Welcome Green Star – Education Master Class Orjan Lundberg

Welcome Green Star – Education Master Class Orjan Lundberg
INSTRUCTOR NOTES WELCOME – Introduce yourself Welcome to the Green Building Council “Master Class” series – aimed at extending the depth of knowledge in Green Star tools across the wide variety of professionals working in the property industry. There are also Master Classes in Industrial; Multi-unit residential; Retail; Healthcare Advanced and a brand new master class, Green Star for Occupants. Explain your experience and how you are “qualified to speak on this topic” – such as involvement in projects; assessor experience; Technical expertise etc… The aim of this is to put the audience at ease –that they are being taught by an experienced professional. House-keeping. Explain where the toilets are; when the break will be; ask that phones be turned off; that if you have your computer on that you refrain from answering s etc.. And focus on the course material. And anything specific to that location or day or state. In front of you is a ring-binder containing the course work book, with information on the GBCA, Green Star Credits, exercises and additional reading material, which we’ll be referring to a various points today. Orjan Lundberg Technical Manager Green Building Council of Australia

Sponsor MasterClass Series 2009
The GBCA would like to thank Stockland for sponsoring today’s course

Learning Outcomes To provide insights into:
The Green Star environmental rating system and the tool development process The aims and benefits of the Green Star Education v1. tool The scope of the Green Star Education v1. tool plus specific credits Plus Compliance requirements and practical exercises for education specific credits FEATURING MELBOURNE UNIVERSITY The session today will provide you with an overview of the Green Building Council of Australia and the work that it undertakes; The Green Star ratings system the benefits of Building a Green Education facility – from the perspective of all the stakeholders. This will give you the business case for why building green makes great business sense. I will then launch into the detail of the Education tool with particular focus on Education specific credits. This will be a great time to think about your specific project and perhaps how the tool may shape its development. We then have a number of practical exercises in relation to Education specific credits, which will provide you with insights into the practical application of the tool in actual projects. I will then finish with a Q and A period. However you may chose to ask questions as we go along or if you want, save them up until the end. Many times I will answer your question as I go through the various sessions. High performance, cost effective schools begin with good design. Better indoor air quality, lower levels of chemical emissions, generous provision of natural day lighting, better humidity control not only offer environmental and fiscal benefits but is also improves the health and well being of students and teachers thus resulting in in lower student and staff absenteeism, lower staff turn over, lower health care costs, and improved school and job performance. The Green Star - Education v1 rating tool assesses the environmental attributes of new and refurbished education facilities in Australia. It can be applied from the design phase of a project and can also be used to rate the environmental merits of an education facility at post-construction phase (known as As Built). The release of the tool represents a milestone in the assessment of environmental attributes of education facilities, and is expected to guide the industry towards more sustainable design practices. ---

1 2 GBCA : Australia’s leading authority on Green Building
To develop a sustainable property industry for Australia and drive the adoption of green building practices through market-based solutions. 1 2 To help Australia be the world leader in sustainable building. INSTRUCTOR NOTES: In your master class pack, you will see that there is an “about us” brochure. This brochure details much of the information about the Green Building Council of Australia, its mission and the advocacy positions. It is amazing to think that the Green Building Council of Australia has only been around since It is also hard to believe that in 6 plus short years, the impact the organisation has had on the green built environment. It is almost unimaginable that a new office block would be built now, without any green features. This is due to the huge impact of the GBCA and the success and industry acceptance of the Green Star rating system. EXERCISE: Just ask what types of organisations do they belong to, e.g. “How many people here are architects/engineers/ interior designers/ builders or contractors / product manufacturers / government / developers / real estate agents / lawyers?” . This may open up some brief discussion. See how their organisational make up stacks up against the GBCA membership diversity. You will know who is enrolled but the good thing about this exercise is it will break the ice with those in the room. It is important to get them as relaxed asap – as this is a relatively short class. And if you are not a member, you can find information on membership on our website- it includes member benefits and how you go about joining. x

Fast Facts 760+ member organisations 145 Green Star Certified projects
448 Green Star registered projects 4,000+ Green Star Accredited Professionals 12,000+ people educated on the Green Star Rating System 25,000 monthly visitors to the GBCA website National program of events INSTRUCTOR NOTES: As you can see from the numbers, the membership continues to grow, even in the economic downturn. Also the number of projects now certified is evidence of just how much the Green Star environmental system has penetrated the market. The GBCA is also developing a Continuing Professional Development program which they aim to launch later in 2009; you will be sent details are soon as they are released.

Green Star Rating System
Set of measurements for green buildings Common “green building’ language Promotes integrated, holistic design Recognises environmental leadership Identifies building life-cycle impacts Raises awareness of green building benefits Green Star was developed for the property industry in order to: - Establish a common language; - Set a standard of measurement for green buildings; - Promote integrated, whole-building design; - Recognise environmental leadership; - Identify building life-cycle impacts; and - Raise awareness of green building benefits. In your master class Workbook, the first few sections outline the basic details of Green Star, including: Background and explanation of what Green Star is Green Star eligibility criteria Green Star rating tool categories Green Star rating calculation

Green Star Categories Management Indoor Environment Quality Energy
Transport Water Materials Land use and ecology Emissions Innovation Green Star covers a number of categories that assess the environmental impact that is a direct consequence of a projects site selection, design, construction and maintenance. The nine categories included within all Green Star rating tools are: - Management - Indoor Environment Quality - Energy - Transport - Water - Materials - Land Use & Ecology - Emissions - Innovation These categories are divided into credits, each of which addresses an initiative that improves or has the potential to improve environmental performance. Points are awarded in each credit for actions that demonstrate that the project has met the overall objectives of Green Star. Education is developed along the same lines with a set of core credits coming from this list as well as a tool specific set, which we will go through shortly.

Green Star Ratings 6 Star Green Star World Leadership Score 75-100
Australian Excellence Score 60-74 4 Star Green Star Best Practice Score 45-59 [MURT logo will need to be changed to v1, above…] Once all claimed credits in each category are assessed, a percentage score is calculated and Green Star environmental weighting factors are then applied. Green Star environmental weighting factors are designed to take account of different environmental conditions across Australia, and vary accordingly across states and territories. The following Green Star Certified Ratings are available: 4 Star Green Star Certified Rating (score 45-59) signifies 'Best Practice' 5 Star Green Star Certified Rating (score 60-74) signifies 'Australian Excellence' 6 Star Green Star Certified Rating (score ) signifies 'World Leadership' These Green Star ratings apply to all of our tools including the ones pictured above.x

Tool Development Process
Industry demand – in the form of sponsorship GBCA staff, Technical Working Group and industry experts develop PILOT Process of feedback and modifications then to GBCA Board for final approval of Version 1 All the GBCA tools require industry support. To indicate that there is industry need, the GBCA requires tool sponsorship. We are fortunate to have had the South Australian Department of Administrative and Information Services and Qld Dept of Public Works as sponsors of this tool. Green Star rating tools are the result of the work of GBCA staff and the GBCA Technical Working Group (TWG); plus a voluntary collaboration of environmental and industry experts. All Green Star tools are initially launched as PILOT tools with a minimum 90-day public feedback period. A limited number of projects ranging in size and locations undergo assessment using the PILOT rating tool. The Pilot Assessment Process and stakeholder feedback the GBCA receives is used to refine the tool, which is then officially released as a v1 (version 1). There are currently projects undergoing assessment via the PILOT rating system now. The learnings from these projects better inform the version 1 tool.

Green Star Education Tool
Facilities including: Primary and Secondary Schools University Campuses Vocational Education and Training Facilities Libraries of any of the above Facilities not included: Childcare facilities Public Libraries INSTRUCTOR NOTES: The Green Star – Education v1 rating tool has been developed to evaluate the predicted performance of Education facilities based on a variety of environmental criteria. This rating tool will take into consideration both the sector-specific development requirements and the environmental impacts of Education facilities. As such, the number and weightings of credits within each category will vary from other Green Star rating tools. The rating tools have been developed to be equitable across building sectors. In other words, a 5 star Green Star-Education project will exhibit the same degree of industry leadership as a 5 Star Green Star- Office project. Within your master class workbook is the introductory material contained in the Education version 1 technical manual. If you are thinking of undertaking a Green Star Education project, the first port of call (after your Education master class) is the technical manual. These are available via the GBCA online shop and well worth the investment. The accompanying tool spreadsheet, is downloadable for free from The Education tool assesses environmental attributes of new education facilities, additions to existing or major refurbishments of these education facilities The buildings listed are included provided they: 1. Have the following mix of GFA (measured to exclude internal carparks): • A minimum of 80% of BCA Class 9b, 8 and 5; • A minimum of 50% of BCA Class 9b; and 2. Are not any of the following: • Buildings with over 20% of GFA dedicated to retail food service and/or indoor swimming pool(s); • Libraries that are not on education campuses; or • Facilities primarily dedicated to childcare.---

Benefits of Green Star Education
Exercise Owner Student Staff EXERCISE: Let’s do a quick brainstorm exercise about the BENEFITS to building green. Tell me what benefits you can think of, for building owners, students and staff/tenants? …… Let’s see how many of your benefits are those identified when this tool was developed (go to next slide).---

Benefits of Green Star Education
Owner: Lower Operational Costs Energy cost savings Student: Improved learning environment Improved health and well being Improved test results Staff: Improved working environment Reduced stress levels Reduced sick leave Better quality teaching For the owner of the building, the Education tool delivers lower operating costs, and energy cost savings due to: -More efficient lighting -greater daylighting and sensors -more efficient heating and cooling systems -better insulated walls & roofs Reduced Staffing costs -Retaining Staff and cutting down on recruiting costs -Greening school design provides an extraordinarily cost-effective way to enhance student learning, reduce health and operational costs and, ultimately, increase school quality and competitiveness. For the students Promotes health and well-being of students Improved learning environment Improved test scores Reduced sick days and absenteeism For the staff Improved working environment Reduced stress levels Reduced sick days Better quality teaching ALL OF THE ABOVE LEADS TO IMPROVED FINANCIAL GAINS FOR THE DEVELOPER: Greening America’s Schools Cost and benefits reports (by Gregory Kats, 2006 – this report is included in your ringbinder) report documents the financial costs and benefits of green schools compared to conventional schools. This national review of 30 green schools demonstrates that green schools cost less than 2% more than conventional schools - or about $3 per square foot ($3/ft2) - but provide financial benefits that are 20 times as large. “This carefully documented study conclusively demonstrates the financial, environmental, and other benefits of using green technologies in schools. In fact, failure to invest in green technologies is not financially responsible for school systems; the study uses conservative accounting practices to show that investments in green technologies significantly reduce the life-cycle cost of operating school buildings. And the public benefits of green schools are even larger than those that work directly to the financial advantage of schools. These include reductions in water pollution, improved environmental quality, and increased productivity of learning in an improved school environment.”

Green Star Credits Core Credits are consistent across all Green Star base buildings and integrated fit out tools, as their impact is relevant for all building sectors. Sector Specific Credits relate to specific building types, e.g. Education facilities. INSTRUCTOR NOTES: Now let’s talk about the Education specific credits. As I explained before there are common credits and then there are Education specific credits. As I also explained before, these credits are developed due to the input of the Technical working group, stakeholders and GBCA staff, over many months of input and feedback. Core Credits are consistent across all Green Star base buildings and integrated fit out tools, as their impact is relevant for all building sectors. Sector Specific Credits relate to specific building types, e.g. Education facilities. Today we will be having a closer look at the sector specific credits and benchmarks in the Education tool. I will now move onto a discussion of the Education specific credits. These are numbered and correspond with the list in your workbook. x

Management Credits Core Management credits
Green Star Accredited Professional Commissioning- Clauses Building tuning Independent Commissioning Agent Building guides Environmental Management Waste Management Education Management credits Learning Resource Maintainability The Management category aims to highlight the importance of a holistic and thoroughly integrated approach to constructing a building with good environmental performance. Within the Management category, points are awarded for projects that : utilise the services of a Green Star Accredited Professional to provide advice from the schematic design phase through to construction completion; Include comprehensive pre-commissioning, commissioning and quality monitoring in the contractual requirements for all building service, and the transfer of project knowledge to the building owner/manager requires comprehensive building tuning for at least 12 months after practical completion to make sure that the services work efficiently throughout all seasons have an independent commissioning agent to provide commissioning advice to the building owner and design team and to oversee and monitor the commissioning process. Develops a simple and easy to use building users guide for the building owner and a comprehensive building maintenance guide. implements a comprehensive Environmental Management Plan (EMP) for the project and has a certified Environmental Management System in place prior to and throughout the project. (Certified to ISO14001) has a waste management plan in place and achieves a re-use or recycling rate of 60% (by weight) of all construction and demolition waste The two new credits in this tool are the Learning Resource and Maintainability credits, and we will have a closer look at these credits now.

Man-10 Learning Resources
Aim: To encourage and recognise the building and site attributes that serve as an environmental learning resource to all building users Criteria One point is awarded where at least three of the building’s environmental attributes are displayed in a manner that can be readily understood by building users. This management credit is introduced to Green Star – Education to encourage building and site attributes that provide learning opportunities to all building users. The aim of the credit is to encourage the building and site attributes that serve as an environmental learning resource to all building users The credit criteria requires that at least three of the building’s environmental attributes are displayed in a manner that can be readily understood by building users.

Man-10 Learning Resources Criteria
Each attribute must reflect an environmental initiative rewarded within a Green Star – Education credit One point is awarded where at least 3 of the building’s environmental attributes are displayed in a manner that can be readily understood by building users, and meet the following criteria: One attribute must relate to energy use and one attribute must relate to water use Each attribute must be clearly displayed and the measurable environmental and economic benefits communicated (e.g. through signage and/or live data) to the casual observer. The learning resources displays must meet the following criteria: Each attribute must reflect an environmental initiative rewarded within a Green Star – Education credit; One attribute must relate to energy use and one to water use; and Each attribute must be clearly displayed and the measurable environmental and economic benefits communicated (e.g. through signage) to the casual observer. There are plenty learning possibilities in all spaces, just look around in this room for example. (Point at the windows and use them as an example) These windows could be used as an interactive environmental learning resource, for example information could be provided about the heat transfer properties, how much daylight they provide and how the shading devices have been designed.

This is an example of interpretive signage panels at the six star rated Bond University Mirvac School of Sustainable Development. The interactive learning tour on the site includes as many as 13 different learning resources. 13 is obviously a lot more than the required three initiatives. The picture on the screen displays a sample of one of the learning stations being used. The environmental benefits are explained in lay-man terms so that most people that visit the building can use the information boards. In addition to the self-guided tour, a living lab is built next to the building. The living lab has a number of touch screens that provide real time and historic data of the building performance and of the weather conditions. The weather conditions are important to monitor as they influence the performance and the energy consumption of the building. For example the more sunlight, the more electricity generated from the solar cells, and the more rain, the more rainwater is available for toilet flushing. The space is used for teaching and is often made available for other uses than for the University’s own courses. If you’re interested, more information on this building and further reading on this credit is in your workbook.

Man-10 Learning Resources-Compliance Requirements
Design rating: Short report Extract (s) from specifications Tender schematic drawings As-Built rating As-Built drawings Confirmation from the contractor Design rating Short report prepared by a suitable professional that describes how the Credit Criteria have been met by: 1.Summarising each initiative, stating which Green Star – Education credit it relates to, and describing how this initiative is communicated or displayed to educate all building occupants; and 2.Referencing relevant specifications and drawings. Extract(s) from the specification(s) demonstrating that each initiative and its display mechanism is included in the design. Tender schematic drawing(s) demonstrating the location of each initiative and display mechanism (e.g. television screen, signage, etc). As-built rating Short report prepared by a suitable professional that describes how the Credit Criteria have been met by, referencing enclosed as‑built evidence and identifying: Each initiative, stating which Green Star – Education credit it relates to, and describing how this initiative is displayed to educate all building occupants; 2.Referencing as‑built drawings; and 3. Including photographs of the installed learning resources. As‑built drawings demonstrating installation of all initiatives and associated display mechanisms. Confirmation from the contractor of all initiatives and display mechanism installed in the building or grounds, indicating all initiatives have been installed in the building.---

Man-10 Learning Resources Exercise
Background A primary school has included two educational signs, which explain how the rainwater collection system works and how materials with low VOC emissions have been used for the benefit of the school children’s health The information on the signs is written to so that it can be understood by the children Exercise Does the proposed design meet the credit criteria? If not, how should the design be modified? What documentation must be collected to demonstrate compliance? We also have a exercise for this credit - please turn to page 18 of your workbook. Answer to exercise: The current design does not meet the credit criteria. At least three of the building’s attributes are required; the current design includes only two. One attribute must address the energy savings. The design should be modified to include at least one more resource and it must relate to energy use. Documentation should be as per the Technical Manual and the Technical Clarifications and the Credit Interpretation Request rulings on the GBCA website. Important things to point out are: It must be stated in the short report which Green Star credits the learning resources relate to The assessor will check that the information on the specifications and the drawings is consistent.---

Man-11 Maintainability Aim:
To encourage and recognise building design that facilitates ongoing maintenance and minimises the need for ongoing building maintenance throughout a building’s lifecycle Criteria: One point is awarded where it is demonstrated that the person responsible for maintenance, or a suitably qualified maintenance staff member, or a qualified facilities manager, has performed and submitted a design review at both the primary and final design stages. This credit has been introduced to the Green Star – Education rating tool to encourage building designs that are easy to maintain. The idea is to include design advice from the people that will maintain the building in the future early on in the process. The aim of the credit is to encourage building design that facilitates and minimises ongoing maintenance throughout a building’s lifecycle The credit criteria requires that the person responsible for maintenance has performed and submitted a design review at both the primary and final design stages.

Maintainability This review must consider the design with respect to access, ongoing maintenance and ongoing cleaning of the following: The term Maintainability is defined as “Maintainability is concerned with simple, pragmatic approaches to reducing life cycle costs by considering how equipment is accessed and by whom, the ease of handling, and the affects of improved team work” There are three areas of main concern for maintainability: 1. Maintainability and the Human-Machine Interface A couple of examples of questions that should asked here are: – can you reach the area to be maintained? – can you lift whatever needs to be lifted without back damage? 2. Maintainability and Organisations - are the processes in place to ensure the task gets done in a timely and efficient manner? - how long does it take to deliver that spare or find that tool? 3. Maintainability and Equipment Design - can any shorter-wearing elements be easily accessed and renewed? Is the optimum point for intervention readily determinable? An good example of this the Green Star – Education PILOT certified University of Melbourne's new Economics & Commerce building incorporated design advice from the University’s facility management team. The one Green Star point available was awarded. The design advice included improvement suggestions for maintainability of: Security; Cleaning; Fire; Electrical; Mechanical; and IT.---

Man-11 Maintainability-Compliance Requirements
The preliminary design review must be completed before tendering and the final design review after tender but before construction commences. The review must include: Access and configuration Internal and external building fabric Modularity and repairability of key building components Compliance requirements: The preliminary design review must be completed before tendering and the final design review after tender but before construction commences. The review must include: Access and configuration Internal and external building fabric Modularity and repairability of key building components---

Man-11 Maintainability-Compliance Requirements
Design rating: Short report Letter of appointment Proof of experience Preliminary design review report As-Built rating Final design review report Design rating Short Report demonstrating how the recommendations in the design review report have been considered in the building design Letter of appointment from the building owner confirming that a person responsible for maintenance; or qualified independent facilities manager has been appointed to perform a design review. Proof of experience: A copy of the nominated maintenance staff CV demonstrating previous experience in the maintenance of building services, external building features and cleaning in a similar building type; OR A letter from the organisational unit demonstrating previous experience in maintenance of building services, external building features and cleaning in a similar building type. Preliminary design review report prepared by the nominated maintenance staff or organisational unit at the preliminary design stage. This report must include all the information outlined above in the Compliance Requirements. As-built rating Final design review report prepared by the nominated maintenance staff or organisational unit at the final design stage. This report must include all the information outlined above in the Compliance Requirements.---

Building designs to avoid...
Here are some examples of buildings that were badly designed from maintainability point of view! 24

Building designs to avoid...

Indoor Environment Quality Credit
Core IEQ Credits Ventilation rates Air change effectiveness Carbon dioxide monitoring and control and VOC monitoring Daylight Thermal Comfort Hazardous Materials Internal Noise Levels Volatile organic compounds Formaldehyde minimisation Mould prevention Daylight glare control High frequency ballasts Electric lighting levels External views The IEQ category in Green Star addresses the indoor environment quality, and rewards project teams that are designing buildings and workspaces that provide comfortable and healthy spaces for their occupants. The credits address how the HVAC system, lighting, indoor air pollutants and some building attributes contribute to a good indoor environmental quality. The IEQ Credits are broken into 3 groups which address ventilation, comfort and indoor pollutants. Ventilation credits include: Ventilation rates, Air change effectiveness, Carbon Dioxide and VOC Monitoring and control Comfort credits include: Daylight, Thermal Comfort, Internal Noise Levels, Daylight Glare Control, High Frequency Ballasts, Electric Lighting Levels and External Views Pollution credits include: Hazardous materials, Volatile Organic Compounds, Formaldehyde minimisation and mould prevention.

Energy Credit Core Energy Credits Education Energy Credits
Conditional requirement Greenhouse gas emissions Energy sub-metering Peak energy demand reduction Lighting Zoning Education Energy Credits Unoccupied Areas Stairs Efficient external lighting Shared energy systems The credits within the Energy Category target an overall reduction in energy consumption. Such reduction has an impact upon greenhouse gas emissions and energy production capacity as well as other emissions associated with energy generation. There is a new energy calculator for the Education tool. We will have a more detailed look at how this was developed this in a moment. The energy calculator identifies if buildings meet the minimum conditional requirement for the Education tool. This means that if buildings don’t meet a minimum level of energy efficiency, they are not eligible for a certified Green Star rating. The calculator then rewards projects that improve on the minimum benchmark by awarding one point for every 5% improvement on the benchmark up to a maximum of 20 points for buildings that demonstrate that their operational greenhouse gas emissions are zero. A point is also awarded to projects that include sub-metering throughout the building to facilitate better management of energy Up to 2 points are awarded to buildings that incorporate design elements that reduce its peak demand on the electricity infrastructure (1 point for 15% reduction and 2 points for 30% reduction) One point is awarded to projects that incorporate an automated lighting control system that includes occupancy detection and daylight dimming. The four new Credits in the Energy category include Unoccupied Areas, Stairs, Efficient External Lighting and Centralised Energy Systems and we will have a look at each of them in a bit more detail.

Customised Energy Calculator
While the Green Star – Office suite of rating tools incorporates the Energy Rating from NABERS (which stands for the National Australian Built Environment Rating System), an equivalent does not exist for the education sector. [Bring up Energy calculator - saved on laptop - to view]. The Energy Calculator for the Education tool was developed by -Using surveys and design documents developed by industry to identify standard practice in that building type. -developing appropriate occupancy and operation profiles for each space type that are realistic. -allowing various aspects of design to be benchmarked (e.g. heating, cooling, night-time, daytime, peak occupancy and low occupancy). The benchmarking process was completed by identifying different space types in a building type and how those space types interrelate in terms of energy consumption. The Green Star – Education v1 Energy Calculator assesses all education facilities equitably, independent of size, based on their predicted greenhouse gas emissions during operation. 28

Ene-7 Unoccupied Areas Aim:
To encourage and recognise designs that minimise or eliminate energy use for spaces when unoccupied Criteria Up to two points are award as follows: This credit was introduced to reduce energy consumption in spaces that are unoccupied. It is common that spaces are left unoccupied some times in the education facilities. The aim of credit is to encourage designs that minimise or eliminate energy use for spaces when unoccupied. (Go to next slide for detail on credit criteria.)

Ene 7 Unoccupied Areas Up to two points are awarded as follows: One point is awarded where 60% of the nominated area achieves the below Criteria The building is naturally ventilated; OR One point is awarded where at least 3 of the building’s environmental attributes are displayed in a manner that can be readily understood by building users, and meet the following criteria: The HVAC system in each separate enclosed space within the nominated area is designed to be automatically shut down when not in use; OR THE HVAC system in each separate enclosed space within the nominated area is designed to allow a wider temperature control band when not in use, a minimum of an additional 2°Cin each direction is required Two points are awarded where 90% of the nominated area achieves the above criteria The Credit Criteria awards one or two points depending on the percentage of the nominated area which meets conditions relating to: natural ventilation automatic shut-down or wider temp control of HVAC system when not in use Note: For the purpose of this credit the nominated area is Usable Floor Area (UFA).

Ene-7 Unoccupied Areas-Compliance Requirements
Design rating: Short report Naturally ventilated projects: Schedule of ventilation openings or empirical calculation(s) or computer modelling report Tender drawings Mechanically ventilated projects: Floor plan Tender schematic electrical drawings BMS schedule Compliance requirements: Design rating Short report prepared by a mechanical engineer that describes how the Credit Criteria have been met by: Calculations showing the percentage of UFA achieving the Credit Criteria; and Providing a schedule of all spaces within the building, indicating their ventilation mode(s) and areas as referenced in the tender drawings; and either Detailing the air-conditioning system and it’s setback mechanism; OR For naturally ventilated spaces, referencing either the schedule of openings, the empirical calculations or the computer modelling report and demonstrating that the building is designed as a naturally ventilated space in accordance with AS for at least 95% of the nominated area. Schedule of ventilation openings that identifies all spaces within the building, provides their sizes in nominated area, identifies which are naturally ventilated, lists the sizes of the ventilation openings and confirms that the deemed-to-comply requirements of AS are met for at least 95% of the nominated area. Empirical calculation(s) required for demonstrating compliance with AS to the local authorities. Computer modelling report to be submitted to the local authorities which demonstrates that the design meets the intent of AS Tender drawings for each typical naturally ventilated space, with ventilation openings, inlets and outlets clearly indicated with dimensions shown. Floor plan marked up to show compliant spaces. Tender schematic electrical drawings clearly indicating the type, location and details of the proposed solution(s). BMS schedule demonstrating: That the air-conditioning system is controlled to automatically shut down after set periods of a space not being in use; and How the sensors are connected and included in the control system

Ene-7 Unoccupied Areas-Compliance Requirements
As-Built rating Short report Naturally ventilated projects: As-built sections & elevation drawings Extract(s) from the commissioning report Mechanically ventilated projects: As-built drawings As-built schematic electrical drawings BMS schedule As-built rating Short report from the mechanical engineer describing how the Credit Criteria have been met by: Calculations showing the percentage of nominated area achieving the Credit Criteria; and Providing a schedule of all spaces within the building, indicating their ventilation mode(s) and areas as referenced in the As-built drawings; and either: Detailing the air-conditioning system and it’s setback mechanism; or For naturally ventilated spaces, referencing the commissioning report and demonstrating that the building is designed as a naturally ventilated space in accordance with AS As-built section and elevation drawings for each typical naturally ventilated space, with ventilation openings, inlets and outlets clearly indicated and dimensioned. Extract(s) from the Commissioning Report demonstrating that the solution(s) have been commissioned and operate as intended by the design, appending relevant test data, and referencing the Operations and Maintenance (O&M) Manual. For naturally ventilated spaces, demonstrating that the building operates as a naturally ventilated building in accordance with AS and requires no mechanical air-conditioning for occupancy. As-built schematic electrical drawings of the installed solution(s). BMS schedule demonstrating That the air-conditioning system is controlled to automatically shut-down after set periods of a space not being in use. How the sensors are connected and included in the control system.---

Ene-7 - Unoccupied Areas Exercise
How many points can be claimed for the building on page 38 of your work book? If maximum points can’t be claimed, what needs to be changed to be able to claim more points? Background Lobby is naturally ventilated Air conditioning in the classrooms are set to a default temperature band of 21c-25c when occupied. When unoccupied it is set to 19c-27c The air conditioning in the labs are designed to shut down when the space is unoccupied The office and library are air conditioned and the set temperature band is 20c-24c The corridors make up 100m2 and are naturally ventilated The storage space makes up 50m2 Fire stairs, elevator shaft and service risers occupy 75m2 of the floor area If you’re interested, more information on this building and further reading on this credit is in your workbook. We also have an exercise for you to do on page 38 your workbook, where we have a building plan for you to examine. Answer to exercise: The classrooms, the labs, the corridors and the lobby meet the credit criteria Total UFA is =4400m2. Storage space and uninhabitable areas are not included in the UFA. The compliant areas make up 2750m2, which equals to 62.5% (2750/4400) of the total UFA. One point can be claimed.---

Break Enjoy a 15 minute refreshment break

Ene-8 Stairs Aim: To encourage and recognise buildings that reduce energy consumption by providing accessible and highly visible stairs as an alternative to vertical transportation by lift. Criteria One point is awarded where it is demonstrated that internal stairs meet the following criteria: This credit was introduced to the Green Star – Education v1 tool to reduce the energy used in elevators by designing attractive and accessible stairs. The idea is that if the stairs are well located and pleasant to walk in, more building users will use these rather than the elevators. The electricity consumed by a lift varies significantly depending on the number of users, speed, weight, capacity and distance. Lifts are one of the largest electricity users in a building. The electricity consumed by lifts in buildings is estimated to be anywhere between 5 to 15% of the total electricity use. As such, the aim of credit is to encourage a reduction in energy consumption by providing accessible and highly visible stairs as an alternative to vertical transportation by lift. (Go to next slide for detail on credit criteria.)

Ene-8 Stairs Criteria Criteria Available for use by the building users and, where relevant, the public; One point is awarded where at least 3 of the building’s environmental attributes are displayed in a manner that can be readily understood by building users, and meet the following criteria: Highly visible ie not visually blocked or behind doors Located within 5m of the primary set of lifts OR within 20m of a main entrance; The Credit Criteria awards one point where it is demonstrated that internal stairs are: Available for use by the building users Highly visible Located within 5m of the primary set of lifts OR within 20m of a main entrance; and at least one of the following (go to next slide)

Ene-8 Stairs Criteria At least one of the following;
25% of the stairwell area is exterior glazing; OR One point is awarded where at least 3 of the building’s environmental attributes are displayed in a manner that can be readily understood by building users, and meet the following criteria: Each level within the stairwell has a daylight factor of at least 3.5 at finished floor level (FFL); OR The stair is fully open to the interior on at least one side over the entire span of the stairwell. However, if the building is single storey or does not have a passenger or goods-passenger lift (dedicated disabled persons lift can be excluded), then the credit is ‘Not Applicable’ and is excluded from the points available to calculate the Energy category score. 25% of the stairwell wall area is exterior glazing; OR Each level within the stairwell has a Daylight Factor of at least 3.5 at finished floor level; OR The stair is fully open to the interior on at least one side over the entire span of the stairwell. Note: There is also an important “Not Applicable” criteria, so that if the building is single storey or does not have a passenger or goods‑passenger lift (dedicated disabled persons lift can be excluded), then the credit is ‘Not Applicable’ and is excluded from the points available used to calculate the Energy Category Score.---

Ene-8 Stairs -Compliance Requirements
As-built rating: Short report As-built drawings As-built elevation drawings or daylight modelling report Confirmation(s) from the supplier(s) Confirmation from the contractor As-built section drawing If the credit is claimed as ‘Not Applicable’ Design rating: Short report Tender drawings Elevation drawings or daylight modelling report Extract(s) from the specification(s) section drawing If the credit is claimed as ‘Not Applicable’ Compliance requirements - Design rating Short report prepared by a relevant project team member and supported by the design and referencing drawings that describes how the Credit Criteria has been met by: Identifying the relevant stairwell within the building; Summarising how the Credit Criteria has been met for access, visibility and location; and Where the project is demonstrating compliance by external glazing, calculations must be provided demonstrating 25% of the stairwell wall has exterior glazing. Tender drawings marked up to demonstrate: The location of all internal stairs within each typical floor plate; The distance of the stairwell to either the primary set of lifts or main entrance; Public access to the stair. Where credit is ‘Not Applicable’: showing the building is single storey and/or with no passenger or goods‑passenger lift (dedicated disabled persons lift is excluded). Elevation drawings showing and detailing glazing of external and/or fully opened interior of the stairwell. Daylight modelling report prepared by a suitable professional that describes how the Credit Criteria have been met by: Providing calculations for the Daylight Factor within each level of the stairwell; Describing the methodology and/or modelling software used to calculate the Daylight Factor; Describing the building model including values of reflectance and transmittance used for each relevant material/glazing; Showing legible floor plan outputs from the daylight modelling for the stairs claimed to have a Daylight Factor of not less than 3.5%; Providing a summary table that identifies all levels within the stairwell that comply and identifies the DF value within those spaces; and Identifying whether the Uniform Design Sky has been used for the daylight model. Extract(s) from the specification(s) where all glazing properties relevant to the stairs and visual connections with minimum visual transmittance levels are nominated. Section drawing: clearly showing that the stair is fully open to the interior on at least one side over the entire span of the stairwell. As-built rating Short report prepared by a relevant project team member, supported by the design and referencing drawings. The report is to describe how the Credit Criteria has been met by: As‑built drawings marked up to show the following: Where the credit is claimed as Not Applicable showing the building is single storey or does not have a passenger or goods‑passenger lift (dedicated disabled persons lift is excluded). As‑built elevation drawings showing all stairwells and detailing glazing of external and/or fully opened interior. This must correlate with the as‑built drawings provided. Daylight modelling report: Supported by the as‑built design and referencing as‑built drawings; Describing the methodology and/or modelling software used to calculate the Daylight Factor or Daylight Illuminance; Showing legible floor plan outputs from the daylight modelling for the stairs claimed to have a Daylight Factor of not less than 3.5%; Summarising, in the form of a table, the NLA, divided into spaces and the area in each space which satisfies the requirement of either a 2.0% Daylight Factor or Daylight Illuminance of at least 250 lux; Confirmation(s) from the supplier(s), through Manufacturer’s Data Sheet(s) (or equivalent) and delivery dockets, indicating the quantity, type and minimum visual transmittance of the glass or glazing products supplied to the project. Confirmation from the contractor identifying the type, quantity and location of the glass or glazing products installed in the building. As‑built section drawing clearly showing that the stair is fully open to the interior on at least one side over the entire span of the stairwell.---

Ene-8 Stairs Exercise What must be done to ensure that the building on page 44 of your work book achieves the Ene-8 credit? More information and additional readings on this credit have been provided for you in your workbook. We also have an exercise for you, on page 44 of your workbook. ---- The building in these plans is being refurbished. The owner is not opposed to the idea of making significant changes to the structure, and is willing to do make the necessary investment. There are two constraints to this project: the local authority has instructed that no additions to the building footprint are allowed; and this building is aiming for a Green Star rating, so the façade must not be touched as Mat-2 ‘Building Re-use’ has been targeted. ---

Answer to exercise: This exercise has a number of potential solutions. In the example above, note that the stair has been turned around to face the lobby. It is in fact presented in a much more inviting way than the lift. By rotating the stair, two windows provide enough daylight to meet the credit. Furthermore, the glazed doors ensure that there is a thermal separation between the lobby and the floors above. ---

Ene-9 Efficient External Lighting
Aim: To encourage and recognise designs that facilitate the reduction in energy consumption by external lighting Criteria One point is awarded where all externally-lit spaces over the entire site meet the following criteria: This credit has been introduced to address the efficiency of the external lights in education facilities. The aim of the credit is to encourage designs that reduce energy consumption by external lighting The credit criteria awards one point where all externally-lit spaces over the entire site meet the following criteria: (Go to next slide for detail on credit criteria.) N.B. The LED street light shown above in the picture is used in San, Jose California, and Pombal, Portugal, have a light source efficacy of approx 90 lumens/watt.

Ene-9 Efficient External Lighting
Criteria All external lighting has a light source efficiency of at least 65 lumens/watt; One point is awarded where at least 3 of the building’s environmental attributes are displayed in a manner that can be readily understood by building users, and meet the following criteria: All external lights are connected to daylight sensors (daylight sensors can be combined with a time switch). Emergency lighting required for BCA compliance is excluded from this credit One point is awarded where all externally-lit spaces over the entire site meet the following criteria: All external lighting has a light source efficacy of at least 65 lumens/watt; All external lights are connected to daylight sensors (daylight sensors can be combined with a time switch). Emergency lighting required for BCA compliance is excluded from this credit. N.B “Efficacy” is a measure of lamp efficiency. There are two common units used to measure lighting; these are lumen and lux. Lumen is a measure of the amount of light. For example, a 60Watt incandescent globe produces about 600lumens of light, a 12Watt compact fluorescent lamp could produce the same amount of light. The efficiency of a light source in converting electricity to light is indicated by calculating the amount of light produced per unit of electricity consumed; that is the lumens of light per watt of electricity. The incandescent globe described before produces 10 lumens per watt (600 lumens from 60 watts of electricity), while a compact fluorescent lamp produces 50 lumens per watt (600 lumens from 12 watts of electricity). This rating is called the efficacy of a lamp, and is a useful comparative measure. 42

Ene-9 Efficient External Lighting - Compliance Requirements
Design rating: Short report Extract(s) from the specification(s) Luminaire schedule Site plan As-built rating: As-built Luminaire schedule Manufacturer’s data sheet Confirmation from the contractor Compliance requirements: Design rating Short report from a qualified professional (e.g. electrical or lighting engineer) describing how the Credit Criteria have been met by: Detailing the external lighting on the site, the areas illuminated; Providing calculations to demonstrate the efficacy achieved; and Demonstrating that 95% of outdoor spaces meet or exceed the minimum requirements of AS for illuminance levels. Extract(s) from the specification(s) demonstrating that: All external lighting has an efficacy of at least 50 lumens/watt; and 95% of external lights are connected to daylight sensors. Luminaire schedule for all external lighting, nominating the type specifying the quantity of each luminaire. Site plan indicating the location and provision of external lighting on the site. As-built rating Short report from a qualified professional (e.g. electrical or lighting engineer) describing how the Credit Criteria have been met by: As-built luminaire schedule for all external lighting, nominating the type and quantity of each luminaire. Manufacturer’s data sheet clearly showing the efficacy of all external light sources in the project Confirmation from the contractor identifying the location and type of light fittings installed on the site, verifying that the lights were installed as per the drawings and calculations.---

Ene-9 Efficient External Lighting Exercise
Discuss why the documentation requirements change between design ratings and As-built ratings Discuss what would be a good strategy to produce and collect documents required for a Green Star submission Please turn to the Ene-9 credit in your workbook on page 48 for an exercise on this credit. FYI, there is also case study material included in the workbook for you if you are interested in doing some further reading on this credit. For this exercise, please note that there are two types of ratings offered for Green Star – Education: Green Star – Education Design and Green Star – Education As-built. As the name implies; achieving a design rating require the design of a building to be assessed. This assessment can be conducted prior to the building is being built. The environmental credentials of the proposed building design are assessed in this assessment. The assessment for As-built certification can only be done once the building has been constructed. The environmental credentials of the constructed building are assessed in this rating. The criteria for the two ratings are exactly the same, the documentation requirements are however different. The documentation required for a design rating relates to a proposed building, whereas the documentation for an As-built rating relates to a building that is constructed. Answers to Exercise: The building is generally not constructed when making a submission for a Design certification, but it has to be built to be certified under an As-built rating. The As-built rating confirms that what was designed has been built. This is why an As-built rating requires documents that confirm that what was proposed was subsequently implemented. A Design rating provides an opportunity for building owners to get the design of the building certified as green. This provides confidence that what is being built will be green and it is also an opportunity to capitalise on the additional investment of the green initiatives by securing green tenants prior to practical completion. An As-built rating is a confirmation that the building constructed actually fulfils the requirements of a green building. The As-built certification is a strong third party certification that demonstrates the green credentials of the constructed building. There are many different ways to do this; here are a couple of tips for how this can be done effectively: A document control system that is in place from the beginning of the design of the building project is very helpful for controlling documents required for Green Star compliance. The Green Star documentation can be included in the ‘regular’ document control system. Appointing a Green Star accredited professional who is responsible for co-ordinating the collection of the relevant documents. Creating an understanding of what exactly is required for each credit by examining the Technical Manual thoroughly. It is important to only submit the relevant documents for assessment. Informing and educating the project team including all the sub-contractors of the importance of following the Green Star criteria and to cooperate in providing the required documents. Each team member taking responsibility for the documents relating to that person’s profession ---

Ene-10 Shared Energy Systems
Aim To encourage and recognise the use of shared energy systems that minimise maintenance, energy and resource consumption. Criteria One point is awarded where the project is served by an on-site energy system shared by at least two buildings. This credit is ‘Not Applicable’ and is excluded from the points available used to calculate the Energy Category Score if: -The campus contains one building only; or -For refurbishment projects only; no two buildings are within 200m of each other. This credit has been introduced with the aim of encouraging the use of shared energy systems that minimise maintenance, energy and resource consumption. Developments of more than a single building offer the opportunity for shared energy systems. These include shared co-generation, tri-generation, reticulated chilled water plants and renewable energy production. The credit criteria requires that the project is served by an on-site energy system shared by at least two buildings. This credit is ‘Not Applicable’ and is excluded from the points available used to calculate the Energy Category Score if: -The campus contains one building only; or -For refurbishment projects only; no two buildings are within 200m of each other. The benefits of these systems are greatest where the buildings have different load profiles for electricity, heating, cooling or hot water. For example: A teaching building with high electricity demand and minimal hot water demand is adjacent to a building for student accommodation with high hot water demand. The benefits of co-generation plants can be utilised here to provide electricity and hot water to the teaching building, with excess hot water going to the student accommodation building.

Ene-10 Shared Energy Systems - Compliance Requirements
The Certified Assessor will not award points unless it is demonstrated that: Sharing the energy system results in more efficient utilisation or operation of the de-centralised energy system; or The use of a shared energy system provides a net benefit to the development over having such energy system servicing only one building. The Certified Assessor will not award points unless it is demonstrated that: Sharing the energy system results in more efficient utilisation or operation of the de-centralised energy system; or The use of a shared energy system provides a net benefit to the development over having such energy system servicing only one building.

Design rating: Short report Extract(s) from the specification(s) Tender drawings Where the credit is claimed as ‘Not applicable’ and the campus contains one building only or where no two buildings are within 200m of each other: Design rating Short report prepared by a relevant project team member and supported by the design describing how the Credit Criteria has been met by: Describing the system and how the design meets the Credit Criteria; Describing how the system provides energy to more than one building; and Referencing specification and drawings below. Extract(s) from the specification(s) showing the shared energy system and demonstrating compliance with the Credit Criteria. Tender drawings marked up to demonstrate the location of the shared energy system and connection to multiple buildings. Site plan marked up to show that: The campus contains one building only, or No buildings are within 200m of the project building(s) (for refurbishment projects only).

As-built rating: Short report As-built drawings Extract(s) from the commissioning report Where the credit is claimed as ‘Not Applicable’ and the campus contains one building only or where no two buildings are within 200m of the project building(s): As-built site plan As-built rating Short report prepared by a relevant project team member and supported by the design describing how the Credit Criteria has been met by: Describing the system and how the design meets the Credit Criteria; Describing how the system provides energy to more than one building; and Referencing specification and drawings below. As‑built drawings showing the shared energy system and its connection to multiple buildings and demonstrating compliance with the Credit Criteria. Extract from the Commissioning Report demonstrating that the shared energy system functions as per the intended design and provides energy to more than one building. Confirmation from the contractor that the shared energy system has been installed and is connected to more than one building. As‑built site plan marked up to show that: The campus contains one building only; or No two buildings are within 200m of each other (for refurbishment projects only). ---

Ene-10 Shared Energy Systems Exercise
The following building exist on a small university campus: A building with classrooms & some office A residential dormitory A laboratory building with cooling load for equipment A large canteen Discuss in your group how a shared energy system for these buildings could be designed so that a net benefit to the development can be achieved. More information and additional reading about this credit is available in your workbook. We also have an exercise for you on page 55 of your workbook. Answers to exercise: The net benefit can be achieved by connecting the shared energy system to: buildings with different occupancy profiles (e.g. one used in the morning evenings and the other used in the day) buildings with different energy demands (e.g. one might need hot water, the other electricity or cool water) This credit allows for some creativity. Some examples of possible solutions include: A shared cogeneration system that provides electricity to the classrooms and hot water to the dormitory; If the equipment in the lab is water cooled, the hot water can be run through a heat exchanger to provide hot water for the canteen and dormitory Energy will mainly be used in the dormitory during the mornings, while it will be used in classrooms in the daytime. A shared energy system between these two buildings is beneficial as the energy generator can be operated for the entire day.---

Transport Credits Core Energy Credits Education Transport Credits
Provision of car parking Fuel efficient transport Cyclist facilities Commuting Mass transport Education Transport Credits Transport design and planning All credits within the Transport category have the same underlying principle; to reward the reduction in automotive commuting by simultaneously discouraging it and encouraging use of alternative transportation. The first four credits are core credits Up to two points are awarded where limited car parking spaces are provided with the building. One point for 25% less than the maximum allowance or no more than 10% more than the minimum allowance and 2 points where 50% less than the maximum or just the minimum are provided. One point is awarded where projects provide dedicated parking for fuel efficient vehicles like small cars, car pooling, mopeds/motorbikes, hybrid cars or other alternative fuel vehicles. Up to four points are awarded to projects that provide cyclist facilities including end of trip facilities and lockers are provided for students and staff Up to 5 points are awarded to projects located in close proximity to mass transport – ie within 1000m of bus or railway services. More points are scored for building with more mass transport services. The new transport credit is Transport Design and Planning

Tra-6 Transport Design and Planning
Aim: To encourage and recognise site design and planning that promote transport modes of low environmental impact Criteria One point is awarded where it is demonstrated that: This transport credit is included in Green Star – Education v1 to encourage transport modes with small environmental impact. The idea is that if good facilities and information are provided for these modes of transport they are more likely to be used. The credit criteria awards one point where it is demonstrated that: (Go to next slide for detail on credit criteria.)

Tra-6 Transport Design and Planning Criteria
At least one dedicated pedestrian route is provided on and off the site; and One point is awarded where at least 3 of the building’s environmental attributes are displayed in a manner that can be readily understood by building users, and meet the following criteria: A travel plan has been developed that includes: A site specific transport assessment; and A report on sustainable transport initiatives At least one dedicated pedestrian route is provided on and off the site; and A Travel Plan has been developed, that includes: A site specific transport assessment; and A report on sustainable transport initiatives.

Tra-6 Transport Design & Planning Compliance Requirements
Design rating: Short report Extract(s) from the specification(s) Site plan Draft travel plan Confirmation from the building owner As-built rating: As-built drawings Travel plan Compliance requirements: Design rating Short report by a suitably qualified professional detailing how the Credit Criteria have been met by: Outlining how the pedestrian route meets the Credit Criteria; Summarising the design review process; and Referencing the Travel Plan. Extract(s) from the specification(s) detailing the provision of safe lighting and safe pedestrian routes with signage. Site plan to scale, in context of the surrounding area showing the location of public transport nodes, nearby amenities, safe road crossing points, with the dedicated pedestrian connection(s) clearly identified. Draft Travel Plan including a Site Specific Transport Assessment and a Transport Improvements section as outlined above in the Compliance Requirements. Confirmation from the building owner that indicates the building owner’s commitment to incorporate the recommendations in the Travel Plan. As-built rating As‑built drawings demonstrating the inclusion of pedestrian routes that meet the Credit Criteria. Site plan to scale, in context of the surrounding area showing the location of public transport nodes, nearby amenities, safe crossing points, with the dedicated pedestrian connection(s) clearly identified. Travel Plan including a Site Specific Transport Assessment and a Transport Improvements section as outlined above in the Compliance Requirements.---

Tra-6 Transport Design & Planning Exercise
Discuss and identify in your groups at least 3 Transport Improvement initiatives. Your suggestions must be based on the Site Specific Transport Assessment conducted for the existing university campus. Please see page 66 of your work book for the results of the assessment. Background The travel plan in this credit requires Transport Improvements to be identified in response to a Site Specific Transport Assessment (refer to pages of technical manual) Additional reading and information on this credit is provided in your workbook. We also have an exercise for you to look at, on page 66 of your workbook. This exercise refers to Site Specific Transport Assessment; and Transport Improvements Information relevant to this exercise is contained on p225-6 of the Education technical manual [pass round copies of technical manual to group]. Answers to exercise: There are obviously many possible solutions in this case, but the important thing to remember is that they should be based on the Site Specific Transport Assessment. The suggestions should also lead to improved opportunities for students and staff to use transport modes with low environmental impact. Some examples of solutions: Build a cyclist centre that includes good changing facilities, with lockers and showers. Construct some weather protected dedicated cyclist parking that comply with AS2890. Reduce the total car parking and create some dedicated spaces for car sharing and small cars. Improve the maintenance program for the bike lanes. Upgrade the pedestrian crossing at the bus stop, perhaps providing a safe bridge. Create an on-campus shuttle bus to the bus stop, keeping in mind that the distance to the buildings the furthest away is up to 2km. Alternatively, negotiate that the regular bus service provides more than one stop next to the campus. Conduct an audit of all bike lanes and pedestrian routes to ensure they meet AS1158 for lighting and AP-11.13/95 and AP-11.14/94 guidelines for design of pedestrian and cyclist lanes (full reference in the credit). Conduct a survey to establish student and staff needs, and the factors influencing decisions as to whether they would choose transport modes with low environmental impact.---

Water Credits Core Water Credits Education Water Credit
Occupant amenity water Water meters Landscape irrigation Heat rejection water Fire system water Education Water Credit Potable water use in laboratories Within the Water Category, credits address the reduction of potable water use through efficient design of building systems, rainwater collection and water reuse. The first five credits are core credits, which are awarded for projects that: reduce potable water consumption by building occupants. This is determined through a water efficiency calculator that evaluates the efficiency of fixtures (taps, showers and toilets) as well as the use of non-potable water and water recycling (rainwater and greywater/blackwater recycling) uses separate meters to allow better management and monitoring of water consumption reduce the potable water consumption of landscape irrigation system by 90% through the use of non-potable water, efficient irrigation systems and low water plants. are able to reduce the potable water consumption from heat rejection systems like cooling towers used in air conditioning. are able to capture the water used for testing and maintaining the fire sprinkler and hydrant systems in buildings and re-use that water rather than just discharge it to the sewer or stormwater systems. The new water credit is Potable Water Use in Laboratories

Wat-6 Potable Water Use in Laboratories
Aim: To encourage and recognise designs that reduce demand on the potable water consumption from laboratory equipment cooling Criteria Two points are awarded where it is demonstrated that: This credit was introduced with the aim of reducing the large amount of water that is used in laboratories. The Australian National University has estimated that 45% of the 750 million litres of water used annually are consumed in its laboratories, compared to 25% used in accommodation and 15% in irrigation. This demand arises from space cooling requirements, water used in the activity of the laboratory and equipment cooling (the focus of this credit). The Credit Criteria is awards two points where it is demonstrated that: (Go to next slide for detail on credit criteria.)

Wat-6 Potable Water Use in Laboratories
Criteria 95% of the water requirement for once-through cooling is sourced from non-portable water OR One point is awarded where at least 3 of the building’s environmental attributes are displayed in a manner that can be readily understood by building users, and meet the following criteria: There is no once-through cooling for any equipment (excluding water for cooling tower makeup or other evaporative systems) If less than 10% of the nominated area is devoted to laboratories, this credit is ‘Not Applicable’ and is excluded from the points available used to calculate the Water Category Score For the purposes of this credit ‘nominated area’ is UFA 95% of the water requirement for once‑through cooling is sourced from non‑potable water; OR There is no once‑through cooling for any equipment (excluding water for cooling tower makeup or other evaporative systems). Note: If less than 10% of the nominated area is devoted to laboratories, this credit is 'Not Applicable’ and is excluded from the points available used to calculate the Water Category Score. The once-through cooling systems are simple cooling systems where water, typically directly from the public water supply, is circulated once through the piece of equipment and then discharges directly to the sewer. These systems are the most water intensive cooling methods used in laboratories; consuming approximately 40 times the water required by cooling towers to remove the same heat load. A good way to combat the water waste associated with once-through cooling is to use a process or cooling loop, i.e. using it several times before it is discharged to the sewer. This loop provides water at a preset temperature to cool researchers’ equipment. A small packaged chiller or central plant towers can reject the heat from these systems. Other efficient options include reusing single-pass discharge water for irrigation or initial rinses, or for recovering the heat from one process for use in another.

Wat-6 Potable Water in Laboratories -Compliance Requirements
Design rating: Short report Extract(s) of the specification(s) Tender schematic hydraulic drawings If the credit is claimed due to their being no once-through cooling system installed If the credit is claimed as ‘Not Applicable’ Confirmation from the architect Tender drawings Compliance requirements: Design Rating Short report by a suitably qualified hydraulic engineer: Detailing the proposed laboratory equipment for cooling, it’s water sources and operation; Demonstrating how the proposed system meets the Credit Criteria against the reference case; and Referencing specification extract(s) and tender schematic hydraulic drawings when necessary. If there is no once‑through cooling, the report should demonstrate that no once‑through cooling systems are installed Extract(s) from the specification(s) identifying the proposed water reduction system, it’s water sources and operation requirements. Tender schematic hydraulic drawings indicating the design, location and water supply of the equipment cooling system. Education specific Confirmation from the architect referencing the tender drawings; That less than 10% of the buildings nominated area is devoted to laboratories; OR That no laboratories are included in the building. Tender drawings showing the use of each area within the building and clearly indicating the percentage of laboratories within the project.---

Wat 6 Potable Water in Laboratories - Compliance Requirements
As-built rating: Short report Extract(s) from the commissioning report As-built hydraulics drawings If the credit is claimed as ‘Not Applicable’ As-built drawings Confirmation from the architect As-built rating Short report by a suitably qualified hydraulic engineer detailing: The proposed laboratory equipment for cooling, it’s water sources and operation; Calculations (and justifying values used) for the reference case; Demonstrating how the proposed system meets the Credit Criteria against the reference case; and Referencing the as‑built hydraulics drawings and the Commissioning Report extracts when necessary. Extract(s) from the Commissioning Report demonstrating that the system has been commissioned and operates as intended by the design, and expressed in the hydraulics report. As‑built hydraulic drawings indicating the design, location and water supply of the laboratory equipment cooling system. As‑built drawings showing the use of each area within the building and clearly indicating the percentage laboratories within the project. Confirmation from the architect, referencing the As-built drawings, that: Less than 10% of the buildings nominated area is devoted to laboratories; OR No laboratories are included in the build.---

Materials Credits Core Materials Credits Recycling waste storage
Building reuse Recycled content and re-used products and materials Concrete Steel PVC minimisation Sustainable timber Design for disassembly Dematerialisation Materials Credits from Office Interiors relevant to Education Flooring Joinery Loose furniture Within the ‘Materials’ category of Green Star, the credits target the consumption of resources through selection and reuse of materials, and efficient management practices. The basic concepts of the category are to reduce the amount of natural resources used, reuse whatever materials can be reused, and recycle whenever possible. Most of the materials credits in this tool are core credits in all Green Star tools, which awards points for: including space in a the building for the separation, storage and collection of recyclable wastes, building re-use, i.e. where the building being assessed is an existing building and the façade and structure is re-used projects that address the embodied energy and resource depletion occurring through use of concrete. This includes measures to reduce the Portland Cement content of concrete and measures to increase the use of recycled aggregates. steel used on the project which is sourced from post consumer recycled materials minimisation of PVC content of the building. use re-used or recycled timber or timber sourced from certified environmentally-responsibly managed forests for 95% of timber (by cost). projects that are designed to minimise embodied energy and resource depletion associated with demolition by designing the roofing, façade and structural framing systems for disassembly. projects that can demonstrate that they have used less material than a conventional design. This credit looks at reductions in materials used for Structure, Ductwork, Finishes, Cladding and Piping systems. Because the Education tool is an integrated fitout tool (i.e. where tenancy design and construction is coordinated with the base building design and construction), the Flooring Joinery and Loose Furniture credits from the Green Star Office Interiors tools have been included in this tool. Please note that the credits Concrete, Steel, PVC and Sustainable Timber are currently under review. The review is being conducted by Expert Reference Panels and the GBCA. Please log on to the Materials section of the GBCA website for continuous updates about the progress of these reviews.

Mat- 11 Flooring Mat- 12 Joinery Mat -13 Loose furniture
Each of these credits use a materials calculator to determine environmental impact of the products used in the building Points are awarded to projects that use products with a reduced environmental impact relative to available alternatives Flooring: up to 3 points available Joinery: 1 point available Loose furniture: up to 3 points available These new credits are taken from the Green Star office Interiors tool and use the calculators and compliance requirements from that tool. These credits are an example of how Green Star is incorporating fitout items in the assessment of Education facilities. Up to 3 points are awarded to projects that use flooring systems with a reduced environmental impact relative to available alternatives. 1 point is awarded to projects that use joinery with a reduced environmental impact relative to available alternatives. Up to 3 points are awarded to projects that use loose furniture with a reduced environmental impact relative to available alternatives. Each of these three credits use a materials calculator to determine environmental impact of the products used in the building [bring up materials calculator - saved to laptop - to view].

Land Use and Ecology Credits
Core Land Use and Ecology Credits Conditional requirement Topsoil Re-use of land Reclaimed contaminated land Ecological value of site The credits within the Land Use and Ecology category promote initiatives to improve or reduce the impacts on ecological systems and biodiversity. Like most Green Star tools, the Education tool includes a conditional requirements that ratings can only be certified by the GBCA if the building is not located on land of high ecological value. This was originally defined as land which is Prime Agricultural Land; Old Growth Forest or land within 100m of a wetland. However, the Ecological conditional requirement has been updated since the initial release of Green Star – Education v1. Developments that are within 100m of a wetland that is not defined as being of high ecological value can now be assessed under this tool provided the following initiatives to protect the wetland are undertaken: A site-specific Wetland Management Plan has been produced, exhibited and implemented; and All points are achieved in Emi-5 ‘Watercourse Pollution’ and in Emi-7 ‘Light Pollution’. The GBCA reserves the right to provide the final ruling on a project’s compliance with this Conditional Requirement. Points are also awarded for projects: that can demonstrate that their construction practices conserve the ecological integrity of topsoil. that are built upon land that was previously developed. Refurbishment projects and building extensions are rewarded in this credit. where the site was contaminated and remediated as part of the project. Up to 4 points are awarded to projects that can demonstrate that they have maintained or enhanced the ecological value of the site. This is determined by the Green Star Change in Ecology Calculator. All of these credits are core credits that appear in all Green Star tools

Emissions Credits Core Emissions Credits Refrigerant ODP
Refrigerant GWP Refrigerant leaks Insulant ODP Watercourse pollution Discharge to sewer Light pollution Legionella The credits in the Emissions category address the environmental impacts of a buildings emissions. 1 point is awarded to projects that use refrigerants that do not contribute to long-term damage to the Earth’s stratospheric ozone layer Up to 2 points are awarded to projects that use refrigerants that reduce the potential for increased global warming from the emissions of refrigerants to the atmosphere. Up to 2 points are awarded to projects that include building systems designed to minimise environmental damage from refrigerant leaks. 1 point is awarded to projects where all thermal insulation material avoid the use of ozone depleting substances in both its manufacture and composition. Up to 3 points are awarded to projects that minimise stormwater runoff and subsequent pollution of natural watercourses. Up to 3 points are awarded to projects that minimise discharge to the municipal sewerage system. 1 point is awarded to projects that minimise light pollution into the night sky. 1 point is awarded to projects that use building systems that eliminate the risk of Legionnaires’ disease.

Innovation Inn-1 Innovative Strategies and Technologies
To encourage and recognise pioneering initiatives in sustainable design, process or advocacy. Inn-2 Exceeding Green Star Benchmarks To encourage and recognise projects that achieve environmental benefits in excess of the current Green Star benchmarks. Inn-3 Exceeding Green Star Scope To encourage and recognise sustainable building initiatives that are currently outside of the scope of this Green Star rating tool but which have a substantial or significant environmental benefit. The Innovation category is included within the Green Star – Education rating tool as a way of encouraging, recognising and rewarding the spread of innovative technologies, designs and processes for commercial building applications that impact upon environmental performance. The Innovation category also acknowledges efforts which demonstrate that sustainable development principles have been incorporated in broader circumstances than solely for the building for which the Green Star criteria apply. This may include collaboration between developers and other parties and is recognised separately from any consequent outcomes rewarded in other categories. Innovation points are awarded at the discretion of the Green Building Council of Australia, and the points can be awarded in a variety of combinations. Any single initiative will only be awarded to three projects before no longer being considered ‘innovative’ and rewarded within this category; a database of innovative initiatives from certified projects will be accessible from the GBCA website for projects to check before submission of documentation. There is a maximum of five points available in total within the Innovation Category. They can be obtained for up to five innovation initiatives across the three credits.

Exercise What are the different ways in which the education building on your hand-out could be modified to achieve a good Green Star rating? Draw the changes onto the plan. EXERCISE: Now we’ve reached the end of our category review, we have a final exercise where you can practice applying your knowledge of credits [hand out A3 sheets with building plan]. Please think about and discuss different ways in which an education building could be modified to achieve a good Green Star rating, and draw these onto the building plan.

Category Weightings Category NSW ACT NT QLD SA TAS VIC WA Management
10 IEQ 20 Energy 25 Transport Water 15 13 17 18 Materials Land Use & Ecology 5 7 3 4 Emissions TOTAL 100 Once the points for each category have been added up, they are then subject to weighting, which factors in the relative importance or environmental impact of different building features. Green Star uses a two - tiered weighting structure, as follows: • Each credit category (e.g. Energy, Indoor Environment Quality etc.) has an environmental weighting; and • The number of points allocated to each issue (e.g. Daylight and Noise in Indoor Environment Quality Category) is effectively a weighting between issues within a credit category. In addition, the relative weighting of environmental issues provides regional sensitivity within the various Green Star rating tools. The regional weightings used in the various Green Star rating tools apply variations to average weightings to reflect issues of importance in each state or territory. The weightings vary in each tool and for each state or territory.---

Certification process
A design, project or building cannot publicly claim a Green Star rating unless the GBCA has certified the rating. The GBCA will commission one or more assessors (independent industry experts not employed by the GBCA) to check and validate the project’s self-rating and recommend (or oppose) a Green Star Certified Rating. The benefits of certification include: • Gaining market recognition as a leader in the green building industry; • Establishing a competitive commercial advantage when seeking occupants/users of the facility; and • Validating the achievement through third party assessment More information on the four basic steps to certification outlined above are detailed on the GBCA website, and in the Education technical manual. Templates, forms and checklists are available on this website to guide projects through the process. The GBCA also runs a Submissions Workshop to assist projects in developing the submission documentation for assessment.

Certification Fees Project size (GFA) Members Non-Members < 2,000m2
5,000m2- 9,999m2 10, ,999m2 20, ,999m2 40, ,999m2 70, ,000m2 > 100,000m2 $ 5,200 $ 7,150 $ 8,450 $ 11,050 $ 14,950 $ 20,150 $ 21,879 $ 26,928 $ 5,980 $ 8,223 $ 9,718 $ 12,708 $ 17,193 $ 23,173 $ 25,245 $ 30,600 All Prices are excluding GST Certification fees vary according to the size of the project, and members of the GBCA receive a discount, as per the schedule above. 68

Technical Clarifications
Technical Clarifications (TC) often represent the GBCA answers to technical queries and complement Green Star Technical Manuals They do not amend but clarify the Credit Criteria and Compliance Requirements. They are an extension of the Technical Manual; it is the responsibility of the project teams to stay up to date with this section of the website. . Example: Tra-3 Cyclist Facilities While unisex facilities can meet the requirements for this credit, projects must ensure that a level of privacy is provided (e.g. opaque partitions, private changing facilities adjacent to the showers). Assessors reserve the right to request justification of how such facilities provide for users’ privacy The Green Star Technical Clarifications and Credit Interpretation Request (CIR) Rulings provide an essential source of information to all projects undertaking Green Star assessment. Technical Clarifications often represent the GBCA answers to technical queries and complement Green Star Technical Manuals (e.g., the Assessment Team will use the Technical Clarifications as public precedent). They do not amend but clarify the Credit Criteria of Compliance Requirements. They are an extension of the Technical Manual; it is the responsibility of the project teams to stay up to date with this section of the website. Technical Clarifications can be sent directly to your Case Manager, and each project is entitled to 4 free Technical Clarifications. Additional Technical Clarifications will be charged at $100 each. Please ensure you check the Technical Clarifications & CIR Rulings on the website first. Your query may already be answered… Example: Tra-3 Cyclist Facilities While unisex facilities can meet the requirements for the Credit Criteria for this Credit, projects must ensure that a level of privacy is provided for the showering and changing of the users (i.e. opaque partitions, private changing facilities adjacent to the showers). The Certified Assessors reserve the right to request justification of how such facilities provide for users' privacy. Please note, while projects are not required to demonstrate compliance with the BCA to be awarded this Credit, Project teams are advised to seek professional advice about whether Unisex change facilities are compliant with the BCA.

Credit Interpretation Request
A Credit Interpretation Request (CIR) Ruling offers alternative compliance options where they have been deemed equivalent in meeting the Aim of Credit. Example: Man-4 'Commissioning - Commissioning Agent' CIR Ruling No. 1 The Credit Interpretation Request (CIR) to deem independent commissioning agent(s) sufficiently independent if they report directly to the building owner or the owner's designated representative, even if they are paid by the contractor, is granted. A Credit Interpretation Request is submitted to the GBCA if a project team wishes to advocate for an alternative yet equivalent method of meeting the Aim of Credit. Each Technical Manual outlines a number of options for meeting the Aim of Credit, but if the project team has developed a alternative design solution or an alternative form of documentation it may wish to submit a CIR. Each CIR is reviewed by 2 members of the Technical Advisory Panel to determine if the solution meets the Aim of Credit. The project contact is required to complete a CIR form (available from and send it to or directly to your Case Manager. Each registered project is entitled to 2 complimentary CIRs. Additional CIRs will be charged at $400 each. Please ensure you check the Technical Clarifications & CIR Rulings on the website first. Your query may already be answered… Example:Tra-3 Cyclist Facilities While unisex facilities can meet the requirements for the Credit Criteria for this Credit, projects must ensure that a level of privacy is provided for the showering and changing of the users (i.e. opaque partitions, private changing facilities adjacent to the showers). The Certified Assessors reserve the right to request justification of how such facilities provide for users' privacy. Please note, while projects are not required to demonstrate compliance with the BCA to be awarded this Credit, Project teams are advised to seek professional advice about whether Unisex change facilities are compliant with the BCA.

Characteristics of a good submission
Mantra: Complete, concise and well justified… Characteristics of a Good Submission 1. The Green Star Accredited Professional takes responsibility for the submission Stay informed / Orchestrate the submission process / Review entire submission 2. Submission is ‘to the letter’ of the Technical Manual Meet the aim of the Credit / Submit the exact evidence stipulated 3. Submission is concise Submit documentation stipulated in compliance requirements / Use specific, concise and technically accurate language 4. Submission is clear Provide a good project overview (General Section)/ include concise, informative coversheets / cloud or highlight drawings and documents 5. Provide a high-quality soft copy – the Certified Assessors view the Submission on CD Use a Credit Cover Sheet (see example in handouts) Submit RELEVANT documentation Information highlighted/clouded Use specific and technically accurate language Submission is clear and concise Submission Presentation The project team will be requested to prepare 4 x soft copy (or digital) submissions. Complete, concise and well justified…

Common Mistakes Modelled areas not fully representative of the project
Drawings are in a ‘draft’ form (e.g. ‘Revision A’ or ‘Not For Construction’) Complete schedule of products not provided for credits like ‘Timber’, ‘Steel’ or ‘VOC’s’ Shared Services or Facilities – apportioning Letters not signed and letters/reports not on letterhead Documentation does not reference the project (or references a different project!) No supporting documentation for credits claimed ‘n/a’ Common mistakes: * Modelled areas not fully representative of the project * Drawings are not ‘as built’ for Office As Built or Office Interiors * Drawings are in a ‘draft’ form (e.g. ‘Revision A’ or ‘Not For Construction’) * Complete schedule of products used not provided for credits like ‘Timber’, ‘Steel’ or ‘VOC’s’ * Shared services or facilities: Where other uses (for base building projects) or tenants (for fitout projects) are present in the building, it is not clear that the availability of such facilities as parking, cyclist facilities or recycling waste storage is not compromised – if plant is apportioned with other buildings or uses, a CIR is required * Letters are not signed, letters/reports are not on letterhead * Documentation does not reference the project (or references a different project) * No supporting documentation provided for credits claimed ‘na’

Technical manuals are available to purchase from the GBCA online store.
Members of the GBCA will receive a $100 discount off the price of a manual; and Anyone who has attended a GBCA course will receive a $100 discount off the price of a manual

Note – above prices are inclusive of GST

Breakfast with the Stars & Site tour Stockland’s Stockhome
6 star Green Star - Office Interiors Tuesday 16 June Sydney Further details available from the GBCA website

Green Star Accredited Professional
15 June 2009 Further details available from the GBCA website Sydney

Submissions Workshop 7 August 2009 Sydney
Further details available from the GBCA website Sydney

Thank you www.gbca.org.au
The GBCA would like to thank Stockland for sponsoring today’s course 78

Welcome Green Star – Education Master Class Orjan Lundberg

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