CASE STUDY

LANDSCAPE II

DR. DY PATIL COLLEGE OF ARCHITECTURE

CASE STUDY - I NAME – PURVA PATIL
SUB LAII
TY B-BATCH
Loch Norse Commons at Northern Kentucky University •
INTRODUCTION :
Designer - CARMAN
Project Type - School/University
Stormwater management facility
Former Land Use - Institutional
Location - 100 Nunn Drive
Highland Heights, Kentucky 41099
Map it
Climate Zone - Humid subtropical
Size - 5 acres
Budget - $1.8 million
Completion Date – 2004
Landscape Performance Benefits
ENVIRONMENTAL
Improved ecological integrity along the northern lakeshore
by creating a native plant area with an average Coefficient of
Conservatism of 4.71, a moderate score.
SOCIAL
Provides an outdoor learning laboratory on stormwater
runoff and aquatic ecosystems for an estimated 2,025
students.
ECONOMIC
Helped spur green development across campus, with $3.8
million in completed or planned renovations since the
completion of Loch Norse.
OVERVIEW :
The Loch Norse Commons Northern Kentucky University
is a broad redesign of an area on the eastern part of
campus defined by a flow-through impoundment for
flood control. The original impoundment, a remnant of
pre-campus farming activities, was enlarged and designed
to capture stormwater from the campus proper, lower
the existing water table to prevent water intrusion into
building basements, and create a dynamic social space for
the entire campus. The redesign created unique zones
that respond to the natural topography of the site and
spaces for recreation, education, and social interaction. A
bridge connects the eastern section of campus to the
main section, providing better access and a convenient
escape from the hubbub of the campus core. Today, 14
fraternities and sororities, many student organizations,
and college departments use Loch Norse Commons for
rush, social gatherings, and educational opportunities.
SUSTAINABLE FEATURES :
• The 2-tiered, 1525-sf lake system is supplied by a
drainage network that collects stormwater runoff
from approximately 31 acres of campus. The
stormwater is detained in the lake before emptying
into a small unnamed creek off of Louis B. Nunn
Drive.
• The lake system acts as a water table buffer for
surrounding buildings, lowering the water table near
the library and lower lake area.
• Two small waterfalls – an infinity waterfall from the
upper pool and a central spillway between the two
ties of the lake – provide appealing sights and sounds
of water.
• Coconut coir logs and native vegetation line the soft
northern edge of the lake, helping to stabilize
embankment soils against southern winds and
erosion.
• The northern edge of the lake was planted with 17
species of native vegetation, including: perennials
(pink turtlehead, mistflower, rose mallow, yellow flag
iris, blue flag iris, cardinal flower, great blue lobelia),
grasses (Frank’s sedge, river oats, prairie switchgrass,
indiangrass), groundcovers (marsh marigold, green
and gold), and shrubs (indigo bush, buttonbush, silky
dogwood, Virginia sweetspire.
CASE STUDY - I
The lake is inhabited by a variety of
LESSONS LEARNED :
In an attempt to control the erosion of the embankment along the lakeside, the
reproducing aquatic species and waterfowl designers decided to line the shoreline with coconut coir logs. The logs were not only
including: goldfish, smallmouth bass, catfish, successful in helping to maintain the embankment’s integrity, but have also positively
red-eared slider turtle, mallard ducks, and blue impacted the vegetation by providing proper soil conditions. Native wetland plants have
heron. flourished and established strong roots through the logs and into the earth, further
• A new 150-ft bridge crosses the center of the strengthening the embankment.
lake, providing a more efficient connection Structural design modifications had to be made to account for conditions discovered
between the central and eastern sections of beneath the surface. A more extensive geotechnical investigation might have revealed
the campus. The bridge surface is a boardwalk these issues and given designers a better understanding of actual conditions so that they
made from 1,820 sf of composite decking. could be accommodated in the initial design.
• On the southwest side of the upper lake, the The lake tends to attract high numbers of Canada geese – and their waste. Maintenance
concrete walkways include permeable paving staff have tried numerous ways to discourage their presence, such as displaying plastic
insets to help slow the flow of stormwater predators, playing loud music, and, most successfully, using a geese-chasing dog. This
runoff to the lake. keeps their numbers down, and their waste out of the lake, but is a continuing
• LED lighting and emergency “Blue Phones” are maintenance necessity.
located along walkways for security and
wayfinding.
• 17 steel and wood benches are located around
the lake and on the bridge.
• 6 new nodes where walking paths meet create
“collision” spaces that foster interaction among
students, faculty, and staff.
Challenge :
One of the most significant challenges was to
eliminate groundwater seepage into surrounding
building structures while maintaining enough
stormwater storage volume in the impoundment
lake. While the schematic/conceptual plan was
developed with a known budget, this budget was
crafted several years prior to the implementation of
the project.
Solution :
A 2-tiered lake system was devised to help lower
the water table near the northern end of the lake.
Lowering a portion of the lake by just 1.5 ft
eliminated the water intrusion into surrounding
buildings like the library because it lowered the
water table near this part of the lake. The lake
system retains critical storage capacity for storm
events. To keep the project within budget,
iterations of material selections and alternative
construction methods were constantly assessed
throughout the implementation phase. Input from
contractors was also solicited to evaluate options.
DR. DY PATIL COLLEGE OF ARCHITECTURE
NAME – PURVA PATIL
SUB LAII
TY B-BATCH
Rakafot School’s Grounds
INTRODUCTION :
Landscape Architects : BO -Landscape Architects
Year : 2015
Landscape Architects : Orna Ben-Ziony, Beeri Ben-
Shalom
Associate Designer : Idit Israel
Developer : Noam Massad
Development Contractor : Hisham Khmeisi
Project Management And Supervision : Shirley Gazit,
Gonen Pinhas
Architects : Knafo-Klimor Architects
City : Kiryat Bialik
Country : Israel
As a holistic approach to sustainability, Rakafot
Elementary School was designed to create a
wholesome space for the pupils, while reducing
environmental impact.
While forming the concept, it was important to
create comfortable and healthy environment for the
students by applying an overall approach that
promotes passive planning combined with active
smart system to maintain natural resources.
OVERVIEW :
• The “pond” is a depression which gathers the runoff
from its immediate environs after the plentiful first
rains about the time of the beginning of the school
year. The pool filled up with water and a variety of
flora and fauna. Besides the water acting as a
decorative element in the landscape, the reservoir
presents a practical lesson in collecting runoff water
for irrigation and gardening as well as an opportunity
to observe the wide variety of life forms which enjoy
the rich habitat.
• The “winter pond” is just one example of integrating
the principles of green construction in designing the
schoolyard of Kiryat Bialik’s Rakafot Elementary
School. The elementary school, with its 18 classrooms,
is a pilot project of Israel’s Ministry of the
Environment, in advanceof future construction of
similar ecology-oriented schools. The extra added
values accruing to this kind of school are manifold,
including environmental awareness and preservation
of the environment, efficient use of resources,
optimum learning conditions, and environmental
education.
• Additional principles of green construction were
assimilated into the planning of the grounds by
creating areas where the rainwater could infiltrate the
soil, and designing areas shaded with pergolas and
local water efficient plantings. To restore local flora
and fauna to the school grounds, we created varied
habitats, such as the butterfly garden at the main
entrance, where we planted species of plants forming
habitats for varieties of local butterflies.
CASE STUDY - I
• The School yards are placed in between the
• Sections of the main school pathway and the parking area were paved with recycled
buildings and each one has unique
characteristics correlating with the different stone tiles to form the main space, on both sides of which stand the separate school
structures: the classrooms building, library, administration module and gymnasium. This
age groups, and meant to provide a range of
various activities. Special areas were designed main pathway links the divisions of the school. All along its length, we planted poplars,
which will soon grow up into the openings in the pergolas providing shade above the
as a learning eco-space like the winter pond.
Local vegetation was restored and became a pathway.
habitat for butterflies and other local species. • Some of the principles of conservation of resources used in green construction will be
Horticulture beds were planned on the green implemented through the use of green roofs, which provide excellent insulation while
preventing refraction of sunlight, as well as embodying a visually-interesting learning
roof, and are being used as an educational tool.
Shaded Bicycle parking was planned as part of space. Thus the green roof helps assimilate the environmental values through having
the students care daily for the plantings and maintain the herbs and spices in the roof
the facilities offered, to encourage riding to
school. Showers within the school serve those garden.
• We designed what we call the “adventure path" to provide a sense of adventure and
who choose to ride.
replace the central pathway. Although it twines around the various buildings and the
yard area, it is narrow, winding, and much more intriguing than the wider central
• The school uses a verity of sustainable
solutions as part of its overall design: Soil pathway. It is made of asphalt, not stone, beginning from the parking lot and passing
over grassy hills and vegetation which blur the school’s borderlines to create an
preservation, heat island effect reduction,
energy conservation, rainwater and air- interesting three-dimensional space. The path goes through the play spaces decorated
condition water harvesting and the use of with circles used for all types of games. In practice, we consider the pathway itself to be
an extremely meaningful play environment facilitating movement and challenging the
recycled materials.
imagination.
• This project offers a unique design approach,
taking into consideration a variety of aspects in
order to create a comfortable learning
environment that benefits the students, while
reducing environmental impact. Education is
the key for upholding a moral society.
Therefore, the existence of a green school that
physically demonstrates green building
principles and values is a major component in
adopting the principles of sustainability.
• The building was designed to create immediate
connection between interior and exterior
spaces by using courtyards, a patio and a green
roof. The large openings of the building allows
vast amount of light to penetrate the
classrooms and outdoor spaces, thus
introducing nature into the building. The green
roof is directly accessible from the first floor as
an integral part of the building’s flow. Both
parts of the building on each side of the main
route are connected by two bridges that create
continuous movement between the buildings
and the green roof.
DR. DY PATIL COLLEGE OF ARCHITECTURE
NAME – PURVA PATIL
SUB LAII
TY B-BATCH
 THANKYOU

DR. DY PATIL COLLEGE OF ARCHITECTURE

CASE STUDY - I NAME – PURVA PATIL
SUB LAII
TY B-BATCH
 B TREE PALETTE
ENTRANCE

JUNGLE
TWO WHEELER PARKING
TWO WHEELER PARKING
CAR PARKING CAR PARKING
BUS PARKING

FLAME
SITTING AREA

SITTING AREA

SITTING AREA CANTEEN

ARTEMESIA
COUNSELING BOARD RECORD
RECEPTION ROOM ROOM
ROOM
BICYCLES PARKING

A SITTING AREA
ADMINISTR
EXAM
CENTER
A'
-ATION STORE

FATSIA
WATER
ACCOUNTS DRINKING
OFFICE FACILITY
SITTING AREA CLASSROOM CLASSROOM CLASSROOM TOILET OUTDOOR SITTING
UP

PRINCIPAL
AREA
ROOM

BICYCLES PARKING CHAIRMAN

OFFICE CLASSROOM

PANTRY STORE
STAFF
ROOM
CLASSROOM

ASSEMBLY AREA
CLASSROOM STAFF
ROOM LIBRARY

SPREADING
CLASSROOM
LAB
PHYSICS

LAB
CHEMISTRY

TOILET
UP

CLASSROOM CLASSROOM CLASSROOM LAB

WATER

PALM
BIOLOGY
DRINKING
FACILITY

STORE LAB
COMPUTER

PANTRY

LAB LAB LAB LAB

COMPUTER BIOLOGY CHEMISTRY PHYSICS

6.00

R1.80

6.00

6.00

HOSTEL BLOCK

B'
DR.DY PATIL COLLEGE OF ARCHITECTURE AKURDI,PUNE
SIGN REMARK NAME : PURVA SANJAY PATIL

SITE PLAN CLASS : THIRD YEAR 'B' BATCH

ROLL NO :
SUBJECT : LA II
ACADEMIC YEAR : 2020-21
 PALM TREE
SPREADING

OUTDOOR SITTING NEAR CANTEEN

TWO WHEELER PARKING
SITTING AREA NEAR PARKING BUS PARKING

SCHOOL BLOCK CANTEEN

SECTION AA'

DR.DY PATIL COLLEGE OF ARCHITECTURE AKURDI,PUNE

SIGN REMARK NAME : PURVA SANJAY PATIL

SITE SECTION CLASS : THIRD YEAR 'B' BATCH

ROLL NO :
SUBJECT : LA II
ACADEMIC YEAR : 2020-21