URBAN AND ENVIRONMENTAL APPLIED PHYSICS
Knowledge and understanding:
At the conclusion of the teaching program, the student will have acquired knowledge on the design of buildings capable of reducing energy consumption, and of ensuring adequate comfort to occupants with regard to hygrothermal, acoustic and lighting conditions.
Applying knowledge and understanding:
The student will be able to identify and dimension design solutions that can achieve the above purposes, both regarding the building envelope and the technological equipment.
At the conclusion of the learning process the student will acquire tools to comparatively evaluate the validity of the standard solutions proposed by industry both with reference to the constituent components of the building envelope and to technological system solutions.
The "workshop" assessment procedure scheduled for the course will determine the need for students to develop appropriate skills to work in teams and also to master intercommunication collaborative tools employing software platforms, creating a Powerpoint presentation of their project.
The students will learn the technical language and the formalism required for further deepening their knowledge on advanced textbooks and speciality literature.
For following this course it is mandatory to have acquired the basic notions on Applied Physics planned inside the three years degree.
The course aims to provide students with the necessary applicative elements of Evironmental Applied Physics related to environmental issues, in all its meanings. The concepts learned in the previous Applied Physics course are employed for the solution of problems related to energy management, hygrometric, acoustics, lighting and environmental impact. This affects the activity of architects responsible for the design of residential or office buildings in urban areas, as well as theatres, railways stations and airports, school buildings, hospitals, churches, etc..
In particular, the course analyzes the problems related to the building envelope (thermal and acoustic insulation, lighting in daylight) and facilities aimed at integrating these functions (heating system, cooling system, sound system, artificial lighting system).
The course has an applicative cut, with systematic exercises on problems and examples, even in numerical form, or with the aid of graphics, tables, nomograms.
Students are required to produce a written project, regarding a building located in an high-density urban area: they will produce all the technical documents required by current Italian laws, including the APE (Energetic Performance Assessment), classification of the acoustical performances, report on the lighting standards.
Recalls on energy balances and heat exchange
Heat flow through a multilayer wall
Vapour transport through a multilayer wall (Glaser)
Air temperature and radiant temperature indoor
Estimated energy requirements for heating and cooling
Energy Certification of buildings
Fundamentals of applied acoustics and human perception of sound
Basic quantities of building acoustics
The passive acoustic requirements of buildings, laws and technical standards
The Acoustical Certification of buildings
Basic quantities of lighting
Principles of visual comfort in natural light
Design of building envelopes meeting the thermal, acoustic and lighting requirements
Brief overview of the heating and air conditioning systems and volumes they need to be allocated in architectural design.
The problem of noise produced by equipment and devices.
Artificial lighting, to be installed indoors and outdoors.
Light pollution, road and outdoor lighting with small impact on starred sky.
Y. Cengel - Termodinamica E Trasmissione Del Calore 4° Ed.
P. Ricciardi - Elementi Di Acustica E Illuminotecnica
McGraw Hill Editore
ISBN dei due volumi legati 978883866860-9.
However, for most students, the support material made available on the Internet by the teacher should be fully enough (Powerpoint slides, handouts, short videos)
The "theory" of the lessons is administered by computer tools, avoiding traditional "lectures" in the classroom. The teacher posts on the website a variety of media (slides, handouts, videos of lectures), indicating to the students to which of them they should access before each interactive session in the classroom.
During these sessions, the classroom activities will be of "workshop" type, with problem solving and execution of project sizing, partly carried out by the teacher as an "example", and then replicated by the students.
This type of activity also includes systematic verification of the progress gradually achieved, resulting in building an individual assessment profile for each student, and therefore with the possibility of establishing aids and supports for those who are falling behind. During lessons, theoretical explanations and practical applications are mixed. These include practical experiences employing measuring instruments of the various physical quantities.
Participation to at least 70% of these in-class sessions is mandatory for being admitted to the final exam, hence a presence registry must be signed at the beginning and end of each lesson.
If the normal activity in classroom will be impeded by the COVID-19, frontal lessons will ne replaced with pre-recorded and freely downloadable video recordings, while workshops and intermediate tests will be performed by means of interactive meetings on MS Teams.
In no case a "blended" didactic approach will be employed, with some students in the classroom, and synchronous streaming of the lesson. This approach is not effective and technically bad.
So there are just two possible cases: normal lessons in presence in the classroom for all students (preferable), or instead all at home with remote learning.
The evaluation consists of two distinct phases:
1) the construction of a personalized learning profile, based on classroom activity in and/or through remote procedures at home (for working students, or for everyone in case normal in-class activity is impeded by the Coronavirus emergency), based principally on the evaluation of the document describing the project done.
2) A traditional oral examination, focused on the theoretical content provided in the first part of the course