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Transcript of STEM rehabilitations: Turn old buildings into modern ... · 11/1/2013 · Tradeline Colleges and...
Tradeline Colleges and Universities Science Facilities 2013
28-29 October 2013
STEM rehabilitations: Turn old buildings into modern, sustainable teaching and research facilities
Presented by Shirine Boulos Anderson, AIA, LEED AP, Principal, Ellenzweig Steve Mahler, AIA , LEED AP, Principal, Ellenzweig Jacob Knowles, Director of Sustainability, BR+A Consulting Engineers
Climate Change On the Charles…Current
• Boston College
• Boston University
• Harvard University
• Lesley University
• Massachusetts Institute of Technology (MIT)
Source: Anderson Group Harvard University
Climate Change On the Charles… possibly by the year 2100
Reconsider the campus pay-back analysis driver…
in the context of a carbon neutral campus goal
Source: Anderson Group Harvard University
Buildings represent almost 50% of energy used! In the US, we build/renovate almost 10 Billion SF each year
United States Energy Consumption
Source: US Energy Information Administration (EIA)
Mandates
• ACUPCC: American College & University Presidents’ Climate Commitment
• NECSC: Northeast Campus Sustainability Consortium
• AASHE: Association for the Advancement of Sustainability in Higher Education
• RGGI: Regional Greenhouse Gas Initiative, Inc.
• AIA: American Institute of Architects
Leadership of Colleges, Universities, and building sector professionals
• A large inventory of aging buildings and inadequate STEM facilities
• Aging utilities without capacity for new demand
• Environmental concern with taking open sites and reducing green space
Driver Two: Aging Facilities
• Tight funding resources
• Costs: new vs. reno
• Cost escalation at 4% per annum
• Rising energy costs
• Capital investment required for renewable energy sources
Driver Three: Financial Pressures
Image: Vermeulens Inc.
Thesis in Three parts
1. Develop a campus energy master plan with a path to Net Zero
2. Embrace transformational renovations and renovations/expansions, as they can:
• meet the pedagogical mission • Improve cost/benefit ratios • achieve carbon mitigation • inspire innovation
1. Develop a campus energy master plan with a path to Net Zero
2. Embrace transformational renovations and renovations/expansions, as they can:
• meet the pedagogical mission • Improve cost/benefit ratios • achieve carbon mitigation • inspire innovation
3. Create new synergistic relationships between institutional players to effect significant change
Thesis in Three Parts
INSERT JACOB IMAGE OF METERING SYSTEM
Meter and track energy consumption:
• chilled water • steam • electricity • water • natural gas
Develop a Campus Energy Master Plan
Model energy in new buildings:
• confirm energy
consumption of new facilities from design projections
Develop a Campus Energy Master Plan
Complete a GHG inventory based on the following emissions sources:
• On-site combustion of fossil fuels
• Purchased electricity consumption
• Institution funded staff and faculty air travel
• Student, faculty, and staff commuting
Develop a Campus Energy Master Plan Campus Energy/GHG Emissions Inventory
Benefits of upgrading central utilities
• Flexibility
• Centralized Operations & Maintenance
• Cogeneration
• Fuel Sources Management
Develop a Campus Energy Master Plan Utility Assessment – Central Utilities
Existing campus energy profile for buildings, based on use:
• Science/health science teaching & research 25-30%
• Student life ~ 5%
• Classroom/office 40%
• Residence hall 25-30%
Develop a Campus Energy Master Plan
Target campus energy profile for new and existing buildings:
• Reducing demand
• Maximizing infrastructure efficiencies
• Recycling waste energy
• Implementing use of renewables
Develop a Campus Energy Master Plan Moving Towards Net Zero
Existing Buildings Energy Consumption
Campus Status 2011
Develop a Campus Energy Master Plan Moving Towards Net Zero
Mount Wachusett Community College • Originally designed as an all electric campus
• 450,000 square feet of classrooms, laboratories, library, theater, and gymnasium
• New STEM building in design
• Renewable energy sources:
– Biomass heating plant
– Solar thermal
– Solar PV
– Two 1.65 MW wind turbines
• 92 % carbon neutral
Renewable Energy Source
(Wind, solar thermal, solar PV,
high temp geothermal)
100 units of energy
Develop a Campus Energy Master Plan Install super-efficient systems
Heat Pump with
Coefficient of Performance
of
4
400 units of heating /
cooling delivered to the building
Benefits of providing stand-alone building infrastructure
• Flexibility / Innovation
• Boiler Efficiency
• Reduced Distribution Energy Losses
-
2,000,000
4,000,000
6,000,000
8,000,000
10,000,000
12,000,000
14,000,000
16,000,000
Central Both In Building
Steam Generator First-Cost
Oil Storage First-Cost
Dual-Fuel Condensing Boiler First-Cost
Condensing Boiler First-Cost
Distribution + Heat-Exchanger Cost
Central Plant Building Expansion
Central Boiler First-Cost
Fuel Cost
Process Steam Generation (Parts+Labor)
Dual-Fuel Oil System (Parts+Labor)
Distribution (Parts+Labor)
Boilers (Parts)
Boilers (Labor)
Full-Time Operators (Labor)
Water Treatment (Parts + Labor)
0% 6% 16% % Reduction
20-y
r Net
Pre
sent
Cos
t ($)
$14.85 $13.94 $12.49 $/sf
$0.9M NET PRESENT $2.4M SAVINGS
Mai
nten
ance
Cos
ts
F
irst
Cos
ts
Central Steam Plant vs. Condensing Boilers in Remote Building
Mai
nten
ance
Cos
ts
Develop a Campus Energy Master Plan Consider Distributed Utilities
Central Hybrid Local
Central Steam vs. Condensing Boilers in Remote Building
20 y
ear N
et P
rese
nt c
osts
($)
Firs
t C
osts
$.9M Savings $2.4M
Assess outmoded buildings to support:
• Engagement and inquiry-based pedagogies
• Collaboration ― Student /student and student/faculty including undergraduate research
• Visibility ― the display of science and its impact on our environment and lives
Can the Program be met by a Renovation?
Assess outmoded buildings to support:
• Cross-disciplinary problem-based instruction ― flexible teaching labs with specialized support spaces for instrumentation, high level exhaust equipment, etc.
• Flexibility ― adaptability to emerging programs and pedagogies
• Literacy ― the physical structure should be an educational tool
Can the Program be met by a Renovation?
Transformative Renovation Case Study: Brown University Alpert Medical School
Campus Profile:
• First teaching building at new downtown campus
• Grad./Professional: 457
• Faculty: 180
• Signatory: Sustainable Campus Charter
• Completed 2011 Medical School
Central Campus
Transformative Renovation Case Study: Brown University Alpert Medical School
Building Assessment:
• 139,000 gsf
• 1920’s factory building
• Accommodates new teaching facility, with large classrooms and lecture halls
• $220/SF renovation vs. $400/SF new construction
Transformative Renovation Case Study: Brown University Alpert Medical School
First Floor Assessment:
• 19 ft. concrete column grid
• Waffle slab floor structure
Transformative Renovation Case Study: Brown University Alpert Medical School
Large Classrooms and Multi-level Commons
Creative structural
intervention
Transformative Renovation Case Study: Brown University Alpert Medical School
Section through Large Classrooms
-
20
40
60
80
100
120
140
Baseline As Designed
Ann
ual S
ite E
nerg
y C
onsu
mpt
ion
(kBt
u/sf
* y
r) Building Site-Energy Breakdown
Cooling Heating Fans Pumps DHW Equipment Lighting Site Lighting
39%
Brown Site-Energy
Case Study: Brown University Alpert Medical School Modeled Energy Performance
Baseline As Designed
Energy kBtu/sf*yr
Transformative Renovation Case Study: Harvard University Jacobsen Chemistry Research Lab
Cabot Science Center:
• Harvard University Department of Chemistry and Chemical Biology
• Central Steam and Chilled Water utilities
• Signatory of the NECSC
Jacobsen Lab:
• Assignable area: 7,500 NSF
• 20 Researchers
• Completed in 2008
Clear area & dimensional requirements for certain types of spaces:
Research lab modules
• Bench width at 5’
• Aisle width at 5’
Assessment of outmoded buildings Case Study: Harvard University Jacobsen Chemistry Research Lab
JACOBSEN LAB SUITE: BEFORE
Assessment of outmoded buildings Case Study: Harvard University Jacobsen Chemistry Research Lab
JACOBSEN LAB SUITE: RENOVATED
SGP -226 Instrument Room.jpg
Transformative Renovation Case Study: Harvard University Jacobsen Chemistry Research Lab
Transformative Renovation and Expansion Case Study: SUNY Oneonta – Physical Science Building
Campus Context:
• Four year Liberal Arts College located upstate NY
• 5,900 students
• Physical Science Building constructed in early 1970s
• Renovation & expansion of a Science teaching facility for:
– Anthropology
– Physics
– Chemistry
• Existing Building area: 58,000 GSF
• Addition area: 17,600 GSF
• Central Steam utility
• In design
EXISTING
NEW
Transformative Renovation and Expansion Case Study: SUNY Oneonta – Physical Science Building
Concept • Rehabilitate aging existing
facility and accommodate expanding programs in a modest new structure
• Create a Science Commons for the building users
• Design the building to be an educational tool
NEW EXPANSION
EXISTING BLDG
Transformative Renovation and Expansion Case Study: SUNY Oneonta – Physical Science Building
View of : • Science Commons
connecting Existing & New structures
Transformative Renovation and Expansion Case Study: SUNY Oneonta – Physical Science Building
Transformative Renovation and Expansion Case Study: SUNY Oneonta – Physical Science Building
Building Addition: • contributes outdoor
student space, and • displays renewable
energy technology in the PV sunshades
Transformative Renovation and Expansion Case Study: SUNY Oneonta – Physical Science Building
Evaluate existing building envelopes Upgrade for optimal energy performance • Clad exposed
structure to break thermal bridge
Evaluate existing building envelopes Upgrade for optimal energy performance • Clad exposed
structure to break thermal bridge
• Install high performance glazing system
Transformative Renovation and Expansion Case Study: SUNY Oneonta – Physical Science Building
Transformative Renovation and Expansion Case Study: SUNY Oneonta – Physical Science Building
Provide solar shading appropriate to building orientation
• Plan the zoning of systems intensive labs and less demanding spaces according to physical constraints
• Over 50% of the occupied space is conditioned with chilled beams
• The public space is naturally ventilated in the shoulder seasons
Transformative Renovation and Expansion Case Study: SUNY Oneonta – Physical Science Building
Lab 100% OA
Chilled Beam
Stratified VAV
Chilled Beam
• Most demanding space (Chemistry) closest to supply and exhaust head end equipment
Transformative Renovation and Expansion Case Study: SUNY Oneonta – Physical Science Building
Lab 100% OA
Chilled Beam
Stratified VAV
Chilled Beam
• Wet vs. dry lab space: Oneonta Physics and Anthropology space using chilled beam technology with smaller duct sizing
(vs. 42”- 48”)
Chilled Beam
Transformative Renovation and Expansion Case Study: SUNY Oneonta – Physical Science Building Floor-to-floor height and infrastructure requirements
Transformative Renovation and Expansion Case Study: SUNY Oneonta – Physical Science Building
Proposed AHUs with energy recovery in Basement
Downsizing HVAC systems: No Mechanical penthouse
Downsizing HVAC systems: No Mechanical penthouse
Transformative Renovation and Expansion Case Study: SUNY Oneonta – Physical Science Building
Oneonta Site-Energy
Case Study: SUNY Oneonta Modeled Energy Performance
0
20
40
60
80
100
120
140
Baseline As Designed
Energy
Cooling
Heating
Fans
Pumps
DHW
Equipment
Lighting
Site Lighting
31%
Baseline As Designed
Energy kBtu/sf*yr
Transformative Renovation Case Study: Marywood University Chemistry Labs
Campus Context:
• Located in Scranton, PA
• 3,400 students
Building Context:
• The Center for Natural and Health Sciences
Transformative Renovation Case Study: Marywood University Chemistry Labs
Program includes:
• Organic Chem Teaching lab
• Organic Chem Research lab
• Lab support room
Transformative Renovation Case Study: Marywood University Chemistry Labs Flexible casework systems:
• Overhead service modules
• Movable modular casework in lab center
• Fixed systems at perimeter
Transformative Renovation Case Study: Marywood University Chemistry Labs
Teaching lab equipped with filtering, recirculating, ductless fume hoods
Transformative Renovation Case Study: Marywood University Chemistry Labs
Conventional 6’ Fume Hood
Ductless/Filtering 6’ Green Fume Hood
First cost (6’ Hood) $10,000 $25,000
Infrastructure cost $25,000 $1,800
Operating cost $5,200 $300
Maintenance $1,500 $1,700
Total (1 year) $41,700 $28,800
Transformative Renovation Case Study: Cooke and Hochstetter Hall, University at Buffalo
Campus Profile:
• Opened in early 1970’s
• Largest of three campuses
• Undergraduate: 19,100
• Grad./Professional: 9,800
• Faculty: 1,550 (full time)
• Central Steam and Chilled Water utilities
• Signatory to the ACUPCC
Building Assessment:
• 292,000 GSF
• Classrooms, teaching labs, research
• “Worst building on campus”
• 100% outside air HVA C
• Leaky facades, small windows
• $370/sf renovation vs. $550/sf new construction
Transformative Renovation Case Study: Cooke and Hochstetter Hall, University at Buffalo
System Core
Ground Floor Assessment:
• Oddly mixed classrooms and labs
• Poorly defined entries,
• No public space
• Disorienting circulation
• 100% outside air HVAC
Transformative Renovation Case Study: Cooke and Hochstetter Hall, University at Buffalo
Ground Floor Proposed:
• Classrooms and HQs
• Small additions for new entry and for receiving
• Public Street with interaction space,
• Modern teaching styles
• Re-circulating HVAC w/ heat recovery
Transformative Renovation Case Study: Cooke and Hochstetter Hall, University at Buffalo
New Construction
Ground Floor Proposed:
• Classrooms and HQs
• Small additions for new entry and for receiving
• Public Street with interaction space,
• Modern teaching styles
• Re-circulating HVAC w/ heat recovery
Transformative Renovation Case Study: Cooke and Hochstetter Hall, University at Buffalo
Existing Lecture Hall New Teaching
Ground Floor Proposed:
• Interactive Classroom Style
• Accessible
• Organize the plan to fit large classrooms into the column grid
Transformative Renovation Case Study: Cooke and Hochstetter Hall, University at Buffalo
System Core
Transformative Renovation Case Study: Cooke, Hochstetter Hall and Dorsheimer Greenhouse
2nd Floor Assessment:
• No public space
• Disorienting circulation
• Mixed teaching labs and offices
• 100% outside air HVAC
New Construction
2nd Floor Proposed:
• Teaching labs and offices
• Small additions for interaction
• Public Street interaction zone
• Flexible teaching labs
• Zoned floor plan minimizes 100% outside air HVAC
• Public space and offices cooled with chilled beams
Transformative Renovation Case Study: Cooke and Hochstetter Hall, University at Buffalo
Transformative Renovation Case Study: Cooke and Hochstetter Hall, University at Buffalo
2nd Floor Proposed:
• Teaching labs and offices
• Small additions for interaction
• Public Street interaction zone
• Flexible teaching labs
• Zoned floor plan minimizes 100% outside air HVAC
• Public space and offices cooled with chilled beams
Glazed Ventilation Chimney
Transformative Renovation Case Study: Cooke and Hochstetter Hall, University at Buffalo
Glazed Solar Preheat
Shell / Infastructure Upgrade:
• High performance re-cladding with ample windows and sunshades
• Centralize lab HVAC on roof with energy recovery
• Chilled beam use reduces new air system capacity and penthouse by 25-40%
• Prefab penthouse reduces floor area and structural loads by 15-25%
Integrative Design Process Energy conservation on display
Harvard Jacobsen lab displays CFM air exhaust rate
1. Integrate your project with the campus energy master plan and climate action plan
2. Use renovation constraints as innovation catalysts
3. Create new relationships between institutional players to effect change
The Tradeline Three
Tradeline Colleges and Universities Science Facilities 2013
28-29 October 2013
STEM rehabilitations: Turn old buildings into modern, sustainable teaching and research facilities
Presented by Shirine Boulos Anderson, AIA, LEED AP, Principal, Ellenzweig Steve Mahler, AIA , LEED AP, Principal, Ellenzweig Jacob Knowles, Director of Sustainability, BR+A Consulting Engineers