THERMAL COMFORT: HEATING AND COOLING SYSTEMS

1. THERMAL COMFORT: HEATING AND COOLING SYSTEMS CASE STUDY: THE CHAPMAN GRADUATE SCHOOL OF BUSINESS OCTOBER 12, 2010 GABRIEL RODRIGUEZ ROMINA VIGNOLO JACQUELINE ESTEBAN FRANCINE ROZENTAL Fig 1. Aerial view of the Chapman Graduate School of Business, Miami, FL

2. TABLE OF CONTENTS ABSTRACT 3 PROJECT IDENTIFICATION 4 SYSTEM IDENTIFICATION 5 FINAL ANALYSIS 36 REFERENCES 39 FIGURES 40 APPENDIX A 42 APPENDIX B 43

3. ABSTRACT An interior design student’s in-depth research into the Chapman School of Business Building that analyzes the design intent, current use, future use, and suggestions for the current and future building users. As a user, the importance of understanding surrounding conditions and acknowledging issues throughout the building that perhaps is visible but overlooked to a common user are imperative to having a more complete understanding of how the systems in place function at optimal levels. Our case study consisted of researching existing conditions of the Heating Ventilation & Air Conditioning system (HVAC) and how the users use and experience the system throughout the buildings. Derived from interviews, research analysis, and personal experience of the building, consensus revealed that the majority of users are dissatisfied with the system. Due to the Florida heat and lack of overhead covering structures the buildings lacks, the users experience higher body heat temperatures in which the current system does not assist in reducing body temperatures. According to our research, changes should be implemented throughout the building. The HVAC system should be fluctuating according to its occupancy load. The current system in place operates by floor level which is not energy efficient.

4. PROJECT IDENTIFICATION • Case Study • Name: Alvah H. Chapman Jr. Graduate School of Business • Location: 11200 S.W. 8 Street, Miami, FL 33199-001 • Year Designed/Planned: 2005 • Year Completed: 2008 • Size: 92,000 ft2 / 9,000 m2 • Architect: Kohn Pedersen Fox Associates, New York, NY • Client: Florida International University School of Business Administration • Consultants: BEA International, Miami, FL • Awards: Chicago Athenaeum Museum of Architecture and Design American Architecture Award (2008), Construction Association of South Florida Craftsmanship Awards (2008), The Florida Facilities Planning Association award program, in higher education category (2008). (KPF, 2010) • Project Synopsis • The original design intent for the Chapman Jr. Graduate School of Business was to create “two distinct communities – one for students, another for faculty – linked by proximity, formal expression, and materials. The concept of the two interlocking courtyards emerged out of the schools desire to foster interaction between the students, faculty, and administration, while supporting the independence required by the academic programs” ("Chapman Graduate School," n.d.). • Key architectural features include low rise buildings with a central courtyard. These buildings open to the Business Administration building using diagonal pathways which “allows east-west breezes to filter through the new complex” ("Chapman Graduate School," n.d.). A grand staircase is featured in the courtyard with design inspirations from the Mayan stepped pyramids. These staircases are centrally located to promote student and faculty gatherings. Classrooms are arranged in an “open-air arcade” ("Chapman graduate school," ) to take advantage of Miami’s climate. “The second courtyard, delineated by a water basin, forms an enclave for faculty offices” ("Chapman graduate school," ). The building was purposely constructed with sharp corner edges in order to capture typical wind patterns from the west and east and ventilate the courtyard. • The building is important to its users because it integrates both students and faculty in one area. A building of this magnitude provides students with the opportunity for a common area to obtain full services and resources while giving the feeling of being full integration in their field of study. The building design also provides students with a unique and dynamic environment to enhance their overall experience at the university. The importance of this building to the overall university will further enhance educational resources and grow to compete among the top national universities for excellence in education. Fig 2. West view of the Chapman Graduate School of Business, Miami, FL

5. SYSTEM IDENTIFICATION Solar Study Sun travels from East to West; usually east and west surfaces are the ones that receive the most heat that is why they have to be protected by light color materials, in order to reflect solar radiation. The sun entering south-facing windows reaches an open-plan top floor, providing good outdoor views and access to the south. A large thermal-mass surface is required, with dark colors to absorb heat. Light-colored surfaces near glass reduce glare. (Binggeli, 2010) The patterns of the sun and shade create texture and rhythm, and the shadows cast on the exterior have a strong impact on the appearance of the building façade. Site Plan showing solar pattern and landscaping

6. SYSTEM IDENTIFICATION Floor Plan R-Values measure the thermal resistance of a given material. The higher the R-Value, the more the material insulates. ("R-value," 2010) In the Office Depot Building, first floor, they used carpet (R-Value 2.08) and tiling (R-Value 0.05) creating a balance between the both of them. Flooring in outdoor areas, such as pathways and exterior corridors have light colored ceramics. Light surfaces reflect the heat away. First floor plan of Chapman Building

7. SYSTEM IDENTIFICATION Wall Assembly Rigid insulation is often applied to the outside of the building. It offers a barrier to radiant heat. Reflected insulation uses material of high reflectivity and low emissivity, such as aluminum foil in conjunction with dead-air space to reduce the transfer of radiant heat. (Binggeli, 2010)

8. SYSTEM IDENTIFICATION Window Detail A-716 Window details including connections to the structure and construction that will benefit the thermal conditions. (Binggeli, 2010) In the Chapman Building, most of its windows are no operable, which means they are fixed windows. These do not allow natural ventilation to remove off-gassing from the interior spaces.

9. SYSTEM IDENTIFICATION Section Sections show details of wall construction, HVAC channels, and plenum conditions. Sections help us to identify the thickness of walls, floors, window glasses. These are the structure barriers that incoming heat faces, therefore by knowing these thicknesses we can get a better idea of the finishes that we need to use in order to prevent heat gain.

10. SYSTEM IDENTIFICATION Roof Plan In cold weathers, heat flows up the roof and the warm air within the roof assembly rises to the cold upper surface, where it gives up its heat. In hot weathers, such as Miami’s, the heat flow through the roof is reversed. Air warmed by the hot upper roof surface remains stratified against that surface, and heat transfer through the roof is slowed. The hot air below the roof does not drop to circulate with the cooler air below. A reflective foil surface will eliminate about half of the heat flowing out through roofs and walls and about two-thirds of the heat flowing downward through floors; they can also reduce transmission of heat from the sun on the roof into the buidling. (Binggeli, 2010)

11. SYSTEM IDENTIFICATION Roof Detail "R-value" signifies the ability of a material to resist heat flow. The higher the R- value, the greater the heat flow resistance. For instance, it's more difficult for heat to pass through R-19 insulation than it is to pass through R-11 insulation. In the Chapman Building, the roof is insulated with R-19 insulation, which is appropriate to prevent incoming heat.

12. SYSTEM IDENTIFICATION Cooling Systems Thermal comfort zones have their own set of functional, scheduling and orientation concern that determine when and how much heating, cooling or ventilation is needed. Functional factors depend on activity levels and include the need for daylight and the effect of one function on the air quality of others. Scheduling factors affect the need for electric lighting and the heating and cooling needs of unoccupied spaces. Orientation factors consider the degree of exposure to daylight, direct sun, and wind. There are vertical and horizontal zones. (Binggeli, 2010)

13. SITE OBSERVATIONS SITE PLAN The site plan illustrates a center for public space between the two buildings, where faculty and students can gather. This space is not really efficient because it is opened to the air and with no coverage for individuals to dwell under, ventilation is almost non-existent, and the water features that are supposed to cool the space does not serve it’s purpose. A-100

14. SITE OBSERVATIONS FLOOR PLAN Conference rooms, which require few if any windows for light and views, need a great deal of cooling because of high internal heat gains from activities or equipment; they should be located on the north or east side of the building (Binggeli, 2010). In the Chapman Building, the auditorium is located in the northwest side of the building. 14 A-200

15. SITE OBSERVATIONS SECTIONS & ELEVATIONS Fig. 3 Office Depot Student Center A-302 The elevation shows how big or small windows are, indicating the heat gain inside the building. It also tells the materiality of the exterior walls and color. 15

16. SITE OBSERVATIONS SECTIONS & ELEVATIONS Fig. 4 Office Depot Student Center A-308 Light colors are used in the façade (white and gray). These light colored surfaces bounce off the heat back into the space preventing the heat absorption, like a dark surface would (Binggeli, 2010). 16

17. SITE OBSERVATIONS INTERIOR WALL COATING Paints and coatings can be used to seal VOCs in pressed-wood products. However, some of these coatings are detrimental to IAQ. Many manufactures offer VOC-free paint products. A rating of less than 100 grams per liter (about 13 oz. per gallon) is recommended (Binggeli, 2010). 17 Fig. 5 Ocean Bank Auditorium Vestibule

18. SITE OBSERVATIONS SITE PLAN The site plan illustrates a center for public space between the two buildings, where faculty and students can gather. This space is not really efficient because it is opened to the air and with no coverage for individuals to dwell under, ventilation is almost non-existent, and the water features that are supposed to cool the space does not serve it’s purpose. 18 A-100

19. SITE OBSERVATIONS WALL ASSEMBLY A-604 Rigid insulation comes in blocks, boards, and sheets. It is often applied to the outside of the building. It offers a barrier to radiant heat. Reflected insulation uses material of high reflectivity and low emissivity, such as aluminum foil in conjunction with dead-air space to reduce the transfer of the radiant heat (Binggeli, 2010). 19

20. SITE OBSERVATIONS CEILING & ROOFING DETAILS A-211 A-211 This roofing detail shows how the perforated suspended ceiling works in the special events room and the main building. 20

21. SITE OBSERVATIONS WINDOW DETAILS A-211 A-211 A-716 A-717 Sealant: Thermal window treatments designed to seal out cold air need to be properly sealed at the top, bottom, and sides to prevent moist air from entering the space between the insulation and the glass, where it will condense against the cold window (Binggeli, 2010). 21

22. SITE OBSERVATIONS WINDOW DETAILS Fig. 6 Office Depot Student Center Fig. 7 Wachovia Classrooms Insulating shades stop up to 86 percent of the exterior heat gain (Binggeli, 2010). Glass has a low resistant to heat flow, so double-glazing with air trapped in thin layers between sheets of glass is used for a significant increase of thermal resistance (Binggeli, 2010). 22

23. SITE OBSERVATIONS DOOR DETAILS Fig. 9 Door Handle Fig. 8 Door Handle (Fig.) (Fig.) We observed that doors have weather stripping along the outer edges of the doors. This prevents the AC from escaping and also prevents heat from entering the space. 23

24. SITE OBSERVATIONS AIR HANDLER Fig. 12 Air Handler Picture C (Fig.) (Fig.) Picture A Picture B Fig. 10 Air Handler Unit Fig. 11 Air Handler Water Supply The air handler receives the cold water from the cooling pump in picture A. The air handler in picture C, then pushes the cold air from the cold water supply in picture B and distributes the air throughout the floor. Most mechanical rooms are cooled with these systems to provide a comfortable space for employees to work in. 24

25. SITE OBSERVATIONS AIR QUALITY Fig. 13 Career Services Center Lobby Fig. 14 Career Services Center Lobby • Career Services Building • The building had a scent of new furniture. • This is typically liked by user’s, but that smell of “new room” is not actually a good thing as this is produced from the off gassing of the materials. These new materials should have a period of ventilation before or after installation and especially BEFORE users are exposed to these products. 25

26. SITE OBSERVATIONS AIR HANDLER Fig. 15 Open Plenum in a Mechanical Room located in the Office Depot Student Center Flexible ducting is used to connect supply-air registers to the main ductwork to allow adjustments in the location of ceiling fixtures. Concealed ductwork permits more effective isolation from the noise and vibration of equipment and from the flow of air. Surfaces are less complicated to clean and less visible (Binggeli, 2010). Ducts should be insulated, and all joints as well as seams should be sealed for energy efficiency. 26

27. TOUR & LOCATIONS Office Depot Student Center • Fig.16 Office Depot Student Center lobby • Fig.17 Bathroom hallway A/C vents • Fig.18 Lobby A/C Wall vents What does it look like? • Linear circulation, divided into two by a seating carpeted area next to the curtain wall, giving natural light and terrazzo flooring for heavy foot traffic • Low ceiling with soft lighting and plenum is covered • AC vents are equally spaced with the walls and the layout of the room • Mechanical ventilation system is predominant in this space( vs. a natural ventilation system) • The AC vents used in the ‘lobby area’ are more elegant and aesthetically pleasing than the ones used in the other rooms/halls of the building.

28. TOUR & LOCATIONS Office Depot Student Center Conditions • It is a new building • In very good condition throughout the building • Well kept, with moderate temperature in most of the spaces(not too warm, not too cold) • Fig.19 Office Depot Student Center lounge What is your experience of the space/system component? How do you feel? • Modern place • Material pleasing to the eye • Place common to the students to come meet, work and relax • HVAC system worked well cooling space • The amount of vents provided are designated for the areas occupancy load • Fig.20 Office Depot Student Center Lounge Is it functional? • Yes • Ample lighting • Carpet reduces noise • Lounge area (Java City) • Comfortable temperature • Ventilation flows towards the carpet area making the students not feel too overwhelmed with the light and the heat from the window wall

29. TOUR & LOCATIONS Career Services Center • Fig.21 Career Services Center cubicle offices Conditions • Used, very good condition • Clean, pleasing to the eye • Straight forward with its purpose, you know what you are there to do • Spread out AC vents for each section within the center • Fig.22 Career Services Center waiting area What does it look like? • Office building with a reception and waiting area • Conference rooms • Graham reference library • Carpeting throughout • Few windows • Cooler ambiance and almost no natural light because of lack of windows

30. TOUR & LOCATIONS Career Services Center • Fig.23 Career Services Building Door felt What is your experience of the space/system component? How do you feel? • Pleasant AC system throughout • Comfortable furniture for waiting • Professional ambiance for its purpose of attending each student individually • Carpet provides blocking of sound and makes it a welcoming place • AC vents aligned with the direction of the room • Fig. 24 Career Services Cubicle Office Space Is it functional? • Doors have felt lining along of the perimeter of the door as a great barrier to prevent air escape • Has cubicles which gives privacy to the visitors providing individual attention • Seating area to wait to be assisted

31. TOUR & LOCATIONS Ocean Bank Auditorium Conditions • Chairs are not too comfortable • Poor air circulation • No natural ventilation at all • Insufficient A/C capacity • Fig.24 Ocean Bank Auditorium Is it functional? • Yes, Acoustical ceiling and wall covering block sound from the outside and preventing the echo-effect • No, AC is not efficient for the size of the room What is your experience of the space/system component? How do you feel? • Limited natural lighting • Clean, maintained daily • We felt warm even though we were only four students and we think that the AC will not be enough when the room is at maximum capacity • Fig.25 Ocean Bank Auditorium angled window casing What does it look like? • High ceiling • Creates a bigger space with not enough air conditioning to cool the space • Even though the space was empty, it still felt warm( which is bad because when it is in use it will be very warm due to increase of people in the room) • Angled windows • Providing different light fixtures depending of each angles • Casing of the windows are constructed in perspective to bring light in( sometimes interferes with presentations because the light hits the projector screen directly)

32. TOUR & LOCATIONS Wachovia Classroom Conditions • New, well maintained • Moderate room temperature • AC vents spread out throughout the room What is your experience of the space/system component? How do you feel? • Professional ambiance • Incentive atmosphere, it makes you want to work/study • Fig.26 Typical Wachovia Classroom What does it look like? • Classroom • Conference room style • Low ceiling • Board screens • Window screen to prevent heat from the outside

33. TOUR & LOCATIONS Elevator Lobby Conditions • New building • Every element, walls, doors, AC vents, etc. looks new, with the exception of the floor which looks worn out Is it functional? • Yes • Benefits the students, professors, janitors and visitors, because of its various functions all in one place • Water fountains • Vending machines • Bathrooms • Elevators What is your experience of the space/system component? How do you feel? • Cold AC system • Functional, well-organized What does it look like? • Vending machines and water fountains • Bathrooms • Elevators • Mechanical room • VCT flooring for heavy traffic • Machinery like the vending machines and electrical room produce heat but the Lobby is Kept at Cold temperature

34. TOUR & LOCATIONS Capital Market Lab • Hot environment, probably because of the computer equipment • No window screens to prevent incoming heat • AC vents are located aligned with the tables and windows • Fig.27 Capital Market Computer Lab

35. USER IDENTIFICATION FACILITIES EMPLOYEE: DAISY STUDENT: Michael Herrera Is it comfortable to work in this building regarding the AC conditions? Yes, because every time I enter a room, it is cool and I don’t get tired while I am working. I get hot only when I am switching from room to room. What is your experience in the classrooms? It is usually hot for me, I would like it to be a little colder. The natural light is fine for me, small windows prevent incoming heat and I don’t get distracted by the exterior activity *Employee did not approve photographs *Photograph of Michael Herrera Who uses the building? • It is occupied by the professors, office assistants, visitors to give lectures and maintenance crew during both day and night in a rotation system Who is there on a daily basis? • Students, professors, office assistants, visitors to give lectures, maintenance crew Which users interact with your assigned building systems, and why? Which users do not, and why? • Faculty, student body, and visitors use HVAC systems whenever they are inside the building How do they interact with the system? • Because when they are in a room, they need cool temperature to concentrate and work efficiently

36. FINAL ANALYSIS Based on our observations and interviews we have generalized that the HVAC system functions properly in some spaces and does not in other spaces. A space in which the HVAC system was not functioning properly was in the mechanical rooms and at times in the Office Depot Student Center. The mechanical rooms, although observed to be cool by our group, according to the maintenance staff, the rooms are hot most of the time. Overall, the HVAC system could perform better and positively impact the end user if several conditions are taken into consideration for future renovations. The courtyard area could be considerably be improved by the addition of a shade structure that would expand over the entire atrium. In addition, trees would provide shading and add oxygen to the space. The fountains in the atrium could also provide a cooler space if they were turned on. Spaces through the building often experience moments where the temperature is too hot or too cold. These temperatures can be better controlled if the HVAC system would be more compartmentalized. It would be useless to cool an entire floor if only one room in a floor is going to be utilized. Compartmentalization will provide greater efficiency and energy savings for the entire building and its end user. Throughout our case study, successful system identification was achieved through site visits, building tours, and research of the buildings construction documents. More information could have been obtained if an expert in the field can further explain how the systems function. Also, the architects of the building would have been able to provide their design intent of the systems in place. The type and quantity of information my group was able to gather was positively impacted with the interview questions that was performed through the entire Chapman Buildings. This information was also negatively impacted because these questions were only performed during a certain day and hour. The results could change if a larger population is introduced to the pool of interviewees. If these interviews were to be conducted throughout the week at different hours of the day the overall results could represent the users more accurately. In conclusion of our final case study for Thermal Heating and Cooling Conditions, we discovered that for the most part the HVAC systems in place are functioning at a moderate state. The system should be compartmentalized to achieve optimum user satisfaction and higher energy efficiency.

37. FINAL ANALYSIS Administrative Hypothesis Conclusions Administrative staff members who work on the second floor of The Chapman Building are dissatisfied with the temperature of the air conditioner in their working environment. They feel either too cold or too hot in their office since the air conditioning system is regulated by floor and not by area. In the resulting interviews, the majority of the administrative staff experience hot temperatures in their working environment. Their productivity was not really affected but they do experience feelings of uncomfortable, irritability, and annoyance. 2. Administrative staff members who work in Career Services Center located on the first floor of The Chapman Building often experience headaches, dizziness or fatigue because of the poor air quality. This poor air quality is contributed to the off-gassing chemicals released by materials that make up the space such as carpeting and wall materials. Overall, the results of our interviews stated that staff members do not experience headaches, dizziness or fatigue during their workday at the Career Services Center. Staff members feel comfortable with the furnishing, finishes and smell of the office. The members concluded that if any of these symptoms occur, they believe it is due to the poor lighting conditions. 3. Administrative staff members who work on the second floor of The Chapman Building are dissatisfied with the location of the service elevator because it is located inside their working environment and they feel invaded when caterers come through their offices with food and equipment and then cross the entire space to go to the events room . Disproving our hypothesis, office staff on the second floor of the Chapman building does not feel affected by the location of the service elevator adjacent to their work environments. Staff members are typically in their cubicles concentrated on their daily activities; therefore they do not experience interruptions. Maintenance Hypothesis Conclusions Maintenance staff members who work on The Chapman Building are satisfied with the cool temperature in the mechanical rooms located on the second floor because when maintenance is performed on the equipment for extended amount of time, the cool climate keeps them satisfied to work. The majority of the maintenance staff members were dissatisfied with the temperature which disproved our hypothesis. They mentioned that there is a lot of equipment producing heat and the systems in place to cool the rooms are not functioning as they should to cool the space. According to our interviews, this disproved our hypothesis because we believed it was actually a pleasant environment to work in since air conditioning was installed in the rooms.

38. FINAL ANALYSIS Students Hypothesis Conclusions Students who get together in the lobby of the Office Depot Student Center feel comfortable because they have great natural light provided by the curtain walls, which produces heat gain and it is compensated with the accurate AC temperature in order to keep the lobby at moderate conditions. The student body that regularly uses the Office Depot Student Center typically experience moderate temperatures that allows them to work comfortably which proves our hypothesis. Their main complaint came from temperatures that get too hot on weekends and some nights and also too cold most of the nights. Students who study at the Computer Lab on the second floor of the Chapman Building are dissatisfied because the computer equipment produces heat and there are no window screens to prevent incoming heat. They feel uncomfortable because the HVAC in the lab is centralized with the other classrooms on the same floor even though the conditions inside are different (due to the equipment). According to the results of our interviews, the great majority of the students do not use the computer lab. Two of the student interviewees whom use the lab feel comfortable and enjoy the moderate temperature in the room which disproved our hypothesis. Students who take classes at the Chapman Building are dissatisfied because there is no shading provided by vegetation, covered pathways or canopies; therefore students cannot enjoy the outdoors during the day because it is too hot to be outside. In addition, the water fountains that are used to cool the environment between the two buildings are not working, which adds a problem to the heat gain in this area. According to the interview results, our group hypothesized correctly in respect to the student’s dissatisfaction with the Chapman Building. Most of the students never go outside on the courtyard because it is too hot and there are no shading structures in place. They also mentioned that the seating is inadequate for any type of activity. A comment that was shared among the interviewees was that there are typically a lot of ants and insects in the outdoors. Some students felt that the scenery was relaxed but would rather enjoy the scenery from the indoors. It is believed that if shading structures were in place, more of the student body would enjoy the courtyard.

39. REFERENCES (n.d.). Retrieved August 25, 2010 from FIU’s School of Business Website: http://business.fiu.edu/chapman/ Binggeli, Corky. (2010). Building systems for interior designers. Hoboken, New Jersey: John Wiley & Sons Chapman Graduate School of Business. (n.d.). Retrieved August 25, 2010 from Kohn, Petersen, Fox Website: http://www.kpf.com/project.asp?T=3&ID=70 Kpf's New Chapman Graduate School of Business Opens in Miami. Retrieved August 25, 2010 from World Architecture News Website: http://www.worldarchitecturenews.com/index.php?fuseaction=wanappln.projectview&upload_id=1951 R-value. (2010). [Web]. Retrieved from http://www.roofhelp.com/Rvalue.htm

40. LIST OF FIGURES Figure 1 Alvah H. Chapman Jr. Graduate School of Business Florida University. (2008). [Web]. Retrieved from Chi Athenaeum Website: http://www.chiathenaeum.org/archawards/2008/alvahhchapman.html Figure 2 Florida international university college of business. (2007). [Web]. Retrieved from FIU’s School of Business Facebook Webpage: http://www.facebook.com/fiubusiness Figure 3 Site Observation Photograph: Office Depot Student Center Figure 4 Site Observation Photograph: Office Depot Student Center Figure 5 Site Observation Photograph: Ocean Bank Auditorium Figure 6 Site Observation Photograph: Office Depot Student Center Figure 7 Site Observation Photograph: Wachovia Classrooms Figure 8 Site Observation Photograph: Career Services Exterior Door Figure 9 Site Observation Photograph: Career Services Exterior Door Figure 10 Site Observation Photograph: Air Handler Unit Figure 11 Site Observation Photograph: Air Handler Water Supply Figure 12 Site Observation Photograph: Air Handler Figure 13 Site Observation Photograph: Career Services Center Lobby Figure 14 Site Observation Photograph: Career Services Center Lobby Figure 15 Site Observation Photograph: Open Plenum in a Mechanical Room located in the Office Depot Student Center

41. LIST OF FIGURES Figure 16 Site Observation Photograph: Office Depot Student Center Lobby Figure 17 Site Observation Photograph: Office Depot Student Center Bathroom Hall A/C Vents Figure 18 Site Observation Photograph: Office Depot Student Center Lobby A/C Wall Vents Figure 19 Site Observation Photograph: Office Depot Student Center Lounge Area Figure 20 Site Observation Photograph: Office Depot Student Center Lounge Area Figure 21 Site Observation Photograph: Career Services Center cubicle offices Figure 22 Site Observation Photograph: Career Services Center waiting area Figure 23 Site Observation Photograph: Career Services Center Exterior Door Felt Figure 24 Site Observation Photograph: Ocean Bank Auditorium Figure 25 Site Observation Photograph: Ocean Bank Auditorium Window Casing Figure 26 Site Observation Photograph: Typical Wachovia Classrooms Figure 27 Site Observation Photograph: Capital Markets Computer Lab

42. APPENDIX A Hypothesis: Administrative Administrative staff members who work on the second floor of The Chapman Building are dissatisfied with the temperature of the air conditioner in their working environment. They feel either too cold or too hot in their office since the air conditioning system is regulated by floor and not by area. Administrative staff members who work in Career Services Center located on the first floor of The Chapman Building often experience headaches, dizziness or fatigue because of the poor air quality. This poor air quality is contributed to the off-gassing chemicals released by materials that make up the space such as carpeting and wall materials. Administrative staff members who work on the second floor of The Chapman Building are dissatisfied with the location of the service elevator because it is located inside their working environment and they feel invaded when caterers come through their offices with food and equipment and then cross the entire space to go to the events room. Hypothesis: Students Students who get together in the lobby of the Office Depot Student Center feel comfortable because they have great natural light provided by the curtain walls, which produces heat gain and it is compensated with the accurate AC temperature in order to keep the lobby at moderate conditions. Students who study at the Computer Lab on the second floor of the Chapman Building are dissatisfied because the computer equipment produces heat and there are no window screens to prevent incoming heat. They feel uncomfortable because the HVAC in the lab is centralized with the other classrooms on the same floor even though the conditions inside are different (due to the equipment). Students who take classes at the Chapman Building are dissatisfied because there is no shading provided by vegetation, covered pathways or canopies; therefore students cannot enjoy the outdoors during the day because it is too hot to be outside. In addition, the water fountains that are used to cool the environment between the two buildings are not working, which adds a problem to the heat gain in this area. Hypothesis: Maintenance Maintenance staff members who work on The Chapman Building are satisfied with the cool temperature in the mechanical rooms located on the second floor because when maintenance is performed on the equipment for extended amount of time, the cool climate keeps them satisfied to work.

43. APPENDIX B Interview Questions: Administrative Are you satisfied with the temperature in your office during your work day? Why or why not? Is there anything about the temperature that impacts your behavior and productivity while working in these conditions? When working in the Career Services Center office, do you experience fatigue, headaches or dizziness? If so, do you know what may cause these conditions? Do you think the materials of furnishing, finishes of your space and/or smell of the room has an impact on your daily working environment? Do you often experience interruptions from the facilities or catering companies when they have to go through your office for deliveries or maintenance? Do these irruptions affect your productivity? After working in the space, might you have a solution to this issue? Interview Questions: Students Are you satisfied with the temperature conditions at the Office Depot Student Center lobby? Why or why not? Do you think that the HVAC is accurately programmed? When you study/work in the Computer Lab on the second floor of the Chapman Building, do you feel comfortable? Why or why not? Do the temperature conditions create a good and pleasing atmosphere in order to study/work? Is it agreeable to be outside in the center of the Chapman Building? Do you enjoy having lunch outdoors? Do you think you would enjoy studying or just sitting and relaxing on the landscape/grass at the center of the Chapman Building? Interview Questions: Maintenance Are you satisfied with the temperature inside the mechanical room on the second floor? Why or why not?