Terri Meyer Boake, BES, BArch, MArch, LEED AP
Professor School of Architecture University of Waterloo
email: tboake@uwaterloo.ca

Arch 125/226:
Principles of Environmental Design

Winter/Fall 2015:
Course Home Page

Course Description :

An introduction to the environmental aspects of architectural design and to an analysis of the form that landscapes take and the processes and ideals leading to those forms. The relationship of the landscape to microclimates and building environments. Topics of discussion include environmental concepts and influences on design, site planning, landscape, sustainability, solar geometry, embodied energy, climatic influences and microclimates, passive heating, passive cooling and carbon neutral design basics.

The format of the course consists of lectures, design/research projects and student seminars to present and discuss work. Design projects require that the students engage the specific technological notions presented within the course in the physical discourse of architecture.

The work of the beginning of the term - to immediately after Reading Week - is fashioned to feed directly into Arch 193, Design Studio. Many of the ideas that will be introduced in Arch 125 are intended to form a significant view as you are working on Project 2 for Design Studio. There will be aspects of the projects that purposefully overlap.

“We must begin by taking note of the countries and climates in which homes are to be built if our design for them are to be correct.  Once type of house seems appropriate for Egypt, another for Spain…one still different for Rome…It is obvious that design for homes ought to conform to diversities of climate.”
Vitruvius, Architect 1st century BC

“Since antiquity man has reacted to his environment, using his faculties to develop techniques and technologies, whether to back bread or to make brick, in such internal psychological balance with nature that humanity historically lived attuned to the environment. Man’s creations were natural when built of the materials offered by the landscape…Every advance in technology has been directed toward man’s mastery of his environment. Until very recently, however, man always maintained a certain balance between his bodily and spiritual being and the external world. Disruption of this balance may have a detrimental effect on man, genetically, physiologically or psychologically. And however fast technology advances, however radically the economy changes, all change must be related to the rate of change of man himself. The abstractions of the technologist and the economist must be continually pulled down to Earth by the gravitational force of human nature…”
Hassan Fathy, Natural Energy and Vernacular Architecture

“Being green should not be a bragging point, it should be the way we all act in our everyday lives and work and play places.  If the world was shrunk to the size of a basketball, the biosphere - the zone of air, water and land where all life exists - would be thinner than a layer of varnish.  That's it.  It's finite and fixed and cannot grow.  Humanity has exploded in number, technological musclepower, consumptive appetite and a global economy and we are now altering the chemical, physical and biological features of the planet on a geological scale.  The challenge is finding ways to live in a truly sustainable way in our home, the biosphere.”
David Suzuki 

Teaching Assistant: Kristina Seo

Log-in to LEARN: here

Schedule of Classes: Wednesdays, 9:30 a.m. to 12:30 p.m.

Office Hours: Tuesdays, Wednesdays 1pm to 2pm

NOTE: USE OF LAPTOPS IS NOT PERMITTED IN THIS CLASS. PLEASE TAKE NOTES IN NOTEBOOKS. THESE WILL BE PERMITTED FOR USE IN QUIZZES.

IF ATTENDANCE IS STELLAR, POWERPOINTS AND SLIDE PRESENTATIONS WILL BE POSTED. IF ATTENDANCE SLIPS, THEY WILL NOT BE POSTED

1

Jan 7

RADICAL GREEN - COURSE INTRODUCTION

SOLVING THE PROBLEM NATURALLY

Climate and Human Comfort:
Buildings need to provide much more than shelter. They need to keep us comfortable and this is a direct function of our regional climate. A discussion of various climate zones and their relationship to human comfort as impacts the design of the building enclosure or "third skin". Specific architectural responses to climate.

Vernacular Architecture:
Regionality in architectural design. Specific vernacular responses to climatic condition. The impact of translating climate specific responses.

READ:
SWL: Entire introduction to using the book, to page 77. This will give you a good overview of what we are looking at this year. The text is organized in terms of relationships, not topics, so we will be flipping about quite a bit.

** Please bookmark p. 24 - 25 as this matrix will give you all of the quicklinks to the sections for the various topics.

Course notes:
images/course_pdf/125-Ch2.pdf
images/course_pdf/125-ch1.pdf

Primitive Architecture and Climate: James Marston Fitch and Daniel P. Branch

Designing for Diversity: http://www.archdaily.com/175518/the-plato-effect-in-architecture-designing-for-human-diversity/

radical green ppt

climate and human comfort ppt

Project #1: Residential Development Case Study Analysis (20%)
Handed out

This is a group project using the same groups of 5 or 4 per sign up sheet posted in studio.

project outline

2

Jan 14

ORIENTATION, SOLAR GEOMETRY AND SHADING:
The importance of building orientation as it affects solar exposure. Basic principles. Students learn how to use sun angle data to plot shadows, determine solar gain, understand sun penetration into buildings for various geographical regions and for differing seasons. Students will learn how to use a heliodon.

READ:
SWL:
B3 A Solar Neighbourhood p. 128 - 137
S1 Climage as a Resource p. 80 - 81
S2 Energy Conscious Occupant Behaviors p. 82 - 83
S3 Resource Rich Environments p. 84 - 85
S4 Spatial Zoning p. 86 - 97
S5 Thermal Sailing p. 88 - 89

Architecture and Global Warming: www.architectureweek.com

Course notes:
images/course_pdf/125-Ch6.pdf
images/course_pdf/125-Ch7.pdf
please refer to course notes homepage for links to the solar templates
crsnotes.html

August/April solar geometry chart 1.0MB link

Shading (extra information not shown in class) 1.4MB pdf

shading chart for June 21 43degreesN
shading chart for March 21 43degreesN
shading chart for December 21 43degreesN
shading chart for September 21 43degreesN
shading information for all latitudes

solar geometry & shading ppt

solar & shading slideshow

Project #2: Sun Angles and Solar Penetration (15%)
Handed out

This is an individual drawing exercise.

project outline

sun diagram tutorial

3

Jan 21

Quiz #1 - Climate and Human Comfort and Vernacular Architecture - 5%

INTERSTITIAL SPACE - DESIGNING ECO-FRIENDLY URBAN RESIDENTIAL ZONES:
A study of residential neighbourhoods, with emphasis on multi-family building types, and the design and sizing of the "spaces inbetween". Emphasis on access to natural light, greenspace, privacy zones.

READ:
SWL:
B8 Outdoor Microclimates p. 176 -183
B2 A Cooling Neighbourhood p. 118 - 127

Course Notes:
images/course_pdf/125-Ch6.pdf
images/course_pdf/125-Ch7.pdf
the 4 key solar charts are also available for download on the course notes homepage link

interstitial space ppt

interstitial space slideshow

4

Jan 28

Project #2 Hand In (Solar Study) - physical in class submission at 9:25am

ENVIRONMENTAL SITE DESIGN:
An examination of the residential and smaller scale site with respect to building placement, sun penetration, landscape elements/choices, wind, services. The effect of material choices on the small "microclimate" that is developed around our buildings.
Keyword: Microclimate

READ:
SWL:
B4 Integrated Urban Patterns p. 138 - 147

environmental sites ppt

Project #3: The Light Box (10%)
handed out

This project is to be done in groups of 2 students (except for the More Junk groups of 5 which will make each a group of 2 and 3).

project outline

Project #4: The Smoke Box (10%)
handed out

This project is to be done in groups of 2 students.

project outline

5

Feb 4

Presentations of Project#1: Residential Analysis Case Studies

6

Feb 11

7

Feb 18

No class - Reading Week

8

Feb 25

PASSIVE DESIGN - HEATING STRATEGIES:
An examination of passive strategies for heating. In depth look at case studies and application procedures. Direct gain vs. indirect gain systems.

READ:
SWL:
B7 A Passive Solar Building p. 166 - 175
75 Thermal Mass p. 206 - 207
84 Solar Aperatures p. 208 - 209
106 Window and Glass Types p. 214 - 215

PASSIVE DESIGN - COOLING STRATEGIES:
An examination of passive strategies for cooling. In depth look at case studies and application procedures. Heat avoidance and natural ventilation strategies.

READ:
SWL:
B6 A Passively Cooled Building p. 156 - 165
B9 A Responsive Envelope p. 184-193

passive heating ppt

passive cooling ppt

9

Mar 4

Project #4: Smokebox Presentations and Seminar

Each group of students will present their smokebox.

PLEASE BE ON TIME. WE WILL START AT 9:30 SHARP WITH THE SMOKEBOXES IN THE WOOD SHOP.

PLEASE WEAR BLACK TO CUT DOWN ON REFLECTIONS FOR THE SMOKEBOX PHOTOS/VIDEO!

10

Mar 11

Each group of students will present their lightbox and smokebox.

PLEASE BE ON TIME. WE WILL START AT 9:30 SHARP WITH THE LIGHTBOXES.

FIELD TRIP TO RWDI THIS HAS TO RUN FROM 5 TO 7PM, LEAVING FROM THE SCHOOL AT 4:30PM

11

Mar 11

Quiz #2 - Passive Heating and Cooling - 5%

DOUBLE CLASS TODAY AS I AM SWAPPING WITH ROBERT JAN SO THAT YOU HAVE THE ENTIRE OF MARCH 25 TO PRESENT YOUR FORUM MODEL.

MODELING AND DATA TO HELP YOU DESIGN

There is only so far that you can go with "gut feelings" when you are designing for the climate. Each site is quite unique and has its own potentials and problems. We will look at some tools that can assist with design decisions.

understanding the Psychrometric Chart

Download Climate Consultant Software (PC or Mac, free)

Climate Consultant

Please download and install Climate Consultant: http://www.energy-design-tools.aud.ucla.edu/

Article: It's Not Easy Being Green

Project #5: The Oasis (35%) 
Handed out
The design of a small building that passively responds to the local climate conditions to create an interior environment with a very high level of sensory comfort. This is an INDIVIDUAL project.
project outline

you are free to choose: cold OR hot-arid OR hot-humid

Apr 15

Project #5 due at 5pm VIA LEARN

TOPIC

CARBON NEUTRAL DESIGN:
What is it? How is it different from Zero Energy Design? Differentiating by operating energy vs. holistic carbon concerns.

READ
SWL: Part VII High Performance Buildings P. 250-291

The UK Carbon Strategy

The 2030 Challenge from WD Partners on Vimeo.

www.architecture2030.org

More 2030 videos link

Project #1: Sustainable Case Study 25% (due first class back in September)

brief

We are having our new librarian do a one hour seminar at the beginning of class to assist with doing the research required for the Sustainable Case Study essay. Please be prompt and attentive as you will be acquiring skills that will be essential for all future research projects.

MINING LEED FOR CARBON
An overview of the LEED System, Living Building Challenge and their impact on the design of architecture and practice in the 21st century. A discussion of ecological design principles and broad scale urban approaches to sustainable developments. A detailed explanation of the workings of the LEED Rating System.

READ:
SWL: TBA
Carbon Neutral Design
Chapter 1: Buildings and Greenhouse Gas Emissions
Chapter 4: Climate and Architecture Course Notes: (review)
125-Ch2.pdf
125-Ch3.pdf
125-Ch4.pdf
125-Ch5.pdf

Carbon Neutral Design
Chapter 6: Exchange Through the Building Envelope
Green Globes System

Solar Today Article, “It’s the Architecture, Stupid!” (review)
http://www.backspace.com/notes/images/its_the_architecture.pdf

Architecture and Global Warming: www.architectureweek.com
Construction Canada Article Comparing LEED V1.0 to LEED 2009 link

Choosing the right LEED Evaluation system link

LEED Rating System Information:
Canadian Green Building Council: http://www.cagbc.org/
US Green Building Council: http://www.usgbc.org/

LEED ppt

Project #1: Sustainable Case Study Essay due via LEARN

PHILOSOPHIES OF SUSTAINABLE DESIGN

Not all of the applications of "green" to design are necessarily pragmatic in their normative applications to architectural design. Many ask that we rethink things from scratch, thereby becoming more philosophical.

Cradle to Cradle (aka c2c):
Understanding the life cycle of building materials and how this both affects, and can be worked into the design of sustainable buildings. This will reflect on the key work of William McDonough. This lecture will also look at detailing with some of the lower technology systems such as strawbale and rammed earth.

Cradle to Cradle: Remaking the Way we Make Things http://www.mcdonough.com/cradle_to_cradle.htm
Cradle to Cradle Design Protocol: http://www.mbdc.com/cradle-to-cradle/c2c-framework/

More links:
http://www.designboom.com/eng/funclub/cradle.html
http://www.archidose.org/Apr05/041805.html

Design for Disassembly (aka DfD): design manual
A philosophy of design that requires objects to be manufactured with their end life in mind and results in processes that produce less waste and require a revisioning of the design and construction process. Already a requirement for German industry.
Real Men are Environmentalists: http://www.elegant-technology.com/TVArelEn.html
Design for Disassembly (philosophy) by Jonathan Larson: http://www.elegant-technology.com/TVAdfd.html
Did Anyone Really Believe there were Weapons of Mass Destruction?: http://www.elegant-technology.com/WMD.html
Design for Disassembly and Deconstruction: http://www.archrecord.com/resources/conteduc/archives/0410edit-1.asp

Biomimicry
A look at the methodogoy of Janine Beynus in the application of the principles found in nature to architectural design.

READ:
Living Building Challenge link

READING ASSIGNMENT:
A Road Map for Natural Capitalism
Students will read a summary of the book's basic business case reprinted from the Harvard Business Review (May-June 1999) and write an in class quiz during Class 2.

Downloadable PDF: http://www.natcap.org/images/other/HBR-RMINatCap.pdf

Alternate Viewpoints:
The Idols of Environmentalism by Curtis White (Orion Magazine) link
The Ecology of Work by Curtis White (Orion Magazine) link

Quiz #1: Carbon Neutral vs LEED 5%

ACTIVE SYSTEMS:
How can the use of active systems (pv, wind, solar thermal, etc.) benefit sustainable design. How do these systems work? When are they appropriate?

READ:
TBA

links to more information on environmental heating systems, trickle vents
http://www.windpower.org/en/tour/wres/index.htm
Canadian Wind Atlas

More info on renewables, etc. link

Info on recycling PV!

Quiz #2: The Economic Case for Sustainable Design 5%

LIGHTING AND BUILDINGS:
Detailed look at the use of light in buildings from the point of view of issues of source, quantity, quality, human response, glare, room use, control, strategies, applications. The importance of natural lighting, both from an energy conservation point of view, as well as the aesthetic impact of natural light on interior architecture and the function of space.

READ:
SWL:
B5 A Daylit Building p. 148 - 155
Daylighting in Canada 1.5MB pdf
Daylighting Guide by Lawrence Berkeley Labs 1.0MB pdf

Quiz #3: Active Systems 5%

INTRODUCTION TO COMPUTER ASSISTED ENERGY DESIGN:
HEED AND CLIMATE CONSULATANT
Computer simulations are becoming increasingly important as a means to both create and validate environmentally motivated designs. Several types of software are available for use, each with their advantages and disadvantages. Caroline Prochazka's Masters Thesis is focussed on a comparative analysis of these and other simulation/design programs and their relevance to daylighting and energy issues. link

FOR THIS CLASS YOU MUST BRING YOUR LAPTOP AND COME WITH HEED INSTALLED.

download HEED Energy tool for houses - free. (Mac version too!) required part of the final project of a HEED model!!

HEED PPT

Tools for Sustainability Tutorials (make your own log-in to access) link

And for your amusement.....

http://www.youtube.com/watch?v=pezKEkBIhqA&feature=fvw

http://www.youtube.com/watch?v=mpzmB37G_6A

WATER AND BUILDINGS
Some information on issues related to water supply, shortages and architecture and urban planning.

http://www.nytimes.com/2010/09/28/us/28mead.html?_r=1&src=me&ref=homepage

http://sploid.gizmodo.com/sci-fi-film-starring-ai-weiwei-shows-a-dystopian-future-1630452287

Complete this Water Footprint Calculation:
http://www.waterfootprint.org/?page=cal/WaterFootprintCalculator

READ:
Drivers of Change Water

PASSIVHAUS:
An introduction to a method of energy efficient design that is seeing wide adoption around the world.

http://www.passiv.de/en/index.php

READ:
http://www.passivehouse.us/passiveHouse/Articles_files/solarTodayJanuaryFebruary2011.pdf

http://www.passivehouse.us/passiveHouse/Articles_files/Dwell.PassiveAcceptance.pdf

http://www.passivehouse.us/passiveHouse/Articles_files/NYTimesSnugAndTightHouse.pdf

Project due at 11:59 p.m., December xx (submit to Dropbox on LEARN)

Reference Texts:

Required:
DeKay and Brown: Sun, Wind and Light.

Evaluation:

Evaluation will be based both on the formal/technical execution of the projects, as well as the seminar presentation of material and contributions to the discussions.

Late Penalties:
Projects or assignments submitted after the due date or due time will be penalized 5% per calendar day of lateness, with no maximum.

ARCH 125:

Quizzes: 10% - 2 @ 5%
Project 1: Residential Case Study 20%
Project 2: Solar Study 10%
Project 3: LightBox 10%
Project 4: Smokebox 10%
Project 5: The Oasis 35%
Field Trip to RWDI: 5%

Total: 100%

ARCH 226:

Quizzes: 15% - 3 @ 5%
Project 1: Sustainable Case Study Essay - 25%
Project 2: Design Project - 50%
Project 3: HEED Analysis - 10%

Total: 100%

Avoidance of Academic Offenses

Academic Integrity: To create and promote a culture of academic integrity, the behaviour of all members of the University of Waterloo is based on honesty, trust, fairness, respect and responsibility. www.uwaterloo.ca/academicintegrity/

Grievance:  A student who believes that a decision affecting some aspect of his/her university life has been unfair or unreasonable may have grounds for initiating a grievance. Read Policy 70 - Student Petitions and Grievances, Section 4, http://www.adm.uwaterloo.ca/infosec/Policies/policy70.htm

Discipline: A student is expected to know what constitutes academic integrity, to avoid committing academic offenses, and to take responsibility for his/her actions. A student who is unsure whether an action constitutes an offense, or who needs help in learning how to avoid offenses (e.g., plagiarism, cheating) or about “rules” for group work/collaboration should seek guidance from the course professor, academic advisor, or the Undergraduate Associate Dean. When misconduct has been found to have occurred, disciplinary penalties will be imposed under Policy 71 – Student Discipline. For information on categories of offenses and types of penalties, students should refer to Policy 71 - Student Discipline, http://www.adm.uwaterloo.ca/infosec/Policies/policy71.htm

Appeals: A student may appeal the finding and/or penalty in a decision made under Policy 70 - Student Petitions and Grievances (other than regarding a petition) or Policy 71 - Student Discipline if a ground for an appeal can be established. Read Policy 72 - Student Appeals, http://www.adm.uwaterloo.ca/infosec/Policies/policy72.htm

Note for students with disabilities: The Office for Persons with Disabilities (OPD), located in Needles Hall, Room 1132, collaborates with all academic departments to arrange appropriate accommodations for students with disabilities without compromising the academic integrity of the curriculum. If you require academic accommodations to lessen the impact of your disability, please register with the OPD at the beginning of each academic term. Once registered with OPD, please meet with the professor, in confidence, during office hours to discuss your needs.