final report submitted to the containing comprehensive documentation of the … … · ·...

Final Report submitted to the:

containing comprehensive documentation of the course entitled:

R & D into the Strengthening of Concrete Masonry Construction to Aid in the Reconstruction of Port-au-Prince, Haiti

• ARCH 490 – 590 / Department of Architecture / Ball State University / Fall Semester 2010

• Prepared and submitted by: Anthony J. “Tony” Costello, FAIA • Irving Distinguished Professor Emeritus of Architecture, • Ball State University, Muncie, IN & • Principal, COSTELLO+ ASSOCIATES, Muncie, IN • 01 February 2011

Final Report / NCMAF 2010 Design Competition / Ball State University / T. Costello Page 1

PURPOSE OF THIS DOCUMENT

This document has been prepared to serve as both the Final Report to the National Concrete Masonry Association Foundation as per the requirements of the grant received by Ball State University to conduct a class that would be structured around the NCMAF-sponsored Architecture Student Design Competition during the 2010-2011 academic year.

DOCUMENT PREPARED BY This document has been prepared by Anthony J. “Tony” Costello, FAIA, Irving Distinguished Professor Emeritus of Architecture, Ball State University, and the instructor for the course.

TWO COMPETITIONS INCORPORATED The elective class offered during the 2010 fall semester that focused on the 2010 - 2011 NCMAF Architecture Student Design Competition also incorporated the Ball State University, Department of Architecture’s entry in the 2010-2011 NCMAF Student New Block Design Competition. Given that both competitions focused on improving the strength and quality of concrete masonry construction to aid in the Reconstruction of Port-au-Prince, Haiti, student teams worked on both throughout the entire course and were juried by the same external jury during the same jury review session. Work on both competitions benefitted every team. However, ONLY the Student Design Competition projects and awards will be documented at the end of this report; the “New Block” Competition will be documented in a separate report after the national judging. takes place.

ORGANIZATION OF THIS DOCUMENT

To aid in the understanding of the process that was undertaken in this course, the information has been presented in CHRONOLOGICAL ORDER. Using this format allows the reader to gain an understanding of the work that the students undertook during each of the phases in order to reach the production and presentation of their final solutions.

Each phase is introduced with the initial handout prepared by the instructor followed by addenda that were issued and photos of the students involved in the work required and the products produced. Editing of information was required in order to allow for the final length of this document to be reasonable, yet comprehensive


ADVERTISING THE COURSE

Given that this course was an elective, it had to compete for students with other electives being offered by the Department of Architecture during the fall 2010 semester.

The requirement of a minimum of twelve (12) students being enrolled was met and proved to be a very good number in that all phases were carried out in teams of 23 or 4 students.

The advertisements took the form of posters (See ) placed on bulletin boards as well as solicitation of UG & GRAD students through handbills placed in student mailboxes by the instructor. Three (3) of the students (*) had been to Haiti on mission trips, one three (3) times.

APPEAL OF “REAL WORLD” APPLICATION Personal solicitation by Tony of potential students stressed partnership with Architecture for Humanity … (See page ) thus the potential for implementation of results from the course.

PARTICIPATING STUDENTS

GRADUATE students (2) Madeline LaBlanc (*) Jason Klinker UNDERGRADUATE students (10) Elizabeth Avenius Susan Butts Carissa Clohessy (* * *) Dru Furbee Andrew Jackson Sean Morrisey Anne Schnitzenbaumer (*) Melissa Schnulle Kate Werner Shawn Yoder



ADVERTISING THE COURSE

GET INVOLVED … MAKE A DIFFERENCE AN OPPORTUNITY TO ASSIST IN THE REBUIDING OF PORT-AU-PRINCE, HAITI

Fall Semester 2010 / Architecture Elective

A Design Competition Course Focusing on

IMPROVING CONCRETE MASONRY CONSTRUCTIION

IN HAITI Sponsored by the National Concrete

Masonry Association Foundation

Team format; hands-on R & D;

prize money awarded; findings to be used through AFH (left)

Instructor: Tony Costello, FAIA

[email protected]

REGISTER FOR ARCVH 490 / 590

Final Report / NCMAF 2010 Design Competition / Ball State University / T. Costello Page 4 of

mailto:[email protected]

ICMA CONTRIBUTES TO THE BALL STATE CLASS

The Indiana Concrete Masonry Association ICMA) with Josh Naragon as its Executive Director was not only the local sponsor affiliate but also provided the contact with Dave Wheeler of Wheeler Industry, Shelbyville, IN , that led to the procurement of the manual block making machine pictured left . Dave also served on the jury as the required manufacturer. Josh profiled the class in the ICMA e-Newsletter (Article below)



STUDENT LEARNING Students were exposed to many learning formats especially ones that they had not had in terms of concrete masonry education in the third world.


STUDENT LEARNING The competition format provided the opportunity for the design teams to present their final projects the external jury made up of five professionals representing different sectors of the design professions and of the concrete masonry industry. See page for details on jury members


THE INSTRUCTOR: Tony Costello, FAIA (Highlighting involvement as director of mission trips in Haiti) Week 1 of course

• Education: • B.Arch. Middle East Technical Institute, Ankara,

Turkey ’65 / Fulbright Scholar

• B.Arch. (Honors) Pratt Institute, Brooklyn, N.Y., ‘66

• M.S. Arch. (Urban Design). Columbia University, New York, N.Y. ‘67

• Post Grad. Harvard & MIT, Cambridge, MA., ‘77-78 / Lilly Faculty Fellow

• Teaching:

• Ball State University / 1967-77; 1978-2005 (full-time); 2005-2011 (part-time)

• Oxford Brookes & Bartlett School, Univ. of London / Spring 2003 (Visiting critic in urban design)

• Co-Directed four service mission trips with students from the St. Francis of Assisi / Ball State Newman Parish asnpart of the parish’s Haiti Twinning Ministry w/ St. Michael’s Parish in Plaisance, Haiti (2001-2006).


THE INSTRUCTOR: Tony Costello, FAIA (Highlighting involvement as teacher a teacher in Haiti)

• Education: • B.Arch. Middle East Technical Institute, Ankara,

Turkey ’65 / Fulbright Scholar

• B.Arch. (Honors) Pratt Institute, Brooklyn, N.Y., ‘66

• M.S. Arch. (Urban Design). Columbia University, New York, N.Y. ‘67

• Post Grad. Harvard & MIT, Cambridge, MA., ‘77-78 / Lilly Faculty Fellow

• Teaching: • Ball State University / 1967-77; 1978-

2005 (full-time); 2005-2011 (part-time)

• Oxford Brookes & Bartlett School, Univ. of London / Spring 2003 (Visiting critic in urban design)

• Primary initiator for 2-year program in Drafting and Building Construction (@) St. Vincent de Paul School, Plaisance, Haiti


THE INSTRUCTOR: Tony Costello, FAIA (Highlighting involvement as an architect in Haiti)

Practitioner • Registeration: • Indiana (By exam) 1971

• Practice:

• Founded C+A COSTELLO + ASSOCIATES

• in Muncie, IN in 1976; Limited-practice, sole practitioner firm; wide range of architecture, urban design and historic preservation work.

• * AIA Involvement * Member since 1971 * Local & AIA Indiana chapter president *Member of national board (2005-08) * National Chairman, AIA 150 Blueprint for America initiative (2005- 2008) * Primary author: AIA Guidelines on Providing Pro Bono Services (2007)

• Elected to College of Fellows (2001)

Designed prototype latrine using typical concrete masonry construction but to American standards of mortar mix and craftsmanship

Final Report / NCMAF 2010 Design Competition / Ball State University / T. Costello Page 10 THE INSTRUCTOR: Tony Costello, FAIA (Highlighting involvement as an architect in Haiti))


FORMAT OF FINAL REPORT

As noted at the beginning of this report, the format that follows is one in which the various phases are presented in a chronological order. This was done to give the reader a sense of:

1. the organization of the course in distinct phases;

2. the PROCESS that the students went through in undertaking these various phases; and,

3. The products that were produced during each phrase.

WRITTEN DOCUMENTS

In order not to encumber the reader with the minutia of every handout, only the first page and pages containing graphics (see right) are included in this electronic copy. The documents are included in their entirety in the hard copy being submitted.

Final Report / NCMAF 2010 Design Competition / Ball State University / T. Costello Page 12 COURSE SYLLABUS (Week 1)

• COURSE SYLLABUS • • 1.0. PURPOSE & FORMAT: • • 1.1. This syllabus has been developed to serve as an agreement between the

student and the instructor. Like any agreement or contract, it is meant to equally serve both parties and establish a set of expectations on the part of both. Thus, it is recommended that it be carefully read and understood by the student at the outset of the course and that any questions be brought to the attention of the instructor for clarification.

• • 1.2. This syllabus is comprised of four (4) major sections. The first (1st) section,

appearing on pages 1 & 3, contain the Objectives, Activities and Policies that will guide the course

• • 1.3. The second (2nd) section is a preliminary schedule for the Fall Semester 2010.

This schedule will be updated in the handout that will describe each phase of the course in detail. You will note that the major portion of this course will use a team format … within which individual will be executed and evaluated as such. (See Section 4.0. Evaluation of Student Work)

• • 1.4. The third section contains the first of Course Readings. During the first few

weeks, additional readings will be distributed to students. If at all possible … these will be distributed the class BEFORE the class at which they will be discussed or be useful to the student in their work on their project that they are involved in at that time. Thus, the student is expected to read these PRIOR TO THESE CLASSES.

• • • 2.0. EDUCATIONAL OBJECTIVES & ACTIVITIES of the COURSE • • 2.1. To build upon the student’s knowledge, skills and experiences gained during

previous design studio and architectural technology courses. • • 2.2. To engage the student in elevating the development of their design process,

with special emphasis on involvement in various techniques in the design process, including: mini- (in studio) charrettes; group brainstorming sessions; and site and context analysis. and graphic exploration and representation techniques.

• • 2.3. To provide the students with a substantial studio experience in which a team

format will be used. This will provide the opportunity for all students to increase their understanding of MANAGEMENT SKILLS required for the optimum functioning of the team design process.

• • 2.4. To provide the students with a major studio project focus that will engage them

in a all-too-real, current international crisis in which architects will play a vital role over the next quarter-of-a-century … at a minimum. This is THE REBUILDING OF PORTY-AU-PRINCE, HAITI. Obviously, this crisis has been brought about by the devastating earthquake of January 2010.

•

• 2.5. The studio will work in concert with a major effort being carried out by Architecture for Humanity in partnership with American Institute of Architects. (See Attachments)

• • SYLLABUS - ARCH. 490-590 – Fall Semester 2010 / Page 2 of 4 • • The studio will work in concert with a major effort being carried out by Architecture

for Humanity in partnership with American Institute of Architects. (See Attachments)

• • 2.5. To give the participating student .. through this elective course … an intense

design studio experience (following ICMA in 2nd year) that focuses on a deeper exploration and use of concrete masonry units … history, design development, construction documents … as a major design determinant and how it interfaces w/ other construction materials and systems.

• • 2.6. To introduce the students to a “hands-on” research of concrete masonry units

with emphasis on increasing both their design potential as well as structural properties.

• • 2.7. To engage the student in refining both their free-hand drawing and computer-

generated techniques, with emphasis on using both in an integrative manner to achieve both the most efficient and successful results.

• • 2.8. To engage the student in the development of both physical and virtual

modeling, again stressing the integrative manner in which each is used throughout the design process.

• • 2.9. To engage the student in dealing with real-world issues of a “Third World”

country (Haiti) in terms of the country’s culture, socio-economic-political conditions, and current state of construction technology. This includes focusing on the introduction of sustainability as an important component of the rebuilding process.

• • 2.10. To engage the student teams in a process that attempts to replicate the

functioning and culture of a professional office in which management skills, communication (writing and speaking, as well as graphic) skills, team building, and “professionalism” have high priority.

• • 2.11. To engage the student … as both a member of a team and as an individual … in

a design competition so as to make it a positive experience and one in which every student has respect and appreciation for every other classmates or other teams’ work. This mind-set will be promoted, regardless of the final decisions that will be made by an external jury process in which the instructor will have NO voting privileges.

• • 3.0. POLICIES GOVERNING THE COURSE • • 3.1. Policies that govern this course will be those that have been established by the

university, college, department and the course instructor. • • 3.2. SPECIAL ACCOMMODATIONS (University policy). Any student in this class who

has a disability and requires special accommodations needs to inform the instructor during the first class meeting so these needs can be met as soon as possible.

• 3.3. Every student should feel free to discuss with the instructor any problems he/she might be dealing with in their academic and/or personal lives that are negatively impacting his/her studio performance.

• • 2


DOCUMENTS PREPARED AND DISTRIBUTED AS PART OF THE COURSE

COURSE SYLLABUS

The syllabus contained a synopsis of Architecture for Humanity, the international organization that provides planning, and design/build services to areas devastated by natural disasters. “On-the-ground” in Port-au-Prince when the earthquake

hit, this is the group through which actual field testing of the kilns and “new block” would take place.

(Next three pages: Lectures developed and presented to students by instructor early in the course)

Weeks 2 & 3

The Past, Present, & Future of Concrete Masonry

Presented by: Tony Costello, FAIA Irving Distinguished Professor Emeritus

Of Architecture, Ball State University Principal, COSTELLO + ASSOCIATES

Presented to ARCH. 490 / 590 – NCMAF Competition Studio

Department of Architecture, Ball State University 25 August 2010

• Presented by: Tony Costello, FAIA • Irving Distinguished Professor Emeritus • Of Architecture, Ball State University • Principal, COSTELLO + ASSOCIATES

• Presented to • ARCH. 490 / 590 – NCMAF Competition Studio

• Department of Architecture, Ball State University • 25 August 2010


EXAMPLES OF CMU STRUCTURAL & QUALITY CONTROL PROBLEMS RESEARCH EXECUTED BY COSTELLO IN HAITI IN JULY 2010 AND SHARED WITH STUDENTS

GUIDED TOUR FOR STUDENTS IN THE CLASS OF WHEELER BLOCK, SHELBYVILLE, IN, GIVEN BY DAVID WHEELER (Week 4)



RESEARCH – EXECUTED AND PRESENTED IN POWERPOINT PRESENTATIONS & BOOKLETS BY TEAMS –6 sample pages included herein; full document in printed report Weeks 5 & 6

+

R+D – THE MANUFACTURING

& MATERIALS OF CMUs

THE A TEAM

Elizabeth Avenius, Anne Schnitzenbaumer, Melissa Schnulle

COMPONENTS OF CONCRETE

• Concrete may also contain admixtures that produce certain results

• Generally increase workability or strength, reduce freeze-thaw damage or water content, or combination

• Affect curing process, delaying or accelerating curing time

FORMING

• Much of lesser quality concrete block comes from the lack of quality in the process taken to create it.

• Many remedial measures can be taken to achieve a stronger, higher quality block.

• For Optimum Strength and Performance: • Examine forms for correct

alignment, tightness • Clean inside of form • Place concrete in final

position quickly while it is easy to work with

• Take care in dropping concrete vertically into form, but not too great a height.

• Concreting should start from the forms corners towards the center.

< Ideal Concrete Machinery single block press

CURING

• QUALITY CONTROL: Creating the right curing environment is critical to block performance.

• First 3 days is most critical

• For Optimum Strength and Performance: • Adequate moisture within

concrete for sufficient water to continue hydration process

• Warm temperatures to help chemical reaction (approx. 15° to 38° C, 23° C optimum)

• Moist curing for first 7-14 days may result in compressive strength of 70-85% of that of 28 days moist curing.

METHODS of CURING

• Covering concrete with wet straw or damp earth • 2 inches of depth

• Covering concrete with Wet Burlap • Cover as soon as

possible after placing. • Material kept

continuously moist for the curing period.

• Burlap can be used multiple times


RESEARCH – EXECUTED AND PRESENTED IN POWERPOINT PRESENTATIONS & BOOKLETS BY TEAMS – 5 sample pages included herein; full document in printed report Weeks 5 & 6

PRECEDENTS: SOLAR OVENS AND SOLAR KILNS FOR LUMBER

1.

2.

3.

4. 5. 6.

• CONSTANT

TEMPERATURE OVER

12-18 HOURS

• TEMPERATURE

RANGING 120-150 F

• CONSTANT STEAM OR

MOISTURE

• HEATED BY SOLAR

POWER OR ANOTHER

ALTERNATIVE SOURCE

AVAILABLE IN HAITI

KILN REQUIREMENTS

7.

MATERIALS

• AVAILABLE IN HAITI

• METAL SHEATHING

• BAMBOO

• WOOD

• MUD

• TO BE TRANSPORTED

TO HAITI

• BLACK PLASTIC TRASH BAGS OR OTHER VAPOR BARRIER

• SOLAR OVEN COMPONENTS

•LOADING DOORS

•WATER TROUGH

PROVIDES CONSTANT

STEAM PRODUCTION

•TRASH BAGS OR

OTHER PLASTIC AS A

VAPOR BARRIER ON

INSIDE OF KILN

•MUD ON EXTERIOR TO

INSULATE KILN

SOLAR “OVEN “ KILN

• WATER HEATED IN MOVABLE SOLAR OVENS OUTSIDE OF KILN

• HEATED WATER MOVED INSIDE KILN WHERE STEAM HEATS THE AIR

• OVENS ARE ROTATED AS WATER IS HEATED AND COOLED TO PROVIDE CONTINUOUS STEAM

INTERCHANGEABLE KILN



Alternative Methods of

Masonry Unit Construction:

A Plan to Rebuild Haiti

Shawn Yoder, Katie Werner, & Andy Jackson

Additives

CATEGORIES

• RECYCLED MATERIALS • SHREDDED TIRES

• TRASH

• RUBBLE

• FLY ASH

• UNIT STABILIZATION • MANURE

• URINE

• CEMENT

• COMPRESSIVE STRENGTH

• LIME

• FLY ASH

•TENSILE STRENGTH • BANANA PEELS

• COCONUT FIBERS

• STRAW

• BAMBOO FIBERS

• ANIMAL FUR

• FIBERGLASS

Wall Types & Construction

TYPES

• RAMMED EARTH • LAYERS OF COMPACTED MOIST

EARTH • Suitable proportions of sand,

gravel, and clay

• LOAD-BEARING WALLS 18-24 IN THICK; NON-LOAD-BEARING WALLS 10-14 IN

• STRONG AND DURABLE – 300 PSI

• MUD BRICKS • USES CLAY AS MAIN

INGREDIENT • Also mud, sand and water

• Mixed with a binding material such as straw

• FIRST THE CLAY IS GROUND AND MIXED WITH WATER TO CREATE A DESIRED CONSTANCY

• COMPRESS MUD MIXTURE INTO BRICK SHAPE AND SIZE

• LEAVE SET OUT IN SUN TO DRY—USUALLY 25 DAYS

Earthquake Resistant Designs

CATEGORIES

• STRUCTURES BUILT ON SLOPES

• LINTEL DETAILS AND OPENINGS

• COMMON DESIGN FLAWS • 1) RING BEAM IS LACKING

• 2) LINTELS DO NOT REACH DEEP ENOUGH INTO MASONRY

• 3) THE DISTANCE IS TOO SMALL BETWEEN DOOR AND WINDOW

• 4) THE DISTANCE IS TOO SMALL BETWEEN OPENING AND WALL CORNER

• 5) PLINTH IS LACKING

• 6) WINDOW IS TOO WIDE IN PROPORTION TO IS HIEGHT

• 7)WALL TOO THIN IN RELATION TO HEIGHT

• 8)QUAILTY OF MORTAR TOO POOR

• 9) ROOF TOO HEAVY

• 10) ROOF NOT SUFFICIENTLY FIXED TO WALLS

Storm Resistant Designs

CATEGORIES

• PRESSURE INSIDE OF HOUSE • PRESSURE BUILDS IF OPENINGS ARE NOT ALIGNED

• PRESSURE OUTSIDE OF HOUSE • PRESSURE BUILDS UP ON MIDDLE OF WINDWARD WALL

• ROOF PRESSURE • WINDS TEND TO BLOW ROOFS OFF WALLS ESPECIALLY WHEN OVERHANGS ARE OVERSIZED

• BUILDING SHAPES • CIRCLE SHAPES HELP MINIMIZED A WINDWARD WALL AND ARE MORE AERODYNAMIC • SQUARE SHAPES ARE BETTER THAN RECTANGLES BECAUSE SIDES ARE BALANCED



Concrete Construction: Technical Aspects Dru Furbee, Jason Klinker, and Madeline LaPlante

Failures of Construction in an Earthquake

Lintels & Bond Beams

Final Report / NCMAF 2010 Design Competition / Ball State University / T. Costello Page 40 PROJECT STATEMENT (continued)– ALTERNATIVE FUEL “MINI-KILN”


PROJECT STATEMENT (continued)– ALTERNATIVE FUEL “MINI-KILN”

Final Report / NCMAF 2010 Design Competition / Ball State University / T. Costello Page 42 PRELIMINARY DESIGN INVESTIGATIION – NEW BLOCK DESIGN COMPETITION

Week 9: Students present their own designs to their teammates as part of preliminary design work on “NEW BLOCK DESIGN”

:


PRELIMINARY DESIGN INVESTIGATIION – NEW BLOCK DESIGN COMPETITION

Week 9: Students present their own designs to their teammates as part of preliminary design work on “NEW BLOCK DESIGN”

:


DESIGN DEVELOPMENT & TESTING of ALTERNATIVE FUEL “MINI-KILN” (Weeks 9-13)

Students work in teams on design development, construction of prototypes and actual testing of their “ALTERNATIVE FUEL “MINI-KILNS.”

Note: This phase was undertaken in the college’s Muncie Urban Design Studio (MUDS) that was heated to a very brisk 55-60F; thus the wearing of winter coats!


DESIGN DEVELOPMENT & TESTING of ALTERNATIVE FUEL “MINI-KILN” (Weeks9-13)

Students work in teams on design development, construction of prototypes and actual testing of their “ALTERNATIVE FUEL “MINI-KILNS.”

Note: This phase was undertaken in the college’s Muncie Urban Design Studio (MUDS) that was heated to a very brisk 55-60F; thus the wearing of winter coats!


DESIGN DEVELOPMENT & TESTING of ALTERNATIVE FUEL “MINI-KILN” (Weeks9-13)

Students work with a compression – stress testing machine at the college on testing samples cured in their “ALTERNATIVE FUEL “MINI-KILNS.”

Note: This phase was undertaken in the college’s technical-support shop.


EXTERNAL JURY OF DIVERSE PROFESSIONALS ADJUDICATE BOTH COMPETITIONS JURY MEMBERSHIP: As prescribed by the “New Block Competition” rules.

Final Report / NCMAF 2010 Design Competition / Ball State University / T. Costello

STUDENT TEAMS PRESENT THEIR KILN PROJECTS TO THE JURY .

Final Report / NCMAF 2010 Design Competition / Ball State University / T. Costello Page 53 AWARDS FOR THE KILN PROJECT

FIRST PRIZE


AWARDS FOR THE KILN PROJECT

SECOND PRIZE



THIRD PRIZE

END OF THE Final Report submitted to the:

containing comprehensive documentation of the course entitled:

R & D into the Strengthening of Concrete Masonry Construction to Aid in the Reconstruction of Port-au-Prince, Haiti ARCH 490 – 590 / Department of Architecture / Ball State University / Fall Semester 2010

Prepared and submitted by: Anthony J. “Tony” Costello, FAIA Irving Distinguished Professor Emeritus of Architecture, Ball State University, Muncie, IN & Principal, COSTELLO+ ASSOCIATES, Muncie, IN 25 January 2011

final report submitted to the containing comprehensive documentation of the … … · ·...

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