Passive Solar Design- Design San Marin High School Stem Building
Solar Building design
With the need for good, sustainable sources of energy being greater than ever, it is important that we learn how to successfully use sustainable energy for the future. As a class, we were able to learn all about this concept when we spent roughly three weeks learning about different passive solar lighting techniques, and how to use them efficiently. We also discussed the science that surrounds them, and did many different projects in order to learn more about them. At the end, this all culminated into a huge project where we designed a new San Marin science building, complete with passive solar technology and different engineering concepts used to make our school more efficient and our science program even better.
Layers of the EarthFor the first part of our STEM class’ ongoing investigation of the use of passive solar designs and the efficient use of energy, we did preliminary research on the the different layers of planet earth. We first learned about the different parts of the layers of the earth, including the relatively thin, outermost crust that we live on, that is about twenty-five miles thick. We then talked about the 1700 mile mantle, and then talked about the liquid outer core. After this, we talked about the inner core, which is thought to be completely solid and dense. We discussed how the layers of earth are so huge, that we have barely scratched the surface of the crust, and are unable to make a definite statement about what they following layers look like and how they act.
Following this discussion, we talked about earthquakes, and how they are caused by seismic waves that can travel through and around the earth’s layers. The waves that we specifically investigated were primary waves that can travel through liquids, and secondary waves that cannot. On top of this, we researched how these primary and secondary waves travel through planet earth during the occurrence of an earthquake, and how they are impacted by a phenomena known as the Moho discontinuity that impacts the areas they move to. While on the subject of earthquakes, we talked about the use of the Richter Scale by scientists today when trying to explain the strength of these quakes. These concepts we learned would ultimately tie into our bigger project of designing a San Marin science building later on. Greater education on these topics allowed us to understand exactly what we would be building on, and the different natural occurrences that can happen in the area of the building. This was especially important considering the earthquake prone area we live in. |
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Atomic Structure, Subatomic Particles, and HeatTo understand on the molecular level the materials we would be building with, our class learned about atoms and atomic structure. We started by learning that molecules are two or more atoms bonded together, and that there is a huge abundance of atoms in the world that we live in. We were introduced to the concept that atoms can be found everywhere, and that they are very tiny. In terms of the structure of an atom, we learned that atoms are mostly empty space, however, they contain a very small dense center called a nucleus. Inside of the nucleus, there are different parts that determine many of the different parts of the atom. First, the nucleus of an atom contains protons which have a positive charge, and determine the type of element the atom is. In addition to this, the nucleus contains neutrons which have a neutral charge and determines the isotope of the atom. During this lesson, we also learned about the groundbreaking “Gold Foil” experiment. During this experiment, a scientist from New Zealand named Ernest Rutherford discovered that each atom had a nucleus, by exploring the effects of a helium atom being shot at a very thin piece of gold foil.
After learning about this, we learned about how molecules interact with heat. We were first educated on the true definition, being that it is a form of energy that is due to the movement/vibrations of molecules. After this, we discussed the different types of heat that our present around us, including radiation, conduction, and convection. From this discussion, we learned that radiation is heat transferring through space as a wave, conduction is heat transfer through/within a solid, and convection is heat circulation within a fluid. We also discussed how insulation is a material with good resistance to conduction often used in buildings to control temperature. On top of this, we also looked at the importance of specific heat capacity, the measure of how well a substance holds heat. |
Justification DocumentIn class, we all created a justification document together showing the pros to why we should efficiently use energy, and how we should go about doing so. Our group specifically contributed to this class document by researching the energy consumption of humans today, in order to solve existing problems.
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Model of OrbitsFor another project in our class, we learned about tangential velocities, different aspects of gravity, and how the planets in our solar system interact with each other. We specifically learned about each planet’s gravitational field, and the equation Fg=Gm1*Gm2/d2 where Fg represents the force of gravity in a certain place or on a certain object. Using this information, each group in class created a scientific model that was intended to predict and explain certain scientific phenomena, most specifically ones related to the planets in our solar system. Mr. Williams gave our class information on the planets from our solar system including escape velocity, distance from the sun, and mean temperature. Using this information and our knowledge of the equation Fg=Gm1*Gm2/d2, each group zeroed in on certain aspects of our planets that could be predicted using our models and the knowledge we had.
Our group specifically investigated the escape velocities and mean temperature of two different planets, those of which were Venus and Mercury. We also investigated the earth's moon. By looking at the Earth’s distance from the sun and comparing how it related to its escape velocity and mean temperature, we were able to plug it into the existing equation of Fg=Gm1*Gm2/d2 that we had in order to predict these characteristics in the three bodies we looked at. However it is important to remember that we made these predictions assuming that each body we looked at had an atmosphere similar to that of earth's. While this is not the case, we mainly made this decision in order to stay within our limits during the project. From our model, we predicted that Mercury should have an escape velocity of 4.3 km/s, and should have a mean temperature of 167 degrees Celsius. We also predicted that Venus should have an escape velocity of 10.4 km/s, and should have a mean temperature of 464 degrees Celsius. We also predicted that the Moon should have an escape velocity of 2.4 km/s, and should have a mean temperature of -20 degrees Celsius. Vertical Divider
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Angles of the SunBecause we were working with passive solar design design during the project, it was important that we learned how the earth interacts with the sun in order to receive light at different times of the year. To investigate this concept, our class did and experiment where we used flashlights placed at different angles to emulate the angles of the at different times of the day. From this experiment, we were able to discover firsthand how flatter angles spread out less concentrated streams of light, but more horizontal angles create more concentrated beams of light. We also learned that due to the tilt of planet earth, planets on the equator get more sun and heat year round. During noon earth is tilted at 70 degrees during summer and during winter it is tilted at 30 degrees. Because the tilt of planet earth changing throughout the year, certain areas of the globe get the more spread out light mentioned earlier and some get more direct light, in turn causing seasons and making certain areas colder.
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Daylighting designIn order to prepare ourselves for the bigger STEM building project, our group was tasked with creating a model of an energy efficient home that utilized passive solar design techniques. Because we wanted to try something that had never been attempted before, our group created a circular “mushroom house” that was held above the ground. Certain rules on the building included only having 1,000 square feet to work with and taking into account the positioning of the sun when designing the house. We spent around two days designing the building itself, and around another week or so spending time in the makerspace putting our project together. When designing our building, we took what we learned from our lesson on solar angles, and put certain rooms facing southeast in hopes that they would get more morning light and keep it in throughout the day. We also calculated how much energy in the household would come from daylighting as opposed to regular electric bulbs in order to truly see how much energy we should be aiming for our house to save. After finishing the actual building, we hit the house from different angles in order to emulate the sun at different times of the day. We then observed the lighting in each room of the house with different solar light features, including skylights, clerestory windows, light shelves, regular windows, and solar tubes. From the data we recovered, we found that the clerestory windows in our building that sat high up on the walls of one of our rooms was highly effective in letting in light. We also found that skylights were rather effective at letting in light at certain times of the day when it received direct sunlight. However, when we analyzed the data of the light shelves, regular window, and light tube, they did not perform as well. Our group wrote CLEAR paragraphs regarding what we thought about our experiments and what we were able to learn in them. You can find mine below:
From the research our group did, it became evident that a south-east facing clear story window was the most efficient at letting light into a room in the morning. The overarching purpose of this project was to find efficient ways to light a room in order to prepare for our upcoming Science Building Design project. We previously researched different types of daylighting designs, including solar tubes, skylights, light shelves, and clear story windows. Using these pieces of information, we built a small, cardboard model of a house that utilized each lighting technique. We also used a small, incandescent light bulb simulating the sun in order to observe the effectiveness of each lighting technique. From this, we were able to find that the use of clear story windows facing south-east was most efficient at letting in morning light. This phenomena can be explained using multiple pieces of information. First, it is important to understand the concept that the sun rises in the east and sets in the west. Using this information, our group was able to position our window in such a way that helped it absorb the most morning light. Because it was facing south-east, when the sun came up, the sun was successfully able to hit the window more or less dead on. This was reflected well in our data table, where the clear story window was at 60% brightness in the morning, whereas the closest brightness to it was at 10%. On top of the position of the window, the sheer size and shape of the window helped it greatly. The size and shape of the window lets in the light in such a way that a very high concentrated beam of light that enters the room, and since the positioning as mentioned before aids in the flow of the light, the shape only helps increase the window efficiency. For these reasons, the use of clear story windows facing south-east is most efficient at letting in morning light. |
Science Building
For our final project, our group took all that we had learned throughout the unit and used all of the concepts and information we acquired in order to design a new, STEM science building. Certain requirements of the building included having it no larger than 13,000 square feet, and including 2 biotech labs, 2 chemistry labs, and 6 other classes to be used for other science courses including physics. To start off this project, our group looked at existing plans for a new San Marin science building. We took into account what we liked and disliked about the pre existing plans, and took this into account when designing our own building. On top of this, we looked at examples of actual architectural pamphlets given to the school in order get a feel for what we were ultimately aiming for.
Using this information, our group brainstormed what we wanted the final building to look like. After exchanging ideas, we decided as a group that we wanted a nice, outdoor learning area in the center of the building, similar to the one at the Novato library. This area would contain multiple wood benches easily accessible to students, some plants to liven up the setting, and a stage for outdoor presentations. On top of this, the ground outside would be a concrete floor with cool rectangular designs. In terms of classroom space, we all agreed that the rooms we currently have are nice, comfortable, and an overall good environment for learning, so we tried emulating their design in each classroom by creating a similar layout. For the six general science rooms we had, we decided to make them 30 feet by 40 feet in terms of dimensions, with waist high desks and comfortable stool/chair hybrids. For the labs and larger physics classrooms, we made them 60 feet by 20 feet, with an enlarged layout of the current classrooms we have right now, with high customizability in the types of equipment that can be put in the room such as fume hood. Each classroom would have a clerestory window running through it, as we discovered that it was very effective in letting in light, and each classroom would also have a skylight above it. All the buildings would go around the central outdoor area of the building, forming a horseshoe shape that reflects the culture of the San Marin Mustangs. As a group, we did our best to make sure that our design would fit in with the rest of campus, yet stand out as a centerpiece in the future of our school.
In order to represent the different parts of our building and effectively communicate our ideas, our group spent time creating a tinkercad model of our building and making a cardboard model of one of our rooms. We did our best to make everything as detailed as possible, creating everything to scale and adding different textures and colors. We also took into consideration the materials that would be used in our building.
Once done designing everything, our group put together a presentation and showed off our models and ideas to one of the architects that would be working on the actual San Marin science building. We discussed our materials and purpose of design, and in turn, the architect gave us some rather interesting input regarding our design.
Materials used in our building
- Walls- The outer walls of our building were to be made of strong concrete that is good at keeping in heat, with brown painted wood on the outside to blend in with the rest of campus. The inner walls were to be drywall painted with semi gloss white paint that would be resistant to scuffs and scratches. Walls insulated with fiberglass insulation.
- Benches- Sturdy wooden benches to be placed outside, similar to those currently found in the STEM outdoor learning area.
- Stage benches- Strong metal benches for the outdoor stage.
- Outdoor flooring- Strong concrete with modern, rectangular design.
- Classroom stools- Cushioned metal chairs that provide more back support than the stools now, but still allow students to stand up easily while doing large amounts of group work.
- Skylight: a window on roof of the building, meant to let in large amounts of sunlight from above.
- Clerestory windows- Narrow windows at top of ceiling meant to let in natural light.
- Window tinting- Ceramic window tinting that lets in natural light, yet blocks large quantities of UV rays while also successfully keeping in heat.
- Classroom flooring- Linoleum tile that is easy to clean and difficult to break.
Reflection
I personally think that throughout the project, as a whole group, we did a great job fighting back from adversity. A day before the project was due, John, Pranav and I discovered that our whole 3d model was missing. The model was a vital part of our project, and without it, we would have been in a lot of trouble. Instead of complaining about what had happened, we were able to make another model relatively quickly and get the job done on time. On top of this, I also personally feel that I did a better job than usual listening to the ideas of others. I have been trying to improve lately on the field of empathy, as I have a tendency to only listen to my ideas. During this project, I found myself listening to others more and processing the thoughts of others before speaking myself.
While I believe that I did a lot of good things on out project, I definitely think I have some fields to improve in. First and foremost, I would like to become a more efficient communicator. We only had five minutes to talk during our presentation, and I found it hard to get in all I wanted to say during that stretch of time. In addition, I spoke a bit over the time allotted, yet I still felt unconfident that I was able to express all important ideas. In the future, to improve this, I will focus more on important points in order to get the general idea of the project across better. Another field that I would like to improve on is staying on task. Throughout the project, I found myself wandering off to nearby groups and starting conversation, not only distracting myself, but others. In the future, to improve upon this, I plan on sitting in an area where I know I can work well and productively.
While I believe that I did a lot of good things on out project, I definitely think I have some fields to improve in. First and foremost, I would like to become a more efficient communicator. We only had five minutes to talk during our presentation, and I found it hard to get in all I wanted to say during that stretch of time. In addition, I spoke a bit over the time allotted, yet I still felt unconfident that I was able to express all important ideas. In the future, to improve this, I will focus more on important points in order to get the general idea of the project across better. Another field that I would like to improve on is staying on task. Throughout the project, I found myself wandering off to nearby groups and starting conversation, not only distracting myself, but others. In the future, to improve upon this, I plan on sitting in an area where I know I can work well and productively.