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| Section | Weight | Objectives |
|---|---|---|
| Sustainable Sites | 8% | - Heat island and light pollution reduction - Site assessment and conservation - Open space, habitat and biodiversity - Stormwater management |
| Materials and Resources | 11% | - Sustainable sourcing and product declarations - Environmental product declarations (EPD), health product declarations (HPD) - Life-cycle impacts and embodied carbon - Material reuse, recycling and waste management |
| Water Efficiency | 10% | - Indoor and outdoor water use reduction - Alternative water sources: rainwater, graywater - Water metering and performance monitoring - Efficient irrigation and fixtures |
| LEED Process | 15% | - USGBC and GBCI roles and structure - Impact categories and sustainability goals - Certification process, registration, documentation - LEED rating system overview and categories |
| Indoor Environmental Quality | 11% | - Biophilic design and occupant well-being - Thermal comfort and acoustic performance - Daylighting and lighting quality - Indoor air quality and ventilation |
| Energy and Atmosphere | 15% | - Decarbonization and greenhouse gas reduction - Renewable energy generation and sourcing - Energy efficiency and load reduction - Energy modeling and performance measurement - Commissioning and refrigerant management |
| Location and Transportation | 9% | - Site selection and surrounding context - Transportation access and demand reduction - Equitable development and community connectivity |
| Integrative Process, Planning and Assessments | 6% | - Life-cycle assessment and cost analysis - Systems thinking and early design collaboration - Integrative team roles and responsibilities |
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NEW QUESTION # 85
The use of native plant species, captured rainwater and evapotranspiration controllers are all strategies that contribute to
Answer: C
NEW QUESTION # 86
What Indoor Environmental Quality prerequisite or credit is specific to LEED for Schools?
Answer: A
Explanation:
The LEED for Schools rating system includes specific requirements not found in other BD+C categories:
"Minimum Acoustical Performance - Schools ONLY - EQp3 + EQc9... This prerequisite is for school projects only to provide a quiet environment to facilitate the teacher-to-student and student-to-student communication." This makes "Minimum Acoustic Performance" a required prerequisite for schools.
NEW QUESTION # 87
Tracking of the total building's baseline energy consumption is an example of
Answer: B
Explanation:
Building-level energy metering is a prerequisite in LEED that requires the installation of energy meters to track the total energy usage of a building12. It helps to monitor and optimize the energy performance of the building and to report the data to USGBC3. Green metering, site evaluation data, and energy savings records are not terms used in LEED.
NEW QUESTION # 88
What green building objective does utilizing high efficiency water fixtures achieve?
Answer: D
Explanation:
Conserving the Earth's potable water supply is a green building objective that can be achieved by utilizing high efficiency water fixtures. High efficiency water fixtures reduce the amount of water used for indoor plumbing, which reduces the demand on municipal water supply and wastewater systems. This also saves energy and money for the building owners and occupants. The LEED Green Associate Candidate Handbook states that one of the intents of the Water Efficiency category is to "reduce potable water use within buildings and for landscape irrigation" [1, p. 13]. References: LEED Green Associate Candidate Handbook, [Water Efficiency | U.S. Green Building Council]
NEW QUESTION # 89
Which construction pollution can be reduced by prevention activities?
Answer: C
Explanation:
Explanation
One type of construction pollution that can be reduced by prevention activities is airborne dust generation.
Airborne dust can be generated by various construction activities, such as excavation, demolition, grading, hauling, and vehicle traffic. Airborne dust can have negative impacts on the air quality, human health, and climate. Airborne dust can contribute to respiratory problems, allergies, asthma, and eye irritation for workers and nearby residents. Airborne dust can also reduce the visibility, increase the risk of accidents, and damage the equipment and materials. Airborne dust can also affect the climate by absorbing or reflecting solar radiation, altering the cloud formation and precipitation patterns, and influencing the carbon cycle1.
Some of the prevention activities that can reduce airborne dust generation during construction are12:
Covering or wetting the exposed soil and stockpiles
Using water sprays or misters to suppress the dust
Installing wind fences or barriers around the site
Applying mulch, straw, or vegetation to stabilize the soil
Sweeping or vacuuming the paved areas and roads
Limiting the speed and frequency of vehicles
Using low-emission or electric vehicles and equipment
Implementing a dust control plan and monitoring the dust levels
NEW QUESTION # 90
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