ARCH-4351/6351faculty.arch.utah.edu/young/TEACHING/ARCH4372S19/A4372S19_S… · Web viewThis is the basis of the paper and wood fixtures available at popular ... Students will prepare

ARCH-4372/6372: TECHNOLOGY IN ARCHITECTURE University of Utah College of Architecture + Planning Professor Robert A Young, FAPT, PE, LEED ap Spring 2018

COURSE OUTLINEDescriptionThis course continues the exploration of the luminous and thermal environments by extending the design considerations to include lighting, HVAC and utility system consideration, acoustics, and the implications of all of these on sustainability. The course addresses mechanical, electrical and utilities systems selection and design; indoor air quality, energy cost avoidance; energy code requirements; and sustainable architecture. ObjectivesThe objectives of this course are to teach the student to understand:

demonstrate the principles of environmental systems’ design of active heating and cooling, indoor air quality, artificial illumination, and acoustics)

understand performance assessment tools (economic payback analysis, life cycle cost analysis, energy modelling)

understand the fundamentals of building service systems (plumbing, vertical transportation, electrical systems, fire protection systems, building security systems)

This course and its prior fall semester complement, ARCH4350/6350, in part or in its entirety is intended to satisfy the following NAAB Student Performance Criteria:B.6 Environmental Systems: Ability to demonstrate the principles of environmental systems’ design, which must include active and passive heating and cooling, indoor air quality, solar orientation, daylighting and artificial illumination, and acoustics; and an understanding of performance assessment tools.B.9 Building Service Systems: Understanding of the basic principles and appropriate application and performance of building service systems such as plumbing, electrical, vertical transportation, security, and fire protection systems.

Teaching PhilosophyThe built environment acts as the students’ own living learning laboratory and provides a means to integrate course concepts into

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“Be the change you want to

see in the world.”- M. Gandhi


explorations in studio and professional practice. Lectures and readings form the foundation of the course. Recitations allow for a discussion and deeper exploration of specific course materials and concepts which typify situations that an architect encounters in practice. Projects are designed to sensitize students to the past, present, and future built world and how proven concepts of environmental control, sustainability, and resiliency can be integrated into the built environment.

Active student interaction forms an important part of my teaching philosophy. The questions and the resulting discussions bring significant vitality to the course. Students are strongly encouraged to proactively ask questions to initiate discussions as well as seek clarity on materials presented in the lecture and recitations.

Outside the classroom, it is expected that students will also seek further inquiry that fosters the formation of their life-long learning skills. This includes completing class readings before each lecture, investigations at the library and other resources, working in study groups, and consultations with the teaching assistant and the instructor.

OrganizationClass Hours Lectures will be 9:00-10:30 AM, in Room 127 AAC

as indicated on the syllabus. There will be a recitation period on 2:00-5:00 PM on Tuesdays in Room 127 or the design studio. Studio consultations and examinations will be in the 3rd floor studio. Project presentations will occur in in 127 AAC or as noted.

Instructor Robert A. Young, FAPT, PE, LEED-ap; (801) 581-3909; [email protected]; Room 240 AAC, M + Tu 10:30-11:30 AM; or by appointment.

Teaching Assistant Adam DeChant will conduct the recitations and will be available for consultation outside of the classroom for questions regarding projects and will assist in grading.

WebSite Students should periodically consult the instructor’s web site www.arch.utah.edu/young for

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http://www.arch.utah.edu/young

mailto:[email protected]


updates on assignments and other course information.

Textbooks Grondzik, W. and Kwok, A. Mechanical and Electrical Equipment for Buildings, 12th Ed., New York: John Wiley & Sons, 2015. Referred to as M on lecture power point images.

Selected supplemental readings are on the class website Refer to "Supplemental Readings" section below for titles. Other readings will be added as needed.

Recitation There will be a recitation period on Tuesdays from 2:00-5:00 PM. The recitation will meet in Room 127 AAC, the third floor studio, Bailey Hall, or at site visit locations as described in the course schedule. Recitations will be composed of interactive exercises, project presentations, site visits, discussions and review of course materials, release time, or studio consultations for projects.

Decorum Clients, employers, colleagues, and faculty value punctuality,

& Attendance professionalism, and leadership. As such, students should be ready to begin class at the scheduled start time and be prepared to ask and answer questions. Turn off pagers and cell phones or set them to non-audio mode. Do not eat in class.

Class begins with announcements and questions to and from the class and the resultant discussions. Participation goes beyond just coming to class and taking notes. Leaders ask questions and seek clarity to foster greater understanding for themselves and for the class. Leaders engage the class in learning course materials both inside and outside the classroom.

Due to the quantity of materials covered, students should attend class lectures regularly, ask questions, and keep up with the reading.

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Students’ participation and leadership qualities in class lectures, recitations, and projects are used as part of their final course grade.

Projects These projects are required for students to meet the course completion requirements:

Project# Code Topic1 ELF Electric Light Fixture2 TI Technology Integration3 ISP Integrated Studio ProjectStudents are responsible for all in-class instructions on projects. Unless otherwise stated, projects are due by I2 PM (Noon) on the date indicated on the syllabus.

Upload all project work to Canvas with this naming convention:

For Groups,SpYYYY_P#_Code_Lastnames.ext

For Individuals,SpYYYY_P#_Code_Lastname_Firstname.ext

where, SpYYYY: Semester and Current Year, e.g.,

Sp2018P#: Project Number (P1, P2, or P3) Code: Project Code (ELF, TI, or ISP) Lastnames or Lastname: Last names of all

team membersExt: file Extension for each file type requested.

For example: Sp2018_P1_ELF_Young_Robert.pdf

Project grades will be based on completeness, accuracy, technical comprehension, legibility, and originality. See grading rubric on Canvas for further information.

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Recitations There will be a series of recitations as shown on the schedule:

Recitation# Code Topic1 EL Electric Lighting2 HC Heating and Cooling Loads3 PL Plumbing4 AC Acoustics5 SS Service Systems

Students can work in small groups but each student must submit her or his own work individually to Canvas by 12 PM (Noon) on the day it will be discussed in the recitation.

Use the recitation worksheet file as a starting point. For calculation-based problems, show all work for full credit on those questions. Since you may want to use these worksheets as reference sets in your future work (e.g., exams, in practice), include the tables or figure numbers or pages consulted to retrieve data used in the calculations

Either scan a worksheet that has been completed offline or digitally construct a file which includes the original worksheet with all calculation work inserted at appropriate locations. Unless specifically directed in the recitation assignment, do not submit jpg files. Images from phone cameras do not reproduce well. Instead use a scanner to reproduce a legible digital file. Upload all scanned or digitally reproduced recitation work as a single file to Canvas using this naming:

SpYYYY_R#_Code_Lastname_Firstname.ext

where,SpYYYY: Semester and Current Year, e.g.,

Sp2018R#: Recitation Number (R1, R2, R3, R4, or R5)Code: Recitation Code (EL, HC, PL, AC, or SS)Lastname: Your last name

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Firstname: Your first nameExt: file Extension (pdf or doc preferred).

For example: Sp2018_R1_EL_Smith_Chris.pdf

Recitation assignments will be graded based on completeness, accuracy, technical comprehension, legibility, and originality. Students submitting homework that is a duplicate copy of other students’ work will be given a zero for the assignment.

Late Policy Unexcused late work will be penalized one full letter grade (e.g., an "A" will become a "B", etc.) for any part of the first calendar day and one full letter grade per day thereafter. All unsubmitted late work must be turned in by 5:00 PM on the last day of the regular semester classes (not finals week) to receive completion credit even though it may be too late for a letter grade.

Examinations Examinations will be given in the third floor design studio and will be completed during the regular class period. Computers and smart phones may be used to consult class materials but not for any form of communications (e.g., social media, email. instant messaging or similar forms of communication) with another person(s).

The open book and open notes examinations will cover all readings, recitations, site visits, case studies, in-class discussions, and lecture materials. Bring a #2 pencil, and a calculator (physical or computer-based). Questions should be answered on the grading sheet. Grading sheets and examinations must be turned in at the end of the examination. Students should leave when done so others may finish the exam undisturbed.

Results will be posted at a minimum of 24 hours after all students have taken the examination.

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Arrangements for students with learning difficulties should be made prior to the examination. Makeup examinations will only be given for medical or legal related reasons. Students arriving late will be penalized for their tardiness (e.g., no extra time).

Children, pets, and guests are not allowed during the examination. Do not eat during the exam.

Grading Final grades will be based on the following credit:

Item Credit Leadership & Participation 100 pointsRecitations (5 @ 20 points) 100 pointsElectric Lighting Fixture 100 pointsTechnology Integration Case Studies100 pointsIntegration Project 100 pointsExaminations (3 @ 100 points) 300 points Total 800 points

Grades will be based on these cut off percentage points:

A: 93 C: 73A-: 90 C-: 70B+: 87 D+: 67B: 83 D: 63B-: 80 D-: 60C+: 77 E: <60

Accessibility The University of Utah College of Architecture + Planning seeks to provide equal access to its programs, services, and activities for people with disabilities. If you need accommodation, prior notice needs to be given to the Center for Disability Services, 162 Olpin Union Building, 581-5020 (V/TDD). All written course information can be made available in alternative format with prior notification to the Center for Disability Services.

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Addressing Sexual Title IX makes it clear that violence and harassment

Misconduct based on sex and gender (which includes sexual orientation and gender identity/expression) is a Civil Rights offense subject to the same kinds of accountability and the same kinds of support applied to offenses against other protected categories such as race, national origin, color, religion, age, status as a person with a disability, veteran’s status or genetic information. If you or someone you know has been harassed or assaulted, you are encouraged to report it to the Title IX Coordinator in the Office of Equal Opportunity and Affirmative Action, 135 Park Building, 801-581-8365, or the Office of the Dean of Students, 270 Union Building, 801-581-7066. For support and confidential consultation, contact the Center for Student Wellness, 426 SSB, 801-581-7776. To report to the police, contact the Department of Public Safety, 801-585-2677(COPS).

University Curriculum Last day to add classes without a permission code: January 12,

Administration Notes 2018; Last day to add or drop classes: January 19, 2018

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SCHEDULEDate Topic/Activity/Deadline CH/Rdg

January 8 M {1} Course Introduction.........…… 1-2, SR19 T Light Fixture Consultations (TA)

10 W {2} Lighting-1 ............................ 13-1715 M Martin Luther King Day – No Class16 T Light Fixture Consultations (TA)17 W {3} Lighting-222 M {4} Lighting-323 T Light Fixture Consultations (TA)24 W {5} Heat Flow-1.......................... 7, App. E-H

29 M {6} Heat Flow-230 T Recitation #1: Lighting (TA).......... SR231 W {7} Heating Loads……………......... 9.5, SR3

February 5 M {8} Cooling Loads6 T Recitation #2: Heating and Cooling Loads (TA) SR47 W Examination #1 (Lectures 1-8; R1-2)

12 M {9} Mechanical Systems: HVAC.... 4, 5, 1213 T Lighting Fixture Exhibition

Electric Lighting Fixture Due in Bailey Hall by 2:00 PM.

14 W {10} Mechanical Systems: HVAC

19 M Presidents’ Day – No Class 20 T Technology Case Study Consultations (TA)21 W {11} Mechanical Systems: HVAC Distribution

26 M {12} Plumbing Systems-1............. 18-2127 T Technology Case Study Consultations (TA)28 W {13} Plumbing Systems-2

March 5 M {14} Plumbing Systems-36 T Recitation #3: Plumbing (TA)........ SR57 W {16} Acoustics-1........................... 22-24, App. K

12 M {17} Acoustics-2........................... SR613 T SEFAIRA Demonstration (TA)......... SR14, App. L14 W {18} Fire Protection Systems....... 25

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19-23 Spring Break – No Class

Date Topic Page RefMarch 26 M {19} Electrical and Security Systems26-31, SR15

27 T Recitation #4: Acoustics (TA)........ SR728 W Examination #2 (Lectures 9-15; R 3)

April 2 M {20} Elevators & Service Cores.... 32-34, pp 1010-12

3 T Technology Case Study Presentations 4 W {15} Integrated Studio Project Kickoff

9 M Studio Consultations (RY)10 T Recitation #5: Service Systems (TA)

Studio Consultations (TA)11 W Examination #3 (Lectures 16-20; R4-5)16 M Studio Consultations (RY)17 T Studio Consultations (TA)18 W Studio Consultations (RY)23 M Release time for Studio 24 T Release time for Studio

All unsubmitted late assignments due by 5:00 PM

May 1 T Integrated Studio Project due by 10 AM

SUPPLEMENTAL READINGSSee instructor’s website (http://faculty.arch.utah.edu/young/)

SR1 ARCH-4372/6372 SyllabusSR2 Recitation #1 (R1) Lighting WorksheetSR3 Heating and Cooling Load Calculation FormsSR4 Recitation #2 (R2) Heat Flow WorksheetSR5 Recitation #3 (R3) Plumbing WorksheetSR6 Acoustics SupplementSR7 Recitation #4 (R4) Acoustics Worksheet

SR11 Recitation #5 (R5) Service Systems Worksheet

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http://faculty.arch.utah.edu/young/


SR14 Integrating Energy ModelingSR15 Security for Building Occupants and Assets

REFERENCE LIST (SELECTED)Alread, Jason and Thomas Leslie. 2007. Design-Tech: Building science

for architects. Burlington, MA: Elsevier.American Society of Heating, Refrigerating, and Air-Conditioning

Engineers. 2013. ASHRAE handbook of fundamentals. Atlanta: ASHRAE.

American Society of Heating, Refrigerating, and Air-Conditioning Engineers. 2015. ASHRAE handbook of applications. Atlanta: ASHRAE.

Baird, George. 2010. Sustainable buildings in practice: What the users think. New York: Routledge.

Balcomb, J. Douglas. 1992. Passive solar buildings. Cambridge MA: MIT Press.

Beatley, Timothy. 2010. Biophilic Cities, Washington, DC: Island Press.Brown, David E., Mindy Fox, and Mary Rickel Pelletier Eds. 2000.

Sustainable architecture: White papers, New York: Earth Pledge Foundation.

Buchanan, Peter. 2005. Ten shades of green: Architecture and the natural world. New York: The Architecture League of New York.

Crowther, Richard. 1992. Ecologic architecture. Boston: Butterworth Architecture.

Edwards, Brian. Ed. 2003. Green buildings pay, 2nd Ed. New York: Spon.Holdsworth, W. J. 1992. Healthy buildings: A design primer for a living

environment. Essex, England: Longman. Hopkinson, Ralph. 1969. The lighting of buildings. New York: Praeger.Kibert, Charles J. 2012. Sustainable construction: Green building design

and delivery. 3rd Ed. New York: John Wiley & Sons.Kwok, Alison G. and Walter Grondzik. 2007. The green studio

handbook: environmental strategies for schematic design. Burlington, MA: Architectural Press.

Lechner, Norbert. 2015. Heating, Lighting, Cooling: Sustainable Design Methods for Architects, 4th Ed. Hoboken, NJ: John Wiley.

Lerum, Vidar. 2008. High performance buildings, New York: John Wiley & Sons.

Luccarelli, Mark. 1995. Lewis Mumford and the Ecological Region: The Politics of Planning. New York: The Guilford Press.

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Mendler, Sandra, William Odell, and May Ann Lazarus. 2006. The HOK Guidebook to Sustainable Design, New York: John Wiley & Sons.

Michel, Lou. 1996. Light: The shape of space designing with space and light, New York: John Wiley.

Moe, Kiel. 2008. Integrated design in contemporary architecture. New York: Princeton Architectural Press.

Moore, Fuller. 1991. Concepts and practice of architectural daylighting, New York: Van Nostrand Reinhold.

Papanek, Victor. 1995. The green imperative: Natural design for the real world. New York: Thames and Hudson.

Pilatowicz, Grazyna. 1995. Eco-Interiors: A guide to environmentally conscious design. New York: John Wiley & Sons.

Roaf, Susan, with David Crichton and Fergus Nicol. 2009. Adapting Buildings and Cities for Climate Change: A 21st Century Survival Guide, 2nd Ed. Burlington, MA: Architectural Press.

Rocky Mountain Institute, Dianna Lopez Barnett with William D. Browning. 1995. A primer on sustainable building. Snowmass, CO: Rocky Mountain Institute.

Rocky Mountain Institute et. al. 1998. Green development: Integrating ecology and real estate. New York: John Wiley & Sons.

Roseland, Mark, with Maureen Cureton and Heather Wornell. 1998. Toward sustainable communities: Resources for citizens and their governments. Gabriola Island BC: New Society Publishers.

Shabecoff, Phillip. 2000. Earth rising: American environmentalism in the 21st century. Washington: Island Press.

Slessor, Catherine. 1997. Eco-Tech: sustainable architecture and high technology. London: Thames and Hudson.

Steele, James. 1997. Sustainable architecture: Principles, paradigms, and case studies. New York: McGraw-Hill.

Steffy, Gary. 2000. Time-saver standards for architectural lighting, New York: McGraw-Hill.

Williams, Daniel E. 2007. Sustainable design: Ecology, architecture, and planning. New York: John Wiley & Sons.

Vale, Brenda. 1991. Green architecture: Design for an energy conscious future Boston: Little Brown.

Watson, Donald and Labs, Kenneth. 1983. Climatic design: Energy efficient building principles and practices. New York: McGraw-Hill.

Wigginton, Michael and Jude Harris. 2002. Intelligent Skins, Oxford, ENG: Butterworth Heineman.

Young, Robert A. 2012. Stewardship of the built environment: Sustainability, preservation, reuse. Hoboken: John Wiley & Sons.

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ELECTRIC LIGHTING FIXTURE (ELF)IntroductionThis project is an opportunity to design light fixtures using standard components as an architectural expression. Electric lighting can use architectural elements drawn from the vocabulary of a building itself to provide illumination to a given space. Safety requirements that dictate fixtures must satisfy conditions for safety from overheating and potential injury from handling the lamp are of utmost importance for this project.ObjectivesThe objectives include:

To enhance visual analysis skills. To enhance understanding of light fixture design and

construction. To design a point source light fixture.

ProcedureDesign a point source light fixture for use on a table or desk based on your design subject for this semester’s studio project. The lamp within the fixture should not be visible when in use. Attention to glare and the appropriate cut off angles should be considered as integral to the basic design. In preparing the design, ask yourself the question “Would someone pay an architect to design this light fixture rather than simply buy it from a local distributor?” If you cannot answer this affirmatively, then you should continue refining the design until you can. Good lighting fixtures provide a well-designed composition of elements that safely meets performance requirements and adheres to budget constraints. For this project 60W incandescent lamp is suggested to keep costs down. However, more expensive lamps (e.g., compact fluorescents, LED) may be used as students’ economic situation allows. Although the impulse to use high end materials and components may tempt you to spend a significant amount of money, the raw materials and components for the finished light fixture should cost no more than $50. With careful attention to materials and components, the project can be successfully completed for significantly less than that amount. The reuse of “found” or recycled materials is encouraged.Components such as transformers for low voltage lighting systems, touch sensitive switches, LED components, and fiber optics can be

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expensive and may require a lead time (e.g., 5 or more business days for normal delivery) if ordered from online distributors. If you are ordering components online, allow for the lead time needed for their delivery.

Keep it simple! One useful approach is to understand the fixture as a collection of smaller pieces arranged into a larger composition. This is the basis of the paper and wood fixtures available at popular contemporary design practice. Suggested materials include paper, balsa wood, tinfoil, glue, and finishes (paint or other coatings). You are welcome to explore other materials, such as glass, metals, plastics, and recycled/found objects. Although in practice, lighting fixtures can be wired into an electrical system and controlled by a wall-mounted light switch, for this project, all fixtures must have an on/off switch and be able to be plugged into a standard wall receptacle.The fixture should be vented to allow heat from the lamp to escape. To reduce fire hazard, materials should not touch with the lamp. Above all, unless you intend to develop an appropriate structural support system, keep it lightweight. The light fixture should sit on a table top. No surface mounted, pendant, or floor mounted fixtures will be accepted. Fixtures must be assembled from "scratch" and not simply consist of a reused fixture, although components from other fixtures may be salvaged and reused. The finished fixture, when fully assembled, must be operable and fit within a 24” cube. Failure to do so will penalize the project up to one full letter grade for each missed requirement.The fixtures will be evaluated based on visual comfort attributes (glare elimination and functionality), accuracy and presentation of specification sheet, quality of craftsmanship, safety, functional operation, maintainability, and design aesthetics. Fixtures should be designed to withstand the heat of the lamp so as to not overheat, melt, burn assembly materials, or surrounding surfaces. Fixtures should include precautions for safety (e.g., no sharp or jagged edges, or pointed protrusions which may injure the user).Having assembled the light fixture, develop the description and specifications used in the marketing of commercial lighting fixtures. Measurement of the lamps should be made in a room with no exterior light sources. Ideally the floors, walls, and ceilings should be dark to

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minimize the unwanted effects of light reflected from these surfaces. You should place your fixture so that the light source has a minimum 42 inch clearance to allow light measurement. Your objective is to make a series of seven light meter readings with the light meter sensor aimed at the light, each at a distance of 36 inches from the center of the lamp. Intermediate readings should be made at the 30 degree increments with the meter sensor aimed at the center of the light. For table-top and surface-mounted fixtures begin on one side of the fixture and complete the seven readings in 30 degree increments until completing the 180 degree arc. Calculate the candlepower (CP) at each angle increment using the following formula:

CP = fc x D2

where: CP = candlepowerfc = meter reading in foot-candlesD = distance from center of light source to meter, in feet.

For example, if a reading of 130 fc was taken with the meter 36 inches from the center of the light, the candlepower CP=130 x (3)2 = 1170.Graph the CP of your lamp on the photometric chart. Orient the photometric curve to indicate the surface orientation relative to the light fixture. Be sure to scale your graph by labeling the CP circles on the graph. The single-page, single-sided (8-1/2” x 11”) “catalog cut” (see suggested arrangement example below) should include:

1. Designer: your name2. Name of Lamp3. A photo of your lamp.4. Specifications/Description: this is to be a verbal description of

the lamp, the resulting light characteristics, and possible applications.

5. Section and Dimensions: include a clear, simple line drawing of the lamp in section with dimensions noted.

6. CP photometric distribution curve.ScheduleThis project will take the first four weeks of the semester.

Week 1: Develop a parti and schematic for lamp.Week 2: Desk ConsultationsWeek 3: Desk Consultations Week 4: Desk Consultations

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Week 5: Desk ConsultationsWeek 6: Presentations; project due as shown on syllabus

ProductFor the lighting exhibit, be prepared to briefly discuss how the fixture represents your parti and how the fixture will be used in the building. Use the suggested layout template provided below as the guide to create an 8-1/2” x 11” catalog cut sheet so that the class projects can be compiled into a catalogue. You are encouraged to make it a more powerful presentation on the cut sheet through the use of color, computer graphics, etc. Submit your fixture and a color printout of the catalog cut sheet on the date given on the syllabus. Location for submission of fixture will be announce in class.

On Canvas, upload a copy of your catalog cut sheet file, two separate high quality photos of your overall fixture, and one high quality photo of a design detail (jpg format in either a 3:2, 4:3, or 5:4 aspect ratio using either the landscape or portrait orientation that best suits your fixture proportions). These images will be considered for inclusion on the College website. See prior years’ galleries of the lighting fixtures for inspiration. In the photos, the fixture should be distinguishable from the background context. It is recommended that you use a tripod and timer for shooting in low light conditions. SLR camera sourced digital images are preferred. Experiment with several configurations of Flash/Natural light/Staged lighting, ambient light, and daylight and photograph your fixture with the fixture being on and off. Select the best three photos to submit.

Use the following naming conventions on your uploaded files:

Sp2018_P1_ELF_ CatalogCut_Lastname.pdf Sp2018_P1_ELF_ Fixture_Photo1_Lastname.jpgSp2018_P1_ELF_ Fixture_Photo2_Lastname.jpgSp2018_P1_ELF_ FixtureDetail_Photo3_Lastname.jpg

Grading CriteriaThe catalog cut sheet must include the required components given above. A suggested layout is below in Figure 1 but students may design their own 8-1/2” x 11” layout format so long as it includes the required information. Outlines of subject boxes need not be shown. Use your graphic design talents to lay out your catalogue cut. Do not simply cut and paste your text onto the template. The project will be graded on:

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1. Design (parti relationship, overall composition, proportion/size, delight/innovation, material integration, switch location, lamp access, safety, heat control)

2. Visual Comfort (glare control, brightness, light output quality) 3. Craft (connections, cuts/joints, sturdiness, wiring)4. Completeness & Quality (cut sheet, photos (3), functionality)5. Adherence to project process requirements (File naming

conventions, desk consultation, etc.)

For further information, refer to the grading criteria on the class website or on the rubric on Canvas.

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Specifications/Description


Figure 1: Catalogue Cut Template (Note catalogue cut must fill 8-1/2 x 11 inch portrait orientation format)

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TECHNOLOGY INTEGRATION CASE STUDY (TI)IntroductionThis project provides an opportunity to further explore building technology as a case study. This case study can take either of two formats. The first format is to identify a particular building and investigate how the building systems have been integrated within it. The second format is to take a particular technology and investigate how it is used in several buildings.

ObjectivesThe objectives of this assignment are:

To introduce the student to the practice of evaluating how building technology is integrated into a building.

To heighten the student's sensitivities to how the built environment (e.g., new and existing buildings) can be enhanced by these processes.

ProcedureAs a team of 3 students, develop a case study that illustrates the topic you are investigating. The case study will (A) Introduction: define the topic (250 words), (B) Method: explain how you researched or developed the topic (250 words), (C) Importance: explain why an architect should be familiar with this topic (250 words), (D) Analysis and Discussion: explore examples and describe the implications for the future built and natural environments (2000-2500 words), (E) Conclusion: provide your conclusion(s) about this topic (250 words), and (F) Bibliography (not included in word count). Use the Chicago Manual of Style for structuring the paper. Select one of the two following formats and pick a topic to investigate.

Format 1: Select a completed new construction or rehabilitation/adaptive reuse of an existing building. The building can be located in Utah or elsewhere in the world. Investigate the building (its systems and its context) to determine how well the construction methods, architectural tectonics and building systems are integrated to enhance its sustainability and the sustainability of the community where it is located. Where possible, show how the building is adapted (or not) to the meet the demands of the local climate or is derived from the vernacular construction types prevalent in that climate region. This would be written as a single case study.

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Format 2: Select a specific type of lighting, HVAC, or MEP system and show how it is used and integrated into contemporary buildings. The buildings can be located in Utah or elsewhere in the world. These buildings may be done all by a single firm or by several different firms. Investigate the system to determine best practices and concerns for how to integrate that system into buildings. Where possible, show how the system is selected based on the demands of the local climate or is derived from the vernacular construction types prevalent in that climate region. This would be written as a sequence of case studies each singularly focused on the specific system being examined.

Research and prepare the written case study that provides the information in criteria A-F as stated above. From the case study prepare a “Pecha Kucha” presentation (20 slides at 20 seconds each). Use captions to note sources of photographs. Do not use Prezi. Then transform the presentation into a story board (e.g., Power point handout w/ 6 images per page; in a legible 8-1/2” x 11” format) and record the Pecha Kucha as a video. The video presentation should consist of an integration of narration, still images, drawings, and text.

ScheduleThis project will take the next four weeks of the semester.

Week 6: Form teams of 3 students; sign up team with TA; identify topicWeek 7: ResearchWeek 8: ResearchWeek 9: Research and video preparationWeek 10 Research and video preparationWeek 11: Research and video preparationWeek 12: Videos of Pecha Kucha presentations due as shown on the

syllabus

ProductsStudents will prepare a 3000-word paper (approximately six 8 ½” x 11” pages of single spaced text, 12-point font with 1” margins). Graphics should be integrated within the text to highlight key points. Graphics and bibliography (and endnotes) are not included in the page count but will expand the actual page count based on the number images and bibliographic and endnote entries used. All graphics or images not originally developed by the students must be given proper bibliographic credit. All graphics and images must be called out in the text and have captions. Students should use the Chicago Manual of Style as the basis of their writing. All assertions and conclusions should

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be based on existing factual evidence and not just opinion or conjecture. Writing tone should be professional, objective, and free from discriminatory bias.Project must include a minimum of five bibliographic resources (e.g., books, journals, web site documents). Do not use resources from the class textbook or Wikipedia.In writing the paper, keep the following Writing Criteria in mind:

1. Proofread manually (Spellchecker is not a proofreader). 2. Use two 3” columns in a portrait orientation for text . In

MS-Word, use page layout tab to select the 2-column format. Text is single spaced. Images can be either fit into one column or span the full width of the page, whichever presents the image most legibly.

3. Use only third person voice (e.g., he, she, they).4. Avoid bias Do not include language or imagery that promotes

bias (e.g., gender, race, age, creed, ethnicity, etc.).5. Do not use footnotes! Cite sources of text, images, and

quotes. Use Chicago Manual of Style “Author-date” format. Sequentially numbered endnotes for more detailed explanatory information may be used, if needed, and are placed AFTER the bibliography.

6. Include a bibliography at the end of text and before any endnotes (note: the text for this is not included in the word or page count). Use Chicago Manual of Style author-date formatting. References are listed alphabetically and are NOT numbered.

7. Avoid contractions (e.g., “do not” instead of “don’t”).8. Use active voice (e.g. “They completed the project” instead of

“The project was completed.”).9. Use headings to delineate major areas of the paper (e.g.,

introduction of research question or issues, case studies, discussion, and conclusion).

10. Use page numbers . Display them in lower right corner of page (in footer section).

11. Include captioned graphics (e.g., “Figure 1: Front façade of XYZ building, (Young 2015)”) within the body of the text for visual interest and to clarify a point of discussion.

12. Call out figures in text (e.g., “(See Figure 1)”).13. Use appendices where appropriate to maintain flow

within the main body of the paper. Use call outs (e.g., “see Appendix A”) where appropriate.

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14. Do not use Wikipedia or your textbook as a source Wikipedia is not peer-reviewed and is therefore not considered a valid resource. The class text is a starting point but it is information that is already in hand. Move beyond it.

Each team will present their findings as a video shown in the class schedule. The video presentation will be done as a “Pecha Kucha” that consists of 20 slides presented at 20 seconds apiece (maximum length 6 mins. 40 secs). Upload your case study paper and the final video digital presentation to Canvas using the following file naming convention:

Sp2018_P2_TI_ CaseStudy_Lastnames.docx Sp2018_P2_TI_ CaseStudy_Lastnames.pdf Sp2018_P2_TI_ Presentation_Lastnames.pptxSp2018_P2_TI_PKVideo_Lastnames.ext*

*Extension is the video file format (mp3, etc.)

Grading CriteriaThe paper must include the required components given above. Use an 8-1/2 x 11 layout format in portrait mode. The project will be graded on:

1. Paper components (Components A-F are all present)2. Completeness & Quality (all components follow writing criteria

and are written in a professional tone (e.g., clear, well-structured, objective, non-discriminatory, non-biased, etc.))

3. Video (title screen with subject and team member names, audio and visual clarity, all components present, length=6 min 40 seconds)

4. Adherence to project process requirements (File naming conventions, etc.)

For further information, refer to the grading criteria on the class website or to the rubric on Canvas.

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INTEGRATION PROJECT (IP)IntroductionIt is critical to integrate environmental control technologies into designs to enhance the quality of life and mitigate the depletion of natural resources. Using architectural form as an environmental control system is a fundamental practice that enhances environmental awareness and sensitivity towards sustainability.ObjectiveTo introduce the student to the integration of environmental controls technology into sustainable building design and to heighten the student’s sensitivity to the interactions of visual, thermal, and acoustical comfort and the integration of utility systems.ProcedureEach student will use a building design from a previous or current final studio project to demonstrate her or his ability to integrate the concepts covered in environmental control systems and technology integration courses. Each student is required to have at least one studio consultation with the instructor or the TA to discuss their sustainable design strategies. Describe the design integration of the following aspects into your design:

1. Luminous Environment (500-1000 words) daylighting electric lighting

2. Thermal environment (500-1000 words) passive thermal systems (solar and ventilation) HVAC systems

3. Sonic Environment (500 words) Acoustics

4. Service Systems (500 words) Mechanical, Electrical, Plumbing (MEP) Fire and Life Safety Building Systems (elevators, security, service cores)

The students will use the drawings required for the final studio presentations of their project to highlight the physical configurations of their integration. Concepts should be clearly articulated and readily legible. The student should include “vignette” drawings and sketches to explain environmental control concepts directly in this summary report (8-1/2” x 11” format, approximately 2000-3000 words long) to describe the integrated concepts. A summary set of 8-1/2” x 11”

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versions of the studio drawings is required in an appendix. While a student can develop new drawings and graphics not used in the studio drawings, the primary images used in the summary will come directly from the drawings used in the student’s final presentation set. This is to be an explanation of how the concepts were specifically used in the project and not a review of the generic theoretical application. Make this summary specific to your project. Do not use images or graphics from the textbook or lecture power points.

ScheduleThis project will take the final 5 weeks of the semester.

Week 13: Kickoff; Select a former or current studio project to useWeek 14: Desk ConsultationsWeek 15: Desk ConsultationsFinals Week: Project due as shown on syllabus

ProductTwo versions of the summary should be uploaded to Canvas. One shall be in its native format (e.g., .doc, .ppt, ind, dwg, etc.) and one shall be a .pdf version of the original. All environmental strategies must be clearly legible in the summary. Use the following naming convention when uploading to Canvas:

Sp2018_P3_IP_Summary_Lastname_Firstname.[docx, ind, dwg, etc.] Sp2018_P3_IP_Summary_Lastname_Firstname.pdf

In writing the paper, keep the following Writing Criteria in mind:

1. Proofread manually (Spellchecker is not a proofreader).2. Design your page layout You are free to use portrait or

landscape orientation and any number of columns that best represents your project (both explanatory text, captioned figures, and other graphics.

3. Use only third person voice (e.g., he, she, they).4. Avoid bias Do not include language or imagery that promotes

bias (e.g., gender, race, age, creed, ethnicity, etc.).5. Do not use footnotes! Cite sources of text, images, and

quotes. Use Chicago Manual of Style “Author-date” format. Sequentially numbered endnotes for more detailed explanatory

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information may be used, if needed, and are placed AFTER the bibliography.

6. Include a bibliography at the end of text and before any endnotes (note: the text for this is not included in the word or page count). Use Chicago Manual of Style author-date formatting. References are listed alphabetically and are NOT numbered.

7. Avoid contractions (e.g., “do not” instead of “don’t”).8. Use active voice (e.g. “They completed the project” instead of

“The project was completed.”).9. Use headings to delineate major areas of the paper (e.g.,

introduction of research question or issues, case studies, discussion, and conclusion).

10. Use page numbers . Display them in lower right corner of page (in footer section).

11. Include captioned graphics (e.g., “Front façade of XYZ building”) within the body of the text for visual interest and to clarify a point of discussion.

12. Call out figures in text (e.g., “(See Figure 1)”).13. Use appendices where appropriate to maintain flow

within the main body of the paper. Use call outs (e.g., “see Appendix A”) where appropriate.

14. Do not use Wikipedia or your textbook as a source Wikipedia is not peer-reviewed and is therefore not considered a valid resource. The class text is a starting point but it is information that is already in hand. Move beyond it.

Grading CriteriaGrades will be based on integrating environmental controls and architectural technology as follows:Luminous 35Thermal 35Sonic 15Service Systems 15

100%

For further information, refer to the grading criteria on the class website or to the rubric on Canvas.

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Documents

ARCH-4351/6351faculty.arch.utah.edu/young/TEACHING/ARCH4372S19/A4372S19_S… · Web viewThis is the basis of the paper and wood fixtures available at popular ... Students will prepare