Cumincad : CUMINCAD Papers : Search Results

CumInCAD is a Cumulative Index about publications in Computer Aided Architectural Design
supported by the sibling associations ACADIA, CAADRIA, eCAADe, SIGraDi, ASCAAD and CAAD futures

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_id	a9ca
authors	Abadi Abbo, Isaac
year	1996
title	EFFECTIVENESS OF MODELS
source	Full-Scale Modeling in the Age of Virtual Reality [6th EFA-Conference Proceedings]
summary	Architects use many types of models to simulate space either in their design process or as final specifications for building them. These models have been proved useful or effective for specific purposes. This paper evaluates architectural models in terms of five effectiveness components: time of development, cost, complexity, variables simulated and ecological validity. This series of models, used regularly in architecture, are analysed to finally produce a matrix that shows the effectiveness of the different models for specific purposes in architectural design, research and education. Special emphasis is given to three specific models: 1/10 scale, full-scale and computer generated.
keywords	Model Simulation, Real Environments
series	other
type	normal paper
more	http://info.tuwien.ac.at/efa/
last changed	2016/02/17 13:47

_id	ascaad2004_paper11
id	ascaad2004_paper11
authors	Abdelfattah, Hesham Khairy and Ali A. Raouf
year	2004
title	No More Fear or Doubt: Electronic Architecture in Architectural Education
source	eDesign in Architecture: ASCAAD's First International Conference on Computer Aided Architectural Design, 7-9 December 2004, KFUPM, Saudi Arabia
summary	Operating electronic and Internet worked tools for Architectural education is an important, and merely a prerequisite step toward creating powerful tele-collabortion and tele-research in our Architectural studios. The design studio, as physical place and pedagogical method, is the core of architectural education. The Carnegie Endowment report on architectural education, published in 1996, identified a comparably central role for studios in schools today. Advances in CAD and visualization, combined with technologies to communicate images, data, and “live” action, now enable virtual dimensions of studio experience. Students no longer need to gather at the same time and place to tackle the same design problem. Critics can comment over the network or by e-mail, and distinguished jurors can make virtual visits without being in the same room as the pin-up—if there is a pin-up (or a room). Virtual design studios (VDS) have the potential to support collaboration over competition, diversify student experiences, and redistribute the intellectual resources of architectural education across geographic and socioeconomic divisions. The challenge is to predict whether VDS will isolate students from a sense of place and materiality, or if it will provide future architects the tools to reconcile communication environments and physical space.
series	ASCAAD
email
last changed	2007/04/08 19:47

_id	63e6
authors	Af Klercker, Jonas
year	1996
title	Visualisation for Clients - One Example of Educating CAAD for Practice
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 17-24
doi	https://doi.org/10.52842/conf.ecaade.1996.017
summary	During the spring term 1996, 13 students of the 3rd and 4th year at the School of Architecture at Lund University had the opportunity to make a one semester CAAD project. 11 students chose the individual exercise to use computer media for developing a small architectural design in interaction with a client. The focus was set more on visualization and the process of communicating ideas, feelings and practical solutions between architect and client and visa versa rather than concentrated on the final product. This paper describes the process of the project and the reflections of the participants. It will discuss problems from the teachers point of view.
series	eCAADe
email
more	http://www.caad.lth.se/ECAADE/
last changed	2022/06/07 07:54

_id	0ec9
authors	Agranovich-Ponomareva. E., Litvinova, A. And Mickich, A.
year	1996
title	Architectural Computing in School and Real Designing
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 25-28
doi	https://doi.org/10.52842/conf.ecaade.1996.025
summary	The existing system of architectural education ( including computer ) as has shown practice has appeared not absolutly perfect. It not capable to dynamic changes, active introduction of a new engineering and computer technologies, to realization about of the inquiries of a modern time. It suggest of a way of search of new models of computer training. The computer education is represented by us as certain a universal system, which permits to solve the problem of arcitectural education at a higher level. The opportunities of computers and computer technologies at such approach are used as means of increase of efficiency teaching and training. The orientation goes on final result: a opportunity to generate of the creative decisions by learnees, based on attraction of received knowledge and use for their realization of arsenal of practical skills and skills. The system represents not only certain set of experiences elements, necessary and final result sufficient for achievement, but also quite certain interrelation between them. It means, that the knowledge from a initial rate " The Introduction in computer training" must be secured and transformed for utilization in special rates and through them- in practice. The functional nucleus of the software package of such universal system is under construction as opened, apparatus an independent system. A central part of a system is a database, the structure of which is uniform for all other modules and side of enclosures. The conceptual model of a system is under construction on principles structure idea, visualization, multimedia. The listed principles are realized in model so that to encourage the user to independent creative work.
series	eCAADe
last changed	2022/06/07 07:54

_id	c204
authors	Aleksander Asanowicz
year	1996
title	Teaching and Learning - Full Brainwash
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 51-54
doi	https://doi.org/10.52842/conf.ecaade.1996.051
summary	We often speak of changes in design process due to an application of computers. But in my opinion we more often rather speak of lack of changes. Lets hope that some day we will be able to witness full integrity and compatibility of design process and tools applied in it. Quite possible such an integrity may occur in the cyberspace. Nevertheless before that could happen some changes within the teaching methods at faculties of architecture, where despite great numbers of computer equipment used, the students are still being taught as in the XIX century. In terms of achieved results it proves ineffective because application of chalk and blackboard only will always loose to new media, which allow visual perception of dinosaurs in Jurassic Park. Our civilisation is the iconographic one. And that is why teaching methods are about to change. An application of computer as simply a slide projector seems to be way too expensive. New media demands new process and new process demands new media. Lets hope that could be achieved in cyberspace as being a combination of: classic ways of teaching, hypertext, multimedia, virtual reality and a new teaching methodology (as used in Berlitz English School - full brainwash). At our faculty several years ago we experimentally undertook and applied an Integrated Design Teaching Method. A student during design process of an object simultaneously learnt all aspects and functions of the object being designing i.e.: its structure, piping and wiring, material cost and even historic evolution of its form and function. Unfortunately that concept was too extravagant as for the seventies in our reality. At present due to wide implementation of new media and tools in design process we come to consider reimplementation of IDTM again.
series	eCAADe
email
last changed	2022/06/07 07:54

_id	6c97
authors	Asanowicz, Aleksander
year	1996
title	Using the Computer in Analysis of Architectural Form
source	Approaches to Computer Aided Architectural Composition [ISBN 83-905377-1-0] 1996, pp. 25-34
summary	One of the most important aspects of the designing process is: the design activity is usually conducted with incomplete information. Another important aspect of designing activity is: designing activity is usually based on past experience. As a matter of fact looking at designers in the early conceptual phases, one thing that appears clear is, instead starting from scratch, they spend a part of their time thinking about existing designing experience, reviewing the literature, and so on. That is why explicit representation of designing knowledge is needed if computers are to be used as the aid of design education and practice. Composition knowledge data base will be helpful during an architectural form analysis process as well. It makes possible to provide answers and explanations as well as allowing to view tutorials illustrating the particular problem. On its basic level such a program will present analysis of architectural objects and abstract forms based on subjective criteria. On its upper level allowing further exploration of various architectural composition attributes, as well as their influence on emotional- aesthetic judgements being formed during the process of analysis the architectural form.
series	other
last changed	1999/04/08 17:16

_id	af53
authors	Boyer, E. and Mitgang, L.
year	1996
title	Building community: a new future for architecture education and practice
source	Carnegie Foundation for the Advancement of Teaching
summary	Internships, before and after graduation, are the most essential link connecting students to the world of practice. Yet, by all accounts, internship is perhaps the most troubled phase of the continuing education of architects. During this century, as architectural knowledge grew more complex, the apprenticeship system withered away and schools assumed much of the responsibility for preparing architects for practice. However, schools cannot do the whole job. It is widely acknowledged that certain kinds of technical and practical knowledge are best learned in the workplace itself, under the guidance of experienced professionals. All state accrediting boards require a minimum period of internship-usually about three years-before a person is eligible to take the licensing exam. The National Council of Architectural Registration Boards (NCARB) allows students to earn up to two years of work credit prior to acquisition of an accredited degree. The Intern Development Program (IDP), launched by NCARB and the American Institute of Architects in 1979, provides the framework for internship in some forty states. The program was designed to assure that interns receive adequate mentoring, that experiences are well-documented, and that employers and interns allocate enough time to a range of educational and vocational experiences to prepare students for eventual licensure. As the IDP Guidelines state, "The shift from school to office is not a transition from theory to pragmatism. It is a period when theory merges with pragmatism.... It's a time when you: apply your formal education to the daily realities of architectural practice; acquire comprehensive experience in basic practice areas; explore specialized areas of practice; develop professional judgment; continue your formal education in architecture; and refine your career goals." Whatever its accomplishments, however, we found broad consensus that the Intern Development Program has not, by itself, solved the problems of internship. Though we found mutually satisfying internship programs at several of the firms we visited or heard about around the country, at many others interns told us they were not receiving the continuing education and experience they needed. The truth is that architecture has serious, unsolved problems compared with other fields when it comes to supplying on-the-job learning experiences to induct students into the profession on a massive scale. Medicine has teaching hospitals. Beginning teachers work in actual classrooms, supported by school taxes. Law offices are, for the most part, in a better financial position to support young lawyers and pay them living wages. The architecture profession, by contrast, must support a required system of internship prior to licensure in an industry that has neither the financial resources of law or medicine, the stability and public support of teaching, nor a network of locations like hospitals or schools where education and practice can be seamlessly connected. And many employers acknowledged those problems. "The profession has all but undermined the traditional relationship between the profession and the academy," said Neil Frankel, FAIA, executive vice president of Perkins & Will, a multinational firm with offices in New York, Chicago, Washington, and London. "Historically, until the advent of the computer, the profession said, 'Okay, go to school, then we in the profession will teach you what the real world is like.' With the coming of the computer, the profession needed a skill that students had, and has left behind the other responsibilities." One intern told us she had been stuck for months doing relatively menial tasks such as toilet elevations. Another intern at a medium-sized firm told us he had been working sixty to seventy hours per week for a year and a half. "Then my wife had a baby and I 'slacked off' to fifty hours. The partner called me in and I got called on the carpet for not working hard enough." "The whole process of internship is being outmoded by economics," one frustrated intern told us. "There's not the time or the money. There's no conception of people being groomed for careers. The younger staff are chosen for their value as productive workers." "We just don't have the best structure here to use an intern's abilities to their best," said a Mississippi architect. "The people who come out of school are really problems. I lost patience with one intern who was demanding that I switch him to another section so that he could learn what he needed for his IDP. I told him, 'It's not my job to teach you. You are here to produce.'" What steps might help students gain more satisfying work opportunities, both during and after graduation?
series	other
last changed	2003/04/23 15:14

_id	4931
authors	Breen, Jack
year	1996
title	Learning from the (In)Visible City
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 65-78
doi	https://doi.org/10.52842/conf.ecaade.1996.065
summary	This paper focuses on results and findings of an educational project, in which the participating students had to develop a design strategy for an urban plan by using and combining endoscopic and computational design visualisation techniques. This educational experiment attempted to create a link between the Media research programme titled 'Dynamic Perspective' and an educational exercise in design composition. It was conceived as a pilot study, aimed at the investigation of emerging applications and possible combinations of different imaging techniques which might be of benefit in architectural and urban design education and potentially for the (future) design practice. The aim of this study was also to explore the relationship between spatial perception and design simulation. The point of departure for the student exercise was an urban masterplan which the Dynamic Perspective research team prepared for the workshop 'the (in)visible city' as part of the 1995 European Architectural Endoscopy Association Conference in Vienna, Austria. The students taking part in the exercise were asked to develop, discuss and evaluate proposals for a given part of this masterplan by creating images through different model configurations using optical and computer aided visualisation techniques besides more traditional design media.The results of this project indicate that an active and combined use of visualisation media at a design level, may facilitate communication and lead to a greater understanding of design choices, thus creating insights and contributing to design decision-making both for the designers and for the other participants in the design process.
series	eCAADe
email
more	http://www.bk.tudelft.nl/Media/
last changed	2022/06/07 07:54

_id	acfa
authors	Brown, A., Knight, M. and Nahab, May
year	1996
title	Computer Generated Architectural Images in Practice: what kind and when?
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 79-86
doi	https://doi.org/10.52842/conf.ecaade.1996.079
summary	The production of near-photorealistic images of buildings is becoming increasingly common. The software to produce reasonably sophisticated images being available at affordable prices and the increasing power of generally affordable computers have contributed to this trend. It is also probably the case that the run-of-the-mill architectural practice sees the competition producing this kind of image with a superficially beguiling quality and follow suit. What we ask in this paper is whether we should be more thoughtful about the kind of image used? Should the kind of image chosen to suit the stage of the design that it applies to and the nature of the human agents viewing the image? Of course, in posing the question we imply our answer, that it should. What we do in this paper is to illustrate why we feel it should and what the consequences are for the education of architects who are about to join the world of practice.
series	eCAADe
email
last changed	2022/06/07 07:54

_id	4a71
authors	Byrne, Christine M.
year	1996
title	Water on tap : the use of virtual reality as an educational tool
source	College of Engineering, University of Washington
summary	A study was conducted that explored Virtual Reality (VR) as an educational tool. High school students created water molecules in an immersive virtual environment. They were tested on their knowledge of atomic and molecular structure before and after their VR experience. These results were compared to the test results of students who experienced other educational media in learning the same topic. The other media differed from VR in terms of immersion and interactivity. Interactivity was found to be significant, while immersion was found to be insignificant. Issues of training, world design, assessment, hardware resolution, and student population were suggested as possible reasons for immersion's lack of significance in this study.
keywords	Virtual Reality; Education; Computer Programs; Evaluation; Chemistry; Study and Teaching
series	thesis:PhD
last changed	2003/02/12 22:37

_id	avocaad_2001_02
id	avocaad_2001_02
authors	Cheng-Yuan Lin, Yu-Tung Liu
year	2001
title	A digital Procedure of Building Construction: A practical project
source	AVOCAAD - ADDED VALUE OF COMPUTER AIDED ARCHITECTURAL DESIGN, Nys Koenraad, Provoost Tom, Verbeke Johan, Verleye Johan (Eds.), (2001) Hogeschool voor Wetenschap en Kunst - Departement Architectuur Sint-Lucas, Campus Brussel, ISBN 80-76101-05-1
summary	In earlier times in which computers have not yet been developed well, there has been some researches regarding representation using conventional media (Gombrich, 1960; Arnheim, 1970). For ancient architects, the design process was described abstractly by text (Hewitt, 1985; Cable, 1983); the process evolved from unselfconscious to conscious ways (Alexander, 1964). Till the appearance of 2D drawings, these drawings could only express abstract visual thinking and visually conceptualized vocabulary (Goldschmidt, 1999). Then with the massive use of physical models in the Renaissance, the form and space of architecture was given better precision (Millon, 1994). Researches continued their attempts to identify the nature of different design tools (Eastman and Fereshe, 1994). Simon (1981) figured out that human increasingly relies on other specialists, computational agents, and materials referred to augment their cognitive abilities. This discourse was verified by recent research on conception of design and the expression using digital technologies (McCullough, 1996; Perez-Gomez and Pelletier, 1997). While other design tools did not change as much as representation (Panofsky, 1991; Koch, 1997), the involvement of computers in conventional architecture design arouses a new design thinking of digital architecture (Liu, 1996; Krawczyk, 1997; Murray, 1997; Wertheim, 1999). The notion of the link between ideas and media is emphasized throughout various fields, such as architectural education (Radford, 2000), Internet, and restoration of historical architecture (Potier et al., 2000). Information technology is also an important tool for civil engineering projects (Choi and Ibbs, 1989). Compared with conventional design media, computers avoid some errors in the process (Zaera, 1997). However, most of the application of computers to construction is restricted to simulations in building process (Halpin, 1990). It is worth studying how to employ computer technology meaningfully to bring significant changes to concept stage during the process of building construction (Madazo, 2000; Dave, 2000) and communication (Haymaker, 2000).In architectural design, concept design was achieved through drawings and models (Mitchell, 1997), while the working drawings and even shop drawings were brewed and communicated through drawings only. However, the most effective method of shaping building elements is to build models by computer (Madrazo, 1999). With the trend of 3D visualization (Johnson and Clayton, 1998) and the difference of designing between the physical environment and virtual environment (Maher et al. 2000), we intend to study the possibilities of using digital models, in addition to drawings, as a critical media in the conceptual stage of building construction process in the near future (just as the critical role that physical models played in early design process in the Renaissance). This research is combined with two practical building projects, following the progress of construction by using digital models and animations to simulate the structural layouts of the projects. We also tried to solve the complicated and even conflicting problems in the detail and piping design process through an easily accessible and precise interface. An attempt was made to delineate the hierarchy of the elements in a single structural and constructional system, and the corresponding relations among the systems. Since building construction is often complicated and even conflicting, precision needed to complete the projects can not be based merely on 2D drawings with some imagination. The purpose of this paper is to describe all the related elements according to precision and correctness, to discuss every possibility of different thinking in design of electric-mechanical engineering, to receive feedback from the construction projects in the real world, and to compare the digital models with conventional drawings.Through the application of this research, the subtle relations between the conventional drawings and digital models can be used in the area of building construction. Moreover, a theoretical model and standard process is proposed by using conventional drawings, digital models and physical buildings. By introducing the intervention of digital media in design process of working drawings and shop drawings, there is an opportune chance to use the digital media as a prominent design tool. This study extends the use of digital model and animation from design process to construction process. However, the entire construction process involves various details and exceptions, which are not discussed in this paper. These limitations should be explored in future studies.
series	AVOCAAD
email
last changed	2005/09/09 10:48

_id	e479
authors	Costanzo, Ezilda and De Vecchi, Antonio
year	1996
title	Computer-Aided Planning of Connections Among Building Components
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 111-120
doi	https://doi.org/10.52842/conf.ecaade.1996.111
summary	In these last years the use of advanced technological types of construction, prevalently consisting of mechanical assembly systems, is also spreading to create connections among building elements. The aim of the research we are carrying on is to develop an automated software tool aiding the planning of assembly systems adopted in building, which are often characterised by high complexity levels. At the present, such subject is being studying in the mechanical field; but the difference of components and of products, seldom mass-produced and industrialised in building, make only few factors be available to our field, where further and different investigations are required.
series	eCAADe
last changed	2022/06/07 07:56

_id	eb51
authors	Coyne, Richard
year	1996
title	CAAD, Curriculum and Controversy
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 121-130
doi	https://doi.org/10.52842/conf.ecaade.1996.121
summary	This paper brings some of the debate within educational theory to bear on CAAD teaching, outlining the contributions of conservatism, critical theory, radical hermeneutics and pragmatism. The paper concludes by recommending that CAAD teaching move away from conservative concepts of teaching, design and technology to integrate it into the studio. In a highly illuminating book on education theory, Shaun Gallagher (1991) outlines four current views on education that correspond to four major positions in contemporary social theory and philosophy. I will extend these categories to a consideration of attitudes to information technology, and the teaching of computing in architecture. These four positions are conservatism, critical theory, radical hermeneutics, and pragmatism. I will show how certain issues cluster around them, how each position provides the focus of various discursive practices, or intellectual conversations in contemporary thinking, and how information technology is caught up in those conversations. These four positions are not "cognitive styles," but vigorously argued domains of debate involving writers such as Gadamer, Habermas and Derrida about the theory of interpretation. The field of interpretation is known as hermeneutics, which is concerned less with epistemology and knowledge than with understanding. Interpretation theory applies to reading texts, interpreting the law, and appreciating art, but also to the application of any practical task, such as making art, drawing, defining and solving problems, and design (Coyne and Snodgrass, 1995). Hermeneutics provides a coherent focus for considering many contemporary issues and many domains of practice. I outline what these positions in education mean in terms of CAAD (computer-aided architectural design) in the curriculum.
series	eCAADe
email
more	http://www.caad.ac.uk/~richard
last changed	2022/06/07 07:56

_id	6abd
authors	Dawson, Anthony and Burry, Mark
year	1996
title	The Continuing Dichotomy: Practice vs. Education
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 131-142
doi	https://doi.org/10.52842/conf.ecaade.1996.131
summary	While it is apparent from the architectural literature that some practices are innovative in their use of computers for architectural design, clear evidence indicates that most architectural practices have applied computing to traditional practice paradigms. Information technology is therefore being applied to practice systems which were in place prior to computers being available. This has significant implications for architectural education in which there is tension developing between the requirements of the commercially oriented architectural practice and the innovation driven computer-aided architectural design educator. The first wishes to equip graduates for immediate and productive employment in computerised architectural practices and may be loosely interpreted as a graduate’s ability to work as a CAD operator within an architectural practice environment. The second has the desire for students to be innovative in their use of information technology as an aid in informing and evaluating parts of both the design process and its outcomes. However, it is only when both architects and educators identify the architectural process as an integrated information system that these tensions can be resolved. This requires reconsideration of the function and use of information technology in both educational institutions and in architectural practices. The paper discusses how fruitful this can be in the current environment and outlines current developments at Deakin University which aim at providing a middle ground
series	eCAADe
email
last changed	2022/06/07 07:55

_id	ebd6
authors	Dobson, Adrian
year	1996
title	Teaching Architectural Composition Through the Medium of Virtual Reality Modelling
source	Approaches to Computer Aided Architectural Composition [ISBN 83-905377-1-0] 1996, pp. 91-102
summary	This paper describes an experimental teaching programme to enable architectural students in the early years of their undergraduate study to explore their understanding of the principles of architectural composition, by the creation and experience of architectural form and space in simple virtual reality environments. Principles of architectural composition, based upon the ordering and organisation of typological architectural elements according to established rules of composition, are introduced to the students, through the study of recognised works of architectural design theory. Virtual reality modelling is then used as a tool by the students for the testing and exploration of these theoretical concepts. Compositional exercises involving the creation and manipulation of a family of architectural elements to create form and space within a three dimensional virtual reality environment are carried out using Superscape VRT, a PC based virtual reality modelling system. The project seeks to bring intuitive and immersive computer based design techniques directly into the context of design theory teaching and studio practice, at an early stage in the architectural education process.
series	other
last changed	1999/04/08 17:16

_id	cc4f
authors	Donath, Dirk
year	1996
title	University CAAD-Education for Architectural Students - A Report on the Realisation of a User-oriented Computer Education at the Bauhaus University Weimar
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 143-154
doi	https://doi.org/10.52842/conf.ecaade.1996.143
summary	Practically no other field of human creativity is evolving as fast and innovatively as the development and integration of the computer into every possible area imaginable. The computer has today become a natural tool in the fields of architecture and space-planning. The changing form of professional practice due to the increasing application of computerassisted work techniques results in the need, currently being addressed in the education of future architects and town planners, to bring these new mediums into the realm between architecture - art - and building - science.
series	eCAADe
email
more	http://www.uni-weimar.de/architektur/InfAR/
last changed	2022/06/07 07:55

_id	ecaade2024_230
id	ecaade2024_230
authors	Fekar, Hugo; Novák, Jan; Míèa, Jakub; Žigmundová, Viktória; Suleimanova, Diana; Tsikoliya, Shota; Vasko, Imrich
year	2024
title	Fabrication with Residual Wood through Scanning Optimization and Robotic Milling
source	Kontovourkis, O, Phocas, MC and Wurzer, G (eds.), Data-Driven Intelligence - Proceedings of the 42nd Conference on Education and Research in Computer Aided Architectural Design in Europe (eCAADe 2024), Nicosia, 11-13 September 2024, Volume 1, pp. 25–34
doi	https://doi.org/10.52842/conf.ecaade.2024.1.025
summary	The project deals with the use of residual wood of tree stumps and roots through scanning, optimization and robotic milling. Wood logging residue makes up to 50 percent of the trees harvested biomass. (Hakkila and Parikka 2002). Among prevailing strategies is leaving residue on site, and recovering residue for bioenergy. (Perlack and others 2005). The project explores the third strategy, using parts of the logging residue for fabrication, which may reduce the overall amount of wood logging volume. Furthermore approach aims for applying residue in its natural form and taking advantage of specific local characteristics of wood (Desch and Dinwoodie 1996). The project applies the strategy on working with stump and roots of an oak tree. Due to considerations of scale, available milling technics and available resources, chosen goal of the approach is to create a functioning chair prototype. Among the problems of the approach is the complex shape of the residue, uneven quality of wood, varying humidity and contamination with soil. After cleaning and drying, the stump is scanned and a 3D model is created. The 3D model od a stump is confronted with a 3D modelled limits of the goal typology (height, width, length, sitting surface area and overal volume of a chair) and topological optimization algorithm is used to iteratively reach the desired geometry. Unlike in established topological optimization proces, which aims for a minimal volume, the project attempts to achieve required qualities with removing minimal amount of wood. Due to geometric complexity of both stump and goal object, milling with an 6axis industrial robotic arm and a rotary table was chosen as a fabrication method. The object was clamped to the board (then connected to a rotary table) in order to provide precise location and orientation in 3D space. The milling of the object was divided in two parts, with the seating area milled in higher detail. Overall process of working with a residual wood that has potential to be both effective and present aesthetic quality based on individual characteristics of wood. Further development can integrate a generative tool which would streamline the design and fabrication proces further.
keywords	Robotic arm milling, Scanning, Residual wood
series	eCAADe
email
last changed	2024/11/17 22:05

_id	aff6
authors	Ferrar, Steve
year	1996
title	Back to the Drawing Board?
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 155-162
doi	https://doi.org/10.52842/conf.ecaade.1996.155
summary	I am starting my presentation with some slides of architecture as a reminder that above all else we are involved in the education of future architects. Such is the enthusiasm of many of us for our specialist subject that computers dominate any discussion of architecture. We must not lose sight of the fact that we are using computers to assist in the manipulation of space, form, light, texture and colour, and in communicating our ideas. They should also be helping us and our students to understand and deal with the relationship of built form to its environment, its users and other buildings. The use of computers should not get in the way of this. In the final analysis the image on a computer screen is only that - an image, a representation of a building. It is not the building itself. It is a means to an end and not an end in itself. The image must not be a substitute for the physical building. We must remember that we use most of our other senses when experiencing a building and it is just as important to be able to touch, hear and smell a piece of architecture as well as being able to see it. Who knows, perhaps even taste is important. How much does the use of computers affect the design process and the final appearance of the building? Would these buildings have been substantially different if a system of working in three dimensions, similar to computer aided design, had been available to these architects. To what degree has the design process and method of working shaped the architecture of designers like Frank Lloyd Wright, Carlo Scarpa, Louis Sullivan, Charles Rennie Mackintosh or Alvar Aalto.
series	eCAADe
email
last changed	2022/06/07 07:50

_id	a322
authors	Gavin, Lesley
year	1996
title	Practice and On -Line Learning
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 163-170
doi	https://doi.org/10.52842/conf.ecaade.1996.163
summary	In response to the growing need for the provision of continuing education for architects in practice, the Open University has been examining the possibilities of offering postgraduate courses in the Built Environment. The Open University is a unique institution within the UK, in that all of its 150,000 students are taught through supported open learning. The production of teaching material for distance learning on this scale has involved the exploration of various teaching and learning methods. The OU has had over 25 years experience of distance learning as such and although many of its current teaching methods lend themselves admirably to the development of computer based distance learning, there is still ample opportunity to exploit new technologies in teaching methods. Recent developments within the field of multimedia, video conferencing etc. lend themselves admirably to visually orientated subjects such as architecture. Over the last year the programme of development into the Built Environment has involved the production of 3 pilot modules in the areas of Conservation, Sustainability in Architecture & Planning, and in Construction Technology. These modules are currently being developed for production on CD-ROM, but with a long term view that they may be offered on-line. This paper will discuss how computer technology can be utilised in continuing education beyond schools of architecture and into a practice based environment.
series	eCAADe
email
last changed	2022/06/07 07:51

_id	a115
authors	Hanna, R.
year	1996
title	A Computer-based Approach for Teaching Daylighting at the Early Design Stage
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 181-190
doi	https://doi.org/10.52842/conf.ecaade.1996.181
summary	This paper has reviewed the literature on the teaching of daylight systems design in architectural education, and found that traditionally such teaching has evolved around the prediction of the Daylight Factor (DF%), i.e. illuminance, via two methods one studio-based and another laboratory based. The former relies on graphical and/or mathematical techniques, e.g. the BRE Protractors, the BRE Tables, Waldram Diagrams, the Pepper-pot diagrams and the BRE formula. The latter tests scale models of buildings under artificial sky conditions (CIE sky). The paper lists the advantages and disadvantages of both methods in terms of compatibility with the design process, time required, accuracy, energy-consumption facts, and visual information. This paper outlines a proposal for an alternative method for teaching daylight and artificial lighting design for both architectural students and practitioners. It is based on photorealistic images as well as numbers, and employs the Lumen Micro 6.0 programme. This software package is a complete indoor lighting design and analysis programme which generates perspective renderings and animated walk-throughs of the space lighted naturally and artificially. The paper also presents the findings of an empirical case study to validate Lumen Micro 6.0 by comparing simulated output with field monitoring of horizontal and vertical illuminance and luminance inside the highly acclaimed GSA building in Glasgow. The monitoring station was masterminded by the author and uses the Megatron lighting sensors, Luscar dataloggers and the Easylog analysis software. In addition photographs of a selected design studio inside the GSA building were contrasted with computer generated perspective images of the same space.
series	eCAADe
email
last changed	2022/06/07 07:50

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