88620 Advanced CAD Intensive 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.
Credit points: 6 cp
Subject level:
Undergraduate
Result type: Grade and marksRequisite(s): 48 credit points of completed study in spk(s): C10271 Bachelor of Design Interior Architecture OR 48 credit points of completed study in spk(s): C10272 Bachelor of Design Interior Architecture Bachelor of International Studies OR 48 credit points of completed study in spk(s): C10322 Bachelor of Design Interior Architecture Bachelor of Creative Intelligence and Innovation OR 48 credit points of completed study in spk(s): C10423 Bachelor of Design Interior Architecture Bachelor of Languages and Cultures
Description
This subject extends students' skills in architectural computing communications. The use of the computer is studied in this component as a tool to aid communication of design thinking in 2D documentation and 3D computer modelling. Student's technical illustration skills are extended via an introduction to a variety of architectural projections and rendering techniques. Over two weeks of intensive workshops and discussions students explore the various stages of the design documentation process through conceptual to detailed resolution, using appropriate communication techniques. This subject advances understanding in architectural computing communications relative to industry practice.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
| 1. | Demonstrate an understanding of Interior Architecture industry standard CAD, BIM, VPL software. |
|---|---|
| 2. | Accurately model buildings and spaces using 3D software tools to produce quality 2D documentation. |
| 3. | Produce geo-located renderings and sun studies using in-built computer rendering software. |
| 4. | Coordinate and manage ordered sets of CAD drawings following file organisation and naming conventions. |
| 5. | Demonstrate an understanding of problem solving strategies using computational design techniques. |
Course intended learning outcomes (CILOs)
This subject also contributes to the following Course Intended Learning Outcomes:
- Ability to take autonomous responsibility for actions and decisions (A.1)
- Ability to work cooperatively as part of a team, initiate partnerships with others, take a leadership role when required and constructively contribute to peer learning and critique (C.1)
- Ability to communicate ideas effectively, including oral, written, visual, analogue and digital presentations (2D and 3D) (C.2)
- Ability to initiate and execute meaningful self-directed iterative processes (I.3)
- Ability to apply and utilise appropriate communication techniques, knowledge and understanding to enable practical applications in spatial design (P.1)
- Ability to rigorously explore, apply and extend multiple representational techniques (P.2)
- Ability to apply and deploy disciplinary learning, with a continuing commitment to professional development (P.3)
- Ability to analyse, formulate and synthesise complex ideas, arguments and rationales and use initiative to explore alternatives (R.2)
Contribution to the development of graduate attributes
The term CAPRI is used for the five Design, Architecture and Building graduate attribute categories where:
C = communication and group work
A = attitudes and values
P = practical and professional
R = research and critique
I = innovation and creativity
This subject encourages student learning to develop these graduate attributes. The course content, learning strategies and assessment structure is explicitly designed with these attributes in mind.
Teaching and learning strategies
The Advanced CAD Intensive subject is delivered in a fast-paced block. The subject reinforces the relevance of digital modelling to the architecture discipline by explicitly introducing new techniques for the communication of ideas. The intensive focus of this subject requires students to maintain full attendance throughout the program to ensure essential knowledge is built upon each day.
LAB TUTORIALS
Labs tutorials run from 9:00am to 12:30pm plus 1:00pm to 3:30pm every Monday, Wednesday and Friday for two weeks. Students are then given another two weeks to refine and complete the assessments before uploading digital submissions via UTS Online.
PROJECT-BASED LEARNING
The curriculum uses project-based group learning activities to provoke participatory discussions and encourage teamwork. For this reason, lab tutorials, in conjunction with the readings, use a progressive, sequential project-based approach to design, research and troubleshooting. Lab sessions entail project based learning through the development of comprehensive 3D modelling of classic works of architecture. Students are expected to attend all tutorials and follow suggested learning patterns and activities. Students are also encouraged to participate actively in the group discussions that occur during the lab sessions.
ONLINE RESOURCES
All documents are accessible from UTS Online that support the learning objectives of this subject. A detailed brief, associated tasks and assessments, and additional documentation will, therefore, be uploaded to this subject’s UTS Online portal. The location of all documents referred to in any assessment task will be detailed in such a way as to make it is easily accessible to students. To further assist learning in this subject, essential and recommended readings, lectures, as well as previous student work, will be available.
All UTS students have free access to Linkedin Learning. It is strongly advised to search the site for the software you are interested in learning and watch all of the relevant videos. The library structure allows for fast navigation and access to specific videos. Phone and tablet apps are available and make it easy to track your progress through the content.
FEEDBACK
Students will have several opportunities to receive feedback during the subject. The feedback provided will vary in form, purpose and in its degree of formality:
Formative feedback will be provided during the learning process, typically provided verbally by the tutor. It is the student’s responsibility to critically reflect on advice given and response accordingly, altering their approach taken to a given assessment. Formative feedback may also, on occasion, be provided by other students. It is delivered informally, either in conversation during a tutorial or in the course of discussion at the scale of the whole class. It is the student’s responsibility to record any feedback given during meetings or studio sessions.
Summative feedback is provided as markups and notations on all assessed work. It is published along with indicative grades online at UTS REVIEW. Summative feedback focuses on assessment outcomes. It is used to indicate how successfully a student has performed in terms of specific assessment criteria.
Content (topics)
Throughout the duration of the subject, students will be exposed to and engage with:
1. Building Information Modelling platforms, processes and interrelated tools.
2. Strategies for 3D modelling architecture, spatial environments and Architectural technologies.
3. Techniques to optimise computer renderings for efficiency and quality.
4. Automation of critical documentation systems of communication.
5. Computational thinking and methodologies.
Assessment
Assessment task 1: 3D Model Simple
| Intent: | This assessment provides students with a fundamental understanding of Building Information Modelling (BIM) software and processes of modelling and drawing production through the development of a relatively simple building. |
|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 1, 2, 4 and 5 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, C.1, C.2 and P.1 |
| Type: | Project |
| Groupwork: | Individual |
| Weight: | 40% |
Assessment task 2: 3D Model Complex
| Intent: | This assessment reinforces core BIM concepts and extends students’ knowledge through the development of a more complex, multi-storey residential building. |
|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 1, 2, 3 and 4 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.): I.3, P.2, P.3 and R.2 |
| Type: | Project |
| Groupwork: | Individual |
| Weight: | 60% |
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.
Recommended texts
Tedeschi, A. 2014, AAD Algorithms-Aided Design. Parametric strategies using Grasshopper, Le Penseur, Italy.
Menges, A & Ahlquist, S. 2011, Computational Design Thinking, John Wiley & Sons Ltd, United Kingdom.
Scheer, D.R. 2014, The Death of Drawing: Architecture in the Age of Simulation, Routledge, New York.
Lockhart, P. 2014, Measurement, Belknap Press, United States of America.
References
An extended list of hyperlinks to relevant websites will be provided throughout the tutorials.