ENVS10003
CONSTRUCTING ENVIRONMENTS WEEKLY GUIDE : FLIPPED CLASSROOM AND STUDIO
SEMESTER 2, 2015
This compliation of student lecture outlines / readings has been made in accordance with the provisions of Part VB of the Copyright Act for the teaching purposes of the university. It is only for use by the students of The University of Melbourne enrolled in: ENVS10003 : CONSTRUCTING ENVIRONMENTS / BACHELOR OF ENVIRONMENTS / THE UNIVERSITY OF MELBOURNE
CONTENTS: WEEK 01
Introduction to Construction
WEEK 02
Structural Loads and Forces
WEEK 03
Footings & Foundations
WEEK 04
Floor Systems & Horizontal Elements
WEEK 05
Columns, Grids and Wall Systems
WEEK 06
Spanning & Enclosing Space
WEEK 07
Detailing Strategies 1
WEEK 08 Openings
WEEK 09
Detailing Strategies 2
WEEK 10
When Things Go Wrong
WEEK 11
A Changing Industry
WEEK 12 Review
'Paper Tower', Detail. Shigeru Ban, London 2009
CONSTRUCTION WORKSHOP
W01
FLIPPED CLASSROOM INTRODUCTION TO CONSTRUCTION
Ching, 'Building Construction Illustrated' (2008)
'MSD', by JWA and NADAAA. Photo by Peter Ashford
'Sydney Opera House', photo by Max Dupain (circa 1965)
CHING: 02 The Building (2.08 - 2.11)
CONSTRUCTION OVERVIEW
INTRODUCTION TO MATERIALS
Consider the various types of loads which built structures must withstand. How do these loads influence a structure's appearance? How do we represent these 'invisible' loads?
What is construction? Who is responsible for constructing the built environment? How can this complicated process be understood?
Many different materials are used in the constructed environment, many with greatly differing properties. So, how do we determine where and when to use each material?
'Brooklyn bridge painters', photo by Eugene de Salignac (1914)
BASIC STRUCTURAL FORCES (1)
CHING: 01 Site Analysis (all)
MELBOURNE'S BLUESTONE
What are forces? What happens when materials or structural members are subjected to tension or compression forces?
Explore the factors influencing the constructed environment. Design and construction do not operate in isolation. NOTE: solar orientation in the Southern Hemisphere is to the north.
Cities evolve as place-specific constructions. Landscape architect, Dr Margaret Grose, explores Melbourne's grey laneways.
'Building Site in Idaho', BHH (circa 2000)
LOAD PATH DIAGRAMS
KEY TERMS
ABP STUDENT POLICY GUIDE
Consider how loads and forces are transferred through structures. How can this be represented in a diagrammatic form?
Load Path Reaction Force Masonry Point Load Compression Beam
Download and read the ABP Student Policy Guide - it contains essential information for all ABP subjects.
W01
STUDIO MASS
'Column of the Propylaea', photo by Guillaume Piolle (2008)
'Workers make repairs on the walls of the Great Mosque in
CCTV Headquarters, OMA, Beijing (2008)
Djénné, Mali.', photo by Esha Chiocchio (2001)
LEARNING LOOP
ACTIVITIES
WEEK 01 QUIZ:
ACTIVITY: ‘COMPRESSION’
ACTIVITY: ‘TRUSS AND FRAME’
Introduction to the weekly quizzes
Intended Learning Outcomes: To understand the nature and behaviour of modular mass construction and how loads are transferred in compression structures.
Preparation for next week:
1_ Quizzes will be conducted at the start of every studio session and they are designed to test your recall, comprehension and analysis of the information presented in the weekly eLearning and Reading modules. 2_ The quizzes will be conducted as an open book exam, with no communication between students permitted during the individual round. 3_ In the group round, students are expected to discuss their ideas and to collaborate with their group members to determine a group agreed final answer. 4_ Not every quiz will count towards your end of semester grade. However, your studio leader will record the results each week to monitor your learning progress. DISCUSSION: 4_The quiz will be the starting point for the weekly learning loop discussions. 5_Bring one element from the eLearning and Theatre to discuss with your tutor and peers. Q&A
Task: 1_In groups of 4, build a tower as high as possible using the least amount of material. 2_The tower must be able to accommodate an object provided by your tutor, so at least one opening is required. 3_ Experiment with construction concepts and block-laying techniques, sketching and photographing your design as you go. 4_ As the tower gets higher you may find that the concept needs to be varied. Why is this? Document any changes made including reasons why the changes were made. 5_When construction is complete start the deconstruction process. Remove as many elements as possible without causing the tower to fall and to test the stability of the structure. 6_Identify the critical collapse point. Why did it fail at that point? 7_Compare your tower with the other towers constructed. 8_ Consider how this activity assisted your comprehension of: + Mass construction, + How the ‘construction system’ employed was described and analysed, + Slenderness ratios, + Efficiency of material, + Drawing load path diagrams.
1_ Start by thinking about bridge structures in your own built environment. How do they work? What are their key components? 2_ Each group of 4 students will be provided with a piece of balsa wood (approx. 600mm x 100mm x 2mm) and a box of 200 pins. 3_ As a group, discuss strategies for designing and building a TRUSS structure to span across a 1500mm gap, using only the sheet of balsa and pins provided. 4_ Consider how much load your structure will be able to support (it will be tested by your tutor!). Are there other design / structural / construction options that would be able to support more load or have greater stability? REMINDERS: Purchase your safety equipment.
W02
FLIPPED CLASSROOM STRUCTURAL LOADS AND FORCES
'Eiffel Tower' (1889)
Ching, 'Building Construction Illustrated', p 2.02
http://www.aluk.co.uk/sustainability.php
STRUCTURAL SYSTEMS AND FORMS
CONSTRUCTION SYSTEMS
ESD AND SELECTING MATERIALS
How can we classify different types of structures? What do these groups of structures have in common? How are they different?
Construction systems allow the construction process to be divided into a number of smaller parts, often based on function.
Environmental considerations often influence the selection and use of materials. What are the key things to consider? Why are they important?
'Bird's Nest' by Herzog & de Meuron, http://misfitsarchitecture. com/2011/12/
Ching, 'Building Construction Illustrated', p 2.04
STRUCTURAL JOINTS
CHING: 02 The Building (2.02 - 2.04)
A FRAMEWORK FOR ANALYSING FORM
Consider how structural members are connected to each other. How do the different connection types transfer loads? How is this represented in a diagrammatic form?
Refer to the Ching text to discover more detail about the way Ching divides a building into smaller parts. Which parts of buildings belong to each system?
Architect and artist, Dr Alex Selenitsch, argues that design and construction can be usefully categorised.
Railway bridge over the Maribyrnong River, Footscray 1928 Museum of Victoria collection item 795992 (negative)
http://www.cctvmon.com/glossary.html
TRUSS & FRAME INTRODUCTION
KEY TERMS
Truss and frame structures allow for very efficient use of materials and provide various opportunities for building over longer spans.
Structural Joint Column Tension
Frame Bracing Span
Truss Plank Web
W02
STUDIO TRUSS AND FRAME
'Brooklyn bridge painters', photo by Eugene de Salignac (1914)
CCTV Headquarters, OMA, Beijing (2008)
LEARNING LOOP
ACTIVITIES
WEEK 02 QUIZ:
ACTIVITY: ‘TRUSS’
Test your recall, comprehension, analysis and curiosity with 5 quiz questions in 5 minutes.
Intended Learning Outcomes: To understand the nature and behaviour of truss construction and how loads are transferred in truss structures and to appreciate the importance of structural joints.
DISCUSSION: The quiz will be the starting point for the weekly learning loop discussions. Bring one element from the eLearning and Theatre to discuss with your tutor and peers. Q&A A02: IN SITU INTRODUCTION Preparation for fthe Week 03 introduction to site visits and your first A02 In Situ site visit: 1_ Site Safety Presentation 2_ Safety Equipment Check 3_ Medical Form Completion 4_ Group allocation 5_ Complete site visit group information form 6_ Briefing: how to contact the builder
Task: 1_ In groups of 4 students, you will build a STABLE truss structure long enough to span across a 1500mm gap, using only the 600mm x 100mm x 2mm piece of balsa and pins provided. 2_ Start this exercise by spending a few minutes designing your construction concept. Sketch your design before you start cutting the balsa and building your structure. 3_ When cutting a variety of long, thin pieces from the balsa think about how the different shapes you are cutting will form the structure of the bridge. 4_ Photograph the construction process as the build progresses. Pay particular attention to how the different members are joined together. 5_ As the structure gets longer you may find that the concept needs to be varied. Why is this? Document any changes made (including noting any reasons).
' Bamboo scaffolding on the Space Museum in Hong Kong', Anna Roberts (2010's)
6_ When the structure is complete, your tutor will subject it to a variety of stresses and loads in an attempt to get the structure to collapse. 7_ Identify the critical collapse points for your structure. Why did if fail at that point? Pay attention to joints, dimensions of members, bracing and observe buckling of members. 8_ Compare your structure with the other structures made. 9_ Consider how this activity assisted your comprehension of: + Truss construction, + How the ‘construction system’ employed was described and analysed, + Critical role of connections and joints, + Efficiency of the materials, + Deformation and stability during the different stages of the construction-stressing process, + Load paths at various stages of the construction-stressing process. REMINDERS: Check LMS for the Week 03 Studio meeting time and place arrangements. PPE required for Week 03 Studio site visits. Construction Workshop session sign-up opens next week. Purchase Pavilion Drawing Set from university co-op book room.
W03
FLIPPED CLASSROOM FOOTINGS AND FOUNDATIONS
Barcelona Pavilion by Mies van der Rohe
'MSD', by JWA and NADAAA. Photo by Peter Ashford
Therme Vals, Peter Zumthor
Masonry wall detail
STRUCTURAL ELEMENTS
FOOTINGS AND FOUNDATIONS
MASS
MASONRY
Structural elements can be classified into types according to the function they perform. What are these types? How do each of these element types contribute to the stability of a structure?
What happens where structures meet the ground? What should we consider when selecting different footing or foundation systems?
An introduction to mass construction and the palette of mass construction materials.
What is masonry? What are the key masonry materials, techniques and elements?
http://blogs.reuters.com/photographers-blog/2012/09/20/ protecting-an-iconic-image/
Ching, 'Building Construction Illustrated', p 3.02
Brick detail
GEOMETRY & EQUILIBRIUM
CHING: 03 Foundations (all)
CLAY BRICKS
Why do structures stay in place? Why is geometry important? How do we represent structural systems in a diagrammatic form?
Refer to the Ching text to discover more detail about the variety of footing and foundation systems used in different types of construction.
Are bricks an old fashioned material of the past or do they still have a place as part of the built environment of today?
http://www.cctvmon.com/glossary.html
Concrete block detail
Gabion wall detail
KEY TERMS
CONCRETE BLOCKS
STONE
Concrete blocks are a relative newcomer in the mass material group. What are they and how do they differ from bricks?
How and why are different stones are used in the built environment? How do we classify different types of stone?
Moment Retaining Wall Pad Footing
Strip footing Slab on ground Substructure
W03
STUDIO FULL SIZE
'Sydney Opera House construction', photo by David Moore (1967)
'Fab Lab house model', IAAC (2012)
LEARNING LOOP
ACTIVITIES
WEEK 03 QUIZ:
ACTIVITY: ‘FULL SIZE’
This week's quiz will be hosted on LMS. Use the time allocated for your studio sessions (during the time when you are not out on site with your studio leaders) to log on to LMS and take the quiz.
Intended Learning Outcomes: To introduce students to the environment of construction sites. To identify the different stages of smaller size residential construction, including basic structural systems and their elements, construction systems and processes, and the range of materials found in a new housing development.
This week's quiz will only have an individual component. Test your recall, comprehension, analysis and curiosity with 5 quiz questions in 5 minutes. DISCUSSION: Foundations vs Footings Q&A A02 IN SITU ASSIGNMENT _ make sure you know which group you are in and who your group leader is, _ allocation of materials for assignment research appendix. REMINDERS: A01 QUIZ #1 is next week (Week 04). This quiz is worth 5% of the semester mark. Construction Workshop Sessions will be open for registration in Week 03 and sign-up must be COMPLETED by 10pm Sunday 16th August.
Task: 1_ Special arrangements are in place for this week's studio session as you will be going by bus to a housing development. Meet up with the group you were allocated for Assignment A02 (group allocation was completed in the week 02 studio), check that you all have the required PPE for this site visit and then meet the bus at your designated time: MORNING STUDIOS + Group 1 (10am) + Group 2 (10.45am) AFTERNOON STUDIOS + Group 3 (2.15pm) + Group 4 (3pm) If you did not attend the Week 02 Studio session, please check LMS for your group allocation. WARNINGS: _ if you do not have your PPE you will not be permitted to participate in this activity _ be on time - the bus will not wait if you are late
'Building Site in Idaho', BHH (circa 2000)
2_ Once on site, your studio leader will conduct a safety induction and then lead you on a guided walk around the housing development (in your studio groups). 3_ For each of the buildings you see: + determine the structural system used, + identify the major structural elements, + identify the main materials used (for the structure and also for the enclosing elements), + consider whether the structure is expressed or whether it has been concealed, + note the different structural joints and how different materials / members are joined together, + ask your studio leader questions about what you see, clarify what you don't understand and start using the correct construction terminology. 4_ Consider how this activity assisted your comprehension of: + How to take a photographic record of the buildings visited, + How sketches could be used to convey information about the buildings visited, + Describing, analysing and comparing the structural systems, construction systems and materials employed in various buildings, + How to sketch joints / Free Body Diagrams and Load Paths, + Recording any other information relevant to the realisation of each building (e.g. brief, immediate site context, period of construction, performance of materials etc.) + Expected behaviour on construction sites and understanding of potential dangers associated with construction sites.
W04
FLIPPED CLASSROOM FLOOR SYSTEMS AND HORIZONTAL ELEMENTS
Ching, 'Building Construction Illustrated', p 4.05
'MSD', by JWA and NADAAA. Photo by Peter Ashford
Church of Light (Ibaraki Kasugaoka Kyokai) Japan Tadao Ando
SPAN AND SPACING
FLOOR AND FRAMING SYSTEMS
CONCRETE
How do we define the span of an element? How does it differ from the concept of spacing? Are these concepts related in any way?
Floors are a major component of most building structures. What should we consider when selecting different materials and structural systems for floors?
Concrete is a manufactured material that has a long history in the constructed environment. What is it and how do we use it?
http://onewtc.com/gallery-images/2069/steel-beam-installation-1
Ching, 'Building Construction Illustrated', p 4.21
http://commons.wikimedia.org/wiki/File:US_Navy_030104-N5319A-012_Seabees_attached_to_Naval_Mobile_Construction_ Battalion_Seventy-Four_%28NMCB-74%29_pour_concrete_ for_a_C-130_aircraft_staging_area.jpg
BEAMS AND CANTILEVERS
CHING: 04 Floor Systems (all)
IN SITU CONCRETE
What is a beam? Where are they used? What about cantilevers? Are there any differences between beams and cantilevers?
Refer to the Ching text to compare the differences between concrete, steel and timber floor systems. Become familiar with the member types and the range of details used.
What is in situ concrete? How is it used? What should be considered if we want to specify this material for projects?
http://www.cctvmon.com/glossary.html
KEY TERMS Joist Steel decking Bearer
Girder Concrete Plank Spacing
Pre Cast panel finish detail
THE PANTHEON - AN EARLY EXAMPLE OF ROMAN CONCRETE Architect, Andrew Hutson, examines the materials and construction techniques utilised to form the huge span of this historic building.
PRE CAST CONCRETE Pre cast concrete elements have become popular because of their low cost and time efficiency benefits. Why has this occurred? Has this changed the construction industry?
W04
STUDIO OUT AND ABOUT (PART 1)
Underground Car Park, The University of Melbourne
Stairs at west end of Union House, The University of Melbourne
LEARNING LOOP
ACTIVITIES
WEEK 04 QUIZ:
ACTIVITY: ‘SCALE, ANNOTATION AND WORKING DRAWING CONVENTIONS’
This week's quiz is the A01 QUIZ #1 assessable quiz. It is worth 5% of your semester mark. Test your recall, comprehension, analysis and curiosity with 5 quiz questions in 5 minutes. DISCUSSION: The quiz will be the starting point for the weekly learning loop discussions. Bring one element from the eLearning and Theatre to discuss with your tutor and peers. Q&A REMINDERS: Purchase Pavilion Drawing Set from university co-op book room. A02 IN SITU - update your studio leader on your first site visit _ have you been to site yet? _ if not, when are you going? _ remember - you need one visit to be completed for your interim submission (due on the Friday of week 06)
Intended Learning Outcomes: Understand the concept of scale and how it applies to construction documentation. Task: 1_ As a studio group, determine the preferred working units for building projects and the range of scales that would be appropriate to use for construction documentation. 2_ As a studio group, refer to Section '03' of the Subject Guide for a brief introduction to the main drawing conventions, abbreviations and symbols. ACTIVITY: ‘CAMPUS LAB 1’ Intended Learning Outcomes: To introduce the concept of built scale and to identify the basic structural systems, construction systems and materials a variety of other buildings on campus. Task: 1_ Your studio leader will conduct a guided walk around campus in studio groups, including the following buildings: + Lot 6 Cafe + Underground carpark & South Lawn (195) + Arts West Student Centre (148) + Stairs on west end of Union House (130)
http://www.onmydoorstep.com.au/heritage-listing/3805/ beaurepaire-centre Image SOHE 2008
_continued
+ Stairs on west end of Union House (130) + North Court Union House (130) + Beaurepaire Centre Pool (101) + New Melbourne School of Design + Old Geology South Lecture Theatre Entry Structure (156) + Frank Tate Pavilion (west of Sidney Myer Asia Centre (158) 2_ For each of the buildings: + determine the structural system used, + identify the major structural elements, + identify the main materials used (for the structure and also for the enclosing elements), + consider whether the structure is expressed or whether it has been concealed, + note the different structural joints and how different materials / members are joined together. 3_ Consider how this activity assisted your comprehension of: + Taking a photographic record of the buildings visited. + Describing, analysing and comparing the structural systems, construction systems and materials employed in various buildings. + How to sketch joints / Free Body Diagrams and Load Paths. + Recording any other information relevant to the realisation of each building (e.g. brief, immediate site context, period of construction, performance of materials etc.)
W05
FLIPPED CLASSROOM COLUMNS, GRIDS AND WALL SYSTEMS
Ching, 'Building Construction Illustrated', p 2.13
'MSD', by JWA and NADAAA. Photo by Peter Ashford
Timber
SHORT AND LONG COLUMNS
WALLS, GRIDS AND COLUMNS
FROM WOOD TO TIMBER
What is a short column? What is a long column? How do these two column types behave when subjected to axial loads?
Walls and columns are the major vertical elements used in construction systems. Sometimes they are only part of the structural system and at other times, they also contribute to enclosing the building.
What is timber and how does it differ from wood? What are the different timber types and when do we use them?
Ching, 'Building Construction Illustrated', p 2.17
Ching, 'Building Construction Illustrated', p 5.14
Saint Benedict Chapel, Graub端nden, Switzerland, by P. Zumthor
FRAMES
CHING: 05 Wall Systems (all)
TIMBER PROPERTIES & CONSIDERATIONS
What are frames? Where and how are they used? What is interesting about how frames behave when subjected to loads?
Refer to the Ching text to compare the differences between frame, load bearing wall and stud wall systems. Learn how material selections result in various system solutions.
Timber can be used in many different applications but can easily be damaged if used or detailed incorrectly. So what potential issues do we need to consider for timber?
http://www.cctvmon.com/ glossary.html
CRITICAL LOADS
KEY TERMS
How do column end connections influence column load carrying capacity?
Stud Axial Load Nogging Buckling Lintel Top Plate Seasoned Timber
Bodegas Protos Winery, Spain, Rogers Stirk Harbour + Partners
GEHRY'S OWN HOME - AN EXPLORATION OF WRAPPING Architectural Historian, Dr Hannah Lewi, looks at the idea of a building's skin using a building so famous it was used in the Simpsons.
ENGINEERED TIMBER PRODUCTS Not all materials grouped together as 'timber products' are completely natural products. Are these products beneficial or problematic?
W05
STUDIO WORKING DRAWING INTRODUCTION
Tokyo Apartments, Sou Fujimoto, Tokyo (2010)
Perspective Section, Atelier Bow Wow, Tokyo
LEARNING LOOP
ACTIVITIES
WEEK 05 QUIZ:
ACTIVITY: ‘LONG COLUMN ACTIVITY’
Test your recall, comprehension, analysis and curiosity with 5 quiz questions in 5 minutes.
Intended Learning Outcomes: Understand long column failure (buckling), the concept of column end restraint types and how the restraints relate to the ability of a column to carry loads.
DISCUSSION: The quiz will be the starting point for the weekly learning loop discussions. Bring one element from the eLearning and Theatre to discuss with your tutor and peers. Q&A REMINDERS: WEEK 06: A02 IN SITU interim submission. _ Bring your hard copy submission to your usual studio room at the start of your usual studio time and hand your assignment to your Studio leader. _ Upload your PDF submission to the studio journal before class starts. _ Refer to the subject guide for A02 further assignment submission details.
Task: 1_ In groups of 3, test your 'long column' in each of the four positions in the column box. 2_ For each of the tests determine: _ determine the type of end restraints (look at each end of the column) _ measure how and where the column started to buckle _ how much relative load was required to make the column buckle 3_ As a studio group, discuss how the theory of long columns plays a part in how architects and engineers think about building structures and aesthetics. ACTIVITY: ‘CASE STUDY BUILDING INTRODUCTION’ Intended Learning Outcomes: Develop assessment and analytical techniques to determine information about a project. Task: 1_ Your studio leader will conduct a guided walk around the Oval Pavilion Case Study Building.
Oval Pavilion, Cox Architecture, Melbourne
2_ Look at the different parts of the building and try to determine the structural systems, construction systems and the range of materials used in this project. 3_ Consider how the Oval Pavilion drawings assist your understanding of the project. ACTIVITY: 'CONSTRUCTION DOCUMENTATION TOUR' Intended Learning Outcomes: Develop an understanding and working knowledge of the presentation techniques, structure (information relationships) and language used in the Oval Pavilion Case Study building construction documentation set (e.g. plan, elevation, section, scale, basic symbols and line types). Task: 1_ Refer to the Oval Pavilion Case Study Building construction documentation set and complete the 'Construction Documentation Tour Questionnaire'. 2_ Your answers should include both words and annotated sketches (as appropriate). 3_ Consider how this activity assisted your comprehension of: + How the information in your drawing set compares to what you observed in the actual building. + How the scale of the building compares to the scale of the drawings. + How the architectural and structural drawings differ.
W06
FLIPPED CLASSROOM SPANNING & ENCLOSING SPACE
Ching, 'Building Construction Illustrated', p 6.08
'MSD', by JWA and NADAAA. Photo by Peter Ashford
Australian Centre for Contemporary Art (ACCA), Wood Marsh
TRUSSES
ROOFING STRATEGIES AND SYSTEMS
INTRODUCTION TO METALS
What is a truss? When, where and why would a truss be used in the construction industry?
Roofs are the major horizontal enclosing elements used in construction systems. Consider how they are supported and connected to the other parts of the construction.
What are metals? What are the different types of metals and what do we need to consider when working with metals?
Ching, 'Building Construction Illustrated', p 2.18
Ching, 'Building Construction Illustrated', p 6.02
Ironwork
PLATES & GRIDS
CHING: 06 Roof Systems (all)
FERROUS METALS
What are Plates? What are Grids? Where and how are they used in construction systems? What is the relationship between grids and plates?
Refer to the Ching text to compare the different roof systems. See how material and structural selections impact on the appearance of the constructed environment.
Iron and metallic alloys including iron are a common component of the built environment. What forms do these products take and how do we use them?
http://www.cctvmon.com/glossary.html
KEY TERMS Rafter Purlin Cantilever Portal frame
Eave Alloy Soffit Top Chord
Guggenheim Museum, Bilbao. Frank Gehry Architects
SPANNING SPACES
NON-FERROUS METALS
Architectural construction historian, Dr Miles Lewis provides a short history on how spaces are spanned.
So many different metals. So many different possible uses. Are these products beneficial or problematic?
W06
STUDIO A02 INTERIM SUBMISSION HAND IN [NO STUDIO SESSION THIS WEEK]
WEEK 06 - NO STUDIO SESSIONS There will be no studio sessions held in Week 06. Use this time to visit your site, catch up on your eLearning, Ching readings and to work towards your A01 QUIZ #2 in week 07.
SUBMISSION Hand your A02 IN SITU interim assignment submission to your studio leaders at the start of your usual studio session in Week 06. + Morning Studios (10am) + Afternoon Studios (2.15pm)
W07
FLIPPED CLASSROOM DETAILING STRATEGIES 1
Ching, 'Building Construction Illustrated', p 2.13
CH2, http://assets.inhabitat.com/wp-content/uploads/CH21.jpg
http://www.reversegarbage.com.au/products/rubber-foam
STRESS AND STRUCTURAL MEMBERS
DETAILING FOR HEAT
RUBBER
When structural members are subjected to a force or a load, the material within the member becomes stressed. How does this stress influence the behaviour of the structural member?
Controlling heat in buildings is important for saving energy and for achieving occupant comfort. What strategies should we consider for heat control when detailing?
Rubber products have been used for many centuries. How and where are natural and synthetic rubber products used in the construction industry today?
Ching, 'Building Construction Illustrated', p 2.14
'MSD', by JWA and NADAAA. Photo by Peter Ashford
The Eden Project, Nicholas Grimshaw - 2001
CHING: 02.30 Joints & Connections Revisit Ching 2.30 to see how structural connections and joints might impact on construction detailing.
DETAILING FOR MOISTURE Moisture related problems account for a very high percentage of building faults. What should we consider to avoid these problems occurring?
PLASTICS Plastics are found all around us. There are many different types and their properties vary greatly. Which ones are used in the construction industry? Where? Why?
http://www.cctvmon.com/glossary.html
Ching, 'Building Construction Illustrated', p 7.18
Unite de Habitacion, Marsella. Le Corbusier
KEY TERMS
CHING: 07 Moisture & Thermal Protection (all)
PAINTS
Refer to the Ching text to compare the range of detailing options for preventing moisture infiltration, heat loss and ventilation issues in buildings.
Paints provide an easy way to adapt our own built environment? What information about paints should we know, other than what colour to use?
Drip Vapour barrier Gutter Parapet
Down pipe Flashing Insulation Sealant
W07
STUDIO IN DETAIL (PART 1)
Oval Pavilion, Cox Architecture, Melbourne
http://mathforum.org/workshops/sum98/participants/sanders/ oblexamples.gif
LEARNING LOOP
ACTIVITIES
WEEK 07 QUIZ:
ACTIVITY: ‘IN DETAIL’
This week's quiz is the A01 QUIZ #2 assessable quiz. It is worth 5% of your semester mark.
Intended Learning Outcomes: To develop an understanding of the actual size of construction elements and the detailed relationship of individual parts. To experiment with the implications and difficulty of translating a scale drawing to a full size drawing (or a real part of the construction).
Test your recall, comprehension, analysis and curiosity with 5 quiz questions in 5 minutes. DISCUSSION:
Task:
The quiz will be the starting point for the weekly learning loop discussions.
1_ Each student will be allocated a 1:5 detail from the Oval Pavilion building.
Bring one element from the eLearning to discuss with your tutor and peers.
2_ Spend 10 minutes finding as much information about your detail in the construction documentation.
Q&A
3_ Walk up to the Oval Pavilion and locate your actual detail in the building. Look closely at the materials, the junctions and try to work out the structure around the detail. Take photos showing as much detail as you can. Take 30 minutes (max.) to complete this part of the task. 4_ Once back in class - Take your 1:5 detail and blow it up to a 1:1 drawing on the A1 paper. Before you start drawing, work out the layout of your page, so that all the drawing will fit on the page provided.
Perspective Section, Atelier Bow Wow, Tokyo
5_ For each element shown in the detail, make sure you understand the function of each element and the material each element is made from. You should know what each line you draw represents in term of structure, construction and material. 6_ Show all the different components of the detail using various hatches, line thicknesses and / or colours. 7_ At the end of the session, all work will be pinned-up for preliminary feedback from your studio leader. 8_ Keep your drawing safe for the final pin-up and INDIVIDUAL PRESENTATION to the class in the Week 9 studio session. NOTE - you may need to do some further work on your drawing to have it ready for the presentation. 9_ The Week 09 Quiz (A01 Quiz #3) will be based on your A1 drawings. Students who do not present their finished A1 drawings will not be awarded any marks for this assessable quiz. REMINDER: Off Campus site visits next week: _ Full PPE will be required for all students. _ Check meeting location and time with your studio leaders.
W08
FLIPPED CLASSROOM STRATEGIES FOR OPENINGS
Ching, 'Building Construction Illustrated', p 2.25
'MSD', by JWA and NADAAA. Photo by Peter Ashford
‘The Umbrella’ by Eric Owen Moss- http://culvercitypo.blogspot. com.au/2012/08/hayden-tract.html
ARCHES, DOMES & SHELLS
STRATEGIES FOR OPENINGS
GLASS
Arches, domes and shells are all structures that are commonly associated with curved forms. How are they similar? In what ways do they differ?
Doors and windows come in many different forms and they perform numerous functions. What should be considered when making door and window system selections?
Glass is a common element in the construction industry and plays a significant role in how we occupy and interact with the built environment. Why is it so important?
http://www.cctvmon.com/glossary.html
Ching, 'Building Construction Illustrated', p 8.02
Image by Craig Abraham http://www.smh.com.au/ ffximage/2007/05/01/eureka_wideweb__430x305,0.jpg
KEY TERMS
CHING: 08 Doors and Windows (all)
GLASS SKINS
Window Sash Door Furniture Deflection Stress Moment of Inertia Shear Force
Refer to the Ching text to compare the range of detailing options for doors and windows. See how material selections and structural systems change the construction detailing.
Dr John Sadar compresses 100 years of glass use in the built environment into 10 minutes. Discover how changing technology and changing attitudes towards the sun resulted in major alterations to the built environment.
W08
STUDIO OFF CAMPUS
State Theatre Melbourne, construction site, 1928
Melbourne Olympic Swimming Pool (1956) http://museumvictoria. com.au/collections/itemimages/242/734/242734_Large.jpg
LEARNING LOOP
ACTIVITIES
WEEK 08 QUIZ:
ACTIVITY: ‘OFF CAMPUS’
Test your recall, comprehension, analysis and curiosity with 5 quiz questions in 5 minutes.
Intended Learning Outcomes: To develop an ability to understand an unfamiliar building site and the different systems used in construction projects of various scales.
DISCUSSION: The quiz will be the starting point for the weekly learning loop discussions. Bring one element from the eLearning to discuss with your tutor and peers. Q&A
Task: 1_ Each studio will go off campus for a guided site visit with their studio leader and project manager or representative from the construction site. 2_ Document your site visit using a combination of photographs and sketches. 3_ Identity the structural and construction systems being used at the site. Record some of the main details and the palette of materials utilised. 4_ Consider why these systems and materials have been selected (and what other alternatives may have been considered but not used).
Melbourne Rectangular Stadium, Cox Architecture, Melbourne
5_ Consider how this activity assisted your comprehension of: + Buildings under construction, + Load paths through the key elements of the structural system. + The construction program / progress and identification of relevant trades on site. + Identification of the materials in use and the methods used for installing various components. + Critical analysis of the details where materials meet. WARNING: This site visit forms the basis of your Commercial v. Residential Comparison Appendix for your A02 IN SITU assignment.
REMINDERS: Your completed A1 drawing from Week 07's In Detail activity is required for next week's studio session (pin-up and presentation). A01 QUIZ #3 is next week (Week 09). This quiz is worth 5% of the semester mark. This quiz will be based on your A1 drawings. Students who do not present their finished A1 drawings will not be awarded any marks for this assessable quiz.
W09
FLIPPED CLASSROOM DETAILING STRATEGIES
Ching, 'Building Construction Illustrated', p 2.14
'MSD', by JWA and NADAAA. Photo by Peter Ashford
Spaceship Earth, Epcot Walt Disney World. Image by Benjamin D. Esham
GEOMETRY AND MOMENT OF INERTIA
CONSTRUCTION DETAILING
COMPOSITE MATERIALS
The shapes of structural members play an important role in determining how the elements perform in different situations.
Many decisions need to be made when considering how and where different construction elements come together. What key concepts should be kept in mind when creating a construction detail?
In the built environment, materials are never used in isolation. Materials with different properties are frequently used together to provide enhanced properties and create new construction products.
Ching, 'Building Construction Illustrated', p 2.14
Ching, 'Building Construction Illustrated', p 7.48 & 7.50
DEFORMATION & DEFLECTION
CHING: 07.48 - 07.50 Movement Joints
When loads are applied to structural elements the structure deforms. What typical deviation in shape can we expect if a structure is loaded in certain ways?
Refer to the Ching text to gain an understanding of how and when movement joints should be included in construction.
http://www.cctvmon.com/glossary.html
Ching, 'Building Construction Illustrated', p 10.02
KEY TERMS
CHING: 10 Finish Work Refer to the Ching text and compare the range of materials and detailing options for finished surfaces and elements in the constructed environment.
Sandwich Panel Bending Skirting
Composite Beam Shadow line Joint Cornice
W09
STUDIO IN DETAIL (PART 2)
http://www.digital210king.org/blog/2009092301/wall_section.jpg
Perspective Section, Atelier Bow Wow, Tokyo
LEARNING LOOP
ACTIVITIES
This week's quiz is the A01 QUIZ #3 assessable quiz. It is worth 5% of your semester mark.
ACTIVITY: ‘IN DETAIL’ (PART 2)
ACTIVITY: ‘STRUCTURAL CONCEPTS’
Intended Learning Outcomes: To develop an understanding of the actual size of construction elements and the detailed relationship of individual parts. To experiment with the implications and difficulty of translating a scale drawing to a full size drawing (or a real part of the construction).
Intended Learning Outcomes: Develop a working understanding of the structural system of a building through analysis of architectural and structural documentation and detailed model making.
Task:
1_ Structural X-Ray model: in groups of 3 or 4 students, you will start the preparations for making a 1:20 scale structural model in the week 10 studio session.
Test your recall, comprehension, analysis and curiosity with 5 quiz questions in 5 minutes. This quiz will be held at some point during the studio session. The quiz questions will be based on the final In Detail A1 drawings prepared by each student. Students who do not present their finished A1 drawings will not be awarded any marks for this quiz. DISCUSSION: The quiz will be the starting point for the weekly learning loop discussions.
1_ Pin up the completed A1 1:1 detail drawings from the Week 7 studio activity. 2_ Each student will have 3 minutes to present their drawing. The presentation should focus on identifying: + what type of detail is shown, + the main elements of the detail, + the function of each element, and + the material of each element identified.
Bring one element from the eLearning to discuss with your tutor and peers.
3_ Your Studio leader will provide feedback for each student based on both the drawing and presentation.
Q&A
4_ General class feedback and a discussion of the details will also form part of the studio activity this week.
Oval Pavilion, Cox Architecture, Melbourne
Task (Briefing for Week 10):
2_ Using the Oval Pavilion drawings, look at the part of the building you will be constructing and work out the overall size of the model you will be creating. 3_ Determine what materials you will need for your model (cardboard, foam blocks, foam core, balsa, corrugated card, glue, pins etc. which your group has sourced and brought to the studio session). The model should be built on a rigid base (foam core or similar). NOTE - all model making materials (including knives, steel rules and cutting mats) are to be provided by students for this exercise. REMINDERS: The A02 IN SITU final assignment submission is due in week 10 at the start of your studio session (on Friday 9th October). Refer to the Subject Guide for submission details.
W10
FLIPPED CLASSROOM WHEN THINGS GO WRONG
Vassigh, 'Interactive Structures', lateral supports module
LATERAL SUPPORTS
COLLAPSES & FAILURES
HEROES & CULPRITS
When structures are designed they must withstand a range of forces, including lateral loads. What types of forces impose lateral loads and how should they be resisted?
When things go wrong: Construction expert, Peter Ashford, provides an insight into common construction and material selection failures and how they could have been avoided.
Environmental scientist, Dr Dominique Hes, provides a framework for selecting materials. A number of environmental heros and culprits are identified and some guidance provided on their use in the constructed environment.
http://www.kithomebasics.com/images/House-frame-complete.gif
Ching, 'Building Construction Illustrated', p 12.02
http://busproject.org/wp-content/uploads/2014/04/statue-of-libertyface.jpg
LATERAL STABILITY IN RESIDENTIAL BUILDINGS
CHING: 12 Building Materials (all)
A TALE OF CORROSION
What methods are typically used to increase the lateral stability in residential buildings?
Refer to the Ching text to compare and contrast the major construction materials used in the built environment.
The Statue of Liberty is well known landmark. How do the materials used in her construction and her location impact on the image, safety and longevity of this icon?
Ching, 'Building Construction Illustrated', p 2.09
http://www.cctvmon.com/glossary.html
CHING: 02.08 ~ 2.10 Dynamic Loads
KEY TERMS
Refer to Ching 2.08 ~ 2.10 to see how buildings react to dynamic loads. What should be considered when designing structures to withstand wind and earthquake loads?
Shear wall Soft Storey Braced Frame Lifecycle
Defect Fascia Corrosion IEQ
W10
STUDIO STRUCTURAL CONCEPTS
Oval Pavilion, Cox Architecture, Melbourne
'Structural Model', Blog 301-L, by Tantan (2008)
LEARNING LOOP
ACTIVITIES
WEEK 10 QUIZ:
ACTIVITY: ‘STRUCTURAL CONCEPTS’
Test your recall, comprehension, analysis and curiosity with 5 quiz questions in 5 minutes.
Intended Learning Outcomes: Develop a working understanding of the structural system of a building through analysis of architectural and structural documentation and detailed model making.
DISCUSSION: The quiz will be the starting point for the weekly learning loop discussions. Bring one element from the eLearning to discuss with your tutor and peers. Q&A
SUBMISSION Hand your A02 IN SITU final assignment submission to your studio leaders at the start of your studio session in Week 10. The marked A02 In Situ assignments will be returned to students in the Week 12 studio.
Task: 1_ Structural X-Ray: In groups of 4-5 students, analyse the architectural and structural drawings to determine which elements form part of the structural system for the section of the case study building you have been assigned. Use the following as a guide: + Identify and describe the Structural elements and what materials are used for the elements + Identify different Structural joints + Identify different fixings (i.e. weld, concrete, reinforcement, bolt, screw, nail) NOTE - claddings and linings are not part of the structural system. 2_ Classify the structural elements according to their function. i.e. determine whether they belong to the Foundations & Footings, Horizontal and Vertical Primary Structure, Horizontal & Vertical Secondary Structure 3_ Combine and link the information found in the various parts of the Oval Pavilion construction documentation set (e.g. plans, sections, details, structural plans, structural details and member schedules). Make annotated sketches / graphic diagrams to assist with processing the information. Be careful moving between information presented at different scales.
'Structural Concepts', Constructing Envs. Student Work, 2013
4_ Using a variety of materials (cardboard, foam blocks, foam core, balsa, corrugated card, glue etc. which your group has sourced and brought to the studio session) construct a 1:20 scale model of the STRUCTURAL SYSTEM of your assigned part of the Oval Pavilion. The model should show only detail about the structural systems and should be built on a rigid base (foam core or similar). 6_ Present your model to the studio group, explaining the various components of the structural systems, the materials they are made from and the fixing methods used. 7_ Consider how this activity assisted your comprehension of: + The sequential process of construction, + Description and analysis of the structural systems and materials employed, + Classification of structural elements according to their function + Joints and fixings used for structural elements, + Performance and efficiency of materials + Comparison with other parts of the building. REMINDERS: There are no Studio sessions in Week 11. Use this time to catch up on your eLearning and reading modules and start you revision for the exam. A final studio WILL be held in Week 12. The A01 Quiz #4 (5%) will be held during the week 12 studio session. One- off Construction Workshop sessions in Weeks 11 & 12 (see your timetable for session times and dates).
W11
FLIPPED CLASSROOM A CHANGING INDUSTRY
Ching, 'Building Construction Illustrated', p 2.28
One9 Apartments, by Unitised Building
ETFE Detail, Media-ICT, Barcelona by Cloud 9 Architects
MEMBRANE & CABLE STRUCTURES
PREFABRICATION STRATEGIES
NEW MATERIALS
Refer to Ching 2.28 ~ 2.29 to learn how suspension cable, membrane and pneumatic structures function. Consider how loads are transferred or resisted by the key structural elements. What is the impact of wind ?
Many building projects now contain some prefabricated elements. What is the advantage of utilising prefabrication strategies? How do prefabrication and in situ construction methods differ?
What new materials are starting to make an appearance in the construction industry? Are they useful innovations, new ways of using old materials or simply fashions of the moment that will not continue to be used in the future?
http://www.cctvmon.com/glossary.html
BIM model, Image provided by Woods Grieve Engineers
Image by Peter Dejong / Associated Press http://static.guim.co.uk/sys-images/ Guardian/Pix/pictures/2014/3/28/1396021469960/9b888c19-1dc5-4b2e-b7af-bb352e021018-460x276.jpeg
KEY TERMS BIM Prefabrication Parametric ETFE
3D Printing Suspension cable Cross Laminated Timber Cold-formed steel
BIM - Building Information Modelling
3D PRINTED ARCHITECTURE
Increasingly buildings are being digitally modelled in three dimensions, linking design, construction, costing and building management. Why fare irms and their clients interested in using this new technology?
Printing complete buildings is a new concept for the construction industry. Find out how far have we already come towards achieving this goal and what is still to come.
W11
STUDIO NO STUDIO SESSION
WEEK 11 - NO STUDIO SESSIONS There will be no studio sessions held in Week 11. Use this time to catch up on your eLearning, Ching readings and to work towards your A01 QUIZ #4 in week 12. The final studio session will be held in Week 12. The IN SITU assignments will be returned to students during that class.
W12
FLIPPED CLASSROOM REVIEW
'MSD', by JWA and NADAAA. Photo by Peter Ashford
'MSD', by JWA and NADAAA. Photo by Peter Ashford
MSD', by JWA and NADAAA. Photo by Peter Ashford
STRUCTURAL SYSTEMS REVIEW
CONSTRUCTION SYSTEMS REVIEW
MATERIALS REVIEW
What structural systems were used as part of the new MSD building? Determine why different systems have been used for different parts of the building.
What construction systems were used as part of the new MSD building? What aspects of the construction process are clearly identified from this viewpoint?
Observe the different materials that have been used as part of the new MSD building. How and where are they used? How is each material combined with others?
W12
STUDIO OUT AND ABOUT (PART 2) & SEMESTER REVIEW
Multi-choice answer sheet http://images.wisegeek.com/ standardized-test-answer-sheet.jpg
Atrium, Old Architecture Building, http://www.lib.unimelb.edu.au/ collections/archives/exhibitions/keys/web/275.html
LEARNING LOOP
ACTIVITIES
WEEK 12 QUIZ:
ACTIVITY: ‘CAMPUS LAB 2’
REVISION: SAMPLE EXAM
This week's quiz is the A01 QUIZ #4 assessable quiz. It is worth 5% of your semester mark.
Intended Learning Outcomes: To introduce the concept of built scale and to identify the basic structural systems, construction systems and materials of a variety of buildings on campus.
Selected questions from the sample exam will be reviewed to assist you move into the SWOT VAC and EXAMINATION PERIOD of the semester.
Test your recall, comprehension, analysis and curiosity with 5 quiz questions in 5 minutes. DISCUSSION: The quiz will be the starting point for the weekly learning loop discussions. Bring one element from the eLearning to discuss with your tutor and peers. Q&A
Task: 1_ Your studio group will visit a selection of campus buildings. 2_ For each of the buildings visited, members of the studio group will be asked to analyse the structure, construction, materials and details. 3_ Determine how the different parts of the different buildings address the following: + water, + sun and heat, + junctions between different materials and junctions between similar material elements, + performance of materials over time, and + the relationship of the structure to the enclosing system. 4_ Consider how this activity assisted your comprehension of: + Identification of waterproofing elements + Interrogation of the detailing decisions and purpose + Where and why things go wrong (e.g. cracks, leaks, gaps). + Economic implications of decisions
http://www.onmydoorstep.com.au/heritage-listing/3805/ beaurepaire-centre Image SOHE 2008
The EXAM structure will be explained and question answering strategies discussed. Find out what the examiners will be looking for and how you can best demonstrate what you know.
CW
CONSTRUCTION WORKSHOP LOCATION: CONSTRUCTION WORKSHOP, G23 GROUND FLOOR, MSD
'Building Site in Idaho', BHH (circa 2000)
http://www.dhub.org/grcic-and-mattiazzi-make-a-chair/waiting-formachining/
http://www.architectlover.com/amazing-ideas/clue-set-up-byelevation-workshop/
WORKSHOP SESSION
PURPOSE
EQUIPMENT AND CLOTHING
1 x 1.5 hour Construction Workshop session to be completed during the semester.
The PURPOSE of the Construction Workshop session is to:
Sessions will be held in weeks 11 and 12. Refer Subject Program.
1_ Provide an opportunity to introduce students to the construction workshop environment, including safety induction.
For safety reasons there are restrictions on what you wear in the Construction Workshop. If you do not wear appropriate clothing / shoes you will not be able to participate in the class.
Construction Workshop sessions are separate from your usual studio sessions.
SIGN-UP Sign-up to ONE session in your timetable. If you select a week 12 session please select a time that does NOT clash with your Constructing Environments week 12 studio sessions.
WORKSHOP LOCATION The Construction Workshop is located on Ground Floor of the Melbourne School of Design. Walk through the model making room and find the entry door of workshop G23. Wait for the workshop staff to check your safety equipment before entering the main work area.
2_ Develop basic workshop skills to create a structure using full size materials and construction tools. 3_ Evaluate the performance of different materials and designs as alternate solutions for a set problem. 4_ Analyse the loading methods and failure mechanisms for beam type structural elements. 5_ Develop the skills required for communicating concepts and information about the constructed environment. 6_ Assist in the acquisition and appropriate use of relevant construction industry terminology and language.
1_ Shoes must be properly fitting, fully enclosed steel capped footwear. Your toes, top of the foot, back of the foot (heels) must be all completely covered. 2_ Clothing should be practical and suitable for working with workshop tools and construction materials. You will get dirty. Think about what you will wear and consider whether any part of your clothing might get caught or be damaged while you are using the workshop equipment. Avoid loose-fitting clothing, neck scarves and dangling jewellery etc. 3_ Long hair and head scarves should be tied back behind your neck/shoulders so that it won't get caught while you are using the workshop equipment.
CW
CONSTRUCTION WORKSHOP LOCATION: CONSTRUCTION WORKSHOP, G23 GROUND FLOOR, MSD
http://matsysdesign.com/2012/04/13/sg2012-gridshell/
http://www.cwc.ac.uk/hire/pgc/Pages/Workshops.aspx
http://www.thefamilyexpress.com/2011/09/real-constructiondeluxe-workshop.html
ACTIVITIES
ACTIVITIES
WORKSHOP NOTES
ACTIVITY: ‘WORKSHOP SAFETY BRIEFING’
ACTIVITY: ‘DESTRUCTIVE TESTING PHASE’
MAKE A RECORD OF YOUR SESSION
The Construction Workshop session will start with a mandatory safety briefing.
Task:
Your Construction Workshop session is part of the assessable content for the subject and the content covered will be included in the end of semester exam. Make some notes about the session activities to assist you in remembering the main points of these activities.
If you do not arrive at the session on time and you miss the safety briefing, you will be not be permitted to participate in the class. ACTIVITY: ‘CONSTRUCTION PHASE’ Task: 1_ You will be divided into groups of 3-4 students. 2_ Each group will design and construct a structure that must span 1100mm. The maximum height of the structure will be advised before you commence your structure. 3_ Each group will use a different selection of commonly used construction materials. Look at the materials you have been assigned and think about how best to use these particular materials. 4_ A range of tools and fixings will be provided for you to use in creating your structure. 5_ Pay particular attention to how you are joing the materials together and the types of joints you are creating.
1_ Each group will place their completed structure in the testing cradle. Before the testing commences, consider whether the structure meets the span and height requirements of the brief. 2_ Increasing amounts of load will be applied to the structure until the structure fails. 3_ Record the progressive performance of the structures as the load increases. 4_ Determine how much load the structure can withstand before it becomes unstable. Determine why the stability of the structure is failing. 5_ Determine the maximum load and deflection the structure can withstand before it experiences catastrophic failure. Determine how and why the structure failed. 6_ CLEAN UP and put away all the workshop tools as directed by the workshop staff.
SUGGESTED CONTENT: _ Annotated photographs and sketches of the constructed beams. _ Description of structural performance & failure mechanisms, including record of the applied failure load and maximum deflection for each structure. _ Record of materials and tools used. _ Analysis of key concepts used in your design such as span, shape, strength, material efficiency and joint types. _ Comparison with other teams' beams. _ Comparison between working with actual construction materials as opposed to working with scale model making materials. _ Add any new terms to your Glossary Appendix.