Building projects for middle school,coat rack woodworking plans,woodwork london,free standing pergola designs - PDF Books

Published : 23.10.2015 | Author : admin | Categories : Cabinet Plans
The project includes a two story addition to the front of the building to replace the 12 modulars that currently house grade 6, and includes space for Early Childhood (currently in 5 modulars at East) and administrative space for Central Office on the upper floor. The community approved this project at the November 9 Town Meeting and again with the ballot vote on January 19th, representing the final approval.
The Music and Science Building is the latest addition to the Hood River Middle School campus in Hood River, Oregon.
The interface between the building and its environmental and cultural landscape is particularly important for the curriculum at Hood River Middle School. The new building provides a home for the school's remarkable and unique Outdoor Classroom Project, a middle school science curriculum based on the principles of permaculture. The building is literally a living laboratory for the students, and the project team worked closely with the school’s teachers to include and enhance building components that will be incorporated into the curriculum. The school sits at the heart of Hood River, a small community in the Columbia River Gorge, and serves as a host to a variety of community events.
Design of the site combines low-water, native vegetation, which populates 18,100 sf—nearly all of the landscaped area surrounding the project. The project is located in a scenic area near the Columbia River Gorge, a site that receives moderate annual rainfall, good solar exposure and significant seasonal temperature swings. The design team used climate analysis in the early stages of design to help situate the building, including shading studies for the solar photovoltaic system. To achieve the optimum level of daylight in the science and music classrooms and energy efficiency, the project team performed multiple detailed daylighting studies. Maintaining a high level of indoor air quality was very important to the design team, both during construction and once the building was occupied. In keeping with the principles of permaculture, the project originally targeted net-zero water for use and wastewater, but was unable to fully achieve it due to regulatory barriers.
A new bioswale on site is able to treat 100% of the site stormwater runoff from the immediate building site as well as the adjacent driveways and campus areas. Reducing outdoor water use at the Music and Science Building begins with 18,100 sf of low-water, native vegetation, which covers nearly all of the landscaped area surrounding the project.
Inside the building, low-flow faucets, a waterless urinal and dual-flush toilets that use collected rainwater for flushing save an additional estimated 46,025 gallons (or 89%) of potable water annually used in the building.
Achieving a net-zero-energy building began with well-insulated walls, triple-glazed windows and careful detailing to prevent thermal bridging.
A daylighting and occupancy sensor system reduces the need for the already efficient lighting. These energy reduction strategies, used in conjunction with passive systems, allow the building to function for long periods without power. Material selections for the building needed to be durable, inexpensive and easy to maintain while minimizing their environmental impact.
Additionally, 96% of the construction waste generated on site was recycled, 22% of the materials used were recycled, 34% of the materials used were extracted, processed and manufactured within 500 miles of the project site, and more than 3% of the materials came from rapidly renewable resources. Recycling stations are placed around the building, and materials are fed into a new central recycling collection structure. The project, adjacent to a historic school built nearly ninety years ago, was designed to last at least 100 years.
The greenhouse was assembled on site, and can be easily disassembled and moved, allowing for the expansion of the school building onto the greenhouse’s current location.
Energy, daylight, electric lighting and solar access were all modeled during the design of the building.
Since the building opened, we have been tracking and reporting the actual energy data to fulfill the requirements of a state incentive program. The building was fully commissioned upon completion, and a detailed post-occupancy evaluation survey of occupants is planned for later this year. It also has demonstrated net zero energy performance and one of the better daylit projects we saw in terms of just really nicely daylight design. Wind River Middle School science teacher Brandy Talbot excitedly pulls her guitar from a barrel filled with water and a dash of swirling paint. August 14, 2015 — Brandy Talbot figures if she can learn something completely new, so can her Wind River Middle School students.
Talbot was among 18 educators who took part in a recent five-day STEM Guitar Building Institute at the University of Wyoming.

It is an interesting concept, Talbot says, meshing how to build a guitar from a piece of wood and then applying STEM (science, technology, engineering and mathematics) training for educators. The workshop, jointly hosted by LHS and UW, is a partnership between the National STEM Guitar Project and the National Science Foundation (NSF) Advanced Technological Education Centers that teaches qualified instructors how to build their own solid-body electric guitars. The teachers, mostly from Wyoming, worked hands-on at every step of the process, building their own custom electric guitars. French is a UW graduate student who has been a co-principal investigator with this NSF grant project for the past six years. STEM integration has been a hot topic in education for the past 25 years, and the guitar program is one of the programs that fully integrates STEM, French adds.
The five-day institute, combined with additional instructional activities comprising 80 hours, provides faculty training on STEM programs for middle, high school and postsecondary faculty. Talbot says the guitar-building project goes hand in hand with her school’s mission of teaching students to become responsible, self-directed learners with 21st century skills. The Sharon School Committee and Administration thank each of you for reaching into your pockets once again and ESPECIALLY during this difficult economic time.
Twelve modulars were added to the school in 2002 to accommodate the increased enrollment of the grade 6 students. During that time, the school department replaced the roof and completed some major HVAC work at the school to keep it operational. The cost to the Town is estimated to be around $21-$22 million but we will not have any final pricing until the project goes out to bid which would take place in the Spring if the Town approves the project.
It provides a new facility to serve the school’s remarkable and unique Outdoor Classroom Project based on the principles of Permaculture.
The new music room serves not only music classes, but is available to many school and community arts groups.
From the science classroom, the students have access to the heart of the building’s geothermal and water system, the pump room, labeled and metered specifically to be used for classroom demonstration and instruction.
No new parking was created to service the new facility, and after closing the driveway through the campus during construction, the School decided to make this closure permanent and make the campus a car-free zone. The building footprint was minimized to allow 21,560 sf of vegetated open space to be preserved.
Directly adjacent to the greenhouse, native plants and plants to be used for instructional purposes—including food production, fiber and building materials and plant-based dye—create a landscaped area that responds to the natural climate and uses very little water.
The design team took the Columbia Gorge's prodigious winds into account when placing the main entry at the inside corner of the building using the mass of the building and greenhouse to provide shelter. To raise the students’ awareness of daily and seasonal natural cycles, a sun dial is placed above the south entry, helping to provide a connection between the building and its place. The resulting design combines translucent skylights, clerestory windows and traditional windows with deciduous vines for seasonal shading, allowing views in multiple directions from most building locations. Rainwater that is harvested, collected and stored in a 14,000 gallon underground cistern supplies nearly all of the remaining water needed for irrigation of the students' garden. CO2 sensors regulate the amount of fresh air needed to be brought into the building, while a displacement air distribution strategy is used to further reduce reliance on mechanical systems. This structure was carefully deconstructed, and salvaged materials comprising 8% of the new building’s materials were used, including the exposed wood scissor truss structure. Materials were selected for their durability to withstand generations of middle school students. The wood frame recycling and bicycle storage building, located adjacent to the classroom building, could also be disassembled and moved if needed.
Different configurations of skylights and clerestory windows were examined in both the daylight and the energy models, and these models were essential in finding a balance between benefits for both these systems.
The desire to create a building that is a showpiece of sustainable architecture was born out of the school’s curriculum, which is based on the principles of permaculture and environmental stewardship. This session was essential for reaching consensus on the ambitious sustainability goals of the project as well as discussing the most realistic systems to pursue. Talbot was among 18 educators taking part in the National STEM Guitar Project that incorporates STEM (science, technology, engineering and mathematics) training for educators. Participants left the weeklong workshop with their custom-made guitars and curriculum modules with short-term assessments that can immediately be integrated into their school curriculum, says Debbie French, who led the local STEM project. We sincerely thank you and give our word that we will do our very best to bring the project to completion with respect for every one of your dollars that are spent!

The roof and HVAC system have been replaced in the last 5 years to keep the building operational. The MSBA eliminated some things from reimbursement-- like any site work in excess of 8% of the project. The greenhouse serves as a laboratory where students grow plants using water from a ‘living machine’ that recycles wastewater for irrigation. In keeping with the concept of permaculture, it was important for the building to be a showpiece of sustainable ideas and a teaching tool for the students. The new music room will not only provide a new home for the school’s music classes but will also be available for other community arts groups. To balance habitat creation and plants used for functional human production, fruit and vegetable plantings are limited to the fenced garden area.
All ducts and equipment openings were sealed off during construction to prevent an accumulation of dust and other particulates, and air quality testing was performed after the project was completed to ensure that all of the spaces met EPA air quality standards. Additional water used is drawn from a nearby stream, eliminating the need for potable water use for irrigation purposes and saving more than 123,000 gallons annually.
Exposed concrete floors deliver heat, require little maintenance, and eliminate the need for floor finishes that must be periodically replaced, while the wood trusses and roof deck provide an attractive finish without a drop ceiling. Given the building’s long anticipated life, the spaces inside the building were designed to be adaptable. This data is available to students on a building dashboard connected to the building controls system, which allows them not only to better understand resource use but also to create and manage a resource budget and perform science experiments by adjusting set points to determine what effect this has on building performance. Even the middle school students contributed valuable ideas that were ultimately incorporated into the project, such as the inclusion of skateboard racks next to the bike racks. As a former high school physics and engineering teacher, French implemented the guitar program in her physics class at Ohio’s New Philadelphia High School. In the model below, the two story addition is shown on the front of the existing building with the expanded gymnasium at the top right of the picture. Plans that were developed in 2001 to renovate the school were put on hold when the state put a moratorium on any reimbursement programs. The building is home to a new music room, practice rooms, teacher offices, a science lab, and a greenhouse. The students growing and harvesting efforts also serve the larger community; every Thursday students participate in the Gorge Grown Farmer’s Market hosted at the school site.
The students’ growing and harvesting efforts in the greenhouse and garden serve as a venue to bring the larger community to the school campus; every Thursday, students participate in the Gorge Grown Farmer’s Market hosted at the school site. Walk-off mat systems at building entries and high-efficiency filters in the building’s mechanical system will continue to preserve the air quality in the facility over time.
In addition, a heat-exchange system and a radiant slab increase the efficiency of the building, reducing reliance on imported energy.
Sections of the wall and floor assemblies for the building also remain exposed through glass so that students can see how they work.
In the end, two arguments helped persuade the board of the value of funding the entire project.
When the moratorium was lifted a year ago, the school administration asked the MSBA (Massachusetts School Building Authority) to consider assisting with the funding for the Middle School. A new outdoor amphitheater overlooking the greenhouse is also accessible to the public in addition to serving as an outdoor classroom project. The first concerned the building’s use as a teaching tool and the fact that it seemed more meaningful for students to target net-zero performance as a goal for their energy budgets. A mixed native and edible plant area with a small pond is located along the west border of the project site. The results showed payback periods of 2 to 9 years for each of the ten energy-efficiency measures, which allowed the project to tap incentive funding through the energy utility and the state.

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