ARCHITECTURE DEPARTMENT

MASTER OF ARCHITECTURE PROGRAMME

CHINESE UNIVERSITY OF HONG KONG

2008-2009 DESIGN REPORT

FROM DUPLICATED CONSTRUCTION TO STANDARD DESIGN：

ALTERNATIVE PROPOSAL ON HONG KONG PRIMARY SCHOOL ‘STANDARD，DESIGN

CAO Yidah May 2009

The Duplicated construction means "Only One Design, but is repetitively built for many times. Hong Kong millenary standard School design Is a typical example.The millenary school design only had one type of design drawing, but it has already been widely constructed in several districts of Hong Kong. The result lead to Uniformity: on Site adaptability and composition, Uniformity on school Organization and Architectural Expression.

The Standard Design is a method based on standardized design work, material, structure, and construction elements to achieve diversified results.

This Thesis focuses on discussion of how to achieve diversification through standard design, and demonstrates the application of standard design methods by designing two different primary schools.

2-1

Catalog

Research phrase Introduction

Methodology Study

School Study

Problem Define

Thesis Statement

Thesis Schedule

Introduction

Case Study

Summary

Introduction

Time Line&Typology

Millenary School

16

18

22

,24

48

52

54

58

Catalog

Design phrase Design Study

Design Proposal

Appendix

Introduction

Separation & Connection

Modularity

Standardized Component

Site

Architecture

Presentation Panel

Interpretation

Prefabrication Study

74

76

78

80

86

90 %

91

114

122

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SX.H.MoOn$h«n W F Joseph Lee Pri $hunTakFratcm«( ShapPatH Holy Spirit W School AssociaHonWu Rur»IComi School Wen TUn Pi I School KiingTikS

School

SXRMoOnShan M«0n5h»n HolySpKil Pri MelhodrttPri School School

Uniformity in Site Adpatability

12-1

1 can't even recognUe they < no different cotors and name s on the wall. As I visited

I. names and the logos-v

‘ is also called Millennium Cdmpus Of ac Design" which is a new Standard School Desjgn. U is designed as B-storeys buildings, wth heavy emphasis

on provisions of extra fUxx area in ordef to accommodate dCkJtiiotial facilities tike cussfooms, mutti-purpose rooms, conipuier-assisted leamiog rooms, geography rooms & confererKe roomiThe bold colour and buiWiog signage are the only issue to idemify the Schools.

reference: http://chsc.edbMedcity.net/

Uniformity in Architectural Expression and School Organization

14•丨

Questions: Is Uni formi ty caused by Standard Design?

Standardization need not imply uniformity, and Uniformity is not Always the result of

standardization

Design Study

Thesis Parses

4 . Standard Design can lead to Diversification.

How to use Standard Design to achieve Diversification

1.2 Thesis Statement

The Duplicated construction means "Only One Design, but is repetitively built for many times.

Hong Kong millenary standard School design is a typical example. The millenary school design only had one type of design drawing, but it has already been widely constructed in several districts of Hong Kong. The

result lead to Uniformity; Uniformity on Site adaptability and composition, Uniformity on school Organization and Architectural Expression.

The Standard Design is a method based on standardized design work, material, structure, and construction elements to achieve diversified results.

This Thesis is focus on discussion of how to achieve diversification through standard design, and demonstrate the application of standard design methods by designing two different primary schools.

Thesis Statment

Methodology Study

School Study

I n t e r p r e t a t i o i

Design Study

Design

Review 17/09

Review 2 08/10

Review 3 05/1 I

Term I Review 29/1 I

Review 4 17/09

Review 5 08/30

Review 6 05/11

Final Review 18/04

1.3 Thesis Schedule

Methodology Study

How the standard design be applied in Architecture? In The methodology study phrase, I am looking for the answer through case study

In architecture lixlustry, there are already many pioneer architects practiced a lot with the method of standard design. I studied several different cases from the perspective of how the architects approached diversification through Standard Design.

Four cases wHi be detail studied.

2.0 Introduction 22-1

Case Study 2 24-1

Housing in China

Condensed Housing in Brazil Burkhalter&Sumi

The Modular School

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Housing in China Riken Yamamoto

28•丨

T he VilUi houses have six floors, wch floor plan have a different arrangement of program. In this design, the basic standard unit Is an area which comes from a grid. Programs are filled into the area groups which are a multiple of the standard area. Because of the modulus relationships, the programs groups can be combined to be deferent plans.

reference: EL Croquis SANAA

Floor Plans

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Not only the diversification on the plan, but also because the different program links to different size of openings on the wall, with different arrangement of program Inside, the elevation also is different.

32-1

reference: EL Croquis SANAA 33

Forest Works Depot Burkhalter&Sumi

2 . 1 . 2 Separation a n d Connection 34-1

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ForesT Works Oepot in Rheiiiau

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1

Fof^t Works Depot in Turbenthal

Administration Office

Forest Works Depot Burkhalter & Sumi

The architect designed four versions of this depot. Here I only show two of thenx The depot Is composed by three units. Each unit contains specific program. The each unit has an independent structure system. So the architect has the opportunity to get diversified combinations of three units to fit different site conditions.

Separated Programs

37-

Independent Strcuture

Im

1 1

B

Modular Relationship in Combination Four Combinations

38-1

2.1.3 Standardized Component

Center Strasse Housing Otto Steidle

The Eames House Clare & Charls Eames

Hunstanton Secondary Modern School Alison and Peter Smithson

40-1

Standardized Building for The Swiss Railway Network Merger & Degelo

Middle School, Losone LivioVacchini

Condenser Factory Bruno Morassutti,Milan

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in this case, the statxJardizatlon no longer happens in design, space or structure levels. The basic standard unit is the connection unit and structure components. The architect designed four types of standard connections: with roof truss work, with outer wait unit, with floor slab and with glazed partition unit Base on these four standard connections, the compoi"»ents can form up a franrve work unit, as duplicating the units, the space also Is extent and as adjust the dimension of the components, they gain different space. With Is possibility, different combinations and variations can be applied with drversifted programs.

44-1

Horizontal Section of Standardized Basic Connection Units

reference: Page 70-74 Industrial Buildings and Factories 45

Space Extension in Three Directions

Flexible Partition of Internal Space

1st Floor Plan 2nd Floor Plan

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Program & dircu 丨 ation

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Modularity

Separation & Connection

Standardized Component

2.2 Summary

Modulus

The basic unit is the area. A simple modulus relationship between the areas, because they are alt come out from a grid divided plan.

The first level of this modulus relationship is between the connection units and Components. Base on this modulus, connection unit can connect with ‘ horizontal components. As the result, the space units which are composed by staixlardized

I connections have a modulus

Structuring

Three different types of structure were applied for three units, each unit Is free standing. As the architecture is divided to three units, it can fit the site much easier. In different sttes, the three units were put in different positions.

The single space unit which is composed by standardized component and connection also Is a basic structuring unit

Combination

, . 1 which i I multiple of the basic Units, i

rrdi>ged into differem grid, which • ie basic unit dimension. So the Progr;

I be combined together to forrr

The possibility of those diversified Combiaattons structural

only diversified but also workabte

combination is dWerstfted.

Program

Program is filled into t

The Main furvctioo specific sub programs which were contained by three structurdl units. As a combination orctef

units wont affect the futKtion work.

structure The program can be ! free. This

Architecture can fit wrth diversified pfograms like school, office building, exhibilion. museum and

48-1 IIS

School Study

This four cases, I design. Contrast i

school which treats the entire school as a one unit, the four methods are all treat a basic unit or a fundamental unit dnwng the entire architecture.

Base on variations or combli%ations of fundamental imKs, the architects all approached the diversified result either In comblruitton or in program.

In inwrpr时ation phrase, development of Hong Kong ： and 2000 year Standard Design School, I will interpret the school by four methods in standard design to exam whether the standard design can be work on Hong Kong School Design.

3.0 Introduction 86-1

52

Eastate School & Elite School

1950 丨960

Interlocking School

1970

Flexible School

1980 1990

2000 Design

2000

3.1 Hong Kong Standard Design School Development Timeline S 4 - I

reference: HKIA Journal 2006 55

1970-1990 2000-2005

There are four versions of standard school occurred in 4 periods. Every 10 to 20 years, the government modified

‘ i n i meet the need of the increasitig population and policy of education adjustment. The latest version is this 2000 year version. From 2000 to 2005, there were over 80 2000year version standard design schools be built. Compare with the other three versions, the new version standard design school Is much bigger with more functions and pay more attentions to safety Issues.

• ^ ^ ^ •

Assembly Hal!

3.1.1 Hong Kong Standard Design School Typology 57-

"Anybody want to bund a school? Tell us and we can give Doe to this approach, from 2000 to 2005 there wece over you school in two years time. No probtem!' 80 2000 Design School b e ^ buiJt Totally they bu>lt 200 Said by the former ；Director of Archrtecturai Service schools of this type in <

3.2 Millenary Standard Design Primary School 58-1

The New School campusdesign pjpject wasddmintsuated urtdei- ArchSD and Education Department with the aim the meet ihe requirefT>em to provide 100% of primary school students with full-day schoolif>g by 2007.

this t a r g e t I n I d e s i sign which 丨

education and building Ordinance and fire regulations.

reference:WorldArchitecture 2007-07

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Typical Floor Plan

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3.2.1 School Design Drawing 60-1

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3.2 .2 School Program

Circulations

Wash Room

Assembly Hall

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Multipurpose Room

General Student Room

Classroom

Students Activity Room

Language Room

Library

Computer -Assisted Learning Room

2000 year standard design school is the latest version of 4 major vefsiom of standard design schools which occurred in dffferent period of Hong Kong. Contrast to three former versions. It has more area and much more complex program, tt put classrooms on one wing and multi-functional rooms on another wing aivJ circulation

63-

Circulations

Wash Room

E &M Plant Roc

Assembly Hall

Multipurpose Room

Students Activity Room

Language Room

Library

Computer -Assisted Learning Room

65-

Principle Issues Balcony Approach Direct Distance The distance measured in straight lines along the )X>tiondl path from any part of a room to the centre of an

Travel Distance Discharge Value The horizontal distance measured on the floor along the The number of persons that a itaircase of a given width centre tine of the exit route between the centre of an exit may be assumed to be capable of discharging from d doof from a room and 9'ven number of storeys (a) the centre of the fire-resisting door to the enclosure of any one staircase；

(b) if there is no such door, the first stair iread of the staircase;or (c) if the exit route leads directly to a street of to an open area at ground level complying with — any one of the points of discharge lo the steet or open area.

3.2.3 Regulation Study

86-1 66

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Table 4 I ' T r m r D ^ a n t t for̂ BuiWings，‘

Use 0* the premises or panofihc pwrniscs

1 1

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(C) 1

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(A) exit route aiont bAicony approacn or internal corridor witn ventilation ana complying wim the rcquircmenis ot" the Code oi Praciicc for Fire Resisting Construction.

(B) exit route along imernat corridor wiihout vemiUiion and complying with the reauircmena of ihc Code 01' Practice tor Fire Resisting Consiruciion.

Type of exit route* Maximum travel distance Maximum sum of the

dircct distance and travel distance

(A) 18 m 24 m 1

(B) 12 m 24 m

( 0 18m 18m

(A) exit route along balcony approach or internal corridor with ventilation and complying with the requirements of the Code of Practice for Fire Rcsiitinj Construction.

(B) exit route along internal corridor wiihout veniilation and complying with the rcquiremcms of the Code of Practice for

(C) storey partitioned into rooms but exit route is not along balcony approach or internal corridor which complies with the requirements of the Code of Praciicc for Fire Resisting

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which complies with the which i Praciicc for Fire Resisting ^ open area

:staircases or points of discharge l I ground level complying with paragraph 8.2.

ISM

The Requirment is 45m

The Requirment is 24m

The Requirment is 24m

Maximum Sum of the Direct Distance and Travel Distance 69-

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Discharg Value 70-1

IV Design Study .0 Introduction

Separate & Connection

Modularity

StandardizeComponent

Strategy II Modularity

Strategy III Standardized Component

Strategy I Separation and Connection

1 1

4.0 Intorduction 74-1

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Separate to Three Functional Blocks

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Teaching Block

Multi-Function Teaching Block

4.1 Strategy I : Separation & Connection 76-1

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3 X Unit Multipurpose Room

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1/2 X Unit

I X Unit

Staircase & Lift

Classroom

1 . 5 X Unit

2 X Unit

6 X Unit Assembly Hall

4.2 Strategy II : Modularity

Variation of Current Type

T E i n :

Courtyard Type

Single Row Type

Doulbe Row Type

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Prefabrication Concrete Panel Standardized Element Diversified Composition & Space

Standardized Panel, Diversified Composition

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m Standardized Precast Envelop Element Diversified Envelop Panel Installation Position

Shading Board

82-1 IIS

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The Site is in Cheung Sha Wan. Kowloon. Beside the cross way of Cheung Sha Wan Street and Tung King Street. This site have been already planed to build two primary schools, one is a 30 classrooms school, another one Is 18 classrooms schi requirment to do my design proposal.

5.1 Site 86-1

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This Design Proposal Is focus on demonstrating application of starxjard design methods by design two different primary schools.

5.2 Architecture

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Appendix • ； 漏 •

Interpretation

Prefabrication Study

I7P I Hi Interpretation

Independent Structure Unit

5

Standardized Connection & Component

丨,I directly interpret the 2000 year standard design school with new methods.

i method and for each < I also put them into the Kowloon Tong ：

Site: Kowloon Tong

2000 Year Standard Design School Plan

6.1 Interpretation 114-1 I I S

Refto Forest Work Depot Ubrary

I Cprr^u The Original Second Floor Plan

l i t t 以 二 E : 睡

2.4mX2.4m Basic Unit

瞧 丨 丨 丨

Program Space In Modulus

In this scheme, I choose the second floor plan to do the interpretation. Applied a 2.4 by 2.4 grid on the plan, after a little bit adjust then! gain this modulus plan. The new program area is multiple of the standard unit. These two versions which I tried are in almost the same area but totally different floor plans.

6 . 2 . 1 Scheme I Modulus 116-1

The Modulus of Second Floor Wan Total 260 Units

The Modulus of Second Floor Plan Variations ” Total 252 Units

117-

l i i i i i i i j rVdna

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Schematic Site Plan

n i T T T

Refto Forest Work Depot

3 1 i 「 》 n r；

Connection Orders

In thIsSc heme,Ijustseparate the two wings from the main circulation core. At the same time, design irvdependent structures for each block. With a combination order which Is those two wings are only allowed to connect with the core. I gain several different versions of comb丨natkms.

6 . 2 . 2 Scheme 2 Independent Structural Unit 118-

T J l

Not only just cfiffer«m combinations, this variations give me a possibility to make the school can fit into difterem Site conditions. Utce the left ooe can fit into a compact sUe. and the right one can fit into a narrow site. Also a$ I place them into Kowloon Toog Site, view from the perspective d$ same as the former photo, ihey are no longer looks like the same.

119

Multi-Purporse Block

The bask concept is a connection unit with sondard vertical and horizontal compor>ents. A simplest way to form upafrdmeworkofstructure.dupiicdte

modifying with same number of units. I did this new version which is no toogef sknilar

IIS

Ref to Forest Work Depot

^ 义 、

# Concept of Standardized Connection Uni t

The last scheme Is using the standard component and connection. The crito丨 conr>ection is depends on the material we choose, so I jusi put some reference cases： Paper, Concrete and Ste«l

6 . 2 . 3 Scheme 3 Standardized Connection & Component 120-1

Hoiizonol Com(>onenc <

tnl

i J m •.

Vertical Element

Skeleten - Frame Structure Panel - Panel Structure

Horizontal Element

Core Slabs

Ww S i rzr-

FMMM*

T M i / f

Double Tees Slab Beams

Principles of Selection of the Structural Elements Assembly of Precast Elements Connections Modular Coordination and Tolerances

6 . 3 Prefabrication Study 122-1 123-

Assembly Hall Multi-Purpose Room Classroom

— J M B o E - . H H ^ B I ^ ^ ^ ^ H I H H H H H H H H B B S I ^ B B

Classroom Multi-Purpose Room Assembly Hall

6 . 3 . 1 Required Space 125-

Junctions Principle

COLUMN, BEAM AND SLAB JUNCTIONS

mulli-siorey buildings, the al elemeni

of

(a) Beam parallel to facade (Fig. 4.4); (b) Beam perpendicular to facade (Fig. 4.5); (c) Beams parallel and perpendicular to facs

slabs spanning in two directions (Fig. 4.6); (d) Slab perpendicular to facade struct

(Fig. 4.7).

.4.4. F i t . 仏

r .4.7.

Difficulties arise when all these structural elements meet at one joint, particularly with the fitting of the individual forms, the meeting and crossing of the reinforcing bars, and the casting of the concrete. When circumstanccs allow, the number of intersecting bars can be reduced by using bars of larger diameter, to relieve the congestion.

For precast structures in particular the intersection of four or more elements at one joint creates significant problems. Three basic principles should be borne in mind when seeking sohitions:

(i) Do not connect columns at the intersections; locate the connections somewhere between the

Connections Tpypologies

precast frame analysis

Figure 3 .22 ; Types ofamnections

Technical Supports

6 . 3 . 2 Skeleten 127-

幽_ I U H T i i in i ， N J I U

Conceptual Model Skeleten Application

128-

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mi

書

Balcony

丨、、、 ：

‘1 "” r-rf //I 1 ( /i‘

X,

\ mm

K•輪麵華雌mm

Skeleten Application Skeleten Balcony and Staircase Solutions

130-1

Staircase

IIS

cr5=

1 f K

Skeleten Connection Typologies Skeleten Frame Structure Variations

132-1 IIS

Junctions Principle Connections Tpypologies Clarification of Panel System

• • r i J n ^ J n

Technical Supports

6 . 3 . 3 Panel

Sec. 2^]

TaMc2Je—CUrificatkmofpa

T Y P E OF HORIZONTAL SECTION

WIDTH OF BUILDING

bearmg 錄

T " n r 了 1

丄 n i l I N T T T

W P H

3BURIM6 / WW.LS

135-

y

\ \ \

4 、

1250mm 3X1250nim

Panel Conceptual Model Panel Application 1

137-

f： J

L

.m

：^」

S

Multt-Purpose Room Assembly Hall

Panel Application 2 Panel Variations

n _ n

_ r

108-1

s

Panel Variations

141-

t Si

Bibliography

World Architecture 2007-07

HKIA Journal 2006

Vernacular Contained

Construction intention Detail

Burkhaiter + Sumi

Bcroquis SANNA Kazuyo Sejima

Industrial Buildings and Factories

Eames House Charles and Ray Eames

Uvio Vacchini Works and Projects

Transformation Uvio Vacchini

Alison + Peter Sm/thson works and

Web

http:fkhsc.edb.hkeddty.net

http:// www.arcspacexom/arcbitects/ kurokawa/

hup:" www.steidle^artnende

http://psp.projMedcity.net/chi/parser php?file=chi/home2008.htm

http://www.archsdgov.hk/archsd_bomeOL osp?PothJ_ev/ =8&Stotus=PC

http://www.edb.gov.hk/

http://www.hkplace.com.hk

http://www.centamap.com

Alison + Peter Smithson the Shift

Architectural Services Department the New Millennium

142-1 IIS

ARCHITECTURE LIBRARY 建 築 事 圖 書 餘

THESIS畢業論文 Overdue Fines on Thesis

HKSl.OO per hour 4 hrs.

Time Due 還書時間

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I 1 OCT 2010

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o f巧一 1 9TEC 2011

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