NEW COURSE COVER SHEET Use this form to propose a new course. New Course Department: Course Designator: Program: Effective Term: (must be a future term) Career: □ Undergraduate □ Graduate Course Number: Submission Date: Submission from: Required: Academic Support Resources (ASR) Needed □ Libraries □ Computer Lab □ Digifab Lab □ Goldstein □ Imaging Lab □ Other Technology □ Workshop □ ASR Support not needed. I. Does this course change the program (including addition as elective)? □ No □ Yes. If so, also submit Program Change. II. Summarize new course and rationale. (Executive Summary field in Workflow Gen) • Why is the course needed? Describe the planning and development activities that generated this proposal. • Which students are served? • Is this course required? • Projected enrollment? • New FTE Faculty? • TA support? III. Consultation is required by the University Curriculum Committee. Before submitting, verify there are no comparable courses at the University of Minnesota. The course proposer should send the proposed syllabus to the department head(s) of any unit in other college(s) that may already offer courses with overlapping content, as well as the undergraduate associate dean(s) of those college(s). Request that the consulted parties identify any concerns regarding content overlap. Departmental Faculty Vote: Ayes _______ Nays _______ Abstain _______ Fall 2016 Architecture Arch M. Arch 5392 2/10/16 Nicole Kennedy The course is needed to expand the design and represe The content of this course is unique to architecture education and is not offered in any o 5 0 0
Transcript
NEW COURSE COVER SHEET Use this form to propose a new course. New Course Department: Course Designator: Program:
Effective Term: (must be a future term) Career: □ Undergraduate □ Graduate Course Number: Submission Date: Submission from:
Required: Academic Support Resources (ASR) Needed □ Libraries □ Computer Lab □ Digifab Lab □ Goldstein □ Imaging Lab □ Other Technology □ Workshop □ ASR Support not needed.
I. Does this course change the program (including addition as elective)?
□ No □ Yes. If so, also submit Program Change.
II. Summarize new course and rationale. (Executive Summary field in Workflow Gen) • Why is the course needed? Describe the planning and development activities that generated this
proposal. • Which students are served? • Is this course required? • Projected enrollment? • New FTE Faculty? • TA support?
III. Consultation is required by the University Curriculum Committee. Before submitting, verify there are no comparable courses at the University of Minnesota. The course proposer should send the proposed syllabus to the department head(s) of any unit in other college(s) that may already offer courses with overlapping content, as well as the undergraduate associate dean(s) of those college(s). Request that the consulted parties identify any concerns regarding content overlap.
The course is needed to expand the design and representation electives in the M. Arch curriculum. The course has been offered as a topics course and has been valuable to students. M. Arch students are served. The course is not required. The projected enrollment is 15. Alex terzich is the adjunct faculty member who usually teaches this course. TA support not needed.
The content of this course is unique to architecture education and is not offered in any other unit.
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Digital Documentation: Facades ARCH 5390 (TBD) University of Minnesota School of Architecture Fall 2016 3 Credits Location Rapson Hall 31 Th 4:40pm - 7:20pm September 10 - December 10 Instructor Alex Terzich [email protected] Office Hours Available at HGA office by appointment only Prerequisite Introduction to BIM (3150/5650) or Instructor Permission
Overview This course explores two aspects of contemporary architectural practice that are bound up in a constantly evolving relationship: Facades and BIM. Over the course of the semester, students will study the anatomy of contemporary enclosure systems and understand the requirements that shape them. We will look at systems that are complex, layered and multi-functional, and develop an understanding of contemporary enclosure design relative to historical precedents. This investigation takes place in a Building Information Modeling environment. The use of Revit will instigate students to delineate the strengths and weaknesses of BIM as a design and documentation tool. We will identify how to use BIM capabilities as a complement to more traditional forms of documentation and as part of a diverse digital workflow that leverages the strengths of other modeling programs. This class is motivated by the philosophy that a strong technical foundation is a key part of great design. As such, the course is organized into a series of assignments, in-class exercises and case studies designed to help students develop a strong understanding of technical issues and how to properly document them using the conventions of architectural drawing and current digital tools. The exercises are complemented by readings that provide context for the course and serve as the primary material for an in-class final exam. As a professional architect with a special focus on facade design and a practical background in 3D modeling, I bring a certain position to the course. From my vantage point, contemporary enclosures are high-resolution detail-critical systems that are difficult − I would argue impossible − to fully capture in the coarse environment of a typical architectural BIM model. But that coarse BIM model is still a critical underlay that supports the development of a high-resolution architecture. It is precisely this interplay that the class sets out to embrace, so that students develop a sophisticated grasp of what to model and what to draw in order to effectively develop and illustrate a complex enclosure system. Finally, although BIM is an important aspect of the course, note that this is not primarily a software skills class. All students should be familiar with the basics of Revit and should look to classmates, online tutorials and digital assistants for software support. Key course objectives include the following:
− recognize important historical precedents in facade design − identify the functional layers of an effective enclosure − understand fundamental principles of detailing − comprehend the inter-relationship of structure and enclosure − learn conventions of architectural documentation − develop 3D modeling and data extraction capabilities − effectively utilize BIM as a documentation tool
Course Material The main "texts" for this course are a collection of construction documents for skyways on the University of Minnesota campus. These will be made available electronically and each student will select one project to investigate in-depth over the course of the semester. The differences from one project to the next − in terms of cladding type, form, structural system, detailing strategy, etc. − will provide for a comparative study of real world architectural issues that will be drawn out as we review the work in class. The projects to choose from are:
Health Sciences Expansion by The Architects Collaborative (1975) ... missing structural drawings Basic Sciences & Biomedical Engineering by BWBR (1993) Carlson School of Management by Ellerbe Becket (1995) ... missing S302 University Avenue by KKE (1999) Art Teaching and Research Facility by MS&R (2001) ... challenging geometry Center for Magnetic Resonance Research by RSP (2009)
Please note that these digital files are generously on loan from the University for the duration of the semester. Due to University security protocols, the drawings may not be shared beyond this class and must be fully deleted from your computers at the end of the course. I will ask everyone to confirm that they have deleted the files prior to submitting grades for the course. Required Reading There are two textbooks for this course. Scott Murray's Contemporary Curtain Wall Architecture is an excellent book that is unfortunately out of print, but will be on reserve and available through other channels. Ed Allen's Architectural Detailing is available at the University of Minnesota bookstore and on reserve at the Architecture and Landscape Architecture Library. These books are not cheap, but they were carefully selected and are worthwhile investments for all architects with an interest in facade design and detailing. The additional short readings on building information modeling will be distributed in-class.
Murray, Scott. Contemporary Curtain Wall Architecture. New York: Princeton Architectural Press, 2009. Allen, Edward. Architectural Detailing: Function, Constructability, Aesthetics. New York: Wiley, 2006. - - - Autodesk. Building Information Modeling. 2002. Smith, Dana and Michael Tardif. Building Information Modeling: A Strategic Implementation Guide for Architects, Engineers, Constructors, and Real Estate Asset Managers. New York: Wiley, 2009.
It is important for students to keep up with the readings as they provide common ground for in-class discussions and because most, if not all, of the material on the final exam will be drawn directly from the readings. Note that on the course schedule CCWA = Contemporary Curtain Wall Architecture and AD = Architectural Detailing: Function, Constructability, Aesthetics. Videos There are a few in-class videos intended to provide a window into different aspects of the facade design industry:
Marc Simmons of Front Inc., "Process Performance" presented at Harvard in 2012. Werner Sobek of Werner Sobek Engineering & Design, "Building for the Future" presented at Harvard in 2013. Jeff Vaglio of Enclos, "Parametric Workflows" presented at HGA in 2014.
Short Assignments Narrative - Assigned 9/10 - Due 9/17 - 1 Week
Visit your project and be sure to take photos for reference. Review the drawing set for your project. Then, write a concise narrative description of your project, no more than 250 words. The description should capture all the important features of the project − structural system, mechanical system, form and geometry, types of glazing, finish materials and color, lighting, etc. Turn in a printed copy of your narrative on 8 1/2" x 11" paper. Be sure to include the name of your project on the sheet.
Structure - Assigned 9/17 - Due 10/1 - 2 Weeks
Working from the construction documents, use Revit to model the main structural elements of your project: beams, columns, diagonal braces, floor and roof decks, etc. Establish all grids and levels. Refer to the S and A sheets to distinguish between structural and architectural elements. Create a "Structure" workset to locate the structural elements that you model. Lay out the following views on horizontally-oriented 11" x 17" sheets: plan, long section, short section all at 1/8" = 1'-0" scale. Include grids and levels, and provide dimensions from grid line to grid line as well as overall dimensions. Include a 3D view (axonometric or perspective) of one structural bay shown in the context of a transparent mass (built and placed on a "Mass" workset) that describes the outer shape of the project. Add annotations identifying the various structural elements in this 3D view. Create a schedule that calculates the weight of the structural steel and provides a total steel cost. Assume $5,000 per ton for fabricated steel. Include titles for each view with a number, name and scale where appropriate. Create a simple titleblock that includes your name, the name of your project and the date.
Surface - Assigned 10/1 - Due 10/15 - 2 Weeks
Using Revit and working in a "Surface" workset, model your skyway with a set of simple, monolithic wall types that identify the different materials (e.g., glass, aluminum, limestone, EPDM) and surface finishes (e.g., painted, anodized, fritted, acid-etched, honed) of the exterior surface. These should all have a consistent thickness and be very thin (e.g., 1/2" thick) to represent the main exterior materials. Ignore mullions, silicone joints, exposed structure. However, be sure to break all surfaces into accurate panel sizes. Create additional wall sub-types for special fabrication considerations. For example, differentiate between flat and curved panels with the same material and finish. Use Revit to generate two color coded 3D views that illustrate the different materials and their total surface areas. Create a schedule that identifies surface area of different materials. Assign costs to each material and calculate a total enclosure cost. Assume $55/sf for metal panel, and $75/sf for glazing. Add premiums as you see fit for special conditions (acid etched glass or curved metal panel). Lay out the views along with annotations (notes or a key) on a horizontally-oriented 11" x 17" sheet.
Layers - Assigned 10/15 - Due 10/29 - 2 Weeks
Turn off the "Surface" workset. Rebuild the exterior walls as specific assemblies that reflect the true layers of the construction (e.g., 6" steel stud, 5/8" gypsum sheathing, 1/8" air barrier, 2" rigid insulation, 1/2" hat channels, 1" air gap, 1/8" aluminum sheet). Build the glazing as window or curtain wall elements with accurate mullion profiles, including exterior caps where necessary. Build roof types, interior wall and ceiling types as required, and add any additional elements necessary to fully describe your project − louvers, railings, copings, etc. Lay out the following views on (2) 11" X 17" sheets:
1/8" = 1'-0": elevation (choose one only), long section, short section, roof plan, reflected soffit plan 3/8" = 1'-0": wall section (choose most descriptive condition) 3/4" = 1'-0": plan views of each typical wall type and glazing system
Be sure to have all views set to "Fine" detail level. Add appropriate annotations for each view.
Details - Assigned 10/29 - Due 11/12 - 2 Weeks
Choose one complex transition detail from the existing drawing set of your project, such as wall-to-roof or wall-to-soffit. Create a Revit detail view of this condition at 1 1/2" = 1'-0" or 3" = 1'-0". Develop this into a complete detail using detail lines with lineweights and linetypes, hatches, dimensions and notes. The model should be used as an underlay to guide the drawing (using halftone display), but should ultimately be turned off so that the detail lines do all the work. Lay out the following detail views side by-side on 11" X 17" sheets:
1. final Revit detail at 1 1/2" = 1'-0" or 3" = 1'-0" and original project detail scaled to match 2. detail view of model only and view of final detail with the model visible as a halftone underlay
Long Assignments Weight - Assigned 9/24 - Due 12/3 - 10 Weeks
What exactly is the information in Building Information Modeling? Let's put that to the test by trying to determine the weight of your project. Starting with Revit and moving on to whatever software or other analytical techniques you require, determine a weight per linear foot and total weight of your project. Identify percentages of the total weight based on building structure, cladding and interior finishes. Generate a multi-page 11" x 17" document that thoughtfully combines graphics and text to illustrate the methodology and conclusions. There will be an in-class progress review on 11/19.
Reclad - Assigned 10/15 - Due 12/10 - 8 Weeks
The recladding of existing buildings is a growing part of the facade design industry, with firms like Moed de Armas & Shannon focused almost exclusively on curtain wall reclad projects, as well as larger firms like Gensler dedicating a specific group to this kind of work. The redesign and replacement of an enclosure highlights what is permanent and what is temporary in a building, tests the malleability and resistance of the original design concept, and offers opportunities to enhance the performance, functionality and appearance of a building. The expectation of this assignment is for you to design a new facade for your project. Make a decision about what are the permanent parts of the project (such as beams, column, floor slabs) and what can and should be replaced. For example, are stud framing and mullions preserved, or is everything down to the base building structure replaced? As the semester progresses, take time to investigate a range of cladding options (terra cotta, fiberglass, channel glass, glass rainscreens, etc.) and develop a proposal that you feel improves the performance, user experience, and campus presence of your project. Revit should be used for this exercise only as you feel necessary. You are encouraged to take advantage of any design tools that best support the development of your work. Final presentation should be in 11" x 17" format and include the following:
1. concise narrative description of your design that captures the intent of your reclad and identifies all the important features of the design − such as the relationship between the cladding and structural system, the materials, types of glazing, etc.
2. elevation at 1/8" = 1'-0" 3. short section at 1/8" = 1'-0" 4. wall section at 3/8" = 1'-0" 5. rendered partial elevation at 3/8" = 1'-0"
There will be an in-class progress review on December 3.
Course Calendar
W1 TH 9/10
Course Introduction Handout: Building Information Modeling - Assignment Intro: Narrative (Due 9/17) Case Study: Botswana Innovation Hub
W2 TH 9/17
Assignment Due: Narrative Video: What is BIM? Discussion: Building Information Modeling - Assignment Intro: Structure (Due 10/1) Pre-Exam
W3 TH 9/24
Case Study: Surly Assignment Check-In: Structure Discussion: Smith & Tardif Introduction - Assignment Intro: Weight (Grad Only, Due 12/3) Video: Werner Sobek, Building for the Future
Workload - For undergraduate students, one credit is defined as equivalent to an average of three hours of learning effort per week over a full semester. Therefore undergrads in a 3 credit course should expect to invest 5 to 6 hours per week outside of class. It is expected that the academic work required of graduate students will exceed three hours per credit per week over a full semester. Therefore grads should expect to invest 6 or more hours per week outside of class time. Make-Up Work - Students should not be penalized for absence due to unavoidable or legitimate circumstances. It is the responsibility of the student to notify faculty members of such circumstances as far in advance as possible. Special arrangements for absences are at the instructor's discretion. Accommodations for Students with Disabilities - It is University policy to provide, on a flexible and individualized basis, reasonable accommodations to students who have disabilities that may affect their ability to participate in course activities or to meet course requirements. Students with disabilities are encouraged to contact me to discuss their individual needs for accommodations. Academic Integrity - Academic integrity is essential to a positive teaching and learning environment. All students enrolled in University courses are expected to complete coursework responsibilities with fairness and honesty. Sexual Harassment - University policy prohibits sexual harassment by or toward a member of the University community. Complaints about sexual harassment should be reported to the University Office of Equal Opportunity, 419 Morrill. Late & Incomplete Work - Late work will be accepted only at the discretion of the instructor and is subject to 1/3 grade deduction for every 24 hours past the deadline. Incomplete coursework is a major inconvenience for students and instructors. I expect you to do everything in your power to avoid this situation. Legitimate excuses include verified illnesses and family emergencies. No incompletes will be given unless you have a prior written agreement with me. Additional Policies - Additional information about policies can be found at the University of Minnesota Policy Library: www.fpd.finop.umn.edu
