Hasib Momand
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Barcode 1.0 - UPC barcode encoding system

The encoding system was given to students as the first set of rules through which to communicate information. For more info on UPC barcode, click here.
Barcode 1.0 - Final product

Each student needed to represent the following information through UPC barcode:
1. Identifier: gender of students, 0 for male and 1 for female,
2. Phone number,
3. Check digit to catch any printing errors.
Barcode 2.0 - 2 dimensional barcode translation to 3 dimensional site

At this phase, the two dimensional barcode was translated into a 3 dimensional site. The graphic on the left describes the process or algorithm of translation.
Physical model

Requirements for the physical model were 2-ply chip board, hand cut. The resulted model would become the site for Barcode 3.0.
Barcode 3.0 - Site intervention

Using the topographical information and projecting the location of nodes onto a 2 dimensional plane, features of the site like directionality was revealed that informed the design of the cantilever.
Structure manufacturing process

The support arms were made using lamination of two material to create non-planar forms. Laminated materials consisted of chipboard and basswood; held in form using thumb tacks overlaid onto planar map of nodes.
No-Glue joint

No joints in the structure could use glue in order to get students to think tectonically and experiment with the behaviour of materials relative to one another. The mechanical joint used here relies on piano wire to transfer load (egg) from the cantilever arms to the support arm.
Final design

Final design that was submitted. It held the egg properly for the duration of the critique (success!!) and 1 week after the project was done.

[Fall Semester 2010]
[Instructor: Peter Olshavsky]

Invented in 1952, the barcode has become an everyday sighting in the modern market place. Initially developed as a means to identify food items at checkout in a chain food store, its potential at larger scale quickly became obvious. Now used globally, this graphic has become a fixture to nearly all commerce. This phase of the project asked to take a set of data and represent that data graphically. An exercise that has been practised repeatedly since.

The barcode project was broken into 3 phases where each phase needed to build upon last.

Barcode 1.0: This phase of the project asked students to represent a set of information through the encoded 12-digit UPC system.

Barcode 2.0: This project will introduce to students the potential of the section to determine the formal identification of the whole - part to parcel. Students will be investigating the skill sets of sectional translation, aggregate contouring as a means of manifesting surface, and the use of basic parametric design principles in an analogue format. The 48 edges of the 24 black and white lines will be used as the location for each section.

Barcode 3.0: This last phase of the Barcode project will use the site created through a series of vertical planes and intervene with the site, using the constraints such as slopes, volumes and directionality. Students were asked to design a cantilevered structure that would be sited within the model. The composition of the structure must intentionally address the conditions of the site. Additionally, the structure must be placed such that it holds an egg cantilevered over a portion of the site. The position of the egg should be chosen based upon the analysis of the site. Joints may not use any glue.