ALTERNATIVES: SavingElectricityin Schools

InspiredbysolutionsusedinGlobalWarming

Group Members: Nixon Dion Chan Yun Wei Rachel Loo Zhi Qing Liu Xin Xiu Maisie Lee Shao Hao Yao Wen Yu Class: 10PW8 Group: PW055

CONTENTS
1. SAVING ELECTRICITY IN SINGAPORE SCHOOLS 1.1 INTRODUCTION -------------------------------------------------------------------1.2 RESEARCH ON CURRENT SITUATION ------------------------------------1.2 RATIONALE -------------------------------------------------------------------------1.3 OBJECTIVES AND TARGET AUDIENCE------------------------------------04 05 07 10

2. CASE STUDY: GLOBAL WARMING 2.1 INTRODUCTION ---------------------------------------------------------------------2.2 ALTERNATIVE 1: CARBON REDUCTION COMMITMENT (CRC) ENERGY EFFICIENT SCHEME --------------------------2.3 ALTERNATIVE 2: AUTOMATED GREENHOUSE CONTROL SYSTEM -------------------------------------------------------2.4 ALTERNATIVE 3: PUBLIC OUTREACH ----------------------------------------3. IDEA 1: CEPAS BASED ENERGY SAVING SYSTEM 3.1 INTRODUCTION ----------------------------------------------------------------------3.2 RATIONALE ----------------------------------------------------------------------------3.3 IMPLEMENTATION ------------------------------------------------------------------3.4 EVALUATION --------------------------------------------------------------------------4. IDEA 2: ELECTRICITY CONTROL SYSTEM 4.1 INTRODUCTION ----------------------------------------------------------------------4.2 RATIONALE ----------------------------------------------------------------------------4.3 IMPLEMENTATION ------------------------------------------------------------------4.4 EVALUATION --------------------------------------------------------------------------5. IDEA 3: FUNFAIR 5.1 INTRODUCTION ----------------------------------------------------------------------5.2 DETAILS OF EVENT -----------------------------------------------------------------5.3 EVALUATION --------------------------------------------------------------------------6. CONCLUSION -------------------------------------------------------------------------------33 34 38 43 23 24 25 31 14 15 16 19 11 11

12 13

7. BIBLOGRAPHY ----------------------------------------------------------------------------8. APPENDIX Appendix A: Interview with Mr Chua Song Cher --------------------------------------Appendix B: Interview with Mr Er Yu Seng ---------------------------------------------Appendix C: Interview with Mr Thun Chee Siong -------------------------------------Appendix D: Interview with Mr Pueh Kiat Ang -----------------------------------------Appendix E: Survey Questions for Students --------------------------------------------Appendix F: Using a Computer Control System --------------------------------------Appendix G: M2E Kinetic Power ------------------------------------------------------------ Appendix H: Electricity Consumption in Jurong Junior College ---------------------

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48 50 51 52 53 54 56 57

1. Saving Electricity in Singapore Schools

1.1 Introduction Singapore, with a growing population, faces increasing demand for electricity.1 The Singapore government has attempted to encourage people to save electricity, for example, though the NEAs 10% Energy Challenge Campaign.2 However, awareness of such campaigns and participation rates remains dismal.3

In this project, our group will focus on schools in Singapore. We aim to improve student participation in saving electricity, and to discuss ways to reduce electricity usage in schools.

1 2

http://www.e2singapore.gov.sg/climatechangeenergyefficiency.html http://www.channelnewsasia.com/stories/singaporelocalnews/view/343868/1/.html 3 Refertofigure3onpage6ofthisWrittenReport

1.2 Research on Current Situation We surveyed 100 students from various Primary, Secondary schools and Junior Colleges for their opinion on current electricity-saving campaigns.. 1.2.1 Poor Response of Current Educational Campaigns The National Environment Agency (NEA) organised the 10% Energy Challenge to encourage households to reduce their electricity usage4. The Energy Challenge awards schools whose students reduce their household energy bills by at least 10%.5

Figure 1: 10% energy challenge6

Didyouparticipateinthe10% EnergyChallenge?

Didyoulearnanythingfrom the10%EnergyChallenge?

23 77

Yes No

68

32

Yes No

Figure 2: Survey Results on students' participation and feedback from the 10% Energy Challenge

4 5

http://app2.nea.gov.sg/news_detail_2009.aspx?news_sid=20090907312146304367 http://www.channelnewsasia.com/stories/singaporelocalnews/view/343868/1/.html 6 http://web1.env.gov.sg/cms/ar2009/content/highlights.html

Figure 2 shows 68% of the participants did not learn much from it. This shows the ineffectiveness of such educational campaigns, emphasizing the need to improve such campaigns. 1.2.2 Success of Outreach Campaigns involving Students Through a public outreach campaign by Environmental Challenge Organisation (ECO) 7 Earth Hour @Heartlands 2010, over 1,000 students went door-to-door in the heartland areas, inviting residents to attend events including movie screenings, game carnivals and pledging.8

Figure 3: ECO logo9

This activity involved over 1,200 student volunteers from 9 different schools, reaching out to over 100,000 residents island wide.10 We recognise that students involvement can increase the effectiveness of public events.

http://www.ecosingapore.org/aboutus http://unfcccecosingapore.wordpress.com/2010/03/26/singaporeover1200youngleadersengagingabout 100000onclimatechange/ 9 http://unfcccecosingapore.wordpress.com/2010/03/26/singaporeover1200youngleadersengagingabout 100000onclimatechange/ 10 http://unfcccecosingapore.wordpress.com/2010/03/26/singaporeover1200youngleadersengaging about100000onclimatechange/

8 7

1.3 Rationale 1.3.1 Increase Electricity Consumption in Schools A case study of JJC has shown an increase in electricity usage as compared to previous years. Analysing figure 4, although population decreased from 2008 to 2010, electrical consumption still increased. Electrical consumption per student has increased by 2.35% from 2008 to 2009, and 7.12% from 2009 to 2010. Hence, it is likely to increase further in the coming years. February March April May Averageelectricalusage (KWh)permonth Totalstudentpopulation Electricalconsumption perstudent Year2008 158,005.99 157,665.85 208,120.39 197,922.83 185,928.765 Year2009 169,771.24 151,096.45 196,546.98 189,523.33 174,234.50 Year2010 181,552.586 169,477.504 209,448.468 194,191.546 171,821.385

1773 101.76

1696 104.21

1682 112.20

Figure 4: Electricity Consumption and Student Population in Jurong Junior college in 2008, 2009 and 201011

11

RefertoAppendixH

1.3.2 Irresponsible usage of electrical appliances Firstly, students waste electricity in their daily activities12 by forgetting to switch off appliances at the main switch. Appliances, like the TV, DVD player are phantom loads as they consume electricity even when turned off or in standby mode. A joint study between the U.S. Environmental Protection Agency and several other environmental agencies put the price at a full 10% of a monthly energy bill. 13 Secondly, students often forget to switch off electrical appliances. Based on our survey, 45% of students forgot to switch off electrical appliances, such as lights, fans and air-conditioners after use, resulting in unnecessary electricity wastage. (Figure 5)

Doyouactivelyswitchoffallelectricalappliances
afteruse? Yes

45

55

No

Figure 5: Survey results on students who do not to switch off electrical appliances after use

12 13

http://www.care2.com/greenliving/areyouwastingelectricityprobablymorethanyouthink.html# http://frugalliving.about.com/od/energyandutilities/f/Phantom_Load.htm

1.3.4 Lack of public awareness A reason for Singaporeans reluctance to save electricity is due to the lack of awareness that the concerted effort of every individual can make a big impact on the environment and help save electricity. 14 Thus, there is a need to raise the awareness on electricity wastage through a mass outreach programme.

Good electricity saving habits should be cultivated from young15, starting in schools. Therefore, our topic chosen is to reduce electricity wastage in schools and to impart good electricity-saving habits to students.

14 15

http://lifestyle.omy.sg/News/Local%2BNews/Story/OMYStory200911160042105631.html http://ovpes.org/2004/McGough.pdfpage4

1.4 Objectives and Target Audience Reduce electricity wastage in schools Encourage students to adopt electricity-saving practices

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2. Case Study: Global Warming

2.1 Introduction Global warming refers to an increase in the average temperature of the Earth's atmosphere, especially a sustained increase great enough to cause changes in the global climate.16

2.2 Alternative 1: Fine or Tax Offenders Carbon Reduction Commitment (CRC) Energy Efficiency Scheme This scheme implemented by Britain fines companies which do not adhere to the strict policies. Companies consuming more than 6,000MW of electricity a year have to register and pay a pollution tax of up to 100,000 a year for the amount they use.17 Lessons learnt Fines can be imposed if people fail to adhere to fixed rules. Similarly, they serve as a warning to remind others of the consequences should they fail to conform to strict criteria.

16 17

http://dictionary.reference.com/browse/globalwarming http://www.greendatacenternews.org/category/19/carbonreductioncommitment/

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2.3 Alternative 2: Use of Automated Systems Automated Greenhouse Control System Greenhouses are increasingly being controlled by automated computer systems to improve data logging, monitoring of plant growth and alarm functions.18 By controlling factors such as light, temperature and irrigation, favourable conditions for plant growth can be provided.19 (Figure 6)

Figure 6: Example of Automated Greenhouse Control System20

Greenhouse control computer system is expensive, yet enables better energy and labour efficiency and more precise control of plant growth.21 The cost of the automated computer control systems can be recovered within a couple of seasons through savings in labour and better crop production.22 Lessons learnt The use of automated systems can increase efficiency and reduce manpower. Although they are expensive, long term usage can recover the initial investments.

18 19

http://www.idosi.org/aejaes/jaes3(2)/22.pdf http://www.njtec.com/ 20 RefertoAppendixE 21 http://www.njtec.com/ 22 http://www.dpi.nsw.gov.au/agriculture/horticulture/greenhouse/structures/computercontrol

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2.4 Alternative 3: Public Outreach Public outreach events can raise the awareness on the importance of being clean and green through activities and exhibits. For example, the Marin County Board in America planned to integrate and celebrate environmental stewardship at the 2010 Marin County Fair.23 (Figure 7)

Figure 7: 2010 Marin County Fair24

Lesson Learnt Carnivals and funfairs were originally organized to provide entertainment to people. However, events like funfairs can also be used to raise awareness.

We will apply these 3 lessons learnt from Global Warming, to Save Electricity in Schools.

23 24

http://www.marinfair.org/index.php?option=com_content&view=article&id=173&Itemid=311 http://www.marinfair.org/images/stories/solarmerry.jpg

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3. Idea 1: Cepas Based Card Reader System (After School Hours)

3.1 Introduction Alternative 1 (Fine or Tax Offenders) inspired us to design a Cepas Based Energy Saving System to save electricity in schools. Every student in Singapore has a Cepas card (Ez-link) which can store monetary value. In this system, students who forget to switch off electrical appliances are fined through the deduction of monetary value in their Cepas cards. This system functions after official school hours and the card readers will be installed in every classroom.

Figure 8: Example of Cepas Card25

25

http://www.ezlink.com.sg/consumer/consumer_cepas.intro.jsp

14

3.2 Rationale

50 40 30 20 10 0
None 1timeaweek

42 20

30 8

23timesaweek Morethan3timesa week

Howoftendoyouusetheclassroomafter schoolforpersonalstudying?
Figure 9: Survey results on students who use classrooms after school

Based on Figure 9, 80% of students use classrooms after school hours for 1 or more times a week. This shows the need for our Cepas card system as a large percentage of students use classrooms after school.

Furthermore, students often forget to switch off electrical appliances after use.26 This shows that there is unnecessary electrical wastage in classrooms after school hours and highlights the need to control excessive electricity usage.

26

RefertoFigure5onpage8ofthisWrittenReport

15

3.3 Implementation 3.3.1 Card Reader Design

3.3.2 Implementation Sequence

1. A card reader system will be installed in every classroom.

2. A Cepas card has to be slid through to turn on the system.

16

3. Once the system is turned on, the display screen will provide options to choose the desired duration.

4. After the duration has been confirmed, a deposit of $2 will be deducted from the scanned Cepas card. Simultaneously, electricity will flow to the electrical appliances in the room. If there is insufficient value in the card, the system will not be activated.

5. Once the time is up, students would have to slide the card to switch off the system. Even if the time is not up, students are still able to switch off the system by sliding their card. The system will automatically switch off the facilities. The deposit is then returned to the card if it is switched off on time.
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6. If the system is switched off after the desired time usage, the deposit will not be returned as a punishment for wasting electricity.

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3.4 Evaluation 3.4.1 Advantages

WouldyoubeinterestedtouseyourEzlink cardtoswitchonandoffelectrical appliancesinschool?

28 72
Yes No

Figure 10: Survey results on students who are interested in our card reader system

From our survey results (Figure 10) conducted on 100 students, 72 show interest in this system. This confirms that our system will receive strong support by our target audience, students. In an interview with the Operational Manager of Jurong Junior College, Mr Chua Song Cher, he is confident that the system will be successful in saving electricity and reducing electrical costs. This will be especially successful in new buildings and it is possible to introduce this system into intelligent buildings.27

27

RefertoAppendixA

19

3.4.2 Potential problems Problem 1 In the current situation, students may abuse the system and set durations longer than the amount of time they need which wastes electricity. For example, students can set the duration for 3 hours, even if they use it for only an hour. Solution 1 The longer the duration set on the card reader, the larger the deposit deducted from the Cepas card.

Figure 11: Modified card reader design

Students would not want to be penalised for such a large sum of money. With the new time-determined deposit, students will choose the shortest duration for fear of the larger penalty.

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Problem 2 Students may use the resources of 1 room to support only a few students. However, a classroom is designed to provide lights and air-conditioning for at least 25 students. If only one student occupies a classroom, it is under-utilised, thus wasting electricity.

Solution 2 The system initially enables electricity flow to only 1 classroom. Students can use this 1st classroom after school for studying. When the 1st classroom is filled with 25 students, the main system will then enable electricity to flow to the 2nd classroom for the 26th student to use. When the 26th student slides his card, the reader will signal him to go to the next classroom instead. The same goes for the 51st student for the 3rd classroom and so on.

The card reader is connected to a computer system, which automatically registers the number of students in a classroom through the number of cards slid through the 2 card readers. To enter a classroom, students have to slide their card into the card reader, transmitting a signal to the unidirectional rotating door to open it. To exit, students have to re-slide their card into the other card reader to open the exit rotating door. (Figure 14) This ensures that electricity in a room is fully utilised.

21

Figure 12: Classroom design showing card reader connected to computer system

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4. Idea 2: Electricity Management System (For whole day)

4.1 Introduction Inspired from alternative 2 (Use of Automated Systems), we came up with an Electricity Management System to control electricity by utilizing technology. There are two components in this system: Fixed Timetable Software and Online Room Booking System.

This system applies only during official school hours and only for classrooms. For this system, we focus on schools where students travel to different classrooms for lessons, resulting in each classroom having its own fixed timetable (Figure 13).

Figure 13: Example of a fixed timetable of classroom 211

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4.2 Rationale Students with fixed timetables have to attend lessons at different venues. They have a tendency to forget to switch off electrical appliances before leaving the classroom28.

Furthermore, students often use empty classrooms to study instead of going to the library.

Doyouoftenuseclassroomsduringfree periods?

45

55
Yes No

Figure 14: Survey results on students who use classrooms during free periods

In a survey conducted on 100 students, 55% use empty classrooms during their free periods. (Figure 14)

To prevent this waste of electricity, we designed a computerized system to switch off electricity automatically during school hours.

28

RefertoFigure5onpage8ofthisWrittenReport

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4.3 Implementation 4.3.1 Overview of system

4.3.2 Fixed Timetable Software Currently, the general office controls only the air-con in the lecture theatres and classrooms. We propose the implementation of the Fixed Timetable Software that can control electricity flow to all classrooms automatically. The operations manager of the school can utilise the fixed timetable software to register the timetables of the various classrooms. This software is connected to the main electrical supply so that electricity flow to the classrooms is controlled. This software automatically enables electrical supply to the classroom to flow during lesson times. When the classroom is not being used for lessons, electrical flow to the classrooms is cut-off, preventing unauthorised electrical usage.

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4.3.3 Online Room Booking System (ORBS) This system is solely for teachers. To extend or conduct extra lessons during school hours, teachers can control the electricity flow to classrooms by booking them online using the Online Room Booking System (ORBS). The online system provides options for duration, date and availability of classrooms for teachers. Electricity will be provided to classrooms according to the desired options. The screenshots below illustrates how ORBS works.

Step 1: Log into the ORBS website to book a classroom.

26

Step 2: Select the term, week and classroom.

27

Step 3: A timetable is displayed, showing the booked and available classrooms at certain timings. Click on the desired timeslot. Timeslots are subjected to availability.

28

Step 4: Select the duration of lesson, class and subject.

29

The program will take note of the booking and allow electricity flow to the respective classrooms at the corresponding timeslots. After the specific duration, electrical supply to the room is cut off and the electrical appliances are automatically switched off.

30

4.3 Evaluation 4.3.1 Advantages We conducted a survey on 20 teachers on find out the number of extra lessons a teacher conducts after school. Figure 15 shows that most teachers conduct extra lessons and 70% conduct extra lessons more than 2 times a week. This shows that ORBS is needed as it would be used frequently.

10 8 6 4 2 0

None

9 1 5 5

12times 23times Morethan3 times

Howmanytimesaweekdo youconductextralessons inclassroomsafterschool?

Figure 15: Survey results on number of extra lessons teachers conduct after school

We also interviewed several teachers for their opinion on ORBS. Most like the convenience of the system due to the flexibility in terms of booking or cancelling of bookings. Some commented that this system would be especially useful for irresponsible students who fail to switch off appliances after use.29 Therefore, there is a need for this idea.

29

RefertoAppendixB,CandD

31

4.3.2 Potential problems and solutions

Mr Chua (OM) is certain that the Electricity control system would be best applied in buildings to be built, as rewiring of facilities to the system would cause a drain in resources and effort in existing buildings. Considering the efficiency of the system in conserving electricity at national level, and with the advice of Mr Chua, we strongly recommend it to be implemented into newly constructed buildings.30

30

RefertoAppendixA

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5. Idea 3: Electrical Boomz Fair

5.1 Introduction We are inspired from alternative 3 to organize a publicizing event: Electrical Boomz Fair. This 10-day annual event would be held at Expo during December when students are having their holiday. This event is compulsory for all students in Singapore.

The slogan and logo (Figure 16 and 17) were designed to attract students by using the popular lingo Boomz.31

Figure 16: Slogan of Electrical Boomz Fair

Figure 17: Logo of Electrical Boomz Fair

Since students are selected to take charge of the activities in the funfair, it can effectively raise awareness of electricity wastage in schools and encourage students to adopt electricity-saving practices.32 The public is welcome to attend this event.

31 32

http://www.flamingosingapore.com/2010/03/boomzpersonalbranding/ Refertopage7ofthisWrittenReport

33

5.2 Details of event 5.2.1 Overview of activities

5.2.2 Floor Plan

34

5.2.3 Games All local schools can participate and contribute to the event. Each school would have a designated game booth and schools must send a group representative to organise a fun-filled activity that meets the objective of educating the public on saving electricity. An example of a game is Link the wires. (Figure 18) Wires are attached to wooden blocks and players must rearrange the blocks to link the wires together. Then, the metal frays of wires are intertwined to create a closed circuit and bulbs light up. The Compact fluorescent bulb, being energy-saving, would be brighter than the Incandescent bulb. A stall attendant would be present to inform Singaporeans on advantages of energy-saving bulbs and encourage its usage.

Figure 18: Game design of Link The Wires

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5.2.4 Culinary Show Demonstration A Culinary show demonstration will be organised using energy-efficient devices. This is to show students that cooking can help to save electricity given that the proper devices are used. Using energy efficient appliances can help to save electricity, reduce costs of electrical bills and support living green.33 For example, Microwave ovens will be used during the culinary show. Using a microwave can save time and reduce energy consumption by about two-thirds compared to using a regular oven.34

33 34

http://www.articlealley.com/article_1569607_27.html http://energyhawk.com/cooking/cooking3.php

36

5.2.5 Inter-school Debate Challenge We will also be organizing a debate challenge for all schools during our carnival. Each school can send in a maximum of 5 students. The debate will center on innovative methods to conserve electricity. There will be a panel of judges consisting of selected school principals, a representative from Singapore Power (SP) and the Ministry of Education overseeing the whole debate. Before the challenge, each group has to come up with a new idea that is energy efficient and cost effective. During the challenge, each group will present their idea to other groups. After the group presentation, a break of 10 minutes will be given. Each group will then be given 10 minutes to criticize ideas presented by other groups and why their idea is superior and another 5 minutes to rebut remarks made by other groups. Subsequently, the judges will decide the winner of the debate challenge. The winner will be awarded a certificate and a cash prize of $1000. The winning idea and other promising ideas will be further looked into and researched. The best 3 ideas will be chosen for funding by Small and Medium Enterprises (SMEs) that would invest in and mass manufacture the winning electricity-saving product.

37

5.3 Evaluation 5.3.1 Advantages We surveyed 100 students on their opinion on our proposed funfair. Survey results show that they will be able to learn something about saving electricity (Figure 19). Also, the proposed activities managed to interest students (Figure 20). This positive response shows that this funfair would be a success as it benefits and appeals to students.

Doyouthinkyoucanlearnmoreabout savingelectricityfromthisfunfair?

40 60
Yes No

Figure 19: Survey results showing students who can learn more about saving electricity

Whichofthefollowingactivitywouldinterestyou?
100 90 80 70 60 50 40 30 20 10 0

93 68 44 55

Games

Debate Challenge

Culinary Shows

Quiz Competition

Figure 20: Survey results showing the activities which will interest students

38

5.3.2 Potential problems Problem 1 Students may not take the initiative and adopt electricity-saving practices after this 10 days event. Solution 1 We propose the distribution of goodie bags containing eco-friendly gadgets, like Shoe Chargers.35 The generator in the Shoe Charger harnesses kinetic energy. When the wearer walks, kinetic energy is converted to electrical energy. 36

The Shoe Charger stores the electrical energy within a built-in power source. The Charger consists of a USB port which can connect to and recharge hand phones, hence extending the operating time of mobile devices to allow for a longer usage.

Since USB can be used to charge many devices such as hand phones,37 many students will find this useful as most students have hand phones, MP3 players etc. (Figure 21)

35 36

http://www.ecofriend.org/entry/conceptshoechargerchargesyourphoneviakineticenergy http://www.cliffsnotes.com/study_guide/ElectromagneticInduction.topicArticleId10453,articleId 10436.html#ixzz0zInCDE9E 37 http://www.lvr.com/usbc.htm

39

Figure 21: Survey showing the number of students who own electronic gadgets

Figure 22: Shoe Charger attached to shoe38

38

http://www.ecofriend.org/entry/conceptshoechargerchargesyourphoneviakineticenergy

40

Figure 23: Shoe charger with Electrical Boomz Fair logo39

Adaptedfrom:http://www.ecofriend.org/entry/conceptshoechargerchargesyourphoneviakinetic energy
39

41

To ensure enough energy is supplied to these appliances, we propose that M2E micro-generators40 are inbuilt into the charger as they are five to seven times more powerful than existing applications of the technology.41

Figure 24: M2E Micro-generator42

The charger is designed to be small and light, so it would not get into the way of the wearer. Since all students wear shoes to school, it would be easy and convenient to attach the device on their shoe and charge whenever they like in school.

By using the charger, students will remember "Electrical Boomz Fair" and be interested to save electricity even after the funfair since it is convenient to use and applicable to their daily life.

40 41

RefertoAppendixH http://www.technologyreview.com/Energy/19777/ 42 http://bluehum.blogspot.com/2008/03/kineticpowerchargesbatteries.html

42

Conclusion
If our project can be implemented successfully in schools, we plan to embark on projects on a larger scope, such as the implementation of Idea 1 and 2 into major industrial estates which consume large amounts of electricity. (Figure 24)43 Year Domestic Manufacturing Other consumptions industries Industries 5,726.3 5,984.6 6,347.6 6,507.1 6,524.8 6,750.3 6,764.3 6,820.8 6,748.5 7,084.9 12,485.4 12,239.1 12,732.9 13,796.7 14,446.2 15,005.0 15,041.5 15,621.6 15,482.6 13,628.0 10,921.3 11,372.9 12,008.7 11,771.9 12,200.2 13,005.8 14,116.0 14,977.9 15,709.2 17,261.3 Total

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009

29,133.1 29,565.5 31,089.3 31,985.7 33,171.2 34,761.3 35,921.8 37,420.3 37,940.3 37,974.2

Figure 24: Historical Yearly Electricity Consumption (in GWh) from 1986 to 200944

Secondly, we can broaden the scope of our project by organising an international debate competition and invite the representatives of selected Transnational Corporations (TNCs) as judges. TNCs might then consider investing in and mass manufacturing the winning electricity-saving product.

http://www.ema.gov.sg/media/files/facts_and_figures/historical_yearly/Historical%20Electricity%20Consum ption%20from%201986%20to%202009.pdf 44 http://www.ema.gov.sg/media/files/facts_and_figures/historical_yearly/Historical%20Electricity%20Consum ption%20from%201986%20to%202009.pdf

43

43

Thirdly, we will popularise the Shoe Charger by convincing footwear companies and the designer of the Shoe Charger, Soledad Martin to collaborate and market it. This garners more recognition and promotes electricity saving on a wider scale. When many people charge their hand phones with this device, it will spread the message of the importance of saving electricity and garner interest in the success of this device for scientists to work on future generation of shoe chargers. This could catch on and start a new trend or lifestyle.

(2997 Words)
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Newspaperarticles 1. Poweroffatthemainsandcutyourelectricitybill.(2009,November16).MyPaper.

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Appendix A: Interview with Mr Chua Song Cher

Our group has conducted an interview with Mr Chua Song Cher, operational manager of Jurong Junior College. We briefly explained the Cepas Based Energy Saving System and Electricity Control System and how it works and seek his opinions on our proposed idea. 1. Are there any prerequisites for our Cepas Based System? You need to pre-program the card because only the card reader is smart but the card is not smart. 2. If the Cepas card reader system is implemented, can it save electricity? Yes definitely! It can save a lot of electricity and cut down electrical bills. But it would be better to implement this system in new buildings and intelligent buildings due to the high costs. 3. Do you think the Cepas system and ORBS can be implemented in our school? Well, it will require a lot of modifications. It is linkable. However, for old buildings, we need to change the old hardware to new ones and software to control. Some are very expensive so it is not so worthwhile for old building. Whereas for new buildings, it would be easier to put in the hardware all at one go. Anything you need to add on would be more expensive. It is more worth it if you implement everything at the start for a new building, and it can save electricity. It is possible to have a wireless system too, but it is much more expensive and the connection may not be stable all the time. Everything comes with costs. 4. Do you think our school has minimised its electricity usage to its lowest? No. Right now, students and teachers are expected to switch off the electricity, but it depends on who really switch them off. Just how many people will really off after use, I'm not sure. However after school, students may use 1 room just for themselves individually or in small groups. It is hard to control the students. Everyone wants his/her own comfort. It is up to the students. Teachers also abuse the manual system by booking the rooms for students not for extra lessons or remedial purposes. After school hours, it would not be so humid. It would be cooling, and students need not use the air conditioner in the rooms. They can study in the room without air conditioner, maybe just fans. If they want air conditioner, they should go to the library. Library also extended its closing-time for students who want to study in school. But students say Library is quite noisy. However, library is not for group discussion. If they want to have group discussion, they can do it in the canteen. However, since many like to have their own privacy and comfort, of cause they would choose to switch on the air conditioner in the room to study.

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5. What would be the possible problems even when this is implemented in new buildings? Initial costs would be substantial to insert cables, software and hardware. 6. Can you comment on 2010 electricity stats and bill? Yes, sure. Months like April had the most amount consumption of electricity, which I believe is partly because of the weather. 7. Do you think it's feasible to lock the rooms at certain time? No. We are locking the rooms manually now. We only have a few staff going around, and the timetables of different classes are different. Some ends at 1.30pm while some can end at 5.30pm. If we lock the rooms after (3pm for example), and there will be classes who need the rooms even after 3pm, it would be very troublesome and tiring for the few staff to go around school to open the doors for them. Currently, the staff are told to lock the classrooms at 5pm sharp. They have to chase out students who are just using the rooms for self-studying. Electricity is wasted if classes end at 1.30pm, but students use the rooms and their facilities such as aircon and fans just for self-study and privacy.

8. Any other comment? It's up to the students and teachers to think further for the future generations and to persuade your peers. It all boils down to personal responsibilities.

Thank you for your time.

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Appendix B: Interview with Mr Er Yu Seng

Our group has conducted an interview with Mr Er Yu Seng, school teacher of Jurong Junior College. We briefly described the Online Room Booking System (ORBS) and how it works and seek his opinions on our proposed idea. 1. Do you think that the Online Room Booking system (ORBS) is convenient? Yes, because currently it is usually the teachers who have to manually switch on and off the electrical appliances. So if the electricity were to be switched off automatically after a lesson, it would lessen the teachers responsibility. Also since every teacher has access to the internet, it would have very easy to use ORBS online. And it is convenient since a teacher can easily cancel the booking. 2. Do you think that the Online Room Booking System (ORBS) is efficient in saving electricity? Well, if it were to be implemented in just one school, I dont think it would make a very big difference. However, if it were to be implemented on a national level, it would definitely be able to save a large amount of electricity. Besides, students these days are getting more complacent and irresponsible and they often forget to switch off electrical appliances after use, and this would waste a large amount of electricity. So it ORBS were to be implemented, it would definitely be successful in saving electricity. How often do you conduct extra lessons after school hours per week? On an average, I conduct about 3 extra lessons per week.

Thank you for your time.

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Appendix C: Interview with Mr Thun Chee Siong

Our group has conducted an interview with Mr Thun Chee Siong, a physics teacher of Jurong Junior College. We briefly described the Online Room Booking System (ORBS) and how it works and seek his opinions on our proposed idea. 1. Do you think that the Online Room Booking system (ORBS) is convenient? Yes, very convenient. Currently, we have to write it manually in a book which is more inconvenient. So it will be much better if there is this booking system in place.

2. Do you think that the Online Room Booking System (ORBS) is efficient in saving electricity? Yes, if you can make the system work. The amount of electricity used is huge, thus the switching mechanism must work effectively, which means that the turning off of the appliance automatically can work efficiently. If it can work, the scenarios of abuse of electricity by students will be definitely be greatly reduced..

3. How often do you conduct extra lessons after school hours per week? I will occasional hold large consultations sessions with my students in classrooms.

Thank you for your time.

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Appendix D: Interview with Mr Pueh Kiat Ang

Our group has conducted an interview with Mr Pueh Kiat Ang, school teacher of Jurong Junior College. We briefly described the Online Room Booking System (ORBS) and how it works and seek his opinions on our proposed idea. 1. Do you think that the Online Room Booking system (ORBS) is convenient? Not really. It is quite troublesome to have to log into a website and book the classrooms. What if there if the internet connection that day was down, does it mean I cannot conduct my lessons? You must take into account such problems. There must be a backup system put in place in situations like this. I think it would be easier if I were to switch it on and off manually in the classroom.

2. Do you think that the Online Room Booking System (ORBS) is efficient in saving electricity? Well, as a teacher, when I walk around the school compound, I don't usually see many classrooms with their electrical appliances like lights and air-conditioners left switched on. So the amount of electricity that can be saved may not be very significant. But if you are looking at it on a national level, involving all Primary, Secondary and Junior Colleges in Singapore, I guess there may be larger savings in electricity overall.

3. How often do you conduct extra lessons after school hours per week? It depends on the number of lessons which I missed during the week because of public holidays.

Thank you for your time.

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Appendix E: Survey Questions for Students

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Appendix F: Using a Computer Controlled System

A computer control system, like any system, is made up of three parts:

1. Input devices called sensors feed data into the computer 2. The computer then processes the input data (by following a set of instructions) 3. As a result of the processing, the computer can turn on or off output devices called actuators. Why Use Computers to Control Thing? It is often far better to have a system that is managed and controlled by a computer rather a human because...

Computers never need breaks - they can control a system without stopping, all day, every day Computers dont need to be paid. To buy and install a computerised control system can be very expensive, but, in the long-term, money is saved by not having to employee staff to do the work Computers can operate in conditions that would be very hazardous to human health, e.g. nuclear power stations, chemical factories, paint-spraying areas Computers can control systems far more accurately, and respond to changes far more quickly than a human could

An Example Control System - An Automated Greenhouse A computer-controlled greenhouse might have a number of sensors and actuators:

A light sensor to detect how much light the plants are getting A temperature sensor to see how cold/hot the greenhouse is A moisture sensor to se how wet/dry the soil is Lights to illuminate the plants if it gets too dark A heater to warm up the greenhouse if it gets too cold A water pump for the watering system
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A motor to open the window if it gets too warm inside

The process for this system would be... 1. Check light sensor o If it is dark, turn on the lights o If it is not dark, turn off the lights 2. Check temperature sensor o If it is too cold, turn on heater and use motor to close window o If it is too warm, turn off heater and use motor to open window 3. Check the moisture sensor o If soil is too dry, turn on the water pump o If soil is too wet, turn off the water pump 4. Go back to step 1 and repeat

Adapted from: http://www.igcseict.info/theory/7_1/control/

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Appendix G: M2E Kinetic Power

M2E Power Creates Power-Generating Batteries in Search of Long Lasting Prize

The search for longer-lasting batteries for gadgets is taking longer that the search for Bigfoot. But a new development by Idaho-based M2E Power promises to take a small step towards this quixotic goal: a battery based on generating power through kinetic energy (i.e. shake the battery, get some power.) But this is no theoretical gadget. According to a conversation with Regan WarnerRowe, M2E Powers Director of Business Development, her company is in the middle of setting up deals with some of the top mobile manufacturers out there and expects to have deals with several by the end of the calendar year. Depending on separate tests by the companies, the battery may be customized or it might be developed by M2E Power as a separate device. Either way, says Ms. Warner-Rowe, expect it to come in under $50.

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Because it uses physics for energy, the battery is part of the same wavelength principle as solar panels: Use whats already a part of your life and make it work for you. For the panels, its sunlight, and for M2Es batteries, its the simple act of walking. But how does this work, exactly? A magnet is placed inside a chamber with a wire coil, along with capacitors, a lithium polymer, and a control unit that measures a charge. (These components are placed in small external unit that connects to a gadget, presumably through a USB port). When the full device is moved, the magnet passes through the coil and generates energy, as a result of the Faraday principle. But heres the key: The design is so sensitive to low frequencies of motion that a regular persons one-day walkabout will generate at least 30 minutes of extra battery life and up to an hour. If the person carrying exerts a bit more energy (i.e. shaking it vigorously), or keeps it in charge for a longer time, the internal capacity will lead to a full charge, lasting hours. However, expect the gains of the charger to level off at a certain point. According to M2E, this kinetic time level is between 300 and 700 percent more efficient than previous kinetic systems. In order to prepare the technology for its dive into the mobile business market, M2E previously tested operational prototypes of D cell and prismatic (cell phone) configurations at the U.S. Energy Departments Idaho National Laboratory.

Adapted from: http://www.wired.com/gadgetlab/2008/08/m2e-creates-aw/#ixzz0zgW9yc1X

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Appendix H: Electricity Consumption in Jurong Junior College

Month Electricity Consumption Bill Amount ($) (Kwh) TUAS POWER 141,764.48 158,005.99 157,665.85 208,120.39 197,922.83 159,812.96 151,323.36 162,702.31 147,057.51 124,321.89 96,029.35 73186.907 33402.61 36582.42 39143.06 53133.50 53258.19 44570.97 44559.04 44355.77 39863.87 42567.19 34056.71 27739.60

Jan -08 Feb -08 Mar -08 Apr -08 May -08 Jun -08 Jul -08 Aug -08 Sep -08 Oct -08 Nov -08 Dec -08

Month Jan09 Feb09 Mar09 Apr09 May09 Jun09 Jul09 Aug09 Sep09 Oct09 Nov09 Dec09 Total Source:JurongJuniorCollege

ElectricityConsumption(Kwh) TUASPOWER 90,840.52

169,771.24 151,096.45 196,546.98 189,523.33

BillAmount($) $15,103.64 $28,829.89 $24,808.98 $35,132.96 $34,056.81 $27,612.25 $37,677.09 $2,615.03 $2,246.03 $39,048.76 $30,642.10 $18,799.55 $296,553.71

133,776.73 171,523.73 173,504.29 149,755.08 171,244.080 129,376.201 79,633.946 1,793,592.577

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JurongJuniorcollege2010ElectricityBill Month Jan10 Feb10 Mar10 Apr10 May10 Usage(KWh) 104,396.820 181,552.586 169,477.504 209,448.468 194,191.546 Bill$ $25,492.25 $43,009.17 $40,445.58 $50,537.00 $46,407.64

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