SBEA2148 Design 4 2019/2020-02



| 26.07.2020 – 01.08.2020 |


| 5 workbase masters | 61 students | 20 weeks |

Course Synopsis

The aim of Design 4 studio is to develop the students’ ability to become a ‘Translator’ designer within environmental design paradigm.  The intelligent design process will include alternative design process (environmental), analytical thinking, site/space planning, concept, ideation, working model, design synthesis and communicating architecture. The feasibility study will include client-user analysis, program analysis, site analysis and case studies.  The design inquiries will include objectives, identity, values, aspiration, behavioural, communal, structure, construction, space planning, site planning, space-form, space-making, place-making, building regulations and building by-law.



Environmental Understanding of Tropical Site Study & Analysis  | workbase group work | 


Site Planning, Precedent Studies & Design Options | Individual work |


Extensive Study on Building Daylighting Performance | individual work |


Designing Environmental Sensitive Institution/ learning centre/ office/ resource centre | individual work|

Generating Ideas. Solving Problems

Workbase Dr Leng Pau Chung (Year Coordinator) |  Workbase AP Dr Abdullah Sani Ahmad  | Workbase AP Dr Lim Yaik Wah  |  Workbase Dr Doris Toe Hooi Chyee  |  Workbase Ar Zazarena Mohamad 

*Click on thumbnails below to get access to students' work

Malaysia Green Building Council (Southern Chapter) Office & Learning Centre | Workbase Dr Leng Pau Chung|


Malaysia Green Building Council (MalaysiaGBC) southern chapter was formed in 2019 and currently it is well represented by architects, academicians, engineers and local authorities. Since its formation, MalaysiaGBC Southern Chapter has organised varies of green awareness and training programme to professionals, students and public, co-hosted with public institutions, developers and local authorities.
The design brief calls for the new building for Malaysia Green Building Southern Chapter office and learning centre.


Adam Harzani bin Ezumi Harzani | Ahmad Kamil bin Ahmad Kamal | Ahmad Najib bin Muhammad Hairi | Eng Yi Mei | Kristine Low Sze Min | Mohammad Safwan bin Shafee | Muhammad Faiz Hakimi bin Abd Latib | Nur Amiera binti Md Suhud | Nurul Izzati binti Ahmad Jamal | Putera Nur Irffan bin Mohd Rohizi | Sarah Haziqah binti Md Rashidi | Zulkifli

Office & Training Centre for Paddy Environmentalists | Workbase AP Dr Abdullah Sani Ahmad|


Paddy within Malaysia is topic of production for more than half of the world consumption. Due to the large number to acquire in the market, numerous stretch of lands are reserved for the industry. However, the production of rice and the unethical system within the paddy field draws negative impact to the farmers and the environment. Paddy NGO’s in Johor are in need of a building design to host their motion as an appropriate platform to gather environmental activists alike, students & educators, as well as to draw the general public to create awareness of the injustice that comes with our main source of sustenance.


Abigail Jane Madrigal | Ahmad Januar Akbar Mubarok | Aida Nafisah Binti Zaiful Hisham | Aiima Binti Mohd Yussoff | Mohamad Nurhafiz bin Ahmad |Muhammad Hassan Asyraf Bin Mohd Iqbal | Muhammad Hayat Azizi bin Nik Wan Megat | Muhammad Hazazi bin Mohd Hanafi | Muhammad Junaidi bin Mohd Jusan | Nurul Aina binti Yusni | Wong Yee Roe | Zaid Fikrie Bin Zaidi

Malaysia Global Innovation & Creativity Centre (MAGIC) Office & Training Centre | Workbase AP Dr Lim Yaik Wah|


MaGIC is an agency under the Ministry of Entrepreneur Development and Cooperatives (MEDAC) with a mandate that realises the aspirations of the National Entrepreneurship Policy 2030 (Dasar Keusahawanan Nasional 2030) and contributes to the evolution of Malaysia into an entrepreneurial nation.
MaGIC helps entrepreneurs at every stage of their journey by collaborating with other government agencies, industries and stakeholders. To build our nation’s innovation and creativity skills as well as grow talent, MaGIC offers dynamic programmes and capacity-building initiatives. It also positions Malaysia as a gateway into ASEAN for entrepreneurs to expand their business and reach. The brief calls for the design of “a new building for Malaysia Global Innovation and Creativity Centre (MaGIC) co-working and learning centre”.


Amirul Irfan Bin Ibrahim | Angie Lee Xiao Fong  | Ani Nadirah binti Anuar  | Anis Maisarah Binti Yuswadi | Auji Najwa Binti Mohd Azmi | Ivan Tong You Jing | Izryn Nadhirah Binti Rosli | Muhamad Al Amin Bin Muhamad Suod | Nur Hasanah Binti Norizan | Roman Obed Raymond | Thuraiya binti Mohd Daud | Usman bin Roslan

Keretapi Tanah Melayu Berhad (KTMB) Corporate Office in Johor Bahru| Workbase Dr Doris Toe Hooi Chyee|


The KTMB Corporate Office in Johor Bahru is to house the main Railway Administration Office in the southern state of Malaysia (Gemas – Johor Bahru line) and public spaces including a Customer Service Centre, and a Historical Gallery and Experiential Centre. The KTMB Corporate Office is envision to become a show case building or a ‘living building’ to response to the inherited tropical architecture in Malaysia with good environmental design. The brief is to design a building for KTMB Corporate Office in Johor Bahru, Malaysia.


Ain Najwa binti Abdul Ghafar | Alya Shatrah Bt Mohd Anuar | Diana Then Khe Jing | Ili Damia binti Mohamad Idris | Mohamad Shahril bin Abdul Razak | Mohammad Sukhri Bin Ismail | Muhammad Irfanshah bin Hermanshah | Nurul Izzatie binti Mohd Fadzil | Nurul Naziha binti Mohd Rizal | Sabrina Binti Josli | Sim Fong Yuen | Syazwan bin Saidi

Pertubuhan Arkitek Malaysia (PAM) Southern Chapter Office| Workbase Ar Zazarena Mohamad |


Pertubuhan Arkitek Malaysia (PAM) – Malaysian Institute of Architects – is the national professional institute representing architects in Malaysia. PAM was founded in 1920 as the Institute of Architects Malaya. In 1948, the name and consequently the Constitution were changed to the Federation of Malaya Society of Architects (FMSA) which was allied to the Royal Institute of British Architects (RIBA). The brief is to design a building for PAM Southern Chapter Office in Johor Bahru.


Farah Natashah Yazidp | Iszal Akaleel Bin Azreen | Lim Xiao Teng | Mohamad Aqmar bin Mohd Hatta | Muhammad Khairul Imran bin Mohd Rozi | Muhammad Zarfan bin Kamaruzzaman | Muhammad Zulfikar bin Kadir | Nabeella Binti Muhammad Redza | Nada Hatem Abdelraheim Moussa Kamar | Nor Ezzati binti Razali | Noraqilah Nadhrah Binti Mohd Soh | Nur Hazirah binti Abdul Samad | Nurul Hidayah binti Mohd Fadzil

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Submission Day Guide

Submission Day Guide


Check your deadline first!
Day, Date, Time and Venue

Then follow the procedure below:

Deadline and Penalties

Adherence to deadline will be enforced strictly in this school. Injury Time of 30-minute segments will be in effect, subject to penalties.

1st segment: -5% (one grade down);
2nd segment: -10% (two grades down).

In standard practice, any submissions beyond the 2nd segment is considered non-submission. Penalties will be given only to the assessment of the submitted project. Other projects that have been assessed or will be assessed will not be affected by the penalty given.

For example: You’ve submitted your design drawings on time, but was late for your technicals by 15 minutes. The one grade down penalty will be applied to the technical assessment ONLY.

Submission time is only noted on the last sheet included. Meaning even if you’re there at 1400 but your last sheet arrives at 1635, the entire set will be considered non-submission.


You may submit on behalf of your friend, or have your friend submit on your behalf to your own risk.

Only stamped sheets can be used for Final Design Assessment.

The Coordinator will verify all sheets submitted. You should inform the Coordinator if you have pasted-on pieces on the spot. All white spaces will be noted to prevent cheating (by adding on last-minute pieces pasted on the sheets).

Looking at Technical Competency in B.Sc.Architecture UTM

Looking at Technical Competency in B.Sc.Architecture UTM

Building technicals generally refers to the aspect that makes the building real. It is an essential component in architecture that grounds the project so it is structurally sound, efficient, economic, complies to regulations and guidelines and generally able to be constructed in the real world. This article looks at the changes that UTM has gone through throughout the years.


A long, long time ago, UTM Architecture School started off with a very technical-centric pedagogy. It is not surprising, as at the time the built environment industry had just started booming and it needs all the support staff who could manage themselves handling building technicals, construction, tender drawing submissions and all that. So schools at the time (UTM, ITM and USM) produced graduates catered towards the immediate need of the industry.

As time progresses, schools became more aware of other areas that they could focus on apart from building technicals. Towards the end of the 90s, students have ample access to the internet, opening a new world of possibilities. In UTM, students immediately ventured into theoretical architecture, experimental designs and explorative form making. The school shifted from building fully technical architecture to issue-based designs such as social housing, regionalism, sustainability and urbanism.

However, after the introduction of the 5-year B.Architecture programme, the school’s focus towards technicals diminished severely. Due to the full length programme, students found that they could still manage to pass the programme even with weaker technical competencies if they focus purely on flashy and theoretical designs. The input from the segmented practical training programme (three months in two stretches) was barely enough to fulfill the LAM Part 2 requirements.

There were plenty of complains from the industry on the technical competency of UTM graduates. Reviews and surveys were done to figure out what went wrong. Aside from finding the oversight of the 5-year programme, the School also observed that the technical competency issue is also prevalent in other graduates as well.

New Programme

To address this issue, the B.Sc.Architecture (LAM Part 1) programme was redesigned from scratch. In it’s core, the Outcome Based Education (OBE) forms the primary learning structure. This allows the programme to rely less on teaching prowess of individual lecturers alone and focus on achievable learning objectives.

The table above illustrates the semester progression of the Design Studio in the new B.Sc.Architecture programme (3 years). The 1st year is more about familiarity and self-discovery at a novice level. The 2nd year is where students build upon the scaffold set in the previous year to explore and experiment to find the boundaries of their capabilities. The 3rd year is to ground those exploration into pragmatic solutions towards becoming an assistant architect.

However, instead of progressively push towards pragmatic and highly technical approach at the end of the 6th semester, the School decided to shift the heavy lifting at 5th semester. All the technical competencies suitable for LAM Part 1 are tested here rather than the final semester. This provides several advantages:

  1. Technical competency has to be achieved earlier, allowing for corrective actions to be taken in the following final semester;
  2. Final semester project (Mini-Thesis) can be more explorative where students push their envelopes knowing that they have achieved all that’s required in the semester before;
  3. Students will have more time to concentrate on their Thesis Report;
  4. Designs could venture into theoretical or experimental realm, giving flexibility for students to enter international design competitions.

Assessment Mapping

As a whole, the Technical component makes 30% out of the overall Design Studio course. It addresses two Course Learning Outcomes (CLOs): The Design Solution component (CLO2) and the Communication component (CLO4). At this point, higher weightage is given to the communication part as the students should concentrate on illustrating the solution. The idea is in practice, the solution can be found in references or instructed by their supervisors, so students should focus on communicating them (which will not be taught in the office).

Technical Aspects and Evaluation

The technical aspect of an architecture can be diverse and vast. The School have outlined 6 aspects to focus on (refer table above), which will form the core technical structure that could be expanded during their LAM Part 2 stage. These aspects are dynamic and asymmetrical in nature. It could be revised to better suite future needs, changing paradigms and changes of what constitutes a technical. The weightage could also be adjusted, to give more emphasis on certain aspects while lesser on the rest to reflect immediate needs.

In the semester, the students’ progress will be monitored and evaluated using Bands (refer below). The Bands are to simplify the assessment process, as marking or grading with too many variable values can be time consuming and complex.

The evaluation allows the School to monitor every technical aspect in detail. The students themselves can monitor their own progress throughout the semester and improve on aspects that they’re weak in. This allows the students to specifically pin-point and strengthen the competencies on-the-go as opposed to a generalized, one-time, end-of-semester evaluation that was practiced before.

The competency achievements are also published publicly to the students so they may compare and learn from each other. As illustrated in the table below, Ali is weak in Vehicular Circulation & Site Planning and Fire Fighting & Regulations. It would be best for him to seek Sue for assistance in Fire Fighting, and either Joe or Jim for the other. On the other hand, Raj, Lee and/or Sue might want to find him regarding Water Supply & Sanitation or Mechanical & Electrical aspects.

Sample Works

In the previous programme, students are only required to produce a partial sectional detail, normally about 6-8meters width but cuts through full vertical height. The problem with this is that, students have copied and lifted off materials from books or other sources straight into their design. The limited detail size allows them to get away with it. Accidental plagiarism have been observed to occur all too often.

However, in the new B.Sc.Architecture programme, all students are required to produce a 1:100 full sectional detail that cuts through the longitudinal axis (longest cut of the building). This forces them to integrate references into their design much more thoroughly (thus avoiding direct plagiarism).

By using Autodesk Revit (or other BIM authoring software), students can produce parametric information quite quickly, such as window or door schedule in mere minutes. Having software to assist their production works allows them to concentrate more on the designing stage.

Apart from full sectional detail, students are also required to produce technical diagrams such as fire escape routes, vertical circulation, electrical supply and distribution, structural load diagrams and so on. This is to illustrate their technical understandings over the topic.

Students also have to understand the concept of a living building. For example, water is supplied from the mains, stored in the water tanks and distributed throughout the building as needed (toilet, bathrooms, kitchen, musolla+ablution, general cleaning etc). Then the used water need to be discharged through the sanitation system until transported off site.

In certain cases, students are encouraged to use computer simulations to prove their design works as advertised. Below, the student simulates wind flow over and through her design as part of the climatic response aspect.


The new system currently in use accepts that students need not exhibit supremacy across the board in one single project. Rather, the School accepts that students should concentrate on particular aspect(s) in specific semester and master it well. At the end of the day, the student have mastered the basics in 1st year, social and environmental designs in 2nd year, and eventually pragmatic and comprehensive design in 3rd year. It has to be clear that despite pushing for explorative designs, UTM have reverted back to her roots and emphasis on technical strength at Part 1 level.

It is essential for prospective students who will be joining M.Arch UTM (LAM Part 2) on what sort of technical competency expected of them, especially if they did not went through UTM’s B.Sc.Architecture. Many previous students were caught off-guard on the level of technical understanding required in M.Arch UTM.

Hopefully by sharing this article, it would shed some light on the issue of architectural technical competencies today.




+The idea of proposing Culinary Community Centre because in future (during flood), food seem to be the main thing lack from supply and can cause fatal due to starvation.


+The approach of become an eco-friendly building by using rainwater harvesting supply during flood and able to generate power for electricity during flood.


 Diagram of rainwater harvesting and power generation process


+Located in the heart town, the approach of the design provides a unique experience.

+The wet market on the ground piazza gives a sense of freedom for the customers to purchase raw food ingredients. Then, they can offer them to the students of the school as an assignment in order to try their knowledge and improvise their skills by cooking with a random menu.

+With the theme of ‘You Buy, We Cook’, the design not just another restaurant, but a vibrant social hub fused with a possibility to transform a regular visit to an adventure.

+The ground piazza also allows the neighborhood to interact and gather. This idea can be of a mutual system not only for the users/customers of the building itself, but for all the elements around the surrounding area in particular.


+To create a pocket space building, the building is able to convert during flood.


 The folding rub shower are installed in all toilets

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Foldable sleeping bunk beds installed all along the walls

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