CWS Portfolio

colin schless,

My info:

56 Congress St.Apt.2 Port land, ME04101

[email protected]

COLIN SCHLESS’ PORTFOLIO FOR _______________

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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

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910

11


12

3a3b3c4

56

7

891011

2

3a

3b

3c

5

DRAWING 9scale: 1 1/2”= 1’-0”

Colin SchlessGTF Ted Shriro



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.


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.



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

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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.


BUILD SCHEDULE

DESIGN< < < <

1 2 3 4 5Frame E/W

walls

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6 7

Fill Gabion Baskets

9 10

Sheath N,E,W walls

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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.


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

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PLAN AT CATWALKScale: N/A”= 1’-0”




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

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PLAN AT CATWALKScale: N/A”= 1’-0”



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23 4

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78

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13

14 15

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Enc

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211

.6.9


1

23 4

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9

1011 12

13

14 15

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18

19

20

2122 23

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27

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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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.6.9



12

3a3b3c4

5

6

7

8

9

10

4

6

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8

910

11

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3a

3b

3c

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6

7

11

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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”


AXONOMETRICScale: N/A”= 1’-0”


PUNCHED WINDOW PLANScale: N/A”= 1’-0”



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”


AXONOMETRICScale: N/A”= 1’-0”


PUNCHED WINDOW PLANScale: N/A”= 1’-0”


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

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