A Project Design of a Secondary School that Will Have Access to the Established Roads - Case Study Example

SUSTAINABILITY REPORT Instruction’s due: Table of Contents Table of Contents Introduction 2 • Water supply and drainage 3 • Noise pollution 6 • Impact on traffic 8 • Social Impact 10 • Economic impact 11 Bibliography 18 Introduction Transforming from a society of high energy use, mass production, growth-addicted and mass production to a society that can sustain itself in the future is a challenge that must be solved. The architectural practice has a role of ensuring that sustainability is maintained in construction. The architecture that is sustainable is one that takes less from the earth and gives more to people (East St Louis Action Research Project n.d., para 4). This is a sustainability report, which will discuss a project design of a secondary school; that will have access to the established roads. It will neighbour a community centre that has a medical centre, children’s playground and a library. • Water supply and drainage In this secondary school project, there is a need to use an approach that is pertinent to water associated environmental difficulties and building design. The best method is one that will assist to minimise water pollution and use. There is a need to minimise the need for freshwater and effective ways of utilising water are integrated into the school. Secondly, other water sources apart from the mains water, for example, grey water and rainwater can be utilised where suitable. Lastly, the elimination of grey, rain and black water is also put in place. Minimising the pressure on storm and rain water is through recycling and water retention systems, SUD systems and waste water treatment. The secondary school project will utilise the three strategies so that it becomes water independent (Sassi 2006, ch.6). Figure 1: Sustainable drainage urban systems Source: Google. (n.d.). Retrieved February 3, 2015, from https://www.google.com/search?biw=1242&bih=567&noj=1&tbm=isch&sa=1&q=pictures of sustainable drainage urban systems&oq=pictures of sustainable drainage urban systems&gs_l=img.12...201225.201225.0.203028.1.1.0.0.0.0.1049.1049.7-1.1.0.msedr...0...1c.1.61.im The design of the SUDS (sustainable drainage urban systems), will have an in-depth calculations. These calculations consider the kind of green roofs that preserve the waterproofing treatment and the impact of the energy effectiveness in the school buildings (Fernández & San Sebastián Sauto 2012, p.34). The SUDS is crucial in limiting the natural run-off that happens on the land before expansion, by reducing the speed of flow and enhance surface water run-off standard, before reaching the receiving watercourse. The Flood Risk Assessments by the Environment Agency states that SUDS are put into the project during the planning procedure for economical incorporation (Architecture Centre Network 2010, para 1). It is paramount to utilise source control methods in drainage systems to treat storm water coming from impermeable surfaces. It becomes challenging for developers to adopt these techniques because of pressure to attain sustainable drainage solutions. To solve the problem, Best Management Practices, provide pollution and control elimination as well as the ecology enhancement. The decision to select the best drainage system involves collaboration with various stakeholders from private and public sectors. These stakeholders bring different opinions on the importance of the drainage system in regards to social, technical, economic and environmental standards. Plumbing system is crucial in waste and sanitary drainage, eliminating into vent, storm water, sanitary sewer and fuel gas systems. The waste and sanitary drainage transport contaminated fluids from plumbing fittings to an approved point. The purpose of the drainage system is to obtain all liquid wastes apart from unacceptable treated water and storm drainage. The storm water drainage eliminates rainwater from the roof. Roof gutters and drains transport the rainwater to an approved zone of disposal. The rainwater gets into the storm water drainage through the drains. The installation, planning and construction design of drainage and water supply is done according to the plumbing services code. The most important factor to note during the design is the cost of maintenance and initial cost of the plumbing services. Sustainability should be seen as a luxury but a necessity whose time is now. A school environment is a perfect platform for developing leadership in sustainability. For water efficiency, a sustainable school can use roof water, waterless toilets and grey water to reduce the amount of water flushing the urinals and toilets. The water collected from the roof is used for watering gardens as part of the sustainable project. • Noise pollution Noise pollution results from activities happening outside the classroom that may limit the level of concentration that affects learning outcomes. The level of noise can reduce the teaching hours because teachers continuously pause during discourses and lectures. The objective of a sustainable design is to give motivation to projects that are close to the transit zones. The secondary school, in this case, is located near existing roads; community centre and children’s playground that can be sources of noise pollution. To restrict the noise pollution, the project will install acoustics in classrooms (Chan 2014, p.27). These acoustics will reduce the risk of prolonged exposure to high-intensity noise that influences the achievement, behaviour and health of unprotected students. The acoustics help to absorb sound waves on ceilings, floors and walls and also the project will consider a design that will separate quite zones for study with active, noisy regions. In addition, the secondary school will be located at least fifty metres from the centre of the roadways to the front of the building. In addition, the buildings close to the road will have a longer facade adjacent to the road, to minimise the effect of noise indoors (Maldonado 2013, p.140). In addition, a noise barrier can be used in areas along the roads that can minimise noise by five to ten decibels in the shadow area (Gelfand & Freed 2010, p.68). The health of the occupants of the building is a priority. For this reason, the materials used in construction should be safe so as, not to cause any health problems. In learning institutions, concentration is important for best results. Noise from the surrounding areas should be avoided to improve the learning environment. Various methods to stop the noise can be used such as erecting noise barriers or use of acoustic materials to limit noise pollution. Figure 2: A barrier next to the road to prevent noise pollution Source: Google. (n.d.). Retrieved February 3, 2015, from https://www.google.com/search?biw=1242&bih=567&noj=1&tbm=isch&sa=1&q=pictures of traffic barriers next to the road to prevent noise&oq=pictures of traffic barriers next to the road to prevent noise&gs_l=img.3...11208103.11221921.0.11222254.44.37.0.0.0.0.6 Apart from the lack of concentration in class, noise pollution causes lack of sleep and damage to hearing. The noises in the environment generate a sense of fatigue, irritability and also contribute to the reduction in an employee’s and student efficiency. In addition noise triggers anxiety and stress, some cardiovascular disorders and influence blood pressure. Noise generates peripheral vaso-constriction that results in minimized flow and volume of blood to various parts of the body. At the same time, it maximizes blood flow to the head. It has been proven that noise causes psychological and neurological impacts on the central nervous system. Noise can be categorized in accordance with its origin. There are five types of noise; a) continuous narrow band noise, b) repetitive impact noise, c) intermittent noise, d) continuous wideband noise and e) impulsive noise. The role of the architect in the secondary school project is to recognize the sources of noise pollution and establish methods and ways to restrict or eliminate the pollution (Ramlogan 2004, p.100). • Impact on traffic The construction of the secondary school has negative and positive effect on the environment. The school project can enhance the established infrastructure or can result in the destruction of an established park or surrounding (Gelfand & Freed 2010, p. 29). From the viewpoint of traffic, it is not possible to isolate the challenges resulting from transportation to and from school. The traffic is caused by activities such as student’s biking, taking buses and even walking that affects the neighborhood. To solve this challenge the community will play a big role in enhancing the students to leave school with their potential. The secondary school plan will make it easy for the students to get to school on bikes or on foot. For sustainability, the school will be located in a neighborhood where most of the students live. In addition, a sustainable system includes carpools, school bussing and collaboration with municipal bussing (Gelfand & Freed 2010, p.31). Figure 3: Traffic caused by students Source: Google. (n.d.). Retrieved February 3, 2015, from https://www.google.com/search?biw=1242&bih=567&noj=1&tbm=isch&sa=1&q=pictures of traffic caused by secondary school&oq=pictures of traffic causeb by secondary school&gs_l=img.3...84372.94863.0.95727.35.30.0.2.2.0.453.3343.2-3j5j2.10.0.msedr...0...1c.1.61. In the UK, the Government’s intent is to reduce the congestion caused by the rising use of vehicles. It recommends public transportation and car-sharing to assist in easing the challenges. Cycling and walking is also seen as a way of boosting well-being and fitness. The government wishes to see all schools to be models of sustainable travel where vehicles will be utilised where extremely necessary. It is suggested that modes of transport that are less dangerous and polluting are best for the environment. To implement this initiative, BREEAM rewards designs with site selection for secure and safe pedestrian travel access routes, good transport and cyclist facilities. The cycle spaces are reserved for a maximum of 10% of students. The government’s school building vision is: - To have all school reserve cycling facilities where all the students have the option of cycling. - The schools to be located on appointed cycle paths or if none exist, suitable cycle ways to be created. - All schools should have a well-established safe walking course at 1.5 km radius of the learning institution. In addition, an option of parking away from school should be incorporated in the construction costs and planning applications for new schools and major renovations (Great Britain 2007, p.117). • Social Impact The objective of this sustainable architectural design is to locate solutions in the professional that warrant the coexistence and well-being of the environment, profitability and society. It is the function of the sustainable architectural design to minimise the negative impacts on the environment and people and generate a bigger effectiveness than in other ordinary buildings. Effectiveness refers to the fact that these structures save costs in water and energy while providing excellent standards. The social effects include quality of life, comfort, safety, health and productivity. A tool known as Social Impact Assessment is utilised to analyse these effects. Carrying out an Environmental Impact Assessment involve recognising direct and indirect effects, identifying measures, evaluating the importance of these effects to prevent or minimise them. In addition, to introduce approaches for monitoring the success of reduction and avoidance of the impacts (Sloan, Legrand & Chenm 2012, p.52). As in this case of the secondary school project, sustainable practices will have a measurable effect on resource and energy consumption for the whole community. It is true that sustainable schools are the best environment for learning. The following are advantages of sustainable schools: 1. Higher student test scores Classrooms that have sufficient ‘daylighting’ are linked with high performance by the students. In addition, acoustic classroom assists in better student learning and hearing. A report by ‘Healthier, Wealthier, Wiser: A National Report on Green Schools’ indicated that; students in serene third grade classrooms to be ahead of their colleagues in noisy classrooms by 0.4 years in reading and in maths 0.2 years (Gelfand & Freed 2010, p.3). 2. Low operating costs Most schools spend much money on energy that comes from general funding and to keep pace with the instruction expenditure. For this reason, saving money on electricity and heat will allow allocation of more money for books, supplies and teachers. The green schools help to solve the risks that cost money to insure. For example, it minimises the concerns of moulds through suitable ventilation and waterproof that is a benefit to worker health and safety (Gelfand & Freed 2010, p.3). 3. Increased student attendance The student attendance is better because the rate of absence as a result of respiratory disorders such as asthma is low. Good indoor air standard that is necessary in indoor air standard promotes good health for students and employees. An excellent example is displacement ventilation that is one of the possible heating, ventilating and air-conditioning (HVAC) approach in green schools (Gelfand & Freed 2010, p. 4-5). • Economic impact Sustainability is critical because the human activities such as construction of buildings transform the world. Currently, the climate change has caused changes in the form of glaciers. On the other hand, as a result of human activities, the oceans take one-third of the carbon dioxide emitted causing the water to be acidic (Gelfand & Freed 2010, p.1). Implementation of sustainability in architectural practice involves methods used, technology and materials. The challenge is that the upcoming buildings constitute a small percentage of the entire structures in the architectural field. Minimising the effect of the whole construction sector will consist of a need to renovate the existing buildings. The objective of schools should be to embrace the value of sustainability in operation, design and construction. In school design, it is imperative to confront the unhealthy conditions in learning buildings. In most cases, school buildings have harmful indoor climate that results from bad construction and design. To avoid this, the architect should put all measures necessary to ensure a safe environment. Sustainability is a wide topic that will account for energy use, raw materials utilisation, electrical consumption and portable water consumption. The secondary school project is a complex site that will have various buildings for different uses. For this reason, its building designs will take into account the position of wind and sun, where structures can be used to shield areas from unnecessary sun and wind. During the summer, some plants in the design can be used to shade classrooms but permit heat absorption in winter. In order to create sustainable structures and architecture, guidelines for Sustainable Energy Efficient Architecture and Construction give the manual used. In addition, the guidelines provide processes that are resource-effective and environmentally responsible throughout the life cycle of construction. The lifecycle of construction consists of site selection for construction, renovation, demolition of buildings, design, and maintenance. These are favourable principles for attic building designs comprising of comfort, economy, durability and utility (RüCkert & Shahriari 2014, p.2). In the UK, efforts to move towards sustainable designs began in 1990 with the establishment of BREEAM (Building Research Establishment’s Environmental Assessment Method). The BREEAM is the green building rating system in the UK. It is responsible for rating systems for existing buildings and the whole community (National Institute of Building Sciences 2014, para 2). The goal of economic sustainability in architecture is to reduce poverty and promote the standard of life for present and future generations. In this particular project, it is paramount to recognise the significant factors that can help in attaining this objective in an ‘efficient’ way. The important factors will include maximising positive total costs that include direct costs, cost of adjustments and transaction costs (Rao 2010, p.58). The construction industry depends on the ample supply of a high standard of energy resources, material and supplies. The architects specify materials for various reasons such as code compliance, availability, aesthetics and budget performance. The environmental impact of utilising these materials is in terms of ‘costs’ that are incurred in instaling, producing, extracting and shipping them. The secondary school project proposes the use of materials that are renewable; consist of recycled medium, environmentally friendly and sustainable. It is because the exhaustive materials are expensive because the resources drain. It is critical to consider that the universe becomes uninhabitable because of the waste and toxins left by the current techniques and materials of construction. For this reason, the architect in the secondary school project has integrated processes and standards of resource preservation into design. The life-cycle assessment is a device that will be used to assess the environmental effect of building a process, services and materials. The assessment will be carried out during acquisition of raw materials, maintenance, transportation, manufacturing, use and disposal. The life-cycle assessment tool recognises local, regional and global effects. In addition, the tool has four stages that are goal recognition and scoping, inventory investigation, effect examination and interpretation (Hopper 2007, p.553). Figure 4: Renewable materials used in construction Source: Google. (n.d.). Retrieved February 3, 2015, from https://www.google.com/search?biw=1242&bih=567&noj=1&tbm=isch&oq=pictures of renewable materials used in construction&gs_l=img.3...21549.21549.0.22454.1.1.0.0.0.0.230.230.2-1.1.0.msedr...0...1c.1.61.img..1.0.0.5o9Q-sVGGMQ&q=pictures of renewable materials The concern in energy-efficient secondary school buildings is the endeavour to utilise constructional evaluation. Moreover, to attain a comfortable, and convenient use of the structures utilising minimal energy. In order to achieve reduced use of energy, the first step is to design the school, the envelope, and materials selection that are appropriate for the climate. In addition, technology is required for school buildings in the climate area to enhance comfort and the environmental impact of the building. In regard to economic terms, it is paramount to attain substantial utilisation of renewable energy sources for supply of energy to the building. In a perfect case, this would imply total carbon dioxide neutrality. The equation bellow illustrates carbon dioxide (CO2) emission balance (Khoury 2014, p. 45). Equation 1: Elimination of carbon dioxide in terms related to diffusion, setting Xwco2= 0 and Xco2co2=1 results in: Equation 2: Elimination as a result of thermal expansion and temperature from equation 1 gives carbon dioxide component mass equilibrium as follows: The carbon dioxide boundaries can move beyond a building unit to the entire secondary school complex, national or regional building and the whole community. To effectively utilise the renewable energy as per the economic standards, there is need for the secondary school to investment in technology which can be expensive, for instance, the cost of energy conversion in geothermal energy. The secondary school in this case can embrace solar energy that is tapped from sunlight. The advantage of renewable energy is that the source is inexhaustible. The energy assessment involves the estimated energy needs for thermal energy, electrical, heating and artificial manufacturing from sun collectors. The input for this assessment is the series of masks and models received from GIS datasets. In addition, energy assumptions for construction types in accordance with the class of the structure in terms of environmental and age information (Bodart & Evrard 2011, p. 791). As stated by the government initiatives in UK, to enhance energy effectiveness, design and environmental performance in school buildings; it is necessary to minimise the carbon dioxide emission to zero (Bodart & Evrard 2011, p.471). A sustainable project is one that puts in consideration the environmental and economic issues to safeguard the interests of next generations. The carbon dioxide emission is the main contributor to climate change and therefore measures to eliminate the gas would be very effective in preserving the environment. Figure 5: Solar panels used to collect renewable energy Source: Google. (n.d.). Retrieved February 3, 2015, from https://www.google.com/search?biw=1242&bih=567&noj=1&tbm=isch&sa=1&q=pictures of solar panels in school&oq=pictures of solar panels in school&gs_l=img.3...298375.303865.0.304490.22.16.0.0.0.0.540.540.5-1.1.0.msedr...0...1c.1.61.img..22.0.0.r3C-z_D8dDY Bibliography ARCHITECTURE CENTRE NETWORK. (2010). Sustainable Drainage Systems. Retrieved February 1, 2015, from http://www.architecturecentre.co.uk/events-sustainable-drainage-systems BODART, M., & EVRARD, A. (2011).Architecture & Sustainable Development (vol.1): 27th International ... (p. 791). Presses univ. de Louvain. CHAN, T. C. (2014). Marketing the green school: form, function, and the future. http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=852137. EAST ST LOUIS ACTION RESEARCH PROJECT. (n.d.). What is "Sustainable Architecture"? 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