Post on 09-Mar-2016
description
colin schless,
My info:
56 Congress St.Apt.2 Port land, ME04101
978.501.2623cschless@uoregon.edu
COLIN SCHLESS’ PORTFOLIO FOR _______________
1
4
6
7
8
910
11
Brick veneerKawneer 451T stick window systemStone vaneer2” rigid Concrete slab 8mm toughened safety glassSealant at glass jointsWind cable-bracing (tightens with turnbuckle off at middle of cable)Stainless steel glass fitting with neoprene padsAluminum open grid flooringSunshade (bolted to grid)Custom steel armKnife plate (welded to arm, set in slab
12
3a3b3c4
56
7
891011
2
3a
3b
3c
5
DRAWING 9scale: 1 1/2”= 1’-0”
Colin SchlessGTF Ted Shriro
Enclosures Project 211.6.9
GARDEN IN THE SCHOOL
DEGRASSI SEEDLING HOUSE
THREE HISTORIES MUSEUM
SFCC SCIENCE BUILDING
OREGON HALL REMODEL
SOUTH WATERFRONT PARK
Thesis Studio
Design/Build
Studio/Hand Media
Daylighting/Natural Ventilation
Detailing
Microclimate Analysis
PENCIL HOLDERTwirl whisk & chain
2007
1
4
6
7
8
910
11
Brick veneerKawneer 451T stick window systemStone vaneer2” rigid Concrete slab 8mm toughened safety glassSealant at glass jointsWind cable-bracing (tightens with turnbuckle off at middle of cable)Stainless steel glass fitting with neoprene padsAluminum open grid flooringSunshade (bolted to grid)Custom steel armKnife plate (welded to arm, set in slab
12
3a3b3c4
56
7
891011
2
3a
3b
3c
5
DRAWING 9scale: 1 1/2”= 1’-0”
Colin SchlessGTF Ted Shriro
Enclosures Project 211.6.9
GARDEN IN THE SCHOOL
DEGRASSI SEEDLING HOUSE
THREE HISTORIES MUSEUM
SFCC SCIENCE BUILDING
OREGON HALL REMODEL
SOUTH WATERFRONT PARK
Thesis Studio
Design/Build
Studio/Hand Media
Daylighting/Natural Ventilation
Detailing
Microclimate Analysis
PENCIL HOLDERTwirl whisk & chain
2007
Garden in the School is a 500-student high school located in Port land, Oregon. The curr iculum focuses on how natural environments funct ion and part icular ly, how human beings can learn to manage their behaviour and ecosystems in order to l ive sustainably.
GARDEN IN THE SCHOOL
DEGRASSI SEEDLING HOUSEJasper, Oregon
Garden in the School is a 500-student high school located in Port land, Oregon. The curr iculum focuses on how natural environments funct ion and part icular ly, how human beings can learn to manage their behaviour and ecosystems in order to l ive sustainably.
GARDEN IN THE SCHOOL
DEGRASSI SEEDLING HOUSEJasper, Oregon
The central atr ium of the school is f i l led wi th t iered gardens that funct ion l ike a watershed.
Freshman students on the 4th f loor use rainwater, introduced at the roof, to i r r igate their gardens. The i r r igat ion water f lows through their gardens, down to the sophomore laborator ies below them and carr ies wi th i t contaminants, pol lutants, and sediment f rom the freshman gardens. The sophomores test and treat their water, then i r r igate their gardens with i t , passing i t to the junior laborator ies below them. This process cont inues unt i l the seniors release their water into c isterns below the school .
The older students are dependent on the younger students for the heal th of their gardens because they are at the bottom of the watershed. The organizat ion encourages mentorship, and imparts a fundamental lesson about shared resources and ecological responsibi l i ty.
A VERTICAL WATERSHED.
The central atr ium of the school is f i l led wi th t iered gardens that funct ion l ike a watershed.
Freshman students on the 4th f loor use rainwater, introduced at the roof, to i r r igate their gardens. The i r r igat ion water f lows through their gardens, down to the sophomore laborator ies below them and carr ies wi th i t contaminants, pol lutants, and sediment f rom the freshman gardens. The sophomores test and treat their water, then i r r igate their gardens with i t , passing i t to the junior laborator ies below them. This process cont inues unt i l the seniors release their water into c isterns below the school .
The older students are dependent on the younger students for the heal th of their gardens because they are at the bottom of the watershed. The organizat ion encourages mentorship, and imparts a fundamental lesson about shared resources and ecological responsibi l i ty.
A VERTICAL WATERSHED.
Classrooms bookend the east and west ends of the Garden in the School . As students pass between classes, they run into other students in the central atr ium. Here they can social ize and col laborate in spaces within the inter ior gardens.
BOOKENDS.
Classrooms bookend the east and west ends of the Garden in the School . As students pass between classes, they run into other students in the central atr ium. Here they can social ize and col laborate in spaces within the inter ior gardens.
BOOKENDS.
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
10
20
30
40
50
60
70
80
90
100
Outdo
or Tem
peratu
re (F)
PORTLAND’S CLIMATE. THE SHELL.
PV PANELS
Some south panels contain cylindrical modules which capture direct sunlight across a 360-degree photovoltaic surface. They are capable of converting direct, diffuse and reflected light into electricity.
GLAZING PANELS
Glazing panels admit light for plant growth and daylighting. The upper panels admit for hight (higher visible transmittance) to bring light deeper into the atrium.
SHADING
Automatically deployed shades contol unwanted heat gain. These are connected to both temperature and light sensors, part of the buildings BAS system.
VENT PANELS
Drainable blade and frame systems populate the east and west facades. The insulated, automatically controlled louvers close during the heating season.
STRUCTURAL STEEL FRAME
A structurally independent steel cage wraps the inner core of the building. The cage never touches the insulated spaces, creating a complete thermal break between shell and conditioned spaces.
MASS
Exposed concrete walls inside absorbs heat gains from occupants. Panels hung in the south cavity (outside of thermal envelope) absorb direct solar gains, and release heat at night to warm the gardens .
SKYLIGHTS
Large prismatic skylights span the atrium. Automatically controlled louvers adjust to modulate light levels and solar gains.
Portland, Oregon experiences a temperate climate with mild, damp winters and relatively dry, warm summers, excellent for passive conditioning and daylighting in schools. Summer days in Portland are warm and sunny with July averages around 80 F. Summer nights are cool, with average nighttime lows dropping 5-10 degrees below the comfort zone. These diurnal swings provide opportunities for full-passive cooling in buildings like schools which are only
occupied during the day. Winter days and nights can be mild to cold, and very moist, with daytime January averages around 45 F. Admitting some solar radiation can offset or eliminate the need for heating. Generally overcast sky conditions provide ideal conditions for daylighting, a key factor in reducing energy usage in schools. For most of the year, little or no electric lights are needed.
The Garden in the School’s enclosure system is a dynamic envelope, designed to adjust to the needs of Portland’s climate. The enclosure system has two components: a highly operable outer shell, and an insulated inner-core. The outer shell protects from rain and wind, conditions the gardens, and preconditions air to the core. The inner core is highly insulated and contains
regularly occupied spaces like classrooms and offices. The two systems never touch, thermally breaking conditioned spaces and primary enclosure. Students feel like they are outdoor in the gardens, generating their own heat though work. The inner core ensures stable comfort levels yearround.
Can meet cooling load using natural
ventilation/night vent of mass
Can meet heating load by admitting
solar radiation
Comfort Zone
ANNUAL TEMPERATURE for All Hours, PORTLAND, OR
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
10
20
30
40
50
60
70
80
90
100
Outdo
or Tem
peratu
re (F)
PORTLAND’S CLIMATE. THE SHELL.
PV PANELS
Some south panels contain cylindrical modules which capture direct sunlight across a 360-degree photovoltaic surface. They are capable of converting direct, diffuse and reflected light into electricity.
GLAZING PANELS
Glazing panels admit light for plant growth and daylighting. The upper panels admit for hight (higher visible transmittance) to bring light deeper into the atrium.
SHADING
Automatically deployed shades contol unwanted heat gain. These are connected to both temperature and light sensors, part of the buildings BAS system.
VENT PANELS
Drainable blade and frame systems populate the east and west facades. The insulated, automatically controlled louvers close during the heating season.
STRUCTURAL STEEL FRAME
A structurally independent steel cage wraps the inner core of the building. The cage never touches the insulated spaces, creating a complete thermal break between shell and conditioned spaces.
MASS
Exposed concrete walls inside absorbs heat gains from occupants. Panels hung in the south cavity (outside of thermal envelope) absorb direct solar gains, and release heat at night to warm the gardens .
SKYLIGHTS
Large prismatic skylights span the atrium. Automatically controlled louvers adjust to modulate light levels and solar gains.
Portland, Oregon experiences a temperate climate with mild, damp winters and relatively dry, warm summers, excellent for passive conditioning and daylighting in schools. Summer days in Portland are warm and sunny with July averages around 80 F. Summer nights are cool, with average nighttime lows dropping 5-10 degrees below the comfort zone. These diurnal swings provide opportunities for full-passive cooling in buildings like schools which are only
occupied during the day. Winter days and nights can be mild to cold, and very moist, with daytime January averages around 45 F. Admitting some solar radiation can offset or eliminate the need for heating. Generally overcast sky conditions provide ideal conditions for daylighting, a key factor in reducing energy usage in schools. For most of the year, little or no electric lights are needed.
The Garden in the School’s enclosure system is a dynamic envelope, designed to adjust to the needs of Portland’s climate. The enclosure system has two components: a highly operable outer shell, and an insulated inner-core. The outer shell protects from rain and wind, conditions the gardens, and preconditions air to the core. The inner core is highly insulated and contains
regularly occupied spaces like classrooms and offices. The two systems never touch, thermally breaking conditioned spaces and primary enclosure. Students feel like they are outdoor in the gardens, generating their own heat though work. The inner core ensures stable comfort levels yearround.
Can meet cooling load using natural
ventilation/night vent of mass
Can meet heating load by admitting
solar radiation
Comfort Zone
ANNUAL TEMPERATURE for All Hours, PORTLAND, OR
Break Ground!
Frame north wall
Fill foundation with gravel
Install Roof + �nishes
In 2008 three classmates and I designed and bui l t a seedl ing house for a f r iend’s mother. She wanted i t passively heated, and requested that we incorporate a col lect ion of windows stored in her barn. We devised a solut ion based on Frank Ghery’s ear ly houses: regular ly spaced structure support ing a curtain wal l of col laged windows. We set gabion baskets f i l led wi th r iver rock opposi te the windows. These rocks absorb heat dur ing the dayt ime, and then release i t to offset cold nightt ime temperatures.
DEGRASSI SEEDLING HOUSEJasper, Oregon
BUILD SCHEDULE
DESIGN< < < <
1 2 3 4 5Frame E/W
walls
8
6 7
Fill Gabion Baskets
9 10
Sheath N,E,W walls
11
Frame south wall
12 13 14
Set Rafters
15 17 18 19 20 21
22 23 24 25 26 27 28Hang Windows
Break Ground!
Frame north wall
Fill foundation with gravel
Install Roof + �nishes
Frame north wall
Fill foundation with gravelFill foundation
In 2008 three classmates and I designed and bui l t a seedl ing house for a f r iend’s mother. She wanted i t passively heated, and requested that we incorporate a col lect ion of windows stored in her barn. We devised a solut ion based on Frank Ghery’s ear ly houses: regular ly spaced structure support ing a curtain wal l of col laged windows. We set gabion baskets f i l led wi th r iver rock opposi te the windows. These rocks absorb heat dur ing the dayt ime, and then release i t to offset cold nightt ime temperatures.
DEGRASSI SEEDLING HOUSEJasper, Oregon
BUILD SCHEDULE
DESIGN< < < <
1 2 3 4 5Frame E/W
walls
8
6 7
Fill Gabion Baskets
98 9 10
Sheath N,E,W walls
11
Frame south wall
12 13 14
Set Rafters
15 17 18 19 20 21
22 23 24 25 26 27 28
1717 18
23 24 25Hang Windows
UKRAINIAN MUSEUM FOR THREE HISTORIESLV I V, U K R A I N E I PROF. TOM HUBKA
In 2009, the town of Lviv, Ukraine commissioned a restorat ion workshop and museum for histor ic Jewish, Orthodox Cathol ic, and Christ ian wooden structures. I responded by peel ing up the ground
with three smal l museums, using each to reveal the unique history of a di fferent cul ture. I jo ined the museums with a pathway that feature s exibi ts that d isplay the divergent fa i ths’ s imi lar i t ies. I
fe l t that penci l was an appropr iate media to shown an appreciat ion for craf t .
UKRAINIAN MUSEUM FOR THREE HISTORIESLV I V, U K R A I N E I PROF. TOM HUBKA
In 2009, the town of Lviv, Ukraine commissioned a restorat ion workshop and museum for histor ic Jewish, Orthodox Cathol ic, and Christ ian wooden structures. I responded by peel ing up the ground
with three smal l museums, using each to reveal the unique history of a di fferent cul ture. I jo ined the museums with a pathway that feature s exibi ts that d isplay the divergent fa i ths’ s imi lar i t ies. I
fe l t that penci l was an appropr iate media to shown an appreciat ion for craf t .
ELEVATIONScale: N/A”= 1’-0”Enclosures Project 211.6.9
CONSTRUCTION DWGSOREGON HALL DOUBLE FACADE RETROFITIn 2009, I completed this set of detai l drawings for a double-facade retrof i t in Bui ld ing Enclosures, the f inal course in the technical sequence that is required of graduate archi tecture students. The subject focus of the course is the bui ld ing enclosure systems that surround pr imary structure. The fol lowing detai ls were evaluated based upon their understanding of cr i t ical barr iers, windows and doors, f lashings, coat ings, sealants, and waterproof ing. Based on these parameters I received a perfect score for my project .1
3
4
5
7
8
6
9
10
12
11
1314
15
1617
18
19
PLAN AT CATWALKScale: N/A”= 1’-0”
Enclosures Project 211.6.9
DEGRASSI SEEDLING HOUSEJasper, Oregon
ELEVATIONScale: N/A”= 1’-0”Enclosures Project 211.6.9
CONSTRUCTION DWGSOREGON HALL DOUBLE FACADE RETROFITIn 2009, I completed this set of detai l drawings for a double-facade retrof i t in Bui ld ing Enclosures, the f inal course in the technical sequence that is required of graduate archi tecture students. The subject focus of the course is the bui ld ing enclosure systems that surround pr imary structure. The fol lowing detai ls were evaluated based upon their understanding of cr i t ical barr iers, windows and doors, f lashings, coat ings, sealants, and waterproof ing. Based on these parameters I received a perfect score for my project .1
3
4
5
7
8
6
9
10
12
11
1314
15
1617
18
19
PLAN AT CATWALKScale: N/A”= 1’-0”
Enclosures Project 211.6.9
DEGRASSI SEEDLING HOUSEJasper, Oregon
1
23 4
56
78
9
1011 12
13
14 15
1617
18
19
20
2122 23
2425
27
2930
26 28
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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
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1 2 3 4 5 6 7 8 9 10 11
SE
CT
ION
Sca
le:
N/A
”= 1
’-0”
Enc
losu
res
Pro
ject
211
.6.9
ELEVATIONScale: N/A”= 1’-0”Enclosures Project 211.6.9
1
23 4
56
78
9
1011 12
13
14 15
1617
18
19
20
2122 23
2425
27
2930
26 28
Shee
t met
al ro
ofin
gFo
il-fa
ced
poly
isoc
yanu
rate
rig
id p
anel
with
wea
ther
ba
rrier
ove
r top
5/8”
p.t.
ply
woo
d Fl
ashi
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lip5/
8” e
xter
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Stee
l bea
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tt in
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tion
Flas
hing
clip
Stee
l I-jo
ist
CM
U p
arap
et w
/ J-b
olts
6“
pol
yiso
cyan
urat
e.0
60 m
il w
hite
TPO
mem
-br
ane
(turn
s up
at p
arap
et,
see
draw
ing
5 fo
r fla
shin
g de
tail)
lo
ose
grav
el0’
-6” l
ouve
rsFl
ashi
ng c
lip (b
elow
louv
er)
Kaw
neer
451
T si
ll (th
erm
ally
bro
ken)
- stic
k sy
stem
Cus
ton
stee
l arm
atta
cted
to
0’-1
0” s
lab
with
kni
feW
ind
brac
ing
eye
bolt
wel
ded
to a
rmSt
ainl
ess
stee
l gla
ss fi
tting
w
ith n
eopr
ene
pads
bol
ted
to a
rms
Alum
inum
ope
n gr
id fl
oorin
gAu
tom
atic
Sun
shad
e (b
olte
d to
grid
)Ka
wne
er 4
51-T
hea
dPP
G s
olar
ban
60 a
rgon
fil
led
insu
late
d gl
ass
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
8mm
toug
hene
d sa
fety
gl
ass
cust
om d
oubl
e st
eel a
rm to
ca
tch
glas
s be
low
(not
e:
slab
insu
latio
n ru
ns a
roun
d co
nnec
tion,
see
dw
g1)
flash
ing
open
to b
elow
Trifa
b VG
451
T d
oors
2” p
olyi
socy
anur
ate
cove
red
with
met
al p
anel
Flas
hing
Shee
t met
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gFo
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ced
poly
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rate
rig
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with
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ther
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r top
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p.t.
ply
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d Fl
ashi
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lip5/
8” e
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ior g
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m b
oard
Stee
l bea
m (b
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tt in
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Flas
hing
clip
Stee
l I-jo
ist
CM
U p
arap
et w
/ J-b
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6“
pol
yiso
cyan
urat
e
1 2 3 4 5 6 7 8 9 10 11
SE
CT
ION
Sca
le:
N/A
”= 1
’-0”
Enc
losu
res
Pro
ject
211
.6.9
ELEVATIONScale: N/A”= 1’-0”Enclosures Project 211.6.9
Brick veneerKawneer 451T stick window systemStone vaneer2” rigid Concrete slab 8mm toughened safety glassSealant at glass jointsWind cable-bracing (tightens with turnbuckle off at middle of cable)Stainless steel glass fitting with neoprene padsAluminum open grid flooringSunshade (bolted to grid)Custom steel armKnife plate (welded to arm, set in slab
12
3a3b3c4
5
6
7
8
9
10
4
6
7
8
910
11
2
3a
3b
3c
5
1
2
5
6
7
11
13
12
8
10
Brick veneer 3/8” mortar (tooled)Nonperforated SBPO (behind rigid)Two-piece adjustable anchor with bitchothene behind anchor2“ Foil-faced polyisocyanurate rigid panelFlashing clip 1Shelf anchorShelf anchor plateAnchor clipJ-boltFlashing clip 2Sealant joint with weepsKawneer 451T head
123
4
5
6
789
10111213
14
3
4
9
Brick veneer3/8” mortar (tooled)Return brickPan flashing Two-piece adjustable anchor with bitchothene behind anchor2“ Foil-faced polyisocyanurate rigid panelNonperforated SBPO (behind rigid)
Sealant joint with backer rod (behind)Kawneer 451T Jamb10” reinforcedconcrete backup wall2” airspaceAnchorNo interior finish
12345
6
7
8
910
111213
123
5
4
67
89
10
11
12
13
PUNCHED WINDOW SECTIONScale: N/A”= 1’-0”
Enclosures Project 211.6.9
AXONOMETRICScale: N/A”= 1’-0”
Enclosures Project 211.6.9
PUNCHED WINDOW PLANScale: N/A”= 1’-0”
Enclosures Project 211.6.9
Brick veneerKawneer 451T stick window systemStone vaneer2” rigid Concrete slab 8mm toughened safety glassSealant at glass jointsWind cable-bracing (tightens with turnbuckle off at middle of cable)Stainless steel glass fitting with neoprene padsAluminum open grid flooringSunshade (bolted to grid)Custom steel armKnife plate (welded to arm, set in slab
12
3a3b3c4
5
6
7
8
9
10
4
6
7
8
910
11
2
3a
3b
3c
5
1
2
5
6
7
11
13
12
8
10
Brick veneer 3/8” mortar (tooled)Nonperforated SBPO (behind rigid)Two-piece adjustable anchor with bitchothene behind anchor2“ Foil-faced polyisocyanurate rigid panelFlashing clip 1Shelf anchorShelf anchor plateAnchor clipJ-boltFlashing clip 2Sealant joint with weepsKawneer 451T head
123
4
5
6
789
10111213
14
3
4
9
Brick veneer3/8” mortar (tooled)Return brickPan flashing Two-piece adjustable anchor with bitchothene behind anchor2“ Foil-faced polyisocyanurate rigid panelNonperforated SBPO (behind rigid)
Sealant joint with backer rod (behind)Kawneer 451T Jamb10” reinforcedconcrete backup wall2” airspaceAnchorNo interior finish
12345
6
7
8
910
111213
123
5
4
67
89
10
11
12
13
PUNCHED WINDOW SECTIONScale: N/A”= 1’-0”
Enclosures Project 211.6.9
AXONOMETRICScale: N/A”= 1’-0”
Enclosures Project 211.6.9
PUNCHED WINDOW PLANScale: N/A”= 1’-0”
Enclosures Project 211.6.9
444'A'ACCFFFHHHHHH
AFH12L
EEWW
SSSS
ChemistryrrLecture
148 LifeffSciences/CemistryrrLecture
150
DomedTheater
217
BiologyLecture
234
Vestibule259
Storage286
Control287
Vestibule290
StudentArea
317
Corridor318
DESIGN ASSISTANCE
Daylight enters the classroom through a large central skylight. Special louvers
built into the skylight control the amount of light allowed to enter the space.
During cooling season, louver doors are left open overnight to cool down the
building's concrete walls and slab with night air. Warm air exits the building through a damper below the skylight.
Ventilation air is provided by a highly energy efficient heat recovery ventilator
that swaps the heat between the air intake and exhaust.
Low-e glass controls solar heat gain which is essential to minimize cooling needs. The
window unit has excellent insulation value as well (U-Value = 0.29)
Since electricity for lighting is one of the main energy uses for classroom spaces, photoelectric controls are an important feature in reducing energy consumption.
Without occupancy sensors or controls, no electrical savings can occur from
daylighting
Massive Floor and Walls or Roof Deck
Inlet Louvers81 SF26’ X 3.1’ Bi
c34
BLec
234
B
4
BBec
3
Bc34
Skylight191 SF
rm 150(same strategy as rm148)
Ventilation:86 SFStacks 14’ higher than inlets
Skylight:203 SF
SPOKANE FALLS CC NEW SCIENCE BLDGIn 2005 the Energy Studies in Bui ld ings Laboratory (ESBL) provided design assistance on Spokane Fal ls Community Col lege’s new Science wing, in Salem, WA. The col lege wanted a their new wing to be passively condi t ioned. I managed the lab’s effor ts wi th the project , reviewing drawings, dayl ight model ing, and coordinat ing wi th the project ’s engineers (PAE) and archi tects (SRG Partnership).
Heat Exchanger
from boiler in mechanical roomto boiler in mechanical room
Heating Convector
3. Drawing Review and diagramming4. Dayl ight ing and Natural Vent i lat ion Speci f icat ions
Spe
ci�
cati
ons Type: CPI Controlite
Polycarbonate panels with integral light control louvers in aluminum frame system
≥78%≥90%≥55%≥86%≥78%
Walls (paint)CeilingFloorWhiteboardFurnishings
Inlet Net Free areaOutlet Net Free area
Venmar VHC-36 70% Effective Sensible only
CFM
731.25 sf exposed to interior
33.6 sf33.6 sf
Area: 292.5 sf
Location: center of room
Stack height 16 ft.
8” CMU
FloorWallRoof
noneR-36R-50
PPG Solarban 60Visible Transmittance: 69%Solar Heat Gain Coefficient: 0.37Shade Coeficcient: .44
Continuous dimming with on/off and occupancy sensor
Skyligh
t
Surfac
e
Reflec
tance
s
Ventila
tion
Heat
Exchan
ger
Therm
al
Mass
Insula
tion
Vertica
l
Glaz-
Lighti
ng
Contro
ls
R- value: 3-4% (open/closed position)
1.
2.
3.
1. Dayl ight analysis 2. CFD Model ing*
4.
444'A'ACCFFFHHHHHH
AFH12L
EEWW
SSSS
ChemistryrrLecture
148 LifeffSciences/CemistryrrLecture
150
DomedTheater
217
BiologyLecture
234
Vestibule259
Storage286
Control287
Vestibule290
StudentArea
317
Corridor318
DESIGN ASSISTANCE
Daylight enters the classroom through a large central skylight. Special louvers
built into the skylight control the amount of light allowed to enter the space.
During cooling season, louver doors are left open overnight to cool down the
building's concrete walls and slab with night air. Warm air exits the building through a damper below the skylight.
Ventilation air is provided by a highly energy efficient heat recovery ventilator
that swaps the heat between the air intake and exhaust.
Low-e glass controls solar heat gain which is essential to minimize cooling needs. The
window unit has excellent insulation value as well (U-Value = 0.29)
Since electricity for lighting is one of the main energy uses for classroom spaces, photoelectric controls are an important feature in reducing energy consumption.
Without occupancy sensors or controls, no electrical savings can occur from
daylighting
Massive Floor and Walls or Roof Deck
Inlet Louvers81 SF26’ X 3.1’
Skylight191 SF
rm 150(same strategy as rm148)
Ventilation:86 SFStacks 14’ higher than inlets
Skylight:203 SF
SPOKANE FALLS CC NEW SCIENCE BLDGIn 2005 the Energy Studies in Bui ld ings Laboratory (ESBL) provided design assistance on Spokane Fal ls Community Col lege’s new Science wing, in Salem, WA. The col lege wanted a their new wing to be passively condi t ioned. I managed the lab’s effor ts wi th the project , reviewing drawings, dayl ight model ing, and coordinat ing wi th the project ’s engineers (PAE) and archi tects (SRG Partnership).
Heat Exchanger
from boiler in mechanical roomto boiler in mechanical room
Heating Convector
3. Drawing Review and diagramming4. Dayl ight ing and Natural Vent i lat ion Speci f icat ions
Spe
ci�
cati
ons Type: CPI Controlite
Polycarbonate panels with integral light control louvers in aluminum frame system
≥78%≥90%≥55%≥86%≥78%
Walls (paint)CeilingFloorWhiteboardFurnishings
Inlet Net Free areaOutlet Net Free area
Venmar VHC-36 70% Effective Sensible only
CFM
731.25 sf exposed to interior
33.6 sf33.6 sf
Area: 292.5 sf
Location: center of room
Stack height 16 ft.
8” CMU
FloorWallRoof
noneR-36R-50
PPG Solarban 60Visible Transmittance: 69%Solar Heat Gain Coefficient: 0.37Shade Coeficcient: .44
Continuous dimming with on/off and occupancy sensor
Skyligh
t
Surfac
e
Reflec
tance
s
Ventila
tion
Heat
Exchan
ger
Therm
al
Mass
Insula
tion
Vertica
l
Glaz-
Lighti
ng
Contro
ls
R- value: 3-4% (open/closed position)
1.
2.
3.
1. Dayl ight analysis 2. CFD Model ing*
4.
Wind Rose
0%
5%
10%
15%
20%
25%
30%
calm
cover this up
17 +
11 - 17
7 - 11
4 - 7
0 - 4
Years:
Portland, OR
1961-1990
Key to windspeeds (mph)Jul - Sep
7 -18Hours:# of Hours:
4.7%Hours calm: N
EW
NW NE
NNW NNE
WNW ENE
S
SW
SE
WSW ESE
SSW SSE
Data source:
SAMSON
© 2007 Energy Studies in Buildings Laboratory, University of Oregon
In 2008 I analyzesd the schematic design of South Waterfront Park in Port land, Oregon for Hargraves and Associates for thermal comfort based on sun and wind patterns. These patterns include effects on the si te f rom neighbor ing bui ld ings as wel l as elements of the design. The analysis predicts areas of sun/shade and wind/ lee based data col lected from a weather stat ion erected north of the s i te (1), erosion wind tunnel test ing (2), and heiodon sun-angle analysis (3).
September and March are shown here because both represent both cold and hot times. During cold periods the desireable conditions will be found in the sun and lee. During hot times the desireable conditions will be in the shade and the wind. During otherwise confortable times people will be most comfortable when sun and wind are both blocked or if their e�ects o�set each other.
The vegetat ion at the north end of the s i te wi l l s low the wind, especialy dur ing months when the trees have leaves. These wi l l provide pools of shade but are not dense enough to shade the whole area, especial ly in the summer when the sun is higher in the sky.
The top of the Seat ing Slope wi l l be more exposed to te wind for some direct ions.
The relat ively dense trees at the south end of the park wi l l b lock the wind and sun. Deciduous trees wi l l admit some sun dur ing the winter. I t is l ikely that the t rees wi l l channel the wind along the streets at t imes, but wi l l a lso create turbulence, reducing wind speeds.
J F M A M J J A S O N D
20
40
60
80
100
MICROCLIMATEANALYSISSOUTH WATERFRONT PARK, PORTLAND OR
1.
2.
3.
Wind Rose
0%
5%
10%
15%
20%
25%
30%
calm
cover this up
17 +
11 - 17
7 - 11
4 - 7
0 - 4
Years:
Portland, OR
1961-1990
Key to windspeeds (mph)Jul - Sep
7 -18Hours:# of Hours:
4.7%Hours calm: N
EW
NW NE
NNW NNE
WNW ENE
S
SW
SE
WSW ESE
SSW SSE
Data source:
SAMSON
© 2007 Energy Studies in Buildings Laboratory, University of Oregon
In 2008 I analyzesd the schematic design of South Waterfront Park in Port land, Oregon for Hargraves and Associates for thermal comfort based on sun and wind patterns. These patterns include effects on the si te f rom neighbor ing bui ld ings as wel l as elements of the design. The analysis predicts areas of sun/shade and wind/ lee based data col lected from a weather stat ion erected north of the s i te (1), erosion wind tunnel test ing (2), and heiodon sun-angle analysis (3).
September and March are shown here because both represent both cold and hot times. During cold periods the desireable conditions will be found in the sun and lee. During hot times the desireable conditions will be in the shade and the wind. During otherwise confortable times people will be most comfortable when sun and wind are both blocked or if their e�ects o�set each other.
The vegetat ion at the north end of the s i te wi l l s low the wind, especialy dur ing months when the trees have leaves. These wi l l provide pools of shade but are not dense enough to shade the whole area, especial ly in the summer when the sun is higher in the sky.
The top of the Seat ing Slope wi l l be more exposed to te wind for some direct ions.
The relat ively dense trees at the south end of the park wi l l b lock the wind and sun. Deciduous trees wi l l admit some sun dur ing the winter. I t is l ikely that the t rees wi l l channel the wind along the streets at t imes, but wi l l a lso create turbulence, reducing wind speeds.
J F M A M J J A S O N D
20
40
60
80
100
MICROCLIMATEANALYSISSOUTH WATERFRONT PARK, PORTLAND OR
1.
2.
3.
The above drawings document the design process from my year- long terminal studio, The Garden in the School . I document every project by hanging my process drawings from a clothesl ine above my desk. The drawings are in chronological order, and can easi ly be pul led down for reference.
Admit tedly, there is not a lot of process work in th is port fo l io. I f you would l ike to see examples of my design process for any project , samples are avai lable upon request.
Thanks.
PROCESS.
10.09 11.09 1.10 2.10 4.10