This document outlines the requirements for a final project assignment on designing a better future city. Students will first complete individual tasks to research and propose a new city through a pamphlet. They will consider elements of cities and address a current issue such as disaster resilience or migration. Selected proposals will then be developed into group models and presentations. Students must consider urban planning principles and include zoning, infrastructure, sustainability, and meeting community needs in their city designs. The goal is to apply knowledge of natural and built environments to propose livable, resilient cities.
The document outlines a project proposal by a group of 11 students to help Lighthouse Children Welfare Home Association. The association provides welfare to about 60 abandoned and abused children housed in a corner terrace unit. It lacks storage facilities and funds. The student group proposes to construct storage furniture, collect donations of necessities and funds through corporate sponsorships. Their budget is RM1500-2000 and timeline is 8 weeks, involving design, construction, collection and delivery of donations and compilation of data for submission.
Brandon forms first impressions of people on his first day of college, stereotyping a girl with glasses as smart and another with baggy clothes as a rocker. He assumes all friends of the girl with glasses are also smart based on his schema that those with glasses are intelligent. His friend initially disagrees but later confirms Brandon's beliefs, exhibiting confirmation bias. Brandon socially loafs on a group project with disliked peers, not helping with meetings or work while the others complete the assignment without him. The comic illustrates concepts of first impressions, stereotyping, schemas, confirmation bias, and social loafing.
This document provides instructions for a drawing project in an Introduction to Drawing course. Students must choose two objects no smaller than A5 size, sketch and measure them, and include the measurements in progress sheets signed by tutors. Using references and measurements, students must independently generate a set of architectural drawings for each object including a plan, two elevations, two sections, one detail drawing, and a cover drawing. Drawings must have appropriate scales, details, subtitles, annotations and lettering. Progress sheets and final drawings must be submitted according to the specified format and requirements. Plagiarism will result in course failure.
This document summarizes two case studies of urban parks - Taman Tasik Perdana in Kuala Lumpur, Malaysia and Washington Park in Milwaukee, Wisconsin. It provides background on the history and development of each park over time. Taman Tasik Perdana was initially created in 1888 and Washington Park was founded in 1891. Both parks now serve as large recreational spaces within their cities, offering amenities like playgrounds, sports facilities, picnic areas, and natural landscapes. The document describes the context, features, and activities available at each park.
This document provides instructions for a project on axonometric projections for an architecture course. It consists of 3 main parts:
1. An introduction outlining what axonometric projections are and how they can be used to communicate architectural ideas.
2. Details of the project tasks which involve generating an exploded axonometric drawing of a building from orthographic drawings using pencil and paper, then finalizing the drawing with ink.
3. A marking rubric that will be used to assess students based on their understanding of axonometric projections, ability to convey architectural details and spatial relationships, and quality of drawing skills. Students will be graded on a scale of 0 to 5.
This document outlines a project assignment for a Building Materials course. Students must choose an architect and one of their buildings that utilizes at least three specified building materials: stone, concrete, brick and glass. They must produce a presentation board providing information on the architect, building concept, and selected materials - including their characteristics, suitability for the design, and physical expression. The board should include manually drawn plans, sections and elevations with material annotations. There will be two reviews - a draft and final submission. The project aims to help students understand how materials impact building design and context.
The Sultan Ahmed Mosque, also known as the Blue Mosque, is one of the most impressive monuments in Istanbul, Turkey. Sultan Ahmed I commissioned the royal architect Mehmet Aga to build the mosque after wars depleted the treasury. Construction began in 1609 on the site of the Byzantine emperors' palace and Hagia Sophia, using some of their foundations. The interior features over 20,000 handmade tiles, more than 200 stained glass windows, and the dome and half-domes are decorated blue. It remains one of Istanbul's most significant historic and artistic sites.
This document provides instructions for a process essay assignment. Students must write a 5-paragraph essay describing the steps involved in producing an attractive kitchen utensil sketch. The essay must be 600-800 words, typed in Arial 12 point font with double spacing. It must be informed by research, include a pre-writing draft and cover page, and be submitted by May 11th. The assessment criteria include understanding the brief, organization, use of references, grammar, and mechanics. Suggested references for the essay are also provided.
The document outlines a project proposal by a group of 11 students to help Lighthouse Children Welfare Home Association. The association provides welfare to about 60 abandoned and abused children housed in a corner terrace unit. It lacks storage facilities and funds. The student group proposes to construct storage furniture, collect donations of necessities and funds through corporate sponsorships. Their budget is RM1500-2000 and timeline is 8 weeks, involving design, construction, collection and delivery of donations and compilation of data for submission.
Brandon forms first impressions of people on his first day of college, stereotyping a girl with glasses as smart and another with baggy clothes as a rocker. He assumes all friends of the girl with glasses are also smart based on his schema that those with glasses are intelligent. His friend initially disagrees but later confirms Brandon's beliefs, exhibiting confirmation bias. Brandon socially loafs on a group project with disliked peers, not helping with meetings or work while the others complete the assignment without him. The comic illustrates concepts of first impressions, stereotyping, schemas, confirmation bias, and social loafing.
This document provides instructions for a drawing project in an Introduction to Drawing course. Students must choose two objects no smaller than A5 size, sketch and measure them, and include the measurements in progress sheets signed by tutors. Using references and measurements, students must independently generate a set of architectural drawings for each object including a plan, two elevations, two sections, one detail drawing, and a cover drawing. Drawings must have appropriate scales, details, subtitles, annotations and lettering. Progress sheets and final drawings must be submitted according to the specified format and requirements. Plagiarism will result in course failure.
This document summarizes two case studies of urban parks - Taman Tasik Perdana in Kuala Lumpur, Malaysia and Washington Park in Milwaukee, Wisconsin. It provides background on the history and development of each park over time. Taman Tasik Perdana was initially created in 1888 and Washington Park was founded in 1891. Both parks now serve as large recreational spaces within their cities, offering amenities like playgrounds, sports facilities, picnic areas, and natural landscapes. The document describes the context, features, and activities available at each park.
This document provides instructions for a project on axonometric projections for an architecture course. It consists of 3 main parts:
1. An introduction outlining what axonometric projections are and how they can be used to communicate architectural ideas.
2. Details of the project tasks which involve generating an exploded axonometric drawing of a building from orthographic drawings using pencil and paper, then finalizing the drawing with ink.
3. A marking rubric that will be used to assess students based on their understanding of axonometric projections, ability to convey architectural details and spatial relationships, and quality of drawing skills. Students will be graded on a scale of 0 to 5.
This document outlines a project assignment for a Building Materials course. Students must choose an architect and one of their buildings that utilizes at least three specified building materials: stone, concrete, brick and glass. They must produce a presentation board providing information on the architect, building concept, and selected materials - including their characteristics, suitability for the design, and physical expression. The board should include manually drawn plans, sections and elevations with material annotations. There will be two reviews - a draft and final submission. The project aims to help students understand how materials impact building design and context.
The Sultan Ahmed Mosque, also known as the Blue Mosque, is one of the most impressive monuments in Istanbul, Turkey. Sultan Ahmed I commissioned the royal architect Mehmet Aga to build the mosque after wars depleted the treasury. Construction began in 1609 on the site of the Byzantine emperors' palace and Hagia Sophia, using some of their foundations. The interior features over 20,000 handmade tiles, more than 200 stained glass windows, and the dome and half-domes are decorated blue. It remains one of Istanbul's most significant historic and artistic sites.
This document provides instructions for a process essay assignment. Students must write a 5-paragraph essay describing the steps involved in producing an attractive kitchen utensil sketch. The essay must be 600-800 words, typed in Arial 12 point font with double spacing. It must be informed by research, include a pre-writing draft and cover page, and be submitted by May 11th. The assessment criteria include understanding the brief, organization, use of references, grammar, and mechanics. Suggested references for the essay are also provided.
The document outlines the requirements for Project 3 on Finishing and Presentation for the Design Communication course. It details the 3 learning outcomes of being able to visually communicate design ideas clearly, work efficiently within deadlines, and create a cohesive presentation package. Students must create a set of 4 A3 presentation boards that explain the design concept without an oral presentation through legible drawings, appropriate material selection, and meeting the deadline. Assessments will evaluate visual communication skills, time management, and the overall composition, style and identity developed in the presentation boards. Feedback will be provided using a checklist to assess achievement of the learning outcomes.
Arc60205 arc1126 project 1 famous people, familiar faces (august 2016)Joeylau97
This document outlines Project 1 for the Architectural Design Studio 2 module. Students will work in groups to select one of 22 master architects and their works. They will research the architect and create a 10 minute PowerPoint presentation. Students will then produce a set of drawings including site plans, floor plans, sections and elevations of the selected masterpiece at a scale of 1:100. They will also create 10 analysis diagrams and 10 diagrammatic models at 8x8x8cm to analyze concepts such as form, space, circulation and context hidden in the work. The project aims to investigate how architectural elements and spaces are created through analysis and abstraction of masterworks. Students will receive a mark out of 20% based on the quality of
This document provides instructions for students to create an e-portfolio to reflect on their learning throughout a semester. It explains that the e-portfolio will include reflective entries for graded assignments and a description of the student's academic journey. Students will upload their e-portfolio to a blog. It will be assessed based on their understanding of the task, the content and organization of their writing, use of references, and grammar. A rubric is also provided to evaluate the e-portfolios.
Project 2 design process research & analysis mac 2015Joeylau97
1. This document outlines the requirements for a landscape architecture project involving site analysis and design for a group of students. It provides instructions on selecting a site, conducting site analysis, and developing conceptual design solutions.
2. Students must form groups to select a residential property, survey the site, and document existing site conditions. They will analyze the site and develop conceptual design solutions. Individual students must also complete a graphic journal of landscape elements.
3. Submissions will be evaluated based on understanding the brief, depth of research, graphic communication skills, teamwork, and individual work. The group portion accounts for 20% of the grade and the individual journal 10%.
This document outlines the requirements for Project 3 of the Culture & Civilization module. The project involves researching and documenting places of cultural and architectural significance through a postcard series and packaging. Students must choose a theme related to Malaysian architecture, religious places, or spaces and people. They will design a timeline and 10 postcards communicating their research findings. The postcards will be compiled and packaged. Regular progress updates and feedback sessions with the lecturer are required leading up to the submission deadline. The project aims to enhance students' understanding of human civilization and development through investigative research skills.
The document is a final project report for a social psychology class. It discusses a group project where students created a video applying 5 social psychology concepts - racism, attributions, ABC model of attitude, social influence, and egoism. The video portrayed two coworkers, one who is racist towards the other. It shows how her attitudes change from disliking to helping the coworker after learning the reason for her absence was due to a family death. The report describes the storyline, script, filming process, and explains how each concept was demonstrated in the video.
Design communication. assignment 1 march 2016Joeylau97
This document outlines the requirements for Project 1 of the Design Communication course. Students are asked to do on-site sketching on campus to practice creating depth and tone in architectural sketches. The objectives are to develop skills in visualizing and communicating space through observation, sketching techniques including tonal values and hatching, and depicting various architectural elements. Students must sketch exterior and interior spaces on site, emphasizing solids and voids, openings, rhythms, details, textures, scale and proportion. Sketches will be assessed based on the clarity and complexity of visualizing space, as well as sketching skills and techniques.
The document summarizes the process of sketching a kitchen knife. It begins by outlining what a sketch is and why the author chooses to sketch a kitchen knife. The author then describes the tools used, which include various grades of pencils, a ruler, and charcoal pencil. The process involves first outlining the knife, adding layers of shading with different pencils, and erasing unused areas. Although the curve of the knife and shading took time to complete, the author felt a sense of accomplishment upon finishing the sketch.
This document provides instructions for Project 2A, which involves drawing orthographic projections of furniture and a building. Students are asked to produce plans, elevations, sections and other views based on provided images using drafting skills. The project has two parts, with the first focusing on a piece of furniture and the second on a building. Specific views are listed that must be included for each part. Drafting techniques like line weights, types and quality will be assessed. Students must use appropriate equipment and scales and demonstrate gained knowledge from workshops. Assessment will consider clarity, accuracy, demonstration of skills, and appropriate use of technique and scale. Suggested references and a marking rubric are also provided.
This document outlines an assignment for an English class to write a compare and contrast essay about two movie genres. Students must choose between disaster/adventure films or science fiction films, research the genre, watch examples, and write a 6 paragraph essay comparing or contrasting two movies. The essay must be 600-1000 words and follow APA style for citations and references. A draft is due for feedback before the final submission deadline of December 4, 2015. The assignment will be graded based on organization, structure, content, style, and overall presentation.
This document summarizes a research report comparing two bak kut teh restaurants in Malaysia. A group of seven students chose to compare a bak kut teh restaurant in Klang, which has been a family business for generations, to a smaller family restaurant in Subang Jaya that is only eight years old. The group researched the history and origins of bak kut teh, conducted interviews at the two restaurants, analyzed their business strategies and competitive traits, and compiled their findings into a report and presentation.
Project 2 board game project brief march 2015Joeylau97
This project involves designing a 3D board game in two parts. Part A is individual and requires students to research board games, propose a original 3D game design with description and illustrations. The best proposal from each group will be selected for Part B. Part B is group work where the selected game is improved, rules are refined, and a game board carnival is planned and presented with the completed game, instructions, packaging and promotional video. Students are assessed on their understanding, creativity, collaboration and documentation of the design process. The project aims to develop critical and creative thinking skills through hands-on game design.
Architecture design studio 1 project 1 brief march 2016Joeylau97
This document outlines a design project for students to create an object such as a mask, helmet, or glove to represent themselves. It provides guidelines for the project, including using specific materials, a size limit of 400mmx400mmx400mm, and submitting a physical model along with an A3 presentation board explaining the design concept. The project aims to help students explore self-identity and creative expression through abstracting personal qualities into an original 3D form. Students will go through a design process of identifying qualities, generating ideas, selecting an art form, and applying materials to represent themselves.
This document provides instructions for an assignment on visual note taking related to natural and built environments. Students are asked to create visual notes on topics related to ecosystems and spaces. For ecosystems, they must formulate topics starting with the letters E-C-O-S-Y-S-T-E-M. For spaces, they must do the same but starting with S-P-A-C-E-S. The notes must be handwritten and drawn on A3 paper. Students must also include an overall conclusion relating their notes. The visual notes will be assessed based on content, structure, documentation, originality and clarity. Suggested references on visual note taking are also provided.
Arc1126 project 2 pavilion @ national botanical garden shah alam (1)Joeylau97
This document outlines the tasks and requirements for Project 2 of the Architectural Design Studio 2 module. Students will work in groups of 2 to conduct site analysis of the National Botanical Garden in Shah Alam, Malaysia and design a 30m3 pavilion for the site. The project aims to develop students' skills in site analysis, user considerations, conceptual design, model making, and presentation. Students must submit site analysis drawings, conceptual diagrams, detailed drawings at 1:50 scale, and physical models of the design process and final proposal to be evaluated based on clearly defined criteria.
1. This document outlines the requirements for a two-part final project in a course on natural and built environments.
2. For Part A (individual), students must create an A4 pamphlet and process journal to propose a new city called "X City". They must research city components and propose a design for "X City" considering population size, location, and other guidelines.
3. For Part B (group), students must build a physical model and presentation boards explaining their selected city design in more detail. They must choose an underground, water, forest, or high-rise city type and consider zoning, transportation, infrastructure and sustainability in their plan.
1. This document outlines the requirements for a two-part school project on the built environment and future cities.
2. For Part A (individual), students must create an A4 pamphlet and process journal to propose a new city called "X City". They must research different city types and components to inform their proposal.
3. For Part B (group), students will produce a physical model and presentation about their selected city type - either underground, underwater, forest-based, skyscraper, or mountain. They must consider the city layout, zoning, transportation, sustainability and more.
1. This document outlines the requirements for a two-part final project on built environments and future cities.
2. For Part A (individual), students must create a pamphlet and process journal proposing a new city called "X City".
3. For Part B (group), students will create a physical model and presentation boards further detailing the proposed "X City" concept.
4. The project aims to have students investigate components of natural and built environments, and propose ideas for a sustainable and livable future city.
1. This document outlines the requirements for a two-part school project on the built environment and future cities.
2. For Part A (individual), students must create an A4 pamphlet and process journal to propose a new city called "X City". They must research different city types and components to inform their proposal.
3. For Part B (group), students will produce a physical model and presentation about their selected city type - either underground, underwater, forest-based, skyscraper, or mountain. They must consider the city layout, zoning, transportation, sustainability and more.
1. This document outlines the requirements for a two-part final project on built environments and future cities.
2. For Part A (individual), students must create a pamphlet and process journal proposing a new city called "X City".
3. For Part B (group), students will create a physical model and presentation boards further detailing their assigned "X City".
4. The project aims to have students investigate and propose elements of sustainable, livable future cities through these deliverables.
1. This document outlines the requirements for a two-part final project on built environments and future cities.
2. For Part A (individual), students must create a pamphlet and process journal proposing a new city called "X City".
3. For Part B (group), students will create a physical model and presentation boards further detailing their assigned "X City".
4. The project aims to have students investigate and propose elements of sustainable, livable future cities through these deliverables.
The document outlines the requirements for Project 3 on Finishing and Presentation for the Design Communication course. It details the 3 learning outcomes of being able to visually communicate design ideas clearly, work efficiently within deadlines, and create a cohesive presentation package. Students must create a set of 4 A3 presentation boards that explain the design concept without an oral presentation through legible drawings, appropriate material selection, and meeting the deadline. Assessments will evaluate visual communication skills, time management, and the overall composition, style and identity developed in the presentation boards. Feedback will be provided using a checklist to assess achievement of the learning outcomes.
Arc60205 arc1126 project 1 famous people, familiar faces (august 2016)Joeylau97
This document outlines Project 1 for the Architectural Design Studio 2 module. Students will work in groups to select one of 22 master architects and their works. They will research the architect and create a 10 minute PowerPoint presentation. Students will then produce a set of drawings including site plans, floor plans, sections and elevations of the selected masterpiece at a scale of 1:100. They will also create 10 analysis diagrams and 10 diagrammatic models at 8x8x8cm to analyze concepts such as form, space, circulation and context hidden in the work. The project aims to investigate how architectural elements and spaces are created through analysis and abstraction of masterworks. Students will receive a mark out of 20% based on the quality of
This document provides instructions for students to create an e-portfolio to reflect on their learning throughout a semester. It explains that the e-portfolio will include reflective entries for graded assignments and a description of the student's academic journey. Students will upload their e-portfolio to a blog. It will be assessed based on their understanding of the task, the content and organization of their writing, use of references, and grammar. A rubric is also provided to evaluate the e-portfolios.
Project 2 design process research & analysis mac 2015Joeylau97
1. This document outlines the requirements for a landscape architecture project involving site analysis and design for a group of students. It provides instructions on selecting a site, conducting site analysis, and developing conceptual design solutions.
2. Students must form groups to select a residential property, survey the site, and document existing site conditions. They will analyze the site and develop conceptual design solutions. Individual students must also complete a graphic journal of landscape elements.
3. Submissions will be evaluated based on understanding the brief, depth of research, graphic communication skills, teamwork, and individual work. The group portion accounts for 20% of the grade and the individual journal 10%.
This document outlines the requirements for Project 3 of the Culture & Civilization module. The project involves researching and documenting places of cultural and architectural significance through a postcard series and packaging. Students must choose a theme related to Malaysian architecture, religious places, or spaces and people. They will design a timeline and 10 postcards communicating their research findings. The postcards will be compiled and packaged. Regular progress updates and feedback sessions with the lecturer are required leading up to the submission deadline. The project aims to enhance students' understanding of human civilization and development through investigative research skills.
The document is a final project report for a social psychology class. It discusses a group project where students created a video applying 5 social psychology concepts - racism, attributions, ABC model of attitude, social influence, and egoism. The video portrayed two coworkers, one who is racist towards the other. It shows how her attitudes change from disliking to helping the coworker after learning the reason for her absence was due to a family death. The report describes the storyline, script, filming process, and explains how each concept was demonstrated in the video.
Design communication. assignment 1 march 2016Joeylau97
This document outlines the requirements for Project 1 of the Design Communication course. Students are asked to do on-site sketching on campus to practice creating depth and tone in architectural sketches. The objectives are to develop skills in visualizing and communicating space through observation, sketching techniques including tonal values and hatching, and depicting various architectural elements. Students must sketch exterior and interior spaces on site, emphasizing solids and voids, openings, rhythms, details, textures, scale and proportion. Sketches will be assessed based on the clarity and complexity of visualizing space, as well as sketching skills and techniques.
The document summarizes the process of sketching a kitchen knife. It begins by outlining what a sketch is and why the author chooses to sketch a kitchen knife. The author then describes the tools used, which include various grades of pencils, a ruler, and charcoal pencil. The process involves first outlining the knife, adding layers of shading with different pencils, and erasing unused areas. Although the curve of the knife and shading took time to complete, the author felt a sense of accomplishment upon finishing the sketch.
This document provides instructions for Project 2A, which involves drawing orthographic projections of furniture and a building. Students are asked to produce plans, elevations, sections and other views based on provided images using drafting skills. The project has two parts, with the first focusing on a piece of furniture and the second on a building. Specific views are listed that must be included for each part. Drafting techniques like line weights, types and quality will be assessed. Students must use appropriate equipment and scales and demonstrate gained knowledge from workshops. Assessment will consider clarity, accuracy, demonstration of skills, and appropriate use of technique and scale. Suggested references and a marking rubric are also provided.
This document outlines an assignment for an English class to write a compare and contrast essay about two movie genres. Students must choose between disaster/adventure films or science fiction films, research the genre, watch examples, and write a 6 paragraph essay comparing or contrasting two movies. The essay must be 600-1000 words and follow APA style for citations and references. A draft is due for feedback before the final submission deadline of December 4, 2015. The assignment will be graded based on organization, structure, content, style, and overall presentation.
This document summarizes a research report comparing two bak kut teh restaurants in Malaysia. A group of seven students chose to compare a bak kut teh restaurant in Klang, which has been a family business for generations, to a smaller family restaurant in Subang Jaya that is only eight years old. The group researched the history and origins of bak kut teh, conducted interviews at the two restaurants, analyzed their business strategies and competitive traits, and compiled their findings into a report and presentation.
Project 2 board game project brief march 2015Joeylau97
This project involves designing a 3D board game in two parts. Part A is individual and requires students to research board games, propose a original 3D game design with description and illustrations. The best proposal from each group will be selected for Part B. Part B is group work where the selected game is improved, rules are refined, and a game board carnival is planned and presented with the completed game, instructions, packaging and promotional video. Students are assessed on their understanding, creativity, collaboration and documentation of the design process. The project aims to develop critical and creative thinking skills through hands-on game design.
Architecture design studio 1 project 1 brief march 2016Joeylau97
This document outlines a design project for students to create an object such as a mask, helmet, or glove to represent themselves. It provides guidelines for the project, including using specific materials, a size limit of 400mmx400mmx400mm, and submitting a physical model along with an A3 presentation board explaining the design concept. The project aims to help students explore self-identity and creative expression through abstracting personal qualities into an original 3D form. Students will go through a design process of identifying qualities, generating ideas, selecting an art form, and applying materials to represent themselves.
This document provides instructions for an assignment on visual note taking related to natural and built environments. Students are asked to create visual notes on topics related to ecosystems and spaces. For ecosystems, they must formulate topics starting with the letters E-C-O-S-Y-S-T-E-M. For spaces, they must do the same but starting with S-P-A-C-E-S. The notes must be handwritten and drawn on A3 paper. Students must also include an overall conclusion relating their notes. The visual notes will be assessed based on content, structure, documentation, originality and clarity. Suggested references on visual note taking are also provided.
Arc1126 project 2 pavilion @ national botanical garden shah alam (1)Joeylau97
This document outlines the tasks and requirements for Project 2 of the Architectural Design Studio 2 module. Students will work in groups of 2 to conduct site analysis of the National Botanical Garden in Shah Alam, Malaysia and design a 30m3 pavilion for the site. The project aims to develop students' skills in site analysis, user considerations, conceptual design, model making, and presentation. Students must submit site analysis drawings, conceptual diagrams, detailed drawings at 1:50 scale, and physical models of the design process and final proposal to be evaluated based on clearly defined criteria.
1. This document outlines the requirements for a two-part final project in a course on natural and built environments.
2. For Part A (individual), students must create an A4 pamphlet and process journal to propose a new city called "X City". They must research city components and propose a design for "X City" considering population size, location, and other guidelines.
3. For Part B (group), students must build a physical model and presentation boards explaining their selected city design in more detail. They must choose an underground, water, forest, or high-rise city type and consider zoning, transportation, infrastructure and sustainability in their plan.
1. This document outlines the requirements for a two-part school project on the built environment and future cities.
2. For Part A (individual), students must create an A4 pamphlet and process journal to propose a new city called "X City". They must research different city types and components to inform their proposal.
3. For Part B (group), students will produce a physical model and presentation about their selected city type - either underground, underwater, forest-based, skyscraper, or mountain. They must consider the city layout, zoning, transportation, sustainability and more.
1. This document outlines the requirements for a two-part final project on built environments and future cities.
2. For Part A (individual), students must create a pamphlet and process journal proposing a new city called "X City".
3. For Part B (group), students will create a physical model and presentation boards further detailing the proposed "X City" concept.
4. The project aims to have students investigate components of natural and built environments, and propose ideas for a sustainable and livable future city.
1. This document outlines the requirements for a two-part school project on the built environment and future cities.
2. For Part A (individual), students must create an A4 pamphlet and process journal to propose a new city called "X City". They must research different city types and components to inform their proposal.
3. For Part B (group), students will produce a physical model and presentation about their selected city type - either underground, underwater, forest-based, skyscraper, or mountain. They must consider the city layout, zoning, transportation, sustainability and more.
1. This document outlines the requirements for a two-part final project on built environments and future cities.
2. For Part A (individual), students must create a pamphlet and process journal proposing a new city called "X City".
3. For Part B (group), students will create a physical model and presentation boards further detailing their assigned "X City".
4. The project aims to have students investigate and propose elements of sustainable, livable future cities through these deliverables.
1. This document outlines the requirements for a two-part final project on built environments and future cities.
2. For Part A (individual), students must create a pamphlet and process journal proposing a new city called "X City".
3. For Part B (group), students will create a physical model and presentation boards further detailing their assigned "X City".
4. The project aims to have students investigate and propose elements of sustainable, livable future cities through these deliverables.
1. This document outlines the requirements for a two-part school project on the built environment and future cities.
2. For Part A (individual), students must create an A4 pamphlet and process journal to propose a new city called "X City". They must research different city types and components to inform their proposal.
3. For Part B (group), students will produce a physical model and presentation boards showing their selected city type in more detail. Options include underground, underwater, forest-integrated, or skyscraper cities.
4. The proposal for "X City" must consider aspects like layout, zoning, transportation, sustainability, and meeting the needs of a population between 100,000-250
1. This document outlines the requirements for a two-part final project in a course on natural and built environments.
2. For Part A (individual), students must create an A4 pamphlet and process journal to propose a new city called "X City". They must research city components and propose a design for "X City" considering population size, location, and other guidelines.
3. For Part B (group), students must build a physical model and presentation boards explaining their selected city design in more detail. They must consider the city form, zoning, transportation, sustainability and other factors.
1. This document outlines the requirements for a two-part school project on the built environment and future cities.
2. For Part A (individual), students must create an A4 pamphlet and process journal to propose a new city called "X City". They must research different city types and components to inform their proposal.
3. For Part B (group), students will produce a physical model and presentation about their selected city type - either underground, underwater, forest-integrated, skyscraper or mountain city - considering factors like layout, zoning, transportation and sustainability.
1. This document outlines the requirements for a two-part final project on built environments and future cities.
2. For Part A (individual), students must create a pamphlet and process journal proposing a new city called "X City".
3. For Part B (group), students will create a physical model and presentation boards further detailing their group's selected "X City".
4. The project aims to have students investigate and propose elements of sustainable, livable future cities through these deliverables.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
BPSC-105 important questions for june term end exam
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1. SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Research Unit for Modern Architecture Studies in Southeast Asia
Foundation of Natural and Built Environment (FNBE)
Elements of Natural Built Environment ARC30105 (FNBE 0115)
Credit hours: 5
Prerequisite: None
Lecturers: Miss Normah and Ms. Ida Marlina
Final Project - Better city of the future - Pamphlet and Model Representation.
Individual - 25% and Group - 15% - 40% marks
Submission Dates : Individual - 24th June 2015; Group - 22nd July 2015
Introduction
People live, work, and have fun together in many different kinds of communities. A city is a large community,
home to many people; a town is a small community; a suburb is a community located outside of a city; and a
neighbourhood is a small community that consists of the people and buildings near home. The relationship
between the city, town, suburb and neighbourhood is greatly interrelated.
The relationship between the city, town, suburb and neighbourhood is greatly interrelated. cities contain within
them the key challenges facing our civilisation. There are two sides of a city, the positive and the negative, the
promise of success and the threat of disaster. We may never be able to create a perfect city, but we can
certainly make improvements. A great city is a city that is sustainable and liveable.
The best way to understand a city is to explore and investigate a city first hand. Every city is different yet the
heart of every city is the people and their activities. In this final project, students will investigate about past,
present and future city. With the information collected students are required to propose the future city. The
future city should focus on the needs of the people, the facilities, infrastructures, and how it will sustain itself in
the future.
Learning Objectives
• To show symbiotic relationship of the elements of the natural and built environment
• To question, analyse and articulate the impact between natural and built environment
Learning Outcomes
• To differentiate and compare the different development of the built environment by looking at the
natural topography, landscape, space, building and infrastructure
• To analyse and evaluate the different development of the built environment by looking at the
natural topography, landscape, space, building and infrastructure
• Understand how to communicate ideas through observation and using different media/tools/
techniques to present information of the study of natural and built environment
2. Tasks - Individual
The idea of this project is to understand the component and elements of a city and what makes a better future
city. This final project is divided into two parts. Part A is an individual component to investigate and understand
the content related to “city” and the “ built environment” plus to propose a better future city by preparing a
pamphlet.
As the planner of the “X” City you are required to produce a pamphlet to promote the new city development
and to solve current issues assigned to you. You need to understand what a “city” is, its development and
history, components and elements of a city. You will be assigned to ONE of the two current issues that you
need to consider in your new city proposal;
a. Disaster Resilience City (i.e : earthquake, tsunami, typhoon, etc)
b. Migrant and Refugees
The investigation, collection of data, case study information, mind maps and analysis, draft sketches,
exploration and planning will be submitted as a weekly digital journal on E-portfolio as evidence to show that
you did your research and to support your ideas. You may use different medium to showcase your research
and compilation.
Basically each student will be submitting the following;
a. An A4 size folded pamphlet – to promote the new “X” city (from an A1 folded into an A4). Key
information you will need to provide are;
Brief information about the new “X” city approach, the aims of the new city, the name of the
city, the location of the city, the current issue approaches applied to city, new initiatives,
technology and other information that makes it a better city to live in. You may add other
supporting information such as culture, economic etc. – text and supported by images.
Provide a master plan drawing of this new town. Preferably to scale to show how the city
works and zonings of areas. You can provide images to support whatever you are proposing.
Basically to make the new “X” City appealing, relating to the current issue and the future
occupants understand how the city will be like.
b. A digital weekly journal report compilation - to compile documents (information collected, sketches,
draft ideas and planning etc.) This component will be guided and assess weekly. All information here
will be assisting students to complete the “X” city pamphlet.
Week 1 : 3rd June 2015
Students are required to do investigation on ancient cities, present cities and future cities. Collect data
that will help you to understand about the components and elements of a city. From these case
studies, you will have a better insight on how to plan your new city.
Week 2 : 10th June 2015
Investigate and collect data and understand the type of current issue assigned to you. You will then
design a city for that particular environment and type of location therefore you need to understand the
situation of your site. Look into documents, article, guideline and issues regarding planning a better
future city.
3. Week 3 : 17th June 2015
Finally after doing a comprehensive investigation on the items above, you are required to produce a
brief proposal for the “X” city through diagrams, existing images, some sketches and illustration. As an
exercise the propose city is a small size city. The size of the proposed new city should be smaller than
Subang Jaya (70 km2). Therefore the new propose city should be between 30 - 50 km2 . The
population is between 100,000 – 250,000. (The population of Subang Jaya is about 710, 000).
When planning for the city, whether it is for the individual or group component, students are required to
consider and include the followings;
i. The geometric shape, form, pattern, hierarchy, system and structure of the city.
ii. The aim of the city, the green approach, new waste management, new technology, business
plan, new initiatives etc.
iii. The main focus of the city; such as the square, garden, monuments, town hall, pavilion, civic
building, axis and vistas.
iv. The zoning of the city. (government buildings, business area, commercial areas, recreational
areas, education areas, religious and cultures areas, hospitals, services area, industrial area,
residential, community area, port and shipping area, forest and green areas, agriculture area,
hospitality and tourism etc)
v. The people, population, social issues, activities, food distribution, crime, security, education,
culture and religion.
Week 5 - 24th June 2015
Submission of individual component - Pamphlet.
On this day, lecturers will be selecting best proposal to be further develop as group
component.
Tasks - Group
In a group, students will further enhance the selected proposal of the “X” city from the individual presentation.
Students will work to produce a physical model of the selected city and 2 nos of A2 board presentation to
explain further about the selected city.
The MODEL Requirements
a. The size of the model should not exceed A2 size board as the base. The height should not exceed
600mm. There is no minimum size.
b. Students are required to use recyclable materials to make the model. It would be great if you could
use daily items as model material such as bottle caps, straws etc. Less material is better but with
different colour and sizes. Do get advice from your lecturers regarding the scale, colour and materials
for the model. However students are encouraged to look for inspiration first.
c. Please prepare a casing for the model for storage purposes and safety during construction and
exhibition.
d. Please label your model with you group members name, lecturer’s name, batch and Taylor’s
University logo. (Digitally prepared)
4. e. You will be given 5-10minutes to give a verbal presentation about your city as a group.
f. Please document the process, the final product and the presentation session and upload it on your E-
portfolio.
A2 Presentation Board Requirements.
a. Students may use any type of presentation boards, maximum 2 A2 boards.
b. Students may produce it digitally or by hand or as a collage. The information must be clearly
presented, presentable and information must be well structured. Drawing must be to scale and label
accordingly.
c. The presentation board should contain the information as stated above in the task and guideline
information.
Schedule
Week 5 : 1st July 2015
Presentation of enhanced city proposal, improved master plan of the city and ideas on model making of the
city and planning of presentation boards.
Week 6 : 8th July 2015 : Tutorial - Updates on every group task
Week 7 : Hari Raya Break
Week 8 : 22nd July 2015 - Final Tutorial - Updates on every group task at least 65% completed.
Week 9 : Presentation and Submission of Group Component
References
1. Ching, Francis D.K., 2002. Architecture: Form, Space and Order, Van Nostrand Reinhold.
2. Ching, Francis D.K., 2000. Drawing: A Creative Process, John Wiley & Sons, Inc, New York.
3. Long, Richard, 1991. Walking in Circles, George Braziller