E. Siemoneit Environmental Portfolio

3 SEC TION 01 | BIO

4 SEC TION 02 | CARBON & ECOLOGICAL FOOTPRINT

6 SEC TION 03 | COTE BUILDING

7 SEC TION 03 | COTE BUILDING

8 SEC TION 03 | COTE BUILDING

9 SEC TION 04 | COTE BUILDING - INTEGRATED DESIGN SKETCH

10 SEC TION 05 | CLIMATE CONSULTANT

14 SEC TION 06 | COTE SUPER-SPREADSHEET

27 SEC TION 07 | RAINWATER CALCULATIONS

28 SEC TION 08 | FIXTURE CALCULATIONS

30 SEC TION 09 | PERSONAS

31 SEC TION 10 | CUSTOMER JOURNEY MAP

34 SEC TION 11 | WINDOW-WALL RATIO & SHADING DEVICES

37 SEC TION 12 | ENERGY CALCULATIONS

38 SEC TION 13 | EMBODIED CARBON CALCULATIONS

39 SEC TION 14 | EC3 TOOL

41 SEC TION 15 | BIBLIOGRAPHY

BIO

Ekaterina (Katya) Siemoneit

location :Anchorage, AK education: BArch (2016), MArch (2022) experience: Architectural Designer 3.5 yrs volunteering:

> Anchorage Museum (2016-2017)

> Anchorage Animal Care & Control (20192020)

> Seward Animal Shelter (2021) interests: animals, hiking, traveling

food preference: non-vegeterian recycle: > aluminum > cardboard > paper > electronics

# of years using public transport: 10

shopping preference: thrift stores, FB marketplace

My name is Ekaterina Siemoneit and I am an emerging professional from Russia. In 2016 I graduated from the State University of Land Use Planning in Moscow with Bachelor of Architecture degree and moved to Anchorage, Alaska. In 2012 I also completed Interior Design courses at the Istituto Marangoni in Milan, Italy. First I worked as a residential Interior Designer, then I was hired as an Architectural Designer for NorthForm Architecture, an Alaskan firm which specializes in Health Care and Institutional projects.

I volunteered for the Anchorage Museum, translating and organizing archives and helping to re-establish cultural connections between the indigenous people of Alaska and the Chukotka peninsula.

I am enrolled in IPAL program, working hard to obtain my architectural license. I am passionate about sustainable and accessible design, and believe that the architectural profession should be inclusive for all nationalities, races, and backgrounds.

Me petting iceberg on Portage Lake, April 2020

CARBON & ECOLOGICAL FOOTPRINT

HTTPS://WWW3.EPA.GOV/CARBON-FOOTPRINT-CALCULATOR/#

HTTPS://WWW.FOOTPRINTCALCULATOR.ORG/

According to carbon footprint calculator, my household emissions are lower than the U.S. average, which is 39,403 of household of 2 people.

My current total is 30,890 and after my planned actions it will be 27,692.

My planned actions are equal to:

> Saving 163 gallons of gas

> Planting 37 trees

> Recycling 1,031 tons of waste

> Total dollars savings $325

According to ecological footprint calculator, my personal Overshoot Day is: March 25

Earth Overshoot Day marks the date when humanity has exhausted nature’s budget for the year. For the rest of the year, we are maintaining our ecological deficit by drawing down local resource stocks and accumulating carbon dioxide in the atmosphere.

If everyone lived like me, we would need:

4.3 Earths

This is sad! I think the most impact was my inability to use public transportation (which is non-existent in AK) and my annual flight time (about 70 or more hours).

OREGON ZOO EDUCATION CENTER

2019 COTE TOP TEN

source: https://www.aia.org/showcases/6129422-oregon-zoo-education-center https://opsisarch.com/project/oregon-zoo-education-center/ https://www.architectmagazine.com/project-gallery/oregon-zoo-education-center

OREGON ZOO EDUCATION CENTER

Opsis Architecture Portland, Oregon

PROJECT ATTRIBUTES:

> Client: Metro

> Year of completion: 2017

> Gross floor area: 19,000 sq ft

> Project Climate Zone: ASHRAE 4C

> Site area: 83,000 sq ft

> Project site context/setting: suburban

> Design team:

- Civil: KPFF Consulting Engineers

- MEP: PAE Engineers

- Structural: Catena Consulting Engineers

- General Contractor: Fortis Construction

- Interpretive Consultant: Jones and Jones

- Landscape Architect: Jones and Jones

The Oregon Zoo’s Education Center serves as a regional education hub, expanding the zoo’s youth programs through collaborations with U.S. Fish and Wildlife and other partners. The center includes classrooms, meeting spaces, gardens, and a Nature Exploration Station (NESt), inspiring visitors to get outside, learn about nature, and take action on behalf of nature. Illustrating that “Small Things Matter,” the zoo provides its 1.7 million annual visitors with interactive exhibits that demonstrate how actions can help maintain a healthy planet. The center creates dialogue between the built and natural environment, with each interior space offering a corresponding visible and connected outdoor space.

Oregon Zoo Education Center Opsis Architecture

ECOLOGY

The project is in the Valley Foothills ecoregion, transitioning between the agricultural Willamette Valley and the heavily forested Cascade and Pacific Coast mountain ranges. The site is on land that is steeply sloped and dominated by Douglas fir. The project responded by restoring the native understory with endemic plants. Native wetland and upland plants were used to construct bioswales and stormwater detention facilities, replicating the ecoregion’s forested wetland ecotype. The center supports the zoo’s mission to inspire respect for animals.

Oregon Zoo Education Center aerial Opsis Architecture

Oregon Zoo Education Center Entry Opsis Architecture

ENERGY

Eliminating fossil fuels was a prime focus for climate-friendly design. Taking advantage of the mild Portland winters, an air-source heat pump provides an efficient source of all-electric heat, eliminating the need for peak or supplemental heat sources. During design, local partnerships created an opportunity to increase the solar array, and the goal of net-zero energy was born. To achieve net zero, detailed energy modeling was critical to identify all plug and process loads and their estimated energy consumption.

Areas to reduce energy consumption:

> radiant heat pump water-heating

> heat recovery ventilation.

> manual passive system

> passive ventilation

PREDICTED CONSUMED ENERGY USE INTENSITY (EUI): 42 KBTU/SQ FT/YR

PREDICTED NET EUI: -4.3 KBTU/SQ FT/YR

PREDICTED NET CARBON EMISSIONS: -1.9 LB/SQ FT/YR

PREDICTED REDUCTION FROM NATIONAL AVERAGE EUI FOR BUILDING TYPE: 107%

INTEGRATED DESIGN SKETCH

1. Solar strategies: the building is facing north, however, because of roof slope tilted towards south, the designers took the most out of roof space to install PV panels that provide sustainable and clean energy for the building and reduce the cost.

2.Heat Island effect to which the parking lot to the south is contributing, is compensated by the amount of gardens and landcape areas, which is about 83,000sf.

3. Water strategies: 75% of the rainwater that falls on the site is managed, either by directing it through a series of rain gardens and bioswales, or—if it falls on the roof of the classroom building—by funneling it into a 10,000-gallon cistern that is topped off by water from an underutilized aquifer beneath the zoo. As a result, rainwater supplies 56% of the water consumed onsite—largely for use in the building’s toilets, which double as the primary restroom facility on the west side of the zoo.

4. Ventilation: to minimize energy use, the center utilizes an air-source heat pump with variable refrigerant flow technology, which allows for localized heating and cooling. Classrooms are fitted with garagedoor-like windows, so that in the summer the facility can take advantage of natural ventilation.

5. Program: the project strove to encourage visitor curiosity and learning by making the center’s sustainable design strategies—like the solar panels on the roof or the rain gardens that filter stormwater visible to the public.

CLIMATE CONSULTANT EXERCISE

This Ground Temperature Chart indicates that using a geoexchange heat pump system is a beneficial passive strategy. According to this chart, the ground at

-13.12 ft level in winter remains around 50F and warmer and around 60F in summer, which can help with heating and cooling respectfully.

Geothermal heat exchange system diagram

https://www.tradelineinc.com/reports/2017-5/using-geothermal-exchange-systemsachieve-zero-net-energy-cold-climates

CLIMATE CONSULTANT EXERCISE

These Radiation Range Charts show the solar gain of PV panel surface (in orange). Top one represents the default indicators (for comparison) and the bottom one reflects the position and angle of the PV panels on the site.

We can see from this chart that this sustainable strategy is successful for this site location and orientation.

CLIMATE CONSULTANT EXERCISE

Temperature Range Chart indicates that most of the time the temperature is above the comfort zone, which opens the possibilities for passive cooling

solutions. Oregon Zoo Education Center implemented natural cross ventilation by installing overhead doors in several classrooms.

Passive cross ventilation and PV panels Opsis Architecture

PSYCHROMETRIC CHART EXERCISE

Oregon Zoo Education Center employs several design strategies that are listed in the psychrometric chart as the ones that impact the comfort level the most. Some of them are:

> Internal Heat Gain 25.9%

> Sun Shading of Windows 4.3%

> Natural Ventilation Cooling 1.3%

Taking advantage of the mild Portland winters, radiant heat pump water-heating and heat recovery ventilation is used as well as geo-exchange heat pump system. The windows on the south facade are protected from high sun with a roof overhang. The passive ventilation strategy is evident in the single-loaded classroom wing with overhead garage doors.

Some of the strategies suggested by the Psychrometric chart, like Passive Solar Direct Gain or Two-Stage Evaporative Cooling could not be implemented in heat and humidity sensitive areas with animals habitats.

PSYCHROMETRIC CHART

Oregon Zoo Education Center

Climate Consultant

INTEGRATION

The center—the fifth project funded by the zoo bond—provides a home base for thousands of children who participate in camps and classes annually and serves as a regional hub, expanding the zoo’s youth programs through collaborations with

U.S. Fish and Wildlife and other partners. The center includes classrooms, meeting spaces, gardens, and a Nature Exploration Station (NESt), inspiring visitors to get outside, learn about nature, and take action on behalf of nature.

COMMUNITY

deeply connected to natural environments, sustainability, and education. These groups provided guidance on the center’s themes and content, and as a result, it has become a regional hub for the conservation community. SECTION 06 | COTE SUPER-SPREADSHEET

ECOLOGY

The project responded by restoring the native understory with endemic plants. Native wetland and upland plants were used to construct bioswales and stormwater detention facilities, replicating

the ecoregion’s forested wetland ecotype. A variety of interactive outdoor spaces — that include native planting, bioswales, a nature play area, and contemplative forest zone — are complemented by the birdfriendly design of the building’s exterior

WATER

Oregon Zoo project focused a lot of attention on rainwater mitigation and reuse. 75% of rainwater is managed on site and 56% of it is consumed. The interconnected system of rain gardens and

planters slows the flow of rainwater, and the plants and soil filter out dirt, oil, and pollutants while providing habitat for small creatures like the chorus frogs that moved in immediately after completion.

WELLNESS

There were several measures taken to promote occupants and visitors wellness in Oregon Zoo Education Center:

Large openings in the classrooms, café, and NESt exhibit hall provide natural ventilation and a direct connection to the outdoors. A benefit of the bird-friendly pattern on the glazing is the biophilic

response it elicits — a feeling of shelter while maintaining a connection to outdoors. Low-emitting materials that meet low-VOC levels were used to ensure good indoor air quality.

DISCOVERY

Post-occupancy evaluation includes energy and water consumption, occupant surveys, and observational studies of how the buildings and exhibits are used. By monitoring energy use and production, several installation issues were discovered: the PV array was installed with incorrect wiring and not producing at full capacity (this issue has since been

corrected), and several meters were not installed correctly (the correction is currently underway). Rainwater collection and potable water use is tracked; results from 2018 revealed that the toilets are used more often than predicted, but potable water use has been more than offset by higher volumes of captured rain and nuisance groundwater than predicted.

A post-occupancy evaluation performed in 2018 explored occupant comfort, indoor air quality, lighting, acoustics, health and wellness, aesthetics, and user behavior. Lessons have been shared with a larger audience in collaboration with the owner:

RESULTS

Overall the Project reached its main goal, which is to inspire visitors to engage in sustainable actions through very high performance of Community Engagement Score, Level of Post Occupancy Evaluation and Knowledge Distribution/Transparency.

Oregon Zoo Education Center also reached high levels of performance in Ecology, Water, Energy and Wellness strategies -- aspects very important for a nature oriented educational facility.

RAINWATER CALCULATIONS EXERCISE

PORTLAND, OR

Data on annual precipitation provided by Weather Forecast Office in Portland, Oregon

In 10 year period, Portland received 48.15 inches of rain average. Oregon Zoo Education Center primary program is Recreation (Visitor Center) and secondary is Education, so according to the Chart B, Water Use Intensity is the average between Public Assembly (26 gal/sq ft) and Education (15 gal/ sq ft) which brings Oregon Zoo Education Center to (26+15)/2= 20.5 gal/ sq ft of Water Use Intensity.

From the calculations in Part 1 we discover that we will get 29.853 gallons of precipitation per sq ft in Portland. We determined that the building program requires about 20.5 gal/sq ft of water use, which means that if we collect stormwater on the site, we will be able to meet the demand for water use.

WATER REDUCTION EXERCISE

From this exercise I have learned that by taking very minimal measures I could save a big amount of water.

WATER USE EXERCISE

From this exercise I discovered the way to calculate water consumption in the building. After doing the calculations I was surprized to learn that majority of water (75%!!!) is used for flushing toilets/urinals.

PERSONAS

Phyllis, 58 years old

Sales Associate

IDENTITY

Moved from Scranton, PA to Boston 8 years ago, very happy with her job, recently married to a successful businessman.

PERSONALITY

Very kind, quiet, but likes to be a part of social activities & participates in events. Could be arrogant at times.

SOCIAL STANDING: Upper Middle Class

GOALS IN VISITING: Employee

Kelly, 25 years old

Customer Service Representative

IDENTITY

Second generation American Indian, speaks Hindu, celebrates her cultural identity. Desparetly wants to get married and have a big wedding, but her conservative parents want her to marry only an Indian man.

PERSONALITY

Bubbly and lighthearted personality, likes to chat, gossip and laugh.

SOCIAL STANDING: Upper Middle Class

GOALS IN VISITING: Attending Arts & Culture Classes

Darryl, 36 years old

Warehouse Operations Manager

IDENTITY

IMAGE: Caption

Was raised in a low income neighborhood, but thrived to get a better quality of life. After high school started working as a laborer in a warehouse where he eventually built his career. Has a daughter, recently divorced.

PERSONALITY

Easy going and straight-to-the-point. He always keeps his promises and take his responsibilities seriously.

SOCIAL STANDING: Lower Middle Class

GOALS IN VISITING: Employee

PHYLLIS

Phyllis gets dropped off by her husband at the entry plaza to the Museum, where she works. She goes into the front lobby and down to the Museum’s cafe to grab a cup of coffee and a muffin for breakfast. She chats with the barista and heads back upstairs to the great hall where she takes the elevator to the 3rd floor where her office is.

INTERACTIONS:

> Barista at the cafe

> Visitors in the elevator

> Coworkers in the office

TOUCHPOINTS:

> Entry Plaza

> Entry Lobby

> Cafe

> Elevator

> Office

EXPERIENCE:

Persona moves from large open exterior to large public interior, stops at smaller scale public, uses transitional space and arrives to private space.

GROUND LEVEL

3RD FLOOR

LOBBY CAFE OFFICE

Kelly likes to take a walk on the Boardwalk to come to her evening lecture in the Museum. She walks through courtyard, enters the great hall and heads to the auditorium. After the lecture she likes to hang out with her classmates in the courtyard if the weather is nice.

GROUND LEVEL

> Lecturer

> Classmates TOUCHPOINTS:

> Boardwalk

> Courtyard

> Great Hall

> Auditorium

> Courtyard

EXPERIENCE:

Persona moves from large open exterior to large public interior, space and arrives to interactive space.

2ND FLOOR

DARRYL

Darryl arrives at the employee entrance early in the morning, parks his personal car and goes down to the collection storage through employee only stairs. There he spends most of the day on his feet, supervising the operations of the storage facility making sure safety protocols are met.

INTERACTIONS:

> Warehouse employees

TOUCHPOINTS:

> Loading Dock

> Employee Entrance

> Collection Storage

EXPERIENCE:

Persona arrives at the private secure entrance, takes designated stairs and spends most of the day underground in the limited access space.

GROUND LEVEL

BASEMENT

WINDOW WALL RATIO EXERCISE

From these exercises I have learned to be mindful when designing facades and explored the tools for creating the best shading solution.

#1 - A building has a foor slab that is 20’ x 30’. Each exterior wall is 20’ tall. Windows comprise 25% of the walls. There are two (2) doors and each is 3’ wide by 7.5’ tall. The hip roof is 1,400 sf total. What percentage of the overall building is each component?

Answer: total building = 3400 sf = 100%: roof = 41% walls = 43% windows = 15% doors = 1%

#2 - A building with a fat roof has the elevations below. What is the WWR (Window Wall Ratio)?

Calculate for each facade and for all walls combined. We are only looking at walls in this case.

Answer: North: 150sf/600sf = 0.25

East: 108sf/400sf = 0.27

South: 330sf/600sf = 0.55 West: 108sf/400sf = 0.27

Overall WWE = 696sf/2000sf = 0.348

SHADING DEVICES EXERCISE

SANTIAGO

> You are located at approximately 45 degrees N latitude in Milan, Italy.

> You have a southern-facing window that is 3’ wide and 8’ tall.

> Reference the sun charts for Milan, Italy included in this exercise.

> Answer the three italicized items below:

a) Based on the Climate Consultant sun charts, what times of year and times of day is shading most needed in this climate?

October - March between 11am and 6pm

b) Using the Sustainable by Design Overhang Analysis tool, design a horizontal shading device that will provide complete or partial direct sunlight shading during the times when it is most needed.

Overhang Width: 8.2’

Overhang Depth: 1.6’

Height of Shading Device Above Window: 0.5’

Horizontal Ofset of Shading Device: 2.4’

c) If you are not able to block all of the direct sunlight during times that require shade with the horizontal shading device, what other passive strategies and/or building elements might you rely on to help provide comfort?

Trees providing shade, vertical fins, passive ventilation.

SHADING DEVICES EXERCISE

MILAN

> You are located at approximately 45 degrees N latitude in Milan, Italy.

> You have a southern-facing window that is 3’ wide and 8’ tall.

> Reference the sun charts for Milan, Italy included in this exercise.

> Answer the three italicized items below:

a) Based on the Climate Consultant sun charts, what times of year and times of day is shading most needed in this climate?

June - August between noon and 6pm.

b) Using the Sustainable by Design Overhang Analysis tool, design a horizontal shading device that will provide complete or partial direct sunlight shading during the times when it is most needed.

Overhang Width: 8’

Overhang Depth: 3.8’

Height of Shading Device Above Window: 0.6’

Horizontal Ofset of Shading Device: -2.3’

c) If you are not able to block all of the direct sunlight during times that require shade with the horizontal shading device, what other passive strategies and/or building elements might you rely on to help provide comfort?

Trees providing shade, vertical fins, passive ventilation.

CALCULATING ENERGY USE FOR A BUILDING

This exercise shows the possible ways of reducing energy use and how even little sustainable design implementations can lead to a substantial energy saving.

EMBODIED CARBON CALCULATIONS

This exercise focuses on embodied carbon and shows the impact of different material choices on the overall embodied carbon calculation. I was surprised to see how much embodied carbon is in the basic materials and how much of the difference the calculated material selection can make on the environment.

Task A

Find the embodied carbon in this wall.

Answer Wall Composition:

> Concrete Blocks

1.05 m2 x 60 kg/m2 x 0.133 kg CO2e/kg = 8.379 kg CO2e

> Mineral Wool Insulation

1.03 m2 x 7 kg/m2 x 1.28 kg CO2e/kg = 9.2288 kg CO2e

> Bricks

60 bricks x 2.3 kg/brick x 0.5512 kg CO2e/ kg = 76.0656 kg CO2e

> Mortar

0.033 m3 x 1,650 kg/m3 x 0.174 kg CO2e/ kg = 9.4743 kg CO2e

> Wall Ties

5 wall ties x 0.04409 kg/wall tie x 6.519 kg CO2e/kg = 1.43711355 kg CO2e

Total Embodied Carbon of the wall:

104.58481355 kg CO2e

Task B

4,500 kWh of electricity was used to power site lighting during construction. Construction site lighting is powered by fossil fuels. How much embodied carbon is in the site lighting?

Answer

4,500 kWh x 0.6 kg CO2e/kWh = 2,700 kg CO2e

Task C

1,400 m2 of carpet tiles are installed in an office on day #1. 25% of the carpet tiles are replaced every other year for the lifetime of the office space. The lifetime of the office space is 20 years. What is the total embodied carbon for the carpet flooring for the lifetime of the office space?

Answer

1,400 m2 x 0.25 x 10 = 3,500 m2

3,500 m2 x 13.7 kg CO2e/m2 = 47,950 kg CO2e

EMBODIED CARBON IN CONSTRUCTION CALCULATOR (EC3)

IMMIGRANT MUSEUM

The EC3 tool provides the opportunity to access the information on the embodied carbon built into building materials.

For the precedent I chose to analyse structural and foundation systems of my Studio 4 project, which is a museum located in Boston, MA.

I calculated the amount of concrete and rebar needed for foundation piles and counted how many linear feet of wide flanges and hollow metal is in structure.

Through the EC3 tool I selected the materials that had the best balance between quality/availability/distance-toproject and embodied carbon amount.

I WAS ABLE TO PASS THE TARGETED GOAL OF 34% AND ACHIEVED 46% EMBODIED CARBON REDUCTION BY SELECTING THE RIGHT MATERIALS.

Gross Floor Area: 110,260 ft2

Height: 80ft Weight: 3.67M lbs

EC Total (Conservative): 1.16M kgCO2e

EC Total (Achievable): 769k kgCO2e

EC Total (Realized): 626k kgCO2e

source: https://www.buildingtransparency.org/

EMBODIED CARBON IN CONSTRUCTION CALCULATOR (EC3)

DEMO BUILDING A

Demo Building A was over achievable targets for steel structure, but was able to keep the EC of Concrete way below the target.

The selection of low Embodied Carbon materials allowed to perform 51% total building reduction from the Conservative EC Total.

IMMIGRANT MUSEUM EMBODIED CARBON REDUCTION WAS GREATER THAN DEMO BUILDING A BY 3% OF BUILDING TOTAL.

Gross Floor Area: 256,000 ft2

Height: 60 ft Weight: 20M lbs

EC Total (Conservative): 4.18M kgCO2e

EC Total (Achievable): 2.45M kgCO2e

EC Total (Realized): 2.65M kgCO2e

source: https://www.buildingtransparency.org/

BIBLIOGRAPHY

1. Climate Consultant (Version 6). (2020). [Climate Consultant is a graphic-based computer program that helps architects, builders, contractor, homeowners, and students understand their local climate.]. Society of Building Science Educators. https://www.sbse.org/resources/climate-consultant

2. EC3. (2021, October 15). Building Transparency. https://www.buildingtransparency.org/

3. Education Center. (2019). Oregon Zoo. https://www.oregonzoo.org/discover/new-zoo/education-center

4. Gerfen, K., & Wood, H. (2018/-11-07). Oregon Zoo Education Center. Architect. https://www.architectmagazine.com/project-gallery/oregon-zoo-educationcenter

5. Household Carbon Footprint Calculator. (2016). U.S. Environmental Protection Agency. https://www3.epa.gov/carbon-footprint-calculator/

6. How many planets does it take to sustain your lifestyle? (2021). Footprint Calculator. https://www.footprintcalculator.org/home/en

7. Oregon Zoo Education Center. (2019). AIA. https://www.aia.org/showcases/6129422-oregon-zoo-education-center

8. Oregon Zoo Education Center. (2021, September 3). Opsis Architecture. https://opsisarch.com/project/oregon-zoo-education-center/

9. Vezzoli, C. A., & Manzini, E. (2008). Design for Environmental Sustainability (2008th ed.) [E-book]. Springer.

10. Zambrano, H., Squire, C., Walker, T., & Smith, Z. (2019). COTE Super Spreadsheet (1.6) [Tool to help architects calculate project performance metrics.]. https://content.aia.org/node/6093516

SUSTAINABLE SYSTEMS