Tuğla Kemerler Üzerinden Yapı Bilgisi Dersleriyle İlgili Etkileşimli Bir Yeniden Öğrenme

Abstract

Geçmişten günümüze yaygın kullanılan yapı bileşenlerinden kemer ve türevlerinin form, üslup ve yapım açısından değişkenlik göstermekte olup taşıyıcı etkinliği zincir eğrisi kuramına göre belirlenebilmektedir. Günümüzde bu kuramın dijital ortama aktarılması, yenilikçi kabuk ve köprülerin tasarımı için itici bir güç olmuştur. Öte yandan, birtakım yeni yapılar kemer ve kubbelerin biçim diline uymayan malzemelere büründürülmektedir ki, savurganlığa yol açıp verimlilik ve sürdürülebilirlik ilkeleriyle çatışmaktadır. Bu sorun, bu çalışmada mimarlıkta yapı bilgisi derslerinin kuramsal ağırlığının artması, uygulamaların ise sezgi ve deneyim gibi temel yaklaşımlardan uzaklaşarak hesaplama ve çözümlemeye indirgenmesi üzerinden tanımlandı. Çalışmada, yapı bilgisi derslerini destekler nitelikte düzenlenen çalıştaylar yardımıyla, zincir eğrisi kuramına uygun birtakım kemeri tasarlamak, uygulamak ve sınamak üzere, etkileşimli bir öğrenim deneyiminin sağlanması ve ölçülmesi amaçlanmaktadır. Öncelikle, yaygın rastlanan kemer tipleri, üsluplarından ödün vermemek koşuluyla, zincir eğrisi kuramına göre idealleştirildi. Ardından, birbirinden ayrı boyut, biçim ve yapım niteliklerini taşıyan üç kemer tasarlanıp üretildi. Bu kemerler sabit ve hareketli yüklerle sınandı. Yükleme sonucunda, her iki kemerin yapısal davranışının zincir eğrisi kuramıyla uyumu doğrulanıp ilk kemerin dayanak veya gergi eksikliği, ikinci kemerin ise kemerin örgüsü ve gerginin konumu nedeniyle çöktüğü saptandı. Üçüncü kemer ise bir ders gereci olarak saklandı. Ardından, öğrenim düzeyini ölçmek adına, uygulamayı deneyimleyen öğrencilere ve bu sürecin anlatıldığı bir başka üniversitenin öğrencilerine sınavlar (anket) düzenlendi ve sonuçlar karşılaştırıldı. Sonuç olarak, konu bağlamında öğrenmenin soyut da olsa hareketli bir model; tam bir öğrenmenin ise etkileşimli bir şekilde, somut modeller üzerinden sağlanacağı kanısına varıldı. Edinilen bulguların, değişik form ve yapım özelliklerini taşıyan geleneksel ve yenilikçi model denemelerine katkıda bulunması umulmaktadır.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 harmonised, 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 rupes 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: and efficient. Regarding form, a cascading arch and its keystone raised following the chain curve, with an adequate third dimension, is appropriate weakest Regarding style, among the classical arches, five-centered and pointed arches are the most effective, while the shouldered arch is the 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 resultz 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 realised by obtaining different opinions from a non-executor group. According to the average of the answers, it has been certified that I out of 3 students in Samsacu and more than half in the Isu gave a correct and specific explanation. For the main factor that destructed the first arch, 3 out of 5 from the Izu and I 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. opportunities. Cooperate with sponsoring companies to supply the necessary equipment to minimize costs and offer students internships and job 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.