Körner, Andreas; (2022) Chromogenic Composites: A case study for combining thermochromics with heat transfer simulations and digital fabrication in architectural education. In: Pak, Burak and Wurzer, Gabriel and Stouffs, Rudi, (eds.) eCAADe 2022 Co-creating the Future: Inclusion in and through Design. (pp. pp. 291-300). eCAADe (Education and research in Computer Aided Architectural Design in Europe): Ghent, Belgium.

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Abstract

Over the last few decades, environmental considerations have become increasingly important in architecture. To predict and simulate material changes and environmental forces can help architects to articulate surfaces. In architectural education, an increasing amount of the curricula are engaging with aspects of energy design, sustainability, and environmental simulations. The successful integration of related novel technologies in education has been demonstrated in the past. This paper documents a technical seminar that focused on the combination of digital environmental simulations and smart materials to create chromogenic prototypes for environmentally responsive architectural composites. Thermochromic chromogenics are substances that reversibly change colour depending on temperature. Specifically, the task was to come up with novel techniques to combine such materials with varying substrates to achieve dynamic panels. The course design was informed by a variety of design research and learning concepts. Students were asked to use digital heat transfer simulations to predict the smart material changes of computationally designed panels. Each of the eight idiosyncratic prototypes was modified with a variety of techniques and coated with thermochromic ink to achieve complex heat signature patterns. The resulting chromogenic composites were documented and analyzed using photos and infrared thermography. The seminar’s results showed that the three aspects (simulation, material, fabrication) can help to introduce eco-relevant technologies to design education. For this paper, both the outcomes and the course design itself were reviewed to better understand the co-creation process of the three aspects. This evaluation provided a rich repertoire of possibilities to combine different technologies for creative environmental design in architecture; all while maintaining an engaging teaching environment.

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