samuel w. shaw - in-depth case study

8/10/2019 Samuel W. Shaw - In-Depth Case Study

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Samuel W. Shaw Middle School Group2 Architecture Interior DesignIn-Depth LEED Case Stud September 2014

The Samuel W. Shaw Middle School (SWS known in construction as the Shawnessy Somerset MiddleSchool! "#40"m$ middle school %or &&0 'rade & ) students# operated by the *al'ary +oard o% ,ducation.The school is located in the South West *al'ary nei'hbourhood o% Shawnessy# on a 1.)2 hectare site.1#42-m$ o% space is a ailable in modular# relocatable classrooms (which are not included as part o% the/,, submittal!.

The intent o% this case study is to in%orm the desi'n o% other buildin's based on the successes o% thispro ect. This in depth technical document will pro ide other desi'ners with insi'ht into the /,,

process. or ease o% use# this document is broken down by tar'eted /,, prere3uisites and credits.

LEED !ro"ect Wor#$lowdaptin' the /,, system to established pro ect work%lows can be challen'in'. 5n order to simpli%y and

e6pedite the process# there are two su''ested phases o% /,, documentation7 desi'n and construction.

esi'n phase credits may be documented be%ore construction is complete. They 'enerally rely onadherence to the contract documents or can be documented independently o% the buildin'8sconstruction. ,6amples include speci%yin' air handlin' units that are %ree o% * * based re%ri'erants andpublic transportation options. +y completin' desi'n credit documentation be%ore the construction

phase# the /,, pro ect team is able to allocate time and resources to credits when their completion ismost crucial. ocumentin' desi'n credits early in the pro ect can sa e money associated with latechan'es and replacements.

The construction phase credits rely on the methods or results o% buildin' construction. Manyconstruction credits are documented throu'h trackin' materials enterin' or lea in' the site# lar'ely the


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responsibility o% the contractor. 5n the case o% this pro ect# appro6imately 2 & o% the credits could ha ebeen documented be%ore the construction o% the school was completed.

lthou'h the /,, system emphasises teamwork and syner'ies# allocatin' indi idual responsibility is keyto meetin' pro ect 'oals. lack o% commitment to the /,, 'oals %rom any one consultant can eopardi9e the pro ect8s o erall tar'ets. The :esponsibility 'raph abo e shows the number o% creditspursued on this pro ect# per party. escriptions o% their roles and work%lows are as %ollows7

LEED Consultant% The /,, *onsultant coordinates with subconsultants# contractors andowners. They ensure credits are bein' correctly documented at the appropriate sta'e o% thedesi'n and construction phases# while clari%yin' issues re'ardin' /,, compliance and creditintent.

Architect% The architect desi'ns the space and speci%ies en elope components. ll o% the credits

the architect is responsible %or may be documented be%ore construction is complete# as lon' asthe construction documents are %ollowed.

Mechanical Engineer% /ike the architect# the mechanical credits are desi'n based# and may bedocumented be%ore the pro ect is completed.

Electrical Engineer% There are relati ely %ew credits the electrical en'ineer is responsible %or# allo% which may be completed in the desi'n phase.

Energ Engineer% The %unction o% the ener'y en'ineer is to in%orm the desi'n in ways to reduceener'y consumption# and to pro ide an ener'y model o% as built conditions. This work may becompleted in the desi'n phase but should be updated to re%lect any mid construction chan'es.

Commissioning Authorit &C'A(% The commissionin' authority8s work be'ins in the desi'n phase

by writin' the commissionin' plan which will be completed in the construction phase# oncethere are buildin' systems to commission.

Contractor% t the be'innin' o% the construction phase# %ollowin' the award o% the constructioncontract# the contractor will produce se eral /,, plans (,S*# 5 ;# construction wastemana'ement!. The bulk o% the contractor8s credit documentation will occur at the end o% theconstruction phase# once they8 e completed all material trackin'.

"1 2 sensors to control the amount o% outdoor air pro ided to the occupied spaces.Documentation% The pro ect team applied %or and recei ed a rulin' with *a@+* *5: L101# which allowsthe use o% supply *>2 monitorin' as a method %or monitorin' *>2 le els in each occupied space withbackup documentation that shows the system meets the intent o% the credit.

Credit 7. % Construction IA; Management !lan 1 During Construction 1 ?oint )esponsi*ilit % *ontractor !hase% *onstruction n 5ndoor ir ;uality (5 ;! mana'ement plan was written by the contractor# and was an e6pansion o%

the recommendations on 5 ; control in the speci%ications. These re%erenced the Sheet Metal and ir*onditionin' *ontractors8 Bational ssociation (SM *B ! 5 ; @uidelines %or >ccupied +uildin's Knder*onstruction. ?ro ect e6amples o% the & SM *B 5 ; Iapproaches8 are as %ollows7


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Scheduling% The walls were primed and painted be%ore porous materials such as ceilin' tiles wereinstalled. ir handlin' units were not operated durin' construction.

Credit /. % Low-Emitting Materials 1 Adhesi es 3 Sealants 1 ?oint )esponsi*ilit % *ontractor !hase% *onstruction The adhesi es and sealants used on this pro ect con%orm to the E>* content limits o% the South *oast

ir ;uality Mana'ement istrict (S* ;M ! :ule L11"C.Documentation% 5t is critical to stress the importance o% meetin' the E>* limits listed in the :e%erence@uide :ule L11"C# so pro ide a list o% the thresholds in the pro ect speci%ications. materialin%ormation sheet pro ided in the %ront end matter o% the speci%ication will pro ide an area %or thecontractor to %ill out the E>* cate'ory limit and content o% the products.)esources% Many adhesi es and sealants %all under more than one E>* limit cate'ory# so a 3uick checko% the S* ;M :ule L11"C ( http7 www.a3md.'o rules re' re'11 r11"C.pd% ! will allow the mostaccurate and stringent cate'ory to be applied.

Credit /.2% Low-Emitting Materials 1 !aints 3 Coatings 1 ?oint )esponsi*ilit % *ontractor !hase% *onstruction

ll o% the paint used in SWS contained no E>*s# and while primers and 'ym %loor coatin's containedE>*s# the content was well below the E>* limit prescribed by /,, .)esources% s a result o% market demand# nearly all manu%acturers produce low E>* or E>* %reeinterior coatin's. The Master ?ainters 5nstitute has created an inde6 o% en ironmentally %riendly paints#and coatin's# which is constantly bein' updated7 http7 speci%y'reen.com
http://www.aqmd.gov/rules/reg/reg11/r1168.pdfhttp://www.aqmd.gov/rules/reg/reg11/r1168.pdfhttp://specifygreen.com/http://specifygreen.com/http://specifygreen.com/http://www.aqmd.gov/rules/reg/reg11/r1168.pdf


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/ow E>* and E>* %ree %inishes pro ide a sa%e indoor en ironment %or students and sta%%.

Credit /.7% Low-Emitting Materials> Carpets 1 ?oint )esponsi*ilit % *ontractor !hase% *onstruction Eery little carpetin' was installed in this pro ect ust in the board room on the second %loor. This madeit e en more critical to speci%y a *:5 @reenlabel ?lus compliant carpet.

Documentation% s with all materials# it is important to obtain backup material (cut sheets#

manu%acturer literature# si'ned attestations# etc.! as soon as possible. s products may ha e shortproduction runs# it can become di%%icult to track down date speci%ic product documentation years later.


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Credit /./% Low-Emitting Materials 1 Composite Wood 3 Laminate Adhesi es 1 ?oint )esponsi*ilit % *ontractor !hase% *onstruction The two di%%erent plywood products used on this pro ect %or sheathin' and millwork construction weremade without the use o% urea %ormaldehyde. ll o% the laminate adhesi es used throu'hout the school%all below the re3uired E>* limits stated in the /,, re%erence 'uide.

Documentation% Thou'h the e6clusion o% urea %ormaldehyde as a thermosettin' resin is standardpractice in the plywood industry# be sure to re3uest product-speci$ic documentation $rom themanu$acturer statin' the e6clusion o% this known irritant and carcino'en.

Credit :. % 0hermal Com$ort> Compl with ASwner A /,, *onsultant !hase% esi'n The creation o% this in depth case study 3uali%ies as the acti e education measure re3uired in the /,,:e%erence @uide. 5t is intended to in%orm the desi'ners o% similar buildin's in the %uture o% the stru''les#successes and inno ations o% this pro ect. 5t is intended to be a ailable on the /,, consultant8s websiteand to be distributed by social media. dditionally a shorter# one pa'e pro ect o er iew brochureintended %or a wide audience who is not necessarily %amiliar with /,, or the construction industry wasproduced. This second document %ul%ils the *a@+* re3uirement %or a passi e educational material# andwas pro ided to the school %or distribution.

Credit .2% Green wner A /,, *onsultant !hase% esi'n

'reen housekeepin' policy was written %or this pro ect. ?roduced by the school board and re iewed%or accuracy by the /,, consultant# it is intended to 'i e the maintenance sta%% in%ormation on propercleanin' procedures and techni3ues. 5t is supplemented by a 'reen housekeepin' plan produced by the/,, consultant in con unction with the school8s own maintenance sta%%# which outlines cleanin' 'oals#sta%% trainin'# per%ormance standards# and appro ed prohibited products.


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Credit .7% &E'emplar !er$ormance( WEc7 1 Water 8se )eduction 1 ?oint )esponsi*ilit % Mechanical ,n'ineer !hase% esi'n Throu'h care%ul %low and %lush %i6ture selection# the mechanical en'ineer was able to achie e a &C MonitoringThis credit was abandoned due to the lack o% humidity sensors in some o% the re'ularly occupied spaces#somethin' initially o erlooked by the pro ect team.


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samuel w. shaw - in-depth case study

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