Project 3: Whole-Building Energy Performance Assessment Using eQUEST Simulation

Assessment

Purpose

Use whole-building energy simulation software to assess the impact of varying design and operating characteristics on a building’s simulated energy consumption.

Group Size

This project may be done individually or in groups of up to three students. Students may form their own groups. (Contact the instructor if you need help finding members.) As described below, the required scope of analysis depends on the size and composition of the group.

Group Enrollment in Learn

All group members will need to self-enrol in the same project group in LEARN. This must be done even if you choose to work individually. You must be enrolled to gain access to the dropbox for submitting your report (and to be associated with the project when grades are published).

Restrictions on Collaboration

It is acceptable to discuss the provided project information and aspects of using of the software tools with other students/groups. It is not acceptable to share files, analysis techniques, results, and/or writings with students outside your group.

eQUEST Software

eQUEST version 3.65 will be used to simulate a building’s energy use on an hour-by-hour basis for one year (8760 hours). Download the software and install it on your computer. The software is available for Windows PC only. (If your computer is a Mac, you’ll need to use a Windows emulator. If that is not practical, please contact the instructor for other options.) Download the software from doe2.com or use the install file provided in LEARN. You’ll also need to download a zip file from LEARN that contains two project files (.inp and .pd2) and a weather file (.bin). These will need to be copied into specific folders on your computer as described in Appendix A. It’s recommended that you install the software as soon as possible and check that it will run on your computer do not wait until the due date is near! Note: eQUEST was initially developed in the 1990’s and uses low resolution graphics compared to the capabilities of modern displays. You’ll find the software easier to use if you operate at a low resolution (1080 or less).

The building inputs in eQUEST will be adjusted using the software’s “Building Creation Wizard”. For this project, do not attempt to modify the inputs using eQUEST’s “detailed mode”.

Scenario

This project will consider a hypothetical small office building in Southern Ontario (e.g. near Waterloo/Toronto). You may assume this is a “new construction” project (i.e. not yet built). Some general characteristics: Overall Floor Area ≈ 2,450 ft2 (≈ 228 m2 ) Number of storeys = 1 Building Use = Office (e.g. Family Physician’s office) Peak Occupancy ≈ 20 persons (based on 6 staff + 14 visitors) Operating Schedule ≈ Typical business hours (Mon to Fri; approx. 9 am to 5 pm) Energy Costs: electricity = $0.18/kWh, natural gas = $0.90/therm (1 therm ≈ 2.79 ????????3 of nat gas) GHG emissions: electricity = 0.06 kg eCO2/kWh, natural gas = 5.4 kg eCO2/therm Note: 1 therm = 100,000 btu (≈ 105 ????).

For this project, we’ll assume that an energy study is to be performed as part preliminary design exercise. At this ‘early phase’ in the energy study, we’re interested in experimenting with several design and operating parameters to evaluate their relative impact on the building’s simulated energy use, with two key performance indicators of primary interest: annual energy cost, and annual GHG emissions impact. A baseline simulation file (i.e. the “baseline design”) has already been prepared. Your role is to review the baseline simulation inputs and results, and then choose several parameters to be varied and perform those additional simulations.

Assessment Requirements Brief Summary

The assessment focuses on using whole-building energy simulation software (eQUEST) to evaluate how changes in building design and operational parameters affect energy performance. The purpose is to build practical skills in early-stage energy analysis and decision-making.

Key assessment requirements and pointers include:

• Software Use:
  Use eQUEST v3.65 to simulate hourly building energy use over a full year (8,760 hours). Inputs must be modified only through the Building Creation Wizard, not detailed mode.
• Project Scope & Collaboration:
  Work individually or in groups of up to three, with strict rules prohibiting the sharing of files, results, or written analysis outside the group.
• Baseline Review:
  Analyze a pre-prepared baseline simulation file to understand default assumptions, inputs, and energy performance results.
• Scenario Analysis:
  Select and vary several design and operational parameters (e.g., envelope, schedules, systems) to assess their impact on:
  • Annual energy cost
  • Annual greenhouse gas (GHG) emissions
• Building Context:
  A hypothetical small office building in Southern Ontario, with defined size, occupancy, operating schedule, energy costs, and emissions factors.
• Performance Evaluation:
  Compare baseline and modified scenarios to determine which parameters have the greatest influence on energy cost and emissions.

Academic Mentor’s Step-by-Step Approach

The academic mentor guided the student through the assessment using a structured and methodical approach to ensure both technical accuracy and conceptual understanding.

Step 1: Understanding the Assessment Objective

The mentor first explained the purpose of the assignment using simulation as a decision-support tool in early design, rather than achieving a finalized building design. Emphasis was placed on comparative analysis rather than absolute performance.

Step 2: Software Setup and File Preparation

The student was guided through:

• Installing eQUEST correctly
• Placing project and weather files into the correct directories
• Running the model at appropriate screen resolution for usability

This ensured the software environment was ready before analysis began.

Step 3: Baseline Model Review

The mentor helped the student systematically review the baseline simulation by:

• Examining building geometry, schedules, occupancy, and systems
• Interpreting baseline outputs such as energy use, cost, and GHG emissions
• Understanding baseline assumptions to avoid misinterpretation later

Step 4: Selection of Parameters to Vary

The mentor guided the student in choosing meaningful and realistic parameters suitable for an early-stage energy study. The focus was on variables likely to influence energy cost and emissions, while keeping changes isolated for clear comparison.

Step 5: Scenario Simulations

Each design or operational change was simulated independently using the Building Creation Wizard. The mentor emphasized consistency in methodology to ensure valid comparisons with the baseline.

Step 6: Results Interpretation and Comparison

The mentor helped the student:

• Compare scenario results against baseline performance
• Identify trends and relative impacts
• Relate energy cost changes to emissions outcomes using provided conversion factors

Step 7: Synthesis and Reporting

Finally, the mentor supported the student in organizing findings into a clear narrative, explaining why certain parameters had more impact than others and linking results back to the project objectives.

Outcome Achieved

• A clear understanding of baseline building energy performance
• Multiple scenario simulations demonstrating the impact of design and operational changes
• Quantified comparison of annual energy cost and GHG emissions
• A structured analysis suitable for an early-phase energy study

The student successfully demonstrated how simulation can inform design decisions before construction.

Learning Objectives Covered

• Practical use of whole-building energy simulation software
• Understanding early-stage energy modeling limitations and assumptions
• Ability to evaluate and compare design alternatives quantitatively
• Interpretation of energy, cost, and emissions data
• Development of analytical and reporting skills relevant to building performance assessment

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