Post on 10-Apr-2018
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TECHNICAL STUDIES
Student number: 10566721
DS04
PAVILION
- Concept o P3 project / Infuence on
concept o pavilion.
- One Dot Zero project summary
- Developing the concept- Anthropometric data
- Connection o cubes
- Computer render o system in use
- Laser Cutting / Folding methods
- Implementation o olding
Jason Bruge/ WINDWALL / P3- Concept behind Windwall
- Equipment
- Components
- Circuit boards / Setting up / Testing
- Building the Windwall
AEOLIAN TOWER
- SSL Workshop / Setting up
- Installation at the BFI
PROCESSING- Sotware/Processing
- Use in architecture
- Daniel Hirshmans Strays
- Jason Bruge / Veuve Clicquot
- Audrino board
- Use with processing
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Example o processing showing concept behind an
interactive design projectHere you can see that
this visual representa-
tion is or 1 person
(represented by the
grey circle as the
mouse cursor). When
you move the mouse/
grey circle across the
screen one part to an-
other a ripple eect is
created. This emulatesthe lights reaction to
one person moving
across the interative
panels.
This demonstration
shows the reaction
that is created when
two people are inront
o the panel. Much
like the reaction whenthere is one person a
ripple is created, but
here the second per-
sons ripple is created
horizontal creating a
cross-hatched reac-
tion.
This demonstration
shows the reaction
when three people
walk inront o the
panel. Based on where
the people move trails
o light ollow the
peoples movement
and create a diagonal
pattern.
Processing used in
architecture
Jason Bruge created a temporary interactive design at the Design Indaba in South Arica.
IThe piece was designed, built and installed in the main conerence area as an interactive
wall surace. The concept was a surace o light that responded as a person walked, initiat-
ing a moment o surprise. This allowed visitors to reconsider their movements and provide
a moment o pause and play in their journey that would normally be uninterrupted and
routine.
Design Indaba 2008
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Processing code:
Example o use with Arduino
The scope o processing and the amount o dierent things it has to
oer is pretty large. On the last page Daniel made a visual represen-
tation that showed his concept and was interactive. Processing alsoallows the user to (as shown to the let) control
The screenshot to the let show how to make an Arduino board turn
on and o an LED or one second. As you can see to the let the green
text allows the user to write an explanation without it becoming code.
This makes the code so much more approachable or a designer, i you
shared it to another person they could ollow what happens by the
description adjacent to the code.
This is one o a ew reasons why processing is used so much.
Above you can see in process-
ing the Arduino is listed
In the picture below you can
see the user connecting the
laptop to the arduino board to
upload the code to the proces-
sor on board.
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CONCEPT OF WINDWALL
DS04 Students 2D graphics
Processing - Grid
DS04 Students 2D graphics
A program will be written by
Daniel rom Jason Bruges that
divides the graphic in grids and
displays on the LED lights
Audrino board - process the program
into real time
Circuit boards powers and con-
veys data to the ans
Fans are placed equally on a grid that
is mounted on a rame made.
While the wind is generated the ans will
light up based upon the people inront,where the wind is generated and the peo-
ple inront (see picture the top picture)
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1 - Here you can see the tool tray that kept a lot o the pieces
that were to be soldered on to the chip boards.
2 - Screwdrivers and wooden boards were made or connect-
ing the two parts o the ans.
3 - Wire cutters were used to cut the connectors that are to be
connected to the an.
4 - Soldering k it and solder ready to solder the chip boards.
Also you can see the clamps used to hold the boards up
steadily as soldering requires both hands.
5 - Large clamps were used time to time
6 - Large ans not really used in construction, but to test theans on the grid once they were installed.
7 -Glue guns
8 - Fans need to be used when soldering as the umes are
toxic. Some o the soldering irons came with them attached.
Below is a Macbookpro which has processing on it.
EQUIPMENT USED
1 2
3
7
5
4
6 8
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COMPONENTS USED
1: Here you can see the boards used beore most o the components
were soldered on.
2: Picture o the boards with all the components soldered and work-
ing.
3: Here you can a pile o the an base pieces. This bit connects to an-
other part o the an Ive labelled here 4. This part is basically the bit that
connects the ans to the grid
4: This is the part with the motor and the LED are situated. Once a an is
placed on the motor-turning piece it will work once the wind is caught.
6: Here you can see the connectors that were to be placed on the ribbon
wires eatured in picture 7.
7: The ribbon wire had to be stripped at dierent intervals to reach all
the ans. The ribbons would support all the ans in a vertical row.
At the bottom would be the circuit boards eatured in picture 1.
These would then connect to the audrino boards.
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754
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SETTING UP THE CIRCUIT
BOARDS
Beore we started soldering the circuit boards that Daniel ordered we
had to practice on this board which had hundreds o holes that emu-
lated the soldering experience.
Here is a picture o me soldering the diodes to the practice board.
Once we were conortable and daniel had checked up on our solder-
ing we started soldering the chipboards that would deal with power-
ing up the ans.
This is a picture o the actual base chipboard that was used to con-
nect the ans to receive signals rom the audrino board and also to
power the ans.
Here is a picture o me soldering the diodes to the practice board.
Once we were conortable and daniel had checked up on our solder-
ing we started soldering the chipboards that would deal with power-
ing up the ans.
When soldering we had to make sure that ater each circuit board was
done that we checked each solder closely so that it doesnt circuit.
What this basically means is that in the check you had to look closely
to see i the solder touched other parts o the circuit, causing it not towork.
Here you can see that this part o the circuit board involved somebody
cutting up the diode pieces
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TESTING THE CIRCUIT
BOARDS
Chipboard createdTo check the boards ater they had been soldered with the components
in place it was important to test that they work, otherwise non op-
erational boards would be put onto the grid and a vertical line o ans
would not light up.
To do this Daniel wrote a simple test in processing. This test ment thati the circuit worked it would light up a special test panel which had a
series o LEDs. When the soldered board is placed within the test circuit
i all the solders are done correctly then the LEDs will light up, as you can
see in the bottom right picture.
Every circuit board needs to be checked beore being placed to avoid
any complications later.
Let to right:
I the circuit board
doesnt work however it
wont light up it shows
the circuit boards sol-
dering needs to be
checked and adjusted,
as shown in the let
picture.
I the circuit boards
work then the LEDs
light up, as shown in the
picture opposite.
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BUILDING THE WINDWALL
Here a student is connecting the base o the ans to the motors
Here is a picture o several students soldering the wire connectors to the
body o the an.
Connectors or the an and circuit boards are cut to size and pressed togeth-
er in a clamp.
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Here you can see the audrino con-
nected to the circuit-boards, connect-
ed to the ans via the wiring.
This is a very important picture as you
can see everything here working and
how they are connected.
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CONCEPT OF WIND/LIGHT
FANS AND AEOLIAN TOWERHere you can see several
pictures o the Wind Mall
ready or the One Dot Zeroevent.
Ater testing to see i it
was working it was given
the clearance ready to be
displayed.
Here you can see some o
the results I have captured
with my camera. In thepicture directly to the let
you can see the large an is
generating wind in the bot-
tom right part o the grid.
As a result only you can see
loose circle showing the
more intense part and the
lights dimmer where the
wind is less.
In the bottom pictures
you can see the grid being
displayed or a selective
audience showing dier-
ent patterns based on what
graphic was shown.
I have also shown pictures
o P3 or that evening, it
seems red was the colour o
choice.
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AEOLIAN TOWER /SSL WORKSHOP
Here are pictures o the tower that was to hold 1200+ wind-to-light ans outside o the BFI Southbank.
In the picture directly above you can see the base on which the tower was to be placed. The even distribution is
to ensure the tower doesnt all over in the wind or or whatever reason. In all the pictures above you can see a
spacerame type o construction is created to disperse the load o the tower. In the picturs above you can see
that the ramework is hend together at several positions.
In the top let you can see the holes on which the crane will attach to the tower to
pull it o the ground and descend it onto the base shown here.
The picture to the ar right shows the length o the tower to be erected. It is very
tall and will be higher than the bridge adjacent to the the BFI allowing multiple
views o the ans.
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Above you can see
the template ex-
ample. Unortunately
the mesh that was
delivered was the
wrong size as you
can see to the right,
thereore additional
to the work o con-
necting the ans to
the mesh we also had
to bend open holes
or them using pliars.
This small error made
the task so long and
caused the schedule
to change rom one
day work to two days
o work. Here you can see two o westminster students along with Jason Bruges people trying to work out and assemble the ans
to the mesh.
Once we arrived at the SSL workshop there was in excess o 800
ans ready to be made. Here is a box o the bottom part o the
ans that needed to be adjusted.
The wind guide on the back o the component was not need-
ed and needed to be cut o as they were to be placed against
mesh. To do this we used pre-cut holding slots and a scalpel.
Once all the wind guides were cut o we needed to connect that component
the propellor component with the base component. To do this we had to
screw open the top part, connect it with the bottom and screw it back in.
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AEOLIAN TOWERINSTALLATION AT THE BFI
From top let to bottom right:
The aeolian tower was sectioned o on site rom the
public and connected to the crane to lit.
Beore it was li ted the constructors connected the
crane to the tower, made sure it was sae and then
they started moving the tower across.
There was wheels attached to the bottom o the tower
so that the could move across the foor as the other
end was being lit up by the crane.
The constructors used a loosely built step/wall system
o wooden planks to stop the wheels, then cause the
tower to rise as the crane pulled it up. Once the crane
was now o the ground the workers started taking the
wheels o.
Once the wheels were o the workers kept an eye on
the bottom o the tower, guiding it physically i need-
ed with a connected piece o rope. I presume this was
also to stop it swaying.
From here the tower was moved into position with su-
pervisors keeping an eye on it rom the bridge above.
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Here you can see the same constructors about to connect
the base o the tower to the top.
Now that the tower is in place the workers make sure it slots
in properly
Here you can see the worker starting to tighting
Using the rope as a guide and slow movement rom the
crane driver the tower slowly descended into position.
Both constructors guide the bottom o the tower in place
and give eedback to the crane operator
Both workers screw the bolts in position to make sure that
the tower is secured. In the picture below to the let you can
see him hammering in a bolt to secure the two pieces.
To the right are two pictures o the crane and the tower.
In the rst one you can see a man has been ascended on a
platorm to disconnect the crane now it is in position. In the
second you can see tower is completely detached and the
crane is moving away.
CONCEPT OF WIND/LIGHT
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CONCEPT OF WIND/LIGHT
FANS AND AEOLIAN TOWER