Scoring Guidelines

Scoring Guidelines:

What Each Team Must Produce For Competition

Scoring Explanation

Deliverables Description Key Scoring Elements
Project Log Book

5%

Each team will maintain a project log book in which they will record the daily activities of the team.
  • Did the team provide a project log book?
  • Did the log book have an entry for each of the narrative sections?
  • Did the log book have an entry for each of the project deliverables?
Baseline Energy Audit

10%

Prior to making any changes to the campus gymnasium, all student teams must determine the energy consumption of the existing facility.

The initial model is provided to teams and the baseline audit results will serve as a benchmark for design changes. Successful installation of the Bentley software and developing an understanding of fundamental design concepts will enable the students to base their design decisions on a common platform.

  • Did the team determine the energy consumption of the existing facility?
  • Were the students able to create the model of the campus?
  • Did the teams isolate the gymnasium energy use from the rest of the campus?
  • Did the students gather the various energy attributes and use elements required?
Computer Model

10%

The computer model is generated using the Bentley software.

Using the initial model developed for the baseline audit results serve as a benchmark for design changes.

The only building to be modified is the school’s gymnasium. The students will be able to change building orientation, materials (roof walls, doors), landscaping, etc to improve the energy efficiency of the building.

Complete destruction and rebuilding of gym is not an option.

  • Are materials used are described?
  • Is the scale is shown?
  • Are key features highlighted?
  • Is the directional orientation consistent and clear?
  • Are significant building details are clearly shown?
  • Are cost considerations included?
Second Energy Audit and Impact Analysis

10%

The students will rerun the energy analysis conducted when they established their baseline use (above) to determine the impact of the redesign on the building energy use.
  • What was the improvement to energy usage in the gymnasium?
  • What factors seemed to make the most difference?
  • What sustainable materials were used in the redesign?
  • Was the carbon footprint of using those materials considered in the selection process?
  • What are the unique design features or materials used that worked best in your redesign?
  • Were there other factors you believe should be considered when redesigning the building?
  • If cost was not a factor, what other design changes would you suggest ?
Power Generation

10%

The team will provide a narrative that describes the potential addition of  a power generation capability using a renewable energy source. A team may add multiple power generation systems and technologies based on economic and/or technical models.

The students are encouraged to consider power generation compatible to local regulations and available elements. The school property has adequate real estate and is geographically located to incorporate designs for several different technologies.

  • Are the power generation system(s) economically viable?
  • Are the power generation system(s) chosen use existing technology?
  • Are there multiple technologies used to provide power to the campus?
  • Are the power generation source(s) chosen available in your community?
  • Can the power generation choice(s) be used at your school?
SMART Grid

10%

The students will calculate the surplus energy delivered to community smart grid
  • What were the energy savings to the campus?
  • What surplus energy was generated?
  • What time of day or how often was surplus power injected into the smart grid?
  • What was the cost of the additional power generation?
Visualization

5%

The students will create a computer-generated animation of a fly-around of their redesigned campus and gymnasium.
  • Does the 3-D fly-around show the campus, gymnasium and power generation facilities?
  • Does it include surrounding the area?
  • Are transitions are smooth?
  • Does it include energy simulations?
Design, Innovation & Impact Report

15%

Each team will prepare and submit a written report with no more than 2000 words (excluding references, footnotes , and bibliography) in Microsoft Word format.

It should include the following information:

  • Description of team’s findings regarding the smart grid and, intelligent building design
  • Explain the redesign of the gym
  • Describe energy conservation techniques and energy use on the campus based on the energy audits, the power generation system created for the campus and the power provided to the community from the campus to the smart grid.

This report is a summary of your project, and could also contain elements of your verbal presentation;

All references, either written or online must be included as appropriate. This includes footnotes and bibliographies.

It must adhere to current style guidelines.

  • Are innovative elements discussed?
  • Are the energy audits discussed (before and after redesign)?
  • Are energy conservation considerations (materials, lighting, landscaping, building orientation, etc) discussed?
  • Are significant features and design concepts explained?
  • Are the advantages of the technologies that were accrued explained?
  • Does the report qualify and quantify the benefits of key decisions and relevant costs?
  • Does the grammar and report structure reflect appropriate standards and methods for research report, including citation formats, bibliography, etc.?
Verbal presentation

15%

In a 7-10 minute presentation, the team must discuss their findings for a team of judges.

It will be followed by a 10 minute Q&A from the judges to team members.

Referring both to their computer model and support materials, the team should describe its findings and highlight the improvements they have included. Within the presentation, each team will also discuss actionable recommendation(s) its school district/school leadership may adopt to improve the energy use or decrease reliance on externally provided power to their own school. Suggestions may be physical in nature (renovations) or possibly a result of your observations of the effect of modifying facility use and loading patterns.

The presentation can include visual aids such as Power Point or other presentation tools that are universally recognized and can be shown with normal presentation hardware and software.

(Presentation should be contained on a DVD or flash drive that can be played by competition staff on standard equipment. No special software will be permitted or loaded in order to support presentation.)

  • Were significant features and design concepts discussed?
  • Was the problem statement clear and precise?
  • Were the approaches to problem solutions thoughtful and did they reflect reasonable choices?
  • Were the solutions chosen clearly enumerated?
  • Outcomes and benefits of solutions chosen are included
  • Was there balanced member participation?
  • Was the presentation completed within the time allocated?
  • Was the presentation is aesthetically pleasing?
  • Did the answers given during Q&A clearly answer the question asked?
  • Were the answers indicative of knowledge gained and did they reflect “good’ science and engineering tenets?
Deliverable Schedule

5%

Each Team must provide the project deliverables by the deadline dates.
  • Baseline Energy Audit – February 27, 2016
  • Second Energy Audit – March 10, 2016
  • Visualization – March 15, 2016
  • Design & Impact Report and Analysis – March 20, 2016
  • Presentation and Logbook submission – March 24, 2016
School Official Presentation

5%

Each team must develop a presentation that is appropriate for use with school officials. The presentation must include actionable recommendations or projects that could be implemented by the school. Clearly describe the positive impact on the school’s energy usage or decreased reliance on externally provided power. Suggestions may include physical modifications, remodeling or other renovations that impact energy loading patterns.

With the assistance of the team sponsor, the team is responsible for scheduling an appointment with the school officials to present their recommendations.

This presentation should include a ‘leave behind’ document.

  • Was a presentation prepared?
  • How many actionable recommendations were included?
  • Was an appointment made with the school officials to make the presentation?