The energy supply of the Science Centre (Figs. 7 and 8) is based on a low-exergy system (Low-Ex). An earth-coupled heat pump system combined with a distribution system for concrete core temperature control allows heat to be used at a very low level (approx. 23 °C) and cooling at a very high level (approx. 18 °C). Due to this low temperature difference between the source and the sink, annual coefficients of performance of over 5 are expected for the heat pump. This heating system is monovalent. As a result of many small surfaces in the building geometry, the use of pre-assembled mats for concrete core temperature control did not prove suitable for this building, i. e. on-site fitting would have saved time.

In accordance with the "Students heat their school" principle, i. e., a classroom must only be heated at the start of class, after which the heat given off by the students is sufficient to keep temperatures comfortable, there are no problems meeting the heat requirements. Excess heat from concrete core temperature control is used to heat water in the guest house via a second heat pump.

Cooling and ventilation

Cooling in the summer required more detailed work. The original specifications were full occupation of the building, no room temperatures over 26 °C and no night ventilation via windows and ventilation systems. With these assumptions, the thermal simulation resulted in a significantly higher cooling performance and work than the existing borehole heat exchanger array could provide as passive cooling under sustainable operation. In order to remain on budget, the specifications were re-checked and re-considered. With the internal loads, the current data was used and the user profile was not changed. The second thermal simulation revealed that the room temperatures in the building would exceed the 26 °C mark for max. 60 hours per year (approx. 4% of the year). Only the simulation laboratory on the ground floor, with many computer workstations, is the most critical room, and was fitted with additional underfloor cooling on the basis of the initial simulation. The internal thermal loads were also reduced to a bearable level in this room by switching to laptop computers.

The value of the required air change rate was assumed as 17 m³/h based on prior experience. With this value, combined with regular ventilation via the windows, the value of 1,500 ppm for the maximum CO2 concentration in the classrooms is not exceeded or only exceeded for very short periods. The ventilation system was intentionally designed so that the maintenance work required for fire and smoke dampers was minimised. The distribution lines are laid on the roof, and routed vertically downwards in shafts. The classrooms are ventilated via presence detectors. Supply air is fed to the lecture halls and seminar rooms. The exhaust air is extracted via the preparation and meeting rooms. This allows air quantities to be reduced.

Daylight, lighting and acoustics

The classrooms in the Science Centre are lit by daylight from two sides. This way, even with electrochromic windows a sufficient supply of natural light is guaranteed. Artificial lighting is as energy-saving as possible and designed with daylight-dependent control. Two seminar rooms on the ground floor are fitted with special fluorescent lamps which can imitate the daytime and seasonal colour temperatures of light. This is to allow the effects of light colour on learning to be researched.
The acoustic quality of the rooms was successfully installed via baffles on the ceiling (Fig. 6), which unlike suspended ceilings do not affect the efficiency of the concrete core temperature control, and other noise-insulating components (e. g. doors).