Here are the layouts from the midterm.

These vignettes show the images from each specimen that have been applied to the project. They have also been included in a class-wide matrix that combines images and taxonomic classifications. The matrix is nearing completion.










more to come.

Structural developments

The project, at this point, has consisted of several realms of investigation. The recent posts regarding the natural models' structural logics have discussed how and why the building system will work. By applying the nano scale logic, that would have been impossible to discover without the use of the Scanning Electron Microscope provided by Hitachi, the modeling process should have a specific direction powered by a logic and rule set.

By analyzing the shell structures of two species of fiddler crabs, a Blue Crab, and an Atlantic Shrimp, a structural vocabulary was developed. This vocabulary was applied to the plan design of the kindergarten. Several small-scale undertakings have all converged and added a level of clarity to the project as a whole. The aforementioned structural investigation, a study of the lofting tool in Rhino, a site analysis, a script undertaking (or three), a concept for the transformation of the site, and the generation of a material for the resultant structure have ALL been developing alongside one another. Now, these side projects have met together and produced raw results that will be refined by the midterm. The diagrams below map the progress made for today.


MATERIAL:

I originally decided that the building would not be made out of linked modules, but sculpted out of a material produced through the same field condition logic. The first diagram was an early support piece used to explain the process. The others show the actual material being used at this point int he development.


early layout explaining scripting process



sample sheet of laser-scored material used in construction


folding diagram


STRUCTURE:

The structural argument started with a method for producing a building envelope based on my classroom cluster layout. The building was conceived in parallel through the development of an abstract digital engine and the intuitive act of drafting a footprint and landscape condition that illustrated the concept of the project and the building's function in the site.



basic site plan of building and classroom cluster, literal approach





using the classroom cluster outline within the building as the "attractor" element in a new scripting process, a 3D form is generated that suggests the appropriate vertical density and general envelope within which the building should operate.



*This early diagram shows how the cluster, after being analyzed through the 3D envelope script process, can be applied to the structural logic overlay derived from the natural model study. The cluster is again used as the "attractor" element in yet another scripting process. This maneuver, coupled with a study of lofts and the outcome possibilities based on rule sets and ordering, allows for the abstraction of a building form based on the scripted envelope dictation, spatial partitioning of the loft and classroom cluster, structural assembly from the natural model, and application to the site based on previous studies. Current developments are seen below.


the blue zone suggests what might be the classroom area, the gray suggests what might be the spine of circulation (both seen in the floor plan diagram above)


lofted structural geometry derived from natural model



render suggesting spatial qualities of such a product


section through loft, suggesting occupational potential - spatial qualities within the loft are pre-determined based on the applied classroom cluster as an "attractor" in the scripting process








more to come.

Breakthrough

The visits I have taken to the SEM lab each day this week have been the most fruitful yet. In order to strengthen my structural argument, I needed to find examples of the chosen assembly logic in more than one specimen. One case study may hold within it a clear structural logic, but to argue that its application in an actual building project is appropriate would be unreasonable given the lack of data and precedent. By looking at multiple specimens in hopes of finding similar structural assemblies (based on the model I have chosen to pursue), I aimed at building a catalog of examples that would make my application more relevant.

To start, I looked at the shell of what is commonly known as a "spotted crab," a small coastal species. Below is a sample of the images taken on the SEM from Hitachi.






The findings concluded that a particular overriding geometry was at work within the structure of its exoskeleton. Using the images and drawing analysis as a structural proposition, I wanted to transpose the logic from its existing nano scale form to a macro scale application.

The only problem with this approach, as previously stated, is the lack of reasoning behind such a leap. To make this argument based on one specimen seems largely unsupported. Other specimens needed to be analyzed. The following are this week's findings. A Blue Crab and Eastern Fiddler were looked at to provide more source material. The findings were completely unpredictable. I was hoping to find something that echoed what I had already discovered in the original crab shell. After all, I was looking at two more crab species. The results showed incredibly similar structural assemblies. These findings were thrilling. The hypothesis was correct! If the shells of various crab species are analyzed to determine their structural logics, than all of the logics will be similar if not congruent. This was correct as the new data below shows.

Blue Crab:





Eastern Fiddler:





After the excitement of these findings subsided, I realized that the overall pool of data still lacked some legitimacy. The data had come from the same genus. Yes, the species varied, and the fact that the structural logics are incredibly similar across this field is quite astonishing. But all of the specimens were crabs. I needed something different to test, something that might still fit into the same category as the other test subjects without having to adhere to the same genus classification exhibited thus far. I decided that the exoskeleton was the element in each subject that needed to share a common thread. The crab shells, or exoskeletons, had all been examined at this point. The exoskeleton, then, of another oceanic crustacean should have he same structural logic. This hypothesis seemed slightly farfetched at the time. However, after acquiring a sample from a local supplier, the images produced from the microscope would be all that I needed to bridge the data gap I refused to agree would be filled by the information thus far. Enter the Atlantic Shrimp.

I analyzed the shell of the Atlantic Shrimp to determine its structural logic. The results show a slight variation, expected given its different genus from the previous specimens. The structural logic? Identitical.

Atlantic Shrimp:






The structural logics and assembly systems are the same throughout this examination of 4 different exoskeletal crustaceans. Quite exciting, I'll further the argument at the midterm.






more to come.

beyond the class

Resident shop monitor Dan Plonski used the electron microscope to look at some shower scum he collected while cleaning his appartment. He found a really interesting disk-shaped form in the specimen and shared this image with me. It's pretty sweet.





thanks Dan.

new SEM studies

I've begun to specifically broaden my SEM image investigation. How can one both specify as well as broaden a topic? I've specified the structural situations I'm searching for but will be searching across a field of endoskeletal arthropod specimens like the crab shell that spurred this entire process int he first place. To strengthen the legitimacy of the project's structural argument, more than ONE specimen with ONE typological investigation is necessary. As such, new crab species will be looked at along with the exoskeletons of insects, spiders, crustascians and myriapods.

Here are some of the new perspectives I have on the current crab shell, which I am considering somewhat exhausted at this stage.

The first layout is my original, very one-sided, investigation. The second and third are the newest layouts of photos. They were taken on October 4th.


1)


2)


3)



more to come.

script template to help classmates

Hello all,

these PDFs break down my script. I'm putting this on here because Brad wanted me to. There was a problem with trying to paste the actual text from the script onto the the blog, so I made iamges of the text. So it doesn't look like a bunch of letters and numbers, I've edited it and commented (in blue) to explain things in more of a general overview.

Instead of listing out a long process, I leave the first line or so, but then explain what happens and what the code is doing. For instance, instead of saying "x1 + i, x2 + 1, x3 + i" all the way until "x13 + i" like the script would normally have, I said things like "x1 + i etc. until x13 + i." This makes it easier to follow if you do, in fact, need to gain something by looking at this script.

Let me know if you have questions. Hope this helps someone.

script diagram

The script process and result is best explained in a quick diagram such as this one:

script developments

The script has been developed to the point of functioning as a design engine. To generalize, it allows me to establish physical parameters that dictate how and why a piece of architecture would look the way it does. The script can also generate a material rather than a construct (if asked) that fits conceptually with the porosity gradient my partner and I have established. To touch on the notion of porosity, we've decided to categorize spaces within both our school models and proposed kindergartens as elements on a gradient of porosity. The porosity is determined by the level of privacy needed in each space. For instance, a bathroom would need to be incredibly private of r a number of reasons. A classroom may need instances of both private space and public space that engages surroundings and peers. A playground area would need to be the most public (or porous) as it facilitates undisturbed and boundless interaction between child and environment. When a child opens their mind to something outside of the classroom, a large metal fence should not restrict their process of discovery; the playground in our proposed structures will be nodes of intersection between the public and the children at the school.

The following images show renderings of sample outputs generated by the script. The green and blue areas map the water's edge and grassy park areas, both important to the public at the site currently. These forces , when recognized in curve and surface form by the script, dictate the amount of structural density that should be expressed at a given point in the site.




and now, the site with the scripted curves:



notice the dip in the center. The circle in the previous image shows the location of a potential "non private" space within the school, perhaps an assembly area or an auditorium. This would dictate a low structural density as to promote openness throughout the school and exposure to classmates and peers.

I began experimenting with lofting and rendering the curves that were generated. The result would act as a 3D map of the potential structural requirements on the site. Here is a sample render of a previous script iteration:




More to come.

-Mike