COURSE

STUDY GUIDE
BUILDING
UTILITIES 2:
Electrical, electronics and
mechanical systems
College of Engineering and Architecture
 Course Study Guide Contents
Week No. Module Topic Page

1 Introduction to the Concept of “Design” 5

Introduction to Elements of Design focusing on

2 Visuals (lines, movement, space) 14

Introduction to Elements of Design focusing on

3 Forms 28

Editorial Office

Course Developer Ar. Freeli P. Berame

Content Experts
Language Editor
Design/Media Specialist

Flexible Learning Course Syllabus

 

2
College of Engineering and Architecture
 Flexible Learning Course Syllabus

College of Engineering and Architecture

Bachelor of Science in Architecture

Semester/Term: First Semester SY 2020-2021
I. Course Information
Course Code   AR 315 Course Electrical and mechanical systems in buildings - materials, equipment,
Description design installation and maintenance
Course Title Building Utilities 2: Electrical,
Electronics and Mechanical Systems
 
Prerequisite(s) Physics 2  Course 1. Realize the importance of electrical and mechanical systems
Learning as an essential utility system element in any building or
Outcomes structure, with the ultimate aim of providing for human
comfort and satisfaction.
Credit Unit 3 Units:
2. Acquire fundamental knowledge of the systems involved in
relation to the activities occurring within the confines of the
2 – Lecture (2 hours)
building in terms of indoor environment control with the
1 – Laboratory (3 hours)
power provided by electricity generating devices and
appurtenances.
3. Know the basic principles of these systems in terms of
function, application, operation and maintenance.
4. Converse effectively with allied professionals the common
engineering language associated with electrical and
mechanical systems.
II. Instructor's Information

Instructor Name Ar. Freeli P. Berame Corporate freeli_berame@uv.edu.ph 

  Email
Title: Full-time Faculty Phone 09778800072
 

III. Course Syllabus

Wee No. of Module Topic Intended Learning Learning Materials and Resources Mode of Assessment
k No. Hours Outcomes Instruction/ Task/
Delivery Tools Graded
Required Suggested Output

16 hours Electrical Systems  define the Lesson1. Course  Architecture Form,  Course Packet Design Plate
total Introduction to electricity importance and Module Space and Order, - Printed No. 1, 2, 3
and electrical systems; meaning of on Architectural by D.K. Ching (Design
4 hours electricity as an energy “Design” Design 1 –  Architecture is - Digital Concepts,
Self-directed sources and alternative  identify forms Introduction to Elementary, Visual  Remote Online Drawings and
learning & and shapes Design Thinking Through Tools Model)
12 hours Sub-topic 1: present in every College of Architectural - MS Teams
studio with Sources of energy, Design Engineering and Concepts: Winters,
1 assessment Definition of electrical  design a Architecture. Nathan B 1997 - Google
tasks terms and electrical units framework using University of the  Sample Images Classroom
the correct Visayas from internet & Meet
Sub-topic 2: design process
Ohm’s Law, Power
- Zoom
 Defend the
Formula design concepts
using design
statements and
design process
16 hours Formulation of Ideas,  Identify the use Lesson 2. Course  Architecture Form,  Course Packet Design Plate
total Problem Solving of Module Space and Order, - Printed No. 4, 5, 6
Activities and regular/everyday on Architectural by D.K. Ching (Design
4 hours Presentation of materials as Design 1 –  Architecture is - Digital Concepts,
Self-directed Solution elements of Introduction to Elementary, Visual  Remote Online Drawings and
learning & design Design Thinking Through Tools Model)
12 hours Sub-topic 1:  Manipulate forms College of Architectural - MS Teams
studio with Visual thinking and to achieve correct Engineering and Concepts: Winters,
assessment Graphic ideas; Design design outputs Architecture. Nathan B 1997 - Google
tasks Concepts  Apply the use of University of the  Sample Images Classroom
regular/everyday Visayas from internet & Meet
Sub-topic 2: materials in
Design Metaphors,
- Zoom
manipulating
2 Similes and Analogies; forms
Problem Identification,  Determine the
Understanding importance of
color, texture,
line, value,
shape, and other
design theories in
making a Design
 Defend the
design concepts
using design
statements and
design flows

3
 16 hours Elements of  Create a design Lesson 3. Course  Architecture Form,  Course Packet Design Plate
total Architecture element using Module Space and Order, - Printed No. 7, 8, 9
knowledge of on Architectural by D.K. Ching (Design
4 hours Sub-topic 1: previous Design 1 –  Architecture is - Digital Concepts,
Self-directed Introduction to Principles lessons/topics Introduction to Elementary, Visual  Remote Online Drawings and
learning & of Design, Order and  Defend the Design Thinking Through Tools Model)
12 hours ordering Elements design concepts College of Architectural - MS Teams
3 studio with using design Engineering and Concepts: inters,
assessment statements and Architecture. Nathan B 1997 - Google
tasks design flows. University of the  Sample Images Classroom
 Defend the Visayas from internet & Meet
design concepts - Zoom
using design
statements and
design flows
16 hours Geometry and Shapes;  Create a design Lesson 4. Course  Architecture Form,  Course Packet Design Plate
total Scale, Size, Proportion concept applying Module Space and Order, - Printed No. 10, 11, 12
and Optical Weight geometrical on Architectural by D.K. Ching (Design
4 hours shapes Design 1 –  Architecture is - Digital Concepts,
Self-directed Sub-topic 1:  Determine the Introduction to Elementary, Visual  Remote Online Drawings and
learning & Repetition, Rhythm, importance of Design Thinking Through Tools Model)
12 hours Balance, Symmetry, scale, size and College of Architectural - MS Teams
studio with Harmony and Pattern proportion in Engineering and Concepts: Winters,
assessment every design Architecture. Nathan B 1997 - Google
tasks  Apply repetition, University of the  Sample Images Classroom
4
rhythm, balance, Visayas from internet & Meet
symmetry, - Zoom
harmony and
pattern in making
design
 Defend the
design concepts
using design
statements and
design flows
IV-A. Points for Graded Output IV-B. Grade Equivalent Based on Points Earned
Course Week Module Topic Output Points Points Earned Grade
1-2 Design Plate 100 97%-100% 1.00
94%-96% 1.25

2-3 Design Plate 100 90%-93% 1.50

86%-89% 1.75

3-4 Design Plate 100 82%-85% 2.00

78%-81% 2.25

71%-73% 2.75

Total 300 70% 3.00

69% below 5.00
INC is given if the final grade is 2.5 or better but missing any two of the course requirements listed above. INC should be complied within 365 days immediately after the close of
the Semester.

V. Approval
Prepared by Reviewed by Approved by
 
AR. FREELI P. BERAME DR. AILEEN B. CATACUTAN AR. ADELINE C. LAURON 
Instructor Program Chair   Librarian Dean

4
Lesson 1
INTRODUCTION TO THE
CONCEPT OF “DESIGN”

Google Image

At the end of the lesson, the student should be able to:

1. define the importance and meaning of “Design”

2. identify forms and shapes present in every Design
3. design a framework using the correct design process
4. Defend the design concepts using design statements and design process

5
 College ENGINEERING AND ARCHITECTURE 

Program B.S. in ARCHITECTURE 

ARCHITECTURAL DESIGN 1
Course Code

Course Title AR 0110

2 Units:
Credit Unit 1 – Lecture (1 hour)
1 – Studio (3 hours)
Lesson 1 WEEK 1- 4 

Module Topic Introduction to the concept of “DESIGN”

At the end of the lesson, the student should be able to:define the importance and meaning of
“Design”
Intended Learning 1. Define the importance and meaning of “Design”
Outcomes 2. Identify visual elements and forms in every Design
3. Design a framework using the correct design process
1. Defend the design concepts using design statements and design process
Number of Hours 16 hours total (4 hours Self-directed Learning & 12 hours Studio with Assessment Tasks)
1. What is Design in relation to Architecture?
2. What is the purpose of Design in the field of Architecture?
Study Questions
3. How important are visual elements and forms in design?
4. How to present your design?
Required Suggested
 Architecture Form, Space and Order, by D.K. Ching
Lesson 1. Course Module on Architectural  Architecture is Elementary, Visual Thinking Through
Design 1 – Introduction to Design. College of Architectural Concepts: Winters, Nathan B 1997
Engineering and Architecture. University of  Sample Images from internet
Learning Resources the Visayas

Learning Activity
1. Student shall study and learn Lesson 1 on Introduction to the concept of “DESIGN” and its
subtopics. Student may refer to the suggested and other recommended learning materials
indicated in this Course Study Guide as additional reading resources.
2. After studying and learning the topics in Lesson 1, the student shall make Assessment Task 1, 2,
and 3 found in every interval of topics.

1. Written Design Concepts

Required Output 2. Design Drawings
3. Design Models

1. Design Plate No. 1

Assessment Tasks
2. Design Plate No. 2
3. Design Plate No. 3
Assessment Tool Architectural Design Assessment Rubric

Target Competency Creativity & Innovation, Critical & Analytical Thinking, Effective Communication

Prepared by: Reviewed by: Approved for use:

AR. FREELI P. BERAME AR. ADELINE C. LAURON AR. ADELINE C. LAURON

Faculty Program Coordinator Dean

6
INTRODUCTION

Architecture is generally conceived-designed-and realized-built-In response to an existing set

of conditions. These conditions may be purely functional in nature, or they may also reflect in
varying degrees the social. political, and economic climate. In any case, It Is assumed that the
existing set of conditions-the problem-ls less than satisfactory and that a new set of
conditions-a solution-would be desirable. The act of creating architecture, then, is a problem-
solving or design process.

The initial phase of any design process is the recognition of a problematic condition and the
decision to find a solution to it. Design is above all a willful act, a purposeful endeavor. A
designer must first document the existing conditions of a problem, define its context, and
collect relevant data to be assimilated and analyzed. This is the critical phase of the design
process since the nature of a solution is Inexorably related to how a problem is perceived,
defined, and articulated. Piet Hein. the noted Danish poet and scientist puts it this way: "Art is
solving problems that cannot be formulated before they have been solved. The shaping of the
question is part of the answer.

Designers inevitably and instinctively prefigure solutions to the problems they are confronted
with, but the depth and range of their design vocabulary Influence both their perception of a
question and the shaping of Its answer. If one's understanding of a design language is limited,
then the range of possible solutions to a problem will also be limited. This book focuses,
therefore, on broadening and enriching a vocabulary of design through the study of its
essential elements and principles and the exploration of a wide array of solutions to
architectural problems developed over the course of human history.

As an art, architecture is more than satisfying the purely functional requirements ofa building
program. Fundamentally, the physical manifestations of architecture accommodate human
activity. However, the arrangement and ordering of forms and spaces also determine how
architecture might promote endeavors, elicit responses, and communicate meaning. So, while
this study focuses on formal and spatial ideas, it is not intended to diminish the importance of
the social, political. or economic aspects of architecture. Form and space are presented not as
ends in themselves but as means to solve a problem in response to conditions of function,
purpose, and context-that is, architecturally.

The analogy may be made that one must know and understand the alphabet before words can
be formed and a vocabulary developed; one must understand the rules of grammar and
syntax before sentences can be constructed; one must understand the principles of
composition before essays. novels, and the like can be written. Once these elements are
understood, one can write poignantly or with force, call for peace or incite to riot, comment on
trivia or speak with insight and meaning. In a similar way, it might be appropriate to be able
to recognize the basic elements of form and space and understand how they can be
manipulated and organized in the development of a design concept, before addressing the
more vital issue of meaning in architecture.

7
In order to place this study in proper context, the following Is an overview of the basic elements,
systems, and orders that constitute a work of architecture. All of these constituents can be perceived
and experienced. Some may be readily apparent while others are more obscure to our Intellect and
senses. Some may dominate while others play a secondary role in a building's organization. Some
may convey images and meaning while others serve as qualifiers or modifiers of these messages.

In all cases, however, these elements and systems should be interrelated to form an integrated whole
having a unifying or coherent structure. Architectural order is created when the organization of parts
makes visible their relationships to each other and the structure as a whole. When these relationships
are perceived as mutually reinforcing and contributing to the singular nature of the whole, then a
conceptual order exists-an order that may well be more enduring than transient perceptual visions.

Assessment Task

Design Plate No. 1

General Instruction: Use one piece A3 size or half-cut (crosswise) cartolina paper for Task 1 and 2.
Task 1 will be written in a well-formatted way and apply lettering as much as possible. Arrange the
task 1, 2, and 3 as to present it aesthetically.

1. WRITTEN DESIGN CONCEPT

Directions:

Compose a title for your concept.

Using any existing object as sample base form, design a new form and write the Design Concept in
essay form (minimum of 200 words). Discuss in the concept why you chose the object as base form
and the design process on how you arrived with the final form.

2. DESIGN DRAWING

8
 Directions:

Express your Design Concept and Design flow through freehand drawing.

3. DESIGN MODEL

Directions:

Make a miniature model of your final Design. Reusable materials must be considered. Materials to be
used depends on your model composition:

- Illustration board, cardboard, unused folders

- Joining tools (Glue, masking tape, adhesives)
- Wood sticks
- Reusable Materials (plastics, etc.)
- Cutting tools

Architectural Design Assessment Rubric

NOTE: This rubric will be rated by your Instructor only!

Inadequate Adequate Accomplished Mastery Points

1 pt 2 pts 3 pts 4 pts
Design Solution
Does not attempt or is Fundamentally sound Interesting design solution Compelling design solution
Originate unable to complete design solution with showing consistently showing highly original
successful design design solutions. moderately creative use creative development of creative development of
solutions to Unsuccessful design of concept, fundamentally concept, original concept, innovative
fundamental solution due to lack of appropriate technique, development of technique application of techniques and
architectural creative use of concept, and adequate application and original application of exemplary use of principles.
problems by limited exploration of of principles. Solution principles. Solution shows Solution shows rigorous /40
integrating technique and/or shows some effort to ongoing creative inquiry creative inquiry and
concepts, application of principles. challenge creative and exploration of design investigation throughout
formal/visual Little effort to challenge boundaries with limited or potential with largely design process with highly
principles and creative boundaries uneven success. effective results. successful results.
techniques. resulting in obvious or
poorly developed
solution
1 pt 2 pts 3 pts 4 pts
Formal and
Spatial Principle Does not attempt or is Basic functional Clear understanding of Advanced understanding of
unable to complete understanding of experimental quality of experimental quality of
Demonstrate design solutions. Limited experimental quality of architectural form and architectural form and space
fundamental understanding of architectural form and space resulting in resulting in exemplary
understanding experimental quality of space resulting in successful architectural architectural solutions.
and application of architectural form and fundamentally sound solutions. Minor problems Effective use of scale,
architectural space resulting in largely architectural solutions. with scale, materiality, materiality, sequence, /20
formal + spatial unsuccessful Moderate problems with sequence, circulation, circulation, enclosure and
principles as they architectural solutions. scale, materiality, enclosure and or visual visual perception.
relate to human Significant problems sequence, circulation, perception.
experience. with scale, materiality, enclosure and or visual
sequence, circulation, perception.
enclosure or visual

9
 perception.
1 pt 2 pts 3 pts 4 pts
Design Process
Does not attempt or is Consistent levels of High levels of critical Excellent levels of critical
Demonstrate a unable to complete critical iterative iterative production iterative production resulting
rigorous design critical iterative production resulting in a resulting in a mostly in a highly successful,
process through production. Inconsistent basic design development successful, thorough comprehensive design
critical iterative levels of critical iterative process. Regularly meets design development development process.
production. production resulting in a daily progress, process. Consistently Reliably fulfills and exceeds
flawed and uneven attendance and meets all daily progress, all daily progress, attendance /20
design development participation attendance and and participation
process. Regularly fails requirements. Usually participation requirements. requirements. Unfailingly
to meet daily progress, shows evidence of critical Consistently shows shows evidence of self-
attendance and response through basic evidence of critical disciplined critical response
participation level of continued response through regular through sustained, relevant
requirements. Does not research, sketchbook research, sketchbook research, rigorous
document or respond to documentation and documentation and sketchbook use and
critical input from class iterative design iterative design exemplary iterative design
presentations in design development. development. development.
iterations.
1 pt 2 pts 3 pts 4 pts
Communication
Does not attempt or is Basic competence in Advanced achievement in Exemplary presentation in
Communicate unable to complete presentation materials presentation materials materials and verbal
design solutions design solutions. and techniques resulting resulting in successful presentation resulting in
effectively using Significant problems in an acceptable level of design communication of highly effective design
architectural with presentation design communication of systematic consistency. communication of clarity,
presentation materials and/or general completeness. Presentation materials detail and precision.
materials and techniques resulting in Presentation materials comprehensive, detailed Presentation materials at /20
techniques. unsuccessful level of showing basic elements and well organized with portfolio quality suitable for
design communication. of design organized and minimal minor errors and transfer. No errors or
Major errors, omissions, comprehensible. No requiring no further omissions. Verbal
consistency or quality major errors, omissions, explanation. Verbal communication highly
problems in drawings, consistency or quality communication well effective resulting in
process and models. problems in drawings, planned and executed and advanced discussion of
Poor verbal process or models. Verbal effective resulting in design solution.
communication communication further discussion of design
inhibiting discussion understandable resulting solution.
beyond rudimentary in basic discussion of
level. design solution.
TOTAL /100

Introduction to Elements of Design focusing on

Visuals (lines, movement, space)

PRIMARY ELEMENTS

"All pictorial form begins with the point that sets itself in motion ...
The point moves ... and the line comes into being-the first dimension.
If the line shifts to form a plane, we obtain a two-dimensional element.
In the movement from plane to spaces. the clash of planes gives rise to
body {three-dimensional) ... A summary of the kinetic energies
which move the point into a line, the line into a plane,
and the plane into a spatial dimension."

Paul Klee
The lhlnk1119 Eye: The Notebooks of Paul Klee planndesign.com

(English translation)
1961

10
This opening chapter presents the primary elements of form in the order of their growth
from the point to a one-dimensional line. from the line toa two-dimensional plane, and from
the plane to a three-dimensional volume. Each element Is first considered as a conceptual
element, then as a visual element in the vocabulary of architectural design.

As conceptual elements, the point. line, plane, and volume are not visible except to the
mind's eye. While they do not actually exist, we nevertheless feel their presence. We can
sense a polo.at the meeting of two lines, a line marking the contour of a plane. a plane
enclosing a volume. and the volume of an object that occupies space.

When made visible to the eye on paper or in three-dimensional space, these elements
become form with characteristics of substance, shape, size, color, and texture. As we
experience these forms in our environment, we should be able to perceive in their structure
the existence of the primary elements of point, line, plane, and volume.

11
POINT

POINT ELEMENTS

12
TWO POINTS

LINE

13
LINEAR ELEMENTS

Assessment Task

Design Plate No. 2

General Instruction: Use one piece A3 size or half-cut (crosswise) cartolina paper for Task 1 and 2.
Task 1 will be written in a well-formatted way and apply lettering as much as possible. Arrange the
task 1, 2, and 3 as to present it aesthetically.

1. WRITTEN DESIGN CONCEPT

Directions:

Compose a title for your concept.

Using raw Spaghetti Pasta sticks as key material, design a new form expressing your learning and
comprehension of lines and its potential uses in design.

Write the Design Concept in essay form (minimum of 200 words). Discuss in the concept the design
process on how you arrived with the final form.

14
 2. DESIGN DRAWING

Directions:

Express your Design Concept and Design flow through freehand drawing.

3. DESIGN MODEL

Directions:

Make a miniature model of your final Design. Materials to be used is limited only with the key
material:

- Raw Spaghetti Pasta Sticks

- Illustration board, cardboard, unused folders as base of model
- Joining tools (Glue, masking tape, adhesives)
- Cutting tools

Architectural Design Assessment Rubric

NOTE: This rubric will be rated by your Instructor only!

Inadequate Adequate Accomplished Mastery Points

1 pt 2 pts 3 pts 4 pts
Design Solution
Does not attempt or is Fundamentally sound Interesting design solution Compelling design solution
Originate unable to complete design solution with showing consistently showing highly original
successful design design solutions. moderately creative use creative development of creative development of
solutions to Unsuccessful design of concept, fundamentally concept, original concept, innovative
fundamental solution due to lack of appropriate technique, development of technique application of techniques and
architectural creative use of concept, and adequate application and original application of exemplary use of principles.
problems by limited exploration of of principles. Solution principles. Solution shows Solution shows rigorous /40
integrating technique and/or shows some effort to ongoing creative inquiry creative inquiry and
concepts, application of principles. challenge creative and exploration of design investigation throughout
formal/visual Little effort to challenge boundaries with limited or potential with largely design process with highly
principles and creative boundaries uneven success. effective results. successful results.
techniques. resulting in obvious or
poorly developed
solution
1 pt 2 pts 3 pts 4 pts
Formal and
Spatial Principle Does not attempt or is Basic functional Clear understanding of Advanced understanding of
unable to complete understanding of experimental quality of experimental quality of
Demonstrate design solutions. Limited experimental quality of architectural form and architectural form and space
fundamental understanding of architectural form and space resulting in resulting in exemplary
understanding experimental quality of space resulting in successful architectural architectural solutions.
and application of architectural form and fundamentally sound solutions. Minor problems Effective use of scale,
architectural space resulting in largely architectural solutions. with scale, materiality, materiality, sequence, /20
formal + spatial unsuccessful Moderate problems with sequence, circulation, circulation, enclosure and
principles as they architectural solutions. scale, materiality, enclosure and or visual visual perception.

15
relate to human Significant problems sequence, circulation, perception.
experience. with scale, materiality, enclosure and or visual
sequence, circulation, perception.
enclosure or visual
perception.
1 pt 2 pts 3 pts 4 pts
Design Process
Does not attempt or is Consistent levels of High levels of critical Excellent levels of critical
Demonstrate a unable to complete critical iterative iterative production iterative production resulting
rigorous design critical iterative production resulting in a resulting in a mostly in a highly successful,
process through production. Inconsistent basic design development successful, thorough comprehensive design
critical iterative levels of critical iterative process. Regularly meets design development development process.
production. production resulting in a daily progress, process. Consistently Reliably fulfills and exceeds
flawed and uneven attendance and meets all daily progress, all daily progress, attendance /20
design development participation attendance and and participation
process. Regularly fails requirements. Usually participation requirements. requirements. Unfailingly
to meet daily progress, shows evidence of critical Consistently shows shows evidence of self-
attendance and response through basic evidence of critical disciplined critical response
participation level of continued response through regular through sustained, relevant
requirements. Does not research, sketchbook research, sketchbook research, rigorous
document or respond to documentation and documentation and sketchbook use and
critical input from class iterative design iterative design exemplary iterative design
presentations in design development. development. development.
iterations.
1 pt 2 pts 3 pts 4 pts
Communication
Does not attempt or is Basic competence in Advanced achievement in Exemplary presentation in
Communicate unable to complete presentation materials presentation materials materials and verbal
design solutions design solutions. and techniques resulting resulting in successful presentation resulting in
effectively using Significant problems in an acceptable level of design communication of highly effective design
architectural with presentation design communication of systematic consistency. communication of clarity,
presentation materials and/or general completeness. Presentation materials detail and precision.
materials and techniques resulting in Presentation materials comprehensive, detailed Presentation materials at /20
techniques. unsuccessful level of showing basic elements and well organized with portfolio quality suitable for
design communication. of design organized and minimal minor errors and transfer. No errors or
Major errors, omissions, comprehensible. No requiring no further omissions. Verbal
consistency or quality major errors, omissions, explanation. Verbal communication highly
problems in drawings, consistency or quality communication well effective resulting in
process and models. problems in drawings, planned and executed and advanced discussion of
Poor verbal process or models. Verbal effective resulting in design solution.
communication communication further discussion of design
inhibiting discussion understandable resulting solution.
beyond rudimentary in basic discussion of
level. design solution.
TOTAL /100

Introduction to Elements of Design focusing on

Forms
FROM LINE TO PLANE

Google.com

16
PLANE

PLANAR ELEMENTS

VOLUME

VOLUMETIC ELEMENTS

Assessment Task

Design Plate No. 3

17
 General Instruction: Use one piece A3 size or half-cut (crosswise) cartolina paper for Task 1 and 2.
Task 1 will be written in a well-formatted way and apply lettering as much as possible. Arrange the
task 1, 2, and 3 as to present it aesthetically.

1. WRITTEN DESIGN CONCEPT

Directions:

Compose a title for your concept.

Design a new form expressing your learning and comprehension of Planes and its potential uses in
design. Use thick paper or any flat surface objects as key materials.

Write the Design Concept in essay form (minimum of 200 words). Discuss in the concept the design
process on how you arrived with the final form.

2. DESIGN DRAWING

Directions:

Express your Design Concept and Design flow through freehand drawing.

3. DESIGN MODEL

Directions:

Make a miniature model of your final Design. Materials to be used is limited only with the key
material:

- Illustration board, cardboard, versa board or any thick flat surface material
- Joining tools (Glue, masking tape, adhesives)
- Cutting tools

Architectural Design Assessment Rubric

NOTE: This rubric will be rated by your Instructor only!

Inadequate Adequate Accomplished Mastery Points

18
 1 pt 2 pts 3 pts 4 pts
Design Solution
Does not attempt or is Fundamentally sound Interesting design solution Compelling design solution
Originate unable to complete design solution with showing consistently showing highly original
successful design design solutions. moderately creative use creative development of creative development of
solutions to Unsuccessful design of concept, fundamentally concept, original concept, innovative
fundamental solution due to lack of appropriate technique, development of technique application of techniques and
architectural creative use of concept, and adequate application and original application of exemplary use of principles.
problems by limited exploration of of principles. Solution principles. Solution shows Solution shows rigorous /40
integrating technique and/or shows some effort to ongoing creative inquiry creative inquiry and
concepts, application of principles. challenge creative and exploration of design investigation throughout
formal/visual Little effort to challenge boundaries with limited or potential with largely design process with highly
principles and creative boundaries uneven success. effective results. successful results.
techniques. resulting in obvious or
poorly developed
solution
1 pt 2 pts 3 pts 4 pts
Formal and
Spatial Principle Does not attempt or is Basic functional Clear understanding of Advanced understanding of
unable to complete understanding of experimental quality of experimental quality of
Demonstrate design solutions. Limited experimental quality of architectural form and architectural form and space
fundamental understanding of architectural form and space resulting in resulting in exemplary
understanding experimental quality of space resulting in successful architectural architectural solutions.
and application of architectural form and fundamentally sound solutions. Minor problems Effective use of scale,
architectural space resulting in largely architectural solutions. with scale, materiality, materiality, sequence, /20
formal + spatial unsuccessful Moderate problems with sequence, circulation, circulation, enclosure and
principles as they architectural solutions. scale, materiality, enclosure and or visual visual perception.
relate to human Significant problems sequence, circulation, perception.
experience. with scale, materiality, enclosure and or visual
sequence, circulation, perception.
enclosure or visual
perception.
1 pt 2 pts 3 pts 4 pts
Design Process
Does not attempt or is Consistent levels of High levels of critical Excellent levels of critical
unable to complete critical iterative iterative production iterative production resulting
critical iterative production resulting in a resulting in a mostly in a highly successful,
production. Inconsistent basic design development successful, thorough comprehensive design
levels of critical iterative process. Regularly meets design development development process.
production resulting in a daily progress, process. Consistently Reliably fulfills and exceeds
flawed and uneven attendance and meets all daily progress, all daily progress, attendance
design development participation attendance and and participation
process. Regularly fails requirements. Usually participation requirements. requirements. Unfailingly
to meet daily progress, shows evidence of critical Consistently shows shows evidence of self-
attendance and response through basic evidence of critical disciplined critical response
participation level of continued response through regular through sustained, relevant
requirements. Does not research, sketchbook research, sketchbook research, rigorous
document or respond to documentation and documentation and sketchbook use and
critical input from class iterative design iterative design exemplary iterative design
presentations in design development. development. development.
iterations.
1 pt 2 pts 3 pts 4 pts
Communication
Does not attempt or is Basic competence in Advanced achievement in Exemplary presentation in
Communicate unable to complete presentation materials presentation materials materials and verbal
design solutions design solutions. and techniques resulting resulting in successful presentation resulting in
effectively using Significant problems in an acceptable level of design communication of highly effective design
architectural with presentation design communication of systematic consistency. communication of clarity,
presentation materials and/or general completeness. Presentation materials detail and precision.
materials and techniques resulting in Presentation materials comprehensive, detailed Presentation materials at /20
techniques. unsuccessful level of showing basic elements and well organized with portfolio quality suitable for
design communication. of design organized and minimal minor errors and transfer. No errors or
Major errors, omissions, comprehensible. No requiring no further omissions. Verbal
consistency or quality major errors, omissions, explanation. Verbal communication highly
problems in drawings, consistency or quality communication well effective resulting in
process and models. problems in drawings, planned and executed and advanced discussion of
Poor verbal process or models. Verbal effective resulting in design solution.
communication communication further discussion of design
inhibiting discussion understandable resulting solution.
beyond rudimentary in basic discussion of
level. design solution.
TOTAL /100

19