CAT’s Architecture Professional Diploma students celebrate the end of their studies with a private view of their work and a party at CAT on 20th January.
This unique event invites industry VIPs, students, local people and friends of CAT to view the final projects of these up-and-coming architects after 18 months of intensive study. Transforming study rooms into exhibition spaces their inspirational designs and models will be available to view with the students themselves on-hand to talk guests through their visions. This will be a unique insight into the ideas of the architects of our future. Continue reading “Celebrate with CAT’s architects of the future”
Climate Change and Sustainability are very complex issues. The range of themes CAT students cover is incredibly varied – ranging from how to measure the heat loss from a building to heterodox economic theory. This week, humanitarian architecture takes centre stage. Students on the MSc in Sustainability and Adaptation (Built Environment/Planning) are joined by Jamie Richardson of Shelter and Construction to look at emergency buildings.
Learning about construction in these extreme environments is as connected to sustainability as everything else CAT does. The project is designed to give students the opportunity to engage with the task of building suitable shelters for refugees in times of conflict or disaster.
The module looks at the broad range of considerations needed for this kind of work: anthropology, logistics, materials, community consultation, the role of the NGO, thermal comfort and wellbeing, diplomacy and, of course, the sustainability of solutions among many other connected issues. It aims to equip students to be able to go into the field and make a difference to people’s lives. While the types of buildings that we might see on the news that are used to house refugees may seem like simple structures, the thought and logistical complexity that goes into their construction is considerable. There are three overarching considerations that shelters need to provide: durability, dignity and safety.
For the purpose of this module, students are given two contrasting scenarios in which they will be expected to engage with the theoretical and practical issues for each specific situation. The first situation the students faced was the aftermath of an earthquake in Nepal, with large numbers of people affected. This scenario was designed to demonstrate how a crisis might play out in a rural setting. Students looked at the location, available materials and logistics and then went out and built what they considered a viable shelter for people involved in the disaster. The second scenario, Gaza, offered students the opportunity to think theoretically and practically about shelter provision in a war affected, urban setting where practical considerations about the availability of materials, as well as safety, are paramount. The value of the module is that students not only get the theoretical background on emergency shelter provision, but then can put that theory into practice by actually constructing shelters and getting feedback on their efficacy.
Over the next few days, students will be working on a practical research and development project for a modular, scalable design for a two story building that can be rapidly constructed using the small timbers available in Gaza. The basic design is already in use in Gaza. The designs make use of only 2” by 1” timbers and 1/2” inch plywood to construct various designs of I-beams suitable for floors, roofs and walls. The work student are carrying out this week will build on this existing design, testing new detailing in the construction of the floors and building some I-beams and other elements that will be load tested by Oxford Brookes University.
It is a compelling example of how the principles of sustainable architecture can be brought into this immediate and complex problem. Given that the world is seeing an unprecedented amount of forcibly displaced people globally, the skills taught on this module are able to positively contribute to a serious and growing problem.
Sara Tommerup is a graduate from the Centre for Alternative Technology (CAT). Here she writes about the work she has been getting up to since graduating, including setting up the Agroecology Land Initiative.
Since 2006 I have apprenticed and learned about natural building in different parts of Europe and also in the US. In 2010 I decided to do the AEES course at CAT (now replaced with MSc Sustainability and Adaptation in the Built Environment) which complimented my hands-on training well. The course gave me the analytical tools to go deeper into the theory and engineering of sustainable building and the wider environmental issues. Due to my convictions I really appreciated to be able to study seriously in an environment removed from conventional campus life and I think this was one of the main reasons I chose CAT. Today there are many more study options when it comes to sustainable studies – but not at such a peaceful, environmental friendly and exemplary place as CAT’s Graduate School of the Environment.
I am now working as self-employed but continue to train to expand my skills and their applicability. I am originally from Denmark and now being in the UK I have picked up quite a few new natural building techniques which are traditional to this area, such as roundwood timber framing and stone walling. This year, I will be doing a stand-alone module on settlements and shelters in disaster areas which I hope to work with in the future, both as a trainer and a field worker. Having both practical as well as academic skills is something I can’t recommend enough!
Although building appropriately is important, I have realised that without land we can’t build anything nor choose the lifestyle we want. In 2014 I co-founded the Agroecology Land Initiative, an organisation with the aim to help people from all walks of life gain access to land. The ALI has so far set up its first land project in Carmarthenshire. Do have a look at agroecology.co.uk if you want to hear more about what we are up to. We also offer both short and long term volunteer opportunities.
My MSc thesis was not about building but rather on adaptive co-management in regards to social ecological systems. What I learnt from my thesis has served me well as it enabled me to understand how complex our world is and how we are better off creating societies that are adaptable instead of rigid and attempting control. I am therefore really pleased to see that the AEES course has adapted into its new form, namely the Sustainability and Adaptation MSc, a course that seems ready to take us further still.
Chris Woodfield is a student on the MSc Sustainability and Adaptation at CAT. Having now completed the majority of his taught modules, he reflects on what he has learned so far.
The taught part of my MSc in Sustainability and Adaptation is drawing to a close, with only the May and June modules left to complete on-site at CAT. So, has it lived up to expectation, what have I learnt, and what next?
CAT’s unique immersive on-site learning experience has definitely been a highlight as I have taken all of my modules on-site and this is something which will be missed.
I would wholeheartedly recommend choosing the on-site options rather than undertaking modules via distance-learning. This is predominantly because of the engagement and creative discussion that flows with fellow students on the course as well as with the other Graduate School of the Environment courses. Furthermore, the chance to enjoy and explore CAT’s beautiful site and lovely vegetarian/vegan food is a bonus.
The wide variety and broad nature of the modules has allowed me to expand upon and develop a holistic understanding of sustainability and adaptation, whilst also exploring specific areas of interest in more detail.
I have taken the modules Ecosystem Services, Environmental Politics and Economics, Cities and Communities, Energy Flows in Buildings Part A and B, and will finish with the Sustainable Materials and Applied Project modules in May and June.
My two most recent modules, Energy Flows in Buildings A and B, have explored energy efficiency in buildings, heat, moisture and air flows, building physics, and eco-refurbishment. However, it is becoming increasingly clear that what is more important is energy flows in humans, and the way we, as citizens, experience and interact with the environment and make decisions to influence the World around us.
Sustainability, environmental and social issues are often portrayed as negative “problems” or “issues” that we need to solve to make the world a better place.
However, my time at CAT has reinforced and strengthened the view that to enhance and facilitate positive change sustainability needs to be viewed as an opportunity; an exciting, rewarding, fulfilling and challenging opportunity.
One opportunity that many of us in a similar position to me are currently embarking upon is to carry out a major dissertation project. However, what will, and can we do?
The possibilities are endless and it is a difficult decision to narrow down ideas into a concrete research project. For me, I still have a variety of ideas and passions I would like to pursue, for example, food waste, marine plastic pollution, heathy, happy communities, environmental education and how people view and relate to nature.
With this being said, one thing is clear, we all have the unique opportunity of a lifetime to make a real, meaningful, creative and thought-provoking contribution to scientific research, community engagement and/or expanding and delving deep into the issues we care about.
Another important aspect I have developed whilst studying at CAT, is the appreciation of the scale and urgency of the change that is needed. Again, this may reinforce negativity and leave a sense of hopelessness. However, I know that in our own small way, students can be catalysts for change and rise to the challenge of not just a more sustainable world, but a healthier, happier, more socially-connected, benevolent global society that is thriving in every sense of the word.
One recent innovative example of students exploring the barriers to change in terms of CAT’s Zero Carbon Britain project was an open space ideas sharing and discussion two-day event entitled “Where’s the carrot?”, organised by GSE students and the ZCB team.
Some people say change has to start somewhere, but I truly believe, positive change is already underway, we just to need harness the creative energy and ambition and turn it into action. Who and where better to do this, than students on their major dissertation project? Only time will tell….
Film from the Zero Carbon Britain – Where’s the Carrot? event.
Andrew Lees studied MSc Architecture: Advanced Environmental and Energy Studies at CAT (this course has now been replaced with MSc Sustainability and Adaptation in the Built Environment). He graduated in November 2015, and I took the opportunity to catch up with him and speak about his experience on the course.
Kit Jones: What was your background before this course, and why did you decide to study at CAT?
Andrew Lees: I’m an architect, and I signed up to the course wanting to do more green architecture. I was surprised by the diversity of other people on the course when I first started – people form all different walks of life and not just Architecture, even though there is a lot about buildings in the course. It has led to some good conversations because people have very different experience to bring.
I suppose I felt I wasn’t living up to my own expectations about what I wanted to be doing, as an Architect. I wanted to be able to diversify the work I could do.
KJ: Have you been able to do that? Have you been able to use what you have learned?
AL: I’m still in the same job, but it has definitely made a difference. I feel I have more in depth knowledge and I am more able to talk to clients, contractors and other consultants about sustainable options for buildings.
In a broader sense, I have also been able to flesh out my concept of what an architect is – or should be. It would be useful if everyone else had the same view! People have a very boxed in view of what an architect should be. As buildings get more complex architects have become coordinators rather than thinkers; we have deferred to engineers on how the building functions. This course makes you more of a thinker. So now I want to be able to lead that more. I’m about to apply for a job in a higher position, which I think would give me more freedom to do that. Part of my intention is to strike out on my own one day.
KJ: What was the experience of studying at CAT like?
AL: It has a totally unique atmosphere – that was the draw in the first place. I have definitely been challenged by it. I’m not a natural scientist; I got by, but I found scientific essays challenging. In conventional architecture education the emphasis is not on scientific writing. So I had to get my head around things like rigorous citation and brevity. I would say I enjoyed being a scientist though – I’ve discovered the joy and creativity of scientific discovery!
KJ: What did you do for your thesis?
AL: I used computer simulation to look at insulation in solid wall, terraced housing. I was coming at the issue from two angles – bringing together the technical issue of building fabric improvement and the human one of thermal comfort standards, questioning the usual standards. I explored the energy and carbon savings of varying the thickness of insulation at different internal temperature set points, and forecasting how likely it was that occupants would be comfortable at these temperatures.
New student Chris Woodfield talks about his first week at CAT.
With the first week and the start of the MSc Sustainability and Adaptation now out of the way, the realisation of what is to come is finally settling in; this is an exciting time to be a student.
For me, the journey to CAT’s beautiful West Wales location was a relaxing short train ride away from my home on the coast in Aberystwyth. I’d been to CAT many times before but the feeling this time was different, a sense of anticipation, excitement or nervousness – or maybe a combination of all three. I’d be looking forward to the start of the course for a little over a month when I’d found out I had been successful in achieving the bursary award to pay for the course fees, for which I am extremely grateful and would like to take this opportunity to thank the Amar-Franses and Foster-Jenkins Trust for their kindness.
The week started by meeting a few people on the course over a lovely vegan meal, followed by an introduction to the history of CAT. This year CAT have decided to combine the teaching weeks for the two MSc courses and the Professional Diploma in Architecture so all the students are on-site together. Although quite hectic to start with, I enjoyed this aspect of the week and it was useful and interesting to meet people studying on the different courses. The unique immersive teaching set-up of living, sleeping, studying and eating at CAT for a week was something I was certainly looking forward to – and I wasn’t disappointed.
As the teaching started and progressed through the week it was clear this was going to be a whistle-stop tour of an introduction to adaptation and sustainability. The content of the lectures was broad but gave us an ideal overview of the challenges we face as a society and the feeling of what we can do to overcome these in a positive way.
The content ranged from the physical or environmental aspects of sustainability through to the social and economic aspects, with lectures covering topics such as ecosystems, climate change, energy, carbon footprints, buildings, sustainable cities, land-use, transformational economics and transport.
In the middle of the week, Paul Allen, Zero Carbon Britain Project Co-ordinator, gave an evening lecture on CAT’s approach to climate change and Zero Carbon Britain – CAT’s flagship project, whilst also outlining the new research project, Making it Happen. This seemed to be one of the highlights of the week, illustrated by the engaging discussion that followed. For me, it was particularly interesting as Paul outlined the emerging importance of the arts and culture in climate change and how these can positively shape people’s behaviours, rather than relying on the science and hard facts. This is something I had been thinking about for a while and it was great to know this is a key area of importance and would be something we would be exploring in more detail as the course progresses. On that note, preceding the talk we were treated to a beautiful relaxing musical performance by one of the Professional Diploma in Architecture students performing on a type of drum called The Hang.
With a busy, fully-packed timetable of lectures and seminars, it became clear the mornings were going to be a useful quiet time for space, exploring and reflection. It wasn’t difficult for me to wake up early, especially with a snoring room-mate! I tried to fill the mornings with runs, walks and exploration of the CAT site and further afield taking in some beautiful views. This was a perfect way to start the day – to sit outside and realise how important these inspiring green spaces are for our own health and wellbeing as well as for the planet as a whole.
As the week drew to a close, one of my favourite lectures was delivered by Ruth Stevenson on Climate Change Discourse and Analysis. We explored how climate change is ‘framed’ or portrayed by the different people, groups and the media. Furthermore, this introduced us to ideas about how we view nature, either individually or as society, looking at ‘values’ and anthropocentric (human focused) and ecocentric values. Again, this was especially interesting and something relatively new to me to study in an academic sense, so it put the foundations in place to explore this further in subsequent modules.
There was much talk about the CAT Friday night social and our first one of the year was organised by our lovely course coordinator Tim Coleridge – the music and dancing continued well into the early hours, even after the band had finished, with our own impromptu DJ set.
The week finished with a summary discussion session outside, enjoying the beautiful Saturday morning sun. This was a lovely and refreshing way to finish the week with some creative discussion and points to consider as we all went our separate ways for another couple of weeks. Looking back on the week, it has been a great introduction and has made me realise that there are a lot of similar-minded people out there dedicated to trying to make real positive change a reality. I guess the big challenge is, can we all learn and work together and share our experiences to deliver this change in a creative and inspiring way.
The March module of CATs Sustainability and Adaptation MSc was part B of Energy Flows in Buildings. Part A (in February) introduced us to ideas of thermal comfort and its relation to heat transfers from the human body to its surroundings. This was tied to the implications of maintaining that thermal comfort, and the impact on energy use. We learnt about calculating U-Values (used as a standard measure of the thermal efficiency of a building element), and daylighting: making best use of natural daylight in a building and calculating the resulting energy savings.
Part B expanded on this getting into more detail about limiting the flows of energy through a building, whilst addressing issues around ventilation and movement of moisture. A sustainable building should maintain a comfortable environment – comfortably warm in winter, comfortably cool in summer, ideal humidity levels, good air quality – with minimal energy input, and without moisture ingress causing degradation of the building fabric. Throughout the week different elements of possible means to achieve this were discussed.
A recurring theme throughout the week was retrofit – upgrading the thermal efficiency of existing buildings to reduce their energy use and related CO2 emissions. The most commonly stated best-estimate is that around 80% of existing houses will still be in use by 2050; the potential contribution to reduced energy use and emissions from such a large number of buildings is huge, but presents a challenge. There are advantages and disadvantages to various approaches, from aesthetic considerations (eg: changing the appearance of a building when externally insulating it), to practical (eg: loss of space when internally insulating), to technical (eg: the risk of condensation forming at the meeting of new insulation and existing structure if it is not carefully considered). Planning and conservation concerns can also influence or restrict choices for retrofit.
There are also issues and trade-offs surrounding choice of insulation materials – the most highly efficient materials may have a greater overall environmental impact than some less efficient materials. Some are more breathable (open to passage of moisture vapour) than others, which can have both positive and negative implications, depending on application.
Another recurring theme was the need to account for future changes to our climate in both retrofit and new build. In particular, too much emphasis on designing to conserve heat could lead to overheating further down the line when atmospheric temperatures increase. Careful attention to placement of glazing and shading to control solar gain can help address this, allowing direct sunlight in to provide warmth in winter when the sun’s path is lower, and sheltering the building from the most intense direct sunlight in summer when the sun is higher.
The role of thermal mass in regulating internal temperatures was discussed in a number of lectures. Depending on climate and design, thermal mass may hang on to winter day-time heat, releasing it within the building through the night – or assist cooling by absorbing excess heat in summer, if combined with effective ventilation to purge that heat at night. Used inappropriately thermal mass may add to overheating, so its use must be considered carefully.
A practical in the second half of the week provided a demonstration of heat loss through unplanned ventilation (ie: draughts). This was linked to the need to provide controlled ventilation (whether through opening windows or via mechanical ventilation), and highlighted the difficulties of achieving airtightness (eliminating draughts) in some existing buildings. The practical involved carrying out an air-pressure test to establish the air-permeability of the timber-framed selfbuild house on the CAT site (ie: how much air moved through the fabric of the building at a certain pressure). In groups we surveyed the building with thermal imaging cameras, before and during the test. The resulting images clearly showed how the cold incoming air cooled surrounding surfaces, demonstrating the impact of air infiltration on energy use. A scheme to retrofit the selfbuild house at CAT would have to include a means to reduce this.
The end of the week saw us discussing Passivhaus and visiting the Hyddgen Passivhaus office/community building in Machynlleth, with the building’s designer John Williamson. Some myths about Passivhaus were busted (for instance: you can open windows), and the physics-based fabric-first approach was explained. The standard is based around high comfort levels combined with incredibly low energy input. While on site we investigated the MVHR unit (Mechanical Ventilation with Heat Recovery), which removes stale air from the building, and uses it to heat fresh incoming air. These are a common feature of passivhaus, as they allow the removal of moist air and other airborne contaminants and it’s replacement with fresh air, whilst minimising heat loss. This system has been the subject of some heated debates with fellow students at CAT, due to questions about the amount of energy needed to run the system and how user-friendly it is or isn’t. We were shown that when installed correctly, the system recovers more energy than is needed to run it.
As ever, throughout this course connections were constantly drawn between all the different areas covered (the inescapable interconnectedness of all things!). Nothing stands in isolation; each decision in one area can have repercussions in another. The different elements of building physics and materials must be balanced with each other and with the effect of any action on the wider environment.
The immersive learning environment during module weeks at CAT is highly effective, and very intense. It’s a wonderfully stimulating and supportive place to be, but at the end of the week that intensity needs a release in order for us all to return to our normal lives without winding up our friends and family when we get there. That takes the form of the vitally essential Friday night social, which this month was themed around a Cyfarfod Bach, a laid back Welsh social. We had beautiful music and singing, comedy, artwork, silliness, a rousing rendition of the Welsh National Anthem (not too shabby, considering only a handful of people were Welsh speakers or had any idea how the tune went in advance) and finally a leg-shattering amount of dancing, ensuring we could all go home in physical pain but happily and calmly buzzing.
See more blogs about the MSc Sustainability and Adaptation course.
The new educational resource, CBAT (short for the Carbon Budget Accounting Tool) brings to life a process of ‘Contraction and Convergence’ which helps the user explore the potential of global climate deals that are do-able safe and fair, ending up with roughly equal global rights per capita to emit.
The CBAT tool helps understand this process by inter-actively modelling the rates of change of net greenhouse gas emissions. CBAT is aimed at everybody (experts and students alike ) to help decide what needs to happen in order to reduce greenhouse gas emissions.
Developer Aubrey Meyer says that, “the purpose of CBAT is ‘educational’ with an emphasis on improving the understanding of what is needed for us to really achieve the UN goal of avoiding really dangerous climate change.”
CBAT has a broad base of support that includes United Nations secretary Ban Ki Moon, Caroline Lucas, Rowan Williams, Jonathon Porritt, Tony Juniper and many more.
The Centre for Alternative Technology in Machynlleth is the UK’s leading environmental educational charity. Set up in 1975 to inform, inspire and enable practical solutions for sustainable living. CBAT was launched during the Politics and Economy module of CAT’s new masters in Sustainability and Adaptation.
Tom Barker, senior lecturer at CAT said “It is an honour for CAT to have CBAT launched here. It will be a very effective tool in the fight against climate change and a brilliant opportunity for our students to get to grips with a new program to better understand climate accounting.”