ARCH 7041 - Advanced Architecture Technologies (M)

North Terrace Campus - Semester 2 - 2017

This course explores environmentally-responsible principles and technologies applicable for medium to large scale single to multi-storey buildings. It covers passive design, active design and low energy design principles and techniques for ventilation, heating, cooling and lighting, as well as issues relating to building materials, water sensitive design, energy production, and environmental performance assessments.

  • General Course Information
    Course Details
    Course Code ARCH 7041
    Course Advanced Architecture Technologies (M)
    Coordinating Unit School of Architecture and Built Environment
    Term Semester 2
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange Y
    Assumed Knowledge DESST 2517 and DESST 3517
    Course Description This course explores environmentally-responsible principles and technologies applicable for medium to large scale single to multi-storey buildings. It covers passive design, active design and low energy design principles and techniques for ventilation, heating, cooling and lighting, as well as issues relating to building materials, water sensitive design, energy production, and environmental performance assessments.
    Course Staff


    Course Coordinator:

    Associate Professor Veronica Soebarto
    Room 461, Architecture Building
    Phone 8313 5695; Fax 8303 4377
    Email: veronica.soebarto@adelaide.edu.au
    Office hours: Thursday 3-4 pm

    Tutors:

    Julian Rutt, jrutt@adam.com.au

     

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    LEARNING OUTCOMES

    On successful completion of this course, students will be able to:
    1. Identify and explain environmentally-responsible principles and technologies that are applied in existing multi-storey buildings
    2. Perform environmental assessments of a multi-storey building design using a computer simulation program.
    3. Apply environmentally-responsible principles and technologies and relevant Australian Code and Standards to improve the environmental performance of a multi-storey building
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1-3
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    1-3
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    1-3
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    1-3
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • Able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    1-3
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    1-3
  • Learning Resources
    Required Resources

    All students must access and download the course material from MyUni site of this course (www.myuni.adelaide.edu.au). 

    RECOMMENDED RESOURCES

    ASHRAE (2010). ASHRAE Green Guide. The Design, Construction and operation of Sustainable Buildings. 3rd Edition. American Society of Heating Refrigerating and Air-Conditioning Engineers, Inc.

    Attman, O. (2010). Green Architecture: Advanced technologies and materials. Mc Graw-Hill, New York.

    Baird, G. (2010). Sustainable Buildings in Practice. What the Users Think. Routledge, London.

    Carmody, J., Selkowitz, S., Eleanor, L., Arasteh, D., and Willmert, T. (2004). Windows Systems for High-Performance Buildings. Norton & Company, Inc.

    Edwards, A. (2010). Thriving Beyond Sustainability. Pathways to a Resilient Society. New Society Publisher, Canada.

    Hyde, R. (2013). Sustainable retrofitting of commercial buildings: Warm climates. Routledge, London.

    Jodidio, P. (2009). Green Architecture Now. Taschen, Germany.

    Keeler, M. and Burke, B. (2009). Fundamentals of integrated design for sustainable building. John Wiley & Sons, Hoboken, N,J.

    Kwok, A. and Grondzik. W. (2011). The green studio handbook: Environmental strategies for schematic design. Architectural Press, Oxford.

    La Roche, Pablo. (2012). Carbon-neutral architectural design. CRC Press, Boca Raton, FL.

    Mendler, S., Odell, W., and Lazarus, M.A. (2006). The HOK Guidebook to Sustainable Design. 2nd Ed. John Wiley & Sons, New York.

    Moe, K. (2010). Thermally Active Surfaces in Architecture. Princeton Architectural Press, New York.

    Mumovic, D. And Santamouris, M. (2009). A Handbook of Sustainable Building Design & Engineering. Eartchscan, London.

    Parlour, P. (2003). Building Services. 3rd Ed. Integral Publishing.

    Pearce, A., Ahn, Y.H. and HamniGlobal. (2012). Sustainable buildings and infrastructure : paths to the future. Earthscan, Abingdon, Oxon.

    Szokolay, S. (2008). Introduction to Architectural Science: The Basis of Sustainable Design. Elsevier/Architectural Press, London.

    Vallero, D. A. and Brasier, C. (2008). Sustainable design: The Science of Sustainability and Green Engineering. John Wiley, Hoboken, N.J.

    Williamson, T.J., Radford, A.D. and Bennetts, H. (2003) Understanding Sustainable Architecture, London: Spon.

    Yeang, K. (2006). Ecodesign. A Manual for Ecological Design. John Wiley & Sons, New York.

    Zunde, J. and Bougdah, H. (2006). Integrated Strategies in Architecture. Taylor & Francis, New York.

    Internet-based Resources:
    http://www.gbca.org.au

    Speaker Series:
    The School has a fortnightly lecture series where respected practitioners and academics from the field deliver a public lecture on contemporary architectural practice. In order to expand your knowledge of contemporary directions in design it is recommended that you attend these sessions. The exact detail of dates and speakers is available from the School website and the Front Office. 


    Online Learning


    All course notes are available on MyUni of this course. Students are required to obtain these course materials.

  • Learning & Teaching Activities
    Learning & Teaching Modes

    No information currently available.

    Workload

    No information currently available.

    Learning Activities Summary

    No information currently available.

  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Due Date/ Week Weight Length(Word,Time) Learning Outcomes
    TBA Week TBA TBA TBA TBA
    TBA Week TBA TBA TBA TBA
    TBA Week TBA TBA TBA TBA
    TBA Week TBA TBA TBA TBA
    Total 100%
    Assessment Detail

    No information currently available.

    Submission

    No information currently available.

    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as CEQ surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at least once every 2 years. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.