This unit aims to explore the scientific concepts of architectural science (including heat, light and sound) from which foundational principles and methods applicable to buildings are developed. It is divided into different topics, including climate, thermal environment, lighting, and acoustics. Students will gain an understanding of the terminology, physical values and metrics in each of these topics, and how they apply to the design and function of buildings. Theoretical models to predict key physical values in buildings are presented and used in assessments. Learning is supported by hands-on measurement exercises. This unit has a focused pedagogy intended for all graduate students in Architectural Science. It is a common core unit for all of the programs (Audio and Acoustics, High Performance Buildings, Illumination Design and Sustainable Design). Students within these programs should undertake this unit in their first semester of study if possible.

In lighting design, the primary function of light is to facilitate visual perception of the illuminated scene. User-centred lighting design requires a thorough understanding of the biological link between light and vision. In this unit, students learn the fundamentals of the human visual system and the physical properties of light that impact perception. Specific topics include an overview of visual anatomy, the behaviour of the photoreceptors, and post-receptoral processing that leads to colour perception. The spectral, spatial, and temporal characteristics of visual processing are also covered. Important visual phenomena, such as chromatic adaptation and contrast sensitivity, are discussed. The link between fundamental knowledge of the human visual system and the practical application of lighting design is emphasised.

Measurements of light based only on physical properties are of limited use to the lighting designer. Instead, the tools to measure and communicate the characteristics of light sources and illumination consider the impact of the physical attributes of light on the human visual system. This unit covers the photometric measures related to the quantity of light and illumination and the colorimetric systems used to characterise the colour of lights and objects. The calculation methods underlying these measures are included, with an emphasis on useful simulation techniques. The derivations, meanings, proper applications, and limitations of these measurements systems are discussed. An overview of physical instruments for photometric and colorimetric measurements is included. Students learn to apply knowledge of photometry and colorimetry to evaluate lighting products.

This unit covers the technologies employed in generating, distributing, and controlling light in illuminated environments. Students learn the advantages and disadvantages of different hardware options for various lighting applications. A brief history of lighting technologies and the physical processes involved with electrically generating light are included in this unit. Practical characteristics of currently popular lamp types, as well as emerging lighting technologies, are presented. The effects of integral luminaires and other light fittings on the resulting illumination are covered, as are the electrical requirements of different lighting technologies. This unit also includes calculation techniques for predicting the illumination in spaces from lighting products. The selection, operation, and implications of lighting control options are discussed. The underlying principles and practical consequences of the different characteristics of various lighting technologies are emphasised to enable students to independently evaluate future innovations in lighting technologies.

Modern lighting design practice requires the use of computer software to create design plans that can be easily modified, shared, and presented to clients. In this unit, students learn the basic operation of popular lighting design software packages, with particular emphasis on AGi32. This unit discusses the advantages and limitations of different calculation models used within lighting software. The fundamentals of rendering, importing and exporting data, selecting calculation modes, interpreting outputs, and complying with lighting design standards are included. Students gain hands-on experience modelling the effects of different lighting technologies within various architectural spaces. The use of lighting design software as a tool in the design process, rather than a replacement for it, is emphasised.

Humans' thermal, visual, auditory and olfactory senses determine the perceived quality of a built environment. This unit analyses the built environments in context of these human factors. This unit relates human experience of buildings to the main dimensions of Indoor Environmental Quality (IEQ): thermal, acoustic, lighting and indoor pollution (also known as IAQ). This understanding of human comfort perceptions is contextualised by an understanding of the various approaches to the evaluation of built environmental performance. You will study indoor environment theories and predictive models, post-occupancy evaluation (POE) tools and workplace productivity metrics. Regulations from Australia and abroad will be explored to understand their impact on acoustics, thermal comfort, lighting, indoor air quality and ventilation. The unit also pays attention to IEQ criteria within sustainability rating tools since those protocols drive practitioners’ interest in and engagement with IEQ issues. This unit gives students extensive hands-on experience in laboratory- and/or field-based methods of IEQ research, assessment, and diagnostics. A recurring theme will be instrumental measurements of indoor environments, and how they can be analysed in relation to perceptual and behavioural data collected from occupants of those environments.

Lighting to a high aesthetic standard under pre-determined constraints requires an understanding of visual perception, quality of light, form and modelling, human sensitivity to a wide range of lighting environments, and a balanced approach involving critical reasoning and subjective analysis. This unit will be valuable for those interested in the lighting of architectural forms, objects and environments that demand a high level of aesthetic sensitivity. It will not only draw on learning outcomes from other illumination design units, but also be open to related disciplines with the aim of extending acquired skills beyond the confines of traditional lighting practices. Students will gain a broadened ability to interpret and respond to a wide range of illumination applications.

This studio-based unit introduces students to the practical process of professional lighting design. Led by an experienced lighting designer, the content centres on a real lighting design problem. Students complete a group project, representative of the collaborative design in practice, which culminates in a client presentation. This unit covers the interpretation of design briefs, the process of conducting a site visit, the identification of lighting design problems, and the proposal of lighting solutions. The process of preparing and revising lighting plans is discussed. Techniques for successful presentations of the final plan to clients are also included.

The aims of the internship are to provide a direct link between the academic core of the course and the disciplines and methods of practice; to enable candidates to experience aspects of practice and provide the opportunity for them to work in areas of the field outside their specific expertise; to enable candidates to observe, analyse and comment on the interaction between theoretical and practical issues of their Program as it is practiced, and to establish connections between practice and the development of relevant research programs. The internship is intended to provide the opportunity for students to work in various situations in their Program's area. A secondary intention is that students use the opportunities of placement to broaden their own experience beyond the limitations of their chosen discipline. Candidates must find a suitable professional placement. Permission to enrol is given after the proposed placement has been approved by the Program Director. The host organisation will nominate a supervisor for the student for the internship. The student must complete at least 120 hours of full or part-time experience, supervised by a practicing designer (or other professional depending upon the field). A log-book of each day's work, signed by the supervisor must be submitted on completion. A 2000-word report on the benefits of the internship must also be produced. At the end of the internship the student will: demonstrate that they have completed a program of work (through a log-book); present a report; analyse their experiences and compare these to the theoretical content of the units they have completed, and suggest appropriate research directions so as to improve the complementarity of theory to practice.

Daylight can be used in buildings to reduce the energy spent on electric lighting and create aesthetically appealing interiors. Design decisions that affect the success of daylighting in a building span every phase of the design process, from site selection to the application of interior finishes. This unit discusses the role of daylight in indoor illuminated environments. Calculations to predict the quantity and distribution of daylight in spaces and predict the effects of shading devices are covered. Students learn about the local and global variables that influence daylight availability, recognize the challenges and opportunities with daylight in interior spaces, and the appropriate use of daylighting technologies. Modelling tools (Radiance based) will be used in order to assess the efficacy of selected daylight strategies.

Many buildings claim to be sustainable, but what are the design principles that allow them to achieve this? This unit aims to develop a critical understanding in students of building design principles that reduce the impact of the built environment on energy and other resource flows. Students will gain an overview of technical strategies that reduce the environmental impact of buildings and develop an awareness of the benchmarks and metrics used to judge the implementation of environmental design principles. The unit pays particular attention to design principles that relate to the environmental performance of the building fabric and the thermal systems of buildings.

Assessing building performance and integrating environmental building systems and construction forms the core of sustainable building design practice. This advanced unit explores the methods, workflows and regulatory frameworks to design best-practice sustainable buildings. It develops your ability to work as a sustainable building consultant. You will learn how to evaluate and critique the environmental performance of real-world projects and set targets and apply strategies to improve designs. The unit also reviews working methods for integrated design and will develop your ability to communicate environmental performance to other design team members.

Project Management is specific form of establishing, programming, and coordinating an activity having a specific start point and end point. This body of knowledge - as for example in the Project Management Book of Knowledge (PMBOK) - needs to be understood in general terms. Initially project managers must identify and define the services that are needed, (scope) and that their employers are willing to endorse. The activities requiring to be carried out need to be sorted and sequenced; the materials, labour and plant required need to be estimated and procured. Projects involve the management of information, and communications. This unit will develop the student's ability to ascertain and document the scope of a project, schedule a programme, and understand the difficulties in directing it. This unit approaches the profession of Project Management as a cooperative undertaking rather than adversarial: it promotes the adoption of soft-skills rather than that of forceful command and supervision.

Investors associated with the property industry require at the outset Return On Investment (ROI) evaluations before committing capital. This unit of study examines the economic principles as they apply to buildings, from capital growth and life cycle management perspectives. The focus is on economic and financial practices required for high performing building assets, contract procurement strategies, cash flow analysis, return on investment for retro-fitting, and economic appraisals of existing or new building assets. This unit will develop an understanding of carbon accounting in relation to building management and its importance to sustainable built asset portfolios. The unit, taught by case studies, will equip students with an understanding of economic principles and professional tools necessary for the procurement and management of real estate property, facilities and buildings at optimum economic and environmental performance.

Objectives of this unit are to give students an understanding of energy consumption issues in buildings against the backdrop of escalating energy and carbon emission reduction targets for the built environment. In order to meet these targets, new design and operational management techniques are needed, including energy auditing, retrofitting and energy efficiency optimisation techniques. This unit is primarily concerned with energy management in buildings and Code compliance in Australia. Various methods of assessing energy performance will be explored, with emphasis on energy simulation. Students will be given an opportunity to understand Australian standards and building energy rating schemes, and how to apply them to the design and operation of buildings.

This unit will introduce students to the theory and practice of building information management and modelling. The unit starts with building management, which brings knowledge and skill on how to operate buildings to optimise performance. It also introduces Building Information Modelling (BIM), which is a digital representation of physical and functional characteristics of a facility. Building information models are shared knowledge resources about a facility, forming a reliable basis for decisions during its life-cycle from earliest conception to demolition. The unit explores the wider use of building information models not only in design but also in construction management, facility management, post construction evaluation, and retrofitting. By bringing together the building management and the information modelling, the unit responds to emergent requirements within the building sector for new tools and practices to offset the growing complexity in the design and construction of high performance buildings.

This unit explores advanced building facades and their role in reducing environmental impacts while simultaneously enhancing indoor environment quality for building occupants. Advanced facades are those that are designed, analysed, procured and operated as a system. Optimisation of the often conflicting performance criteria of cooling load, lighting and daylighting, sound isolation, occupant comfort, costs and aesthetics requires an integrated approach from the whole team including architects, project managers, suppliers and engineers, from the earliest stages of the advanced facade design process. Specific topics to be covered in this unit include the integrated design approach to facades, the fundamental building physics determiningfacadeperformance, structural facade typologies, solar control facades, daylighting facades, double-skin facades, ventilated facades and dynamicfacadesystems. Variousanalyticalprocedures and simulation tools for the evaluation of high performancefacadedesigns will also be examined.Costs and benefits of various design approaches will also be assessed from both owner and occupant perspectives.

This unit aims to prepare students for undertaking a research project in the various sub-disciplines of Architectural Science. It begins with the workshop-based discussion about how to identify ‘knowledge gap’ from which an interesting and significant research question can be formulated. It highlights principles of experimental design and methods of data collection and analysis. You will be working closely together with your individual supervisor to fully establish research questions, transform them into testable hypotheses, and develop reliable and valid research methods. Students will be given an opportunity to fully present their research ideas and plans in the form of written research proposal and oral presentation. Prior to the enrolment, students are expected to find and appoint their individual supervisor who’s research interest and expertise are closely aligned with that of the student. This unit in combination with other 12 credit point research unit (either Report or Dissertation) may replace the capstone with the permission of the Program Director.

The report is a substantial piece of research conducted over one semester. It takes the form of a report (between 10,000 and 15,000 words) on an approved subject of your choice. The report is an opportunity to advance your knowledge and skills in a particular area. The objective of the report is to allow you to develop research and analytic skills by undertaking an in-depth study of your own selection. The expected learning outcomes of the report include the ability to think critically about a problem and develop an appropriate research methodology or analytical approach to address it; identify and access appropriate sources of information, research and literature relevant to the issues; undertake relevant primary and secondary research; and present your findings in a way that demonstrates academic and professional competence. A report generally includes a literature review to delineate a problem; a statement of research aims or objectives, as well as research questions; an explanation of research methods; presentation and analysis of data; and discussion of conclusions. Permission to continue the Report may be subject to a satisfactory research proposal being approved by your supervisor by week 3 of semester. Reports are due at the end of the first week of exams for the semester in which you are enrolled. The assessment is based solely on the submission of your report. The report is generally marked by two examiners, neither of whom is your supervisor.

ARCH9045 and ARCH9046 Dissertation 1 and 2 are only available to candidates with permission from an appropriate supervisor. Planning students should take PLAN9010 and PLAN9011 Planning Dissertations 1 and 2. Students enrol either full time over one semester (ARCH9045 and ARCH9046) or part time over two semesters (ARCH9045 then ARCH9046). The units are not assessed separately - a single dissertation is required. The appointment of a supervisor will depend on the topic chosen for the dissertation by the student. Students and their supervisors should complete an Independent Study Approval form and return it to the Student Administration Centre to effect enrolment. The aim of the dissertation is to train the student in how to undertake advanced study. The student should learn how to examine published and unpublished data, survey and experimental results, set objectives, organise a program of work, analyse information, evaluate this in relation to existing knowledge and document the work; and to allow the student to pursue an area of interest in greater depth than is possible in coursework or to investigate an area of interest which is not covered in coursework. The dissertation will normally involve a critical review of published material in a specified subject area, but it may also be an experimental or theoretical investigation, a feasibility study, a case study, a computer program, or other work demonstrating the student's analytical ability. The dissertation should be 15,000 to 25,000 words in length. The dissertation should contain a literature review, a research methodology, analysis of data, a discussion of results and conclusions. The dissertation will be judged on the extent and quality of the student's work, and in particular on how critical, perceptive and constructive the student has been in assessing his or her own work and that of others. Three typed A4 sized copies of the dissertation are required to be presented for examination. These may be in either temporary or permanent binding. If in temporary binding they must be able to withstand ordinary handling and postage. The preferred method is "perfect binding"; spring back, ring back or spiral binding is not permitted. Students are required to submit one copy in permanent binding on acid free paper for the library, including any emendations recommended by the examiners. For more details see the requirements for the PhD thesis in the Postgraduate Research Studies Handbook. Dissertations are due at the end of the first week of exams for the semester in which you are enrolled for Dissertation 2. The assessment is based solely on the submission of your dissertation. The dissertation is generally marked by two examiners.

ARCH9045 and ARCH9046 Dissertation 1 and 2 are only available to candidates with permission from an appropriate supervisor. Planning students should take PLAN9010 and PLAN9011 Planning Dissertations 1 and 2. Students enrol either full time over one semester (ARCH9045 and ARCH9046) or part time over two semesters (ARCH9045 then ARCH9046). The units are not assessed separately - a single dissertation is required. The appointment of a supervisor will depend on the topic chosen for the dissertation by the student. Students and their supervisors should complete an Independent Study Approval form and return it to the Student Administration Centre to effect enrolment. The aim of the dissertation is to train the student in how to undertake advanced study. The student should learn how to examine published and unpublished data, survey and experimental results, set objectives, organise a program of work, analyse information, evaluate this in relation to existing knowledge and document the work; and to allow the student to pursue an area of interest in greater depth than is possible in coursework or to investigate an area of interest which is not covered in coursework. The dissertation will normally involve a critical review of published material in a specified subject area, but it may also be an experimental or theoretical investigation, a feasibility study, a case study, a computer program, or other work demonstrating the student's analytical ability. The dissertation should be 15,000 to 25,000 words in length. The dissertation should contain a literature review, a research methodology, analysis of data, a discussion of results and conclusions. The dissertation will be judged on the extent and quality of the student's work, and in particular on how critical, perceptive and constructive the student has been in assessing his or her own work and that of others. Three typed A4 sized copies of the dissertation are required to be presented for examination. These may be in either temporary or permanent binding. If in temporary binding they must be able to withstand ordinary handling and postage. The preferred method is "perfect binding"; spring back, ring back or spiral binding is not permitted. Students are required to submit one copy in permanent binding on acid free paper for the library, including any emendations recommended by the examiners. For more details see the requirements for the PhD thesis in the Postgraduate Research Studies Handbook. Dissertations are due at the end of the first week of exams for the semester in which you are enrolled for Dissertation 2. The assessment is based solely on the submission of your dissertation. The dissertation is generally marked by two examiners.