Erasmus+ / KA220-VET – Cooperation partnerships in vocational education and training Project Title:The Power of AR and VR: Igniting Passion for Learning Through Innovative Technologies Project No.:2024-1-PL01- KA220-VET-000243150
Energy Audit at ZS No. 1 in Kołobrzeg, Poland
Project Timeline: October 2024 – February 2025
I. Students conducted measurements of the school building to assess energy consumption (October 2024).
Students took a hands-on approach to measuring the energy consumption of the school building. Here’s an expanded look at their process:
1. Mapping Key Areas: Students divided into 3 teams. They began by identifying critical zones within the building—such as classrooms, laboratories, common areas, and corridors—where energy usage might vary.
2. Setting Up Measurement Tools: Using digital meters, sensors, and energy monitoring devices, they installed or positioned these tools in strategic locations. This allowed them to gather real-time data on electricity usage.
3. Data Collection Over Time: Measurements were recorded at various times throughout the day to capture fluctuations during class sessions, breaks, and after school hours. This helped in understanding both peak and off-peak consumption periods.
4. Detailed Record Keeping: Students maintained logs and charts, noting the readings and correlating them with specific activities or environmental conditions. This meticulous documentation ensured that no detail was overlooked.
5. Analysis and Insights: With the collected data, students were able to identify patterns, spot areas of potential energy waste, and determine which parts of the building required immediate attention for energy efficiency improvements.
This comprehensive process not only provided a clear picture of the school’s energy usage but also empowered the students with practical experience in energy auditing and sustainability practices.
II. One-month electricity usage observation revealed an average consumption of kWh. (November 2024 – 4 weeks).
Over the one-month observation period, students meticulously tracked the school’s electricity consumption to derive an accurate average kWh usage. Here’s an expanded overview of the process:
1. Continuous Monitoring: Using digital energy meters and data loggers, students recorded the electricity usage at regular intervals throughout each day, ensuring that both peak and off-peak periods were captured.
2. Data Compilation: The collected data was aggregated and analysed to determine the overall consumption trends over the month. This process involved calculating daily averages and then summarizing these into a monthly average figure.
3. Identifying Patterns: The detailed logs helped in pinpointing times of unusually high consumption, such as during specific classes or after-school activities, as well as recognizing periods of lower usage.
Benchmarking: By establishing an average consumption figure (for example, inserting a number like “1500 kWh”), the team created a baseline against which future energy-saving initiatives could be measured.
4. Actionable Insights: The insights gained from this observation enabled the students and school administration to identify potential areas for energy efficiency improvements, such as adjusting usage during peak hours or upgrading inefficient lighting systems.
This thorough approach not only quantified the building’s energy demand but also set the stage for implementing effective energy-saving measures in subsequent months.
III. Second-month monitoring involved students actively reducing energy waste (e.g., turning off lights during breaks). (December 2024/January 2025- 4 weeks).
During the second month, the focus shifted from observation to action. Students didn’t just monitor energy consumption—they actively participated in reducing energy waste. Here’s how they made a difference:
1. Proactive Behavior:
Students took the initiative to switch off lights during breaks and when rooms were not in use.
They reminded their peers and teachers about the importance of energy conservation through friendly prompts and posters.
2. Targeted Energy-Saving Actions:
In addition to turning off lights, students also monitored computer usage and unplugged devices that weren’t in use to minimize phantom energy drain.
They suggested adjusting heating or cooling settings during non-peak hours to further conserve energy.
3. Real-Time Adjustments:
The team set up visible energy consumption displays in common areas, allowing everyone to see the immediate impact of their actions.
By comparing real-time data with the previous month’s figures, they could immediately see the benefits of their efforts.
4. Educational Outreach:
Through short presentations and interactive sessions, students educated classmates about the significance of energy conservation and how small actions can lead to big savings.
This hands-on approach not only contributed to a noticeable reduction in electricity consumption but also fostered a culture of sustainability and responsibility within the school community.
IV. Result: Noticeable decrease in electricity consumption due to improved awareness and energy-saving practices.
The successful efforts led to a clear and measurable reduction in electricity consumption. Here’s a detailed breakdown of the results:
1. Quantifiable Impact:
After comparing the data from both monitoring months, the school observed a significant drop in the average monthly energy usage. This decrease serves as strong evidence that the implemented energy-saving measures are effective.
2. Heightened Awareness:
Increased consciousness about energy use among students and staff was a major contributing factor. Simple actions like turning off lights during breaks and unplugging idle devices became routine, leading to consistent energy savings.
3. Behavioral Shifts:
The initiative sparked a broader culture of sustainability. As awareness grew, so did the collective commitment to energy conservation, with both students and teachers actively looking for more opportunities to cut down on waste.
4. Long-Term Benefits:
The noticeable decrease in consumption not only reduces immediate operational costs but also sets a precedent for future energy-saving projects. It demonstrates that even small changes in daily routines can lead to significant long-term benefits.
This result underscores how informed practices and a community-driven approach to energy conservation can lead to a more efficient and sustainable use of resources.
V. VR Emergency Exit Simulation: Created by Mr. Jacek Kawalek, allowing students to navigate the virtual school building and describe key locations during their sessions.
Mr. Jacek Kawalek designed an innovative VR Emergency Exit Simulation to complement the energy audit initiative. Here’s an expanded overview of the simulation:
1. Interactive Virtual Environment:
Students are immersed in a detailed virtual replica of their school building, where they can navigate corridors, classrooms, and emergency routes using VR headsets or a computer interface.
2. Emergency Preparedness Training:
The simulation challenges students to identify and locate all emergency exit points, teaching them the importance of knowing safe routes and assembly points in case of an emergency.
3. Key Location Identification:
As students explore the virtual school, they are prompted to describe and note significant areas—such as classrooms, stairwells, and exits—reinforcing spatial awareness and building familiarity with the building’s layout.
5. Real-World Application:
By navigating through realistic emergency scenarios, students learn how to remain calm and make quick decisions, skills that are vital not only during an emergency but also in managing everyday energy use and building safety.
6. Enhanced Learning Experience:
This hands-on, immersive approach not only boosts safety awareness but also encourages teamwork, critical thinking, and technological proficiency, making the simulation a key part of the overall educational strategy.
The VR Emergency Exit Simulation, developed by Mr. Kawalec, effectively bridges practical safety training with the energy audit project, fostering a well-rounded learning environment that values both sustainability and safety.
Summary
This comprehensive process did more than just reveal the school’s energy usage patterns—it also transformed the students into active participants in sustainability. Here’s a closer look at the broader impact:
Hands-On Learning:
Students learned to operate modern energy monitoring tools, record real-time data, and analyse consumption trends. This practical experience demystified the process of energy auditing, bridging the gap between textbook theories and real-world applications.
Skill Development:
By engaging directly in data collection and analysis, students enhanced critical skills such as problem-solving, data interpretation, and technical proficiency. They also gained experience in using specialized equipment and software, valuable skills for any future in science or engineering.
Empowerment Through Responsibility:
The project instilled a sense of ownership and accountability. Students weren’t just passive learners; they became stewards of their environment, identifying areas of waste and implementing strategies to conserve energy. This active role boosted their confidence and fostered a proactive mindset.
Sustainability Awareness:
The initiative highlighted the importance of energy conservation and environmental responsibility. Students came to appreciate how small, informed actions—like turning off unused lights—could lead to significant energy savings, contributing to broader sustainability goals.
Real-World Impact:
The practical experience of auditing the school’s energy usage equipped students with insights that extend beyond the classroom. They now understand how energy efficiency can influence both operational costs and environmental sustainability, preparing them to make a tangible impact in their communities.
In summary, this comprehensive process not only clarified the school’s energy consumption but also empowered students with the tools, knowledge, and mindset to drive sustainable change both now and in the future.
Students 2D
