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- building on existing building (brown field development)
- building on new empty plot of land (green field development - new development)

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Sustainable design seeks to reduce negative impacts on the environment, and the health and comfort of building occupants, thereby improving building performance.

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Process of sustainability (passive design) from construction to end (cradle to grave). From usage of materials to how the building impacts both occupants and the environment.
(conservation)

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Sustainable design is to preserve nature - not using too much space/materials from nature

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PBL can promote the development of critical thinking skills, problem-solving abilities, and communication skills. It can also provide opportunities for working in groups, finding and evaluating research materials, and life-long learning.

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Sustainable design is to improve building performance by reducing energy consumption and keep on learning new things to improve it

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Another way of having classes apart from tutorial/lecture/lab. Gives us the ability to manage our time. I prefer PBL because we have more consultation time. Opportunity to learn real-life problems. Intense research involved.

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PBL is great because we can study by ourselves at our own time. At the same time, it exposes us to the workforce where we can start being independent with our work and assignment.

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PBL is a good way to learn and study as we discuss and solve it with our groupmates unless if not sure we can seek help from the lecturers or teachers rather than trying to catch up on what the teacher is lecturing about.

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Sun direction:

Rises in the East, sets in the West

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Prevailing Wind direction in SG - North East and South East
Wind speed (average) - less than 2.5m/s

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slopes, drainage

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Bubble diagram - "Where to place the building"
To specify the type of relationship between the spaces.
e.g. library, toilet, classrooms

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how "open" the building is (allow flow)
- view
- ventilation
- wind

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- responding to site (take into consideration of the climate)
- controlable variable

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Buy materials close to SG (sustainable approach)

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Research different themes and designs of what kind of building you want to build

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Performance target for the building - Green mark

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https://docs.google.com/presentation/d/14ODrfapfI86pTTGqDei6D9ItU7Yr4-pH-nej2DnmY-0/edit?usp=sharing

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use of available resource (shutters, furnitures)
- sustainable design (use what we have)
- added characters + daylight (skylight) (shutters - without the use of extra materials)
- when given design, consider various aspects: weather, climate

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dykes - to collect stormwater "drain", filtered and absorbed to groundwater. With more groundwater, there will be more greenery in deserts.

windbreaker - used in SG. To "catch" the wind since they have slower wind speeds. "Funnelling" the wind to an area.

biophilic design - buildings interacting closely to nature

jealousies - shutters made out of a row of angled slats

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- Designing a building that blends with the environment
- Water and Greenery
- Better oxygen helps with healing wounds.
- Visually aesthetic surroundings, boosts mental health.
- Biophilic Design helps with the patient healing process.
- Forest-like design attracts animals.
- Vertical Fins direct the wind towards the building
- V-shaped design (helps with ventilation)

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Challenge of structure design in Type C climate (Temperate climate) 

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Challenge of structure design in Type C climate (Temperate climate) 

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daylight:
- bring in daylight & heat
- design: green house (glass - control environment)

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- Eco-campus issue
- Single-use plastics
- Waste management (rubbish)
- Students are uneducated of how their actions can negatively impact the environment
- Building a student's Center (zero energy building)

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- Festival events that shine a light on the dangers of single-use plastics
- Collection bins and recycling drives
- Serving smaller portions of food in canteens
- Have a permanent building on school compounds that promote sustainability
- Ban plastic water bottles being sold

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(1 fact, 1 question)
- How far is TP from achieving the "eco-campus" status?
- How to encourage users to bring their own containers/bottles? (convenience)
- Where should the recycling bins be placed? How often will the drive be?
- Where will the Student's Center be located at?
- What can we showcase in the Student's Center?
- What does a zero energy building have?

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-  Eco-showcase facility
- “Bring Your Own Bottle” promotional campaign to encourage staff and students to reduce
single-use plastic
- Design reusable banners to be placed strategically on campus as a green reminder
(initative) ^

-  Eco-showcase facility
- Student centre

- Make space near the mcdonalds/subway for a student centre as most students mingle in that area

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- What is a Student's Centre to the students?
- What is that you want to see in the student's centre building?
- Where would you like the student centre to be?
- Are there any limitations to how we should build the building?
- How big will the student's centre be (no. of students)?

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Natalia: Bio-diversity & Water efficiency
Arif: Students' Centre
Nazurah: Zero-Energy Strategies
Azizul: Sustainable materials and construction

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Horse-shoe building: 95m length (6 storeys)
Design School: 100m x 40m (5 storeys)
Cross-shaped building: 30m x 30m (7 storeys)
Garden Fiesta: 20m x 60m (2 storeys)
Alumni Hub: 30m x 30m (2 storeys)

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- Use strengths for opportunities
- waterbody
- sculpture
- keep it volatile

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- Use opportunities for Discovery Journal
- chosen dates for solstices because it has the maximum exposure
- Use correct time (shadow/solar analysis) for simulation. Maybe use school hours?
- Height relations to wind speed (CFD)
- Continue adding information to Site Analysis Sketch if any

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DESIGN OBJECTIVE & REPORT FORMAT
SITE STUDY
- BIM Modeling
- Solar & CFD Analysis
SITE ANALYSIS
- Site observation (photo documentation & map)
DESIGN REPONSE
- SWOT Analysis
GROUP DYNAMIC
- Group Reflection
- Padlet
- Tracking of work progress

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https://docs.google.com/document/d/1PYzQtp9St9QETPDKfKhKg7UZggwdeBIEK1kJoTe_cYM/edit

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https://studenttpedu-my.sharepoint.com/:w:/r/personal/2004766h_student_tp_edu_sg/Documents/SUSTDES/Discovery_Journal_Nazurah.docx?d=wd24de25d2416491a99967d5afa1e8a23&csf=1&web=1&e=JrUzIP

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https://studenttpedu-my.sharepoint.com/:w:/r/personal/2000568b_student_tp_edu_sg/Documents/Desktop/Temasek%20Poly/SUSTDES/Arif%20Sianipar_DJ_Student%20Centre.doc?d=w5633840d422645a88e54d2731cc2e807&csf=1&web=1&e=KWAhl2

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Natalia: Bio-diversity and Water Efficiency

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Natalia: Bio-diversity and Water Efficiency

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Discovery_Apr 2020_cover.doc (sharepoint.com)

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chilled ceiling system > conventional airconditioning system

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chilled ceiling system > conventional airconditioning system

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Handrails, Brailles (tactile ground surface, Lift)

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Handrails, Brailles (tactile ground surface, Lift)

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Location of Vending Machine & Old Shoes Collection (Floor Plan)

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Location of Vending Machine & Old Shoes Collection (Floor Plan)

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Reverse Vending Machine & Old Shoes Collection

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Reverse Vending Machine & Old Shoes Collection

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- use opportunities from strengths

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- little messy but it's good!
- improve acoustic insulation
- can use trees as noise barriers
- keep updating FILA chart and SWOT analysis according to our SITE analysis
- wind speed increases when there's a narrow gap (between subway & mcdonalds)

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- read guidelines from CFD methodology to have accurate readings
- buildings are too tall but acceptable

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- Chilled Ceiling Beams
-

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FILA
Combine ideas to create an eco-showcase facility (like the zero energy building)

Research about what is a zero-energy building in NUS or BCAA
Take ideas from it

How to create a zero energy building?

What should an eco-showcase facility include?

A student centre ? What is a student centre
Somewhere there is a research element

Decide where the centre should be

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- Create a gable roof with gutters on each end for the catchment of water (rooftop rainwater harvesting)
- Storage of rainwater harvesting tank will be placed on the right side of the building (near the parking lot) and away from the commercial building (macs and bistro lab)

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Trace site from google map
Building .8
Roads and topography in .2
Sunpath using french curve in .2 (yellow, orange, red)
Trees using circle (scale)(green)(grey for shadow)
Sketch summer wind and winter wind (blue)
Site boundary using dash lines separated by a dot then hatch the inside of the site
Dimensions around site (width and length and width of the approach)
Analyse features (water stream)
Views in and Views out (arrows)(possible windows)
Circulation around site (pedestrian/car movement, bicycle lanes, airplane movement)
Noise location on sitewith red pain(zigzag)
Colour topography with shades of green
Colour in building with grey

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- Passenger Lifts
- Ramps
- Handle Bars
- Recreational Space
- Projector Room
- Exhibition/Gallery Spaces
- Pushcart (snacks), level 2
- Environmental Activities (workshops, talks, machines etc.)
- Create skylight on the rooftop for level 2

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https://studenttpedu-my.sharepoint.com/:p:/g/personal/2000568b_student_tp_edu_sg/EZA-KBS1iIVAojPSd4zD9EEBY6XeQ1RD96hcbfZGgEKMlw?e=s5WtXo

# data[].attributes.body
https://studenttpedu-my.sharepoint.com/:w:/g/personal/2000568b_student_tp_edu_sg/EZ8TeAu-yrRItrklDqWLzvQBkWJVQ-ytO_KBs_5jDHta8g?e=Og8LTE

# data[].attributes.body
https://studenttpedu-my.sharepoint.com/:w:/g/personal/2004690j_student_tp_edu_sg/EbsdVrNZkvFBmfYaoRFkyAUBRtMo4FNbuPjykFpN46GpBw?e=K3GA0c

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- east & west (opaque windows), don't use glazed
- north, south more windows
- metal facades can cause glare (sun angle)
- urban heat island effect (UHI)

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landscape = hardscape + softscape

*hardscape - pathways
*softscape - trees & plants

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high albedo
low SRI material

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https://studenttpedu-my.sharepoint.com/:p:/g/personal/2004766h_student_tp_edu_sg/EbYe1rYts9xEh9_t4XHRfkcBa6L7ajEuwvq5ycXEm-XjlQ?email=Shruti_PILARE%40TP.EDU.SG&e=3EchY5

# data[].attributes.body
https://studenttpedu-my.sharepoint.com/:p:/g/personal/2004690j_student_tp_edu_sg/EaWb7Sw-7hFGm4AcwUbUjnYBWehiPQgft8Q894T1ycCJxQ?e=7CWlFj

# data[].attributes.body
https://studenttpedu-my.sharepoint.com/:p:/g/personal/2004766h_student_tp_edu_sg/EetP6AoEWXZPrgS_B-eCH74Bgq5ss6Rd1lY7gQCiY8zGCg?email=Shruti_PILARE%40TP.EDU.SG&e=MR1L4d