This document provides information about an individual assignment for a Construction Technology 2 course. It constitutes 10% of the total assessment. The objectives of the assignment are to develop the ability to apply complete construction procedures and illustrate each stage of the building process with labeled technical drawings. Upon completion, students will be able to interpret construction sequences, demonstrate material applications, explain building design principles, and sketch and label building elements. Students are required to prepare a booklet with 20 sketches/drawings based on course topics and submit it in Week 12.
Vertical Studio Concept
Regina Loukotová,
ARCHIP Rector
The importance of the Design Studio within
architectural education is constantly emphasized. Recently, this became the main topic of
the European Association for Architectural
Education Annual Conference, held in The
Faculty of Architecture, University of Porto,
under the title: Design Studio as laboratory
for interactions between architectural education and society.
There are two major models for the Design
Studio organization – a horizontal or vertical
system – where the horizontal one includes
the students from one year, while the vertical
system gathers together students from all
years.
At ARCHIP, we follow the principle of the
“vertical studio” model in the organisation
of the Architectural Design studio. Within
the Vertical studio, all years cooperate on
and develop projects for a single site and
program, yet their scale, scope and aims are
different. By this, we believe we can simulate
the competiveness of real life architectural
competitions.
There are in fact multiple independent
vertical studios at ARCHIP running in parallel: four independent studios for the undergraduate and graduate students. There are up
to 20 students per studio with each having
a similar number of first, second and third
year students.
While the project’s site and program are
the same for all studios, the specific design
approaches and methodologies within each
studio vary. Each is under the direction of
a different pair of studio leaders. After each
semester, students switch studios, to gain
exposure to the full range of practices and
A conceptual statement and vision for the project is approached for development of design
process after a detail research study of individual students thesis design project. Primary
Design process begins by conceptual understanding of students which carries the foundation
of thesis project, research analysis for design are progressed by site issues, social, cultural,
and physical context, theoretical and pragmatic approach, phenomenological or infrastructure
issues etc; which are few of the key issues for the development of a strong design along with
other project specific concerns of each students individual project which clearly signifies and
expresses the attitude of students towards the project and its content. In order to realize the
projects potential students must delve into three dimensional study of project onto existing
parameters of site, by studying structure and materials, spatial order of floor plans and
circulation patterns, lighting, access, vistas and environment etc.
Vertical Studio Concept
Regina Loukotová,
ARCHIP Rector
The importance of the Design Studio within
architectural education is constantly emphasized. Recently, this became the main topic of
the European Association for Architectural
Education Annual Conference, held in The
Faculty of Architecture, University of Porto,
under the title: Design Studio as laboratory
for interactions between architectural education and society.
There are two major models for the Design
Studio organization – a horizontal or vertical
system – where the horizontal one includes
the students from one year, while the vertical
system gathers together students from all
years.
At ARCHIP, we follow the principle of the
“vertical studio” model in the organisation
of the Architectural Design studio. Within
the Vertical studio, all years cooperate on
and develop projects for a single site and
program, yet their scale, scope and aims are
different. By this, we believe we can simulate
the competiveness of real life architectural
competitions.
There are in fact multiple independent
vertical studios at ARCHIP running in parallel: four independent studios for the undergraduate and graduate students. There are up
to 20 students per studio with each having
a similar number of first, second and third
year students.
While the project’s site and program are
the same for all studios, the specific design
approaches and methodologies within each
studio vary. Each is under the direction of
a different pair of studio leaders. After each
semester, students switch studios, to gain
exposure to the full range of practices and
A conceptual statement and vision for the project is approached for development of design
process after a detail research study of individual students thesis design project. Primary
Design process begins by conceptual understanding of students which carries the foundation
of thesis project, research analysis for design are progressed by site issues, social, cultural,
and physical context, theoretical and pragmatic approach, phenomenological or infrastructure
issues etc; which are few of the key issues for the development of a strong design along with
other project specific concerns of each students individual project which clearly signifies and
expresses the attitude of students towards the project and its content. In order to realize the
projects potential students must delve into three dimensional study of project onto existing
parameters of site, by studying structure and materials, spatial order of floor plans and
circulation patterns, lighting, access, vistas and environment etc.
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Home assignment II on Spectroscopy 2024 Answers.pdf
Individual assignment brief ct2-2014
1. SCHOOL OF ARCHITECTURE · BUILDING · DESIGN
Centre for Modern Architecture Studies in Southeast Asia
Bachelor of Quantity Surveying (Honours)
CONSTRUCTION TECHNOLOGY 2 [QSB 1524/BLD 60204]
Prerequisite: Construction Technology 1 (QSB 1514)
Individual Assignment - Sketching / Drawing
Brief
This individual assignment constitutes 10% of the total assessment.
Objective
The objectives of this assignment are as follows:
1. To develop the ability to apply the complete constructional procedures of the various types of building
with suitable materials and design.
2. To illustrate each stage of the building and design process, with carefully labelled with the relevant
technical terms.
Learning Outcomes
On completion of this assignment, students will be able to:
1. To interpret the logical sequences of concepts and alternative construction practices, demonstrating the
variation in material applications.
2. To explain the construction of buildings and the scientific principles which underpin the design and
construction
3. To sketch, label and explain in detailed each element and component of a building.
Task / Methodology
You are required to prepare a booklet with 20 sketches / drawings based on some of the topics in your syllabus.
Submission
Compile and prepare your booklet with ascending page number. Staple your booklet with the cover page and
submit the booklet in Week 12..
BQS (Hons) – Construction Technology 2 (QSB 1524/BLD 60204) 1
![SCHOOL OF ARCHITECTURE · BUILDING · DESIGN
Centre for Modern Architecture Studies in Southeast Asia
Bachelor of Quantity Surveying (Honours)
CONSTRUCTION TECHNOLOGY 2 [QSB 1524/BLD 60204]
Prerequisite: Construction Technology 1 (QSB 1514)
Individual Assignment - Sketching / Drawing
Brief
This individual assignment constitutes 10% of the total assessment.
Objective
The objectives of this assignment are as follows:
1. To develop the ability to apply the complete constructional procedures of the various types of building
with suitable materials and design.
2. To illustrate each stage of the building and design process, with carefully labelled with the relevant
technical terms.
Learning Outcomes
On completion of this assignment, students will be able to:
1. To interpret the logical sequences of concepts and alternative construction practices, demonstrating the
variation in material applications.
2. To explain the construction of buildings and the scientific principles which underpin the design and
construction
3. To sketch, label and explain in detailed each element and component of a building.
Task / Methodology
You are required to prepare a booklet with 20 sketches / drawings based on some of the topics in your syllabus.
Submission
Compile and prepare your booklet with ascending page number. Staple your booklet with the cover page and
submit the booklet in Week 12..
BQS (Hons) – Construction Technology 2 (QSB 1524/BLD 60204) 1](https://image.slidesharecdn.com/individualassignmentbrief-ct2-2014-160707073109/85/Individual-assignment-brief-ct2-2014-1-320.jpg)
