11225 Thermal Design and Environmental Control

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2025 is available in the Archives.

UTS: Design, Architecture and Building: Architecture
Credit points: 6 cp

Subject level:

Undergraduate

Result type: Grade and marks

Requisite(s): 48 credit points of completed study in spk(s): STM91342 132cp Core subjects (UG Architecture) OR 48 credit points of completed study in spk(s): STM90375 Core subjects BAArch

Description

The subject aims to develop students' understanding of thermal comfort, building thermodynamics and natural ventilation, and provides an introduction to the principles of daylighting. The subject encompasses the thermal design principles and strategies, qualitative and quantitative evaluative methods for environmental control and sustainability. It seeks to equip students with the ability to apply their learning in the technical and design aspects of thermal and environmental control to the design of small to medium scale architecture.

Subject learning objectives (SLOs)

On successful completion of this subject, students should be able to:

1.	Understand the basic concepts of climate thermal comfort and heat transfer and environmental control with respect to buildings and inhabitants
2.	Recognise the interrelation between design decisions and environmental performance and sustainability
3.	Apply qualitative methods and digital and analog modelling processes to assess and inform design decisions for enhanced thermal performance
4.	Enhance thermal performance through speculative design modifications of the building fabric in small to medium scale architecture
5.	Use both self-directed and collaborative learning process to research, conceive and evaluate possible approaches in response to a given brief
6.	Complete and present learning outcomes to a professional standard

Course intended learning outcomes (CILOs)

This subject also contributes to the following Course Intended Learning Outcomes:

Establish and develop an informed and ethical position towards social, technical and environmental issues and practices (A.1)
Work cooperatively and professionally as part of a team (C.1)
Communicate ideas professionally and effectively through a variety of mediums: oral, written, visual, physical and digital (C.2)
Creatively use architectural media, technologies and materials (I.2)
Understand and challenge disciplinary conventions through an engagement with emergent forms of architectural practice, technologies and modes of production (P.1)
Position work within an extended and critically reasoned context through the identification, evaluation and application of relevant academic references and architectural case studies (R.1)
Define, develop and apply an appropriate design method in the execution of an architectural project (R.2)

Contribution to the development of graduate attributes

The term CAPRI is used for the five Design, Architecture and Building faculty graduate attribute categories where:

C = communication and groupwork

A = attitudes and values

P = practical and professional

R = research and critique

I = innovation and creativity.

Course intended learning outcomes (CILOs) are linked to these categories using codes (e.g. C-1, A-3, P-4, etc.).

Teaching and learning strategies

LEARNING MODES
Each week will comprise of a two-hour lecture, followed by a two-hour studio session. The lectures introduce fundamental themes and activities of the subject. The studio sessions are tutor-guided working tutorials that include active learning through investigation and analysis of site conditions. Detailed assessment task outlines that describe deliverables and required activities are issued separately during semester.

ONLINE COURSEWORK
A number of online resources support the learning objectives of this subject. All documents are accessible from UTS Online. Essential Readings are uploaded on a weekly basis. Students are expected to review and engage with the material prior to the scheduled lecture or tutorial for which they are set. Other resources online include lecture outlines, online tutorials demonstrating digital and modelling techniques and materials for wider reading.

COLLABORATIVE LEARNING
UTS staff believe that collaborative peer learning enhances learning. There will be opportunities within assessments for peer learning and collaboration during class activities, field research and group work submission.

FEEDBACK
The subject is designed around the progressive development of the assessment tasks and weekly feedback from tutors and peers. Final submissions for all assessments will be graded in ReView.

Content (topics)

This subject includes discussions of the following topics:

Climate responsive design
Thermal comfort
Fundamentals of heat transfer building elements
Passive solar design
Natural ventilation and thermal performance analysis in small to medium scale architecture
Introduction to visual comfort, daylight design and sustainability in the built environment

Assessment

Assessment task 1: Process

Intent:

Assessment Task 1 requires you to observe, model, analyse and document a series of site and environmental conditions to deveop an environmental strategy,

Objective(s):

This task addresses the following subject learning objectives:

1, 2, 3, 4 and 5

This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.):

A.1, C.1, I.2, P.1 and R.1

Type:

Design/drawing/plan/sketch

Groupwork:

Group, individually assessed

Weight:

45%

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Conceptual understanding and research outcomes	20	1	A.1
Collaboration and engagement	15	5	C.1
Application of data analysis methods	25	3	I.2
Documentation of site conditions in an architectural context	20	2	P.1
Development of design strategy	20	4	R.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Synthesis

Intent:

Assessment Task 2 investigates the interrelationship between architecture inhabitants and the environment, towards design development and synthesis.

Objective(s):

This task addresses the following subject learning objectives:

1, 2, 3, 4 and 6

This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.):

A.1, C.2, I.2, P.1 and R.2

Type:

Design/drawing/plan/sketch

Groupwork:

Group, individually assessed

Weight:

55%

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Successful identification and development interventions to improve the environmental impact of the space and its performance for users that shows an understanding of the interrelationships between Architecture, Inhabitants and the Environment	30	1	A.1
Evidence of thoughtful integration of environmental consideration with design intent in presented project	20	2	C.2
Iterative process and satisfaction of environmental criteria in final outcome	20	3	I.2
Critical review and evaluation of the final outcome with respect to thermal performance demonstrated through reasoned argument and illustrations	20	4	R.2
Appropriate forms of representation through drawings, plans, sections, axonometrics, diagrams/maps to convey findings and interventions	10	6	P.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

The DAB attendance policy requires students to attend no less than 80% of formal teaching sessions (lectures and tutorials) for each class they are enrolled in to remain eligible for assessment.

Recommended texts

Brown, G. Z. and Mark DeKay, (2001) Sun, Wind & Light: architectural design strategies, New York : John Wiley

Lechner, Norbert (2009) Heating, cooling, lighting : sustainable design methods for architects, Hoboken, N.J. : John Wiley & Sons

Other resources

Online Resources
Living Building Challenge - Case Studies. https://living-future.org/lbc/case-studies/

Your Home. https://www.yourhome.gov.au/

Australian Institute of Architects issuing body., ed. Environment (Australian Institute of Architects). Australian Institute of Architects; 2019:Online Database.

Additional Readings

Hes D. Designing for Hope?: Pathways to Regenerative Sustainability . (Du Plessis C, ed.). Routledge; 2015.

Heschong L. Thermal Delight in Architecture . MIT Press; 1979.

McDonough W. Cradle to Cradle?: Remaking the Way We Make Things . (Braungart M, ed.). North Point Press; 2002.

Szokolay SV. Introduction to Architectural Science?: the Basis of Sustainable Design . 2nd ed. Elsevier/Architectural Press; 2008.

Szokolay SV (Steven V. Climatic Data and Its Use in Design . [2nd edition]. (Royal Australian Institute of Architects. Education Division., ed.). RAIA Education Division; 1988.

Tanizaki J. In Praise of Shadows . Vintage; 2001.