova Ekaterina collected data on computer equipment, Mochalova Marina counted the amount of energy consumed by electrical appliances, and Naumova Kristina found out how much energy was spent on burning light bulbs. In our work, we decided not only to calculate the amount of electricity consumed by the school, but also to generalize our knowledge about electricity in general, about ways to obtain it, and of course to think about how it can be saved.To do this, we had to calculate the daily average electricity consumption in the school, calculate the monetary costs of electricity and compare them with real costs; choose ways to reduce power consumption at school without attracting additional funds.The work was carried out over one month. The first week is collecting information about all devices that consume electricity: power, total operating time from the network, time of use. Second week analysis of the results obtained. The third week is monitoring the operation of all devices that consume electricity. Week four – report preparation.

Formulation of the problem

In modern conditions, one of the key directions in the activities of bodies local government iseconomical and rational use of energy resources.

In the context of an economic crisis, it is necessary to save energy at school and look for effective ways to reduceelectricity consumption, for this it is necessary to find out which lamps, electrical appliances or equipment make up the largest share of electricity consumption in the school.

We pose the problem “To determine how much electricity our school consumes? Find ways to save energy."

Target:

Find out, by calculations, the amount of electricity consumed at school in one day. And also to generalize our knowledge about electricity in general, as well as about devices that work with it. Well, naturally, we thought about ways to reduce energy costs.

Tasks:

• Count the number of lamps, of various powers and modifications, used for lighting in schools, as well as electrical appliances and technical equipment (indicating the power).
• Using questionnaires and observations, calculate the average time during which each lamp is lit daily and the equipment operates.
• Calculate the school's daily average electricity consumption, calculate the monetary costs of electricity and compare them with actual costs.

1. The main stages of work on the project.
   

1. Formulation of the problem.
2. Definition of goals and objectives.
3. Drawing up a work plan for the project.
4. Distribution of responsibilities for collecting information:
   Kristina Naumova – lighting;
   Mochalova Marina – electrical appliances;
   Ruzanova Ekaterina – computer technology.
5. Collection of necessary information: list and quantity of electrical equipment, power of electrical appliances.
6. Determination of operating hours of all lamps and electrical appliances.
7. Check with the superintendent about the amount of electricity consumed by the school on average per month.
8. Drawing up a table in Excel program for data entry.
9. Selecting, introducing and using formulas to calculate the amount of energy consumed.
10. Entering data into Excel tables.
11. Analysis of the results obtained.
12. Comparison of the received data with meter readings.
13. Study and analysis of ways to reduce electricity consumption.
14. Selecting the most optimal option for reducing energy consumption.
15. Estimation of costs for using selected reduction methods
    electricity consumption
16. Analysis of the project work.
17. Project design.

1. Determination of daily electricity consumption

From November 10 to 17, we counted the total number of all lamps of each type used for lighting in the school, recording their power, as well as the number of monitors, system units, printers, projectors and other electrical appliances used. For convenience, we compiled tables for teachers and school cleaners, from which it was possible to estimate how long a particular device or lighting lamp was used daily. During the day, teachers recorded how many lessons were taught with light, whether they turned off the lights during breaks, whether they opened the blinds in the office to allow natural light to enter, and for how long they used technical means. Cleaners were interviewed on the same questions about corridors, staircases and utility rooms. We calculated the total amount of work in hours for each type of lamps and devices separately per day. During the week, we observed classrooms in the school, came to school early, and recorded the time when the lights were turned on in each classroom and when they were turned off. To determine energy consumption, it is necessary to multiply the power of the device by the duration of its operation. Separately for each type of lamps and electrical appliances, the total operating time was calculated. In total, the school has 367 long fluorescent lamps, 19 incandescent lamps, and 6 spotlights; we added up the operating time of each lamp and got their total operating time. Energy consumption is numerically equal to the work of the current: A=Pt, where A is work, P is power, t is time. To get work in kWh, we converted the power of all lamps and electrical appliances into kW, for which we divided the value in W by 1000, and calculated the time in hours. To determine the cost of consumed energy in kWh, we multiplied the amount of energy by the price per 1 kWh. All calculations made were inserted into tables.

Analysis of the obtained data.

Electricity consumption for lighting on average per day

The energy costs for the remaining electrical equipment were determined in the same way.

Computer technology

Electrical equipment

According to our calculations, the daily electricity consumption in the school is118.76 kW. Can this result be considered reliable? Yes, because it almost coincides with the actual value of electricity consumption per day. According to the meter readings for the month of November, the average per day was 118.4 kW.

1. Ways to reduce electricity

The energy consumption of a lighting installation over 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: reducing the nominal (or current) lighting power and reducing operating time. Moreover, this should not lead to a decrease in the quality of lighting.

Reducing the nominal (installed) lighting power first of all means a transition to more efficient light sources that provide the required luminous fluxes with significantly lower energy consumption. However, reducing the lighting power rating still has limited energy saving potential. For example, the best light sources currently used for interior lighting, according to the characteristics of luminous efficiency, they have practically reached the limit of 96-104 lm/W while simultaneously reducing the relative losses in the 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 of lamps, the real values ​​of which are 70-80% efficient, and their decrease over time is insignificant.

For the long term, more significant opportunities can be found. These opportunities are associated with the implementation of modern control, regulation and monitoring systems for lighting installations. The use of adjustable fluorescent lamps allows them to be usedat reduced (compared to rated) power. This means that with a constant installed lighting power, the current (actually consumed) power and energy consumption are reduced.

You can use this advantage without reducing the quality of lighting in several ways.

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

Secondly, often the number of lamps, for structural, architectural or other reasons, exceeds exactly what is required according to lighting calculations. The only way to avoid excessive energy consumption in this case is to further reduce the lighting power. According to estimates given in the article “Measures to reduce electricity consumption and rational use of electricity” by Rafik Bedretdinov http://www.technolux.info/ Lighting on the ExpertUnion portal, the potential for energy savings in these two cases alone can range from 15 to 25%.

Thirdly, if we take into account the presence in the premises natural light during daylight hours, even the lamp power reduced by compensating for the indicated excess illumination will turn out to be too high compared to what is required. Rational use daylighting (transition from artificial lighting to combined) it is possible to achieve the most significant energy savings, since at many times of the day the lamps can be completely turned off or turned on at minimum power (1-10% of the nominal). Energy savings will be 25-40%.

So, all of the above boils down to the fact that you can reduce electricity consumption by changing the power of the lamps, but how to regulate the power?

A dimmer (from the English dim - “to darken”) is a load electrical power regulator 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.To dim fluorescent lamps, special electronic ballasts (EPGs) with control capabilities are used. The process of controlling a fluorescent lamp is very complicated 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 voltage supplied to the lamp electrodes, increase its frequency (its value can reach 100 kHz) and current. At the same time, the lamp smoothly changes its brightness, but its service life is not reduced. Controlled electronic ballasts, in accordance with existing lighting engineering standards, are divided into two classes: analog and digital.

In analog devices, a potentiometer is either installed at 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 supplied in the range of 1-10 V. The brightness of the lamp varies from 1 to 100%. Manufacturers indicate the number of lamps connected to analog electronic ballasts in the device passport. The price of a set of devices used for regulation ranges from 800-1000 rubles. 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 the corridor.

Energy savings reach up to 25% with standard switching on, i.e. Less electricity is spent to create a certain level of illumination. And as natural light increases, you can dim the brightness of fluorescent lamps and thereby consume much less electricity.

In the literature, we discovered another advantage of using electronic ballasts - it provides a stable luminous flux when the supply voltage pulsates, thereby eliminating the effect of “eye fatigue” when working at a computer. According to hygienic standards, the level of light flux pulsations should be
- in rooms equipped with computers no more than 5% (SanPiN 2.2.2/2.4.1340-03)
- in institutions of general education, primary, secondary and higher specialized education – 10% (SanPiN 2.2.1/2.1.1.1278-03). Thus, the use of dimmers in school leads to compliance with SanPiN requirements.

It is most advisable to replace incandescent lamps with energy-saving lamps; three lamps of 60 - 80 W can be replaced with one energy-saving lamp of 36 W, the level of illumination will not change, the savings will be 80%.

The average operating time per day of the total number of these lamps will be reduced by three times. Energy consumption will be 0.036 370/3= 4.44 kWh in one day, this is 5 times less.

Here is a comparison table between CFLs and incandescent lamps.
The table data convincingly shows the advantage of energy-saving lamps.

But energy-saving lamps also have their drawbacks.

Disadvantages of energy-saving lamps

• Mercury and phosphorus, although in very small quantities, are present inside energy-saving lamps.
• The warm-up phase lasts approximately 2 minutes,
• Unsuitable for operation in low temperature ranges (-15-20ºC),
• Lamps do not like to be switched on and off frequently.
• High price. Price energy saving light bulbs 10-20 times more expensive than a conventional incandescent light bulb.

Main problem: disposal

We decided to figure out what an incandescent lamp is.. An incandescent lamp is a source of artificial light that converts electrical energy into light by heating a metal spiral, the so-called incandescent body. The filament body currently used is mainly a spiral made of tungsten and alloys based on it. The designs of incandescent lamps are very diverse and depend on the purpose. However, the common elements are the filament body, bulb and current leads. Depending on the characteristics of a particular type of lamp, filament holders can be used various designs, lamps can be made baseless or with bases of various types, have an additional external bulb and other additional structural elements. The lifespan of an incandescent lamp is approximately 1000 hours. As the voltage increases, the service life decreases. The good old “pear bulb” with its warm, pleasant light continues to be a symbol of artificial light for many today. Its qualities such as simplicity, accessibility and versatility explain its great popularity.

First, let's talk about the advantages of incandescent lamps.

Advantages:

• low cost
• small sizes
• uselessness of ballasts
• quick access to working mode
• low sensitivity to power failures and voltage surges
• absence of toxic components and, as a result, no need for collection and disposal infrastructure
• ability to work on any type of current
• possibility of manufacturing lamps for the most different voltage(from fractions of a volt to hundreds of volts)
• no flickering or buzzing when running on AC
• continuous emission spectrum
• are not afraid of low ambient temperatures

But now let's look at its shortcomings.

Flaws:

• low luminous efficiency
• relatively short service life
• fragility and shock sensitivity
• color temperature lies only in the range of 2300-2900 K, which gives the light a yellowish tint
• incandescent lamps represent fire danger. 30 minutes after turning on the incandescent lamps, the temperature of the outer surface reaches, depending on the power, the following values: 40 W - 145 °C, 75 W - 250 °C, 100 W - 290 °C, 200 W - 330 °C. When the lamps come into contact with textile materials, their bulb heats up even more.

"Myths" about the harm...

• Myth No. 1 . All energy-saving lamps are harmful because... contain mercury vapor and are not environmentally friendly.
  Internet information: For example, CFLs from Uniel, Photon and a number of other manufacturers do not use mercury vapor that is harmful to humans and nature. Instead of liquid mercury, it is introduced into the flask metal alloy(so-called “amalgam” - calcium amalgam). This technology is expanding.
• Myth No. 2 . Energy-saving lamps are harmful to the eyes.
  Internet information: the built-in ballast itself provides a discharge frequency of 30-50 kHz - that’s 30-50 thousand times per second, which is completely invisible to the eye.
• Myth No. 3. Ultraviolet radiation from CFLs can cause skin irritation.
  Internet information: Impact on humans fluorescent lighting much less than exposure to natural sunlight.

From the above we conclude:

Incandescent lamps are very convenient and practical to use and manufacture, and they are virtually non-harmful environment Of the main disadvantages, we can only note the high consumption of electricity and low (by averageusing energy-saving lamps) operating life.

1. Estimation of the costs of purchasing selected methods for reducing energy consumption

It is necessary to purchase 60 energy-saving lamps at an approximate cost of 120 rubles, which will amount to 7,200 rubles, and will reduce daily expenses for this item from 50 rubles to 10 rubles. Thus, the daily saving is 40 rubles, which means that all these lamps will pay for themselves 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 21040=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 8,400 rubles saved, and we will spend another 2,900 rubles on the purchase of dimmers (11,300 rubles in total). Electricity savings under fluorescent lamps will amount to 25-40%, i.e. 40-60 rubles per day, which is 8400-12600 rubles. Thus, without additional investments, in two years you can replace incandescent lamps with energy-saving lamps, install dimmers, and in the third year save 16,800-21,000 rubles on electricity bills.

1. Conclusion

In our opinion, it is necessary to think about saving energy at school. We consider the research topic very interesting and important, especially in modern conditions.We need electricity every minute, every second. All systems operate using electricity. A power outage for a day paralyzes the operation of all systems.The problem of energy saving has become one of the most important problems today. current problems worldwide. Many states have begun to introduce measures to save electricity. IN Russian Federation a decision was also made to switch to energy-saving technologies.

Back in November 2009, the Russian President signed the federal law“On energy saving and increasing energy efficiency and on introducing amendments to certain legislative acts of the Russian Federation.”

The Presidential Commission on Modernization intends to transition Russia from incandescent lamps to more promising technologies, which are LED bulbs.

On this moment LED lamps are the most expensive and efficient existing home lighting sources. The burning time of an LED lamp is 30 times higher than that of an incandescent lamp, and the electricity consumption is 10 times lower.

Today, the state is engaged in saving energy, commercial organizations, private individuals. Gradually, this work becomes an integral part of human life, because energy sources are drying up, and new sources of electricity are not yet used to their full potential.

Having completed our project, we determined whether we and the school staff are engaged in energy conservation in our school, what and how can be changed, how to reduce energy costs. To determine energy saving methods, the source of information was mainly Internet sites. The analysis of the amount of electricity consumed was carried out independently using calculations.

The actual electricity consumption, as measured by the electric meter, coincided with our calculations. Not only the energy consumption was calculated, but several ways to reduce its consumption were identified, without any significant impact on the school budget.

From the above, we conclude that it is better to use energy-saving and LED lamps, since incandescent lamps, although very convenient and practical to use and manufacture, also do not actually harm the environment and the purchase price is pleasing, however, there is a high energy consumption and low (compared to energy-saving lamps) operating life. To save energy, you should also monitor the lamps that are lit almost the entire working day, and turn them off if there is enough natural light.

Computer technology also plays an important role in the amount of energy used. Since the computer is used regularly in computer science lessons, in administrative work, as well as by teachers during lessons, the computers are not turned off during breaks, so as not to waste additional time turning them on and off. To reduce the energy consumption of computer equipment, it is necessary to put the computer into sleep mode after finishing work during a break or change, while the amount of energy consumed is reduced. Turn off the projector after using it. Since the power of projectors is high, and long-term operation of the projector leads to damage to the lamp, and this is the main part of the projector, and additional costs will be necessary to repair it. On average, replacing a projector lamp can cost a school 8–10 thousand rubles.

Having met educational literature, we learned from sites on the Internet, we learned a lot of new information for ourselves that will be useful to us in life. Also, in the process of working on the project, we repeated knowledge about electricity and studied the history of lighting sources.

Electricity is a set of phenomena caused by existence, interaction and movement electric charges. The term was introduced by the English naturalist William Gilbert in his essay “On the Magnet, Magnetic Bodies and the Great Magnet - the Earth” (1600), which explains the operation of a magnetic compass and describes some experiments with electrified bodies. He found that other substances also have the property of being electrified. Since the 19th century, electricity has become an integral part of the life of modern civilization. Electricity is used for lighting (electric lamp) and information transmission (telegraph, telephone, radio, television), as well as for setting mechanisms in motion (electric motor), which is actively used in transport (tram, metro, trolleybus, electric train) and in household appliances(iron, food processor, washing machine, Dishwasher). In order to generate electricity, power plants equipped with electric generators have been created, and batteries and electric batteries have been created to store it. Today, electricity is also used to produce materials (electrolysis), process them (welding, drilling, cutting), create music (electric guitar), etc.

Electric current is the ordered uncompensated movement of free electrically charged particles, for example, under the influence electric field. Such particles can be: in conductors - electrons, in electrolytes - ions (cations and anions), in gases - ions and electrons, in a vacuum under certain conditions - electrons, in semiconductors - electrons and holes (electron-hole conductivity).

The first incandescent light bulb appeared in 1878. It was invented by Thomas Edison.

Thomas Edison lived and worked in the United States all his life. He was the most prolific inventor of them all. During his life, he patented 1,093 various inventions, including electric lamp incandescent In 1876 he opened the world's first research laboratory and called it an "invention factory." However, some inventors accused him of stealing their discoveries. In 1877 Edison created the phonograph, one of his famous inventions. This device recorded and played back sound. At first the phonograph was sold as funny toy. But then Edison and other inventors improved it so much that it became possible to even record music.

In 1878 English scientist Joseph Swan (1828-1914) invented the electric light bulb. It was a glass flask with a carbon filament inside. To prevent the thread from burning out, Swan removed the air from the flask. IN next year The famous American inventor Thomas Edison (1847-1931) also invented the light bulb. After experimenting with threads made from various substances, he chose charred bamboo fibers. In 1880 Edison began producing safe light bulbs, selling them for $2.50. Subsequently, Edison and Swan created a joint company, Edison and Swan United Electric Light Company.

In the 1880s there was a "war of currents between Thomas Edison, who invented D.C. and Nikola Tesla, who discovered alternating current. Both wanted their systems to be widely used, but AC won out due to its ease of production. greater efficiency and less danger.

In some areas South America and Africa, where there was no electricity, one could see closed glass jars filled with fireflies! Such “lamps” gave an enviably bright light!

The fire brigade in Livermore, California has a 4-watt electric light bulb that has been running almost continuously since 1901. It went out only a few times during power outages and twice when moving.

1. Used literature and Internet sites.

1. Journal “Physics at School” - 2012 – 2014
2. Reader on physics: Textbook. manual for secondary students school / Comp. A.S. Enochovich et al.: Ed. B.I. Spassky - 2nd ed., revised. – M.: Education, 1987.
3. Bludov M.I. Conversations on physics part 2. Textbook manual for students / Ed. L.V. Tarasova – 3rd ed., revised. and additional – M.: Education, 1985.
4. Scientific fun. Physics: experiments, tricks and entertainment: trans. from fr. / Tom Titus; artist A. Poye, G. Neksov. – M.: AST: Astrel, 2008. – 222, (2) p.
5. http://www.technolux.info
6. http://edu.rin.ru/
7. http://ido.tsu.ru/schools/physmat/data/res/elmag/metod/

Annex 1.

Work on the project “Efficient use of electricity at school.”

Appendix 2

1.1. Energy concept

Energy- a word of Greek origin, meaning activity. We need it for heating, lighting, moving vehicles, for the operation of all kinds of machines, mechanisms, etc.

What is energy?
Every year an increasing share of electricity is spent on household needs; The use of electrified household appliances is growing on a huge scale.

All this is very expensive. Therefore, it is savings that become the most important source of production growth.

Calculations have shown, and practice has confirmed, that each unit of money spent on measures related to energy saving gives the same effect as twice the amount spent on increasing its production.

Against the background of the economic (and energy) crisis in our country, this fact, it seems to me, is worth taking into account.

It is necessary, without reducing the level of provision of society with material goods, to reduce the overall level of energy consumption.

And this can be done only in one way - using energy more efficiently; otherwise this is also called energy saving.

1.2. Energy consumption MBOU secondary school No. 1 r. p. Lunino named after. Artamonova N.S.

In MBOU Secondary School No. 1 r. Lunino village named after Artamonov N.S. out of twenty-three classrooms, fifteen have energy-saving lamps.

I decided to find out, how much savings can our school get per hour?, if you replace all the lamps with energy-saving ones with a power of 20 Wh (the tariff for 1 kWh is 5 rubles). Each office has an average of 8 light bulbs.

If they are all energy saving, then:

23*8*20*=3680 W*h =3.68 kW*h

3.68*5=18.4 rub.

But in reality we consume per hour: 8*8*100+15*8*20 = 8800 Wh = 8.8 kWh.

8.8*5 = 44 rubles. The savings would be 44-18.4 = 25.6 rubles.

I found out the electricity consumption in our school during 2015 and made a chart ( see Appendix 1). It turns out that the greatest consumption of electricity is from September to February, and the least in the summer months. How much money will the electricity consumed by our school in a year cost?

In order to compare expenses, I calculated the payment quarterly.

A quarter is 3 months.

The average payment rate for 1 kWh for our school is 5 rubles.

How much school budget could be saved?, if, thanks to energy saving tips, we reduced our electricity consumption by 20% in a year?

159830*20%:100% = 31966 rub. Wow!

All light bulbs must be replaced with energy-saving ones.