"International and interdisciplinary Workshop" [Design Studion Master class – Education] by Institut für Gebäudelehre

Master class

international and interdisciplinary workshop Urban renewal of a school with CLT modular elements

Master class

international and interdisciplinary workshop Urban renewal of a school with CLT modular elements

TU Graz . University of Maribor . University of Zagreb supported by: proHolz Austria

Documentation of the Master class international and interdisciplinary workshop Urban renewal of a school with CLT modular elements published at the Institute for Design and Architectural Typologies | TU Graz, 2016 Organisation: proHolz Austria Chairman, Christoph Kulterer Managing director, Mag. Georg Binder Project manager, Dipl.-Ing. Maruša Retuznik Arbeitsgemeinschaft der oesterreichischen Holzwirtschaft A-1030 Wien, Am Heumarkt 12 Collaboration: TU Graz Univ.-Prof. Dipl.-Ing. Architect Hans Gangoly Univ.-Ass. Dipl.-Ing. Sonja Frühwirth Institute for Design and Architectural Typologies Lessingstraße 25/IV, 8010 Graz Univ.-Prof. DI Dr. Gerhard Schickhofer Institute of Timber Engineering and Wood Technology Inffeldgasse 24/I, 8010 Graz University of Maribor Prof. Dr. Miroslav Premrov, u.d.i.g., Chair of Building Structures Assist. Prof. Dr. Vesna Žegarac Leskovar, u.d.i.a., Chair of Architecture Mentors: Assist. Mateja Zlatinek, Assist. Maja Žigart Faculty of Civil Engineering, Transportation Engineering and Architecture Smetanova ulica 17, 2000 Maribor University of Zagreb Prof. Dr. Sc. Vlatka Rajčić, Faculty of Civil Engineering Assist. Prof. Ivica Plavec, Faculty of Architecture Fra Andrije Kačića-Miošića 26, 10 000 Zagreb Brochure: Institute for Design and Architectural Typologies, TU Graz Lessingstraße 25/IV, 8010 Graz

Preface 04 Aboute the project 06 Projects Maribor 15 Projects Zagreb 53 Impressum 107

Das neue Ausstellungsgebäude schiebt sich mittig zwischen Bestandsgebäude und Fels. Dadurch entsteht zwischen Bestand und Neubau ein erster Innenhof und ein zweiter, kleinerer Hof zum Fels hin. Die beiden langgestreckten Baukörper sind miteinander verschnitten und nach Süden ausgerichtet. Jeder dieser Gebäudeteile erhält ein großes Schaufenster und nimmt damit Bezug zur umliegenden Natur. Ein Baukörper orientiert sich zum Fels, der zweite auf die offene Wiese im Süden. Dämmbeton als Baumaterial nimmt Bezug auf die Felswand im Rücken des Gebäudes und verleiht dem Baukörper ein homogenes Erscheinungsbild.

Ausstellung. Hier werden Skulpturen und Gemälde ausgestellt. Zum Felsen hin sind die Wandscheiben über große Glasflächen geöffnet. Direktes Sonnenlicht wird vermieden und durch den Felsen im Hintergrund werden die Skulpturen besonders in Szene gesetzt. Der mittig im Raum freigestellte Lift führt in das Untergeschoss, das sich über eine Galerie in den Ausstellungsbereich öffnet. Der lange schmale Raum bietet besonderen Platz für die Ausstellung von Gemälden. Die massive Ausstellungswand wird durch ein schmales Oberlichtband erhellt. Alle Öffnungen sind so angeordnet, dass kein direktes Sonnenlicht in den Raum trifft. Am Ende des Raumes befindet sich die Treppe ins Untergeschoss. Direkt über ihr gibt es ein Vom Innenhof führt eine breite Treppe den Besucher in weiteres Oberlicht, welches das natürliche Licht über einen höher liegenden Ausstellungsbereich. Unmittelbar seine große Fläche bis ins Untergeschoss bringt. nach dem Eintreten befindet man sich im ersten Teil der Dipl.-Ing. Maruša Retuznik proHolz Austria

Cross-border collaboration between universities in general and between institutes with equal profession in particular commonly takes place in form of research and development (R&D) projects while such focusing on education are scarce. Thus, it is even more gratifying taking a glance on the project “master_class”, initialized and administrated by pro:Holz Austria and subjected to the cooperation between Graz University of Technology and the universities of Maribor and Zagreb. Following the principle of “master classes”, 12 students of both latter mentioned universities each were selected for participation at this cross-border workshop. In the timeframe of one semester, four teams

from Maribor consisting of two students of architecture and one of structural engineering (2+1) as well as six teams from Zagreb (1+1) elaborated solutions for rehabilitating and expanding a school building located in the area of Graz (AT). Corresponding outcomes deserve serious attention and will be presented in the frame of the international wood fair and the holz&bau event in Klagenfurt (AT), September 1st to 4th 2016. Furthermore, one team from Maribor and two from Zagreb were invited spending one month at Graz University of Technology for deepening this form of academic exchange.

Univ.-Prof. DI Dr. Gerhard Schickhofer

Institute of Timber Engineering and Wood Technology

About the project are located and the two schools are linked together by a passageway. The school was built during 1974 -1977; in 2007 a canteen was added to the school complex adjacent to the passageway. It does not fulfill the requirements for the current situation anymore. The building was built with prefabricated concrete elements. the static system consists of a support column grid and ceiling elements. The basic module consists of a grid of 4,2 x 8,4 metres, two of these modules form a classroom. For the design, the valuable existing substance should be seen as a starting point. The expansion and re-organisation of the schools should provide a place that not only allows flexible teaching and learning but also a place where the students and teachers stay in a pleasant environment throughout the whole day.

The participants of the international and interdisciplinary workshop were given the task of adapting an existing school building from the 1970s to the needs of modern teaching methods and providing additional space for allday schooling. The school complex is located in the west of Graz. It consists of two nearly identical two-storey buildings, in which the primary school „VS Jägergrund“ and the secondary school „NMS Webling“ are accommodated. The floor plan is organized in a rigid grid, in which the square classrooms are arranged to the sides that are oriented towards east and west. In the central area there are the adjoining rooms, the stairways for the vertical access and a courtyard, which ensures the exposure to daylight. Each school has its own main entrance on the south side. In the northern area, the gyms with their secondary rooms

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doc. dr. Vesna Žegarac Leskovar, u.d.i.a. red. prof. dr. Miroslav Premrov, u.d.i.g.

asist. Maja Žigart, m.i.a. asist. Mateja držečnik, u.d.i.g.

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doc. dr. Vesna Žegarac Leskovar, u.d.i.a. red. prof. dr. Miroslav Premrov, u.d.i.g.

asist. Maja Žigart, m.i.a. asist. Mateja držečnik, u.d.i.g.

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The existing building

Projects Maribor

Winner Tomaž Meznarič, Nina Šavc, architecture Matevž Zih, civil engineering 18 Davor Fistrić, Anže Kotnik, Goran Markuš, architecture Amanda Jus, civil engineering 26 Uroš Pokeržnik, Jaka Potočnik, architecture Jerneja Završki, civil engineering 34 Lea Podvratnik, Boštjan Turk, architecture Matevž Zih, civil engineering 42

Extracurricular workshop renovation of primary school in Graz supported and organized by the Association Proholz Austria resulted in the systematic continuation of the projects within the Chair of Building Structures in terms of the use of wood and glass in a modern sustainable construction with the fundamental aim of achieving the greatest possible living comfort. I would particularly point out that the projects designed by our students in the past systematically implemented the latest research knowledge that we have developed during our research and development projects, as well as the successful integration of the knowledge and expertise of architects and building designers. Already in many of our previous development projects for the Slovenian wood industry and local communities, we established that the modern sustainably designed building can be developed only through the successful integration of knowledge and ideas across different disciplines, particularly architecture, civil engineering and mechanical engineering, which are systematically simultaneously integrated from beginning of the project and not sequentially, as is customary.

Wood as a natural building material which, due to its many specifics is very difficult to design, and because of this often neglected in project engineering practice, represents a fundamentally perfect cue for modern construction with the strictest accommodation requirements, both in new buildings as well as in energy renovation or reconstruction facilities. It is of great importance to highlight the fact that the new buildings represent annual only about 1% of the building stock, therefore it is necessary to devote increasing emphasis on energy retrofitting energy-intensive facilities, mainly public. This project of energy renovation of primary school in Graz with specifically selected students serves as an ideal example in the transfer of academic knowledge into practice, but also probably the first encounter of students with serious design. The quality of all submitted products was a positive surprise for us, so it was also very difficult to decide on the winning design, which are from my side to play a major role in particular the complexity of the proposed static and technological solutions. Prof. Dr. Miroslav Premrov

Tomaž Meznarič, Nina Šavc, Matevž Zih The existing situation presents two buildings connected by the dining room and a long corridor, so all three parts shape a U form. Each part represents one school (primary and secondary school). Parking places and both main entrances are located on the south. In larger scale, in terms of urbanism, we started a project with separating schools by removing the dining room, school kitchen and connecting corridor. Between the schools, we designed an empty space as playground and park. In summer time, there is also place for a dining corner. On the north side of the parcel new sport fields (grass for football, 2 hard courts for basketball and beach-volley) are located. On the northwest side there are new parking area for employees and an orchard. There are no more parking spaces for parents, just a drop-off zone on the south side of school. Access to the school is still on the south side, but the entrances are in the courtyard between buildings. This in-between place is where students from both schools socialize, mix with each other and hang out. The architectural program of the school is designed in a way that provides the best possible interaction between students and teachers. This means that teacher cabinets

are mixed with student classrooms throughout the whole school. A substantial part of the floorplan area is intended for socializing, resting and individual learning. That program is placed around inner atriums, which are giving us more natural light and better living quality. Atriums are getting wider with each floor, because in this way they provide more natural light from top to the bottom of the building. We removed all walls of the existing buildings (external concert composites and inner walls) and preserved the existing colums and slabs. We originated from the existing raster in a way that puts atriums in the middle of a school. Around it, there are classrooms, cabinets and the other school program. So now, we have natural light from all sides. The school is extended by one raster (8,4 m) in the south, and upgraded with a new floor, due to new additional program. We maintained the existing gym. For new structures (exterior walls, interior walls, new slabs, and complete 2nd floor) CLT elements were used. For the facade, we used vertical panels, and decorative metal mesh. Vertical panels can axially rotate and, if required, they can shade the building.

CONCEPT

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In our concept of structural design, we have predicted these loads bearing elements: CLT walls, CLT ceiling, CLT ribbed ceiling, CLT ribbed roof, GL beams, GL columns, steel elements.

LOADS Dead load (determined basing of materials properties according to EC1-1) Live load (determined according to EC1-1): School: qk=3,0 kN/m2 Libraries and archives: qk=5,0 kN/m2 Roof: qk=0,4 kN/m2 Snow load (determined according to EC1-3): s=1,95 kN/m2 Wind load (determined according to EC1-4): qP=0,47 kN/m2 Earthquake load (determined according to EC8) Time periods of the building: Period West building East building 1. [sec] 1,12 1,15 2. [sec] 1,10 1,12 3. [sec] 1,06 1,08

CLT ELEMENTS In our structural concept we try to use as many of CLT elements. This is the example of some elements, that are part of extension of the old building. To get the loads, acting on walls, we have made the computational model in Sofistik. After that we have continued our analysis in program Bemessung KLH V15.

Gym 1,11 0,88 0,72

3D view of the part of the building and vertical loads:

We have predicted very dynamic concept of the new atrium. It is consisted of exterior glass walls, so we have decided to use steel columns with smaller cross section as part of the walls. We also predicted some steel beams and CLT ceiling and roof elements.

DESIGN ELEMENTS Exterior wall Interior wall Ceiling element (L=8,3 m) Roof element (L=8,3 m) Main columns Main beams CLT elements

Static concept

KLH 5s 95 DQ KLH 5s 95 DQ KLH 5s 140 DQ Ribs 10/30 – 60 cm f1=8,1 Hz KLH 5s 140 DQ Ribs 10/22 – 60 cm f1=6,0 Hz SH 250 ×250×6, S355 SH 120 ×120×5, S355 IPE 300, S355 IPE 200, S355 depending on the load

New building 0,43 0,26 0,22

Davor Fistrić, Anže Kotnik, Goran Markuš, Amanda Jus When making a concept of renovation of Steiermark Haupt-und Realschulle, we started with separating them. The existing connection between two schools was not functional and also not used. Instead we used the degraded open space between them as a connection. It functions as park for outdoor leisure activities and socializing, but also as an entrance platform for both schools.

provide light in every corridor of school and create big open space for multifunctional hall. The hall is meeting point for all students. Classrooms are oriented on east west and south in ground and first floor. They are placed around the atrium. Special teaching rooms and leisure rooms are all placed in the new volumes. Floor plan is rational and open. There is a clear border between learning and leisure, but also flexible connection between them. Next step was adding two volumes in clt system on the ex- The outdoor is separated in three zones. Basketball and isting structures and increasing the existing atriums. With football court for students, playground for children and careful orientation and shape, new volumes bind perfectly parking places for working staff. with existing buildings. With overhang on east and west we created cowered space for entrances and for food de- With the renovation we created better atmosphere for livery. The orientation provides views on green surround- students and also working staff. The clt system allowed us ings of Graz, which creates better atmosphere and learn- to design a special and better structure. New schools are ing experience for students and children. Bigger atriums more functional, interesting and elegant.

Concept

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Second floor

During the workshop were prepared approximate calculations with certain simplifications. In the concept of structural design these loads bearing elements were predicted: CLT walls, CLT ceiling, CLT ribbed ceiling, CLT ribbed roof, GL beams, GL columns, steel elements.

LOADS Dead load (according to EC 1-1) Live load (according to EC 1-1): School: qk=3,0 kN/m2 Library: qk=5,0 kN/m2 Roof: qk=0,4 kN/m2 Snow load (according to EC 1-3): qk=1,95 kN/m2 Wind load (accodring to EC 1-4): qk=0,47 kN/m2 Earthquake load (according to EC 8) Time periods of the building: Period West building East building 1. [sec] 1,12 1,15 2. [sec] 1,10 1,12 3. [sec] 1,06 1,08

Gym 1,11 0,88 0,72

New I 0,616 0,464 0,378

New II 0,762 0,760 0,575

CANTILEVER STEEL BEAM, STEEL ROD & WOODEN COLUMNS To overcome the span of the cantilevers, steel beams were used. The whole system is composed by HEA profiles. Treated longitudinal span is 16,2 m and the cross span on the left side is 8,0 m and on the right side 6,0 m. To achieve the displacement conditions of hang for the SLS, steel cables (pipes) were designed to avoid columns on the ground floor.

GLASS PANELS, WOOD BEAMS AND COLUMNS OF THE ATRIUM To overcome the span of the covered atrium, wooden beams and columns were designed. Beams with wood GL34h and the columns with wood C30. Treated longitudinal span is 3,6 m and the cross span is 2,1 m because of the limits in dimensions of glass lamellas.

SUITABLE CONSTRUCTIONAL ELEMENTS Steel beam HEP 550 / steel quality S275 Steel rod 50 / steel quality S235 usage of the rod is 71,1 % Wood columns wood C24, b/h = 24/30 cm, usage of the most loaded column is 92,9 %

SUITABLE CONSTRUTIONAL ELEMENTS Glass panels safety glass TVG, 2 x16 mm Wood columns wood C30, b/h = 16/22 cm, usage of the most loaded column is 84,3 % Wood beams wood GL34h, b/h = 16/16 cm

CLT ELEMENTS Walls | GF, 1F, 2F Walls | 3F Ceiling | gym Ceiling | cantilevers Roofs and other ceilings

KLH 5S 125 DQ KLH 5S 95 DQ KLH 5 SS 140 DL 4 X 4,20 m KLH 5S 140 DL 4 X 4,20 m KLH 5S 125 DQ 4 X 4,20 m

Static concept

Lea Podvratnik, BoĹĄtjan Turk, MatevĹž Zih Mostly separated spaces for younger and older students; renovation of the gym with all its accompanying program; addition of some new, highly necessary rooms; maximizing the natural sunlight in the classrooms, which are poorly lit; rearranging the atrium, and making it the main attraction and the most used room â&#x20AC;Ś

At the same time we made it completely transparent... We enlarged the existing atriums and covered them with a glass roof. With that we got a bright central space where students will be able to enjoy their free time. At the same time additional sunlight will now be lit into the classrooms from the two sides. To unify the form we added another story on the south side of the school, where teachers and principal have their office spaces. It is made out of different CLT elements that make the upgraded part lighter. In order to get to this story we added a central staircase that connects all three floors and is some sort of an eye-catcher in the building. This addition helps to emphasize the new main entrance even more, and gives the whole building an attractive new look.

Those were the starting points for our proposed renovation of the object, where the living quality of the children, teachers and others will be better addressed. The first thing we did was to unite the two separated entrances into a single one, where all the students gather to enter or exit the school, eat their lunch or just spend time with each other. We enlarged this space to the borders of the renovated gyms and we got a compact form without useless corners and spaces.

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Haferfeld

About the project Mostly separated spaces for younger and older students; renovation of the gym with all its accompanying program; addition of some new, highly necessary rooms; maximizing the natural sunlight in the classrooms, which are poorly lit; rearranging the atrium, and making it the main attraction and the most used room … Those were the starting points for our proposed renovation of the object, where the living quality of the children, teachers and others will be better addressed.

The first thing we did was to unite the two separated entrances into a single one, where all the students gather to enter or exit the school, eat their lunch or just spend time with each other. We enlarged this space to the borders of the renovated gyms and we got a compact form without useless corners and spaces. At the same time we made it completely transparent.

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We enlarged the existing atriums and covered them with a glass roof. With that we got a bright central space where students will be able to enjoy their free time. At the same time additional sunlight will now be lit into the classrooms from the two sides.

To unify the form we added another story on the south side of the school, where teachers and principal have their office spaces. It is made out of different CLT elements that make the upgraded part lighter. In order to get to this story we added a central staircase that connects all three floors and is some sort of an eye-catcher in the building. This addition helps to emphasize the new main entrance even more, and gives the whole building an attractive new look.

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ROOM FOR INDIVIDUAL TEACHING 33,21 m2

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Mostly separated spaces for younger and older students; renovation of the gym with all its accompanying program; addition of some new, highly necessary rooms; maximizing the natural sunlight in the classrooms, which are poorly lit; rearranging the atrium, and making it the main attraction and the most used room … Those were the starting points for our proposed renovation of the object, where the living quality of the children, teachers and others will be better addressed.

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1 conference room 2 headmaster 1 103 administration 11 4 toilet M 5 toilet W 6 hallways for cleaners GSEducationalVersion 7 archives 8 teaching accessory 9 cabinets 1 10 cabinets 2 11 teachers patio

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ROOM FOR INDIVIDUAL TEACHING 33,21 m2

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66,42 67,231 33,21 100,24 100,24 36,00 68,63 20,00 20,00 10,00 18,002 19,30 19,30 19,309 19,30 19,30 4 114,40 18,60 38,60 19,30 18,60

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Students – authors: Lea Podvratnik, architecture; Boštjan Turk, architecture;

Matevž Zih, civil engineerin +3,70

66,20 67,23 33,21 33,21 49,61 44,83 100,44 33,21 260,00 20,00 20,00 10,00 11,38 15,55 14,74

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1 classroom 2,3 classroom 4 creativity room 5GSEducationalVersion laboratory 6 creativity room 7 classroom 8 classroom 9 toilet W 10 toilet M 11 cleaners room 12 caretaker equipment 13 caretaker 14 cleaners room 15 cleaning equipment 16 equipment room 17 archives 18 library 19 learning equipment 20 central room 21 medical care 22 doctor

66,42 67,23 33,21 100,24 100,24 36,00 68,63 20,00 20,00 10,00 18,00 19,30 19,30 19,30 19,30 19,30 114,40 18,60 38,60 19,30 18,60

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Students – authors: Lea Podvratnik, architecture; Boštjan Turk, architecture; 8

Matevž Zih, civil engineerin +3,70

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Students – authors: Lea Podvratnik, architecture; Boštjan Turk, architecture; Matevž Zih, civil engineerin

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During the workshop, we have prepared approximate calculations with certain simplifications. Certain things have not been verified. In our concept of structural design, we have predicted these loads bearing elements: CLT walls, CLT ceiling, CLT ribbed ceiling, CLT ribbed roof, GL beams, GL columns, steel elements.

LOADS Dead load (determined basing of materials properties according to EC1-1) Live load (determined according to EC1-1) School: qk = 0,30 kN/m2 Libraries and archives: qk = 0,50 kN/m2 Roof: qk = 0,40 kN/m2 Snow load (determined according to EC1-3): s = 1,95 kN/m2 Wind load (determined according to EC1-4): qp = 0,47 kN/m2 Earthquake load (determined according to EC8) Time periods of the building: Period West building East building 1. [sec] 1,12 1,15 2. [sec] 1,10 1,12 3. [sec] 1,06 1,08

CROSS ELEMENT BETWEEN MAIN BUILDINGS To overcome the span between the buildings we decided to use timber truss system. The whole system is composed of CLT elements, GL elements and steel HEA profiles. Treated longitudinal span is 29,5 m and the cross span is 12,5m. To get one open space, free of obstacles, we predicted one main carrier on each side of the element.

Gym 1,11 0,88 0,72

New building 0,70 0,43 0,35

CLT ELEMENTS In our structural concept we tried to use as many CLT elements as possible. Here is the example of some elements.

CLT ELEMENTS Exterior and interior wall Ceiling element (L = 4,2 m) Roof element (L = 8,1 m)

Static concept

KLH 5s 95 DQ KLH 5s 128 DQ f1 = 8,0 Hz KLH 5s 128 DQ GL ribs 10/22 - 80 cm f1 = 5,4 Hz

Uroš Pokeržnik, Jaka Potočnik, Jerneja Završki Jägergrund Primary and Secondary school are two schools which give a rare oppurtunity to establish intergenerational bonds between students at different ages. The original design consistent of a connection between schools which didn´t use the whole potential between schools. That is why we decided to make the connection between schools stronger with new programm; extended dining room, new library which are located in one volume which reacts as a counterweigh with it´s innovative structural wooden CLT beamst o the remaining two schools which work as two solid heavy forms at sides. Two solids at each side retained their dimensions (only the gyms were enlarged). Both schools gained a new floor plan which enables a new

and revolutionary type of studying. Classes at first sight look classic as normal classes, but are inbetween divided with rooms for individual studies or team work, classes for individual studies and teamwork are seen in the facade, where the glass cubes penetrate the facade and enable maximum amount of light and a new view from the 180 degrees of glass. Walss that are facing other glasses are in glass so the connection between classes stays present, so we tried to establish maximum intergenerational communication between students. In between schools there is a park with high gradens and benches which enables a new outdoor space for activities and intergenerational bonding between students.

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During the workshop, we have prepared approximate calculations with certain simplifications. Approximate calculations of the load bearing elements were made for the renovation of a school. The new load bearing structure consists of CLT elements, glue-laminated timber and steel elements. Calculations were made separately for the school and dining hall. Because both schools are mirrored, the analysis was only made for one of them.

LOADS Dead load (according to EC1-1) : gceiling = 0,90 kN/m2 groof,walkable = 2,45 kN/m2 groof,unwalkable = 1,40 kN/m2 Live load (determined according to EC1-1) School: qk = 3,00 kN/m2 Libraries and archives: qk = 5,00 kN/m2 Roof: qk = 0,40 kN/m2 Snow load (according to EC1-3): qk = 1,95 kN/m2 Wind load (according to EC1-4): qk = 0,425 kN/m2 Earthquake load (according to EC1-8) Time periods of the building: Period School Gym 1. [sec] / existing 1,12 1,10 1. [sec] /renovated 0,891 0,363

Dining Hall 0,854

CLT ELEMENTS Because of the height limitations and the length of the span, which is 16,8m, we chose to support the steel beam with steel cables (pipes). That way the span is divided into three parts. On the roof there is a steel beam (HEB800) which bears the load of the beams (HEA280) in lower floors. The decisive state for choosing dimensions was SLS (deformations).

A combination of glue-laminated timber columns and CLT walls and a ribbed roof was chosen for gym. Because of the height of the gym (h=9,90m) buckling resistance was the leading factor in determining the dimensions of elements. Chosen dimensions of elements are 36/44cm for columns (material GL24c) and KLH 5s 120 DQ for the walls in between. The span on the roof is 16,80m and the chosen dimensions are KLH 5s 128 DQ and beams of 26/88cm (material GL24h) on a raster of 3,1m.

For the dining hall the architects designed timber columns that widen with height. The height of the room is 6,6m and the columns are approximately 6 m apart. The material used is GL24c.

CLT ELEMENTS walls roof and ceiling atrium | ribbed ceiling glas box | ribbed ceiling

Static concept

KLH 5s 95 DQ KLH 5s 128 DQ KLH 5s 128 DQ GL24 16/32cm, e=32cm KLH 5s 128 DQ GL24 16/20cm, e=32cm

Final presentation Maribor

Projects Zagreb

Winner Luka Jecić, architecture Antonela Čolić, civil engineering 56 Winner Marija Tomljenović, architecture Irena Posavi, civil engineering 64 Larisa Hajdarovac, architecture Andrija Stipić, civil engineering 72 Matea Hakenberg, architecture Kristina Štriga, civil engineering 80 Barbara Kaličanec, architecture Ivan Čudina, civil engineering 88 Sven Došen, architecture Pirc Sara, civil engineering 96

Within the masterclass students had opportunity to work in interdisciplinary team on the real building, with clear tasks. They learnt a lot about new technologies and gain the practical experience in building with wood and made contacts with colleagues from other faculties. The winners have a further great opportunity to learn much more about timber as a building material and make network. Professors had a chance to exchange the experiences and knowledge.

architectural part through all phases of the project. Structure has logical easy transfer of forces. Floors and walls are designed using CLT plates while different concept is applied for big span dining area using high V truss system. Project of the team Čolić & Jecić is also winning because it shows the most creativity and need to search new interesting solution in architectural approach followed by using new structural hybrid panel systems from CLT and glass as vertical but also as horizontal suspended structural systems. Also, best solution is given in original energy efficient and interactive facade system elaborated in details. High marks go to appropriate selection of structural elements depending of position and role. Variety of elements is used: CLT roof plates, few stories frame for as transparent structure as possible, structural glass and hybrid CLT-glass panels and glue laminated timber frames at entrance.

Project of the team Posavi & Tomljenović is winning because it is the most studious, dedicated team work with consideration of many important factors that affect the successful accomplishment of the school renovation design task. The main idea of this team was to get maximal advantage of the existing structure and provide new and modern spaces for the pupils. Structural design followed

Prof. Dr. Sc. Vlatka Rajčić

Criterion on the choice of the works was how to maximize use of technology of cross laminated wooden panels, modular and montage building, while accomplishing quality projects. It was also essential for the students to master new building methode and feel freedom in creation. Two teams who met the requirements were rewarded.

spaces, logical intervention inside existing volumes and functional sheme. Students that participated in the workshop have gotten precious knowledge and experience because this was first time they experienced working on widening and reconstruction of a school. They have cooperated through the beginning with the other students with the goal to enlarge their knowledge of building using cross laminated wooden construction, which is relatively new material in civil engineering domain. It was essential for the students that they had a chance to participate on various lessons held by professors from Austria, as well as from experts in building with CTL. We in the teaching section think that work methods of this workshop can be an example for other workshops too. We have also came to the conclusion that it’s essential to let students be original and creative while working on new projects. There should be no restrictions. Through work, students will better understand the advantages of CTL.

Quality of Irena Posavi and Marija Tomljenović’s project was the idea to maximaly use existing structure, install clear space and communication logic with quality of composition of new volumes, gradation through the vertical and different treatment of shaping inside and outside space. Way of thinking about the construction is visible in connecting schools with construction that gives atractivity and frees ground floor in zone of multifunctional hall and communication. Quality of Antonela Čolić and Luka Jecić’s project was in clear concept of connecting two schools with polyvalent hall which emphasizes transparency by widening new

Ass. Prof. Ivica Plavec

Luka JeciÄ&#x2021;, Antonela Ä&#x152;oliÄ&#x2021; used for presentations and performances. It is also possible to pass through it into the private outdoor garden which connects it with the kitchen and dining area. The garden would be the most centered part of the building and it is surrounded by the multipurpose space on the south, kitchen and dinig area on the north and leisure rooms and libraries on the west and east so incase of students making noise they would not disturb others who have classes.

Through observing the school in person we saw the need to connect the two larger volumes which consist of the Grundschule on the east and Hauptschule on the west. Each of these schools has its own gym but they share a kitchen and a dining area which connects the schools on the north. We wanted to make that connection clearer and unify the two volumes into one simpler shape like a rectangle which has an outdoor garden in the middle, thus creating a circular connection around it. Also, because of the large number of long hallways, sapcious and airily areas were in high demand. Our proposal is to expand the existing inner gardens and turn them into winter gardens which would be surrounded by benches on the ground floor and galeries hence improving visual contact between students on their breaks and increasing space orientation. They would also ease the communication through the building by enabling another circular connection. Both schools would still have their own entrance on the southern side but instead of being confined to one school after entering, people would now have more freedom indoors which is achieved through adding a common area

In this project we used mostly wooden materials for construction and on the windows and doors would be made from glass and aluminum framework. Walls between the corridor and classrooms are made out of 150cm high cabinets and a window on top so the students could se what is happening outside when their brake starts and they stand up. Walls between classrooms are made of sliding whiteboards that are filed with sound insolation and this enables the classrooms to be larger or smaller at wish and also creating and anfilade if all walls were to be opened.

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Construction consists CLT panels supported by beams, which transfer a load action to the columns. Vertical load: CLT panels are used as roofs system and they transmit the applied loads to their support which are beams. Most of them are supported continuously with two spans. Beams transfer loads horizontally along their length to the supports where the loads are resolved into vertical forces. Columns as a vertical support member is subjected to compressive load and internal moment due to the action of wind which also as a last member finishes the load path by transferring it to the foundation. Lateral load: The floor (CLT beams) transfer lateral load to the rigid frame.

LOAD ANALYSIS Dead load: self weight of elements included by static calculations Non-structural elements and fixed services: electrical equipment, heating, ventilating, etc. Live load Loads inducted by environment: snow, wind The combinations of effects of actions to be considered are based on design value of the leading variable action and the design combination values of accompanying variable actions. In our case, the school was divided in three parts because of the difference in heights, which makes a different wind load values. For flat roofs wind load acted as unballast. Relevant design situations: ULS: 1,35G + 1,5S SLS: 1,0G + 1,0S

Calculations for Ultimate limit state and Serviceability limit state run by CLT designer in order to determinate design and material properties for roof panel fulfilled the conditions for the KHL plates, thickness 145mm. Full results can be founded in the report. Shortly CLT designer is based on g-method, shear analogy method and TIMO. To design the beams and get the proper measurements for them we had to project the uniform planar load from panels (ULS combination) into the linear load on simply supported beams. To design them we made tests for: bending in the middle, compression perpendicular to grain and shear. Loads and reactions are taken from the CLT designer results. A column is loaded with a compression force as a reaction from beam.

The flow of the forces to the foundation

DINING ROOM The load path that we already described for the structure 1 will be shown with a model for a construction of dining room. This construction is designed in ROBOT Autodesk as a 3D Model but due to complicacy coming from the large amount of nodes and elements the main elements as beams and columns are also proved by the already mentioned equations that determine if a member ha a sufficient bending strength, compressive capacity and shear capacity.

ENTRANCE HALL / MULTI-PURPOSE SPACE This structure is a composite of frames. The connection between beam and columns is fixed. A beam has two rows of secondary construction which holds upper and lower glass in order to keep the air fluctuation between the two glass to avoid the overheating during the summer.

Behavior of the model ULS

Behavior of the model SLS: 1G+1S

Static concept

Marija TomljenoviÄ&#x2021;, Irena Posavi The idea for the renovation of Jaegergrund Schule in Graz begins with a desire to take maximal advantage of the existing structure and, at the same time, provide new and modern spaces for its students. The new school develops by adding wooden cubes to the existing structure. The negative spaces formed by this addition are recognized as potencial spaces of special ambiental meaning for the project and are used as meeting

points of the outdoor and the indoor spaces. the school entrance, which was formerly on the south facade, is put in the middle area so that the classrooms can get as much sunlight as possible. The communication spreads itself from the main area and is planned in such way that it enables the free circulation throughout the school and provides view and sunlight in order to keep the sense of nature while staying indoors.

1000 Site plan . Concept

Ground floor 0

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DIRECTION OF THE FORCES IN GENERAL

ROOF OF THE FIRST FLOOR (POZ. 204) Ribbed plate was calculated in CLT designer (CLT 5s 145mm; GLT 190/350mm) System of ribbed plate was used because span of this classroom is 8,15m and this plate has to transfer great loads caused by a green roof that is also used as a terrace, exposed to the loads of wind and snow.

STRUCTURAL MODEL OF TRUSS IN DINING AREA Structural analysis was made in software SAP Verifications for ultimate bearing capacity and serviceability limited state were conducted along with the results of the analysis.

WALL ON THE GROUND FLOOR Wall was calculated in Stora Ensos software CLT engineer (CLT5s 160mm) The ground floor wall transfer loads from the plates leaning on it and loads transfered through the first floor wall.

DIRECTION OF THE FORCES FROM RIBBED PLATES TO THE TRUSS Forces are distributed through the beams and plates, bonded on the truss. From the top chord of the grid, forces are distributed through diagonals towards bottom chord. Bottom chord is continously leaned on the concrete plate and from there forces are transferred in to the foundations.

Static concept

Larisa Hajdarovac, Andrija StipiÄ&#x2021; After a detailed analysis of the elementary school in Graz, we defined some basic guidelines we followed in the project. The basic idea was to connect two schools into one and retain the existing height. We justified it with a growing need in the educational system for different teaching methods, where time spent in nature and applied learning are an absolute imperative.

of attention to designing those areas where the classrom rules no longer apply and children can socialize and play. In order to create zones with different characters for different kinds of childrenâ&#x20AC;&#x2122;s games, we pixellated the central zone. In order to achieve a complete connection between all the classrooms with the outdoor area, the classrooms are lined up. each with their own exit to the outdoors.

To show that the school and schoolyard with all their areas - classrooms, hallways, and break areas - are a place of learning, education, and teaching, we gave some classrooms the option of opening up towards the hallway.

After a detailed analysis of the elementary school in Graz, we defined some basic guidelines we followed in the project. Thept basic idea was to connect two schools into one and 20 für Überschriften retain the existing height. We justified it with a growing need in the Lauftext Arial educational system for different teaching methods, where time spent in nature and applied learning are an absolute imperative. We expanded the school to fit the 8.4 m module. Since the elementary school in question must offer not only excellent learning conditions for students but also great areas for full-day programs, we decided to dedicate a lot of attention to designing those areas where the classrom rules no longer After a detailed analysis of the elementary school in Graz, we children can socialize and play. In order to create zones apply and defined some basic guidelines we followed in thewith project. different characters for different kinds of children’s games, The idea was to connect two schools into one and we pixellated the central zone. In order to achieve a complete 20 pt basic für Überschriften retain existing height. We justified it with a growing need in the between all the classrooms with the outdoor area, the connection Lauftextthe Arial educational system for different teaching methods, where time are lined up. each with their own exit to the outdoors. classrooms spent in nature and applied learning are an absolute imperative. To show that the school and schoolyard with all their We expanded the school to fit the 8.4 m areas module. - classrooms, hallways, and break areas - are a place Since the elementary school in question must offer notlearning, only of education, and teaching, we gave some classAfter a detailed analysis of the elementary school in Graz, we excellent learning conditions for students but also great areasthe option of opening up towards the hallway. rooms defined some basic guidelines we followed in the project. for full-day programs, we decided to dedicate a lot of attention to The basic idea was to connect two schools into one and 20 pt für Überschriften designing those areas where the classrom rules no longer retain existing height. We justified it with a growing need in the Lauftextthe Arial educational system for different teaching methods, where apply time and children can socialize and play. In order to create zones with different characters for different kinds of children’s games, spent in nature and applied learning are an absolute imperative. we pixellated the central zone. In order to achieve a complete connection between all the classrooms with the outdoor area, the We expanded the school to fit the 8.4 m module. are lined up. each with their own exit to the outdoors. Since the elementary school in question must offer not classrooms only

SITUATION 1

excellent learning conditions for students but also great areas To toshow that the school and schoolyard with all their for full-day programs, we decided to dedicate a lot of attention areas - classrooms, hallways, and break areas - are a place designing those areas where the classrom rules no longer of learning, education, and teaching, we gave some classapply and children can socialize and play. In order to create zones rooms the option of opening up towards the hallway. with different characters for different kinds of children’s games, we pixellated the central zone. In order to achieve a complete connection between all the classrooms with the outdoor area, the classrooms are lined up. each with their own exit to the outdoors. To show that the school and schoolyard with all their areas - classrooms, hallways, and break areas - are a place of learning, education, and teaching, we gave some classrooms the option of opening up towards the hallway. After a detailed analysis of the elementary school in Graz, we defined some basic guidelines we followed in the project. The idea was to connect two schools into one and 20 pt basic für Überschriften retain the existing height. We justified it with a growing need in the Lauftext Arial educational system for different teaching methods, where time spent in nature and applied learning are an absolute imperative.

SITUATION 1:1000

We expanded the school to fit the 8.4 m module. Since the elementary school in question must offer not only excellent learning conditions for students but also great areas for full-day programs, we decided to dedicate a lot of attention to designing those areas where the classrom rules no longer apply and children can socialize and play. In order to create zones with different characters for different kinds of children’s games, we pixellated the central zone. In order to achieve a complete connection between all the classrooms with the outdoor area, the classrooms are lined up. each with their own exit to the outdoors.

GROUND FLO

GROUND FLOOR 1:350 SITUATION 1:1000

GROUND FLOOR 1:350

FIRST FLOOR

1000 Site plan . Concept FIRST FLOOR 1:350

GROUND FLOOR 1:350

FIRST FLOOR 1:350

Ground floor 0

SITUATION 1:1000

GROUND FLOOR 1:350

SECTION A-A 1:350

FIRST FLOOR 1:350

Student: Andrija Stipić, Larisa Hajdarovac

oint

Section . Elevation

First floor

BENDING

SHEAR

DEFLECTION Limit values according to EN 1995-1-1 Instantaneous deformation w_inst t = 0: l/300 Final deformation wfin t = inf: l/150 Final deformation wnet,fin t = inf: l/250 Limit values according to ON B 1995-1-1/NA:2014-11-15 Instantaneous deformation w_inst t = 0: l/300 Final deformation wfin t = inf: l/150 Final deformation wnet,fin t = inf: l/250

VERIFICATION ACCORDING TO MODIFIED HAMM/RICHTER Eigenfrequency: fmin= 4.5 Hz < f_1 = 7.87 Hz < 8.0 Hz Stiffness: w2kN = 0.36 mm < 0.5 mm Acceleration: a = 0.02 m/s2 < 0.05 m/s2 > Vibration verification fulfilled

Static concept

Matea Hakenberg, Kristina Ĺ triga Two playgrounds with an auditorium are situated on the north side of the plot. East and west side are developed and decorated by creating little theme parks serving the students as a gathering spot to study, work or just enjoy and interact. The Service port is situated on the north. Recycling and bins for waste disposal are at the peripheral parts of the building. Regarding the parking spaces they are solve to be placed alon the south side of the plot for the employees and members of stuff and the north side as a part of the service port. Adapted facility contains a ground floor and two stories. Sun protection is solved with movable shutters and the whole facade is wooden and ventilated. Additional qualities are contents in the form of the creative spaces (example: music room). Partitioning the space into more smaller ones increases work and studying quality. Sufficient natural lighting as using natural materials for revetments is one of the crucial factors for achieving better standard of studying and spending time in general in those spaces.

The idea behind this adaptation was to create an unique space developing a circular connection between two existing schools. The space between them is developed and closed by assembling a porch using cantilever supported system on the front side and dividing the space according its future use (public, semi public, private). Inside, each of the schools communication areas is centered next to the main panel which is illuminated by a fan light. Galleries are placed over the main panel and they encompass the communication on the top floor. The dining room and the communal place (PVN) are situated along the central axis of the building. The communal space has two stories facing north with a gallery made out of timber framework opening into an inner courtyard. A green rooftop is placed above the dinning room leaving an option for gardening / planting as a practical part of Biology classes. Within every classroom there is a space intended for working in groups and space for individual teaching. Already existing roads suggested the new communication which is extended N-S and E-W closing the already defined building.

000 Site plan . Concept

Ground floor 0

Elevation

First floor

LOAD PATH (FRAME STRUCTURE)

LOAD PATH (FRAME STRUCTURE) roof loads transferred to foundations through load paths (CLT foors, walls, concrete columns, joints)

MAIN STRUCTURAL ELEMENTS CLT walls L5s, 140mm ULS 67% (fire 93%) SLS 26% CLT floor T-beam cross section,5s, 162mm Vibration verification fulfilled according to Hamm / Richter frame beam 22/36 column 30/30 4 X 4,20 m beam verification ULS with 99% SLS: 44,0 mm < 63,8mm

Static concept

Barbara KaliÄ?anec, Ivan Ä&#x152;udina and one green zone in other direction in total devide the whole structure in six smaller units in which every unit has its specific content. Two building units are comprised of a gymnasium and locker rooms, one contains warehouses and premises for custodians and cleaning ladys. One unit is comprised of polyvalent hall and restoraunt with premises for professors (headmasters office, staff room), while other two premises have classrooms and other contents similar to them. Entrance of the school has been retained like in previous schools, the accommodation of the polyvalent hall between the two entrances on the south so as to enable simple access for visitors in the case of chool performance manifestation in polyvalent hall. Structure as a whole functiones with a connecting transparent glass bridges which provide additional light and brings green vegetation from outside - in. In addition, on 2 building units which are comprised of classrooms there are two light sources on top,above the staircase, which provide pleasant atmosphere inside of school hallways. Completely adjusted to children and their needs - for them to feel comfortable during the long time spent in school.

Given the fact that it has passed more than 40 years since the building of the school, there has been a change going on regarding the building, energy and needing standards. The main emphasis of the project is on usage of CLT structure. Despite the fact that, nowdays, there is principal application of concrete in building, the usage shows its benifits and cost- effectivness. There is building extension undergoing on the present building which is comprised of one floor (2 storeys) comprising of additional floor (storey). Likewise, the layout of the prior schools is altered in a way that the coffered ceilings are moved which led to the obtainment of the green zones. Green zones represent the starting point of the development of the entire project - the permeation of the green zones through the school set in additional light in relation to previous school which was characterised by dark hallways and insufficient space for pupils social interaction. Apart from bringing in more light, a new access to the classrooms has been added in form of leisure room. Classrooms have access to the central courtyard which in past hadnâ&#x20AC;&#x2122;t functioned as a yard despite being designed in that fashion. Now the courtyards have ist function which led to revitalisation of central green school area. Two green zones in one direction

weg

Str

rte

Haferfeld

aß

e Unterer Bründlweg

Site plan . Concept

B-B

33 34 15

5x10a

27a

36i

36j

36k

36l

27a

36h

36d

36g 36e

36c

36a

36f

36b

8a 12

5x10a

5x10f

CLT 8cm

A-A

22m PVN

22g

22m

ENTRANCE 2

B-B

ENTRANCE 1

Ground floor 0

22g

+11.8 +11.4

+7.9

+4.5

+1.0

SECOND FLOOR PLAN M 1:350 SOUTH FACADE

SECTION B-B M 1:350

SECTION A-A M 1:350

EAST FACADE M 1:350

Section . Elevation

B-B

27 32 24

24 GYM

GYM 32

5x10d

5x10g

2a 1b

1a 9

CLT 8cm

NOSIVO STAKLO

WC 1e

B-B

A-A

First floor

A-A

FRAME STRUCTURE The load-bearing structure is a frame structure made out of glulam elements (GL28h). The reason of using the frame structure was the 12,4 meter span which was governed by the PVN hall. The PVN has ground plan of 12 x 25 m. The floor and roof elements are made of CLT panels that transfer not only vertical loads but are used to stabilize the construction for horizontal loads. The pillars of the frame are 20/60 cm in cross section, while the beams are 20/90 cm which is quite massive, but it is justified due to 12,4 meter span. The roof beam has tappered cross section so that 2% tilt could allow water to be drained from the roof. The tappered section is 20/50 cm on the weaker end and increases to 20/100 cm on the other. The distance between the frames is 3,6 meters and with 8 frames in total, it sums up to 25,2 meter. The width of the structure is 25,1 meter. For the stabilizazion of the frame out of the plane, steel tendons were used. The diameter of the tendon is 20 mm. To stabilize the frame in its plane, composite CLT-glass multipurpose elements were used. The CLT floors and roof act as a shear diaphragms and prevent frame from warping.

MODELING OF THE STRUCTURE The frame was modeled in software SAP2000 as a 3D frame structure. Elements used for making the model were beam elements for columns, steel tendons and beams. For modeling the CLT diaphragms, layered shells were used. Analysis was done for all vertical and horizontal loads. The loads assigned to the frame were: 1.) Self weight modeled as dead load 2.) Instalations 0,15kN/m 3.) Imposed load 3,0 kN/m 4.) Snow 1,95 kN/m 5.) Wind all 4 cases were assigned to the frame TRANSFER OF VERTICAL LOADS

CLT STRUCTURES â&#x20AC;&#x201C; TECHNICAL DESCRIPTION This building is made as an aditional storey to the existing concrete structure. It is made completely out of CLT elements, which were useD for floors and walls. CLT elements that were used for walls are prefabricated Stora Enso 120Ls5 elements. The conection to the existing structure was done with the brackets. For roof elements CLT panels were also used both ribbed and flat slabs. CLT panels 120Ls5 were also used. The dimensions of the glulam beam (GL28h) used for ribbed slabs are 20/34 cm. The floorplan of the building is 33,9 m x 33,9 m. The height of the building is 3,4 meters. There is also a skylight in the middle of the building to allow sunlight to enter into the central hall. The skylight was constructed using glulam elements, conected to the existing structure. For the calculation of the horizontal elements on vertical loads, CLT designer software was used. Wall were calculated using a 3D model in Robot Pro software. Unfortunately, the results were not conclusive, so a simplified calculation was used to design brackets for the CLT wall elements.

Static concept

Sven DoĹĄen, Pirc Sara Starting to consider aspects of this building, main problems we see is lack of space for all the activities that schools require, some bad room orientations and small dining spaces. Idea is to connect the two schools with east to west horizontal communications, but keep north and south sides of school visualy and phisicaly connected as well. The two schools are also visualy and phisicaly conected, this happens through long hallway in the ground floor and (hallway/open space) on the second floor.

In need of space for big dining room, north side between two gym buildings is completely reserved for kitchen and dining place that opens up views to sport cort and green spaces. Connecting to dining room is long polyvalent hall for use of both schools and possible renting for outside users. Classrooms are wrapping outer facades, and with their positioning on the floorplans, different character spaces occur.

Site plan

Ground floor 0

Section . Elevation

100

First floor

101

102

LOAD PATH

PLATE single span girder

5 layers (width: 4,2 m / thickness: 125 mm)

WALL bending shearing

in case of fire: bending shearing

Static concept

103

104

Final presentation Zagreb

105

Imprint Documentation of the Masterclass - Urban renewal of a school with CLT modular elements Institute for Design and Architectural Typologies Faculty for Architecture / TU Graz LessingstraĂ&#x;e 25 / IV 8010 Graz www.gl.tugraz.at https://www.facebook.com/Gebaeudelehre Univ.-Prof. Dipl.-Ing. Architekt Hans Gangoly Photos: Lisa-Sophie Winklhofer Gregor Salobir Matej DokiÄ&#x2021; supported by: proHolz Austria

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