McGill University, Faculty of Engineering,
Peter Guo-hua Fu School of Architecture
Fall 2018 | ARCH 377
Energy, Environments, and Buildings
Wednesdays | 14.35 – 17.35 | Macdonald 12
(3) (3-0-6) | Prerequisites: ARCH 202 | Corequisites: ARCH 405
Instructor | Prof. Salmaan Craig | salmaan.craig@mcgill.ca
MH 215C | Office hours: by appointment (email etiquette)
Teaching Assistant | Alexandre Rossignol | alexandre.rossignol@mail.mcgill.ca
Fall 2018 / ARCH 377
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Contents
1.
2.
Overview
Outcomes
3.
Method
4.
Forecast
5.
Materials
6.
7.
Schedule
Evaluation
8.
Performance
9.
Policies
• Intuitively understand how to ventilate
different spaces naturally and have them
accumulate or dissipate heat passively
• Critically evaluate and steer the technical
proposals of building services engineers
• Place new building technology in a
historical context and feel empowered to
assess its functional and ecological
attributes independently
3. Method
1. Overview
The classes consist of lectures mixed with
collaborative learning activities and
This course surveys the energetic and
targeted workshops. The assignments are
environmental transformations that
group investigations combining scientific
happen over the lifecycles of buildings. It
also introduces strategies for reconfiguring
these relationships in response to climate
change. The lectures, workshops, and
experiments with architectural design
problems.
There is a strong participatory element
to this course. Knowledge does not come in
assignments focus on the design and
nuggets that you, sitting passively,
analysis of building materials, thermal
envelopes, and interior climates. The aim is
for students to become protagonists in the
evolution of building technology and the
consume. My role is to cultivate an arena of
shared attention. Learning is animated and
signposted by me but happens because you,
a community of peers, are engaged.
‘creative commons’ of environmental
My lectures piece together ideas and
design maneuvers.
concerns into stories. They frame
2. Outcomes
ecological dilemmas and outline possible
responses as citizens and designers. The
By the end of this course, you should be
class activities prompt you to think through
the concepts, issues, and relationships in a
able to:
targeted manner for yourselves, together.
• Recognize recurring conflicts in
environmental design and outline
coherent strategies for reconciling them
• Quantify and compare energetic
quantities as if they were lengths, areas,
and volumes
• Intuitively trace the thermal exchanges in
any particular envelope design
Fall 2018 / ARCH 377
Finally, the assignments establish
‘ground truths’—empirical intuitions about
fundamental physical processes—to
scaffold your technical creativity during the
course, and I hope for the rest of your
careers.
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4. Forecast
covered, but you will need to procure
If the class mood is like a climate, then the
weather is forecast to be one of shared
(e.g acrylic sheets, glue, ink, etc).
attention, deliberately cultivated [All Res,
GoGo Penguin], with occasional animus,
materials to make your water bath models
6. Schedule
artfully targeted [Django Jane, Janelle
A detailed class schedule is available here
Monáe], and a moderate risk of quirky,
jubilant outbreaks [Bofou Safou, Amadou &
[Link]. It has everything you need. Save it,
print it, read it before each class. Details
Mariam].
will be revised continuously, so keep
checking in for updates. But the general
5. Materials
structure is set. Most classes are organized
Texts | You do not have to buy textbooks or
visit the library for this course (though
doing so is never a bad thing). Instead, I
in four sessions:
• 14h35 | A topical lecture, in which I
outline a web of techno-ecological
concerns and suggest how you, an
have compiled a bibliography of eBooks
and eArticles accessible through the McGill
library website. Some texts are required
reading to prepare for a short seminar that
we host in each class. Other texts are
architect, might respond
• 15h20 | A Socratic seminar, in which we
sit in a circle and discuss a particular text,
often a scientific article
suggested reading to supplement your own
research, follow up on things discussed in
class, and help you with assignments. See
the detailed course schedule here [Link] on
the course website and section 6 for more
details.
Software | Energy 2D [Link] and Energy 3D
[Link] are free to download. Do it. Try them
out. We will use them in class from time to
time, and for two out of three assignments.
Hardware | As part of the second
assignment, you will build a simple ‘water
bath model’ [Link] to simulate the fluid
dynamics of natural ventilation. As part of
the third assignment, you will use the gO
• 16h05 | A technical workshop, in which
you learn practical skills, sometimes
using software and hardware
• 16h50 | An autobiographical lecture, in
which I tell a story about how I came to
know some of the things I am trying to
teach.
Sessions last no more than 40 minutes,
leaving time for a short break before the
start of the next one.
7. Evaluation
There are three assignments for this
course. Together they constitute all of your
Measurement System [Link] to monitor the
grade. They are designed and paced to help
thermal transmittance through real
building envelopes. The expensive
in your ARCH 405 studio project.
you achieve technical and conceptual depth
hardware (i.e. the thermal sensors) is
Fall 2018 / ARCH 377
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Assignment 1 | Environmental Design
conception, configuration, and design of
Strategies | 20 % of final grade | Develop an
buildings, spaces, building elements, and
integrated set of environmental design
strategies for a pool building in Montreal |
tectonic components. | A3. Design Tools |
The student must demonstrate an ability to
Workshop—Wed 5th Sep | Peer review—Wed
use the broad range of design tools
12th Sep | Submission—Fri 14th Sept
available to the architectural discipline,
including a range of techniques for two-
Assignment 2 | Interior Climates | 40 %
of final grade | Develop and demonstrate
dimensional and three- dimensional
representation, computational design,
scheme design for an interior climate for a
modeling, simulation, and fabrication | A4.
pool building in Montreal | Workshop—Wed
Program Analysis | The student must
10th Oct | Peer review—Wed 21st Nov |
demonstrate an ability to analyze and
Submission—Fri 23rd Nov
respond to a complex program for an
architectural project that accounts for
Assignment 3 | Thermal Envelopes | 40 %
client and user needs, appropriate
of final grade | Develop and evaluate a
precedents, space and equipment
detailed design for a thermal envelope for a
requirements, the relevant laws, and site
pool building in Montreal | Workshop—Wed
17th Oct | Peer review—Wed 28th Nov |
selection and design assessment criteria |
A5. Site Context and Design | The student
Submission—Fri 30th Nov
must demonstrate an ability to analyze and
respond to local site characteristics,
For more details, see the detailed course
schedule [Link] and the assignments folder
on myCourses.
including urban, non-urban, and regulatory
contexts; topography; ecological systems;
climate; and building orientation in the
development of an architectural design
8. Performance
project | A7. Detail Design | The student
The CACB Student Performance Criteria
(SPCs) that most relate to this course are
listed below
must demonstrate an ability to assess, as an
integral part of design, the appropriate
combinations of materials, components,
and assemblies in the development of
A. DESIGN | A1. Design Theories,
detailed architectural elements through
Precedents, and Methods | The student
drawing, modeling, and/or full-scale
must demonstrate an ability to articulate a
design process grounded in theory and
prototypes | A8. Design Documentation |
The student must demonstrate an ability to
practice, an understanding of design
document and present the outcome of a
principles and methods, and the critical
design project using the broad range of
analysis of architectural precedents. | A2.
architectural media, including
Design Skills | The student must
demonstrate an ability to apply design
documentation for the purposes of
construction, drawings, and specifications.
theories, methods, and precedents to the
Fall 2018 / ARCH 377
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B. CULTURE, COMMUNICATIONS, &
in the appropriate selection and
CRITICAL THINKING | B1. Critical
application of architectural materials as it
Thinking and Communication | The
student must demonstrate an ability to
relates to fundamental performance,
aesthetics, durability, energy, resources,
raise clear and precise questions; record,
and environmental impact | C4. Envelope
assess, and comparatively evaluate
Systems | The student must have an
information; synthesize research findings
understanding of the basic principles used
and test potential alternative outcomes
against relevant criteria and standards;
in the design of building envelope systems
and associated assemblies relative to
reach well-supported conclusions related
fundamental performance, aesthetics,
to a specific project or assignment; and
durability, energy, material resources, and
write, speak, and use visual media
environmental impact. | C5.
effectively to appropriately communicate
on subject matter related to the
Environmental Systems | The student
must have an understanding of the basic
architectural discipline within the
principles that inform the design of passive
profession and with the general public B4.
and active environmental modification and
Cultural Diversity and Global
building service systems, the issues
Perspectives | The student must have an
understanding of the diverse needs, values,
involved in the coordination of these
systems in a building, energy use and
behavioural norms, and social/spatial
appropriate tools for performance
patterns that characterize different global
assessment, and the codes and regulations
cultures and individuals and the
that govern their application in buildings.
implications of diversity on the societal
roles and responsibilities of architects | B5.
9. Policies
Ecological Systems | The student must
have an understanding of the broader
Language of Submission | In accord with
ecologies that inform the design of
McGill University’s Charter of Students’
Rights, students in this course have the
buildings and their systems and of the
interactions among these ecologies and
right to submit in English or in French any
design decisions.
written work that is to be graded. This does
not apply to courses in which acquiring
C. TECHNICAL KNOWLEDGE | C1.
Regulatory Systems | The student must
have an understanding of the applicable
building codes, regulations, and standards
proficiency in a language is one of the
objectives | Conformément à la Charte des
droits de l’étudiant de l’Université McGill,
for a given building and site, including
chaque étudiant a le droit de soumettre en
universal design standards and the
français ou en anglais tout travail écrit
principles that inform the design and
devant être noté (sauf dans le cas des cours
dont l’un des objets est la maîtrise d’une
selection of life-safety systems. | C2.
Materials | The student must have an
langue).
understanding of the basic principles used
Fall 2018 / ARCH 377
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Academic Integrity | McGill University
course, do not hesitate to discuss them
values academic integrity. Therefore, all
with me and the Office for Students with
students must understand the meaning and
consequences of cheating, plagiarism and
Disabilities, 514-398-6009.
other academic offences under the Code of
Acknowledgement | McGill University is
Student Conduct and Disciplinary
on land which has long served as a site of
Procedures” (see www.mcgill.ca/students/
meeting and exchange amongst Indigenous
srr/honest/ for more information)
peoples, including the Haudenosaunee and
Anishinabeg nations. We acknowledge and
Fair Assessment | The University Student
thank the diverse Indigenous people whose
Assessment Policy exists to ensure fair and
footsteps have marked this territory on
equitable academic assessment for all
which peoples of the world now gather.
students and to protect students from
excessive workloads. All students and
instructors are encouraged to review this
Policy, which addresses multiple aspects
and methods of student assessment, e.g.
the timing of evaluation due dates and
weighting of final examinations. Note that
to support academic integrity, your
assignments may be submitted to textmatching or other appropriate software
(e.g., formula-, equation-, and graphmatching).
Copyright | © Instructor-generated course
materials (e.g., handouts, notes,
summaries, exam questions, etc.) are
protected by law and may not be copied or
distributed in any form or in any medium
without explicit permission of the
instructor. Note that infringements of
copyright can be subject to follow up by the
University under the Code of Student
Conduct and Disciplinary Procedures.”
Inclusivity | As the instructor of this
course I endeavor to provide an inclusive
learning environment. However, if
you experience barriers to learning in this
Fall 2018 / ARCH 377
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ARCH 377 EEB | Detailed course schedule | Fall 2018 | v1.0 | issued 5/9
Requirements
W1 (5/9)
INTRODUCTION
14h35 | Course overview and discussion
15h20 | Intro to Assignment 1
16h05 | Read “Bundles”
16h50 | Seminar | Bundles
W2 (12/9)
FAREWELL,
HOLOCENE
14h35 | Lecture | What the Anthropocene means, how
not to think about it, and how architects can contribute
to climate research
15h20 | Seminar | Where to put the next billion people
Abstract
Supplements
Read | Forman & Wu
(2016), Where to put the
next billion people, Nature
[Link]
Deep climate history is marked by six violent
transformaaons, each associated with changes in
atmospheric carbon dioxide. The current episode of
climate history—a stable window going back 10,000
years to the last ice age—is poised to be cut short
because humans now rival the influence of plants and
microorganisms on climate dynamics. If the Holocene
served as a petri-dish for human civilizaaons, the next
phase of climate history could cause global upheaval
with the poorest, least culpable populaaons paracularly
at risk. Buildings, embodying cultures in all forms, have
always been supported by environments, just as they
have ever hosted and altered them. If climate research
can answer quesaons such as where does the carbon go,
how does the climate influence weather, and how does
the climate influence the habitability of regions, then
design research can respond by asking where to build
what, how and for whom, and engaging with which set
of ecological dynamics.
eArAcles | Chancel & Pikehy (2015), Carbon and inequality: from Kyoto to Paris [Link] | Ciplet, Roberts, Khan (2015),
Power In A Warming World [Link] | Kunkel (2017), The Capitalocene, London Review of Books [Link] | Marotzke et
al. (2017) Climate research must sharpen its view, Nature Clim. Change [Link] | Nagendra et al. (2018), The urban
south and the predicament of global sustainability, Nature Sustainability [Link] | Steffen et al. (2015), The trajectory
of the Anthropocene: The Great Acceleraaon, The Anthropocene Review [Link] | Waters et al. (2016), The
Anthropocene is funcaonally and straagraphically disanct from the Holocene, Science [Link] | eBooks | Ellis (2018),
Anthropocene: A Very Short Introducaon [Link] | Sachs (2015), The Age of Sustainable Development [Link] | Books |
Davies (2016), The Birth of the Anthropocene [Link] | Brannen (2018), The Ends of the World [Link] | Mann (2018),
The Wizard and the Prophet [Link]
Submit | A1 [Link] (21/9) |
Read | Vogel (2005) Living
in a physical world IV.
Moving heat around. J.
Biosci [Link] | Download |
Energy 2D [Link]
What is energy? Energy makes sense as measurement
triangulated in a web of other physical quanaaes—
length, mass, and ame. The history of the Système
InternaEonal d’unites typifies modern relaaons with
nature since human interests can rarely if ever be
separated from the ways we observe the world. There
are many forms of energy, but they all eventually
transform into one kind—heat.
eArAcles | Vogel (2005), Living in a physical world V. Maintaining temperature, J. Biosci [Link] | Davis & Gertler
(2015), Contribuaon of air condiaoning adopaon to future energy use under global warming, PNAS [Link] | Kennedy
et al. (2015), Energy and material flows of megaciaes, PNAS [Link] | Seneviratne et al. (2016), Allowable CO2
emissions based on regional and impact-related climate targets, Nature [Link] | eBooks | MacKay (2009),
Sustainable energy without the hot air [Link] | Smil (2016), Energy transiaons: global and naaonal perspecaves
[Link] | Books | Andrews & Jelly (2017), Energy science: principles, technologies, and impacts [Link] | Smil (2007),
Energy in Nature and Society [Link]
Read | Bechthold &
Weaver (2017), Materials
science and architecture,
Nat. Rev. Mater. [Link] |
Download | Ashby maps
[Link]
The materials that consatute our buildings and ciaes
appear immutable and far from natural, but our
ecological entanglement comes to the fore when tracing
the technical evoluaon of these materials and their
dependence on fossil energy. Biological materials, in
contrast to engineering materials, are processed at
ambient temperature and are easily recyclable. What’s
stopping us from copying that template?
eArAcles | Allwood et al. (2013), Material efficiency: providing material services with less material producaon, Phil.
Trans. R. Soc. A [Link] | Wegst et al. (2011), Bioinspired structural materials. Nat Mater [Link] | eBooks | Ashby
(2011), Materials selecaon in mechanical design [Link] | Ashby (2013), Materials and the environment: ecoinformed material choice [Link] | Bell & Rand (2012), Materials for Design 2 [Link] | Smil (2016), Making the modern
world: materials and dematerializaaon [Link] | Books | Allwood & Cullen (2015), Sustainable materials without the
hot air [Link] | Miodownik (2013), Stuff mahers [Link] | Gordon (2006), The new science of strong materials [Link]
Read | Any one of the
eAracles listed for this
week—you will give a
review of the one you
choose in class.
Knowing that industrial metabolisms need serious
rewiring, a dose of construcave disobedience is in order.
Architected materials are made from ordinary materials
but have geometries with repeaave structures that
produce extraordinary properaes and funcaons.
Architects are not materials scienasts, but they
understand computaaonal geometry, digital fabricaaon,
pahern matching, the creaave commons, and the
byzanane social dynamics of the materials supply chain.
eArAcles | Ashby (2013), Designing architectured materials, Scripta Materialia [Link] | Craig & Grinham (2017), The
design of porous materials for heat exchange and decentralized venalaaon, Energy and Buildings [Link] | Dubois &
Gadde (2012), The construcaon industry as a loosely coupled system, ConstrucEon Management and Economics
[Link] | Heeren et al. (2015), Environmental impact of buildings: what mahers? Environ. Sci. Technol. [Link] | Keaang
et al. (2017), Toward site-specific and self-sufficient roboac fabricaaon on architectural scales, Science RoboEcs
[Link] | Müller et al. (2013), Carbon emissions of infrastructure development, Environ, Sci. Technol. [Link] | Nordby
& Shea (2013), Building materials in the operaaonal phase, Journal of Industrial Ecology [Link] | Monteiro et al.
(2017), Towards sustainable concrete. Nat Mater [Link] | Muth et al. (2017), Architected cellular ceramics with
tailored saffness via direct foam wriang, PNAS [Link] | Wimmers (2017), Wood: a construcaon material for tall
buildings. Nature Reviews Materials [Link] | eBooks | Kohler et al. (2010), A life cycle approach to buildings:
principles, calculaaons, design tools [Link] | Khouli et al. (2015), Sustainable construcaon techniques: from
structural design to interior fit-out [Link]
Read | A1 brief [Link] |
Part IV: Bundles of DeKay &
Brown (2017) Sun, Wind,
and Light: Architectural
Design Strategies [Link]
16h05 | Workshop | Bundles revisited
16h50 | Lecture | Heat selecave insulaaon, or how I
started thinking about the atmosphere
W3 (19/9)
THINGS DO THINGS
SOMEWHERE
14h35 | Lecture | On working relaaons between energy,
measurement, technology, and nature
15h20 | Seminar | Heurisacs of heat I
16h05 | Workshop | Heurisacs of heat II
16h50 | Lecture | The Louvre Abu Dhabi, or how I
started measuring energy transacaons in the desert
W4 (26/9)
MATERIAL CONCERNS
14h35 | Lecture | Materials, their properaes, and how
their how their evoluaon was fuelled by fossil energy
15h20 | Seminar | Quo vadis, materials in architecture?
16h05 | Workshop | Materials property space:
condemned to use concrete?
16h50 | Lecture | Lecture | The Masdar Insatute, or how
I realized specifying materials wasn’t enough
W5 (3/10)
GREY MATTER
14h35 | Lecture | On working relaaons between
materials science, the materials supply chain, and the
creaave commons
15h20 | Seminar | Book (eAracle) Club
16h05 | Workshop | Invent an architected material
16h50 | Lecture | Breathing Walls, or why I started
architecang materials
1
Requirements
W6 (10/10)
VENTING
14h35 | Lecture | On the history and physics of natural
Read | A2 brief [Link] |
venalaaon, or what late 19th century engineers might do Chapter 10, Short (2017),
with what we now know.
The recovery of natural
environments in
15h20 | Seminar | Time to resuscitate ‘natural’
architecture [Link] |
environments?
Download | Dynamic
16h05 | Workshop | Intro to Assignment 2 | How to
similarity spreadsheet
physically simulate buoyancy venalaaon
[Link]
Abstract
Supplements
Air may be invisible to the naked eye, but it has
measurable mass, carries heat and paraculates, and
flows like currents in the ocean. With pumps, fans, and
ducts, architects in the 20th century didn’t need to
culavate any sensibility of how air—and the interior
‘bath’—behaves. But the ades have now turned for
architects concerned with miagaang and adapang to
climate change.
eTheses | Acred (2014), Natural venalaaon in mula-storey buildings: a preliminary design approach [Link, see
especially chapters 1 & 2] | Todd (2016), Water bath modelling of transient and ame dependent natural venalaaon
flows [Link] | eArAcles | da Graça & Linden (2016), Ten quesaons about natural venalaaon of non-domesac
buildings, Building and Environment [Link] | Hammond (2017), Experase in the comfort zone [Link] | Linden (1999)
The fluid mechanics of natural venalaaon, Annual review of fluid mechanics [Link] | Linden et al. (1990), Emptying
filling boxes: the fluid mechanics of natural venalaaon, Journal of fluid mechanics [Link] | Partridge & Linden (2013),
Validity of thermally-driven small-scale venalated filling box models, Exp. Fluids [Link] | Woods, Fitzgerald, &
Livermore (2009), A comparison of winter pre-heaang requirements for natural displacement and natural mixing
venalaaon. Energy and Buildings [Link] | eBooks | Cremers (2016), Building openings construcaon manual:
windows, vents, exterior doors [Link] | Books | Addis (2007), Building: 3000 years of design engineering and
construcaon [Link, see especially chapter 7]
Buildings around the world conanue to leak heat (and
coolth) wastefully to the environment. Standards and
pracaces have evolved to make new buildings more
energy efficient, but they have also created new
technical design problems and adjusted cultural paherns
of energy use. How should thermal envelopes be
designed? And must every building be thermally isolated
from its environment?
eArAcles | Baker (2011), U-values and tradiaonal buildings [Link] | Dixon et al. (2012), Nested thermal envelope
design construcaon: achieving significant reducaons in heaang energy use, Energy and Buildings [Link] | Hens
(2012), Passive Houses: what may happen when energy efficiency becomes the only paradigm? Ashrae TransacEons
[Link] | Kosny et al. (2014), A review of high R-value wood framed and composite wood wall technologies using
advanced insulaaon techniques, Energy and Buildings [Link] | eBooks | Aksamija (2013), Sustainable Facades:
design methods for high-performance building envelopes [Link] | Fuchs et al. (2008), Energy Manual: sustainable
architecture [Link] | Boswell (2013), Exterior Building Enclosures: Design Process and Composiaon for Innovaave
Facades [Link] | Hens (2016), Applied Building Physics: Ambient Condiaons, Building Performance and Material
Properaes [Link] | Hens (2012), Performance Based Building Design 1: From Below Grade Construcaon to Cavity
Walls [Link] | Hens (2012), Performance Based Building Design 2: From Timber-framed Construcaon to Paraaon
Walls [Link] | Knaack et al. (2014), Façades [Link] | Moe (2010), Thermally Acave Surfaces in Architecture [Link] |
Moe (2017), Insulaang Modernism [Link]
16h50 | Lecture | Apple Park, or when I started
understanding buoyancy venalaaon properly
W7 (17/10)
ISOLATIONISM
14h35 | Lecture | The history and physics of thermal
Read | A3 brief [Link] |
envelopes, or how temperature gradients got pushed out Chapter E, MacKay (2009),
of rooms into walls
Sustainable energy without
the hot air [Link] |
15h20 | Seminar | On the magnitude of leaks
Download | U-value
16h05 | Workshop | Intro to Assignment 3 | How to
spreadsheet [Link] |
measure thermal transmihance
Energy3D [Link] | Visit | gO
data stream [Link]
16h50 | Lecture | Bloomberg London, or how I started
designing thermally acave surfaces
W8 (24/10)
UNCOMFORTABLE
TRUTHS
14h35 | Lecture | Thermal indifference: what
temperature gradients should we choose to sustain?
Read | Kingma &
Lichtenbelt (2015), Energy
consumpaon in buildings
15h20 | Seminar | Are thermal comfort standards sexist?
and female thermal
16h05 | Workshop | Programming for thermal
demand, Nature Climate
adaptaaon and delight
Change [Link] | Visit |
Comfort tool [Link]
16h50 | Lecture | EDU Medellin, or how I almost
conducted an experiment in tropical comfort
Using models that describe metabolic processes and
thermal exchanges between skin, clothing, and
environment, scienasts can accurately predict when a
person will get dangerously or unproducavely hot or
cold. They can also define the steady, neutral condiaons
in which a person’s awareness of bodily exchanges with
the thermal environment fades away. However, the
quesaon of what thermal condiaons people will happily
tolerate or derive pleasure from in their quoadian lives is
sall wide open, scienafically speaking.
eArAcles | Craig (2017), How to design a building that breathes. Arch Daily [Link] | Davis, Hennes, Raymond (2018),
Cultural evoluaon of normaave moavaaons for sustainable behaviour, Nature Sustainability [Link] | de Dear &
Brager (2012), Adapave comfort and mixed-mode condiaoning, Encyclopedia of Sustainability Science and
Technology [Link] | Manu et al. (2016), Field studies of thermal comfort across mulaple climate zones for the
subconanent: India Model for Adapave Comfort (IMAC), Building and Environment [Link] | Parkinson et al. (2016),
Thermal pleasure in built environments: alliesthesia in different thermoregulatory zones, Building Research &
InformaEon [Link] | Pal & Eltahir (2016), Future temperature in southwest Asia projected to exceed a threshold for
human adaptability, Nature Climate Change [Link] | Sharmin, Steemers, & Matzarakis (2015), Analysis of
microclimaac diversity and outdoor thermal comfort percepaons in the tropical megacity Dhaka, Bangladesh
Building and Environment [Link] | Sherwood & Huber (2010), An adaptability limit to climate change due to heat
stress, PNAS [Link] | eBooks | Humphreys et al. (2015), Adapave Thermal Comfort: Foundaaons and Analysis [Link]
| Parsons (2014), Human thermal environments [Link] | Steane & Steemers (2004), Environmental Diversity in
Architecture [Link] | Shove (2003), comfort, cleanliness and convenience: the social organizaaon of normality [Link]
W9 (31/10)
AMBIENT
TRANSACTIONS
14h35 | Lecture | Harnessing ambient energy: where are Read | de Andrade (2008)
all the poikilotherms?
Technology and
environment: Gilbert
15h20 | Seminar | Technologies and their ecological
Simondon’s contribuaons,
niches
Environmental Sciences
16h05 | Workshop | Poikilotherms, homeotherms,
[Link]
endotherms, and ectotherms.
Modern building pracaces try to isolate interiors from
the exterior environment by sealing envelopes with
layers of different materials while chasing a universal set
point temperature. But this might not be the most
sustainable thing to do in developing economies,
especially in tropical climates, where most people are,
most people will be, and most people will enter the
middle class. To shed light on how to harness ambient
energy, we work on a new classificaaon of
thermoregulaaon strategies for buildings.
eArAcles | Craig (2017), Could the future of air-condiaoning be found inside termite mounds? Massive [Link] Pacific
Standard [Link] | Dumouchel (1992), Gilbert Simondon’s plea for a philosophy of technology, Inquiry [Link] |
Hasangs (2012), Passive Solar Heaang in the Built Environment. Encyclopedia of Sustainability Science and
Technology [Link] | Santamouris & Kolokotsa (2013), Passive cooling dissipaaon techniques for buildings and other
structures: The state of the art, Energy and Buildings [Link] | Watson (2012), Bioclimaac Design. Encyclopedia of
Sustainability Science and Technology [Link] | Sokolova (2008), Temperature regulaaon. Encyclopedia of Ecology
[Link] | Sokolova (2008), Poikilotherms. Encyclopedia of Ecology [Link] | Labocha & Hayes (2008), Endotherm.
Encyclopedia of Ecology [Link] | Frappell & Cummings (2008), Homeotherms. Encyclopedia of Ecology [Link]
What are the main kinds of mechanical equipment for
tempering environments, how are they typically
configured, and will it always be so? Simondon said that
early versions of technologies bear the mark of their
mental origin, with funcaons and processes paraaoned
according to analyacal separaaons which do not exist as
eArAcles | Kiss, Neij, Jakob (2013), Heat pumps: a comparaave assessment of innovaaon and diffusion policies in
Sweden and Switzerland, Energy Technology InnovaEon: Learning from Historical Successes and Failures [Link] |
Steinemann, Wargocki, & Rismanchi (2017), Ten quesaons concerning green buildings and indoor air quality,
Building and Environment [Link] | eBooks | Keeping & Shiers (2017), Sustainable Building Design: Principles and
Pracace [Link] | Lenz, Schreiber, Stark, (2011). Sustainable building services: principles, systems, concepts [Link] |
Butcher (2005, Heaang, Venalaang, Air Condiaoning and Refrigeraaon: CIBSE Guide B [Link] | Gonzalo & Vallenan
16h50 | Lecture | Could the future of air-condiaoning be
found inside termite mounds?
W10 (7/11)
CLUSTERDUCTS
14h35 | Lecture | From heat-pumps to ductwork:
assemblages of climate-making equipment
15h20 | Seminar | TBD
16h05 | Workshop | TBD
Read | TBD
2
Requirements
Abstract
mental origin, with funcaons and processes paraaoned
Supplements
Pracace [Link] | Lenz, Schreiber, Stark, (2011). Sustainable building services: principles, systems, concepts [Link] |
according to analyacal separaaons which do not exist as
such in physical reality. In later generaaons, this
araficiality disappears as funcaons and processes
become increasingly interdependent, eventually
revealing and reflecang the structures of the physical
world.
Butcher (2005, Heaang, Venalaang, Air Condiaoning and Refrigeraaon: CIBSE Guide B [Link] | Gonzalo & Vallenan
(2014), Passive House Design: Planning and Design of Energy-efficient Buildings [Link]
Read | TBD
What is a model? What disanguishes a good one from a
bad one? How has energy modelling changed in the age
of computer simulaaon? When are performance
standards progressive, and when do they serve to
enforce the status quo?
eArAcles | Ammonm et al. (2017), The acave image: architecture and engineering in the age of modeling [Link] |
Asensio & Delmas (2017), The effecaveness of US energy efficiency building labels. Nature Energy [Link] | Crawley et
al. (2008), Contrasang the capabiliaes of building energy performance simulaaon programs. Building and
Environment [Link] | Kramer et al. (2012), Simplified thermal and hygric building models: A literature review.
FronEers of Architectural Research [Link] | Levinson (2016), How much energy do building energy codes save?
Evidence from California houses. American Economic Review [Link] | Cole (2012), Raang Systems for Sustainability
(2012), Encyclopedia of Sustainability Science and Technology [Link] | Lam (2012), Sustainability Performance
Simulaaon Tools for Building Design. Encyclopedia of Sustainability Science and Technology [Link] | eBooks |
Underwood & Yik (2008), Modelling Methods for Energy in Buildings [Link] | Voss & Musall (2013), Net zero energy
buildings: Internaaonal projects of carbon neutrality in buildings [Link] | Winsberg (2010), Science in the age of
computer simulaaon [Link] | Zhang et al. (2016), Informaaon, models, and sustainability : policy informaacs in the
age of big data and open government [Link]| Essays | Agamben (2009), What is an paradigm? The signature of all
things [Link] | Agamben (2009), What is an apparatus? What is an apparatus? and other essays [Link] | Nöe (2015),
Using models. Strange tools: Art and Human Nature [Link]
Submit | Assignment 2
The conclusion of assignment 2. You will present your
data, interpretaaons, and related designs, and receive
construcave feedback from the whole class.
Submit | Assignment 3
The conclusion of assignment 3. You will present your
data, interpretaaons, and related designs, and receive
construcave feedback from the whole class.
16h50 | Lecture | Morphed mass, or how to obviate
equipment in the tropics
W11 (14/11)
MODEL BEHAVIOUR
14h35 | Lecture | TBD
15h20 | Seminar | TBD
16h05 | Workshop | TBD
16h50 | Lecture | The Royal Victoria Hospital, or why this
might be my best model of interior climate so far.
W12 (21/11)
PEER REVIEW (A2)
14h35 | TBD
15h20 | TBD
16h05 | TBD
16h50 | TBD
W13 (28/11)
PEER REVIEW (A3)
14h35 | TBD
15h20 | TBD
16h05 | TBD
16h50 | TBD
3