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 Page 1 ! of 6 ! 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. Page 2 ! of 6 ! 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 Page 3 ! of 6 ! 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 Page 4 ! of 6 ! 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 Page 5 ! of 6 ! 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 Page 6 ! of 6 ! 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