The primary objective of this course is to foster knowledge and understanding of building technology systems that support people’s activities and well-being in relation to the natural environment. The specific goals are the following:

1. To establish the basic concept of buildings as life-support systems and a global perspective of design.
   
   
2. To develop a vocabulary of technical terms related to environmental systems and sustainable design.
   
   
3. To develop understanding of:
   1. traditional and advancing building technology systems as they are affected and impact design solutions.
   2. the possible impacts of building technology systems on people’s health and safety as well as on the sustainability of the global environment.
   3. the role of interior designers in ensuring global environmental sustainability
      
      
4. To provide opportunities for further development of communication and teamwork skills, and environmental stewardship.
   
   

1. The specific topics addressed are: [see Lecture Outlines]
   Traditional and current notions of Shelter; Natural and Human-built Environment; Global Sustainability; Indoor Environmental Quality; Human Comfort; Ecological and Benign Design.
   
   
2. Natural systems: solar patterns, climate, radon, electro-magnetic fields, living organisms, ecology, and human body functions.
   
   
3. Building Technology Systems: day lighting; concepts of thermodynamics; thermal control; humidity control; natural and mechanical ventilation; air conditioning and purification; sanitation; waste removal; water and power distribution; alternative energy sources; acoustics; fire and life safety; transportation; security; and telecommunication.
   
   
4. General information on building systems: history; characteristics and properties of different types of systems; regional climatic and cultural differences related to the use of building technologies; chemical and microbial contamination; use of natural resources; manufacturing process; testing, installation procedures and spatial requirements; related research findings and conflicting evaluations; environmental and safety concerns.
   
   
5. Laws, codes, regulations, standards, and practices that protect the health, safety, and welfare of the public.
   
   

1. Had you thought about these issues before?
   
2. Where do you agree and disagree with this author’s view?
   
3. Do you think professional designers should use this background in their work? Why and why not? Do you have evidence that they are using it?
   
4. What sort of design would result if using these concepts or not?
   
5. In what way you believe this information will affect your work or life?
   
   

Each quiz covers the specific information of the previous four content units. Quizzes consist of a set of objective questions that evaluate individual learning of FIDER required topics and serve as a preparation for future NCIDQ certification. Quiz questions are always based on class notes provided for every lecture and posted in the class website. [see Quiz Sample]

Team project I examines a series of case studies on sustainable design applications of environmental technologies. Teams prepare a Power Point presentation [see exemplars: Project 1] and orally present a case study that exemplifies innovative use of technology systems to the class. Each presentation takes about 15 minutes followed by a class discussion and a lecture. Teams are expected to formulate questions for the class and to lead the discussion. Teams consist of 3 to 4 students each.

Team project II is a final paper/report consisting of at least 15 pages and is due at the end of the semester. Teams develop the report comparing all systems used for thermal comfort, water and energy conservation, and waster reduction in three different approaches of residential design - Solar, Energy Star, and Conventional. The project is based on three specific field trips:

1. On the first field trip, the class is accompanied by the instructor and visits a Solar House located at Interlachen, FL. The owner is a Physics professor at the University of Florida who built the house and can explain to students every feature that makes this unique house self-sustained and independent from the utilities grid. Students are encouraged to visit the Solar House web site [http://www.phys.ufl.edu/~liz/home.html] before the visit and prepare questions to ask during the visit. They are expected to sketch and take pictures, interview the owner about the alternative environmental technologies observed, and the family’s life-style and believes.
   
   
2. The second and third field trips are a teams’ choice of both one conventional residence and an “Energy Star” model home located in new developments under construction in town or in the vicinities. The teams visit the model homes, take pictures, and do interviews with real state agents and/or builders to learn about the energy saving building technologies (passive and active) and materials specified.
   
   

Observation, questioning, and photography of these buildings allow the examination, comparison, and evaluation of several environmental technology systems and their design implications. The final paper synthesizes field observations and obtained information, comparing the use of alternative and conventional environmental technologies, and materials in the three different types of residential design. Students are encouraged to build an argument with their own comments justifying their judgments with evidence found in complementary literature and in the field observations. [see exemplars: Project 2]

Grades are based on assignments as well as on class participation. The following areas are measured and evaluated:

1. Understanding of concepts and content information.
   
   
2. Demonstration of critical thinking, creativity, and organization skills.
   
   
3. Demonstration of effective use of graphic, written and oral communication skills.
   
   
4. Demonstration of attendance and active participation in class, team assignments, and field trips.
   
   

Projects and reaction papers are graded based on form and content: relevance of the information gathered, organization of the material, visual and/or verbal communication, demonstration of critical thinking and creativity.

GRADING
Attendance and participation in class discussions: 10%
Participation in Field Trips: 10%
Reaction papers (individual): 15%
Case Study Presentation (team): 15%
Quizzes (individual): 20%
Final paper/report (team): 30%