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Assignment DSBT Q1-2014-2015 Autumn FINAL
Assignment DSBT Q1-2014-2015 Autumn FINAL
Building Technology
nal version 01-09-2014
Imagine you have a beau!ful faade in mind you want to
make. Or you are fascinated by materials. Or you are convinced that we should build at least energy neutral, or even
be"er buildings that produce energy.
But now you have to design it. You have to have the knowledge and the skill to make your idea concrete. In the way
you want it to be. In fact, be"er than that; be"er than the
rst oen vague idea and not only the idea, but a concrete,
buildable design.
When you imagine these things, probably you are more or less
convinced you dont have the knowledge or skill, or you see all
technical stu as really dicult. Or you are thinking that the
technical aspects are for specialized people, not for architects
or designers. Or maybe you cant wait to start with developing
your idea and making it concrete.
This is what the course Del seminars on building technology is about.
Design task
Architecture is for an essen!al part designing technical
aspects. Del seminars on building technology is about architecture from the perspec!ve of technical building design.
The design task at hand is a new (technical) design proposal
for an exis!ng building. It is about integra!on of structure,
construc!on and product development to come up with a
design, 2030 proof. 2030 proof means designing in a dierent socio-cultural context comparing to the given building
- with new technical possibili!es, such as bio-based materials
and structural glass and challenges, such as contribu!ng to
the necessarily energy eciency.
Designing the technics is like all design processes
Above all, it is a process of itera!ve trail and error. By coming
up with a possible (par!al) solu!on, you learn about it studying the advantages and preferred aspects and the disadvantages and disliked aspects. By learning about it and evalua!ng
what you get, you are able to come up with an alterna!ve
experiment. So designing is experimen!ng a lot: comparing
alterna!ves, exploring next steps. In each experiment more
and dierent aspects (being waterproof, xing elements, composi!on, daylight,..) are involved.
To experiment well and see the implica!ons of a move or
experiment, designers work in a laboratory of sketching and
modeling: diagramma!c sketches and models, such as sec!ons, plans, details, and overviews. Besides thinking over and
formula!ng, a designer needs sketches and models, making
the images and thoughts physical. Only then you can see what
really happens, if you like it or not, if it ts in your whole idea.
Learning objecves
The possible solu!ons with which a designer is experimen!ng
consists of principles and pa%erns: rules of thumb, abstract
diagrams and other forms of knowledge to use in a design.
Learned from theory, reference projects and by own experience, a designer built up a frame of reference or library of
these principles and pa%erns. All principles are used consciously and, oen, unconsciously, or in other words: ra!onal
or intui!ve in a design. In some cases designers develop or
transform them into new principles.
In this course developing your frame of reference is for a large
part done by studying the exis!ng building and studying the
theme chosen at the start of the project. But of cause other
literature on building technology principles could be necessary to study. It is about understanding and becoming skilled
in all kind of technical design principles and when necessary
transforming, innovate them to improve performance.
Evaluaon Criteria
1. The design is coherent and integrated in architectural and
technical aspects by means of a well-dened posi!on (see
LO 1,2,3). Meaning that the posi!on is dened and clearly
recognizable in the design.
2. The technical aspects structure, construc!on and
climate - of the design are suciently explored and integrated
into the design: the building envelope is 2030 proof (see
LO 2). Meaning that all kind of technical aspects, such as
waterproof, air !ghtness, building order, are addressed and
adequate designed, also in rela!on to the architectural aspects
of the design.
3. The student has an inquiring a$tude and is able to
experiment, evaluate and make informed design decisions.
(see LO 1,2,3). Meaning that it is clear and visible that the
student is exploring and making decisions, based on exis!ng
technical design principles and pa%erns and the chosen
posi!on.
4. The student is able to present his or her work clear
and argued - in adequate presenta!on means. (see LO 3).
Meaning that the student can name his or her posi!on and
the technical principles and pa%erns used to come up with a
adequate and/or innova!ve design
Evalua on products
Time table
week 1+2
In the rst two weeks four things have to be done. Part of it is
group work and part of it is individual work.
Marks
The evalua!on ends in one nal grade:
10
9
8
7
6
Excellent
Very good
Good
Quite sucient work
Sucient
Media
The deadline for the delivery of the digital les is at 20:00 hrs
on the 3rd (5 wk) or 31st (9wk) of october 2014.
If you do not deliver your digital les in !me in Blackboard,
your mark cant be processed in Orsiris in !me.
Posters A0 in PDF format for Blackboard
File format Groupnumber-Lastname-studynumber.PDF
Min.res. 150 dpi - max le size: 10 Mb (unzipped)
Maximum two posters in color print for the nal presentaion
on the 3rd of October.
Wood
The "Earth, Wind & Fire project within the Del Seminars on
Building Technology consists of redesigning an exis"ng building to such a climate machine by using climate ameni"es as
elements for architectural expression. In this exercise, some
specic architectural, structural and climate design aspects,
based on the Earth, Wind & Fire concept, are the main guiding
themes for the redesign (instead of a func"onal program,
etc.). Through research on literature and precedents, performing (simple) calcula"ons using computer soware and
making models and drawings, the student focuses on the
architectural and technical possibili"es of the Ventec-roof, the
Solar Chimney and Climate Cascade. This results in specic
design tools and forms an inspiring basis for a revitaliza"on
project.
Case study context
It is over 50 years since the controversial Neudeat of architect Hugh Maaskant in Utrecht city centre was completed. At
that "me (1961) it was the highest oce tower in the Netherlands, with a height of 57 meters and sixteen storeys. The
Neudeat appeared on lists of most ugly buildings of Utrecht
many "mes and it has been threatened with demoli"on more
than once. Nowadays one thinks dierently about this robust
modernist building and it has been revaluated with the nomina"on as a monument. With the imminent departure of the
town oces to the newly build town hall above Utrecht CS,
another use(r) for the Neudeat can be searched for. Time
for innova"ve new ideas!
Lightness
Low Tech
European regula!ons rela!ng to energy and material eciency are frequently !ghtened, and the sector is increasingly
relying on technology of building services to meet these requirements. Especially in climate control this has resulted in evermore complex, vulnerable and maintenance-prone systems
that oen fail to deliver a ongoing, healthy and individually
controlled indoor climate that is desired and which, moreover,
lack simplicity, making them dicult to operate.
The Low-Tech concept relies on sustainable, rela!vely simple
straight forward instruments for structure, climate and
faade design.
The Low-Tech (LT) concept combines an integral design of
structure, faade and climate (environmental factors, building
physics, installa!ons, etc.) to an architectural challenge. In this
holis!c design approach, the usual distance between architect
and engineering team is reduced, to create a truly, simple (but
smart and inven!ve) Low-tech design. The principle subjects
of the LT-theme involve such elements as:
1. Sustainable use of materials. Thus resul!ng in a low material footprint, having to do with a (an understanding of a) good
LCA (Life Cycle Analysis) prole.
2. Energy eciency (Trias Energe!ca). Understanding of these
principles is needed to keep control over the overall energy
concept.
3. User control over well-being. Low complexity user prole of
climate features. A de-central design, with an easy user control, delivers this controllable and healthy inner climate. This
mo!vates people to become responsible users.
4. Easy assembly and dis-assembly. A more generic, repe!!ve
structure and/or faade design, in which re-use is made easy.
Generally spoken a specic design makes re-use harder.
5. Loca!on and orienta!on based design. Smart, specic
design, related to the use, loca!on and orienta!on of the
building elements.
The "Low-Tech (LT) project within the MSc 1 Del Seminars
on Building Technology consists of redesigning an exis!ng
building to such a climate machine by using climate ameni!es as elements for architectural expression. In this exercise,
some specic architectural, structural and climate design
aspects, based on the Low-Tech (LT), are the main guiding
themes for the redesign (instead of a func!onal program,
etc.).
Through research on literature and precedents, performing
(simple) calcula!ons
using computer soware and making models and drawings,
the student focuses on
the architectural and technical possibili!es of the Low-Tech
elements. This results in specic design tools and forms an
inspiring basis for a revitaliza!on project.
Monday
Tuesday
01 September 2014
week 1
8:45
11:00
10 - 12:00
introductie (Pathe)
Wednesday
02 September 2014
work groups
even
groupnumbers
morning
13:45
08 September 2014
week 2
8:45
11:00
15:15
week 3
11:00
11 September 2014
self study
11:00
18 September 2014
work groups
even
groupnumbers
afternoon
work groups
odd groupnumbers
afternoon
24 September 2014
25 September 2014
self study
29 September 2014
8:45
11:00
13:45
work groups
even
groupnumbers
afternoon
work groups
odd groupnumbers
afternoon
01 October 2014
30 September 2014
work groups
even
groupnumbers
morning
02 October 2014
03 October 2014
work groups
odd groupnumbers
morning
work groups
even
groupnumbers
afternoon
15:15
06 October 2014
8:45
11:00
13:45
07 October 2014
work groups
even
groupnumbers
morning
work groups
odd groupnumbers
afternoon
08 October 2014
09 October 2014
10 October 2014
work groups
odd groupnumbers
morning
work groups
even
groupnumbers
afternoon
15:15
13 October 2014
8:45
11:00
13:45
14 October 2014
work groups
even
groupnumbers
morning
work groups
odd groupnumbers
afternoon
15 October 2014
16 October 2014
17 October 2014
work groups
odd groupnumbers
morning
work groups
even
groupnumbers
afternoon
15:15
20 October 2014
8:45
self study
13:45
15:15
26 September 2014
work groups
odd groupnumbers
morning
15:15
19 September 2014
work groups
odd groupnumbers
morning
23 September 2014
work groups
even
groupnumbers
morning
13:45
11:00
12 September 2014
work groups
odd groupnumbers
morning
22 September 2014
week 4
10 September 2014
16 September 2014
work groups
even
groupnumbers
morning
13:45
8:45
week 5
09 September 2014
work groups
even
groupnumbers
morning
work groups
odd groupnumbers
afternoon
work groups
even
groupnumbers
afternoon
15:15
week 6
05 September 2014
work groups
odd groupnumbers
morning
15 September 2014
week 7
Friday
04 September 2014
work groups
even
groupnumbers
afternoon
13:45
8:45
week 8
Thursday
15:15
self study
27 October 2014
work groups
odd groupnumbers
afternoon
22 October 2014
21 October 2014
work groups
even
groupnumbers
morning
23 October 2014
24 October 2014
work groups
odd groupnumbers
morning
work groups
even
groupnumbers
afternoon
work groups
odd groupnumbers
afternoon
29 October 2014
28 October 2014
30 October 2014
31 October 2014
8:45
week 9
03 September 2014
11:00
13:45
15:15
Monday
Tuesday
01 September 2014
week 1
8:45
11:00
10 - 12:00
introductie (Pathe)
13:45
self study
08 September 2014
week 2
11:00
self study
Friday
04 September 2014
05 September 2014
work groups
even group
numbers
self study
09 September 2014
work groups
even group
numbers
self study
self study
10 September 2014
11 September 2014
12 September 2014
work groups
even group
numbers
self study
self study
15 September 2014
8:45
week 3
self study
Thursday
03 September 2014
8:45
11:00
self study
self study
16 September 2014
work groups
even group
numbers
self study
self study
17 September 2014
18 September 2014
19 September 2014
work groups
even group
numbers
self study
13:45
15:15
self study
22 September 2014
8:45
week 4
work groups
even group
numbers
15:15
11:00
self study
self study
23 September 2014
work groups
even group
numbers
self study
self study
24 September 2014
25 September 2014
26 September 2014
work groups
even group
numbers
self study
13:45
15:15
self study
29 September 2014
8:45
week 5
Wednesday
02 September 2014
11:00
self study
self study
30 September 2014
work groups
even group
numbers
self study
self study
01 October 2014
self study
02 October 2014
03 October 2014
final presentation
even groupnumbers
7
13:45
15:15
self study
self study
self study
versie 26-8-2014
final presentations
odd groupnumbers