Ask the Architect

Help for the college-bound

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Q. Our son is starting college and is in the “pre-architecture” program, taking basic courses like English and algebra. What can you recommend that he take or do to be more prepared for architecture school? He has some courses from high school, like drafting, art and photography, but we know the math is going to be a big challenge. What insight can you give him?

A. Any student must come to the conclusion that none of us ever really graduates. We reach goals, but we never stop learning. In general, look at everything with the idea that nothing is unimportant and that everything is the sum of its parts, so when something seems difficult, break it down into parts that are easier to understand. For example, math has a purpose. The problem I saw with learning math was that it needed to be explained to me why we use it. Each level of math integrated into the next level.

I pondered how your question related to a problem I have to solve to keep 15 people from being out of work for the next two weeks. In 1956, someone framed a roof that could have been predicted to fail from the day it was built if math had been applied. A building inspector ordered the job stopped until I came up with a remedy. The rafters bow inward, and a heavy snow and wind pushes the wall outward with a (now-calculated) 2,160 pounds of force every 16 inches along the front and rear walls. Serious stuff.

Once the rafters and ceilings were stripped of finish materials, the poor construction was revealed. Someone assumed. Bad idea, but it lasted, sagging as it did, for 60 years. To solve this problem, we use algebra to look at what percentage of loading transfers downward, which part pushes horizontally outward, while geometry is applied to figure out which angled direction the loads will need to be braced to ease the heavy burden so it doesn’t fail. If I used words like vector analysis, thrust, rotation, sheer or deflection, it would sound much harder and seem intimidating.

To sum up how this applies to your son, college courses like to use sophisticated words to make the subject matter seem more scholarly (and intimidating, daunting and exclusive). The result is stress, so don’t let it get to you. Break things down into parts right from the start. Ask yourself why, when and how you can apply the information. Never assume, with anything. Never use abbreviations to explain anything important. Texting and real-world problem-solving aren’t the same. And don’t use pronouns, ever. They’re like abbreviations, leading to the assumption that the other person will understand. Pronouns (this, those, that, etc.) are one cause for people to prolong a simple conversation by having you stop to clarify, which signals that maybe you’re careless (couldn’t care less) or self-absorbed, two traits you should avoid. Good luck!

© 2016 Monte Leeper. Readers are encouraged to send questions to yourhousedr@aol.com, with “Herald question” in the subject line, or to Herald Homes, 2 Endo Blvd., Garden City, NY 11530, Attn: Monte Leeper, architect.