2016 Symposium on Building Science
Education in North America
MORNING PANEL
Finding the “Art” in the Science
2016 Symposium on Building Science
Education in North America
Building Science Resources in
Architectural Education
Walter Grondzik
Ball State University
Society of Building Science Educators
TO BE HONEST
I am, on a daily basis, much more
interested and concerned with finding
(and ensuring the accuracy of) the science
in the art.
BASIC PROPOSITIONS
A building design proposal is a hypothesis,
which must be tested for validity.
If not tested, a fallacy may be constructed
and occupied.
Such testing, for many design proposals,
will involve building science.
SUB-PROPOSITION
A diagram (graphic or mathematic) is a
great preliminary testing tool.
SUPPORTING PROPOSITION
“In a way, science might be described as
paranoid thinking applied to Nature …”
“The creative act has major right-
hemisphere components. But arguments
on the validity of the result are largely lefthemisphere functions.”
Carl Sagan: The Dragons of Eden
COMMON ARCHITECTURAL HYPOTHESES
WHICH MIGHT BENEFIT FROM PARANOIA
cross ventilation to provide comfort
arrangements to provide daylighting
green roofs to …
double envelope facades that …
opaque envelope assemblies that …
ground source heat pumps (whoa; magic)
BRINGING THE SCIENCE TO ART
a recently encountered
case study
a graduate teaching assistant was
tasked with developing a 3-minute
explanation of
low-e glazing
it needed more science: RESOURCES
low-e glazing RESOURCES  AGS
no
background
science
Architectural Graphic Standards, 11th ed
low-e glazing RESOURCES  MEEB
not much
background
science
Mechanical and Electrical Equipment for Buildings, 12th ed
low-e glazing RESOURCES  GSH
not much
background
science
The Green Studio Handbook, 2nd ed
low-e glazing RESOURCES  SWL
not much
background
science
Sun, Wind & Light, 3rd ed
low-e glazing RESOURCES  WIKI
not much
background
science
Wikipedia, Jan 2016; https://en.wikipedia.org/wiki/Window#Glazing_and_filling
low-e glazing RESOURCES  FBC
some
background
science
Fundamentals of Building Construction, 6th ed
low-e glazing RESOURCES  HLC
some
background
science;
but … emissivity
reflects?
Heating, Cooling, Lighting, 3rd ed
www.wbdg.org/design/env_fenestration_glz.php
low-e glazing RESOURCES  WBDG
some
background
science;
but … emissivity
reflects?
Whole Building Design
Guide, Jan. 2016
www.marvin.com/plan/energy-efficiency?menu=insulated-glass-coating
low-e glazing RESOURCES  MFG 1
some
background
science;
but … emissivity
reflects?
Marvin
Windows
Web site,
Jan. 2016
low-e glazing RESOURCES  MFG 2
some
background
science;
but … emissivity
reflects?
Pella Windows web site, Jan. 2016
www.pella.com/features-and-options/energy-efficiency/determining-energy-efficiency.aspx
www.efficientwindows.org/lowe.php
low-e glazing RESOURCES  EWC
getting to the
background
science;
but …
emissivity
reflects /
absorbs?
Efficient
Windows
Collaborative,
Jan. 2016
low-e glazing RESOURCES  HOF
getting close to the
background science;
almost;
ASHRAE Handbook 2013 Fundamentals,
OPINION
We can use more initial paranoia; which
may be mitigated by bringing more science
to the art of architecture.
On the specific issue of low-e glazing, that
science seems hard to find.
This “hard to find” conclusion most likely
applies (more or less) to other
architectural design hypotheses.