Computer Applications [ARC 2723]

Project 1:Modelling of an Architectural Design 


This involves completion of basic form and external model of a selected architectural design. During this
stage the completed 3D model will reflect the knowledge of using the software to create 3D geometries.
3D models will be assessed on the overall detail, complexity and creativity used in the creation and
development process.


Learning Outcomes of this Project
• To produce 3D model of a selected architectural design using 3DS Max/Rhinoceros or both.
• To record Work in Progress (WIP) as progressive evidence of the working process.

Rendering Views:

Project 2: Still Rendering with Materials, Lights, Camera Views with Site Context


The second project involves the production of photorealistic still rendering of the selected architecture
design with materials, appropriate camera views and post-production enhancement on the visual
outcome. The visualisation work would be assessed on the types and ways materials are used, types of
lights and effects used to set up the scene, setup of appropriate camera views for rendering and skills of
using post-production tools to enhance the visual outcome.


Learning Outcomes of this Project
• Produce photorealistic still renderings of the selected building with materials, lighting, camera
views and site context.
• To record Work in Progress (WIP) as progressive evidence of the working process.

Project 2A: Exterior Views

Project 2B: Interior Views

Project 3: A Maximum 90 Seconds Animation of the Completed 3D Scene


This project involves production of a maximum 90 seconds animation of the completed 3D scene using
3DS Max’s animation commands and tools. It also involves simple video editing work such as stitching
video clips, background music & special effects editing, through the use of Windows Movie Maker,
iMovie, Adobe Premiere and After Affects.


Learning Outcomes of this Project
• Produce photorealistic animation renders.
• To record Work in Progress (WIP) as progressive evidence of the working process.

Animation Website URL:

http://www.youtube.com/watch?v=4OUqkB5-_4g

Bscience 1 [ARC 2413]

Project 1: Human Perception of Comfort Level

Thermal comfort is defined in British Standard BS EN ISO 7730 as: ‘that condition of mind which
expresses satisfaction with the thermal environment.’

There is no absolute standard or index of parameters of thermal comfort. This is not surprising, as
humans can and do live in a range of climates from the tropics to high latitudes.
So the term ‘thermal comfort’ describes a person’s psychological state of mind and is usually referred to
in terms of whether someone is feeling too hot or too cold.

Thermal comfort is very difficult to define because you need to take into account a range of
environmental and personal factors when deciding what will make people feel comfortable. Perceptions
of this environment are affected by air temperature, radiant temperature, relative humidity, air velocity,
activity and clothing. More general definitions of comfort include a sense of relaxation and freedom from
worry or pain. These factors become parameters where human perception of the thermal environment is
concerned.

Learning Outcomes:


To be able to understand the general principle of heat transfer
1. Identify environmental conditions related to site conditions, climate, etc.
2. Explain the effects of the sun on the thermal performance of buildings
3. Explain the effect of insulation, thermal mass and  air movement on thermal performance of
buildings.
4. Infer how different building material (K-value, u-value, r-value) has different effect on heat gain or
thermal environment in a given space

Report:

Project 2: Integration with Design Studio 3


A building should serve its function: creating comfortable spaces. Nowadays buildings are not only
measured in terms of aesthetic purposes but also how well it addresses the sustainability issues. Thermal
comfort features are seen as basic principles that must be applied during the design stage and not as an
afterthought.


Learning Outcomes:


1. Estimate heat gain in a space and to provide passive solutions for it.
2. Evaluate control of variables such as heat and ventilation
3. Judge the limits of acceptable or desirable conditions (thermal environment) and recommend designs
that control the effects of sun on the thermal performance of buildings (shading devices)

A3 Boards:

Architecture Design Studio 3 [ARC 2116]

Project 1: Journey of the 5 Senses

Spatial organisation is a key consideration for architects in architectural design. The study and
exploration of different spatial organization methods is important in design because it informs
human occupation, behavior, and experience within architectural spaces. Writers such as
Francis D.K. Ching labeled this as architectural ‘order’ whilst Alexander Purves called this ‘the
formal patterns’.

Learning Outcomes:

1.  Identify and explain different spatial types in architecture, and how they inform spatial use and experience 
2. Identify and analyze case studies to inform the design project  
3. Create tectonic expressions of different spatial typologies which impact on the uses and experiential conditions of space 
4. Generate design through conscious consideration of section-plan relationship with considerations of human scale, natural light, materiality and textures 
5. Produce drawings (both 2D and 3D), modelling and verbal presentation to communicate and visualize architectural design and ideas.  

A3 presentation boards:

Project 2: GENIUS LOCI:  Site Analysis & Concept Development

Learning Outcomes:

•  Produce site analysis which document, interpret and analyze the site context and the ‘genius loci’ of place

Project 3: GENIUS LOCI: VISITOR INTERPRETIVE CENTRE (VIC)

Learning Outcomes:

• Generate design based on the unique character and conditions of the site context
• Generate design through conscious consideration of section-plan relationship with considerations of human scale, natural light, materials/texture
• Design a small scale community building which response to the site (site topography, history and socio-cultural events), functional program and users’ experiences
• Produce drawings (both 2D and 3D), modelling and verbal presentation to communicate and visualize architectural design and ideas.

A1 Presentation Boards:

Building Construction 2 [ARC 2513]

Project 1 : Understanding Forces in Skeletal Structure

Experiencing and understanding skeletal construction is important as it is one of the most widely used structures for building support. As a designer we should know how skeletal structure works. Skeletal structure provides the load bearing resistance of the structure and supports the secondary elements.


The task involved building and designing a popsicle tower with the following criteria:

• The tower must be at least 30 cm tall; able to fit on an A5 base
• Must be built using 100 sticks or less
• Must be able to withstand at least 1.25kg
• Joining methods: Any kind of adhesives eg. glue and tape are not allowed. Instead, sewing thread, toothpicks and pins are permitted. 

Learning outcomes assessed in this project include:

• Apply construction system in design.
• Recognize the implication of construction systems in design.
• Analyse the issues of strength, stiffness and stability of structures including modes of structural
systems, forces, stress and strain and laws of static.

Report A3 boards for the project:

Project 2A & B: Understanding Forces in Solid Structure and Surface Structure

Learning Outcomes:

• Ability to identify basic structural systems in construction
• Compare solid and surface construction systems
• Ability to differentiate solid and surface construction systems in terms of loads and forces acting on structural elements.
• Recognize and apply the implications of construction system in design.
• Ability to analyse the issues of strength, stiffness and stability of structures including modes of structural systems, forces, stress and strain and laws of static.

Model Making in Progress:

Final Model:

Individual work: