Modules

Due to Covid-19 restrictions, learning and teaching activities on campus as described in the module descriptors are currently restricted. Learning and teaching will be enabled through a mixture of scheduled online activity where you will be able to engage with your tutor and classmates in real-time and unscheduled guided activity where you will be required to complete activities and tasks at a time which best suits you. Teaching will take place on campus, wherever possible, and where this is safe to happen.

Definitive information on module delivery during 2020/21 will be provided on Module Moodle Sites. For specific enquiries please contact the module leaders directly.

Core Module Information
Module title:	Architectural Technology 2
SCQF level:	08:
SCQF credit value:	20.00
ECTS credit value:	10
Module code:	BSV08103
Module leader:	Mina Jowkar
School	School of Engineering and the Built Environment
Subject area group:	Building and Surveying

Prerequisites

Module code: BSV07101
Module title: Architectural Design 1
Examples of equivalent learning: Architectural Design 1 equivalent to SCQF level 7

Description of module content:

The module is driven by continual assessments, by which the students demonstrate their understanding of the design fundamentals for educational buildings. This is evaluated through progress reviews and student presentations. Weekly lectures deliver the fundamentals of non-domestic building design and to elevate the students conceptual thinking from domestic to non-domestic building designs. Weekly design discussions with the students are part of the formative feed-forward process poster/slide presentations.

The module and assessments are structured to cover the intermediate principles of designing non-domestic and education buildings which include techniques for presenting conceptual designs:
? Design inspirations, architectural philosophies and ethoses
? Relationship between the educational building and the school’s pedagogy
? Secure by design
? Influences from local surrounding architecture
? Geometric form and shape
? Sizes and scales
? Structural components
? Construction logistics
? Circulation and flow through and around a building
? Room selection and activity spaces
? Relationship between the building and landscape
? Hard and soft landscape
? Environmental influences and considerations
? External and internal building materials and aesthetics
? Renewable energy technologies
? Passive and low energy design
? Ventilation strategies
? Interpreting and meeting client briefs
? Presenting technical drawings and models of the building
? Techniques to visualise technical drawings to showcase conceptual designs
? Architectural vocabulary

Learning Outcomes for module:

LO1: undertake collaborative group work;
LO2: understand and discuss the aspects pertinent to the design of educational buildings;
LO3: analyse the needs and experiences of different types of building users;
LO4: apply the principles of energy efficiency and sustainable design to educational buildings;
LO5: develop and rationalise design solutions to meet user requirements;
LO6: present, articulate and visualise design work effectively;

Full Details of Teaching and Assessment

2022/3, Trimester 2, Face-to-Face, Edinburgh Napier University
VIEW FULL DETAILS

Occurrence:	002
Primary mode of delivery:	Face-to-Face
Location of delivery:	MERCHISTON
Partner:	Edinburgh Napier University
Member of staff responsible for delivering module:	Mina Jowkar
Module Organiser:

Learning, Teaching and Assessment (LTA) Approach:

The methods for teaching are employed by staff who are active researchers for the Institute for Sustainable Construction and Scottish energy Centre within the School or Engineering and the Built Environment. Real world examples, case studies, videos, photographs, etc. are naturally embedded within the module content and shape both the methods and LOs. An emphasis is given to advancements and innovations in architectural technology, which are occurring at research & development level and ahead of its implementation into mainstream professional practice.

Research blending Methods include:
energy consumption, heat, electricity, water recycling and sustainable design calculations. Energy balancing with renewable, low carbon technology from the Scottish Energy Centre research centre

Construction logistics, advancements in modern methods of construction, system benefits and design decisions when considering timber, steel or masonry construction, on-site, off-site, and volumetric systems from the Centre of Off-site Construction and Innovative Structures research centre,

Formative Assessment:

The University is currently undertaking work to improve the quality of information provided on methods of assessment and feedback. Please refer to the section on Learning and Teaching Approaches above for further information about this module’s learning, teaching and assessment practices, including formative and summative approaches.

Summative Assessment:

The modules is assessment driven. The students work in small groups to complete a design project. The students remain with their groups, working collaboratively to research, develop and present design solution for an educational building. The students’ progress is reviewed a strategic points through the trimester which includes four main assessment elements. Each of these elements contribute to one component within the module. This affords the students the flexibility to explore and experiment with new concepts in architecture and technology in each element, whilst rewarding personal development with the core soft skills.

The students are placed into small groups. each group is assigned a client brief and a site location. the students must work collaboratively to interpret the client’s wants into a set of clients needs and use the principles of low energy technology and sustainable designs to deliver the project at the end of the trimester. The students are guided through the thought process that simulates the methods undertaken by industry professionals = these are the elements with the assessment.

Element 1: Precedent Study
Students are required to work in small groups to explore, review and discuss the key design features of non-domestic educational buildings. The students are evaluated on the quality of their verbal and graphical information. Each student is evaluated on their knowledge and demonstration of the designer’s ethos and the building’s function and form focusing on: the building’s appearance; the split of areas for different users; security; pedagogy; circulation; structural materials; construction methods; cultural relevance and environmental factors.

Element 2: Building’s architectural design
Following on from the precedent student in element 1, the students are required to work within their groups to design an educational building with specific requirements. The assessment evaluates the student’s transfer of knowledge from the first assessment; transfer of knowledge from Design Information Technology 2; interpretation of the client’s brief; design solution specific to the site; appearance of the building and its effect on the local and national community. This provides the student with another opportunity to refine and expand on their presentation skills.

Element 3: Building’s technological design and energy performance
Following on from the design of an educational building, the students are required to work within their groups to develop technological solutions for their educational building. This is designed to allow each student to demonstrate the buildability and usability of the design from element 2. The assessment evaluates the student’s transfer of knowledge from the second assessment; transfer of knowledge from building design technology 2; application of knowledge on structural materials; building materials; hygrothermal performance; energy consumption; thermal comfort; renewable energy technologies; environmentally sensitive design; and the mathematics & physics which underpins a non-domestic buildings sustainability characteristics.

Element 4: Portfolio
The students summarise their work on the three previous assessments to create an architectural portfolio. This portfolio affords the students to opportunity to enhance their graphically work from the feed-forward offered for the three assessments, and organise their work into a document optimised for presentation to potential future employers. This is delivered individually for each student.

Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activity	Learning & Teaching Activity	NESH (Study Hours)
Face To Face	Tutorial	60
Face To Face	Practical classes and workshops	18
Independent Learning	Guided independent study	22
Independent Learning	Guided independent study	100
	Total Study Hours	200
	Expected Total Study Hours for Module	200

Assessment
Type of Assessment	Weighting %	LOs covered	Week due	Length in Hours/Words
Project - Written	20	1,2,3	3	HOURS= 0, WORDS= 0
Project - Written	50	4	8	HOURS= 0, WORDS= 2 A1 DRAW
Project - Written	25	5	12	HOURS= 0, WORDS= A1 DRAWING
Portfolio	5	6	13	HOURS= 0, WORDS= 0
Component 1 subtotal:	100
Component 2 subtotal:	0
Module subtotal:	100

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