CCFC 22 nd Annual Conference Session #15

Transcription

1 CCFC 22 nd Annual Conference Session #15 Optimally Operating Chemistry and Biology Laboratory Facilities w/ Advanced Science Curricula in a College Campus Robert Jenkins Director of Facilities San Bernardino Valley College Glen Berry, AIA Principal Laboratory Designer Design for Science Moderated by Paulo Fundament, PE, LEED AP, CPMP Mechanical & Electrical Engineer Fundament & Associates, Inc.

2 Robert Jenkins, Facilities Director, SBVC Master of Public Administration, Brigham Young University 12 Years experience as Maintenance and Operations Director in Public Education 25 Years experience in Facilities Maintenance and Operations In Assuming the Facilities Directorship at SBVC, Mr. Jenkins has been astutely executing his responsibilities

3 Glen Berry, AIA, Lab Designer Founder and President of Design for Science since $3 billion construction cost of science building projects +7.7 million square feet +100 science building projects Laboratory design since 1986 Life Science Building- Paradise Valley Community College Marlene Imirzian Architect

4 Presentation Objectives (1 & 2 of 4) 1. Understanding Laboratory Safety Challenge is navigating through a multitude of Codes, Standards, Operational Procedures that are applicable to a Class D laboratory (Class D are labs with chemical and/or biohazards in a College Campus facility) 2. Become familiar with proper Storage and Handling of Flammable Liquids, Reactive Agents, and Biohazards Storage, dispensing and utilization of Flammable Liquids, Reactive Agents, and Biohazards requires understanding of OSHA, Cal/OSHA, various AIHA/ANSI and NFPA Codes and Standards, and Guidelines. Various Operational Guidelines are issued by the CDC, NIH & NIOSH Glen (E) Robert (E) Paulo (M)

5 Presentation Objectives (3 & 4 of 4) 3. Proper Ventilation to Minimize Hazards and Odors Capture Hazardous Effluents where they originate. Chemical Fume Hoods, Canopy, Hoods, Glove Boxes, Extraction Snorkels, Biosafety Cabinets. Perform an Air Quality analysis of the Laboratory and vicinity Facilities (Numerical or Wind- Tunnel modeling) 4. Maximize Energy Efficiency The Lawrence Berkeley National Laboratory developed a low carbon foot print and metrics, under the program known as Labs 21. The old notion of a Laboratory requiring over 10 ACPH has been replaced by a better understanding that most Laboratories may only require 6 ACHP during occupation, and possibly lower during non-occupied times. Elevated agitation of airflow within a Laboratory can actually be more detrimental to air quality than stream-lined ventilation.

6 CSULA Science Center Wing B Glen and Paulo worked together in the CSULA Science Center Wing B

7 UCSD Medical Research Laboratory

8 Laboratories get Crowded!!!

9 Biosafety Hood and Bench Snorkel This is a different snorkel application for Live Specimen Procedures

10 Health & Life Science Facility, SBVC Modifications to Accommodate more Advanced Curriculum HLS in 2002 Commissioning Extended Snorkels Complex Structure Articulation Limits

11 R. Jenkins, Facilities Director, SBVC HLS Lab Mr. Jenkins checking on Paulo s Health & Life Science Survey

12 Laboratory Environments Laboratory Designers and Engineers are challenged with numerous codes and standards, in addition to the Fundamentals of Industrial Hygiene Engineers and Lab Designers challenged to make labs more Safe and Energy Efficient Engineers seem to be more inclined to follow NFPA- 45 Standard on Fire Protection of Laboratory Using Chemicals NFPA 30 Flammable and Combustible Liquid Codes Flammable and Combustible Liquids shall be separated from Oxidizers by at lease 25 ft NFPA 400 Hazardous Materials Code AIHA/ANSI Z.9.5 California Code of Regulations (Cal/OSHA)

13 NFPA New Chapter 12 Educational and Instructional Laboratory Operations (Instructor Responsibilities) Includes existing educational/instructions labs that do not have a separate prep room requiring preparation to occur before the arrival of students Limits labs to Class C or D. Class C at 50% of Chemical Contents Class 1 Liquids Maximum Glass Container size 0.5 L, and 0.25 L within a lab Class 2 Liquids Maximum allowed in Class D Lab is 1 Gallon in Liquid Storage Areas Dispensing of Bulk Chemicals must be outside Laboratory Safety Briefing with Students and Lab Users Labeling Requirements for Chemicals

14 NFPA 400 Hazardous Materials Code (1) Separation Distance of Incompatible Materials and Flammable Liquids shall not be stored within 25 ft. Class 1 Unstable (Reactive) Normally Stable but can become unstable at elevated temperatures and pressures Class 2 Unstable (Reactive) Readily undergo violent chemical change at elevated temperatures/pressures Class 3 Unstable (Reactive) Materials capable of detonation or explosive decomposition or explosive reaction but require a strong initiating source Class 4 Unstable (Reactive) Materials capable of detonation or explosive decomposition or explosive reaction at normal temperatures and pressures Water-Reactive Material explodes, violently reacts, produces flammable, toxic or other hazardous gases or evolves enough heat to cause self ignition or ignite

15 AIHA/ANSI Z9.5 Laboratory Ventilation Still recommends ASHRAE 110 Hood Flowrate Speed Verification Exhaust Systems shall operate continuously Lowered LFL to 20% Air Supply based on ASHRAE 62.1 Ventilation Labs 21 suggests lower ACPH as a strategy to conserve resources and increase indoor environmental quality CBC egress door open forces, 5 lbf to unlatch and 15 lbs to open (lab pressures can only range 0.05 in wg)

16 Hoods past their Prime

17 Flammable and Reactive Agents Either too close Or within the same Cabinet Class 1 Flammable Liquid Stored w/ Reactive Agents, it is enforceable as Acetone and Clorox can produce Chloroform or Chlorine Gas Flammable Liquid Cabinets must have a min separation of 25 ft retroactively enforceable as it poses a public life and hazard risk

18 Hoods with problems Vertical Sash Gaps ASHRAE 110 had to be redone as it did not consider Horizontal Fume Hood panes Corrosives and Flammable storage under a Chemical Fume Hood inside a classroom violates numerous Codes and Standards

19 Glen Berry, AIA, Lab Designer Founder and President of Design for Science since $3 billion construction cost of science building projects +7.7 million square feet +100 science building projects Laboratory design since 1986 Life Science Building- Paradise Valley Community College Marlene Imirzian Architect

20 Creating a Context for Motivation Learning is mostly about creating a context for motivation- it s about why should you learn things. Bill Gates California Academy of Sciences Renzo Piano Architect Stantec Executive Architect

21 Concept #1- Promote Student Interaction Harvard Business School influence on lab design Emphasis on learning instead of teaching Hawes Hall- Harvard University Einhorn Yaffee Prescott Architects

22 Concept #1- Promote Student Interaction Biology Teaching Lab- Irvine Valley College Chevron Lab Scheme- Life Science Building, Irvine Valley College Dougherty+Dougherty Architects Microbiology Teaching Lab- Irvine Valley College

23 Concept #1- Promote Student Interaction

24 Concept #1- Promote Student Interaction

25 Concept #1- Promote Student Interaction Physiology Teaching Lab- Science Building, Los Angeles Mission College Quatro Design Group

26 Concept #2- Don t wag the dog Science education is the basis of design Teaching pedagogy informs lab design Organic Chemistry Teaching Lab- Norco College HPI Architecture

27 Concept #2- Don t wag the dog To 'wag the dog' means to purposely divert attention from what would otherwise be of greater importance, to something else of lesser significance. By doing so, the lesser-significant event is catapulted into the limelight, drowning proper attention to what was originally the more important issue. The expression comes from the saying that 'a dog is smarter than its tail', but if the tail were smarter, then the tail would 'wag the dog'.

28 Concept #2- Don t wag the dog The construction industry is full of dog waggers Most efficient structural system On time, on budget No change orders Carbon Neutral

29 Concept #2- Don t wag the dog Learning is mostly about creating a context for motivation- it is about why should you learn things. Bill Gates Life Science Teaching Lab- Science Building, Las Positas College Kwan Henmi Architects

30 Concept #3- Design for Change Systems approach to design Create a pattern language Prep Room- Science Building, Las Positas College - Kwan Henmi Architects

31 Concept #3- Design for Change Common complaint: Not enough room for equipment, instruments, supplies Prep Room- Life Science Building, Paradise Valley Community College Marlene Imirzian Architect

32 Concept #3- Design for Change Ratio of lab area to prep area- minimum of 25% total lab and prep area dedicated to prep

33 Concept #3- Design for Change Science Building- Saddleback College Dougherty+Dougherty Architects

34 Concept #3- Design for Change Science Building- Saddleback College Dougherty+Dougherty Architects

35 Concept #3- Design for Change Level 2: Math/Science/Engineering Building Southwestern College Marlene Imirzian Architect

36 Concept #3- Design for Change Level 1: Math/Science/Engineering Building Southwestern College Marlene Imirzian Architect

37 Creating a Context for Motivation Concept #1- Promote Student Interaction Concept #2- Don t wag the dog Concept #3- Design for Change

38 In Closing - Acknowledgements American Industrial Hygiene Association Lawrence Livermore National Laboratory American National Standards Institute National Fire Protection Association American Society of Heating, Refrigerating and Air-Conditioning Engineers IBI Group, Production Architecture of the HLS Facility William Thorpe, SE, KPFF Consulting Engineers Glen Berry, AIA Robert Jenkins, MBA Time for questions