1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design for a residential property.
2. Students are divided into groups and must select a residential site to analyze. They must conduct site visits, surveys, and inventory existing site conditions. They then develop conceptual design solutions through site synthesis diagrams.
3. Individual students must also complete a graphic journal with drawings of landscape elements, plants, structures and materials.
Submissions will be evaluated based on understanding the brief, depth of research, graphic skills, collaboration, and documentation. The group work is worth 20% and individual work 10% of the overall grade.
This document outlines the requirements and tasks for a landscape architecture project. It includes:
- An introduction describing the systematic process of landscape architecture projects and the designer's responsibility to guide the best solution.
- Objectives and learning outcomes of the project focused on site selection, analysis, and execution of landscape projects.
- Group and individual tasks involving site analysis, synthesis, and a graphic journal of landscape elements.
- Submission requirements including formatting, content, and assessment criteria for the group and individual components. The project aims to demonstrate understanding of research, analysis, communication skills, and design process for landscape projects.
This document outlines the requirements for a landscape architecture project involving site analysis and design. Students are assigned to a group to analyze an existing residential site and produce a site inventory, analysis, and concept design solutions. Individually, students must create a graphic journal documenting landscape elements. The group work involves surveying the site, documenting existing conditions, and developing initial design concepts. Students are evaluated on their understanding of the brief, depth of research, graphic communication skills, collaboration, and individual documentation. The individual component involves creating a journal with drawings of vegetation, natural elements, and hardscapes to demonstrate graphic skills.
The document provides step-by-step instructions for connecting ADXL300-series accelerometers to d.tools boards. It details soldering headers onto the accelerometer boards, making connecting cables with crimped pins and housings, and correctly matching the connections between the accelerometer boards and d.tools boards to read acceleration data for both axes into Exemplar or Flash.
This document outlines the requirements and tasks for a landscape architecture project. It includes:
- An introduction describing the systematic process of landscape architecture projects and the designer's responsibility to guide the best solution.
- Objectives and learning outcomes of the project focused on site selection, analysis, and execution of landscape projects.
- Group and individual tasks involving site analysis, synthesis, and a graphic journal of landscape elements.
- Submission requirements including formatting, content, and assessment criteria for the group and individual components. The project aims to demonstrate understanding of research, analysis, communication skills, and design process for landscape projects.
This document outlines the requirements for a landscape architecture project involving site analysis and design. Students are assigned to a group to analyze an existing residential site and produce a site inventory, analysis, and concept design solutions. Individually, students must create a graphic journal documenting landscape elements. The group work involves surveying the site, documenting existing conditions, and developing initial design concepts. Students are evaluated on their understanding of the brief, depth of research, graphic communication skills, collaboration, and individual documentation. The individual component involves creating a journal with drawings of vegetation, natural elements, and hardscapes to demonstrate graphic skills.
The document provides step-by-step instructions for connecting ADXL300-series accelerometers to d.tools boards. It details soldering headers onto the accelerometer boards, making connecting cables with crimped pins and housings, and correctly matching the connections between the accelerometer boards and d.tools boards to read acceleration data for both axes into Exemplar or Flash.
Project 2 design process research & analysis mac 2015ALISON TANG
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design.
2. Students are divided into groups and must select a residential site to analyze, documenting existing site conditions through surveys, inventory and diagrams. This includes topography, vegetation, structures and views.
3. Groups then develop a site synthesis diagram conceptually showing initial design solutions or improvements.
4. Individually, students must produce a graphic journal with drawings of landscape elements like plants, hardscapes and natural features.
5. Submissions include a group site analysis booklet and individual graphic journal, which are graded based on understanding the brief, research depth, graphic quality and collaboration.
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design.
2. Students are divided into groups and must select a residential site to analyze, documenting existing site conditions through surveys, inventory, and diagrams. This includes topography, vegetation, structures, and views.
3. Groups then develop a site synthesis diagram conceptually showing initial design solutions or improvements.
4. Individually, students must produce a graphic journal with drawings of landscape elements like trees, water features, and hardscapes for practice and assessment of graphic communication skills.
5. Submissions include a group site analysis booklet and individual graphic journal, which are evaluated based on understanding of brief, research and
Project 2 design process research & analysispigxd123
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design.
2. Students are divided into groups and must select a residential site to analyze, documenting existing site conditions through surveys, inventory, and diagrams. This includes topography, vegetation, structures, and views.
3. Groups then develop a site synthesis diagram conceptually showing initial design solutions or improvements.
4. Individually, students must produce a graphic journal with drawings of landscape elements like plants, hardscapes, and natural features.
5. Submissions include a group site analysis booklet and individual graphic journal. Projects are assessed based on understanding the brief, research and analysis quality, graphic skills, collaboration,
Project 2 design process research & analysis mac 2015joshualimlbn
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design.
2. Students are divided into groups and must select a residential site to analyze, documenting existing site conditions through surveys, inventory and diagrams. This includes topography, vegetation, structures and views.
3. Groups then develop a site synthesis diagram conceptually showing initial design solutions or improvements.
4. Individually, students must produce a graphic journal with drawings of landscape elements like plants, hardscapes and natural features.
5. Submissions include a group site analysis booklet and individual graphic journal, which are graded based on understanding the brief, research quality, graphic skills and collaboration.
Project 2 design process research & analysis mac 2015温 庄壁
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design.
2. Students are divided into groups and must select a residential site to analyze, documenting existing site conditions through surveys, inventory and diagrams. This includes topography, vegetation, structures and views.
3. Groups then develop a site synthesis diagram conceptually showing initial design solutions or improvements.
4. Individually, students must produce a graphic journal with drawings of landscape elements like plants, hardscapes and natural features.
5. Submissions include a group site analysis booklet and individual graphic journal, which are graded based on understanding the brief, research depth, graphic quality and collaboration.
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design.
2. Students are divided into groups and must select a residential site to analyze, documenting existing site conditions through surveys, inventory and diagrams. This includes topography, vegetation, structures and views.
3. Groups then develop a site synthesis diagram conceptually showing initial design solutions or improvements.
4. Individually, students must produce a graphic journal with drawings of landscape elements like plants, hardscapes and natural features to demonstrate graphic communication skills.
5. Submissions include a group site analysis booklet and individual graphic journal. Projects are assessed based on understanding the brief, research and analysis quality, graphic skills and
This document outlines the requirements for a landscape architecture project involving site analysis and design. Students are divided into groups to analyze an existing residential property. They must conduct site visits, document site features, and develop conceptual design solutions. Individually, students must create a graphic journal documenting plant, natural, and hardscape elements. Submissions include a group site analysis booklet and individual graphic journal. Students are assessed based on understanding the brief, research quality, graphic skills, collaboration, and documentation of tasks. The deadline for submissions is June 16, 2015.
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%.
Project 2 design process research & analysis mac 2015 (2)brandonliaw97
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design.
2. Students are divided into groups and must select a residential site to analyze, documenting existing site conditions through surveys, maps, and diagrams. This includes topography, vegetation, structures, and views.
3. Groups then develop a site synthesis diagram conceptualizing initial design solutions. Individual students also submit a graphic journal with drawings of landscape elements, plants, structures and materials.
4. Submissions are evaluated based on understanding the brief, depth of research, graphic communication skills, collaboration, and quality of work. The project aims to teach systematic design processes and site analysis techniques.
Project 2 design process research & analysis mac 2015apongmalik
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design.
2. Students are divided into groups and must select a residential site to analyze, documenting existing site conditions through surveys, inventory and diagrams. This includes topography, vegetation, structures and views.
3. Groups then develop a site synthesis diagram conceptually showing initial design solutions or improvements.
4. Individually, students must produce a graphic journal with drawings of landscape elements like plants, hardscapes and natural features.
5. Submissions include a group site analysis booklet and individual graphic journal, which are graded based on understanding the brief, research quality, graphic skills and collaboration.
This project requires students to research their family's genealogy and culture. Working in groups of two, students must create a graphical timeline with family tree, and an infographic board highlighting their family's culture and traditions. Individually, each student must produce an A5 booklet on their family's culture. The timeline, infographic, and booklet should include images and text to represent the topics. Students will also record an 8-minute interview and research video. All works must be hand drawn and submitted by August 27th for assessment. Late submissions will result in reduced marks. The project aims to explore students' genealogy and study changes in human living and development of research and presentation skills.
This document outlines the 10 step process for obtaining approval for a construction project in Malaysia through the One Stop Centre. It involves submitting an application that is distributed to relevant departments for review. The departments provide comments and recommendations that are compiled and reviewed in a committee meeting. If approved, the applicant is informed and various plans and permits are issued. The process aims to simultaneously review applications for planning permission, building plans, earthworks, and more to streamline approval for construction projects.
This document provides a project brief for the construction of a new market place called "Pasar Desa" in Desa Park City, Selangor. The market will be built on a 50m x 70m plot of unused land to enhance functionality and promote community gatherings. It will include stalls for produce, meat, fish, books, textiles and bakery items. The design incorporates parking, garbage collection, and restrooms to maintain cleanliness. The project aims to provide affordable goods for local residents within walking distance, while generating income and jobs for the community. Risks and mitigation strategies are also outlined, such as ensuring sufficient budget and safety precautions to prevent construction delays.
S W Lee Architect was founded with the goal of developing innovative designs that suit the contextual environment. The company started with an 8 member team in a small office.
The interviewee has over 25 years of experience in architecture, including founding his own firm called S W Lee Architect after previously working in Singapore and at another partnership company.
As an architect, his roles include helping clients realize their dream homes by developing conceptual designs, overseeing construction projects, and issuing completion certificates. He works on various project types including residential, commercial, industrial and educational buildings.
This document outlines the final project brief for an introductory construction industry course. The project requires students to work in groups to propose a small construction project on an empty land between 50m x 50m to 50m x 70m in size. Individually, each student must then propose one project serving one or two of six designated purposes: recreation, commercial, industrial, agricultural, tourism, or residential. Students are to submit a minimum 20-page bounded report including a proposal rationale, site plan, site analysis, concept sketches, and diagrams. The report will be assessed based on demonstrated understanding of the brief, quality of content, documentation method, composition, and overall presentation.
This document provides details for Project 1B, which is part of the Introduction to the Construction Industry course. The project focuses on identifying the specific roles of building teams in the construction industry. It is worth 30% of the course grade, with 30% based on group work and the remainder on individual performance via peer assessment. The project aims to develop an understanding of building teams, their organization, duties, responsibilities, and interrelationships. It also aims to develop awareness of professional responsibilities and how different professions fit within the construction industry. Students must document their observations from interviews and research in an A5-sized, colored magazine between 8-12 pages along with a CD of interview recordings and the magazine in PDF format. The submission deadline
This document outlines Project 1 for the Elements of Natural Built Environment course. It involves students experiencing and documenting nature through a site visit to Kuala Selangor Nature Park. Students will work in groups to create an informative pop-up poster and 5-minute documentary video about their observations and findings from the site visit. Individually, students must complete a scrapbook journal documenting their experiences and sensory observations, as well as information collected about plant and animal species. The project aims to increase students' awareness and appreciation of natural elements and habitats.
1. This document outlines the requirements for a visual note-taking assignment called "The Journal Note" for the course Elements of Natural Built Environment.
2. Students are required to take visual notes during weekly lectures and submit compilations of their notes after 4-5 weeks. They must include an overall conclusion for the topics covered.
3. The assignment aims to help students improve their understanding of course content and communicate ideas through visual notes. Students will be assessed on the organization, substance, delivery, and clarity of their notes.
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.
Leon Brown was an American artist with a talent for drawing and an interest in history and art from a young age. He had a unique ability to distinguish places by their scent and could gain people's attention through gestures and words. This led to his successful career as an Emmy award-winning television travel host, and his new show "Le Voyage" will showcase his adventures exploring Malaysia in partnership with Georgetown, Penang.
Project 2 rebranding daily object jan 2015Leon Lim
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where students further develop the best rebranding proposal from Part A. As a group they must create an advertisement video, poster, and do a product presentation demonstrating how to use and promote the object.
The objectives are to develop critical and creative thinking skills and gain experience implementing divergent and convergent thinking methods. Upon completion, students will be
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3. Groups then develop a site synthesis diagram conceptually showing initial design solutions or improvements.
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3. Groups then develop a site synthesis diagram conceptually showing initial design solutions or improvements.
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2. Students are divided into groups and must select a residential site to analyze, documenting existing site conditions through surveys, inventory and diagrams. This includes topography, vegetation, structures and views.
3. Groups then develop a site synthesis diagram conceptually showing initial design solutions or improvements.
4. Individually, students must produce a graphic journal with drawings of landscape elements like plants, hardscapes and natural features.
5. Submissions include a group site analysis booklet and individual graphic journal, which are graded based on understanding the brief, research depth, graphic quality and collaboration.
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design.
2. Students are divided into groups and must select a residential site to analyze, documenting existing site conditions through surveys, inventory and diagrams. This includes topography, vegetation, structures and views.
3. Groups then develop a site synthesis diagram conceptually showing initial design solutions or improvements.
4. Individually, students must produce a graphic journal with drawings of landscape elements like plants, hardscapes and natural features to demonstrate graphic communication skills.
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2. Students are divided into groups and must select a residential site to analyze, documenting existing site conditions through surveys, maps, and diagrams. This includes topography, vegetation, structures, and views.
3. Groups then develop a site synthesis diagram conceptualizing initial design solutions. Individual students also submit a graphic journal with drawings of landscape elements, plants, structures and materials.
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2. Students are divided into groups and must select a residential site to analyze, documenting existing site conditions through surveys, inventory and diagrams. This includes topography, vegetation, structures and views.
3. Groups then develop a site synthesis diagram conceptually showing initial design solutions or improvements.
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Project 2 design process research analysis
1. 1
SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Research Unit for Modern Architecture Studies in Southeast Asia
Foundation of Natural Build Environment (FNBE)
CONSTRUCTED LANDSCAPE [ARC30203]
Prerequisite: None
Lecturers: Noorul Iffa Mohd Nayan, Shazreene Nurjanna Shamsuddin
Project 2A
Design Process: Research & Analysis (20% Group Work) + Graphic Journal (10% Individual)
Submission: 13th April 2015 (Week 9)
Introduction
“For every site, there is an ideal use. For every use, there is an ideal site”
[John Ormsbee Simonds]
The professional works like landscape architecture projects should be developed in systematic process.
Its purpose is to best arrange the elements of any planned development in relation to the natural and
constructed features of a site and its environs. The responsibility of a designer is to guide those involved
in the best solution and to help ensure in all ways possible the project’s success.
Objectives of Project
The objectives of this project:
To explore the anatomy of landscape project and process involved in every stages.
To demonstrate the understanding of site selection and site analysis via graphic
communication skills.
Learning Outcomes of this Project
On successful completion of this subject, students will be able to demonstrate the following:
1. Fundamental comprehension on how to conduct site selection and site analysis for better
execution of a landscape project.
Tasks - Methodology
GROUP TASK
In a group of 6 to 7 members, you need to select one landed residence with a compound or an open
space within the boundary. There is no limit of the size of the residence, however the least acceptable
option is a semi-detached house. In order to carry out this project, students are required to obtain the
base plan of the residence itself from the particular owner. If the base plan is not provided, you need
to measure on site and produce the plan with suitable scale on your own.
2. 2
Task 1
As a group, you need to organize a site visit and do a site survey. You are to conduct a site
inventory and analysis of the existing condition based on the following information:
1) Site Location and Context
- Identify location of the house and land uses surrounding it (e.g., next to main road, at the
school, or near to school etc.)
2) Topography
- Identify the existing landform and slope condition (e.g., flat, hilly or steep, gentle slope
etc.)
- Identify the elevation changes (if any) (e.g., steps or retaining walls etc.)
3) Drainage
- Identify location the drainage and water spots on specific area.
4) Vegetation
- Identify existing types of vegetation/softscape (provision of common name or scientific
name is an advantage)
5) Microclimate
- Identify direction of sunrise, sunset and wind direction
6) Existing Structure
- Identify existing structure (e.g., swimming pool, driveway/porch/garage, steps, gazebo,
pergola etc.)
- Identify rubbish bin/dumping spot, cloth line etc.
7) Views
- Observe and identify views from all vantage points;
i. On-site views – from inside of the house looking outside.
ii. Off-site views – from outside (all angle/sides of the house, street) looking inside.
- Identify the good and bad views.
Task 2
After the site inventory and analysis are done, as a group you are required to develop a site synthesis
also known as “design solution” to the site. In the site synthesis diagram, you are to
scribble/doddle/sketch/draw the design solutions conceptually. The idea should not be in detail,
probably the initial or rough idea about what do you think would be the best options to improve the
existing condition. This interpretation of design and decision making are based on group reflection or
a combination of individual ideas. You may provide several options to one single
problem/circumstance/condition as the solution would not limit to only one.
*Note:
Examples of all tasks will be showing during project briefing in class.
INDIVIDUAL TASK
Individually, you are required to produce a graphic journal which comprises of a series of element
provided below. The graphic journal plays as a sketch journal of elements in landscape architecture
field. You are free either to trace or to sketch/doodle/draw on your own (all in not to scale) and to
combine as a journal. The elements required for this assignment are as follows;
3. 3
A) Vegetation
i) Plan view of 10 different types of trees (flowering & non flowering), shrubs, palms and
groundcovers/turf.
ii) Elevation drawing of 5 different types of trees (flowering & non flowering), shrubs, palms and
groundcovers/turf.
B) Natural Elements
i) Plan view of rocks and waterways (river/stream/lakes).
ii) Elevation view of above chosen elements.
C) Hardscape
i) Plan view of 5 different patterns of paving (e.g; bricks, concrete, random flagstone, pebbles
etc.)
ii) 3 plan or/and elevation views of building with roof shading, pergola, gazebo, pool/fountain.
*Note:
The exercise on graphic communication skills will be taught in class.
Submission Requirement
GROUP
Each group need to submit the work sheets which would have to meet the following criteria;
1. It must be in a form of A3 booklet, stapled or bound with a cover page. The cover page
should include title block which will be prepared by the lecturer.
2. The material for paper is bond paper (photostat paper) min 70gsm. You may use butter
paper as progress to be shown during tutorial session but it is not to be as the final
submission.
3. There is no page limit as long as all information outlined above is fulfilled. The page layout for
overall should be orientated consistently.
4. The diagram should be drawn and written manually, except for site images. The diagram
should incorporate standard landscape graphic communication.
5. You are advised to segregate between site inventory, site analysis & site synthesis by
using page separator.
INDIVIDUAL
For individual submission, you are to fulfil the following criteria;
1. The graphic journal should be submitted in A4 format with cover page, using any type of
paper. You are free to design your cover page, however it should contains information such
as; Taylor’s logo, FNBE, Module code & name, project title, name & student ID and
tutor’s name.
2. You can combine all elements in a composition, but you have to label every single of it.
3. The drawings can be all coloured, partially coloured or black and white but it must be
properly done. You can use any medium of colouring and can be a combination of mix
media, water colour, pencil colour or marker. Please plan your journal carefully as not all
medium suits with all types of paper.
Both group and individual work sheets with assessment sheets need to be submitted on 13th APRIL
2015, at class venue. You are advised to scan your work before submission for uploading purposes in
the online portfolio.
4. 4
Assessment Criteria
The assessment criteria for this assignment will be based on:
Demonstrated understanding of brief
Relevance, appropriateness and depth of research exhibited in the assignment
Creative application of graphic communication skills, originality and quality of the work
Team work and group collaboration
Individual documentation
Marking Criteria
Marks shall be distributed as follows:
Work will be assessed based on:
TGC
Acquired
Assessment Criteria Marks %
Group Component
Demonstrated understanding of brief 3 %
Relevance, appropriateness and depth of research exhibited in
the assignment
10 %
Creative application of graphic communication skills, originality
and quality of work
5 %
Team work and group collaboration 2 %
TOTAL 20 %
Individual Component
Demonstrated understanding of brief and the effectiveness of
carrying out the tasks given
2 %
Originality, creativity and quality of work 8 %
TOTAL 10 %
GRAND TOTAL (20% group + 10% individual) 30 %
NOTE: PLEASE BE INFORMED THAT INDIVIDUAL COMPONENTS IN GROUP WORKS IS EVALUATED
BASED ON PEER EVALUATION AND INSTRUCTUR’S EVALUATION PERFORMANCE OF A GROUP
MEMBER.
Suggested References
** Refer to slides presentation on project briefing.
5. 5
PROJECT 2
Design Process: Research & Analysis
GROUP NAME: _____________________________________________________________
GROUP ASSESSMENT
No Assessment Marks Comments/Remarks
A Demonstration understanding of brief
(the form and level of execution of understanding
the brief)
Total 3%
1. Understanding of brief and requirement /3
TOTAL: /3
B Relevance, appropriateness and depth of
research exhibited in the assignment
(thorough research and in-depth study related to the
task given)
Total 10%
1. Relevance of analysis & synthesis related to the
site condition
/2
2. Appropriateness of information, images and
analysis of the site condition
/4
3. Depth of research and analysis exhibited in the
assignment
/4
TOTAL: /10
C Creative application of graphic communication
skills, originality and quality of work
(the quality of work, originality and creativity in
demonstrating the graphic communication skill)
Total 5%
1. Creativity in demonstrating the work /3
2. Quality and originality of the work /2
TOTAL: /5
D Team work and group collaboration Total 2%
1. Team work, participation and collaboration to
progress
/2
TOTAL: /2
GRAND TOTAL /20% GRADE:
COMMENTS:
GROUP MEMBERS NAME:
NO STUDENT NAME STUDENT ID
6. 1
PROJECT 2
Design Process: Graphic Journal
NAME: ________________________________________________________________________ Student ID: __________________________________
TUTOR NAME: ______________________________________________________________________________________________________________
INDIVIDUAL ASSESSMENT
No Assessment Marks Comments/Remarks
A Demonstrated understanding of brief and the effectiveness of carrying out the tasks
given
Total 2%
1. Illustrate adequate knowledge and understanding on requirement /1
2. Evidence of extensive study on choosing the right elements and adequate exercises /1
TOTAL: /2
B Originality, creativity and quality of work Total 8%
1. Illustrate good and quality of graphic communication skills in the work /3
2. Creativity and originality of the works, and exploration of various material used /3
3. Quality of workmanship executed on every single artwork. /2
TOTAL: /8
GRAND TOTAL : /10% GRADE:
COMMENTS: