How much do we spend to save? Calculating the embodied carbon costs of retrofit

The drive to reduce carbon emissions from domestic housing has led to a recent shift of focus from new-­‐build to retrofit. However there are two significant differences. Firstly more work is needed to retrofit existing housing to the same energy efficiency standards as new-­‐build. Secondly the remaining length of service life is potentially shorter. This implies that the capital expenditure – both financial and carbon -­‐ of retrofit may be disproportionate to the savings gained over the remaining life. However the Government’s definition of low and zero carbon continues to exclude the capital (embodied) carbon costs of construction, which has resulted in a lack of data for comparison. The paper addresses this gap by reporting the embodied carbon costs of retrofitting four individual pilot properties in Rampton Drift, part of an Eco-­‐Town Demonstrator Project in Cambridgeshire. Through collecting details of the materials used and their journeys from manufacturer to site, the paper conducts a ‘cradle-­‐to-­‐gate’ life cycle carbon assessment for each property. The embodied carbon figures are calculated using a software tool being developed by the Centre for Sustainable Development at the University of Cambridge. The key aims are to assess the real embodied carbon costs of retrofit of domestic properties, and to test the new tool; it is hoped that the methodology, the tool and the specific findings will be transferable to other projects. Initial changes in operational energy as a result of the retrofit works will be reported and compared with the embodied carbon costs when presenting this paper.

Physical modelling of flexible retaining walls under seismic actions

A series of dynamic centrifuge tests on reduced scale models of flexible retaining structures were conducted on the Turner beam centrifuge at the Schofield Centre of the University of Cambridge. The paper illustrates the main results of the experimental work in terms of observed amplifications of ground motion and mobilised shear stiffness and damping ratio for all tests. The experimental results for one test on a pair of cantilevered walls in dense sand are also presented in terms of measured bending moments and horizontal displacements of the walls during (maximum values) and at the end of (residual values) each seismic event. Finally, the experimental data are discussed in the light of the results obtained from dynamic numerical analyses of the behaviour of cantilevered walls under real seismic actions. © 2010 Taylor & Francis Group, London.

Use of automatic sand pourers for loose sand models

The consistency of laboratory sand model preparation for physical testing is a fundamental criterion in representing identical geotechnical issues at prototype scale. This objective led to the development of robotic apparatus to eliminate the non-uniformity in manual pouring. Previous studies have shown consistent sand models with high relative density between 50 to 90% produced by the automatic moving-hopper sand pourer at the University of Cambridge, based primarily on a linear correlation to flow rate. However, in the case of loose samples, the influence of other parameters, particularly the drop height, becomes more apparent. In this paper, findings on the effect of flow rate and drop height are discussed in relation to the layer thickness and relative density of loose sand samples. Design charts are presented to illustrate their relationships. The effect of these factors on different sand types is also covered to extend the use of the equipment. © 2010 Taylor & Francis Group, London.

The influence of tunnelling on piled foundations

A study of the influence of tunnelling on piled foundations was recently completed at the University of Cambridge. The study focussed on tunnelling near driven piles in dense sand and was carried out by means of centrifuge modelling. This paper presents a summary of the main findings, describing the mechanism controlling tunnelling-induced pile behaviour, a zone of influence around the tunnel where piles might be affected and recommendations for tunnelling near piles in practice. Both single piles and pile groups are considered.

Comparison of bleed and micro-vortex generator effects on supersonic boundary-layers

An experimental study of bleed and vortex generators in supersonic ow has been conducted. Methods were developed to analyze and directly compare the two systems' effects on turbulent boundary layers to better understand their potential to mitigate ow separation. LDA was used to measure two components of velocity in the boundary-layer for three cases|baseline, with bleed, or with a VG|at Mach numbers of 1.3, 1.5 and 1.8. The bleed system was comprised of a series of 2mm diameter normal holes operated at different suction rates, removing up to 10% of the incoming boundary layer. Three VG shapes were tested only at Mach 1.5 and 1.8. Measurements of the evolution of Hi and Cf downstream of each device indicate that Hi is not an appropriate parameter to gauge the effectiveness of vortex generators due to boundary layer wake distortion. The skin friction coeficient Cf may be a more appropriate measure. Similar increases in Cf were generated by VGs and bleed. The recovery to baseline conditions downstream of bleed was sensitive to Mach number, and more investigation of that effect will be required. Copyright © 2012 by University of Cambridge.

Evidence-informed development of engineering practical work: Effecting change through staff and student engagement

This paper discusses innovations in curriculum development in the Department of Engineering at the University of Cambridge as a participant in the Teaching for Learning Network (TFLN), a teaching and learning development initiative funded by the Cambridge-MIT Institute a pedagogic collaboration and brokerage network. A year-long research and development project investigated the practical experiences through which students traditionally explore engineering disciplines, apply and extend the knowledge gained in lectures and other settings, and begin to develop their professional expertise. The research project evaluated current practice in these sessions and developed an evidence-base to identify requirements for new activities, student support and staff development. The evidence collected included a novel student 'practice-value' survey highlighting effective practice and areas of concern, classroom observation of practicals, semi-structured interviews with staff, a student focus group and informal discussions with staff. Analysis of the data identified three potentially 'high-leverage' strategies for improvement: development of a more integrated teaching framework, within which practical work could be contextualised in relation to other learning; a more transparent and integrated conceptual framework where theory and practice were more closely linked; development of practical work more reflective of the complex problems facing professional engineers. This paper sets out key elements of the evidence collected and the changes that have been informed by this evidence and analysis, leading to the creation of a suite of integrated practical sessions carefully linked to other course elements and reinforcing central concepts in engineering, accompanied by a training and support programme for teaching staff.

Climate resilience of schools: a case study

Social and political concerns are frequently reflected in the design of school buildings, often in turn leading to the development of technical innovations. One example is a recurrent concern about the physical health of the nation, which has at several points over the last century prompted new design approaches to natural light and ventilation. The most critical concern of the current era is the global, rather than the indoor, environment. The resultant political focus on mitigating climate change has resulted in new regulations, and in turn considerable technical changes in building design and construction. The vanguard of this movement has again been in school buildings, set the highest targets for reducing operational carbon by the previous Government. The current austerity measures have moved the focus to the refurbishment and retrofit of existing buildings, in order to bring them up to the exacting new standards. Meanwhile there is little doubt that climate change is happening already, and that the impacts will be considerable. Climate scientists have increasing confidence in their predictions for the future; if today’s buildings are to be resilient to these changes, building designers will need to understand and design for the predicted climates in order to continue to provide comfortable and healthy spaces through the lifetimes of the buildings. This paper describes the decision processes, and the planned design measures, for adapting an existing school for future climates. The project is at St Faith’s School in Cambridge, and focuses on three separate buildings: a large Victorian block built as a substantial domestic dwelling in 1885, a smaller single storey 1970s block with a new extension, and an as-yet unbuilt single storey block designed to passivhaus principles and using environmentally friendly materials. The implications of climate change have been considered for the three particular issues of comfort, construction, and water, as set out in the report on Design for Future Climate: opportunities for adaptation in the built environment (Gething, 2010). The adaptation designs aim to ensure each of the three very different buildings remains fit for purpose throughout the 21st century, continuing to provide a healthy environment for the children. A forth issue, the reduction of carbon and the mitigation of other negative environmental impacts of the construction work, is also a fundamental aim for the school and the project team. Detailed modelling of both the operational and embodied energy and carbon of the design options is therefore being carried out, in order that the whole life carbon costs of the adaptation design options may be minimised. The project has been funded by the Technology Strategy Board as part of the Design for Future Climates programme; the interdisciplinary team includes the designers working on the current school building projects and the school bursar, supported by researchers from the University of Cambridge Centre for Sustainable Development. It is hoped that lessons from the design process, as well as the solutions themselves, will be transferable to other buildings in similar climatic regions.