portfolio

Professor Hogan

Arch 2700

structures I

spring 2014

Andrew.C.Collins

Table of Contents

structural design Exercise I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

importance of load tracing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

structural design Exercise I I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

understanding Form & structure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

structural design Exercise I I I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

horizontal structures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

structural design exercise iv. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 vertical structure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

structural design exercise v. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

analysis of Lee i i i in relation to course. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

cover picture:

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Ex I - Load tracing

Using an example of a basic structure, this first assignment is aimed at examining load tracing. The example is constructed using actual building techniques that address this issue. This basic example is a two story structure that is open on two sides and has a void in one wall. The two walls on the first level, and two walls on the second level are comprised of five internal columns. These columns exist as structural support in the vertical direction. In addition, beams traverse the walls. Addressing the opposing axis are the five joists that connect the columns in each wall. The roof of the structure is formed using rafters. These rafters sit above the second level walls and are angled at their ends to meet the ridge board at the very top of the structure. This results in a gabled roof that I then modeled on the exterior with bass wood to represent shingles. One side of the structure is modeled using chipboard, while the opposing side is left open, exposing the internal columns that comprise the walls. The bottom of the structure is weighted by a foundation system. I mod-eled this system using a larger footing beam that communicates with the ground.

Using an example of a basic structure, this first assignment is aimed at examining load tracing. The example is constructed using actual building techniques that address this issue. This basic example is a two story structure that is open on two sides and has a void in one wall. The two walls on the first level, and two walls on the second level are comprised of five internal columns. These columns exist as structural support in the vertical direction. In addition, beams traverse the walls. Addressing the opposing axis are the five joists that connect the columns in each wall. The roof of the structure is formed using rafters. These rafters sit above the second level walls and are angled at their ends to meet the ridge board at the very top of the structure. This results in a gabled roof that I then modeled on the exterior with bass wood to represent shingles. One side of the structure is modeled using chipboard, while the opposing side is left open, exposing the internal columns that comprise the walls. The bottom of the structure is weighted by a foundation system. I mod-eled this system using a larger footing beam that communicates with the ground.

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importance of load tracing

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This exercise taught me how to examine framing systems and their com-ponents under external loading. By constructing an actual roofing and wall system, I learned how to orientate structural members, and how to ensure that a load that origionates at a certain height successfully reach-es the ground thus resolving in the foundation. Through solving for live/dead loads and vertical/horizontal loads, I began to recognize the importance of understanding the engineering of a structure, so that I, the architect, can successfully communicate with a structural engineer.

Ex 2 - Form & structure

FORMI chose to model form as the contour of structure, thus creating an implied volume that allows one to see the visual distinction between the members which supports a structure, and the resulting shape, or form, that is created. As the white matte board arcs atop the black reflective surface, it pierces the surface of its base in a desire to represent its continual momen-tum. As this contour follows the arc created by the structure, it is not defined before and after its endpoints. The reflective surface allows one to visually engage in a new dimension that is representative of formʼs ambiguous quality. Unlike structure, form can allow an individual the luxury of continuing a line in any direction that they see fit. Just as my perspective of form may be different than my classmatesʼ, each individual who views form as the opportunity to perceive its beginning and end with limitless possibilities. Formʼs ability to ungulate, dive into a surface, or soar upward may be defined by its structure, but not by the human imagination.

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STRUCTUREIn an effort to represent structure, I created a framework using wooden sticks that insinuates an arc. The resulting vertical and horizontal components create the framework necessary for a structure to functionally exist. Acting as the foundation for form, my model looks at the importance of a framework in determining what the resulting form will be. As a result, I modeled the structure first. This enabled me to view structure from the ground up, and feel the resulting form take shape. Consequently, modeling the form as a continuous contour that takes shape for a specific moment in time was well determined in my mind. In addition, the reflective surface enabled one to see structure not only as components above the surface, but also as vectors that continue into the ground. This is below grade visual quality speaks of the importance of foundation and how structure too can pierce itself into the ground.

Understanding form & structure

There is no doubt that form and structure coexist. However, the extent to which the two influence one another is debatable. Upon entering archi-tecture school, my opinion on the differences between form and struc-ture were nonexistent. However, my perspective on the two juxtaposing ideas has begun to formulate over the past two years.

Just as I learned in structural design exercise I how to trace loads, the structure that carries those loads are the very bones of design. These structural members begin to create form, and in many ways act as a skeleton. Using free body diagrams, I also discovered how to easily see whether or not a structure can structurally exist.

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Ex 3 - Horizontal structure

One main form of horizontal structure is a bridge. Acting in a linear direction, a bridge connects two

geographic points that were previously unable to make contact. This horizontal structure acts as the

mediator between the two points, engaging a dialogue that enables individuals to experience both

landscapes, in addition to the landscape created by the horizontal structure in free span.

I chose to model a horizontal structure using a Baltimore Truss system. A truss represents a structural

system that distributes loads to supports through a linear arrangement of various-sized members in

patterns of planar triangles. Differing from the traditional Pratt truss, A Baltimore truss has additional

bracing in the lower section of the truss to prevent buckling in the compression members and to

control deflection. In order to address structural integrity, I made sure that my design was statically

determinate. This means that all of the forces are balances and we know where they exist. In order to

calculate this, I determined the number of members used in making one truss. I then determined the

number of joists used to make one truss. Using the number of joists used, I then solved an equation

that told me the number of bars as a function of the number of joints for my truss system. This result-

ing number needed to be equal to the number of main members.

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horizontal structures

A horizontal structure must take into consideration the supports necessary to carry loads across its span. In addition, as designers we must evaluate a bridge not only as a structural existence, but also as a piece of architecture. Viewing a bridge through a creative lens opens the door for a structure that not only serves its duty, but for a structure that contributes to society in a visually pleasing and psychological way. Once again this reinforces the idea that form and structure must co-exist in order to be most successful. Through the analysis of simple cables, plane trusses, pinned frames and hinged arches, I began to recognize the importance of utilizing various systems in making architecture structurally sound.

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Ex 4 - vertical structure

One of the most essential components of architectural education is the understanding of the Vitruvian Virtues of Architecture. Utilitas (function, commodity, utility), Firmitas (strength), and Venustras (gracefulness, beauty) are implemented in design of all mediums. For Structural assignment 4, I was inspired by how these components might unite in one cohesive design, while standing as a vertical structrue. In order to do this, I made two independent sides comprised of a truss system and allowed them to eventually unite at the top. In addition, I added a juxtaposing frame that mimics the shape that this design creates.

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vertical structures

In conjunction to learning how to solve problems that determine axial, shearing and bearing strerres. I was also introduced to the importance of understanding longitudinal and lateral deformation, in addition to the effects of temperature change. While these new calculations would prove useful in structural design exersice V, I seriously reflected on my perspective of the Vitruvian Truths: Utilitas, Firmitas and Venustras. Their importance to design is apparent, but their translation into structure will dictate my perspective on design for the rest of my architectural education.

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Ex 5 - analysis of a structure

For the past two years, I have had the privilege of studying inside of Lee III. As a center for architecture, it exists as a teaching tool for hundreds of students every year. In regard to its structure, there are a few characteristics that have aided in my Structures I education. When I initially began to analyze the space, I wanted to better understand its sense of scale and how the column system supported the roof. I began this analysis by stepping off the spacing of the columns. Not only do the columns act as structural support, they are also representative of trees.This concept was inspired by Aristotleʼs theory of learning under the trees. In order to accomplish this feel, the columns deviate from the normal by branching outward in four directions, thus leaving room between the top of the column and the roof. Welded to the top of the column shaft, and thus creating a fixed joint, are the supports that connect the column with the structural beams. Before structures, I did not understand the irregular shaping of these members. However, this thick to thin pattern is a result of the amount of material needed to carry the load at different points on the support. Creating the structure for Lee IIIʼs roof are exposed W14 Steel beams. Once joined, these beams span the full length, x direction, of the structure. In order to acquire a sleek seamless �oor, the architects poured a concrete slab that doesnot leave room for movement. Including gaps that would act as bu�er zones for the material to expand and compress would have prevented a sleek and seamless design. As a result, cracks can be found across different sections of the slab. This shifting can be seen especially at the base of the buildingʼs supports, such as column shafts and window/door framings. To help prevent this, the architects did, however, allow for some buffer zones. Such a moment can be found at the base of the columns where there is an inch of calk that connects the column with the con-crete slab. This calk enables the columns to shift according to temberature change, a important factor that I learned how to take into consideration in our problem sets.

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This exercise taught me how to examine framing systems and their com-ponents under external loading. By constructing an actual roofing and wall system, I learned how to orientate structural members, and how to ensure that a load that origionates at a certain height successfully reach-es the ground thus resolving in the foundation. Through solving for live/dead loads and vertical/horizontal loads, I began to recognize the importance of understanding the engineering of a structure, so that I, the architect, can successfully communicate with a structural engineer.

Analysis of Lee I I I in relation to course

By analyzing Lee III, I was able to reflect on the course and draw from each standard. Lee III enables me to visually trace a load from the roofing members all the way to the base of each column. In addition, Lee III shows how the structure and form unite to create a piece of architecture that is not only structurally sound, but is also meaningful. With its utilization of tension cables and other members that reinforce its structural integrity, Lee III helped me see first hand how a building must take into consideration a variety of engineer-ing issues. Insead of viewing these issues in a negative light, I began to view them as opportunities, as Thomas Phifer did, to create even more meaningful design.

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