Utilizing BIM Technologies in the Development of a Mixed Media Approach to Health and Safety Graham Hayne1, Bimal Kumar2 and Billy Hare2 1) Ph.D. Candidate, School of Engineering and the Built Environment, Glasgow Caledonian University, Glasgow, UK. Email:
[email protected] 2) Ph.D., Prof., School of Engineering and the Built Environment, Glasgow Caledonian University, Glasgow, UK.
Abstract: As Building Information Modelling is being increasingly used around the world, much valued research is being undertaken to develop the associated technological aspects of BIM to improve the health and safety of construction operators. However, some research is indicating that a lack of experience of designers of site processes together with a lack of visual imagination and foresight are impeding the development of safer designs. This research considers the opportunities offered by parametric BIM models to provide a mixed media approach combining video, audio, physical models and animations generated from the BIM model to improve the health and safety aspects of designs. The work considers how designers ‘visualize’ their design and the construction process. Particular emphasis is given to educating design engineers and engineering students in the site processes required to realize their designs. The results of the research include; the use of tactile, physical 3D printed models which can be used to illustrate the sequence and processes of construction that could improve visual imagination. Using algorithms, hazards are identified in the BIM model which is linked to vignettes that highlight hazardous processes and suggest alternative, safer, options through the use of digital animations, videos and interviews with constructors. Keywords:
BIM, Education, Training, Health and safety.
1. INTRODUCTION Although it can be difficult to give a precise definition of Building information modelling (BIM) it is clear that the 3D parametric models, associated with the technology portion of BIM, are being increasingly used in the AEC industries (Samuelson & Björk 2013). At the same time there is a focus on improving the design for safety (DfS) abilities of building design engineers who often have a legislative requirement to minimize and manage hazards within their designs (MOM,2015; HSE, 2015). Research is This paper reviews the existing research pertaining to BIM technologies and the identification of hazards within designs. The need for site experience and the educational progression of students is reviewed along with a discussion of how engineers visualize their designs. Whilst digital 3D models can be of major benefit to designers the need for information in other mediums is also considered. 2. BACKGROUND There is an increasing amount of quality research being undertaken by both industry and academia to develop the technological aspects of BIM in order to improve the health and safety of construction workers and building operators (Lui & Issa, 2014; Kiviniemi, 2011; Zhang et al, 2013). However, a lot of this research often focuses on the automatic rule checking of 3D parametric models against predefined rules and relationships. For instance to ensure safe access for maintenance (Lui & Issa, 2014) or the identification of free edges that require edge protection during the construction phase (Zhang et al, 2013). These rule-based checking systems rely on the creation of prescribed rules that can be used to test the models geometric properties and highlight areas of non-compliance. This type of application is particularly beneficial for applications such as the NFPA fire regulations (NFPA, 2015). It can be difficult for designers to embrace DfS as they are, all too often, unaware of how their designs can impact the safety of construction workers or building operators (Haslam et al, 2005). Research has also identified additional barriers that designers face including a lack of tacit knowledge about construction processes and their associated hazards (Haslam et al, 2005; Behm, 2005). Some engineers in the USA acknowledge that as designers they can influence safety but are also aware that they do not have the knowledge to improve their designs form a safety aspect. In the UK, experienced building design engineers have raised concerns at what they perceive as a reduction in the
duration and quality of site experience required to gain chartered status with the Engineering Council and full membership of the Institution of Civil Engineers (ICE) and the Institution of Structural Engineers (IStructE) (Hayne et al, 2015; ICE, 2015; IStructE, 2013). Whilst many engineers have voiced these concerns for some time there is now empirical evidence emerging that is showing a link between site experience and the ability to identify and mitigate construction hazards in designs (Hayne et al, 2015). It is also important to consider the teaching of health and safety and, in particular, the principles of design for safety, within the educational environment. Behm et al (2014) raises some interesting points pertaining to education, particularly that most educational establishments in both the USA and the UK have not updated their curriculum for several decades and that it was difficult to include new material into an already full curriculum. (HSE, 2009; Culvenor and Else, 1997; Davidson et al. 2010). Considering these facts it is somewhat concerning that ‘it is unrealistic to think that the graduating engineer will be able to conceptualize the topic very well without real world experience’ (Behm et al, 2014, p5) a point that aligns with the findings of the research by Hayne et al (2015). With the increased reliance on digital technologies it is also critical to understand the effect that such technologies have on the working practices of engineers, how they impact the process of design and in particular DfS. Many researchers suggest that 3D BIM models improve visualization (Eastman et al, 2011; Kiviniemi et al, 2011). This suggestion is correct when considering the difficult task of translating 2D drawings into a mental 3D image of the design (Hadikusumo and Rowlinson, 2002). Engineers can now see the spatial arrangements and relationships of buildings but it is questionable if these models improve understanding. All too often the model is simply a representation of the design and does not promote or encourage visual imagination or perception, which are required to facilitate the discovery of knowledge (Jessop, 2008) and meaning (Schon & Wiggins, 1992). The visual representation of a design also does little to assist inexperienced engineers who perhaps lack the foresight to predict events (Bronowski,1978) particularly considering the research indicating site experience is linked to hazard perception (Hayne, 2015). An issue that designers must overcome is that design information generally represents the completed artefact and does not include information pertaining to the construction techniques and processes needed to realize the artifact (Hadikusumo and Rowlinson, 2004; Hadikusumo and Rowlinson, 2002;). Scheer (2014) takes this further by purporting that modern 3D digital models become simulations of the actual artefact and not a representation that drawings have been for millennium. If Scheer is correct, it may explain why inexperienced engineers working with digital technologies are producing designs to very tight tolerances (Hayne et al, 2015) even to watchmaker’s tolerances (Zhou et al, 2012). If they are seeing simulations there is potentially little need to consider tolerances or the processes, and associated hazards, required to construct the physical structure as the design has already been realized, albeit in a digital world. Research was undertaken on the working practices of the design team responsible for the roof design of terminal 5 at Heathrow Airport (Whyte, 2013). This work identified that even though the clients’ managers were encouraging the team to design using only cutting edge digital technologies the team utilized both digital technologies and a range of physical models. The physical models constructed from wax, cardboard and plasticine allowed different aspects of the design to be visualized (Whyte, 2013). The engineers also utilized a scale model to aid the ‘understanding the three-dimensionality of the structure. It was evident from this study that the use of a single medium, a 3D digital model, was not capable of conveying all the information required by the designers with engineers stating; ‘It's fairly difficult to see very much at a time on the screen, your perception of the complex shape is quite limited, you have to make the thing move around and then you can't quite remember what was on the other side’ (Whyte 2013,p 51). The importance of physical models is further demonstrated by the working practices of architect Frank Gehry who whilst utilizing state of the art digital technologies also relies heavily on sketches and physical models (see figure 1). He articulates that ‘I have worked out my language through the sketches and the models’ (BBC, 2015). Hanson (2010) suggests an analogy of requiring different mediums to be able to extract all the information about a subject when he lists the attributes that are perceivable from the painting of the Mona Lisa. Whilst a whole wealth of information can be gleaned from the painting; hair color, shape of her face and the color of her eyes etc., it is impossible to know what her laugh or voice sounds like.
Figure 1. Frank Gehry’s studio showing models of Dr Chau Chak Wing Building, University of Technology Sydney (BBC, 2015) 3. Development of hazard identification workflow Considering the issues raised in the previous section relating to the site experience being gained by engineers entering the design profession and the link to the ability to identify hazards in designs, it is evident that a tool is required to assist inexperienced engineers to identify hazards in designs. Algorithms can be developed to test the attributes of a parametric BIM model and check against known hazards within the construction or maintenance phases of building projects. Typical examples of hazards that could be tested would include; deep excavations, tall slender columns, large areas of masonry at high level, access to plantrooms etc. Once identified, the hazard should be highlighted on the model to alert the designer to the potential hazards. It is important that the algorithm does not extend to automatically altering the design as the designer must remain in complete control of the design process. Based upon the research noted earlier, engineers who lack relevant site experience may not be aware of the hazards being flagged up by the algorithm (Hayne et al, 2015). It is therefore important that the details of potential hazards are disseminated to the designer in a way that will aid his development and training, augmenting any site experience he has. This could be achieved by the use of links to video files demonstrating the construction process complete with interviews with construction operatives, foremen and site managers etc. who will explain the actual details of the hazard. Finally, there should be a link to alternative construction processes that may be utilized by the designer to reduce the inherent hazards in the design. Again it is important that such alternatives are presented to the designer for consideration and not automatically incorporated into the design. The process will require experienced construction and facilities management professionals to create a data base of hazards relating to either construction or maintenance operations. To facilitate the educational element of the process the database will need to be expanded to include images and videos of the hazards or accident caused by the hazard as well as the interviews with construction workers. It is also anticipated that the hazards will be grouped into categories such as concrete, steelwork, excavations etc. The workflow for high level masonry is set out in figure 2. By use of the parametric data within the BIM model the algorithm establishes that masonry is used on the project. The algorithm ascertains if the masonry is at high level (above 3m in this example as scaffolding would be required) and on an exposed elevation. At this point a hazard marker is inserted into the model, this is the only automatic adjustment of the model. The designer would now have access to the database explaining the cause of the hazard by the use of images, vignettes, videos, construction sequence animations and interviews with construction workers. In this example the following could be contributory factors to the hazard and identified; working at height from a scaffold, scaffold collapse, supply of materials, falling materials. Construction sequence animations could be generated which are linked to the 4D schedule which would indicate the time pressures placed on the masonry contractor to make the building watertight The designer has access to the database of alternative forms of construction which in this example could include prefabricated brickwork panels on a concrete backing or proprietary façade systems incorporating brick slips.
Start
Is there masonry on the project?
No Yes
Finish
No Hazard
No
Is the masonry higher than 3m above grade?
No
Is the masonry below ground?
Yes
Yes
Is the masonry on an exposed elevation?
Yes
Insert hazard identification marker into model
No
No Hazard
Database of hazards, videos and animations
Database of interviews
Database of alternative forms of construction Finish
Figure 2. A flowchart for hazard identification workflow for high level masonry
Follow process for masonry below ground
3. Development of physical models The use of digital models can bring significant benefits to understanding the spatial arrangements of buildings which is a key aspect to appreciating the construction sequence and processes required to build a project. Nevertheless, as noted earlier, this medium does not, on its own, allow a full and complete understanding and physical tangible models can complement the interpretation of the design information (Whyte, 2013). It is suggested that as the use of 3D printing becomes more widespread and economical it is utilized to generate physical models of the design. The use of 4D time schedules linked to the design model can be exploited to create models at key milestones within the planned construction schedule. Being able to see and handle physical models it is believed that less experienced engineers will be able to visualize their designs at the different stages of the construction process which may improve their ability to foresee hazards. It is thought that this approach could be developed as a teaching aid in university design programs as well. One idea is to use 3D printing to generate a kit of parts for the building which must be erected by the students and thereby give them a better understanding of the issues and problems of constructing and sequencing construction projects. The images of the models shown in figure 3 are of the structure used by Hayne et al (2015) in their research into the link between hazard identification and site experience. The 3D printed model is generated from the parametric model and provides an additional level of detail than the singular use of a digital model is able to offer. This is partly due the ease with which the physical model can be manipulation allowing the observer to quickly remind themselves of the structure by turning the model, a point noted by (Whyte, 2013).
Figure 3. Examples of 3D printed model used by Hayne et al (2015) 4. Verification and further research The ideas presented in this paper have been discussed with both academics and representatives of industry who suggest that the concepts offer potential in the education of designers and hence aid their endeavors in creating designs with as few hazards as reasonably practical. More work is required to develop the database of hazards, vignettes, interviews and alternative forms of construction that will allow a prototype of the framework to be developed. The algorithms should be written in such a way that specific materials and construction processes are progressively included which facilitates testing of sections of the framework. An example of this is the hazards pertaining to above ground masonry illustrated in the flowchart in figure 2.When fully developed, the prototype will be tested in both educational establishments and industry in order to confirm or not the worth of the concept in both environments. During development of the prototype it is important that the conceptual model remains the focus of the effort. In the development stage no work should be undertaken on the user interface as this deflects work away from the operation of the prototype and towards its presentation, potentially leading to poor functionality (Johnson and Henderson, 2012). 5. CONCLUSIONS The use of BIM processes and technologies affords opportunities for researchers and industry to collaborate in
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