Lighting/Electrical Systems |

ASCE Charles Pankow Foundation Architectural Engineering Student Competition

Team Registration Number 05-2013
Lighting/Electrical Systems to build a better community












Our team submitted designs in the following categories:

Building Integration Design
Structural Systems
Mechanical Systems
Lighting/Electrical Systems
Innovative Construction Management and Construction Methods
Lighting/Electrical Systems
ASCE Charles Pankow Foundation Architectural Engineering Student Competition
Team Registration Number 05-2013



Lighting/Electrical Systems | 1
ASCE Charles Pankow Foundation Architectural Engineering Student Competition
Team Registration Number 05-2013
Lighting/Electrical Systems
to build a better community
Executive Summary
This report details the lighting/electrical system of our teams elementary school design for submission in the 2013
ASCE Charles Pankow Foundation Architectural Engineering Student Competition. The elementary school was
designed through an integrated approach, which allowed factors affecting the lighting/electrical system to be
addressed by the entire project team.

The lighting/electrical design can be summarized by the following statements:

Combined heat and power (CHP) is utilized with four (4) 65 kW on-site natural gas microturbines, totaling
260 kW peak electric power and 1,100 MBH of peak collectable waste heat.

School is designed to apply for LEED Gold under LEED 2009 for Schools New Construction and Major
Renovations. Energy models predict that the building uses 29% less energy than the ASHRAE 90.1 2007
Appendix G Baseline model and is anticipated to receive an EnergyStar Rating of 85.

Lighting design that is cost effective and easy to maintain while still remaining visually interesting and
comfortable as a school and as a community center.

Reliable power system with available off-grid electric generation (microturbines) for the safe and effective
function of the building as a natural disaster shelter.

Multi-tiered 24/7 security system to prevent possible threats to school children and aid the building staff in
maintaining a safe environment for the community.

Table of Contents
Lighting/Electrical Narrative

Building a Better Community 2
Lighting Design 3
Electrical Design 9
Fire Alarm Design 13
Telecom Design 14
Codes and Standards 15

Supporting Documentation
Daylighting Analysis 16
Lighting Analysis 19
Controls 24
Electrical Load Tabulation 25
SKM Electrical System Analysis 26
Electrical Equipment 29
Lighting Fixture Schedule 31
Lighting Equipment 32
Drawings Legend 34

Drawings
Mech/Elec Integration Overview E1
Basement Lighting Plan E2
1
st
Floor Lighting Plan E3
2
nd
Floor Lighting Plan E4
3
rd
Floor Lighting Plan E5
Basement Power Plan E6
1
st
Floor Power Plan E7
2
nd
Floor Power Plan E8
3
rd
Floor Power Plan E9
Riser Diagrams E10




Lighting/Electrical Systems | 2
ASCE Charles Pankow Foundation Architectural Engineering Student Competition
Team Registration Number 05-2013
Lighting/Electrical Systems
to build a better community
Building a Better Community
In 2011, The New York Times ranked Reading as the poorest city in the United States on the basis of having the
largest percentage of its population living in poverty. This affects not just the wellbeing of the people living in
Reading but also the future by not having proper educational experiences during their childhood.

The mission of the Charles Pankow Foundation is to advance innovations in building design and construction, so as
to provide the public with buildings of improved quality, efficiency, and value. The 2013 ASCE Charles Pankow
Foundation Student Competition forwards this mission by challenging students to use an integrated design method
to create a high-performance elementary school located in the urban setting of Reading, Pennsylvania.

Project Goals
Using an integrated design, we as a group formed these three core values. Our teams core values would then be
the basis of what drove decision making throughout the design process.

1. Build a better Reading community through construction and implementation of the school program

Select lighting/electrical systems that will aid in the enhancement of the school as a center for learning as
well as a multi-purpose community facility
Create a safe secure building and site for such activities

2. Design the elementary school to high-performance standards

Low maintenance system that is highly efficient and environmentally conscious
Lighting design to stimulate curiosity amongst the students

3. Utilize an integrated design approach to maximize quality, efficiency, and value of the final built product
Flexible design that acknowledges future uses and expansion
Integration among construction, structural, mechanical, & lighting/electrical disciplines for superior project
delivery
BIM based design for better analysis and engineering of systems




















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Lighting/Electrical Systems
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Lighting Design
Concept
Elementary schools are the first institutions where children receive their academic learning. Using light to
demonstrate playfulness throughout the building will align to childrens fascinations. People are naturally drawn to
more complex objects and brighter light. Through the incorporation of shapes, hidden light sources, and varying
light intensities, this design will invoke curiosity and stimulate deeper thinking outside the classroom to complement
their education. By creating visually interesting and comfortable spaces, it will encourage children to attend classes.
By students increase in attendance, it will help develop critical thinking skills and further boost grades which could
potentially help Reading receive more aid from the government, thus helping the community grow.
Typical Classroom
Classrooms today are the prominent areas where students minds are molded to be productive members of
society. Through the incorporation of radiant cooling drop panels simulating dropped ceilings, flat surfaces were
provided to reflect light. Pendant fixtures centered underneath the panel were selected to uniformly illuminate the
classroom to IES recommendations.
Horizontal Illuminance Avg/Min LPD
Target 30 FC 2.5 1.4
Design 27.82 FC 2.44:1 0.83



A distance of 8.5 AFF, 1.5 below the radiant cooling panels, was
chosen to negate hot spots, see Figure 1 for mounting details. For more information regarding constructability refer
to the constructions report drawings, CM-003. An efficient semi-indirect pendant was chosen to provide indirect
lighting. Indirect lighting provides more uniform ambient light in the classroom, no casted shadows, and no glare
sources to create a more comfortable learning environment for the students.

Figure 2: Example of Typical Classroom RCP.
1 denotes Non Dimmed Zone, 2 denotes Dimmed Zone
Figure 1: Mounting Details



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Lighting/Electrical Systems
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The fixture selected implements T5HOs due to their high luminous efficacy, long lamp life, ability to dim, and
efficiency of delivering lumens to the work plane. Additionally, programmed rapid start ballasts connected to both
lights were chosen to reduce the number of ballasts and preserve the cathodes which will improve the lumen
maintenance as the fixtures will be controlled with an occupancy sensor (See Controls). Some of the pendants found
in the classroom will be on emergency circuits to provide the necessary illumination to allow students to safely
evacuate the school.
Daylighting
An important feature of the classroom is the ability to incorporate natural daylight into the learning
environment. A highly transmissive window (75%) with a SHGC of 0.29 was selected to maintain a view to the
exterior and maximize the amount of free light to come into the space. Having the ability to dim the lights with
increasing daylight penetration allows for more uniform lighting, and energy savings. This contributes to decreasing
the life cycle cost of the building and creating a more comfortable learning environment.
Direct sunlight is not typically desirable as it increases the temperature of the rooms which increases the
mechanical load and creates glare source. The effects from daylight can be disruptive to the learning environment.
Incorporation of overhangs on the south faade decreases the amount of direct sunlight that reaches the windows
during part of the heating season, see Figures 3 and 4. Additionally, the overhangs extend 3 beyond the windows to
block low angle sun from penetrating underneath the overhang during early mornings or late afternoons.









During the times where the overhangs do not protect against direct sunlight or when the teacher would like a darker
room to create higher contrast, shades can be pulled down to decrease the contribution of daylight in the space.
This provides the teacher with flexibility to control the lighting in the room to enhance the learning demonstrations. A
darker shade was selected to minimize the sun as a glare source but still allow for a visual connection to the exterior.
For a more in-depth analysis, refer to pages 16 to 18 of the supporting documents.
Controls
The ability for a teacher to control the light in the space is critical to the learning environment. The design
creates flexibility for the teacher to enhance the learning environment. For more information, refer to page 24 for the
wiring configuration. The first row of fixtures closest to the window will be dimmable. A closed loop proportion
algorithm was selected to provide smooth transition of the dimming lights. Occupants will not notice the change in
light levels as the lights will dim proportionally with increasing daylight to maintain the desired illuminance in the
Figure 3: 3D Perspective South Faade Prefabricated Section Figure 4: Section South Exterior Facade



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classroom, providing greater visual comfort. Additionally, the teacher will also have the ability to dim the fixtures at
their own discretion. This will override the photocell allowing for continuous dimming throughout the classroom.
The spaces are large enough to require two passive infrared occupancy sensors to turn off the lights within
15 minutes of people leaving the space. This will decrease the electricity bill for the school and increase lamp life
thus improving lumen maintenance. One of the occupancy sensors is placed by the whiteboard to detect any
movement within the classroom as soon as someone enters the space and the second one is located along the
backwall. The lights will turn on to 50% light output upon entering the space and the occupants will have the ability to
switch the lights to full output if desired. The transition of the light levels in the corridor to the classroom with ample
daylight could negate the need for lights to be at maximum output thus allowing for additional energy savings.
Circulation Areas
Corridors in elementary schools serve multiple purposes. They are not just circulation space but areas
where students can showcase their classwork that is available to be seen by other students, teachers, and the
community for night time art exhibits. The acknowledgement of students work to the public encourages students to
develop their creativity.
The Reading School District Strategic Plan acknowledges that bullying is a major issue in their schools.
Using light to illuminate the surfaces of the corridors creates a feeling that the space is bigger than it actually is. A
bigger space gives the perception that visibility is increased, allowing the teaching staff to see more activity that
occurs during high traffic times. The design creates a feeling of safety. The ability to allow students to feel safe in
the corridors helps focus their attention to achieving learning objectives. Another advantage of using higher light
levels is that the adaptation difference as the light levels are more similar to the classroom light levels, see pages 19
to 21 for verification of light levels. This will help avoid the corridors feeling dim and smaller.
Horizontal Illuminance Max/Min
Target 15 FC 3:1
Design (1
st
Floor) 16.37 FC 2.65:1
Design (2
nd
Floor) 18.19 FC 1.91:1
Design (3
rd
Floor) 16.64 FC 1.68:1

At the center of the designed building is a main lobby on each floor. At these points, shapes are created
within the ceiling through coves, see Figures 5-7. These are points to create visual interest as the definition of the
building alters. Students will have the ability to recognize the changes and discover the source of light. The indirect
lighting creates uniform ambient light which contributes to the perception of easy visibility amongst the students. The
diffuse light also provides minimal shadows. The fixtures hidden through coves also allow for easy maintenance
since they can be easily reached. The coves are also designed tall enough to block the light sources to not be seen
from view to avoid glare sources and encourage curiosity amongst the students.




Figure 7:3rd Floor Lobby Rendering
Figure 6:2nd Floor Lobby Rendering
Figure 5:1st Floor Lobby Rendering



Lighting/Electrical Systems | 6
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Lighting/Electrical Systems
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Multi-Purpose/Gym
At this Reading Elementary School, the gym serves as a cafeteria and auditorium and is lit accordingly.
Horizontal Illuminance Max/Min LPD
Target 50 FC 3:1 1.4
Design 47.04 FC 2.78:1 0.92

Since multiple different sporting events can occur in this gym during physical education classes or community
activities, the room is lit uniformly. Basketball, kickball, wiffleball, and other activities are multi-directional aerial sports
and the design illuminates the room properly to allow individuals to see each other as well as the ball in the air. The
design allows spectators to see all action that occurs in the space.
High-bay fluorescents are used to evenly illuminate the space. They have a direct distribution to emit light
onto the floor surface. They are mounted to the underside of the truss for easier conduit runs to power the fixtures,
see Figure 8. This allows for quicker installation which saves the school money on initial cost. Additionally, the
design provides a cost effective, clean, visually pleasing design for occupants within the space. Since multiple aerial
sports occur within the gym, there is a chance that the fixtures could be struck by an object. To avoid the fixtures or
lamps breaking, an impact resistant acrylic lens was chosen to protect the lamps and fixture.









The high bay fluorescent fixtures specifically implement T5HOs. They have high luminous efficacy, great
optical control, and ability to dim. Using T5HOs in the gym also reduces the different number of lamp types, which
creates easier service for the maintenance team. Additionally, mounting to the bottom of the structure creates a
more sturdy connection as the fixture will not move or swing as the maintenance team relamps the fixture and allows
for power lines to run above the bottom cord of the truss.
Emergency
During typical emergencies, some of the fixtures will be on emergency circuits in accordance with (site code)
to meet the minimum illuminance necessary for people to exit the building within a 90 minute period. The gym is
designed to act as a shelter in case of a natural disaster for people living in the surrounding area. Some of the
fixtures in the gym will be connected to a separate emergency circuit in order to provide comfortable uniform light,
see page 22, while people are taking refuge in this space, see Sheet E4.
Figure 8: Gym Rendering
Figure 5: 1st Floor Lobby Rendering Figure 6:2nd Floor Lobby Rendering



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Min Horizontal Illuminance Max/Min Avg/Min
Target 4 FC 10:1 2:1
Design 5.3 FC 3:17 2:1

Daylighting
Since the gym could be a potential shelter if necessary, clerestory windows are added to the north side. The
area of the windows was determined to take advantage of diffused light and avoid glare. The window sizes were
chosen to allow for a connection to the exterior and not cause any distractions or injury during sporting events due to
visual uncertainty.
The sky on the north side could still potentially be a glare source when a presentation or assembly is
occurring in the gym. A darker space could be desired. Manually operated shades controlled remotely can lower to
decrease the daylight penetrating into the space.
Controls
The first column of fixtures closest to the windows will be circuited on a dimmed zone. A closed loop
constant proportion algorithm was selected to provide smooth transition of the dimming lights as more daylighting
enters the space. Occupants will not notice the change in light levels as the lights will dim proportionally with
increasing daylight to maintain the desired illuminance in the gym providing uniform light across the space.
Additionally, the highbay fluorescents are specified with an occupancy sensor attached to each fixture
allowing for a cost effective design. This infrared occupancy sensor was selected to turn off the lights within 15
minutes of people leaving the space. It will detect people entering the space quicker than an ultrasonic occupancy
sensor due to the size of the gym. The implementation of a photosensor and occupancy sensor will decrease the
electricity bill for the school and increase lamp life thus improving lumen maintenance.
Theatrical Design
As previously mentioned, the gym can serve as an assembly space or for plays as well. Ceiling mounted
downlights are implemented over the stage. A row of fixtures are placed in front of the curtain for functions where the
full stage is not required. Additionally, wall sconces will be placed along the walls to provide ambient light for the
audience. The sconces will be mounted above the required mounting height for ADA compliancy as well as
protected in a cage.
Exterior
Site lighting will be designed in compliance with IES recommendations as specified with the Pennsylvania
Lighting Ordinance. The fixtures are specified with a full cutoff as to limit urban sky glow. As the pool is open during
the night after school hours, safety is a major issue. The design permits safe traveling from the parking lot to the
building. Additionally, to avoid promotion of trespassers around the facility at night, the fixtures will be dimmed down
to 50% light output after 11:00 pm. The mounting height will be no greater than 20 above the finished grade as well
to limit light trespass.





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Natatorium
The Reading Community requested the designers to look into the possibility of adding a six lane, twenty-five
meter wide pool accessible to the community into the design. The design constructed the pool underneath the gym
as the most cost effective and integrated solution; more detail can be seen on page 5 of the construction report. The
inclusion of the pool provides the community with another public space and has the ability to be used as a learning
tool to teach students at a young age how to swim.
A major concern with implementing the pool underneath the gym is to avoid a cave-like feeling. Clerestory
windows are added along the west side to maintain a connection with the exterior for a comfortable environment, see
Figures 9 and 10. Additionally, the minimum pool height as suggested by the Olympic Swimming Guidelines was
designed to reduce the cost of excavation. By doing so, this creates a short, wide space. Indirect light fixtures to
illuminate the ceiling from the sides of the pool were chosen to make the space feel taller and uniformly illuminate the
pool with diffuse light. The light-truss is hung below the structure and does not interfere with the mechanical ducts.
The use of the light truss was implemented as it can be custom tailored to any design and successfully achieves the
design goals. It provides flexibility for more light sources to be added easily at a later date if desired but currently the
design is in accordance with recommendations with IES for a type 3 pool, see page 23 for verification of light levels.
Horizontal Illuminance Max/Min LPD
Target Pool 30 FC 3:1 1.4
Design Pool 34.23 FC 1.43:1 0.53
Target Deck 10 FC 4:1 -
Design Deck 24.87 FC 3:1 -

Additionally, the indirect lighting from the light-truss prevents glare sources allowing a lifeguard to easily see directly
to the bottom of the pool in case of an emergency. Maintenance cost is drastically reduced as there are no fixtures
over the pool. The pool will not need to be drained, decreasing the time it takes to relamp fixtures. The light-truss is
ordered pre-wired and pre-aimed reducing time of installation which in turn reduces initial cost of construction.

The light-truss is specified using T5HOs. They have high luminous efficacy, and great optical control. Using T5HOs
in the pool also reduce the different number of lamp types which creates easier service for the maintenance team.
The indirect fixture in the light truss is protected from any objects that may strike it from activities that occur in the
pool.

Figure 9: Outdoor Garden Rendering Figure 10: Pool Rendering



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Electrical Design
Distribution
The schools electrical system will consist of
three-phase 480/277V power and three-phase
208/120V power. The incoming utility feed is
assumed to be three-phase 4,160 Volt. This
incoming feed enters the building from the Park
Avenue side of the building running parallel with the
natural gas, water, and telecommunications utilities.
The service terminates in the buildings main
electrical room which is centrally located in the
basement level. At the unit substation which consists
of a main service breaker-disconnect, a 750 kVA
delta-wye transformer, secondary breaker, and
secondary switchgear distribution section, the main
service is stepped down from a three-phase 4,160V
delta to a 480/277V wye configuration. From here the
system splits into the buildings three main power branches life safety,
emergency, and normal. The life safety branch will carry all loads
deemed necessary for the protection of human life. The emergency branch will carry all loads that are necessary for
safe and reliable operation of the school as an emergency natural disaster shelter. Supplying standby power for the
life safety and emergency branches will come from four Capstone 65kW natural gas microturbines, which will be
discussed later in this document. Please see the attached electrical riser diagram for a more detailed organization of
the electrical system. The preliminary sizing for all equipment was based on a tabulation that can be found on page
25 of the supporting documents and also details of this equipment can be seen on pages 29-30.





Figure 11: 3D Representation of Electrical System within Building
Figure 12: BIM Model of Main Electrical Room



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Equipment Layout
As mentioned before, the unit substation will be located in the
buildings main electrical room in the basement level. Also,
this room will house the main distribution panels for each of
the three power branches life safety, emergency, and
normal. The automatic transfer switches for the life safety and
emergency branches will be located here as well. Finally,
each branch will be provided with a 480/277V lighting panel,
transformer, and 208/120V double-tub receptacle panel in the
main electrical room.

On floors 1, 2, and 3, the normal power branch will have a
dedicated closet that will hold a 480/277V lighting panel, a 45
kVA transformer, and 208/120V double-tub receptacle panel.
For these closets it was calculated to be more cost effective to
transform power in the closets beside the panels as compared
to housing a larger single transformer in the main electrical room. Also by
doing this, it significantly lowers the available fault current to the 208/120V
receptacle panels making it a safer design.

On the 1
st
floor, a closet beside the kitchen and gym area will provide space for a 480/277V lighting panel and
208/120V receptacle panel for the life safety and emergency branches.

For exact locations of these spaces and equipment, please see the attached electrical drawings.

Cogeneration
In part of a collaborative effort with the mechanical engineers,
the school will be outfitted with four Capstone 65kW natural
gas microturbines to reduce the amount of electricity
consumed from the Reading, PA electric grid. The waste
heat created from these microturbines will be utilized in
mechanical processes producing an overall system
efficiency of 80-90%, whereas the typical efficiency of an
electric utility system is around 30%. The use of combined
heat and power (CHP) from the microturbine will reduce the
operating costs of the school during cogenerating hours and
is much cleaner on the environment. The scale of that cost
reduction is dependent on ambient running conditions,
microturbine part-load efficiencies, and schedule of operation.

Also as mentioned before, the microturbines will act as the buildings source for emergency backup power. The
microturbines also have the ability to run on low pressure gases. On-site, an existing underground concrete vault will
house a propane storage tank to act as an emergency fuel source should the natural gas utility be compromised.
The tank will store enough fuel to power the microturbines for 72 hours.

Heating Load Integration
Cogeneration is viable in our school design because the school has some significant year-round heating loads used
for heating the pool and supply air reheat. A more detailed breakdown of how the waste heat is utilized can be found
in the Mechanical report.

Figure 15: Image of Parallel Capstone Microturbines
Figure 14: Main Electrical Room Layout



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Calculating Cost Savings
Microturbine Efficiency and Capacity
Manufacturer catalogs claim the microturbine can get up to 85% efficient with the collection of waste heat (See the
Capstone Microturbine product sheet in Mechanical Supporting Documentation for information on this product).
However, this efficiency seems rather high for typical conditions. Our design team calculated our own assumed
microturbine efficiency for determining energy savings:

Table: Assumed Microturbine Efficiency
Process Efficiency (% of Energy Input) Notes
Electric Production 29% Per Capstone Microturbine product sheet
Collectable Waste Heat 36% After electric conversion, our design team estimates we
will be able to recover half of the heat from the exhaust
gas ( without installing a very large heat exchanger)
Total 65% Assumed efficiency for energy savings calculations

Assumption of this overall microturbine efficiency results in the following cogeneration plant capacity.

Table: Elementary School Cogeneration Plant Capacity at Full Load
Natural Gas Input (MBH) Electric Power Generation (kW) Collectible Waste Heat (MBH)
3068 260 1,100

Operation and Cost-Savings
The team created an hourly demand load model for a typical day in every month of the year, modeling both building
electric demand and heating demand. The model was made in Microsoft Excel. From that model, microturbine
operation was assessed to determine a preliminary schedule and run-times for each of the four microturbines in the
plant. Graphical representation of the model is sampled below, and graphs for all months are included in the
Mechanical Supporting Documentation. It was estimated that $50,000 worth of energy savings per year were
reasonably achievable with this system. Also, should any excess electricity be produced, it can be sold back to the
utility grid. In the state of Pennsylvania, there are many grants and incentives that the district could apply for to help
pay for this system. Without any government assistance, the team calculated that the units could be paid off in 10
years. More analysis of the cogeneration life-cycle costs can be found in the Mechanical and Construction reports.

Legend:
Blue = Electric demand
Red = Building heating demand
Green = Electric generation from microturbine
Purple = Waste heat from microturbine



0
50
100
150
200
250
300
0
500
1000
1500
2000
2500
3000
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
E
l
e
c
t
r
i
c

D
e
m
a
n
d

(
k
W
)
H
e
a
t
i
n
g

(
M
B
h
)
Hour (Hour 0 is Midnight)
January Weekday Cogeneration
Figure 16: Predicted School Electric and Heat Loads Matched with Microturbine Operation




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Typical Classroom Power
The power layout of a typical classroom will be convenient
and allow for the emerging growth of technology in the
educational setting. The front teaching area will hold a
SmartBoard with an integrated projector as well as
standard white boards straddling both sides of the Smart
Board. A duplex receptacle and data outlet will be
provided at 90 AFF for this unit. Three duplex receptacles
will be mounted below the teaching boards at 18 AFF for
use by the instructor. Shallow depth floor boxes
coordinated with the underfloor radiant heating system will
provide power/data connections for the instructors desk
and also the two student computers near the back of the
room. A GFCI receptacle will be located 6 above the
counter at the sink as required by the National Electric
Code. A duplex receptacle at 18 AFF will be located at
the back of the room along with a multioutlet raceway
system that will act as a charging station in anticipation of
the various technologies that could be brought into the
classroom. All receptacles in classrooms will be specified
as tamper-resistant for the safety of students.











Figure 17: Classroom Power Layout
Figure 18: View Looking Towards Front of Classroom
Figure 19: View Looking at Back of Classroom



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Emergency Power
As mentioned before, the elementary school will serve as a natural disaster shelter for the surrounding community.
The multi-purpose gym space will serve as the primary refuge space for local citizens. This was designed
structurally, mechanically, and electrically to serve and house up to 200 people. Also, the school kitchen will be
designated as part of the shelter space to help provide food to shelter occupants. All lighting and electrical loads
between these spaces will be served from the emergency branch of the buildings power system. To reiterate, this
branch is backed up by the buildings four 65kW microturbines so that in the case of electric utility failure, power can
be generated on-site to serve these loads as well as life safety loads. In the case of the natural gas utility also failing,
the cogen system will be backed up by underground storage tank containing propane. Enough fuel will be stored to
run the system for a minimum of 72 hours.
Fire Alarm Design
The fire alarm system implemented for the school will follow the NEC 2011 and NFPA 72 standards for the design
and installation of detection and signaling equipment. The system will be connected to the building network as well
as the local municipality network to quickly notify fire departments of any events that should arise. See the attached
fire alarm riser diagram and electrical floor plans for a detailed view of the fire alarm system.

Major Equipment Locations
The main fire alarm control panel (FACP) will be located in the
main electrical room in the basement level. Floors 1, 2, and 3 will
be allotted a terminal cabinet (FATC) in the telecom room of each
floor due to the central building location and close proximity to the
building backbone data system. An annunciator panel will be
located in the front entrance vestibule to provide system feedback
to fire-fighting crews.

Device Locations
In accordance with NFPA standards, smoke detection devices will
be placed in hallways, mechanical/electrical/telecom rooms, and in
the mechanical system at proper distances and coverage areas. Other devices such as manual pull stations will be
placed at each stairwell and building egress point. Notification devices such as speaker/strobe combination units
will be placed in each classroom and throughout the school with the sizing of such according to code.

Figure 20: BIM model of Typical Telecom Room



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Telecom Design
The telecommunications system provided will follow the NEC 2011 and ANSI/TIA/EIA standards for installation and
design. For a further detailed view of the telecommunications system, please see the attached telecom riser diagram
and electrical floor plans.

Major Equipment Locations
Floors 1, 2, and 3 will each provide a 12 x 12 room dedicated to
telecommunications. These rooms were chosen because of
their central location within the building and the distance
limitations of the horizontal cabling. The 1
st
floor telecom room
will house the main distribution frame with intermediate
distribution frames being located in the 2
nd
and 3
rd
floor rooms.
Also housed in these rooms will be the fire alarm terminal
cabinets as mentioned before and also the security data
gathering panels (SDGP) which will feed the school security
system.

Device Locations
All horizontal cabling in the school shall be Category 6 (CAT6)
throughout. The horizontal cabling will exit the telecom room through rigid steel conduit and then traverse to the
nearest cable tray where it will travel to its respective device.

Typical Classroom
Each classroom will have data outlets located in each of the three floor boxes to supply data to the student
computers, instructor computer, and the instructor voice-over IP (VoIP) handset. Also a data connection will be
provided for the classroom Smart Board so it may be connected to the building network as well. A wireless access
point integrated into the radiant cooled dropped ceiling panels will be available in each classroom for connectivity of
future wireless learning devices. Lastly, a pendant mounted four speaker surround sound system will be connected
to be used locally by the instructor or by school officials on an entire building level.

Building
Data outlets and wireless access points will be provided accordingly throughout the rest of the building to specific
spaces. The building will also incorporate a monitored security system consisting of card readers, door contacts,
cameras, motion sensors, and silent alarms, which will be integrated into the whole building network as well as being
connected to the local municipality as is the fire alarm system.

Security
For a detailed analysis of how the aforementioned devices work within our teams security strategies, please see the
teams Integration report.


Figure 21: BIM model of Typical Telecom Room



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Codes and Standards
Electrical Codes
ASHRAE 2007 90.1

National Electric Code 2011

NFPA 72 National Fire Alarm and Signaling Code

NFPA 101 Life Safety Code

NFPA 110 Standard for Emergency and Standby Power Systems

ANSI/TIA/EIA Standards for Building Telecommunications

Lighting Standards and References
IES Lighting Handbook 10
th
Edition

ASHRAE 2007 90.1

Reading School District Strategic Plan

PPG Glazing SOLARBAN 60 (2) STARPHIRE + STARPHIRE

Tips for Daylighting With Windows by the Lawrence Berkeley National Laboratory

Pennsylvania Lighting Ordinance











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Lux
Daylighting Analysis
Typical Angled First Floor South Classroom (Daylight plus Lighting and Shades)











January 10 am January 1 pm

January 4 pm

January 1 pm

January 10 am

March 10 am

June 10 am

March 1 pm

June 1 pm

March 4 pm

June 4 pm




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Lux
Daylighting Analysis
Typical Angled Second Floor South Classroom (Daylight plus Lighting and Shades)

January 10 am

January 1 pm

January 4 pm

March 10 am

March 1 pm

March 4 pm

June 10 am

June 1 pm

June 4 pm
March10 am
March 1 pm March 4 pm
June 10 am
June 1 pm
June 4 pm



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Daylighting Analysis
Energy Savings per Classroom












Example of Preliminary Solar
Study for South Facing
Classroom with an overhang:
A 3 overhang overhang at the
top of a 5 window, would
protect the window from direct
sun during the year
highlighted in blue. The
portion highlighted in green is
when shades may need to be
pulled down in order to not
have the sun disturb the
learning environment within
the classroom. The white
region is when the south
facing faade would not
receive any direct sunlight.



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Lighting Analysis
First Floor AGI32 Verification of Illuminance Levels (FC)




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Lighting Analysis
Second Floor AGI32 Verification of Illuminance Levels (FC)




















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Lighting Analysis
Third Floor AGI32 Verification of Illuminance Levels (FC)
















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Lighting Analysis
Gym AGI32 Verification of Illuminance Levels (FC)




















Normal Lighting

Life Safety Lighting




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Lighting Analysis
Pool AGI32 Verification of Illuminance Levels (FC)












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Classroom Control Wiring Diagram
Wattstopper LCD-203 Dimming Controller with a LS-5C Wall-Switch.




LS-5C Wall Switch




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Mechanical Equipment Load (kW) Receptacles - 1.0 Watts/SF Load (kW)
Main Chiller 151.62 Basement 20
Secondary Chiller 63.23 First Floor 35
Central Main Supply Fan A 16.41 Second Floor 27
Central Main Supply Fan B 16.41 Third Floor 21
Central Main Return Fan A 5.22
Central Main Return Fan B 5.22
East Main Supply Fan 6.71 Load (kW)
East Main Return Fan 2.24
Community Main Supply Fan 5.97 Basement 40
Community Main Return Fan 1.49 First Floor 70
Pool Main Supply Fan 5.97 Second Floor 54
Pool Main Return Fan 1.49 Third Floor 42
Lighting - 1.2 Watts/SF Load (kW)
Basement 24
First Floor 42
Second Floor 32.4
Third Floor 25.2
Misc. Power/Future Growth -
2.0 Watts/SF
Total Load: 715 kW
Electrical Load Tabulation





















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BLP 480 15,830 22 YES
BRP 208 5,240 10 YES
EBLP 480 15,380 22 YES
EBRP 208 5,120 10 YES
ELP1 480 8,610 10 YES
EDP 480 16,310 22 YES
ERP1 208 2,800 10 YES
LSDP 480 7,870 10 YES
LP1 480 8,300 10 YES
LP2 480 7,850 10 YES
LP3 480 7,430 10 YES
LSBLP 480 7,450 10 YES
LSBRP 208 4,390 10 YES
LSLP1 480 5,420 10 YES
LSRP1 208 2,770 10 YES
NDP 480 16,730 22 YES
RP1 208 4,560 10 YES
RP2 208 4,490 10 YES
RP3 208 4,420 10 YES
UNIT SUBSTATION 480 17,200 22 YES
Bus Voltage Fault Current (A) kAI C Rating Protected
SKM Electrical System Analysis
Fault Current Analysis






















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SKM Electrical System Analysis
Arc Flash Studies




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SKM Electrical System Analysis
Protective Device Coordination
Example of coordination among protective devices upstream from the Community Main Supply Fan so if a fault
should occur at this equipment, the Community Main Supply Fan MCB should trip first, then the Life Safety DP MCB,
and finally the Unit Substation MCB. This coordination prevents the unnecessary loss of power to other branches
and panels within the schools electrical system.






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Electrical Equipment
Square D Model III Package Unit Substation




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Electrical Equipment
Square D Premium 30 Energy Efficient Transformers
























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Fixture Schedule




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Light Truss

























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Light Truss























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Drawings Legend

Scale
Date
Competition Submission Drawings 2/22/12 1
ASCE Charles Pankow Foundation
Architectural Engineering
Student Competition
Team Number 05-2013
N
E10
Riser Diagrams
Issue Date
No. Description Date
Chilled
Ceiling
Water
Main AHU
Cooling
Coils
Central
Main
Supply
Fan A
Central
Main
Return
Fan A Central
Main
Supply
Fan B
Central
Main
Return
Fan B East Main
Supply
Fan
East Main
Return
Fan
Elevator
Community
Main Supply
Fan
Community Main
Return Fan
RP3 LP3
RP2 LP2
RP1 LP1
BRP BLP
Normal DP
Pool Main Supply Fan
Pool Main Return Fan
Utility
Main
Disconnect
750 kVA
Transformer MCB Substation Switchgear
Emergency
ATS
Emergency DP EBLP EBRP
ERP1 ELP1 LSLP1
LSBLP LSBRP
LSRP1
CHP
Life Safety ATS Life Safety DP
Fire Alarm
Terminal Cabinet
(FATC)
Fire Alarm
Terminal Cabinet
(FATC)
Fire Alarm
Terminal Cabinet
(FATC)
Fire Alarm
Control Panel
(FACP)
Integral Backup
Battery Supply
120V Emergency
Notification Appliance Circuit
NAC
Signal Line Circuit
SLC
F
F
S
120V Emergency
Notification Appliance Circuit
NAC
Signal Line Circuit
SLC
F
F
S
120V Emergency
Notification Appliance Circuit
NAC
Signal Line Circuit
SLC
F
F
S
120V Emergency
Notification Appliance Circuit
NAC
Signal Line Circuit
SLC
F
F
S
Telephone Utility
Data Utility
Cable TV Utility
HOR
CT
HOR
CT
HOR
CT
HOR
CT
Main Distribution
Frame
Intermediate
Distribution
Frame
Intermediate
Distribution
Frame
FATC SDGP
FATC SDGP
FATC SDGP
FACP
Roof Roof
Roof
Third Floor
Second Floor
First Floor
Basement
First Floor First Floor
Basement Basement
Second Floor Second Floor
Third Floor Third Floor
Electrical Riser
Fire Alarm Riser Telecom Riser