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AUTHORTITLEINST/TUTION

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Nelson, Brian, Ed.: And OthersZero Energy Use School.Oregon Univ., Eugene. ERIC Clearinghouse ortEducational Management.: Oregon Univ., Eugene. Schoolof Architecture and Allied Arts.National Inst. of Education (DREW) , Washington,D.C.80400-78-0007285p.: Drawings may not reproduce clearly due tobroken print of original document.ERIC Clearinghouse on Educational Management,University of Oregon, Eugene, Or 97403 ($7.50)

!DRS PRICE MF01 Plus Postage. PC Not Available from EDES.*Building Plans: Design Requirements; *EducatipnalFacilities Design; Elementary Education; *Energy:Facility Guidelines: Facility Requirements: Heating:Lighting Design: *School Buildings; *SiteDevelopment: *Structural Elements (Construction):Toilet Facilities: Ventilation: Water Fesourceg

IDTNTIFIEBS *Alternative Energy Sources: Oregon (Albany) : *ZeroEnergy Use

DESCRIPTORS

ABSTRACTThe economic and physical realities of an energy

shortage have caused many educators to consider alternative sourcesof energy when constructing their schools. This book contains studiesand designs by fifth-year architecture students concerning the,proposed construction of a zero energy-use elementary school inAlbany, Oregon. "Zero energy use" is defined as the total use ofon-site energy. A zero energy-use school might use solar reflectors,composting toilets, and natural ventilation. The book is divided into10 sections, representing 10 separate student projects. Each studentexFlores energy alternatives for heating, lighting, cooling,ventilation, sewage disposal, and water for the proposed school, andcompletes his or her chapter with detailed drawings. Although thebook cannot be used by an architect or a school district as actualconstruetion documents, its proiects do open the door to thepossibility of constructing an energy-efficient school.(Author/LDI

***********************************************************************Reproductions supplied by EDRS are the best that can be made

from the orlginal document.***********************************************************************

%.

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LA

S DEPARTMENT 0EDUCATIONNATIONAL INSTITUT

EDUCATION

Iki.S DOCUMENT HAS BEEN REPRO,DUCE() EXACTLY AS RECEIVED cROv'HE PERSON OR ORGANIZATION ORIGIN-ATING .1 POINTS OP vA, OR OrINIONS

rED DO NOT NECESSARIL REPRESENT OF JCIAL NATIONAL INS1ITUTE 0;EDUCATION POSITION OR POL.CY

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a pint publication ofSchool of Architecture & Allied Artsand ERIC Clearinghouse onEducational ManagementUniversity of OregonEugene, Oregon

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Advanced Architectural Design 480Fall/Winter 1979 - 1980School oi Architecture a4d Allied ArtsUniversity of OregonEugene, Oregon 97403

Instructor:Otto Poticha

Students:Larry BlackDoug CorbettLaw FritzieJulie HarlanBarry KeeneyRobert JamesBrian NelsonLee PhillipsMike SchweizerHenry Wong

Managing Editor:Brian Nelson

Text Editor/Layout:Robert James

Graphic Editor:Dopg Corbett

Technical Editor:Julie Harlan

Published by ERIC Clearinghouse on EducationalManagement

Preface iiiAcknowledgments ivPrologue vIntroduction 1Program Description 2Site Context 4Larry Black . (4,,5 8Douglas Corbett 25Larry FrOzie 36Julie Harlan 47Robert James 60Barry Keeney 75Brian Nelson 88Lee Phillips 107Michael Schweizer it ,

Henry Wong 132

ii

W. . I mot, Jr.

Philip K. Plele11

..

1;2.

The following studies and designsare the work of a 5th year, two-term design studio at the Clniver-sity of Oregon, Sehool of Architec-ture and Allied Arts. The projectgoals were to explore and, if feas-ible, design a zero energy-useelementary school for a proposedsite in Albany, Oregon.\ The studio met during the fall

and winter terms in the school year1979-80. Bill Wilmot, Archi-tect, working with the OregonState Department of Education,and Professor Philip Piele, Profes-sor of Education and Director ofthe ERIC Clearinghouse on Educa-tional Management at the Univer-sity of Oregon, aided the designstudio throughout the project.Their input was invaluable. Profes-sor John Reynolds, Department ofArchitecture, University of Oregon,also offered encouragement andhis exper" in energy-ronservingdesign throughout the studio'sprogress.

The definition of "zero energyuse," for the purposes of theproject, is as the title implies. Theschool must function without theaid of produced energy unI6-33 site-produced. The class explortu theareas of heating, lighting, cooling,ventilation, s6wage disposal, andwater, and the feasibility of usingnatural or nonenergy-dependentmeans to support a grade school.

The class was at liberty tochange the calendar school yearand school hours, as required, tosupport the zero energy useconcept.

As one examines the designsolutions, it is important to under-stand that these wert. studentprojects and studies to exploremeans to achieve our goals and thedesign implications. The projectsare certainly not at a state wherethey could.be died by an_architector a schoddistrict as constructiondocuments.

However,.the class study hasopened the door to the possibilityof a zero energy use school in theOregon valley regionand thefindings are optimistic.

It appears that initial.construc-tion costs may be higher than aconventional school building, buthopefully these differences wouldbe realized in a short period oftime.

Furthermore, the costs involvedwith more specific research, study,and corAruction, should not neces-sarily be borne by any particularschool district. Rather, state orfederai grants should be sought.Ther, portions of the buildingshould be constructed, tested, andstudied, both from an energy usestandpoint, and for the educationalbenefits. Modifications could thenoccur based on the test results,and, fin fly, the completed schoolcould Ue constructed.

Otto P. Poticha.

Otto P. Poticha

form..011111

When we began this project, few ofus had dealt with either educationfacilities or alternative energysystems. The combination of bothbecame the focus of our finaldesign eXperience at the Universityof Oregon.

During the course of our study,many people shared with us theirknowledge and experience; tothese people we wish to extend oursincere appreciation:

OTTO POTICHA,A.I.A., Professorof Architecture, University ofOregon

PHILIP K. PIELE, Profesor ofEducation and Director, ERICClearinghouse on EducationalManagement, University of Orecion

W. G. WILMOT, JR., A.I.A.,Alchitectwith the Oregon State Department'of Education

JOHN REYNOLDS, Professor ofArchitecture, University of Oregon

1

We alb::: wish to thank the fol-lowing contributors for making theprinting of this text possible:

Oregon Department of EducationSalem, Oregon 97310

The Amundson Associates200 South MID StreetSpringfield, Oregon 97477

Carkin and Sherman, ArchitectsP.C.

570 Liberty Street SESalem, Oregon 97301

ERIC Clearinghouse on EducationalManagement

University of OregonEugene, Oregon 97403

Grider, Gabriel and Potter407-30th StreetAstoria, Oregon 97103

Martig, Soderstrom and Mattson-312 NW 10th AvenuePortland, Oregon 97209

Unthank, Seder a id Poticha259 East 5th AvenueEugene, Oregon 97401

Wegroup, P.C.812 SW WashingtonPortland, Oregon 97205

Yodogawa, McCartan and Associates213 SW Ash StreetPortland, Oregon 97204

Broome, Oringdulph, O'Toole,Rudolph and Associates

733 NW 20thPortland, Oregon 97209

Richard Gessford and Associates117 SW FrontPortland, Oregon 97209

Hewlett, Jamison, Atkinson F., Luey3223 SW Front AvenuePortland, Oregon 97201

Martin, Schultz and Geyer159 West 12th AvenueEugene, Oregon 97401

Samuels and Clay375 North 4thCoos Bay, Oregon 97420

Waldron, Huston and Barber974 NW RiversideBend, Oregon 97701

Lany BlackDoug CorbettLany FritzieJulie HarlanBarry KeeneyRobert JamesBrian NelsonLee PhillipsMike SchweizerHenry Wong

1 G Iv

EducationalConsequences of aZero Energy SchoolIt is difficult, if not impossible, tosay with any degree of certaintywhai the educatiooal consequencesof e zero energy school might bewithout the benefit Df actual experi-ence of teachers and studentsoperating in a zero energy schoolenvironment. Nevertheless, it seemsuseful to provide some predictionsbased c cumulative impact ofthe scho lesigns in this book.

One of the major anticipatedoutcomes of a zero energy school isto heighten students' and teachers'awareness of the environment. Thatis to say that the variations in light,temperature, and wind velocity willbe much more directly felt by stu-dents and.teachers. Students shouldhave an opportunity to manipulatethe physical accoutrements of theschool,to increase or decrease light,heat, and ventilation provided bythe natural forces of the environ-ment.

A consciousness raising impacton those who daily work in a zeroenergy environment is anticipated.But precisely how the living labora-tory of a zero energy school willimpact upon the attitudes and

1 4 1

behaviors of teachers and st'udentstoward measures of self-reliance andsecurity in a future of fossil energyscarcity is difficult to anticipate.Surely, however, students will beginto appreciate tRe natural rhythm ofthe seasons evidenced by such ele-ments as the changing quality oflight'and temperature provided bythe sun, the impact of cloud-covered days, and the cooling effectof the summer breezes on the work-ing environment of the school.

It may also be anticipated thatfor the teachers and pupilg of a zeroenergy school flexibility, spon-taneity, and fluidity will characterizethe learning environment. By,flexibility, I mean the ability.of theteacher and pupils to adapt to thechanging curricular requireihentsinfluenced by the cönditions of thetemperature and available light.Learning activities previously basedon constant light and heat or cool-ing generated through artificial I

means will noW become more influ-enced by the natural environment.Spontaneity of the activities based -on external environmental condi-tions will be another,attribute of thezero energy school. The designspresented in this book suggest solu-tions to variations in temperaturethat range from movement from

ROI

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small spaces into larger to accom-modate the cooling/warming con-tinuum and from large to smallspaces to accommodate a warmingto cooling trend.

What precise impact thesechanges in physical spaces will haveon the curriculum and learning out-comes is uncertain. The researchevidence in similar cases suggestsonly that extremes of heat or coldhave a measurable impact onachievement and also that long-term conditions of extreme crowd-ing in the schools create seriousbehavior problems for manystudents. Whether the designspresented and solutions to zeroenergy use are sufficient toaccommodate the probler is ofcrowding and extremes of heat andcold are yet *to be determined.

it is also evident from ananalysis of the endow] designsthat there is an anticipation ofschool closings or Iimited schoolingduring the cold months of the year,approximately a nine-week periodbeginning November 15 and endingJanuary 15. It is anticipated thatadditional time needed to achievethe 175,day requirement for educa-tion will be macie up by beginningschool earlier in, the year andending it later. The length of school

1 MMUS

days during the colder months mayalso be shortened, because temper-.ature conditions may compel begin-ning school at ten or eleven a.m,rather than eight. Research evidenceon shortened school days suggests:that learning as measured by stand-ard achievement tests in readingand math was not affected by short-ened school days over an extendedperiod (one to twO years). Indeed,whether the mix of temperaturesand shortened days will affect thelearning outcomes is unknown,

In all, the learning erivironmentof a zero energy school can becharacterized by flexibility, uncer- 17.

tainty, spontaneity, creativity, and agood deal of excitement and oppor-tunities for achievements in bothteaching and learning that areunknown at this point. Certainly theeducational benefits of such anenvironment would seem to far out,

ihe costs and/or the possiblenpgative effects.

Philip K. Piele

Through TheLooking GlassOur present civilization is currentlyon a path that is frighteninglysimilar to that of Alice in LewisCarrol's Alice's Adventures in Won-dedand Amazed, confused, and dis-tracted, we do not know where weare, where we are going, or whatlies ahead. Just as we seem to havea realistic grasp of the situation,things change.

Perhaps most importantly, weare like Alice in not having anyclear idea of where we want to go.Like Alice asking the Cheshire Catwhich way she ought to go to get"somewhere," without really caringwhere, we often wonder about whatpath to take without really knowingwhere we want to he.

After-Alice admitted to theCheshire Cat that she didn't carewhere she ended up, the cat sagelyobserved that in that case, it didn'tmatter which way she went.Although it may not matter whatpath one takes in Wonderland, inthe world of today's energy prob-lems, taking the wrong path intothe future may be disastrous. If wechoose a path that _causes us to runout of fuel before we are properlyprepared to dowithout it, our futurewill be dark and perilous.

1

Unlike Alice, we need to givesome thought to where we wouldlike to go. Although we can't pre-dict the future, we can imagInemany possible futures an I deter-mine which ones would be the mostdesirable.

Where Do WeWant To 'Go?One nice place to get to would bean enlightened, technologicalsociety, totally fueled by renewableenergy equal to about 10 percent ofour present use and having a com-fortable standard of living and anenvironment that is peaceful, health-ful, clean, and beautiful. Althoughsuch a society may now soundimpossible, wgrnust eventuallyarrive there, betause no other kindof society can sustain itself. We do,however, have at least two choicesof how to get there: we can take along, dark, perilous path of suffer-ing and deprivation, or we can getthere directly, in only a few steps.

How we get to where we antto go depends ultimately on today'schildren. If we can educate them tohead in the right dir2ction, thesecond dark age may be avoided.If today's children are to follow agood path, they must grow up witha realistic, accurate, knowledgeable,

MINIM A/1MM. amm AIME'

and above all, intuitive sense ofenergy values. The zero energyschool provides a perfect vehicle toachieve these ends.

What Is Az.c.ro Energy School?".ro energy school is one thatuses no "accountable" energy. Thatis, it does not use energy that ispurchased or obtained from an off-site source. Instead, it operates onthe free natural energy forces exist-ing around and within it.

Almost every building built inthe last two decades has been 100percent energy dependent. That is,without accountable energy, wecan't use any of the building any ofthe time. Some buildings, usuallyolder ones, can be used some ofthe time without energy. In mostcases, we should be designingbuildings so that most of the build-ing will work most of the time with-out energy. A zero energy school,however, is designed so that all ofthe building will work withoutaccountable energy some of thetimeenough of the time to haveschool.

Why Zero?First, zero is understandable. Intoday's society, many people can'tdifferentiate between using "some"energy and "a lot" of energy. It isclear, however, what it means touse "no" energy. After we learn howto function without using anyenergy, we will be ready to learnwhat it means to function usingsome.

A zero energy school will alsoprovide security. Faced with theexhaustion of fossil fuels withintheir lifetime, children in a zeroenergy use school will have thesecurity of knowing tnat they willget along very nicely without suchfuels.

Finally, a zero energy school isa living laboratory that demon-strates the concept of "energy inde-pendence" as a practical, comfort-able, and successful way of life.

W. G. Wilmot, Jr.

1

-The program generally adopted

was a compilation of sources. Theprimary dirctive was the programprovided by Bill Wilmot, Architect,Oregon State Department of Educa-tion with Lutes/Saneters 66th StreetSchool, Springfield, Oregon,program being used for spatial defi-nition. Finally, class discussionswith Otto Poticha, Bill Wilmot, andPhil Pie le refined concepts aboutwhat typically happens in an ele-mentary school. In abbreviatedform, the adapted program is asfollows.

EnergyAll energy needs should be netwith sources available on the site.

Transportation:While, ideally, it would be appro-priate that students travel by meansnot requiring the use of accountableenergy, the school would not be inthe position to designate transporta-tion modes.

User PopulationThe student population is to bekindergarten through 6th grade,organized as 2 classes per gradelevel, 22-25 student's per class. Thisyields a total of 300-350 students,kindergarten students to be consid-ered as, half-day occupants.

Aroma ..116. 111.11",

Staff:14 regular "classroom" teachers4 full-time teacher aides1 9.E. instructor1 music instructor1 art instructor11/2 librarian and part-time aide1 administrator11/2 secretary/clerical1 Title 1/specialist teacher2 custodians

28 plus kitchen staff

Typical ElementarySchool Activities/SpacesA. Classroom1) Teaching philosophies varybetween discipline and learning-as-discovery, among individuals as wellas over time. Therefore, classroomsshould be able to accommodate avariety of teaching methods andactivities2) All students focus on teacher forlecture/demonstration, while beingable to read and write3) Students form small groups(3-10) with teacher, while otherstudents do individual work, orform a group with teacher aide4) Students work with teaching"machines"

Aa

5) Spatial guidelines:instructional area 895 sq.ft.entry/storage/smallgroup instructionalalcove 160

total 1055 sq.ft.

B. Library and Instructional Media1) Instruction: for student/groupreading and problem-solving, aswell as training in library/mediausage

2) S.-N-vice: as a depository forprinted materials, electronicallystored materials, physical models,maps, etc.preparation of learning aids of allkindscentrally order and receive books,visual aids, teaching materials3) Elementary school libraries donot have precious books4) Spatial guidelines:reading room (accom-modate pne class forinstruction)library storage/work-room 500librarian's office 200

audio-visual storageDOOM 400instructional materialsroom 200conference room 250

- total 3550 sq.ft.

2000 sq.ft.

ammilw...111111_

C, Physical Education1) For group instruction/physicalactivity apart from athletics, such asexercise, dance, gymnastics, etcand storage of equipment2) As the space the public primarilyuses in an elementary school, pro-vision for public access needed3) Provide dressing and showerfacilities for 5th and 6th graders4) Spatial guidelines:gymnasium 4000 sq.ft.storage rooms 800dressing rooms 1200toilets/custodial 400

total 6400 sq.ft.

D. Cafeteria1) Provide hot-lunch if possible, atleast part of the time2) Lunch should be a positive socialexperience, dining as opposed tofeeding. It should be nourishmentfor the soul as weil as the bodyattractive, pleasing, and wholesomeand consumed like ladies andgentlemen.3) While theatre is an excellentmedium for culture, writing, andpersonal development/fulfillmentthrough acting, the full-scale tradi-tional auditorium no longer exists inthe new schools as an independentspace. Dining and auditorium activi-ties can work togetherlf handledcarefully. 2

4) After the gym, the auditorium/cafeteria spaces are the most fre-quently used by the public, and,therefore, public access is needed.5) Spatial guidelines:cafeteria 3600 sq.ft.kitchen (for potential of540 students and 43staff) 1100

total 4700 sq.ft.

E. Special Programs1) Title I/specialist teacher: as officeand instructional spacespatial guideline 200 sq.ft.2) Counseling: counselor's officespatial guideline 120 sq.ft.

-F. Musk/Art--1) Music is divisable as instrumentaland listening/vocal activities. Specialstudy is required.2) Art is presently taught only tokindergarten, 1st, and 2nd grades.Special study is required.

G. Administration1) The principal requires a personal,private space to conduct schoolbusiness and consult with students,staff, parents, and others.2) The administrative staff needs togreet the public, attend to students'needs, keep records, type, repro-duce documents and notices, and

-rgerierally conduct school business.1

3) Visual control of the mainentrance is desirable.4) Provide some form of intercom/time display/signal system/alarmsystem.

5) Spatial guidelines:main office and recetionprincipal's officeadministrative con-ference roomsick roomnurses area

toile

P-400 so ft.120

200180

8075

total 1055 sq.ft.

H. culty Facilities1) Sehii.isolated areas for groupmeetings, relaxation, and eating.2) Workroom for class preparationand personal storage. Locate closeto library/media spaces.3) Spatial guidelines:meeting/lunch room 360 sq.ft.teachers/aides work-room 600faculty toilet facilities 200

total 1160 sq.ft.

I. Toilet and Custodial Rooms1) Toilet and custodial rooms willbe distributed throughout classroomarea.

2) One pair of toilet rooms will belocated adjacent to two classroom 3.3) Spatial guidelines:toilet rooms at 100sq. ft. percustodial rooms at100 sq. ft. per

total

1400 sq.ft.

2001600 sq.ft.

J. Equipment and CustodialFacilities1) Operation is to be by users,students and teachers.2) Maintenance and custodial workis to be by staff people under dis-trict supervision.3) Because of the variety of altirit-a-five solutions to energy/mechanicalneeds, spatial and equipmentrequirements will be determinedindividually.

Time of OperationThe state requires 175 school daysper year, providing a "day" of atleast 7 usable hours for studentsand 9 for staff. Extended usablehours for community use is desir-able. The Vrne of year and day thatschool is "in session" is to be pro-gram determined, 0,, "day" varyingseasonally, even weAly, if need be.

Time'of use must considernatural conditions and social condi-tions. While daily and seasonal

weather changes will vary the "day,"the results must be practical andacceptable to an orderly society.

Consider the student's other family-members' lifestyles and needsuseof time, meal schedules, babysit-ting, work schedules, etc. Harvest-ing of crops and other seasonalfactors should also be weighed.

The overall message here isthat "this is how we're going to doit nowwe're going .to w ark withnature, follow what's happeningoutside." Because zero-energy is thegoal, the general public will tend toview this as a backward step. Theschool shoukl- be a-physical mani-festation,that this is a forward Step.lt should not be crude or priMitive,but employ technology in itshighest and best sense to work withnature._Above all, let it be a fun,exciting, and imaginative, place forchildren, its technology artfullywoven to make naturally apparenthow and why things work the waythey do.

1 S

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SunriseJun 21

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SunriseDec 21

The Site:Albany, Oregon,44° 37' N123° 07' WAlbany is located in the middle ofthe Wilamette Valley some 60 mileseast of the Pacific Ocean. Thevalley here is approximately 50miles wide with the city about equi-distant from valley walls, formed bythe Coast Range on the west andtne Cascades on the east.

Our site is located 3 milessoutheast of the Albany downtownnestled in a newly developed areazoned R-1, bordered to the west bycommercial zoning.

The topography of the 9.2 acresite is essentially flat -and unevent-ful. Bordered on the north by aNorth Bonneville Power Administra-tion Primary Transmission Line.Due east 1, mile isI-5, and SouthernPacific Railroad is to the south. (seevicinity map)

VehicUlar access_to the site willbe from Waverly Drive to the west,and Del Rio Avenue to the south.

Pedestrian access to the site willalso be from. Waverly Drive and DelRio Avenue.

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Zero EnergyZero energy use buildings are aconcept whose time has come.Faced with the harsh economic andphysical realities of an energyshortage we are finally willing toseriously consider changing ourIli, 5tyle. A change to zero energyuse is often equated with a lower-ing in lifestyle or decrease in crea-ture comforts. It'seems to beimpossible for many Americans toimagine living on as little as doesthe majority of the world's popula-tion: We are faced with an obses-sive need to consume. To consumeis to exist. Many of Us simply can'timagine existing without our .

myriad of electrical toys, our cars, ,

and our isolation from a world widereality. .

l'see the primary objective of azero energy use school being thato-of bringing about a funda rr ntalchange in our perception o natureand mankind's place in the hemeof things. Our false sense of tidyingconquered nature is being recog-nized more and more as being justthat. School should stress thesubtle web of interrelationships ofour living earth. A stronglyingrained sensitivity to these inter-connections means that man views

c) ,,-himself as piart of the flow and

takes responsibility for his actions,not only for today but for longafter his body has returned to theearth. It means a celebration andlove of life.

At the grade school level theseideas need to be demonstrated andexperienced by the students. A.zero energy use school shouldstress how a building can fit intoenergy systems with a minimum ofimpact. A building which needs toconsume'only a minima! amountto fUnction and be a comfortable,stimulating environment in whichto learn will serve as a model or .

example for children which is sadlylacking in our present builtenvironment. It will demonstratethat things can be different, that. wecan change our lives withouthaving to return to the Stone Age.

Of course, this project is basedon the hard economic and physicalrealities of schools simply beingunablev.to function in the nearfuture unless they change. The ,

educational process mjght be whatactually has to change in our futuresociety. The larger issue is not oneof making a school more efficientbut whether the school systemshould even be as it now exists.

For the sake of confining thisproject to a'more easily explored

issue, I have attempted to see whatwould have to change in order tomake a zero energy school work.The trade-offs in comfort or life-style which result from this have tobe weighed against the ultimategoal. People normally don't changeuntil they have to. My objectivewas to discover what they mighthave to change.

Building PhilosophyThe initial use of energy takesplace before the building evenbegins operation. A building takesa tremendous amount of energy tobuild. Assuming the need is greatenough to justify building it, abuilding which fits into thephilosophy of zero energy use..should be constructed of materialswhich require the least amount ofenergy to be delivered to the jobsite even though it means morelabor during Construction. We haveplerity of available labor if theuremployment figures are correct,and although it might increase thecost 'of the building over a lesslabor intensive building the actualcost to our environment will beless in the long runelltr Iroximityof brick works and wmills makebrick and wood two of thematerials lowest in energy used

di

during production. Materials whichrequire more energy to produce(such as steel) should be used asefficiently as possible (as in steelreinforcing). Wood and brick arealso more readily recyclable thanmore highly manufacturedmaterials, as well as concrete. Ihave attempted to limit concreteuse to areas such as footings orwhere it is required for structuralreasons. The ability to recycle onceagain is important when oneaccepts a.long range accountability.

The type of labor also isimportant. Skilled labor is expen-sive and should-be used wherenecessary. Ifthe building system isnot complex then leis highlyskilled laborers can be employed ingreater numbers, increasing humanenergy as opposed to the energyneeded to manufacture a morecomplex building system.

28

SiteThe full utilization of the site isessential to an educationalprogram which accepts that thelearning process of a child isenhanced by teaching which occursnot only inside but outside theclassroom as well. To obtain the-awareness of nature and man'srelationship to it, -the study ofplants and ecosystems must be anintegrated asped of the classroomexperience.

The school is a variation of thecampus plan. The classrooms havebeen detached from the majorsupport spaces and interfaced withthe outdoor learning areas includ-ing a nature walk, pond, andgardens, as well as outdoor areaswhere the more structured lecturesituation can occur. While causingthe building to be more spread out,long indoor hallways have beeneliminated, thus decreasing

enclosed floor area. Circulation isprovided for by covered pathwayson the'north side of the classrooms(sheltered by the classroom fromthe winter winds) and by gravelpaths which are based on thehuman tendency to take the short-est path between any two. points.These gravel paths connect theindoor classrooms with outdoorlearning centers by direct routes.Studenti can also enter the sitefrom any side and travel directly totheir class along these pathswithout tracking mud into theclass.

The school has been located asfar to the north as possible toincrease the open areas on thesouth side of the classrooms toinsure unobstructed winter sunpenetration.

Emergency and service accessto the site is off Del Rio Ave. to thenorth of the school with parking

located in B.P.A. easement. This isalso the access route for bicycles,and a bicycle shed is located nearthe end of the access road. Thisaccess road passes by the windmill .

and water tower located near theintersection of Waverly Drive andDel Rio Ave. where winds shouldbe least obstructed by trees on siteand where they are highly visible to ,

the comrnunity.A pond is located near the

water tower and acts as overflowfor the water wheel electrical gen-erating system (see energysystems) as well-as the focus forexperiments and instruction inpond ecology. During August whenthe hottest temperatures are mostlikely to occur, the winds are oftenfrom the west and the pond helpsto cool the breeze-entering the site.

The outdoor learning areas arelocated mainly between the class-room wings; a sense of enclosure is

1)

provided by screens of trees at theends of these open areas. Trees aresituated on the north edge of thesite to direct wind flow into thebuildings for summer cooling andin belts along the southern side to"shelter" the school from winterwinds.

A half mile sawdust joggingtrail surrounds the site and is forcommunity as well as school use.Parking is provided for visitors andcommunity in the southwest cornerof the site and is next to playihgfields and the school-meeting hallfor ease of access. A large sundialnext to' this parking draws attention.to the fact that the school is onsolar time. ,

Sugar beet fields are scatteredaround-the site, and crops areprocessed and distilled in the barnto make ethanol.

Energy SystemsThe school is designed to operatewithout using nonrenewable finiteenergy resources.

I. WATER:A well will be drilled on site for theschool water supply. Pumping willbe done by a windmill, which willpump the water up to an elevatedstorage tank. Water would then begravity fed to-iirikiTo-catedbetween classroorns at the composttoilets and to the kitchen andhealth care building.

2. SEWAGE:All human wastes and kitchenwastes will b_e_ composted in com-post toilets simitar to clivus mul-trums, which will be constructed onsite to save costs. Three compost-ing toilets will be located betweeneach classroom cluster. This pro-vides a backup toilet in case one ortwo are contaminated. Compostwill be emptied approximatelyevery six months and placed insugar beet fields. Warm air to main-tain the composting toilets at a65° minimum will be tapped fromentry foyer or from the classroomitself during extreme cold spells.

3. LIGHTING:A. Classrooms: daylight throughsouth facing clerestories and green-housk windows and monitor alongnorth wall. Reflective surfaces areto be located on roof directly infront of clerestoriek and equal toclerestory height for increased s-in-light penetration. See daylightcalculations.B. Office/Health Care Building: day-light through windows on southand north side and through southfacing clerestory.C. Library: daylight through southwater wall and south facing clere-story. Offices at north side are tobe lit by windows in north wall:Conference room lit by south andnorth facing windows.D. Meeting Hall: daylight throughupper south and north walls. Uppersouth windows to have manuallyoperated blinds.E. Gymnasium: open on north,east, and west walls. Locker roomslit by south facing clerestory.Windows are sized to meet winterminimum lighting needs. Shadingdevices will be used the rest of theyear. A minimum of 30 ft.c. duringall scheduled hours has been pro-vided in classroom during entire

year although reading might bescheduled when there is more light.

4. HEATING:A. Classroom: passive systemstoring solar energy passingthrough south clerestories on brickwalls and floor. Tromb wall andvater wall in greenhouse on southof classrooms heat adjacent spaces.Fresh air passes through underfloormasonry ducts before enteringclassrooms. Exhaust air passesthrough underfloor masonry ductsbefore being "vented through chim-ney. Fresh and exhaust air usealternate ducts. Heat exchange thuspreheats fresh air in winter. A rockstorage beti neated by a-thermalsiphon is located under floor nextto tromb walls. Room air is circu-

lated through rock bed when sundoes not shine for 3 consecutivedays, the rock bed acting as anauxiliary heating system duringextended cloudy weather. Rock bedis located only in west h If of dui,1!classroom. On extreme! old dbysboth classes would m e to westhalf of cluster to benefit kern rockstorage. West half would hfe closedoff from east half of classroomunder such conditions.B. Office/Health Care Building:passive storage in masonry walland floor along center of buildingunder skyiight. Solar wall heaterfor rooms along south wall. Fire-place to be used during extendedcold spells or cloudy weather.C. Library: passive..storage in waterwall consisting of tall cylindersalong south wall. Passive storage inbrick wall and floor entering fromsunlight clerestory above in centerof building.D. Meeting Hall: tromb wall onsouth side. Passive storage in bricknorth wall from sunlight enteringthrough upper south wall.E. Gymnasium Locker Rooms: --

passive storage in masonry walls ofsunlight entering through southclerestory.Passive storage in masonry or

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water walls has been incorporatedin all spaces. Additional heat fromsolar wall heater and thermosiphon is used in certain spaces. Avariety of passive systems havebeen used to help demonstratedifferent methods of heat storagefrom sun. Mass storage has beensized large to maintain lowtemperatUre fluctuations duringcloudy weather. Backup rockstorage provided for classroomsonly. During extended cold periodsauxiliary spaces such as the meet-ing hall and library would not beused or would be used cold. Gass-room storage should maintain a65° minimum except under mostextreme conditions.

5. COOLINI:Ail cooling to be by natural ventila-tion. All clerestory windows alsoact as vents. Lower north wallopens up to allow breeze throughclass in conjunction with clerestoryvents. Class would be cooled atnight by flushing with cool night-time air. Buildings are oriented toutilize summer breezes for cooling.

e-",

.,DEC 21

MAR 21SEP 21

JUN 21

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SCHOOL

The school is arranged similar to a campusplan for a number of reasons in addition tothose already mentioned. When the schoolis divided into Separate blocks only thatportion of the building which is to be usedneeds to be open. Those portions whichwpuld be used by the community besides the4daying fields are the meeting hall, the'office/health caxe building, and the library.The layout is such that the public can use

.these facilities during the day while,schoolis in session without disrupting class.These portions of tI school have been placedon an axis in the ce

tter of the school lay-

.

out. Community members would enter the sitefrom the parking area in the southwest corner.A walkway leads directly to the meeting hallwhidil would be used most oftenand thus shouldbe most easily accessible, The _facade makesit hard to.miss and easy to describe.

Past the meeting hall the library is reachedby Walkways on eithnr side of the courtyard.The ltbrary could be open on weekends to thepublic with possible access to the audiovisual facilities. The Office/health carebuilding is identified by the bell tower.The bell tower would be visible from mostportions of the site, Not only would itprovide 'orientation for new visitors.but itmakes directions to the reception ara. andhealth facilities very simple--"go to)thebell tower". The community would be en-coUraged to visit the school as it wou dbe a-desirable facility for seminars.After hours use would be limited'to ay-light hours unless the users were willingtopsupply their.own lighting. Ethanolproducedon site could be used for light-ing but frequent night time use woulddeplete this resource.

14

The classroom has been designed as thefunctional heart of the school. Whilethe meeting hall or library might not beusable in extremely cold weather, theclassroom is designed to be used at alltimes- It is in the classroom that stu-dents spend most ot their.timP.

The classroom is also what really deter-mines the success of the school. Theclassroom not only needs to function allthe time at zero energy use but it must beable to accommodate various teaching

:methods now employed as well as be flex-ible enough to respond to future changesin teaching methods.

First of all, the energy systems should bevisible and understandable to the students.A number of different heat systems have beenincorporated into the classroom (as well asthe other spaces) so that the. student mightgain as much exposure to different passivesystems as possible (see energy systems).Students and teacher have direct controlciver lighting, heating, and ventilation intheir classroom and are responsihle foroperating it during the school' day. Main-tenance personnel would place insulatingpanels in place after hours. An operatingmanual would accompany the classroom, andtraining sessions would have to be held fornew instructors.

School should also educate the children Interms of spatial awareness. A variety ofshapes, heights, openings, and zlaterialshave been employed to increase the spatialexperience of the child.

The classrooms are arranged in clusters oftwo and are separated by an arched openingwith rolling wall.partition. The southwall is half tromb wall and half greenhouse.The area by the tromp wall could be dividedup into small rooms for individual and/orsmall group instruction with the teacher,Title I Specialist, or counselor.

The greenhouse provides heat and bringsliving instruction models into the class-room. The space beside the greenhouse hasdirect sunlight on sunny mornings in fall,spring, or winter and would be large enoughto accommodate both classes for storytelling,show7and-tell, etc. This space can be en-larged or decreased by the position.of thewall.between it and the more formal class-room. This wall could be a regular studwall Or simply bookcases as the ceiling issupported by the masonry walls at the endsand.the middle.

The classroom clusters are separated by entryfoyers where students' cloaks and boots are-

removed-and-stored. This foyer serves as anair lock between the classroom and outside tohelp insulate the classroom. Also locatedhere are 'composting toilets similar to clivusmultrums. A tunnel underneath providesaccess to the composted waste.

,V

15

A

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THE MEETING HALL

The meeting hall serves a variety of largegroUp activities. The school would use itfor assemblies, a cafeteria, band rehear-sal, dancing, etc. The public could reservethe hall for use on weekends or during theday when not scheduled for use by thestudents, and would have use of the kitchenif desired. On the west side of the build-ing is a band equipment and miscellaneousstorage room which also doubles as a stage.On the east side is the kitchen as well asadditional storage.

The kitchen would have no refrigerator andwould rely on solar ovens for cooking. Anatural nutritious diet,consists of simplegrains, vegetables, and fruit and reallyneeds little cooking. The kitchen shouldbecome a demonstration model for prepar-ing meals which require little energy yetprovide more nutrition than many Americandiets. On clear sunny days the studentscould expect something cooked in the solaroven located on a patio .1 the easternside of the kitchen fc- rning sun.

The meeting hall is lit by strips of win-dows on the north and south sides betweenthe trusses. The light is thus enteringthe hall above eye level to reduce glareand aid in diffusing. These windows alsoopen to provide high cross ventilation.Part of the south wall is a 10' tromb wall,and the north wall on the interior is mason-ry for storing heat from the sun enteringthrough the upper south windows in winter.The meeting hall is designed to be usedwhen the weather is not extremely cold.Undoubtedly it Would be unusable for aportion of the winter.

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TYPICAL CLASSROOM

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THE LIBRARY.

The library is heated by a water wall alongits southern wall as well as an interiormasonry wall whlch divides the readingrlom from the circulation and display area.Walls between the workrooms and audio-visual'rooms and the rest of the librarydo not extend tcithe ceiling in order toallow light to flood across the top andwarm aiy,to ri:se to the center clerestorywhere it is vented. Rooms along the northside are-narrow itv-the-north-south direc-ti'on to injure- adequate light penetrationfrom the nortt. Outside the library to,the south is 4 Wood decfc which can be usedby students'who want to read outside on

.nice days, The'wood deck also acts as aplatform/stage for the surrounding court-yard.

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21

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OFFIfE/HEALTH CARE BUILDING

The office/health care building is group-ed around a reception area which has alounge with a fireplace for a more com-fortable informal atmosphere. Parentsand public would be encouraged to visitthe school frequently and the loungewould be their home away from home.Here they could' meet with teachers with-out disrupting classes and relax whilethey were waiting to pick up a child.This lounge also would serve the healthcare facilities and could become aninformal setting for small group dis-cussions on health care topics whichwould be encouraged as part of the pro-gram to open the school buildings tothe public.

The bell tower creates a symbol for theschool, a school which is advanced interms of energy use yet very similar inways to the little red schoolhouse ofyesteryear. The tower links the two.Children's fantasies and spatial exper-iences are also enriched through thetower.

The tower is also a classroom and animportant one. The tower used in con-junction with landmarks in the landscapeallows children to witness sunrise andmoonrise and notice the changes whichtake place in the locations where the

23

risings and settings happen. It wouldbe much more powerful for a child toactually observe that the sun rises inthe north east in the summer, and thesouth east in the winter than by read-ing about it in class.

Students would be allowed to rise abovenormal consciousness and become aware ofmuch larger systems of which they are apart. This is what the entire school isstriving to do, to expand awareness ofour earth and universe so that childrenmight learn of the interconnectedness ofthings, so that they might begin to assoc-iate the body of the sun with Che energywhich eventually heats and lights theirschool. Looking due south from the towerone will see the_top of the sun dial justover the roof of the meeting hall, a linkwhich emphasizes which direction to looktoward for the future.

D

A RECEIVING/STORAGEB TEACHERS LOUNGE.C CONFERENCED PRINCIPALE RECEPTION/SECRETARYF DISPLAY/LOBBYG LOUNGEH COMPOSTING TOILETSI OBSERVATION ROOMJ NURSE/RECEPTIONK EXAM' .H: "ROOM

UP

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6 riLarry Bladlc

24

1 AL

DesignThis scheme attempts to minimizethe exterior surface of the school,reducing heat loss and preservingthe site as a public park. It is alsoan effort to explore the potential ina two-storey, large scale solarbuilding. The school would operateon a slightly modified .calendaryear, with a longer Christmasvacation, and extended hours inthe spring and fall.

The building is located in thenorthwest corner of the site, reduc-ing the impact of Waverly Drive,and to give special definition to DelRio Avenue (see figure B). Thislocation allows a potential link tothe proposed neighborhood com-mercial zone across Waverly Drive.

The site layout assumes thatthe B.P.A. easement will becomethe principal pedestrian circulationspine for the neighborhood. TheB.P.A. easement forms a ringaround South Albany and is anopportunity for public gardeningspace and bike paths. The coveredwalkways provide sheltered circula-tion from the bus shelter and car-drop off to the school, enclosingthe kindergarten play area, screen-ing cars from the site.

111Im......mis -..m.-

The school consists of a two-storey block of classrooms orientedt6 the southeast for early morningsolar gain (see figures C and D).The administrativf, offices, kitchen,and librarian's office form a one-storey block to the north of theclassrooms. These are oriented duesouth because their heatingrequirements are different fromthose of the classrooms.

The cafeteria and library areincorporated into a series of ter-races that connect the administra-tors to the c'assrooms. The gym isto the east Jf the building andforms an east-facing courtyard.Student access is primarily fromthis space and the B.P.A. pathsystems. Car users would approachfrom the walkways past theadministration.

!I"

Energy ConsiderationsThe classrooms are heated bydirect gain. At night the insulatingshades would be drawn, and thefoam floor cushions hung over thewindows. Light can be controlledby adjustable shades, diffusingglass, and clerestories. During thewinter months, fresh warm air isprovided by bringing the cold out-door air through a solar heatingpanel. The warm air is thendirected into the lower classroomsby means of natural convection.This air naturally rises and can besupplied to the upper classroomsvia the greenhouse. During warmermonths, the rooms are vented bydrawing cool air from the shadedcorridor and exhausting by,openingwindows on the south wall.

The nonflushing toilet eats upthe human waste in containers.Each night they are emptie.andthe organic material collected formethane production. This methaneis used for kitchen cooking.

Water is provided by a wind-mill, pumping water to a storagetank, then it is gravity. fed to theclassrooms.

Electricity is provided by solarcells installed on the roof andstored in battery carts for audio-visual use. These solar cells alsopower fans which pull the hot airfrom the top of the classroomsback down into a rock storage bedbeneath the lower classrooms.

The classrooms are based on aquick morning heatup. This isaccomplished by using diffusingglass to let in heat but reduceharsh light. A strip of clear glass isprovided at table height for view tothe outside. Wood construction isused as much as possible to reducethe amount of mass that must bewarmed before the air in the class-room begins to heat up. A clere-story pqrmits heat and light topenetrate to the northern side ofthe room. An acoustic ceiling ishung to reduce sound transmissionand aid in the diffusion of light.

Energy System Drawing26

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The east and west elevations show howthe building steps up from the south andthen slopes back down on the north sideclosing upon itself.

The north elevation is low, reducingheat loss while maximizing the area ofsouth facing glass.

I i) North El.Elevation Douglas Corbett

30

This arawing shows the cafeteria/library space. The terraces focus towardthe librarian's office and kitchen. This

space can also serve as an auditorium, andwould be heated by direct gain from the highsouth glass.

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The lower classrooms are open planwith a raw sienna colored carpet and paleyellow walls. The rooms are divided by

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movable storage units painted in primarycolors. Foam rubber seating pads areprovided; they are covered with blue vinyland are hung at night over the windows toprevent heat loss.

The upper classrooms are partitionedfrom each other. Each has a continuouswinc.ow seat and a shallow greenhouse thatcan become part of the room by movingsliding glass partitions. The colorscheme is the same.

DesignThe design of a "Zero Energy UseSchool" is a delicate balance ofcreating superior spaces for educat-ing elementary students, as well asa structure that has the capabilitiesto utilize the natural systems ofheating, Ifghting, ventilating, andcooling.

Below are listed some of themajor architectural concerns I'vedeveloped; further explanations inregards to natural energy systemsused will be presented to assistwith couesponding drawings.

Building FormA compact structure is intended tore !uce exterior wall area, whichdecreases heat loss and inversely

' reduces the heat gain necessary tomaintain a temperate conditioninside.

82

OrientationLarger south facing facade thannorth, east-west axis for greatestsolar utilization. The building brokeinto three fans: s; 10°E of S; 100W of S.1. /The center spoke is facing duesouth for a consistent daylong heatgain.2. 100 east of south which supportsthe cafeteria. This is for quick solargain in the morning to insure com-fortable dining by lunch break.3. 100 west of south supports theadministration for longer solar gainhours in afternoon for after schoolclass preparation.

PerformaGENERAL:This school attempts to meet strictenergy guidelines; the use of non-renewable finite energy resources isprohibited.

1. WATER:City water from local water main.

2. SEWAGE:City sewage due to light load.

3. LIGHTING:Total natural lighta. Classrooms: almost entirely toplit via sawtooth roof form; withdiffused light thru atrium corridor.

b. Administration, Library Ey Cafe-teria: receive light-from directsouthern exposure, as well as dif-fused light thru atrium corridor.c. Gym: entirely lit by north facingskylights and windows.d. South exposure is controlled byshutters or blinds m*nuallyoperated.

4. HEATING:Passive and acti e .y_s".01) r collectiona. Active collectors located onsouth wall of classrooms; watermedium to floor mass. Photovoltaiccells used to run water circulationpump thru collectors.b. Direct gain to thermal mass thrusouth greenhouse on ground level,solar gain thru classroom sawtoothroof.

The advantage of incorporatingthese two solar heat systems is to

insure a more consistent comfortzone throughout the day. Thedirect gain is for quick warm-up,which, coupled with physicalactivity by the students, willproduce i comfortable morningenvironment. The active system isto produce a more constant andextended period of radiant heat.

5. COOLING:Natural ventilationa. Manually operated vents locatedlow on north walls for summerbreeze and roof to draw warm airout.b. Winter ventilation will occur, by-.opening to atrium space, a morecontrolled environment than theoutdoors.

6. CONCLUSIONS:for a building of this nature!'located in our climate, certaintrade-offs must be made in orderfor a comfortable learning environ-ment.

Alter the school year to openduring the moderate months: Sept.thru Nov. 3 months; Feb. thruJuly - 6 months.

Vacations: Dec., Jan., Aug. - 3months. This arrangementeliminates the most severe heatingand cooling periods of the year.

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ContextThe site is located in a new,developing residential district ofsoutheast Albany, Oregon. The ele-mentary school will be supportedby approximately 1200 families.

Approach To SiteAny elements set on a flat site areof strong visual importance, as istheir relationship to each other,since each assumes a sculpturisticquality. I chose to explore the"campus plan" design on thisproject with, the intent of develop-ing a small school within a school.Outdoor traffic flow is requiredwhich reduces the amount of corri-dor and stairs area in the building.The covered walkways between thebuildi%L pern free,and comfortable student traffic flow duringinclement weather. The schoolcomplex was set back to the northof the site to ensure the buildingareas placed to the south wouldreceive adequate winter sun andhelp minimize the possibility ofshading the buildings in the futureby off-site developments. Thebuildings were elongated along anEast-West axis exposing the long

1 03

southside of the buildings to maxi-mum heat gain during the wintermonths, while exposing the shorterEast-West sides to minimum -heatgain in the summer months, whenthe sun is not wanted. The southfacing windows are the primarysource of lighting, restricting thedepth of the spaces to 21/2 timesthe height of the windows to assuresunlight will reach the entire space.

Approach To EducationThere is the opportunity here toexpose and explore with the futuregeneration a new lifestyle andenvironment. It is intended that thebuildings be educational in use andin function. The children will inter-act with the buildings in pursuit ofa comfortable environment. Theywill learn to adrist, move andchange with the weather. In thismethod a child will gain a betterunderstanding of alternatives tohis/her present energy lifestyle.

Climate ResponseAlbany, Oregon, is located in anarea of mild temperatures. Seventypercent of the annual 35-45 inchesof rain falls during Novemberthrough March.

Eighty percent of Decemberand January exp2riences extensivecloud cover. Designing for cloudyday heat storage became impracti-cal, since it takes a period of con-secutive sunny days to build uptemperatures in a large (thick)thermal mass. The school calendarhas been adjusted to avoid theinconsistehcies involved withoperating the school duringDecember and January. Classeswill be closed during Decemberand January; the school year will in

turn open earlier and end later inthe year.,During,te cold wintermonths, classes wili begin later-9 a.m.and end later-3p.m.since approximately 90 per-cent of the sun's energy outputoccurs during these hours. Inwarmer months, classes will beginearlier in the day and end earliei iCavoid the overheated hours of theday.

I have chosen the use of directgain as an approach to passivesolar heating. This Method involvesglazing areas and minimizing massthickness, south facing windows,masonry heat storage, interiorwaterwalls, and greenhousesthroughout the school.

Comfort in the warmer monthsis achieved by natural ventilationthroughout,the buildings, from thenorth-northeast breezes, interioradjustable shading devices, vine-covered trellised overhangs, anddeciduous trees and plantations tothe south, east, and west of thebuildings. Vegetation more closelyfolloOs climatic rather than solarvariations, supplying cover withtheir leaves in the summer andturning bare to allow the sunthrough in the winter.

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'PerformaA. 'SEWAGE:Composting toilet designed todecompose toilet (and kitchen)wastes into soil amendments. It isplaced in the warm area to progen-erate decomposition action.WATER:Use of hand pumps throughoOt thecomplex.LIGHTING:Natural lightingdepth of roomsrestricted to allow sufficient

ling levels.

B. HEATING:The complex is oriented east tofacilitate early morning heating.

IN

105

Greenhouse supplies warm air tothe second floor. The air passesover rock storage and along trombwall. The classroom'obtains 51°indoors during a six hour period onan average 350 winier day. On colddays when the passive heatingsystems are unable to keep thespaces at a workable level twoclasses will condense into onecommon area.

C. COOLING:Cooling is achieved-by naturalventilation, shadinct vine coveredtrellises, and open shaded outdoorareas to which the classes maymove.

LIFE STYLE TRADE-OFFS:Classes will be closed during thecoldest monthsDecember andJanuaryand reopen until June.The school year will again beginthe first part of August.

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SOLAR PERFORMANCE

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warm air travels by convection throughan operatable plenum from the green-hous, to the classroom.cluiCk heating of spaces is supplied bydirect solar gain ana the water walls.concrete fluoring retain direct solarradiation.

thermal insulation should be rolledI\ down during the evening to prevent

excess heat loss.

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windows are operatable to allow air todraw through.the roof vents.the greenhouse would be closed andvented through the roof to prevent overheating 117

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temperature change=0-320*(design temp.)

outside air(15)..wood sidingplywood2x6batting....gypsum lathplasterinside air space.

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124

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137581.68/19703=6.98heat ,gain(assume 50% storage eff )between 9am-3pm at 22.5cE of S915x1361btu/day/ft=..5=623003 btu/day878x1361btu/day/ft=1195621 btu/day

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Goals:To Provide a visual statement onthtlandscape that would give the=nstighborhood a physical focalpoint as well as a sense of identity.

To design an academic envi..ronment that reinforces a positive

_4ea1ning experience, is spatiallydiverse, and functions as close as

possible within the needs of the'modern curriculum.

To provide a prototype zeroenergy education facility that-utilizes only the resourcesContained within the site, and then

:use This facility as an educationallaboratory kr the children as wellas- the general public.

A personal desire to improyemy knowledge and experienceconcerning these issues.

SiteIt was my desire to design theschool to literally act as a focal

voint in a neighborhood that hasno focusit should be in a placewhere not only children gather butlettere the community can also gettogether. As a result, I incorporated.a community park into the designthus making elements such as theplaying fields, the gymnasium, and-cafeteria available to the generalpublic.

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The design itself incorporatesdual axiS layout: The linear axis

.contains the large scale, noisy,"community"-school elements;gym, play area, soccer field; aspiral axis contains the morespecific school-related elementssuch as classrooms, administration,etc.

They both intersect at thelibrary and as such it becomes thefocal point for the school.

I chose the spiral layout for anumber of reasons: It lends itselfwell for solar orientation; I foundthe spatial quality- of the interiorexciting; also, whereas the linearaxis terminates after the soccerfield, the spiral form (byincorporating both the building andlandscape) continues as a symbolicgesture to interact with theneighborhood.

.12f;

The school is positioned on theso that the soccer field and

gy nasium act as a buffer zonefrom Waverly Street and the pro-posed commercial district duewest. The softball fields protect thebuilding in the advent of a multi-story structure due south of thesite.

The trees north of the concreteplay area serve the purpose ofenclosing the large outdoor spaceformed by the buildings while atthe same time they buffer thedominant nature of the Bonnevillepower lines.

Parking is located on theextreme west side of the site wheriit relates to Waverly Street and thecommercial district.

60

Energy ConsiderationsHEATING:The ciassrooms are designed sothat certain areas will heat uprapidly in the morning (throughdirect solar gain). Therefore classeswill use a migration principlethatis, students will move to a sectionof the classroom for their studiesdepending on the temperature con-ditions in that area. Due to the

need for the quick morning heatup,the school will be built primarily ofwood frame construction.

A question arises at this pointconcerning the use of masonryconstruction due to its heat storingcapacity. This type of constructionis common in the design of pas-sively heated solar homes due tothe .-eed for heat during the night.However, since the school will beused only during the day, this lagperiod is not as crucial. What isimportant is the quick mckningheatup, which is inconsistent withmasonry. It is important to note,however, that the large temperaturedifferential that would occur fromday to night wqh wood construc-tion is also not desirable. There-

fore, I have incorporated into theconstruction a masonry bearingwall in each classroom (light-colored brick for reflectance) and aconcrete slab (carpeted) for thefloor. It is hoped that this combina-tion in conjunction with the use ofwindow shutters at night will givethe benefits of a lag period for heatloss as well as the convenience ofearly morning heatup. The br' kwill also provide texture vafitioh.in the classroom. Besides flexibilityof the classroom, flexibility ofschool schedules must also beinvestigated. Some days it may beadvantageous to begin class twohours late so that the classroomhas time to heat up.

COOLING:It is expected that during the sum-mer months there may bt over-heating problems especially in thegreenhouse. As a result, most ofthe windows are operable. Adjust-able louvers have been incorporat-ed with all south facing glass, andvents have been placed at the ridgeof the greenhouse and the class-rooms that will draw cool air fromunderground.,Ventilation of theclassrooms can be achieved in asimilar manner. Various plantings

such as deciduous trees or a grapearbor could also aid solarprotection.

LIGHTING:The classrooms are lit by the useof south facing windows Ind aseries of skylights designed tobounce the light off the ceiling.The south classrooms would alsobe lit through windows in the northwall due to the buffel offered bythe greenhouse. lt is important tounderstand that light enters theclassrooms for the most partthrough south exposure for directheat gain purposes. However, directsouth light is very harsh and isdifficult to work with, therefore alllight that enters the main class-room is either bounced once offthe ceiling or transmitted throughdiffused glass.

WATER:Water is supplied to the bathroomsand classrooms by a storage tanklocated above the library. Water israised up to the tank by a wind-driven pump and then gravity fedto the outlets. Due to the unde-pendability of the wind, however,the tank should be oversized so

12s127 61

that the water will be plentiful onthose days when the wind refusesto blow.

SANITATION:Composting toilets are located out-side each classroom. For efficiency,it would probably be advantageousto group the toilets in two mainareas. However, I felt it was impor-tant that the bathrooms forchildren this age be located nearthe classrooms. Also these indi-vidual bathrooms act as a spatialdefiner for the circulation patternas well as the classroom extensionin the greenhouse. Pipes would beattached to the support columnsand vent at 4he ridge of the green-house. Hopefully with proper carethere would be no odor problems.

FOOD:The kitchen facility would accom-modate a cold lunch program"Children would wash their owndishes or a class could be assignedeach week to clean up.

CUSTODIAN:He would take care of his normalduties, but the c4ildren sh9uld beresponsible for cleaning the class-rooms and the immediate area out-side. This type of student activityshould become commonplace in azero energy school. 12

closing ThoughtsThe potential of this project isenormous, and the advantages faroutweigh the adjustments that willbe needed for such a school to ,

succeed.it seems, after spendingfive months on this project, I'veonly touched the surface withrespect to the opportunities thatare offered. New sources of energycould easily be incorporated.

METHANE FOR COOKING:Photovoltaic cells or batteries(recharged by Cie windmill) couldbe used to power audio-visualequipment, calculators, etc., itemsso essential for today's learningprocess.

-But what's really exciting is thespirit that could overtake thestudents and faculty as they learnto work not only within a buildingbut with a building and work withnature instead of against her.

62

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- 135 65

School Layout:

As I stated earlier, the main schoolelements are contained within the spiralform, which consists of a central green-house space (acting as a heat sink) withthe classrooms aligned along it. The mainentrance to the school is at the mouth ofthe spiral (as is the administration) withthe library being at its vertex. Thecafeteria is located in the large centralarea and can be used for assemblies, pub-

meetings, etc. The music room is lo-cated near the library and is semi-iso-lated to reduce sound problems.

Circulation is contained in the green-house.

It is primarily a one-story,building forlighting reasons and the building elementsare positioned side by side for heat lossconsiderations.

The scbool layout is designed for maximum

OT flexibility with respect to interactionbetween the classrooms. With the use ofmoveable partitions, space is availablefor individual class instruction, combin-ing one grade together for group instruc-tion, and also cor':ining two grades to-

(JC.A ana 6th, e.g.).

The individual classroom layout consists ofa main lecture space along with a secondaryinstructional area directly south. Thisspace, while acting as a buffer zone forthe main classroom, can serve a variety ofPurposes including small group meetings,covered play area (in greenhouse) , assem-bly area when two or more classes get to-gether for group instruction, etc. Thisflexibility was a major design criteria.

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DesignThe intention of this design pro-posal is to combine the twoprimary issues, education andpassive solar energy, in such a wayas to further incn.tase the basicfundamental education of youth.Understanding how to read, write,and do calculus is one thing, butknowing how a building (or shelter)can function properly and com-fortably without nonrenewableenergy resources is of equalimportance.

The project is called a "Corri-dor Greenhouse." The designpflilosophy behind the centralcorridor of the school used as agreenhouse is based on an earlymorning immediate warm-up, or

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1 5 4

quick warm-up period, and onregulating the interior atmosphereby ventilation throughout the day.Storing heat until the followingmorning is also implemented tohelp minimize the daily change intemperature. The various spacesadjacent to the greenhouse drawheat from it either through directair ventilation or indirect radiationthrough the walls or floor. Sincethe greenhouse is used primarilyfor circulation through thebuilding, its temperate range canvary to larger extremes than theactive user svices. Each room orspace then, irr turn, regulates itstemperature accordingly.

The educational combination ofschool and energy is achieved in anumber of ways.1. All the regulating devices (vents,solar shutters, awnings, and eventhe clothes students wear) are con-trolled by the students themselves.

Students are "taught" to open theproper vents to create a draft ofeither warm or cool air. Solar shut-ters are opened to allow heat andlight when necessary and closed toprevent heat loss when not needed.Students operate ail the devices.2. Varying the clothing units maybe one form of moderating tem-perature fluctuations.3. The school schedule may haveto alter from tradition to compen-sate-for climatic conditions.4. Learning how to functi 1n prop-erly and reliably in a naturalenvironment rather than artificial.5. Some crops may be harvestedon site, another step back to self-sustainment.6. Migrating to a warm zone in the .')school will simply be an exercise in /understanding natural life supportsystems.

The building is oriented 100east of south allowing greatermorning gain, Its southern facadeerodes from a sunken courtyard,and the structure rises toward thenorth in a wedge progression.

Design StrategyAdministratiorOfficesHealthSpecial classesKindergartenLibrary

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PerformaA. -GENERALAll energy needs for this schoolwill be satisfied by on-site provi-sions, independent of Albany's cityservices.

I. 'WATER:Windpow.-r draws well water fromthe site up to an elevated storagetank.(medium capacity). The wateris used in restrooms and kitchenby gravity flow, (A variance istaker to centralize water to theseareas only.)2. SEWAGE:A methane digestive toilet systemis provided for possible use in thekitchen,3'. LIGHTING:Total natural lighting.a. The corridor receives direct lightmost of the year supplying indirect(reflected) light /.2!ther win-dows or french doors to adjacentspaces.

b. Most spaces are top lit and sidelit from two sides.c- Skylights are designed to reflectlight into the space below and trapheat.

d. All aperatures are covered withmanually operated shutters.

B. HEATINGTotally passiveMethods:greenhouse corridorattached greenhousetrombe wall w/storageair plenum (thermal syphon)

w/storagemetabolic heat from children1. Greenhouse areas are generallythe first spaces warmed up in themorning and are therefore bestsuited for early morning routines.2. Delayed heat systems (masswall, water wall, plenum)willregulate heat in other spaces as theday progresses.

3. Storageclasses on south sideit d offices,all have below gradedelayed heat collectors with apebble rock storage medium underfloors. One-day, possibly two-day,storage capacity.4. Comfort rangeduring periodsof solar absence, temperatures mayfall below a typically comfortablelevel. Extra articles of clothing maybecome necessary and thereforepart of the educational process.

C. COOLINGVentilation by convection. Winddirected vents on the roof draw

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warm air out when opened up.Vents at top of greenhousesoperate similarly.

D. CONCLUSIONSThe average temperature of thisbuilding will remain between 65°and 75° about 80 percent of theyear. To regulate this, the schoolshould be scheduled to excludeperiods of extreme cold andabsence of solar insulation (refer tcproposed school year).

Typically the school day wouldstart in a greenhouse space (imme-diate heat) and expand to majorclassroom areas as the dayprogresses.

After students understand howventing and thermal cycles operatewith proper maintenance of shut-ters, the school's efficiency couldbe 100 percent (give or take asweater factor or two).

76

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Barry Keeney 77158

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PROPOSED SCHOOL YEAR

Albany School District - 8J1979 1980 (typical)

1st & 2nd term -DESIGN PARAMETERS: DESIGN DATA:

August 6, 1979 - December 7, 1979

18 weeks (90 possible school days withvacation days)

Working day/hourly schedule:

Aug. 6 Nov. 2 8.30 till 5:30 p.m.Nov. 5 Dec. 7 9:30 till 5:00 p.m.

Winter Break

A. -175 days'- Full (9 hr.) school/workingday per year.

B. 4 Education quarters per school year(August June)

C. Approximately 9 weeks per quarter

D. Comfort zone [C.Z.]Normal 65° - 75°Sweater Factor 57° 65°

E. Passively heat 'from 450, approximately(20° below C.Z.)

F. Passively cool from 90°, approximately(15° above C.Z.)

G. Vacation time at major holidays.

H. Vacatiom time through most of summer.

Average Monthly Tempeilatures5 year period (1974 1979)

Jan ...... 40° July 65°Feb 44° August 66'March 47' Sept 54°April 50° Oct 50° .

May 550Nov. , 44°

June 63° Dec 39°

Average Daily Temperatures -

for Nov./Dec./Jan./Feb./March (criticalmonths due to low temperatures and highaverage cloud cover.)

REFERENCES:

LOCAL CLIMATOLOGICAL DATA,U.S. Department of Commerce

Salem, OregonNational Weather ServiceMcNary Field

December 10, 1979 - February 8, 1980

9 weeks, holiday and cold season's

3rd & 4th term -

February 11, 1980 June 13, 1980

18 weeks (90 possible school days withvacation days)

Working day/hourly schedule:

Feb. 11 April 11 .... 9:30 till 5:00 p.m.April 14 June 13 .... 8:30 till 5:30 p.m.

Summer Break

June 16, 1980 - August 1, 1980

7 weeks, vacation

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Structure Framing Plan Barry Keeney87

DesignThe form of my building has takenan east-west orientation and isorganized around a central court-yard. Community oriented spaces(administration, gym, library,cafeteria) surround the courtyard,with classroom wings to the eastand west. Athletic fields are I9catedon the north of the site to offsetthe B.P.A. easement. On the majoraxis of the courtyard to the west isthe main entrance, a coveredbreezeway that connects the twobuildings. Past the water tower andthrough the archway on the west isthe main playground. To the southof the building is open ground ttratcan be used for gardening or pos-sible future expansion of theschool.

PerformaA. GENERALAll energy needs will be providedby on-site natural energy systems.1. WATER:A catenary rotor windmill is usedto pump well water into an elevat-ed storage tank. The height of thewindmill is necessary because air-flow is less retarded by groundlevel friction. Water is provided bygravity flow throughout the build-ing. Hot water is produced bythermosiphon solar water heatersand by direct gain onto waterbarrels.2. SEWAGE:On-site organic and human wasteis periodically collected and con-tinuously fed into a displacementdigester. Methane is the byproductof an aerobic decomposition oforganic waste. The materials suit-able for digestion can be animal orhuman manure, garbage (vege-table, leftovers, spoiled food), graccclippings, leaves, or any materialacceptable for a normal compostpile. One person produces 1.2cubic feet of gas a day. With a staffand student population of over 350

1 7!)

people, enough methane should beproduced to meet cookingrequirements.

Human waste is collected frombathrooms that have a high airchange rate, otherwise conven-tional flush toilets are used.Removal of the waste is donemanually from "packing" toilets.Paper or plastic bags are used,sealed, then placed into a largerbag. No water or electricity isneeded but the large bag must bedumped at intervals. After diges-tion and methane production theremaining sludge is used asfertilizer.3. LIGHTING:The majority of the lighting isprovided by natural light. Elec-tricity produced by photovoltaiccells can be stored in batteries toprovide occasional night lighting.In spaces that are actively heatedskylights provide top light andsouth facing windows provide sidelight. All top lighting is reflected atleast once. In passively he.itedspaces sawtooth skylights that are30 percent open to the sky usediffuse glazing for even lighting.All openings (except for the gym-nasium), are covered at night withmanually operated thermalshutters.

88

B. HEATINGA combination of passive andactive systems 's used. I chose touse a hot air system with a 2-3 dayrock storage L.) offset internn:4tentcold spells that could interruptnormal school programming. Theproximity of the collector to thestorage could operate the systemon a slow thermosiphon effect ifthere is enough direct gain. Effi-ciency is increased if air i forcedthrough the system by fans. Elec-tricity for the fans is provided byphotovoltak cells.

The electricity can also be usedfor business machines, instructionalaids, ventilation, and lighting. Ifthere is no demand for it, the elec-tricity could be stored directly intottl, batteries or conducted into therock storage as heat.

Delayed heat release is pro-vided by mass wails and massfloors that intercept direct solargain in winter.

The cafeteria, kitchen, and gymuse only passive solar gain forheating. The kitchen will providemost of its heating needs from the

.cooking process. Additional heatcould be drawn from stratifiedwarm air in the gym.

C. COOLINGYentilation is by convection andchimney effect. Rock storage can

1 0

be used for cooling by exposing itto cool night air, and then circu-lating air over the rocks during theday.

D. CONCLUSIONS-Although I have had little or noexperiences with the complexity ofactive systeins, rough calculationshave shown that the temperature ofthe classroom will remain between65° and 75° for 70-75 percent ofthe year. True indication of thebuilding's performance can beobtained only through constructionand monitoring of some of itsparts.

The school year and dayshould be regulated around thosetimes when the temperature doesnot fall within the comforrzone fore.,(tended periods of time.

MigrationDuring periods of extreme coldwhen'the classroom cannot becompletely heated, classes willoperate at half attendance on alter-nating days. Class will be con-ducted on the second level of theclassroom where any heat that iscollected will be allowed to stratify.Service doors to the rock storageare opened to allow direct radiationof heat to the class.

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Problem Statement:To provide a prototype energy self-sufficient learning environment,recycling resources available onsite and within the surroundingcommunity.

To make energy self-sufficiencya visible and integral aspect of thecurriculum and learning experiencefor the children.

To provide a visible focus foithe community to gain awarenessand involvement witt,vnergy andrecycling issues.

Strategy: Area andSite ContextThe site is located on the southedge of a new low density subdivi-sion on the south outskirts ofAlbany. Some portion of theschool population will be drawnfrom the surrounding rural areasuntil residential developmentoccurs further to the south asplanned.

it is desirable to integrate theschool site with the neighborhoodas a community open space, play-ground and recycling centre, andto tie it into the area pathway net-works by providing walkways/jog-ging path/bike path so as to makeit convenient to pass thru and intothe site rather than around it. It isalso desirable to provide an oppor-tunity for the neighborhood to usethe building for community meet-ings and other public activities andto view it as a focus for the neigh-borhood visually and functionally.

The building should be concen-trated as much as possible ratherthan spread outto keep energylosses down and to preserve asmuch of the site as possible kiropen space, an informal com-munity park, and potential addi-,tions to the facilities. The parking

and access should be concentratedand protected from the openspaces and playgrounds bothvisually and physically. The site isto be protected from easy accessto the IPA power towers which runalong the north boundary, by abuffer zone of berm and hedgerow-planting and trees, and thenanother buffer zone consisting ofthe walkway/bike path corridor.The site is to be sloped to dr-Antoward a pend on the northeastedge of the site and the water usedin methane digesting process fortreating the school sewage wastes.This pond can also be used at alater date for community aqua-culture and should be built to drainto the street storm drains. Accessto the water can be controlled bymeans of plantings.

20 102

Energy SystemsThe building utiliz,es a double shellconstruction forming a continuousair plenum which envelopes theinner spaces, with greenhouses onsouth faces as heat collectors, aswell as south facing roof glass inthe exterior face of the plenum.The plenum provides insulation,and the south facing glass in theroof heats air which moves throughplenum and down north plenumwalls_andinto_ rock storage .un.derthe floor of main aces. Thiswarm air heats the interior wall andceiling surfaces which act asradiant heat sources during theday. At night the glass in the roofof the building is covered by rolldown inSulating shutters and bywood sliding shutters in the verticalglass faces.

The classrooms are dosed upat night and the heat stored underthe building is directed entirely to

,the classrooms in the worstweather by manually controlledvents and natural air movemen:upward. The classrooms will bewarm in the morning and as theplenum starts to heat up later inthe morning, the open spaces .willbecome more comfortable.

Each classroom downstairs haslight wells two feet wide minimumalong two edges of the room aswell as openable shutters towardthe atrium for light and to open upthe entire block for team teachingif occasion presents itself. Thereare skylights at selected areas inthe ceiling, though only about one-third of the ceiling area is in sky-lights relative to what is glazed inthe outer roof.

In summer, the greenhousevertical walls and the-commons/cafeteria walls open entirely up forventilation. The plenum opens atthe peak of the roof to the insideto induce natural draft up throughthe atrium spaces. Also selectareas of glazing in the out'erplenum skin are openable to ventthe plenum itself. This creates adraft in the plenum which can beutilized to draft air from the rockstorage into the sparesthe rockstorage is cool because air isdrafted from underground at nightthrough the rocks. The roof glass isshuttered during the day exceptwhere light is necessary by theexternal roll down metal shutters.

205

The heat loss for a 24-hourperiod in the worst part of winter isoffset by four times the plenumheat gain on a sunny day. Thisshould be sufficient with transferlosses and cloudy days, etc. to heatat least the classrooms to a useable65 temperature during the worsttimes. Some areas of the buildingmay be slightly cooler than com-fortable during extended cloudyperiods, but the critical use areasshould be reasonable to work in.Most-of the time in the winter, the_classrooms will be warmest in themorning, and the other spaces willstart to warm up by mid-morningor noon. There may need to besome minor changes in schedulingduring the worst weather. But pri-marily the curriculum will have toadjust to deal with organization oftasks depending on light availa-bility rather than to add schedulingof days depending on weatherconditions.

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Proposal; A Zero Energy Elementary Schoolfor Albany, Oregon

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The school is oriented toward maximumsouth and east sun exposure to maximizemorning heat and minimize afternoon heatgain. It is arranged in a U formationopening toward east--the classrooms onthe north arm, the administration/entrance/library commons on western end, the gymna-sium and kindergarten on the south arm.

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The classrooms are organized into two"houses," connected but visually deline-ated in the north wing; they are in twostories, set into berm on the north side forground floor access from the 2nd story (forfire and handicapped access), while thefirst floor has ground floor access to thecourtyard playgound area in the center ofthe U. The public access is to the.west--parking lot, bus drop zone, and,entrance

forming a buffer zone to Evergreen Drive andDel Rio.

The west wing has administration and specialprogram facilities grouped on the north endaround an atrium- light well. Library facil-ities over the entrance and kitchen tier downby levels into the open commons/cafeteria/assembly space. The south wing consists ofthe gymnasium, dressing rooms, and kinder-garten--with separate entrance from streetfor public use of these areas.

The eastern portion of the site is developedas park and open space with the pond, re-cycling center, water tower, and methanedigestion facility to the north end.

SECOND FLOOR PLAN

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DesignMy approach to the design of azero energy use school is that thebuilding must first be effective asan educational facility and secondlyperform in its role as an energyefficient structure. -

The school is to function as aneducational facility in more than an

'academic way. Staff and students,through active participation, will beresponsible for the day-to-day oper-ation of the various systems. Thecommunity will,be made aware ofthe conservation practices throughactual contact, through theirchildren or th;ough the media. The

ibuilding itself will be an educa-tional tool acting as a model forfurther testing and refinement.

In developing my building, Iformulated and attempted to carryout sevecal concepts that include:attention to the children who willuse the school; buildings withinbuildings or zones within buildings;using a space for more than onepurpose; clarity of form andstructure.

These ideas have resulted in amain building that consists of a .solar oriented building of post andbeam construction, heavy perimeterwalls and infill interior walls. What

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was once outdoor space betweenthe classrdom wings is now anenclosed spacelhat contains cafe-teria/auditorium, play areas, artspace, etc. -

Through the use of droppedceilings1 level changes.,_large_and

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small spaces, ramps, stairs, etc.,have attempted to make an insideplace that the kids can use andhave fun in. The center zone alsofunctions as a solar collector andthermal barrier for the classroomand administration areas. Thezones are represented by the centergreenhouse section, the class-rooms, library and administrationand the small greenhouses. Thetheory is such that as one movesfrom a larger to a smallerspacethe difficulty of heating and light-ing a space lessens.

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GYM: Not heated except for gain through east andwest windows. The shower room has a large glazingarea to facilitate heating the room plus hot showerwater. Comfortable water temperatures are attain-able providing a prolonged cloudy period is notrealized.

LIBRARY: 41% rock storage bin plus two interiormass walls collect and store available solar radia-tion. On a'..clear day the south space can be allowedto over-heat to build storage capacity. At thistime occupants can move to a cooler space behindand above the main floor. Light is controlled byfixed overhangs and removeable shades. Inside,refracting louvers are adjustable (see performancesection) to fit immediate needs.

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generally possible. Except during the coldest'part of December, the school year is basicilyintact except for a.0900 starting time. Summercooling is achieved .through convection, and in-dications are .at totally a,.:ceptable tempera-

tures are easily reached. Through my involvcmentwith this project, I firmly believe energy savingsof 80+% are possible through energy consciousdesign.

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DesignAlthough this project (and those ofmy colleagues) shows that it ispossible to adapt solar heating andcooling methods to replace theHVAC and lighting systems of thebuilding, I feel that I should pointout a few drawbacks of thisconcept.

To provide just the right com-fort level and lighting constitutesonly part of the operational require-ment of a school (or any otherbuilding). Modern teachingmethods involve the use of variousteaching aids, including electricalmachinery (projectors, recordplayers, and in the future, micro-computers), the power for which,under the program, is difficult toobtain.

Another aspect involves themaintenance of the building. Forthe present design, vinyl flooring isused, mainly because most of theother materials require the use ofelectrical machinery formaintenance (e.g., to use carpetwould require a vacuum cleaner).

Anoth& requirement is toprovide hot lunches to thestudents, at least once a month.

But how do you prepare food forthose 350-400 students and staffunder the "Zero Energy Use"restrictions? To use solar furnaceswould be impractical for theamount of food and its complexityinvolved. And what about thedishes? Imagine hand-washing700-800 dishes! One way out is touse disposable dishes, but then itwould not be consistent with thephilosophy of the Zero Energy Use.Another way is to have food(prepared) and dishes transportedfrom a "center" outside the site,and the dishes be returned there tobe cleaned. But this is only side-stepping the issue without giving areal answer.

All the above issues involvea power source, electricity.

It seems possible at first glanceto solve all these problemsltyusing photovoltaic cells to generateenough electricity. But at presentthe efficiency of photovoltaic cellsis fairly low. A large collector areawould be required for a modestwattage of electricity.

Another way, mainly pertainingto the maintenance of the building,is to go labor intensive. Althoughadmittedly this might do the job,the cost, might be prohibitive. And.TinCe this building is natural-

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lighted, the building janitors haveto finish all their duties betweenthe end of school day and sunsetwhich might be between 0 to 6hours depending on the season.

In conclusion, I feel that a zeroenergy use school is possible, butits associated problems can only befully solved with technology as yetunavailable.

BibliographyMazria, E. The Passive Solar EnergyBook, Expanded ProfessionalEdition, Emmaus, Rodale Press.1979.

Reynolds, J. S., and Brown, G. Z.Inside Out, University of Oregon,Eugene. 1978.Reynolds, J. S. Solar Energy forPacific Northwest Buildings, Centerfor Environmental Research,University of Oregon, Eugene.1974.

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LOWER LEVEL CLASSROOMS--In,order to allow sunlight

to penetrate to the rooms 1at the back, these rooms

are at a level change of four feet lower. Access to

these lower levelclassrooms is by ramps in each room,

separated from the main space by a brick arch, which

also serves as a load bearing element. A raised

platform at the end of the classroom serves as a

space for small group activities. A moveable parti-

tion between two classrooms enables it to open into

a larger space for group teaching or other functions.

LOWER LEVEL' CLASSROotl- ,PRL'SPECTIVE

7=77

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Henry Wong

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PAPAimia

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off (Th reteriaGym y n i n

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270Henry Wong

139

RTH LE_VATIO14

WEST ELEVA-T Orl AsT ELEVATt ot4

1118111

El

SOUTH El.,-VA-1-10N

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SECOND FLOOR FRAMING- PLIkt\I

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275 Henry Wong141

fiVinal""%raito 14> 3.

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IT r-1 1, ,

1 .111 .di I ilii 11 i ; i 1 : 1 I ; I ! 1 li :111.1 ,

. i, 1:11:, 11;1 !Ii, 11,i,1 1!:.,,Ii

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,77r-777-1177-7-77-770,.477-77,7---7-71",

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,0 11.414

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ROOF FRAVING PLAN.

1

Henry Wong

27 7 142

U- Values Cal cu' ati on :WALL:outside surface .17

ROOF:outsidp surface .17 brick veneer .4Ahu'ld up roof .33 1" airspace 1.013/4" plywood .93 1/2" plywood .6291insu1at1on(batt) 29.64 5-1/2" insulation 17.161/2" gypsum board .45 1/2" gypsum b)ard .45!nside surface .61 Inside surface .68

32.13 53U = 1/R = .0-31 u = .049

IN5ULATTNG C'1UTT EFS :outs ide airfare

( efl ec t ve , 1 .354" insul at ion ( foam) lc). 001 -1/2" airspace 7,.30

(one reflect i ve surfa.- eins id e surface .65

21 .30U = 1/R

GLASS d -)uble, glazed insulat ngglas s airspaces U .58

t1 glazed area

Aveg . U

8 hours exposed , 16h ourr shuttered ,

.58)(F -4-.047)(16

24

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1REFLECT4SURFACE ////

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REFLECTIVE//

SURFACE

SHUTTER ATCLOSE p FosiTION

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p'WALL SECION D WALLSECTION

279 Henry Wong143

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In summer, the overhangs shade the windows fromthe sun; the only light allowed into the rooms is

reflected light.dooling is achieved through the stack effect of

the 'towers, With a venturi neck designed into the

outlet to increase its efficiency

2 8

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281

Henry Wong _

144

HPAT LOSS:

Ttem Area(sg.ft)

r. l'a11 80.5Poor 456.0

194.01(12.0

,C1aFr 1.2°2156.4176.0156.4

S1a-t, 46.0ft

U Los.TlITT--(FTT)

049 25 96.6.C31 25 353.4.031 25 142.6.031 25.225 25 726.8.275 25 87?.8.225 25 990.0.225 25 F79.P.

21/ft -- 966.C'772-177

1trat'ontVA. 204240 1%.204241020424

Loss 26424 x,Ci25 :1..17677

Calr frDT. peoples?c, ctuoent 250Rtulrerr.on

0 -r R ',our day:

2C$,250X8.1-40000 fUL

Yodirled Heat Los:

Loss per day r..,7,60271.2ptu

Pt: Lid n Fr L .; Co

72627i .2 12811 Btu.7.;errte Day

DiReCrN Reur

CRE F E{3

tfEAT 1ATN ( r Typical First Floor Tnterior Classroom)N$.4

..0 .0 f- c F.- L. 4CO ,r: C) 4.) 0 0 0 '0 di r. 4-3>") 0 f-+ 4-) ..-- c.-, 0 ri 0 0 0d Z C (I) -; C.:- 4-) -t- i-4 C r-I CZC. 0 0 . o di (.) f.) ,0

0 4-, (2) 0 (1.) 5.4 r 4 t--i-) LO 13 c..., fil f.4 ;. 4-) .--I Cr 0 CZ ",'I ..crtV, t_ 0 ct$ 'ti Pi r- -I C ' 4.--.) r; ; I C 4-4

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MBtu/mo. Btu/mo- ft2rt

Dec 717 9.19 7874 129.2 1.46156.4176 0156 .

Ytt u/ rFt 3

11.34 1.991.34 ').41

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"AP .F.-. (

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28'1 28^Henry Wo1ng

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Henry Wong

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