Strength grading of sawn timber in Europe: an explanation for engineers and researchers.

This paper is a concise explanation of the normative background to strength grading in Europe, addressing important aspects that are commonly misunderstood by structural engineers and timber researchers. It also highlights changes that are being made to the standards to: incorporate requirements of the construction products regulations; add improvements to the system to accommodate the latest knowledge and technology; and widen the application of the standards. Where designs need to be optimised, there is an opportunity to use the system more intelligently, in combination with the latest technology, to better fit design values to the true properties of the timber resource. This can bring a design enhancement equivalent to effort improving other aspects of the structure, such as connectors and reinforcement. Parallel to this, researchers working on other aspects of structural improvement need to understand what grades really mean in respect of the properties of the timber, in order to correctly analyse the results of testing. It is also useful to know how techniques used in grading can assist with material properties characterisation for research. The amount of destructive testing involved in establishing machine grading settings and visual grading assignments presents a barrier to greater use of local timber, and diversification of commercial species, so it is important that any researcher assessing the properties of such species should consider, from the outset, doing the research in a way that can contribute to a grading dataset at a later date. This paper provides an overview of what is required for this.

Using an Outdoor Learning Space to Teach Sustainability and Material Processes in HE product Design.

The world is facing environmental changes that are increasingly affecting how we think about manufacturing, the consumption of products and use of resources. Within the HE product design community, thinking and designing sustainability’ has evolved to become a natural part of the curriculum. Paradoxical as the rise in awareness of sustainability increases there is growing concern within HE product design of the loss of workshop facilities and as a consequence a demise in teaching traditional object-making skills and material experimentation. We suggest the loss of workshops and tangible ‘learning by making skills’ also creates a lost opportunity for a rich learning resource to address sustainable thinking, design and manufacture ‘praxis’ within HE design education. Furthermore, as learning spaces are frequently discussed in design research, there seems to be little focus on how the use of an outdoor environment might influence learning outcomes particularly with regard to material teaching and sustainability. This 'case study' of two jewellery workshops, used outdoor learning spaces to explore both its impact on learning outcomes and to introduce some key principles of sustainable working methodologies and practices. Academics and students mainly from Norway and Scotland collaborated on this international research project. Participants made models from disposable packaging materials, which were cast in tin, in the sand on a local beach, using found timber to create a heat source for melting the metal. This approach of using traditional making skills, materials and nature was found to be a relevant contribution to a sustainable discourse.