course learning portfolio Duong Hoang Le Fall 2019
ARCH 462 - Methods and Materials of Building Construction
table of contents I - reflective essay 01. building materials and methods 02. architectural design skills 03. BIM integration 04. learning abilities II - illustrative documents 01. homework 2 - site-cast concrete framing system 02. homework 3 - brick and stone modeling 03. comparative assessment between concrete sites 04. incorporation in an architecture project 05. building facade system III - Appendix 01. fire building codes in New York States
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I – Reflective Essay a. Building Materials and Methods Opening up the opportunities of building architectural structures with higher performances, the study of material has always been intriguing to me alongside with regular design classes. Not only this inspiration about the foundation of construction teaches me how to select materials for particular situations, but it also leaves me with a thousand queries upon the history, the process, and the applications of material development. Transporting from a country where natural resources are the central contributors to economic and industrial growth, I am grateful to embark on this journey of a Vietnamese architecture student in America. The differences between the availability and cultural expressions of building materials authentically vary from both countries. Although the on-going exploration of the topic has not yet reached the pinnacle, the adventure takes me to a turning point with an introduction of the three fundamental building materials and its methods: (1) wood; (2) concrete; and (3) steel. The first topic that we approached was wood. Delighted and calm with a touch of art from nature with distinctive grain configurations but resilient, recoverable, and ecologically sustainable, wood encompasses a variety of properties that honor its extensive applications and forms. Considering the origins of different wood species, the grading results from the Western Wood Products Association (WWPA) provide information about the stiffness, structural strength and appearance for the prospective user/researchers (99) [1]. Moreover, from what we understand about the behaviors of wood lumbers, the direction of applied forces dictates the reactive strength of the piece of wood. Scientific examinations based upon the moisture contents and seasoning standard are fundamental to detect future material defects. In a consideration on the micro-level, the production of wood lumber starts with the sawing process. Having an array of configurations suitable for material treatments from plainsawn to more undesirable wooden panels with quartersawn, riftsawn, and edge-sawn, designers now have the liberty to transform their design spectrum (93) [1]. Bringing in a pleasant looking and flagrant, wood acts as a substantive material in the manufacturing process of residential households. Discussing about the structural analysis of wood on the macro-level, we experimented with two different wood light framing system. In comparison, because of the improvements made on the structure of the wooden members, the balloon framing system elevates the usability of the platform framing
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system by adjusting the fire spreading protection and construction efficiency. The simplicity of wood that I assumed before is now being alternated by a comprehensive analysis of both the strengths and weaknesses of the material. Reminiscing the first assignment with a study case of the Thorncrown Chapel in Arkansas, I remembered how struggled and powerless I was, as a member of a team, to research on the intricate structural components made from wood. The details relating to the process of connecting wooden members to raise the structure was fairly difficult to link with the existing building conditions. However, I was thankful at last to have this problem inspired me to revisit local wooden constructions in order to document the framing process. Moving forward, we arrived at the concrete topic which I spent a considerable amount of time doing research and going to the construction sites around UMD campus. The fact that this material held a tight connection with my personal childhood growing up seeing all residential neighbor houses grown out of concrete blocks fascinated me to learn more about how technology has changed the energy-intense manufacturing process. Dissimilar to natural wood, concrete is a composition of coarse aggregates, Portland cement, and water. Coarse aggregates, which is a compound of gravel and crushed stone, need to be ready to mix with fine aggregates (sand), and then sealed in fabric bags. From the chemical perspective, the cement is infused in water to create a hardened component which joins all the aggregates together. Notably, the structural strength of concrete heavily relies on the end results of the aggregates and/or admixture, as well as the supplementary cementitious materials such as “silica fume” and “blast furnace slag” (520) [1]. The process of learning about these ingredients of the concrete material would be incomplete if there was not an exam take-home portion. When the requirement of the project requests to visit a working site in which concrete is the primary material. I had a great pleasure of coming to talk to the construction workers at a new portion of the Cole Field House in conjunction with the Purple line. The assignment gave me a realistic vision of how transporting, pouring, and curing concrete was put into practice. From knowing that the university is striking to have carbon reduction strategies on campus, I learned a lot through observing how they steer the detrimental manufacturing impact away from the campus environment. Furthermore, the documentation from section II, part 03 of the portfolio reflects my revised assignment which describes how the workers set up the construction site with masonry structures and utilized the framework and equipment to prepare the concrete. This part of the class left me with a high impression as which
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I went to Brooklyn, New York with my teammates for the NOMAS conference and observe the on-going process of the concrete work there. Near the end of the semester, we encounter the topic of steel. Before learning in-depth about this topic, I was not aware of how popularized steel is being used with a wide range of choices. From the famous Eiffel Tower with the wrought iron lattice structure to the small detailing of the interior hand railings in NOAA Center for Weather and Climate Prediction, steel becomes a vital part in our daily lives. Prior to the learning curriculum in class, I had an opportunity to conduct
Graph 1: Stress vs Strain Curve - Cast Iron
experimental research about
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mechanical properties of aluminum, wrought iron, and polyethylene in my Materials of Civilization 150 class. The testing line graphs not only proved a great strength
Stress (ı) (Pa)
materials, particularly
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Fracture Strain, Fracture Stress (İf, ıf) = (0.00536638 m/m, 337741215.7 Pa)
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150000000 100000000 (Strain2 İ2, Stress2 ı2) = (0.00086668 m/m, 115727520.2 Pa)
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of the metallic materials (up
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Strain (İ) (m/m)
to 3x108 Pascal) but also demonstrated in the stress-strain curve that wrought iron is a brittle material (Graph 1). In relation to the ARCH 462 class, the most interesting portion of this chapter belongs to the classification of the structural steel shapes. For instance, although there is a
Figure 2: American Standard & Wide-Flange Steel Beams
recognizable form between the American Standard (I-beam) shapes and the wide-flange shapes, the latter exceeds the former in terms of structural efficiency that ultimately determines the loadcarrying capacity (420-421) (Figure 1) [1]. Following with these informative takeaways, the breakdown of the two details of steel framing system: (1) the bolted beam-to-column-flange connection and (2) the welded moment connection. In the creation process, the steel modifications that involve numerous fabrication requirements for beams, girders, and columns was convoluted to grasp at the first hand. This obstacle becomes a bigger overarching issue when
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the exam review started. In order to better understand the analysis of the material, I was determined to reinvestigate the lecture notes with an assistance from the course textbook. This learning process had authentically alternated my perception on how to envision the topic from myriad angles. I believed that these improvements had carried on until the end of the semester with the wrap-up topics on brick, stone, and especially glass. I first learned about the balloon production process of glass when I was in middle-school. The topic now expand widely to the degree of the mechanical and chemical properties of glass in relation to its glazing appearance. Different glass utilized for either commercial or residential purposes is handled differently based on the thermal methods. These insights have rewarded me with a clearer understanding when visiting the curtain wall design installing on the faรงade of the A. James Clark Hall which will be presented in section II, part 04.
b. Architectural Design Skills The key lessons from the class support my knowledge in diverse architectural language and material selection to inform programs in the spaces. Over the course of the design classes, the development of the conceptual designs is not often expressed singularly by the classical language but also through the focus of materiality. Looking back to where I started from graduating from a mathematical high school, I realize that I gradually coalesce the theoretical with technical terminologies. Not only this variety offers me decisive thoughts on how to go further steps on the design process but it also gives me a balance between the models of beams, framings, flooring and initial ideas. By restraining myself from having too many materials, I now can concentrate on looking into the relationship between different components within the buildings. The learning material from ARCH 462 provides me a sensible knowledge of how civilizations were either built or collapsed. As a result, the connection between the technological advances and the stylistic movements in architecture becomes almost unified. The consideration of making buildings more sustainable now expand to the selection of localized materials which follows the identified principles of LEED introduced during ARCH 462 guess lectures. Furthermore, the insights obtained from going to construction sites, watching documentaries, and listen to the invited guess lecture give me a holistic perspective about how architects can transform the world that we live in. Hence, I am now capable of identifying not only the roles of architects in the AEC (architecture, engineering, and construction) industry but
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also the responsibility held in each decision that architects make. A person with a quick glance at the concrete framing or light wood framing would ascertain that the assembly process could be executed by solely architects. But a student from ARCH 462 would define this manufacturing process with a comprehensive involvement between contractors and architects, as well as architects and engineers. The assumption that architects only concern about the form and function of spaces is demystified by the consideration in choosing the appropriate materials and the on-going discussion between different involved sectors. Lastly, the most valuable takeaway that I always appreciate from this class is the possibility of the interaction between the landscape and the buildings by understanding the job sites and construction materials. With an aim of uplifting the spirit of the building, architecture students like me now are equipped with tools and technology to have better analyses. After the lecture presented by VDC Manager Sam Tupp, I asked him how BIM technologies such as Revit and GIS (Geographic Information Systems) have changed and will change the way people look at architecture. In short, the answer he gave associated with the rise of dependent usage of technology from architects and people in relevant field. As the end result, these statements solidify my passion for pursuing a career in architecture.
c. BIM Integration Throughout the course of the semester, the exploration of BIM (Building Information Modeling) has always been a central theme that I want to master. This goal might have been ambitious considering the fact that I was at the beginner level when I started. Without the assistance and guidance from Prof. Ming Hu and TA. TaLisha Jenkins, I would not be comfortable executing the tasks at the higher level. For me, the foundation of any design software should be prioritized based on the primary merits and disadvantages. With BIM Revit, I understand more about the information analysis to form details. The expectation to begin with small scale projects such as slab, beams, and girders (section II, part 01) or brick and stone walls (section II, part 02) matches with my starting point. From there onward, I have the ability to process every project with a higher level of details and accuracy. While the applications of BIM travel across multidiscipline such as geographic analysis with Ecotect or mechanical engineering with AutoCAD, the opportunities to collaborate within the BIM zone is limitless. Imagine there is a networking system where people from various field
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can share their data and design seamlessly, that is what BIM offers its users. This knowledge came to me as a slight surprise since before I started taking the course, I assume that BIM is a specification toward one category. Not only it creates a coherent language across multi-phases of the project but it also closes down the communication discrepancy which is often resulted in a large-scale project. For architecture students, this is a solution to the professional gap between majors representing humanities and sciences. With the introduction to BIM learning during classes and on Lynda (a LinkedIn educational platform), students in ARCH 462 have a chance to revisit and connect the learning programs about materials and methods with the problem-solving skills on Revit. The demonstrations indicate that not only BIM is an advanced design software, but it also challenges designers to think practically and creatively. The practicality and importance of BIM was once emphasized by the Whiting-Turner Contracting Company through the emergence of “virtual design construction.� From my perspective, this lecture at the beginning of the course attaches meaningfully with the later guess lecture of building codes which will be described in details in the appendix section.
d. Learning Abilities The lessons learned from ARCH 462 has empowered me to become a great version of a learner. At the beginning of an architecture pursuit, I often restrict myself to be think specifically about one skillset (hand-drawing, technological proficiency, or memorization). While this endeavor reduces the time that I need to go over the past learning material, ARCH 462 has taught me to diversify my interpretation of architecture. Instead of visually applying the conceptual thinking into a design projects, one has to be more considerate to arrange the structural components, calculate the stress applied on the framing of the system, and utilize the material variation to effectively project the sustainable strategies. Taking ARCH 462 along with other design classes creates more options for an individual to approach the projects conceptually and practically. All in all, the course is a great example of reminding me why I passionately pursue a career in architecture. Not only that I can learn so much about the surrounding world from the constructive viewpoint, but these lessons also leave me self-reflective moments. Building on top of the previous perspectives, I am now able to identify two of my weaknesses and strengths. The weaknesses are the lack of time management and in-class note-
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takings. Because of the amount of information provided in one lecture is greater than my willingness to fully document it in my notebook, I often find myself going over it once, twice, and third times before the exam without collectively connecting pieces. This subsequently leads to an offset in learning time for researching and observing the outside world. There were days that I left my notes on some suggestions from the professors about the place to visit, but then it all ends up in my archives as time gradually passes by. Thankfully, I still had the determination to uplift my educational excellence. Instead of spending more time studying at home, I attempted to ask and answer as many useful questions as possible while sitting in class. Because of the extensive exposure to the site visiting, guess lectures in ARCH 462, I reminded myself of how to collaborate proactively within my group of friends. Derived from the quote of Aristotle about synergy, the collaborative efforts that I strived toward accounts for the great improvements. Having final thoughts about the group efforts in ARCH 462, I sincerely appreciate how everyone in the team contributes and showcases their best characteristics. As a part of my education, learning how to team up proactively with either your best friends or a complete stranger is crucial. I have learned it through a hard lesson as the minutes we grinded every last words of the paper about the use of wood in Thorncrown Chapel. Although we received 82 in the assignment, we did not let it lower our chemistry and come up with a better management plan for the research of Namba Parks’s roof garden. At the end of the day, we form a better group than we were at the beginning because we trust in the synergetic potential.
Works Cited 1. Allen, Edward, and Joseph Iano. Fundamentals of Building Construction: Materials and Methods. Wiley, 2019.
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II – Illustrative Documents 0.1.
Homework 2 – Site-cast Concrete Framing System
This assignment marked the beginning of the BIM learning process. In part 2 of the assignment, the objective shifts toward the recreation of site-cast concrete framing system. With the provided dimension of the concrete pad (15’x15’x4”) and the overall height of the columns, I get to choose the typology to replicate. Since I had no background experience in Revit, the strategy that I chose was to follow the correct dimensions in the sample file. By navigating the assignment in this way, I applied my skills in different level of difficulty. To the fullest extent of the purpose of the class, I viewed this assignment as an important cornerstone because it practices us how to join component together precisely and the most importantly, how to set up the Revit system to produce certain outcomes.
Figure 3: One-way solid slab with slab bands. The most challenging portion of this assignment is to insert the right component family and adjust their dimensions to fit in the parameters. Without the support from Prof. Hu, Linda, and my colleagues, I would not be able to meet the requirements of the project. At first, I struggled with the view set and the level of each input component. Then with a couple of first online lectures in Linda and coming to the Revit session after classes, I managed to set up the working windows and align objects in different levels. Although the assignment is aiming to benefit the beginners and semi-proficient learners, I truthfully feel that this assignment sets everyone to be on the same pace ready for the up-coming projects.
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0.2.
Homework 3 – Brick and Stone Modeling
After a few individual projects after the first exposure to the BIM learning, I approached this new project with the mixed feeling of excitement and nerve. As I expected, the meticulous assignment simply requests us to place certain types of bricks/stones and separate them by mortar. The general shape of both wall is an L shaped corner wall. For the brickwall, I learned a lot from the selection of brickwork. The layering of bricks combine different characteristics of four brick terminologies: rowlock, soldier, header, and stretcher. With an enough room of creativity, we are allow to choose the order of the layers as long as the combined height is fixed. Apart from the bricks, we had to choose the mortar joint in between courses and connect two layers of courses with the bed joints. At first, the main problem that I encountered was not having a double wall system. Perhaps because the 3D views from the sample only show the exterior surface, I assumed that the bricks at the top would cantilever inward. But thanks to the consultance with my colleagues, I soon picked up myself to rework on the assignment. This certainly tested my level of carefulness and appeared to be important in my BIM education. Finally, after finishing the elevation and 3D parallel view of the brickwall, the stone wall becomes less complicated and more intriguing with the exterior design patterns. The actual descriptive images from the assignment show that there are connective steel systems between the exterior stone walls and the interior CMU blocks. For this part of the assignment, since the complexity had been reduced, the project became much easier with a slight challenge with the annotations. The contrast between the two parts of the project not only shows that the assignment is designed to respectfully match with the constricted time frame but also the similarities and distinctions between digital modeling of the walls and the actual assembly process in real life.
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0.3.
Comparative Assessment between Concrete Sites
For this take-home portion of Exam 2, I visited the construction site of the new rennovation of the new Cole Field House. The process of transporting, framing, and curing concrete was not observed continuously but separately from different sections of the building. To facilitate the process of accessing the site, I asked my father if he still saved some image files from the time when I worked at the neighbor’s residential project. Lucky enough, the images are sufficient for me to reminesce the construction process. I remembered how hot and dense the surrounding air at the construction site was when the transit-mix truck arrived and a smaller scale of the mixer to the UMD one was put together (Figure 6, Figure 5). By approaching the analysis with two hands at different projects, I had the confidence to form the knowledge of the topic of concrete.
Figure 5: Tools (ex. mixer) and materials to process concrete
Figure 7: Horizontal and vertical formwork
Figure 6: Crane and transit-mix truck to transport concrete
Figure 8: Steel tiles and wooden formwork
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0.4.
Incorporation in an architecture project
The learning process about the materials and methods of construction is never capped inside a specific classroom but it escapes and weaves in different projects in an architecture student’s life. The ability to communicate across disciplinaries, and across the professions makes lessons learned about BIM modeling and applications of environmental-friendly materials more dynamic. One of the most passionate projects that I put a lot efforts on over the course of 1/3 of the semester in ARCH 171 – Design Thinking and Making in Architecture is a creative cabin design for Shonda Rhimes. The design strategy embeds on the environmental preservation to cultivate the dymanic living styles of the famous TV producer and writer. She once expressed that the method she implements to destress and absorb more creative energy is to isolate from the technology and bring nature closer to the built environment. Therefore, the architectural elements I install in the East side of the cabin are glass curtain wall. The wooden strips not only acts as a amorphous barrier between inside and outside living world, but it creates a path for warm sunlight in the winter and light sunlight in the summer. This innovation is maneuverable since the curtain wall has enough flexibility to bring the viewpoint of the lake and the park closer to her. For the general requirements of the class’s project, I reiterated the Revit production by tracing over the printed paper. Revit definitely help me to develop my concepts and arrange architecture components to vitalize the space.
Figure 7: North Elevation. A section of the room near the center and the wall of the left room are modified with glass curtain walls.
Figure 9: East Elevation and Section View. The glass curtain walls connect cohesively within 3 main sections of the East elevation while the section shows how the building connect with the water front.
Figure 10: Site Plan and Building Plan with modification in scale to fit 8.5x11 page format
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0.5.
Building Facade System
1. SUNSHADE SYSTEM
Located at the University of Maryland, A. James Clark Hall, dedicated to the Fischell Department of Bioengineering, primarily serves as a research hub and an academic space for innovative students and faculties. Facing the outer environment of the building is a combinatory cladding system with sunshade and glass curtain walls.
Integrating with the brick panels with horizontal bands, the designer of the A. James Clark Hall includes the aluminum baguette sunshades. With sun blade tilted at certain angles, the interior of the building is protected against intense light in the high summer sun. Having a large opening on the east side, shades contribute to alleviating the glare coming directly to the window but do not constitute the process of minimizing the high rise of thermal conductivity in the spaces. In addition, the south-facing windows with rows of horizontal sunshades allow the soft entry of solar heat in the winter. Sketch 1: The details of the sunshade system with aluminum airfoil blades Sketch 2: The close view of the sunshade system with louver blades Sketch 3: The glass curtain wall attached to the structural members Sketch 4: The analysis of the combination of two systems with functionalities 2. GLASS CURTAIN WALL SYSTEM Assisting the performance of the space according to the change of the environment, the aluminum curtain wall with steel backup assembly plays a crucial role. Designed with proper materials, the curtain wall is suitable for exposing to the weather. From resisting strong passages of air and rain to thermal controls, the curtain wall system is adaptive to the change in the environment. For structural safety, the curtain wall needs to be installed with
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III – Appendix 0.1.
Fire Building Codes in New York States
In the generational catastrophic event, the world witnessed the biggest terrorist attack on the World Trade Center (WTC) towers on September 11, 2001. Two accelerated planes sliced into the buildings and immediately exploded after the penetration. Two hours after the detrimental impact of the two planes crashing into the towers, the iconic building of the modern society of America disappeared instantly from the Manhattan skyline. This tragedy left numerous concerns about the fire resistance of the large modern steel frame buildings against fire. While the initial fire ball caused by the jet fuel ignited the existing interior furniture and facilities, this fire also resulted in the rise of the temperature and softened the steel floor trusses. Consequentially, the fire-retardant members led to the sagging motion of the floors. The discrepancy of structural weight and strength between the upper and lower floors eradicated the connections between the floors and the structural steel beams. According to the research done by Dr. Foecke from the Maryland Department of Materials Science and Engineering, the WTC had an “unusual design of a central core of box columns with an outer curtain wall exterior to the building” (Figure 11). As we learned in ARCH 462 about the details of steel framing, in order to stabilize the building frame, one of the feasible methods is to contain a rigid core and open up the floor to create circular circulations. In tall building structures, the shear walls incorporate heavy steel plate (Figure 12). However, in relation to high-temperature mechanical properties, the structural steel became gradually weaker due to a circumstance of high increase in temperatures above 300oC. The formation of time-dependent deformation (creep) contributed significantly to the in-large deformation which affects the core columns and leads to the total collapse. Solemnly looking back to the tragedy, the International Code Council (ICC), which is accountable for the development of “construction industry building safety codes and standards used through the United States,” identified four new changes to the contemporary codes [3]: (1) Fire escapes moved to the corners of building, the fire escapes were cluster in the center of the WTC (2) More regulations on what constitutes fireproofing for buildings (3) Radio repeaters for tall buildings for 1st responders; 448 firefighters died in the first building when it collapse
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From these lessons, I realized that although tragedies in construction can suddenly come and leave with tears and sorrow in our face, the importance is to have a preventive system that acts efficiently when it is needed. In the case of the loss of millions of people in the collapse of the World Trade Center towers, the rise of the temperature contributed to the weakening process of the building material, specifically steel. Until nowadays, clear evidence is found for the loss of the proper fireproofing materials at point of impact. After all, a proposed design of a civil building needs to meet not only the visual standards of public audience but also the required safety standards for mankind.
Figure 11: Standard Bank Center, Johannesburg (1968) - Figure 12: Tall building with conventional outriggers, R. Shankar nair. [1] Architect: Hentrich and Petschnigg. [2]
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Works Cited 1. “Tall Building with Conventional Outriggers, R. Shankar Nair.” CivilDigital, https://civildigital.com/efficient-use-outrigger-belt-truss-tall-buildings/tall-building-withconventional-outriggers-r-shankar-nair/. 2. “Architectural Structures - ɋɬɪ ´ StudFiles, https://studfile.net/preview/4592752/page:20/. 3. Foecke, Tim. “Forensic Materials Science: The World Trade Center Collapses.” ENMA 150, 2019, https://drive.google.com/file/d/1UF6VXpZe6jKShnHyG9tXTsb7EfUEw8aj/view.