When I signed up for my mentorship at WPL I want to get out of the office field work because of this I would always as Walt when I would have opportunities for site visits of other places, not just Kellam or CBF. Unfortunately, it would be a hassle to bring an inexperience high schooler to working sites. So as I was doing research on the Discovery Elementary School I was looking for schools in the area that were also net-zero energy. I found the Sandy Grove Middle School in North Carolina. Excited, I emailed the principal of the school requesting for a site visit. I thought this was going to be a break through since I would be touring an actual net-zero energy building, unfortunately after weeks of waiting I never heard back from them.
The …show more content…
In this exercise I was tasked find data by looking at design plans which includes: the rainfall regression constant, time of concentration, modified critical storm duration, allowable outflow rate, runoff coefficient, another rainfall regression constant, and the average rainfall intensity of the area. I had to interpret the site of three locations: the Chesapeake Bay Foundation Building, Blackwater Fire station, and the Chesapeake Beach Fire Station. I was to run calculations and measurements concerning each site and double check with Matt, the civil engineer, when I was finished. After I completed that task he nodded his head in approval saying “it looks right.” From this task I learned that storm water management is essential for a sustainable school since, if the stormwater is channeled correctly, it can be used as non-potable water for flushing toilet and watering gardens, and in the near future with water treatment …show more content…
Everywhere in the hallways and corridors were windows. Windows for natural lights, for solar radiation, windows that opened to allow wind to blow through (apparently the mechanism to activate those windows were broken), and windows just for aesthetics value. There are 2 sky bridges that extended from the center to the classes, in them are sensors that detect the amount of daylight present which dim the hallway lights according the brightness level of the area. In classroom there were numerous solar tubes everywhere, as well as skylights for natural lighting. Every room with access to natural light had sensors to dim lights according to need. They would also turn off automatically if they detected no one in the room after a period of time. Between each science room would be a “greenroom” with access to outside ventilation. These are supposed to function as greenhouses where students can run experiments and what
The …show more content…
In this exercise I was tasked find data by looking at design plans which includes: the rainfall regression constant, time of concentration, modified critical storm duration, allowable outflow rate, runoff coefficient, another rainfall regression constant, and the average rainfall intensity of the area. I had to interpret the site of three locations: the Chesapeake Bay Foundation Building, Blackwater Fire station, and the Chesapeake Beach Fire Station. I was to run calculations and measurements concerning each site and double check with Matt, the civil engineer, when I was finished. After I completed that task he nodded his head in approval saying “it looks right.” From this task I learned that storm water management is essential for a sustainable school since, if the stormwater is channeled correctly, it can be used as non-potable water for flushing toilet and watering gardens, and in the near future with water treatment …show more content…
Everywhere in the hallways and corridors were windows. Windows for natural lights, for solar radiation, windows that opened to allow wind to blow through (apparently the mechanism to activate those windows were broken), and windows just for aesthetics value. There are 2 sky bridges that extended from the center to the classes, in them are sensors that detect the amount of daylight present which dim the hallway lights according the brightness level of the area. In classroom there were numerous solar tubes everywhere, as well as skylights for natural lighting. Every room with access to natural light had sensors to dim lights according to need. They would also turn off automatically if they detected no one in the room after a period of time. Between each science room would be a “greenroom” with access to outside ventilation. These are supposed to function as greenhouses where students can run experiments and what