1 / 58

Table of Contents

Table of Contents. Abstract…………………………………………………………………………………………………………….………………………….3 Sun Analysis………………………………………………………………………………………………………………………..…………..4

lala
Download Presentation

Table of Contents

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Table of Contents Abstract…………………………………………………………………………………………………………….………………………….3 Sun Analysis………………………………………………………………………………………………………………………..…………..4 Project Identification & Building Synopsis..................................................................................................................................................................................5 Floor Plan, First Floor Building 1, Electrical Room……………………………………………………………………………............................6 Floor Plan, Second Floor Building 1, Electrical Circuitry Boxes………………………………………………………………..............................7 Floor Plan, Third Floor Building 1, Elevators………………………………………………………………………………..…………………8 Floor Plan, First Floor Building 2, Mechanical Control Room…………………………………………………………………............................9 Floor Plan, Second Floor Building 2, Electrical Room……………………………………………………………………….…………….….10 Reflected Ceiling Plan, First Floor Building 1, Lighting….....................................................................................................................................................11 Reflected Ceiling Plan, First Floor Building 1, Locker Room Lighting…………………………………………………………..........................12 Reflected Ceiling Plan, Second Floor Building 1, Electrical Room……………………………………………………………………….…....13 Reflected Ceiling Plan, Third Floor Building 1, Elevator Lighting…………………………………………………………....………….…….14 Reflected Ceiling Plan, First Floor Building 2, Mechanical Room……………………………………………………………..............................15 Reflected Ceiling Plan, Second Floor Building 2, Classroom Lighting………………………………………………………................................16 Restroom Reflected Ceiling Plan, First Floor………………………………………………………………………………………...…....…..17 Restroom Reflected Ceiling Plan, Second & Third Floor……………………………………………………………………...............................18 Soffit / Ceiling Details………………………………………………………………………………………………………………………...19 Architectural Plan……………………………………………………………………………………………………………………………..20 Site Observations and Building Tour………………………………………………………………………………………………………….22 Natural Daylight……………………………………………………………………………………………………………………………....23 Artificial Lighting……………………………………………………………………………………………………………………………..24 1

  2. Table of Contents Locker Room & Restroom Lighting…………………………………………………………………………………………………………..25 Classroom & Office Lighting…………………………………………………………………………………………………………….…....26 Auditorium Lighting & Electrical Outlets……………………………………………………………………………………...………….…..27 Electrical Room & Control Room Lighting…………………………………………………………………………………...………….…....28 Electrical Room #100 M4………………………………………………………………………………………………..……………….…...29 Electrical Room #245 M2…………………………………………………………………………………………………...…………….......30 Control Room #150…………………………………………………………………………………………………………………….....….31 Electrical Outlets……………………………………………………………………………………………………………………….....…..32 Elevators & Exit Signs………………………………………………………………………………………………………………....….…..33 Exterior Lighting & Electrical Components…………………………………………………………………………………………....…......34 Electrical Appliances………………………………………………………………………………………………………………...….……..35 User Identification……………………………………………………………………………………………………...……………….…......36 Who uses the building?..................................................................................................................................................................................................................37 Who is there on a daily basis?.......................................................................................................................................................................................................38 Who is there for a shorter period of time?.................................................................................................................................................................................39 Which users interact with your system and why?.....................................................................................................................................................................40 Which users do not interact with the systems? Why?.............................................................................................................................................................41 How do they interact with the systems?.....................................................................................................................................................................................42 Final Analysis………………………………………………………………………………………………………………………..………...46 References…………………………………………………………………………………………………………………...………………..52 Figures………………………………………………………………………………………………………………………………………..53 Appendix………………………………………………………………………………………………………………………………...……55 2

  3. Abstract • This case study analyzed the user-efficiency of the electrical and lighting systems in the Chapman Building at Florida International University in Miami, FL. The building site was observed and analyzed and the construction documents were closely examined. Based on this information, hypotheses were established regarding the impact of the electrical and lighting systems upon the users of the Chapman Building. The study consisted of a random sample of twenty-five (25) students, administrative, maintenance, and other building staff. The findings revealed that the lighting and electrical systems appropriately meet the needs of its users. However, the methods in which these findings were determined need some adjusting. Several pages of building plans were unavailable, and the sample of respondents may have been too small to yield accurate results. Ultimately, specific user-needs were successfully identified. 3

  4. Solar Analysis This diagram describes the angles of the sun in relation to the position of the Chapman Building. During the hours of sunrise, ranging approximately from 6:00-8:00 am depending on the time of the year, the angle of sun is most direct on the east-facing side. During the time of sunset, ranging approximately from 6:00-8:00 pm depending on the time of year, the angle of sun is most direct on the west-facing side. 4

  5. Project Identification & Building Synopsis • Project Identification • Building name: Chapman Building; Alvah H. Chapman Jr. Graduate School of Business • Location: 11200 SW 8th St. Miami, FL 33199 • Year designed/planned: 2005 • Year construction completed: 2008 • Size: 92,000 sq. ft. • Architects: Kohn Pedersen Fox Associates & BEA International (Joint Venture) • Client: Florida International University School of Business Administration • Consultants: Structural Engineer/Civil Engineer • Awards received: • (2008) The Florida Facilities Planning Association Merit Award; Higher Education Category • (2008) Chicago Athenaeum Museum of Architecture and Design American Architecture Award • (2008) Construction Association of South Florida Craftsmanship Awards • 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 • Design Intent and Architectural Features • According to the Kohn, Pedersen, Fox Associates, the Chapman Building’s design concept was born of a desire to create interactions among faculty and students, while incorporating a slight separation between the undergraduate and graduate sections of the facility. The architects also infused appreciation for the tropical climate by creating open walkways, and also gave a subtle nod to both the Latin heritage of the area and Mayan culture with the design of the two grand staircases. • The Chapman Building contains classrooms, administrative/faculty offices, a 300-seat auditorium seating, student study areas, a large multipurpose room for events, and a café. World Architecture News also adds that the design intent was to both incorporate and separate the upper- and lower-divisions of the school. Thus, the main courtyard divides the space in two, creating two interlocking spaces. The faculty’s entrance is located on the east (front) side of the building, and students arrive via the outdoor breezeways. Modern water features of wall fountains and shallow pools draw the visitor into the courtyard, where the focus becomes the grand staircase, reminiscent of early South American cultures. Figure 1. Aerial view of courtyard and both buildings 5

  6. Electrical Room #100 M4 Elevator Electrical Room & Telecommunications Room Mechanical Room Key Plan Figure 2. Electrical Room #100 M4 Detail Floor Plan, First Floor Building 1 Detail 6

  7. Electrical Circuitry Boxes Elevator Electrical Room & Telecommunications Room Mechanical Room Figure 3. Electrical Circuitry Boxes Key Plan Detail: Access Panel Detail Floor Plan, Second Floor Building 1 7

  8. Elevators Key Plan Figure 4. Elevator Floor Plan, Third Floor Building 1 Detail Elevator 8

  9. Mechanical Control Room Key Plan Figure 6. Mechanical Control Room Figure 5. Conference Room Windows Elevator Electrical Room & Telecommunications Rooms Mechanical Room Detail Floor Plan, First Floor Building 2 Detail 9

  10. Electrical Room Key Plan Figure 8. Electrical Circuit Breaker Figure 7. Electrical Room #245 M2 Elevator Electrical Room & Telecommunications Rooms Mechanical Room Figure 9. Transformer Boxes Detail Floor Plan, Second Floor Building 2 10

  11. Lighting Types Figure 12. Cove Lighting Figure 13. Peripheral Lighting Key Plan Figure 10. Typical Pendant Lighting Figure 14. Daylight Windows Elevator Figure 11. Peripheral Lighting Detail Reflected Ceiling Plan, First Floor Building 1 11

  12. Locker Room Lighting Elevator Electrical Room Mechanical Room Key Plan Figures 15, 16. Locker Room Lighting Detail Reflected Ceiling Plan, First Floor Building 1 12

  13. Electrical Room Elevator Electrical Room Mechanical Room Key Plan Figure 17. Fluorescent Lights Detail Reflected Ceiling Plan, Second Floor Building 1 13

  14. Elevator Lighting Key Plan Figure 18. Elevator Light Detail Reflected Ceiling Plan, Third Floor Building 1 Elevator 14

  15. Mechanical Room Key Plan Figure 19. Fluorescent Lights Elevator Electrical Room Mechanical Room Detail Reflected Ceiling Plan, First Floor Building 2 Detail 15

  16. Classroom Lighting Figure 20. Daylight from Windows Key Plan Figure 21. Recessed Lighting Elevator Electrical Room Mechanical Room Figure 22. Electrical Switches Detail Reflected Ceiling Plan, Second Floor Building 2 16

  17. Restroom Lighting Various restroom lighting locations Figure 23. Combination of fluorescent and incandescent lighting in restrooms Detail of Toilet Rooms : First Floor – Building 1 Elevator Electrical Room Details of Toilet Rooms : First Floor – Building 2 17

  18. Restroom Details Detail of Toilet Rooms Second Floor – Building 1 Detail of Toilet Rooms Second Floor – Building 1 Detail of Toilet Rooms Second Floor – Building 2 Various restroom lighting locations and elevator locations Detail of Toilet Rooms Third Floor – Building 1 Detail of Toilet Rooms Third Floor – Building 1 Elevator 18

  19. Soffit / Ceiling Details Soffit Detail at Lobby First Floor – Building 1 Ceiling Detail First Floor – Building 2 Figure 24. Typical ceiling soffit/details, showing the ways lighting interacts with the ceiling features. 19

  20. Architectural Plan Key Plan Detail Indirect Lighting Bathroom Lighting Grill Detail 20

  21. Architectural Plan Key Plan Detail of Elevator Shaft Detail of Technical Access Floor 21

  22. Site Observations and Building Tour Photographs & General Notes of Electrical and Lighting Systems 22

  23. Natural Daylight Conference room has indirect lighting, and roller shades to decrease the amount of morning light that enters the room since the windows are facing east. (left) Figure 26. Clerestory windows are located in the second floor of the Chapman Building. They provide a good source of natural light to the office spaces, but at the same time, they do not expose the spaces to too much heat. (left) Figure 25. Natural lighting enters the space through the floor-to-ceiling windows near the entrance to the Chapman Building. The lighting is functional and provides a sense of wellness. It also creates a bright ambience which gives a sense of pleasantness to the entrance of the building. (above) Figure 27. 23

  24. Artificial Lighting Figure 28. Figure 29. Figure 30. Cove lighting is located at the front entrance of the Chapman Building giving an inviting feel. The lighting energy efficient and turns on as it gets darker outside. The cove lighting is on the inner circle of the ceiling element giving it a nice glow, but it does not have a continuous source of light along the entire edge. (above) Cove lighting is located above the coffee shop and pendant lighting hangs above the countertop. The lighting is interesting and well maintained. It draws people into the space creating a pleasant atmosphere. The combination of task and ambient lighting is essential for the customers as well as the employees. (above) Dim indirect lighting with an ambient glow. It is well maintained, but some lights are not functioning because bulbs have blown out. The lights create a sense of repetition and pattern in the ceiling. (above) Spot lights are located on the perimeter of the ceiling in a fine encasing. The lighting is most functional for night-time use since the space has sufficient daylight entering on a sunny day. The lights are placed on an unusual slant because of the way the ceiling is sloped, this makes it somewhat unique and interesting. (left) Figure 31. 24

  25. Locker Room & Restroom Lighting Figure 33. Figure 34. Figure 32. Four fluorescent tubular light panels are located above the lockers. A light-saving switch controls the number of lights that are on at a single time. If the orange dot on the switch is on, only one fluorescent tubular light panel is on, and when it is off then all four fluorescent tubular panel lights are on. The lighting is both functional and energy saving, while also providing a level of comfort and an inviting ambiance for the locker room. (above) Tubular lighting within a metal grid. The lighting is inconsistent because of different color bulb temperatures. The combination of both lighting types makes for an unflattering awkward experience. The sink and stalls both have this awkward lighting condition. (above) 25

  26. Classroom & Office Lighting On the side wall of the classroom there is a group of electrical switches, a telephone and a speaker next to the white board. All of the electrical devices are in good condition and easily accessible since they are all conveniently located near each other. (left) Figure 35. Figure 37. The room has repetitive fluorescent tubular light fixtures and recessed cans. It also has large windows along the back wall that provide natural light. The lighting is in good condition and provides a sufficient amount of light in the room when needed, without putting glare on the computer screens. There is enough natural light in the room that at certain times in the day the lights remain off and students work using natural lighting, conserving energy. (above) Fluorescent lighting located in the office space directly outside of the elevator. The light bounces off towards the ceiling and the perforation diffuses the light to produce ambient lighting. (left) Figure 36. 26

  27. Auditorium Lighting & Electrical Outlets Figure 41. Figure 39. Natural lighting on the right side of the auditorium allows for light to enter the space. The problem with the placement of the windows, is the orientation that the light is directed; it directly hits the projection screen, making it hard to see the screen. Recessed canned lights, along with spot lights are located on the ceiling of the auditorium throughout the whole space above.(above) Electrical switches provides for the projection system, along with audio system switches are located on the left hand side of the projector. This allows for easy control of the system and is kept in good condition with legible signage. (above) Figure 38. Handicap accessibility in the business auditorium was what appears to be thought of later in the deign, as you can see all the mechanical workings located on the side of the wall. (above) Additional outlets are placed underneath desks all along the first row seating. Trying to hide the electrical wiring is a black velcro cloth. (left) Figure 40. 27

  28. Electrical Room & Control Room Lighting Figure 42. Figure 43. Florescent light tubes are used to light both the Electrical Room and the Control Room. These lights are energy efficient and more sustainable than incandescent lights, and also have a longer life and require less maintenance. The Electrical Room (on the left) has a metal enclosure and the tubes are more exposed. The Control Room (on the right) has the light tubes within a panel system in the ceiling, so they are not as exposed and more aesthetically pleasing.. 28

  29. Electrical Room #100 M4 Electrical room, located near the docking station for easy access. The temperature is comfortable enough to work in for short periods of time. The main power supply is fed from FPL directly to this room and then distributed to the rest of 1st and the 2nd floor. (left) Electrical conduit running throughout the 1st floor ceiling in the dock room to pass the electricity throughout he rest of the building. The connections are well organized and understandable. (left) Figure 44. Figure 45. Figure 48. Figure 46. Figure 47. Electrical box in the 2nd floor electrical room. The room was very well organized and plenty of room to work in. (above) Junction box in the ceiling to guide and direct wiring connections. Not fully painted and hand written text for labeling. (above) Electrical circuitry in the mechanical room. Allows for easy access and is located and a reachable height. (above) 29

  30. Electrical Room #245 M2 Figure 51. Transformer boxes connecting multiple wire connections. Heavy machinery; located on a shelving unit up above. (above) Figure 49. Figure 50. Multiple wiring connections for several electrical systems in the room. The boxes get extremely warm and generate a lot of heat in the room. Well organized and labeled. (above) Circuit breaker box, located on the right side of the door. The box is well organized and clearly labeled. (above) Figure 52. Large lighting panels located on the right side of the room. (right) 30

  31. Control Room #150 Mechanical room filled with different types of equipment such as computers, t.v. screens, cameras, and tons of different wires. The room is very cramped and cluttered, not allowing for its occupants to have easy access. (left) Figure 55. Figure 57. Electrical equipment used for powering up most of the computers in the building. (above) Computer monitor used to record classroom sessions. Multiple wire connections all scattered along the room making it unsafe, especially incase of an emergency situation. (above) Figure 53. Air conditioning panels located in the mechanical room for different classrooms. (left) Electrical wiring above ceiling panel. Seems to be very heavy, disorganized and not very accessible. (left) Figure 54. Figure 56. 31

  32. Electrical Outlets The outlets are very unclean and possibly hazardous. They are very functional and accessible for students to use for computers or any electrical devices. However, the location of these outlets may cause problems as far as tripping over the cables, or even the lid of the outlet. There are also not an adequate number of outlets for all students at certain times in the day. (left) An electrical outlet that is not covered and could be hazardous to students and faculty. The outlet is not functional and the use is not clear. The location of this open, unsecure outlet may be dangerous if touched by anyone. (left) Figure 58. Figure 60. Outlet plugs and wiring connections located on the ceiling in the student lounge. The connections are well secured in bundles and easily accessible for maintenance or technicians. The outlets are placed in a good location near the TV's, and are neatly grouped together to make it appear almost invisible. (left) The outlets look like dual telephone jacks and are in new condition. They are located on the interior wall of the corridor. This might not be the most appropriate location for functional use, due to circulation flow. (left) Figure 59. Figure 61. 32

  33. Elevators & Exit Signs Figure 62. Figure 65. Figure 66. The elevator is well kept and maintained. It works properly and is located in a corridor off to the corner, not interrupting circulation flow. (above) Single fluorescent tubular lighting. The light is functional in lighting the elevator space, but there is only one fluorescent tubular light which could be a problem if the light burns out. The space feels too overpowered with only one light location and it shows the dirt on the ceiling panel. (above) Wall mounted exit sign with lights to guide above, and ceiling mounted exit sign. Both figure and figure light up with the word “EXIT” in red. The exits signs are in new condition with appropriate locations and adequate lighting. They are functionally lit in case of an emergency, or in the event that the power goes out. (left) Figure 64. Figure 63. 33

  34. Exterior Lighting & Electrical Components Outdoor floor lights located outside all along the courtyard area. (left) Card swipe is necessary to access certain areas in the building such as some of the conference rooms, offices and auditorium. This system prevents property damage and stealing of equipment. (left) Figure 67. Figure 69. Fire alarm box with audio and visual alert system. Located on the exterior corridor wall of the second floor of the building near classrooms. (left) Electrical outlets located on the light posts near the side-walk in the courtyard of the Chapman Building. (left) Figure 68. Figure 70. 34

  35. Electrical Appliances This is the faculty lounge, located in building one. Appliances are available for the daily use of office staff and professors. (left) Figure 71. The ice machine is located in the catering space of the conference room. It is conveniently placed to be very accessible, and in good condition. (left) Figure 73. Refrigerator located in the catering room. In good condition, but not in a good place for occupants to have access to. (above) Figure 72. 35

  36. User Identification Photographs & General Notes of the Users of the Space 36

  37. Who uses the building? Students : This group is comprised of graduate and undergraduate students studying business and international business, as well as students from other majors. The majority of students, however, are business students. Faculty: The faculty occupies the entire second floor in building two. The faculty consists of teachers, professors, advisors, etc. Administrative Staff: Office Staff includes secretaries, catering coordinators, and other clerical staff. Maintenance Staff: The maintenance team is comprised of maintenance techs and custodial staff. Café and IT Staff: Java City employees and Information Technology staff comprise this category. Other: The last group includes visitors, guest speakers, and other students casually using the café or courtyard. Figure 74. 37

  38. Who is there on a daily basis? • Daily Users (at least 5 days per week) • Some students, particularly graduate and undergraduate business students, will spend most days in the week here. In fact, there are private showers and locker rooms for students that allow them to study throughout the night and be dressed for the next day. • Full-time faculty (professors, advisors, etc.) spend the work week there as well. • It can be assumed that the maintenance, custodial, IT, and clerical staff work a 5-day work week if they are considered full-time employees. If problems occur over the weekend, repairs are not made until the following work day. • The Java City Café staff works only Monday through Friday; the café is not open on weekends. 38

  39. Who is there for a shorter period of time? • Shorter Periods • Part-time and MBA students frequently work during the day, and attend classes in the evening. • Non-business majors/minors may attend one or two classes there throughout the week. • Café patrons and students utilizing the lounge area to study use the building less than others. • Adjunct professors, guest speakers, visiting professionals, and other visitors also use the building less than a full-time faculty member would. 39

  40. Which users interact with your system and why? * All users interact with lighting, power, and A/C systems at all times. (Fig.51 ) 40

  41. Which users do not interact with the systems? Why? Every user interacts with the system components at all times in one way or another. Whether the user is a full-time student, a member of the custodial team, a professor, or is simply “walking though” to enjoy the air conditioning, they are all using the lighting, electrical, and mechanical systems. 41

  42. How do they interact with the systems? Figure 75. Figure 77. This student is a business student who is studying and watching the news in the lounge area. This professor is using her computer in her office to attend to daily business. Figure 76. Figure 78. These business graduates are working on a project in the lounge., while others are eating and watching TV. Students work together in designated study areas, near the lounge. 42

  43. How do they interact with the systems? Figure 79. Figure 81. These business students are buying a snack at Java Café in between classes. This is one of many private offices in building one. Figure 80. Figure 82. In the cafe lounge area, this student hooked up his laptop in one of many personal internet outlets. These receptionists greet visitors where the professors offices are located. 43

  44. How do they interact with the systems? Figure 84. Students use the computer lab for leisure, and for technology classes. They can also view the Stock Exchange tickertape. Figure 83. This student is checking in with the receptionist in the Career Services office. Figure 85. This student is a member of the IT staff, working in his office located inside the computer lab. 44

  45. How do they interact with the systems? Figure 86. Figure 87. Figure 88. Students work together in a digitally-enhanced private study room. Students attend a lecture in one of the large classrooms. This is a guest speaker, speaking to a class in building two. 45

  46. How do they interact with the systems? Final Analysis (Fig. ) (Fig. ) (Fig. ) This member of the maintenance (custodial) staff is leaving the conference room to clean one of the classrooms. This is a guest to the Chapman Building, walking to the second floor of building two. This employee who works at Java Café is unwrapping fresh sandwiches to place in the refrigerated display. 46

  47. Final Analysis • I. Hypotheses Results • User Type: Administrative Staff • Hypothesis: • The administrative staff feels positive about their work environment because the office spaces have adequate natural and ambient lighting. They have a strong sense of wellbeing, which may lead to more job satisfaction, in comparison to those staff members who do not have access to adequate lighting. • The hypothesis was proven to be correct. The administrative staff generally feels positive about their work environment because it has adequate • natural and ambient lighting that benefit their sense wellbeing. Most of the interviewees agreed that they are satisfied with the natural light they • receive. They concur that the natural light has a positive impact on their productivity. • Hypothesis: • The current infrastructure of the technology system is adequately organized for administrative utilization. Administrative staff relies on technology and telecommunication capabilities on a daily basis. Issues are handled efficiently by the technology staff and the systems work seamlessly for these users. This allows the staff to feel confident on the systems and therefore carry out their responsibilities without interruptions. • The hypothesis was proven to be correct. The telecommunication systems are adequately organized to meet the needs of administrative staff. • John Nykolaiszyn thinks the telecommunications exceeds his expectations. He mentions that he enjoys the voicemail services and unified • messaging. • Hypothesis: • The access elevator in Building 1 opens into an office space. This location creates confusion and logistic issues for the administrative staff. They find themselves distracted and irritated by the constant traffic of supplies through the office corridors, and the increased noise levels. This interrupts concentration of those who are working in the space. • The hypothesis is proven to be incorrect. Most administrative staff members do not feel there is a constant distraction coming from the elevator • traffic. Several respondents said it was infrequent enough and does not cause any interruptions. Veronica Jyselle commented that she was not • affected by the elevator use because of her interior location in the office. 47

  48. Final Analysis • User Type: Students • Hypothesis: • Many students use the café lounge to study or use their laptops on a daily basis. During morning and afternoon hours, excess sunlight creates glare, an unfiltered light source. This affects their capabilities of working on the computer for extended periods of time, causing frustration and increasing the likelihood of finding another study environment. • The hypothesis was proven to be correct. The glare makes studying more difficult, especially when using a computer. For example, students will • relocate to another location without glare during peak sunlight hours, or turn their computer in order to see the screen. • Hypothesis: • Students in the common areas of Building 1who carry electronics do not feel there are an adequate number of electrical outlets. They feel bothered by the fact that they often have to charge their equipment away from their study location. This inconvenience may also expose their equipment to theft. This affects their behavior negatively by having to pack and unpack their equipment in order to find an available outlet. • The hypothesis was proven to be correct. The number of in-wall outlets is not adequate for the number of students who require them. • However, Paola Meignen commented that the floor has a large number of outlets, but these can cause tripping issues and is not as user-friendly as • the wall outlets. These floor-outlets require that plugs attach approximately four inches below the floor, leaving exposed cords across the path of • travel. • Hypothesis: • The main elevator in Building 2 is located remotely in the corner and inside a foyer; it is difficult to find and inconvenient for students who are located on the outer legs of the building. This results in students having to reconsider their routes to get to class and exposes them to inclement weather if forced to use stairs. This situation causes students frustration and annoyance. • The hypothesis was proven to be incorrect. The majority of students believe the elevator is easy to find because it is located near the bathrooms. • However, the other elevator is hidden with no signage provided. Although students suggested that another elevator would be nice, most did not • mind using it. Perhaps more students would be aware of its existence if signage was provided for the second elevator. However, students who • have classrooms far from the elevators agreed that the uncovered stairways were an inconvenience during the rain. This hypothesis about the • elevator was included because although it is also a mechanical element, it contains components relating to the electrical system. 48

  49. Final Analysis • User Type: Maintenance Staff • Hypothesis: • The maintenance staff is not required to change light bulbs on a regular schedule to maximize their energy life-span, which compromises the amount of adequate lighting for users. It also negatively affects the maintenance staff since they have to respond quickly to each request. This will cause frustration in trying to accomplish unforeseen requests for changing light bulbs, adding to their workload. • Based on the sample of interviewees we have concluded that we do not have sufficient evidence to prove or disprove the above hypotheses. • Unfortunately, none of the maintenance staff (in charge of changing the burned out light bulbs) did not participate in this interview. Although • in Gideon Schnog’s opinion, the implementation of a scheduled “light bulb maintenance” will take too much time. He also acknowledges that • the current situation of burned light bulbs does not affect his performance and/or productivity. 49

More Related