16212 Digital Design and Construction 1

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2025 is available in the Archives.

UTS: Design, Architecture and Building: School of the Built Environment
Credit points: 6 cp

Subject level:

Undergraduate

Result type: Grade and marks

Requisite(s): 16137 Digital Built Environment
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.

Description

The subject introduces the methods and technologies used to generate the 3D models and 2D documentation that support construction activities. The introduction of Building Information Modelling (BIM) has had profound effects on the activities of contractors, allowing a stronger integration between design and construction representations, minimising design discrepancies and rework through the use of an information rich building model and automated design review techniques. Students develop an understanding of the generation, reviewing, detailing and documentation of residential building design using 3D object-oriented models as a part of pre-construction processes. This subject uses real-world projects and is taught through intensive practice-based workshops and computing labs, enabling students to build skills in virtual design and construction processes.

Subject learning objectives (SLOs)

1.	Apply knowledge in the review and development of 3D models for design, fabrication and construction.
2.	Understand 3D model auditing processes and apply knowledge in the use of 3D software for interrogating and verifying the quality of design and construction data.
3.	Apply knowledge in the development of model-based content and documentation as a way of describing fabrication and construction assemblies.
4.	Apply knowledge in the use of information standards and protocols for organising and exchanging model content.
5.	Investigate and evaluate residential construction elements, materials and building components based on an understanding of their physical properties, functional requirements, technical performance and building standards.
6.	Communicate an increasing knowledge of residential construction orally, visually, and in written form.

Course intended learning outcomes (CILOs)

This subject also contributes to the following Course Intended Learning Outcomes:

• Identify ethical issues and apply informed ethical judgements in professional Contexts. (A.1)
• Work effectively in multidisciplinary and culturally diverse contexts. (A.2)
• Apply a variety of communication skills and technologies in professional contexts. (C.1)
• Work effectively in project teams in professional contexts. (C.2)
• Apply the body of knowledge underpinning construction project management practice. (P.2)
• Effectively manage the interface between design and construction processes for projects. (P.3)
• Independent development of competence with new technologies. (P.4)
• Develop strategic advice for clients on the costs and benefits of various courses of action involving construction projects and financing options. (P.5)
• Demonstrate an understanding of construction technology and structural principles. (P.10)
• Critically analyse, structure and report the results of a research project. (R.2)

Contribution to the development of graduate attributes

The term CAPRI is used for the five Design, Architecture and Building faculty graduate attribute categories where:

C = communication and groupwork

A = attitudes and values

P = practical and professional

R = research and critique

I = innovation and creativity.

Course intended learning outcomes (CILOs) are linked to these categories using codes (e.g. C-1, A-3, P-4, etc.).

Teaching and learning strategies

The subject is structured around a mixed mode of delivery and runs in ‘block’ mode. Students are expected to attend all tutorial and lecture sessions. Content will be delivered through real-world projects and is taught through intensive practice-based workshops and computing labs, enabling students build skills in model-based construction detailing and documentation processes. Students are expected to actively participate in each block so as to ensure productive collaboration and engagement with the subject.

Students will collaborate with each other in small groups working on real-world projects via the use of 'role play' so as to take responsibility for discipline-specific data sets (Architecture, Structure, and MEP models), as well as share the responsibilities of the project manager. To link theory and practice, the subject supports students by supplementing lecture and written materials with feedback from industry mentors, hands-on experience in 3D modelling applications, and online tutorials. Students are supported through the use of CANVAS, offering video tutorials, online lecture materials and moderation with the subject coordinator. Emphasis will be placed on independent student engagement with the software to facilitate greater understanding of each topic area.

Students will be briefed on work expected for each session. The subject will provide formative feedback, primarily through critique and review of work in progress, to allow individuals to discuss and refine this work in subsequent workshops. Submitted assignments will be given feedback through the REVIEW on-line student feedback system. Due to the project-based approach to learning, the main source of feedback to students will be provided verbally, by academic and industry mentors during tutorial and lecture sessions.

Content (topics)

The content of this subject is divided into four half-day modules and covers the following eight topics:

1. Overview of virtual design and construction methods for content development and documentation
2. Introduction to 3D model content creation, types, specifications and outputs
3. Content hierarchy, object parameters, attributes and constraints
4. Quality control: model auditing, reviewing and construction appraisal methods
5. Standards and formats supporting virtual design and construction
6. Information / workflow management methods and tools
7. Model development for construction and assembly detailing
8. Construction documentation principles and procedures

Assessment

Assessment task 1: 3D Model Auditing and Construction Appraisal

Intent:	Group and Individual task - Working collaboratively via AEC discipline-based role-play, students will work in groups to undertake a real-world project focused on the interface between the Developed Design and Construction stages. Students will be required to audit the 3D models of a building design. The audit process will involve interrogating, reviewing, and appraising the architectural, structural, mechanical, electrical and hydraulic design models relative to constructability. Details regarding the format and suggested length of the submission will be presented in class.
Objective(s):	This task addresses the following subject learning objectives: 2, 4, 5 and 6 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): C.1, C.2, P.3, P.5 and R.2
Type:	Project
Groupwork:	Group, group and individually assessed
Weight:	40%
Criteria:	Specific assessment sub-criteria for each of the main criteria listed below will be provided in the detailed assessment handout.
Criteria linkages:	Criteria Weight (%) SLOs CILOs Model Auditing Checklists 20 2 C.1 Interference Checking 20 2 C.2 Information Exchange 10 4 P.5 Constructability Review 20 5 R.2 Design Coordination 20 5 P.3 Collaboration 10 6 C.1 SLOs: subject learning objectives CILOs: course intended learning outcomes

Assessment task 2: Model-based Construction Detailing and Documentation

Intent:	Individual Task - Continuing with the same project scenario presented to students in Task 1, students are required to undertake a 3D construction modelling and documentation task. Specifics relating to the format and suggested length of individual submissions will be presented in class.
Objective(s):	This task addresses the following subject learning objectives: 1, 3, 5 and 6 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): A.2, C.1, C.2 and P.5
Type:	Project
Groupwork:	Individual
Weight:	45%
Criteria:	Specific assessment sub-criteria for each of the main criteria listed below will be provided in the detailed assessment handout.
Criteria linkages:	Criteria Weight (%) SLOs CILOs Accuracy and Quality of 3D Model 20 1 P.5 Accuracy and Quality 2D Plans, Elevations and Sections 20 5 A.2 Accuracy and Quality of 2D Annotation, Dimensions, and Symbols 20 3 C.1 Accuracy and Quality of 2D Schedules and Materials Take-Off 20 3 C.2 Accuracy and Quality of Visual Layout and Line Weights 20 6 C.1 SLOs: subject learning objectives CILOs: course intended learning outcomes

Assessment task 3: Input in class discussion and Journal

Intent:	Individual task- To ensure collaboration, discussion of processes and BIM methodology, attendance and engagment in class and online zoom lecturers will be assessed. This allocation will be weighted 5%. Further details on level of engagement required will be presented in class. Journals on lecture/tutorial/reading material will be submitted each block mode weighted 10%.
Objective(s):	This task addresses the following subject learning objectives: 1, 2, 3 and 6 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): A.1, P.10, P.2 and P.4
Type:	Laboratory/practical
Groupwork:	Individual
Weight:	15%
Criteria:	Specific assessment sub-criteria for each of the main criteria listed below will be provided in the detailed assessment handout.
Criteria linkages:	Criteria Weight (%) SLOs CILOs Attendance to class/online lectures 25 3 P.4 Input in class discussion in class/online 25 6 P.4 Evaluating 3D BIM processes used for coordination 25 6 P.2 Scoping construction technology innovation 10 2 P.10 Critical reflection 15 1 A.1 SLOs: subject learning objectives CILOs: course intended learning outcomes

Minimum requirements

The DAB attendance policy requires students to attend no less than 80% of formal teaching sessions (lectures and tutorials) for each class they are enrolled in to remain eligible for assessment.

Students must achieve a minimum aggregate mark of 50% to pass this subject.

UTS requires all students to attend classes regularly. A minimum of 80% attendance is a requirement of this subject. Due to the intensive nature of this subject and the block mode delivery, it is the student’s responsibility to attend all workshop and computer lab sessions and carry out all assignment work. Student attendance will be recorded during each block and CANVAS use will be monitored. Students will be required to spend more time than the listed computer lab hours to finish course work. This may depend on a student’s aptitude for 3D modelling software and grasp of design and construction principles.

Required texts

Selected readings will be available to students via UTSOnline.

Recommended texts

Eastman, C., Teicholz, P., Sacks, R., & Liston, K. (2007). BIM Handbook. Booksurge, Charlestown.

Hardin, B. (2009), BIM and Construction Management - Proven Tools, Methods, and Workflows, Sybex.

Kilmer R. & Kilmer W.O. (2009).Construction Drawings and Details for Interiors: Basic Skills, 2nd Edition, John Wiley & Sons.

Kymmell, W. (2008): Building Information Modeling: Planning and Managing Construction Projects with 4D CAD and Simulations, McGraw-Hill Construction Series, Set 2.

Race, S. (2012). BIM Demystified (2. ed.). London: RIBA Publishing.

Richards, M. (2010): Building Information Management: A Standard Framework and Guide to BS 1192, BSI Standards.

Shen, G., Brandon, P., & Baldwin, A. (Eds.). (2009). Collaborative construction information management. Routledge.

Smith, D. K., & Tardif, M. (2009). Building information modeling: a strategic implementation guide for architects, engineers, constructors, and real estate asset managers. John Wiley & Sons.

Stein, DJ (2010). Residential Design Using Autodesk Revit Architecture 2011, SDC Publications.

Weygant, R. S. (2011). BIM content development: standards, strategies, and best practices. John Wiley & Sons.

Wiggens, G. (1989). A Manual of Construction Documentation: An Illustrated Guide to Preparing Construction Drawings, Whitney Library of Design.

Wilkinson, P. (2007). Construction Collaboration Technologies - An Extranet Evolution, Routledge.

Williams, T. (2009). Construction Management - Emerging Trends & Technologies, Thomson Delmar Learning.

Maini, D. (2020), Up and running with Navisworks 2020

Other resources

For Autodesk Revit software downloads, See: http://www.autodesk.com/education/free-software/revit