Lick-Wilmerding High School Historic Renovation & Expansion

[{"body":{"version":"0.3.0","atoms":[],"cards":[],"markups":[["u"]],"sections":[[1,"p",[[0,[],0,"This major renovation and\nexpansion of Lick-Wilmerding High School forefronts its legacy as an industrial\narts school dedicated to public service. The school, with its motto of \u201cHead,\nheart, hands,\u201d continually seeks to push the limits of academic excellence,\ncivic engagement, and craft and technology. Both the design process and\nstrategies echo this philosophy through the integration of a truly equitable\ncommunity engagement process with high environmental goals that would result in\nthe building being a model of urban sustainability, targeting deep carbon\nreductions through net zero energy design and the transformation of an existing\nbuilding, preserving its historic fabric and becoming a dependable facility\nresource for the surrounding community."]]],[1,"blockquote",[[0,[],0,"\u0022This project beautifully demonstrates how you can restore\nand renovate existing buildings, taking existing structures and flipping them\nto be extroverted and embracing street culture. Lick-Wilmerding shows how\nhistoric buildings can be net zero, not mutually exclusive.\u0022 - Jury Comment"]]],[1,"p",[[0,[],0,"The Center for Civic\nEngagement\u2014formerly hidden down a maze of double-loaded corridors\u2014is now\nprominently located in the lobby, elevating the importance of public service.\nThe new design also pulls the campus entry to an active urban corner, creating\nfull accessibility and establishing a robust public presence with a generous\nlobby that fosters student community and flexibly hosts public functions. The\neconomic benefits to the community are unostentatious but critical, as local\nnonprofits are regularly welcomed to use the new building\u0027s spaces to support\ntheir various community events. "]]],[1,"p",[[0,[],0,"Craft and technology are\nhighlighted throughout. At the entry, rotating exhibits of student work are\nfeatured at the plaza gallery, instilling pride and ownership. At the existing\nbuilding, the integrated historic and new building envelope meets exceptionally\nhigh thermal, acoustic, daylighting"],[0,[0],1,","],[0,[],0,"\nand air-quality standards in response to challenging site adjacencies. A target\nEUI of 21 kBtu, resulting from early optimization of roof areas for PVs, is the\ncornerstone of the net zero energy approach, balanced with exceptional occupant\nsatisfaction, provides a holistic approach to personal, social"],[0,[0],1,","],[0,[],0," and environmental wellness, as acknowledged\nthrough the receipt of the 2020 Livable Building Honor Award. "]]]]},"title":"Integration"},{"body":{"version":"0.3.0","atoms":[],"cards":[],"markups":[["u"],["b"],["sub"]],"sections":[[1,"p",[[0,[],0,"The school has a nationally\nrecognized commitment to public service through its Public Purpose Program,\nwhich connects every student with local nonprofits as a continuous part of\ntheir high school journey. The design manifests this ethos by dissolving the\nboundaries between public and private, starting with engagement of both the\ninternal and external community to actively seek user input. The school\nregularly welcomes local nonprofits to use their facilities for meetings and\ngatherings. The design makes these spaces more readily accessible. Public\nspeakers also find improved flexibility in engaging with students at the Center\nfor Civic Engagement. Comfortably scaled and amenity-rich interior and exterior\nspaces at the entry actively encourage public use of private space, thereby\nre-establishing the school\u0027s role as a neighborhood resource. "]]],[1,"p",[[0,[],0,"This attentiveness to the\npublic realm, in turn"],[0,[0],1,","],[0,[],0," helps promote\nstudent body diversity. Eighty-seven percent of the community uses shared or\npublic transportation. Rather than allocating resources to dedicated parking,\nthe savings help continue the school\u0027s legacy of generous financial aid. And by\nenhancing the exceptional multi-modal public transit connections, the school\ncan reach a large geographic area and meet its mission of \u201cserving, and being\nenriched by, students from all walks of life.\u201d "]]],[1,"h2",[[0,[],0,"Design intent"]]],[1,"p",[[0,[1],0,"Who does the project serve?\nIdentify the stakeholders who directly or indirectly benefit from the project."],[0,[],1," "],[0,[],0," "]]],[1,"p",[[0,[],0,"The project\ndirectly serves the school community of students, faculty, administration,\nparents, and alumni, who benefit from the improved teaching and learning\nenvironment. The project also directly serves local community service groups,\nincluding nonprofits such as Aim High, Excelsior Collaborative, Ocean Avenue\nCollaborative, Tax Aid, and Youth Art Exchange. The school regularly welcomes\nlocal nonprofits to use its spaces and facilities for their meeting and\ngathering needs. The service organizations benefit by having improved and more\neasily accessible spaces, which allows them to more frequently and better serve\nthe local community."]]],[1,"p",[[0,[1],1,"Describe the stakeholder\nengagement process, including workshops, meetings, surveys, or other forms of\nengagement. How was feedback documented and presented back to the community?"]]],[1,"p",[[0,[],0,"The\nstakeholder engagement process included the internal school community and\nexternal communities who are regular users of the facilities. The process\nincluded multiple listening sessions, design charettes, art integration\nbrainstorm, and a weekend sustainability workshop. Design progress was shared\nfor feedback from both the internal and external communities, and multiple\nsessions were held to ensure that the progress of the design met the intended\naspirations and concerns were addressed."]]],[1,"p",[[0,[1],1,"Identify the project goals that promoted equitable\ncommunities. How do they incorporate project-specific community needs?"]]],[1,"p",[[0,[],0,"A project-defining goal was to\ngive space back to the community as a public amenity to reinforce the\nsignificance of public service that is part of the school\u0027s core ethos. This\nmeant designing spaces that welcomed the outside community, both at the\nexterior, by making room for a generous pedestrian sidewalk and providing a\nmore comfortable bus stop and sheltered plaza, and at the interior, by\nwelcoming in the public realm via community hosting and meeting spaces that\nallow the school to share its facilities with local nonprofits that lack but\ntruly depend on these spaces to function successfully."]]],[1,"p",[[0,[1],1,"Describe the project team\u0027s explorations or design\nstrategies that respond to the above-stated goals?"]]],[1,"p",[[0,[],0,"The\nprevious main entry was a dead, inaccessible, and visually disconnected space.\nThe design strategy made the new entry into a beacon by moving it from\nmid-block to the more active and visible corner that serves as a node for local\ntransportation and access to shared community college facilities across the\nstreet. Oversized skylights and low-iron glass were used to create a highly\ntransparent and bright lobby, showcasing the life of the school and student\nwork. The bigger rooms off the lobby have operable partitions and folding doors\nto allow spaces to flex and serve various community events."]]],[1,"p",[[0,[1],1,"Describe stories or evidence\nthat demonstrate success. If success cannot be evaluated in the near-term,\ndescribe what a successful outcome will look like and what they key performance\nindicators are."]]],[1,"p",[[0,[],0,"We engaged with the Center for the Built\nEnvironment at the University of California, Berkeley to conduct a formal\npost-occupancy survey of the building a year after occupation to give users\ntime to know their new building. The survey included daylighting, thermal\ncomfort, furniture flexibility, acoustics, general satisfaction, and other\nfactors. The feedback was overwhelmingly positive, and the project received the\nLivable Building Award in 2020. Aside from a formal survey, when our team\nvisits, the lobby and other gathering spaces are always full of activity, and\nthe students have truly taken ownership of the spaces with displays of art and\ncraft. "]]],[1,"p",[[0,[1],1,"Describe the background research conducted to\nidentify who is impacted by the project. Include any vulnerability assessments\ncompleted to understand the socioeconomic, health, and environmental risks to\ncommunities impacted by the project."]]],[1,"p",[[0,[],0,"The project is\nimmediately adjacent to a major freeway. The students and faculty would be the\nmost impacted during the renovation, as they would be relocated for a year to\nportable classrooms in the parking strip next to the freeway. Researching and\nunderstanding the acoustic pollution impacts that easily permeated the thin\nportable walls helped us incorporate an acoustic sound wall that was not part\nof the original scope. This wall significantly improved the temporary classroom\nconditions and attenuated the long-term acoustic impact on the main campus core\nby up to 50%, enhancing the overall outdoor environment."]]],[1,"p",[[0,[1],1,"How were cultural values of the\ncommunity(ies) identified?"]]],[1,"p",[[0,[],0,"Cultural\nvalues of the community were identified through a series of public engagement\nsessions during school and off-hours to give an equitable opportunity for all\nto participate. We asked overarching values questions such as what made their\nschool experience exceptional and one thing they would love to change. We also\nbroke it into specific categories like sustainability goals and space needs. We\nasked everyone to dream big. We collected, analyzed, and shared the data with\nthe building committee to prioritize and holistically integrate it into the\nproject mission and program definition."]]],[1,"p",[[0,[1],1,"How did the team\u0027s\nunderstanding of vulnerability and project impacts evolve because of the\nstakeholder engagement process?"]]],[1,"p",[[0,[],0,"The design\nteam uncovered two issues that highlighted important but underrepresented\nstudent vulnerabilities: gender identity and learning differences through\nrepeated stakeholder engagement. It was essential to create spaces that felt\nsafe, supportive, and inclusive so that everyone could thrive. The design\nquickly transitioned to offer all-gender restrooms in addition to\nsingle-occupancy restrooms, and we were able to negotiate plumbing counts with\nthe city successfully. We also created spaces with tunable lighting temperature\nand colors that could be flexibly arranged, with observation windows, to help\nstudents who needed the most support as they developed their studying and\ntesting skills."]]],[1,"p",[[0,[1],1,"How were the needs of\nunderrepresented stakeholders addressed within the goals? How do the goals\npropose to overcome barriers that might prevent community members from fully\nexperiencing the project (mobility, socioeconomic, demographic or other)?"]]],[1,"p",[[0,[],0,"Students tended to be the least vocal users, and\nwhile we could not survey all students, the fundamental understanding that\neveryone socializes differently informed our design. The building is\ncharacterized by informal gathering and collaborative spaces sprinkled throughout\nthe building"],[0,[0],1,","],[0,[],0," which students use during\nfree-study and in between classes. These flex spaces range from small, quiet,\nand semi-private to big, loud and right in the middle of action. We see these\ndifferent spaces consistently occupied with students, as everyone is able find\ntheir respective comfort zones and use this building as a perpetual landing\nspot. "]]],[1,"p",[[0,[1],0,"How was the design of access to\nand through the building influenced by mobility needs and requirements?"],[0,[],1," "]]],[1,"p",[[0,[],0,"The previous main entry and connection to the\ncampus core were only accessible via stairs and a poorly placed chairlift\nmaking it awkward for anyone differently-abled. The entry was midblock, making\naccessible drop-off a tough negotiation on the busy street. The new entry is\nrelocated to the corner, conveniently allowing accessible drop-off to be the\nfirst stall. The new entry also works with the street slope"],[0,[0],1,"."],[0,[],0," allowing unimpeded access into the building. The lobby\nallows immediate access to elevators and is now at the same level as the\ncentral campus core. "]]],[1,"p",[[0,[1],1,"Describe post-occupancy\nengagement processes and how they were used to optimize the project\u0027s support\nof equitable communities?"]]],[1,"p",[[0,[],0,"Through our post-occupancy check-ins, we\ndiscovered that the CO"],[0,[2],1,"2"],[0,[],0," levels in specific\nclassrooms were registering unusually high, and two faculty members also\nalerted us that their shared office was particularly stuffy. It turned out that\npart of the mechanical system had not been properly balanced, and a diffuser\nwas completely missing from the shared office. Although remedying the issues\nmay not rise to the equivalent of supporting equitable communities, the\npost-occupancy evaluations helped ensure that all building users benefited\nequitably, and no group was relegated to an inferior space, even inadvertently. "]]],[1,"p",[[0,[1],1,"What other concerns for equity\ndoes this project address? This might include supply chain labor practices and\nhealth impacts, designing for community adaptation, addressing neighborhoods\nimpacted by environmental pollution."]]],[1,"p",[[0,[],0,"While the\nproject increased student enrollment, the school was resolute about zero\nstudent parking. This reinforces the value of shared and public transit and\nensures that everyone\u0027s school day starts with a more equitable commute method.\nThis eliminates any sense of entitlement while also raising awareness of public\ntransportation\u0027s impacts on personal, social, and environmental issues,\nincluding carbon reductions, increased pedestrian and biker safety, and more.\nThe design responds by fully embracing and programming the bus stop by\nimproving it with a variety of additional seating options, rather than ignoring\nit as a chance city object."]]],[1,"h2",[[0,[],0,"Metrics"]]],[1,"p",[[0,[1],1,"Walk\nScore: "],[0,[],0,"75"]]],[1,"p",[[0,[],0,"\n"],[0,[1],1,"Bike Score:"],[0,[],0," \n70"]]],[1,"p",[[0,[1],1,"Transit\nScore:"],[0,[],0," \n92"]]]]},"title":"Equitable Communities"},{"body":{"version":"0.3.0","atoms":[],"cards":[],"markups":[["b"],["strong"]],"sections":[[1,"p",[[0,[],0,"The project is\nbounded by a freeway and a major urban street connecting two transportation\nhubs and the City College of San Francisco campus across the street. The\nproject aimed to reinvigorate this urban ecosystem within such an urbanized\ncontext by promoting a better pedestrian and transit experience. Crowded\npedestrian traffic in front of the building was original via a narrow\nfive-foot-wide sidewalk, bordered by neglected street trees, empty planting\nbeds, and minimal visual interest. The school gave up an additional six feet to\nwiden the sidewalk, and a bulb-out was added for the bus stop at the corner to\nprovide more space for public circulation. Benches were designed next to the\nbus stops as an amenity for the high number of people waiting at the corner. A\nsemi-covered public entry plaza was created as a civic gesture, with benches to\nwelcome the public and a Maker\u0027s Gallery to provide interest. The existing\nmature public street trees were pruned, and new street trees were planted along\nwith other native landscaping to act as a buffer to the street and provide a\nview of the treetops from the classrooms."]]],[1,"h2",[[0,[],0,"Design intent"]]],[1,"p",[[0,[0],1,"Provide\none example of how this project regenerates the natural ecosystem on-site."]]],[1,"p",[[0,[],0,"One hundred\npercent of plantings are native or drought-tolerant species that promote\nlong-term water efficiency and create a soft edge to buffer against the active\nvehicular street frontage."]]],[1,"h2",[[0,[],0,"Metrics"]]],[1,"p",[[0,[0],1,"Is\nthis a previously developed site? "],[0,[],0,"Yes"]]],[1,"p",[[0,[1],1,"Percentage\nof site area supporting vegetation before project began: "],[0,[],0,"16.2%"]]],[1,"p",[[0,[1],1,"Percentage\nof the site area designed to support vegetation landscape or green roof: "],[0,[],0,"31.8%"]]],[1,"p",[[0,[1],1,"Percentage\nof landscaped areas covered by native or climate appropriate plants supporting\nnative or migratory animals: "],[0,[],0,"10%"]]],[1,"p",[[0,[0],1,"Intentional\ndesign strategies were used to promote:"]]],[3,"ul",[[[0,[],0,"Dark skies"]],[[0,[],0,"Bird safety"]],[[0,[],0,"Soil conservation"]],[[0,[],0,"Carbon\nsequestration"]],[[0,[],0,"Habitat conservation"]],[[0,[],0,"Flora\/fauna"]],[[0,[],0,"Abatement of specific\nregional environmental concerns"]]]]]},"title":"Ecosystems"},{"body":{"version":"0.3.0","atoms":[],"cards":[],"markups":[["b"],["strong"],["a",["href","https:\/\/www.usgbc.org\/resources\/leed-v41-rainfall-events-calculator","target","_blank"]]],"sections":[[1,"p",[[0,[],0,"The site is\nconstricted and heavily urbanized with minimal space for additional\ninfrastructure or landscaping. Therefore, the project\u0027s water goals focused on\nincreased fixture efficiency and reduced peak runoff from the site. Adding\nall-gender restrooms to promote a non-discriminatory culture meant designing\nwithout the benefit of the normal number of low-flow urinals. Water efficiency\nwas achieved through ultra-low flow fixtures and by working strategically with\nlocal authorities to limit the actual number of installed fixtures. Fifty-five\npercent of stormwater runoff is now managed on-site to lessen the impact on the\ncity\u0027s limited and aging combined sewer system. Pervious unit pavers promote\ninfiltration at new paved areas at the entry and courtyard. Due to the minimal\navailable site area, a below-grade cistern collects, treats, and slowly\nreleases cleaned stormwater to slow flow to the city\u0027s combined sewer system.\nDrought-tolerant plant selection is geared towards native planting to reduce\nlong-term irrigation and maintenance. These strategies demonstrate creative\nways to meet water goals and enhance social equity and reduce the public burden\non the city\u0027s aging infrastructure."]]],[1,"h2",[[0,[],0,"Design intent"]]],[1,"p",[[0,[0],1,"Describe the quality\nof the water that runs off the site."]]],[1,"p",[[0,[],0,"The quality of\nwater that leaves the site is filtered and greatly improved, reducing impact on\nthe City\u0027s aging and limited infrastructure."]]],[1,"p",[[0,[0],1,"Describe the\nproject\u0027s water resilience strategies"]]],[1,"p",[[0,[],0,"The landscape\nuses xeriscaping strategies with plants that can weather droughts since they\nare adapted and adaptable to the local climate; no grass is used at the School."]]],[1,"p",[[0,[0],1,"Provide one sentence\ndescribing the project\u0027s major potable water conservation strategy for each end\nuse:"]]],[1,"p",[[0,[],0,"Fixtures:\nAll fixtures are ultra-low-flow fixtures, with flow controls on faucets. "]]],[1,"p",[[0,[],0,"Irrigation:\nPlant selection is native and drought tolerant with drip irrigation. "]]],[1,"p",[[0,[],0,"Mechanical\nsystems: The mechanical system uses air-source heat pumps with no cooling\ntowers. "]]],[1,"p",[[0,[],0,"Process\nsystems: None."]]],[1,"h2",[[0,[],0,"Metrics"]]],[1,"p",[[0,[0],1,"Is on\nsite potable water use regularly metered and monitored?"],[0,[],0," Yes"]]],[1,"p",[[0,[0],1,"Is\nwater use sub metered?"],[0,[],0," No"]]],[1,"p",[[0,[0],1,"Was\nwater consumption modeled?"],[0,[],0," No"]]],[1,"p",[[0,[0],1,"Is\npotable water used for non-potable uses? "],[0,[],0,"Yes"]]],[1,"p",[[0,[0],1,"Is\nrainwater collected and stored for onsite use?"],[0,[],0," No"]]],[1,"p",[[0,[1],1,"Percentage\nof rainwater managed on-site (from maximum anticipated 24-hour, two-year storm\nevent): "],[0,[],0,"64.5% "]]],[1,"p",[[0,[1],0,"Indicate storm event used to calculate percentage\nof rainwater managed on-site using a\u202f"],[0,[2],2,"LEED\nrainwater calculator "],[0,[],0,"24-hour, two-year"]]],[1,"p",[[0,[0],1,"Does the site have a vegetated area that is\nirrigated turf grass?"],[0,[],0," No"]]],[1,"p",[[0,[1],1,"Percentage of site vegetated area that is\nirrigated turf grass:"],[0,[],0," 0%"]]],[1,"p",[[0,[0],1,"Is potable water quality routinely monitored,\nfiltered, or treated?"],[0,[],0," Yes"]]],[1,"p",[[0,[1],1,"Percentage of potable water reduced through\nefficiency measures: "],[0,[],0,"33%"]]],[1,"p",[[0,[1],1,"Percentage of potable water offset by other water\nsources: "],[0,[],0,"0%"]]],[1,"p",[[0,[1],1,"Percentage of blackwater treated on-site: "],[0,[],0,"\n0%"]]]]},"title":"Water"},{"body":{"version":"0.3.0","atoms":[],"cards":[],"markups":[["b"],["strong"]],"sections":[[1,"p",[[0,[],0,"The historic\nnature of the classroom wing fa\u00e7ade inspired a preservation approach and\ndemanded optimization of every aspect of the building to create more usable\nspace for teaching and learning within the existing structural grid. A thin\npost-tensioned structural slab allows matching of the existing low\nfloor-to-floor height while increasing ceiling heights critical to the visual\nand acoustic performance of the classrooms, providing better lighting and\ndaylighting and flexibility for utility runs. Compact classrooms are\nefficiently laid out and tested through furniture mock-ups. "]]],[1,"p",[[0,[],0,"The project\nalso transforms non-usable spaces traditionally into usable ones. The central\nhallway was previously only a circulation space lined on both sides with\nlockers. By relocating the lockers to one side and angling the opposite side to\ncreate wider zones, the hallway is transformed into the desired location for\ngathering, collaborating, and project display. First costs of the net-zero\nenergy system are minimized through rooftop solar installed through a PPA,\nwhich provides 100% of building energy use at a lower cost than the local\nutility. A dedicated outdoor air supply (DOAS) with MERV 13 filtration provides\nconstant fresh, clean air with a simple system at a reasonable cost. "]]],[1,"h2",[[0,[],0,"Design intent"]]],[1,"p",[[0,[0],1,"Describe right sizing\nstrategies and considerations. "]]],[1,"p",[[0,[],0,"Given the\nproject\u0027s historic fa\u00e7ade and structural framework, it required the design of\ncompact classrooms that were very efficiently laid out, where various table\nsizes were mocked up to ensure adequate space for multiple devices for each\nstudent, but small enough to fit within the existing structural grid."]]],[1,"p",[[0,[0],0,"How did design choices minimize\nmaterial usage allowing for lower cost and more efficiently designed systems\nstructure?"],[0,[],1," "]]],[1,"p",[[0,[],0,"A thin\npost-tensioned structural slab allows matching of the existing low\nfloor-to-floor height while increasing ceiling heights critical to the visual\nand acoustic performance of the classrooms. Without any beams, the structural\nslab also simplifies utility runs, contributing to lower first and long-term\nmaintenance costs. To maintain scale of the overall building, the new\nthird-floor addition is similarly detailed to minimize structural height while\nmaximizing ceiling height for views and daylight."]]],[1,"p",[[0,[0],1,"Provide one sentence on the\nstrategies used to reduce cost and\/or increase value for each of the following."]]],[1,"p",[[0,[],0,"First costs:\nThe design achieved an increased 15% plan efficiency by looking to make every\nspace more usable, and the consequential reduction in the overall building area\ncreated significant first cost savings for the whole project. "]]],[1,"p",[[0,[],0,"Utilities:\nRooftop solar installed through a PPA targets 100% of the building\u0027s energy use\nat lower cost than the local utility. "]]],[1,"p",[[0,[],0,"Maintenance:\nFinishes and fixtures were selected to be no or low-maintenance, such as\nexposed concrete shear walls, long-lasting LED fixtures, and either exposed or\naccessible ceilings. "]]],[1,"p",[[0,[],0,"Cleaning:\nWalk-off mats were installed at the main entry to reduce tracked-in pollutants,\nand all finishes were selected with the ease of cleaning in mind. "]]],[1,"p",[[0,[],0,"Occupant\nhealth and well-being: A dedicated outdoor air supply (DOAS) with MERV 13\nfiltration provides a constant supply of fresh, clean air. "]]],[1,"p",[[0,[],0,"Flexibility,\nadaptability, and\/or resilience: The\npost-tensioned slab system offers a flat uniform surface with no beams for\nflexible and improved utility layouts and easier changes to the architectural\nlayout in the future, as anchorage to the structure is uniform and simplified."]]],[1,"p",[]],[1,"h2",[[0,[],0,"Metrics"]]],[1,"p",[[0,[0],1,"Cost "],[0,[1],1,"per square foot (USD\/SF)"],[0,[0],1,":"],[0,[],0,"\n630"]]],[1,"p",[[0,[0],1,"Were\nlife cycle costs calculated"],[0,[],0,"?\nNo"]]],[1,"p",[[0,[0],1,"What\nsystem was life cycle costs analysis performed for?"],[0,[],0," \nNone"]]]]},"title":"Economy"},{"body":{"version":"0.3.0","atoms":[],"cards":[["images-card",{"images":[{"url":"http:\/\/res.cloudinary.com\/dpcbzfiye\/image\/upload\/v1649955761\/wogqpggmvteodvzvpwzo.jpg","id":"6495488"}],"caption":"Aerial of Building and Context, with Energy Targets. Image: EHDD"}]],"markups":[["sub"],["b"],["strong"]],"sections":[[10,0],[1,"p",[[0,[],0,"The building\naims to achieve net-zero energy with an all-electric design powered by rooftop\nsolar via a PPA. The densely occupied building with high plug loads has an\nestimated EUI of 21 kBtu\/sf\/yr, a 69% reduction from existing building\nperformance. Almost all classrooms face north, allowing them to be fully glazed\nfor excellent daylighting along with full lighting controls. The fa\u00e7ade,\nalready located in San Francisco\u0027s fog belt, uses high-performance glazing with\na ceramic frit on the south and west to further reduce solar gains. The\nhistoric, single-glazed curtainwall was supplemented with interior acrylic\nglazing to significantly improve thermal and acoustic performance. The VAV\nmechanical system includes DOAS ventilation with CO"],[0,[0],1,"2"],[0,[],0," sensors in all classrooms,\nlow-pressure drop design, and heat recovery ventilation. Extensive commissioning and post-occupancy\ntesting and refinements tracked actual system performance. The project is still\npursuing ILFI Zero Energy Certification, though additional unexpected summer\nusage and COVID interruptions have impeded further system refinements. A targeted\nlow EUI, all-electric, net-zero energy building interconnected with a very\nclean California electricity grid means that nearly all project carbon\nemissions are embodied carbon. These embodied emissions are low due to building\nreuse supported by the historic building status."]]],[1,"h2",[[0,[],0,"Design intent"]]],[1,"p",[[0,[1],1,"Explain any difference between\nmeasure and predicted EUI."]]],[1,"p",[[0,[],0,"The main\ndifference is that schools intensified their operations during the summers\nwhich was not originally accounted for during initial studies and modeled\nenergy scenarios which were based off info from plug load analysis."]]],[1,"p",[[0,[1],1,"Describe your enclosure (wall,\nroof, and window) specification for optimizing climatic performance (U-value,\nSHGC, VT, shading, dynamic, etc.) "]]],[1,"p",[[0,[],0,"New glazing is\nSolarban 70XL U-Value = 0.24, SHGC = 0.27, VT = 64%, mechoshades throughout,\nsouth and west fa\u00e7ades have 25% frit. The historic fa\u00e7ade was single glazed\nclear, and it was supplemented with an interior acrylic glazing layer on\nmagnetic frames for easy removal and cleaning."]]],[1,"p",[[0,[1],1,"Describe the primary strategy\nfor reducing operational carbon (scope 1: direct emissions; scope 2; indirect\nemissions). "]]],[1,"p",[[0,[],0,"The building\nis all-electric, so no Scope 1 emissions, and the building is designed with the\ngoal of net-zero, supplying its full energy use with onsite PVs."]]],[1,"h2",[[0,[],0,"Metrics"]]],[1,"p",[[0,[1],1,"What\ntool was used to model energy?"],[0,[],0," \nIESVE, OpenStudio "]]],[1,"p",[[0,[],0,"\n"],[0,[1],1,"Predicted\ngross Energy Usage Intensity (pEUI)\u202fin kBTU\/sf\/yr (including all\nsite energy uses, exclusive of on-site generations and purchased credits or offsets):"],[0,[],0," \n1033724"]]],[1,"p",[[0,[1],1,"Was\nASHRAE Standard 0.1 used to determine pEUI?"],[0,[],0," \nYes"]]],[1,"p",[[0,[2],1,"Measured gross Energy Use Intensity (mEUI) in kBTU\/sf\/yr (include all site energy uses) "],[0,[],0,"27"]]],[1,"p",[[0,[1],1,"Note if COVID-19 altered occupancy during\nthe measured year."],[0,[],0," \nYes"]]],[1,"p",[[0,[1],1,"Is energy generated on-site? "],[0,[],0,"Yes"]]],[1,"p",[[0,[1],1,"If yes,\nwhat was the net Energy Use Intensity (nEUI) achieved in kBTU\/sf\/yr (include\nall on-site energy generation but exclude purchased credits or offsets)?"],[0,[],0," \n6"]]],[1,"p",[[0,[1],1,"Were renewable\nenergy credits or offsets purchased for this project?"],[0,[],0," \nNo"]]],[1,"p",[[0,[1],1,"Operational\ncarbon: "],[0,[],0,"122,197\n\n"]]],[1,"p",[[0,[1],1,"Please\nexplain if a mandatory metrics is unavailable or a metric requires additional\ninterpretive information."],[0,[],0,"\nAll electric building: Yes "]]],[1,"p",[[0,[],0,"Measured lighting power density (LPD) in\nW\/sf: 0.57 "]]],[1,"p",[[0,[],0,"Percent LPD reduction from\nASHRAE 2018\/IECC 2021: 53 "]]],[1,"p",[[0,[],0,"Percent\nwindow-wall ratio: 51.9%"]]]]},"title":"Energy"},{"body":{"version":"0.3.0","atoms":[],"cards":[["images-card",{"images":[{"url":"http:\/\/res.cloudinary.com\/dpcbzfiye\/image\/upload\/v1649955808\/stwylzwjmgaiz2dl3wrs.jpg","id":"6495489"}],"caption":"Makers Gallery and Collaboration Spaces. Image: EHDD"}]],"markups":[["b"],["sub"],["strong"]],"sections":[[10,0],[1,"p",[[0,[],0,"The project\nwas selected as the 2020 Livable Building of the Year by the Center for the\nBuilt Environment at the University of California, Berkeley based on their\nOccupant Satisfaction Survey. The project scored higher than the benchmark in\nall categories with a 94% satisfaction rate for personal workspace and overall\nbuilding satisfaction. Occupants rated the building on average a full tier\nhigher in Air Quality, Acoustic Quality, Lighting, and Thermal Comfort. The\nproject was also designed to promote human health and well-being using the\nFitWel system criteria. Due to the immediate proximity of an eight-lane\nfreeway, the design uses a DOAS ventilation system with MERV 13 filters to\nprovide a constant source of clean, healthy air that is 30% above ASHRAE\nventilation standards. "]]],[1,"p",[[0,[],0,"Research on\nacademic success highlights spaces that promote physical well-being and\n\u201cindividualization,\u201d which is the ability for physical spaces to encourage\nstudents to assume authorship and pride in their education. The building\nprovides this through flexible classrooms and studying and gathering spaces\nthat range from quiet to loud, small to large, and private to active. Display\nspaces highlight student artwork and crafts to showcase their growth from year\nto year."]]],[1,"h2",[[0,[],0,"Design intent"]]],[1,"p",[[0,[0],1,"Describe your major strategy\nfor improving indoor air quality."]]],[1,"p",[[0,[],0,"The design\nuses a dedicated outdoor air supply system providing 100% fresh air at 30%\nabove ASHRAE standard with CO"],[0,[1],1,"2"],[0,[],0," sensors to ensure adequate airflow at all times."]]],[1,"p",[[0,[0],1,"Describe your major strategy\nfor improving indoor acoustical: "]]],[1,"p",[[0,[],0,"An interior\nacrylic glazing system mounted onto thin magnetic frames was installed inside\nthe historic curtainwall, significantly reducing traffic noise while respecting\nthe historic fa\u00e7ade."]]],[1,"p",[[0,[0],0,"Describe your major strategy\nfor encouraging occupant movement"],[0,[],0,":"],[0,[],1," "]]],[1,"p",[[0,[],0,"The main stair\nand secondary stair were designed to appeal to students by locating them at the\nheart of the school social zones, flooding them with daylight, and providing\nviews to the outside."]]],[1,"p",[[0,[0],0,"Describe your major strategy\nfor providing healthy foods"],[0,[],0,":"],[0,[],1," "]]],[1,"p",[[0,[],0,"The school\ncaf\u00e9 is adjacent to this building and has an extensive healthy food program\nprimarily cooked fresh onsite daily."]]],[1,"h2",[[0,[],0,"Metrics"]]],[1,"p",[[0,[0],0,"Do\ngreater than 90% of occupied spaces have a direct view to the outdoors?"],[0,[],1,"\u202f"],[0,[],0," \nNo\n "]]],[1,"p",[[0,[0],1,"Was daylight modeled to inform design\ndecisions? "],[0,[],0,"Yes"]]],[1,"p",[[0,[0],1,"If so\nsummarize results. "],[0,[],0,"Daylight\nmodeling was used to study main internal circulation spaces and the large deep\nlobby to make sure that light levels were balanced, and glare issues were\navoided. Different skylight, exterior glazing, and interior glazing scenarios\nwere modeled, including placement, size, geometry and glass types, to optimize\nthermal and visual comfort, and to form a connection to the outside by being\nable to track and perceive exterior light moving and changing throughout the\nday. Through the modeling process, we\nfound out that certain zones in the circulation areas were not getting enough\nlight to function as collaborative spaces, so we added skylights, and added\ntransom windows above doors at corridor walls to bring light further into the building."]]],[1,"p",[[0,[0],1,"How easily can occupants\ncontrol their own thermal comfort and lighting? (workplaces). "],[0,[],0,"Each classroom and shared office is designed with its own\nthermal zone. Depending on their location, smaller individual offices are\nclustered together to share a zone. While no one has their own room with their\nown thermal control, classrooms and shared groups do have the ability to adjust\ntheir respective thermal controls. In other words, there is no building-wide\noverride. For lighting, users have access to individual task lighting in\nfaculty and staff offices to augment any needs beyond the general lighting\nprovided. Classrooms all have lighting that can be adjusted per classroom."]]],[1,"p",[[0,[0],1,"How many occupants per thermal zone or\nthermostat?"],[0,[],0," \n11"]]],[1,"p",[[0,[2],1,"Percentage of occupants who can control\ntheir own light levels. "],[0,[],0,"50%"]]],[1,"p",[[0,[2],1,"Percentage of occupants who have access to operable windows. "],[0,[],0,"0%"]]],[1,"p",[[0,[0],0,"Was a \u201cchemicals of concern\u201d list used to inform\nmaterial selection?"],[0,[],1,"\u202f"],[0,[],0," \nYes"]]],[1,"p",[[0,[0],1,"If yes,\nplease explain one sentence. "],[0,[],0,"Chemicals from the LBC Red List as well requirements from\nlocal code jurisdictions were used to select materials and products with low or no emissions to promote\na healthy learning environment.\n "]]],[1,"p",[[0,[0],1,"HPD: Were Health Product Declarations (HPDs)\ncollected?\u202f \n"],[0,[],0,"No"]]],[1,"p",[[0,[0],1,"If no, describe alternative\nstrategies for healthy material selection. "],[0,[],0,"HPD\u0027s were not officially collected, but this factor was used\nas one of the methods for material and product specification and selection. The\nproject was able to achieve 17 out of 19 points for LEED IEQ credits with the\nselection of healthy and sustainable products. We support this as a way to\nbuild pressure and momentum across the industry and push for more transparency\nand ultimately healthier material choices."]]],[1,"p",[[0,[0],1,"What\nlevel of air filters are installed?\u202f"],[0,[],0," \nMERV 12-14 "]]],[1,"p",[[0,[0],1,"Is air quality monitored on an ongoing basis?"],[0,[],0," \nYes"]]],[1,"p",[[0,[0],1,"If so,\ncheck all IAQ metrics that are being tracked: "],[0,[],0,"CO"],[0,[1],1,"2"]]],[1,"p",[[0,[0],1,"If the\nproject is in a humid climate, is standalone dehumidification installed?"],[0,[],0," \nN\/A "]]],[1,"p",[[0,[0],0,"What is\nthe design maximum CO"],[0,[1],1,"2"],[0,[],1," in PPM?"],[0,[],0," \n800"]]]]},"title":"Well-being"},{"body":{"version":"0.3.0","atoms":[],"cards":[["images-card",{"images":[{"url":"http:\/\/res.cloudinary.com\/dpcbzfiye\/image\/upload\/v1649955859\/ihzsy6cx9tsw6wh2rojh.jpg","id":"6495490"}],"caption":"New Addition on Top of Historic Building. Image: EHDD"}]],"markups":[["b"],["strong"]],"sections":[[10,0],[1,"p",[[0,[],0,"The project\nreused 36% of the existing building structure and 65% of the building fa\u00e7ade.\nThe historic preservation of the existing mid-century curtainwall, consisting\nof delicate wood mullions that were a technical showcase of its time, is\ncomplemented by a third-floor addition that honored its essential qualities.\nThe new curtainwall playfully references the modules and thinness of the\nexisting mullions with even thinner mullion-less silicone joints. A thick roof\ncanopy and concrete walls frames the existing curtain wall. In contrast, the\nnew addition is glazed corner-to-corner with a knife-edge profile at the roof\nedge for a frameless effect. On the interior, materials were selected to\nreflect the school\u0027s long history of industrial design. Finishes are not\nprecious; they are exposed and industrious materials meant to be tacked, taped,\nhammered, and anchored into. "]]],[1,"p",[[0,[],0,"Results gleaned\nfrom EHDD\u0027s EPIC carbon assessment tool show an embodied carbon reduction of\n34% (1,456 tons of CO2E) as compared to the base case new construction project\ninitially intended. The major factors are the strategic building reuse and\nDesign for Efficiency strategies that allowed a reduction in square footage.\nThe embodied carbon reduction complements the goals of zero operational energy\ndesign."]]],[1,"h2",[[0,[],0,"Design intent"]]],[1,"p",[[0,[0],0,"Describe\nthe project team\u2019s material selection criteria."],[0,[],1," "]]],[1,"p",[[0,[],0,"To reflect the\nschool\u0027s long history of industrial design, materials were selected to reflect\nthis ethos and support students\u0027 work in that materials were not chosen to be\nprecious but as industrious and durable materials meant to be tacked, taped,\nhammered, and anchored into. Products and materials were also chosen for their\nability to be recycled, such as carpet tile from reputable manufacturers that\nare dedicated to reusing old\/worn materials. Long-established manufacturers\nwere also chosen so that when a product needed to be repaired or replaced,\nparts or single pieces could be easily sourced. This means that, for example,\nif one wall panel gets damaged beyond repair, only that single panel would need\nto be replaced, rather than the entire grouping, and still maintain a visual\nand operational consistency."]]],[1,"h2",[[0,[],0,"Metrics"]]],[1,"p",[[0,[0],0,"Was\nembodied carbon modeled?"],[0,[],0," "],[0,[],1,"\n"],[0,[],0,"Yes"]]],[1,"p",[[0,[0],1,"If yes,\nidentify the tool used:"],[0,[],0," \nOther"]]],[1,"p",[[0,[0],1,"Is\nbiogenic carbon considered?"],[0,[],0," \nYes"]]],[1,"p",[[0,[0],1,"Are\nrenewable energy sources being considered?"],[0,[],0," \nYes"]]],[1,"p",[[0,[0],1,"Identify\nthe modeling time period."],[0,[],0," \n2015-2017"]]],[1,"p",[[0,[0],1,"What is\nthe total predicted embodied carbon in kg CO2E?"],[0,[],0," \n2.6 "]]],[1,"p",[[0,[0],1,"Which\nof the following environmental product declarations did you collect? (Select\nfrom the following)"],[0,[],0," \nIndustry-wide generic EPDs, Product-specific,\nType III external EPDs, Declare + Embodied Carbon Label \n\n"]]],[1,"p",[[0,[1],1,"Percentage of project floor area, if any,\nthat was adapted from existing buildings: "],[0,[],0,"38%"]]],[1,"p",[[0,[0],1,"Was\nconstruction waste considered and tracked on this project?"],[0,[],0," \nYes"]]],[1,"p",[[0,[0],1,"If so\nsummarize results. "],[0,[],0,"89% of construction waste was diverted from landfills."]]],[1,"p",[[0,[0],0,"Was\nmaterial reuse considered and tracked on this project?"],[0,[],1," "],[0,[],0,"\nYes"]]],[1,"p",[[0,[0],1,"If so\nsummarize results. "],[0,[],0,"36% of the building structure was reused."]]],[1,"p",[[0,[0],1,"Was\nrecycled content considered and tracked on this project? "],[0,[],0,"\nNo"]]],[1,"p",[[0,[0],0,"Did you\ntrack the percentage of project materials extracted and manufactured\nregionally?"],[0,[],0," "],[0,[],1,"\n"],[0,[],0,"No"]]],[1,"p",[[0,[0],1,"If so\nsummarize results. "],[0,[],0,"Did not track the percentage of project materials extracted\nand manufactured regionally."]]],[1,"p",[[0,[0],1,"Is the\nmajority of wood used in this project certified by FSC? "],[0,[],0,"Yes"]]]]},"title":"Resources"},{"body":{"version":"0.3.0","atoms":[],"cards":[["images-card",{"images":[{"url":"http:\/\/res.cloudinary.com\/dpcbzfiye\/image\/upload\/v1649955900\/mo7kcpr1jemshxqszsl5.jpg","id":"6495492"}],"caption":"Flexible Lab Classroom and Future Building Adaptability. Image: EHDD"}]],"markups":[["b"],["strong"]],"sections":[[1,"p",[]],[10,0],[1,"p",[[0,[],0,"The building structure and\norganization were designed for long-term adaptability and resilience. A\npost-tensioned structural system allows longer span capacities without beams or\ninterior columns. This is also stiffer than a steel frame, allowing it to\nwithstand seismic forces better and reduce interruptions following an\nearthquake. The infrastructure core is centrally concentrated at the main\ncirculation intersection in the darkest area of the building. These strategies\nallow for maximum areas that could be reconfigured in the future to accommodate\nchanges in pedagogy. Mechanical systems provide exceptional air quality hardened\nto the local hazards represented by the adjacent freeway and newly normal\nseasonal wildfires. Classrooms are\ndesigned for everyday flexibility with easily reconfigurable furniture.\nFixtures such as lab sinks line the perimeter while lab workstations on casters\ncan be rearranged. The first two classrooms closest to the lobby share an\noperable partition. Furthermore, the Center is equipped with a full-width\nbi-fold door to expand the lobby for larger gatherings. Battery storage was initially considered, but\nbecause the School is not legally allowed to actively shelter occupants, the\nbuilding was designed for passive survivability, with high-performing envelope\nand daylighting to maximize occupant use and comfort during both intermittent\nblackouts and emergencies. "]]],[1,"h2",[[0,[],0,"Design intent"]]],[1,"p",[[0,[0],1,"How\ndoes the project respond to the local hazards identified? "]]],[1,"p",[[0,[],0,"The Bay Area\nis experiencing severe smoke events with increasing frequency from fall\nwildfires, forcing schools and businesses to shut down due to air-quality\nconcerns. The new classroom building needed to address air quality from the\nassociated freeway with high MERV filtration, significantly improving indoor\nair quality due to smoke events."]]],[1,"h2",[[0,[],0,"Metrics"]]],[1,"p",[[0,[0],1,"Was\nresearch conducted on the most likely local hazards?"],[0,[],0," \nYes"]]],[1,"p",[[0,[1],1,"Research was conducted on these potential local hazards"],[0,[],0,":"]]],[3,"ul",[[[0,[],0,"Earthquakes"]],[[0,[],0,"Extreme temperatures"]],[[0,[],0,"Utility\ndisruption"]]]],[1,"p",[[0,[0],1,"If you responded\n\u0027other\u0027 in the previous question, please explain here:"],[0,[],0," \nPower outage, grid instability, wildfires and\nsmoke issues, freeway adjacency and vehicular pollutants."]]],[1,"p",[[0,[0],1,"Can the\nProject maintain function without utility power?"],[0,[],0," \nPassive survivability"]]],[1,"p",[[0,[0],1,"What\ntype of backup power did you have?"],[0,[],0," \nOther"]]],[1,"p",[[0,[0],1,"If you\nresponded \u0027other\u0027 in the previous question, please explain here:"],[0,[],0," \nEmergency egress lighting power was provided"]]],[1,"p",[[0,[0],1,"What\npercentage of project power needs are met by on-site power generation?"],[0,[],0," \nTargeting 100% based on pEUI."]]],[1,"p",[[0,[0],1,"Can the\nbuilding be used as a safe harbor to support a community during a crisis? \n"],[0,[],0,"No"]]],[1,"p",[[0,[0],1,"How\nmany hours can the building function through passive survivability?"],[0,[],0," \n48"]]],[1,"p",[[0,[0],1,"Explain\nyour calculations. "],[0,[],0,"The building\nhas a very high-performing envelope with great daylighting capacity. It has\nmultiple restrooms and access to secure outdoor spaces. This allows users to\nmaintain comfort, a sense of flexibility, and supports basic needs and\nactivities even without power. The nearby school kitchen and cafe are fully\nstocked each day, including non-perishables, and can provide meals and\nbeverages for the entire campus community. This means that in the event of a\ncatastrophe, the community can be supported for the estimated time needed to\nallow students to find a means to get home. "]]]]},"title":"Change"},{"body":{"version":"0.3.0","atoms":[],"cards":[["images-card",{"images":[{"url":"http:\/\/res.cloudinary.com\/dpcbzfiye\/image\/upload\/v1649955943\/ynbmneiyl2vlix9mgsgf.jpg","id":"6495493"}],"caption":"Classroom to Promote Academic Success. Image: Michael David Rose"}]],"markups":[["sub"],["b"]],"sections":[[1,"p",[]],[10,0],[1,"p",[[0,[],0,"The\npost-occupancy evaluation survey by The Center for the Built Environment at the\nUniversity of California, Berkeley includes detailed comments from the users\nthat provide our design team with fine-grained information about what is\nworking and what can be improved. With over 10 years of surveys on many\nprojects, our designers have been internalizing the key lessons learned of\ndesigning to achieve occupant satisfaction. On this project, some faculty\nexpressed a desire for more storage for personal items in classrooms and\nworkspaces, several spaces were subject to over-heating, and the lighting was\ntoo bright in some faculty workspaces. Some remedies were undertaken, including\nincreasing cooling to some spaces, adding ventilation ducts to others, and\ncommissioning and rebalancing the mechanical system controls throughout the\nfirst year of occupancy. "]]],[1,"p",[[0,[],0,"The complex\nbuilding monitoring system showed that some classrooms were not meeting their\nCO"],[0,[0],1,"2"],[0,[],0," targets, so the commissioning agent and mechanical engineer undertook a\ndetailed analysis and reprogramming that resolved this issue. Energy usage is\nbeing monitored against solar PV output to be fully accountable and transparent\nof net-zero energy goals versus measured outcomes."]]],[1,"h2",[[0,[],0,"Metrics"]]],[1,"p",[[0,[1],1,"Were\nintegrated design processes engaged early in the project for establishing\nproject performance goals and strategies?"],[0,[],0," \nYes"]]],[1,"p",[[0,[1],1,"If yes,\ndescribe the process and outcomes. "],[0,[],0,"One example is\nthat the project had an early goal of net-zero. To achieve this, the design\nteam analyzed plug loads and how to reduce them, brought on PV providers to\nreview PPA options, and looked at how to maximize roof areas into the design.\nAfter occupancy, the systems are continually monitored, and analyzed for\nperformance. This allowed us to discover issues like accidental paint overspray\nfrom work on an adjacent building that correlated directly with a reduction in\nsolar panel efficiency."]]],[1,"p",[[0,[1],1,"What\nlevel of commissioning was undertaken on this project?"],[0,[],0," \nBasic commissioning (system designer), Enhanced\ncommission (third party), Enhanced commissioning (third party, engaged early),\nContinuous commissioning\n "]]],[1,"p",[[0,[1],0,"Has a\npost-occupancy evaluation, including surveys of occupant comfort, been\nperformed?"],[0,[],1," "],[0,[],0,"\nYes"]]],[1,"p",[[0,[1],1,"Which\nof the following post-occupancy steps were taken?"],[0,[],0," "]]],[3,"ul",[[[0,[],0,"contacted the owner\/occupant to see how things\nare going"]],[[0,[],0,"obtained utility bill to determine actual performance"]],[[0,[],0,"surveyed building\noccupants on satisfaction"]],[[0,[],0,"shared collected data with building occupants"]],[[0,[],0,"logged data of indoor environmental measurements"]],[[0,[],0,"performed a post-occupancy energy analysis"]],[[0,[],0,"developed and shared strategies to improve the building\u0027s performance"]]]],[1,"p",[[0,[1],1,"Which\nof the following building performance transparency steps were taken?"],[0,[],0," "]]],[3,"ul",[[[0,[],0,"presented the design of the project to the office"]],[[0,[],0,"presented the design of the project to the profession"]],[[0,[],0,"presented outcomes and\nlessons learned to the office"]]]],[1,"p",[[0,[1],1,"Were\nlessons learned through post-occupancy used to improve subsequent projects?"],[0,[],0," \nYes"]]],[1,"p",[[0,[1],1,"Please\nlist an example. "],[0,[],0,"The data and lessons\nlearned from doing post-occupancy surveys only reinforces the need to do this\nideally on all subsequent projects, as each project will reveal different\nissues, At Lick, we learned the importance of air-quality monitoring as\nsomething to check in regularly about. Some users had found their offices and\nclassrooms somewhat stuffy, but as a layperson, they lack the knowledge to\nunderstand the nature of the problem or may even accept it for what it is.\nWithout their feedback and without us looking into the CO"],[0,[0],1,"2"],[0,[],0," sensors, we would\nnot have provided the necessary adjustments to make their spaces function as\nthey should have."]]],[1,"p",[[0,[1],0,"Did the\nproject engage in a professional peer review of drawings or specifications\nduring design?"],[0,[],1," "],[0,[],0,"\nNo\n "]]],[1,"p",[[0,[1],1,"Did the\nproject engage in post-occupancy performance testing (blower door test, thermal\nimaging, etc.)?"],[0,[],0," \nNo "]]]]},"title":"Discovery"}]