course outline · 2020-01-16 · b5 bsi: winter 2020 3 grading work will be graded by the...

ARCH 4212.03Building Systems IntegrationDalhousie University School of ArchitectureWinter 2020

1

Location & Time Monday 2:30-5:30 - B308

Thursday 2:00-3:30 - B308

COURSE OUTLINE

Credit Hours 3Format Lecture/Studio

Instructor

Additional Instructors

Guest Instructor

James [email protected], Office Hours: By appointment

Austin [email protected]

Trevor [email protected]

Brian [email protected]

Emanuel [email protected]

Teaching Assistants Sara [email protected]

Sebastien [email protected]

Matthew [email protected]

Calendar Description This course studies performance standards related to human activities in buildings, and the systems and configurations required to support those activities. Building systems are considered in relation to climate, urban situation, and the natural environment. Principles of systems thinking, as well as the use of physical and computational modeling methods, are applied to the comprehensive design of a building to achieve defined performance standards and to consider issues of sustainability with regard to energy balance, water conservation, and component materials.

Additional Course Description Previous coursework has established an understanding of building integration for residential

construction as well as structure and envelope in commercial construction. This course extends this to encompass environmental systems for a large scale institutional project. Assignments are coordinated with the design studio, establishing overlapping themes, sequencing, and content. The course will focus on the study of component materials to consider issues of sustainability, energy, and climate. Lectures and assignments will progress from an understanding of structure, to enclosure, to mechanical systems, culminating in systems integration for a large scale building. Students will gain familiarity with these systems first through the study of a generic building condition, then applying this knowledge to their design studio project.

Learning Objectives 1. Structure Ability to design, develop, detail, and assess structural systems in timber, steel, concrete, masonry, and

composite configurations.

2. Envelope Ability to design, develop, detail, and assess envelope systems including curtain-walls, cladding,

openings and barriers, and roofs.

3. Mechanical Understanding of designing, developing, detailing, and assessing mechanical systems including passive,

active, and mixed-mode configurations.

4. Integration Ability to implement a strategy coordinating the structure, envelope, and mechanical systems through

iterative testing and evaluation.

Course Structure The course meets twice a week: once for a 1.5 hour lecture and once for a 3 hour lab. Labs will be used for supporting lectures, assignment development, working sessions on special topics, and meetings.

Integration The course is integrated with ARCH 4005 B5 Design Studio.

2B5 BSI: Winter 2020

Readings Readings will be posted on Brightspace or placed on reserve in the Sexton Library.

Evaluation Assignment 1. Exquisite Corpse Wall Section Group 35% TA / Instructors

Assignment 1A. Assignment 1 Reflection Individual 5% TA / Instructors

Assignment 2. Whole Building Analysis Individual 45% TA / Instructors

Assignment 3. Lecture Response Individual 15% TA / Instructors

University Grade Standards (Undergraduate) Assignments will be evaluated according to the University Undergraduate Grading Standards.

University Policies and Resources This course is governed by the academic rules and regulations set forth in the University Calendar and

the Senate. See the School’s ‘Academic Regulations’ page (tinyurl.com/dal-arch-regulations) for links to university policies and resources:

Group and Individual Work Assignments compromise both Group and Individual evaluation. 35% of the course work will be based

on Group Evaluations. Except in exceptional circumstances group members will each receive the same grade for group graded assignments.

GradeGrade Point Value

Percent Definition Notes

A+

A

A-

4.3

4.0

3.7

90-100

85-89

80-84

Excellent

Considerable evidence of original thinking; demonstrated outstanding capacity to analyze

and synthesize; outstanding grasp of subject matter; evidence of extensive knowledge base

B+

B

B-

3.3

3.0

2.7

77-79

73-76

70-72

Good

Evidence of grasp of subject matter, some evidence of critical capacity and analytical

ability; reasonable understanding of relevant issues; evidence of familiarity with the literature.

C+

C

C-

2.3

2.0

1.7

65-69

60-64

55-59

Satisfactory

Evidence of some understanding of the subject matter; ability to develop solutions to simple problems; benefitting from his/her university

experience

D 1.0 50-54 Marginal Pass Evidence of minimally acceptable familiarity with subject matter, critical and analytical skills.

F 0.0 0-49 Inadequate

Insufficient evidence of understanding of the subject matter; weakness in critical and

analytical skills; limited or irrelevant use of the literature assignments.

INC 0.0 Incomplete

W

Neutral and no credit

obtained

Withdrew after deadline

ILL

Neutral and no credit

obtained

Compassionate reasons, illness

• Academic integrity• Accessibility• Code of student conduct• Diversity and inclusion; culture of respect• Student declaration of absence

• Recognition of Mi’kmaq territory• Work safety• Services available to students, including writing support• Fair dealing guidelines (copyright)• Dalhousie University Library


Grading Work will be graded by the instructor, additional instructors, and teaching assistants according to Dalhousie University Standards, using assignment rubrics.

Mid-Term Standing Before the term withdrawal deadline (March 9) students will receive a rubric assessment for A1.1 and A1.2.

Late Work Except for a Student Declaration of Absence or documented medical reason, late submissions will be deducted 1/3 letter grade (e.g., from A to A-) during the first 24 hours, then 1/3 letter grade for each subsequent period of up to three weekdays.

Brightspace Page Course material including lectures, readings, and digital files will be available on Brightspace. Site location: https://dal.brightspace.com/d2l/home/109963

Lectures Lecture slides will be provided on Brightspace. Lecture notes will not. Lectures may be recorded.

Required Texts There are no required texts. The course will use Ed Allen, Fundamentals of Building Construction and Francis Ching, Building Construction Illustrated, as primary references for Structural and Envelope construction methods and details.

Lechner, Heating, Cooling, Lighting will be the primary reference for Mechanical and Passive Energy methods and details. Ed Allen, Architect’s Studio Companion will be used for structural sizing.

Referenced Standards The International Building Code (IBC) and Americans with Disabilities Act (ADA) standards will be referenced for Code and Accessibility standards.

Building units will be referenced in metric and/or imperial.

Hours per Week You are expected to work approximately 9 hours/week on BSI assignments. This may be distributed unevenly across the term. If you experience difficulty working within this window of time communicate this with your instructor, teaching assistant, term coordinator, and/or class representative.

Equipment/Software Required software or equipment are available through computing and model-making facilities at the Faculty of Architecture and Planning. Matchbox will be used for energy modeling in the second half of the term. Instruction will be provided for this.

Additional Expenses You will need to purchase materials for models as required, as well as pay for printing.

Additional Support The School of Architecture Computer Help Desk offers computer software support. Please contact Emanuel Jannasch ([email protected]) for further details. The Computer Help Desk assistants this winter are Rita Wang (B5) and Katarina Milos (B2).

Additional Instructors Assignments 1 and 2 will receive in-person feedback from additional instructors. Additional instructors may also be involved in assignment evaluation.

Guest Instructors Guest instructors will provide supplementary lectures, workshops and assignment feedback. Guest instructors will not be involved in assignment evaluation.

Group or Individual Work and Feedback Lab Sessions During Assignment 1 and 2 laboratory time will be devoted primarily to working on assignments with

feedback from teaching assistants and instructors. Schedules and sign-up sheets will be organized to help facilitate this.

Guest Instructor Workshops Mechanical engineer, Trevor Butler, will be providing workshops on mechanical system design and

feedback on student projects during weeks 11 and 12.

Field Trip There will be one required (ungraded) field trip to the Strescon Limited precast production plant in Bedford, Nova Scotia. Details will be provided leading up to the field trip date.

Concrete Panel Exercise Following the lecture, “Lateral Systems and Concrete”, there will be a required (ungraded) hands-on workshop on the design and casting of precast architectural concrete panels.

Citing Sources You must cite all major references for your work. This includes both literature sources and design sources (buildings and projects by others). Please refer to School of Architecture guidelines for citing sources: tinyurl.com/dal-arch-writing

CACB Student Performance Criteria The BEDS/MArch program enables students to achieve the accreditation standards set by the Canadian

Architectural Certification Board. They are described at https://tinyurl.com/cacb-spc-2017 (pages 14–17). This Dalhousie ARCH course addresses the CACB criteria and standards that are noted on the “Accreditation” page of the School of Architecture website: https://tinyurl.com/dal-arch-spc.

https://dal.brightspace.com/d2l/home/109963


Schedule

Week Mon Lect Mon Lab Thu Lecture

1Jan 6, 9

Introduction and Heat-Cool-Rest A1.1/A1.2 Assigned Foundations

2, No Class PROFESSIONAL PRACTICE WEEK

3Jan 20, 23

Frame and Timber

A1.1Group Work and Feedback Sizing and Steel

4Jan 27, 30

Lateral Systems and Concrete

A1.1Concrete Panel Exercise

Group Work and FeedbackJoints and Masonry

5Feb 3, 6 FIELD TRIP Envelope and

Curtain Wall

6Feb 10, 13

Fundamentals and Cladding

A1.1 DueA1.1 Group Reviews

Openings, Barriers, Roofs

7, No Class WINTER BREAK

8Feb 24, 27 Integration A1.2

Group Work and FeedbackClimate and Energy

Inputs

9Mar 2, 5

Microclimate / Passive Systems

A1.2 DueA1.2 Group Work and

Feedback

Hybrid and Active Systems

A2.1/A2.2 Assigned

10Mar 9, 12

Life Safety and Accessibility

A2.1Individual work and

Feedback

Mechanical Systems planning

11Mar 16, 19

A2.1 DueIndividual Meetings

Guest Instructor Workshop

Individual MeetingsGuest Instructor Workshop

12Mar 23, 26

Individual MeetingsGuest Instructor Workshop SRI Evaluations

13Mar 30,

Apr 2Individual Meetings Individual Meetings

A2.2 Due

14Apr 6 (No Class) (No Class)

Allen, Edward, Joseph Iano, and Ebooks Corporation. The Architect’s Studio Companion Rules of Thumb for Preliminary Design.

Allen, Edward, and Joseph Iano. Fundamentals of Building Construction : Materials and Methods.

Ching, Frank, and Ebooks Corporation. Building Construction Illustrated.

Ching, Francis D. K. Building Structures Illustrated : Patterns, Systems, and Design.

Deplazes, Andrea,. Constructing Architecture : Materials, Processes, Structures : A Handbook.

Fernandez, John. Material Architecture : Emergent Materials for Innovative Buildings and Ecological Construction.

Lechner, Norbert, and Ebooks Corporation. Heating, Cooling, Lighting : Sustainable Design Methods for Architects

Primary Lecture Sources


ReadingsWK MONDAY THURSDAY

1

IntroductionAaland, Sweat, Ch 7Fernandez, Ch 3.0*

FoundationsBrand, Ch 2, “Shearing Layers” *Turner, Ch 1, “Component Technologies”*; Lovell, “Air”*; Allen, Building Fundamentals, “Foundations” (p 40-78); Deplazes, “Foundations” (p 179-85)*

3

Frame and TimberFernandez, Ch 3.0*Allen, Studio Companion, Ch 1* & 2, “Structural Frame”Allen, Building Fundamentals, Ch 4, “Timber” pp 152-69 Sandaker, Structural Basis 3.4 to 3.6*

Sizing and SteelChing, Building Structures Illustrated, Ch 3* & 4Allen, Studio Companion, Ch 3 & 4 Sizing Allen, Building Fundamentals, Ch 11 “Steel”

4

Lateral Systems and ConcreteChing, Building Structures Illustrated, Ch 5 “Lateral Loads”Allen, Building Fundamentals, Ch 13, 14, & 15 “Concrete”

Joints and MasonryAllen, Building Fundamentals Ch 8, 9, 10 (Masonry)

5Field Trip Envelope and Curtain Wall

Deplazes, “Facade”*Allen Building Fundamentals, Ch 21

6

Fundamentals and CladdingStraube, Ch 3*Allen, Building Fundamentals, Ch 20

Openings, Barriers, and RoofsDeplazes, “Roof” & “Insulation Concepts”Straube, Ch 5Allen, Ch 16, “Roofing”

8

IntegrationLechner, TBABrown, TBABanham, TBA

Climate and Energy InputsLechner, TBAReichel, TBA

9

Microclimate and Passive SystemsLechner, TBABrown, TBABanham, TBA

Hybrid and Active SystemsLechner, TBAReichel, TBA

10

Life Safety and AccessibilityChing, TBAMacMorrough, TBAMoe, TBA

Mechanical Systems PlanningMoe, TBABrown, TBALechner, TBAAllen, TBA


A1. EXQUISITE WALL SECTIONAssigned: Monday, Jan 6Due: Monday, Mar 2Duration: 6 weeks

The Exquisite Corpse is a Surrealist parlor game where the head, torso, and legs of a body are drawn by separate participants and connected over the fold of a sheet of paper. In a similar way you will work in groups to construct a 1:20 wall section connecting individual drawings into a larger one. Each group is assigned a particular structure and envelope configuration and each group member will be assigned a single story of the wall section. The group will draw each floor individually and then connect the floors so the section works together as a whole. A1.1 will focus on the structural system. A1.2 will focus on the Envelope and Mechanical Systems. To assist with the development of the wall section your group will also engage in building systems research and diagramming captured in a project manual,

DESCRIPTION

1. Study the available resources on your configuration and consider what its important characteristics, opportunities, and challenges. 3. Develop project criteria and ideas for how to meet that criteria and describe these in a statement. 4. Divide your group roles into Sub-grade, Ground Floor, Second Floor, Third Floor/Roof, and Systems Research and Diagramming.5. Construct a wall section based on the scope outlined under “Wall Section Scope”. - Inidvidual students will draw their own floor - Use grid lines and reference points to coordinate your drawings into a single document - Coordinate line weights so they are unified throughout the final drawing

As a group you will decide on design criteria for the project. This could include performance criteria such as ease of construction or thermal efficiency. Or phenomenological criteria such as proportional relationship to the body, optical performance, or texture. Think critically about your assigned configuration. What are the important considerations? What are the opportunities? What are the challenges? Clearly state your response to these questions in a brief project statement, including examples of how your project addresses them. Define a goal for your project based on this research as well as your knowledge of the program, climate, or other factors. Articulate this in a project statement. Statements should be limited to three paragraphs.

1. Size your structural system using provided references. Determine an appropriate horizontal span and tributary area based on the program, structural system, and overall configuration needs. Show your work.2. If you are using columns show them ‘beyond,’ do not cut through them. Consider how they should be placed (i.e. on the perimeter or inset).3. Show beams beyond.4. Show people in the drawing for scale.

Envelope1. Modify the structure, if necessary, to accommodate the envelope.2. Meet the provided R-Value criteria (show your work)3. Show continuous thermal and moisture barriers4. Provide daylight to all above-grade floors. Consider views in and out. Show these in your drawing.5. Locate your vapor barrier on the correct side of your thermal barrier. 6. Show interior finishes 7. Indicate mechanical equipment in the mechanical room8. Show diffusers or other local heat and air exchange elements on other levels9. Show passive air infiltration10. Show lighting fixtures

Drawings should be legible in both graphics and texts. This includes:

- Dimension strings, annotations and leaders, and elevation targets appropriately proportioned and clearly organized.- Clear line weight hierarchy (including hatches, cut lines, dimensions, elevation tags, leaders, grid lines and annotations)- Easy to locate and read text with accurate technical language

STEPS

DESIGN CRITERIA

A1.1 STRUCTURE

A1.2 ENVELOPE AND MECHANICAL

COMMUNICATION


SYSTEMS RESEARCH AND DIAGRAMS You are expected to make a close study of the references provided as well as ones you find independently, using these for first drafts of your drawing. Questions for the instructor and TAs should be formulated based on this research.

1. MATERIALS SCHEDULECreate a materials schedule inventorying in tabular format the materials of the structure and envelope systems with their relevant properties: relevant thermal properties, relative embodied energy, embodied carbon, environmental impact factors, toxicity, thermal mass, durability, volatility, critical material dimensions / modules, potential for re-use / recycling. Cite your sources.

2. SYSTEM DIAGRAMS• 2.1. Mechanical: Construct a diagram of the mechanical system layout. We will go over this in lecture. Begin with zones,

identify your heating and cooling equipment, identify your energy sources, identify the pathways from the equipment to the zones, identify return air and heat recovery. Note any opportunities for “stepping” and / or energy supplementation.

• 2.2 Water: Construct a diagram of water systems in your project. Identify path from water source, water heating, water return, and water / waste ejection. Note any opportunities for water harvesting or water treatment.

• 2.3. Electrical: Construct a diagram of electrical systems in your project. Note the source of electric power, the use of transformer and switchgear equipment to step down power for use in the building, and the distribution of power to panels in the appropriate zones. Note type of equipment and lights being supplied. Note the power density of your lights in each zone.

3. PLAN DIAGRAMS (1:100 SCALE)There will be four sets of plan diagrams. Each set will indicate the following information on Levels -1 to 3.

• 3.1. Structure plan diagrams. Size your structural system using provided references (tables in Architect’s Studio Companion). Determine an appropriate horizontal span and tributary area based on the program and structural system. Show your work on the appropriate tables. On the plan diagrams show: . • bearing lines• shear elements (shear walls or braced frames)• Horizontal spanning elements (beams (differentiate girders from beams) or slabs)• vertical spanning elements (columns or walls) • indicate the size of spanning elements at one bay.

• 3.2. Mechanical plan diagrams: • Show vertical chases, supply and return runs. • Indicate equipment as depending on your configuration (i.e. boiler, chiller, furnace, cooling tower, condensor, fan)• Identify room locations• Identify the perimeter of each zone, • Identify Air intake and Air exhaust

• 3.3. Water plan diagrams: • location of water main entry to building, pump room, and water treatment room for pool (can be the same room)• toilets (show vent stacks), sinks, and pools • vertical and horizontal path of flow and return pipes, • location of sewage ejection pit and sewer line connection

4. SECTION DIAGRAMThis will be a working document over course of the assignment and shows the interrelation of site systems with the building. This can be divided into multiple diagrams (i.e. Mechanical, Water, Electrical, Site). In it you will represent climate factors, heating and cooling systems, seasonal strategies, water strategies and electrical power pathways. Systems it should show are:

• Mechanical: mechanical plant location, mechanical duct run locations, air diffuser locations, heat recovery locations, air intake.

• Water: flows for potable water, grey water, storm water, and sewage. Water heater. Other proposed water heating sources• Electrical: Light fixtures, sauna heater, city power line, transformer, switchgear room, panel locations. Other proposed

electricity power sources (i.e. solar or wind) • Site: identify microclimate factors (shading, wind direction, solar orientation, surface materials, and vegetation). Indicate

storm water treatment and/or grey water treatment if any, and porous v non-porous surfaces. Call out roof materials, site vegetation, and utility locations (power, water, sewage).

5. SEASONAL OPERATION DIAGRAMSIndicate in three separate reduced wall sections how the building’s environmental controls operate in winter, summer, and the shoulder seasons. You may indicate one of the seasons on your main wall section.

6. ENERGY MODEL INPUTSAssemble information noted on the Energy Model Data Sheet for inputting in an energy model analysis after the mid-term. This includes population calculations for airflow and water use calculations based on the program type and allowable population density for each zone. And lighting density calculations based on light fixtures and program.


GROUP WORKBelow are guidelines provided by the Center for Learning and Teaching on effective group working methods. Review these as a group and include a signed, printed copy with all group members signatures with your A1.1 submission. Each group member must initial each page. You will be expected to use these measures within your group to establish productive working protocols and to address conflicts. If you have utilized these measures and need additional support please notify your TAs and Instructor. (Source: http://www.lib.uoguelph.ca/get-assistance/studying/group-work-presentations/group-work).

GETTING STARTEDMake certain that you understand the assignment. Considering the following questions (adapted from Graham Gibbs, Learning in Teams: A Student Manual (Oxford: Oxford Brookes University, 1994):

• What is the purpose of the project?

• What are you supposed to learn?

• What skills are you supposed to develop?

• How is this group work assignment related to the course content?

• What are you supposed to produce?

• What format(s) will be used for the final project?

• Are you familiar with the requirements of the format(s) or will you need support, resources, or instruction?

• What avenues of support are available to you?

• Are the necessary resources readily available or should you secure them as soon as possible?

• What criteria will be used to assess your work?

• What are the main components of the project?

• Will there be clearly defined and separate sections, or is it meant to be wholly integrated?

• Will you work co-operatively with your group members, each completing a separate piece of the project to be compiled at the end, or will you work collaboratively to produce a jointly researched and authored final product?

• Will other groups be working on the same project or a similar project?

• What are the deadlines?

GOOD DYNAMICSIt is important to build a good working relationship early in the project. Take some time to get to know the members of your group at the first meeting, but try to keep the personal disclosures relevant to the work of the group. For example:

• Create a master list of names and contact information and distribute it to members

• Find out the semester levels and degree programs of the group members

• Find common goals and expectations

• Share information and insights on objectives and work styles

• Share your understanding of the project objectives and requirements. Try to identify common ground with other group members and have a group member write down the consensus position. This can serve as a rudimentary mission statement for the group and will be useful in keeping your project on track

• Have each team member voice one concern and one hope for working with the group or brainstorm characteristics of best and worst group experiences. The outcome of this conversation can be used to establish more formal ground rules for group interactions

• Decide if people are going to work according to their strengths or use this as an opportunity to stretch themselves in a supportive environment

• Take turns identifying strengths and weaknesses in academic skills relevant to the design of your project

• Identify preferences for which roles each group member would like to take on and negotiate responsibilities

• Determine the quantity, length, and protocol of all group meetings. Then establish a regular meeting time

SCHEDULING PROBLEMSIt is important to know, as far in advance as possible, which meetings individual group members will be unable to attend so that the other group members will be able to work effectively in their absence. Here is some advice for lessening the difficulties associated with missed meetings:

INITIALS:


• Find out what the course instructor expects for participation in group meetings. You will have to accommodate these requirements or negotiate a different arrangement with the course instructor

• Set clear, mutually agreeable guidelines for attendance at meetings to encourage accountability

• Encourage group members to be as flexible as possible in establishing meeting times. Make sure that family, work, extra-curricular commitments, and not mere preferences, are the cause of missed meetings. Keep accurate records of attendance at meetings

• Figure out what happens if a meeting is wholly or partially missed and establish procedures for how a group member would get caught up

• There are alternatives to meeting face to face. Keep in touch over the phone or via e-mail. If e-mail or conference calling will be used as a primary method of communication, be certain to establish a set time that is most convenient for all group members

DEALING WITH CONFLICTThe diplomacy, co-operation, and tolerance of different perspectives and approaches required by group work are skills that take time and effort to cultivate.

• Set ground rules for appropriate group interactions. For example, jointly author a code of conduct for meetings

• Clearly establish separate and equitable roles and responsibilities for group members at the outset of the project, but check on how the process is working for everyone and be prepared to renegotiate these jobs if necessary

• Watch for the warning signs of trouble and deal with conflict proactively

• Remember that patience and inclusive communication are essential to good group dynamics

• Be familiar with human rights and equity policies

• Recognize that negotiating differences and accommodating unique work habits in pursuit of a common goal is part of the value of participating in collaborative group projects

• Try to make collective decisions professionally and democratically

• Socialize with one another and have fun together outside of group meetings

• Make sure that your course instructor or teaching assistant is aware of difficulties as they occur and get help when you need it

WORKING EFFICIENTLYTry some of the following strategies to use your group time effectively and to make the opportunity to work with others more enjoyable:

• Ensure that group members know in advance what role they are to play during each meeting (i.e. leader, note-taker, trouble-shooter, detail person, big picture person, creative input, progress-chaser, reviewer)

• Run efficient meetings — start and end on time

• Set clear objectives for each meeting, arrive prepared, and keep to a schedule

• Place reasonable limits on planning and brainstorming activities

• Break large tasks down into logical chunks and check progress frequently

PROBLEM MEMBERSHere are some suggestions for encouraging unproductive group members to become more active participants:

• Find out why the group member is not participating or producing. The solution will depend on the reason for their withdrawal, so begin by determining the cause

• Encourage shy individuals to contribute by soliciting their input on a topic that you are confident that they know something about. You may find that they just need an invitation and a positive experience before they will become more involved in discussions

• Disinterested learners may need some assistance in uncovering their motivation for contributing to the group project

• Check to see if the group member is stuck and needs some advice and direction in order to move forward

• If a group member is very busy, try to accommodate the person internally within reason. Do not allow him/her to abdicate his/her responsibility to contribute to the group project

• Have a progress-checker. Some people simply need to be held accountable and reminded to meet deadlines or conform to expectations

INITIALS:


• Let your professor or T.A. know what is happening

DOMINEERING MEMBERSSome learners, whether they are highly goal-directed, self-confident, or extroverted, simply prefer to monopolize conversations or direct and delegate the work of the group. Strong leadership skills are excellent to have, but not all leadership skills are conducive to collaborative group work. Try the following techniques to prevent an individual group member from overpowering the efforts of the larger group:

• Indicate that this is an issue of concern by addressing it in the ground rules for conducting group meetings

• Deliberately take turns presenting ideas or updates. Limit the amount of time each person has to talk and discourage any interruption during the presentations

• First try to discourage domination by using indirect, blanket statements regarding the nature of collaborative work, or by making humorous, but not critical, comments to the overly talkative or dictatorial group member

• Designate a willing group member to have a private conversation with the individual who is monopolizing the group’s meetings or dictating group direction

GETTING HELPGo to your course instructor or T.A. for help with:

• Understanding the learning objectives and requirements of the group project

• If you need feedback or direction on process or content issues

• For direction or advice on the use of resource materials

• If you are having difficulties with group dynamics that you cannot resolve independently

• As recommended in your course outline, assignment outline, or lecture

INITIALS:


Below are the configurations. Precedents are provided as guides, but are not to be copied directly. They may not match the configuration exactly. Your goal for the project should guide your decision-making.

Below are the configurations. Precedents are provided as guides, but are not to be copied directly. They may not match the configuration exactly. Your goal for the project should guide your decision-making.

Deplazes, Constructing ArchitectureA1 p 362-368A2 p 369-377A3 p 378-388A4 p 389-401A5 p 402-409A6 p 341-349

Moe, Integrated DesignB1 p 40B3 p 154B4 p 168B5 p 142 (note different climate)B6 p 24

Moussavi, FunctionC1 p 80C2 p 54Hegger, Heat-CoolD1 p 140

E1 Detail English Edition 2005:6E2 Detail 2014: 1/2, p43E3 Detail 2014: 1/2, p38E4 Detail 2016:4, p287E5 Detail 2016:4, p271E6 Detail 2016:4, p266E7 Detail 2016:4, p282

Moe, Thermally Active SurfacesF1 p 188F2 p 170

Precedent ReferencesA7 p 331-340A8 p 410-418

Foundation Structure: Vertical Structure: Horizontal Envelope Precedent

1 Strip Footing Cross Laminated Timber (CLT) CLT w concrete topping Rainscreen with inset glazing

Community Center, St. GeroldD1

Hotel TannerhofE2

IBA ApartmentE3

2 Mat Foundation with Piles and Coffer Dam

Steel Braced Frame Composite Steel decking Curtain Wall (Stick-built) Cartier FoundationBank of America TowerB6

3 Mat Foundation with Piles

Site Cast Concrete Walls Site Cast Concrete: One-way Joist

Brick Cavity wall Church Center in MunichE1

Institute Building, FreiburgE1

Student Hall Residence, Amster-damE1

New Art Gallery Walsall

4 Slurry Wall Precast Concrete Columns Precast Concrete Slab Precast concrete wall panel Baden Vocational CenterA5

Rijkswaterstaat Zeeland Head OfficeB6

5 Strip Footing Load Bearing Brick Site cast concrete slab Solid Masonry Marktoberdorf GalleryA6

Apartment Blocks, BadenA7

6 Strip Footing Glu Laminated Timber Glu Laminated Timber w CLT and concrete topping

Unitized prefabricated wall panels

Bullit CenterUBC Earth Sciences BuildingSidwell FriendsB

7 Mat Foundation with Piles and Coffer Dam

Steel Braced Frame Hollow Core Slab Storefront Glazing and Metal Panel

U of Iowa Visual Arts Building DeYoung Museum

8 Mat Foundation with Piles

Site Cast Concrete Columns Site Cast Concrete: Flat Slab with Drop Panels

Curtain Wall (Unitized) Sidwell FriendsB3 Nouvel 100 11th,Teacher Training, ChurA8

SANAA Novartis Building

9 Slurry Wall Precast Concrete Columns Precast Concrete Slab Curtain Wall Baden Vocational CenterA5

Rijkswaterstaat Zeeland Head OfficeB6

10 Strip Footing Load Bearing Concrete Masonry

Steel beams with composite decking

Solid Masonry Marktoberdorf GalleryA6

Apartment Blocks, BadenA7

BUILDING CONFIGURATIONS


Energy Source/Sink

Air conditioning Air distribution

Local exchange Lighting Site: water treatment

Site: Roof

1 Gas Boiler/Chiller Central None Incandescent Asphalt Light vegetation

2 Oil Boiler/Chiller Split Fan (Fan Room) Light Emitting Diode (LED)

Sand bed pavers Membrane, insulation, and gravel

3 Electric Furnace/Condensor Central Radiant (Radiator) Fluorescent Retention pond Wood decking

4 Bio-fuel Furnace/Condensor Split Fan (Fan Coil) Halogen Grassed swale Pedestal pavers

5 Geoexchange Heat Pump Central Radiant (Thermal Surface)

Incandescent Porous aggregate Planted vegetation (trees and shrubs)

6 Air exchange Heat Pump Split Fan (Mini-split) Light Emitting Diode (LED)

Constructed treatment wetland

Photovoltaic panels

7 Steam (District energy)

Furnace/Condensor Central Fan (Fan Coil) Fluorescent Porous turf Solar thermal units

8 Geothermal Furnace/Condensor Split Fan (Active Chilled Beam)

Halogen Porous pavers Rainwater retention

9 Ground source Heat Pump Central Fan (Mini-split w/ VRF) Incandescent Open blocks / grids Membrane, insulation, and gravel

10 Water exchange Heat Pump Split Fan (Fan Room), Radiant (Thermal Surface)

Light Emitting Diode (LED)

Retention pond Light vegetation

ENVIRONMENTAL CONTROL AND SITE CONFIGURATIONS

ElEl

ElEl

Level -1

Level 1

GALLERY and CHANGE ROOMS

MECHANICAL

stai

r

stai

r

stai

r

stai

r

stai

r

A

A

Level 2

SAUNA

balcony

stai

r

YARD

2-story adjacent building with high process energy loads

2-story adjacent building

Street and sidewalk and source for city

sewer, w

ater, and electric power

Boar

dwal

k an

d la

ke

10 m20 m 3 m3 m

Level 3

OFFICE w /WASHROOMS

corridor

stai

r

stai

r

10 m

Section AA

Wall Section

OFFICE

SAUNA

GALLERY

MECHANICAL

N

prevailing winter wind direction

prevailing summer wind direction

NOTES

- South-Facing Facade in Halifax

- At L1, L2, & L3 indicate space for mechanical airflow as either an overhead plenum (460 mm depth), underfloor plenum (305 mm depth), or mechanical ducts.

- Show Roof Drain

- Roof may use a Green Roof and/or Skylight

*Reference 2015 IECC Table R402.1.2


WALL SECTION SCOPE

GROUND FLOOR

4.00 to 4.50 Meters

(F.F.-to-F.F)

GRADE

F.F. = 0.50 M ABOVE GRADE MIN.

SUB-GRADE

12 to 14 Feet

(F.F.-to-F.F)

SECOND FLOOR

4.00 to 4.50 Meters

(F.F.-to-F.F)

THIRD FLOOR/ROOF

4.00 to 4.50 Meters

(F.F.-to-T.O. STRUCTURE) ADMINISTRATION

SAUNA

BALCONY

2 M Deep

GALLERY

MECHANICAL

R10

Rn*

Rn*

Rn*

R15/R19*

R49

R49

3.50 M MIN. DEPTH

R30

LEVEL 1

LEVEL -1

LEVEL 2

LEVEL 3

ROOF


ENERGY MODEL DATA SHEET

INTERNAL OPERATIONSFor each Zone:

Usage Floor area (m2) Floor to floor height (m)

Population Hours open/day Interior temperature (deg C)

Heat recovery efficiency (%) Cool recovery efficiency (%) Heat per person (W)

Air/Person (L/s) or Air change rate (L/s)

Light Load (W/m2)

Heating / Cooling System

Hot water (kWh/person/day)

Plug Loads (W/m2)

EXTERNAL ENVELOPEFor each Zone:

Roof area (m2) Percent glass (%)

# of external walls:

# of floors

Ground exposed area (m2): Air exposed area (m2)

For each wall:

Slope (deg)

Cardinal orientation

Area (m2)

Percent glass (%) Percent shaded summer (%) Percent shaded winter (%)

BUILDING SPECIFICATIONSFor each zone:

Infiltration (Air change rate) (AC/h):

Air exposed floor heat transfer coefficient (HTC) (U-Value) (W/m2K):

Roof HTC (W/m2K)

Rooflights HTC (W/m2K): Rooflight solar heat gain factor (SHGF) (%):

For each wall in each zone:

Wall heat transfer coefficient (HTC) (U-Value) (W/m2K)

Glass HTC (W/m2K) Glass SHGF (%)

ENERGY MODEL WORKSHOP EXERCISE (THIS IS NOT PART OF ASSIGNMENT 1.2 & 1.2 EVALUATION)After a few trial runs, you will run the energy model based on your input data. You will then develop a hypothesis about what are the major drivers of Gross Energy Use and Net Energy Use. Your goal during the exercise will be to reduce these numbers.

You will then modify three different inputs to the energy model and provide comparative graphs and a brief discussion of what the modified outcomes mean for the gross or net energy demands of your building. For instance, you can change the heat transfer coeffecient of your envelope construction and see if that significantly increases or decreases the gross and / or net energy use. You may modify the type of heating and cooling system, or make adjustments to the program factors.

Finally, you will propose one method of meeting or off-setting the net energy needs of the building using non-fossil fuel energy sources such as process energy, solar energy, or ground, water or air exchange. You will provide some preliminary calculations to support this proposal

1:20A. People & Things 1) Interior and Exterior People 2) Interior and Exterior Furniture and EquipmentB. Structure (Podium and Frame) 1) Horizontal Spanning Members (Beams, Slabs, Rafters, etc.) Size with table. 2) Vertical Spanning Members (Columns, Load-Bearing Walls, etc.) Size with table. 3) FoundationC. Envelope 1) Cladding, Interior Finishes 2) Glazing (Vision Zone) 3) Shading (Summer/Winter) 4) Daylight Infiltration (Summer/Winter) 5) Continuous Thermal Barrier (highlight elements in small diagram; annotate elements in drawing) 6) Continuous Moisture Barrier (highlight elements in small diagram; annotate elements in drawing)D. Annotation and Dimensions 1) Floor to Floor Dimensions 2) Elevation Targets and Level Lines 3) Annotation of Assemblies (using leaders or construction list) Annotations, Dimensions, and Line weights scaled for 1:20 and screen viewing.

To help visualize your structure you will construct a 3D Model of one structural bay of your configuration. This will be an abstracted model of structure only with limited detail showing: Gridlines, Primary, Secondary, and Tertiary structural members. You will not need to show fasteners or hardware or other connection details. These are to be printed in an axonometric view.

WALL SECTION CHECKLIST

3D MODEL

Place on table outside HB15 & upload to Brightspace

A1.1

1. 1:20 Wall Section, printed on an 11x17” sheet (Digital copy, formatted to 24x36”, uploaded to Brightspace)

2. Process work, formatted to process portfolio, printed on 11x17 sheets and uploaded to Brightspace. This includes project statement, member sizing, systems research and 3D model. Also include the signed Group Work Guidelines sheet.

• This includes from “SYSTEMS RESEARCH AND DIAGRAMS:• Completed: 1. Materials Schedule.• Hand sketched drafts of: 2. Systems Diagrams, 3. Plan Diagrams (2 each minimum), 4. Section Diagram, 5. Seasonal

operation diagrams (1 minimum)• 6. Energy Model Inputs are not required at this submission

• For the wall section, preliminary research and/or hand sketched or drafted envelope assemblies and mechanical components are recommended for this submission, but not required

A1.21. 1:20 Wall Section, printed on an 11x17” sheet (Digital copy, formatted to 24x36”, uploaded to Brightspace)

2. Process work, formatted to process portfolio, printed on 11x17 sheets and uploaded to Brightspace. This includes project statement R-Value calculations, member sizing, systems research and diagrams and 3D model.

3. Assignment 1A. Assignment 1 reflection. Submitted as a separate PDF.

Include both A1.1 and A1.2 in your final Process Portfolio.

DELIVERABLES


ASSIGNMENT 1A: ASSIGNMENT 1 REFLECTIONThis is an individually graded portion of the assignment. Submit at the end of the assignment a personal reflection of your work. Note your role in the project and demonstrate your knowledge of the subject matter through the description of the tasks you did and what you learned from them. Limit to one page of writing. You can include images and process work. (Only include images or process work you individually authored or worked on directly. If collectively worked on, indicate other people who worked on it).

A1.1 & A1.2 RUBRIC


This rubric is a guide to student performance, not a point scoring system. It will be applied to all aspects of the assignment including diagram and drawings. The standards are based on university undergraduate grading standards, and each one captures a grading range. For instance, “Excellent” captures marks from A- to A+. Evaluation for a single criteria may be a composite of different standards. For instance, under “Project Statement” a project may be marked “Excellent” for “Critical goal stated,” and “Good” for “may need further development…” Therefore, it is possible for nearly identical rubrics to result in different assignment grades. The final calculated grade will be based on an overall weighting of standards met within the different criteria.

A1.1 & A1.2 RUBRIC CONT’D


GeneralHall, D., & Magnum Group, illustrator. (2016). Architectural graphic standards (Twelfth ed.). Hoboken, New Jersey: John Wiley & Sons.

Sizing StructureAllen, Edward, Iano, Joseph, and Ebooks Corporation. The Architect’s Studio Companion Rules of Thumb for Preliminary Design. 5th ed. Hoboken, N.J.: John Wiley &

Sons, 2012. [Online Text]

Ching, Francis D. K., Onouye, Barry, Zuberbuhler, Douglas, and Ebooks Corporation. Building Structures Illustrated : Patterns, Systems, and Design. Second ed. Hoboken, New Jersey: John Wiley & Sons, 2014. [Online Text]

Construction Systems Overview Allen, Edward, and Iano, Joseph. Fundamentals of Building Construction : Materials and Methods. Sixth ed. Hoboken, New Jersey: Wiley, 2014. [Online Text]

Ching, Frank, and Ebooks Corporation. Building Construction Illustrated. Fifth ed. Hoboken, New Jersey: Wiley, 2014. [Online Text]

Deplazes, Andrea, and Eidgenössische Technische Hochschule Zürich. Departement Architektur. Constructing Architecture : Materials, Processes, Structures : A Handbook. Third, Extended ed. Basel: Birkhäuser, 2013. [Sexton Reference Text]

Watts, Andrew. Modern Construction Handbook. Third ed. Modern Construction Series. Vienna: Ambra V, 2013.

Construction Systems by MaterialAmerican Institute of Timber Construction. Timber Construction Manual. Sixth ed. Hoboken, New Jersey: Wiley, 2012.

Kind-Barkauskas, Friedbert. Concrete Construction Manual. Basel : Munich: Birkhauser ; Edition Detail, 2002.

Knippers, Jan. Construction Manual for Polymers Membranes : Materials, Semi-finished Products, Form-finding Design. Basel : Munich: Birkhauser Architecture ; Edition Detail, 2011.

Pfeifer, Günter, Söffker, Gerd, Thrift, Philip, and Schwaiger, Elizabeth. Masonry Construction Manual. Basel : München: Birkhäuser ; Edition Detail, 2001.

Schittich, Christian, Söffker, Gerd, and Thrift, Philip. Glass Construction Manual. 2nd Rev. and Expanded ed. Basel : Munich : London: Birkhäuser ; Edition Detail ; Springer [distributor], 2007.

Schulitz, Helmut C., Sobek, Werner, and Habermann, Karl J. Steel Construction Manual. Basel : Boston: Birkhauser, 2000.

Volz, Michael, Herzog, Thomas, Natterer, Julius, Schweitzer, Roland, and Winter, Wolfgang. Timber Construction Manual. Basel: De Gruyter, 2012.

EnvelopeChing, Frank, and Ebooks Corporation. Building Construction Illustrated. Fifth ed. Hoboken, New Jersey: Wiley, 2014. [Online Text]

Hegger, Manfred, Keller, Michael, Reichel, Alexander, Hartwig, Joost, and Schultz, Kirsten. Heat, Cool : Energy Concepts, Principles, Installations. Scale (Basel, Switzerland). Basel: Birkhäuser, 2012.

Herzog, Thomas, Lang, Werner, and Krippner, Roland. Facade Construction Manual. Basel: De Gruyter, 2012.

Moe, Kiel. Thermally Active Surfaces in Architecture. New York: Princeton Architectural Press, 2010.

Moussavi, Farshid, and Kubo, Michael. The Function of Ornament. Barcelona : Cambridge, Mass.: Actar ; Harvard University, Graduate School of Design, 2006.

Straube, John F. High Performance Enclosures : Design Guide for Institutional Commercial and Industrial Buildings in Cold Climates. Rev. 2nd ed. Somerville, MA: Building Science Press, 2012. [Sexton Reference Text]

Watts, Andrew. Modern Construction Envelopes. Modern Construction Series. New York: Springer, 2011.

Mechanical, Water and Electrical Systems

Allen, Edward, Iano, Joseph, and Ebooks Corporation. The Architect’s Studio Companion Rules of Thumb for Preliminary Design. 5th ed. Hoboken, N.J.: John Wiley & Sons, 2012.

Brown, G. Z. Sun, Wind, and Light : Architectural Design Strategies. New York: Wiley, 1985. [Online Text]

Lechner, Norbert, and Ebooks Corporation. Heating, Cooling, Lighting : Sustainable Design Methods for Architects. Fourth ed. Hoboken, New Jersey: John Wiley & Sons, 2014. [Online Text]

Stein, Benjamin. Mechanical and Electrical Equipment for Buildings. 10th ed. Hoboken, NJ: Wiley, 2006. [Sexton Reference Text]

Site

Brown, G. Z. Sun, Wind, and Light : Architectural Design Strategies. New York: Wiley, 1985. [Online Text]

Hopper, L. (2007). Landscape architectural graphic standards (Student ed., Wiley graphic standards). Hoboken, N.J.: John Wiley & Sons.

Materials

Berge, Bjorn. The Ecology of Building Materials. Architectural Press, 2000. [Online Text]

Fernandez, John. Material Architecture : Emergent Materials for Innovative Buildings and Ecological Construction. Boston: Architectural Press, 2006. [Reserve Text]

Magwood, C., & Canadian Electronic Library , distributor. (2014). Making better buildings : A comparative guide to sustainable construction for homeowners and contractors (Books for living wisely from Mother Earth news). Gabriola [British Columbia]: New Society. [Online Text]

ICE Database (www.circularecology.com/embodied-energy-and-carbon-footprint-database.html#.XhZ5C3dFw3I). Downloadable file available on Brightspace Resources.

LineweightFord, Edward R. The Details of Modern Architecture. Cambridge, Mass.: MIT Press, 1990.

PrecedentsDeplazes, Andrea, and Eidgenössische Technische Hochschule Zürich. Departement Architektur. Constructing Architecture : Materials, Processes, Structures : A

Handbook. Third, Extended ed. Basel: Birkhäuser, 2013.

Moe, Kiel. Integrated Design in Contemporary Architecture. 1st ed. New York, N.Y.: Princeton Architectural Press, 2008.

REFERENCES


*

*

***

*

*

**

**

**

*

*

http://www.circularecology.com/embodied-energy-and-carbon-footprint-database.html#.XhZ5C3dFw3I


A2. WHOLE BUILDING ANALYSIS (subject to minor revisions based on outcomes/progress of Assignment 1)Assigned: Thursday, Mar 05Due: A2.1: Monday, March 16, 11:00 am A2.2: Thursday, Apr 2, 11:59 pmDuration: 4 weeks

Assignment 2 will represent the structural, envelope, environmental, and life safety strategies of your design project. Like Assignment 1, the goal is a synergistic relationship between these strategies which address the opportunities and challenges of your system configuration to meet the goals of your design. Write a project statement no longer than one or two paragraphs clearly stating these goals, opportunities, and challenges and how your design responses address these. You may refer to your Design Statement to assist this.

DESCRIPTION

Assignment 2 examines your project at the detail and overall level. In addition to the wall section, Whole Building Diagrams and Whole Building Sections will be reviewed in A2.1, but submitted for Design (Whole Building Section, Structure Diagram , Mechanical Diagram) and Professional Practice (Life Safety and Accessibility Diagrams) for final evaluation.

The Integrated Wall Section (1:20) describes the tectonics of your design. The 1:20 drawing includes graphic descriptions of the flow of air and light through the spaces and the envelope. You will use a table method to size Horizontal and Vertical structural members. This drawing will also be formatted to fit into your Process Portfolio so line weights and text should be formatted for legibility at 11x17 on screen as well as 1:20 print.

The drawing should be prepared for presentation at your design review so consider representational aspects as they relate to your design drawings. The drawing should show not only information that is cut through, but information beyond (columns, walls, lights, furnishings, equipment, shadows, texture). It should be both a combination of the technical and textural. Show what information lies beyond to think through three-dimensional relationships such as vertical and horizontal spanning members and mechanical duct work. Show how the space feels, is occupied, and experienced.

Small diagrams will demonstrate continuous thermal and moisture barriers, location plan, as well as seasonal variation of airflow. Structural tables with sizing annotation are also to be included. As well, include R-value calculations for Walls, Roof, Exposed Floor, Foundation Wall, and Foundation Slab. Include a diagram showing the R-Value calculation locations (or show them in your drawing).

3D MODEL Although not required a 3D model may help you clarify spatial relationships, material assemblies and material characteristics. This model can be physical (1:50 to 1:10) or digital. It can isolate a particular aspect such as structure or duct-work or envelope and materials to help clarify sequence of assembly and the relationships between parts.

METHOD

A2.2

1. 1:20 Wall Section, formatted on a 24x36” sheet, printed 11x17. Check printed line weight and legibility of text.

2. Whole Building Diagrams at 1:500 and Whole Building Section at 1:250 formatted together on one 24x36” sheet and printed at 11x17. Do not include Life Safety and Accessibility Diagrams. These will be evaluated in Professional Practice.

3. Process work, formatted to process portfolio, printed on 11x17 sheets stapled to Wall Section. This includes project statement, R-Value calculations, member sizing, and 3D model images (if applicable).

3. Digital copy compiled and uploaded to Brightspace

A2.1 1. 1:20 Wall Section, formatted on a 24x36” sheet, printed 11x17. Check printed line weight and legibility of text.

2. Whole Building Diagrams at 1:500 and Whole Building Section at 1:250 formatted together on one 24x36” sheet and printed at 11x17.

3. Progress work, formatted to process portfolio, printed on 11x17 sheets stapled to Wall Section. This includes project statement, R-Value calculations, member sizing, and 3D model images (if applicable).

4. Digital copy compiled and uploaded to Brightspace

DELIVERABLES


Whole Building Diagrams To coordinate these relationships it helps to know what functions the different elements of your building serve. For each of the four topics below create two plan diagrams (ground floor and typical level) to visualize the information listed under each topic. Create 2 generic base plans (ground level and typical level) over which the relevant information will be layered. Lighten these base plans so the required information stands out and can be clearly read. Provide a legend for each drawing. Use colors, hatches, and exaggerated lineweights to clearly identify elements. You can refer to examples in references from Design, BSI, Representation, and Theory courses. A draft will be reviewed in B5 BSI A2.1.

1. Structure (Columns, Structural Walls, Bearing Lines, Shear Walls, Span Direction)2. Mechanical (Plant(s), Distributors, Emitters, Describe if it is All Air or Air-Water)3. Life Safety (Exit Access, Exit, Exit Discharge, Travel Distance, Exit Separation) [Include in Professional Practice Process Portfolio]4. Accessibility (Accessible Pathways, Ramps, Doorways, Entries / Exits) [Include in Professional Practice Process Portfolio]

Below are concepts you need to demonstrate an understanding of through the development and representation of your design.

Structural Concepts• Mass system or point system. A mass system supports a cellular organization with typically small bays. A point system may

support a free plan organization strategy.• Ground condition. How the structure meets the ground and the water. • Concealed or exposed structure. Structure can be revealed, concealed or some combination of the two. Where and how

you choose to do this can be strategic. For instance, roof spans (when not occupied) do not require fire ratings and can be moments for exposing a wood or steel frame overhead. Concrete can be exposed cost effectively as it doesn’t require fire-proofing.

Envelope Concepts• Views in and out • Air in and out. How does air flow in and out of your building?• Insulation method and location. What materials do you choose for insulation? Where in the depth of your assembly is it

located? Or is it the entire depth of a single material?• Solar harvesting and shading• Buffer zones. Pockets of variable temperature (with lighter thermal loads (i.e. corridors) between the weather and deep

interior program).• Perceived depth. The detailing of the envelope can play a significant role in reading the depth of a surface or the visibility of

the interior. How might depth and visibility play a role in your design concept?

Mechanical Concepts• One or Many. A mechanical system may be a single contiguous network back to a central plant. Or it may be many pieces of

equipment dispersed in smaller plants through the building. • Up-and-down or Side-to-side. Trunk lines (the primary and largest ducts and pipes) may travel vertically through cores and

chases, and / or horizontally through ducts or plenums. • Over or Under. Horizontal distribution of plenums, ducts and pipes may be overhead, underfoot, or in-between. • Passive or Active. Passive systems utilize available energy such as the natural currents of air in buoyancy ventilation, or the

warming rays of the sun in solar gain. These can be coordinated with active system elements like air handlers and ducts or boilers and pipes to work together in conditioning the interior environment.

• Seeing it. The visibility of the mechanical system plays a role in the story of your building. Diffusers can be concealed or integrated with finishes; radiant elements can be decorative. Ducts can be concealed or exposed. In nineteenth century concert halls, for instance, ornate grills at the ceiling were responsible for conveying exhaust air out of the performance space.

Life Safety and Accessibility ConceptsMeeting the Life Safety and Accessibility needs for a building is not just a matter of meeting requirements. It can help test the logic of your project’s spatial and circulation organization. For instance, if mapping the path of travel does not seem fairly clean and logical this may suggest refinements to your circulation approach. This requires an understanding of the following concepts. See the Term Binder and Design and BSI course references for standard dimensions and criteria.

• Widths (Corridor, Stairs / Ramps, Doors)• Slopes (Ramps, Stair Rise / Run)• Depths (Vestibules, Landings)• Heights (Handrails)• Lengths (Common Path of Travel, Diagonal Separation)


1:20

A. Design Statement

B. People & Things

1) Interior and Exterior People

2) Interior and Exterior Furniture and Equipment

3) Textures and Shading

C. Structure (Podium and Frame)

1) Horizontal Spanning Members (Beams, Slabs, Rafters, etc.) Size with table.

2) Vertical Spanning Members (Columns, Load-Bearing Walls, etc.) Size with table.

3) Foundation (Show Reinforcing)

D. Mechanical (Summer and Winter Modes. One season may be shown in small diagram)

1) Natural Ventilation (Summer and Winter Buoyancy and/or Cross Ventilation)

2) Mechanical Ventilation (Supply and Return Ducts and Emitters, Show Airflow)

3) Heating/Cooling Elements (Branches and Emitters)

E. Envelope

1) Cladding, Thermal, Interior Finishes

2) Glazing (Vision Zone)

3) Shading (Summer/Winter)

4) Daylight Infiltration (Summer/Winter)

5) Continuous Thermal Barrier (highlight elements in small diagram; annotate elements in drawing)

6) Continuous Moisture Barrier (highlight elements in small diagram; annotate elements in drawing)

F. Interior Partitions

G. Annotation and Dimensions

1) Floor to Floor Dimensions

2) Elevation Targets

3) Annotation of Assemblies (using leaders or construction list)

4) Key 3d axonometric showing location of section cut

Annotations, Dimensions, and Lineweights scaled for 11x17 printing and screen viewing.

Wall Section Checklist


Excellent Good Satisfactory Marginal Pass InadequateCritical goal stated for assignment with vivid examples of how this was executed that are consistent with the drawings and diagrams.

Clear goal, but would benefit from further criticality and/or clarity. Supporting examples provided. They may be inconsistent or may need further development or clarity in the drawing.

Articulates a goal. Needs significant improvement in clarity and provided examples.

Minimal statement No statement or statement does not address objectives of the assignment.

Detailed drawing (can discern components and systems), clear diagrams, properly articulated and legible .

Clear drawings and diagrams.Would benefit from further development of legibility, for example through lineweight, detail, etc.

Mostly complete drawings and diagrams. Would benefit from significant development of graphic articulation and legibility.

Minimal ability demonstrated in graphic legibility.

No drawing or drawing does not address assignment objectives.

Accurate labeling that is readily accessible and able to be read with clear leaders. Strong command of technical language.

Complete labeling, would benefit from further clarity, organization and/or proper language usage.

Labeling and leaders present.Would benefit from signficant labeling and language improvements.

Minimal labeling. No labeling or leaders or labels and leaders do not address assignment objectives.

Building system decisions are clear and legible and supported by stated goal. This is seen in the alignment, coordination, sizing, and proportioning of building components.

A good connection present between goals and building system decisions. Would benefit from some development of the logic of decisions and/or building component depiction.

Some connection present between goals and drawing.Would benefit from significant improvements to sizing, proportioning, and linking goals and and executed drawing.

Minimal connections between goals and drawing. Minimal competency demonstrated in sizing and proportioning.

No connection present. No sizing or proportioning present.Or connections and sizing do not address assignment objectives.

Demonstrates high degree of ability to both separate and coordinate performances of systems

Demonstrates good ability to both separate and coordinate performances of systems.Would benefit from further clarity or coordination.

Demonstrates a sense of different systems. Significant improvement needed to demonstrate good competency in system coordination.

System elements are present, but significant improvements needed to help discern coordination.

No system elements present or coordination does not address assignment objectives.

Compliance with performance criteria clearly shown. Egress, accessibility, structural, and mechanical elements clearly shown.

Critical system elements shown. Would benefit from further clarity or demonstration of performance criteria compliance.

Critical system elements minimally shown. Performance criteria compliance not demonstrated.

Some critical system elements missing.

Barrier performance cirteria inadequately addressed.

High degree of success coordinating drawings and revisions with a clear method.

Methods of coordination are evident, but would benefit from greater rigor and precision.

Some coordination present, but would benefit significantly from further coordination.

Drawings are minimally coordinated with significant lapses.

No coordination evident, or inadequate coordination.

Independently researches systems and comes with specific questions after a first independent attempts.Questions demonstrate close looking at the material and a developing technical familiarity. Seeks out independent resources. Shows work with exceptional clarity.

Demonstrates engagement with resources. Would benefit from closer consultation with the resources. Shows work clearly.

Demonstrates awareness of resources, would benefit significantly from further consulting provided literature and resources. Limited demonstration of work.

Demonstrates minimal awareness of resources and minimal demonstration of work.

No or inadequate demonstration of awareness of resources or work.

A1.

1 D

iagr

am/S

ectio

n

5%

Well researched concepts and clear graphics communication strategy. Well developed drafts.

Developed concepts and graphic strategies. Need further clarification in many areas. Completed drafts.

Concepts and graphic strategies. Need significant clarification in many areas. Missing some drafts.

Limited effort demonstrated at assignment drafts and concepts.

None or inadequate drafts and concepts.

Com

mun

icat

ion

35%

Bui

ldin

g Sy

stem

s

50%

Met

hod

10%

A2.1 & A2.2 RUBRIC AND ASSESSMENT SHEET (TO BE REVISED)

Student Name: Grade: This assessment sheet is a guide to student performance, not a point scoring system. Evaluation for a single criteria evaluation may be a composite of different standards. For instance, under Program a project may be marked “Excellent” for “Coherent organization,” and “Good” for “Needs to clarify…” The standards are based on university undergraduate grading standards, and each one captures a grading range. For instance, “Excellent” captures marks from A- to A. Therefore, it is possible for nearly identical standard assessments to result in different criteria grades. The final calculated grade will be based on an overall weighting of standards met within the different criteria.

Comments:


A3. LECTURE RESPONSEAssigned: Tuesday, Jan 8Due: At the end of each lectureDuration: 6 1/2 weeks

DESCRIPTIONAssignment 3 is an opportunity to synthesize concepts introduced during lecture. There will be a sketching assignments at the end of 10 of the lectures scheduled through the term. These will not be pre-scheduled, but will be “pop” assignments in-class.

At the end of these lectures there will be 5 to 10 minutes provided to sketch a concept provided by the instructor. These are to be sketched in-class and handed in as you leave the lecture hall. Include your full name on your sketch for credit.EVALUATIONThey will not be evaluated for content or accuracy. They are a way for the instructor to assess uptake of concepts introduced during the lecture and a form of class participation. Selected sketches (with name redacted) may be reviewed on a subsequent lecture for recapping important concept.s Your assessment for the assignment will be based on the number of sketches collected with your name per the grading chart below.

SKETCH PERCENT GRADE

10 100 A+

9 89 A

8 84 A-

7 79 B+

6 76 B

5 72 B-

4 69 C+

3 64 C

2 59 C-

1 54 D

0 0 F

Sizing Structure and Mechanical CoordinationAllen, Edward, Iano, Joseph, and Ebooks Corporation. The Architect’s Studio Companion Rules of Thumb for Preliminary Design. 5th ed. Hoboken, N.J.: John Wiley &

Sons, 2012.

Ching, Francis D. K., Onouye, Barry, Zuberbuhler, Douglas, and Ebooks Corporation. Building Structures Illustrated : Patterns, Systems, and Design. Second ed. Hoboken, New Jersey: John Wiley & Sons, 2014.

Construction Systems Overview Allen, Edward, and Iano, Joseph. Fundamentals of Building Construction : Materials and Methods. Sixth ed. Hoboken, New Jersey: Wiley, 2014.

Ching, Frank, and Ebooks Corporation. Building Construction Illustrated. Fifth ed. Hoboken, New Jersey: Wiley, 2014.

Deplazes, Andrea, and Eidgenössische Technische Hochschule Zürich. Departement Architektur. Constructing Architecture : Materials, Processes, Structures : A Handbook. Third, Extended ed. Basel: Birkhäuser, 2013.

Watts, Andrew. Modern Construction Handbook. Third ed. Modern Construction Series. Vienna: Ambra V, 2013.

Construction Systems by MaterialAmerican Institute of Timber Construction. Timber Construction Manual. Sixth ed. Hoboken, New Jersey: Wiley, 2012.

Kind-Barkauskas, Friedbert. Concrete Construction Manual. Basel : Munich: Birkhauser ; Edition Detail, 2002.

Knippers, Jan. Construction Manual for Polymers Membranes: Materials, Semi-finished Products, Form-finding Design. Basel : Munich: Birkhauser Architecture ; Edition Detail, 2011.

Pfeifer, Günter, Söffker, Gerd, Thrift, Philip, and Schwaiger, Elizabeth. Masonry Construction Manual. Basel : München: Birkhäuser ; Edition Detail, 2001.

Schittich, Christian, Söffker, Gerd, and Thrift, Philip. Glass Construction Manual. 2nd Rev. and Expanded ed. Basel : Munich : London: Birkhäuser ; Edition Detail ; Springer [distributor], 2007.

Schulitz, Helmut C., Sobek, Werner, and Habermann, Karl J. Steel Construction Manual. Basel : Boston: Birkhauser, 2000.

Volz, Michael, Herzog, Thomas, Natterer, Julius, Schweitzer, Roland, and Winter, Wolfgang. Timber Construction Manual. Basel: De Gruyter, 2012.

EnvelopeHegger, Manfred, Keller, Michael, Reichel, Alexander, Hartwig, Joost, and Schultz, Kirsten. Heat, Cool: Energy Concepts, Principles, Installations. Scale (Basel,

Switzerland). Basel: Birkhäuser, 2012.

Herzog, Thomas, Lang, Werner, and Krippner, Roland. Facade Construction Manual. Basel: De Gruyter, 2012.

Moe, Kiel. Thermally Active Surfaces in Architecture. New York: Princeton Architectural Press, 2010.

Moussavi, Farshid, and Kubo, Michael. The Function of Ornament. Barcelona : Cambridge, Mass.: Actar ; Harvard University, Graduate School of Design, 2006.

Straube, John F. High Performance Enclosures: Design Guide for Institutional Commercial and Industrial Buildings in Cold Climates. Rev. 2nd ed. Somerville, MA: Building Science Press, 2012.

Watts, Andrew. Modern Construction Envelopes. Modern Construction Series. New York: Springer, 2011.

Mechanical and Passive StrategiesBrown, G. Z. Sun, Wind, and Light: Architectural Design Strategies. New York: Wiley, 1985.

Hegger, Manfred, Keller, Michael, Reichel, Alexander, Hartwig, Joost, and Schultz, Kirsten. Heat, Cool: Energy Concepts, Principles, Installations. Scale (Basel, Switzerland). Basel: Birkhäuser, 2012.

Lechner, Norbert, and Ebooks Corporation. Heating, Cooling, Lighting: Sustainable Design Methods for Architects. Fourth ed. Hoboken, New Jersey: John Wiley & Sons, 2014.

LineweightFord, Edward R. The Details of Modern Architecture. Cambridge, Mass.: MIT Press, 1990.

REFERENCES



References General

Materials

StructureBalmond, Cecil, Smith, Jannuzzi, and Brensing, Christian. Informal. Munich ; New York: Prestel, 2002.

Ching, Francis D. K., Onouye, Barry, Zuberbuhler, Douglas, and Ebooks Corporation. Building Structures Illustrated: Patterns, Systems, and Design. Second ed. Hoboken, New Jersey: John Wiley & Sons, 2014. [Online Text]

Sandaker, Bjrn Normann, Eggen, Arne Petter, and Cruvellier, Mark. The Structural Basis of Architecture. 2nd ed. Milton Park, Abingdon, Oxon ; New York: Routledge, 2011. [Reserve Text]

Silver, Pete, McLean, William, Evans, Peter, and Ebooks Corporation. Structural Engineering for Architects a Handbook. London: Laurence King Pub., 2013.

SiteBrown, G. Z. Sun, Wind, and Light : Architectural Design Strategies. New York: Wiley, 1985. [Online Text]

Hopper, L. (2007). Landscape architectural graphic standards (Student ed., Wiley graphic standards). Hoboken, N.J.: John Wiley & Sons. [Online Text]

American Institute of Timber Construction. Timber Construction Manual. Sixth ed. Hoboken, New Jersey: Wiley, 2012. [Sexton Reference Text]

Berge, Bjorn. The Ecology of Building Materials. Architectural Press, 2000. [Online Text]

Fernandez, John. Material Architecture : Emergent Materials for Innovative Buildings and Ecological Construction. Boston: Architectural Press, 2006. [Reserve Text]

Kind-Barkauskas, Friedbert. Concrete Construction Manual. Basel : Munich: Birkhauser ; Edition Detail, 2002. [Sexton Reference Text]

King, B., & Canadian Electronic Library , distributor. (2017). The new carbon architecture : Building to cool the climate (DesLibris. Books collection). Gabriola [British Columbia]: New Society. [Reserve Text]

Knippers, Jan. Construction Manual for Polymers Membranes : Materials, Semi-finished Products, Form-finding Design. Basel : Munich: Birkhauser Architecture ; Edition Detail, 2011. [Reserve Text]

Pfeifer, Günter, Söffker, Gerd, Thrift, Philip, and Schwaiger, Elizabeth. Masonry Construction Manual. Basel : München: Birkhäuser ; Edition Detail, 2001. [Sexton Reference Text]

Schittich, Christian, Söffker, Gerd, and Thrift, Philip. Glass Construction Manual. 2nd Rev. and Expanded ed. Basel : Munich : London: Birkhäuser ; Edition Detail ; Springer [distributor], 2007. [Sexton Reference Text]

Schulitz, Helmut C., Sobek, Werner, and Habermann, Karl J. Steel Construction Manual. Basel : Boston: Birkhauser, 2000. [Sexton Reference Text]

Volz, Michael, Herzog, Thomas, Natterer, Julius, Schweitzer, Roland, and Winter, Wolfgang. Timber Construction Manual. Basel: De Gruyter, 2012. [Online Text]

Allen, Edward, Iano, Joseph, and Ebooks Corporation. The Architect’s Studio Companion Rules of Thumb for Preliminary Design. 5th ed. Hoboken, N.J.: John Wiley & Sons, 2012. [Online Text]

Allen, Edward, and Iano, Joseph. Fundamentals of Building Construction: Materials and Methods. Sixth ed. Hoboken, New Jersey: Wiley, 2014. [Online Text]

Banham, Reyner. The Architecture of the Well-tempered Environment. 2nd ed. Chicago: University of Chicago Press, 1984.

Brand, Stewart. How Buildings Learn : What Happens after They’re Built. New York ;Toronto: Viking, 1994.

Ching, Frank, and Ebooks Corporation. Building Construction Illustrated. Fifth ed. Hoboken, New Jersey: Wiley, 2014. [Online Text]

Deplazes, Andrea, and Eidgenössische Technische Hochschule Zürich. Departement Architektur. Constructing Architecture : Materials, Processes, Structures : A Handbook. Third, Extended ed. Basel: Birkhäuser, 2013. [Reserve Text]

Magwood, C., & Canadian Electronic Library , distributor. (2014). Making better buildings : A comparative guide to sustainable construction for homeowners and contractors (Books for living wisely from Mother Earth news). Gabriola [British Columbia]: New Society. [Reserve Text]

McMorrough, Julia. Materials, Structures, and Standards: All the Details Architects Need to Know but Can Never Find. Beverly, Mass.: Rockport Publishers, 2006. [Online Text]

Moe, Kiel. Integrated Design in Contemporary Architecture. 1st ed. New York, N.Y.: Princeton Architectural Press, 2008. [Reserve Text]

Watts, Andrew. Modern Construction Handbook. Third ed. Modern Construction Series. Vienna: Ambra V, 2013. [Online Text]


Mechanical

Envelope

Daniels, Klaus, and Schwaiger, Elizabeth. Advanced Building Systems : A Technical Guide for Architects and Engineers. Basel ; Boston: Birkhäuser, 2003. [Sexton Reference Text]

Hegger, Manfred, Keller, Michael, Reichel, Alexander, Hartwig, Joost, and Schultz, Kirsten. Heat, Cool : Energy Concepts, Principles, Installations. Scale (Basel, Switzerland). Basel: Birkhäuser, 2012. [Reserve Text]

Lechner, Norbert, and Ebooks Corporation. Heating, Cooling, Lighting : Sustainable Design Methods for Architects. Fourth ed. Hoboken, New Jersey: John Wiley & Sons, 2014. [Online Text]

Moe, Kiel. Thermally Active Surfaces in Architecture. New York: Princeton Architectural Press, 2010. [Reserve Text]

Stein, Benjamin. Mechanical and Electrical Equipment for Buildings. 10th ed. Hoboken, NJ: Wiley, 2006. [Sexton Reference Text]

Szokolay, S. V. Introduction to Architectural Science : The Basis of Sustainable Design. Third ed. London ; New York, NY: Routledge, 2014.

Hausladen, Gerhard, Saldanha, Michael De, and Liedl, Petra. Climateskin : Building-skin Concepts That Can Do More with Less Energy. Basel ; Boston: Birkhäuser, 2008. [Reserve Text]

Herzog, Thomas, Lang, Werner, and Krippner, Roland. Facade Construction Manual. Basel: De Gruyter, 2012. [Online Text]

Lovell, Jenny. Building Envelopes: An Integrated Approach. 1st ed. Architecture Briefs. New York: Princeton Architectural Press, 2010. [Reserve Text]

Lstiburek, Joseph W. Builder’s Guide : Cold Climates ; a Systems Approach to Designing and Building Homes That Are Safe, Healthy, Durable, Comfortable, Energy Efficient and Environmentally Responsible. Westford, MA: Building Science Press, 2008. [Reserve Text]

Moussavi, Farshid, and Kubo, Michael. The Function of Ornament. Barcelona : Cambridge, Mass.: Actar ; Harvard University, Graduate School of Design, 2006. [Reserve Text]

Rudolphi, Alexander, Pfundstein, Margit, Gellert, Roland, and Spitzner, Martin. Insulating Materials Principles, Materials, Applications. Basel: De Gruyter, 2012. [Online Text]

Straube, John F. High Performance Enclosures : Design Guide for Institutional Commercial and Industrial Buildings in Cold Climates. Rev. 2nd ed. Somerville, MA: Building Science Press, 2012. [Reserve Text]

Watts, Andrew. Modern Construction Envelopes. Modern Construction Series. New York: Springer, 2011. [Online Text]

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