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Lectures have been revised in order to better support the development of the case study analysis.Lectures now serve as introduction of six pedagogic modules where students train in the use of different kinds of tools for environmental performance analyses.Numerical analyses have been reintroduced together with some shared activities where students would use them for designing climatic charts for environmental design.A reflection session was introduce in order to stimulate a constructive discussion around how to read and use climatic charts in the analysis and design of climate adaptive buildings.

Case study analyses have been now moved to individual tasks in order to let every student to train in all the different modules and acquire the necessary skills for climate adaptive design.This made it possible to better track students´ progression throughout the semester.Still , we did not implement peer review assessment as desired because of overlapping with other activities. Students ended up receiving a grade without feedback; a practice that we would like to change in order to make assessment as part of the learning process.

Lectures have served well the purpose of supporting the development of the learning activities within the different pedagogic modules. Students seemed to be engaged and over 90 per cent of the class was always present at the lectures. Discussion seemed to be constructive and established a positive environment that was reflected in good work delivered in the reports.

NTNU:TIA:REST

Department of Architecture and Technology

Institutt for arkitektur og teknologi

Engelsk

Mer om vurdering

Studentene leverer en casestudieanalyserapport inkludert en serie miljøanalyser som gjenspeiler kursinnholdet og kjøres gjennom hele semesteret. Evaluering av teorikurset tar hensyn til studentens innsats for å integrere numeriske analyser av ulike slag (klimaanalyser, miljøprestasjon eller energimodellering) med en kritisk forståelse av bygningens arkitektur. Evaluering tar hensyn til kompleksiteten i de utførte analysene, metoden som brukes og resultatenes relevans for en kritisk analyse av prosjektet.I tilfelle studenter mislykkes, kan de forbedre arbeidet og gjenta eksamen i henhold til frister fastsatt av ansvarlig lærer. Retten til å klage gjelder først etter at endelig karakter er gitt. Hvis studentene er villige til å gjenta eksamen for å forbedre karakteren, må de sende inn en helt ny kasusanalyse. Du kan melde deg opp til gjentak av eksamen i neste eksamensperiode.

Anbefalte forkunnskaper

Arkitektonisk design; Materialer og konstruksjon; bygningsfysikk.

Forkunnskapskrav

Påkrevde forkunnskaper: Fullført tre års grunnkurs i arkitektur, ingeniørfag eller byplanlegging.

Faglig innhold

Inne i kurset Climate and Built Forms blir studentene opplært i arkitektonisk utforming av klimatilpassede bygninger som en meningsfull prosess basert på forståelsen av naturmiljøets begrensninger og ressurser.Teoriforelesninger - inne i AAR4832 - gir kunnskap om kontekst- og klimaanalyse, arkitektonisk utforming av bioklimatiske bygninger, miljøprestasjonsanalyser knyttet til sol- og vindmønster og energimodellering. Gjennom arbeidet oppfordres studentene til å forstå og kritisk reflektere over hvordan form, tektonikk og program for en bygning forholder seg til en spesifikk klimatisk kontekst, og bestemmer dens passive ytelse. Casestudiers analyser brukes som arena for å samle vitenskapelig kunnskap, kompetanseheving og kritisk refleksjon.Til de fleste forelesninger tilsvarer et laboratorium i emnet AAR4532 der studentene utvikler sine evner innen datamaskinbasert energimodellering (ved bruk av simuleringsverktøy). Noen få testende analoge verktøy i designstudioet gjør det også mulig å teste fysiske modeller i forhold til ulike sol- og vindforhold. Studentene er derfor i stand til å definere innovative designprosesser hvor bruk av analoge og digitale verktøy kan tilpasses for utvikling av spesifikke byggekonsepter. Hovedfokus for kurset er klimatilpasningsbyggenes miljøytelse og deres evne til passivt å skape komfortable indre forhold - dermed energi.Dette kurset støtter, underbygger og er en forutsetning for designkurset AAR4532, men kan unntaksvis tas som et frittstående kurs.

Kursmateriell

Anbefalt lesestoff &amp; bibliotek / datastøttet simulering + modellering / fysiske modeller / skisser / prosjektveiledning / forelesninger/ gjeste- og delte presentasjoner og diskusjon i studio

Læringsutbytte

Kunnskap: Kontekstanalyse, klimaanalyse, bygningsmorfologi, programmering, passive solvarmesystemer, naturlig ventilasjonsstrategier, grunnleggende kunnskap om dagslys, detaljering og tektonikk, grønne bygningskonsepter.Ferdigheter: Analyse av eksisterende klimatilpasningsbygg, kontroll over programvare og simuleringsverktøy for analyse av klimadata, miljøytelse og energimodellering, identifisere passive strategier ved bruk av bygge bioklimatiske diagrammer, optimalisere bygningsform og konstruksjon for miljøytelse. Visualisering av klimatiske data som grunnlag for integrerte designprosesser. Selvstendig arbeid og i tverrfaglige grupper.Generell kompetanse: forståelse og bruk av klimatiske data som base for arkitektonisk utforming av klimatilpassede og performative bygninger.

Læringsformer og aktiviteter

Teori: Forelesninger fra lærere og ukentlige studenters presentasjoner om relevante prosjekter og undersøkelser.Oppgave: Studentene blir bedt om å skrive og presentere en rapport der de analyserer relevante casestudier og individuelt utfører ulike typer miljøanalyser. Rapporten presenteres og diskuteres i plenum med lærere, eksterne fagpersoner og klassekamerater på slutten av semesteret.Studiobasert læring: Studentene forventes å være fysisk tilstede og tilgjengelig for gruppen i det meste av "dagarbeidstiden". Studioet er også utstyrt med digitale og analoge verktøy for miljøprestasjonsanalyser.Denne kursplanen er koordinert sammen med AAR4833 og AAR4532Det arrangeres studieturer der det er mulig.

Klima og bygget form

Arkitektur

Arkitektur, etter- og videreutdanning

Sustainable Architecture (Master's Programme)

Arkitektur - masterstudium (5-årig)

Arkitektur - masterstudium (2-årig)

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Implementation of measures from Action Plan 2021: The new first semester students were moved back into Sentralbygg building with the rest of the Architecture students.Lectures were tightened up, with focus more on concepts and examples.The department is working on bringing in professionals and ex-students to speak on the possible future roles of MSUSARCH students as requested by students.

The learning outcomes as outlined in the course programs were well met as reflected in the results in both courses AAR4832 (1A 12 B’s, 8 C’s, 5 D’s &amp; 1 E) and AAR4532 (2 A’s, 3 B’s, 2 C’s, &amp; 1D. Most student made huge strides over the semester.Student evaluation of the course: 13 of 31 responded. Overall rating out of 5 - 8 gave a 4, 3 gave a 3 and 2 gave a 2. A Reference group was set up early in the semester. We had meetings with both the reference group and the whole class to discuss various issues at mid-term. See attached issues raised by students at mid-term. A student survey was carried out at the end of the semester- see attached This was the 2nd time in running the course as a substitute teacher for Luca Finocchiaro. I took over the existing theory lectures, design project and structure, with some modifications. Vit. Ass., Anshuman Abhisek Mishra was responsible for the Labs. I believe that the content of both courses is good.The Labs, Theory lectures and Case Studies prepare students well for the Design project that follows.The design project has delivered good results, demonstrating the student’s ability to integrate what they have learned. The methodology adopted for the design project (designing for different climates on the same site in Trondheim) produced good comparative learning opportunities in the view of the staff and external examiner. This view was not as well appreciated by the 13 students that responded on behalf of the 31 students in the survey. (no record of the other 18 student’s opinions on the matter) The course had few students from outside of Europe, as well as fewer Engineers compared to previous years. As a result, it was more homogenous - with the advantages of a more common starting point. However, the lack of engineers had its effect on the groups that lacked engineers with their often more technical focus. The class also suffered from the lack of knowledge and cultural diversity, discussions and perspectives that come with a more international group of students. LABs: There is a lot to cover in the Labs. Software tools are not simple and require substantial practice to gain command of them. In addition, Simscale was also procured and formally introduced as Lab software for the course. Limited time does not allow for more tutorials, but the introduction of separate workshops with the Learning Assistants has helped a lot.Anshuman did an excellent job in the Labs and helping integrate the knowledge in the design project. This, however, still seemed to be the main area of concern raised by some those students who filled in the survey – with some students saying that 1) they went too fast 2) there were not enough Labs and 3) requesting that the labs be made available online. Theory: The lectures were tightened up and better structured than last year. Some students (who had covered similar ground in their previous degrees) felt that the content was technically too simple, while others felt it was too technical. I think that the current level is appropriate. Some students expressed frustration in the length of time it takes to understand how it all comes together. However, the quality of work provided at the end shows a good command of the subject matter for this stage of their development. Staffing: the course was appropriately staffed.

Integrasjon av individuelt og gruppearbeid i casestudierapportene. Integrasjon av numeriske analyser av ulike slag (klimaanalyser, miljøytelse eller energimodellering) med en kritisk forståelse av byggets arkitektur. Analysenes kompleksitet, omfang, metodikk som er brukt og resultatenes relevans for en kritisk analyse av prosjektet. Kommunikasjon og presentasjon.Vurderingen i emnet er en oppgave som teller 100% av karakteren. Studenter kan registrere seg for ny eksamen i påfølgende eksamensperiode (ved gyldig fravær/ikke bestått eksamen)

Påkrevde forkunnskaper Fullført tre års grunnkurs i arkitektur, ingeniørfag eller byplanlegging; bachelor i arkitektur, ingeniørfag eller byplanlegging; eller tilsvarende. Begrenset adgang til kurs.

Dette kurset er en forutsetning for og støtter og underbygger designkurset AAR4532, men kan også tas som et frittstående kurs. Fokuset er på klimatilpasset arkitektur basert på forståelsen av naturlige miljøbegrensninger, muligheter og ressurser. Teoriforelesninger gir kunnskap om kontekst- og klimaanalyser, arkitektonisk utforming av bioklimatiske bygninger, miljøytelsesanalyser, energimodellering , vind, naturlig ventilasjon og lys. Laboratorier kjøres parallelt med teoriforelesningene der studentene kan lære databasert simulering/modellering relatert til ovennevnte. Kasusstudier gir plattformen for å bringe sammen vitenskapelig kunnskap, kompetanseutvikling og kritisk refleksjon.

Kunnskap: Kontekstanalyse, klimaanalyse, bygningsmorfologi, miljøprogrammering, passive solvarmesystemer, naturlig ventilasjonsstrategier, grunnleggende om dagslys, tektonikkdetaljering, grønne bygningskonsepter.Ferdigheter: Analyse av eksisterende klimatilpasningsbygg, kontroll over programvare og simuleringsverktøy for analyse av klimadata, miljøytelse og energimodellering, identifisere passive strategier ved bruk av bygge bioklimatiske diagrammer, optimalisere bygningsform og konstruksjon for miljøytelse. Utvikle en integrert designprosess.Rapportskriving og presentasjon. Arbeid selvstendig og i grupper. Generell kompetanse: bioklimatisk design

Teori: Forelesninger og presentasjoner; Labs: Digitale og analoge verktøy Kasusstudier:Rapportskriving og presentasjoner Dette kurset er koordinert sammen med AAR4833 og AAR4532Det arrangeres studieturer der det er mulig. Studiobasert læring:Studentene forventes å være fysisk tilstede og tilgjengelige for gruppen i det meste av "dagarbeidstiden".

Climate and Built Form

Eiendomsutvikling og -forvaltning - masterstudium

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Learning outcomes:The learning outcomes as outlined in the course programs were well met as reflected in the results in both courses. All grades were A’s, B’s &amp; C’s except for 1 D in AAR4832. (26 Students) The students made huge strides over one semester, but not without some frustration which will be expanded upon under quality of the course.

The data on which this report builds (such as notes from meetings with the reference group, surveys, grades):A Reference group was set up early in the semester. We had meetings with both the reference group and the whole class to discuss various issues at various points. Quality of the course, as evaluated by the course coordinator:I am a substitute teacher for Luca Finocchiaro. I took over the existing theory lectures and structure, with some modifications. Matteo Tagnocchetti ran the Labs. I believe that the content of both courses is good..The Labs,Theory and Case Studies prepare students well for the Design project that follows.The design project has delivered good results, demonstrating the student’s ability to integrate what they have learned. The methodology adopted for the design project (designing for different climates on the same site in Trondheim) produced good comparative learning opportunities. The total structure, however, needs reworking, so that it better reflects the value of the courses – Theory (7.5) and Design project (15 points). The Theory and Labs took up a disproportionate amount of time. Additional factors feeding into the need for changes to the structure of the course.The fact that students don’t know each other when they start the course (1st Semester), they come from different regions of the world with different educational cultures* and levels of education. In addition, there are both Architects and Engineers in the course and Engineers struggle somewhat with the Architectural discourse which they mostly have not been exposed to. Most of the course is groupwork, which requires some period of adjustment in the beginning, given the above. In this case, it was complicated by the Covid situation, switching between physical and digital teaching and cooperation. All of this calls for a ‘softer’ beginning to the semester. LABs: The software tools are not simple and require substantial knowledge and practice before beginning with simulations. Limited time does not allow for more tutorials, but the introduction of separate workshops with the Learning Assistants has already shown to give better results. Theory: I believe that there was too much and too complex theory in the beginning which resulted in information overload for the students. It took too much time for the students to understand how it all fitted together (even though it all came together well in the end) and resulted in some frustration on their part, which is reflected in their report. *Some students mentioned that they came from educational cultures where lecturers told them what was wrong and how they should do it correctly. Some students struggled with the concept of lecturers guiding them to find their own solutions rather than them showing solutions.fitted together (even though it all came together well in the end) and resulted in some frustration on their part, which is reflected in their report. *Some students mentioned that they came from educational cultures where lecturers told them what was wrong and how they should do it correctly. Some students struggled with the concept of lecturers guiding them to find their own solutions rather than them showing solutions.

Action plan. Measures with responsibilities to follow up and deadline for completion of such: LABS: One option is to record the detailed tutorials beforehand and to make them available to the students. They could then work through them in their own time. The in-class LABs could instead focus more on how to use and apply the simulations rather than on how to build it from scratch (which would be available if needed in the recorded tutorials). Theory:.The main Theory component linked to the Labs and Case studies at the beginning of the semester needs to be reduced and lectures shortened to make more space for discussion. These should deal primarily with basic concepts and show more examples of buildings (a wish also expressed by the students). Aspects of theory and more in-depth studies (more complicated calculations) could come later in the semester as part of the Design project. This should allow for an easier transition in the beginning and for more space for students to get on top of the modelling software and Case studies.     Case studies: Could consider only having individual tasks, covering less topics and reducing the amount of presentations. Design project: Could consider reducing the number of group presentations to give more working time to students. As mentioned above, include some of the theory as part of the design course. Involve a wider range of experts to some of the guidance and presentations to enrich feedback and improve upon the multidisciplinarity of the course.  As this is a relatively new discipline, students are unsure how their degree will help them fit into working life. This needs further investigation and clarification.Students also expressed a strong desire to be in the same building as the other Architecture students. (they were located in Bergbygget) As I will most likely be running the Courses again in the autumn 2022, most of the restructuring, especially the role of theory will be my responsibility (in discussion with Luca Finocchiaro and Matteo Tagnocchetti). Ironing out of Software issues will most likely be in collaboration with Matteo Tagnocchetti who ran the labs. Completion: August 2022

Alle trykte og skrevne

Studentene sender inn en case study analyse bestående av et gruppearbeid og en individuell del med fokus på en spesifikk problemstilling håndtert i emnet. Evaluering av teorikurset tar hensyn til studentens innsats for å integrere numeriske analyser av forskjellige slag (klimaanalyser, miljøprestasjoner eller energimodellering) med en kritisk forståelse av bygningens arkitektur. Evaluering tar hensyn til kompleksiteten i analysene som er utført, metodikken som brukes og relevansen av resultatene for en kritisk analyse av prosjektet. I tilfelle studentene mislykkes, kan de forbedre arbeidet sitt (både gruppe- og individuell oppgave) og gjenta eksamen i henhold til frister som er bestemt av den ansvarlige læreren. Retten til å klage gjelder først etter at karakteren er gitt. Hvis studentene er villige til å gjenta eksamen for å forbedre karakteren, må de sende inn en helt ny casestudianalyse. Du kan registrere deg for omplanlagt eksamen i neste eksamensperiode.

Gjennomført tre års grunnleggende kurs i arkitektur, ingeniørfag eller byplanlegging;Bachelor i arkitektur, ingeniørfag eller byplanlegging; eller tilsvarende.Semesterprogrammet er koordinert med AAR4833 og AAR4532.

Inne i klimaet og de innebygde skjemaene blir studentene trent i arkitektonisk utforming av klimatilpassede bygninger som en meningsfull prosess basert på forståelsen av begrensninger og ressurser i det naturlige miljøet. Teoriforelesninger - innen kurs AAR4832 - gir kunnskap om klimaanalyse, arkitektonisk utforming av bioklimatiske bygninger, miljøprestasjonsanalyser, energimodellering og bygningstektonikk (opp til passivhusstandarder). For de fleste forelesninger tilsvarer et laboratorium i kurs AAR4532 hvor studentene utvikler sine evner innen databasert energimodellering (ved bruk av simuleringsverktøy). Noen få teste analoge verktøy i designstudioet gjør det også mulig å teste fysiske modeller i forhold til forskjellige sol- og vindforhold. Studentene er derfor i stand til å definere innovative designprosesser der bruk av analoge og digitale verktøy kan tilpasses for utvikling av spesifikke bygningskonsepter. Hovedfokus for kurset er miljøprestasjonene til klimatilpasningsdyktige bygninger og deres evne til passivt å skape komfortable indre forhold - dermed energi.

Skissebok, Materiale for modeller og 3D-utskrift, Pensum Books, PC med simuleringsverktøy.

Foredrag og presentasjoner; Bruk av digitale og analoge verktøy for miljøprestasjonsanalyser, Veiledning for designstudio; Muntlige prosjektpresentasjoner og diskusjoner med lærere, eksterne fagpersoner og klassekamerater.

Kunnskap: klimatiske faktorer, bygningsmorfologi, miljøprogrammering, passive strategier, passive solvarmesystemer, naturlige ventilasjonsstrategier, grunnleggende dagslys, detaljering og tektonikk, grønne bygningskonsepter.Ferdigheter: evne til å analysere klimatiske data, kjøre miljøprestasjoner og energimodelleringsanalyser, identifisere passive strategier gjennom bruk av å bygge bioklimatiske diagrammer, implementering av passive strategier, optimalisere form og konstruksjon mot optimal miljøprestasjon.Generell kompetanse: forstå og bruk av klimadata som en kilde for den arkitektoniske utformingen av miljøutøvende bygninger.

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Inside the course students are trained in the analysis and understanding of climate as a source for the architectural design of comfortable and high performative buildings. Theory lectures provide knowledge of climate analysis, architectural design of bio-climatic buildings, environmental performance analyses and energy modeling, building morphology, passive strategies (passive solar heating, natural ventilation systems, etc.) and building tectonics (up to passive house standards). To most lectures corresponds a laboratory in course AAR4532 letting the students to develop their abilities in computer based energy modeling and the use of simulation tools. Main focus of the course is the environmental performance of climate adaptive buildings and their ability to passively create comfortable internal conditions. Thus energy. Autumn 2020 was affected by the need to run the course in digital environment. In order to cope with that, in the theory course we recorded all the lectures in different modules. Students could therefore follow the lecture when convenient in their time zone. Secondly, we arranged every week a KAHOOT to stimulate students in reasoning on the lecture's content and scope. This was positively perceived by students and also increased enthusiasm and commitment.

Learning outcomes build over basic competence in building physics and architectural design of complex buildings. Learning outcomes are achieved, as described in the following point, through hands-on activities and the use of digital tools in architectural design as problem solving processes. Learning outcomes are also continuously updated in order to improve course content and enhance students engagement. <h3> </h3><h3>Learning outcome</h3>Knowledge: climatic factors, building morphology, environmental programming, passive strategies, passive solar heating systems, natural ventilation strategies, fundamentals of daylight, detailing and tectonics, green building concepts. Skills: ability to analyze climatic data, run environmental performance and energy modeling analyses, identify passive strategies through the use of building bioclimatic charts, implementation of passive strategies, optimize form and construction towards optimal environmental performance. General competence: understand and use of climatic data as a source for the architectural design of environmental performative buildings.

Teaching and learning activities in the courses are designed in a way to ensure fulfillment of learning outcomes. The course is structured in a sequence of theory and Lab modules where students deepen, through the use of analogue and digital tools, theoretical knowledge acquired through lectures. After every module a KAHOOT was arrenged to verify the degree of understanding of the module s content. This semester was marked by the need to run the course digitally. We were expecting a high rate of students dropping the course and lower quality of projects but thanks to the use of digital communication channel and hardware for ensuring good communication in digital guidance, students seemed to be happy and committed to the program.

Students submit a case study analysis consisting of a group work and a individual part focusing on a specific issue handled in the course.Evaluation of the theory course takes into account the effort devoted by the student in integrating numerical analyses of different kinds (climate analyses, environmental performance or energy modeling) with a critical understanding of the buildings architecture. Evaluation takes into account the complexity of the analyses conducted, the methodology used and the relevance of the results for a critical analysis of the project.In case students fail, they can improve their work (both group and individual task) and repeat the exam according to deadlines decided by the responsible teacher.The right to complain applies only after the final grade has been given.If students are willing to repeat the exam to improve their grade, they will need to submit an entirely new case study analysis. You can register for a re-scheduled examination in the next exam period

Byggekunst, historie og teknologi

Bygnings- og materialteknikk

Bygningsmaterialer

Bygningsteknologi

Arkitekturteori og -metode

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Alle trykte og håndskrevne hjelpemidler tillatt. Alle kalkulatorer tillatt.

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Klima og bygget form - AAR4832