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Q1: 1 2 AREN 3080 | Architectural Design Studio 1 Jay Arehart Lecture 8: Site & User Analysis Learning Objectives By the end of this class, you will be able to: 1. Describe the components of a site and user assessment. 2. Develop a plan for your own site and user assessment. 19A 3/6/23 1 3 4 ● Site Analysis Why might you carry out a site and user analysis? What types of information would we need to collect? How might we collect this information? O Site Analysis A site analysis is the activity of evaluating a location's characteristics or features such as: Neighborhood context: where is the site in relation to other buildings? What public transportation links exist? O Natural physical features: these include trees, topography, rivers, ponds, drainage considerations, key features (positive and negative), exposure, flood plains. O Access and Circulation: including both vehicle and pedestrian movements in, through, and around the site. Consider also the timing of circulation and its future evolution. Climate: what is the sun pattern? Is there shading from other buildings? Are there prevailing winds, if so, which direction do they come from? How many days is heating, or cooling required? Are there limitations to building orientation to consider? Views: how does the site connect to the surrounding buildings or area from a visual perspective? Consider both private views out, and public views in. Other Sensory: what other visual, audible, or tactile aspects of the site exist? Is there noise that needs to be considered? Human and cultural: in what historical and cultural context does the site exist? 3/6/23 2 5 6 A user analysis is the activity of evaluating the needs and patterns of building occupants: What types of users will be using the building? Access and Circulation: including both vehicle and pedestrian movements in, through, and around the site. Consider also the timing of circulation and its future evolution. O O Program: what types of spaces are needed? These are often defined by the owner of the building, and refined by the architect, asking the questions: What types of activities occur? What are the space requirements of each? When and where do these activities occur? How do these activities relate to one another? While some of the program is given in the project description, some elements will need to be developed by each of your groups in MOD IV Site Analysis Preparing for the design of a new Architectural Engineering building, site characteristics from locations on the North West corner of Discovery Dr. and Colorado analyzed. We have considered typical wind paths, sun paths, e were flooding areas, walking paths, noise issue traffic fl of access, and possible views from the new location. 3 Summer Sunset Winter Sunset (A) flow, ease 100 ft Astrophysics Research Lab User Analysis Architect Aerospace Engineering Building Discovery Drive (Ligh Colorado Ave. (Heavier Traffic) Examples Sustainability) Energy, & Environment Building Campus architecture is most commonly defined by sand- stone walls, red tile roofs, and limestone trim. That being said, this style has not been strictly followed on East Campus thus far. Summer Sunrise KEY Winter Sunrise Traffic Routes New Building Footprint Existing Building Footprints Sun Path Typical Wind Path - Walking Path ■Creek -Flood Line Road Noise View Facing South View Facing West View Facing South Sunrise in the summers will reach the building from the North East, while in the Winter it will come from the South East. The sunset. patterns will follow suit, in setting in the North West in the summers and in the South West in the winters. 3/6/23 3 7 8 Student Preferences Study Spaces 40% Due to the current hybrid course schedule, more students drive to campus than used to. While the majority of students walk or drive to campus, it is still important to design pathways that accommodate bikers and those that take the bus. Accessibility Ease of Use 21.1% Aesthetics. 21.1% Flatiron View to the South West When asked what they valued most in campus facilities, 40% of students valued comfortable study spaces. While fewer responses of ease of use or aesthetics were collected, complaints about campus facilities most commonly involved these two categories. Students reported that their favorite study spaces off-campus included cafés or student apartments. Overall, students communicated that they enjoy comfortable seating and the availability of drinks and snacks when picking a study space. Examples course for The average architectural engineering students is 16 credit hours; that means that each student could potentially spend 16 hours in our building every week. A typical school day lasts from 8am - 6pm but students can be found studying on campus late into the night. SITE ANALYSIS Architectural Engineering Program Colorarado Ave. Examples Water Boundary Vehicular Access Pedestrian Access ★Site Choice Discovery Dr. ARXE User Analysis Due to the specificity of programming requirements, data collection focused on occupancy data as well as the priorities of future occupants when describing campus buildings. In order to inform our design of the new Architectural Engineering building, our team set out to better our understanding of our future occupants. Through CU Campus Resources and surveys involving both students and professors, we are more prepared to design a welcoming and functional space for all. General Service 7.1% Lecture Hall 7.1% The Architectural Engineering program will include roughly 300 undergraduate students. While students make up the largest group of occupants, nine specific AREN faculty as well as other students within the Civil, Architectural, and Environmental Engineering department should be accommodated. Specific programming information can be found below, displayed in a pie chart. Percentages represent total floor area in square footage. Architectural Engineering Building Program Other 20.4% Classroom Space 13.3% Office Space 31.6% Collaborative Space 8.2% Makerspace 11.2% Site Conditions: The site is already level and prepared for construction. Despite the surrounding groundwater conditions, this site is not in the floodplain. Views: This site provides a clear view of the Flatirons to the south west. Selecting a site adjacent to Colorado Ave. makes this building one of the most publicly visible allowing its spectacular architecture to be seen by all. Accessibility: This site has easy access by bus (stampede and bound) or car. It is also accessible for pedestrians via the sidewalk adjacent to Colorado Ave, and other paths throughout East Campus. Sunlight: This site is essentially unobstructed with no vertically imposing structures around, as shown in the sun path diagram below.. 3/6/23 4 9 10 USER ANALYSIS Architectural Engineering Program Students Population: 214 Activities: class, research, studying (group and individual), attending meet- ings, etc. Desires: easy access to professors and other students, easy access to food and recreation, community feel, work- spaces, intuitive layout, spaces to relax. or sleep living/relaxation CLIMATE collaboration TEMPERATURE RANGE individual work ILLUMINATION RANGE WIND SPEED DIAGRAM LEGEND Space Use in EC Outside of Classtime LEGEND This climate is suitable for passive cooling in the summer, but for the most part is a heating climate. Passive solar is a fantas- tic option for this location, using 60 degree cut off shading on south facing glass for the highest impact. Wind in this area is spurad- ic and does not consistantly come from one direction, so blocking it externally is not an option. We can create a passive ventilation system that takes the wind speed over time into account though. Faculty & Admin. Population: 12 Activities: teaching, individual work, attending meetings, office hours, etc. Desires: centralized location for meet- ings, easy access to food and recreation, nice office space, adaptable classroom layouts, thermal comfort in rooms for extended periods living/relaxation Examples collaboration PLAINS COTTONWOOD TREES STAMPEDE BUS LINE individual work Number of classes in session NIS AN m Instruction Classroom Minimum Requirments Individual Work Collaboration Living/Relaxation WEST VIEW Examples AEROSPACE BUILDING 10 11 12 1 2 3 4 5 6 7 8 PM AM time MWF TTh Engineering Center Problems - outdated HVAC system confusing layout not enough solo study space - too little natural light ·lack of access to recreation -classrooms only set up for lecturing New Building Solutions state of the art systems • experience-focused design efficient use of space - daylighting focused design connection to trails adaptive classroom setup NORTH VIEW SEEC Weekday Activities faculty arrives 7AM first class starts 8 AM line for breakfast/coffee studying/relaxing peak class time line for lunch club meetings faculty leaves 6 PM last class ends 9 PM studying SITE ANALYSIS The site overall is mostly flat. There are a few hills to the west, but nothing that would change designs. The ponds and creeks are not visible from the site. The building will be outside the floor plane. The site also is void of any major veg- etation that would need to be saved but there is a cotton wood grove not far to the west that will be visible. To the east of the building is Foothills Parkway, a major road with lots of traffic. Since this building is meant to be a show stopper, a grand entrace will face that di- rection. If a parking garage is to be built there, it will face the south. PRIMARY CIRCULATION High foot traffic TRANSPORTATION from Engineering Center to Site 35-40 minutes NOON 10 minutes 20-25 minutes 9-12 minutes AM PM 3/6/23 5See Answer
Q2: 1 1.1 1.2 1.3 1.4 1.5 1.6 1.7 2 2.1 2.2 2.3 2.4 2.5 2.6 Department of Mechanical and Construction Engineering Faculty of Engineering and Environment Coursework Specification Module Information Module Title Land Surveying Module Code KB4023 Module Level and Credit Points 4 (20 credits) Module Leader Professor Mike Lim Coursework Title Surveying Concepts and Data Analysis Coursework Specification Author Professor Mike Lim Academic Year and Semester(s) 2021/22, Semester 1 Coursework Submission and Feedback Release Date of Coursework Specification to Students 10:00 BST on 31st October 2022 Mechanism Used to Disseminate Coursework Specification to Students Assessment and Submission folder on Blackboard module Date and Time of Submission of Coursework by Students 11:00 BST on 15 December 2022 The mechanism for Submission of Coursework by Students Turnitin digital submission portal in Assessment and Submission folder on Blackboard module Return Date of Unconfirmed Internally Moderated Mark(s) and Feedback to Students No later than 11:00 BST on 13 January 2023 Northumbria University NEWCASTLE The mechanism for Return of Unconfirmed Internally Moderated Mark(s) and Feedback to Students Turnitin digital submission portal and/or My Grades on Blackboard module MCE | Department Education Board Version 2.0 | Page 1 of 7 3 3.1 3.2 3.3 3.4 3.5 3.6 Assessment Details Module Learning Outcomes (MLOs) Assessed by Coursework 1. Determine positions and levels of points, to an acceptable degree of accuracy, using a range of surveying techniques. 2. Identify the contribution surveying makes to the design, quality, sustainability and successful completion of engineering projects. 3. Use surveying equipment effectively, efficiently and to professional standards of skill and safety considerations 4. Develop and apply teamwork, communication and leadership in order to complete group tasks and address problems solving issues. 5. To identify issues and potential causes of error and work effectively to reduce those contributors in future tasks engaging with critical reasoning and reflection. Coursework Overview Land surveying includes gaining measurements of the built and the natural environment that are both precise and accurate. Professional surveying skills are required for all construction projects and form the fundamental process by which designs can become a reality. A key concern of surveyors is to work efficiently and effectively to save costs, improve sustainability and identify issues and solutions to maximise the accuracy and quality of their work. The objectives of this coursework have been designed to demonstrate and enhance your ability to: ● ● ● Evaluate the role of surveying in large projects with a particular focus on earthworks; Demonstrate a clear understanding of errors in key surveying tasks; Use surveying knowledge and understanding to reduce the impact of errors in their work. Coursework Tasks to be Completed by Students For your coursework you should complete all the questions given in Section 5. Your coursework is an individual piece of assessment, and you should be aware of the universities policy on academic misconduct (see Section 4). Your answers should be neatly presented in a document with a cover page. Figures and Tables should be appropriately labelled and referenced. Expected Size of Submission Maximum of 3500 words or equivalent. Referencing Style You are to write your coursework using the Cite Them Right version of the Harvard referencing system or the methodology stated by the module leader. An online guide to Cite Them Right is freely available to Northumbria University students at https://www.citethemrightonline.com/ Assessment Criteria Table 1: Marking criteria and marks available Question Description and marking criteria 1 2 Survey procedure correctly justified and carried out Clear and correct booking procedure Within tolerance: (+5√n) mm Credit given for calculation accuracy and precision. Correct Reduced Levels Correct check procedure ● Clarity of original booking Survey procedure correctly carried out ● Survey data accuracy, area measurement and calculation Adjustment and checks Whole circle bearing calculations Coordinates calculations, including adjustments Closed traverse plots correctly labelled Clarity of original booking MCE | Department Education Board Weighting 20% 20% Version 2.0 | Page 2 of 7 3 4 5 6 7 8 9 Correctly classified and justified/explained error types and mitigation measures for three distinct sources of error Correct calculation procedure and accurate results, presented appropriately for polar coordinates. Appropriately identified and explained survey approach, accurate and annotated sketch and sufficient development to show an understanding of how it would improve efficiency and profitability of the project. Appropriate area calculation formula selected, justified and applied. Tables correctly completed and calculations clearly set out. Correct degree of precision and suitable accuracy shown throughout. Clear and appropriate response to the task brief, demonstrating clear understanding of the approach being proposed and any suitable considerations and appropriate, well justified suggestions. Correct definition and suitable examples used, demonstrating and explaining the role of GIS in relevant surveying applications. (1) Assessment Regulations and Policies (a) Assessment Regulations for Taught Awards (b) Group Work Assessments Policy (c) Moderation Policy (d) Retention of Assessed Work Policy (e) Word Limits Policy (2) Assessment Feedback (a) Anonymous Marking Policy (3) Late Submission of Work and Extension Requests (4) Personal Extenuating Circumstances Technical Extenuating Circumstances (6) Student Complaints and Appeals (7) Academic Misconduct (8) Student Disability and Unforeseen Medical Circumstances Guidance for Students on Policies for Assessment The University has several policies for assessment. The following information, which is available to you from the link below, provides guidance on these policies, including relevant procedures and forms. 5% excellence/assessment/guidance-for-students/ 5% MCE | Department Education Board 5% 10% 15% 10% 10% https://www.northumbria.ac.uk/about-us/university-services/academic-registry/quality-and-teaching- Version 2.0 | Page 3 of 7 5 1. Coursework Tasks Using the TBM allocated to your team, carry out a loop levelling survey to include the four relevant stations (see table 2) and including an inverted reading at position H (note this marker has been painted over and is now all white!), as indicated on Map 1. You must use a minimum of three appropriate change points during the survey. Produce fully completed booking sheets (word processed) using either the Height of Collimation method or the Rise and Fall method, justifying your choice of method. Clearly show all stages of calculations required to check for accuracy. Include a copy of the original field results in the appendix and a neatly typed version with the calculations in the main answer. Trinity Building NORTHUMBERLAND ROAD KEY A Brady and ↑ Northumberland Building 6 52 Map 1: Obtained from Edina digimap. GROUP 1 2 3 4 5 TCBs DE Station Ground Station 46.0m + TBM/Ground station Invert Station Northumberland Annexe CA BA AA GA FA EA DA Notes TBM Number A B C D E F MCE | Department Education Board RADNOR STREET 60 m Ground Station: Metal disc TBM: Yellow Disc Sub Sta TBM HEIGHT 12.875 21.904 38.203 40.192 53.971 68.234 El Sub Sta Camdd Invert station Arrow disk (arrow now white) Safety and Security - when carrying out the survey work please consider: Your personal safety - you must read and follow the surveying risk assessment (in the module guide). The safety of all staff, students, members of the public, visitors and others using the area. Security of the surveying equipment. Version 2.0 | Page 4 of 7 2. You must wear high visibility clothing (e.g. vest / coat) at all times during the survey. If you require any clarification regarding safety or security then please ask. Students not wearing high visibility vests will not be allowed to partake in the survey. Do not leave surveying equipment unattended at any time. Furthermore, be aware that there is only a limited amount of equipment so booking in advance is always advised and may be necessary if working outside of allocated practical sessions. For the four relevant points A - F outlined in Question 1, perform a 4 (four) station traverse survey using the same starting stations allocated to your group (A - F) and the relevant initial bearing and starting coordinates: Starting Station 1 A B C D E F 2 C C D F A B MCE | Department Education Board 3 E E A C C F F A D Bearing 014°45'56" 015°45'56" 016°45'56" 017°45'56" 018°45'56" 019°45'56" Easting (m) 1050.000 2050.000 3050.000 4050.000 5050.000 6050.000 Northing (m) 1610.000 1550.000 1320.000 1440.000 1230.000 1170.000 Version 2.0 | Page 5 of 7See Answer
Q3:Assignment Instructions: 1315 Peachtree Street NE, Atlanta Site analysis Please do the research on this site about 1) solar orientation, sunrise, sunset time, prevailing winds, drafts, intensity 2) physical pedestrian paths, physical vehicular paths, public transportationSee Answer
Q4: LANDSCAPE ARCHITECTURE DESIGN STUDIO 3: MATERIALITY OF LANDSCAPE 1.0 Introduction 1.1 Project Aims In line with the overall module ethos and aims, this project sets out to: Engage you with the relationship of material, form, construction and space. ● ● The project invites you to: Revalue materials as vibrant matter (Bennet, J. 2010) with entangled temporalities. ● Build essential landscape architectural skills that will assist you in the production of spatial form. Considering norms of production, documentation, material life cycles and performance. ● Explore an experimental and iterative design process of finding, revealing and rearranging in the context of planetary health and wellbeing; 1.2 Context Every year, we extract almost 90 billion tons of raw materials from the Earth. A single smartphone, for example, can carry roughly 80% of the stable elements on the periodic table. The rate of accumulation for anthropogenic mass has now reached 30 gigatons (Gt) equivalent to 30 billion metric tons per year, based on the average for the past five years. This corresponds to each person on the globe producing more than his or her body weight in anthropogenic mass every week. At the top of the list is concrete. Used for buildings, landscapes and infrastructure, concrete is the second most used substance in the world, after water. Bricks and aggregates like gravel and sand also represent a big part of human- made mass. The mass of plastic we have manufactured in the last 100 years is greater than the overall mass of all terrestrial and marine animals combined (Vendetti, 2021). According to one estimate, the use of the above and other carbon-intensive landscape materials can generate an average of 1,100 tons of carbon dioxide year, per practicing landscape architect (ASLA, 2017) per In June 2019, The Landscape Institute declared a Climate and Biodiversity Emergency. They committed to equipping the profession to provide solutions to both entangled issues and to advocating for measures to address the emergencies with governments and industry. In Spring this year (2024), The Landscape Institute will publish its briefing report on Embodied and Operational Carbon. It is expected to highlight the important role that Landscape Architects can play in reducing carbon emissions' climate impacts and in finding opportunities to store carbon. In order that we fulfil our duty, as Landscape Architects, to promote sustainable development and environmentally responsible use of resources (Landscape Institute, 2021), we must embrace embodied and operational Carbon considerations and ensure that we make fully informed material and production choices across all design stages. 1.3 Lectures and Workshops Lectures and workshops provided throughout this module will complement this brief, but you are expected to investigate references for yourself for further information and inspiration. 1.4 Glossary or Key Word + Concepts Embodied Carbon (n): Operational Carbon (n): The emissions associated with energy used to operate the building or in the operation of infrastructure (UKGBC, 2021). Planetary (n): The entire greenhouse gas emissions generated in order to create a project, in including carbon in the materials specified in the design and delivery of landscape schemes (Howard, 2023). Relating to the earth as a planet. "planetary climatic change" Temporalities (plural n): The state of existing within or having some relationship with time. "like spatial position, temporality is an intrinsic property of the object" 1.5 References ASLA. (2017). Climate Change Mitigation: Landscape Materials and Construction. Climate Change Mitigation: Landscape Materials and Construction. https://www.asla.org/mitigationmaterials.aspx Vendetti, B. (2021). Visualizing the Accumulation of Human-Made Mass on Earth. https://www.visualcapitalist.com/visualizing-the-accumulation-of-human- made- mass-on-earth/ Howard, A. (2023). Counting Embodied Carbon. Landscape, the Journal of the Landscape Institute. Landscape Institute. (2021). The Landscape Institute Code of Practice. UKGBC. (2021, November). Operational & Embodied Carbon Explainer Guide. The Net Zero Whole Life Carbon Roadmap. 2.0 The Brief For this brief you will take forward the design you developed for APL8005(MLA). Taking account of both embodied and operational carbon you will refine your proposals iteratively using the Climate Positive Design Pathfinder tool, to minimise and mitigate the footprint of your design. You will be shown how to use the tool and produce a 'Years to Net O' estimate as part of the module induction. https://climatepositivedesign.com/pathfinder/ You will choose an area within your wider site design to develop to detailed design stage. We suggest you choose an area that provides you with the best opportunity to further explore its potential as a community space, that promotes health and well-being and is resilient, enriching, and inclusive. You will need to consider and incorporate the following: Consider how people will move to and through your space, ensuring opportunities for multi-modal travel including various forms of micro mobility as well as pedestrians. ● Inspired by the heritage of your project site (in its wider sense i.e social, material etc.), design a piece of street furniture that interprets or represents the history of your site, this could be a previous site use or a famous historic figure associated with the site, for example. If your design does not already include sustainable urban drainage measures, you must now integrate a SuDS solution into your drainage strategy and landscape layout. You must try to minimise the amount of material that we remove from site. Try to retain as much materials on-site, reusing/recycling wherever possible. The work required for this brief is as follows: 2.1 Site survey and analysis/Mapping (revisited/refined/enhanced) You will already have carried out a site survey and analysis as part of your work. Using this as a starting point you will now complete the following: Select a 'detailed area': From your wider site, you will choose an area to design in detail. The area should fit on an Al sheet at either 1:200 or 1:100 scale, allowing space for a legend and a title block (see 2.3 below and example layouts on Canvas). Site survey: A simple site survey of your chosen 'detailed area' that includes the following aspects: topography (contours/levels - you may well need to extrapolate to estimate these), existing vegetation, climate/microclimate, history, existing uses, and access. Site analysis: your analysis of issues revealed by the survey and in relation to the brief - these should be captured in a constraints and opportunities plan. 2.2 Strategy/concept The concept is the overarching idea behind your design and can often be encapsulated in a short phrase. Your concept is the ‘golden thread' that underpins your design through each design stage. At the Detailed Design stage, your concept should inform and inspire your choice of materiality and form of spatial elements, street furniture and lighting. Students: ● You will revisit your 'child friendly landscape' concept from your APL8005 work and explore this further in relation to this brief. You will capture these explorations and your final detailed design concept graphically, collated onto 1 x A3 sheet. 2.3 Carbon calculations Before you begin to refine your existing design, you will first produce an initial carbon footprint estimate of your proposed landscape surfaces and elements using the Climate Positive Design Pathfinder tool. You will use this first calculation as a baseline to guide the development of your detailed design, your material, production, and construction choices. Working iteratively to ensure you minimise the carbon footprint of your design, you will continue to utilise the Climate Positive Design Pathfinder tool to test various options/combinations of materials. You must complete at least 3carbon estimates using the Pathfinder tool, there is no upper limit to the number of 'test calculations' your produce. Each time you use the tool you will need to reflect critically on the calculation produced - this will be in the form of short paragraph of text, explaining what the calculation indicated, how you interpreted it, how you might balance carbon considerations with other design drivers (aesthetics, user needs etc.), and how it will inform the next iteration of your detailed design. You will collate all calculations and reflections into a single document for submission, this will include your final carbon calculation based on your completed design.See Answer
Q5:Student note: make 2 pdf files for two things (each one pdf file for each task) The part you designed at the beginning is the design that eliminated the parking space and removed the basketball (this part is important!) You can enter it on the site below and send it to me. I'm also sending you the element you sent me when I designed it at the beginning, so you can put it as a reference and calculate the carbon. Please don't send it as an Excel file like last time, but please go to this site and send it as a pdf file./n 1.Carbon calculations Before you begin to refine your existing design, you will first produce an initial carbon footprint estimate of your proposed landscape surfaces and elements using the Climate Positive Design Pathfinder tool. You will use this first calculation as a baseline to guide the development of your detailed design, your material, production, and construction choices. Working iteratively to ensure you minimise the carbon footprint of your design, you will continue to utilise the Climate Positive Design Pathfinder tool to test various options/combinations of materials. You must complete at least 3carbon estimates using the Pathfinder tool, there is no upper limit to the number of 'test calculations' your produce. Each time you use the tool you will need to reflect critically on the calculation produced - this will be in the form of short paragraph of text, explaining what the calculation indicated, how you interpreted it, how you might balance carbon considerations with other design drivers (aesthetics, user needs etc.), and how it will inform the next iteration of your detailed design. You will collate all calculations and reflections into a single document for submission, this will include your final carbon calculation based on your completed design. carbon calculations-a collation of your iterative calculations and critical reflections (Make a pdf file). https://climatepositivedesign.com/pathfinder/ It's a program site that calculates on its own, so you can click Save and enter the design area as a numerical value. If you download the black button pdf file below the site, it comes out as an example. 2.. Construction details You are required to produce a set of construction drawings to enable your scheme to be built, including: 2 annotated sections along the length and width of your site showing how the different surfaces and elements of your design meet/come together. The sections should be drawn at 1:50 scale. You can combine both sections onto one A1 drawing. 2 construction drawings detailing bespoke landscape elements of your site at a scale of 1:10 or 1:20 depending on the element. Each drawing should have a location plan showing its position within your wider design, a plan view of the element, and sections and elevations as required to provide sufficient information for your element to be built. The construction details need to follow drawing conventions with adequate line types/weights, labels and dimensions. construction details-2 sections and 2xbespoke construction details. (Make pdf file) You have to draw two things in detail in the design area and send them four things on one page. FG/EC- VEGETATED PLANTER MTH- AMENDED SOL PER NOTES IN DETAIL G/C5.1, TYP 2 HIGH X 5 MDE SLOT IN- WALL FOR OVERFLOW SCUPPER SCUPPER TO DISCHARGE INTO PLANTING AREA, TYP CMU WALLS, SSP AREA DRAIN- SEE C3.0 SEE C3.0 FOR CONT -SOLID PIPE CONNECTIONS, SEE C3.0 PE UNER 4 PERF PIPE BENCH, SAP DG PATO AREA FROM PATIO- STORM DRAINS TYP. NO. 8, 89, OR 9 AGGREGATE IN OPENINGS CONCRETE PAVERS MIN. 3 1/8 IN. (80 MM) THICK FOR VEHICULAR TRAFFIC (ASPECT RATIO <3) CURB/EDGE RESTRAINT WITH CUT-OUTS FOR OVERFLOW DRAINAGE (CURB SHOWN) BEDDING COURSE 2 IN. (50 MM) THICK (TYP. NO. 8 AGGREGATE) 4 IN. (100 MM) THICK NO. 57 STONE OPEN-GRADED BASE DRAINAGE GEOTEXTILE ON SIDES OF SUBBASE AND UNDER CURB MIN. 6 IN. (150 MM) THICK NO. 2 STONE SUBBASE OPTIONAL DRAINAGE GEOTEXTILE ON SUBGRADE PER DESIGN ENGINEER SOIL SUBGRADE - ZERO SLOPE Here's an example photo. Draw two details of the area from the park you designed and draw the construction like this. You can also write down the material or the name and explanation./nH 66866 Asphalt Parking Area] Sand [ Beach Area] cobblestone [footpaths] Grass [Garden Area] swimming pool Natural soil [other zones]/n FG/EC VEGETATED PLANTER MTH- AMENDED SOL PER NOTES IN DETAIL G/C5.1, TYP 2″ HIGH X 5" MOL SLOT IN WALL FOR OVERFLOW SCUPPER SCUPPER TO DISCHARGE INTO PLANTING AREA, TYP CMU WALLS. SSP AREA DRAIN SFEC30 SEE C3.0 FOR CONT. SOLID PIPE CONNECTIONS, SEE C30 -PE LINER 4" PERF PIPE DG PATO AREA 00 FROM PATIO STORM DRAINS wwww TYP. NO. 8, 89, OR 9 AGGREGATE IN OPENINGS CONCRETE PAVERS MIN. 3 1/8 IN. (80 MM) THICK FOR VEHICULAR TRAFFIC (ASPECT RATIO < 3) CURB/EDGE RESTRAINT WITH CUT-OUTS FOR OVERFLOW DRAINAGE (CURB SHOWN) BEDDING COURSE 2 IN. (50 MM) THICK (TYP. NO. 8 AGGREGATE) 4 IN. (100 MM) THICK NO. 57 STONE OPEN-GRADED BASE DRAINAGE GEOTEXTILE ON SIDES OF SUBBASE AND UNDER CURB - MIN. 6 IN. (150 MM) THICK NO. 2 STONE SUBBASE -OPTIONAL DRAINAGE GEOTEXTILE ON SUBGRADE PER DESIGN ENGINEER SOIL SUBGRADE - ZERO SLOPE/n Element Basketball Court Road Building Garden Basin Fountain Body Nozzles Piping Water Pump Decorative Trim Materials Used Concrete, Asphalt, Concrete, Gravel Concrete, Steel, Glass Soil, Plants, Mulch, Rocks Concrete, Stone, Metal Bronze, Stainless Steel, Stone Brass, Stainless Steel PVC, Copper, Stainless Steel Cast Iron, Stainless Steel Ceramic, Glass, MosaicSee Answer
Q6: -------- --- Mud ---------- Mean Low Water Mean High Water Mean Low Water Mud and Shingle I- --- --------- El Sub Sta Rising Bollard Boro Const & Met Car Park Der Mud and Shingle Mean High Water Mud and Shingle 1 to 18 Gateshead Sea Cadet Corps LLGATE --PEWELL 5.8m * ------- RABBIT BANKS ROAD Rising Bollard Fairway Court E---------- 29 6m 1 to 49 ROAD Tranquil House 19 to 35 El Sub Sta 1 to 101 1 to 97 Colombo Square Cameronian Square El Sub Sta El Sub Sta HIGH LEVEL ROAD Kenilworth House 1 to 36/n LANDSCAPE ARCHITECTURE DESIGN STUDIO 3: MATERIALITY OF LANDSCAPE 1.0 Introduction 1.1 Project Aims In line with the overall module ethos and aims, this project sets out to: • Engage you with the relationship of material, form, construction and space. • Build essential landscape architectural skills that will assist you in the production of spatial form. Considering norms of production, documentation, material life cycles and performance. The project invites you to: • • Revalue materials as vibrant matter (Bennet, J. 2010) with entangled temporalities. Explore an experimental and iterative design process of finding, revealing and rearranging in the context of planetary health and wellbeing; 1.2 Context Every year, we extract almost 90 billion tons of raw materials from the Earth. A single smartphone, for example, can carry roughly 80% of the stable elements on the periodic table. The rate of accumulation for anthropogenic mass has now reached 30 gigatons (Gt) equivalent to 30 billion metric tons per year, based on the average for the past five years. This corresponds to each person on the globe producing more than his or her body weight in anthropogenic mass every week. At the top of the list is concrete. Used for buildings, landscapes and infrastructure, concrete is the second most used substance in the world, after water. Bricks and aggregates like gravel and sand also represent a big part of human-made mass. The mass of plastic we have manufactured in the last 100 years is greater than the overall mass of all terrestrial and marine animals combined (Vendetti, 2021). According to one estimate, the use of the above and other carbon-intensive landscape materials can generate an average of 1,100 tons of carbon dioxide per year, per practicing landscape architect (ASLA, 2017) In June 2019, The Landscape Institute declared a Climate and Biodiversity Emergency. They committed to equipping the profession to provide solutions to both entangled issues and to advocating for measures to address the emergencies with governments and industry. In Spring this year (2024), The Landscape Institute will publish its briefing report on Embodied and Operational Carbon. It is expected to highlight the important role that Landscape Architects can play in reducing carbon emissions' climate impacts and in finding opportunities to store carbon. In order that we fulfil our duty, as Landscape Architects, to promote sustainable development and environmentally responsible use of resources (Landscape Institute, 2021), we must embrace embodied and operational Carbon considerations and ensure that we make fully informed material and production choices across all design stages. 1.3 Lectures and Workshops Lectures and workshops provided throughout this module will complement this brief, but you are expected to investigate references for yourself for further information and inspiration. 1.4 Glossary or Key Word + Concepts Embodied Carbon (n): Operational Carbon (n): The emissions associated with energy used to operate the building or in the operation of infrastructure (UKGBC, 2021). Planetary (n): The entire greenhouse gas emissions generated in order to create a project, in including carbon in the materials specified in the design and delivery of landscape schemes (Howard, 2023). Relating to the earth as a planet. "planetary climatic change" Temporalities (plural n): The state of existing within or having some relationship with time. "like spatial position, temporality is an intrinsic property of the object" 1.5 References ASLA. (2017). Climate Change Mitigation: Landscape Materials and Construction. Climate Change Mitigation: Landscape Materials and Construction. https://www.asla.org/mitigationmaterials.aspx Vendetti, B. (2021). Visualizing the Accumulation of Human-Made Mass on Earth. https://www.visualcapitalist.com/visualizing-the-accumulation-of-human- made-mass-on-earth/ Howard, A. (2023). Counting Embodied Carbon. Landscape, the Journal of the Landscape Institute. Landscape Institute. (2021). The Landscape Institute Code of Practice. UKGBC. (2021, November). Operational & Embodied Carbon Explainer Guide. The Net Zero Whole Life Carbon Roadmap. 2.0 The Brief For this brief you will take forward the design you developed for APL8005(MLA). Taking account of both embodied and operational carbon you will refine your proposals iteratively using the Climate Positive Design Pathfinder tool, to minimise and mitigate the footprint of your design. You will be shown how to use the tool and produce a ‘Years to Net O' estimate as part of the module induction. https://climatepositivedesign.com/pathfinder/ You will choose an area within your wider site design to develop to detailed design stage. We suggest you choose an area that provides you with the best opportunity to further explore its potential as a community space, that promotes health and well-being and is resilient, enriching, and inclusive. You will need to consider and incorporate the following: Consider how people will move to and through your space, ensuring opportunities for multi-modal travel including various forms of micro mobility as well as pedestrians. • • • Inspired by the heritage of your project site (in its wider sense i.e social, material etc.), design a piece of street furniture that interprets or represents the history of your site, this could be a previous site use or a famous historic figure associated with the site, for example. If your design does not already include sustainable urban drainage measures, you must now integrate a SuDS solution into your drainage strategy and landscape layout. You must try to minimise the amount of material that we remove from site. Try to retain as much materials on-site, reusing/recycling wherever possible. The work required for this brief is as follows: 2.1 Site survey and analysis/Mapping (revisited/refined/enhanced) You will already have carried out a site survey and analysis as part of your work. Using this as a starting point you will now complete the following: Select a 'detailed area': From your wider site, you will choose an area to design in detail. The area should fit on an A1 sheet at either 1:200 or 1:100 scale, allowing space for a legend and a title block (see 2.3 below and example layouts on Canvas). Site survey: A simple site survey of your chosen ‘detailed area' that includes the following aspects: topography (contours/levels - you may well need to extrapolate to estimate these), existing vegetation, climate/microclimate, history, existing uses, and access. Site analysis: your analysis of issues revealed by the survey and in relation to the brief – these should be captured in a constraints and opportunities plan. - 2.2 Strategy/concept The concept is the overarching idea behind your design and can often be encapsulated in a short phrase. Your concept is the 'golden thread' that underpins your design through each design stage. At the Detailed Design stage, your concept should inform and inspire your choice of materiality and form of spatial elements, street furniture and lighting. Students: • You will revisit your 'child friendly landscape' concept from your APL8005 work and explore this further in relation to this brief. You will capture these explorations and your final detailed design concept graphically, collated onto 1 x A3 sheet. 2.3 Carbon calculations • • Before you begin to refine your existing design, you will first produce an initial carbon footprint estimate of your proposed landscape surfaces and elements using the Climate Positive Design Pathfinder tool. You will use this first calculation as a baseline to guide the development of your detailed design, your material, production, and construction choices. Working iteratively to ensure you minimise the carbon footprint of your design, you will continue to utilise the Climate Positive Design Pathfinder tool to test various options/combinations of materials. You must complete at least 3carbon estimates using the Pathfinder tool, there is no upper limit to the number of ‘test calculations' your produce. Each time you use the tool you will need to reflect critically on the calculation produced - this will be in the form of short paragraph of text, explaining what the calculation indicated, how you interpreted it, how you might balance carbon considerations with other design drivers (aesthetics, user needs etc.), and how it will inform the next iteration of your detailed design. You will collate all calculations and reflections into a single document for submission, this will include your final carbon calculation based on your completed design./nSee Answer
Q7: 4. A walkway needs 15 cm of gravel and 10 cm of sand.The walkway measures 15 m by .5 m. How much s and how much gravel needs to be ordered.See Answer
Q8: 1. A homeowner would like to put a brick edge around a front garden. The garden measures 10 m by 3 m.Each brick is 15 cm long. How many bricks do you need to order?See Answer
Q9: 2. The homeowner would like to put a brick edge around a fire pit. The fire brick measures 5 m across.Each brick is 40 cm long. How many bricks do you needs?See Answer
Q10: 3. The homeowner would like to put down an interlock brick pathway. The path measures 120 cm by 600 cm. How many bricks would you need if they each are 30 cm by 50 cm?See Answer

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