For the first half of the session, we were organized into groups of 4-5 mixed with members we have/not have work with. Our official group name is VFirm.

In continuation, we were introduced to the concept of PBL (Problem-based solving) and filled up a "learning contract" for our group.

I learnt how to get Super Low Energy (SLE) for a building by incorporating four factors. Passive strategy, active strategy, SMART management system and renewable energy.

For the second half of the session, my group were tasked to find a suitable place with SLE.

We decided on Temasek Club and decided to split tasks among the 5 of us.

Research tasks: General information, passive strategy, active strategy, SMART, renewable.

After concluding who is doing which, we focused on filling the slides until the end of lesson.

The completed slides would be presented by the second tutorial session.

First half of the session, we went group by group to present findings about our research on the the building we chose.

My group presented our findings on Temasek Club.

The second half of the session, we learnt about FILA. FILA stands for Facts, Ideas, Learning points, Action. We were given a group discussion to analyze a scenario using FILA and present it after everyone is done.

Moving on, our next group task is to use FILA about the project brief given under Learning Journey. We're suppose to complete and present it by the first tutorial session in Week 2.

First half of the session, we presented our FILA research based on the project brief.

Soon, we moved on to learning about an upcoming group project where we have to do a site analysis for Temasek Polytechnic.

We went through the project rubric divided into 5 sections and were given a time duration of 4 weeks (including this week) to accomplish it.

We will soon decide the roles and responsibilities for each member by this week

There are various examples/past case studies of students doing this under Learning Journey.

For the second half of the session, we focused on doing SWOT for Temasek Polytechnic in general. SWOT stands for Strengths, Weaknesses, Opportunities, Threats.

We did a MSTeam meeting call to present our site analysis maps on TP in general.

We were then tasked to find SWOT for site resilience, solar analysis and wind analysis before presenting it next week during week 4 flex week on makeup lesson.

I'm tasked to do Threats for SWOT (Site Resilience, Solar Analysis, Wind Analysis)

Open Lounge 1 is mostly well-lit in the central area and over-lit near the opening.

Open Lounge 2 is also well-lit in the central area and over-lit near the opening.

Excessive Urban Heat Island: Due to surrounding buildings, excessive hardscape and lack of green spaces. E.g. Hydroponic plants, Planter Boxes

Unsafe Steps: Considered as a safety hazard. This is because students and staff alike could slip and fall easily, causing a minor injury.

Risk of Heat Exhaustion and Heatstroke: Due to staying around non-sheltered areas under high temperatures for a period of time.

Made up of aggregate stone materials and asphalt.

Cost-efficient and renewable to build roadways, lowering carbon footprint.

Made up of porous asphalt, open-grade choker course/asphalt-treated permeable base, subbase reservoir.

Allows water to run rapidly through the surface to the sub-layer,  allowing directed drainage. Commonly used at parking lots or areas with drainage issues.

Helps to mitigate flooding threats and reduce carbon footprint.

Made up of renewable sources, such as lignin or vegetable oils.

Reduces the use of fossil fuels and act as a sustainable alternative to traditional petroleum-based asphalt.

Requires low maintenance and repair costs.

Increased Energy Consumption for Artificial Lighting: Some areas in the South Zone limits the amount of sunlight penetrating into inner areas, leading to darker interiors.

Urban Heat Island Effect: UHI intensifies overheating in unshaded areas, increasing energy demands and making spaces less comfortable.

Lack of Productivity in Spaces With Inadequate Natural Light: Lack of sunlight can affect a student’s circadian rhythm to be productive and proactive. It reduces energy levels and increase tiredness.

Discomfort on Occupants: Warm air from openings found in many areas at the South Zone can cause discomfort to occupants.

Dust and Air Pollutants: Warm winds can carry possible dust and air pollutants, which brings poor air quality indoors. This poses a health risk and impact the overall well-being of students.

The three spaces are well-lit with enough natural daylight due to the windows and opening.

SE exterior walls receive a high amount of solar radiation, which is a major concern. Solution: Implement more green walls or use well-insulated walls to prevent heat gain.

This green wall receives little solar radiation compared to the other walls, which means students can feel thermal comfort and not stuffy.

The interior spaces gain lesser solar radiation compared to the exterior walls.

NW façade receive little solar radiation.

The roofs receive an excessive amount of solar radiation.

The interior spaces gain lesser solar radiation compared to the exterior walls.

Streamlines indicate that the wind predominantly flows from the NorthWest to the South-East direction. Recirculation zones are evidently shown around the fountain area and space corridors, displaying a slight stack ventilation effect.

However, there are certain areas where winds do not reach.

Solution: Open up some rooms to create openings for wind circulation.