An interactive applet and associated web page that provide step-by-step animated instructions on how to construct the incenter of a triangle. The animation can be run either continuously like a video, or single stepped to allow classroom discussion and thought between steps. Applet can be enlarged to full screen size for use with a classroom projector. This resource is a component of the Math Open Reference Interactive Geometry textbook project at http://www.mathopenref.com.

About Construction Contracting: Business and Legal Principles, 2nd edition by Stuart H. Bartholomew: Exceptionally practical and authoritative, this introduction to construction contracting as it applies to typical, every-day situations explains “theoretical” ideas in terms of what really happens in practice. It emphasizes the more common case law holdings and industry customs that help avoid troublesome legal issues during the completion of a project. - Provided by previous publisher.

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Table of Contents
1. Interface of the Law with the Construction Industry
2. Contract Formation, Privity of Contract, and Other Contract Relationships
3. The Prime Contract - An Overview
4. Prime Contract - Format and Major Components
5. Owner-Construction Contractor Prime Contract "Red Flag" Clauses
6. Labor Agreements
7. Purchase Order and Subcontract Agreements
8. Insurance Contracts
9. Surety Bonds
10. Joint-Venture Agreements
11. Bid and Proposals
12. Mistakes in Bids
13. Breach of Contract
14. Contract Changes
15. Differing Site Conditions
16. Delays, Suspensions, and Terminations
17. Liquidated Damages, Force Majeure, and Time Extensions
18. Allocating Responsibility for Delays
19. Constructive Acceleration
20. Common Rules of Contract Interpretation
21. Documentation and Records
22. Construction Contract Claims
23. Dispute Resolution

Published in 2002 as ISBN 1-13-091055-4 | Rights reverted to estate 2022 | Published by the Open Education Initiative of the University Libraries at Virginia Tech 2022 as ISBN 978-1-957213-20-0 under CC BY NC SA 4.0.

(c) Estate of Stuart H. Bartholomew. Released with permission by the University Libraries at Virginia Tech under Creative Commons Attribution NonCommercial- ShareAlike (CC BY NC-SA) 4.0 License. https://creativecommons.org/licenses/by-nc-sa/4.0/legalcode This material was previously published by Pearson Education, Inc.

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This class, required of all Master of Architecture students, presents a critical review of works, theories, and polemics in architecture in the aftermath of World War II. The aim is to present a historical understanding of the period, and to develop a meaningful framework to assess contemporary issues in architecture. Special attention will be paid to historiographic questions of how architects construe the terms of their “present.”

An interactive applet and associated web page that provide step-by-step instructions on how to copy a line segment using only a compass and straightedge. The animation can be run either continuously like a video, or single stepped to allow classroom discussion and thought between steps. Applet can be enlarged to full screen size for use with a classroom projector. This resource is a component of the Math Open Reference Interactive Geometry textbook project at http://www.mathopenref.com.

An interactive applet and associated web page that provide step-by-step instructions on how to divide a line segment into any number of equal parts, using only a compass and straightedge. The applet starts with a given line segment and ends with that segment divided into n parts. In the applet n=5, but the construction works for any n. The animation can be run either continuously like a video, or single stepped to allow classroom discussion and thought between steps. The text on the page has printable step-by-step instructions. Applet can be enlarged to full screen size for use with a classroom projector. This resource is a component of the Math Open Reference Interactive Geometry textbook project at http://www.mathopenref.com.

Students learn about the manufacturing phase of the engineering design process. They start by building prototypes, which is a special type of model used to test new design ideas. Students gain experience using a variety of simple building materials, such as foam core board, balsa wood, cardstock and hot glue. They present their prototypes to the class for user testing and create prototype iterations based on feedback. (Note: Conduct this activity in the context of a design project that students are working on; this activity is Step 5 in a series of six that guide students through the engineering design loop.)

The course considers the growing popularity of sustainability and its implications for the practice of engineering, particularly for the built environment. Two particular methodologies are featured: life cycle assessment (LCA) and Leadership in Energy and Environmental Design (LEED). The fundamentals of each approach will be presented. Specific topics covered include water and wastewater management, energy use, material selection, and construction.

This is an advanced subject in computer modeling and CAD CAM fabrication, with a focus on building large-scale prototypes and digital mock-ups within a classroom setting. Prototypes and mock-ups are developed with the aid of outside designers, consultants, and fabricators. Field trips and in-depth relationships with building fabricators demonstrate new methods for building design. The class analyzes complex shapes, shape relationships, and curved surfaces fabrication at a macro scale leading to new architectural languages, based on methods of construction.

This resources provides information about setting up a construction site dramatic play center. Resources, question prompts, literature recommendations, picture examples, and downloadable resources are included.

The aim of this course is to highlight some technical aspects of the classical tradition in architecture that have so far received only sporadic attention. It is well known that quantification has always been an essential component of classical design: proportional systems in particular have been keenly investigated. But the actual technical tools whereby quantitative precision was conceived, represented, transmitted, and implemented in pre-modern architecture remain mostly unexplored. By showing that a dialectical relationship between architectural theory and data-processing technologies was as crucial in the past as it is today, this course hopes to promote a more historically aware understanding of the current computer-induced transformations in architectural design.

1.464 examines the long term effects of information technology on business strategy in the real estate and construction industry. Considerations include: supply chain, allocation of risk, impact on contract obligations and security, trends toward consolidation, and the convergence of information transparency and personal effectiveness. Resources are drawn from the world of dot.com entrepreneurship and “old economy” responses.

The purpose of this lesson is to introduce students to the basic elements of our Earth's crust: rocks, soils and minerals. They learn how we categorize rocks, soils and minerals and how they are literally the foundation for our civilization. Students also explore how engineers use rocks, soils and minerals to create the buildings, roads, vehicles, electronics, chemicals, and other objects we use to enhance our lives.

When something is destroyed, does that actually help the economy by creating construction jobs? Do disasters like fires, floods, earthquakes, tornados, or tsunamis actually stimulate job growth? Only if people were planning to light their money on fire before having to spend it on reconstruction! This is what economists call the Broken Window Fallacy.

This course will focus on providing students with the tools needed to practice responsible architecture in a contemporary context. It will familiarize students with the materials currently used in responsible practice, as well as the material properties most relevant to assembly. The course will also introduce students to materials that are untested but hold promise for future usage. Finally, the course will challenge students to refine their understanding of responsible or sustainable design practice by looking at the evolution of those ideas within the field of architecture.

Building design strongly influences the quantity of heating, cooling and electricity needed during building operation. Therefore, a correct thermal design is essential to achieve low energy and low carbon buildings, with good indoor air quality.

This course will enable you to understand the basic principles of the energy chain: demand, supply and distribution; and how they relate to design principles for sustainable and energy-efficient buildings.

Second, you will discover what type of heat losses and gains take place in buildings’ operations. You will learn how to estimate these flows using simple meteorological data and construction properties. You will acquire knowledge on how to estimate heat transfer through construction, ventilation, solar radiation or caused by internal sources or heat storage in the construction.

Third, you will learn to make estimates of buildings’ energy needs on an hourly basis by using simple static energy balances: how much energy comes in and out and which air temperature is needed? When is there heating or cooling? How much electricity is needed?

Fourth, you will discover how to extend your estimates to yearly energy demand, which is essential to make sure that a building is energy efficient and to estimate energy savings and energy costs. You will then also be able to determine the size of the needed heating and cooling equipment (which determines the costs of equipment).

Finally, you will learn how to optimize building design and will be able to find out the optimal window size or the optimum insulation thickness for your building. You will know why putting windows on the south façade is not always energy-efficient. You will understand the thermal interactions between building components and be able to make informed decisions on how to increase the energy efficiency of new and existing buildings.

This course is part of the PCP Buildings as Sustainable Energy Systems. In the other courses in this program you can learn how to choose low carbon energy supply, how to create a comfortable indoor environment, and how to control and optimize HVAC systems.

In this course, you will discover the supply side of buildings’ energy chain.

The first step is to consider how to convert natural resources into the energy needed by buildings: what are the options to create heat, cold and electricity? You will learn about efficiency and use this concept to estimate building’s primary energy use and carbon emissions. This concept is widely used in many national and international policies and building regulations, and is essential to counteract climate change.

You will study the performances of single heating systems like electrical heating, gas, or renewables like biomass, solar boilers and geothermal heat, followed by single cooling systems like evaporative cooling and environmental cold.

We will also examine the systems that concurrently produce heat and cold. Do you know for instance that a heat pump and a cooling machine are identical devices? You will learn about the basic working principles of heat pumps and how to make sure they achieve high performance levels. After this course you will know how an Aquifer Thermal Storage makes smart use of the ground to deliver cold in summer and heat in winter.

Diverse electricity generation methods using turbines (wind, hydro), photovoltaics or hydrogen fuel cells will also be examined. You will learn how cogeneration of heat and power works and why this is important for the rational use of energy resources. You will also know why heat pumps are often combined with boilers or to which extent it is worth to invest in batteries for your solar panels.

By the end of the course you will be able to decide on how to combine energy conversion systems at building level in order to match buildings’ energy demand while keeping costs acceptable, using a minimum of natural resources and producing a minimum of carbon emissions.

This course is part of the program Buildings as Sustainable Energy Systems. In the other courses in this program you can learn how to design buildings with low energy demand, how to create a comfortable indoor environment, and how to control and optimize HVAC systems.

English for Construction Workers is intended as a free resource for those working in the construction industry. The activities have been designed for use in a classroom setting with a suitably qualified instructor.

This course uses scale models to design environments that orchestrate contrasting material properties and conventional constructional systems to create places that foster specific ways of inhabiting space. It also demonstrates how architecture differs from other forms of design. Intended for students to test aptitude for architectural design and to experience an unfamiliar mode of thought, it’s conducted in a studio format, with lectures on architectural theory and history, and structured for students with no previous experience in design.
Required of Architecture majors.

An interactive applet and associated web page that provide step-by-step instructions on how to find the center of a circle using only a compass and straightedge. The method used involves constructing the perpendicular bisectors of two random chords. The bisectors intersect at the center of the circle. The animation can be run either continuously like a video, or single stepped to allow classroom discussion and thought between steps. Applet can be enlarged to full screen size for use with a classroom projector. This resource is a component of the Math Open Reference Interactive Geometry textbook project at http://www.mathopenref.com.