G. Richard Environmental Portfolio

COTE 2020 TOP TEN BUILDING

WINDOW WALL RATIO

EMBODIED CARBON CALCULATIONS

EC3 TOOL – SANKEY DIAGRAMS

GENEEN RICHARD

AGE: 47

NATIONALITY:

AMERICAN

MAJOR: MASTERS OF ARCHITECTURE

I am a detail-oriented designer and CAD dra er with excellent design skills from schema c design to construc on documents.

I am also a highly ar s c and crea ve individual, with a great talent for crea ng print layouts to three-dimensional designs that are highly func onal. My design experience has included hospitals, cellular tower shelters, apartments, churches, schools, large theaters, swimming pools, pipeline plats, and manufactured products. My skills and abili es allow me to clearly communicate with clients, customers, and teams in order to provide well-designed projects and complete tasks efficiently. I am excellent at mul -tasking and highly organized. I have a Bachelor’s of Science in Architecture from Louisiana Tech University. I am currently pursing a Masters of Architecture at Boston Architectural College.

These charts show that if everyone on earth lived like my family they would need about 6 Earths. The main factors that drove up our ra ng is that 2 family members travel mul ple mes a month across state lines and also fly interna onally for work. There is no way to cut down on the amount of gas usage to fill up the cars or the amount of travel required for their occupa ons. Our best strategy would be to conserve more water and recycle more packaging products that come into the household. The windows and insula on are already energy efficient. Also a majority of our appliances have been upgraded to energy efficient appliances.

IMAGES FROM h ps://www3.epa.gov/carbon-footprint-calculator/

INTEGRATED DESIGN SKETCH

The diagram explains the major sustainable design proper es used in the project. The major aspects included radiant heat flooring, PV Roof Panels, a light colored roof to reduce heat and sun ray absorp on. A Passive air design with transom window and sliding classroom doors allowed indoor and outdoor usage to cut down on hea ng and cooling. The roof is also sloped so that it will drain rainwater and that can be used in the building for flushing toilets.

RICHARD

SKETCH BY: G.

Project Name: Environmental Nature Center

Preschool Architect: LPA, Inc

Landscape Architect: LPA, Inc.

Contractor: Consolidated Contrac ng Systems, Inc,

Loca on: Newport Beach, California Climate Classifica on: Coastal Climate

Client: Environmental Nature Center

The Environmental Nature Center preschool is the first LEED Pla num building in Orange County, California. The program of the building was to design a school which promoted crea vity, and where children could learn indoors and outdoors about the natural environment . The school promotes learning through three dis nct outdoor learning zones named a er na onal parks in the garden area. Near the garden there is an outdoor kitchen where the children can select foods and help prepare meals. The school facilitates the process of indoor/outdoor learning with classrooms that have large sliding doors and a covered breezeway where learning can take place. The breezeway offers natural ven la ons and there are PV panels on the roof which provide 105% of the school’s electrical needs. The roof is sloped and the rainwater from the roof is caught and cleaned by natural plant materials on the site. The plants in the garden and on the site are all na ve to California. The children learn about the nature world and are encouraged to be crea ve at their Net-Zero Facility which was built in 2019.

FROM LPA h ps://lpadesignstudios.com/

IMAGES FROM AIA.ORG h ps://www.aia.org/showcases/6280251-environmental-nature-center-and-preschoolcote-top-ten-award

IMAGES

ENVIRONMENTAL NATURE CENTER PRESCHOOL

IMAGES FROM LPA h ps://lpadesignstudios.com/ AERIAL VIEW OF PRESCHOOL

ENVIRONMENTAL NATURE CENTER PRESCHOOL

IMAGES FROM LPA h ps://lpadesignstudios.com/

IMAGES FROM STU NEWS NEWPORT h ps://www.stunewsnewport. com/index.php/archives/front-page-archive/2843-enc-preschoolproject-breaks-ground-020818

SUSTAINABLE MATERIALS USED IN THE PROJECT

ENVIRONMENTAL NATURE CENTER PRESCHOOL

VIEW OF THE REAR PLAYGROUND

SITE & FLOOR PLAN

IMAGES FROM STU NEWS NEWPORT h ps://www.stunewsnewport.com/index.php/archives/ front-page-archive/2843-enc-preschool-project-breaks-ground-020818

VIEW OF CHILDREN’S GARDEN

IMAGES FROM LPA h ps://lpadesignstudios.com/

VIEW OF THE COVERED CLASSROOM/BREEZEWAY

IMAGES FROM LPA h ps://lpadesignstudios.com/

This chart compares the Dry Bulb temperature (Outside Air) to the Wet Bulb Mean (Humidity and the Effects of Evapora on) use to shades of red lines.

The greater the distance between the two red line reflects low humidity. When the 2 red lines are close together the humidity is high. The yellow in the chart represents the me when solar radia on is the highest. The light blue color represents the ho est months in the year.

In the design of the preschool, LPA used a large awning roof to cover the breezeway allowing the children to play outside for longer periods with less exposure to solar radia on.

SUSTAINABLE STRATEGY 2: TILTED ROOF AND PV PANELS

IMAGES FROM SOFTWARE h ps://energy-design-tools.sbse.org/

This chart is helpful in designing the solar PV panel system for a building In the design of the ENC Preschool, the roof is lted about 20° and the PV Panels are located on the roof. The front of the building is oriented on the east-west axis.

IMAGES FROM LPA h ps://lpadesignstudios.com/

| GENEEN RICHARD

SUSTAINABLE STRATEGY 3: RADIANT HEAT FOUNDATION

This chart is helpful in designing founda on systems for a building

In the design of the ENC Preschool, there is a radiant floor hea ng system in the slab. This warms the building because according to the chart the warmest ground temperature is under 70° at the warmest part of the year.

IMAGES FROM SOFTWARE h ps://energy-design-tools.sbse.org/

IMAGES FROM SOFTWARE h ps://gbdmagazine. com/nature-center-design/

PSYCHROMETRIC CHARTS

The psychometric chart shows the rela onship between the temperature and the humidity in a specific climate. It also shows the point at which moisture will begin to form on surfaces due to the change in indoor and outdoor temperatures. This will influence when the comfort level is unbearable and when air condi oning is needed.

IMAGES FROM SOFTWARE h ps://energy-design-tools.sbse.org/

STRATEGY 31: SUNLIGHT PENETRATES WALLS AND WINDOWS

The Environmental Nature Preschool was designed to use daylight for ac vi es inside the classroom and outside the classroom. The covered area has built in skylights to reduce the amount of ligh ng needed in the pavilion areas.

The classrooms also have transom windows to accept daylight and reduce the number of electrical lights needed.

IMAGES FROM SOFTWARE h ps://energy-design-tools.sbse.org/

IMAGES FROM LPA h ps://lpadesignstudios.com/

STRATEGY 35 NATURAL VENTILATION

The ENC Preschool u lizes natural ven la on to eliminate the amount of air condi oning the building needs to use. It also has PV Panels on the roof which provide the building with 105% of it’s electric power.

The interior windows are shaded by the large roof covering the exterior play area. This allows breezes to pass through the space and reduces the amount of A/C cooling the building needs to produce.

IMAGES FROM LPA h ps://lpadesignstudios.com/

IMAGES FROM SOFTWARE h ps://energy-design-tools.sbse.org/

GENEEN RICHARD

SKETCH BY: G. RICHARD

STRATEGY 37 ROOF OVERHANGS AND CANOPIES

The large roof overhangs and canopies at the ENC Preschool provide sunshade and open-air play areas for the students. This eliminates the amount of a/c the building must use and provides covered outdoor learning sta ons.

IMAGES FROM SOFTWARE h ps://energy-design-tools.sbse.org/

IMAGES FROM LPA h ps://lpadesignstudios.com/

| GENEEN RICHARD

COTE MEASURE 1: DESIGN FOR INTEGRATION

COTE MEASURE 3: DESIGN FOR ECOLOGY

COTE MEASURE 4: DESIGN FOR WATER PART 1

COTE MEASURE 4: DESIGN FOR WATER PART 2

COTE MEASURE 4: DESIGN FOR WATER PART 3

COTE MEASURE 4: DESIGN FOR WATER PART 4

COTE MEASURE 6: DESIGN FOR ENERGY

COTE MEASURE 6: DESIGN FOR ENERGY PART 2

RAINWATER CALCULATIONS

CONVERTING PRECIPITATION IN INCHES TO GALLONS

IN THIS ASSIGNMENT WE CONVERTED RAINWATER PRECIPITATION FROM INCHES TO GALLONS. THIS IS IMPORTANT FOR RAIN WATER COLLECTION AT THE SITE. BY CALCULATING THE RAINWATER ONE CAN DETERMINE IF THERE WILL BE ENOUGH GREY WATER TO FLUSH TOILETS AND DO LAUNDRY.

S t e p 1 : Findthe numberofsquare inches inonesquare footofsurfacearea. squareinches=1squarefoot

S t e p 2 : Co nve r t t o v o l u m e ! In order to find the cubic inches of precipitation that fall per squarefootof surface areaper inch of precipitation,multiply the resultfrom Step1 byone inch of precipitationtofindthe cubic inches of waterper squarefoot. cubicinchesofprecipitationpersquare foot

S t e p 3 : Co nve r t t o g a l l o n s ! Findthe gallonsof precipitationthatfall per square foot of surface area: divide the result from Step2 by 231cubicinchespergallon. gallonsof precipitationper squarefootforone inch of precipitation

S t e p 4 : Lookat ChartA:whatisthe averageannualprecipitationinBostonin inches fortheyears2010-2019?inches(average)

S t e p 5 : Calculatethe averageannual precipitationin gallons per squarefootin Boston by multiplying the result in Step3 by the result in Step4: gallonsofprecipitationpersquarefoot annually inBoston

1Gallon = 231Cubic Inches

REDUCTION

RAINWATER CALCULATIONS

IN THIS ASSIGNMENT WE CALCULATED THE AMOUNT OF WATER A TYPICAL FAMILY COULD SAVE VIA WATER USE REDUCTION. BY CHANGING THE FLOW OF THE SHOWER HEADS AND FAUCETS IN A HOUSEHOLD, A SINGLE FAMILY COULD REDUCE THEIR WATER USAGE BY MORE THAN 50%.

WATER USE CALCULATIONS

THIS CALCULATION CHART ALLOWS ONE TO FIGURE OUT HOW MUCH WATER WILL BE USED PER DAY IN A BUILDING BASED ON THE CODE OCCUPANCY LOAD. WATER WILL BE USED IN THE RESTROOMS FOR WASHING HANDS AND FLUSHING TOILETS. IF THE BUILDING HAS SHOWERS, A KITCHEN, OR BREAK ROOM - THESE WILL BE INCLUDED IN THE TOTAL CALCULATIONS WITH REGARDS TO ANNUAL WATER CONSUMPTION.

In-Class Exercise #05, Part 2: Water Use

What is the annual water consumption for the office space described below?

Demand

• 28 employees - 20 of these work full time (40 hours/week) - 8 of these work part time (20 hours/week)

• 160 visitors per day

• 1 breakroom

• 1 employee shower

Assumptions

• Population is 50% male/50% female

• Men’s room has urinals and toilets

• 260 work days or 2,080 work hours in one year

• “gpf ” = gallons per flush

• “gpm” = gallons per minute

Fixture Flow Rates

• High-efficienc y toilets and urinals

• Conventional public lavatories

• Low-flow kitchen sink in breakroom

• Low-flow shower

Your Task Calculate Annual Water Consumption

Step 1: Determine the FTE (Full Time Equivalent)

20 full time employees + 8 part time employees = FTE

Step 2: Using Chart A and B, fill in the ”In-Class Exercise #05, Part 2: Water Use Chart” on the following page of this document.

Exercise #05, Part 2: Water Use Chart

STUDIO PROJECT BRIEF: ARC 3308 FALL 2021

PROJECT SCOPE: WEYMOUTH LANDING URBAN DESIGN

LOCATION: BRAINTREE, MA

USE: A 5-ACRE GREEN SPACE WITH 4 MAJOR BUILDINGS

BUILDING USE: COMMUNITY/CIVIC CENTER, EXHIBITION SPACE, RESTAURANTS AND RETAIL, CANOE AND KAYAKING SHOP

OTHER: GREEN SPACE, WATER FEATURES, SPLASH PAD, BIKING AND WALKING TRAILS

SITE MODEL & SKETCH BY G. RICHARD

ELEVATION SKETCH BY G. RICHARD

PROJECT PERSONAS SUMMARY

JAKE

NARRATIVE:

• AGE 32, WHITE MALE

• ATHLETIC

• IT/SOFTWARE ENGINEER

• SINGLE

CHARACTER:

• EXTROVERT

• PARTICIPANT

JUNG SA HA GOES BY ”LUCY”

NARRATIVE:

• AGE 41, ASIAN FEMALE

• SEMI-ATHLETIC

• HOMEMAKER AND CRAFTER

• MARRIED WITH KIDS

CHARACTER:

• EXTROVERT

• PARTICIPANT

VISITS:

3-6 VISITS PER WEEK FOR BIKE RIDING, CANOING, KAYAKING, & TRAIL RUNNING.

VISITS:

3 VISITS PER WEEK FOR YOGA CLASS, ARTS & CRAFTS CLASSES, AND MEETING FRIENDS AT THE CAFE.

JESSICA

NARRATIVE:

• AGE 14, WHITE FEMALE

• ARTISTIC

• FRESHMAN IN HIGH SCHOOL

• SINGLE TEENAGER

CHARACTER:

• INTROVERT

• PARTICIPANT VISITS:

2 VISITS PER WEEK FOR MUSIC LESSONS, CHAMBER ORCHESTRA PERFORMANCES, AND MEETING FRIENDS AT A RESTAURANT.

GEORGE

NARRATIVE:

• AGE 58, WHITE MALE

• SEMI-ATHLETIC

• BUSINESS OWNER / CEO, CITY COUNCIL

• MARRIED WITH GROWN KIDS

CHARACTER:

• EXTROVERT

• PARTICIPANT

VISITS:

2 VISITS PER WEEK WITH WIFE VIA YACHT TO MEET FRIENDS FOR DINING. ATTENDS CIVIC MEETINGS AT THE COMMUNITY/CIVIC CENTER.

SECTION 09 l PROJECT PERSONAS –USER JOURNEY MAPS

PROJECT SCOPE: WEYMOUTH LANDING URBAN DESIGN

LOCATION: BRAINTREE, MA

USE: A 5 ACRE GREENSPACE WITH 4 MAJOR BUILDINGS

BUILDING USE: COMMUNITY/CIVIC CENTER, EXHBITION SPACE, RESTAURANTS AND RETAIL, CANOE AND KAYAKING SHOP

OTHER: GREEN SPACE, WATER FEATURES, SPLASH PAD, BIKING AND WALKING TRAILS

AFTER KAYAKING, JAKE AND HIS FRIENDS GET SOME FOOD AT THE FOOD TRUCKS FOR DINNER AND CHOOSE A GATHERING POD TO SIT AND EAT.

JAKE RIDES HIS BIKE 6 DAYS A WEEK FROM HIS HOUSE TO THE PARK. HE UTILIZES ALL THE PARK TRAILS.

ON HIS BIKE RIDING ROUTE, HE STOPS AT THE KAYAK AND CANOE SHOP TO TALK TO A FRIEND ABOUT A WEEKEND EVENT AND NEW GEAR.

ON WEEKENDS HE MEETS HIS FRIENDS AT THE KAYAK/CANOE PUT IN FOR EXCURSIONS ON THE WEYMOUTH FORE RIVER.

JAKE HEADS HOME ON HIS BIKE AND LEAVES HIS KAYAK AT THE SHOP STORAGE FACILITY.

ENVIRONMENTAL PORTFOLIO l GENEEN RICHARD 31

Watson Park

SECTION 09 l PROJECT PERSONAS –USER JOURNEY MAPS

PROJECT SCOPE: WEYMOUTH LANDING URBAN DESIGN

LOCATION: BRAINTREE, MA

USE: A 5 ACRE GREENSPACE WITH 4 MAJOR BUILDINGS

BUILDING USE: COMMUNITY/CIVIC CENTER, EXHBITION SPACE, RESTAURANTS AND RETAIL, CANOE AND KAYAKING SHOP

OTHER: GREEN SPACE, WATER FEATURES, SPLASH PAD, BIKING AND WALKING TRAILS

LUCY TAKES A REST ON A PARK BENCH AND WRITES IN HER JOURNAL.

AFTER LUCY DROPS HER KIDS AT SCHOOL, SHE ATTENDS THE COMMUNITY CENTER FOR YOGA AND PAINTING.

SHE DRIVES TO THE COMMUNITY CENTER AND ATTENDS CLASS.

AFTER CLASS, LUCY AND HER FRIENDS WALK THROUGH THE PARK TO THE CAFÉ FOR BUBBLE TEA & COFFEE.

LUCY AND FRIENDS USE THE PATHS TO WALK THROUGH THE PARK AND ADMIRE THE WATER FEATURES

LUCY LEAVES THE SITE TO RUN HER DAILY ERRANDS

ENVIRONMENTAL PORTFOLIO l GENEEN RICHARD 32

Watson Park

AFTER SCHOOL JESSICA TAKES MUSIC LESSONS AT THE LANDING. HER PARENTS DROP HER OFF AT THE ENTRANCES AND SHE WALKS TO THE EXHIBITION HALL.

AFTER MUSIC LESSONS, JESSICA AND HER FRIENDS WALK THROUGH THE PARK TO GET TACOS AND PIZZA.

AFTER CLASS, LUCY AND HER FRIENDS WALK THROUGH THE PARK TO THE CAFÉ FOR BUBBLE TEA & COFFEE.

EVERY FEW MONTHS JEESICA PARTICIPATES A PERFORMANCE WITH THE YOUTH SYMPHONY AT THE EXHIBITION PAVILLION.

SOMETIMESJESSICA ANDHERFAMILY DINEINTHEPARK AFTERHEREVENT.

AFTER MUSICAL EVENTS JESSICA AND HER FAMILY HEAD HOME BY CAR.

Watson Park

HE BERTHS HIS YACHT AT THE LANDING. THEY WALK UP THE GANGWAY TO THE PARK.

IT’S A SUNNY DAY GEORGE AND HIS WIFE DECIDE TO MEET FRIENDS AT THE LANDING FOR A LATE LUNCH

THEY SAIL FROM TOWN RIVER YACHT CLUB (QUINCY, MA) TO WEYMOUTH LANDING, MA. A 37 MINUTE SAILING TRIP

THEY USE THE PATHS TO WALK THROUGH THE PARK AND ADMIRE THE WATER FEATURES

THEY MEET WITH FRIENDS FOR DINING

GEORGE AND HIS WIFE SAIL HOME BEFORE SUNSET

Watson Park

ENERGY CALCULATIONS SUN SHADING

THE WINDOW SHADING CALCULATOR HELPS

A DESIGNER DETERMINE THE DEPTH AND HEIGHT OF LOUVERS OR OVERHANGS BASED ON THE GEOSPATIAL LOCATION OF THE BUILDING STRUCTURE. BY CHOOSING THE CORRECT CITY, AND THE ORIENTATION OF THE BUILDING ON THE SITE, ONE CAN DETERMINE THE SUN’S LOCATION IN THE SKY AND WHERE THE RAYS WILL HIT THE BUILDING STRUCTURE. THIS SOFTWARE GIVES EXACT SIZING FOR SHADING SO THAT MATERIALS WILL NOT BE WASTED AND CONTRIBUTES TO SUSTAINABLE DESIGN.

In-Class Exercise #08b: Shading Devices

Use the Sustainable by Design Overhang Analysis tool for this exercise (https://susdesign.com/overhang/).

#1

- 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?

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.

Attach an image of your window and shading device (from the website or one you draw yourself!).

Overhang Width: ________________

Overhang Depth: ________________

Height of Shading Device Above Window: ________________

Horizontal Offset of Shading Device: ________________

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?

In-Class Exercise #08b: Shading Devices

Use the Sustainable by Design Overhang Analysis tool for this exercise (https://susdesign.com/overhang/).

#2

- You are located at approximately 33 degrees S latitude in Santiago, Chile.

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

- Reference the sun charts for Santiago, Chile 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?

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.

Attach an image of your window and shading device (from the website or one you draw yourself!).

Overhang Width: ________________

Overhang Depth: ________________

Height of Shading Device Above Window: ________________ Horizontal Offset of Shading Device: ________________

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?

ENERGY CALCULATIONS SUN SHADING

THE WALL-WINDOW RATIO CALCULATIONS DETERMINE THE AMOUNT OF OPENINGS IN A WALL WHICH WILL ALLOW DAYLIGHT INSIDE THE STRUCTURE. DEPENDING ON THE GEOSPATIAL LOCATION OF THE STRUCTURE, WE CAN DETERMINE HOW MUCH DAYLIGHT CAN REPLACE ENERGY USAGE FOR LIGHTING THE BUILDING.

In-Class Exercise #08a: Window Wall Ratio

1 - A building has a floor 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?

2 - A building with a flat 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.

NorthEastWest South

EMBODIED CARBON CALCULATIONS

In-Class Exercise #09: Embodied Carbon Calculations

Reference Materials

Quantities

Concrete Blocks (Area) 1.05 square meters

Mineral Wool Insulation (Area) 1.03 square meters

Bricks (Quantity) 60 bricks

Mortar (Volume) 0.033 cubic meters

Wall Ties (Quantity) 5 wall ties

Weight/Mass

Concrete Blocks 60 kg/square meter

Mineral Wool Insulation 7 kg/square meter

Bricks 2.3 kg/brick

Mortar 1,650 kg/cubic meter

Wall Ties 0.04409 kg/wall tie

Sample Embodied Carbon Factors (kg CO2e/kg)

Concrete Blocks 0.133 kg CO2e/kg

Mineral Wool Insulation 1.28 kg CO2e/kg

Bricks 0.5512 kg CO2e/kg

Mortar* 0.174 kg CO2e/kg

Wall Ties* 6.519 kg CO2e/kg

Conversion for Electricity 0.6 kg CO2e/kWh

Conversion Factor for Carpet Tiles 13.7 kg CO2e/m2

Notes

• Early on in a project, some elements are omitted (*)

• Quantities of some materials do not always have to be converted to weights as their embodied carbon factors are sometimes provided in the same unit (such as paint)

In-Class Exercise #09: Embodied Carbon Calculations

Complete Tasks A, B, and C:

Task A

Find the embodied carbon in this wall. Steps

1 - Establish the building materials that make up the wall.

2 - Calculate the weight of each material in your wall.

3 - Apply the embodied carbon factor to each material.

4 - Add all of the embodied carbon together.

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?

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?

IN THIS ASSIGNMENT WE CALCULATED THE EMBODIED CARBON EMISSION OF A MASONRY WALL DURING CONSTRUCTION. IT WAS INTERESTING TO SEE THAT THE WALL TIES HAD THE GREATEST CARBON COEFFICIENT COMPARED TO THE OTHER MATERIALS IN THE MASONRY BRICK WALL.

WE ALSO CALCULATED THE EMBODIED CARBON EMISSIONS OF REPLACING CARPET IN A BUILDING ONCE EVERY 2 YEARS OVER A 20 YEAR PERIOD. THIS ASSIGNMENT MAKES DESIGNERS MORE AWARE OF THE EMBODIED CARBON FOOTPRINT OF SPECIFIC BUILDING MATERIALS.

EC3 TOOL SANKEY DIAGRAMS

The EC3 Tool is a so ware that allows a design team to measure the amount of embodied carbon that will occur in the construc on of a building. The tool can measure embodied carbon at different points in the design phase of a building. By entering the buildings square footages and the specifying the building usage type, the so ware allows one to choose specific manufacturers and view the embodied carbon footprint of their products. This is helpful to a designer because construc on is a major contributor to carbon emission in the environment. If a designer can do their part to order products local to the construc on site and use products with smaller carbon footprints, then this will contribute to the design field reaching a net-zero goal.

For the specific design of the Weymouth Landing Pavilion and Auxiliary building, I chose Redi-Mix concrete, rebar, and steel that was manufactured within 300 miles of the site to reduce carbon emissions during transport.

All images and data are from the EC3 Tool so ware. Found at h ps://www. buildingtransparency.org/

”Climate Consultant. Get The So ware Safely and Easily.”. So ware Informer, 2021, h ps://climate-consultant.informer.com/6.0/

“EC3 Tool - Carbon Leadership Forum”. Carbon Leadership Forum, 2021, h ps://carbonleadershipforum.org/ec3-tool/

“Energy Design Tools”. Energy-Design-Tools.Sbse.Org, 2021, h ps://energy-design-tools.sbse.org/

“Environmental Nature Center Preschool”. Sustainable Design Architecture Firm - LPA Inc., 2021, h ps://lpadesignstudios.com/projects/environmentalnature-center-preschool

“Nature Preschool | Environmental Nature Center”. Encenter.Org, 2021, h ps://encenter.org/nature-preschool/

“Sustainable By Design: Tools”. Susdesign.Com, 2021, h ps://www.susdesign.com/tools.php

“Sustainable Design Architecture Firm - LPA Inc.”. Sustainable Design Architecture Firm - LPA Inc., 2021, h ps://lpadesignstudios.com/

“The COTE® Top Ten Toolkit Super Spreadsheet | AIA Professional”. Content.Aia.Org, 2021, h ps://content.aia.org/node/6093516

“2020 COTE® Top Ten Awards”. Aia.Org, 2021, h ps://www.aia.org/resources/6280238-2020-cote-top-ten-awards

GBD Magazine h ps://gbdmagazine.com/nature-center-design/

STU NEWS NEWPORT h ps://www.stunewsnewport.com/index.php/archives/front-pagearchive/2843-enc-preschool-project-breaks-ground-020818

IMAGES FROM LPA h ps://lpadesignstudios.com/