2012-2013 BA Architectural Studies
-Stage 2-
CHENGYIKLOK
Table Of Contents Year Design Report 4 Charette 5 24 Hours Newcastle 5 Placed, Displaced 11 Simplicity, Economy, Home 21 Civic Centered 33 Section Alley 41 Non-Design Module Works 55 Place of Houses 56 Architectural Technology 60 Environmental Design and Services 72
Year Design Report In this Year, I have tried various of new things. Firstly, I went to Malaysia and worked as an intern in the summer hoilday for a month. During the inernship experience, i have chance to get to know different aspects of being an architect. I had the chance to involve to make a few presentation standard models, which improved my model making skills and my efficiency of making models. Also, I have visit the building site with a certified architect for a few times to get to know what architect practice is outside of the office and design process. In addition, i also took part in designing part of the competition design, which is challenging while there is no tutor to guide us what to do, but it is a great experience. Although i have worked in an architecture firm for a month in the summer, i still not quite get the ideas of good architectural qualities. in this year, I am still trying to apply what I have learned before to the courseworks. Before the foyer project starts, I have a talk with Simon and the talk helped me a lot by talking me out of the situation that I always feel insecure of ideas, which makes me keep changing design during the design process, and lead to a design which not developed. After that, I happened to have the chance to read thsi book called “Steal Like an Artist”. It talks about how design is actually making new combinations of old things. The talk and the book actually help me to improve my result in the foyer project. In semester two, i have the chance to start designing a public building, which is very different from residential projects to me. Apart from the cilents, we also need to concider the needs of different people, i.e. disabled people. Besides, the scale of the building is much bigger than the projects before. To challenge myself, I chose Site D which is a open area with the outdoor pool. During the 7 weeks of the project, i have learnt that designing a building on a plain area is rather difficult. Also the context of the site is important for designing. From observing other people’s presentation in final crit, i have also learnt some new presentation skills, for example how people combine the section drawing and a section model together to show how the space is going to work. In conclusion, I think I stil not have read enough buildings yet. Designing is actually a kind of language, how people use the language of srchitectural qualities to express the story they want to tell is what I need to learn next. In the 7 years experience of studying aboard, i have learnt one thing is the best way to learn a language is to use as much as I can. In order to “speak” more of the architectural language, I started to “read” the space when I first arrive a new space. Also, I have created a few design exercise for myself to do in the coming summer. I hope I can get a better improvement in the coming year.
Charette 24 Hours Newcastle Architecture is only ever the passing of time in place, human relationships in built environments, drama in the ordinary. 12 groups, 12 one hour long videos, talking about the stories happenin the one city, Newcastle upon Tyne. Taking precedent from the ground-breaking 24hrs Berlin, produced for German television channel Arte, and we’ll grow the idea from there. To live our lives, and record the events of twenty-four hours in this city new, city old, city lived and city yet to be experienced.
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Project Website Slides 1. Homepage of the website. Showing the location of each videos are filmed, which can be clicked to link to the video pages, and there is a timeline at the bottom also linked to the video pages. 2. Information page. Provide background information of the project. 3. Exhibition page. Consist of a live stream of the exhibition.
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Exhibition Installation
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Final Exhibition
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Placed, Displaced Site Type of Building Brief
Brandling Newcastle Residential The brief states that the clients are open-minded in terms of design and would like to be presented with as many alternatives as possible including compartmented versus open-足plan and upstairs living, together with more tradiWonal arrangements. It asks you to ensure that the house provides for all the usual requirements and specifically includes for the following: -- A table of at least 1800 x 900mm -- A bed of 1800 x 2000mm -- Two workspaces (one could be the kitchen table) -- Shower room (rather than bath) -- Storage for their bicycles and other outdoor equipment -- An area to relax in together with the opportunity to put up friends overnight
Site Map
Site Panaromas
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Developments
Working Models
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Further Development Model
The main idea is to create a view for the occupants, since there is no nice view from the site. To create the view, a variety size of circular windows are used. The windows will cast nice shadows in the interior in the day, and create a stary night effect to the outside at night. Because the size of the windows is small, pedestrians are not able to look inside the house when they walk pass, which will provide extra privacy to the householder.
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1. Marker Rendering of the interior 2. Detail drawing of precedent of sashless windows
First FLoor Plan
Second FLoor Plan
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Final Model
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Simplicity, Economy, Home Site Type of Building Brief
Leazes Park Road, Newcastle Residential + Workshop The brief is to design a small housing/work complex for 8 young people together with a furniture workshop and a selfcontained flat for their tutor. Schedule of Accommodation: -- 1 x 3 person (2 bedroom) self-contained flat for the tutor -- 8 x 1 person bedrooms for the residents. The accommodation will operate like a guesthouse with full housekeeping facilities in terms of bedding and cleaning and there will be a common room/lounge, kitchenette and laundry room for use by the residents. The bedrooms will have en-suite facilities so that the residents can choose between independence (using the bedrooms like hotel rooms) or the alternative of taking part in a more shared life with the other residents. -- Furniture/timber workshop. Fully equipped with full dustextraction. The workshop must be positioned so as to allow for the easy delivery of materials and the export of finished pieces.
Site Map & Site Model
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Initial Ideas - Mobius Strip -- Created by connecting a strip with a half twist -- Single faced -- Represent the purpose of foyer that helps teenagers to blend into the society
Concept Models
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Precedent Study Mobius House by Ben van Berkel
Aplication of Precedent To seperate the residential and working space, it is designed that students need to get outdoor then get in to the working space. although both space are in the same building, but they are not connected, so they can have a work-life seperation. Also it helps to bring in outdoor space into the building, which match the intial idea of blend in the indoor and outdoor space.
Sleeping
Sleeping Living
Living Indoor
2/F 1/F
Working
G/F
Outdoor Morning
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Night
Further Developed Model
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Strips for extra Privacy Foyers usually makes people think that it is somewhere like a prison, to change the sterotype, transparency of the building is increased, at the same time the privacy of students should be ensured. The main idea here is to let people have an idea of what is happening inside while students can work without dissruption.
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Double height living space and outdoor space
Precedent Study Optical Glass House by Hiroshi Nakamura
The glass brick used by Hiroshi Nakamura is a good medium to provide both transparency and privacy. Due to the difference of deflection of each glass bricks, people cannot see clearly what is inside, but they can get a general idea. It also provide good lighting for the workshop.
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Final Design
secondFloor Plan
First Floor Plan
Ground Floor Plan
Workshop
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Section
Elevation
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Final Model
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Civic Centered
Site Type of Building Brief
Tynemouth Tidal Bathing Pool, Newcastle Public To design a civic centre in Tynemouh. This civic centre shoudl able to provide Tynemouth a place for leisure and a co-op library. For the leisure part, the building will provide classrooms, scuba diving pool, and a climbing wall.
APPROACH FROM BEACH
SUNPATH
PREVAILING
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Site Analysis
WIND
APPROACH FROM TOWN
Route Study
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Initial Idea
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The initial idea is inspired from DNA. The double spiral shape is two seperate circulation, one is for the leisure part and one is for the library. The two part is connected by the core part.
Concept Model
Core
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Further Developed Model
Final Model
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Second FLoor Plan
First Foor Plan
Ground Floor Plan
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Section Alley
Site Type of Building Brief
Plumber Chare, Newcastle Temporary To design a small temporary timber structure as a temporary music performance venue
Site Panorama
Journey Photos
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Alley Detail Drawings
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Section Rendering - East
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Section Rendering - West
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Design Ideas The initial idea is to seperate the busker and the audience, to let the audience enjoy the music without seeing the busker, in order to raise their curiousity, then the audience need to walk through a journey to a higher place (i.e. the fire escape stairs) to see the busker through the viewing slot. Viewing Slot
Performers’ Deck
Pedestrians’ Deck
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Development Works
Working Models The model below shows the mechanism of how the structure transforms into a stairs to go to the performers’ deck.
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Interior of the Structure On the opposite
1. Isometric drawing showing the transformation of the stairs 2. Isonmetric drawing showing the final design proposal 3. Details of joint of 1:1 final model 4. 1:1 section model of the structure
1:100 section model
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Final Design Proposal
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Final Presentation Setup
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Non-Design Module Works
ARC2023
Place of Houses Essay Question: Bachelard has written that “all really inhabited space bears the essence of the notion of home”. What is the relevance of concepts of home for non-domestic spaces? Can ‘home’ exist beyond the domestic sphere? Use specific examples to construct your argument.
Criteria for Assessment:
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⁕⁕Ability to demonstrate a critical and theoretically informed analysis of dwelling environments. ⁕⁕Clarity and effectiveness of the design in communicating ideas. ⁕⁕Evidence of reading. ⁕⁕Accuracy and thoroughness of referencing.
Every time when I visit my high school, I feel like at home. K. Dovey(1985) argued that home is a relationship with the built environment rather than the built environment itself. In other words, home can be manipulated in different spaces. In Dovey’s essay, she listed a number of properties of home. In this essay, how the properties of home can also be applied to school will be discussed and hence to prove that school as a non-domestic space also carries the concept of home. In school, every student have their own assigned seat and classroom, which is the centre of the world (the school). The seat and classroom that is assigned to the student will be treated as a place that belongs to the student and a place that they can always able to go back to. Once the seat and classroom is assigned to the student, a feeling of security, certainty and stability is being built between the student and the place. As the student’s territory, they will protect the place as their home. That is also the reason of school bullying usually involve the destruction of the victim’s seat, because the bully also treat the seat as the victim’s territory.
we can recall the school life stories by looking at the classroom that we used to stay, the library that we used to study, the smell of the flowers that plant in the school. Apart from connecting the environment with the past and present, home also has the function of providing a stable place for us to project our future. Since home is a secure and and stable place, we can assume that we can build our future upon home. For the case of school, as we have our place where we belong, we can also dream about the future form what we own.
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In school, every student have their own assigned seat and classroom, which is the centre of the world (the school). The seat and classroom that is assigned to the student will be treated as a place that belongs to the student and a place that they can always able to go back to. Once the seat and classroom is assigned to the student, a feeling of security, certainty and stability is being built between the student and the place. As the student’s territory, they will protect the place as their home. That is also the reason of school bullying usually involve the destruction of the victim’s seat, because the bully also treat the seat as the victim’s territory. This situation described the seat of the student as a order oriented spatially in a school.
According to Dovey, home as sociocultural order is essentially a pattern of experience and behaviour. We learn about ways of thinking at home. For example, gendered roles and spaces within the home. We also learn about this in school. As the arrangement of seats and tables in the classroom, and the arrangement of different rooms in the school are actually implying different messages. For instance, if seats are arranged in group, discussion is more encouraged than arranged in rows. This kind of messages are going to affect how the students behave in other schools. A pattern of thinking and problem solving skill is developed. In addition, these thinking pattern and problem solving skill is going to differ from schools just like Home is also a relationship develops over people from different country will have different time. We learnt the concept of home from cultures. the earliest experience of childhood. From the moment that we were born and raised at When we look at other’s house, we can notice ‘home’, the concept of home is linked through although they all look the same but people tend our daily life. Our body and our mind learned to personalize their home. It is because home as about the environment subconsciously. This is a a spatial identity, it shapes and also reflects who accumulated experience of daily life. Therefore we are. It may base on a simple thought of that home as temporal order is linked to repeated people like to live in a place that surrounded cycles of experience and behaviour. Likewise, in by their favorite things, and those thing that a student’s life, they spend nearly 1/3 of the time they like defines who they are. When we look in school, everyday they follow the timetable at desks and lockers, we can see similar pattern with a routine cycles of lessons and break time. of behaviors. As I stated above, seats, desks These shows school also provides the temporal and lockers are assigned to students and these order as home. are the territories of the student. Although all the
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desks and lockers look similar, they are actually all different. Some desks may have craving on it, people like to stick decorations in lockers, when different festival comes, different class would have different decorations, these are examples of how students personalize their own space and how these reflects who they are like home. Home is a home mainly based on the memories we have in that place. Home is unique to the people who stay there is because of the memories that built with the environment and it is not replaceable. The environment helps us to hold these memories. When we look at different objects, it will trigger different memory in our mind. We are attached to a place as home through the memory that we create at the place, and the environment itself help us to recall the memories and exist as part of the memories. For example, when we go back to school after we graduate, we can recall the school life stories by looking at the classroom that we used to stay, the library that we used to study, the smell of the flowers that plant in the school. Apart from connecting the environment with the past and present, home also has the function of providing a stable place for us to project our future. Since home is a secure and and stable place, we can assume that we can build our future upon home. For the case of school, as we have our place where we belong, we can also dream about the future form what we own.
Home connects people with the outside world in different ways. It connects people through identity and social order. Home acts as a label of people who stay in the house to the outsiders. People are judged by where do they live and what kind of housing they are living in. In addition, school also acts as the identity and social order to the students who study inside. Students are usually labelled by the reputation of the school they study in or the class they were in. This kind of labeling may also affect how the students look at themselves, which shapes the identity of the student. Home also connects people with place by orientation and rootedness. Being at home, we can feel settled, and we start to expand our world to the outside universe using our home as the centre of the world. As location is a dynamic concept. If we do not have a origin, we can not draw coordinates from it. Home acts as the origin in the relationship between people and the place. For example, if we want to know where
Bibliography Picture Reference
is the post office, we need to first understand where we are now, so that we can point out the direction of the post office. In other words home is an anchor point for us to learn about the universe. On the first day of school, we start to learn around the school from the seats that are assigned, so that the seats acts as the anchor point in the school for us.
hopes and choice. As discussed above, home connects with the future as somewhere safe that we can always go back and secure that we do not need to fear of losing it. We can dream about the future from the point of home. The things we learn from home today will also be the reference of decision making in the future. For school, the same rule applies. Although compare to home, school is less permanent, but Home connects the past through memories and we can still make plans and dream about the continuity. From the day when we were born, we future base on it. start to build memories. And we always relate the world to our memories. Since home is the first According to Dovey, the concept of home place that we ever stay and know about, we is dynamic. The definition of home change can only understanding the outside world base in different context. When we are in a foreign on the memories of home. For most people, country, home may refer to our home country. school would be the second place that they When we are in the city, home may refer to the go to in a regular basis, so it would play an house where we stay. In school, when we are important role in our memories. When we go to a in the classroom, our seats will be our home. new place, it is common to understand the new When we are in other rooms, home may refer to place with the reference of memories from home our classroom. School fulfills the properties of a and also the school. home. Therefore it proves that a non-domestic space also bears the essence of the notion of Home connects the future through dreams and home.
Blunt, A & Dowling, R 2006, Home, Routledge, London. Irwin, A & Werner, C 1985, Home Environment, Vol.8, Plenum, New York . http://www.sxc.hu/photo/881694
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ARC2009
Architectural Technology
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Frame Structure Diagram Timber Frame Structure Timber Frame Structure Steel Frame Structure Reinforced Concrete Foundation The design consists of two components, the working (ground level workshop) and the living (first and second level) space. Steel Frame structure is empolied on the ground lfoor workshop. Because the workshop is a single no partition space, the steel frame can provide enough strength to support the upped levels. Steel studs are spaced 1 metre apart to provide the strength needed. It also used to support the weight of the glass brick wall glazing by spaced 2.5 metres apart. The design consists of two components, the working (ground level workshop) and the living (first and second level) space. Steel Frame structure is empolied on the ground lfoor workshop. Because the workshop is a single no partition space, the steel frame can provide enough strength to support the upped levels. Steel studs are spaced 1 metre apart to provide the strength needed. It also used to support the weight of the glass brick wall glazing by spaced 2.5 metres apart.
All the living space are located on two levels. There are bedrooms, and also the self-contain flat for t The two upper levels are built frame construction. The wooden a light structure that can cut dow creted by the upper levels. A provide a better insulation for the
All the living space are located on the upper two levels. There are bedrooms, living room and also the self-contain flat for three tutors. The two upper levels are built with timber frame construction. The wooden structure is a light structure that can cut down the load creted by the upper levels. Also, it can provide a better insulation for the living area.
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TERTIARY STRUCTURE
FLOOR SLABS
3
2
SECONDARY STRUCTURE
BEAMS
1
PRIMARY STRUCTURE
FRAMES
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SCALE 1:10
WALL OPENINGS (SILL)
SCALE 1:10
WALL TO ROOF
SCALE 1:10
WALL TO FLOOR
SCALE 1:10
WALL OPENINGS (HEAD)
SCALE 1:10
WALL TO FOUNDATION
SCALE 1:20
EXTERNAL WALL 63 SECTION
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Access for All and Means of Escape Provide a written report on strategies on both access for all and means of escape to meet the Building Regulations 2010 Approved Document M and Document B respectively. The aim for this project is to understand the Regulations and try to consider the needs for disabled people and the significance of considering the escape route in the case of fire.
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Access for All Disabled Parking Disabled Parking is located at the nearby beach. Since the site is at the bottom of a slope and surrounded by sand, cars are hard to approach. Therefore, the disabled parking is located in a rather far disance, which connected with the site through a flat road.
wheelchair users. Tactile reading buttons is installed on the panel for visually impaired. ⁕Lobby ⁕ There are lobbies provided in front of the lift in every levels, which provid a more comfort area for wheelchair users to wait for the lift and more space to turn around for changing directions.
⁕ Access For Wheelchair Users To Main ⁕Doors All doors are designed to be 1000mm wide for Entrance wheelchair access, apart from those utility rooms., such as the cleaners room and boiler room, since After getting off their car in the disabled parking, they are not opened to public, they are 800mm in they can reach the main entrance through a walk width. along the beach and reach the former Tynemouth Outdoor Pool, where there is a ramp to go down to ⁕Toilets ⁕ the pool area and there is the Main Entrance. Toilets are located inside the changing room, which is 1500mm x 2000mm in size, which meets the minimum Access For Wheelchair Users Within The requirment of the regulations.
Building
⁕Corridors ⁕ The whole building is designed to be surrounded by ⁕Lift ⁕ Lift is provided for disabled people to travel between a circular corridor to provide a easier access for different floors. A bigger room of 3000mm x 3000mm wheelchair users. All corridors are 2000mm in width, is provided for easy turning around for wheelchair users. The sliding doors are 2000mm in width which is also designed by consider of easy access for wheel chair users. Control panel is installed at the height of 900mm, which can be reached by children and
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Means of Escape To meet the requirments of the regulations, smoke detector and firm alarms are installed throughout the building, fire sprinkler system is also installed to help put out fire. Emergency lighting equipments are installed as well as the emergency exit signs. Emergency exit signs are going to be installed above the exit and at the bottom of the wall along the corridor, in case there are too many smoke that people need to walk in a lower position. On each floor, there is a stair connecting the level above and below, and also a fire exit connected with outside. The tynemouth outdoor pool acts as a stairs and platform for poeple to stay and get to the assembly point in the outbreak of fire.
According to table 4 (page37), the minimum widths of escape routes and exits is 850mm for ground floor, 850mm for first floor, and 1050mm for second floor.
Minimum stair width for each stair
By using the formula in section 4.25, W=(P+15n-15)/(150+50n), where p is the number of people being served by the stairs and n is the number of storeies, we can get: the minimum width of stairs on the ground floor is 1143.5mm the minimum width of stairs on the first floor is 950.5mm the minimum width of stairs on the second floor is 661.5mm
Minimum escape route corridor & door opening width Minimum width for each Final Exit By using the formula in section 3.23, W=((N/2.5) + (60S))/80, for each storey
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Storey
Room
Area (m2)
Ground Floor
Reception & Waiting Area Classroom 1 Classroom 2 Climbing Wall Space
89.4
First Floor
Wet equipment store First aid room Drying room Male changing room Female changing room Boiler room Cleaners Room
20.8 3.5 10.1 39.4 39.4 10.1 3.5
Second Floor
Cafe Area Library
89.1 302.7
24.4 24.4 46.9
Floor space factor (m2/ people) 5
Occupant Capacity
1 1 2 subtotal 30 6 1 1 1 30 30 subtotal 1 7 subtotal TOTAL
24.4 24.4 23.45 90.13 0.69 0.58 10.1 39.4 39.4 0.34 0.12 90.63 89.1 43.2 132.3 313.06
17.88
where n is the number of people being served by the exit, and S is the stair width in metres. the minimum width of Exit 1 on ground floor is 2422mm the minimum width of Exit 2 on ground floor is 2422mm the minimum width of Exit 3 on first floor is 1827mm the minimum width of Exit 4 on second floor is 1157mm
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2
Site Plan 1:1000
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1
Site Development 1:200
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M
Exit 4 Staircase to First Floor
mm
00
20
N
Protected corridor in library
Second Floor Plan 1:200
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H
Protected corridor J
Exit 3 G F
K Staircase to Ground Floor L
E
2000mm
Protected Lobby
Staircase to Second Floor
First Floor Plan 1:200
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D
Staircase to First Floor
A Exit 1 B
C Protected Lobby mm
00
20
Protected Corridor
Ground Floor Plan 1:200
Exit 2
Cheng Yik Lok ARC 2009 CIVIC CENTRED Ground FLoor Plan 8 / 5 / 2013 1:200
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ARC2010
Environmental Design and Services
Standard Assessment Procedure (SAP) On completion of your design you are requested to perform a SAP evaluation ⁕⁕copy of the completed spread sheet ⁕⁕a four page report outlining your energy strategy for your design, how it uses daylight, the Spreadsheet indicates the quantity of energy needed to run the building, you need to identify and quantify sources of energy to meet the demand, U value calculations, and glazing data
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ARC2010 Environmental Design & Services 2.1 110423308 Cheng Yik Lok
Standard Assessment Procedure (SAP)
Abstract
This report is to simulate the Standard Assessment Procedure (SAP) which is adopted by the UK Goverment to see how environmental friendly of the self-contain flat in our foyer project in terms of energy performance and CO2 emission. By inserting the reference data to the spreadsheet, I got a SAP score of 85, CO2 emission rate of 19.9 kg/m², and credit 5 is acieved. After improving the air tightness and using materials with lower u-value, the final SAP score achieved is 87, with a CO2 emission rate of 16.7kg/m², and a credit of 9 is achieved.
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Dwelling Orientation Shower Room
The self-contain flat is a 2 storey dwelling located on the first and second floors of the foyer building (the shaded area of image1.2). The self-contain flat is oriented on the west of the building. There are two windows, one faces northwest and the other one faces southwest. The only door in the dwelling is a glazed sliding door facing north. Underneath the dwelling is a car parking space for stocking purpose.
Double Bedroom
Because the flat is allocated on the first and second floor, the unsealed space under the dwelling cause less air tightness. Hence a higher heat loss is produced. In addition, two sides of the dwelling is sheltered, less solar energy is gained through the walls. The two unshelted sides are facing southwest and northwest respectively, which can provide a medium solar gain. I experimented to replace the windows in the single bedroom with a same size rooflight, although rooflight can provide a better lighting effect and a better solar gain, it also creates a greater heat loss, therefore, SAP score cannot be improved by replacing windows with rooflight.
Second Floor
Living Room
Kitchen
In terms of form of the dwelling, it is a 2 storeys flat, because the floors are stacked up, it is in a form of cube. By the theory of geometry, a cube has the smallest surface area with the same volume. Because the surface area is smaller, there is a smaller chance of heat loss. Single Bedroom N
First Floor 1.1 Dwelling Plan
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1.2 North Elevation
Material
The initial design was a concrete structure, if the structure is replaced by timber frame, the CO2 emission can be reduced by 0.33kg/m2. It produce less structre infiltration that cause less heat loss. In terms of sustainability, timber is a better material than masonry, as mentioned in Sustainable Homes: Timber Frame Housing: “As the structures are assembled from components made to manufacturing tolerances, the better fit achieved improves air tightness and hence positively effects energy efficiency. Timber frame buildings also have a low thermal capacity i.e., they heat up quickly and therefore provide comfortable, energy efficient homes that meet today’s lifestyles.” Besides, it is possibly the only renewable resource in building materials. Apart from changing the material, the constrution method also affect the SAP score and CO2 emission. By applying an 200mm insulation between the studs in load-bearing walls and an 100 insulation between the studs in internal walls, it can improve the u-values of walls to as low as 0.18 and 0.27 respectively, another 0.32kg/m2 of CO2 emission is reduced. Because doors and windows are the only openings in this dwelling, and it cause the major heat loss by the air tightness of the openings. By improving the air tightness of the doors and windows design, the U-value can be reduced to 0.81 and the CO2 emission is reduced by 1.58kg/m2. Since the heating system within the dwelling is the major CO2 source, by improving the air tightness and applying insulation in the dwelling, less energy is consumed by the heating system, hence the CO2 produced by the heating system is reduced. image from http://intelligent-timber-properties.com/services.html#intelstud2
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Daylight In terms of energy, daylight is the major energy source. By controlling the amount of daylight to a optimum , Heating cost and artiďŹ cial lighting can be reduced and hence reduce the CO2 emission. If there is too much solar gain in the dwelling, overheating, glaring and overglazing would occur. It will raise the interior temperature to an uncomfortable state. In this dwelling design, because there are buildings on the south and southeast side of the site, to provide privacy, I put the ats facing north. Since two sides of the dwelling is sheltered, it limited the amount of solar energy that can be absorbed.
Water Heating Water heating is another source of energy that can be produced within the dwelling. The water tank that store hot water is actually providing energy to the dwelling at the same time. Water has a high speciďŹ c heat capacity, it requires a longer time to change temperature, so by providing a thicker insulation, insulated pipework and a hot water control, for example a boiler interlock or a cylinder thermostat it can provide the dwelling more heat energy.
Renewable Energy N
1.3 Dwelling Isometric Drawing
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By installing renewable energy generating system, such as wind turbines, and photovoltaics panels. Because this is a windy site, and the surrounding building are short that the wind is not blocked, the strong wind can provide a lot of wind power, also the photovoltaics panels can be placed on the roof of the dwelling. The advantage of these two kind of renewable energy is they do not produce any CO2 and they are free, which can reduce the fuel use. The disadvantage of these energy is the energy provided by these methods are inconstant. The amount of energy provided is greatly affected by the weather.