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NASA NTRS2002

Portsmouth Atmospheric Science School (PASS) Project

The Portsmouth Atmospheric Science School Project (PASS) Project was granted a one-year no cost extension for 2001-2002. In year three of the project, objectives and strategies were modified based on the previous year-end evaluation. The recommendations were incorporated and the program was replicated within most of the remaining elementary schools in Portsmouth, Virginia and continued in the four middle schools. The Portsmouth Atmospheric Science School Project is a partnership, which includes Norfolk State University, Cooperating Hampton Roads Organizations for Minorities in Engineering (CHROME), NASA Langley Research Center, and the City of Portsmouth, Virginia Public Schools. The project seeks to strengthen the knowledge of Portsmouth Public Schools students in the field of atmospheric sciences and enhance teacher awareness of hands on activities in the atmospheric sciences. The project specifically seeks to: 1) increase the interest and participation of elementary and middle school students in science and mathematics; 2) strengthen existing science programs; and 3) facilitate greater achievement in core subjects, which are necessary for math, science, and technical careers. Emphasis was placed on providing training activities, materials and resources for elementary students (grades 3 - 5) and middle school students (grades 6 - 8), and teachers through a CHROME club structure. The first year of the project focused on introducing elementary students to concepts and activities in atmospheric science. Year two of the project built on the first year's activities and utilizes advanced topics and activities appropriate for middle school students. During the third year of the project, in addition to the approaches used in years one and two, emphasis was placed on activities that enhanced the Virginia Standards of Learning (SOL).

Coleman, Clarence D.↗
DOE OSTI2023

Long-term carbon intensity reduction potential of K-12 school buildings in the United States

School buildings have a great potential for carbon emission reduction since their annual emission is about 72 million metric tons. Currently, more than 30% of school buildings were built before 1960 and are underperforming. To effectively reduce carbon emissions via school building retrofits, it is critical for policymakers to understand the carbon intensity reduction potential of retrofitting school buildings in different regions. Hence, this study develops a method to comprehensively assess the long-term carbon intensity reduction potential of aggregated commercial buildings on a county-by-county basis in the continental U.S. We apply this method to the K-12 school buildings including primary and secondary school buildings. Here, this paper predicts the carbon intensity reduction potential of K-12 school buildings with eight building retrofit measures from 2022 to 2050 in the continental U.S. The results reveal several interesting findings: (1) In the approximately 3,000 counties of the U.S. from 2022 to 2050, the carbon intensity reduction potential of retrofitting K-12 school buildings in each county ranges from 0.41 kg/m 2 to 40.00 kg/m 2 . (2) Even in the same climate zone, the trends of carbon intensity reduction potential from 2022 to 2050 are different depending on their electricity sources. For example, in a hot and humid climate zone, the carbon intensity reduction potential in Florida will decrease from 2044 to 2048. However, in Mississippi, the carbon intensity reduction potential from 2044 to 2046 will increase due to the termination of the nuclear energy usage. (3) Generally, reducing lighting power density leads to more carbon intensity reduction in most states, but it might not be applicable for states with high clean energy penetration, such as Washington.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗
DOE OSTI2023

The first field application of a low-cost MPC for grid-interactive K-12 schools: Lessons-learned and savings assessment

K-12 schools are the largest energy consumers in the public sector, with their HVAC energy consumption representing the largest portion of their total energy use. While transitioning these schools to grid-interactive HVAC system operation through advanced controls offers significant financial and environmental benefits, and model predictive control (MPC) has been identified as a promising solution to achieve that, very few MPCs are affordable and have been deployed in K-12 schools. This situation raises concerns about the unclear real-world benefits of MPC technology among facility managers and industries. To address this gap, this paper presents a low-cost MPC solution that requires minimal control infrastructure costs and a unique field demonstration at a K-12 school, conducted for both cooling and heating seasons. This work adopted a previously developed MPC and extended it for use in the school application. The MPC aims to coordinate multiple packaged units to eliminate unnecessary peaks and shift cooling or heating loads in response to grid signals based on load conditions, while maintaining thermostat temperatures within school-defined bounds. Throughout the field tests, the MPC achieved a 24% reduction in peak demand during the cooling season and shifted cooling or heating loads by up to 16% in response to the school's utility tariff, considering load conditions, while also allowing end-users to override thermostat setpoints. Further, the paper also discusses the limitations of this study and future research directions for better performance of the MPC at K-12 schools.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗
DOE OSTI2021

Identifying schools at high-risk for elevated lead in drinking water using only publicly available data

Estimating the risk of lead contamination of schools' drinking water at the State level is a complex, important, and unexplored challenge. Variable water quality among water systems and changes in water chemistry during distribution affect lead dissolution rates from pipes and fittings. In addition, the locations of lead-bearing plumbing materials are uncertain. We tested the capability of six machine learning models to predict the likelihood of lead contamination of drinking water at the schools' taps using only publicly available datasets. The predictive features used in the models correspond to those with a proven correlation to the dominant, but commonly unavailable, factors that govern lead leaching: the presence of lead-bearing plumbing materials and water quality conducive to lead corrosion. By combining water chemistry data from public reports, socioeconomic information from the US census, and spatial features using Geographic Information Systems, we trained and tested models to estimate the likelihood of lead contaminated tap water in over 8,000 schools across California and Massachusetts. Our best-performing model was a Random Forest, with a 10-fold cross validation score of 0.88 for Massachusetts and 0.78 for California using the average Area Under the Receiver Operating Characteristic Curve (ROC AUC) metric. The model was then used to assign a lead leaching risk category to half of the schools across California (the other half was used for training). There was good agreement between the modeled risk categories and the actual lead leaching outcomes for every school; however, the model overestimated the lead leaching risk in up to 17% of the schools. This model is the first of its kind to offer a tool to predict the risk of lead leaching in schools at the State level. Further use of this model can help deploy limited resources more effectively to prevent childhood lead exposure from school drinking water.

63 RADIATION, THERMAL, AND OTHER ENVIRON. POLLUTAN↗
DOE OSTI2024

Board 160: Empowerment in STEM Day: Introducing High School Girls to Careers at National Laboratories (Work in Progress)

In the US, women are still vastly underrepresented in STEM (science, technology, engineering, and mathematics) careers, and various studies have shown that girls' interest in STEM careers wane as high school progresses. With this challenge in mind, Empowerment in STEM Day was organized by Lawrence Berkeley National Laboratory (LBNL), hosting 47 high school students from 6 public high schools in the area. This one-day event was designed and executed through a collaboration between the Women's Support and Empowerment Council (WSEC) and the K-12 STEM Education and Outreach Program at LBNL. The main goal of this program was to provide high school girls, who have little access to STEM career role-models in their immediate surroundings with insights into how a career in STEM looks like. Invitations to participate in the program were sent out to six local high schools in the Bay area asking educators to identify female students that were interested in STEM. Each high school participant was provided with an opportunity to experience a national laboratory environment, learn more about summer workshops and paid summer research internship opportunities at LBNL for high school students, and engage directly with LBNL's employees through job shadow, career mapping and speed networking sessions. In this paper, we will present an overview of the event organization, challenges faced during planning and execution of the event, discuss the lessons learned from the first Empowerment in STEM Day and suggest strategies for incorporating such events at other national laboratories and academic institutions as part of a vital effort into recruiting and retaining more high school girls in STEM-based careers. Additionally, since this was the first in-person event hosted by LBNL's K-12 Program after the pandemic, we will also share the strategies implemented at the event so as to engage both remote and on-site employees as volunteers.

Bose, Baishakhi↗
DOE OSTI2025

Vehicle-Cycle Inventory for Type C School Buses & Intra-City Transit Buses

This report documents the new inventory incorporated into the Research and Development version of Greenhouse gases, Regulated Emissions, and Energy use in Technologies (R&D GREET) 2025 model for the vehicle cycle of Type C school buses and intracity transit buses. The transportation sector contributes significantly to the United States’ energy consumption and resultant emissions (EPA, 2025a). However, public transit plays an important role in mitigating these impacts because it consumes a relatively low amount of energy per passenger (Congressional Budget Office, 2022). Public transit is widely used in the United States; more than 500,000 school buses (EPA, 2025b) and ~75,000 service buses (American Public Transportation Association, 2025) operate in the nation. These are primarily internal combustion engine vehicles (ICEVs) powered by diesel. Original equipment manufacturers (OEMs) are making efforts to electrify U.S. bus fleets by using batteries as a propulsion system to replace internal combustion engines. Electrification can reduce tailpipe emissions, such as particulate matter (with a diameter ≤10 µm [PM 10 ] and with a diameter ≤2.5 µm [PM 2.5 ]) and nitrogen oxides (Jonas et al., 2025; Martinez and Samaras, 2024; EPA, 2025b; Wayne et al., 2009). Hence, any energy and emission impact analysis of public transit must consider both conventional ICEVs and upcoming electric vehicle (EV) options for the school and transit buses that dominate this landscape. To understand the detailed environmental impact profiles of ICEV and EV school and transit buses, it is necessary to conduct a thorough analysis covering both vehicle manufacturing and vehicle use stages. The current literature lacks a detailed vehicle-cycle inventory for school and transit buses, which makes this kind of comparison difficult. To overcome this gap, we developed a comprehensive vehicle-cycle model for school and transit buses in Argonne’s R&D GREET 2025 model. The model is flexible in handling user inputs for key assumptions, such as component weights and material compositions, upstream energy sources for material processing, and vehicle operating parameters, to understand their impacts on energy use and emissions for both school and transit buses. This report is organized as follows: Section 2 provides details on the modeling approach and vehicle specifications (weights and composition of different vehicle components, and vehicle operating parameters) for both school and transit buses. Section 3 provides details on vehicle assembly, disposal, and recycling (ADR) approaches for the two buses. Section 4 includes details about their incorporation into the R&D GREET model.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗
NASA NTRS1971

Computerized Attendance Accounting and Emergency Assistance Communications: Viable Tools in Secondary School Administration

In the late 1968, the Space Technology Application Office at the Jet Propulsion Laboratory (JPL) initiated a pilot study to determine whether technological aids could be developed that would help secondary school administrators cope with the volatile and chaotic situations that often accompany student activism, disorders, and riots. The study was conducted in cooperation with the Sacramento City Unified School District (SCUSD) and at the John F. Kennedy Senior High School (JFK) in Sacramento, California. The problems at JFK and in the SCUSD were identified and described to the JPL team by members of the Kennedy staff and personnel at various levels and departments within the school district. The JPL team of engineers restricted their scope to problems that appeared solvable, or at least partially solvable, through the use of technological systems. Thus far, two hardware systems have been developed for use in the school. The first, a personal emergency assistance communication system, has already been tested operationally at JFK and has met the objectives established for it. The second technological aid developed was a computerized attendance accounting system. This system has been fabricated, tested, and installed at JFK. Full-scale operational testing began in April 1971. While studies and hardware tests were in progress at JFK, contacts were made with several other schools in order that, insofar as practicable, hardware designs could allow for possible adaptation to schools other than JFK.

Roberts, Vasel W.↗
DOE OSTI2025

Electrifying education: Exploring the electrification potential of U.S. School bus fleets

We analyze the operations of 270 diesel school buses across the United States to assess their electrification potential and evaluate the impact of various charging strategies on electricity demand. We find that school buses typically follow a two-route schedule on weekdays, featuring extended dwell times between morning and evening trips. Weekday trip distances average 25 miles, while weekend trips average 42 miles. Charging simulations indicate over 90% of the U.S. school bus fleet could be electrified using current technologies (300-mile range at 1.21 kWh/mile with 19.2-kW depot charging) without modifying existing operating patterns. Depot charging is a key enabler of school bus electrification, however, the strategic placement of charging stations at other locations (e.g., schools) can further increase electrification potential. Additionally, we find electric school bus charging to be highly flexible, with charge management capable of reducing peak charging loads at depots by up to 77%.

24 POWER TRANSMISSION AND DISTRIBUTION↗
DOE OSTI2025

The relationship between below average cognitive ability at age 5 years and the child’s experience of school at age 9

Background At age 5, while only embarking on their educational journey, substantial differences in children’s cognitive ability will already exist. The aim of this study was to examine the causal association between below average cognitive ability at age 5 years and child-reported experience of school and self-concept, and teacher-reported class engagement and emotional-behavioural function at age 9 years. Methods This longitudinal cohort study used data from 7,392 children in the Growing Up in Ireland Infant Cohort, who had completed the Picture Similarities and Naming Vocabulary subtests of the British Abilities Scales at age 5. Principal components analysis was used to produce a composite general cognitive ability score for each child. Children with a general cognitive ability score more than 1 standard deviation (SD) below the mean at age 5 were categorised as ‘Below Average Cognitive Ability’ (BACA), and those scoring above this as ‘Typical Cognitive Development’ (TCD). The outcomes of interest, measured at age 9, were child-reported experience of school, child’s self-concept, teacher-reported class engagement, and teacher-reported emotional behavioural function. Binary and multinomial logistic regression models were used to examine the association between BACA and these outcomes. Results Compared to those with TCD, those with BACA had significantly higher odds of never liking school [Adjusted odds ratio (AOR) 1.82, 95% CI 1.37–2.43, p < 0.001], of being picked on (AOR 1.27, 95% CI 1.09–1.48) and of picking on others (AOR 1.53, 95% CI 1.27–1.84). They had significantly higher odds of experiencing low self-concept (AOR 1.20, 95% CI 1.02–1.42) and emotional-behavioural difficulties (AOR 1.34, 95% CI 1.10–1.63, p = 0.003). Compared to those with TCD, children with BACA had significantly higher odds of hardly ever or never being interested, motivated and excited to learn (AOR 2.29, 95% CI 1.70–3.10). Conclusion Children with BACA at school-entry had significantly higher odds of reporting a negative school experience and low self-concept at age 9. They had significantly higher odds of having teacher-reported poor class engagement and problematic emotional-behavioural function at age 9. The findings of this study suggest BACA has a causal role in these adverse outcomes. Early childhood policy and intervention design should be cognisant of the important role of cognitive ability in school and childhood outcomes.

Bowe, Andrea K.↗
NASA NTRS1996

The Effects of Using Space to Teach Standard Elementary School Curriculum

This brief report and recommendation for further research brings to a formal close this effort, the original purpose of which is described in detail in The effects of using space to teach standard elementary school curriculum, Volume 1, included here as the Appendix. Volume 1 describes the project as a 3-year research program to determine the effectiveness of using space to teach. The research design is quasi experimental using standardized test data on students from Aldrin Elementary School and a District-identified 'control' school, which shall be referred to as 'School B.' Students now in fourth through sixth grades will be compared now (after one year at Aldrin) and tracked at least until the present sixth graders are through the eighth grade. Appropriate statistical tests will be applied to standardized test scores to see if Aldrin students are 'better' than School B students in areas such as: Overall academic performance; Performance in math/science; and Enrollments in math/science in middle school.

Ewell, Robert N.↗
NASA NTRS2008

A Wide Spectrum of Solar Science for After School Astronomy Club

After School Astronomy clubs are an important method of exposing students to astronomy at the critical middle school age when sparking an interest can inspire a lifelong career or hobby. We know that teachers complain that they can spend little time on astronomy in the classroom since they must teach to the test and the curriculum requirements do not have very extensive astronomy coverage. We also know that space is a very popular subject with students that can motivate them to join an after school club. One of the problems with after school astronomy clubs is that they don't often have a chance to observe the night sky. We propose to train club mentors on how to do daytime solar observing so students fulfill the IYA goal of looking through a telescope. We propose to provide a half day workshop for elementary and middle school teachers on starting and maintaining After School Astronomy clubs with special emphasis on observing the Sun not only in the visible spectrum but with radio waves and other parts of the spectrum as well. We will use NASA-oriented or NASA-funded educational materials and websites to bring a variety of ideas to the mentors and a broad knowledge of astronomy to the students. Attendees will be given an overview of the science of the Sun and how it can affect us on the Earth. They will be shown the dynamic nature of the Sun and what to look for to track the events happening there. The educators will be shown simple approaches to directly observing the Sun such as pinhole cameras, use of projection techniques with telescopes or binoculars, etc. They will be acquainted with sunspotter scopes and the advantages and disadvantages (such as expense) they pose for getting students involved. We will also point out the possibilities of using regular telescopes with solar filters and the specialized solar viewing telescopes such as the Coronado. Once the educators are comfortable with the simple approaches to viewing the Sun we will expose them to advanced topics such as remotely viewing the Sun using telescopes available on the web. Resources such as the Sun-Earth Viewer will allow them to study near real-time images of the Sun in multiple wavelengths. They will also be shown how they can monitor the Sun at radio wavelengths via remote telescopes or even how to purchase and build their own radio telescopes for hands-on monitoring of the Sun and other radio sources. We will conduct a brief evaluation of the participants knowledge of the Sun as they come into the workshop. We will also ask them to complete a brief knowledge survey at the end to determine if their knowledge and comfort level with solar science has improved significantly.

Mayo, Lou↗
DOE OSTI2026

Winnett Public School District Energy Improvements

The Winnett Public School District Energy Improvement Project was funded through the U.S. Department of Energy's Renew America's Schools Program, which supports rural and underserved school districts in upgrading aging facilities and improving energy performance. The completed improvements directly advance the program's objectives by replacing the District's outdated coal-fired heating system with a modern, high-efficiency propane boiler system, while also enhancing ventilation systems and building envelope performance throughout the school. These upgrades provide a more reliable heating system and improved indoor air quality, creating a healthier and more comfortable environment for students and staff. In addition, replacing the aging boiler system has reduced long-term maintenance demands for one of Montana's most rural school districts, allowing the District to redirect limited financial resources toward other critical needs.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗
DOE OSTI2024

Convergence QL: NSF/DOE Quantum Science Summer School: QS3 Final Report

Convergence QL: NSF/DOE Quantum Science Summer School (QS3) was a 2-week summer program held in 2017, 2018, 2019, and 2022. The program was aimed at graduate students and postdoctoral researchers working on a wide range of topics related to quantum science and quantum engineering. Expert leaders in this field served as lectures for the school. The school program included lectures, active learning, project activities, poster presentations, and industry panel discussions. The school covered four topics: Fundamentals and Applications of Quantum Computing (2017), Fundamentals and Applications of Quantum Materials (2018), Fundamentals and Applications of Quantum Devices (2019), and Modern Synthesis of Quantum Materials (2022). In terms of intellectual merit, the school brought together students from different areas of research related to quantum science to educate them on a broad range of related topics, providing a unique crucible for the development of educational content and learning opportunities in a cross-disciplinary fashion in the context of quantum science and quantum engineering. In terms of broader impacts, this may serve to create a workforce which would accelerate research in quantum science, quantum engineering, and the development of new quantum technologies beneficial to society. Additionally, this may add to the training of a cadre of scientists and engineers to serve as future leaders in this research field.

42 ENGINEERING↗
NASA NTRS1993

Teaching planetary sciences to elementary school teachers: Programs that work

Planetary sciences can be used to introduce students to the natural world which is a part of their lives. Even children in an urban environment are aware of such phenomena as day and night, shadows, and the seasons. It is a science that transcends cultures, has been prominent in the news in recent years, and can generate excitement in young minds as no other science can. Planetary sciences also provides a useful tool for understanding other sciences and mathematics, and for developing problem solving skills which are important in our technological world. However, only 15 percent of elementary school teachers feel very well qualified to teach earth/space science, while better than 80 percent feel well qualified to teach reading; many teachers avoid teaching science; very little time is actually spent teaching science in the elementary school: 19 minutes per day in K-3 and 38 minutes per day in 4-6. While very little science is taught in elementary and middle school, earth/space science is taught at the elementary level in less than half of the states. It was pointed out that science is not generally given high priority by either teachers or school districts, and is certainly not considered on a par with language arts and mathematics. Therefore, in order to teach science to our youth, we must empower our teachers, making them familiar and comfortable with existing materials. In our earlier workshops, several of our teachers taught in classrooms where the majority of the students were Hispanic (over 90 percent). However, few space sciences materials existed in Spanish. Therefore, most of our materials could not be used effectively in the classroom. To address this issue, NASA materials were translated into Spanish and a series of workshops for bilingual classroom teachers from Tucson and surrounding cities was conducted. Our space sciences workshops and our bilingual classroom workshops and how they address the needs of elementary school teachers in Arizona are addressed in detail.

Lebofsky, Larry A.↗
NASA NTRS2003

High-school Student Teams in a National NASA Microgravity Science Competition

The Dropping In a Microgravity Environment or DIME competition for high-school-aged student teams has completed the first year for nationwide eligibility after two regional pilot years. With the expanded geographic participation and increased complexity of experiments, new lessons were learned by the DIME staff. A team participating in DIME will research the field of microgravity, develop a hypothesis, and prepare a proposal for an experiment to be conducted in a NASA microgravity drop tower. A team of NASA scientists and engineers will select the top proposals and then the selected teams will design and build their experiment apparatus. When completed, team representatives will visit NASA Glenn in Cleveland, Ohio to operate their experiment in the 2.2 Second Drop Tower and participate in workshops and center tours. NASA participates in a wide variety of educational activities including competitive events. There are competitive events sponsored by NASA (e.g. NASA Student Involvement Program) and student teams mentored by NASA centers (e.g. For Inspiration and Recognition of Science and Technology Robotics Competition). This participation by NASA in these public forums serves to bring the excitement of aerospace science to students and educators.Researchers from academic institutions, NASA, and industry utilize the 2.2 Second Drop Tower at NASA Glenn Research Center in Cleveland, Ohio for microgravity research. The researcher may be able to complete the suite of experiments in the drop tower but many experiments are precursor experiments for spaceflight experiments. The short turnaround time for an experiment's operations (45 minutes) and ready access to experiment carriers makes the facility amenable for use in a student program. The pilot year for DIME was conducted during the 2000-2001 school year with invitations sent out to Ohio- based schools and organizations. A second pilot year was conducted during the 2001-2002 school year for teams in the six-state region of Illinois, Indiana, Michigan, Minnesota, Ohio, and Wisconsin. The third year for DIME was conducted during the 2002-2003 school year for teams from the fifty United States, the District of Columbia, and Puerto Rico. An annual national DIME program is planned for the foreseeable future. Presented in this paper will be a description of DIME, an overview of the planning and execution of such a program, results from the first three years, and lessons learned from the first national competition.

DeLombard, Richard↗
NASA NTRS2008

Emergency Response Virtual Environment for Safe Schools

An intelligent emergency response virtual environment (ERVE) that provides emergency first responders, response planners, and managers with situational awareness as well as training and support for safe schools is presented. ERVE incorporates an intelligent agent facility for guiding and assisting the user in the context of the emergency response operations. Response information folders capture key information about the school. The system enables interactive 3D visualization of schools and academic campuses, including the terrain and the buildings' exteriors and interiors in an easy to use Web..based interface. ERVE incorporates live camera and sensors feeds and can be integrated with other simulations such as chemical plume simulation. The system is integrated with a Geographical Information System (GIS) to enable situational awareness of emergency events and assessment of their effect on schools in a geographic area. ERVE can also be integrated with emergency text messaging notification systems. Using ERVE, it is now possible to address safe schools' emergency management needs with a scaleable, seamlessly integrated and fully interactive intelligent and visually compelling solution.

Wasfy, Ayman↗
DOE OSTI2024

The Radiation Detection for Nuclear Security Summer School: Fiscal Year 2024 Report

The Pacific Northwest National Laboratory (PNNL) hosts the Radiation Detection for Nuclear Security (RDNS) Summer School. This unique course provides students with an overview of nuclear security missions, the technical foundation of applied radiation detection technology, and interactive demonstrations and exercises to connect theory to practice in an evolving research and development area. Fiscal year 2024, an off-year year for the school, included reviewing course content, and sharing about the school in a student engagement session at the Institute of Nuclear Materials Management Annual Meeting. Planning is underway for the 10 th RDNS summer school is planned for the summer of 2025.

46 INSTRUMENTATION RELATED TO NUCLEAR SCIENCE AND ↗
DOE OSTI2021

Energy-saving potential evaluation for primary schools with occupant-centric controls

Recent studies demonstrated that there is significant energy-saving potential for primary schools, which heating, ventilation, and air-conditioning (HVAC) systems with occupant-centric control (OCC) is an excellent candidate to save energy. However, such an energy impact has yet to be evaluated for different climate zones as well as different energy code versions, but is critical for technology transfer and deployment. Therefore, this paper conducts comprehensive evaluation on the energy-saving potentials for the primary schools with two advanced OCC strategies: presence-based and counting-based. In this work, ninety-six building energy models with stochastic behavior of occupants are developed and simulated, which consist of two building energy code versions, 16 climate zones, and baseline case (without OCC) and two advanced cases (with OCC). To evaluate the energy saving potentials for OCC, primary schools in the U.S. are used as an example. The results show that there is significant energy-saving potential for primary schools by considering OCC strategies, especially the counting-based case. The energy-saving potential is up to 10.2% for presence-based OCC and 12.41% for counting-based OCC. Furthermore, both climate and code version have a significant impact on energy savings from OCC strategies. The energy-saving potentials vary from 1.79% to 12.41% for different climates and code versions. This evaluation can also contribute to quantify the nationwide energy saving potential for other countries.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗