STEM rehabilitations: Turn old buildings into modern ... · 11/1/2013 · Tradeline Colleges and Universities Science Facilities 2013 28-29 October 2013 STEM rehabilitations: Turn

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

• Aging Campus Facilities

• Financial Pressures

Three Major Drivers for Change

Driver One: Climate Change Evidence of irreversible change in the Arctic

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

Mandates

• 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

Thesis in Three parts


2. Embrace transformational renovations and renovations/expansions, as they can:

• meet the pedagogical mission • Improve cost/benefit ratios • achieve carbon mitigation • inspire innovation


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


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%


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

Decision-making Sequence from Master Plan to Project

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


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


First Floor Assessment:

• 19 ft. concrete column grid

• Waffle slab floor structure


Large Classrooms and Multi-level Commons

Creative structural

intervention


Section through Large Classrooms


Concept

Before


-

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


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


INFILL

SGP -226 Instrument Room.jpg


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


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


View of : • Science Commons

connecting Existing & New structures



Building Addition: • contributes outdoor

student space, and • displays renewable

energy technology in the PV sunshades


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



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


Lab 100% OA

Chilled Beam

Stratified VAV

Chilled Beam

• Most demanding space (Chemistry) closest to supply and exhaust head end equipment


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


Proposed AHUs with energy recovery in Basement

Downsizing HVAC systems: No Mechanical penthouse

Downsizing HVAC systems: No Mechanical penthouse


Oneonta Site-Energy

Case Study: SUNY Oneonta Modeled Energy Performance

0

20

40

60

80

100

120

140


Energy

Cooling

Heating

Fans

Pumps

DHW

Equipment

Lighting

Site Lighting

31%


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


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


Teaching lab equipped with filtering, recirculating, ductless fume hoods


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


System Core

Ground Floor Assessment:

• Oddly mixed classrooms and labs

• Poorly defined entries,

• No public space

• Disorienting circulation

• 100% outside air HVAC


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


New Construction


• 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


Existing Lecture Hall New Teaching


• Interactive Classroom Style

• Accessible

• Organize the plan to fit large classrooms into the column grid


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



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


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%

• Create new synergies

Integrative Design Process

Integrative Design Process Educate and inspire behavioral change!

Integrative Design Process Energy conservation on display

Harvard Jacobsen lab displays CFM air exhaust rate

EMD Serono building energy dashboard


EMD Serono building energy dashboard


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

STEM rehabilitations: Turn old buildings into modern ... · 11/1/2013 · Tradeline Colleges and Universities Science Facilities 2013 28-29 October 2013 STEM rehabilitations: Turn

Documents