Assignment 5 Part 2

Here is the second piece to Assignment 5. It consists of a plan and section of the room on the fourth floor of the west wing.

Project 5, part 1

Here is the first part of Assignment 5. It is a section perspective showing the way light reacts with a major component of my building, the light scoop. Further explanation is on the page, and part 2 will be posted shortly.

Systems at Work [or not] on the Corner

I have been working at Subway Sandwich Shop on the Corner for several months now, six to be exact. Usually Subway is kept at a reasonable temperature, however, this past weekend it was almost unbearably hot in the store, the thermostat said it was 80 degrees in the back. Seeing as it is late November, I asked my bosses why it was so hot and they informed me that the AC was broken. This got me thinking about the systems at work.

The store is located next to Pita Pit and Revolutionary Soup in a little block of businesses under the Corner parking garage. All of these stores (Lemongrass, Arches, Subway, 7day Jr, etc) are connected by a foul smelling hallway and the HVAC system. Based on my thinking, when the air conditioner broke, energy was still being used to heat up the air to raise the humidity of the air to a comfortable place, but then there was no mechanism in place to cool the air back down to the normal 73 degrees. This left my coworker and I with no choice but to prop the door open to let in some fresh air, thereby unnecessarily wasting energy.

Lighting Scheme Precedent

While talking to Joel about my idea for my light scoop [large tower piece of my building that scoops in light from the south and pulls it into the rest of the building] the Wellesley College Campus Center came up.

This project does just what I want in my building with the light apertures. Particularly the way that the walls are angled in order to control the light at different times of the day. on the website [ http://msmearch.com/type/academic/wellesley-college-lulu-chow-wang-campus-center-and-davis-garage ] Picture #18 shows the way the direct light is entering the high windows and then being reflected along the topography of the walls to create a luminescence throughout the entire room. The same room in a greater scope is shown in Picture #20.

Class notes eleven_eleven

about a week old, but still relevant. Ignore the weird tree doodle thing.

Studio project

The site for my studio project is in the heart of Old City, Philadelphia. It is located directly across from the “historic” [mostly just cheesy] Betsy Ross house.

Anyways my site is approximately 50 ft X 50 ft and enclosed on the left [as you face the site] and back by 3 or 4 story buildings and on the right there is a small green space and a 6 story building.

The site is mostly enclosed, so bringing light into it has been a challenge. I have been devising a way to pull light down through a tower piece of my building located in the back left and facing the south and distribute it throughout the rest of the building. My idea is to angle the north side of the tower piece outwards [towards the north] and reflect light coming in through a skylight on the southside down into another unit of my building.

I feel like I could potentially also use this tower as a ventilation piece, but I have yet to think that through thoroughly. Any ideas?

Bus Stop Assignment

Alejandro and I created a bus stop/bike share station at the central grounds bus stop. Here is a series of images we created illustrating our design

windsystems

statement

shademovement

plan_elevation

MovementDiagramsSections

MovementDiagramsSections

Bay game post-assessment

1. According to Meadows, elements, interconnections and a function or purpose are necessary components in systems. Describe the elements, connections and/or functions or purpose in the Chesapeake Bay watershed system. Diagram the system including these elements.
The economics of farming
what kind of land is developed, how much
What regulatory laws are implemented on watermen
How much the watermen actually fish
where runoff ends up

**will post diagram shortly**

2. Describe how your diagram and understanding have changed since your first diagram of the Chesapeake Bay watershed system.

In the initial bay game pre assessment I did not think much about the economic factors such as land developers or farmers. It didnt occur to me that these people had a place in the system, but now i see that they are very important in effecting the economy of the area, then the decisions made by the businesspeople who live near the bay, and therefore health of the bay.

3. How do you think delay affects the efforts to improve the health of the Bay?

I think it does affect the health of the bay. If people do not immediately see the effects of their decisions, they do not understand the consequences. Also, certain regulations may change before people realize and they make decisions that are detrimental to the bay’s health.

4. What was your perceived understanding of the goal/s of the game? Did you think the overall goal/s “fit” with your goals as a stakeholder and citizen? Describe how your understanding of the goal/s affected your actions within the game?

The goals of the game seem to be to bring awareness of the health of the bay and how the decisions of everyday people actually affect them and then the health of the bay. It shows how if people actually take the time to coordinate and work together, people can in fact make money and improve the bay. I did not really understand the rules or goals of the game when i first started playing, but once those became clear to me, I could see how the land i bought and developed affected myself and those around me.

_notes

Radiant heat: Of the Earth and in the Earth

Peter Zumthor’s Thermal baths as a place of a full body immersion. The building is an extension of the body through the medium of water. An Earthwork. In the plan shown, each pool’s temperature is demarcated. Each pool has a different sense that it caters to.

Phillipe Rahm: Swiss pavilion- florescent light floor with benches, Neurophysiological Merger

The interaction between the body and space:
How we lose heat- we produce about the heat of a 100watt lightbulb.
_some heat lost through radiant transfer, about 47.5%
_convective transfer: losing heat to the air, about 27.5%
_evaporation/exhalation: about 27%
heat conduction goes from warm to cold.
*****Phase Changes*****
energy must be added to induce a phase change
There is a huge amount of energy needed for evaporative properties
How do these different things interact to help facilitate human comfort?
between sleep and heavy work, we can be generating almost 10Xs the amount of heat.
Radiation and convection go down as temperature outside gets higher.
evaporation is the best way to give off heat.

Psychrometric Chart:
Break down: across the bottom is the “dry bulb temperature” the temp of the air. Arc is the wet bulb temperature, bulb of a thermometer wrapped in a wet cloth. Vertical (y) grains of moisture per pound of dry air (dry to really humid)
As you go up along the dry bulb line, you eventually hit a point of saturation, amount of moisture in air with the temperature, air can only hold a certain amount of water

Bay game preassesment

Name _____Malorie Torrey_________________________________UVA Email:_mkt8f__________________

Course Instructor__William Sherman_______________ TA (If applicable)_______Joel______________

Please mark the appropriate sentence that describes your experience with the UVA Bay Game.

________ I have played the UVA Bay Game before. Number of times_______________

___X_____ I have NOT played the UVA Bay Game before.

Please respond to the following questions as completely as your current knowledge of the subject allows.

1. List the variables and concepts that you think are part of the Chesapeake Bay watershed system (You can list as many as you would like. Use additional space if needed).

People’s water use, rain levels, runoff from industry, fishing, weather (seasonal changes),

2. Describe the relationship and interaction between these variables. Be specific. For example, if you state that A influences B, indicate the direction and nature of the influence (i.e., A transforms B in this way, A increases/decreases B, etc.).

The more water people use, the more wastewater runs into the watershed, bringing silt and pollution down to the mouth of the bay in larger quantities, reducing the amount of oxygen in the water thereby reducing the amount of plant and animal life that can flourish, reducing the amount of fish able to live in the bay, reducing the livelihood of fishermen, who then overfish to attempt to make up their lost income, and so depleting the number of fish in the bay even further.