A Net Zero Design Intervention For Sustainability Research Institute_Thesis by Ansh Shah

A Net Zero Design Intervention For Sustainability Research Institute

Designing an extension to the Department of Architecture, Maharaja Sayajirao University of Baroda

A Design Thesis By Ansh Shah 17191004

A NET ZERO DESIGN INTERVENTION FOR SUSTAINABILITY RESEARCH INSTITUTE

AMPLIFYING EDUCATION THROUGH SUSTAINABLE ARCHITECTURE

SCHOOL ENVIRONMENTAL DESIGN REQUIREMENT

A THESIS SUBMITTED TO SCHOOL OF ENVIRONMENTAL DESIGN AND ARCHITECTURE, AS PARTIAL FULFILLMENT

BACHELOR OF

ARCHITECTURE: AN INSTITUTIONAL INTERVENTION THE OF THE REQUIREMENT FOR THE DEGREE OF ARCHITECTURE 2021-2022

Ansh Shah Student

Shantanu Jana

Pratyush Shankar

Guide Dean

Pratyush Shankar SEDA 17191004

DECLARATION

I hereby declare that the thesis titled “A Net Zero Design Intervention For Sustainability Research Institute” is an independent work by me and has not been submitted at any other forum.

I am submitting this work for as partial fulfillment of the Thesis course for the Bachelor of Architecture Program at SEDA, Navrachana University.

Ansh Shah

In my capacity as a guide of the student’s thesis, I certify that this work can be submitted for partial fulfillment of the Thesis course for Bachelor of Architecture Program at SEDA, Navrachana University.

Shantanu Jana

ACKNOWLEDGEMENT

First and foremost, I would want to express my profound gratitude to Prof. Shantanu Jana, my thesis mentor and guide. I’d want to thank him for believing in me and dedicating time from their busy schedules to share their professional expertise and knowledge, mentor me, and create a forum for me to grow and communicate my thoughts.

I’d want to take this opportunity to thank all of the faculty members at the School of Environmental Design and Architecture, especially Prof. Neha Sarwate, for their assistance regarding site information.

I would like to thank Dr. Bhawana Vasudeva (Head of Department of Architecture, M.S.U.), Ar. Avani Thakkar (Tech. Assistant at Department of Architecture, M.S.U.), and Ar. Khyati Rathod (Assistant Prof. at Department of Architecture, M.S.U.) for their continuous cooperation in providing me with architectural drawings and thorough guidance regarding the Department of Architecture, M.S.U. of Baroda.

A special thanks to Stuti, my colleague, and Prachi, my junior/ friend, for assisting me with all the work they have done for my thesis.

I’d also want to thank my friends/seniors/mentors, Dhruv Shah and Nitish Kesari, who have been a constant source of guidance to me over the years. I’d like to extend my gratitude to Jeet, Stuti and Smit for always being there for me and for their continuous support.

This thesis would not have been possible without the unwavering support of my parents, who deserve a big round of applause, especially my father, for always having my back and guiding me with technical subjects. They have always inspired me to challenge myself and be a better version of myself every day.

I’m grateful to each and everyone who contributed to my wonderful journey and helped me learn and grow.

Chapter 01. Introduction

1.1 Area Of Concern:

1. Requirement of additional space for introducing new master’s courses.

2. The unused piece of land beside D.N. Hall is vulnerable to being developed by other faculties at MSU for further expansion.

3. Organic development of landscape over the period of time at the campus needs to be planned and organised.

4. Lack of sustainable strategies that would help conserve the resources as well as help students understand a hollistic approach towards architecture.

1.2 Aim:

The thesis focuses on designing an extension to the existing infrastructure of the Department of Architecture, Maharaja Sayajirao University (M.S.U.) of Baroda, while addressing the pressing need of accommodating additional functions at the campus.

1.3 Objectives:

1. To analyze and evaluate the existing issues at the Department of Architecture, M.S.U. and addressing them with appropriate design strategies at micro and macro level.

2. To design an extension to the existing infrastructure of the Department of Architecture, M.S.U. that creates new possibility for infusing additional functions to it.

3. To consider the sustainability aspects, such as the materials used, footprint of the infused mass, the amount of energy regenerated at the site itself and reduction in the amount of embodied energy.

4. To generate an outcome based on the context and climate of the site considering the metaphysical aspects.

5. The focal point here is to propose post graduate sustainability-focused research programs and electives by designing the intervention.

1.4 Scope:

1. The thesis shall investigate the concerns and potential of expanding the existing campus, with an emphasis on the need to provide space for additional functions.

2. The intervention shall aim to supplement the curriculum by providing a research facility in related domains of sustainability.

3. It would also benefit to the local colleges and schools by providing laboratories and technical assistance for educational and research support.

4. The concept will serve as a prototype for monitoring the zero net energy results across time. This information shall also aid in the development of a precise design plan and cost-effective options for transforming the M.S.U. campus into a zero net energy campus.

1.5 Limitations:

1. Strategies undertaken for the design shall be site responsive.

2. The case studies have been analyzed through designs, online portals, architectural drawings and the architect’s own views.

3. The historical analysis of the context has not been dealt in detail. More concentration has been diverted towards the applications and strategies to generate a contextual and sustainable outcome.

1.6 Methodology:

1. Research and case studies of the institutional typology in similar climatic zone.

2. Research and studies of multiple examples for Zero Net Energy buildings in different climatic zones.

3. To study and analyze the campus of M.S.U. and locate an appropriate site for the intervention.

4. To thoroughly examine and evaluate the historic premise of M.S.U. and its structural system.

5. To explore the proposal’s potential prospects and needs in terms of the functions and designing an extension for the D.N. Hall Campus.

6. Calculating the energy consumption & regeneration on site per year (according to rating system that is globally recognised building assessment and certification methodology for measuring sustainability and environmental performance).

1.7 Project Brief:

We envisage to create an extension that would teach

• Students: to go through a learning journey that includes everything from collaborating on design decisions to technology selection and system monitoring.

• Faculty: They can participate in continuous research and assessment initiatives that improve their expertise and academic credentials as early adopters of intriguing new technologies.

• Local Schools: obtain a greater understanding of what is achievable and motivation for future generations to work toward a more energy-efficient and ecologically friendly society.

• The Larger Community: the building embodies sustainable development principles and serves as a model of sustainability for universities and professionals nationwide.

Since the building will be part of an academic curriculum, it will feature experimental aspects that will be evaluated. Furthermore, when new technology becomes available, enhancements can be made.

The extension aims to integrate MSU's architecture department while also enabling for a greater discourse of synergy between the old and contemporary.

“As an architect, you design for the present, with an awareness of the past for a future which is essentially unknown.”

-Sir Norman Foster

Chapter 02. Case Studies

2.1 Institution Case Study: IIM Ahmedabad

Location: Vastrapur, Ahmedabad, Gujarat. Site area: 106 acres Climate: Hot and dry Topography: Flat land with negligible slope.

Concept:

For Kahn, the design of the institute was more than just efficient spatial planning of the classrooms.His critical view at the methods of the educational system influenced his design to no longer singularly focus on the classroom as the center of academic thought.The classroom was just the formal setting for the beginning of learning; the hallways and Kahn’s Plaza became new centers for learning.

Blend of vernacular traditions and modern architecture:

In much of the same ways that Louis Kahn approached the design of the National Assembly Building in Bangladesh, he implemented the same techniques in IIM Ahmedabad such that he incorporated the local materials and large geometrical façade extractions as homage to Indian vernacular architecture. It was Kahn’s method of blending modern architecture and Indian tradition into an architecture that could only be applied for the IlM.

Facade:

The large facade omissions are abstracted patterns found within the Indian culture positioned to act as light wells and a natural cooling system protecting the interior from India’s harsh desert climate. Even though the porous, geometric façade acts as a filter for sunlight and ventilation, the porosity creates new gathering spaces for the students and faculty to come together.

Development Center

("Case study | IIM Ahmedabad |," 2021)

Auditorium Academic Block Admin

Faculty Housing

Academic Block

Cafe Residential Block

Student Dormitories

Figure 2.1 Space organization and connectivity

Figure 2.2 IIM Ahmedabad

Figure 2.3

Blend of vernacular traditions and modern architecture

Exposed concrete Arched corridors

Diagonal walls

Activities throughout the day

• Day time activity - academic and administration zones.

• More use of interaction and transition area - corridors, galleries,courts and foyers through out the campus.

• Activities tend to flow between classrooms, library, computer center, canteens and students dormitories.

• Night time activities - library and hostel blocks, courtyards, foyers.

• Seasonal activities - social gathering happen in Louis Kahn plaza

Daylight And Ventilation

Light invited through triangular light well on the side of the rooms. Cuts off the visual and acoustical disturbances.

Windows are high to get glare free light.

Total students in classroom: 60

Carpet area: 132.2 sq.mts

Area/Student:2.2 sq.mts

Built up area: 267 sq.mts

No of floors: 3

Total built up area: 8091 sq.mts

No of rooms per floor: 6

Ravi J Matthai Auditorium

The auditorium has be en placed in close proximity to the main entrance near the parking area for easy access.

Capacity: 550 seats

Entrance Lobby: 560 sq.ft Foyer: 560 sq.ft

Auditorium Hall: 3000 sq.ft Conference Room: 200 sq.ft Seminar Room: 400 sq.ft

Vikram Sarabhai Library

The library building is a five storey structure with a rectangular plan. Entrance is from first floor. The library block binds various other blocks and spaces together.

Landscaping

Landscaping is an important element of design which has been well integrated with building design in campus. The Louis Kahn Plaza is the central court around which buildigns have been planned. This functions as a space for relaxaton as well as for formal occasions for huge gatherings.

("Case study | IIM Ahmedabad |," 2021)

2.2 Inferences:

• Design of spaces to encourage interaction, eg. lobbies, wide corridors, courts etc.

• The Louis Kahn plaza is meeting space for the students and staff.

• The planning of open spaces has been done with a system of courts.

• There is an absence of adequate covered pathways in the campus.

• The accessibility has been planned for smooth and minimum transition time.

• The institutional zone is separated from residential ares with the lawns.

Figure 2.4 Ravi J Matthai Auditorium and Louis Kahn Plaza Figure 2.5 Plan & Sections

2.3 Case Studies for Sustainability Strategies:

2.3.1 Avsara Academy

Location: Pune, India

Occupancy Type: Academic Area: 11,100 m2

Climate Type: Warm and Humid Nearly zero net energy building

Strategies:

• Locally sourced materials

• Only passive systems, no use of mechanical system

• Bamboo screens serve as sun protection

• Naturally ventilated

• Passive heating-cooling systems are designed with earth ducts, structurally integrated vertical cavities and solar chimneys to induce ventilation in each building

• The palette focused on the longevity of the materials and cost reduction by using recycled materials.

• Historic Library building was restored and reused

• PV Cells

• Solar water heaters

• Recycled materials used for construction

Avsara Academy

Figure 2.7

The Habitat Research and Development Centre

2.3.2 The Habitat Research And Development Centre

Location: Namibia

Occupancy Type: Research Centre Climate Type: Temperate Nearly zero net energy building

Strategies:

• The main forms are elongated along the east-west axis

• Openings on the east & west facades are restricted to narrow shaded vertical slits

• Clerestory windows

• Ceilings were fixed above the roof structure to allow a higher internal volume

• Walls are shaded by large roof overhangs

• High thermal capacity walling materials

• PV Cells

• Low energy fittings

• Low energy evaporative cooling system

• Passive downdraft evaporative cooling (PDEC) system

• Planting for solar control

• All toilets are dry self-composting units

• Windows and doors were second-hand

• Local or Namibian materials as far as possible

• Recycled materials used

2.3.3 School of Chemistry, University Park Nottingham

Location: Nottingham, UK

Occupancy Type: Educational Area: 3100 m2

Climate Type: Temperate Carbon Neutral Lab Strategies:

• Biofuel combined heat and power (CHP) system (on site)

• Green roof

• LED lighting

• Fresh air intake and exhaust air discharge are supplied and controlled via wind catchers

• Water leak detection system and a sustainable drainage system

• Chemicals at the facility are held in special storage units, leading to substantial energy reductions in ventilation and cooling requirements.

• Sustainable biomass

• PV Cells

• Solar thermal system

• Rainwater harvesting

• Built from natural materials

Figure 2.8

School of Chemistry, University Park Nottingham

Figure 2.9 Learning Resource Centre

2.3.4 Marin Country Day School, Learning Resource Center

Location: CA, USA

Occupancy Type: Educational Area: 3100 m2

Climate Type: Mediterranean Zero Net Energy Building Strategies:

• Skylights in some spaces open to allow stack ventilation

• Natural and mechanical ventilation strategies

• Natural light provided from both sides of interior spaces

• Skylights

• Night time cooling system (naturally)

• Radiant tubing in floor slabs

• Building footprint is narrow, much of it single loaded

• Rainwater harvesting

• Reusing of materials from previous demolitions

• PV Cells

• Solar thermal system

• Real-time monitoring system and display of energy consumed and generated

Chapter 03. The Campus of M.S.U. of Baroda

3.1 History & Emergence of M.S.U., Baroda

3.1.1 Baroda College

The actual College building was erected in 1887 which was designed by Mr. R. Chisholm. The institution, however, was founded five years earlier.

3.1.2 The University Campus

The effort to establish the University of Baroda lasted up to forty years. The Maharaja Sayajirao University of Baroda Act was approved in 1949, and the University began operations on April 30, 1949.

3.1.3 Site Location

When the Baroda University Committee suggested establishing the university in 1948, the location of the campus was carefully considered. The key factors that seemed to influence the Committee's decision to select the preset site were its proximity to important educational institutions, accessibility to the railway station, and availability of adequate space for the University's future development.

Thus, the University Campus spans from the railway station to the Sayaji Hospital, out skirting the major road to downtown, and extending across a huge area behind the Baroda College up to the ancient Residency and beyond to the Nizampura Village. The University's second minor campus is located on the Makarpura Road, across from the Laxmi Vilas Palace.

(Desai & Pandit, 1968)

Figure 3.1 Timeline of Department of Architecture, M.S.U., Baroda (Right)

3.2 Site Analysis

The massive domed structures with towering projections, reminiscent of the historic architecture and glory of the erstwhile Baroda State, stand beside one another, symbolising the harmony of the old and the new. The Campus has the architectural grandeur and dignity of an old Mogul town, the tranquillity of an academic community, the open space and airiness of a health resort, and the beautiful gardens of a State capital with approach roads to institutions passing through them. The grandeur and peace of academic life is enhanced by the presence of neem and banyan trees across the campus.

MSU uses English as the sole medium of teaching and has over 1200 well-qualified academic members and 1500 administrative personnel to facilitate more than 35000 students learn in a cosmopolitan setting on 275 acres of land.

Figure 3.2

M.S.U. Site Plan (Main Campus)

Figure 3.3 Accessibility/Movement Analysis

Figure 3.4 Symmetrical Character

Figure 3.5 Orientation and Alignment

Figure 3.6 Accessibility from West of D.N. Hall

Figure 3.7 Accessibility from South of D.N. Hall

Figure 3.8 Site Beside D.N. Hall

3.3 Site Selection

The selected site, for the design proposal, in M.S.U. of Baroda is located in the D.N. Hall Campus between the D.N. Hall and Sir C.V. Raman Building.

The site has been selected under the following criteria:

1. The Department of Archtitecture at M.S.U. is in need of an additional space to incorporate several functions like post graduation courses, electives, etc.

2. The proposed site is in close proximity to the department of architecture.

3. The unused piece of land beside D.N. Hall is vulnerable to being developed by other faculties at MSU for further expansion.

4. It is one of the few “un-built” plots in the M.S.U. campus that also celebrates the strong sorrounding context.

5. M.S. University consists of a variety of Faculties, which were not constructed all at once. Thus, the intervention shall justify M.S.U.’s ever-expanding character, where new meets old and stimulates creativity.

3.4 Program Selection

Research was envisaged as one of the main functions of the Baroda University from the very beginning. Even the Baroda University Commission in 1926 had said, “One main justification for starting this University lies in promoting research”. The Commission had recommended the constitution of a Statutory Committee of Post-graduate Teaching and Research to serve to some extent as a connecting link for post-graduate work in teaching and research in different Departments of the University and make progress in these fields definite and easy, the same concern for the promotion of research was also evident in the deliberations and the recommendations of the Baroda University Committee, 1948, which also endorsed the creation of a Committee for Post-graduate Research. Thus, the Baroda University has, from the very beginning a focus on research.

The University has set up healthy traditions to review and revise courses in different disciplines from time to time so that dead traditionalism, restricted vision, and isolation from the fast changing society and its needs do not make learning stale and out of date.

Considering the requirements, a sustainability-focused research facility is proposed which would align with the vision of Department of Architecture and promote innovations in allied fields of sustainability.

(Desai & Pandit, 1968)

Figure 3.9 Site Plan (Google Earth Image)

Figure 3.10 Site Conditions

3.5 Analyzing the Existing Site Context

3.5.1 D.N. Hall

Before 1915 - Functioned as New Residency Hostel

After 1915 - Functioned as Sanskrit Mahavidhyalay Present- Functioning as Admin building for Department of Architecture, M.S.U., Baroda

Figure

3.11 D.N. Hall Zoning

Faculty Office Canteen Indoor Sports Audio Visual Room Basic Design Studio Toilets

Head Office Admin Faculty Rooms Faculty Common Room Faculty Rooms Lab Services

Figure 3.14 (1-4) KAAF Building Documentation

3.6 Courses at Department of Architecture

The Department of Architecture provides a ten semester (five year) undergrad architecture programme that is approved by both the COA and the All India Council of Technical Education (AICTE). The course's main disciplines are Architectural Design and Building Construction Technology, which are supplemented by additional technical and humanities subjects.

The Department also provides a self-financed four semester (two year) Postgraduate programme in Urban and Regional Planning leading to the degree of MURP that adheres to the Institute of Town Planners India (ITPI) norms and is approved by ITPI and AICTE. The course's major disciplines are the Planning studios on Area Planning, Metropolitan Planning, and Regional Planning, which are supplemented by additional courses such as Infrastructure and Governance.

3.7 Activity Mapping

at the Department of Architecture, MSU.

Figure 3.17 (1-9) Activity Mapping at Department of Architecture, MSU

1. Shaded spaces beside the pond become spots for lunch break in the afternoon.

2. Canteen seating area in backyard of DN Hall.

3. Landscape students learning at the urban lab.

4. Plinths in the shaded areas act as informal meeting zones.

5. Discussions taking place at the outdoor seating of KAAF building.

6. Volleyball court behind KAAF building.

7. Workshops being held in outdoor spaces.

8. Activities like festival celebration, basic design workshop, Reflections event, plays, etc take place at the DN Hall courtyard.

9. Students celebrate various festivals at the campus.

Figure 3.18 Activity Mapping at Department of Architecture, MSU - REFLECTION 2017

3.8 Inferences from Site Analysis, Documentation & Activity

Mapping

1. The majority of campus activities, including education, take place outside of the classroom. As a result, public places such as plazas, courtyards, and lobbies must be structured to foster interaction.

2. Students are more inclined to use semi-open places that are directly connected to nature.

3. It will be crucial to have a design that opens to the inside and celebrates inclusivity.

4. Since the addition includes research and incubation facilities, it must be separated from the commotion of the MURP and KAAF buildings.

5. The interconnection between the three existing buildings on site appears to be open-ended, and so the proposal shall integrate the campus.

6. The site is surrounded by a significant backdrop of D.N. Hall campus that must be acknowledged.

7. The passive solutions implemented in the surrounding buildings add to the university campus sustainability.

8. The present landscape on the D.N. Hall campus is unstructured and the result of organic vegetation growth.

9. The project must include functions such as a lecture hall, amphitheatre, and a cafe.

10. The contextual blocks would help in understanding the sustainable strategies incorporated at the campus as well as inspire to generate a net zero outcome.

Chapter 04. Climate Conditions

4.1 Climate Analysis Year Round In Vadodara

In Vadodara, the wet season is oppressive and mostly cloudy, the dry season is mostly clear, and it is hot year round. Over the course of the year, the temperature typically varies from 57°F to 105°F and is rarely below 51°F or above 110°F.

The hot season lasts for 2.1 months, from April 3 to June 7, with an average daily high temperature above 100°F. The hottest month of the year in Vadodara is May, with an average high of 104°F and low of 82°F.

The cool season lasts for 2.1 months, from December 7 to February 10, with an average daily high temperature below 87°F. The coldest month of the year in Vadodara is January, with an average low of 57°F and high of 84°F.

In Vadodara, the average percentage of the sky covered by clouds experiences extreme seasonal variation over the course of the year. The clearest month of the year in Vadodara is February, during which on average the sky is clear, mostly clear, or partly cloudy 88% of the time. The cloudiest month of the year in Vadodara is July, during which on average the sky is overcast or mostly cloudy 75% of the time.

The month with the most wet days in Vadodara is July, with an average of 15.0 days with at least 0.04 inches of precipitation. The month with the fewest wet days in Vadodara is February, with an average of 0.2 days with at least 0.04 inches of precipitation.

("Simulated historical climate & weather data for Vadodara," 2022)

Psychrometric Chart

Wind rose

Chapter 05. Design Proposal

5.1 Design Position

The extension shall strive to become a cohesive design proposal which shall unify the campus of Department of Architecture as well as create it's own identity as an integral part of the campus, stimulating innovation.

The Proposal

The proposal envisages an iconic building epitomizing aspirations of design as a whole for betterment of society. It has been derived considering the context, character and climate of site as the main factors.

The grid, major axes and nodes from proposed master plan (1995) were traced to understand the planning of functions and further, were considered as the guiding axes for the design proposal.

Accommodating the programmatic requirements within these cuboidal volumes enabled us to leave the ground clear for student interactions and activities. Central space can act as a huge plaza for the department of architecture that celebrates inclusivity. The narrow form allows cross ventilation and natural lighting efficiently and at the same time it onlooks towards the campus buildings that generates multiple vistas.

Figure 5.2 Proposed Building Master Plan, Dept. Of Architecture, M.S.U., Baroda (1995) Architect: A.M. Shirgaokar

5.2 Conceptual Design

Figure 5.3 Conceptual Sketch

Figure 5.4

Conceptual Sketches: Emphasizing the importance of providing interactive spaces/zones. eg. lobbies, amphitheatre, plaza, informal seating space, etc.

5.5 Conceptual Design Development

01. Site conditions.

02. Tracing the grid, axes and nodes from unbuilt masterplan (1995).

03. Notion of stitching the unfinished masterplan.

04. Generating volume on the axes.

05. Subtracting mass considering the programmatic requirement, climatic conditions and the views on site.

06. Providing an arcade that ties the contextual buildings into a unified campus and generates viewports for the visitors.

Conceptual Design Development

5.6 The Proposal

Post Graduate School of Sustainable Design and Innovation

A Net Zero Design Intervention For Sustainability Research Institute

Fig. 5.11 - Landscape Plan

Process for deriving the form of waterbody by overlapping sciography of the summer sun between 12-4 pm.

Deep Overhangs

• Aesthetic solution that can add up to superior energy savings by reducing cooling loads.

Natural Evaporative Cooling

• Water from the waterbody in south evaporates and the heat in air is absorbed, which lowers the air temperature. As a result, cooler air is experienced throughout the campus.

Narrow Building Footprint

• Effective natural daylighting and cross ventilation across the spaces which drastically reduce energy consumption during daytime.

Section showing the passive strategies adopted for the proposal.

Landscaping with Native Vegetation

• Neem, Banyan (trees)

• Marigold, Jungle Flame, Yellow Trumpet Flower, Crepe Jasmine, Bush Morning Glory (flowering plants)

Rainwater Harvesting

• Replacing municipal water use reduces the water bill.

• Useful for non-drinking purposes.

• Reduces demand on ground water.

• Beneficial for storm water management.

• Can improve plant growth.

High Performance Glazing

• Optimizing energy efficiency as well as enhance light penetration.

• Double Glazed Unit (DGU) with a U-value of 2.8 W/sq.m K.

• Lower SHGC (or Solar Factor) has a greater impact on decreasing the heat gain. As the SGHC goes from 0.73 to 0.18, the direct heat gain through the glass reduces by about 75%.

Stack Ventilation

• Light coloured material helps daylight spread inside the space sufficiently because of reflectivity.

• Warmer air escapes from the top, generating negative pressure at the bottom that would help for ventilation.

Green Roof

• Annual Energy-savings - 25%–30%.

• Reduces the surface temperature by as much as 20 degree C.

• Thus, decreases the ambient air temperature by 0.5-2 degree C.

• A substrate layer of clay is able to increase the thermal resistance of the roof by 0.4 m2·kW for each 10 cm increase in thickness.

• Beneficial for storm water management.

Mutual Shading

• Aesthetic solution that can add up to superior energy savings by reducing cooling loads.

Light Well / Stack Ventilation

• Lined with lighter colour material to increase reflection of light.

• Warmer air escapes from the top, generating negative pressure at the bottom that would help for ventilation.

Solar Panels

• Net Positive Energy Building.

• This energy (16,360 kWh) can be directly fed into the grid.

Cavity Wall in South

• Reducing heat gain will reduce the energy consumption, cutting down greenhouse gas emissions.

Arches as Fins

Cross Ventilation

Light Shelves

Diagrams

5.8 Views

Figure 5.19 The water body in south accentuates the vistas of the campus generating reflections of ripples over the surface of the built.

Figure 5.20 Contemporary interpretations of sustainable architecture.

Figure 5.21 Continuous interaction with the context while transit through the arcade.

Figure 5.22 Vistas from the green terraces. Creating a notion of greens above and greens below.

Figure 5.23 Constant dynamic play of shadows throughout the day over the facade and ground.

5.9 Shadow Analysis: Site

Figure 5.24

Shadow Anaysis

Source: Keyshot

Spring Equinox March 9am-5pm At 2 Hours Interval

Summer Solstice June 9am-5pm At 2 Hours Interval

Autumn Equinox

September 9am-5pm At 2 Hours Interval

Winter Solstice

December 9am-5pm At 2 Hours Interval

5.10 Model Images

Figure 5.25

Model Scale 1:500 Massing Models

Figure 5.26

Model Scale 1:250 Site Model

Figure 5.27

Model Scale 1:250

Shadow Documentation

Figure 5.28 Study model for understanding the quality of light in lecture hall.

Figure 5.30 Scale 1:100 Detail Model

Figure 5.31 Scale 1:100 Study model to analyze the shadow movement on facade.

Calculations For Net-Zero Design

Calculations for Net-Zero Design:

6.1 Total Electricity Load: Total Lighting Load + Air Conditioning Load + Elevator Load

Lighting Load: Total Lighting Load = Load for Studios + Laboratories + Incuabation Labs + Workshop + Library + Offices + Restrooms + Basement = (162 x 13.7) + (81 x 15.1) + (410 x 15.1) + (192 x 14.1) + (54 x 12.2) + (126 x 10) + (130 x 7.7) = 2219 + 1223 + 6191 + 2707 + 658 + 1260 + 1001 = 15 kWh

Total Lighting Load For 1 Year = 15 x 5 x 220 = 16,500 kWh (considering an average of 5 hours useage per day for 220 working days per year)

Electricity Load for Air Conditioning: (approx. may vary according to A.C. specs.)

1 ton A.C. electric load per hour = 1kW 100 sq.ft. area requires 1 ton A.C. Electric load for 100 sq.ft.(9.2 sq.m.) area for 8 hours of use per day = 4.5 kW

Total Area of Air Conditioned Space = Faculty Rooms + Research Lab + Incubation Labs + Computer Centre + Conference Room = 90 + 81 + 160 + 72 + 54 = 457 sq.m. = 4900 sq. ft.

Total Electricity Load for Air Conditioning per day (8 hours) = 220 kWh

Total Total Electricity Load for Air Conditioning For 1 Year = 220 x 190 (considering an average of = 41,800 kWh 8 hours useage per day for 190 working days per year)

Space Type LDP (W/m2)

Studio 13.7 Laboratory 15.1 Workshop 14.1 Library 12.2 Office 10 Restroom 7.7 Basement 3

Table 6.1 Electricity load for lighting ECBC Buildings

LDP - Lighting Power Density ECBC - Energy Conservation Building Code

Electricity Load for Elevators:

6-8 Persons Elevator Electricity Load per hour = 5.5 kWh Considering an average of 2 hours of useage per day. So, 11 kWh Electric Load for 1 elevator per day. & 22 kWh Electric Load for 2 Elevators per day.

Total Total Electricity Load for Elevators For 1 Year = 22 x 220 (considering an average of = 4840 kWh 2 hours useage per day for 220 working days per year)

Total Electricity Demand = Total Lighting Load + Air Conditioning Load + Elevator Load = 16,500 + 41,800 + 4840 = 63,140 kWh

6.2 Solar Energy Calculation:

Optimum tilt angle for Vadodara - 21 degrees

Available Roof Area - 300 sq.m. (144 + 156)

Total solar panels accommodated (1m x 2m) = 300/2 = 150

1 kW of solar panels generates approx. 1600 kWh electricity (for Vadodara)

1 kW consists of 3 solar panels (1m x 2m) Thus, 1 solar panel produces approx. 530 kWh energy.

ANNUAL SOLAR ENERGY GENERATION = 530 x 150 = 79,500 kWh

ANNUAL ELECTRICITY DEMAND = 63,140 kWh

Energy Surplus = 16,360 kWh This energy can be directly fed into the grid.

6.3 E.P.I. = Annual energy consumption in kWh / Total built-up area

Benchmark estimated EPI(kWh/m2/year) for college/ institution = 106 Climate Zone: Hot & Dry

According to this data, the yearly electricity demand should have been (106 x 2250) = 2,38,500 kWh Which in our case is 63,140. i.e. 3.7 times lesser.

Achieved E.P.I. for the proposal = 63,140/2250 = 28 kWh/m2/year

(Source: BEEIndia.gov.in)

Bibliography

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Reference Books

Desai, D. M., & Pandit, S. S. (1968). Growth and Development of the Maharaja Sayajirao University of Baroda, 1949-1967.

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List of Tables

Table 5.1 Area Program Table 5.2 Organizational Requirements Table 6.1 Electricity load for lighting ECBC Buildings

List of Figures

COVER IMAGES

Chapter 1 - Produced by the Author

Chapter 2 - Emden, C. (2017). Indian Institute Of Management Ahmedabad. Divisare. Retrieved 2022, from https://divisare.com/projects/259229-louiskahn-cemal-emden-indian-institute-of-managementahmedabad#lg=1&slide=1.

Chapter 3 - Image Courtsey: Ar. A.M. Shirgaokar

Chapter 4 - Produced by the Author

Chapter 5 - Produced by the Author

Chapter 6 - Produced by the Author

CASE STUDIES

Fig. 2.1 Produced by the Author

Fig. 2.2 https://www.dezeen.com/2021/01/02/louis-kahn dormitories-ahmedabad-saved-from-demolition/ Fig. 2.3 https://issuu.com/jayamithra9814/docs/iim_ahm Fig. 2.4 https://issuu.com/jayamithra9814/docs/iim_ahm Fig. 2.5 https://issuu.com/jayamithra9814/docs/iim_ahm Fig. 2.6 https://transsolar.com/projects/avasara-academy Fig. 2.7 http://www.ninamaritzarchitects.com/habitat-resourceand-development-centre/ Fig. 2.8 https://www.e-architect.com/birmingham glaxosmithkline-carbon-neutral-laboratories-for-sustainablechemistry

Fig. 2.9 https://aasarchitecture.com/2013/05/marin-countryday-school-by-ehdd-architecture/

THE CAMPUS OF M.S.U. OF BARODA

Fig. 3.1 Timeline produced by the Author

Fig. 3.2 Produced by the Author

Base Drawing courtsey: Historic and contemporary extensions: A cohesive design relationship - Thesis by Shivangi Kumar

Fig. 3.3 Produced by the Author

Base Drawing courtsey: Historic and contemporary extensions: A cohesive design relationship - Thesis by Shivangi Kumar

Fig. 3.4 Base Drawing Courtsey: Department of Architecture, M.S.U., Baroda

Fig. 3.5 Base Drawing Courtsey: Department of Architecture, M.S.U., Baroda

Fig. 3.6 Image of the Site photographed by the Author

Fig. 3.7 Image of the Site photographed by the Author

Fig. 3.8 Image of the Site photographed by the Author Fig. 3.9 Google Earth Image Fig. 3.10 Produced by the Author Fig. 3.11 Base Drawing Courtsey: Department of Architecture, M.S.U., Baroda Fig. 3.12 Images of the Site photographed by the Author Fig. 3.13 Base Drawing Courtsey: Department of Architecture, M.S.U., Baroda Fig. 3.14 Images of the Site photographed by the Author Fig. 3.15 Base Drawing Courtsey: Department of Architecture, M.S.U., Baroda Fig. 3.16 Image of the Site photographed by the Author Fig. 3.17 Sketches produced by the Author Fig. 3.18 Image photographed by Rahul Rathod

CLIMATIC CONDITIONS

Fig. 4.1 Climate Consultant, https://www.meteoblue.com/en/weather/historyclimate/ climatemodelled/vadodara_india_1253573

DESIGN PROPOSAL

Fig. 5.1 Sketche produced by the Author Fig. 5.2 Image photographed by Ar. A.M. Shirgaokar Fig. 5.3 Sketche produced by the Author Fig. 5.4 Sketches produced by the Author Fig 5.5-5.22 Images Produced by the Author Fig. 5.23 Analysis done by the Author Fig. 5.24 Context 3D produced by the Author with the help of Prachi Shah (third year student) Further analysis done by the Author Fig. 5.25 Model made by the Author Fig. 5.26 Model made by the Author with the help of Stuti Shah and Prachi Shah Fig. 5.27 Model made by the Author with the help of Stuti Shah and Prachi Shah Fig. 5.28 Model made by the Author with the help of Prachi Shah. Further analysis done by the Author Fig. 5.29 Model made by the Author with the help of Stuti Shah Fig. 5.30 Model made by the Author with the help of Stuti Shah Fig. 5.31 Model made by the Author with the help of Prachi Shah. Further analysis done by the Author