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Design2sustain- a web based resource suite for sustainability designed for undergraduate architecture programs

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DESIGN2SUSTAIN- A WEB-BASED RESOURCE SUITE FOR SUSTAINABILTY
DESIGNED FOR UNDERGRADUATE ARCHITECTURE PROGRAMS

by

Shraddha R. Marathe

________________________________________________________________

A Thesis Presented to the
FACULTY OF THE SCHOOL OF ARCHITECTURE
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
MASTER OF BUILDING SCIENCE

May 2008

Copyright 2008 Shraddha Ramchandra Marathe

ii

Acknowledgements
Among those who shaped this project most actively and concretely are my
committee members Prof. Marc Schiler (Chair), Prof Karen Kensek and Prof. Murray
Milne.
A study such as this would be impossible without the support of the teaching
faculty at USC and other educators in the field of architecture and building science. I
would like to thank Prof Mark Gangi (USC), Prof Ed Woll (USC), Prof Gail Peter
Borden (USC), Prof Thomas Spiegelhalter (USC), Prof Kim Coleman (USC), Prof
Charles Lagreco (USC), Prof Paul Tang (USC), Prof Lee Olvera (USC), Prof Pablo
La Roche (USC), Prof Juintow Lin (Cal Poly Pomona) and the administrative staff at
USC School of Architecture. I am also grateful to Mr. Eric Brossy de Dios (Perkins +
Wills) for his time and his inputs on this research. People who took an interest in this
project are far too numerous to list here, but I would like to acknowledge the work of
all attendees at the EDR-Sponsored Educator/Curriculum Summit at Kelloggs West
Conference Center, Cal Poly Pomona on June 14
th
, 2007. I would also like to thank
Dr. Chris Luebkeman for his valuable comments and suggestions on my research. I
would to acknowledge Laura Haymond for her work in HEED tutorials in Arch 615
(Spring 2007).
I would like to thank all my friends who stood by me through all my tantrums
and frustrations and extended a helping hand in all my difficult times. Finally and
most importantly I thank my family for making me what I am today and encouraging,
inspiring and helping me through every step of my life.
Thank you everyone! Thank you God!
iii

Table of Contents

Acknowledgements .................................................................................................... ii

List of Tables .............................................................................................................. v

List of Figures ............................................................................................................ vi

Abstract ...................................................................................................................... x

Chapter 1. Introduction .......................................................................................... 1
1.01: The 2010 Imperative ................................................................................ 1
1.02: Defining the problem ............................................................................... 2

Chapter 2. Sustainable design philosophies .......................................................... 5
2.01: Architecture, sustainability and education ............................................... 5
2.02: Sustainability in the 21st century ........................................................... 10

Chapter 3. Sustainability at USC ......................................................................... 14
3.01: History of sustainability at USC ............................................................. 14
3.02: Existing curriculum at USC .................................................................... 17
3.03: Current program structure ..................................................................... 18
3.04: Initiatives and suggestions .................................................................... 22
3.05: Expectations in the professional field of architecture ............................ 24

Chapter 4. The intent ........................................................................................... 27
4.01: The missing link ..................................................................................... 27
4.02: The studio initiative ................................................................................ 29
4.03: The proposal .......................................................................................... 30
4.04: The product ........................................................................................... 31

Chapter 5. Energy simulation and building analysis tools ................................... 35
5.01: Tools available in the commercial market ............................................. 35
5.02: Familiarity amongst students ................................................................. 36
5.03: Performance of building analysis and modeling tools ........................... 41
5.04: New trends- BIM / inter-operability between tools ................................. 45

Chapter 6. Virtual design resource library ........................................................... 47
6.01: Overview of categories .......................................................................... 47
6.02: First year resources ............................................................................... 49
6.03: Second year resources .......................................................................... 52
6.04: Third year resources .............................................................................. 56
6.05: Fourth year (Topic Studio) resources .................................................... 61
6.06: Fifth year (Comprehensive studio) resources ........................................ 63

iv

Chapter 7. The website – “design2sustain” ......................................................... 67
7.01: Organization of the website: .................................................................. 67
7.02: The final product .................................................................................... 68
7.03: Limitations ............................................................................................. 70
7.04: Scope of work ........................................................................................ 70

Chapter 8. Third year database ........................................................................... 72
8.01: Tutorials for HEED ................................................................................. 72
8.02: Exercises in HEED ................................................................................ 74

Chapter 9. Design studio integration ................................................................... 79
9.01: Website demonstration .......................................................................... 79
9.02: Feedback from students ........................................................................ 80

Chapter 10. Feedback and Analysis ...................................................................... 83
10.01: Working with analytical modeling tools .................................................. 83
10.02: Sustainability initiative and students’ response ..................................... 86
10.03: Energy tools integration in studios ......................................................... 89

Chapter 11. Conclusion and Future Work ............................................................. 97
11.01: Summary ............................................................................................... 97
11.02: Conclusion ............................................................................................. 98
11.03: Future work ............................................................................................ 99

Bibliography ........................................................................................................... 102
Appendix A: HEED Worked Example – 1 (Created by the author) ....................... 106
Appendix B: HEED Worked Example – 2 (created by the author) ....................... 114
Appendix C: The proposed website “design2sustain” .......................................... 122
v

List of Tables
Table 3.1: Curriculum for Undergraduate Architecture Program ............................. 17
Table 3.2: Curriculum at a Glance ........................................................................... 18
Table 3.3: Current Core Courses-Structure, Criteria- & Necessary Upgrades
for 2010 Imperative ................................................................................ 20
Table 10.1: Survey Results: Energy Tools for Design Phases ................................ 85
vi

List of Figures
Figure 1.1: Research - Method and Timeline ............................................................ 4
Figure 2.1: Previous Work - A Brief Chronology ........................................................ 6
Figure 3.1: Professional Expectations from a Graduate Intern ................................ 25
Figure 5.1: Familiarity of Modeling Tools amongst Undergraduate Students .......... 37
Figure 5.2: Familiarity of Modeling Tools amongst Graduate Students ................... 38
Figure 5.3: Familiarity of Analytical Tools amongst Undergraduate
Students ................................................................................................. 39
Figure 5.4: Familiarity of Analytical Tools Amongst Graduate Students ................. 40
Figure 5.5: Performance Rating of Modeling Tools ................................................. 42
Figure 5.6: Performance Rating of Analytical Tools ................................................ 42
Figure 5.7: Relative Performance of Analytical Tools .............................................. 43
Figure 5.8: Relative Ranking of Performance of Tools ............................................ 44
Figure 6.1: Integration of Analytical tools in Studio ................................................. 48
Figure 6.2: Student Work - Light Shade Shadow Drawing ...................................... 50
Figure 6.3 Carbon Emission Calculators
,
................................................................ 51
Figure 6.4: Psycho Tool ........................................................................................... 52
Figure 6.5: Sample student work - Exploration of site, orientation, scale
and composition. .................................................................................... 53
Figure 6.6: Climate Consultant 3.0 .......................................................................... 54
Figure 6.7: CASAnova ............................................................................................. 55
Figure 6.8: Introduction to HEED ............................................................................. 56
Figure 6.9: Student work - Studio Project ................................................................ 57
Figure 6.10: HEED- Passive Hours during the year - Bar chart .............................. 58
Figure 6.11: HEED Energy Costs Comparisons ...................................................... 59
vii

Figure 6.12: Weather Tool ....................................................................................... 60
Figure 6.13: Student Work - Addition to the Los Angeles Maritime Museum .......... 61
Figure 6.14: ECOTECT ........................................................................................... 63
Figure 6.15: Student Work - Student Poster at ASES 2003 .................................... 64
Figure 6.16: eQUEST screenshot ........................................................................... 65
Figure 7.1: The Navigation Matrix in "design2sustain" ............................................ 68
Figure 7.2: "Did You Know?" News Flash Feature in design2sustain ..................... 69
Figure 7.3: "design2sustain – Homepage................................................................ 69
Figure 8.1: Getting Started Tutorial for HEED ......................................................... 72
Figure 8.2: Tutorial for HEED- Overview of Energy Efficient Strategies .................. 73
Figure 8.3: Ten Strategies suggested in HEED for the selected climate
zone (Here Climate Zone 8- Hot summer Mild winter) ........................... 77
Figure 8.4: Housing Case study Examples on design2sustain - 3rd year
Design Studio ........................................................................................ 78
Figure 9.1: Feedback on Website "design2sustain" ................................................ 81
Figure 9.2: Overall Survey Results .......................................................................... 82
Figure 10.1: Student work in Arch 307 - Assignment on Analytical
Modeling (Fa07) .................................................................................. 84
Figure 10.2: Overall Rating of Analytical Tools in Arch 307 (Fall 07) ...................... 84
Figure 10.3: Need for Tutorials for Energy Tools .................................................... 86
Figure 10.4: 2010 Imperative Awareness ................................................................ 87
Figure 10.5: Sustainable Design Strategies Applied in Studio Projects .................. 88
Figure 10.6: Familiarity of Tools - 3rd Year - Fall 08 Semester ............................... 90
Figure 10.7: Familiarity of Tools - 3rd Year – Spring 08 Semester ......................... 90
Figure 10.8: Preference of Energy tool as a studio resource .................................. 91
Figure 10.9: Using Energy tools as Design-Check Measure ................................... 92
viii

Figure 10.10: Use of Energy tools for initial design process ................................... 92
Figure 10.11: HEED - Student Survey Analysis ...................................................... 93
Figure 10.12: ECOTECT - Student Survey Analysis ............................................... 94
Figure 10.13: Weather tool - Student Survey Analysis ............................................ 94
Figure 10.14: Climate Consultant 3.0 - Student Survey Analysis ............................ 95

Figure A. 1: Startup screen in HEED ..................................................................... 106
Figure A. 2: HEED - Startup Mode ........................................................................ 107
Figure A. 3: HEED - Initial Design ......................................................................... 108
Figure A. 4: HEED - Energy Costs for the first two schemes ................................ 109
Figure A. 5: HEED - Energy Efficient Design and Strategies ................................ 110
Figure A. 6: HEED - Floor Planner Screen ............................................................ 110
Figure A. 7: HEED - Orientation Screen ................................................................ 111
Figure A. 8: HEED - Window, Door and Sunshade Design ................................... 112
Figure A. 9: HEED - Window Layout Screen ......................................................... 112
Figure A. 10: HEED - Energy Costs comparisons for three schemes ................... 113

Figure B. 1: Startup screen in HEED ..................................................................... 114
Figure B. 2 HEED - Energy Efficient Design Screen – Required Heating
and Cooling throughout the annual year and ten Strategies are
pointed out .......................................................................................... 115
Figure B. 3: Ten Energy Efficient (EE) Strategies suggested in HEED for
specified climate zone ........................................................................ 115
Figure B. 4: HEED - Glass Type Selection under Basic EEStrategy options
list ....................................................................................................... 116
Figure B. 5: HEED - Energy Costs Reduction in scheme three because of
selected glass type ............................................................................. 116
Figure B. 6: HEED - Creating Scheme 4 from Scheme 3 ...................................... 117
ix

Figure B. 7: HEED - Roof type selection Screen under Basic EE strategy
option list ............................................................................................ 118
Figure B. 8: HEED - Insulation Selection Screen under Basic EE
Strategies option list ........................................................................... 118
Figure B. 9: HEED - Ventilation and Infiltration Selection under Basic EE
strategies option list ............................................................................ 119
Figure B. 10: HEED - Operable Shading Selection screen under Basic EE
strategies option list .......................................................................... 119
Figure B. 11: HEED - Energy Costs comparison for the forst four schemes ......... 120
Figure C. 1: “design2sustain” – Homepage (as of 31st March 2008) .................... 122
Figure C. 2: “design2sustain” - First Year Glossary (as of 31st March 2008) ....... 123
Figure C. 3: “design2sustain” – Third Year Case Studies
(as of 31st March 2008) .................................................................... 127
Figure C. 4: “design2sustain” – Third Year Tools (as of 31st March 2008)) .......... 131
Figure C. 5: “design2sustain” – Third Year Exercises (as of 31st March 2008) .... 135

x

Abstract
Committed to the 2010 Imperative, the University of Southern California
(USC), School of Architecture, now aims at a carbon neutral environment and eco-
literacy in all its courses. Every design studio is now mandated to work towards
sustainable design philosophy. The 2010 imperative goals challenge the existing
curriculum structure and teaching methods. It demands accommodation for updated
and newer design philosophies and processes. This study analyzes and outlines
possible insertions in the current curriculum for attaining the sustainability target.
The purpose of this study is to establish a supplementary tool that assists in
developing a sustainable approach towards architectural design. A web-based,
quick reference guide on sustainability and energy efficiency is proposed for
students to assist in the design studios. The website offers categorized data on the
basis of scope, design process and the ability of students to assimilate the
information. Important definitions, concepts, tools and methods for sustainable
design development are compiled in a concise format. Tutorials on sustainability
and building performance tools are developed. A detailed database for one studio is
developed as a prototype. This thesis analyzes the viability of introducing a good
website in the design studios as a regularly updated resource for sustainable
architectural design.
1

Chapter 1. Introduction
In recent years there has been an increasing awareness of global warming
and the building industry’s role in the current scenario. Professionals worldwide are
working towards a much needed change in building design philosophy. Various
resolutions and targets like the 2030 challenge and the 2010 Imperative are now set
up to minimize the building sector’s contribution to carbon emissions and to help
reverse the negative impact. This study proposes to provide a link between
knowledge available to building design professionals and information that is typically
provided to architecture students.
1.01: The 2010 Imperative
Since 1990, 48 percent of the increase in U.S. carbon emissions can be
attributed to increasing emissions from the building sector
1
. Achieving ecological
literacy throughout the design education system is now crucial in order to
successfully meet the goals of a carbon neutral and sustainable environment. The
2010 Imperative outlines the task of incorporating these goals in the design
curriculum at the university level, for a much needed transformation in the academic
design community’s attitude towards sustainability.
To accomplish this, the 2010 Imperative calls upon this community to adopt
the following.
Beginning in 2007, add to all design studio problems that:
"The design ‘engage the environment’ in a way that dramatically reduces or
eliminates the need for fossil fuel.
By 2010, achieve complete ecological literacy in design education, including:
• design / studio
• history / theory

1. Stephanie J. Battles, "Trends in Building-Related Energy and Carbon Emissions:
Actual and Alternate Scenarios" Energy Information Administration-EIA-Official Energy
Statistics from the US Government, http://www.eia.doe.gov/emeu/efficiency/aceee2000.html,
(accessed February 10, 2008).
2

• materials / technology
• structures / construction
• professional practice / ethics
By 2010, achieve a carbon-neutral design school campus by:
• implementing sustainable design strategies (optional - LEED Platinum / 2010
rating)
• generating on-site renewable power
• purchasing green renewable energy and/or certified renewable energy credits
(REC's, Green Tags), 20% maximum.”
2

Beginning in 2007, the USC School of Architecture has accepted the 2010
Imperative.
1.02: Defining the problem
A strong environmental focus in design philosophies is now mandated for the
USC School of Architecture. It becomes important to take a step back to review and
learn from the previous efforts in integrating sustainability and energy education in
architectural academia. A background analysis of the existing architecture education
system, previous efforts in achieving sustainability in education and the imminent
trend of sustainable design methods would support the proposal. Moreover, the
sustainability in the design education at USC School of Architecture is researched.
The current framework of the architectural curriculum followed at the USC
School of Architecture is hence scrutinized and the limitations with the present
system are identified. An urgent restructuring of the present methods with an
organized and methodical approach is now critical in order to succeed in the crucial
objective of the 2010 Imperative.
On the basis of the observations, a proposal has been put forth, as a
supplementary database for design studios. A Web based resource will be

2. 2030 Inc, "Climate Change, Global warming and the Built Environment - The
2010 Imperative", Architecture 2030,
http://www.architecture2030.org/2010_imperative/index.html, (accessed January 20, 2008).
3

developed that would take into consideration the current implementation of the 2010
Imperative at the University of Southern California (USC) School of Architecture.
This tool will be custom-built for the students and the faculty as a reference guide to
attain the 2010 Imperative goal of ecological literacy in the design school. Further
chapters will describe the background analysis needed for this research and
subsequently explain the methodology and the result of this thesis (Refer to Figure
1.1).

Figure 1.1: R Research - Me ethod and Timeline
4

5

Chapter 2. Sustainable design philosophies
This chapter glimpses through the past endeavors in integrating energy in
architecture education and practice. Various initiatives taken by educational
institutions and relevant organizations over the past four decades in achieving
sustainability in design education are outlined. In addition the recent activities in
global awareness of climate shift and environmental accountability in the
architectural field are discussed. With these past references and current attempts to
accomplish ecological literacy, one can sketch out the progressive trends in
emerging design philosophy and the environment-friendly attitude at a macro level.
2.01: Architecture, sustainability and education
For decades, academic institutions and professionals in the architectural and
relevant fields have sporadically worked towards reinforcing the importance of
environmental issues in building design. Architectural schools have been updating
their architecture program curricula to incorporate the changing views on ecological
awareness and designers’ responsibility towards the environment.
Working with various relevant regulatory bodies and associations like the
National Architectural Accrediting Board (NAAB), American Institute of Architects
(AIA) and US Department of Energy (DOE), universities have sometimes
demonstrated support towards sustainable design integration in the academic
realm.
6

i) Review of previous work

Figure 2.1: Previous Work - A Brief Chronology
Many educators and experts in the field have demonstrated their concern
about the architecture, education and energy conservation (Refer to Figure 2.1).
In 1974 a meeting sponsored by the association of Collegiate Schools of
Architecture, Inc. (ACSA) and the American Institute of Architect Research
Corporation (AIA/RC) sponsored a program on “Energy in Schools of Architecture”
addressing the issue of energy conscious design and required resource materials.
In effect it was a call to rethink the premise that “techniques in general and
environmental controls in particular, are independent of form”. This concern was
reiterated in the October 1977 review meeting of Department of Energy (DOE). It
7

was noted that one of the main barriers to the implementation of energy conscious
design in the professions was the lack of good educational resource materials
3

In response to this, in 1980, a proposal by Donald Prowler and Harrison
Fraker, to develop a set of educational resource materials was accepted. This was
one of the major events where several educators from more than eleven academic
institutions participated in this event to compile eleven curriculum resource
packages (workbooks), to be made available to all schools of architecture in
November 1981.
Professor Murray Milne was one of three consultants retained by AIA
Research Corporation to write the AIA National Professional Development Program,
1980-81. Energy Conserving Design Curriculum (ECDC) was developed with the
idea that it would teach architects how to do energy conserving building design.
"Energy in Design," was first presented at The American Institute of Architects
National Convention, May 18, 1981, Minneapolis, MN by Ralph Knowles and Prof
Murray Milne among others. "Energy in Architecture Workshop," was presented by
professor Murray Milne who was one of the five initial faculty members, Level 2 of
the AIA Professional Development Program, Fort Collins, Colorado, June 12-13,
1981. From there dozens of workshops based on the ECDC were given throughout
the country.
These workbooks described various projects used to combine energy issues
in design problems. Applications of exercises, design problems, resource tools, etc
featured as amendments to the design studios, lectures and labs. The effectiveness

3. Robert G Shilbey, Laura Poltroneri and Ronni Rosenberg, Architecture Energy &
Education. Case Studies in the Evaluation of the Teaching Passive Design in Architecture
Workbook, (Buffalo: State University of New York at Buffalo, 1984).
8

of each proposal was evaluated and the workbooks were classified for introductory
and advanced use in studios, seminars, lectures and/or labs.
One such big event that has been documented was the “Energy,
Environment & Architecture Symposium,” which was held by the Committee on The
Environment (COTE), in Atlanta, Georgia, in 1991. The aim was to provide the
participants with an applications-oriented program about the existing and future
energy conscious technology for the built environment and to promote the quality of
energy conscious design.
Another such event was held in June 1999, called Southeast and Mid-
Atlantic Regional Conference for a Solar Future “The Impact of Design Practices on
Climate Variability: How Can Design Education Help Mitigate Climate Change?” It
was sponsored by Global Possibilities and The Earth Group. This conference raised
the prime issues regarding global climate change and reorganization of the
education system.
ii) Associations and organizations
The Society of Building Science Educators (SBSE) is a non-profit
association of university educators and practitioners in architecture and related
disciplines. It has taken active role in education of environmental design, climate
responsive architecture and of providing training to architectural faculty around the
globe. Until now, it has organized over 23 annual retreats. These are hands on
workshops where new technologies in building design and education, environment
9

design activities and innovations are discussed. This organization promotes
educational innovation through shared information and peer review
4
.
More recently, the United States Green Building Council (USGBC) has
attempted to address issues of green architecture in the profession. This non-profit
organization aims “to transform the way buildings and communities are designed,
built and operated, enabling an environmentally and socially responsible, healthy,
and prosperous environment that improves the quality of life.” USGBC’s Emerging
Green Builders program provides educational opportunities and resources to
students and young professionals with the goal of integrating these future leaders
into the green building movement
5
.
National Architectural Accrediting Board (NAAB) was founded in 1940, with
an “intention to create an integrated system of architecture education that would
allow schools with varying resources and circumstances to develop according to
their particular needs.” It defines the minimum requirements in student performance
criteria from an architecture program. NAAB Accreditation Review Conference
(ARC) is held every few years to update the criteria and conditions of accreditations.
At present, the student performance criterion in the field of sustainability is
described as “Understanding of the principles of sustainability in making architecture
and urban design decisions that conserve natural and built resources, including

4. James Wasley, et.al, The SBSE Carbon Neutral Design Education Initiative: A
proposal for Autodesk sponsorship of Phase I, (November 17, 2007), unpublished,
unfunded.

5. U.S. Green Building Council, "About USGBC", USGBC,
http://www.usgbc.org/DisplayPage.aspx?CMSPageID=124, (accessed January 31, 2008).
10

culturally important buildings and sites, and in the creation of healthful buildings and
communities”
6

Other student performance criteria are further discussed in the following
chapter in relation to the School of Architecture at USC.
In October 2007, Chris Theis, SBSE President, sent a letter to ACSA on
behalf of SBSE endorsing the proposed changes to NAAB Criteria and Conditions
proposed by the Sustainability Topic Group chaired by Walter Grondzik. The letter
emphasized that strengthening of NAAB criteria dealing with sustainability (and
related concerns such as energy-efficient, green, and carbon neutral design) are
imperative if the design professions are to meet the many environmental challenges
now facing society
7
.
2.02: Sustainability in the 21st century
Several papers have been written about the need to “adopt design
instruction to the problems of the energy crunch”
8
. Researchers and scholars have
been persistently contemplating the relationship between climate change and
architecture. With latest technological innovations and advanced information
resource options available, an exchange and dissemination of existing valuable
information is easier than it was decades ago.

6. NAAB, NAAB History, http://www.naab.org/about/naab_history.aspx, (accessed
February 08, 2008).

7. Chris Theis, "[SBSE] NAAB Accreditation Review [Msg.1] " , Message posted to
The SBSE Archives, October 26, 2007, Message archived in the listserv at
https://www.lists.uidaho.edu/pipermail/sbse/2007-October/002106.html , (accessed March
19, 2008).

8. George S. Wright, “Journal Of Architectural Education (1947-1974)”, Vol.28 No ½,
Part 2, (1974 AIA/ACSA Teacher’s seminar Pedagogical catalog), 1974, pg 113-114.
11

i) The green revolution
With the turn of the century, many organizations have now come up in an
effort to allow a healthy exchange of ideas, newer methodologies and practices in
sustainable design education. Information is presented in sophisticated forms of
websites and e-resources. Advertisements, television shows, movies, various
incentives and tax benefits for adopting the sustainable path have created a “green
revolution” in the twenty first century.
Many organizations including architectural firms are now contributing to this
beneficial cause of ecological literacy amongst the design community. A design
studio called smashLAB in Vancouver is amongst the many that have put up a
website called “Design Can Change”. It collects information on sustainability and
presents it in an eye-catching way for the user of the website. Educators have built
online forums for discussing the various analysis and simulation tools and methods
available presently for architects and professionals in the building industry. Energy
Design Resources, (EDR) is another web resource which is funded by California
utility customers. It is administered by Pacific Gas and Electric Company,
Sacramento Municipal Utility District, San Diego Gas & Electric, Southern California
Edison, and Southern California Gas under the auspices of the California Public
Utilities Commission. The website offers a set of energy design tools and resources
to assist in designing and building energy-efficient commercial and industrial
buildings in California. EDR is currently in the process of developing educator/
student summit to discuss on providing resources for student users and for
academic applications as well.
12

ii) Architecture 2030, the 2010 Imperative and the 2030 °Challenge
Architecture 2030 is a non-profit, non-partisan, and independent organization
founded by Architect Edward Mazria in 2002. It aims to rapidly transform the US and
global building sector from the major contributor of greenhouse gas emissions to a
central part of the solution to the global-warming crisis. The 2010 Imperative has
been introduced to ensure ecological literacy in design education. As of February
2008, architectural schools including the School of Architecture at University of
Southern California, Arizona State University, the School of Architecture at
Northeastern University, the College of Architecture and Design at the University of
Tennessee (UT), Knoxville are now committed to adopt and implement this
imperative. Also on board are all the colleges of the Los Angeles Community
College District. Numerous other students, faculty and staff have personally adopted
the 2010 Imperative.
In January 2006, Architecture 2030 issued the 2030 °Challenge, a global
initiative stating that all new buildings and major renovations reduce their fossil-fuel
GHG-emitting consumption by 50% by 2010, incrementally increasing the reduction
for new buildings to carbon neutral by 2030
9
. Since then, numerous groups
including AIA, USGBC, LEED, EPA, and many others have joined this initiative and
are now trying to execute its target.
It is necessary to point out that this chronology of events and initiatives taken
is far from complete. Many more organizations, institutions, individuals and
researchers have worked relentlessly on sharing energy efficient, green, and
sustainable design philosophies. A brief synopsis of these activities in environmental

9. Architecture 2030, http://www.architecture2030.org/home.html, (accessed
January 22nd, 2008).
13

awareness and ecological literacy provides a guideline to assess the role played by
USC School of Architecture in environmental education. Further chapters highlight
the initiatives taken by USC School of Architecture throughout this time and
thereafter discuss the required updates in the school’s current education framework.
14

Chapter 3. Sustainability at USC
Although these groups have done much work in implementing ideas in
school’s curriculum, shortcomings still exist. This chapter briefly talks about the
history of sustainability education practiced at USC. Further, the current course
structure is analyzed and some possible inserts, which would prove beneficial for
2010 Imperative target, are briefly sketched out. Moreover, suggestions and
initiatives taken by some of the teaching faculty at USC School of Architecture are
also discussed. Lastly, expectations from an interning graduate in practicing
architecture and related firms are understood after interviewing a few practitioners.
3.01: History of sustainability at USC
The current profile of the School of Architecture faculty represents
contributions to academic and professional life over the last 30 years-spanning
unprecedented changes in the University, the city, and the professional community.
During this 30-year period, many USC graduates and faculty including Pierre
Koenig, Craig Ellwood, Conrad Buff, Donald Hensman, Konrad Wachsman, Ralph
Knowles, Marc Schiler, to name a few, have contributed to sustainability education
at USC.
Professor Pierre Koenig, a practicing architect, was the director of the
undergraduate building science program at USC and headed the Natural Forces
Laboratory, the site of the Architectural Wind Tunnel, a Heliodon (developed by
Ralph Knowles), Water Table and various seismic shake tables (created by Goetz
Schierle). Pierre Koenig’s research focused on the effects of natural forces on form,
as well as the interrelationship between design and technology.
15

Ralph Knowles, ACSA distinguished professor is the author of seven books
and various research papers and articles. Some of his books include “Sun; wind;
water” (USC, 1967), “Form and Stability” (USC 1968), “Energy and form: An
ecological approach to Urban Growth” (MIT Press, 1974), “Sun” (USC, 1976), “Sun
Rhythm Form” (The MIT Press, 1985) and many others. His research on the solar
envelope and solar policy and design is highly popular. He headed the design and
construction of the Heliodon, which is currently situated in the Building Science Lab
at USC School of Architecture. He not only taught course on natural forces, but for
over 44 years taught upper level design studios where his used the Heliodon to
explore his ideas of the solar envelopes.
Professor Schiler, the current director of the Masters of Building Science
Program, has been teaching courses in environmental controls system (ECS) for 25
years. He is the author of several books including “Simplified Design of Building
Lighting” (Wiley, New ed. 1997), and “Daylight Harvesting” the editor of “Simulating
Daylight with Architectural Models,” and co-author of “Energy Efficient &
Environmental Landscaping” and “Landscape Design that Saves Energy” (William
Morrow & Co, 1981). He has also written over 50 research papers in the field of
energy conservation, sustainability, lighting and environmental design.
Several USC graduates, alumni and faculty have followed the tradition of
sustainability and building technology through their research and teaching. In
addition, many symposiums and lectures have been held at USC which dealt with
climate change, advancements in environmental controls systems and building
technology. Architect Edward Mazria from Architecture 2030 was the keynote
speaker and had organized and moderated the USC School of Architecture
16

Symposium on “Key to the Global Thermostat: The Architect's Role in Global
Warming” (Oct 2003). Edward Mazria gave one of the first formal lectures during
this symposium at USC on the ideas of climate change and building sector’s impact.
This went on to be published in the Metropolis magazine, from which point this
notion started gaining momentum.
Recently Dr. Chris Luebkeman, Director and leader of Arup’s global
Foresight and Innovation initiative, gave a lecture on “[Y]Our Future” (Oct 2007).
Another such event was the “BIM and Sustainable Design Symposium” (July 2007),
hosted by Prof Karen Kensek and Prof Douglas Noble. The panel included
representatives from Autodesk Revit, Bentley Architecture, Gehry Technologies,
Graphisoft ArchiCAD, Nemetschek VectorWorks, Onuma Inc. and GSA. The
following semester Professor Kensek also offered a graduate course on this topic.
Also, in a recent event “ARUP shapes a Better World”, a multidisciplinary panel
featuring ARUP leaders from London, HongKong, Seattle and Los Angeles,
discussed the firms pioneering work in sustainability and engineering.
These and many more interesting events and research work has been
organized at USC School of Architecture
10
. A successful implementation of the 2010
Imperative target now remains to be seen and is highly anticipated.

10. For more information of research carried out in the School of Architecture on the
topics of sustainability and environmental controls, please visit the Building Science
department website link-
http://arch.usc.edu/Programs/GraduateDegreesandCertificates/MasterofBuildingScience/Det
ailedIntroduction/ResearchPapersTools, (accessed 30
th
February).
17

3.02: Existing curriculum at USC
Currently the USC School of Architecture follows NAAB accreditation criteria
and procedures for the undergraduate architecture program and student
performance, in many cases exceeding the requirements.
The criteria encompass two levels of accomplishment:
• Understanding - means the assimilation and comprehension of information without
necessarily being able to see its full implication.
• Ability - means the skill in using specific information to accomplish a task, in
correctly selecting the appropriate information, and in applying it to the solution of a
specific problem.
11

An added ability is required by the school in the field of western traditions,
national and regional traditions, formal ordering systems, structural systems, life
safety and building materials and assemblies.

Table 3.1: Curriculum for Undergraduate Architecture Program
However, implementation of the 2010 Imperative in the design curriculum
requires revisions in the program requirements set by the school in areas of

11. NAAB “Conditions for Accreditation for Professional Degree Programs in
Architecture, 2004 Edition” in The National Architectural Accrediting Board (NAAB)
(Washington DC), http://www.naab.org/accreditation/2004_Conditions.aspx, (accessed
February, 07 2008)

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19

parts assignments help in developing a sense of spatial design. The new goals of
the 2010 Imperative now necessitate additional sustainability awareness through the
course of study. Students should be able to develop an attitude for sustainability as
an integral part of their creative thinking process and living.
ii) Second Year
During the second year of the architecture program, students are introduced
to basic structures and mechanics through various elective courses. The design
studios deal with applications of abstract concepts in design. At this stage a basic
knowledge of orientation and working with climate is taught to students through the
elective courses. Integration of this essential information into the design problems
should now become the focus of a second year design studio. Incorporating passive
design techniques at the initial design stage itself is vital for energy efficient building
design process.
iii) Third year
The third year remains the last of the three core years of architecture. By the
end of the third year each student has to achieve a certain level of understanding
and ability to design in an imaginative yet practical manner. Various core courses
like “Design for the Thermal and Atmospheric Environment” (Arch-215),
“Architectural Technology” (Arch-411) and “Design for the Luminous and Sonic
Environment” (Arch-315) are structured to convey basic comprehension of energy
efficiency, sustainability and climate responsive design principles. The design studio
generally deals with a housing project in the earlier part of the year and a mid-scale
non-commercial project in the latter half of the year.

20

Table 3.3: Current Core Courses-Structure, Criteria- & Necessary Upgrades for 2010 Imperative
It is now vital to teach students to adapt these sustainable design theories to
their specific design project. Application of these techniques to a building in a
housing project should become the prime focus of third year design projects.
Technical aspects of ventilation, daylighting, structure, multi-functionality and
occupancy demands need to be looked at while designing a residential project. It is
imperative that by the end of third year, every architecture student must develop an
ability to incorporate ecological consideration in design process and energy
efficiency and sustainability principles in the conceptualization of each design (Refer
to Table 3.3).
iv) Fourth Year
Fourth year concentrates on design development for projects of varying
scales and requirements. The pro-practice courses deal with “Pre-Design, Project &
Office Administration” (Arch-525) and “Legal and Economic Context” (Arch-526).
21

“Theory and Criticism- Recent Trends and Developments” (Arch-314) is another
core course required at the fourth year level. These courses should mark the
intellectual use of energy efficient techniques through various case studies of
architectural examples.
Architectural design courses or the “topic studios” range from building detail
development to urban level macro planning projects. Each of these projects will now
have to be crafted to include issues of sustainability and carbon neutral goals.
Students will now have to apply sustainability concepts at different levels depending
on the scale of the project. A strong comprehension of sustainability principles,
energy efficient building strategies, passive design techniques and climate
responsive architecture become a prerequisite to progress in fourth year. This
justifies the need of creating an understanding as well as the ability to create
sustainable design by the end of the core years (by the end of third year).
v) Fifth Year
Fifth year is the final year of the extensive five year undergraduate
architecture program. The comprehensive design studio aims at achieving a
thorough understanding in all aspects of design including environmental
consideration, sustainability, design integration and advanced building systems
knowledge. “Comprehensive Studio Support and Enrichment Course” (Arch-501)
helps the student understand the building systems integration. The requirement of
understanding will now have to be substituted with an ability to conceptualize and
execute any design into a sustainable and energy efficient product. This remains the
ultimate target that has to be achieved as one completes the undergraduate
program.
22

3.04: Initiatives and suggestions
Discussions with several professors and teaching faculty at the USC School
of Architecture were conducted to gain insight about their opinions and efforts in
building a “green” curriculum. Many have already stepped up to the task of
ecological literacy. Simple building analysis tools like HEED, Weather Tool and
Climate Consultant 3.0 were introduced within the course framework of “Digital
Tools for Architecture” (Arch-307) by Prof. Karen Kensek and “Design for Thermal
and Atmospheric Environment” (Arch-215) by Prof. Pablo La Roche. These activities
portray a positive and optimistic approach to the 2010 Imperative implementation.
Similarly several core and professional electives are organized to tap
different aspects of conscious design methods. Imparting information on various
sustainability tools and methods including LEED and other energy codes is covered
in the professional elective course “Architectural Sustainability Tools and Methods”
(Arch-419) by Prof. Thomas Spiegelhalter. Professional elective courses, like
“Shelter” (Arch-206), deal with introduction to issues, processes, and roles of the
individual in relation to present and future shelter needs and aspirations. “Designing
with Natural Forces” (Arch-418) deals with investigation of natural force effects and
their relationships to architecture; laboratory work includes drawing, photography,
model building and tests on models. “Sustainability in the Environment-
Infrastructures, Urban landscapes and Buildings” (Arch-519) concentrates on
contextual design, sustainable environment, methods, and environmentally sound
technologies”
12
.

12. http://arch.usc.edu/Programs/Courses (accessed February 4, 2008).
23

But this is not enough. “Architecture profession at large views design as the
core of architecture and studio as the core of design”
13
. Studio project is an
important key in determining student’s progress in the field of sustainable design.
Some suggestions put forth by professors during the many discussions for this
research need further immediate attention.
One such suggestion by Prof. Ralph Knowles
14
was to rethink the design
project scale and complexity. If a small project is taken through consecutive years in
an effort to develop the material systems, environmental controls, structural systems
and cohesive building systems integration, each student might understand the
complexities involved in actually working through a design to the stage of execution.
This would build on the current level of learning the conceptualization and
visualization of abstract design concepts on paper. It would now reflect the thought
process behind the entire design development and fine tuning the project. This
suggestion reflects similar notion proposed and tested by University of Minnesota
during the curriculum resource package development event organized in 1980-
1981.
Another such notion was expressed by Professor Paul Tang. He stressed on
the point that first year design education is the crucial starting point in the process of
ecological literacy. He also mentioned that by the end of the first year in a design

13. Lance La Vine, Robert Dierich, and Dale Mulfinger, "The University of
Minnesota" in Architecture, Energy and Education: Case Studies in the Evaluation of the
Teaching Passive Design in Architecture Workbook Series, by Robert J Shilbey, Laura
Poltroneri and Ronni Rossenberg, pg 15-17.

14. Ralph Knowles, Lecture at “AIA Conference on Sustainability in Architecture
and Higher Education”, (Pomona, CA), 26-27 February 2007.
24

school, a student must at least develop an attitude towards sustainability and
understand urgency of the situation.
As for creating a carbon-neutral school campus, this initiative is taken by
Prof. Thomas Spiegelhalter in an effort to generate an energy management system
for reducing the ecological footprint of the school building, as a prototype to be later
applied to each building on campus. With real-time data to be made available to all,
it would be a good example to demonstrate the effects of adopting sustainable
technologies with scientific data analysis. Such and many more interesting ideas are
required from the teaching faculty to integrate energy and sustainability education
within their course work.
3.05: Expectations in the professional field of architecture
Along with the need to be aware of the background of educational goals
followed by the school, it was necessary to also understand the expectations of the
profession in the hiring of a recent graduate.
If a student right now graduates fairly high in class and they’re not competent
in CAD, they’ll not get a job, period. If in five years, a student graduates and they’re
not competent in energy-related issues and in environmental concerns, they should
not get a job. Such a demand has to come from the profession...
15

Recent discussions with some practicing architects from the leading
architectural firms like Perkins and Will and visits to architectural firms like RTKL,
DMJM helped in identifying their criteria in selecting a new recruit.

15. Daniel Williams, as quoted in “The Impact of Design Practices on Climate
Variability: How Can Design Education Help Mitigate Climate Change?” (The Earth Group-
Southeast and Mid-Atlantic Regional Conference for a Solar Future- Washington D.C.- The
Earth Group, 1999), pg46.
25

Figure 3.1: Professional Expectations from a Graduate Intern
16

An interview with Mr. Eric Brossy De Dios, a senior associate architect at
Perkins and Wills highlighted the firm’s expectations from a recent graduate
architect (Refer to Figure 3.1). At the end of five years of learning architecture, a
basic design sense, material knowledge, clarity of thoughts and good
communication skills remain a prerequisite. Additionally, it is recommended to have
a basic knowledge of sustainability, building information modeling (BIM) and a level
of proficiency in AutoCAD and similar drafting software tools. Tools like ECOTECT,
Autodesk Revit and similar other analytical software programs are becoming more
and more popular in the initial design process. A lot of time and money is invested
by the firm in training the staff to work with these tools. Consequently, any former
experience in working with such energy simulation tools is considered as an added
expertise. Along with these skills, the ability to design according to building codes
and energy issues is developed while working with experts in the field over a period
of time.

16. Eric Brossy De Dios, interview by Shraddha R Marathe, Firm's expectations from
a new architect recruit (September 21, 2007).
26

This reiterates the present need of preparing students to deal with ecological
issues, understand the environmental impact their projects would cause and
working towards a sustainable future, for many generations to come.
27

Chapter 4. The intent
Successful implementation of the 2010 Imperative within a span of three
years is a challenge that needs immediate attention and action. This chapter
outlines shortcomings in the current program and proposes a tool to help in the
successful implementation of the 2010 Imperative in the design studios.
4.01: The missing link
Adapting the 2010 Imperative requires an immediate shift of focus in the
design fundamentals being taught in design studios. At present each year of the
undergraduate architecture program at USC is structured cohesively. However,
coordination between the years and a progressive development in the sustainable
design aspects now has to be reworked. The shortcomings in the curriculum, studio
integration and the coordination between the five years are therefore scrutinized.
i) Sustainability goals in design studios
The USC teaching faculty was interviewed in order to understand their
individual approach towards sustainability, education and design process. It was
seen that almost everybody reflected a positive opinion on the addition of the 2010
Imperative to design studios. However in order for this step towards sustainability
and ecological literacy to succeed, it is of utmost importance to have a positive
attitude from the entire teaching faculty. Professors also will have to train students to
develop an attitude towards sustainability. Revisions to the coursework will have to
be done by all in their own interesting ways. These seem to be some of the most
obvious ways to incorporate a carbon neutral studio.
Yet, till now, very few have managed to fine-tune their course to respond to
this new objective. The design studio course structure remains fairly identical to the
28

earlier syllabus pattern. Unfortunately, until now, little modification has been
observed in the teaching methodology. A resource database and a direction to
proceed towards this objective are still missing from ALL of the design studios.
“Design faculty must reorient values to accept the limitations imposed by building
concepts requiring maximum energy conservation”.
17

ii) Ecological literacy amongst students and faculty
In this information age, infinite resources are available digitally and at the
click of a mouse button. Students can easily access this enormous database
available through numerous resources. Nevertheless, it becomes the job of an
educator to produce this data in a concise manner and mandate the application of
this information in the design projects. Energy issues will have to be integrated in
the design problems and steps to resolve these issues will have to be demonstrated
in the studio courses. Simple assignments should incorporate several simulation
tools available in market.
Students on the other hand have to actively take the responsibility to
comprehend this knowledgebase and build up an attitude not only in their
educational career but also in their professional and personal life. One will have to
consider sustainability, passive design fundamentals, energy efficiency as the core
elements of design and not just an interesting concept. Sustainable design should
not be termed as a “concept” of the design; instead it should become the backbone
of the entire design process and execution.

17. George S. Wright, “Architectural Design Values and Energy Conservation- 1974
AIA/ACSA Teacher's Seminar Pedagogical Catalog”, Journal of Architectural Education
(1947-1974) 28 No. 1/2, no.Part 2 (1974), 113-114.

29

iii) Possible insertions
Design studio projects now need to be reviewed and refined to incorporate
passive design techniques and material application. Experimental exercises with a
sustainable approach for a hands-on design project may prove beneficial. Use of
measuring devices like thermometers to measure indoor and outdoor difference in
the building, will help demonstrate the theories of temperature, shading and
envelope, using quantitative data. Light meters and other such tools can also be
used to give quantitative explanation of foot candles and light levels. Use of such
measurement tools in small studio groups can provide students a physical
demonstration of the theoretical concepts in building design.
Integration of simple design-check measures and energy simulation tools as
a requirement during the initial design process will familiarize the student with their
scope in design development. Use of carbon calculators might prove a simple yet
effective way of describing ecological footprint. However, these results should be
explained further with factual information of an acceptable range and methods to
reduce it.
All these exercises would require a basic knowledge of the terminology used
in sustainable design as well. With a strong base of understanding the units and
physical implication on the behavior of the building, one can use these tools with
increased confidence.
4.02: The studio initiative
As a part of the sustainability initiative in design studio, each design problem
defines the 2010 Imperative and its goals and states the number of ways it impacts
30

the design methodology. Furthermore, it suggests several issues that need to be
considered during the entire design process including:
• Orientation of buildings and site development to minimize negative
environmental force impacts and take advantage of positive ones.
• Building modestly: providing the minimum space necessary to handle required
programmatic needs.
• Maximum practical use of daylighting; careful use of orientation and provision of
control/shading mechanisms to handle associated heat loads.
• Maximum practical use of passive solar techniques for heating and cooling.
• Maximum practical use of natural ventilation techniques; selection of hybrid
systems for ventilation, heating and cooling which permit this.
The design problem also stresses the fact that although these issues will be
addressed in a designated lecture, they need to be part of the students thinking from
the outset. Also, the school now pledges to institute and rigorously pursue a
recycling program, which would be diligently observed in all design studios and
charrettes as well.
18

Even so, the issues cannot be completely discerned within just “A”
designated lecture. It has to be reiterated in each review session and “desk-crit”
sessions as well.
4.03: The proposal
It is now critical to provide teachers and students with necessary resources
to adapt to newer design processes. Newer technologies, tools and resources
known to the teaching faculty will have to be distributed amongst students as well.
Assignments will have to be tailored in order to encourage students to use these
resources. A powerful and updated database for both students and teachers will
definitely help in making this important step towards ecological literacy a success.
With the internet as an already existing powerful knowledge bank, the
information is already made accessible to everybody. The problem is to identify

18. The initiative is mentioned in the “integrative studio introduction and overview
document” distributed to each participating student in the integrative studio course at USC,
School of Architecture undergraduate architecture program.
31

amongst this extensive network of information, the precise design solution for ones
design problem. With a plethora of calculators and tools available, the problem
remains choosing the right data for the issue at hand. The proposal describes a
website with is tailor-made for students in design education.
4.04: The product
The thesis aims to start developing a website that would assemble valuable
information from various useful sources and available tools. This website is
expected to be launched in the design studios. This web based resource tool would
eventually prove to be a quick-sustainability-guide designed for architecture
students to assist them in their architecture courses and design studio projects.
This website tool will compile the abundant information available online, and
classify it as per the studio years, so as to form a useful design studio resource. The
upcoming tools and software programs designed for specific aspects of design,
climate response, energy simulation, mechanical systems analysis, etc will be listed
in terms of their features, cost, scope, advantages and disadvantages. Along with
the online data classification, tutorials and exercises to work with simulation tools
will be provided. References to other web resources, and databanks would be given
in a concise format.
i) Content
The proposed website is visualized to be a concise and coherent compilation
of information categorized to suit the comprehension of students in different years.
Each studio year will have to be dealt individually and methodically. The complexity
of the information should increase with the students’ capacity to assimilate it.
32

A student enrolled in the first year is typically unacquainted with the glossary
of architectural terms and communication. The first year hence forms a foundation
level where the student is made aware of the concept of space, form, and function.
With a lot to comprehend, it is important to break down the vital information in
uncomplicated portions. Development of an outlook towards sustainable
environment becomes more important at this stage.
As the student moves to second year, design with climatic considerations,
and passive design techniques should be integrated into the studio project
requirements. Students must be introduced to simple building analysis tools to
familiarize them with the graphs and data provided by these tools and realize the
actual applications of this information in their designs.
Being the last of the core years, third year becomes an important stage in
the architecture and energy education. By the end of third year, every student has to
be educated to include environmental aspect in each of their design projects. They
must be trained for appropriate applications of passive design principles in their
designs. Moreover they should be able to anticipate the active strategies, HVAC,
and advanced building technology in their structure.
The fourth and fifth years deal with specialized project development
strategies. Project scale ranges from either a small low cost energy efficient housing
project to township planning to infrastructure, landscape and sometimes even policy
planning projects. A student should be presented with a sustainability database
which ranges from energy efficient technology integration at site-specific level to
sustainability applications on a macro level. Emerging technologies in the field of
energy efficiency, and green architecture should be introduced to all the students.
33

Interaction within the design studio groups is also required at this stage to ensure
that a student is well aware of other project typologies and is competent enough to
deal with projects of any scale. This is very important to develop a comprehensive
sustainable design approach in their future practice as well.
Additionally, advanced energy simulation tools like ECOTECT, eQUEST,
Energy Pro4, Design Builder, and other emerging tools should be introduced to
students. Similarly, building information modeling (BIM) and its increasing use in
Building industry must be discussed with students. Training in Autodesk Revit
19
and
other latest software programs would also prove valuable.
A website would hence prove effective in keeping the material organized and
at the same time making it available to all. The research has a two-fold agenda of
short listing and categorization of the data and design and development of the
website. The method of designing the website is described initially. The further
sections discuss in detail the content of the website.
ii) Method
Numerous software programs and web design tools are available in the
market and online to create attractive websites. Freeware and trial/ limited versions
for various web design tools are available online for downloading. For this proposed
thesis, Adobe Dreamweaver CS3 is selected for building a simple and effective
website.
Adobe Dreamweaver CS3 (formerly known as Macromedia Dreamweaver)
provides an easy user interface for HTML authoring. It also supports syntax

19. Introduction to Autodesk Revit Architecture is covered in the Arch 307 –
Computer Applications in Architecture, by Prof Karen Kensek at USC, School of
Architecture.
34

highlighting for various languages like Active Server Pages (ASP), ASP.NET,
Cascading Style Sheets (CSS), Cold Fusion, XHTML, Java, JavaScript, Visual
Basic, and many others. Along with the traditional HTML code scripting, this
software provides a “design” interface for novice website designers. This feature
allows the designer to work with ease in this seemingly complex development.
Working with cascading style sheets and templates facilitates easy modifications. To
get fairly acquainted with the software, various online tutorials were referred to
understand the tool and its features. Additionally, self learning tutorial books were
also referred.
This thesis focuses more on the content of the website and its feasibility in
integrating it in the design studio process. The product has been designed in a
simple format. Many enhancements are possible and desired in the future to make
the website more user-friendly and eye-catching for its users. Advanced applications
like Adobe Fireworks, JavaScript and Adobe Flash animations can offer better-
quality graphics and illustrations.
Further chapters will discuss the development of the tool and elaborate on
the content proposed in the website. Also, before appropriate categorization of the
various simulation tools which would prove indispensable in the design studio, it was
important to understand there scope and limitations. The familiarity of these drafting
and analytical modeling tools amongst students and professors and the tools’
performance are therefore reviewed in the next chapter.
35

Chapter 5. Energy simulation and building analysis tools
This section discusses the variety of tools available for testing and
evaluation of new and existing buildings on the basis of energy efficiency and
building performance. The students at USC School of Architecture were surveyed to
understand their familiarity with some drafting and modeling tools and analytical
simulation tools. Their level of proficiency in working with them was also reviewed.
Selected few tools were then compared with respect to their performance and
effectiveness. These surveys were an effort to understand and choose the right type
of tools to be introduced in the website.
5.01: Tools available in the commercial market
There are over 300 tools in the market that deal with building performance
simulation and analytical modeling. The U.S. Department of Energy sponsored
Energy Efficiency and Renewable Energy (EERE) provides an online directory of
building energy software tools with a short description. A detailed classification of
these tools is provided on the basis of subject, by operating system platform and by
country
20
.
Several software programs have been designed to give a detailed climatic
data and solar analysis (e.g. Solar Tool, Weather Tool, Climate Consultant 3,
Psycho tool, etc). Others deal with evaluating the building’s performance using
energy efficient strategies, passive design applications, daylighting, natural
ventilation, etc. (HEED, ECOTECT, etc). Some tools are used for energy code
compliance analysis for buildings (e.g. Energy Pro, Design Builder, COMcheck,

20. U.S. Department of Energy, "Building Energy Software Tools Directory", U.S.
DOE Energy Efficiency and Renewable Energy (EERE),
http://www.eere.energy.gov/buildings/tools_directory/about.cfm, (accessed March 10, 2008).

36

MICRO-PAS, etc). Similarly many tools are available for basic analysis of initial
design and massing studies.
5.02: Familiarity amongst students
A survey was conducted at the USC School of Architecture in fall semester
of 2007, to understand the familiarity of tools amongst students in the
undergraduate program. The tools were classified in two categories, namely
modeling tools and analytical tools. Modeling tools included drafting tools and 3d
modeling, rendering and animation tools. Analytical tools considered for this survey
ranged from climate analysis tools, to massing study tools, to energy efficiency at
residential level to energy efficient strategies and passive design principles
application and simulation tools. Students were also asked to mention any other
tools they were aware of. The surveys were taken in all design studios from first
year till fourth year in the undergraduate program. Graduate students were also
asked to participate in this process. The results were compared to understand the
trend and were analyzed to derive a likely pattern.
37

Figure 5.1: Familiarity of Modeling Tools amongst Undergraduate Students
38

The survey results for
familiarity of modeling tools showed
an expected pattern of increased level
of awareness and expertise in each
software tool in progressive years
(Refer to Figure 5.1). AutoCAD being
the most popular software related to
design and architecture was known
by many students even at the
beginning of the first year itself. It is
seen that other tools like Autodesk
Revit, SketchUp, ArchiCAD, Form.Z
etc are also becoming popular
amongst students. However, on the whole, AutoCAD seemed to be the better
known modeling tool amongst the others. The graduate students mostly represented
the current M.Arch degree students. With students coming from different
educational backgrounds and the expertise varied slightly. Even then, a reasonable
level of understanding was observed amongst the graduate students (Refer to
Figure 5.2).

Figure 5.2: Familiarity of Modeling Tools
amongst Graduate Students
39

Figure 5.3: Familiarity of Analytical Tools amongst Undergraduate Students
40

It was also necessary to understand students’ familiarity and progress for
energy simulation tools. Along with a strong application of the modeling tools, a
favorable use of these building analysis tools was anticipated. It was noticed that
virtually none of the first year students who took part in the survey were aware of
any of the building analysis tools. Surprisingly, as compared to the fourth year,
second and third year students were more familiar with tools like Climate Consultant
3.0 and HEED (Refer to Figure 5.3). However, reason for this unexpected pattern
might be because of the recent introduction of these tools in two courses namely
Arch-215 (fall 2007) and Arch-307 (fall 2007). An assignment on these climate
analysis and energy tools including Shading Analyzer, HEED, Weather Tool,
ECOTECT and others, was included in the syllabus by Prof Kensek. Similarly, an
assignment in HEED was inserted in the Arch-215 class by Prof Pablo La Roche.
At the graduate level, Arch-615
(Sp07) Seminar- Environmental Systems
Research, taught by Prof. Milne focused
primarily on specific applications of such
energy simulation tools in building
design. This course mainly taken by the
graduate level students seems to be the
prime reason for the results seen
amongst the graduate level students
(Refer to Figure 5.4).

Figure 5.4: Familiarity of Analytical Tools
Amongst Graduate Students
41

Yet, most students are still unfamiliar with climate analysis and energy
simulation tools. Even with a vast collection of these tools readily available; students
are not encouraged to use them into their regular design methods. Habituated use
of these tools like the modeling and drafting tools is now vital for achieving the first
step in eco-literacy. Interesting ways to incorporate these tools in the design
process have to be thought of. Till these tools are made as a requirement in the
course work, the probability of its use in the courses is minimal.
21

5.03: Performance of building analysis and modeling tools
With a variety of familiarity levels seen in students, it was necessary to
gather their perspective on the performance and features of these tools. The tools
were hence evaluated on the basis of their features like cost, availability for
students, level of difficulty, tutorials, help options, modeling time, simulation time,
visual graphics, accuracy, inter-operability and version updates. This gave some
basis to choose between the numerous tools available and classify them
appropriately in the design studio years. Also, this analysis was helpful to identify
the necessary tutorials and exercises that could supplement each of these tools for
a better implementation of tools.

21. This thought is analogous with the idea put forth by Prof Thomas Spiegelhalter
during the discussion about his opinion on the addition of 2010 Imperative in the curriculum.
42

Figure 5.5: Performance Rating of Modeling Tools

Figure 5.6: Performance Rating of Analytical Tools
Autodesk Revit and SketchUp were higher ranked in terms of overall
features and performance as compared to other modeling software programs (Refer
to Figure 5.5). There was a much discrete pattern seen in the energy tools category,
43

where Psycho Tool, HEED and Consultant 3 were ranked better overall (Refer to
Figure 5.6).

Figure 5.7: Relative Performance of Analytical Tools
This graph compares the relative performance of analytical tools (Refer to
Figure: 5.7). As it can be seen, it gives a simplified view of their ranking in each
criterion. Unfortunately, with an enormous workload and many courses to attend,
students are limited in time to work on their design projects. It is therefore crucial
that the tool desired to be used in the studio work, to be able to render data and
determine the results as quickly as possible.
For a successful insertion of such a tool in design studios, several aspects
need to be considered. A tool having free or easy availability, simple user interface,
stronger visual graphics, less modeling time, and good tutorials and help menu
would be highly desired. The following graph shows a quick comparison of the
ranking of the selected tools in these aspects (Refer to Figure 5.8).
44

Figure 5.8: Relative Ranking of Performance of Tools
It is seen that HEED was better ranked in terms of cost, availability to
students, tutorials and help commands, simulation and modeling time. ECOTECT
on the other hand surpasses in terms of graphics and visual representation of data.
However, in terms of cost and modeling time, ECOTECT had a few limitations. With
a trial version providing only two hours of working time each session and with no
saving options, it was difficult to learn the tool and test the design simultaneously.
Again, the tool is presently listed at $90 for student price, which is high when
compared to similar other free software programs available. It might be more
justified if there were consistent support for the software. The School experienced
significant difficulties with the site licensed version (~$2400) which repeatedly
refused to allow students access to the programs.
There are many other sources which allow users to comment on the working
of such tools, provide their reviews and comments on the working of each tool.
Similar student reviews for energy simulation tools are also available on various
websites. One such website is created by Prof. Juintow Lin, from California State
45

Polytechnic University, for her course called Tools for Sustainability
22
. The present
rankings for the five tools are listed on this website are as follows:
BEES (8.9 /10.0)
HEED (8.4 / 10.0)
ECOTECT (7.9 / 10.0)
Weather Tool V2 (8.5 / 10.0)
Building Energy Calculator (Microsoft Excel) (8.5 / 10.0)
These surveys hence provided an overview on the tools, their features and
their popularity amongst students. Based on the results selected few tools would be
proposed for use in studio project methods and would be recommended at various
stages of design configuration.
5.04: New trends- BIM / inter-operability between tools
Recent interest in building information modeling has triggered a new
approach to computer aided drafting of buildings and related systems. BIM focuses
on compiling a set of information regarding the building’s design, construction and
lifecycle stages into a single comprehensive computerized model. With multiple
people working on different components of any particular building at the same time,
it is essential to facilitate more accurate ways of overlapping this data and
evaluating it for any variance. It would be helpful if these results could be made
transferable between different programs to be used at different stages of the
building cycle. Data has to be transferred between these energy simulation tools

22. Juintow Lin, Tools For Sustainability, http://www.toolsforsustainability.com,
(accessed January 27, 2008).

46

and drafting tools in a digital format. It is now important to gather the analytical data
into the design files itself for resolving the issues faster and more accurately.
Inter-operability with certain other CAD drafting programs is provided by
some sophisticated energy simulation tools. Autodesk Revit MEP can export the
building model and information to IES Virtual Environment. ECOTECT, and
Graphisoft ArchiCAD are some other tools that offer some interoperability between
each other through specific file formats like ifc and gbxml. Newer versions of many
tools are now being made ifc file format compliant. ECOTECT is one such software.
Such tools can be introduced to upper level classes in undergraduate program of
architecture. With most recent knowledge of this upcoming trend in architecture,
students may be better positioned in the professional realm.
47

Chapter 6. Virtual design resource library
Textbooks remain a good design studio resource, where background
concepts are discussed in more detail. For example Donald Watson’s “Climatic
Building Design: Energy Efficient Building Principles and Practices” and Norbert
Lechner’s “Heating Cooling Lighting Design Methods for Architects” which talks
about building thermal and lighting needs and explains how to minimize energy
consumption and maximize sustainability. A studio resource library for each year is
now proposed on the basis of the design projects covered in that period and the
ability of students to understand and apply this information in their designs. The
overall contents of this website will be outlined in this chapter.
One objective is to provide each studio the required material in manner that
is easy to understand. To help with this, the data will be classified in two ways, by
studio year and by category of information. A virtual design studio resource library
will be created that gives specific information related to the typical design projects
covered in that particular year. This information is divided into five main categories:
glossary, concepts, case studies, tools, and exercises, for all five years of the
undergraduate architecture program and for the graduate level studies as well.
6.01: Overview of categories
The categories of resources are organized around these topic areas:
overview, glossary, concepts, case studies, tools, and exercises.
“Glossary” would define several important factors that govern building
analysis in energy tools, various measurement units, definitions, concepts of
sustainability and energy efficient strategies, mechanical system details and
material knowledge.

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49

This is based on the certainty that students with a high work load will most
probably make use of these tools in the very beginning of the design process only
(Refer to Figure 6.1). Hence it is seen that the tools selected for studio integration
are easy to understand and would not require investment of valuable study/design
time. Also, the visual graphics for data representation is useful for design
presentations in reviews, would prove a bonus aspect. Self learning tools like
Climate Consultant 3.0, Drawsun, Psycho Tool, CASAnova are introduced in the
first two years to encourage student’s interest in these analytical tools. Required
tutorials will also be drafted and made available for download and prints. “Exercises”
will give easy step-by-step procedures to get familiarized with the tools and to use
them as powerful design check measures.
These categories will also have individual overview web pages that would
outline the information for all the years collectively on one page.
6.02: First year resources
As discussed in the earlier chapters, the aim of the first year in the
undergraduate program is to build a common learning platform for students from
diverse backgrounds. Development of a building vocabulary and a critical eye for
solving any design problem are the prime focuses. For example, as students are
aware of concept of a house, simple precedent case studies of a residence form the
preliminary exercises in the first semester. The spring semester introduces a small
building design problem, which primarily focuses on spatial design concepts (Refer
to Figure 6.2).
50

Figure 6.2: Student Work - Light Shade Shadow Drawing
(Image Source: http://arch.usc.edu/Gallery)
Just as the design studio deals with building a platform for further design
development skills in the upcoming years, the first year should become the
foundation level of the sustainable design education.
i) Glossary and concepts
An approach to sustainable way of living and designing is therefore
considered first and foremost while building the first year resource library in
design2sustain. Preliminary glossary for sustainable concepts and terminology for
the tools to be introduced is provided. Important terms like carbon footprint, sun
path, light shade shadows, comfort, dry bulb and wet bulb temperatures, relative
and absolute humidity are discussed in the glossary section. General notions of
sustainability, ecological footprint, the 2010 Imperative, the 2030 Challenge, heat
transfer, energy, and building as energy consumer will be provided under concepts.
51

ii) Tools and exercises

Figure 6.3 Carbon Emission Calculators
23,24

Carbon calculators available online may be introduced to understand a
student’s individual impact on a global scale (Refer to Figure 6.3). With supporting
information about the current acceptable ranges of carbon footprint, and illustrative
explanation of global hectares per capita and tons of carbon used per year, a
student can better relate to the global crisis. Simple tips on “things you can do” will
be provided under exercises. These suggestions will include general considerations
during the conceptual stage of any design program. Additionally energy saving tips
would also be included.

23. BP p.l.c., Carbon footprint calculator - Climate Change,
http://www.bp.com/extendedsectiongenericarticle.do?categoryId=9015627&contentId=70290
58 , (accessed March 10, 2008).

24. Construction Carbon Calculator, http://buildcarbonneutral.org/ , (accessed March
10, 2008).

52

Figure 6.4: Psycho Tool
25

In addition to this, site and climate analysis tools like Drawsun, Psycho Tool
(Refer to Figure 6.4) and similar others will be added in the list. Description of the
tool, download instructions, cost and tutorials will be provided in the first year tools
section. The tutorials will explain how to read the graphs, and how to use the
information provided by each tool in design solutions. Similarly, other tools like
Climate Consultant 3.0 and Shading Analyzer can also be briefly introduced. These
tools are considered for the first year with an objective to develop a habit of using
climate information at the very beginning of the design process. Most design
projects for first year are usually located in Los Angeles area. The numerical data
results obtained from these tools can be compared with personal experience for
better understanding of weather data.
6.03: Second year resources
The second year studio works on small spaces and buildings in the design
projects. The design program mainly requires application of abstract concepts in
design learnt in the first year and in the professional elective courses during second

25. SQUARE ONE research, “Psycho Tool”, SQUARE ONE,
www.squ1.com/project/psychotool (accessed March 10, 2008).

53

year (Refer to Figure 6.5). Basic structures and principles of mechanics are taught
in these elective courses. The studio should hence allow a healthy integration of the
basics of sustainable concepts. The resource library will therefore include the
supporting information on passive design strategies and climate responsive
architecture.

Figure 6.5: Sample student work - Exploration of site, orientation, scale and composition.
(Image Source: http://arch.usc.edu/Gallery)
i) Glossary and concepts:
With a preliminary introduction to climate analysis in the first year, this studio
library will contribute additional definitions of units of measurement, orientation,
daylighting, wind forces and Olygay charts. Concepts of 2030 challenge, human
comfort, form function and energy, building in relation to climate and site forces will
be discussed. Air flow in and around the buildings, surface temperatures and
concept of exterior spaces containing radiation or solar energy should be explained.
ii) Tools and exercises:
To explain thermal comfort students can be asked to record their own
comfort setting in a series of spaces. Temperature and humidity measurements for
each space should also be taken for these spaces. A comparison of personal
54

comfort range to that as per the bio-climatic chart can give a fair evaluation of this
phenomenon.
26
Simple class exercises and physical model studies for
understanding spatial effects due to solar movement can be introduced. To help
with site analysis and climate considerations in design solutions, tools like Shading
Analyzer, Climate Consultant 3.0 are suggested. Climate consultant generates the
climate data for any particular location for the entire year (Refer to Figure 6.6). With
several bar charts it graphically illustrates the dry bulb temperatures, humidity, sky
cover, wind directions, rainfall, snowfall and many other facts in no time. With simple
tutorials on how to read the plots students can quickly take the critical information
needed to design in a responsible way.

Figure 6.6: Climate Consultant 3.0
27

A brief introduction to Weather tool (by SQUARE ONE research) would be
another interesting addition to this studio resource. This tool gives an option to find
the optimized orientation of the building in any particular location and climate zone.
Also, with two tools as an option, students can work on either of the tools for climate

26. Charles Benton and James Akridge, “Laboratory Exercises”- Georgia Tech -
Passive solar curriculum development project, (Georgia Institute of Technology, AIA/ACSA),
pg 5.

27. Murray Milne, "Energy Design Tools." Department of Architecture and Urban
Design, University of California at Los Angeles, http://www2.aud.ucla.edu/energy-design-
tools/ , (accessed March 31, 2008), Climate Consultant.
55

analysis of their site. CASAnova is one more tool that can help in the initial massing
studies with respect to the mechanical systems and volumetric analysis of the
building’s energy needs (Refer to Figure 6.7).

Figure 6.7: CASAnova
28

(Image Source: CASAnova software tool print screen)
Similarly, HEED can be discussed in short in second year for the basic
orientation and floor planner options it provides. Use of HEED for various other uses
like energy efficient design strategies and energy calculations would be introduced
later in the third year (Refer to Figure 6.8). The aim of introducing the same tools
again in two consecutive years is to increase the probability of students using it
more frequently in their design.

28. FG Bauphysik & Solarenergie, Universität Siegen, "CASAnova 3.3." Fachgebiet
Bauphysik & Solarenergie, http://nesa1.uni-siegen.de/index.htm?/projekte_e.htm , (accessed
March 30, 2008).
56

Figure 6.8: Introduction to HEED
29

(Image Source: HEED software tool print screen)
6.04: Third year resources
The third year design studio deals with building projects including a small
housing problem in the fall semester to comprehensive civic building in the spring
semester (Refer to Figure 6.9). This project usually comprises of an auditorium
design (or similar such large occupancy functional spaces) and requires an
integration of daylighting, mechanical and natural ventilation and other active
systems consideration. Integration of structure and materials is also applied. The
students are therefore required to apply all the previously learnt topics as well as the
issues covered in the professional electives and core courses. The resource library
will hence involve energy efficient methods and illustrate concepts of mechanical
systems.

29. Murray Milne, HEED.
57

Figure 6.9: Student work - Studio Project
(Image Source: http://arch.usc.edu/Gallery)
i) Glossary and concepts
The housing design problem is considered the first attempt at encompassing
all the passive strategies and energy efficient design principles into the development
of the building form. Simple energy load units, natural ventilation, insulation
infiltration, wall assembly types and similar construction terminology will be
explained in the glossary section. Concepts of passive design would encompass
principles of fenestration design, shading devices, natural ventilation, heat gains and
heat loss and designing with wind and sun. Also, modular design and its constraints,
occupancy requirements, and multi-functionality criteria will be elaborated. Energy
efficiency fundamentals will be explained with respect to the heating and cooling
hour needs, artificial lighting requirements, heating and cooling methods and
mechanical systems.
ii) Case studies
Specific case studies in housing would illustrate innovative ways of achieving
energy efficiency in buildings. “Zero energy homes” and related projects will be
discussed as well. Housing examples would range from simple housing solutions to
58

novel ideas in residential architecture would be presented. Likewise, other non-
residential design paradigms will be listed. The examples would provide a view on
designing for different climate types including hot and humid, hot and dry, cold and
dry and others. This would broaden the range of sustainable design and climate
responsive architecture ideas.
iii) Tools and exercises

Figure 6.10: HEED- Passive Hours during the year - Bar chart
(Image Source: HEED software tool print screen)
HEED would be introduced in this year’s resource library again, this time
focusing on basic and advanced issues of energy efficiency. This program maintains
a very useful help command, which defines all the terms and options provided in the
program. It highlights the total passive hours with no heating or cooling needs during
59

the year. It also suggests ten ways of design guidelines for a single integrated
design of an energy efficient (EE) home in any of the climate zones or locations
selected (Refer to Figure 6.10). A comparison between the original scheme and the
design options created with EE strategies
30
gives a direction to alter and improve
the design (Refer to Figure 6.11). This tool therefore creates a firm base in
sustainable an ecologically responsible design for residential structures.

Figure 6.11: HEED Energy Costs Comparisons
(Image Source: HEED software tool print screen)
Weather Tool
31
would give more information on climate and site analysis for
the particular design site (Refer to Figure 6.12). With easy to understand visual
representations, these two programs would help develop an inherent sustainable
thought process in the design solutions.

30. The phrase EE Strategies is inspired from Energy10

31. SQUARE ONE research, Weather Tool, 2008.
60

Figure 6.12: Weather Tool
(Image Source: http://squ1.com/products/weathertool)
These tools are expected to be extensively used in design studios through
the first five semesters of the undergraduate program. This would ensure a regular
use of these and similar other tools in design development even in more complex
projects to be covered in the further semesters. To deal with non-residential building
in the second half of the third year, HEED can be used partially for making an
educated guess on the working of the mechanical systems in large spaces.
ECOTECT can also be added as another introductory tool to deal with such spaces.
Although with the current cost limitations of ECOTECT and higher level of
complexity as compared to HEED, the tool would prove useful only if the student is
clear about basic concepts of passive design and energy efficient strategies.
ECOTECT will be eventually introduced in the upper division studio courses to
tackle commercial and complex programs.
Necessary tutorials and exercises will outline the steps for working with
these tools. Exercises will be described along with the time needed for each. A
student can therefore work on these modeling tools at their own preferred times.
61

6.05: Fourth year (Topic Studio) resources
The fourth year studio is divided into multiple topic studios which take up
design problems ranging from small buildings to urban scale projects. The first
semester deals with site issues, ground water runoff, and other amenities. Along
with these, technology integration, preparing construction documents and detailing
out the structure is also implemented. The following semester the project focuses on
design development of a similar scaled design problem (Refer to Figure 6.13). For
sustainability to be achieved in projects of such a diverse scale there needs to be an
extensive database and explicative methodology. With more and more students
keen on using sustainable ways as a selling feature of their design, the challenge
remains to convert these stylistic trends into integrated design principles.

Figure 6.13: Student Work - Addition to the Los Angeles Maritime Museum
(Image Source: http://arch.usc.edu/Gallery)
i) Glossary and concepts
The fourth year library would hence involve a more practical vocabulary
emphasizing R-value, U-value, double glazed facades, occupancy energy loads,
solar panels, photovoltaic and artificial lighting terminology. Introduction to LEED,
BREEAM, and other such sustainability certificates will be talked about. Perception
62

of sustainability in building and on urban scale will have to be discussed. For
working on urban design projects, concepts like heat islands, and solar access,
technological solutions to community needs and requirements should be described.
At the building scale, concepts of efficient building envelope, building skin,
advanced material systems, variable energy loads, solar energy concepts, active
systems, energy zoning and many such pointers should be deliberated on.
ii) Case studies
Case studies will play an important role in educating a student at this level.
With a satisfactory training of basics of sustainability and energy efficiency, a
student may be in a position to analyze the examples put up on the resource library
and review their own designs critically in terms of sustainability considerations. Case
studies would encompass variety of project scales which are dealt with in design
studios. Selective sustainable commercial, industrial, community development, rural
and urban designs, landscape design, sustainable urban planning examples will be
included. LEED certified buildings and similar projects from various other locations
worldwide will be analyzed for their success and their performance.
iii) Tools and methods
The fourth year tools section will provide specific topics for using advanced
forms of design tools and techniques. With increased awareness of assorted simple
tools useful for “design check” methods, fourth year can be introduced to
ECOTECT
32
(Refer to Figure 6.14), Weather tool, and HEED (advanced use) for
earlier design resolution.

32. SQUARE ONE research, ECOTECT, 2008.
63

Figure 6.14: ECOTECT
(Image source: http://squ1.com/products/ecotect)
Opaque is another tool which is essential to illustrate the R-value, U-values
for construction assemblies. Additionally, external resource tools like the EDR
charrette can be launched in the studio. Energy Design Resources is another useful
databank which gives sustainability and energy efficiency suggestions and
information classified by different building types. This will be highly useful for fourth
and fifth year as they deal with design topics of different scales.
Tutorials would help students navigate through each program tool and also
describe the ways to decipher the resultant graphs and charts. These tools would
also provide tutorials for teaching faculty to demonstrate the many possible uses of
these tools in their design studio assignments and charrettes.
6.06: Fifth year (Comprehensive studio) resources
In the last year of the architecture undergraduate program, students in the
comprehensive studios are therefore required to summarize the upper division years
into their design solutions (Refer to Figure 6.15). Along with developing a design
problem for themselves, certain requirements for all include structure, sustainability
and appropriate consideration of costs and codes.
64

Figure 6.15: Student Work - Student Poster at ASES 2003
(Image Source: http://arch.usc.edu/Gallery)
i) Glossary and concepts
Terms like components of mechanical systems, advanced sustainable
materials, daylight sensors, occupancy sensors, and sustainability indicators can be
talked about at large in the glossary. Innovative, energy efficient building systems,
sustainable materials, energy management systems, macro level sustainability and
similar other topics related to sustainable building design will be discussed in the
concepts section. Ecology and the environment, life span of urban fabric, healthy
living surroundings, recycling initiatives, reforestations, green corridors, etc will be
covered for urban city planning and landscape projects. In addition, there might be
specific studios that focus on applying new methods and theories towards building
design or even a research studio where the students explore novel techniques
under the guidance of an expert studio advisor.
65

ii) Tools and methods
By the end of this year a student should be well prepared for the professional
field. More building analysis options in eQUEST
33
(Refer to Figure 6.16) and
ECOTECT will be illustrated. The latest information about Building Information
Modeling and its growing use in design analysis will be discussed. The inter-
operability features of ECOTECT will now be covered. Simple exercises to advise
on importing dxf or dwg drawings into ECOTECT and other software will be
formulated.

Figure 6.16: eQUEST screenshot
These and many more tools and exercises will be regularly added to the
website. Updates to the website are crucial to keep up to the advancing
technologies and sophisticated tools. This is just brief list of the tools and exercises
that would be provided. The exercises suggested in the website will have to be
tested for refinements and further additions.

33. James J. Hirsch, "eQUEST" , Department of Energy (DOE2),
http://doe2.com/equest/, (accessed March 31, 2008).

66

The data representation in the website needs a clear, attractive and user
friendly web layout. The next section discusses the organization of the website, and
the scope of work limited for this research. On setting these parameters the
development and implementation of the exact database will be explained further.
67

Chapter 7. The website – “design2sustain”
After discussing the content of the website on the whole for each individual
year, the approach to the design and layout of this website- “design2sustain” is
discussed in this section. A method of classifying the content of this website is
overviewed. Also, the limitations in developing this website are outlined and the
scope of this thesis is determined.
7.01: Organization of the website:
The website is designed to provide quick access to all the information that is
needed by a student at any particular stage of design. All students and faculty users
will be given a choice to access the data from any studio year for any specific topic.
With an emphasis on these factors, the organization of the website is based on the
classification method to be followed, the layout and the routing within the website.
i) The layout
The target audience for this website would primarily be the architecture
design students. This website is therefore visualized to have sophisticated graphics
and eye-catching color schemes. As per the general principle followed in web
designing, this website is formatted to fit an 800x 600 dpi screen resolution. Along
with the enhanced visuals, the website is also designed to be user-friendly with easy
navigation through the entire site content. The navigation tool has been designed
taking these factors into consideration.
ii) Navigation system
Navigation through the website is controlled by a tabular matrix provided on
each webpage. This allows the user to switch back and forth between web pages for
different years and categories. This navigation matrix will provide an easy access to
68

specific information from any category for any chosen year (Refer to Figure 7.1). An
abstract of the content on each underlying webpage will be provided on positioning
the cursor on any particular link. With a small description of what the webpage offers
one can make the correct selection and access the appropriate information.
Figure 7.1: The Navigation Matrix in "design2sustain"
7.02: The final product
The website “design2sustain” is envisaged as a complete resource package
on sustainable and energy efficient design for an undergraduate architecture
program. Tutorials for selected energy simulation tools introduced in the course of
five years need to be custom-built for that particular studio level. Resources from
other similar websites like “Tools For Sustainability”, “Energy Design Resources”
and “Design Can Change” can be linked to “design2sustain”. Links to various other
reference sites and databases can be provided as well. This would help reduce
redundancy in the data presented.
69

Figure 7.2: "Did You Know?" News Flash Feature in design2sustain
Along with the virtual studio resource library, interesting facts and news may
be displayed on the homepage (Refer to Figure 7.2). Furthermore, an interactive
forum can be later added to allow an online archive of student work and other case
study examples for each class. With various animations and interactive display the
information can be presented in illustrative ways for easy understanding (Refer to
Figure 7.3).

Figure 7.3: "design2sustain – Homepage
70

7.03: Limitations
There are a few limitations to the development of the entire website as the
end result of this research. The desired outlook of this finished product requires use
of additional tools like Adobe Flash, JAVA applets, etc. To ensure up-to-date
information and to provide the users with the most current tools and methods
available, the website will have to be frequently modified and updated. Other
requirements include attaining copyrights for all images to be used in the website
and especially for the case study examples and similar illustrations.
7.04: Scope of work
Taking into consideration these factors, the extent of development of this
website has been outlined. As a beginner in website design and web authoring, the
scope of the finished product has been limited to creating a basic website layout.
The focus of this thesis is the content to be presented in this website. The
development of this website will therefore include construction of prototypical web-
pages for each category for the third year studio level. Additionally tutorials and
exercises for HEED would be developed.
i) Why third year?
Third year is the last of the core years in the undergraduate program, with a
special emphasis on integration of design, environmental controls, and structure.
Every student is expected to be able to design for energy efficiency and
sustainability considerations. This year therefore requires information on basic
energy efficient strategies, advanced sustainability concepts, basic energy tools and
case studies for intrinsic design programs. This hence becomes a good example for
demonstrating the required look for each category of information. The same module
71

can be further developed for progressive years. Also, the earlier years can follow a
similar web-page layout for information. Additionally, in the time-span of three years
(from 2007 till 2010), the first set of students in each year would definitely get a
chance to try these web-pages in their third year design projects. This would
therefore provide better analysis of the working of the website over a considerable
period.
ii) Why HEED?
The third year design studio deals with single unit housing followed by a
community housing project. This gives an opportunity to introduce HEED, a free and
informative software tool for energy efficient design for residential buildings. Worked
examples can be developed for this tool. HEED is one of the easier tools to teach
energy efficient design techniques for simple structures. Also, working in direct
collaboration with Prof. Murray Milne, the developer of HEED, the details and
specifics of the tool’s working can be understood easily. This would help in informing
the students about the exact information used in the tool for all the energy
calculations.
This section therefore lays out the format of the product for this research.
Effective graphics and illustrations, easy navigation between the web pages the
website will be made user friendly for the architecture design students. The
limitations to developing the website and managing the content are defined. The
next chapter describes in detail the database created for third year under the scope
of this study and the methods of integrating it in the design studios.
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Chapter 8. Third year database
The third year studio is currently been developed under the scope of this
study. This section describes the database created for the third year. Along with the
virtual design studio library, necessary information regarding the HEED tool has also
been detailed out. Worked examples and exercises in HEED are created and made
available on the website as well. Case studies for housing projects.
8.01: Tutorials for HEED

Figure 8.1: Getting Started Tutorial for HEED
In addition to developing the web pages for third year virtual studio resource,
tutorials for HEED have been drafted. These tutorials (worked examples) are
currently written as Microsoft PowerPoint presentations which have custom
animation to demonstrate the process (Refer to Figure 8.1). These tutorials have
been created and made available for download as well as a printable version is also
73

provided for easy reference while working on the tool (See Appendix A and
Appendix B).

Figure 8.2: Tutorial for HEED- Overview of Energy Efficient Strategies
Step-by-step instructions for getting started with the tool, applying energy-
efficient strategies and how to read the plot are given (Refer to Figure 8.2). User
interface is explained and data to be supplied by the user is described. Important
points to be noted while reading the bar graphs are cleared. Additionally, the
methods followed in HEED for calculating results for heat gains and heat losses are
also explained. For example, calculation of heat gains through windows does not
take into account the positioning of the window. Instead the tool considers the net
wall surface area for all calculations. However the shading devices move with the
windows and hence, orientation of the windows, and the overhang and fin design
are taken into all calculations. Such details are provided so as to allow students to
continue quicker analysis for design check without spending time on placement of
74

windows on each façade. Placing windows on the walls however allows better
visualization of the building and these views can be used for review presentations
as well. Similar facts are explained throughout the tutorial presentations.
8.02: Exercises in HEED
The third year studio concentrates on housing design for the fall semester.
Exercises in HEED are currently designed for the third year virtual library. These
exercises focus on housing design constraints and provide ways to achieve energy-
efficiency and carbon neutrality in design. Each exercise focuses on a different
aspect of design methodology.
i) Design For different housing unit types
Housing developments like tract housing usually consist of a few designs
(housing unit- module) that can be repeated in different combinations and settings to
create clusters of buildings. Energy performance of a single detached unit on site
would be different from that of a semi detached. The neighboring building mass will
impact on thermal energy loads. A step by step procedure is given to analyze this
principle in HEED.
ii) Design for different climates
Students can easily study a building design for one climate and then move it
to another. Not only does this give them a way to relate to the environment that
they were used to before coming to college, it also helps quantify the energy load for
different climates. In addition, pre-fabrication of homes is a new trend in housing
design. These modular designs are made available for purchase online; e.g.
www.livinghomes.net. These custom houses can be purchased by owners and
developers with land. But one has to remember that any given design suitable for
75

one particular climate may not necessarily be fitting for another location. To
understand this notion, a building can be designed in HEED and in each scheme the
climate data / location can be changed for the same building. Comparison of these
schemes can give an idea of the difference in building’s energy performance in each
climate type. Furthermore, steps to modify the schemes to better suit the climate are
explained in this exercise.
iii) Design for different orientations
Modular housing design typology uses a simple floor plan throughout the
site, to form cluster-housing blocks and individual buildings. Unfortunately, orienting
the same module in all four directions is often unavoidable. Developers may be
required to promise the same amenities for each housing unit for similar costs. The
only cost offsets considered by any developer are views offered, parking spaces,
and corner unit premiums. Moreover, prospective buyers may expect certain
orientations based on the location they are in, e.g. “south facing living spaces.”
Orientation hence becomes a vital factor in energy cost estimation. The
climatic factors like daylight, wind, and sun path do affect the energy performance
for each unit. Temperature, rainfall, wind, daylight factor, snowfall, altitude etc, play
an important role in defining a suitable material system and mechanical system for
the house.
It is the responsibility of an architect to equalize the costs that might be
incurred by two families living in a similar housing unit but oriented differently. The
exercise gives step-by-step method to compare fours schemes with different
orientations for the same design. This is a very simple and short exercise to
understand that orientating the same building in different directions alone may
76

impact considerably on the building’s energy costs. This might lead to helping
designers also realize that they may need to change the design of a unit based on
its orientation.
Students can identify the scheme with comparatively better orientation and
energy costs. Further interventions in this exercise to improve the unit for all other
orientations, to minimize variations and maximize efficiency are possible. One can
also study the changes in floor plan for these orientations so as to maintain common
construction, material and mechanical systems in all units as would be preferred by
a developer.
iv) Analytical modeling skills for a case study project
To be able to design sustainably, it is essential to understand the design
philosophies behind successful sustainable projects by professionals in this field.
Modeling any sustainable case study housing project one can do an in-depth
research of the design processes. This would also develop analytical skills and
building information modeling skills which are very crucial in today’s professional
realm.
Energy efficient strategies suggested by HEED and the ones used in the
existing structure may differ for each project. These variations may be due to the
timeline of the project. Type of construction and availability of materials depends on
the time when the project was built. Earlier projects will have older construction
types and would have had different building codes to follow. This exercise can guide
students to understand the limitations of any project and the successful endeavors
to incorporate sustainability.

v) Des
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78

The aim of all the exercises is to derive the common measures that are
required for any given climate for a sustainable design. For all the future design
projects in that climate type, students should consider these strategies for
application at the conceptual design stages itself. However, building codes’
minimum requirements for any particular region have to be considered at the time of
detailing out the building.
The third year studio resources are hence detailed out with an objective to
teach students to analyze their design method for better sustainable solutions.
Currently the virtual design studio library focuses on housing design analysis. Case
study web pages provide examples of good sustainable housing designs (Refer to
Figure 8.4). Introduction to tools for non residential building analysis, required
tutorials and simple explanatory exercises will be added eventually.

Figure 8.4: Housing Case study Examples on design2sustain - 3rd year Design Studio
79

Chapter 9. Design studio integration
Efforts taken to incorporate the website into the third year design studio are
discussed in this section. Students’ feedback on the website is also considered for
determining further development of the website.
9.01: Website demonstration
The proposed website “design2sustain” is expected to be a piece of the
solution for the problem of achieving eco-literacy amongst students as defined in the
earlier chapters. It was therefore vital to understand the implication of introducing
this website in the design studios. A third year design studio was targeted for
demonstrations of the website and HEED as a “design-check” tool. The third year
teaching faculty was requested to introduce the website amongst a design studio
group. The idea of studio integration was supported by the year coordinator Prof. Ed
Woll and Professor Mark Gangi. With their assistance, a demonstration session was
organized in the spring 2008 semester for the third year design studio group under
Prof. Mark Gangi.
An introduction to the thesis research and intent, followed by a
demonstration of the website and its features, was given to the students. The
developed web pages for the third year virtual studio resource library were
presented. This session was followed by an informal discussion on the 2010
Imperative and sustainability issues. Various topics on designing for environmental
conditions that were covered in the design studio lectures were highlighted.
When asked if they would prefer a web based resource tool providing
sustainable design strategies for design studio projects, all the students gave a
80

positive response. The website was therefore seen as a valuable resource for
sustainable design ideology.
The students were asked to list the various other sources for sustainability
they had consulted for their studio projects. The resources were categorized as
books, websites, energy tools, class readings and other. Books on solar efficiency,
solar energy, building codes and LEED were listed by many. Class readings like
design for sonic and luminous environment were referred by a few others. Websites
like www.inhabitant.com, www.buildingblog.com, www.treehugger.com and many
others were looked up using search engines like www.google.com. Energy tools like
HEED, Climate Consultant 3.0, and Weather Tool were also used for sustainable
design options. Other sources mentioned were studio lectures, magazines, and
teachers.
9.02: Feedback from students
At the end of this demonstration, students were asked to fill out a survey on
the design2sustain as a design check studio tool. The website was ranked on
layout, organization and content. Evaluation of criteria like visual representation,
navigation, layout, content and overall features was requested. (Refer to Figure 9.1)
81

Figure 9.1: Feedback on Website "design2sustain"
The survey showed that the existing website was considered good in most of
the categories. Navigation between the web pages could be improved. Suggestion
given by students on possible content of the website overlapped similar ideas as
discussed in the previous chapter of website content.
Students were also asked to suggest other features that could be added to
this resource tool. Suggestions included adding more links to other websites and
resources, articles from magazines and case studies. In addition to this, a list of
initial steps to be taken while starting any project could be provided. Other ideas
included adding more case studies and sustainability news about current projects.
82

Figure 9.2: Overall Survey Results

All the students seconded the website “design2sustain” as an effective
sustainability database for studio projects aiming towards 2010 Imperative and
carbon neutrality (Refer to Figure 9.2).
Students’ feedback and discussion session helped in determining the
feasibility of introducing the website as a studio resource. Necessary updates and
further web pages will now have to be created to get a better understanding of its
efficiency. An important part of the website is the compilation of various tools for
each studio year. Students’ reactions to introducing these tools in studio classes
have to be understood. The next chapter discusses in detail the energy tools
integration in the design studios in order to determine the future work for developing
the website.
100%
0%
"design2sustain"
effective database for
sustainability
yes no
83

Chapter 10. Feedback and Analysis
In addition to the feedback on the website design and content, it was
imperative to check the students’ willingness to use the energy tools for their design
projects. A set of demonstrations on these energy tools was hence organized for a
group of third year students. A survey was conducted to understand their opinions
on several issues of energy tools and design studio integration. Additionally,
courses like Arch 307 that had included these energy tools in the assignments were
also surveyed for feedback on these tools. Feedback from students on their
preference and suggestions proved essential in determining the validity of
successful addition of the website and the tools in the design studio.
10.01: Working with analytical modeling tools
Earlier in the fall semester of 2007, an assignment on building analysis and
simulation tools were introduced to the students in Arch 307 by Prof. Karen Kensek.
Simple analytical tools like Drawsun, Shading Analyzer, Climate Consultant 3.0,
Weather Tool, HEED, and ECOTECT were included in this assignment (Refer to
Figure: 10.1). The students were mostly second and third year architecture majors.
84

Figure 10.1: Student work in Arch 307 - Assignment on Analytical Modeling (Fa07)
(Image Source: Kelly Wong, USC, School of Architecture)
i) Surveys and Feedback
A student survey was conducted after the completion of this assignment and
feedback from these eight students was analyzed. Students’ limited knowledge and
expertise of the tools was taken into consideration for a fair analysis of the tools on
the basis of these survey results.

Figure 10.2: Overall Rating of Analytical Tools in Arch 307 (Fall 07)
RANKING
0
2
4
6
8
10
12
14
16
18
Drawsun Shadying
Analyzer
Climate
Consultant 3
Weather Tool HEED Ecotect
Analytical Tools
Points
85

Students were asked to rate the tools as per overall performance, such that
higher the rating better the tool. Overall HEED and ECOTECT were ranked higher
than the rest of the tools which were relatively simpler in content (Refer to Figure
10.1). They were also requested to give their opinion on the possible use of these
tools in the various design stages. HEED and ECOTECT were considered most
effective for the design development phase. Drawsun and Shading Analyzer were
preferred in terms of conceptual and schematic design phase (Refer to Table 10.1).

Table 10.1: Survey Results: Energy Tools for Design Phases
Understanding the complexity of each tool for a beginner and student
requirements for tutorials and help with these tools was necessary. Survey showed
that students were willing to receive tutorials in ECOTECT and HEED and Weather
tool (Refer to Figure 10.2).
86

Figure 10.3: Need for Tutorials for Energy Tools
ii) Using HEED in studios and professional electives
An assignment on modeling an energy efficient building in HEED and
reducing the carbon emissions of a design project by 50% was given in Arch 215.
Additionally, a demonstration in HEED was given to a studio design group working
under Prof Ed Woll. This one hour tutorial covered the basics of working with this
tool, introduced the user interface and the various ways to apply energy efficient
strategies for each design. A residential building was modeled in HEED and was
modified using the 7 different schemes. A combination of energy efficient strategies
was applied to each scheme and compared. The help command in HEED and its
useful features were pointed out. Moreover the different tutorials created were also
showed.
10.02: Sustainability initiative and students’ response
The 2010 Imperative was adopted for all design studios starting in fall
semester 2007. After a whole semester of sustainability initiative adaption in studios,
Vote for Tutorials
0
1
2
3
4
5
6
7
8
Drawsun Shadying
Analyzer
Climate
Consultant 3
Weather Tool HEED Ecotect
AnalyticalTools
VOTES
87

students’ response to their design problem and energy efficiency techniques applied
was reviewed. A group of 56 students were requested to fill out a questionnaire on
energy tools and studio integration. The results were analyzed and the yet existing
problems were identified.
i) Awareness of 2010 Imperative
Students were asked if they were aware of the 2010 imperative. The
students’ response showed that only 55% knew of the 2010 Imperative. This is
disturbing to find that even after a semester of adapting the sustainability initiative in
all the studios, almost half of the students in third year are unaware of the 2010
Imperative (Refer to Figure 10.3). However, further inquest on student’s source of
information about the 2010 Imperative is required to complete this analysis.

Figure 10.4: 2010 Imperative Awareness
YES
55%
NO
45%
Do you know 2010 Imperative?

ii) App
Stu
incorporat
40
plication of s
udents were
ed in their d
Figure 10.5:
29
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Num
SUSTAINABLE DESIGN STRATEGIES
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16
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88

89

Of the 56 students who participated in this survey, 44 students mentioned
the strategies they had tried in their design projects. Natural ventilation, being the
easiest to accommodate in the spatial design, was tried by more than half of the
students. However, use of sun shading devices like louvers, and overhangs and
daylighting considerations needs additions of building elements to the external
façade and changes in the form and composition of the building. These passive
design options were hence not used often. Similar features that require
conscientious modifications to the design schemes are not as much used. Very few
students have tried solar energy integration using solar panels or photovoltaic,
which is one of the easy ways to integrate sustainability. Green roofs and site
analysis was also tried by a few.
10.03: Energy tools integration in studios
To understand the feasibility and effectiveness of introducing the energy
tools in design studios, a set of questions were asked to all the 56 students from
third year. These questions were formulated to analyze the students’ knowledge
about the tools, their preference for specific tools and their endeavors in using these
tools for analyzing their designs.
i) Familiarity and individual preference
It is seen that students become more familiar with HEED and Climate
Consultant 3.0 as the year proceeds (Refer to Figure 10.5 and Figure 10.6).
Introducing assignments and demonstrations in HEED may have resulted in
increased level of awareness. However the pattern for other three energy tools
seems a bit random. The percentage of students who have not heard of the tools
increases in the following semester. There may be several reasons for these results.

It is hard to
surveys. M
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91

ii) Energy tools as design-check measure

Figure 10.8: Preference of Energy tool as a studio resource
Reviewing students’ preference for each energy tool as a studio resource, it
is observed that HEED is most preferred among the four tools considered for this
evaluation. 64% of students voted for HEED as an effective studio tool, while 41% of
students voted for ECOTECT and Climate Consultant 3.0 (Refer to Figure
10.7).Overall it was seen that more than 80% of the students were eager on using
the energy tools for the studio design analysis (Refer to Figure 10.8).

iii) Us
Alo
tools it wa
these tools
design pha
(Refer to F
Figure
e of energy
ong with the
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ase. Howeve
Figure 10.9).
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tools during
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.
e 10.10: Use of
not used
59%
Energy tools a
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dent’s know
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ases of clima
how that only
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9
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92
-
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93

These graphical representations of the information explain students
feedback for each individual question put forth. With a lot of areas to improve
integration of these tools in design studios, it is imperative to consider each student
as an individual case and make a comparative analysis for all his/her response to all
questions raised. A Venn diagram was hence plotted for each tool to classify each
case on the basis of student’s knowledge, preference and usage of the tool.

Figure 10.11: HEED - Student Survey Analysis
Analyzing the students’ response on their knowledge and preference of
HEED, it is seen that only 7 students (13%) who know and prefer HEED have gone
ahead and used it in their design projects. This is only one fifth of the students who
prefer the tool. Out of the 56 who participated almost half (48%) of the students
know the tool and prefer the tool but still have not used the tool. (Refer to Figure
10.10). It is necessary to note that although more than 90% of the students know
HEED, only 12 have actually used it in the studios projects. The use of tool may be
limited because of the nature of project as well. For a fair evaluation, a similar
survey has to be conducted for students working on a residential design problem.
94

ECOTECT and Weather Tool survey results are also concerning. These
tools are not known to more than one third of the students (Refer to Figure 10.11).
Moreover, one third of the students who participated in the survey knew the tool and
preferred its use for studio projects but had still not used it in the project work. The
most common reason listed by students for this question was lack of time and
student’s limited knowledge of the tool.

Figure 10.12: ECOTECT - Student Survey Analysis

Figure 10.13: Weather tool - Student Survey Analysis
Weather Tool has yet to be introduced in the studios. At present only Arch
307 had incorporated this tool in one assignment. Students preferring and using the
95

tools are therefore very few (Refer to Figure 10.12). More exercises and
demonstrations are needed for Weather Tool.

Figure 10.14: Climate Consultant 3.0 - Student Survey Analysis
Climate Consultant 3.0 was briefly demonstrated in Prof Ed Woll’s design
studio group along with HEED. Arch 307 also covered Climate consultant 3.0. This
tool does not require extensive information from the user. The tool just presents
annual climatic data for any particular location in form of graphs. As the studio
design problems usually have Los Angeles as the location students don’t even need
to access the external weather data files. This expedites the working with the tool. It
is therefore seen that 90% of students know the tool and 27% of the students had
actually used it for climate analysis (Refer to Figure 10.13). Even then 21% of
students who knew the tool and preferred the tool have not used it for preliminary
analysis. This needs immediate attention as such tools are easy, fast and good
source of basing the design concepts on. The use of such tools should hence be
encouraged by the teaching faculty.
96

Awareness of the 2010 Imperative amongst students is crucial in order to
progress towards the sustainable initiative taken in all studios. More efforts are
needed for a successful implementation of energy and building analysis tools into
design processes. A persuasive implementation strategy from the entire teaching
faculty and an active participation from all the students are vital for achieving the
target.
97

Chapter 11. Conclusion and Future Work
This chapter summarizes the research methodology and concludes the
study on the basis of the various observations made throughout the process. Future
work required is indicated and other possible areas of research in this field are
suggested.
11.01: Summary
This thesis aimed at providing solution for the successful implementation of
the 2010 Imperative in the undergraduate level design studios. A review of earlier
work in architecture and energy education provided basis for the analysis. Passive
design techniques and energy efficiency was sought as an important addition to the
design philosophy. Workbooks and manuals were written for design studio
implementation. However the recent trend of computer aided design required
supporting resource tools for comprehensive sustainable design solutions.
Analytical energy tools were hence expected to form the basis for supporting
design studio projects. Various surveys were conducted to understand the current
level of expertise within these tools and their use in design process. With a small
percentage of students used to these resources resulted in the proposal of a web-
suite which would provide students necessary information for using these tools.
The web suite was developed for the third year studio year as a prototype. It
was demonstrated to a group of third year students and their feedback was
considered for outlining further updates and additions to the web-tool. Similarly
HEED demonstration was given to students. A second set of surveys determined
the level of progress in the use of these tools for design analysis.
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11.02: Conclusion
Students and professors all agree that design2sustain is a good resource;
however, this research shows that an individual student’s decision of using to use
the tool is not enough. Simple demonstrations and various discussions did increase
the awareness of the energy tools but still, the tools were not used in the midterm
presentations in spring 2008 by any undergraduate students.
Initiative to integrate these handy energy tools in design studios is required
from all the instructors. The use of this web tool has to be monitored more
rigorously. Making use of these tools can be added as a requirement in the design
solution. This can help increase the use of the tool and its popularity and familiarity
amongst students. Studio instructors may provide several ways to use the tool in the
most effective ways. The exercises on design2sustain web pages for each studio
year are being designed for the same purpose. Simple in-class assignments can
deal with energy modeling of the design studio projects. Professors usually have a
tendency to consider the workmanship of physical models as a part of reviewing the
designs. Modeling the building’s design in these energy tools should now be given
equal importance. Additionally students need to be encouraged to use of the data
and the analysis charts provided by all these tools in the presentation panels for
design reviews.
If the instructors require the students to make use of these methods, the
tools can be explained furthermore. This may increase the probability of studio
integration of these tools in design studios. The website design2sustain is proposed
to supplement the information needed for such initiatives for sustainable ideas
99

implementation in studio projects. Significant use of this website now remains to be
seen in each design studio.
11.03: Future work
To achieve the desired level of ecological literacy within the school,
initiatives have to be taken at various levels. The teaching faculty needs to lead the
students into thinking with a sustainable attitude. Students have to be encouraged in
using the various energy tools for design analysis. Initial demonstrations, tutorials
and simple exercises are important for developing interest amongst students.
“design2sustain” is currently being developed to support this notion. Further
implementation of this website however needs many updates and much more work
in the area.
i) Website development and integration
All web pages for remaining studios will have to be developed without delay
and updated with all the necessary information. The website will now have to be
launched in each design studio and will have to be integrated with the studio class
work and design solutions. Areas of further research for studio integration of the tool
include developing more exercises that incorporate the website and the energy
tools. A survey may be conducted to understand teaching faculties’ familiarity with
the software tools. They have to be updated with the working of energy tools.
Tutorials on ways to use these tools in the most efficient ways will have to be
created for the teaching faculty as well.
To establish the website as a favorable resource for student users, the visual
representation also has to be enhanced. Content rich Flash animations and graphic
illustrations will help in explaining otherwise dry technical concepts. Students and
100

researchers in the building science department have often produced various tools
and web tools to explain simple concepts of building and its behavior. It is
imperative that these projects are cascaded down in the undergraduate programs.
Adding blog or wiki features would enable interactivity with the website and allow
students to post their comments and suggestions for various sustainability design
innovations. Similarly teaching faculty can upload samples of existing projects for
the specific studio design problems. Exemplary student work can be published on
the website as well. The web page should be set up as an open system where
students can add on to the information already present while their instructors edit
that information like a Wikipedia. This would support the notion of the “knowledge
we have.”
ii) Other measures for ecological literacy
Various ideas were discussed with the teaching faculty regarding possible
steps towards ecological literacy goal amongst students. A suggestion from Prof
Mark Gangi was to establish a LEED rating system for studio design projects. This
web tool would help students check the rating for their designs for LEED
requirements.
Another notion was to develop a carbon calculator for design projects on the
basis of construction methods and material systems. Using this one can determine
the appropriate use of materials in a building system. Details on the location of the
material manufacturer, transportation requirements and similar other factors would
also be considered for calculating the carbon emissions. This would give a matrix in
the design education regarding the designs contribution towards embodied energy
and carbon emissions as CO2/sq-ft. HEED and eQUEST and similar other software
101

does provide a range of materials to choose from. But these tools also consider
annual usage of appliances and occupancy schedules for such calculations. The
suggested carbon calculator can derive the impact on carbon emissions at pre-
occupancy stage. The reduction in this value remains solely in the hands of the
developer and architect. Understanding the importance of local materials,
construction types, design details, transportation and such criteria may also prove
helpful at the start of design detailing and design development stage.
This research aimed to provide just another step towards building up an
ecologically sustainable design philosophy and its application in design education
and beyond.
102

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Williams, Daniel. In The Impact of Design Practices on climate Variability: How Can
Design Education Help Mitigate Climate Change?, by Casey Coates Danson,
Carolyn Ward and Jean Gardener, edited by et al. The Earth Group, 46. Washington
D.C.: Global Possibilities and The Earth Group, 1999.

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AIA/ACSA Teacher's Seminar Pedagogical Catalog." Journal Of Architectural
Education (1947-1974) 28 No. 1/2, no. Part 2 (1974): 113-114.

Appendix
GETTING

Energy De
Design wit

HEED run
later.

Note: All th
software to

Also refer:
document
x A: HEED
G STARTED
esign Tools G
th the suppo
s on all vers
he images p
ool.
: HEED – W
and an anim
D Worked E
D - Model a
Figure A
HEED – Ho
Group at the
ort of the Sou
sions of Wind
provided in th
orked exam
mated Micro
Example –
simple hous
A. 1: Startup sc
ome Energy
Developed
e UCLA Dep
uthern Califo
Compatibi
dows from 9
his worked e
ple -2 (avail
soft PowerP
1 (Crea
se in HEED
creen in HEED
Efficient De
d by:
partment of A
ornia Utilities
ility:
95 to XP, and
example are
able on “des
Point present
ted by the
D
esign
Architecture
s Commissio
d also on Ma
screenshots
sign2sustain
tation.)
10
author)
and Urban
on
ac OS 10.2
s of HEED t
n” as a printa
06

or
he
able
107

Appendix A: Continued
STARTUP MODE:
Choose the option to start over from scratch and create a new project.
1. Give name “My Home” (for this tutorial)

Figure A. 2: HEED - Startup Mode
Notes: __________________________________________________________
________________________________________________________________
_________________________________________________________________
_________________________________________________________________
____________________________________________________________

108

Appendix A: Continued
Modeling a simple home in heed

INITIAL DESIGN:
Create a brand new home
Type of Home: Single family house
No. of stories: 2
Area: 2000 sq.ft
Zip code or location: 90007 – Los Angeles (or select a climate zone)
Name of the Project: My Home
Click Next
Using these six facts HEED creates first two versions of your new home.

DESIGN OPTIONS
Choose the no attached garage or it is a car-port option.
Click Ok

Figure A. 3: HEED - Initial Design

Appendix
The progra
the year.

Notes: ___
_________
_________
ENERGY C
The
- M
energy code
- M
Exa
This mean
CREATING
Clic
Co
Na
ENERGY E
HEED adv
In this cas

x A: Contin
am will now
__________
__________
__________
Figure
COSTS
e energy cost
Meets Californi
e)
More energy ef
act amount of
ns that the S
G 3RD SCHEM
ck on library ic
py Scheme 2
me scheme 3
FFICIENT DE
vises 10 ene
e for a build
ued
run the calc
___________
__________
__________
e A. 4: HEED -
s for two sche
ia energy cod
fficient: (Apply
f each bar disp
Scheme 2 sa
ME
con
3: “New design
ESIGN
ergy efficient
ing in Los A
culations for
__________
___________
___________
Energy Costs
emes are disp
e: (basic desi
ying some ene
played when
ves 15% co
n”
t strategies u
Angeles clima
the first two
__________
__________
__________
s for the first tw
played:
ign fulfilling re
ergy efficient
cursor rolls ov
sts as comp
useful for the
ate zone 8
schemes fo
___________
__________
__________

wo schemes
equirements o
strategies)
ver on that ba
pared to sche
e climate zon
10
or every hou
__________
___________
___________
f the building
ar.
eme 1.
ne selected.
09
r of
___
___
___

Appendix
FLOOR PL
Clic
Bui
Pav
Ne
Era
Tab
Bui
fair compar
Clic
x A: Continu
Figure
LANNER
ck following ta
ilding- your ho
ving- external
ighbor- adjace
ase- to delete
bs “up” or “dow
ild the new flo
ison with initia
ck Next
ued
e A. 5: HEED -
Figure A. 6
abs to build
ome
hardscape
ent building m
any of the ab
wn” to toggle
oor plan on tw
al design).
Energy Efficie
6: HEED - Floo
mass (Affects t
bove built form
between floo
wo levels. (Kee
ent Design an
or Planner Scre
the energy tra
ms.
rs
ep total area o

nd Strategies
een
ansfer for your
of the home as
11

r building)
s 2000sq.ft fo
10
or

Appendix
ORIENTAT
Dra
For
Clic
WINDOWS
Dra
Add
Typ
change the
Clic

x A: Contin
ION
ag the arrow t
r this tutorial,
ck next
, DOOR AND
ag the window
d ore door an
pe exact dime
window sizes
ck next.
ued
o a desirable
rotate the buil
Figure A.
SUNSHADE
w rectangles to
d window type
ensions of eac
s as desired.

direction.
lding front 25
7: HEED - Ori

DESIGN
o resize.
es in the drop
ch window/doo
degrees east
entation Scree
p down menu.
or or drag the
t of South.
en

e blue window
11

w shapes to
11

Appendix
WINDOW L
Rot
Dra
Clic
or drag it ou
particular si
To
Clic
x A: Contin
Figur
LAYOUT
tate the site b
ag windows fr
ck and drag to
ut of site to de
ide of the site
rotate dynam
ck recalculate
ued
re A. 8: HEED
by 90˚ in clock
rom the curb s
o add more w
elete. (Only ac
.)
mically, click an
e.
Figure A. 9:
- Window, Do
kwise direction
side to the wa
indow/doors t
ctive doors an
nd drag the bu
HEED - Windo
or and Sunsh
n.
lls and arrang
to site. Double
d windows (d
uilding.
ow Layout Sc
ade Design
ge as desired.
e click on any
ark blue) can
creen
11

.
existing wind
be added to

12
dow
any

Appendix
Facts:
The positio
Calculatio
window/do
considered
ENERGY C
HE
The
energy cost
How to re
The schem
conditione
Passive te
can proba

Notes: __
_________

The next w
applied to
efficient sc
x A: Contin
on of window
ns are based
oor opening.
d for all calc
Figure A. 1
COSTS- SCHE
EED now comp
ese bar graph
ts.
ead this gra
me 3 incurs m
er energy cos
echniques lik
bly help cut
___________
__________
worked exam
this design
cheme)
ued
ws and door
d on total su
Sunshades
ulations.
10: HEED - En
EME 3
pares intial tw
hs delineate th
ph..!!
more yearly
sts.
ke solar heat
down on the
__________
__________
mple explain
to reduce th
rs on the faç
urface area o
s, overhangs
ergy Costs co
wo schemes w
he categories
energy cost
t gains in wi
ese added c
__________
___________
s the basic e
he energy co
ade do not a
of walls and
s and orienta
omparisons fo
with scheme 3
which cause
ts, primarily
nter and bet
costs.
___________
__________
energy effici
osts than sch
affect any ca
total area co
ation of wind
or three schem
: “New design
relative increa
by furnace f
tter ventilatio
__________
__________
ient strategie
heme 2 (mor
11
alculations.
overed with
dows are

mes
n”
ase / decreas
fuel and air
on in summe
_________
_________
es that can b
re energy
13
e in
er,
be

Appendix

Energy De
Design wit

HEED run
later.

Note: All th
software to

Also refer:
document

x B: HEED
esign Tools G
th the suppo
s on all vers
he images p
ool.
: HEED – W
and an anim
D Worked E
Figure B
HEED – Ho
Group at the
ort of the Sou
sions of Wind
provided in th
orked exam
mated Micro

Example –
B. 1: Startup sc
ome Energy
Developed
e UCLA Dep
uthern Califo
Compatibi
dows, from 9
his worked e
ple -1 (avail
soft PowerP
2 (created
creen in HEED
Efficient De
d by:
partment of A
ornia Utilities
ility:
95 to XP, an
example are
able on “des
Point present
d by the au
D
esign
Architecture
s Commissio
nd also on M
screenshots
sign2sustain
tation.)
11
uthor)
and Urban
on
Mac OS 10.2
s of HEED t
n” as a printa
14

or
he
able

Appendix
Figure B. 2
Refer the i
design mo
Figure B. 3

x B: Contin
HEED - Energ
th
initial design
odifications.
3: Ten Energy
ued
gy Efficient De
e annual year
n strategies o
Efficient (EE)

esign Screen
r and ten Strat
outlined for t
Strategies su
– Required He
tegies are poin
the selected
uggested in HE
eating and Co
nted out
d climate zon
EED for specif
11

ooling through
ne for further

fied climate zo
15
hout
r
one

Appendix
Fig
GLASS TY
Cho
Clic
Figure B.
Changing
costs.
x B: Contin
gure B. 4: HEE
YPE
oose a Clear
ck recalculate
5: HEED - Ene
even a simp
ued
ED - Glass Typ
Double Pane
e.
ergy Costs Re
ple window t
pe Selection u
l Low-E squa
eduction in sc
type does am
under Basic E
red in wood o
heme three be
mount to a s
EStrategy opt
or vinyl Operab

ecause of sele
ignificant dro
11
tions list
ble window.
ected glass ty
op in energy
16

pe
y

Appendix

We shall n
strategies
combinat
Clic
Inp
the
Clic
Clic
Clic
sele
For
Sel
Clic

x B: Contin
now make a
s, so as to c
ion.
ck on Library t
put the name o
e strategies se
ck ok.
Figu
ck Basic Tab.
cking any tab
ect the materi
r scheme 4, c
lect white (coo
ck Next.
ued
a copy of sc
compare an
tab.
of scheme 4 a
elected.)
ure B. 6: HEED
listed in this t
ials and const
lick Roof.
ol roof) tiles w

cheme 3 an
nd determin
as modify-1. (W
D - Creating Sc
toolbar opens
truction types
with fan ventila
d apply var
e most app
We can later r
cheme 4 from
the respectiv
.
ated attic, Slop
rious energ
propriate de
rename this s

Scheme 3
ve window, wh
ped roof.
11
y efficient
esign
scheme as per
here one can
17
r

Appendix
Figure B. 7:
Figure B. 8:
Sel
Sel
required n t
x B: Contin
HEED - Roof
HEED - Insul
lect level of in
lect ventilation
title 24 Packag
ued
type selection
ation Selectio
nsulation.
n and weathe
ge D, inspecte

n Screen unde
on Screen und
r stripping. (F
ed and blowe
er Basic EE st
der Basic EE S
or scheme 4 a
r tested.)
trategy option
Strategies opti
add sealed du
11

n list

ion list
ucts (4.4 SLA
18
)
119

Appendix B: Continued

Figure B. 9: HEED - Ventilation and Infiltration Selection under Basic EE strategies option list

Figure B. 10: HEED - Operable Shading Selection screen under Basic EE strategies option list
Select Operable shading option which retracts in winter and any hour in summer when
indoor temperature is below comfort low.

Appendix

Cha
more than s
scheme-
F
Now
Des
Co
Re
and cooling
Sel

Rec

x B: Contin
anging a few
scheme-3 (sch
Figure B. 11: H
w, Rename sc
sign more sch
py scheme-3
peat the same
g.
lect feasible c
calculate to se
ued
options in bas
heme-3 costs
HEED - Energy
cheme-4 as “
hemers and c
to scheme-5,
e procedure to
choices based
ee which strat

sic strategies,
s 78% of sche
y Costs comp
Roof-insultn-v
ompare:
and rename
o change 3 ot
d on the sugge
tegies produc
, the energy c
me-1 wherea
parison for the
venti-shade”.
it as modify-2
ther strategies
estions given
ce better with
costs are now
as scheme 4 c
e forst four sc
2
s, namely wal
by HEED.
respect to sch
12
reduced 5%
costs only 73%

hemes
lls, floors, hea
heme-3
20
% of
ating
121

Appendix B: Continued

Facts:
The help icon describes how to interpret the current screen. It explains any terms used
in each energy efficient strategy options window and also suggests the best choices for a
particular climate.

Terms like SLA, U factor, R value, components of wall like stucco, plaster board,
insulation Terms like SLA operable shading, are explained in the help option provided in the
tool.

The “ADVICE” icon will provide more general information as well as more in-depth
information and links to appropriate internet sites.

The TUTORIAL at the beginning of HEED shows beginning users how to read the
Energy Cost bar charts, and points out that the objective is to make design changes using the
Basic Design menu and then copy that scheme and try another improvement.

For a DEMO of all of HEED's screens, simply click the next icon (at any point you can
begin making design changes).

To print out a 6-page USERS MANUAL that walks you through all the basic screens
and a few of the advanced ones go to the link on the web site.

The FAQ file on the web page answers questions that users have asked.
If all else fails, email your question to our hotline:
Energy.Design.Tools@ucla.edu”
34


34. Energy Design Tools Group at the UCLA Department of Architecture and Urban
Design, description as mentioned in the user manual provided in HEED software tool.
122

Appendix C: The proposed website “design2sustain”
www-scf.usc.edu/~srmarath/design2sustain/homepage.html
Figure C. 1: “design2sustain” – Homepage (as of 31st March 2008)

123

Figure C. 2: “design2sustain” - First Year Glossary (as of 31st March 2008)

124

Figure C. 2: Continued

125

Figure C.2: Continued

126

Figure C.2: Continued

127

Figure C. 3: “design2sustain” – Third Year Case Studies (as of 31st March 2008)

128

Figure C. 3: Continued

129

Figure C. 3: Continued

130

Figure C. 3: Continued

131

Figure C. 4: “design2sustain” – Third Year Tools (as of 31st March 2008))

132

Figure C. 4: Continued

133

Figure C. 4: Continued

134

Figure C. 4: Continued

135

Figure C. 5: “design2sustain” – Third Year Exercises (as of 31st March 2008)

136

Figure C. 5: Continued

137

Figure C. 5: Continued

138

Figure C. 5: Continued

139

Figure C. 5: Continued

140

Figure C. 5: Continued

141

Figure C. 5: Continued

142

Figure C. 5: Continued

143

Figure C. 5: Continued

Abstract (if available)

Abstract Committed to the 2010 Imperative, the University of Southern California (USC), School of Architecture, now aims at a carbon neutral environment and eco-literacy in all its courses. Every design studio is now mandated to work towards sustainable design philosophy. The 2010 imperative goals challenge the existing curriculum structure and teaching methods. It demands accommodation for updated and newer design philosophies and processes. This study analyzes and outlines possible insertions in the current curriculum for attaining the sustainability target.

Linked assets

University of Southern California Dissertations and Theses

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Asset Metadata

Creator Marathe, Shraddha R. (author)

Core Title Design2sustain- a web based resource suite for sustainability designed for undergraduate architecture programs

School School of Architecture

Degree Master of Building Science

Degree Program Building Science

Publication Date 04/29/2008

Defense Date 03/28/2008

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag 2010 imperative,architecture curriculum,architecture education,energy tools,OAI-PMH Harvest,sustainability,web tool

Language English

Advisor Schiler, Marc E. (committee chair), Kensek, Karen (committee member), Milne, Murray (committee member)

Creator Email srmarath@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-m1203

Unique identifier UC1423179

Identifier etd-Marathe-20080429 (filename),usctheses-m40 (legacy collection record id),usctheses-c127-61762 (legacy record id),usctheses-m1203 (legacy record id)

Legacy Identifier etd-Marathe-20080429.pdf

Dmrecord 61762

Document Type Thesis

Rights Marathe, Shraddha R.

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Repository Name Libraries, University of Southern California

Repository Location Los Angeles, California

Repository Email cisadmin@lib.usc.edu