A Net Zero Design Intervention

A Net Zero Design Intervention For Sustainability Research Institute

For Sustainability Research Institute

Designing an extension to the Department of Architecture,
Maharaja Sayajirao University of Baroda

A Design Thesis By Ansh Shah

17191004

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AMPLIFYING EDUCATION
A NET ZERO DESIGN THROUGH SUSTAINABLE
INTERVENTION FOR
ARCHITECTURE
ARCHITECTURE: AN INSTITUTIONAL
SUSTAINABILITY INTERVENTION
RESEARCH INSTITUTE

A THESIS SUBMITTED TO THE

SCHOOL OF ENVIRONMENTAL DESIGN AND ARCHITECTURE,

AS PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE

DEGREE OF
BACHELOR OF ARCHITECTURE
2021-2022

Ansh Shah Shantanu Jana Pratyush Shankar

Student Guide Dean SEDA

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DECLARATION

I hereby declare that the thesis titled “A Net Zero Design

Intervention For Sustainability Research Institute” is an
independent work by me and has not been submitted at any
other forum.

I am submitting this work for as partial fulfillment of the Thesis

course for the Bachelor of Architecture Program at SEDA,
Navrachana University.

Ansh Shah

In my capacity as a guide of the student’s thesis, I certify

that this work can be submitted for partial fulfillment of the
Thesis course for Bachelor of Architecture Program at SEDA,
Navrachana University.

Shantanu Jana

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ACKNOWLEDGEMENT

First and foremost, I would want to express my profound

gratitude to Prof. Shantanu Jana, my thesis mentor and guide.
I’d want to thank him for believing in me and dedicating time
from their busy schedules to share their professional expertise
and knowledge, mentor me, and create a forum for me to grow
and communicate my thoughts.

I’d want to take this opportunity to thank all of the faculty members
at the School of Environmental Design and Architecture,
especially Prof. Neha Sarwate, for their assistance regarding
site information.

I would like to thank Dr. Bhawana Vasudeva (Head of

Department of Architecture, M.S.U.), Ar. Avani Thakkar (Tech.
Assistant at Department of Architecture, M.S.U.), and Ar.
Khyati Rathod (Assistant Prof. at Department of Architecture,
M.S.U.) for their continuous cooperation in providing me with
architectural drawings and thorough guidance regarding the
Department of Architecture, M.S.U. of Baroda.

A special thanks to Stuti, my colleague, and Prachi, my junior/

friend, for assisting me with all the work they have done for my
thesis.

I’d also want to thank my friends/seniors/mentors, Dhruv

Shah and Nitish Kesari, who have been a constant source of
guidance to me over the years. I’d like to extend my gratitude
to Jeet, Stuti and Smit for always being there for me and for
their continuous support.

This thesis would not have been possible without the unwavering
support of my parents, who deserve a big round of applause,
especially my father, for always having my back and guiding
me with technical subjects. They have always inspired me to
challenge myself and be a better version of myself every day.

I’m grateful to each and everyone who contributed to my

wonderful journey and helped me learn and grow.

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Table of Content

01. INTRODUCTION 11 06. Calculations for Net-Zero Design 103

1.1 Area of Concern...................................................... 12 6.1 Total Electricity Load.......................................... 104
1.2 Aim.......................................................................... 12 6.2 Solar Energy Calculation................................... 106
1.3 Objective................................................................. 12 6.3 E.P.I................................................................... 106
1.4 Scope...................................................................... 13
1.5 Limitation................................................................. 13
1.6 Methodology............................................................ 13 BIBLIOGRAPHY 110
1.7 Project Brief............................................................. 14 REFERENCE BOOKS 113
LIST OF TABLES 113
LIST OF FIGURES 114
02. CASE STUDIES 17
2.1 Typology Case Study............................................... 18
2.2 Inferences................................................................ 21
2.3 Case Studies for Sustainable Strategies................. 22

03. THE CAMPUS OF M.S.U. OF BARODA 27

3.1 History and Emergence of M.S.U............................ 28
3.2 Site Analysis............................................................ 30
3.3 Site Selection........................................................... 36
3.4 Program Selection................................................... 36
3.5 Analyzing the Existing Site Context......................... 38
3.6 Courses at Department of Architecture, M.S.U........ 43
3.7 Activity Mapping....................................................... 44
3.8 Inferences................................................................ 47

04. CLIMATE CONDITIONS 49

4.1 Climate Analysis...................................................... 50

05. DESIGN PROPOSAL 53

5.1 Design Position........................................................ 54
5.2 Conceptual Design.................................................. 55
5.3 Programmatic Requirements................................... 58
5.4 Organisational Diagram........................................... 60
5.5 Conceptual Design Development............................ 61
5.6 The Proposal........................................................... 62
5.7 Design Diagrams..................................................... 87
5.8 Views....................................................................... 89
5.9 Shadow Analysis...................................................... 92
5.10 Model Images........................................................ 94

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Chapter 01.
Introduction

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1.1 Area Of Concern:
1. Requirement of additional space for introducing new
master’s courses.
2. The unused piece of land beside D.N. Hall is vulnerable
to being developed by other faculties at MSU for further
expansion.
3. Organic development of landscape over the period of time
at the campus needs to be planned and organised.
4. Lack of sustainable strategies that would help conserve the
resources as well as help students understand a hollistic
approach towards architecture.
1.2 Aim:
The thesis focuses on designing an extension to the existing
infrastructure of the Department of Architecture, Maharaja
Sayajirao University (M.S.U.) of Baroda, while addressing the
pressing need of accommodating additional functions at the
campus.
1.3 Objectives:
1. To analyze and evaluate the existing issues at the
Department of Architecture, M.S.U. and addressing them
with appropriate design strategies at micro and macro
level.
2. To design an extension to the existing infrastructure of
the Department of Architecture, M.S.U. that creates new
possibility for infusing additional functions to it.
3. To consider the sustainability aspects, such as the materials
used, footprint of the infused mass, the amount of energy
regenerated at the site itself and reduction in the amount of
embodied energy.
4. To generate an outcome based on the context and climate
of the site considering the metaphysical aspects.
5. The focal point here is to propose post graduate
sustainability-focused research programs and electives by
designing the intervention.
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1.4 Scope:
1. The thesis shall investigate the concerns and potential of
expanding the existing campus, with an emphasis on the
need to provide space for additional functions.
2. The intervention shall aim to supplement the curriculum
by providing a research facility in related domains of
sustainability.
3. It would also benefit to the local colleges and schools
by providing laboratories and technical assistance for
educational and research support.
4. The concept will serve as a prototype for monitoring the
zero net energy results across time. This information shall
also aid in the development of a precise design plan and
cost-effective options for transforming the M.S.U. campus
into a zero net energy campus.
1.5 Limitations:
1. Strategies undertaken for the design shall be site
responsive.
2. The case studies have been analyzed through designs,
online portals, architectural drawings and the architect’s
own views.
3. The historical analysis of the context has not been dealt in
detail. More concentration has been diverted towards the
applications and strategies to generate a contextual and
sustainable outcome.
1.6 Methodology:
1. Research and case studies of the institutional typology in
similar climatic zone.
2. Research and studies of multiple examples for Zero Net
Energy buildings in different climatic zones.
3. To study and analyze the campus of M.S.U. and locate an
appropriate site for the intervention.
4. To thoroughly examine and evaluate the historic premise of
M.S.U. and its structural system.
5. To explore the proposal’s potential prospects and needs in
terms of the functions and designing an extension for the
D.N. Hall Campus.
6. Calculating the energy consumption & regeneration on
site per year (according to rating system that is globally
recognised building assessment and certification
methodology for measuring sustainability and environmental
performance).
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1.7 Project Brief:

We envisage to create an extension that would teach
• Students: to go through a learning journey that includes
everything from collaborating on design decisions to
technology selection and system monitoring.
• Faculty: They can participate in continuous research and
assessment initiatives that improve their expertise and
academic credentials as early adopters of intriguing new
technologies.
• Local Schools: obtain a greater understanding of what is
achievable and motivation for future generations to work
toward a more energy-efficient and ecologically friendly
society.
• The Larger Community: the building embodies sustainable
development principles and serves as a model of
sustainability for universities and professionals nationwide.

Since the building will be part of an academic curriculum,

it will feature experimental aspects that will be evaluated.
Furthermore, when new technology becomes available,
enhancements can be made.
The extension aims to integrate MSU's architecture
department while also enabling for a greater discourse of “As an architect, you design for the present, with an awareness of the past for a future which
synergy between the old and contemporary. is essentially unknown.”
-Sir Norman Foster

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Chapter 02.
Case Studies

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2.1 Institution Case Study: IIM Ahmedabad

Location: Vastrapur, Ahmedabad, Gujarat.

Site area: 106 acres
Climate: Hot and dry
Topography: Flat land with negligible slope.

Concept:
For Kahn, the design of the institute was more than just
efficient spatial planning of the classrooms.His critical view at
the methods of the educational system influenced his design Figure 2.2
to no longer singularly focus on the classroom as the center of IIM Ahmedabad
academic thought.The classroom was just the formal setting
for the beginning of learning; the hallways and Kahn’s Plaza
became new centers for learning.

Blend of vernacular traditions and modern

architecture:
In much of the same ways that Louis Kahn approached
the design of the National Assembly Building in
Bangladesh, he implemented the same techniques in IIM
Ahmedabad such that he incorporated the local materials
and large geometrical façade extractions as homage to Indian
vernacular architecture. It was Kahn’s method of blending Exposed brickwork Exposed concrete
modern architecture and Indian tradition into an architecture
that could only be applied for the IlM.

Facade:
The large facade omissions are abstracted patterns found
within the Indian culture positioned to act as light wells and a
natural cooling system protecting the interior from India’s harsh
desert climate. Even though the porous, geometric façade acts
as a filter for sunlight and ventilation, the porosity creates new ("Case study | IIM Ahmedabad Interplay of light and shadow Arched corridors
gathering spaces for the students and faculty to come together. |," 2021)

Development
Auditorium
Center
Academic
Block
Academic
Admin
Block
Cafe

Faculty Student
Housing Dormitories
Residential Figure 2.1 Figure 2.3
Block Space organization and Blend of vernacular traditions
connectivity and modern architecture Circular arches Diagonal walls

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Activities throughout the day

• Day time activity - academic and administration zones.
• More use of interaction and transition area - corridors,
galleries,courts and foyers through out the campus.
• Activities tend to flow between classrooms, library,
computer center, canteens and students dormitories.
• Night time activities - library and hostel blocks, courtyards,
foyers.
• Seasonal activities - social gathering happen in Louis Kahn
plaza

Daylight And Ventilation

Light invited through triangular light well on the side of the
rooms. Cuts off the visual and acoustical disturbances.
Windows are high to get glare free light.

Total students in classroom: 60

Carpet area: 132.2 sq.mts
Area/Student:2.2 sq.mts
Built up area: 267 sq.mts
Figure 2.4 Ravi J Matthai Auditorium and Louis Kahn Plaza
No of floors: 3
Total built up area: 8091 sq.mts
No of rooms per floor: 6

Ravi J Matthai Auditorium

The auditorium has be en placed in close proximity to the
main entrance near the parking area for easy access.
Capacity: 550 seats
Entrance Lobby: 560 sq.ft
Foyer: 560 sq.ft
Auditorium Hall: 3000 sq.ft
Conference Room: 200 sq.ft Figure 2.5 Plan & Sections
Seminar Room: 400 sq.ft
2.2 Inferences:
• Design of spaces to encourage interaction, eg. lobbies,
Vikram Sarabhai Library wide corridors, courts etc.
The library building is a five storey structure with a
• The Louis Kahn plaza is meeting space for the students
rectangular plan. Entrance is from first floor. The library block
and staff.
binds various other blocks and spaces together.
• The planning of open spaces has been done with a system
of courts.
Landscaping • There is an absence of adequate covered pathways in the
Landscaping is an important element of design which has
campus.
been well integrated with building design in campus. The
• The accessibility has been planned for smooth and
Louis Kahn Plaza is the central court around which buildigns
minimum transition time.
have been planned. This functions as a space for relaxaton
("Case study | IIM Ahmedabad • The institutional zone is separated from residential ares
as well as for formal occasions for huge gatherings.
|," 2021) with the lawns.

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2.3 Case Studies for Sustainability 2.3.2 The Habitat Research And Development Centre
Strategies: Location: Namibia
Occupancy Type: Research Centre
2.3.1 Avsara Academy Climate Type: Temperate
Nearly zero net energy building
Location: Pune, India
Occupancy Type: Academic Strategies:
Area: 11,100 m2 • The main forms are elongated along the east-west axis
Climate Type: Warm and Humid • Openings on the east & west facades are restricted to
Nearly zero net energy building narrow shaded vertical slits
• Clerestory windows
Strategies: • Ceilings were fixed above the roof structure to allow a
• Locally sourced materials higher internal volume
• Only passive systems, no use of mechanical system • Walls are shaded by large roof overhangs
• Bamboo screens serve as sun protection • High thermal capacity walling materials
• Naturally ventilated • PV Cells
• Passive heating-cooling systems are designed with earth • Low energy fittings
ducts, structurally integrated vertical cavities and solar • Low energy evaporative cooling system
chimneys to induce ventilation in each building • Passive downdraft evaporative cooling (PDEC) system
• The palette focused on the longevity of the materials and • Planting for solar control
cost reduction by using recycled materials. • All toilets are dry self-composting units
• Historic Library building was restored and reused • Windows and doors were second-hand
• PV Cells • Local or Namibian materials as far as possible
• Solar water heaters • Recycled materials used
• Recycled materials used for construction

Figure 2.7
Figure 2.6 The Habitat Research and
Avsara Academy Development Centre

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2.3.3 School of Chemistry, University Park 2.3.4 Marin Country Day School, Learning Resource
Nottingham Center

Location: Nottingham, UK Location: CA, USA

Occupancy Type: Educational Occupancy Type: Educational
Area: 3100 m2 Area: 3100 m2
Climate Type: Temperate Climate Type: Mediterranean
Carbon Neutral Lab Zero Net Energy Building

Strategies: Strategies:
• Biofuel combined heat and power (CHP) system (on site) • Skylights in some spaces open to allow stack ventilation
• Green roof • Natural and mechanical ventilation strategies
• LED lighting • Natural light provided from both sides of interior spaces
• Fresh air intake and exhaust air discharge are supplied • Skylights
and controlled via wind catchers • Night time cooling system (naturally)
• Water leak detection system and a sustainable drainage • Radiant tubing in floor slabs
system • Building footprint is narrow, much of it single loaded
• Chemicals at the facility are held in special storage units, • Rainwater harvesting
leading to substantial energy reductions in ventilation and • Reusing of materials from previous demolitions
cooling requirements. • PV Cells
• Sustainable biomass • Solar thermal system
• PV Cells • Real-time monitoring system and display of energy
• Solar thermal system consumed and generated
• Rainwater harvesting
• Built from natural materials

Figure 2.8
School of Chemistry, Figure 2.9
University Park Nottingham Learning Resource Centre

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Chapter 03.
The Campus of
M.S.U. of Baroda

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3.1 History & Emergence of M.S.U., Baroda

3.1.1 Baroda College

The actual College building was erected in 1887 which was
designed by Mr. R. Chisholm. The institution, however, was
founded five years earlier.

3.1.2 The University Campus

The effort to establish the University of Baroda lasted up to
forty years. The Maharaja Sayajirao University of Baroda Act
was approved in 1949, and the University began operations on
April 30, 1949.

3.1.3 Site Location

When the Baroda University Committee suggested establishing
the university in 1948, the location of the campus was carefully
considered. The key factors that seemed to influence the
Committee's decision to select the preset site were its proximity
to important educational institutions, accessibility to the railway
station, and availability of adequate space for the University's
future development.
Thus, the University Campus spans from the railway station to
the Sayaji Hospital, out skirting the major road to downtown, (Desai & Pandit, 1968)
and extending across a huge area behind the Baroda College
Figure 3.1
up to the ancient Residency and beyond to the Nizampura
Timeline of Department of
Village. The University's second minor campus is located on Architecture, M.S.U., Baroda
the Makarpura Road, across from the Laxmi Vilas Palace. (Right)

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3.2 Site Analysis

The massive domed structures with towering projections,
reminiscent of the historic architecture and glory of the
erstwhile Baroda State, stand beside one another, symbolising
the harmony of the old and the new. The Campus has the
architectural grandeur and dignity of an old Mogul town, the
tranquillity of an academic community, the open space and
airiness of a health resort, and the beautiful gardens of a State
capital with approach roads to institutions passing through
them. The grandeur and peace of academic life is enhanced
by the presence of neem and banyan trees across the campus.

MSU uses English as the sole medium of teaching and

has over 1200 well-qualified academic members and 1500
administrative personnel to facilitate more than 35000 students
learn in a cosmopolitan setting on 275 acres of land.

Figure 3.2
M.S.U. Site Plan (Main
Campus)

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Figure 3.3
Accessibility/Movement
Analysis

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Figure 3.6
Accessibility from West of
D.N. Hall

Figure 3.4
Symmetrical Character

Figure 3.7
Accessibility from South of
D.N. Hall

Figure 3.5 Figure 3.8

Orientation and Alignment Site Beside D.N. Hall

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3.3 Site Selection

The selected site, for the design proposal, in M.S.U. of Baroda
is located in the D.N. Hall Campus between the D.N. Hall and
Sir C.V. Raman Building.

The site has been selected under the following criteria:

1. The Department of Archtitecture at M.S.U. is in need of an
additional space to incorporate several functions like post
graduation courses, electives, etc.
2. The proposed site is in close proximity to the department
of architecture.
3. The unused piece of land beside D.N. Hall is vulnerable
to being developed by other faculties at MSU for further
expansion.
4. It is one of the few “un-built” plots in the M.S.U. campus
that also celebrates the strong sorrounding context.
5. M.S. University consists of a variety of Faculties, which
were not constructed all at once. Thus, the intervention Figure 3.9
shall justify M.S.U.’s ever-expanding character, where new Site Plan (Google Earth Image)
meets old and stimulates creativity.

3.4 Program Selection

Research was envisaged as one of the main functions of the
Baroda University from the very beginning. Even the Baroda
University Commission in 1926 had said, “One main justification
for starting this University lies in promoting research”. The
Commission had recommended the constitution of a Statutory
Committee of Post-graduate Teaching and Research to serve
to some extent as a connecting link for post-graduate work
in teaching and research in different Departments of the
University and make progress in these fields definite and easy,
the same concern for the promotion of research was also
evident in the deliberations and the recommendations of the
Baroda University Committee, 1948, which also endorsed the
creation of a Committee for Post-graduate Research. Thus,
the Baroda University has, from the very beginning a focus on
research.
The University has set up healthy traditions to review and
revise courses in different disciplines from time to time so that
dead traditionalism, restricted vision, and isolation from the
fast changing society and its needs do not make learning stale
and out of date.
Considering the requirements, a sustainability-focused
research facility is proposed which would align with the vision
of Department of Architecture and promote innovations in
Figure 3.10
allied fields of sustainability. (Desai & Pandit, 1968) Site Conditions

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3.5 Analyzing the Existing Site Context

3.5.1 D.N. Hall

Before 1915 - Functioned as New Residency Hostel

After 1915 - Functioned as Sanskrit Mahavidhyalay
Present- Functioning as Admin building for Department of
Architecture, M.S.U., Baroda
PRODUCED BY AN AUTODESK STUDENT VERSION

Figure 3.11
D.N. Hall Zoning

1. 2. 3.

RAMP

PRODUCED BY AN AUTODESK STUDENT VERSION

PRODUCED BY AN AUTODESK STUDENT VERSION

Faculty Office
Canteen
Indoor Sports

PRODUCED BY AN AUTODESK STUDENT VERSION

PRODUCED BY AN AUTODESK STUDENT VERSION

Audio Visual Room

Basic Design Studio
Toilets
ENTRY

PRODUCED BY AN AUTODESK STUDENT VERSION

GROUND FLOOR PLAN

N Scale:1:200
D. N. HALL BUILDING- 4. 5.
DEPARTMENT OF ARCHITECTURE Date: 23-02-2019
PRODUCED BY AN AUTODESK STUDENT VERSION

PRODUCED BY AN AUTODESK STUDENT VERSION

PRODUCED BY AN AUTODESK STUDENT VERSION
PRODUCED BY AN AUTODESK STUDENT VERSION

PRODUCED BY AN AUTODESK STUDENT VERSION

PRODUCED BY AN AUTODESK STUDENT VERSION

Head Office
Admin
Faculty Rooms
Faculty Common Room
Faculty Rooms
Lab
Services 6. 7.
FIRST FLOOR PLAN
Figure 3.12 (1-7)
D. N. HALL BUILDING-
N Scale:1:200
PRODUCED BY AN AUTODESK STUDENT VERSION
D.N. Hall Documentation
DEPARTMENT OF ARCHITECTURE Date: 23-02-2019
38 PRODUCED BY AN AUTODESK STUDENT VERSION
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3.5.2 Kalabhavan Architects Alumini

Foundation (KAAF) Building
Department of Architecture

Architect: A. M. Shirgaonkar
Department in working since 2000.
PRODUCED BY AN AUTODESK STUDENT VERSION

Figure 3.13
KAAF Building Zoning

PRODUCED BY AN AUTODESK STUDENT VERSION

PRODUCED BY AN AUTODESK STUDENT VERSION

1.

Ground Floor
PRODUCED BY AN AUTODESK STUDENT VERSION
GROUND FLOOR PLAN
Plan
PRODUCED BY AN AUTODESK STUDENT VERSION
PRODUCED BY AN AUTODESK STUDENT VERSION
PRODUCED BY AN AUTODESK STUDENT VERSION

First Floor
PRODUCED BY AN AUTODESK STUDENT VERSION
Plan 2.
FIRST FLOOR PLAN
PRODUCED BY AN AUTODESK STUDENT VERSION

PRODUCED BY AN AUTODESK STUDENT VERSION

PRODUCED BY AN AUTODESK STUDENT VERSION
PRODUCED BY AN AUTODESK STUDENT VERSION

PRODUCED BY AN AUTODESK STUDENT VERSION V-2010-18\FINAL WORKING\FLOOR PLAN.dwg

V-2010-18\FINAL WORKING\FLOOR PLAN.dwg

PRODUCED
PRODUCED

Second Floor Studio Figure 3.14 (1-4)

BY AN

Plan Outdoor Space KAAF Building Documentation

BYAUTODESK

SECOND
STORE ROOM FLOOR PLAN
3. 4.
AN AUTODESK

PRODUCED BY AN AUTODESK STUDENT VERSION

UP DN
STORE ROOM

UP DN STUDIO

40 STUDIO
41
STUDENT

LOBBY
STUDENT

OPEN TO SKY CORRIDOR + 4850

LOBBY
+ 4850
VERSION

OPEN TO SKY CORRIDOR

VERSIO

BALCONY BALCONY BALCONY BALCONY

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3.5.3 Department of Master of Urban & 3.6 Courses at Department of Architecture

Regional Planning (MURP) The Department of Architecture provides a ten semester (five
year) undergrad architecture programme that is approved by
Architect: Ar. Bharat Sheth PRODUCED BY AN AUTODESK STUDENT VERSION
both the COA and the All India Council of Technical Education
In working since 2012 V-2010-18\FINAL WORKING\FLOOR PLAN.dwg
(AICTE). The course's main disciplines are Architectural
Design and Building Construction Technology, which are
supplemented by additional technical and humanities subjects.
+300

The Department also provides a self-financed four semester

PRODUCED BY AN AUTODESK STUDENT VERSION

PRODUCED BY AN AUTODESK STUDENT VERSION

PUMP
ROOM
ELECTRIC
METER
Figure 3.15 (two year) Postgraduate programme in Urban and Regional
MURP Building Zoning
ROOM

DN
STORE ROOM
Planning leading to the degree of MURP that adheres to the
UP
STUDIO Institute of Town Planners India (ITPI) norms and is approved
COVERED CORRIDOR
by ITPI and AICTE. The course's major disciplines are the
Planning studios on Area Planning, Metropolitan Planning,
+600
EXISTING BUILDING

RAMP DN
DN

and Regional Planning, which are supplemented by additional

PRODUCED BY AN AUTODESK STUDENT VERSION

OTTA V-2010-18\FINAL WORKING\FLOOR PLAN.dwg

ENTRY

courses such as Infrastructure and Governance.

Ground Floor Plan
NOTE :
BRICK JALI.
RAIN WATER SPOUT
(RWS)

PRODUCED BY AN AUTODESK STUDENT VERSION

PRODUCED BY AN AUTODESK STUDENT VERSION

PRODUCED BY AN AUTODESK STUDENT VERSION

STORE ROOM

UP DN

V-2010-18\FINAL WORKING\FLOOR PLAN.dwg

STUDIO

LOBBY
OPEN TO SKY CORRIDOR + 4850

EXISTING BUILDING

BALCONY BALCONY BALCONY BALCONY

PRODUCED BY AN AUTODESK STUDENT VERSION

Studio First Floor Plan

Services
NOTE :
BRICK JALI.
RAIN WATER SPOUT
(RWS)

PRODUCED BY AN AUTODESK STUDENT VERSION

BALCONY

Figure 3.16
MURP Building
Documentation

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3.7 Activity Mapping

at the Department of
Architecture, MSU.
Figure 3.17 (1-9)
Activity Mapping at Department
of Architecture, MSU

1. Shaded spaces beside the pond become 4. Plinths in the shaded areas act as informal 5. Discussions taking place at the outdoor
spots for lunch break in the afternoon. meeting zones. seating of KAAF building.

2. Canteen seating area in backyard of DN 6. Volleyball court behind KAAF building. 7. Workshops being held in outdoor spaces.
Hall.

3. Landscape students learning at the urban 8. Activities like festival celebration, basic design 9. Students celebrate various festivals at
lab. workshop, Reflections event, plays, etc take the campus.
place at the DN Hall courtyard.
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3.8 Inferences from Site Analysis,

Documentation & Activity Mapping

1. The majority of campus activities, including education, take

place outside of the classroom. As a result, public places
such as plazas, courtyards, and lobbies must be structured
to foster interaction.

2. Students are more inclined to use semi-open places that

are directly connected to nature.

3. It will be crucial to have a design that opens to the inside

and celebrates inclusivity.

4. Since the addition includes research and incubation

facilities, it must be separated from the commotion of the
MURP and KAAF buildings.

5. The interconnection between the three existing buildings

on site appears to be open-ended, and so the proposal
shall integrate the campus.

6. The site is surrounded by a significant backdrop of D.N.

Hall campus that must be acknowledged.

7. The passive solutions implemented in the surrounding

buildings add to the university campus sustainability.

8. The present landscape on the D.N. Hall campus is

unstructured and the result of organic vegetation growth.

9. The project must include functions such as a lecture hall,

amphitheatre, and a cafe.

Figure 3.18 10. The contextual blocks would help in understanding the
Activity Mapping at sustainable strategies incorporated at the campus as well
Department of Architecture, as inspire to generate a net zero outcome.
MSU - REFLECTION 2017

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Chapter 04.
Climate Conditions

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4.1 Climate Analysis Year Round In Vadodara

In Vadodara, the wet season is oppressive and mostly cloudy,

the dry season is mostly clear, and it is hot year round. Over
the course of the year, the temperature typically varies from
57°F to 105°F and is rarely below 51°F or above 110°F.

The hot season lasts for 2.1 months, from April 3 to June 7, Dry Bulb Temperature
with an average daily high temperature above 100°F. The
hottest month of the year in Vadodara is May, with an average
high of 104°F and low of 82°F. Average temperatures and precipitation

The cool season lasts for 2.1 months, from December 7 to

February 10, with an average daily high temperature below
87°F. The coldest month of the year in Vadodara is January,
with an average low of 57°F and high of 84°F.

In Vadodara, the average percentage of the sky covered by

clouds experiences extreme seasonal variation over the Maximum temperatures
course of the year. The clearest month of the year in Vadodara
is February, during which on average the sky is clear, mostly
clear, or partly cloudy 88% of the time. The cloudiest month of
the year in Vadodara is July, during which on average the sky Precipitation amounts
is overcast or mostly cloudy 75% of the time.

The month with the most wet days in Vadodara is July, with an
average of 15.0 days with at least 0.04 inches of precipitation.
The month with the fewest wet days in Vadodara is February, ("Simulated historical climate
with an average of 0.2 days with at least 0.04 inches of & weather data for Vadodara,"
precipitation. 2022)
Cloudy, sunny, and precipitation days

Psychrometric Chart Wind rose

Figure 4.1
Climate Analysis for Vadodara

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Chapter 05.
Design Proposal

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5.1 Design Position 5.2 Conceptual Design

The extension shall strive to become a cohesive design
proposal which shall unify the campus of Department of
Architecture as well as create it's own identity as an integral
part of the campus, stimulating innovation.

The Proposal
The proposal envisages an iconic building epitomizing
aspirations of design as a whole for betterment of society. It has
been derived considering the context, character and climate of
site as the main factors.

The grid, major axes and nodes from proposed master plan
(1995) were traced to understand the planning of functions and
further, were considered as the guiding axes for the design
proposal.

Accommodating the programmatic requirements within these

cuboidal volumes enabled us to leave the ground clear for
student interactions and activities. Central space can act as a Figure 5.2
huge plaza for the department of architecture that celebrates Proposed Building Master
inclusivity. The narrow form allows cross ventilation and natural Plan, Dept. Of Architecture,
lighting efficiently and at the same time it onlooks towards the M.S.U., Baroda (1995)
campus buildings that generates multiple vistas. Architect: A.M. Shirgaokar

Figure 5.1 Figure 5.3

Conceptual Sketch Conceptual Sketch

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Figure 5.4
Conceptual Sketches: Emphasizing the importance of providing interactive spaces/zones. eg. lobbies,
amphitheatre, plaza, informal seating space, etc.
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5.3 Programmatic Requirements

SPACE OCCUPANCYSPACE NO. AREA
OCCUPANCY
(SQ.M.) TOTAL
NO. AREA
AREA
(SQ.M.)
(SQ.M.)ACCESSIBILITY
TOTAL AREA (SQ.M.) REMARKS
ACCESSIBILITY REMARKS
Instructional area Instructional area
Studio 20 Studio 2 8120 2 162 81 Students/Staff
162 Students/Staff
Lecture Theatre 100
Lecture Theatre
1 200
100 1 200 200 Students/Staff
200 Students/Staff
Research Laboratory Research
20 Laboratory
1 8120 1 81 81 Students/Staff
81 Controlled temp.
Students/Staff Controlled temp.
Workshop 15Workshop 1 19215 1 192 192 192
Students/Staff Students/Staff
Computer Centre 20
Computer 1
Centre 7220 1 72 72 Students/Staff
72 Students/Staff
Meeting Rooms Meeting
5 Rooms2 7.5 5 2 15 7.5 Students 15 Students
Conference Room 15
Conference Room1 5415 1 54 54 Corporate/Staff
54 Corporate/Staff
Incubation Lab 1 20
Incubation Lab11 12620 1 126 126 Corporate/Staff
126 Corporate/Staff
Incubation Lab 2 20
Incubation Lab12 29020 1 290 290 Corporate/Staff
290 Experimentation Zone
Corporate/Staff Experimentation Zone

Administrative Area Administrative Area

Admin Admin 1 1 10 Staff 10 Staff
In D. N. Hall In D. N. Hall
Department Offices Department
6 Offices
1 20 6 1 18 20 Staff 18 Staff
Reception / Lobby Reception
6 / Lobby 12 6 18 12 18
Students/Staff Students/Staff
Director's Cabin Director's
3 Cabin1 30 3 1 18 30 Staff 18 Staff
Faculty Rooms Faculty
1 Rooms 10 10 1 10 72 10 Staff 72 Staff
1:6 teacher:students 1:6 teacher:students
Examinations Control Office Examinations
2 Control1 Office 30 2 1 18 30 Staff 18 Staff
Security 2 Security 1 15 2 1 10 15 Staff 10 Staff
Housekeeping Housekeeping
2 1 15 2 1 20 15 Staff 20 Staff
Maintenance/Store Maintenance/Store
1 1 10 1 1 10 10 Staff 10 Staff

Amenities Area Amenities Area

Amphi Theater Amphi Theater1 200 1 200 200 Students/Staff
200 Included inStudents/Staff
Landscape Included in Landscape
Library 20 Library 1 5420 1 54 54 Students/Staff
54 Subject related only
Students/Staff Subject related only
Cafe + Pantry 50
Cafe + Pantry1 17050 1 170 170 Students/Staff
170 Students/Staff
Rooftop Cafe + Pantry 20 Cafe + Pantry
Rooftop 1 9020 1 90 90 Corporate/Staff
90 Corporate/Staff
Toilets Toilets 3 28+16+45 3 89 28+16+45 Students/Staff
89 Students/Staff
Store Store 1 20 1 20 20 Staff 20 Staff

Circulation Area Circulation Area 450 450 25% of 1800 25% of 1800

Total 150 Total 150 2250 2250

Parking 100 Parking 1 426

100 1 426 426 Students/Staff
426 For 2 Wheelers
Students/Staff For 2 Wheelers
Table 5.1
Area Program
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5.5 Conceptual Design Development

Table 5.2
Organizational Requirements
5.4 Organizational Requirements

Maintenance/
Department
Rest Room

Lecture
Offices

Store

Hall
Conference

Reception
Faculty
Rooms

Lobby/
Room

Cafe
Examination
Control Of.

Staircase/
Director’s

Parking
Cabin

Lift

01. Site conditions. 02. Tracing the grid, axes and nodes from unbuilt masterplan (1995). 03. Notion of stitching the unfinished masterplan.
Laboratory

Workshop
Research
Library
Experiment

Incubation

Meeting
Rooftop

Rooms
Studio
Zone
Cafe

Lab

Green spaces/
Breakout area
Amphitheatre

Computer
Centre

04. Generating volume on the axes. 05. Subtracting mass considering the programmatic requirement, 06. Providing an arcade that ties the contextual buildings into a
climatic conditions and the views on site. unified campus and generates viewports for the visitors.

Figure 5.5
Conceptual Design Development

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5.6 The Proposal

Post Graduate School of Sustainable
Design and Innovation

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A Net Zero Design Intervention For Sustainability Research Institute Fig. 5.6 - Ground Floor Plan At 2.3m
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A Net Zero Design Intervention For Sustainability Research Institute Fig. 5.7 - First Floor Plan At 5.55m
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A Net Zero Design Intervention For Sustainability Research Institute Fig. 5.8 - Second Floor Plan At 8.75m
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68 69

A Net Zero Design Intervention For Sustainability Research Institute Fig. 5.9 - Third Floor Plan At 12.05m
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A Net Zero Design Intervention For Sustainability Research Institute Fig. 5.10 - Basement Plan At -1.75m
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Process for deriving the form of waterbody by overlapping

sciography of the summer sun between 12-4 pm.
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A Net Zero Design Intervention For Sustainability Research Institute Fig. 5.11 - Landscape Plan
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74 75

A Net Zero Design Intervention For Sustainability Research Institute Fig. 5.12 - Elevations
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A Net Zero Design Intervention For Sustainability Research Institute Fig. 5.13 - Isometric Exploded View
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Arches as Fins
Deep Overhangs
• Aesthetic solution that can
add up to superior energy
savings by reducing cooling
loads.

Natural Evaporative Cooling

• Water from the waterbody Light Shelves
in south evaporates and the
Stack Ventilation
heat in air is absorbed, which
• Light coloured material helps
lowers the air temperature.
daylight spread inside the
As a result, cooler air is
space sufficiently because of
experienced throughout the
reflectivity.
campus.
• Warmer air escapes from
the top, generating negative
Cross Ventilation
pressure at the bottom that
Narrow Building Footprint would help for ventilation.
• Effective natural daylighting
and cross ventilation across
the spaces which drastically
reduce energy consumption
during daytime.

Section showing the passive strategies

Green Roof Mutual Shading Light Well / Stack Ventilation Solar Panels Cavity Wall in South
adopted for the proposal.
• Annual Energy-savings - 25%–30%. • Aesthetic solution • Lined with lighter colour material • Net Positive • Reducing heat gain
• Reduces the surface temperature by as much that can add to increase reflection of light. Energy Building. will reduce the energy
as 20 degree C. up to superior • Warmer air escapes from • This energy consumption, cutting
Landscaping with Native Rainwater Harvesting High Performance Glazing • Thus, decreases the ambient air temperature energy savings by the top, generating negative (16,360 kWh) down greenhouse gas
Vegetation • Replacing municipal water • Optimizing energy efficiency as well as by 0.5-2 degree C. reducing cooling pressure at the bottom that can be directly emissions.
• Neem, Banyan (trees) use reduces the water bill. enhance light penetration. • A substrate layer of clay is able to increase the loads. would help for ventilation. fed into the grid.
• Marigold, Jungle Flame, • Useful for non-drinking • Double Glazed Unit (DGU) with a U-value of thermal resistance of the roof by 0.4 m2·kW
Yellow Trumpet Flower, purposes. 2.8 W/sq.m K. for each 10 cm increase in thickness.
Crepe Jasmine, Bush • Reduces demand on • Lower SHGC (or Solar Factor) has a greater • Beneficial for storm water management.
Morning Glory (flowering ground water. impact on decreasing the heat gain. As the
plants) • Beneficial for storm water SGHC goes from 0.73 to 0.18, the direct
management. heat gain through the glass reduces by
• Can improve plant growth. about 75%.

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A Net Zero Design Intervention For Sustainability Research Institute Fig. 5.14 - Section A
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A Net Zero Design Intervention For Sustainability Research Institute Fig. 5.15 - Sections
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82 83

A Net Zero Design Intervention For Sustainability Research Institute Fig. 5.16 - Section & Views
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A Net Zero Design Intervention For Sustainability Research Institute Fig. 5.17 - Axonometric View
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5.7 Design Diagrams

01. Floor Plates. 02. Circulation (Vertical & Horizontal). 03. Structure (Steel and RCC).

04. Academic Spaces. 05. Incubation Centre & Experimental Zone. 06. Break-Out Spaces - Green Roof.

Figure 5.18
Design Diagrams

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5.8 Views

Figure 5.19 The water body in south accentuates the vistas of the campus generating reflections of
ripples over the surface of the built.

Figure 5.20 Contemporary interpretations of sustainable architecture.

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Figure 5.21 Continuous interaction with the context while transit through the arcade.

Figure 5.22 Vistas from the green terraces. Creating a notion of greens above and greens below. Figure 5.23 Constant dynamic play of shadows throughout the day over the facade and ground.

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5.9 Shadow Analysis: Site

Figure 5.24 Spring Equinox Autumn Equinox
Shadow Anaysis March 9am-5pm September 9am-5pm
Source: Keyshot At 2 Hours Interval At 2 Hours Interval

Summer Solstice Winter Solstice

June 9am-5pm December 9am-5pm
At 2 Hours Interval At 2 Hours Interval

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5.10 Model Images Figure 5.25

Model Scale 1:500
Massing Models

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Figure 5.26 Figure 5.27

Model Scale 1:250 Model Scale 1:250
Site Model Shadow Documentation

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Figure 5.28 Figure 5.29

Study model for understanding Scale 1:100
the quality of light in lecture hall. Detail Model

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Figure 5.31
Scale 1:100
Study model to analyze the
shadow movement on facade.
Figure 5.30
Scale 1:100
Detail Model

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Chapter 06.
Calculations For Net-Zero Design

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Calculations for Net-Zero Design: Electricity Load for Elevators:

6.1 Total Electricity Load: Total Lighting Load + Air Space Type LDP (W/m2) 6-8 Persons Elevator Electricity Load per hour = 5.5 kWh
Conditioning Load + Elevator Load Studio 13.7 Considering an average of 2 hours of useage per day.
Laboratory 15.1 So, 11 kWh Electric Load for 1 elevator per day.
Lighting Load: Workshop 14.1 & 22 kWh Electric Load for 2 Elevators per day.
Total Lighting Load Library 12.2
= Load for Studios + Laboratories + Incuabation Labs + Total Total Electricity Load for Elevators For 1 Year = 22 x 220
Office 10
Workshop + Library + Offices + Restrooms + Basement (considering an average of = 4840 kWh
Restroom 7.7
= (162 x 13.7) + (81 x 15.1) + (410 x 15.1) + (192 x 14.1) + (54 2 hours useage per day for
Basement 3
x 12.2) + (126 x 10) + (130 x 7.7) 220 working days per year)
= 2219 + 1223 + 6191 + 2707 + 658 + 1260 + 1001 Table 6.1
= 15 kWh Electricity load for lighting Total Electricity Demand = Total Lighting Load + Air
ECBC Buildings Conditioning Load + Elevator Load
Total Lighting Load For 1 Year = 15 x 5 x 220 = 16,500 kWh LDP - Lighting Power Density = 16,500 + 41,800 + 4840
(considering an average of ECBC - Energy Conservation = 63,140 kWh
5 hours useage per day for Building Code
220 working days per year)

Electricity Load for Air Conditioning:

(approx. may vary according to A.C. specs.)

1 ton A.C. electric load per hour = 1kW

100 sq.ft. area requires 1 ton A.C.
Electric load for 100 sq.ft.(9.2 sq.m.) area for 8 hours of use
per day = 4.5 kW

Total Area of Air Conditioned Space

= Faculty Rooms + Research Lab + Incubation Labs +
Computer Centre + Conference Room
= 90 + 81 + 160 + 72 + 54
= 457 sq.m.
= 4900 sq. ft.

Total Electricity Load for

Air Conditioning per day (8 hours) = 220 kWh

Total Total Electricity Load

for Air Conditioning For 1 Year = 220 x 190
(considering an average of = 41,800 kWh
8 hours useage per day for
190 working days per year)

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6.2 Solar Energy Calculation:

Optimum tilt angle for Vadodara - 21 degrees

Available Roof Area - 300 sq.m. (144 + 156)

Total solar panels accommodated (1m x 2m) = 300/2 = 150

1 kW of solar panels generates approx. 1600 kWh electricity

(for Vadodara)
1 kW consists of 3 solar panels (1m x 2m)
Thus, 1 solar panel produces approx. 530 kWh energy.

ANNUAL SOLAR ENERGY GENERATION = 530 x 150

= 79,500 kWh

ANNUAL ELECTRICITY DEMAND = 63,140 kWh

Energy Surplus = 16,360 kWh

This energy can be directly fed into the grid.

6.3 E.P.I. = Annual energy consumption in kWh / Total

built-up area

Benchmark estimated EPI(kWh/m2/year) for college/

institution = 106
Climate Zone: Hot & Dry (Source: BEEIndia.gov.in)

According to this data, the yearly electricity demand

should have been (106 x 2250) = 2,38,500 kWh
Which in our case is 63,140. i.e. 3.7 times lesser.

Achieved E.P.I. for the proposal = 63,140/2250

= 28 kWh/m2/year

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Bibliography
The American University in Cairo. (2020). AUC Sustainability
Report 2020. AUC Intranet. https://documents.aucegypt.
edu/Docs/about_sustainability/AUC%20Sustainability%20
Report%202020%20WEB.pdf
Annexure: I Norms and Requirements. (n.d.). Government of
India, All India Council for Technical Education |. https://www.
aicte-india.org/downloads/Norms.pdf
Avasara Academy. (2020, October 23). NZEB. https://nzeb.in/
case-studies/nzebs-in-india/nzebs-in-india-case-studies-list/
avasara-academy/
Bajpai, A. (2017). Energy Conservation Building Code-2017.
Bureau of Energy Efficiency | A staturory body under Ministry
of Power, Government of India. https://beeindia.gov.in/sites/
default/files/ECBC%20Session%201.pdf
Case study | IIm Ahmedabad |. (2021, August 25). Issuu.
https://issuu.com/jayamithra9814/docs/iim_ahm
Carlisle, N., Van Geet, O., & Pless, S. (2009, November).
Definition of a "Zero Net Energy" Community. National
Renewable Energy Laboratory (NREL) NREL. https://www.
nrel.gov/docs/fy10osti/46065.pdf
CENTRAL PUBLIC WORKS DEPARTMENT. (n.d.).
Compendium of Architectural Norms & Guidelines for
Educational Institutions. https://cpwd.gov.in/Publication/
Compendium_of_Architectural_Norms%20_guidelines_for_
Educational_Institutions.pdf
Computer Center. (n.d.). The Maharaja Sayajirao University of
Baroda. https://www.msubaroda.ac.in/
GRIHA. (2014, January 21). Green Campuses Initiative.
Green Rating for Integrated Habitat Assesment. https://www.
grihaindia.org/events/tgs2014/pdf/Green-Campuses-maya-
amrita.pdf
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Maritz, N. (2002). LESSONS IN BUILDING SUSTAINABLY
IN A DEVELOPING COUNTRY: THE HABITAT RESEARCH
AND DEVELOPMENT CENTRE, NAMIBIA. www.
ninamaritzarchitects.com. https://www.irbnet.de/daten/iconda/
CIB_DC23125.pdf
Pless, S., & Torcellini, P. (2010, June). Net-Zero Energy
Buildings: A Classification System Based on Renewable Energy
Supply Options. National Renewable Energy Laboratory
(NREL) NREL. https://www.nrel.gov/docs/fy10osti/44586.pdf
Simulated historical climate & weather data for Vadodara. (2022,
June 15). meteoblue. https://www.meteoblue.com/en/weather/
historyclimate/climatemodelled/vadodara_india_1253573
Sustainability at Pitzer. (2019, April 17). Sustainability. https://
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Sustainable buildings. (n.d.). University of Nottingham. https://
www.nottingham.ac.uk/sustainability/buildings.aspx
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To achieve net-zero by 2070, India must start now. (2021,
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Reference Books
Desai, D. M., & Pandit, S. S. (1968). Growth and Development
of the Maharaja Sayajirao University of Baroda, 1949-1967.

Kumar, S. (2019). Historic and contemporary extensions: A

cohesive design relationship [Unpublished dissertation].

Kwok, A. G., & Grondzik, W. (2018). The Green Studio

Handbook: Environmental strategies for schematic design.
Routledge.

M.S. University of Baroda Information Directory. (n.d.). Paresh

Desai.

Sergeant, P. W. (1928). The Ruler of Baroda: An account of the

life and work of the Maharaja Gaekwar. J. Murray.

List of Tables
Table 5.1 Area Program
Table 5.2 Organizational Requirements
Table 6.1 Electricity load for lighting ECBC Buildings

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List of Figures
COVER IMAGES
Chapter 1 - Produced by the Author
Chapter 2 - Emden, C. (2017). Indian Institute Of
Management Ahmedabad. Divisare. Retrieved 2022,
from https://divisare.com/projects/259229-louis-
kahn-cemal-emden-indian-institute-of-management-
ahmedabad#lg=1&slide=1.
Chapter 3 - Image Courtsey: Ar. A.M. Shirgaokar
Chapter 4 - Produced by the Author
Chapter 5 - Produced by the Author
Chapter 6 - Produced by the Author
CASE STUDIES
Fig. 2.1 Produced by the Author
Fig. 2.2 https://www.dezeen.com/2021/01/02/louis-kahn
dormitories-ahmedabad-saved-from-demolition/
Fig. 2.3 https://issuu.com/jayamithra9814/docs/iim_ahm
Fig. 2.4 https://issuu.com/jayamithra9814/docs/iim_ahm
Fig. 2.5 https://issuu.com/jayamithra9814/docs/iim_ahm
Fig. 2.6 https://transsolar.com/projects/avasara-academy
Fig. 2.7 http://www.ninamaritzarchitects.com/habitat-resource-
and-development-centre/
Fig. 2.8 https://www.e-architect.com/birmingham
glaxosmithkline-carbon-neutral-laboratories-for-sustainable-
chemistry
Fig. 2.9 https://aasarchitecture.com/2013/05/marin-country-
day-school-by-ehdd-architecture/
THE CAMPUS OF M.S.U. OF BARODA
Fig. 3.1 Timeline produced by the Author
Fig. 3.2 Produced by the Author
Base Drawing courtsey: Historic and contemporary
extensions: A cohesive design relationship - Thesis by
Shivangi Kumar
Fig. 3.3 Produced by the Author
Base Drawing courtsey: Historic and contemporary
extensions: A cohesive design relationship - Thesis by
Shivangi Kumar
Fig. 3.4 Base Drawing Courtsey: Department of Architecture,
M.S.U., Baroda
Fig. 3.5 Base Drawing Courtsey: Department of Architecture,
M.S.U., Baroda
Fig. 3.6 Image of the Site photographed by the Author
Fig. 3.7 Image of the Site photographed by the Author
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Fig. 3.8 Image of the Site photographed by the Author
Fig. 3.9 Google Earth Image
Fig. 3.10 Produced by the Author
Fig. 3.11 Base Drawing Courtsey: Department of Architecture,
M.S.U., Baroda
Fig. 3.12 Images of the Site photographed by the Author
Fig. 3.13 Base Drawing Courtsey: Department of Architecture,
M.S.U., Baroda
Fig. 3.14 Images of the Site photographed by the Author
Fig. 3.15 Base Drawing Courtsey: Department of Architecture,
M.S.U., Baroda
Fig. 3.16 Image of the Site photographed by the Author
Fig. 3.17 Sketches produced by the Author
Fig. 3.18 Image photographed by Rahul Rathod
CLIMATIC CONDITIONS
Fig. 4.1 Climate Consultant,
https://www.meteoblue.com/en/weather/historyclimate/
climatemodelled/vadodara_india_1253573
DESIGN PROPOSAL
Fig. 5.1 Sketche produced by the Author
Fig. 5.2 Image photographed by Ar. A.M. Shirgaokar
Fig. 5.3 Sketche produced by the Author
Fig. 5.4 Sketches produced by the Author
Fig 5.5-5.22 Images Produced by the Author
Fig. 5.23 Analysis done by the Author
Fig. 5.24 Context 3D produced by the Author with the help of
Prachi Shah (third year student)
Further analysis done by the Author
Fig. 5.25 Model made by the Author
Fig. 5.26 Model made by the Author with the help of Stuti
Shah and Prachi Shah
Fig. 5.27 Model made by the Author with the help of Stuti
Shah and Prachi Shah
Fig. 5.28 Model made by the Author with the help of Prachi
Shah. Further analysis done by the Author
Fig. 5.29 Model made by the Author with the help of Stuti
Shah
Fig. 5.30 Model made by the Author with the help of Stuti
Shah
Fig. 5.31 Model made by the Author with the help of Prachi
Shah. Further analysis done by the Author
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