Assignment One

Click to download in Word format

Assignment 1 graphics example

Historic streetcar pictures in Word format (warning, large file)

Historic streetcar pictures in .pdf format (If you have trouble downloading the Word file above. Much smaller but images cant be extracted)

UNIVERSITY OF BRITISH COLUMBIA LANDSCAPE ARCHITECTURE PROGRAM

UBC School of Architecture and Landscape Architecture

Environmental Design Program (ENDS)

ENDS 221: DESIGN - Sustainability by Design. Making our Cities Healthy for Humans and Other Living Things.

Winter Term 1, September to December 2012

Professor Patrick M. Condon      

Project Issued:  Sept 6

Project due:  In tutorial session week 4

Project 1. Streetcar City ; Then and now.

Overview:

This project will give you a chance to see the city in a new way. You will be looking at the city as it is now and as it once was, and from this examination learn how cities evolve and how what happens now is a function of what happened in the past.  It’s a simple warm up project and should be fun. The project is to study how the form of our city is the result of events in the past, and how we get to and from work, or school, every day. You will be asked to look at old pictures (stills from films) of the city and to select locations depicted in those old stills, and re photograph this view from exactly the same spot. We will also ask you to write your thoughts about your investigations as described below.

Learning objectives.

1     Demonstrate an ability to see the city as an artifact that has grown through the interaction of working, living, and moving.

2     Write a clear text to describe the location and how it has changed.

3     Depict this information in a graphically clear way with photos and maps.

4     Begin to learn how to diagram information by adding information to maps.

5     Demonstrate an ability to draw conclusions from what you have observed.

Process.

Choose, in your tutorial session, one of the 24 views provided. These views are taken from old films. The ones in black and white are from this film, shot in 1907 from the front of a moving streetcar: http://www.youtube.com/watch?v=vzjRs3ARo0g. The ones in color are from a more recent film, shot in 1956 just before the regional rail system was torn up to make way for rubber tired busses, cars, and freeways. Only a small fragment of this much longer film is on line at:  http://www.youtube.com/watch?v=tKHVHG2VhZc 

1     These views are located for you, described in terms of the nearest intersection to the view and the direction of the view. Pick the view that most interests you. No two students in labs can do the same view.

2     The images on the sheets can be extracted from the Word file and printed out on a larger sheet. With that in hand go out to the city to find the exact same spot and take a photo that is from the identical location looking the same way. If it’s the same time of day that would help too. Try to get the frame as identical as possible.

3     Find the map detail from the Google maps (or the like) and “grab” it to use in your presentation. Capture an area about .5 kilometers by .5 kilometers in the map view.

4     Using a simple graphics program like “paint” on the PC put labels on the map. Labels should include a direction of view arrow, and other elements in the view that have changed over time which you think are important. I have provided graphic examples of what I mean on the attached page.

5     Arrange the three images with captions on the page. You must download a Word template for this from the blog site. The template allows you to drop the images into the pre defined spots, and fill in the captions.

6     Write a 500 word description of the place and the changes that occurred there. Use the readings from the course and your own insights to suggest how this area grew and the role that transit had, or didn't have, in its history.

Submission requirements.

Two page submission using templates provided. Graphics and English compostion counts and will be part of grade.

Grading criteria

Graphic quality   20%

English composition  20%

Photography    20%

Quality of insights 40%

Everything below this point is from 2011 Class

Photos from final presentation. Dec 1 2011.

Lecture files part II

Click here to view

Locations for extra tutorial sessions, November 24 and 29.

Dear students of ENDS 221. 

As mentioned in lecture class yesterday, there will be no lecture November 24 and 29. Instead you will given two more tutorial session for you to work in teams on project 4. Below you have the listings of where to go on those two days, listed by tutorial group. 

PLEASE NOTE THEM AND FIGURE OUT WHERE YOU ARE GOING AHEAD OF TIME!!!

 All times are the same as lecture times. Arrive no later than 11 am.  Your attendance, or lack thereof, will be noted by your tutorial instructor. Remember, teamwork counts!  Cities get built by teams, not individuals.

Tutorial 1

Tutor: Paula Leyton

November 24  SCARF 206

November 29  SCARF 204

Tutorial 2

Tutor: Ellen Wardell

November 24 and 29  Macmillan 360 pods C,D,E,F, H

Tutorial 3

Tutor: Ellen Wardell

November 24 and 29  Macmillan 360  pods  M, J,K,L,G

Tutorial 4

Tutor: Jia Cheng

November 24 and 29 Macmillan 256

Tutorial 7

Tutor: Niall Macrae

November 24 and 29  FSC 1615

Tutorial 8

Tutor: Niall Macrae

November 24 and 29 FSC 1617

Tutorial 9

Tutor: Lisa Lang

November 24 and 29  SWNG 309

Tutorial 10 

Tutor: Lisa Lang

November 24 and 29  SWNG 309

Tutorial 11

Tutor: Paula Leyton

November 24 and 29 SCARF 207

Assignment 4

Assignment 4

UNIVERSITY OF BRITISH COLUMBIA LANDSCAPE ARCHITECTURE PROGRAM

UBC School of Architecture and Landscape Architecture

Environmental Design Program (ENDS)

ENDS 221: DESIGN - Sustainability by Design. Making our Cities Healthy for Humans and Other Living Things.

Winter Term 1, September to December 2011

Professor Patrick M. Condon        -          11 AM to 12:30 PM , Tuesday/Thursday

Assignment 4: Designing a Sustainable Region for 4 Million.

Due on last day of class, Dec 1, 2011, at 11 AM.

Overview:

This project will give you a chance to experiment as a regional designer. You will be working in small four or five person teams, and in a team of your whole tutorial group, and, ultimately, in teamwork with your entire class of over 160 students. Your challenge is to add population and jobs to the region, taking it from a region of two million to a region of four million, and in a way that makes the region much more sustainable than it is now.

To make it easy for you we require you to use the seven rules of this course and apply them. Your project will be evaluated based on how well you do this. Your challenge will be to apply the seven rules in one 5 km by 5 km portion of the region.

Process

The region has been divided into squares. Your tutorial group will have the squares indicated below.  The numbers indicate which tutorial group is assigned which squares.

	Map (only visible in download) of region showing who does what labeled by tutorial section.  Maps can be found at: http://www.sxd.sala.ubc.ca/9_resources/gvrd_mosaic/gvrd_mosaic.htm

As you can see, each tutorial group is responsible for four squares, or "tiles", each tile is 5km by 5km. That means that each square contains 25 square km. Since the sheets you will be issued are one meter square, that means that one meter equals 5km or 5,000 meters - or, in design and engineering terms, the map is 5,000 scale.

Population and jobs

We provide you with the total number of new jobs and residential units required for each square below. As you can see some tiles have more capacity to absorb jobs and housing (based on a complex analysis that we did in 2006 which I have radically simplified here). This doesn't make these tiles that much harder or easier to figure out. It just might take longer to draw more buildings on the tiles demanding more jobs and housing than others.

Team	Square	New Dwelling Units	New Jobs
1 Surrey Delta	G6	40,000	60,000
1	G7	4,000	5,000
1	H7	1,100	2,100
1	I7	4,000	6,000
2 Surrey Langley	H5	50,000	70,000
2	H6	35,000	45,000
2	I5	2,000	3,000
2	I6	4,500	6,000
3 Fraser edge	D5	2,000	2,000
3	E5	2,200	2,000
3	F5	45,000	45,000
3	G5	57,000	40,000
4 Richmond	B5	4,800	6.000
4	C5	13,000	15,000
4	B6	4,300	6,500
4	C6	9,000	12,000
7 Golden Ears	J4	6,500	5,000
7	K4	6,500	7,500
7	J5	8,500	7,500
7	K5	1,900	2,000
8 Coquitlam East	H3	14,000	16,000
8	I3	3,000	5,000
8	H4	8,500	9,500
8	I4	3,900	5,500
9 Coquitlam West	F3	34,000	40,000
9	G3	6,500	7,000
9	F4	50,000	40,000
9	G4	6,000	7,000
10 Burnaby	D3	60,000	50,000
10	E3	60,000	50,000
10	D4	62,000	45,000
10	E4	53,000	27,000
11 Vancouver	B3	45,000	13,000
11	C3	50,000	20,000
11	B4	40,000	18,000
11	C4	63,000	26,000

Process

Using your experience from assignment three, work as a team to add residential units and job sites to your urban assigned urban tile.  Do this project EXACTLY like project three, only this time as a group and this time on a bigger area.

Step one, locate residential units.

From experience i know that the most difficult part of the task is to locate the housing units. So start with this. Remember that we have taught you how the corridors have the most capacity to absorb new units, but that the "fabric" can also absorb a lot without the need to tear buildings down (or not many anyway).

Step two, locate jobs.

This may seem like the hard part of the assignment, but its not. Jobs only take up 20 sq meters per job. So one job only takes about 20 percent as much space as one housing unit. Remember that less than 20 percent of jobs are "stinky smelly noisy" jobs requiring separation from other land uses. So the other 80 percent can be located within mixed use blocks and mixed use buildings. The simplest way to do this is to give over the entire first floor of mixed use buildings located along transit corridors for retail, and the second floors (or higher floors potentially) of these same buildings for office use. If you go back and look at the statistics I gave you on jobs you can see that about about 20 percent of jobs, and thus space, is in retail, 40 percent is in education  (do schools need to be separated? maybe yes maybe no), health care (hospitals? clinics? dentists? your GP?)  and other services, 20 percent is government (city, regional, police, fire, etc).  I am making these numbers very rough and chunky to make it easy on you. So only 20 percent of your job space has to be segregated in jobs only areas. In some areas you will have trouble finding this much land for jobs only areas. In others you will have too much.  If you are lucky enough to have an existing industrial area in your square you can probably absorb more jobs in those areas by proposing to add floors to existing buildings or use the sites more intensively than they are now (we did this in our North Vancouver 100 year plan: http://www.cnv.org/server.aspx?c=3&i=541 )

Step three

Elect one person from your team to fill out the form on the next page.

List Team members:
QUESTION	ANSWER
1. What strategy did you use to locate most dwelling units.  Address affordability and demographics. (200 words.)
2. What strategy did you use to locate most jobs. Address degree of mixing/separation of jobs. (200 words)
3. How did you protect and extend natural systems. (100 words)
4. Where are the major transit ways you depend on for mobility (100 words)
5. Were you able to create alternative transportation networks. Where? (100 words)

Step four:

The four students who filled out the form above will elect one of their members to give a five minute presentation in front of all four squares to quickly describe the housing, jobs, transit, and environmental strategy used in your whole tutorial's section/city (i.e. your tutorials four squares) on Dec 1 at 11 am. That presentation will be in the lecture hall where we will tape all the maps to the wall. That person will also be responsible for arriving at the lecture hall no later than 10:30 to assist in hanging the four tiles on the wall.

The Map

Draw directly on the map in the same way you did on assignment three, using the same symbols, same method of calculating density, same colors to indicate land uses. Be careful not to mess up the map, as we give you one free but if you mess it up you have to pay over ten dollars on your own to get a new one. If you need a new one they can be downloaded at: http://www.sxd.sala.ubc.ca/9_resources/gvrd_mosaic/gvrd_mosaic.htm

Grading Criteria.

1.     Extent to which the team applies lessons learned in first part of class:   10%

2.     Demonstrates understanding of how cities can and can't change: 10%

3.     Can  evaluate and choose best strategies to enhance sustainability: 10%

4.     Demonstrates a basic understanding of "scale" (how the size of things in plans relates to the size of things in the real world)  10%

5.     Team demonstrates that they have met the program requirements for jobs and housing units. 20%

6.     Team presents a clear and cogent argument (through design and text) about how their might grow over time towards increased sustainability . 20%

7.     Map is graphically clear (graphic quality of map/plan/proposal). 20%

Readings list 3

Readings list three.

Ends 221  SUSTAINABILITY BY DESIGN

Readings should be finished by your scheduled tutorial on the week indicated. 

. 

Week Ten

10.a  Seven Rules for Sustainable Communities Chapter 8. Lighter, Greener, Cheaper, Smarter Infrastructure.

10.b   Agriculture on the Edge. Discussion Paper. Condon P. and Mullnix, K. 2009. https://docs.google.com/?tab=mo&authuser=0#folders/0B0WWDAVvOPcoMTYwNjY1N2YtZmNkYS00MDlkLWIwZjAtZDZkMjJlYTJlYWU5

Week 11

11. a   Amble Greene, District of Surrey, BC. Alternative Stormwater Management Systems. 2000   http://www.jtc.sala.ubc.ca/bulletins/TB_issue_04_Ambleside_edit.pdf

11.b.   Shallow Stormwater Infiltration Devices vs. Injection Well Systems: A Comparison of Groundwater Contamination Potential. Condon P. Jackson A. Condon, P. and Gonyea, A. 2006  http://www.jtc.sala.ubc.ca/bulletins/stormwater%20bulletin%2013%20final.pdf. 

11.c.   The impact of urban patterns on aquatic ecosystems: An empirical analysis in Puget lowland sub-basins. Alberti et. al. 2006.

https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B0WWDAVvOPcoZTIxMDk4NmYtYWE3YS00NTczLWE3ZjctNDZkYTljNjA2NzFm&hl=en_US

(note, this is a classic article, although long and technical. We dont expect you to retain the technical information from this article, only to gain a general sense of the relationship between urban pattern and hydrological performance)

Week 12 - 13 No additional readings!

Lab time to be used for assignment 4.