Biodiesel: A Cleaner, Greener Fuel for the 21st Century

Feature

Biodiesel: A Cleaner, Greener Fuel for the 21st Century

Those of us who drive diesel vehicles or heat our homes and businesses with heating oil enjoy the savings this fuel provides—I’ve driven over 800 miles (1,300 km) on a single tank of diesel fuel in my Volkswagen Passat TDI station wagon—but some of us are not so thrilled about the pollutants emitted by that fuel. Diesel fuel and heating oil emit high levels of sulfur oxides, carbon monoxide, nitrous oxides, hydrocarbons, particulates, and—like all fossil fuels—carbon dioxide. We’d like to do better.

We can do better—with biodiesel. This article examines biodiesel: what it is, where it comes from, its environmental advantages, and where (and how) to use it. We will focus on three primary applications for biodiesel: (1) as a fuel for personal or company-owned vehicles; (2) as a fuel for off-road commercial construction equipment (bulldozers, compressors, cranes, etc.); and (3) as a substitute for heating oil in homes and commercial buildings. While few EBN readers will have the opportunity to use biodiesel for all three applications, the first two apply, at least indirectly, to virtually all construction.

Published January 1, 2003

(2003, January 1). Biodiesel: A Cleaner, Greener Fuel for the 21st Century. Retrieved from https://www.buildinggreen.com/departments/feature

USGBC's Austin Conference a Great Success

Green Schools: Learning as We Go

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Green Schools: Learning as We Go

Like many communities, our town of Brattleboro was faced with a huge problem in its existing high school complex. The sprawling, dilapidated, 230,000 ft2 (21,000 m2) school for 1,600 students—actually a high school, middle school, and career education center all in one—was built in five stages between 1951 and 1991. It is a health hazard, the roofs leak, mechanical systems are failing, classrooms are overcrowded, and the heat distribution is so inadequate that you see open windows in some parts of the building even on the coldest winter days, while elsewhere students keep their coats on to stay warm. So bad are the air quality and crowding problems that the school was threatened with a loss of its accreditation a year ago.

In these regards, the school is probably not too different from thousands of older schools throughout the country that are faced with replacement or major renovations. What sets the Brattleboro High School complex apart from many is a commitment on the part of the school board and community to create from this mess a state-of-the-art model of sustainability. Energy efficiency and sustainability were key components of the presentation made by Truex Cullins & Partners (TC&P), the Burlington, Vermont architecture firm hired to design the school. And following passage of Vermont’s largest school construction bond measure ever ($55.6 million), BuildingGreen, Inc. was hired by TC&P as an environmental consultant to the project.

It’s too early to say how successful we will be in achieving a green school. Despite its large budget, the 330,000 ft2 (31,000 m2) phased construction project’s immense complexity means that the budget is very tight and, already, some features have been cut. But it appears certain that the resulting buildings will carry dramatically lower environmental burdens than conventional schools.

In addition to maintaining older facilities, districts in some parts of the country are struggling to build schools fast enough to keep pace with their population growth. Schools are often the single largest expenditure of a community. Our children—and many adults as well—spend years in their confines. And our society’s future is in no small part dependent on the success of these facilities at educating each successive generation of citizens.

Don’t expect to arrive at the other end of this article knowing how to design a green school (if you don’t know that already). Rather than providing an overview of school design, we seek with this article to describe some of the characteristics that distinguish schools from other buildings in terms of green design, review the benefits of green schools, touch on a few specific school design strategies, describe several green schools around the country, and finally, lead you to the most useful resources on how to design and build green schools.

Some Dramatic Numbers

According to

American School and University magazine, approximately 91,000 K–12 schools in the United States house 47 million students (2000-01 school year). Public school districts spent nearly $27 billion on construction in 2001 (42% on new construction, 42% on renovation, and 15% on additions), and expect to spend $108 billion more between 2002 and 2004.

Schools in the U.S. spend roughly $6 billion per year on energy. The breakdown of energy use in K–12 schools and higher-education facilities is shown in the pie chart on this page. Of the energy used on-site, space heating accounts for the most at 42%, followed by water heating (22%), and lighting (20%).

How Are Schools Different?

Schools are important if only because a lot of people spend a lot of time in these buildings. According to the U.S. Environmental Protection Agency (EPA), nearly 55 million people—one out of five people in this country—spend their days in school buildings—as students, teachers, administrators, and staff. Schools are different from most other buildings in a number of respects.

Schools have very high occupancy densities. Classrooms are among the most densely occupied interior spaces we create. (Assembly areas have higher densities, but these are typically occupied for only short periods of time.) Providing adequate fresh air for this concentration of people requires significant ventilation; indeed, ventilation typically drives the energy loads in schools, as we will discuss later.

Children are especially vulnerable to health hazards. Because human growth and development occurs at such a rapid pace during childhood, school-aged children are particularly vulnerable to contaminants. According to the Children’s Environmental Health Network (CEHN), on a weight-adjusted basis, children eat more food, drink more water, and breathe more air than adults do, and they have higher metabolic rates. Also, because their airways are smaller, they are more susceptible to air pollutants that cause asthma and other respiratory ailments. Through adolescence, rapid growth and development occurs in the nervous, respiratory, reproductive, immune, and other systems. CEHN argues that children, like other growing organisms, “can be more vulnerable to permanent and irreversible damage from toxicants than mature organisms.”

Productivity in schools is eminently measurable. Students’ productivity is being measured all the time—through testing. Thus, it should be very easy to quantify the benefits of high-performance, green schools. Significant progress has been made along these lines, particularly with a study of the effect of daylighting on student test scores in Capistrano, California.

Classrooms are specialized spaces that call for specialized design solutions. Certain characteristics of classrooms (particularly their small size and high occupancy) make integrated design solutions particularly attractive. (See discussion below on lighting and displacement ventilation.)

School funding mechanisms allow a longer view to be taken. Schools are typically funded by long-term bonds paid for by taxpayers who also fund the operation of those buildings. This can make life-cycle costing arguments and even features with long payback periods attractive to school boards. The fact that schools are paid for by taxpayers, however, also results in tightly watched construction budgets. A successful school design process will balance these often contradictory forces.

There is often naïveté among decision-makers in school construction. The design and construction of schools is often controlled by people who have never before been, and may never again be, involved in a nonresidential building project. Volunteer school boards and building committees climb a steep learning curve as they wend their way through the design and construction of a school. While this can be difficult (and frustrating for design professionals!), there is sometimes a refreshing open-mindedness not found with clients of most other building types.

Schools are places of learning. From an environmental standpoint, schools not only offer potential for direct reduction of environmental impact but, as places of learning, they can serve to educate their occupants about the environmental benefits of design features. Schools have tremendous potential for conveying a message about sustainability that will help to further its implementation throughout society.

Benefits of Green Schools

Improved student performance.A growing body of research demonstrates that green schools, especially those with natural daylighting, improve learning. In the daylighting study of the Capistrano, California School District referred to above, students in classrooms with the most daylighting progressed 20% faster in math and 26% faster in reading than students in classrooms with the least daylighting (see

EBN

Vol. 8, No. 9). This is by far the most comprehensive such study done to date, but there is clearly need for more research in this area. The federal government may also be getting involved as a result of efforts by Senator Hillary Rodham Clinton. Section 5414 of the “No Child Left Behind Act” of 2001 requires that the Secretary of Education study the health and learning consequences of unhealthy schools on students and staff. The act also allows for the Department of Education to award grants to state agencies for developing healthy, high-performance schools.

Reduced absenteeism.Green schools are designed and built to minimize indoor air quality problems—from mold and dust mites to volatile organic compound (VOC) emissions and tracked-in heavy metals. Healthier schools should result in lower absenteeism, among both students and teachers. After a 1997 renovation of the rundown inner-city Charles Young Elementary School in Washington, D.C., student attendance jumped from 89% to 93%. In some states, including California, a school’s operating budget is dependent on its

average daily attendance, so reducing absenteeism can increase operating budgets.

Greater teacher satisfaction.Comfortable, healthy, daylit classrooms will help to attract and retain quality teachers. There is a significant teacher shortage in some parts of the country, so competition for quality teachers can be significant. Green features may well provide the edge a school district needs to maintain top-quality education.

Lower operating costs.Energy-efficient, green schools cost less to operate. Because schools are built for the long haul and paid for by the same people who will pay to operate and maintain them, there are strong incentives to use life-cycle costing practices to identify measures that will lower operating costs. Many of today’s high-performance schools save 40% or more on energy costs, compared with conventional school buildings.

Reduced liability exposure.We live in a litigious society, and lawsuits by teachers or parents of students who may have been harmed by mold or other health hazards in schools are becoming more common. Green schools designed and built with careful attention to moisture control and using nonhazardous materials will be far less likely to result in lawsuits.

Key role in disaster planning.Like it or not, in the post-9/11 world, disaster planning is a significant part of building design. Schools often play a key role in a community’s emergency management—serving as storm shelters, central collection points during evacuations, and emergency housing during extended power outages. Highly energy-efficient schools with significant natural daylighting and renewable energy systems are easier to evacuate without power, and they will function far better during extended power outages than conventional schools. El Dorado Hills, California recently suffered a power outage lasting several hours, but classes at Oakridge High School were able to continue without interruption, due to the school’s extensive daylighting.

Schools require security features that can enhance health and energy efficiency. Schools require security features that can enhance health and energy efficiency.

A focus on security leads to a number of energy-efficient design choices. A tight building envelope, for example, not only enables the pressurization of a building, keeping biological or chemical hazards released outside the building from entering, but also helps control moisture, pests, and heat loss. Site design that includes a safety buffer zone between the building and vehicles also improves air quality immediately surrounding the building and allows optimal use of passive and active solar design. Exterior lights with occupancy sensors provide better security than those left on through the night; the sensors also reduce light pollution and save energy.

Lower environmental impacts.Green schools are designed and built to minimize environmental impacts. They use energy and water frugally; they are durable and built of materials with low maintenance requirements. Green schools are placed responsibly on their sites in a manner that protects wetlands and wildlife habitat, and landscapes are designed to maximize infiltration of stormwater to replenish aquifers. Waste is minimized during construction, and provisions are made for recycling wastes within the building. More and more green schools are relying, at least to an extent, on renewable energy sources.

Environmental education.Coming to grips, over the coming decades, with the significant problems facing our environment will require action on many different fronts. Schools have an important role to play in this effort. As places of learning, our schools not only should be green in their construction and operation but should themselves be teaching tools. Many of the features incorporated into green schools—from renewable energy and daylighting systems to stormwater infiltration practices—are ideal hands-on laboratories.

Promising Technologies

As noted previously, schools have a number of unique characteristics that create both challenges and opportunities when it comes to school design and construction. We address two of these opportunities here, pointing out in both cases the need for research and development work.

Integrated lighting controls

While daylighting can be very beneficial in classrooms, good lighting control is a challenge. Glare must be controlled, there usually has to be a way to darken classrooms, and for energy savings to be realized with daylighting there has to be a trouble-free mechanism for turning off electric lights when they aren’t needed.

Simple, trouble-free, automated daylight controls with dimming ballasts for fluorescent light fixtures are the best solution for this, but they are expensive and have proven problematic. “Most daylighting controls [in schools] simply don’t work,” according to Charles Eley, Ph.D, P.E., of Eley Associates in San Francisco. (Eley’s firm manages the Collaborative for High Performance Schools [CHPS] in California.)

Dave Nelson, P.E., of Clanton & Associates, Inc., a lighting design firm in Boulder, Colorado, agrees with Eley on the challenges of effectively controlling daylit classroom spaces. Clanton Associates has moved away from complex automated controls for daylit spaces. They almost never use fully automated dimming controls anymore. Nelson recommends a multipronged approach for classroom daylighting. First, he suggests architectural features for control of glare—orientation of fenestration, overhangs to block direct sunlight, and so forth. Second, he recommends interior shades or blinds to offer variable light levels and permit classroom darkening for audiovisual presentations. While automated, three-part roller shades are great, these are usually too expensive for schools. A less expensive option is a manually operated, two-component shade system with a perforated shade that allows about 10% transmittance and a full-blackout shade. Third, he likes simple manual-on, auto-off electric lighting controls, with separately controlled lights on the window-side of a classroom. With this approach, occupancy sensors are used to turn lights off when people leave the room. Because most classrooms have two rows of fixtures, he recommends controlling these separately, with the switch for the outer row (along the windows) located near that row of fixtures rather than by the door. “You make them work a little to turn on the outboard row,” he suggests.

While these approaches for lighting control make the most sense today, we should be able to develop reliable, affordable daylight-activated dimming controls. “A photocell is not that complicated,” says Eley. He would like to see some sort of “Golden Carrot” program for manufacturers to develop such products.

Packaged displacement ventilation systems

The small size of classrooms, typically 30’ x 30’ (9 x 9 m) and their approximately square configuration make displacement air supply/ventilation both very effective and (in theory) relatively easy. With displacement ventilation, conditioned air enters low in the space and rises slowly to the ceiling, where it is captured and exhausted. Because the air flows upward, little mixing occurs and pollutants are effectively eliminated. Less air needs to be moved (allowing for smaller fans), and conditioned air doesn’t have to be chilled as much, because the conditioned air isn’t mixed with classroom air. Also, the heat generated by lights remains above the occupied zone, so energy savings can be realized. In large commercial office buildings,

access floors are generally required to achieve low-velocity, uniform displacement ventilation (see

EBN

Vol. 7, No. 1), but in classrooms, displacement ventilation can be achieved using a few strategically positioned, low, wall-mounted diffusers. “In schools you don’t really need access floors,” says Eley.

The problem today, according to Eley, is that displacement air-supply systems have to be custom-engineered for every school. Most off-the-shelf systems used in schools don’t have the capability for preconditioning the air, according to Eley. “Most schools are catalog-engineered,” he says. “What we need … are some high-performance options in the catalog.”

The H. L. Turner Group of Concord, New Hampshire has been working on just such an approach, which they refer to as the Advantage Classroom™. According to company president Harold Turner, P.E., they began working on the Advantage Classroom in 1994 in an effort to address various historical problem areas of classrooms—especially indoor air quality, lighting, and acoustics. The Advantage Classroom uses an integrated design approach with several key features: 1) a tight, energy-efficient building envelope; 2) high ceilings that provide both superior daylighting and stratification of the classroom air; and 3) delivery of preconditioned, 100% fresh air from side-wall diffusers near the floor level. The supply air is cooled and dehumidified using a heat-pipe enthalpy energy-recovery system rather than enthalpy wheels, which Turner has found to be problematic.

This approach was first used in the Boscawen Elementary School near Concord, New Hampshire, completed in 1996 at a total construction cost of just $65/ft2 ($700/m2). The classrooms achieve superb air quality with an overall ventilation rate of only 1.5 air changes per hour—less than half that required by a conventional ceiling-diffuser design. In developing the Advantage Classroom, H. L. Turner worked with manufacturers of mechanical components, in some cases convincing them to produce specialized components. They have used this approach in about ten schools in northern New England.

So why doesn’t everyone use this type of system? For starters, not many people are aware of this approach. H. L. Turner hopes to change that by teaching other design and engineering firms how to implement the Advantage Classroom. Though the company has been too busy in recent years to promote this design assistance and education service, they are now ready to do that. A quasi-licensing arrangement, mostly to ensure that the system gets implemented properly, has been set up, according to Harold Turner.

William Turner, P.E., who manages H. L. Turner’s Maine office, notes that integration is key with this approach. “The biggest challenge in doing side-wall displacement in schools,” he says, “is coordinating between the architect and mechanical engineer.” As a full-service architecture/engineering firm, The H. L. Turner Group effectively coordinates design and engineering tasks; when those functions are separate, integration gets harder.

Final Thoughts

In many respects, schools should be our highest priority of any building type for greening. The importance of our children’s health, the significance of school buildings in a community (both financial and cultural), and the potential for school buildings to serve as tools to teach sustainability all argue for devoting effort toward making these buildings green. Such efforts can involve our professional activities—as designers, product manufacturers, or contractors—but many more of us can contribute as members of the communities in which we live. Even if school design is not part of your professional work, get involved with the next school building committee, or at least convey to your local school board the importance of sustainability.

For more information:

Children’s Environmental Health Network

110 Maryland Avenue NE, Suite 511

Washington, DC 20002

202/543-4033

www.cehn.org

Healthy Schools Network, Inc.

773 Madison Avenue

Albany, NY 12208

518/462-0632

www.healthyschools.org

The H. L. Turner Group Inc.

27 Locke Road

Concord, NH 03301

603/228-1122

www.hlturner.com

(See also organizations listed in Resources table, Sidebar: Resources for School Design.)

Published November 1, 2002

Water Heating: A Look at the Options

Cohousing: How Green Is My Village?

Getting From Design to Construction: Writing Specifications for Green Projects

Feature

Getting From Design to Construction: Writing Specifications for Green Projects

Green projects are rife with stories in which contractors or subcontractors inadvertently undermined the goals of a project by defaulting to their usual procedures instead of the intended green alternatives. Good design specifications are key to preventing such mix-ups, and in this article we share lots of tips for writing effective green specs.

At a recent conference, I was in the uncomfortable position of listening from the front row while a speaker criticized the

Guideline Specifications that we publish as part of our

GreenSpec Directory. While acknowledging that they include a lot of useful information, the speaker pointed out example after example of passages that do not conform to good specification practices. When I protested, during the question and answer period, that we publish them as guidelines and not as actual specs, he responded: “If it walks like a duck, and talks like a duck….”

I got the point. If we publish something that looks like specs

and that designers are likely to copy when writing their project specs, we should make sure that it works as specification language. We are now working with the author of that material, Larry Strain, AIA, to revise and restructure it for the next print edition of

GreenSpec and for distribution as part of the online version. In the process, we’ve learned something about how specs are supposed to work and about issues specific to green specifications. Here are some highlights.

 

Good Specification Basics

According to the Construction Specifications Institute (CSI)

Manual of Practice, “Specifications define the qualitative requirements for products, materials, and workmanship upon which the contract is based.” Project specifications include specifications of products and materials—by name and/or by description of their attributes and functions—as well as instructions for all of the processes deemed necessary to construct the building as intended. For homes and other very small projects, specifications are often written right on the drawings. These might include a schedule of doors and windows; the type, grade, and color of the roofing material; and the like. For larger projects, the specs are provided as a separate part of the contract documents. The drawings and the specs are cross-referenced, with the basic principle that spatial relationships and dimensions belong in the drawings, while descriptions of products and processes belong in the specifications.

In North America, specifications are typically organized according to the 16-division structure of CSI’s MasterFormat™, which was last updated in 1995. MasterFormat provides a proposed breakdown of sections within each of the 16 divisions. A separate document, called SectionFormat™, describes how information is to be organized within each section.

“To be effective, a green spec must first be a good spec,” says Chris Dixon, a specifications writer with Mithun Architects + Designers + Planners in Seattle. He notes that specifications are part of the contract between owner and builder, and as a contract they should only include language that represents enforceable requirements. Dixon recommends the

CSI Manual of Practice as an essential reference for spec writers.

Simple, direct statements telling the contractor what to do are preferred over indirect formulations: Use “build the partition” rather than “the partition shall be built,” suggests Donald Baerman, author of the outstanding article “Construction Specifications” in

Time-Saver Standards for Architectural Design Data.

 

Communicating the

Green Agenda

 

Green projects are rife with stories in which contractors or subcontractors inadvertently undermined the goals of a project by defaulting to their usual procedures instead of the intended green alternatives. All it takes is for one installer to miss the low-VOC requirement in the spec and use some solvent-based adhesive to cause the project’s indoor air quality to suffer, at least during initial occupancy.

While some users have suggested modifying CSI’s SectionFormat™ three-part structure by adding a Part 4 on environmental considerations, the general consensus is to weave green issues into the existing structure. It is often appropriate to add environmental language to many articles in each of the three parts of a technical section (see sidebar).

It can be tempting to highlight this information using boldface text or some other means, but doing so “suggests that the rest is not as important,” notes spec writer Stephen Andros of G&E Environmental. Instead, Andros says, “We are careful about the way that we put specs together so it is not buried. We don’t put it in the middle of a huge paragraph.”

Quite a bit of green information applies not just to one or two specific sections but to material throughout the specifications. Repeating this information many times not only consumes a lot of time and paper, but “if you have to make a change, it is hard to catch it everywhere,” notes consultant Sigi Koko. Many spec writers have appropriated “Section 01350 – Special Procedures” from CSI’s MasterFormat™ and use it for “Environmental Procedures.” One example, “Section 01351 – Environmental Procedures,” is included in Appendix C of

Green Building Materials.

 

A set of reference specifications for energy efficiency developed by Eley Associates and others for the California Energy Commission includes a more comprehensive “Section 01350 - Special Environmental Requirements” that is now being used for all major construction by the State of California. This section includes a detailed protocol, developed by Hal Levin of the Building Ecology Research Group in Santa Cruz, California and Anthony Bernheim of SMWM Architects in San Francisco, for testing interior finish materials and modeling the concentrations of chemicals that are expected in the space. This product screening protocol “raises the bar on indoor air quality in important ways,” reports Tom Lent of the Berkeley, California-based Healthy Building Network. Others caution, however, that its requirements are extensive and should not be included without careful consideration of how they will be interpreted by potential bidders and implemented by contractors.

This model section includes guidelines for IAQ management during construction, but these are not as comprehensive as the product screening protocol. Also included are very general guidelines addressing other aspects of energy and resource efficiency, but these are written more for the contractor’s general information than as explicit instructions.

Covering the green guidelines only once, in Division 1, makes things easier for the spec writer. On the other hand, if important information is not included within each section, subcontractors might not see it because they sometimes receive copies of only those sections relevant to their work rather than the entire spec. HOK tends to include the relevant information with each section, according to Koko, with a few notable exceptions, including a comprehensive listing of materials for which the company has established minimum recycled-content levels and/or maximum VOC levels. “We can edit that one list at the beginning of the spec when necessary,” reports Koko, “and refer to the list from each appropriate section.”

California’s Section 01350 and many other general sections on environmental requirements include a fair amount of language about the green goals of the project and how the contractor is expected to support those goals. Since this information is not tied to specific activities the contractor must perform, it does not conform to the “enforceability” guideline for good specifications. “Language including terms like ‘goals, recommendations, vision’ is not enforceable and should not be part of the contract documents,” says Dixon. “If you put stuff like that in the qualifications of bidders, instructions to bidders—outside of the contract docs—that’s a more appropriate place.”

Not all spec writers agree on this matter, however. Ross Spiegel, current president of CSI and coauthor of

Green Building Materials, reports that on a recent LEED™-registered project for the State of Connecticut, he added an article to his Section 01110 – Summary of Work, explaining the owner’s intent that the project be LEED-certified and outlining the environmental goals. “I think that is a very important thing to do,” says Spiegel, adding: “It’s not an enforcement type of provision but more an education type of provision, as well as a broad-brush statement, so the contractor gets the flavor of what we are trying to do.”

Regardless of whether the green agenda is described within the specifications or separately, extra steps are needed to ensure that everyone working on the project is aware of those goals and their implications for the materials and methods used. “I put it on the agenda for the pre-bid conference,” reports Spiegel. “We will repeat that exercise at the pre-construction conference once all the subs are identified and are getting ready for the submittal process,” he adds. Dixon also suggests that the spec can require pre-installation conferences as “an appropriate place to get the green information across.”

Contractors also need clear guidance on when and how they can propose product substitutions, and what criteria will be used to evaluate those substitutions. The logistics of substitution requests depend on the nature of the project—especially whether it is a public-sector or private project—and the format used in the specifications. In any case, the Division 1 section that describes the logistics of substitution requests (Section 01630, per MasterFormat) should mention that green considerations will affect decisions, and require documentation of green attributes for any proposed substitutions. Throughout the spec, the technical sections must be explicit about the green attributes that products in each section must have if those attributes are to be used as a basis for evaluating potential substitutes.

Preexisting master specifications have to be reviewed, not only to incorporate green products but also to weed out references to environmentally problematic practices that might be avoidable. It may be possible, for example, to specify bait systems for pests rather than extensive soil treatments.

 

Rating System Requirements

Rating systems such as the U.S. Green Building Council’s LEED™ have specific requirements that affect both construction processes (such as indoor air quality management during construction and commissioning) and documentation of products and systems used. Collecting the required documents after a building is completed can be a challenge, but if the documentation requirements are included in the specification, contractors can usually integrate the specific demands into their existing administrative processes.

Many of these requirements are new to contractors and therefore must be presented clearly and thoroughly in the spec. Andros recommends adding a new section on LEED in Division 1 within the 01350 group of “Environmental Requirements.” His section 01355 “Special Procedures – LEED™ Certification” includes an overview describing LEED and lists of prerequisites and credits the designers intend to achieve, along with references to the various technical sections with specific information on achieving those credits. This section also includes, in article 1.06, “Submittals,” a list of paperwork the contractor will have to supply for the LEED application.

In the case of LEED 2.0, it is necessary to provide documentation of the costs of all materials (not including labor or mechanical and electrical equipment) and invoices or other proof-of-purchase for any materials that contribute to credits such as recycled content or certified wood. LEED 2.1 (currently in draft form) is supposed to significantly reduce these documentation requirements (see

EBN

Vol. 11, No. 6), but it may still be necessary to collect the documents for verification in case a credit is audited.

Many early users of LEED, who had to figure out the requirements and write the specifications from scratch, realize that it must be possible to help future users and possibly capitalize on their effort by sharing their work. HOK, Inc. is negotiating with the U.S. Green Building Council about funding the creation of a “comprehensive spec for integrating LEED requirements into any standard spec, along with a user manual,” according to Koko, who helped develop HOK’s green specifications. Koko expects this resource to be distributed with other support materials in the “Welcome Packet” that goes to teams that have registered projects in preparation for submitting a LEED application, or on HOK’s Web site.

ARCOM, producer of the most widely used master specifications system, MasterSpec™, is also working to accommodate LEED. ARCOM’s Eugene “Buz” Groshong has developed a list of sections potentially affected by LEED requirements and is working on incorporating those requirements as the sections are updated.

EBN reviewed a draft for a comprehensive “Section 01524 - Construction Waste Management,” and certified wood requirements are already included in many Division 6 sections. Because of MasterSpec’s “edit by deletion” approach, the requirement for Forest Stewardship Council-certified wood appears in those sections by default, and it is up to the person editing the specs to remove that requirement if it doesn’t apply.

 

Fitting Green Technologies into the Structure

No classification system is perfect, and there will always be components and systems that do not fit neatly into any one CSI Division or Section. Green technologies include many examples of hard-to-classify systems, such as building-integrated photovoltaics—should they be specified as part of the building envelope (Division 7) or solar and wind energy equipment (Division 13) or electrical (Division 16)?—and constructed wetlands for wastewater treatment—Sitework (Division 2) or Plumbing (Division 15)?

There is no single correct answer to these questions. Dixon suggests referring to CSI’s

Manual of Practice for guidance and then making a choice. Creating new specific sections is fine, as long as they are consistent with the MasterFormat structure. If a multifunctional component is delivered as a complete unit, it should be described in a single section; otherwise, it is appropriate to specify each component in its own section, with cross-references to any related sections.

Construction waste management is not mentioned in the current MasterFormat. It could fit any number of places in Division 1, including the 01100 sections, 01700 sections, or, as MasterSpec is doing, in the 01500 area as Section 01524. Section 01810 is designated for building commissioning, but some people prefer to include that or “commissioning” in Division 15, as it primarily affects mechanical systems. It is not uncommon to see commissioning specified in a special “Division 17,” but “it doesn’t belong there,” in Spiegel’s opinion. The telecommunications industry has also been laying claim to Division 17 as a place for voice and data wiring.

Some of these conflicts should be resolved when the next iteration of MasterFormat is adopted in 2004. Major changes are in the works, and the transition is likely to be disruptive and confusing, but the new format has many advantages, especially for the application of MasterFormat to infrastructure projects. The new format eliminates Divisions 15 and 16 entirely, and leaves numbers 17 through 20 unused. Whole new groups of divisions are created in the 20s, 30s, and 40s, with ample room left for inserting additional divisions in the future. These new divisions include sections on site work (currently in Division 2), mechanical, electrical, fluid treatment, power generation, and telecommunications, among others. At recent presentations of these revisions, “most comments were from spec writing members [of CSI] who don’t want anything to change,” reports Spiegel; but, he adds, the Institute is committed to moving ahead with the new version.

 

Heading Off Sticker Shock

 

Faced with new and unexpected requirements in a specification, bidders frequently react by padding their bids, coming up with high figures to cover the unforeseen. “What we’ve found over the years is that if there is any kind of complication in the specification or even in a drawing, subcontractors will just throw a high number at it,” says Arthur Klipfel, a partner with Oaktree Green Development. This response is especially common in a busy market, when contractors are not hungry for work. To keep bids in line, architects and specifiers need to do all they can to demystify any special requirements.

“The biggest issue is the contractor and making sure that the contractor understands what his additional responsibilities are,” says green building consultant Sigi Koko. When possible, it is better to specify exactly what should be done in simple terms rather than just referencing an outside standard. For example, when they first learned about requirements to follow the Sheet Metal and Air Conditioning Contractors’ National Association (SMACNA) guidelines for the Puget Sound Environmental Learning Center, they were concerned about what might be involved, says Rafn Construction’s Ann Schuessler. When the contractor got the specifics, however, it proved to be “no big deal.”

Contractors are also likely to be discouraged if the specified products are hard to find. “I always call everyone who is listed and make sure that the product is still available,” says Koko. Any unusual requirements for preparation or installation of green products should also be spelled out clearly. When the owner is unconvinced about the value of a particular product or system, or the impact it will have on price is unclear, it can be specified as an alternate. Bidders are expected to price out both the base spec and the alternate, and state in their bids the cost difference should the owner select the alternate. This can be a great resource for determining the feasibility of certain options, but they must be elements that are not integral to the design so that the choice of an alternate does not affect too many other systems. Also, if too many alternates are specified, it can make the bidder’s job onerous and reduce the number of qualified bidders.

Pre-bid conferences are also a good way to communicate with bidders about any unfamiliar requirements and address concerns about unknown costs. “The spec alone doesn’t do the job,” reports Eric Kolderup of Eley Associates. “There is a lot of education required to get reasonable bids on the spec.” If contractors don’t understand the requirements well enough to bid effectively, it is unlikely that they can fulfill the requirements effectively either.

Klipfel has tried the contractor education approach, with limited success: “Originally we tried to get the general contractor very committed,” he says. “The theory is that the contractor will go out and educate the subs, or maybe the subs will come to the meeting and will learn about it. On larger projects, that’s not going to happen. The whole bidding process tends to be very rushed.”

As a result, Oaktree has developed a different approach, which Klipfel calls “bait and teach.” “We now try to minimize any fancy details and/or green details and make the spec as vanilla as we can,” Klipfel says. “Then when we come to the buy-out stage—when we are awarding subcontracts—we say, ‘by the way, we have this additional thing we want you to do’ and we negotiate a fair price for the added work.”

Not everyone agrees with this approach, however. “If you try to do a spec without the green stuff, you have demonstrated that it is not integral to the project,” says Koko. Perhaps the best solution to this dilemma is patience. As more green projects are built, contractors will become more experienced, and the requirements or alternative technologies will no longer be so unfamiliar.

 

Who Should Write the Spec?

While it may be acceptable to include specifications on the drawings or in an informal binder for homes and other very small projects, the liability for large projects is much greater, and a good project manual, with a legal framework and specifications, is important. “A lot of people are out there foraging for stuff, trying to figure out how to make their specs green, without even a basic idea about what contract documents are. It’s dangerous,” says Dixon. For example, he notes, many people do not understand that “Division 1 is an expansion and elaboration on the General Conditions. You can’t write a Division 1 without knowing what is in the General Conditions.”

Both for legal reasons and for clarity of communication, a trained spec writer is an important resource. Ideally, “spec writers should be included early in the process for feedback on products and systems and interactions,” suggests consultant Barbara Batshalom of the Green Roundtable. If the spec writer is not well versed in green issues, however, it is likely that parts of the green agenda will be compromised. “Architects must take more ownership of their specs,” says Batshalom. Sigi Koko agrees: “You need someone who understands how specs work and how they get written, but you also need someone who is familiar enough with sustainable design issues.” This expertise is especially important if the spec writer will also be reviewing requests for substitutions.

“There may be professional liability issues associated with specifying requirements for MSDS submittals,” cautions Dru Meadows of theGreenTeam, Inc. in Tulsa, Oklahoma. Along with many other spec writers, she cautions that few architects are qualified to review material safety data sheets (MSDS) for products and therefore should avoid requesting them as submittals or with requests-for-substitutions. “It is even more problematic now that LEED submittals require MSDS,” Meadows notes. She recommends writing explicitly that the MSDS is being required as a submittal for LEED documentation, rather than as part of a general request for information.

Dixon points out that limitations on the information that must be reported on MSDS include anything proprietary or comprising less than one percent of the product. He suggests that if an owner is interested in having products reviewed at that level, he or she should hire a certified industrial hygienist to review MSDS and make recommendations. Spiegel concurs: “The information [on MSDS] is somewhat helpful, but many architects shy away from taking that information because they feel that it is more troublesome in terms of liability than it is helpful.” He goes on to say, “MSDS don’t help to determine the overall greenness of a product. Meadows has been leading an effort in ASTM International to create a reporting format that is both more useful than MSDS and more appropriate for architects” (see

EBN

Vol. 10, No. 11, p. 4).

 

Help Is on the Way

A number of resources that provide guidance and sample language for green specifications are listed below. Several initiatives should result in additional resources. These include:

•The “LEED-Spec” initiative from the U.S. Green Building Council and HOK was mentioned above. As that evolves, it should help with the inclusion of LEED requirements in a specification.

•A CSI Task Team led by Dru Meadows, with Ross Spiegel as CSI Board Liaison, is establishing a section format with environmental articles, paragraphs, and text.

As these and other resources become available and the green building industry matures, writing the spec for a green project should, eventually, become more about documenting decisions and less about inventing new tools and procedures.

 

 

For more information:

 

Construction Specifications Institute

800/689-2900

www.csinet.orgMasterFormat ‘04 Expansion draft:

www.csinet.org/technic/mfrevision.htmGreen Building Materials: A Guide to Product Selection and Specification by Ross Spiegel and Dru Meadows (John Wiley & Sons, 1999)

“Construction Specifications” by Donald Baerman, in

Time-Saver Standards for Architectural Design Data, 7th edition (McGraw-Hill, 1997)

Reference Specifications for Energy and Resource Efficiency, California Energy Commission

www.eley.com/specs/Collaborative for High Performance Schools

www.chps.netGreenSpec Product Directory with Guideline Specifications (BuildingGreen, Inc., 2001)

 

 

Published July 1, 2002

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