This activity works well as a design studio project. It can be a discrete activity or linked to other projects exploring the identification of place, siting, and human comfort and safety. The design and exploration of minimum human shelter is integral to themes of sustainability.

Following a series of discussions and formative exercises exploring the fundamental principles of controlling water, heat, light, and air in buildings, students are tasked with creating a simple shelter that will be brought to an open-air site and exposed to the elements overnight. Ideally students occupy the structures and experience the elements and the effectiveness of their design decisions.

During this excursion, internal temperatures within the shelters are measured (with a target design temperature of 20 degrees Celsius), Lux levels inside the shelters are measured (with a minimum of 100 Lux permitted), and if the weather is fair and no rain occurs, the shelters are subjected to sprayed water from a canister wielded by a lecturer. The intention is for students to focus on building physics and building performance under “real” conditions.

Specific aims: To demonstrate and explore the principles of controlling light, heat, air and water within buildings. To begin the process of showing students the importance of evidence-based design including measurement, testing, and verification of design. To foster innovation by focusing on principles rather than prescribed typical solutions.

• An appropriate site near the design studio is identified. Each group is given a position on the “site” to be visited. The siting of a potential shelter can open up discussions and negotiations with the class related to the identification of place, for example; can we convey meaning, importance, or utility through the position and relationship of shelters and the landscape?

• The shelter must accommodate group of students (approx. 4 students).

• The shelter must be demountable, transportable, and recyclable.

• Tools required: Mercury/ alcohol thermometer (data logger is ideal), Lux metre, water knapsack for measurement and testing.

• It will typically take student 2 to 3 days to gather materials, explore design options, and assemble the shelter.

• Materials should be lightweight and transportable.

• Review travel options and site constraints. Carry out a group discussion on site analysis, hazards, transport, arrangement of shelters at destination, and demounting.

• Groups convene at site and have 2 hours to assemble shelters in pre-agreed arrangement.

• Once encampment is completed, staff will begin to measure Lux, temperature, and water resistance of each shelter.

• Lunch is eaten in the open as a way of simulating the occupation of the site (A camp fire may be lit if permitted or (as we did in our case) a small gas cooking stove can be set up. Discussion takes place on how the designs and encampment would have to be modified if the shelter had to last 1 week, 1 month, or 1 year. What resources would be needed? How could the longevity of the shelters be improved, etc?

• Staff award prize for shelter which achieves the best balances of all the design factors.

• The design, documenting, and assembly of the shelter itself is a significant output, a 1:1 scale prototype. This process and experience should be carefully recorded by the student.

• An individual 500-word notebook reflection on the process and the issues encountered can be used as an output that can be assessed.

• Sketchbook exploration of the original “design” and suggestions for improvement based on the experience of occupying it out in the elements can be also used as an output that can be assessed.

• Peer review grading can be used to evaluate the contribution and input of members of the group. A key factor in encouraging equal input is to set a total number of points that any group can share. If a group member awards one colleague low points, this will require the surplus points to be awarded to others in the group as they must have compensated, and vice versa. This requires group members to consider the contribution of others carefully.

• Appraise a location based of climatic conditions and determine ideal building siting and relationship to neighbouring structures and features.

• Appraise a building design based on performance criteria and consider fabric and ventilation heat losses.

• Research, appraise and select building materials and technologies based on performance criteria.

• Teaching issues; Students were inclined to choose some materials that were heavy, dirty, or difficult to store in the design studios. It is recommended to limit the materials to cardboard and other lightweight components. One group insisted on using a lightweight scaffolding frame (which did ultimately prove successful). Despite a discussion on siting and the use of a site plan, groups inevitably placed their shelters in random locations to suit their own preferences once they arrived at the destination. This initially led to chaos but did trigger conversations about cooperation in settlement and the principles of proper development control legislation.

• Positive outcomes; When faced with inclement weather conditions, students became very motivated to stay warm and dry. They checked forecasts and vied for better sheltered areas of the destination. During the temperature measurements, it proved quite easy for the students’ own body heat to bring the small shelters up to design temperature of 20 degrees without an additional heating source. This intrigued the students and seemed counter-intuitive to them.

• It is worth considering imposing material or component dimensional constraints on the students designs. For example, limits can be set on lengths and panels sizes. This can lead to more refined geometry and jointing ideas, and less reliance on membranes and “shortcut” waterproofing approaches.