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A wide range of compressors is used for chillers, each which has strengths and weaknesses. Figure 38, McQuay Distinction Chiller Since the chiller plant represents a major power consumer in the school, special care should be taken in selection and design. Performance must be balanced with first cost and serviceability. For a basic understanding of how centrifugal chillers operate, refer to McQuay’s Centrifugal Chiller Fundamentals, 31-AG002. McQuay’s Chiller Plant Design, 31-AG002 explains various chiller plants systems such as primary/secondary, variable flow and parallel chiller systems.

It allows the designer and the school board to select the equipment they want and know that it will function seamlessly with the BAS they want. Most mechanical equipment can be supplied with or without factory-mounted controls. Unit ventilators, WSHPs, fan coils, chillers, air handling units, vertical self-contained and rooftop equipment all can be supplied with controls. In the past, integrating them into BAS has been a problem. Interoperability now allows easy integration. Factory supplied equipment controls offer: • A controller specifically designed and programmed for the particular piece of equipment and the application.

Although the supply air is cooled to 55°F off the coil, the fan work (assuming a draw-through unit) will raise the supply air temperature delivered to the classroom to about 57°F. This leaves an 18°F delta T to absorb the sensible heat in the classroom. 085) CFM = 1500 The latent cooling should also be reviewed. In office buildings, the latent load from the space is minimal, so most effort goes to resolving the high sensible heat gains. School classrooms have higher latent gains due to the student count.

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AG31-004 - School HVAC Design Manual by McQuay


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