An Interactive Re-learning on Brick Arches Related to Building Technology Courses

Abstract

Arches, vaults, and domes are among the most fundamental forms used since antiquity. Gothic and classical Ottoman architecture were milestones in structural elegance and material efficiency. In the modern period and afterward, a design approach based on chain curve theory created the most efficient forms for curvilinear structures, such as shells and bridges. As this method is digitized, historical forms are being customized to novel materials. However, in many current buildings, form, and material are not harmonized, which contradicts the principles of efficiency and sustainability. In this study, the problem is addressed to the increasing theoretical focus of building technology courses in architecture. At the same time, practices are limited to calculation and analysis, and basic approaches such as intuition and practice are neglected. In the study, three different arch models have been designed, executed, loaded, and tested according to chain curve theory and construction principles. This process has been managed collaboratively by the professor and students, aiming to achieve a learning and teaching experience in line with the philosophy of lifelong learning, learning to learn, and co-education.
Firstly, the arch designs with chain curve have been elaborated. Then, the structural effectiveness of some arch types common in Türkiye have been compared according to their ability to conceal the chain curve within the minimum cross-section. Afterward, the same span of three round arches with different forms, sizes, and construction characteristics have been designed. These three arches have been executed in 1/3 scale brick with different brickwork and mortar qualities. After finishing the execution, molds have been removed by burning or wetting. Finally, the models have been loaded with clay bags (static) and stepping (dynamic) on them. Collapse morphology of the arches have been observed, and their compatibility with the chain curve has been evaluated. Consequently, the first arch collapsed because of the sliding of the bottom and lack of tie-rod and buttress. In contrast, the second arch collapsed because of the detachment of the mortars due to the lower-positioned tie-rod and the cascading of the brickwork at the bottom.
The following findings have been achieved from the executions:
• Regarding form, a cascading arch and its keystone raised following the chain curve, with an adequate third dimension, is appropriate and efficient.
• Regarding style, among the classical arches, five-centered and pointed arches are the most effective, while the shouldered arch is the weakest.
• Regarding construction, qualified materials and methodical brickwork are required for a tie-rod positioned where the chain curve approaches the arch line and is connected with a vertical element against shear force.
As a result of intuition, observation, construction, and loading, the student group (Izu), who executed the arches, have been given surveys about the impact of mold, brickwork, mortar, tie-rod, and chain curve on the quality and structural behavior of the arch models. The survey results have been compared with scientific findings to test the learning level. The process has been lectured to 174 students at another university (Samsacu) who had taken the course from the same professor, and the same survey has been conducted. With the data collected, the accuracy of the questionnaire has been improved, and a comparison and evaluation of learning has been realized by obtaining different opinions from a non-executor group. According to the average of the answers, it has been certified that 1 out of 3 students in Samsacu and more than half in the Izu gave a correct and specific explanation. For the main factor that destructed the first arch, 3 out of 5 from the Izu and 1 out of 5 from the Samsacu, respectively, and approximately; for the second arch, both groups gave similarly correct and specific answers (30% and 25%). The low accuracy rate in the practicing group has been attributed to the fact that the destruction of this carefully erected arch was sudden and unexpected; therefore, the behavior could not be observed. It has been concluded that those who did not witness the practice. However, they followed the process enthusiastically and could not understand what they had learnt because they were away from physical contact.
As a result, the following outcomes have been obtained in the study:
• Interactively creating a model accelerates learning and mobilizes students for learning to learn.
• Facilities of the university and the social potential of student clubs alleviate the time and energy demands of such practices.
• Cooperate with sponsoring companies to supply the necessary equipment to minimize costs and offer students internships and job opportunities.
• By findings and models, course materials can be enhanced, and future students can benefit from this experience.
It is hoped that this study will contribute to the developing traditional and innovative models with different forms and constructions and strengthening the practical aspect of architectural education.