Florian Holzer and Georges Fadel
This paper presents the design of a 3 degrees of freedom build platform for a Stereo‐lithography Apparatus machine (older model without Zephyr coating). The Pahl and Beitz…
Abstract
This paper presents the design of a 3 degrees of freedom build platform for a Stereo‐lithography Apparatus machine (older model without Zephyr coating). The Pahl and Beitz methodology is used to systematically design such a component. The various steps are illustrated and the final design described. The impetus for the research is the need to reduce layering errors in layer‐based machines. The final solution allows the platform to rotate along two axes and be elevated along the Z‐axis with minimal disruption to the present set‐up.
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This paper offers design cybernetics as a theoretical common ground to bridge diverging approaches to design as they frequently occur in collaborative design projects. Focusing on…
Abstract
Purpose
This paper offers design cybernetics as a theoretical common ground to bridge diverging approaches to design as they frequently occur in collaborative design projects. Focusing on the education of architects and structural engineers in China, the paper examines how compatible approaches to design can be established in both disciplines.
Design/methodology/approach
The paper analyses relevant literature as well as observations from Chinese practice and academia. Design cybernetics is introduced and examined as a basis for establishing shared narratives to support cross-disciplinary collaborations involving architects and structural engineers.
Findings
Design cybernetics offers a body of vocabulary and a rich resource of strategies to address applied designing across design-oriented disciplines such as architecture and science-based disciplines such as structural engineering. The meta perspective of design cybernetics also provides a basis for the implementation of pedagogy supporting cross-disciplinary collaboration in applied design.
Research limitations/implications
The scope of the paper is limited to the examination of the theoretical framing as well as the implementation of pedagogy in the cultural and geographical context of China.
Practical implications
The paper outlines several design cybernetic strategies for pedagogy in support of cross-disciplinary collaborative design processes and illustrates their implementation in applied design education.
Originality/value
Addressing a significant and persistent gap between the two disciplines of architecture and structural engineering in the context of Chinese building practice, this paper examines the particularities of this context and presents an educational approach to support cross-disciplinary collaboration that has value in and beyond the context of China.