Module outline building science1 aug 2014
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This document provides information about the Building Science 1 module, including its synopsis, teaching objectives, learning outcomes, delivery methods, and assessment components. The module is an introduction to factors affecting the thermal performance of buildings, with the aim of teaching students to create sustainable and comfortable designs that minimize mechanical cooling. It will be delivered through lectures, tutorials, and self-directed study over 14 weeks. Students will be assessed through a group project, midterm test, final exam, and TGC portfolio. The project involves analyzing passive design strategies in an existing building.
Module outline building science1 aug 2014
- 1. Building Science 1 : Aug 2014 1 | P a g e SCHOOL OF ARCHITECTURE, BUILDING & DESIGN Centre for Modern Architecture Studies in Southeast Asia (MASSA) _________________________________________________________________________________________ Bachelor of Science (Honours) (Architecture) Module: BUILDING SCIENCE 1 (BLD60803) Prerequisite: None Credit Hours: 3 Instructors: Sujatavani Gunasagaran ( sujatavani.g@taylors.edu.my) Sanjeh Kumar Raman (SanjehKumar.Raman@taylors.edu.my ) Perumal Nagapushnam (perumalmeera@gmail.com) Module Synopsis The module is an introduction to the factors that affect the thermal performance of buildings. Its aim is to facilitate students to create acceptable designs which are sustainable (minimizing the use of mechanical cooling systems) and comfortable. The emphasis is on creating acceptable indoor thermal conditions thus minimizing the use of space heating and cooling. Students will also be introduced to MS1525 which provides guidelines to creating a more sustainable design in Malaysia. Module Teaching Objectives The teaching objectives of the module are: 1. To create awareness and understanding of designing buildings that respond to local climatic conditions that reduce the energy load of mechanical air-conditioning systems. 2. To introduce thermal mechanisms such as solar radiation, heat conduction, heat resistance and heat convection that determine indoor temperatures;, including how building elements respond to thermal mechanisms as well as various design strategies to reduce heat gain of interior spaces through control of variables. Module Learning Outcomes Upon successful completion of the module, students will be able to: 1. Identify environmental conditions related to site conditions, climate, etc. 2. Explain the effects of the sun on the thermal performance of buildings 3. Explain the effect of insulation, thermal mass and air movement on thermal performance of buildings. 4. Infer how different building material (K-value, U-value, R-value) has different effect on heat gain or thermal environment in a given space. 5. Estimate heat gain in a space and to provide passive solutions for it. 6. Evaluate control of variables such as heat and ventilation. 7. Judge the limits of acceptable or desirable conditions (thermal environment) and recommend designs that control the effects of sun on the thermal performance of buildings (shading devices).
- 2. Building Science 1 : Aug 2014 2 | P a g e Modes of Delivery This is a 3 credit hour module conducted over a period of 14 weeks. The modes of delivery will be in the form of lectures, tutorials, and self-directed study. The breakdown of the contact hours for the module is as follows: Lecture: 2 hours per week Tutorial: 2 hours per week Self-directed study: 4 hours per week Office Hours You are encouraged to visit the instructor/lecturer/tutor concerned for assistance during office hours. If the office hours do not meet your schedule, notify the instructor and set appointment times as needed. Times Moodle will be used as a communication tool and information portal for students to access module materials, project briefs, assignments and announcements.
- 3. Building Science 1 : Aug 2014 3 | P a g e Taylor’s Graduate Capabilities (TGC) The teaching and learning approach at Taylor’s University is focused on developing the Taylor’s Graduate Capabilities (TGC) in its students; capabilities that encompass the knowledge, cognitive capabilities and soft skills of its graduates. Discipline Specific Knowledge TGCs Acquired Through Module Learning Outcomes 1.0 Discipline Specific Knowledge 1.1 Able to put theories into practice. 2, 3,4,5,6,7 1.2 Understand ethical issues in the context of the field of studies. - 1.3 Understand professional practice within the field of studies. - Cognitive Capabilities 2.0 Lifelong Learning 2.1 Learn independently. 5,6, 2.2 Locate, extract, synthesise and utilise information effectively. 2,3,4 2.3 Be intellectually engaged. 7 3.0 Thinking and Problem Solving Skills 3.1 Think critically and creatively. 5 3.2 Define and analyse problems to arrive at effective solutions. 7 Soft Skills 4.0 Communication Skills 4.1 Communicate appropriately in various setting and modes. - 5.0 Interpersonal Skills 5.1 Understand team dynamics and mobilise the power of teams. - 5.2 Understand and assume leadership. - 6.0 Intrapersonal Skills 6.1 Manage one self and be self-reliant. - 6.2 Reflect on one’s actions and learning. - 6.3 Embody Taylor's core values. - 7.0 Citizenship and Global Perspectives 7.1 Be aware and form opinions from diverse perspectives. 1, 7.2 Understand the value of civic responsibility and community engagement. 8.0 Digital Literacy 8.1 Effective use of information and communication (ICT) and related technologies. -
- 4. Building Science 1 : Aug 2014 4 | P a g e General Rules and Regulations Late Submission Penalty The School imposes a late submission penalty for work submitted late without a valid reason e.g. a medical certificate. Any work submitted after the deadline (which may have been extended) shall have the percentage grade assigned to the work on face value reduced by 10% for the first day and 5% for each subsequent day late. A weekend counts as one (1) day. Individual members of staff shall be permitted to grant extensions for assessed work that they have set if they are satisfied that a student has given good reasons. Absenteeism at intermediate or final presentation will result in zero mark for that presentation. The Board of Examiners may overrule any penalty imposed and allow the actual mark achieved to be used if the late submission was for a good reason. Attendance, Participation and Submission of Assessment Components Attendance is compulsory. Any student who arrives late after the first half-hour of class will be considered as absent. The lectures and tutorials will assist you in expanding your ideas and your assessments. A minimum of 80% attendance is required to pass the module and/or be eligible for the final examination and/or presentation. Students will be assessed based on their performance throughout the semester. Students are expected to attend and participate actively in class. Class participation is an important component of every module. Students must attempt all assessment components. Failure to attempt assessment components worth 20% or more, the student would be required to resubmit or resit an assessment component, even though the student has achieved more than 50% in the overall assessment. Failure to attempt all assessment components, including final exam and final presentation, will result in failing the module irrespective of the marks earned, even though the student has achieved more than 50% in the overall assessment. Plagiarism (Excerpt from Taylor’s University Student Handbook 2013, page 59) Plagiarism, which is an attempt to present another person’s work as your own by not acknowledging the source, is a serious case of misconduct which is deemed unacceptable by the University. "Work" includes written materials such as books, journals and magazine articles or other papers and also includes films and computer programs. The two most common types of plagiarism are from published materials and other students’ works. 1. Published Materials In general, whenever anything from someone else’s work is used, whether it is an idea, an opinion or the results of a study or review, a standard system of referencing should be used. Examples of plagiarism may include a sentence or two, or a table or a diagram from a book or an article used without acknowledgement. Serious cases of plagiarism can be seen in cases where the entire paper presented by the student is copied from another book, with an addition of only a sentence or two by the student. While the former can be treated as a simple failure to cite references, the latter is likely to be viewed as cheating in an examination. Though most assignments require the need for reference to other peoples’ works, in order to avoid plagiarism, students should keep a detailed record of the sources of ideas and findings and ensure that these sources are clearly quoted in their assignment. Note that plagiarism also refers to materials obtained from the Internet too.
- 5. Building Science 1 : Aug 2014 5 | P a g e 2. Other Students’ Work Circulating relevant articles and discussing ideas before writing an assignment is a common practice. However, with the exception of group assignments, students should write their own papers. Plagiarising the work of other students into assignments includes using identical or very similar sentences, paragraphs or sections. When two students submit papers that are very similar in tone and content, both are likely to be penalised. Student Participation Your participation in the module is encouraged. You have the opportunity to participate in the following ways: Your ideas and questions are welcomed, valued and encouraged. Your input is sought to understand your perspectives, ideas and needs in planning subject revision. You have opportunities to give feedback and issues will be addressed in response to that feedback. Do reflect on your performance in Portfolios. Student evaluation on your views and experiences about the module are actively sought and used as an integral part of improvement in teaching and continuous improvement. Student-centered Learning (SCL) The module uses the Student-centered Learning (SCL) approach. Utilization of SCL embodies most of the principles known to improve learning and to encourage student’s participation. SCL requires students to be active, responsible participants in their own learning and instructors are to facilitate the learning process. Various teaching and learning strategies such as experiential learning, problem-based learning, site visits, group discussions, presentations, working in group and etc. can be employed to facilitate the learning process. In SCL, students are expected to be: active in their own learning; self-directed to be responsible to enhance their learning abilities; able to cultivate skills that are useful in today’s workplace; active knowledge seekers; active players in a team. Types of Assessment and Feedback You will be graded in the form of formative and summative assessments. Formative assessments will provide information to guide you in the research process. This form of assessment involves participation in discussions and feedback sessions. Summative assessment will inform you about the level of understanding and performance capabilities achieved at the end of the module. Assessment Plan Assessment Components Type Learning Outcome/s Submission Presentation Assessment Weightage Project: Case Study Identifying innovative passive design strategies Group 1-4 Week 9 - 30%+10%peer assessment Midterm Test Individual All Week 10 - 30% Final Exam Individual All Week 16 - 30% TGC Portfolio Individual All Week 14 - Pass/Fail
- 6. Building Science 1 : Aug 2014 6 | P a g e Assessment Components 1. Project (30%+10% Peer Assessment): Group work with maximum 6 students is required to: • Choose a building that best features 2 passive design strategy for tropical climate. Group will select one building in Klang Valley. Selection will be based on the following, 1. that buildings should be a certified and recognized as Green Building, refer to the building listed in the green building index (http://www.greenbuildingindex.org/organisation-certified-buildings-NRNC.html), certification may other be Platinum, Gold or Silver . • Have a thorough research on the passive design strategies, the principles and details needed for these passive design strategies to perform best in tropical climate and to achieve thermal comfort in this building/space. • Identify two (2) passive design strategies used for a building. • Identify an instrument /equipment or software/interview/survey to aid in proving that the passive design strategy is effective in this building. (eg: shading devices – simulation in revit software) Report to be placed in 2A3 Paper designed as Research Poster. All components must be presented in a well- organized and logical manner with more visuals. 2. Taylor’s Graduate Capabilities Portfolio The Taylor’s Graduate Capabilities (TGC) Portfolio is a document that collates all assessments produced in a module and reflects a student’s acquisition of the Module Learning Outcomes and Taylor’s Graduate Capabilities. For students enrolled in the 2011 Programme Structure The TGC portfolio is an edited A3-size bound document that includes all the assessments produced in the module. Visual diary and process of work (packaged) are to be included as part of the portfolio submission. Students must reflect on their learning through the TGC Portfolio Form. For students enrolled in the 2012 Programme Structure onwards Each student is to develop an e-portfolio, a web-based portfolio in the form of a personal academic blog. The e-portfolio is developed progressively for all modules taken throughout Semesters 1 to 5, and culminates with a final Portfolio in printed form produced in the final semester. The printed Portfolio must encapsulate the acquisition of Programme Learning Outcomes and Taylor’s Graduate Capabilities, and showcases the distinctiveness and identity of the student as a graduate of the programme.
- 7. Building Science 1 : Aug 2014 7 | P a g e Marks and Grading Table (Revised as per Programme Guide 2013) Assessments and grades will be returned within two weeks of your submission. You will be given grades and necessary feedback for each submission. The grading system is shown below: Grade Marks Grade Points Definition Description A 80 – 100 4.00 Excellent Evidence of original thinking; demonstrated outstanding capacity to analyze and synthesize; outstanding grasp of module matter; evidence of extensive knowledge base. A- 75 – 79 3.67 Very Good Evidence of good grasp of module matter; critical capacity and analytical ability; understanding of relevant issues; evidence of familiarity with the literature. B+ 70 – 74 3.33 Good Evidence of grasp of module matter; critical capacity and analytical ability, reasonable understanding of relevant issues; evidence of familiarity with the literature.B 65 – 69 3.00 B- 60 – 64 2.67 Pass Evidence of some understanding of the module matter; ability to develop solutions to simple problems; benefitting from his/her university experience. C+ 55 – 59 2.33 C 50 – 54 2.00 D+ 47 – 49 1.67 Marginal Fail Evidence of nearly but not quite acceptable familiarity with module matter, weak in critical and analytical skills. D 44 – 46 1.33 D- 40 – 43 1.00 F 0 – 39 0.00 Fail Insufficient evidence of understanding of the module matter; weakness in critical and analytical skills; limited or irrelevant use of the literature. WD - - Withdrawn Withdrawn from a module before census date, typically mid-semester. F(W) 0 0.00 Fail Withdrawn after census date, typically mid-semester. IN - - Incomplete An interim notation given for a module where a student has not completed certain requirements with valid reason or it is not possible to finalise the grade by the published deadline. P - - Pass Given for satisfactory completion of practicum. AU - - Audit Given for a module where attendance is for information only without earning academic credit. Hurdle Assessment Guideline for Architectural Design Studio Hurdle assessments are compulsory requirements within individual modules that must be met in order to achieve satisfactory results in those modules. The hurdle assessment for final submission of Architectural Design Studio modules is set at 40%. Students who obtain a D grade (40 - 49) for final submission and overall D grade or higher for the module will be permitted a resubmission assessment. Students are required to obtain a minimum C grade in the resubmission to pass the module. Students who obtain a Fail grade (0 - 39) for the final submission will fail the module, regardless of his/her overall grade for the module. Failure of the module may impede student progression.
- 8. Building Science 1 : Aug 2014 8 | P a g e Module Schedule Week/Date Topics/Readers Lecture Tutorial Self-directed Study Hours Hours Hours Week 1 26 Aug 28 Aug General introduction: Module Outline and Project Brief Project 2 2 4 Week 2 2 Sept 4 Sept Climate: An Introduction Macro/micro climate, elements of climate. Local Climate: Malaysian context Project 2 2 4 Week 3 9 Sept 11 Sept Thermal Behaviour of Buildings Intro: Solar control/protection Sun movement Azimuth and altitude HSA & VSA Study of sun path diagram for Malaysia – Latitude 40 North Shading devices/types and its application In-class Discussion Project 2 2 4 Week 4 18 Sept Revit • Design and analysis of solar protection devices workshop - (interactive media – revit/BIM) 2 2 4 Week 5 23 Sept 25 Sept Thermal Comfort: Basic principles of heat Thermal balance and comfort Factor of comfort Human body& its response to heat Adjustment mechanisms Comfort condition In-class Discussion Project 2 2 4 Week 6 30 Sept 2 Oct Basic Building Design Basic building design Introduction to: UBBL compliances & MS 1525 In-class Discussion Project 2 2 4 Week 7 7 Oct 9 Oct Passive Cooling Design Comfort and Design Strategies – Passive cooling strategies principles and application in different climates In-class Discussion Project 2 2 4 Week 8 14 Oct 16 Oct Activity Week/ Final Tutorial & Checking- Project - In class Discussion Project 2 2 4 20-24 Oct Mid-semester Break (Non-contact Week)
- 9. Building Science 1 : Aug 2014 9 | P a g e Week/Date Topics/Readers Lecture Tutorial Self-directed Study Hours Hours Hours Week 9 28 Oct 30 Oct Thermal Heat Properties of Materials Thermal mass and insulation materials U-value, K-value, R-value Calculation of U-value, K-value Project Submission 2 2 4 Week 10 4 Nov 6 Nov Mid Term Test In-class Discussion 2 2 4 Week 11 11 Nov 13 Nov Heat Gain in Buildings Calculating OTTV Envelope heat flow (roof and wall) Heat flow via air movement Heat flow transparent /translucent elements. Internal heat gain calculation In-class Discussion 2 2 4 Week 12 18 Nov 20 Nov Calculation Exercise In-class Discussion Portfolio 2 2 4 Week 13 25 Nov 27 Nov Portfolio & Final Exam Preparation Portfolio Portfolio 2 2 4 Week 14 2 Dec 4 Dec Submission: TGC Portfolio & TGC Reflection Form - 2 2 4 Week 15 Study leave - - 8 Week 16 Final Examination - - 2 Note: The Module Schedule above is subject to change at short notice.
- 10. Building Science 1 : Aug 2014 10 | P a g e References Main References: 1. Stein, Benjamin and Reynolds, John S. 2000. Mechanical and Electrical Equipment for Buildings. New York. John Wiley. 2. 2. Lechner, N. Heating Lighting and Cooling, Sustainable Design Methods for Architects 3rd edition. John Wiley & Sons. Secondary References: 1. McMullan, R. 1998. Environmental Science in Buildings, 4th. ed. Basingstoke: McMillan. 2. Olgyay, V. 1963. Design with Climate. Princeton, New Jersey. Princeton University Press. 3. Szokolay, S.V. 2004. Introduction to Architectural Science: The Basis of Sustainable Design. Oxford. Architectural Press. 4. Givoni, B. 1994. Passive and Low Energy Cooling of Buildings. New York. Van Nostrand Reinhold.