UNSW | Built Environment | Computational Design Program
Enabling Skills in Digital Fabrication
CODE1150
Lectures: 9am – 10am, Tuesdays, Electrical Engineering G25
Tutorials: 10am – 1pm, Tuesdays, Electrical Engineering 219 / 220 / 221 and Old Main Building 144a
1.
Scan this QR code to be taken to the course
UNSW Handbook site:
2.
© M. Haeusler Hank
YEAR 1 | SEMESTER 1 | 2015
UNSW | Built Environment | Computational Design Program
Table of Contents
1.
Course Description
3
2.
Course Staff and Contributors
3
3.
Course Communication
4
4.
Course Websites
4
5.
Lectures
5
6.
Design Project
9
7.
Online teaching strategy and content
11
8.
Assessment
12
9.
Assessment criteria and standards
17
10.
Course assessment feedback strategy
26
11.
Resources
26
12.
Class requirements
30
13.
Expectations
31
14.
Learning experience and teaching strategies
32
15.
OH&S and workshop training
32
16.
Course aims
33
17.
Learning outcomes
33
18.
Parity Session
33
19.
Course Graduate Attribute
35
20. Built Environment and UNSW Academic Policies
YEAR 1 | SEMESTER 1 | 2015
35
CODE1150 | Enabling Skills in Digital Fabrication
1.
Course Description
This course is part of the practice
orientated
teaching
trajectory
‘Constructing’, Path 5: Digital Fabrication
and Construction.
Students are introduced to developments
in digital fabrications through lecture and
Grasshopper scripting. Students will
produce small artefacts via digital
fabrication 3D printers and Laser Cutters.
In this course students will produce
innovative geometries that will shape the
form, space and detail of architectural
environments. To achieve this they will
engage with cutting edge and developing
digital modelling applications, techniques
and cultures. The course will aim to
develop your skills in using digital
technology to experiment and generate
creative architectonic geometries.
A weekly lecture will develop themes
relating to the culture and application of
complex geometries within the digital
context,
and
propose
conceptual
challenges that drive the edges of our
current understanding. Within the context
of this course, modelling applications will
be used as a medium for testing and
manipulating digital forms. We will review
the nature and scope of modelling
concepts in a more general context,
looking
at
its
history,
evolution,
applications and potentiality as a design
tool.
Theoretical knowledge will be presented
under some broad concepts: Topological
Architectures, Influenced Architectures,
Dynamics and Motion, Generative Forms,
Parametric Design, Evolving Architectures,
Digital Fabrication, Digital Manipulation,
Digital Optimization and Performance. You
will engage in weekly lab classes to
experiment and develop with complex
geometries.
Assessment will be based on your
progressive performance in the lab class
and a number of assessable tasks that will
demonstrate the evolution of your
explorations.
2. Course Staff and Contributors
Course Convenor: Dr. M. Hank Haeusler
Room:
2009
Phone:
(02) 93857362
Email:
[email protected]
(for questions please refer to
the consultation times below
and do not send emails)
Consultation
times:
Please
contact
Misha
[email protected]
or phone number above for
consultation times at the DD
unit admin desk on Level 4.
Other Teaching Staff: Rebekah Araullo
Room:
2002
Phone:
TBA
Email:
[email protected].
au
Consultation
times:
Directly before or after class,
please contact tutor one day
in advance per email to make
a booking.
Other Teaching Staff: Eliot Rosenberg
Room:
2002
Phone:
TBA
Email:
[email protected].
au
Consultation
times:
See above
External tutors: Andrew Butler
Email:
[email protected]
Consultation
times:
See above
External tutors: Ivana Kuzmanovska
Email:
ivana.kuzmanovska@hotmail
.com
Consultation
times:
See above
Page 3 of 35
UNSW | Built Environment | Computational Design Program
3. Course Communication
4. Course Websites
Most course related announcements are
made in the lectures. It is essential that
you attend the lectures to receive these
announcements. In addition to these
formal communication paths, online
discussion forums will be available that will
allow everyone to post questions and
respond to other people’s questions. All
students will be expected to participate in
the online discussions in Moodle.
Moodle – this is the UNSW wide online
teaching platform
and has many
capabilities. You can access Moodle via:
https://moodle.telt.unsw.edu.au/login/index
.php
Individual student related communication,
including the issue of assessment grades
and feedback, will be via the Moodle.
UNSW Student email will be used to
communicate changes that occur with
short notice. All students are assigned an
e‐mail account on the University's e‐mail
server, so that email address will be used
as the primary means by which important
correspondence is made. You must,
therefore, get into the habit of checking
your UNSW student email regularly.
Details on setting up your UNSW student
email are provided at:
https://www.it.unsw.edu.au/students/index.
html
To manage your UNSW account and
password, use the IDM site:
https://idm.unsw.edu.au/idm/user/login.jsp
Questions that cannot wait until the next
allocated class are best handled by
posting a message on the online forums in
Moodle. If there are important or urgent
matters that require a personal meeting,
you are able make an appointment with
your course staff. See 3. Course Staff and
Contributors for more information on how
and when to communicate with course
coordinator and tutors.
YEAR 1 | SEMESTER 1 | 2015
Use https://teaching.unsw.edu.au/moodleorientation to familiarise yourself with
Moodle. Please see section 7.1 Online
Teaching for more information.
Note: There is the potential that your
lectures will be automatically recorded
under the echo 360 platform:
https://teaching.unsw.edu.au/unswlecture-recordings-process
All OH&S and workshop training courses
are as well located on Moodle. Please
follow the Moodle instructions to complete
UNSW’s OH&S requirements.
CODE1150 | Enabling Skills in Digital Fabrication
5. Lectures
Week 1 Topic
Introduction Digital Fabrication
The lecture will organize the class and outline the different
assignment criteria’s (Prototype, Online, Exam), the reading lists as
well as organize the OH&S training in Week 1 and 2 outside the
class hours. Further the class will introduce first thoughts and
background on digital fabrication and Grasshopper scripting.
Readings:
http://www.dezeen.com/2012/06/26/technology-and-design-thedigital-industrial-revolution/;
http://www.economist.com/node/21553017
Tutorial activities:
Enrol in OH&S and Workshop requirements (See Chapter 15),
without completing the OH&S class one CANNOT access the Fab
Lab and complete any learning stage of Assignment 1.
Week 2 Topic
Sectioning
Using the book ‘Digital Fabrication: Architectural and Material
Techniques’ by Lisa Iwamoto the lecture will introduce the first
chapter of outlining a design technique, sectioning, through
introducing its background, what types of sectioning exists, how
sectioning could be achieved using various software packages and
presents projects that have used sectioning.
Readings:
Iwamoto, L. (2009) ‘Digital Fabrication: Architectural and Material
Techniques’ Chapter on ‘Sectioning’
Tutorial activities:
All OH&S and workshop requirements outlined on Moodle must have
been completed by now and students must enlist themselves to a
demonstration of machine by instructor session (see Chapter 15).
Week 3 Topic
Laser Cutting
Using the second main book to support the course ‘Digital
Fabrication in Architecture’ by Nick Dunn this weeks lecture will
outline and introduce laser cutting as production method for digital
fabrication. It will discuss the historic background and will outline the
constraints of the machines and outline use in other disciplines.
Readings:
Dunn, N. (2012) ‘Digital Fabrication in Architecture’, Chapter on
‘Laser Cutting’.
Tutorial activities:
Students can complete the second stage of the OH&S introduction
(Demonstrating capability under supervision) with the Learning Stage
1 project. Keep in mind that laser cutting takes time and do not leave
it to the last minute. Hand in of Learning Stage 1 via uploading
images as outlined in the assessment section onto Moodle.
Week 4 Topic
Tessellating
Following the first lecture using ‘Digital Fabrication: Architectural and
Material Techniques’ this weeks lecture will discuss and outline a
design technique often used in Digital fabrication called ‘tessellation’.
Tessellation has been used in several cases historically and the
lecture discusses these as well as concepts of packaging and
clustering done via scripts.
Readings:
Iwamoto, L. (2009) ‘Digital Fabrication: Architectural and Material
Techniques’ Chapter on ‘Tessellation’.
Tutorial activities:
Non
Page 5 of 35
UNSW | Built Environment | Computational Design Program
Week 5 Topic
3D Printing
3D printing is a technique that has gained enormous prominence in
recent years and the lecture outlines and discussed the historical
and technical nature of 3D printing; various materials and techniques
used to 3D print, future directions and position these through a series
of case studies and best practice examples.
Readings:
Dunn, N. (2012) ‘Digital Fabrication in Architecture’, Chapter on ‘3D
printing’.
Carpo, Mario (2013) The Digital Turn in Architecture 1992 – 2012,
Wiley & Sons publishers. Following three essays.
Introduction to Versioning: Evolutionary Techniques in Architecture
by SHoP / Sharples, Holden and Pasquarelli, pp. 132.
Bernard Cache / Objectile: Topological Architecture and the
Ambiguous Sign by Stephen Perrella, pp. 149
Philibert De l’Orme Pavilion: Towards an Associative Architecture by
Bernard Cache, pp. 153.
Tutorial activities:
Upload images of your Learning Stage 2 project on to Moodle.
Deadline for the upload is Week 6 day of normal class 5pm. We want
to use the non-teaching period for a more intensive reading on the
subject by reading the three above-mentioned essays.
Mid Semester Break
Week 6
BE Non teaching Week
Week 7 Topic
Conceptual backgrounds of digital fabrication
Based on the three essays you have read over the semester break
this week’s lecture will give further insides and outlines the relevance
of the three essays to the topic of this course. The theoretical context
provided in the lecture will position and evaluate recent works by
contemporary architecture firms.
Readings:
Reread the three essays again and re-think the concepts based on
the discussion in class today.
Tutorial activities:
Non
Week 8 Topic
Folding
Todays lecture covers the aspect of ‘folding’ in Iwamoto’s book. The
lecture introduces the concept as one relevant design concept at the
end of the last century; outline how it can be achieved through the
use of Grasshopper scripts and digital fabrication and present case
studies and best practice examples.
Readings:
Iwamoto, L. (2009) ‘Digital Fabrication: Architectural and Material
Techniques’ Chapter on ‘Folding’.
Tutorial activities:
Non
YEAR 1 | SEMESTER 1 | 2015
CODE1150 | Enabling Skills in Digital Fabrication
Week 9 Topic
Contouring
Contouring is a design and fabrication method what allows mass
production of objects. Based on texts and findings in Iwamoto’s
book, the lecture presents the technique and outlines the technical
and conceptual demands of the method and introduces case studies
and best practice examples from international practices.
Readings:
Iwamoto, L. (2009) ‘Digital Fabrication: Architectural and Material
Techniques’ Chapter on ‘Contouring’.
Tutorial activities:
Non
Week 10 Topic
CNC milling
CNC mills have been in use in the manufacturing industry for several
years and there are CNC mills ranging from 3-axis to 7-axis. The
lecture will gives a comprehensive overview of CNC mills in terms of
hardware and software, gives a synopsis of machines to come and
show projects that used CNC milling.
Readings:
Dunn, N. (2012) ‘Digital Fabrication in Architecture’, Chapter on
‘CNC milling.
Tutorial activities:
Non
Week 11 Topic
Forming
Forming is the last technique outlined in the lecture series about
digital fabrication. Following the method from previous classes the
lecture will introduce the technique and explain how scripting could
play an essential role in it. Showing best practice examples of
projects that used forming as a technique concludes this series.
Readings:
Iwamoto, L. (2009) ‘Digital Fabrication: Architectural and Material
Techniques’ Chapter on ‘Forming’.
Tutorial activities:
Non
Week 12 Topic
Robotics
Robotics concludes the series as a tool that exists for several
decades in the manufacturing industry but gained large prominence
in architecture in recent years. The lecture showcases what robot
fabrication is; explains its history; showcases best practice examples
in architecture and gives an outlook what direction the technology
could go.
Readings:
Dunn, N. (2012) ‘Digital Fabrication in Architecture’, Chapter on
‘Robotic Fabrication.
Tutorial activities:
Please complete the CATEI feedback evaluations in your tutorial
class. Upload images of your Learning Stage 3 project on to Moodle.
Deadline for the upload is Week 12 day of normal class 5pm.
Page 7 of 35
UNSW | Built Environment | Computational Design Program
Week 13 Topic
Guest Lecture
The last lecture of the semester invites an industry or academic
speaker who presents their research and work using scripting and
digital fabrication on a building scale to showcase how the
techniques learned during the semester are applied in projects,
installations or buildings. This is followed by a debate with the
presenter.
Readings:
Non
Tutorial activities:
Non
Week 15
PARITY SESSION of all courses in the semester
Presentation of all work of all courses [THIS IS ONLY
COMPULSORY FOR CODE STUDENTS] showing work from
(ARCH1101 / CODE1110 / CODE1150 / CODE1161) via a selection
of the five best images presented one poster for each course on
Monday in Week 15 with deadlines below. See Chapter 18. Parity
Session for detailed information.
Online Learning:
N/A
Tutorial activities:
Parity session set up for students from 10 – 2pm;
Parity session for tutors between 2 – 6pm;
Take down of work and drinks to celebrate semester 6 – 8 pm.
YEAR 1 | SEMESTER 1 | 2015
CODE1150 | Enabling Skills in Digital Fabrication
6. Design Project
Image Learning stage 1 Modelling the first letter of
your first name
Image Learning stage 2 Modelling Waffling exercise
and output via laser cutter as sectioning
Project 1: Modelling first letter of your
name initial (10% out of 70% total)
Project 2: Waffling exercise (15% out of
70% total)
In order to learn Grasshopper scripting
and to understand the program we will
start very slowly. Thus as the first learning
stage we ask you to model the first letter
of your name using Grasshopper so at the
end you have a 3D model of your letter.
Students learn about waffle structures and
how they are designed with parametric 3D
modelling software and produced with
subtractive digital fabrication tools (lasercutting). This will have a focus on planes
and intersection events needed to create
the necessary volume and structural
performance. In this exercise students will
explore the application of planar materials
used to create non-planar, threedimensional forms.
The model will be fabricated using laser
cutting and a 3 mm plywood panel. Please
pay specific attention on that the panels
meet nicely (calculate the 3mm material
thickness into all dimensions). As all things
in architecture and design we also
introduce a few constraints.
The letter should (when laying on its back
should touch the boundaries of an area
with the dimensions of (x) 204 * (y) 226
mm. Thus it should not be bigger and not
smaller than that. Obviously it depends on
the letter of how much the boundaries are
touched. The minimum height (z
dimension) is 20mm the maximum 70mm;
anything in between these dimensions is
possible.
The design should (when laying on its
back) touch the boundaries of an area with
the dimensions of (x) 204 * (y) 226 mm.
Thus it should not be bigger and not
smaller than that. Obviously it depends on
the design of how much the boundaries
are touched. The minimum height (z
dimension) is 20mm the maximum 70mm;
anything in between these dimensions is
possible.
Page 9 of 35
UNSW | Built Environment | Computational Design Program
Image Learning stage 3 Modelling dependencies
and attractors and output via 3D printing
Image Learning stage 4 Digital elements 2 /
Windows © TU Delft / Hyperbody
Project 3: Dependencies and Attractors
(15% out of 70% total)
Project 4: Joining and panelling systems
(30% out of 70% total)
Students will learn how dependencies
work within parametric design and how
complex differentiations are generated.
Students will also learn additive digital
fabrication methods (3D printing) for
producing their designs.
The 2014 Venice Biennale had at its
theme ‘Fundamentals’ and showcased in
the main exhibition ‘elements’ of
architecture. One of the elements
presented there was the ‘Window’. We
want to use the window in its
contemporary form as a glass curtain
façade connected with ‘spider finger’
joints. Items to investigate are but not
limited:
The design should (when laying on its
back should touch the boundaries of an
area with the dimensions of (x) 408
[check] * (y) 226 mm. Thus it should not
be bigger and not smaller than that.
Obviously it depends on the design of how
much the boundaries are touched. The
minimum height (z dimension) is 20mm
the maximum 70mm; anything in between
these dimensions is possible.
•
Various forms of ‘spider finger’ joints
•
How does the ‘spider finger’ joint
connect to the window
•
Does the glass connect as well or is
there a gap in between.
•
What are the design aesthetics of a
‘spider finger’ joints.
The ‘spider finger’ joints can be connect to
either:
•
Four windows at the same time
(minimum requirement)
•
Five windows at the same time
(medium requirement)
•
Six windows at the same time
(maximum requirement)
Naturally as more panels it connects to as
more curved the façade will be later. There
are a few design considerations to be
made in how your ‘spider finger’ joint will
look like and the design of the ‘spider
finger’ joint is part of the learning stage.
YEAR 1 | SEMESTER 1 | 2015
CODE1150 | Enabling Skills in Digital Fabrication
7. Online teaching strategy
and content
Other then the teaching and learning
aspect of digital fabrication, which is
communicated through the lecture series
the course aims to communicate two new
software packages to designing and
documenting. These are Grasshopper as
a object based scripting language and
Rhino as a NURB based modelling
software.
Where as traditionally software was and
still is taught in most universities in a
classroom environment CoDe applies a
flipped classroom strategy to communicate
software skills. We believe that 1:1 tutorial
time is to precious to use on outlining
simple commands one can learn remotely.
We emphasis an importance of getting
feedback in the classroom on design
specific issues and very specific software
issues but not a general overview.
Thus the online component of this class
consists of the following two learning
steps:
Learning Step 2:
There are and will be always issues or
points where one get either confused
when learning new skill or will hit at some
stage a barrier. Where as traditionally this
barrier could have been overcome by
forming study groups amongst students
situated at the same space at the same
time, online platforms can take now this
role and liberate students from travelling
for long distances to meet in study groups.
Thus each student has access to an online
platform in which issues and problems
with either of the software can be
discussed. Moodle will provide a platform
for students to upload questions on the
one hand as well as a platform to answer
questions from other students. The
participation in these platforms are part of
Assignment 2 as well and the activity from
each student on a discussion and debate
becomes part of the mark in Assignment
2.
Thus learning of new software skills has
following three steps:
Learning Step 1:
•
The one-hour online teaching component
concentrates primarily on following the
online courses for Grasshopper and Rhino
offered by IDDA (Institute for Digital
Design Australia). In these two courses
students have the possibilities to follow the
step-by-step online video tutorials and
consequently learn the software. Both
courses are structured in smaller
segments in which students can gain
skills. At the end of each learning level the
online teaching provider IDDA has offered
an exam to assess your skills in the
respective software. These exams are
compulsory to pass at the defined time
(See Assignment 2) to gain the 20%
weighting of Assignment 2. Further
information about Assignment 2 can be
found in Chapter % Assignments.
•
•
First learning through online video
tutorials
Second asking and debating
questions between students via
Moodle
Asking specific and primarily
design related questions in the
tutorials in class.
Through following and participating of all
three steps online teaching and a flipped
classroom
model
can
contribute
significantly to your learning at CoDe. Page 11 of 35
UNSW | Built Environment | Computational Design Program
8. Assessment
Assessment task
Weight Learning Graduate
outcomes attributes
assessed assessed
Due date
1. Assignment (Prototypes)
70%
1,2,3,4
H
W 3 / 6 / 9 / 15
2. Assignment (Online)
20%
1,2,3,4
H/A/D/I
W2/3/4/5
3. Assignment (Exam / Online
Quiz)
10%
2
D/I
W 15
4. “Best of Semester” Parity and
Moodle Submission
*)
1,2,3,4
H/A/D/I
W 15
*) No weight but overall mark will be reduced by 10% if not handed in on time
Assignment 1 (Prototypes) TOTAL 70%
The Assignment one asks students to visualise their Grasshopper scripts through different
modes of representation. The modes of representation are defined through different digital
fabrication methods (laser cutting and 3D printing) by using different materials (PLA,
plywood, cardboard and acrylic). The transformation of script to physical model is tested in
four learning stages.
Name:
Learning stage 1 Modelling the first letter of your first name (Hand in
Week 3) 15%
Description:
See 6. Design Project for details
Below are the hand-in requirements for the Design project in Learning
Stage 1.
IMAGES:
As you should have learned by now in parametric modelling there is not
just one design outcome, but a potential endless number or variations
depending on the number of parameters (i.e. the ‘x’, ‘y’ and ‘z’
coordinates of a box) and the range of each parameter (i.e. ‘x’ can range
from 0.1 cm to 10cm and all in between). Thus we want you to showcase
FIVE images in total, FOUR with different parameter values, showing the
extremes of your design (i.e. having all parameters to the maximum or to
the minimum. The FIFTH is the one you have chosen and this one will be
built and physically represented in a model. All images should be
curated and represented as an outcome that had some design
consideration. Show them from their best angle and pay attention to how
you represent them by applying skills you have gained in CODE1161 for
example.
Upload these images to Moodle as outlined in 18. Parity session.
TEXT:
Outline in 100 words why you have chosen that particular model and not
one of the thousand other possible. Be specific and consider reasons,
YEAR 1 | SEMESTER 1 | 2015
CODE1150 | Enabling Skills in Digital Fabrication
this is quite important as you will argue for your choices in design over
and over again in the years to come and your lecturers will always keep
asking you why this design and not another. One important thing to
notice here. Saying, “I like it” or “I thought it looks good” does not work as
I will turn around and answer, “I do not like it” or “I think it does not look
good”. Think about other more rational reasons. Upload these images to
Moodle as outlined in 18. Parity session.
MODEL:
You will use 3mm plywood as the model material and laser cutting as
digital fabrication tool. The model will take part of the Week 15 exhibition
and needs to be handed in physically in week 15. Still we want to see
photos of the physical model in Week 3, thus upload FIVE images to
Moodle. Here as well the presentation of the model as a physical object
and the way it is presented matters. Use a plain white or black
background for the model. Use your desk lamp to illuminate the object.
Feel free to apply filters like the ones in Instagram or similar to improve
the look and feel of the model images.
Name:
Learning stage 2 Waffling exercise and output as sectioning via laser
cutters (Hand in Week 6) 15%
Description:
See 6. Design Project for details
Below are the hand-in requirements for the Design project in Learning
Stage 2.
IMAGES:
As before we want you to showcase FIVE images in total, FOUR with
different parameter values, showing the extremes of your design (i.e.
having all parameters to the maximum or to the minimum. The FIFTH is
the one you have chosen and this one will be built and physically
represented in a model. All images should be curated and represented
as an outcome that had some design consideration. Show them from
their best angle and pay attention to how you represent them by applying
skills you have gained in CODE1161 for example. Upload these images
to Moodle as outlined in 18. Parity session.
TEXT:
Outline in 100 words why you have chosen that particular model and not
one of the thousand other possible. Again be specific and consider
reasons, this is quite important for the reasons mentioned before. Upload
this text to Moodle.
MODEL:
You will use 3mm clear acrylic as the model material and laser cutting as
digital fabrication tool. The model will take part of the Week 15 exhibition
and needs to be handed in physically in week 15. Still we want to see
photos of the physical model in Week 6, thus upload FIVE images to
Moodle. Here, as before, the presentation of the model as a physical
object and the way it is presented matters. Use a plain white or black
background for the model. See what works best with the material in
regards to light and background. Feel free to apply filters like the ones in
Instagram or similar to improve the look and feel of the model images.
Page 13 of 35
UNSW | Built Environment | Computational Design Program
Name:
Learning stage 3 Dependencies and attractors and output via 3D printing
(Hand in Week 9) 15%
Description:
See 6. Design Project for details
Below are the hand-in requirements for the Design project in Learning
Stage 3.
IMAGES:
Again we want you to showcase FIVE images in total, FOUR with
different parameter values, showing the extremes of your design (i.e.
having all parameters to the maximum or to the minimum. The FIFTH is
the one you have chosen and this one will be built and physically
represented in a model. All images should be curated and represented
as an outcome that had some design consideration. Show them from
their best angle and pay attention to how you represent them by applying
skills you have gained in CODE1161 for example. Upload these images
to Moodle as outlined in 18. Parity session.
TEXT:
Outline in 100 words why you have chosen that particular model and not
one of the thousand other possible. Again be specific and consider
reasons, this is quite important for the reasons mentioned before. Upload
this text to Moodle.
MODEL:
You will use white PLA (and only white) as the model material and 3D
printing as digital fabrication tool. The model will take part of the Week 15
exhibition and needs to be handed in physically in week 15. Still we want
to see photos of the physical model in Week 9, thus upload FIVE images
to Moodle. Here, as before, the presentation of the model as a physical
object and the way it is presented matters. Use a plain white or black
background for the model. See what works best with the material in
regards to light and background. Feel free to apply filters like the ones in
Instagram or similar to improve the look and feel of the model images.
Name:
Learning stage 4 Joining and panelling systems (Hand in Week 15) 25%
Description:
IMAGES:
Again we want you to showcase FIVE images in total. But this time we
want you to show not only a single joint like in the model but a whole
façade system that covers 10 * 10 meters. The façade is not attached to
any building but ‘free’ standing so don’t worry about the building. The
façade is not a flat 2D plane but is curved in two directions. Obviously
there is an ‘inside’ and an outside’ of the façade and traditionally the
spider finger joints are located on the inside of a façade system. Upload
these images to Moodle as outlined in 18. Parity session.
The images in detail should represent:
•
YEAR 1 | SEMESTER 1 | 2015
Overall view of the façade from the outside from a suitable location
(like standing a few meters away from the façade so one can see
the whole façade)
CODE1150 | Enabling Skills in Digital Fabrication
•
Overall view of the façade from the inside from a suitable location
(like standing a few meters away from the façade so one can see
the whole façade)
•
Three different detail views of your ‘spider finger’ joints that
connect your windows together.
All images should be curated and represented as an outcome that had
some design consideration. Show them from their best angle and pay
attention to how you represent them by applying skills you have gained in
CODE1161 for example.
MODEL:
The design should (when laying on its back should touch the boundaries
of an area with the dimensions of (x) 408 [check] * (y) 226 mm. The
minimum height (z dimension) is 20mm the maximum 150mm; anything
in between these dimensions is possible. The model should be in 1:1
scale and should showcase at least one ‘spider finger’ joints, as you can
‘cut’ the windows to the above given dimension the boundaries should be
touched on all sites.
You will use mixed materials for this model thus the materials used prior
as 3mm clear acrylic for the windows and white PLA for the one ‘spider
finger’ joints. Laser cutting and 3D printing are the digital fabrication tools
for this exercise.
Assignment 2 (online) TOTAL 20%
The online assignment compromises to learn two software programs, Grasshopper and
Rhino. In order to learn these two programs we apply a flipped classroom strategy where
the software is learned via online video tutorials and the skills are tested via exams (See 7.
Online Teaching). Consequently the assignment in the online section is the completion of
the exams provided by IDDA (Institute for Digital Design Australia). The IDDA is an
independent organisation that has developed teaching and learning tutorials to learn Rhino
and Grasshopper via small video tutorials. Each tutorial has a specific topic that explains in
small steps the essentials and background in the project. Both software packages and the
knowledge in them are essential for all other classes in the first semester. You are required
to model your design in Rhino in ARCH1101, apply Rhino as well in CODE1110 and
CODE1160 and in all later semesters to come. Be aware that the Grasshopper skills
communicated in the online tutorial complement the ones in the tutorials and visa versa.
Name:
Learning Step 1 Rhino 5.0 Essentials (Exam to be completed and result
uploaded by Week 2) 5%
Description:
The assignment is defined by IDDA (http://idda.com.au/thecourses/) and
the exam needs to be completed and the result (the received exam)
uploaded to the course website no later then 7 pm at the day PIOR to the
course teaching day. The course website will close at 7 pm and any late
hand in will result in a Zero for the Learning Step. A hand in of the
passed exam right on time will result in a One. At the end the number of
all passed exams with Zero’s or One’s will result in a mark that will count
in total for 20%.
Name:
Learning Step 2 Grasshopper Essentials (Exam to be completed and
result uploaded by Week 3) 5%
Description:
The assignment is defined by IDDA (http://idda.com.au/thecourses/) and
Page 15 of 35
UNSW | Built Environment | Computational Design Program
the exam needs to be completed and the result (the received exam)
uploaded to the course website no later then 7 pm at the day PIOR to the
course teaching day. See above for further information.
Name:
Learning Step 3 Rhino 5.0 Designer (Exam to be completed and result
uploaded by Week 4) 5%
Description:
The assignment is defined by IDDA (http://idda.com.au/thecourses/) and
the exam needs to be completed and the result (the received exam)
uploaded to the course website no later then 7 pm at the day PIOR to the
course teaching day. See above for further information.
Name:
Learning Step 4 Grasshopper Designer (Exam to be completed and
result uploaded by Week 5) 5%
Description:
The assignment is defined by IDDA (http://idda.com.au/thecourses/) and
the exam needs to be completed and the result (the received exam)
uploaded to the course website no later then 7 pm at the day PIOR to the
course teaching day. See above for further information.
Assignment 3 (Exam / Online Quiz)
Name:
Lecture Quiz
Description:
8 questions will be developed from each weekly lecture series i.e 96
questions in total – students will have until week 15 to complete the quiz.
Assignment 4
Name:
Parity / Moodle submission
Description:
For Moodle Submission: Please refer to 18. Parity Session for
information about what to hand in and 4. Course Website for how to
upload.
For Parity Submission: Please refer to 18. Parity Session for
information on what to present and to 5. Lecture when to present in
Week 15.
YEAR 1 | SEMESTER 1 | 2015
CODE1150 | Enabling Skills in Digital Fabrication
9. Assessment criteria and standards
Assignment 1 / Learning Stage 1: Submission Assessment Marking Sheet (15% or total mark)
CODE1150 Enabling Skills in Digital Fabrication
Project 1: Modelling the first letter of your first name
STUDENT
NAME:
STUDENT #:
#
Assessment Criteria:
1
Able to use Grasshopper and Rhino
regarding to demands of Learning
Stage 1
2
Can produce a designed outcome
that reflects aspects of joining
surfaces in a virtual and physical
model.
3
Can present the outcomes of the
design via photographs and / or
renderings to communicate design
intends.
4
Critical discussion on selection in
text.
5
Deliver a physical model from a
quality that reflects the student’s
ambition to work in a design
discipline after graduating.
6
Sophisticated and independent
adaption of programs
7
Quality and effectiveness of visual
presentation
8
Relevance and effectiveness of
verbal presentation
9
Evaluates improvement of work
using course concepts
%
US
S
G
VG
O
/ 100
OVERALL MARK out of 100
FEEDBACK:
Page 17 of 35
UNSW | Built Environment | Computational Design Program
Assignment 1 / Learning Stage 1: Assessment Criteria
•
Research statement has no coherence, misses the point.
•
Poor quality and Inappropriate selection of hand in materials
•
No coherence and poor quality of hand in detailing
Unsatisfactory
•
No coherence and poor quality of hand in compositions
Fail
0-49
•
Inappropriate methods of applying software and machines
•
Unsophisticated use of programs
•
Poor quality and inappropriate presentation of model and images
•
Irrelevant and or inappropriate presentation of skills
•
Unable to evaluate work using course concepts
•
Research statement lists points without making connections.
•
Low quality and ineffective selection of hand in materials
•
Lacks coherence and Quality of hand in detailing
Satisfactory
•
Lacks coherence and quality of hand in compositions
Pass
50-64
•
Ineffective methods of applying software and machines
•
Minimal adaption of required programs to sophisticated level.
•
Low quality and minimally effective presentation of model and images.
•
Low quality and minimally presentation of skills.
•
Minimal evaluation of work using course concepts.
•
Research statement makes connections between points but does not create an overall
scope or argument of the nature data set.
•
Somewhat appropriate and substantiated hand in benchmarking
•
Somewhat coherent and quality of hand in detailing
•
Somewhat coherence and quality of hand in compositions
Good
Credit
65-74
•
Somewhat effective methods of applying software and machines
•
Somewhat sophisticated and independent adaption of programs
•
Good quality and somewhat effective presentation of model and images
•
Somewhat relevant and or partially effective presentation of skills
•
Good evaluation of improvement to work using course concepts
•
Synthesises points into concise and thorough research statement
•
Appropriate and substantiated hand in benchmarking
•
Coherent and high quality hand in detailing
Very Good
•
Coherent and high quality hand in compositions
Distinction
75-84
•
Adaptation of effective methods of applying software and machines
•
Sophisticated and independent adaption of programs
•
Quality and effective presentation of model and images
•
Relevant and effective presentation of skills
•
Evaluates improvement of work using course concepts
•
Highly coherent. Synthesises points into concise and thorough research statement.
Beyond expectation.
•
Highly appropriate and substantiated hand in benchmarking
•
Highly coherent and highest standard of hand in detailing
•
Highly coherent and highest standard of hand in compositions
•
Highly effective methods of applying software and machines
•
Highly sophisticated and independent adaption of programs
Outstanding
High Distinction
85-100
•
Highest quality and highly effective presentation of models and images
•
Highly relevance and effective presentation of skills
•
Rigorously evaluates improvement of work using course concepts
YEAR 1 | SEMESTER 1 | 2015
CODE1150 | Enabling Skills in Digital Fabrication
Assignment 1 / Learning Stage 2 Submission Assessment Marking Sheet (15% or total mark)
CODE1150 Enabling Skills in Digital Fabrication
Project 2: Waffling exercise and output as sectioning via laser cutters
STUDENT
NAME :
STUDENT #:
#
Assessment Criteria:
1
Able to use Grasshopper and Rhino
regarding to demands of Learning
Stage 2
2
Apply knowledge gained in lectures
to develop a design idea.
3
Delivers and discusses case studies
with tutors in class to produce better
outcomes.
4
Critical discussion on selection in
text.
5
Deliver a physical model from a
quality that reflects the student’s
ambition to work in a design
discipline after graduating.
6
Can present the outcomes of the
design via photographs and / or
renderings to communicate design
intends.
7
Critical discussion on selection in
text.
8
Relevance and effectiveness of
verbal presentation
9
Evaluates improvement of work
using course concepts
%
US
S
G
VG
O
/ 100
OVERALL MARK out of 100
FEEDBACK:
Page 19 of 35
UNSW | Built Environment | Computational Design Program
Assignment 1 / Learning Stage 2: Assessment Criteria
•
Research statement has no coherence, misses the point.
•
Poor quality and Inappropriate selection of hand in materials
•
No coherence and poor quality of hand in detailing
Unsatisfactory
•
No coherence and poor quality of hand in compositions
Fail
0-49
•
Inappropriate methods of applying software and machines
•
Unsophisticated use of programs
•
Poor quality and inappropriate presentation of model and images
•
Irrelevant and or inappropriate presentation of skills
•
Unable to evaluate work using course concepts
•
Research statement lists points without making connections.
•
Low quality and ineffective selection of hand in materials
•
Lacks coherence and Quality of hand in detailing
Satisfactory
•
Lacks coherence and quality of hand in compositions
Pass
50-64
•
Ineffective methods of applying software and machines
•
Minimal adaption of required programs to sophisticated level.
•
Low quality and minimally effective presentation of model and images.
•
Low quality and minimally presentation of skills.
•
Minimal evaluation of work using course concepts.
•
Research statement makes connections between points but does not create an overall
scope or argument of the nature data set.
•
Somewhat appropriate and substantiated hand in benchmarking
•
Somewhat coherent and quality of hand in detailing
•
Somewhat coherence and quality of hand in compositions
Good
Credit
65-74
•
Somewhat effective methods of applying software and machines
•
Somewhat sophisticated and independent adaption of programs
•
Good quality and somewhat effective presentation of model and images
•
Somewhat relevant and or partially effective presentation of skills
•
Good evaluation of improvement to work using course concepts
•
Synthesises points into concise and thorough research statement
•
Appropriate and substantiated hand in benchmarking
•
Coherent and high quality hand in detailing
Very Good
•
Coherent and high quality hand in compositions
Distinction
75-84
•
Adaptation of effective methods of applying software and machines
•
Sophisticated and independent adaption of programs
•
Quality and effective presentation of model and images
•
Relevant and effective presentation of skills
•
Evaluates improvement of work using course concepts
•
Highly coherent. Synthesises points into concise and thorough research statement.
Beyond expectation.
•
Highly appropriate and substantiated hand in benchmarking
•
Highly coherent and highest standard of hand in detailing
•
Highly coherent and highest standard of hand in compositions
•
Highly effective methods of applying software and machines
•
Highly sophisticated and independent adaption of programs
Outstanding
High Distinction
85-100
•
Highest quality and highly effective presentation of models and images
•
Highly relevance and effective presentation of skills
•
Rigorously evaluates improvement of work using course concepts
YEAR 1 | SEMESTER 1 | 2015
CODE1150 | Enabling Skills in Digital Fabrication
Assignment 1 / Learning Stage 3 Submission Assessment Marking Sheet (15% or total mark)
CODE1150 Enabling Skills in Digital Fabrication
Project 3: Dependencies and attractors and output via 3D printing
STUDENT
NAME :
STUDENT #:
#
Assessment Criteria:
1
Able to use Grasshopper and Rhino
regarding to demands of Learning
Stage 3
2
Apply knowledge gained in lectures
to develop a design idea.
3
Delivers and discusses case studies
with tutors in class to produce better
outcomes.
4
Critical discussion on selection in
text.
5
Deliver a physical model from a
quality that reflects the student’s
ambition to work in a design
discipline after graduating.
6
Can present the outcomes of the
design via photographs and / or
renderings to communicate design
intends.
7
Critical discussion on selection in
text.
8
Relevance and effectiveness of
verbal presentation
9
Evaluates improvement of work
using course concepts
%
US
S
G
VG
O
/ 100
OVERALL MARK out of 100
FEEDBACK:
Page 21 of 35
UNSW | Built Environment | Computational Design Program
Assignment 1 / Learning Stage 3: Assessment Criteria
•
Research statement has no coherence, misses the point.
•
Poor quality and Inappropriate selection of hand in materials
•
No coherence and poor quality of hand in detailing
Unsatisfactory
•
No coherence and poor quality of hand in compositions
Fail
0-49
•
Inappropriate methods of applying software and machines
•
Unsophisticated use of programs
•
Poor quality and inappropriate presentation of model and images
•
Irrelevant and or inappropriate presentation of skills
•
Unable to evaluate work using course concepts
•
Research statement lists points without making connections.
•
Low quality and ineffective selection of hand in materials
•
Lacks coherence and Quality of hand in detailing
Satisfactory
•
Lacks coherence and quality of hand in compositions
Pass
50-64
•
Ineffective methods of applying software and machines
•
Minimal adaption of required programs to sophisticated level.
•
Low quality and minimally effective presentation of model and images.
•
Low quality and minimally presentation of skills.
•
Minimal evaluation of work using course concepts.
•
Research statement makes connections between points but does not create an overall
scope or argument of the nature data set.
•
Somewhat appropriate and substantiated hand in benchmarking
•
Somewhat coherent and quality of hand in detailing
•
Somewhat coherence and quality of hand in compositions
Good
Credit
65-74
•
Somewhat effective methods of applying software and machines
•
Somewhat sophisticated and independent adaption of programs
•
Good quality and somewhat effective presentation of model and images
•
Somewhat relevant and or partially effective presentation of skills
•
Good evaluation of improvement to work using course concepts
•
Synthesises points into concise and thorough research statement
•
Appropriate and substantiated hand in benchmarking
•
Coherent and high quality hand in detailing
Very Good
•
Coherent and high quality hand in compositions
Distinction
75-84
•
Adaptation of effective methods of applying software and machines
•
Sophisticated and independent adaption of programs
•
Quality and effective presentation of model and images
•
Relevant and effective presentation of skills
•
Evaluates improvement of work using course concepts
•
Highly coherent. Synthesises points into concise and thorough research statement.
Beyond expectation.
•
Highly appropriate and substantiated hand in benchmarking
•
Highly coherent and highest standard of hand in detailing
•
Highly coherent and highest standard of hand in compositions
•
Highly effective methods of applying software and machines
•
Highly sophisticated and independent adaption of programs
Outstanding
High Distinction
85-100
•
Highest quality and highly effective presentation of models and images
•
Highly relevance and effective presentation of skills
•
Rigorously evaluates improvement of work using course concepts
YEAR 1 | SEMESTER 1 | 2015
CODE1150 | Enabling Skills in Digital Fabrication
Assignment 1 / Learning Stage 4 Submission Assessment Marking Sheet (15% or total mark)
CODE1150 Enabling Skills in Digital Fabrication
Project 4: Joining and panelling systems
STUDENT
NAME :
STUDENT #:
#
Assessment Criteria:
1
Able to use Grasshopper and Rhino
regarding to demands of Learning
Stage 4
2
Apply knowledge gained in lectures
to develop a design idea.
3
Delivers and discusses case studies
with tutors in class to produce better
outcomes.
4
Critical discussion on selection in
text and research of joint and
panelling system.
5
Deliver a physical model from a
quality that reflects the student’s
ambition to work in a design
discipline after graduating.
6
Can present the outcomes of the
design via photographs and / or
renderings to communicate design
intends.
7
Critical discussion on selection in
text.
8
Relevance and effectiveness of
verbal presentation
9
Evaluates improvement of work
using course concepts
%
US
S
G
VG
O
/ 100
OVERALL MARK out of 100
FEEDBACK:
Page 23 of 35
UNSW | Built Environment | Computational Design Program
Assignment 1 / Learning Stage 4: Assessment Criteria
•
Research statement has no coherence, misses the point.
•
Poor quality and Inappropriate selection of hand in materials
•
No coherence and poor quality of hand in detailing
Unsatisfactory
•
No coherence and poor quality of hand in compositions
Fail
0-49
•
Inappropriate methods of applying software and machines
•
Unsophisticated use of programs
•
Poor quality and inappropriate presentation of model and images
•
Irrelevant and or inappropriate presentation of skills
•
Unable to evaluate work using course concepts
•
Research statement lists points without making connections.
•
Low quality and ineffective selection of hand in materials
•
Lacks coherence and Quality of hand in detailing
Satisfactory
•
Lacks coherence and quality of hand in compositions
Pass
50-64
•
Ineffective methods of applying software and machines
•
Minimal adaption of required programs to sophisticated level.
•
Low quality and minimally effective presentation of model and images.
•
Low quality and minimally presentation of skills.
•
Minimal evaluation of work using course concepts.
•
Research statement makes connections between points but does not create an overall
scope or argument of the nature data set.
•
Somewhat appropriate and substantiated hand in benchmarking
•
Somewhat coherent and quality of hand in detailing
•
Somewhat coherence and quality of hand in compositions
Good
Credit
65-74
•
Somewhat effective methods of applying software and machines
•
Somewhat sophisticated and independent adaption of programs
•
Good quality and somewhat effective presentation of model and images
•
Somewhat relevant and or partially effective presentation of skills
•
Good evaluation of improvement to work using course concepts
•
Synthesises points into concise and thorough research statement
•
Appropriate and substantiated hand in benchmarking
•
Coherent and high quality hand in detailing
Very Good
•
Coherent and high quality hand in compositions
Distinction
75-84
•
Adaptation of effective methods of applying software and machines
•
Sophisticated and independent adaption of programs
•
Quality and effective presentation of model and images
•
Relevant and effective presentation of skills
•
Evaluates improvement of work using course concepts
•
Highly coherent. Synthesises points into concise and thorough research statement.
Beyond expectation.
•
Highly appropriate and substantiated hand in benchmarking
•
Highly coherent and highest standard of hand in detailing
•
Highly coherent and highest standard of hand in compositions
•
Highly effective methods of applying software and machines
•
Highly sophisticated and independent adaption of programs
Outstanding
High Distinction
85-100
•
Highest quality and highly effective presentation of models and images
•
Highly relevance and effective presentation of skills
•
Rigorously evaluates improvement of work using course concepts
YEAR 1 | SEMESTER 1 | 2015
CODE1150 | Enabling Skills in Digital Fabrication
Assignment 2 (online) TOTAL 20%
The Assignment 2 asks students to learn the two main programs used in the class
(Grasshopper and Rhino) in a flipped classroom environment. The exact learning
steps are descripted and outlined by the provider IDDA.
Name:
Learning Step 1 Rhino 5.0 Essentials (Exam to be
completed and result uploaded by Week 2) 5%
Course assessment
criteria and
standards
Passing the Learning step provided by IDDA at deadline,
IDDA will close test at deadline and send list of completed
Learning steps for assessment.
Name:
Learning Step 2 Grasshopper Essentials (Exam to be
completed and result uploaded by Week 3) 5%
Course assessment
criteria and
standards
Passing the Learning step provided by IDDA at deadline,
IDDA will close test at deadline and send list of completed
Learning steps for assessment.
Name:
Learning Step 3 Rhino 5.0 Designer (Exam to be
completed and result uploaded by Week 4) 5%
Course assessment
criteria and
standards
Passing the Learning step provided by IDDA at deadline,
IDDA will close test at deadline and send list of completed
Learning steps for assessment.
Name:
Learning Step 4 Grasshopper Designer (Exam to be
completed and result uploaded by Week 5) 5%
Course assessment
criteria and
standards
Passing the Learning step provided by IDDA at deadline,
IDDA will close test at deadline and send list of completed
Learning steps for assessment.
Assignment 3 (Online Quiz / Exam) TOTAL 10%
Name:
Online Quiz (opens up in Week 13 and closes Week 15)
10%
Course assessment
criteria and
standards
Answering more than 80% of the questions in the online
exam correctly.
Assignment 4
Name:
Parity / Moodle submission
Description:
For Moodle Submission: Please refer to 18. Parity Session
for information about what to hand in and 4. Course
Website for how to upload.
For Parity Submission: Please refer to 18. Parity Session
for information on what to present and to 5. Lecture when
to present in Week 15.
Page 25 of 35
UNSW | Built Environment | Computational Design Program
10. Course assessment
feedback strategy
11. Resources
Students will gain information about their
process in class via 3 basic levels.
11.1 Readings, textbooks and UNSW
Library resources
Essential readings
Firstly, The goals of the class are clearly
defined in the course outline and
discussed at the beginning of each
Assignment and the learning steps within
the assignment in the weekly lecture. Here
students will understand how their
performance relates to the broad goals of
the course.
Following books and texts are part of this
class and were used for developing the
lectures and are their content is part of
questions asked in the exam in Week 15.
Items to be purchased by students are
marked with an (*), items that are at the
UNSW library are marked with an (~) and
online items are marked with an (^)
Secondly, students will get feedback in
each class (during the three tutorial hours)
upon their performance. Tutors will help
students in one-to-one sessions to discuss
and analyse how successful they have
been at addressing the task and its criteria
of each assignment and the learning steps
within the assignment.
* Dunn, Nick (2012): ‘Digital Fabrication in
Architecture’, Laurence King Publishers.
Available
on
Amazon
on:
http://www.amazon.com/DigitalFabrication-Architecture-NickDunn/dp/B00FAT4YS0/ref=pd_sim_b_5?i
e=UTF8&refRID=001575VSG3RBJDS5H
RR0; (Accessed: October 2014).
Thirdly, students will get feedback in each
class (during the three tutorial hours) in
how their response to the assignment and
the learning steps within the assignment
could be improved. Tutors will help
students in one-to-one sessions to discuss
and analyse how improvements could be
made and which resources students could
consult for an improvement.
*
Iwamoto,
Lisa
(2009):
‘Digital
Fabrication: Architectural and Material
Techniques’;
Princeton
Architectural
Press.
Available
on
Amazon
on:
http://www.amazon.com/DigitalFabrications-Architectural-TechniquesArchitecture/dp/1568987900; (Accessed:
October 2014).
* Carpo, Mario (2013): ‘The Digital Turn in
Architecture 1992 – 2012’; Wiley & Sons
publishers.
Here the following chapters:
a. Introduction to Versioning:
Evolutionary Techniques in
Architecture by SHoP /
Sharples, Holden and
Pasquarelli, pp. 132.
b. Bernard Cache / Objectile:
Topological Architecture
and the Ambiguous Sign by
Stephen Perrella, pp. 149
c. Philibert De l’Orme
Pavilion: Towards an
Associative Architecture by
Bernard Cache, pp.153.
YEAR 1 | SEMESTER 1 | 2015
CODE1150 | Enabling Skills in Digital Fabrication
^ Dezeen magazine (2012): ‘Technology
and Design in the digital industrial
revolution’;
http://www.dezeen.com/2012/06/26/techno
logy-and-design-the-digital-industrialrevolution/; (Accessed: October 2014).
^
Economist
magazine
(2012):
‘Manufacturing – the third industrial
revolution’;
http://www.economist.com/node/21553017
; (Accessed: October 2014).
Recommended readings
~ Beorkrem, Christopher (2012): ‘Material
Strategies
in
Digital
Fabrication’;
Routledge Publishers London.
Available as e book on
http://www.amazon.com/MaterialStrategies-Fabrication-ChristopherBeorkrem/dp/041553366X/ref=pd_sim_b_
2?ie=UTF8&refRID=1HQK1AZ0HQXVT5
WQ1A96; (Accessed: October 2014).
~ Glynn, Ruairi; Sheil Bob (2011):
‘Fabricate: Making Digital Architecture’,
Riverside Architecture Press. Available on
Amazon:
http://www.amazon.com/FabricateArchitecture-Ruairi-GlynnEditor/dp/1926724097;
(Accessed:
October 2014).
11.2 Online resources
Learning resources
Online resources are covering mainly skills
needed in Grasshopper and Rhino. Help
for Grasshopper can be found at:
•
www.grasshopper3d.com
•
www.idda.com (This homepage
and the courses provided on the
homepage a compulsory as online
material for this class)
Help for Rhino can be found at;
•
www.rhino3d.com
•
www.idda.com (This homepage
and the courses provided on the
homepage a compulsory as online
material for this class)
In general tutorials for learning both
programs are part of the online learning
requirements of the course. For the course
we have defined the Rhino and
Grasshopper tutorials by the Institute for
Digital Design Australia (www.idda.com)
as our learning platform as outlined in 5.1
Assignment task you need to complete the
below listed assignment and exams at the
due date specified in 5.1.
Social network resources
UNSW CoDe has a Twitter, Instagram,
Facebook and Youtube account and all
lecturerare using these accounts to share
information with their students. Thus
please
join
and
follow
us
on
@UNSWCoDe (for all above listed
networks) we will use “UNSW” + “CODE”
+ the course number as a hash tag to help
finding the relevant info (for this course
#UNSWCODE1150). Feel also free to post
images of your design on social media
using the hash tag.
Video resources
Most lectures given in this course have
videos embedded as part to illustrate what
projects are and look like as well as give
background knowledge to fabrication
methods. In general I found these videos
on the internet by searching either in
Google or Youtube via the use of a search
term. Naturally the lecture shows only one
video out of potentially dozen of video
clips. Thus search the internet for good
clips and share them using social
networks and use “UNSW” + “CODE” +
the course number as a hash tag to help
finding the relevant info (for this course
#UNSWCODE1150).
Presentation resources
Final presentation poster template to be
used for the final presentation exhibition in
week 15 can be downloaded at the course
website. It is a requirement to use this
template with the fonts and logos
embedded in the template.
Page 27 of 35
UNSW | Built Environment | Computational Design Program
11.3. Case studies
Case studies for Sectioning are:
Case studies for Tessellating are:
Image 1: Sectioning – Project by Jürgen Mayer H.;
‘Metropol Parasol’, Sevillia, Spain; 2011 ©
http://urbanpeek.com/wpcontent/uploads/2011/08/Metropol-Parasol-22.jpg
Image 2: Tessellating – Project by Rebekah Araullo
and UNSW ArchComp students; ‘Euphonious
Mobius’; Sydney, Australia; 2012 © M. Hank
Haeusler
One of the world’s biggest projects using sectioning
as a method to create a giant canopy built out of
timber elements.
Research project that investigated if LED
illuminated wooden pixels could form a screen with
a gradient of different resolutions within one
surface.
•
•
Loewy Bookshop / Paris, France /
2001 / Jakob + MacFarlane
[c] space / London, UK / 2008 /
Alan Dempsey and Alvin Huang
•
Geodesic Dome / Montreal,
Canada / 1967 / Buckminster Fuller
•
Domoterra Lounge / Zurich,
Switzerland / 2007 / Gramazio &
Kohler
•
Metropol Parasol / Seville, Spain /
2011 / Juergen Meyer H.
•
Mafoombey / Helsinki, Finnland /
2005 / Martti Kalliala, Esa
Ruskeepää with Martin Lukasczyk.
•
Helios House / Los Angeles, USA /
2006 - 7 / Office dA and J M & A
•
Wiggle Chair / non / 1972 / Frank
O. Gehry
Technicolor bloom / Vienna,
Austria / 2008 / Brannan Buck
•
Euphonious Mobius / Sydney,
Australia / 2012 / Rebekah Araullo
+ UNSW ArchComp students
•
It is necessary to search for these projects
and study them further on your own using
the
internet,
book
or
magazine
publications and others. Naturally these
are by far not all projects that have used
the technique, we expect students to
investigate projects on their own and
present and show them during the tutorials
as inspirations or reference material for
your design.
YEAR 1 | SEMESTER 1 | 2015
It is necessary to search for these projects
and study them further on your own using
the
internet,
book
or
magazine
publications and others. Naturally these
are by far not all projects that have used
the technique, we expect students to
investigate projects on their own and
present and show them during the tutorials
as inspirations or reference material for
your design.
CODE1150 | Enabling Skills in Digital Fabrication
Case studies for Folding are:
Case studies for Contouring are:
Image 3: Folding – Project by Andrew Kudless
(Matsys)
©
http://matsysdesign.com/wpcontent/uploads/2009/06/IMG_4703.jpg
Image 4: Contouring – Project by Urban A&O ©
http://www.tocci.com/wpcontent/uploads/2009/07/bonewall_04.jpg
Latest development in the architect’s ongoing area
of research into cellular aggregate structures.
Project inspired by the work of the Austrian
sculpture Erwin Hauer.
•
•
•
•
•
•
Dragonfly / non / 2007 / Tom
Wiscombe/EMERGENT
Nubrik / Non / 2005 / AEDS/Ammar
Eloueini
In-Out Curtain / non / 2005 /
IwamotoScott
Entry Paradise PAvillion / non /
2006 / Chris Bosse (PTW
Architects).
C_Wall / non / 2006 / Andrew
Kudless (Matsys)
Manifold / non / 2004 / Andrew
Kudless (Matsys)
These are only a few projects that exist at
present. It is necessary to search for these
projects and study them further on your
own using the Internet, book or magazine
publications and others. Naturally these
are by far not all projects that have used
the technique, we expect students to
investigate projects on their own and
present and show them during the tutorials
as inspirations or reference material for
your design.
•
Bone Wall / non / 2006 / Urban
A&O
•
Gradient Scale / Non / 2005 /
SPAN
•
D-Tower / Doetinchem (The
Netherlands) / 2003 / NOX
These are only a few projects that exist at
present. It is necessary to search for these
projects and study them further on your
own using the internet, book or magazine
publications and others. Naturally these
are by far not all projects that have used
the technique, we expect students to
investigate projects on their own and
present and show them during the tutorials
as inspirations or reference material for
your design.
Page 29 of 35
UNSW | Built Environment | Computational Design Program
Case studies for Forming are:
12. Class requirements
Class material
As the course suggests we are learning
aspects of digital fabrication thus we need
materials that enable us to built objects
and artefacts. We are using for 3D printing
(https://www.makerbot.com/)
a
PLA
filament (white only) that can be purchase
at the following locations online, naturally
there are other options available, make
sure that the material is suitable for the
Makerbots we have in the faculty, talk to
your tutors when in doubt:
Image 5: Forming – Dark Places project by Servo ©
https://smmoa.org/wpcontent/uploads/2012/06/Dark-Places-2006Installation-view.jpg
Interactive installation that uses forming to produce
structural system
•
Hugo
Boss
Flagship
Store
Omotesando / Tokyo, Japan / 2013
/ Norihiko Dan
•
Florencia Pia mod / non / 2007 /
Alice
•
Dark Places / non / 2006 / Servo
•
Housing in Vienna / non / 2007-08 /
SPAN
•
ILUMA
Urban
Entertainment
Centre / Singapore / 2009 /
realities:united
These are only a few projects that exist at
present. It is necessary to search for these
projects and study them further on your
own using the internet, book or magazine
publications and others. Naturally these
are by far not all projects that have used
the technique, we expect students to
investigate projects on their own and
present and show them during the tutorials
as inspirations or reference material for
your design.
YEAR 1 | SEMESTER 1 | 2015
http://3dprintersuperstore.com.au/
https://store.makerbot.com/filament
You will need around one role of filament
in the class, but the filament will be used in
other classes as well and during the rest of
your studies thus it’s not going to waste.
The second material we will use for laser
cutting is 3mm plywood, 3mm cardboard
or 3mm clear acrylic (Perspex) all
materials with the dimensions of 300 x
600mm. Ask your supplier if they can cut
the material for you with these dimensions
as you can not cut them to size at
university. These are the only materials we
will use for laser cutting! Do not use any
other materials as the ones specified
above. You can purchase the materials at
one of these places either online or in a
shop:
http://www.misterplywood.com.au/
http://www.plasticsfactory.com.au/products
/Acrylic.html
https://www.eckersleys.com.au/
or
Eckersley
stores
in
Sydney
https://www.eckersleys.com.au/locations/s
tate/NSW
CODE1150 | Enabling Skills in Digital Fabrication
Studio class requirements
It is expected that you will bring your
laptop with the below mentioned software
packages to each class. Not bringing a
laptop means we cannot look, comment
and help you with your work, as we do not
run this class in a computer classroom.
Using your friend’s laptop means that he
or she cannot work in the time given in
class and thus is not an option either.
Software and hardware requirements
We will use two main software packages
in the course, Grasshopper 3D to script
objects and artefacts and Rhino 3D to
visualise the outcomes of the script. You
are required to download a one-year
online teaching licence from the Institute of
Digital
Design
Australia
(http://idda.com.au) to learn Grasshopper
and Rhino. This online licence will function
as your ‘textbook’ for Year 1. In both
courses, Rhino and Grasshopper, you will
complete two out of three steps and these
steps will be tested in an exam. The cost
for the online course is listed on the
homepage (at present A$ 119) and it is the
responsibility of each student to gain
access to the course.
Grasshopper (as the software) can be
downloaded (for PC only) at following link
(http://www.grasshopper3d.com/page/dow
nload-1) for free, please use always the
latest version (at the moment Version 5).
Rhino 3D (as the software) can be
downloaded as well as a trial version
(http://www.rhino3d.com/download/rhino/5/
latest) again use here the latest version at
the moment Version 5. UNSW has these
licences on all machines in the computer
labs and we are working on a floating
licence thus you will have them on your
laptop as soon as you are online and log
in via your UNSW student ID. As you do
not need save your design in Rhino (you
will save it in Grasshopper, Rhino will only
visualise it) the limited amount of times
you can save a design is not an issue.
Further
more
secondary
software
packages you will need are for laser
cutting:
Software that is uploaded to the desktop
computer next to the laser cutter. You will
not need this software but you will learn
how to use this software in an OH&S class
outside your normal class hours. These
times are communicated via Moodle. You
can also use Adobe / Illustrator for
preparing your laser cutting files. Illustrator
is part of the teaching in CODE1161.
Knowledge gained in this class need to be
applied here.
For 3D printing:
One cannot print directly out of Rhino with
the Makerbot printers but needs to use the
Makerware software to prepare the file.
The Makerware software is free and
explanations about the software can be
found
at
following
link:
https://www.makerbot.com/desktop
Facilities requirements
Students will gain access to the digital
fabrication facilities at UNSW. Access to
these facilities comes with a responsibility
towards the facilities. The exact nature of
how the facilities are used are explained at
a later stage of this document.
13. Expectations
The lectures and the tutorials are an
integrated part of this class. Missing out on
lectures will have the consequence that
your will miss out on seeing and hearing
about projects that used digital fabrication
and thus you will lack design input heavily
needed in other classes such as
ARCH1101 or CODE1110. Further the
lectures will provide you with foundation
knowledge for later classes such as
CODE2121 up to your final year project.
Topics and issues discussed in the class
subject to an exam later in the semester
and missing out on classes will
consequently risk your ability to pass the
exam and consequently the course.
Grasshopper scripting is like learning a
new language (it is a computer language
thus the comparison is quite correct). As
you all have experienced in school
learning a new language will take time to
Page 31 of 35
UNSW | Built Environment | Computational Design Program
master it and tutorials at the beginning
provide an important base on which all
later knowledge is built upon. Thus the
tutorials in this course are absolutely
essential to learn a language you will
deepen in the next semesters to come
(CODE1231 / CODE2121 / CODE2250 /
CODE2270 / CODE2230). Acknowledging
that a new language is difficult to learn we
proceed in very slow steps to assure you
all can pick up Grasshopper. Nether the
less you only can do so when attending
class and doing your assignments. An
advice at this stage, things will take time
and you will take longer in developing and
writing a script as you might think. Thus
plan in a lot of time to complete your tasks
for the next class.
If you experience and difficulties please
refer to Special Consideration, Late Work
and other policies in the BE Policy Outline
at:
https://www.be.unsw.edu.au/sites/default/fi
les/upload/pdf/currentstudents/LearningTe
aching/BE_AcademicPolicyOutline2014.pd
f
14. Learning experience and
teaching strategies
The Digital Fabrication and Constructions
path’s educational focus is on joining
digital design with fabrication and
construction process to built accurate
artifacts of computer-generated designs by
using 3D modeling software and additive
and subtractive manufacturing machinery.
In order to teach this process the stream
access knowledge and findings in material
science, manufacturing and robotics
engineering,
construction,
computer
science and design. The projects designed
in the stream will lead to built artifacts, not
in an architectural or urban design sense
but as explorations to propose complex
surfaces where the properties and
characteristics of the used materials and
machinery determinates the design
outcomes.
The course will enable students to
understand recent developments in digital
fabrication and are able to translate this
knowledge into their own professional
YEAR 1 | SEMESTER 1 | 2015
background. Further students will gain first
insides into computation and scripting
using Grasshopper and are able to use
digital fabrication tools such as laser cutter
and 3D printer for their respective studies
in other courses.
Active learning strategies are applied and
the course will have students inspired and
familiarized through a lecture series (Week
1 – 13 / one hour) where students are
introduced to the thinking and current
issues of digital fabrication, this is
assessed through Assignment 3 (Week
15) an online exam in form of a computer
generated quiz. Further active learning is
required in the online learning component
of the course in which students need to
apply online methods to complete learning
stages in Assignment 2 (Week 2 / 3 / 4 /
5).
Experimental learning of the skills in
Digital Fabrication and Grasshopper via a
tutorial in a small class set up of up to 20
students per tutor while sitting in front of a
computer for a duration of 3 hours per
week (Week 1 – 12). Here students will
learn scripting skills that will produce
virtual objects and artefacts that are in a
second step produced through digital
fabrication (Laser cutter and/or 3D printer)
as Assignments 1 and its individual
learning stages 1 – 4.
15. OH&S and workshop training
CODE1150 is using machines as part of
the course and under UNSW requirements
students must complete OH&S and
workshop training prior to using the
machines in a combination of Moodle
class and workshop and machine
introduction. As the use of the machines is
essential to complete the class students
need to pay particular attention to the
deadlines and the protocol of the OH&S
and workshop training.
For CODE1150 and CODE 1110 students
need to complete following modules:
•
•
BHSM 001
BHSM 002
For CODE1150 in particular:
CODE1150 | Enabling Skills in Digital Fabrication
•
•
•
BHSM 012 (Fab Lab introduction)
BHSM 013 (3D printer / Makerbots
and Up)
BHSM 015 (Laser Cutter)
BHSM 013 and 015 will have a service fee
of A$ 55. Please refer to the OH&S and
workshop training Moodle page for
payment details.
Additional, BHSM 013 and 015 have and
introduction session and demonstration
under
supervision
section.
The
introduction session is in the first two
weeks of the semester each day from 1 –
2pm (the fab lab is closed at this time for
any other students) Demonstration under
supervision is again in the first two weeks
of the semester each day from 2 – 5pm.
Students can come at any time and
demonstrate their skills.
To access BE Health & Safety Resources:
•
•
•
•
•
Go to the UNSW Moodle
Homepage
https://moodle.telt.unsw.edu.au/logi
n/index.php
Enter your User ID and Password.
In the ‘Search Courses’field, enter:
BE_Health & Safety Resources
(2015), click the ‘Go’ button.
Self-enrol key is AccessSafetyInfo
Select the information you want.
To book and pay for an Induction practical
session https://activities.be.unsw.edu.au
Your browser will ask you to authenticate:
Username: bepay
Password: quilt
Choose the practical session from the
‘Activities’ section.
BE workshop induction process
BE Health and Safety Inductions (2015) is
a modular system of training. Some
modules are delivered totally online, using
UNSW Moodle’s lesson format, others
require an additional practical session with
an instructor.
Interested students should:
16. Course aims
Course Aim 1: The course will enable
students
to
understand
recent
developments in digital fabrication and are
able to translate this knowledge into their
own professional background.
2. Complete the relevant module and
online lesson.
Course Aim 2: Further students will gain
first insides into computation and scripting
using Grasshopper and are able to use
digital fabrication tools such as laser cutter
and 3D printer for their respective studies
in other courses.
3. Book and pay for
practical session/s.
17. Learning outcomes
1. Determine which modules they need to
undertake.
any
required
4. Attend/complete the practical session.
To access a BE Induction Module:
•
•
•
•
•
Go to the UNSW Moodle
Homepage
https://moodle.telt.unsw.edu.au/logi
n/index.php
Enter your User ID and Password
when requested.
In the ‘Search Courses’field, enter:
BE_Health & Safety Inductions
(2015), click the ‘Go’ button.
When asked to enrol, choose
‘Enrol Me’ The Self-enrol key is
ThinkSafeActSafe
Select the module you want.
At the successful conclusion of this course
the student will be able to:
1: Develop basic skills in Grasshopper
2: Recognize digital fabrication as a new
form of manufacturing
3: Have gained knowledge existing digital
fabrication techniques
4: Being OH&S trained for machines
(Laser cutter and 3D printer) in Digital
Fabrication Lab.
18. Parity Session
Page 33 of 35
UNSW | Built Environment | Computational Design Program
THIS ONLY APPLIED FOR CODE
STUDENTS. As part of creating a
community and culture of showcasing
work, students will be required to submit a
selection of their best images (plans,
renderings, model pictures, screenshots,
etc.) from their final presentation as well
as work in the progress during semester.
This will also help in marking and
feedback. The online submission is an
essential requirement. Failing to do so will
give you a (-) 10% of your overall mark.
The collection of student works will also be
employed for marketing purposes. As you
know, we are a very young discipline and
we want to share what you have designed
and produced during the semester. The
submission platform will be within Moodle.
The following defines the expectations of
what to submit.
•
•
•
For the Week 15 parity session:
•
•
•
For Moodle Submission:
•
•
•
•
•
Five indicative images that best
represent your work / designs
during the semester.
For landscape image (approx.
2480 x 3508 pixels @ 300 dpi) for
portrait image (approx. 3508 x
2480 pixels @ 300 dpi)
For each of the five images please
provide five keywords in order to
find images later.
Upload images as explained in 4.
Course Website.
Deadline is day before parity
session 5pm. (Moodle page will
close).
•
•
Images for the Week 15 parity session /
Moodle submission can be uploaded to
the Moodle Gallery by:
•
•
•
•
•
•
From the course home page, click
the media collection link.
In the collection page, click the Edit
icon for the gallery to which you
want to begin adding items.
On the gallery's home page, click
Add an item.
On the resulting page, click
Expand all, then in the General
section:
Enter a Caption for the item.
Add any Description necessary.
YEAR 1 | SEMESTER 1 | 2015
Drag and drop a Content file, or
click Choose a file and browse for
a file.
In the Advanced section, complete
all the relevant fields.
Click Save changes. The item
displays with its thumbnail and
caption on the galleries page.
•
Create a poster with the five
images you have uploaded onto
Moodle. The poster will use the
layout (parity layout template that
can be downloaded on the Moodle
page for each course) and has to
be printed on white 3mm core flute.
Pin up of poster with dates is
outlined in Week 15 lecture /
tutorial activity.
The layout has either a portrait or a
landscape format and students can
use either one or the other or a mix
of both to represent the four
courses they have done in each
semester.
The size of the template is the
same size as the black exhibition
boxes UNSW uses for their
exhibitions and you showed fix the
core flute poster to the black boxes
using i.e. adhesive tape.
Students have each six of these
black boxes to use four of them to
attach their core flute posters and
the remaining two to showcase any
models or other physical outcome
of the semester.
Again you have to curate your work
and choose the best to re-present
your work.
CODE1150 | Enabling Skills in Digital Fabrication
19. Course Graduate Attribute
CODE1150 course Graduate attributes
Learning Activity/Assessment
outcome
H / Scholars who are digitally literate
1,2,3,4
Learn Grasshopper and digital
fabrication skills and apply them
via use of machines.
A / Scholars who are understanding of their 3,4
discipline in its interdisciplinary context
Capable of using hardware and
software
and
translate
this
knowledge into different contexts.
D / Scholars who are able to apply their
knowledge and skills to solving problems
Able to apply parametric concepts
through scripting to solve problems
1,2,3,4
I / Leaders who are enterprising, innovative 1,2,3
and creative
Learning state of the art design
and production processes
20. Built Environment and UNSW
Academic Policies
All students are required to understand the
BE and UNSW academic policies. Make
sure that you familiarise yourselves with
this document.
This document governs all Faculty of Built
Environment (FBE) programs and is
available in all FBE course outlines and on
Moodle, as well as on the UNSW BE
student
intranet:
http://www.be.unsw.edu.au/studentintranet/academic-policies It covers:
•
•
•
•
•
•
•
•
•
Built Environment Student
Attendance Requirements
Units of Credit (UOC) and Student
Workload
Course and Teaching Evaluation
and Improvement (CATEI)
Academic Honesty and Plagiarism
Late Submissions Penalties
Special Consideration - Illness &
Misadventure
Extension of Deadlines
Learning Support Services
Occupational Health & Safety
Page 35 of 35