Escuela Escuela de de Creativas Creativas Ciencias Ciencias
“ All the best ideas come out of the process; they
come out of the work itself. Things occur to you. If you’re sitting around trying to dream up a great art idea, you can sit there a long time before anything happens. But if you just get to work, something will occur to you and something else will occur to you and something else that you reject will push you in another direction.” Chuck Close
Volume 3: Summer 2012
Table of Contents Color & Image Strategy................................................................................................................................................
01
Charette......................................................................................................................................................................
03
Parti & Concept...................................................................................................... ........................................
03
Floor Plans.....................................................................................................................................................
04
Section & Elevation.........................................................................................................................................
06
Midreview...................................................................................................................................................................
08
Curriculum.....................................................................................................................................................
08
Mission & Vision.............................................................................................................................................
09
Space Planning...............................................................................................................................................
10
The Ideal Classroom........................................................................................................................................
11
Floor Plans.....................................................................................................................................................
12
Final...........................................................................................................................................................................
14
Environmental Issues.......................................................................................................................................
14
Section...........................................................................................................................................................
15
Infographics................................................................................................................................................................
16
Floor Plans..................................................................................................................................................................
17
Renderings.................................................................................................................................................................
19
Table of Contents
01 Color & Image Strategy
May/June 2012
02 Color & Image Strategy
May/June 2012
This parti used the basic body parts of an artery and a heart to help organize spaces in the school. The artery of the school was composed of the circulation space, which led the students to the heart of the building. This heart is the central meeting space of the school, where social interaction and group learning can take place.
03
Charette
Parti & Concept
June 2012
1st floor
Spatial planning in this charette was focused on the parti concept of the artery and the heart. On the first floor, the interactive core was flanked by four classrooms. Staff and admin spaces were clustered in a new building area between the two existing buildings on campus. The library is located at the end of the admin and staff wing, allowing students access from the library to the courtyard. On the second floor, the science lab was the central space, with another four classrooms around it. A small computer lab at the end of the hallway is available for all students to use.
04
Charette
Floor Plans
June 2012
2nd floor
Spatial planning in this charette was focused on the parti concept of the artery and the heart. On the first floor, the interactive core was flanked by four classrooms. Staff and admin spaces were clustered in a new building area between the two existing buildings on campus. The library is located at the end of the admin and staff wing, allowing students access from the library to the courtyard. On the second floor, the science lab was the central space, with another four classrooms around it. A small computer lab at the end of the hallway is available for all students to use.
05
Charette
Floor Plans
June 2012
This elevation depicts a wall in the interactive core of the building. The logo is predominately featured on the wall. On the right side of the elevation, an example of an interactive display is shown. In this displaly, a soccer cleat moves and kicks the soccer ball, which in turn travels on a track and turns gears, lifting a weight and filling a container with water.
06
Charette
Elevation
June 2012
The longitudinal section shows how the spaces stack on top of one another. In the staff and admin wing, ceiling heights are taller than that in the main space due to the wing being only a single story. It is also evident in the section that the interactive core is the heart of the school.
07
Charette
Section
June 2012
SCIENCE
MULTI-AGE CONSTRUCTIVIST
COLOR
TECHNOLOGY BLOOM'S BLOOM S TAXONOMY TAXONOMY
CULTURE
After the charette, it became imperative that I hone in on the curriculum in my school. I wanted the school to focus on science and technology, as those are two areas Costa Rican schools are currently behind on. I also wanted to focus the design on the pura vida culture of Costa Rica, creating vibrant spaces that are reflective of the colors in Costa Rica. In terms of classroom set-up, a multiage classroom would allow for a child-centric curriculum, focusing on the process of learning, as opposed to simply following along to a standardized version of teaching. Multi-age classrooms look to constructivist thinking for success. Constructivisit thinking means children construct their own meaning and own theories through investigating and interacting with an environment. Lastly, the school will focus on Bloom’s Taxonomy, a classificiation of learning and educational objectives.
08
Midreview
Curriculum
July 2012
Mission La Escuela de Ciencias Creativas is a focus option public school in San JosĂŠ, Costa Rica. The school will promote, stimulate, and encourage students by providing a hands-on and interactive educational experience. At ECC, we strive to foster discovery type learning, by allowing students to interact with the physical world and their peers. By focusing on the creative sciences and technology, ECC will cultivate students who are independent, creative, and problem solvers, ready for the constant evolution of the globalization of the economy.
Vision As science and technology take a larger presence in the global economy and as larger companies move offices to Costa Ric, it is pertinent that at ECC, we give students the necessary tools to excel in these intense labor and market demands. At ECC, we use a multiage educational system integrated with constructivist learning strategies to create a child-centric environment. These strategies provide children with multidimensional skills that prepare them to excel in future studies and well into adulthood.
09
Midreview
Mission & vision
July 2012
After the doing the design charette, there seemed to be a disconnect between my parti and the curriculum of my school. The curriculum had seven parts, each of which combined to make Escuela de Ciencias Creativas. Additionally, I thought back to when I was in elementary school. I remember using tangrams nearly every day in kindergarden and first grade. Pieces could be moved and reassembled, making new shapes and patterns. I looked to tangrams as a basis for my school, in terms of both branding and spatial planning. Designating each shape as part of the ideal classroom, I began arranging the pieces, trying to spatially figure out what worked best as an ideal classroom. After doing many iterations, I settled upon the last shape shown above as a model for the ideal classroom.
10
Midreview
Space Planning
June/July 2012
GREENHOUSE/ SUSTAINABILITY 132ft2 | 12m2
MESSY LAB 140ft2 | 13m2
ACTIVE SPACE 377ft2 | 35m2
TEACHER ZONE 263.5ft2 | 24.5m2
MEDIA ZONE 132ft2 | 12m2
FLEXIBLE LEARNING 263.5ft2 | 24.5m2
LIBRARY 263.5ft2 | 24.5m2
FOOTPRINT 1,572ft2 | 146m2
The ideal classroom will be have ample space to foster discovery type learning by providing stimulating, hands-on, and interactive learning spaces. Students move amongst activity stations, from the technology station to a greenhouse maintained by classmates. Other activity stations include a library and personal reading nooks, a messy zone for anything from art projects to science experiments, and an active zone for building, doing, and creating. Moveable desks will allow for flexibility in the traditional learning zone, responding to changes in activities or group projects. The educator will have a space with views to the exterior courtyard while still maintaining views of the children while they work. Each activity station includes designated storage to maintain organization and a clean aesthetic throughout each space.
11
Midreview
Ideal Classroom
June/July 2012
additional lunch seating can be found in the exterior courtyard
stackable, moveable tables allow for a variety of messy activities; flooring will be easily cleanable & hose-able
a change in flooring materiality delineates different activity zones
doors open to the courtyard but cannot re-enter the classroom through these doors
gymnasium provides space for exhibitions, recreation, and a general meeting space
active zone allows children to build, create, and explore
GYMNASIUM
CAFE
STAFF RR
2/3 classroom
STAFF
VICE PRINCIPAL PRINCIPAL RECEPTION
CUSTODIAL WOMEN’S RR
ENTRY
k/1 classroom 6 classroom
N
4/5 classroom
MEN’S RR
2m
10m 5m
“poche” areas house miniature alcoves and nooks for children to relax or read
1st floor
a greenhouse/sustainability station provides children with an additional learning experience
Spatial planning in this charette was focused on the parti concept of the artery and the heart. On the first floor, the interactive core was flanked by four classrooms. Staff and admin spaces were clustered in a new building area between the two existing buildings on campus. The library is located at the end of the admin and staff wing, allowing students access from the library to the courtyard. On the second floor, the science lab was the central space, with another four classrooms around it. A small computer lab at the end of the hallway is available for all students to use.
12
Midreview
Floor Plans
July 2012
school library houses more volumes and more study space than the individual classroom spaces
lab features a variety of tech items, such as computers, iPads, and linguistic training stations
TECHNOLOGY LAB
LIBRARY
N
2m
10m
2nd floor
5m
the small footprint of the second floor allows for more efficient passive cooling
Spatial planning in this charette was focused on the parti concept of the artery and the heart. On the first floor, the interactive core was flanked by four classrooms. Staff and admin spaces were clustered in a new building area between the two existing buildings on campus. The library is located at the end of the admin and staff wing, allowing students access from the library to the courtyard. On the second floor, the science lab was the central space, with another four classrooms around it. A small computer lab at the end of the hallway is available for all students to use.
13
Midreview
Floor Plans
July 2012
Final
sunshades: control heat and light into the building lightshelf: helps to bring more light into the space, especially during the rainy season trade winds, “alisos,� blow from E to W
5m 2m
W to courtyard
10m
Section showing passive strategies that help the building be more eco-friendly.
14
Final
Environmental Issues
July/August 2012
heat will rise and escape through the open air windows H2O catchment: good with metal roof because wood & other pourous materials tend to grow mold
5m W
2m
Final E-W section showing how the new design is retrofitted into the old building shell.
15
Final
E-W Section
July/August 2012
10m
28°18 83°65
29°18 84°65
°
°
°
°
*
*
°
°
°
JULY
APRIL
MAY
28°18 82°64
28°18 82°65
28°18 82°65
°
°
°
°
°
29°19 84°66
°
28°19 83°66
°
°
2011
°
4,301,712
JUNE °
°
28°18 82°65
°
°
Costa Rica Population
11,536,504
AUGUST SEPTEMBER OCTOBER NOVEMBER DECEMBER
rainy season
4
MARCH
°
°
28°18 83°65
°
30°19 86°66
°
JANUARY FEBURARY
28°19 83°66
30°18 86°65
dry season
*
vacation/break ALAJUELA GUANACASTE
---
2
---
JANUARY FEBURARY
22 140.7 22 191.9 JULY
4
---
MARCH
26 239.5
8
45.1
APRIL
21
169.6
MAY
26 290.3 19
137.1
JUNE
9
CARTAGO
27,477
San Pedro Population
Ohio Population
precipitation in mm
525,353
Final
Infographics
LIMÓN
1,658,075
San José Providence San José Population under 15 Providence Population
Infographic showing climatic and precipitation data & general info about Costa Rica.
16
SAN JOSÉ
44.0
AUGUST SEPTEMBER OCTOBER NOVEMBER DECEMBER
average rainfall days
HEREDIA
23 206.4
July/August 2012
Capital of Costa Rica: San José School Site: San Pedro; 7km E of San José
GYMNASIUM
STAFF RR
PRINCIPAL
CAFE
VICE PRINCIPAL RECEPTION
STAFF
WOMEN’S WOMEN’S RR
RR
ENTRY
4/5 classroom 6 classroom
k/1 classroom 2/3classroom MEN’S MEN’S RR RR
1st floor
1st floor 5m 2m
10m
5m
N 2m
The first floor builds upon the idea of the tangram. Each classroom is modeled after the tangram ideal classroom, but each classroom possesses a slightly modified layout. In this iteration, the interactive area would be in the lobby and throughout circulation spaces in the building. On the second level, a technology lab and the library can be found.
17
Final
Floor Plans
July/August 2012
10m
N
technology lab library
2nd floor
The first floor builds upon the idea of the tangram. Each classroom is modeled after the tangram ideal classroom, but each classroom possesses a slightly modified layout. In this iteration, the interactive area would be in the lobby and throughout circulation spaces in the building. On the second level, a technology lab and the library can be found.
18
Final
Floor Plans
July/August 2012
C
E C INTERACCIĂ“N
DESCRUBIMIENTO
EXPLORACIĂ“N
This rendering shows the classroom library. One of my design elements is to activate the poche of my floor plan. Small reading niches will be intruded into the poche. Within this poche, colors from the branding palette add vibrancy to the classroom.
19
Final
Renderings
July/August 2012
This rendering shows the exterior courtyard and an extruded greenhouse. In order to make the building more functional and have aspects of the space that make the building a living, working and educational tool for the children, each classroom features its own greenhouse.
20
Final
Renderings
July/August 2012
Volume 4: Logo Design
Table of Contents
22
Charette......................................................................................................................................................................
23
Midreview...................................................................................................................................................................
24
Exploration..................................................................................................................................................................
25
Color Palette...............................................................................................................................................................
26
Schematic...................................................................................................................................................................
27
Design Development....................................................................................................................................................
28
Final...........................................................................................................................................................................
29
Table of Contents
The school logo uses the idea of science and technology as a motif. The central “c� has a gear edge, reflecting the presence of technology in the curriculum. The full name of the school would be written below the acronym.
23
Logo Studies
Charette
June 2012
RGB 17 170 145 CMYK 78 8 54 0 RGB 245 235 30 CMYK 7 0 95 0 RGB 243 115 33 CMYK 0 68 100 0
ECC
RGB 102 202 215 CMYK 55 0 16 0 RGB 130 53 90 CMYK 44 89 42 21 RGB 167 169 172 CMYK 0 0 0 40 RGB 128 130 133 CMYK 0 0 0 60
The school logo uses the concept of the tangram as a basis for its design. Its colors were dervied from Costa Rican images.
24
Logo Studies
Midreview
July 2012
ECC ECC ECC ECC ECC
ECC ECC
ECC ECC
ECC
ECC
The logo design originated from the seven aspects of ECC, the tangram. Originally the tangram idea was used for space planning, but as time progressed, it became more clear that the tangram was symbolic of ECC and its essence, thus needing to be translated into ECC’s brand identity and logo.
25
Logo Studies
Exploration
December 2012
ECC ECC
ECC
PALETTE A
PALETTE B
PMS:
1585 C
PMS:
7648 C
PMS:
7648 C
PMS:
Cool Gray 6 C
CMYK:
0 72 98 0
CMYK:
36 100 34 8
CMYK:
61 2 8 0
CMYK:
35 29 28 0
RGB:
255 108 12
RGB:
158 28 100
RGB:
78 193 224
RGB:
169 168 169
PMS:
3268 C
PMS:
803 C
PMS:
Cool Gray 9 C
CMYK:
90 3 58 0
CMYK:
0 5 97 0
CMYK:
55 47 44 10
RGB:
0 169 143
RGB:
255 233 0
RGB:
119 119 122
The updated ECC color palette.
26
Logo Studies
Color Palette
January 2013
ECC
ECC
ECC
ECC
Continued logo development focused on setting the new color palette for ECC. After realizing the original color palette seemed a little dull and didn’t feature any colors with easily corresponding Pantones, I further explored the logo with the new color palette.
27
Logo Studies
ECC
Schematic
January 2013
escuela de creativas ciencias
escuela de creativas ciencias
Escuela de Creativas Ciencias
Escuela de Creativas Ciencias
ESCUELA DE CREATIVAS CIENCIAS
ESCUELA DE CREATIVAS CIENCIAS
Continued logo development. After experimenting with the tagline to the right of the logo mark, I decided the tagline looked much more appropriate below the logo mark. The fullly saturated tangram represents the seven aspects of the ECC curriculum. The three lighter tangrams represent the three brand qualities of ECC: Discovery, Exploration, and Interaction. I also experimented with typefaces in these iterations.
28
Logo Studies
Design Development
February 2013
Escuela de Creativas Ciencias
Escuela de Creativas Ciencias
Escuela de Creativas Ciencias
Final logo lock-up for Escuela de Creativas Ciencias. A white, knocked out logo may also appear on an image, texture, or photograph so long as the logo maintains its legibility.
Escuela de Creativ 29
Logo Studies
Final
March 2013
Volume 5: Winter 2013
Table of Contents
31
Schematic..................................................................................................................................................................
32
Floor Plans.....................................................................................................................................................
32
Ideal Classroom..............................................................................................................................................
34
Graphics........................................................................................................................................................
36
Renderings.....................................................................................................................................................
39
Design Development....................................................................................................................................................
42
Axon..............................................................................................................................................................
42
Environmental Issues.......................................................................................................................................
43
Floor Plans.....................................................................................................................................................
44
Ideal Classroom..............................................................................................................................................
46
Interactive Spaces..........................................................................................................................................
49
Interactive Sketches.......................................................................................................................................
50
Interactive Graphics........................................................................................................................................
54
Renderings.....................................................................................................................................................
55
Table of Contents
Schematic Design STAFF ROOM
CUSTODIAL PRINCIPAL
VICE PRINCIPAL SECRETARY
1m
1/2 CLASSROOM
3/4 CLASSROOM
5/6 CLASSROOM
5m 2m
MEN RR
N
WOMEN RR
1ST FLOOR FIrst floor space planning based on the ideal classroom concept. Each classroom has is lcoated along the courtyard side of the building, helping to further connect the interior and the exterior. The oversized circulation space makes room for interactive spaces and exhibits, transforming the circulation space into learning environments for the schoolchildren.
32
Schematic
Floor Plans
January 2013
open to below
TECHNOLOGY LAB LIBRARY
1m
5m 2m
N
2ND FLOOR
Second floor space planning includes a technology lab and library for the students. These common spaces are housed on the second floor to distinguish from the library and computer space in each classroom.
33
Schematic
Floor Plans
January 2013
5m
1m 2m
34
Schematic
TYPICAL
SCIENCE/EXPERIMENT
The ideal classroom is one of the main components of ECC. The ideal classroom is dynamic, moveable, and adapts to the needs and wants of the children. The typical classroom features a control/command center which acts as a central, facilitator of activities in the classrom. Desks are arranged in pods around the room, but can be broken up into multiple configurations, as seen in the following iterations. Each room also features a designated teacher workspace, a library, and six computer workstations. The science/experiment configuration allows desks to gang together to form long workspaces, ideal for messy science experiments. Chairs on casters can be pushed aside if needed, and the children can stand near their desks.
Ideal Classroom
January 2013
5m
1m 2m
LANGUAGE, ENGLISH, SPANISH
SOCIAL STUDIES, READING, DISCUSSION
The ideal classroom is one of the main components of ECC. The ideal classroom is dynamic, moveable, and adapts to the needs and wants of the children. The language, English, and Spanish configuration allows desks to nest against the wall, allowing children to spread out in the room or sit at one of the remaining desks. Oversized blocks can be removed from the control center and can be used for spelling and additional learning games. In the social studies, reading, and discussion configuration, cubes can be removed from the control center and used for to form cluster seating around the library area.
35
Schematic
Ideal Classroom
January 2013
1 1
Og Oruga
1&2
Og Oruga
1&2
2 2
Cr
Crisรกlida
3&4
Cr
Crisรกlida
3&4
3
3
Mp
Mariposa
4&6
Mp
Mariposa
5&6
Graphic wayfinding element based on the transformation and growth of a butterfly. From the caterpillar stages (Oruga), to the pupa (Crisรกlida), to the butterfly (Mariposa), each classroom is labeled based on grade level. Each wayfinding pattern would lead students to the vestibule of their classroom, where they are met with a large floor graphic. This floor graphic resembles a scentific element of their classroom identification.
36
Schematic
Graphics
January 2013
ecc huella de carbono En 2020, Costa Rica será el país carbono neutral primera. ¿Cómo comparar ECC? Consulte las estadísticas de abajo y aprender cómo se puede reducir la huella de carbono de la ECC.
CONSUMO AGUA Diario
GAL
Diario
L
Semanal
GAL
CONSUMO ELÉCTRICO
kWh
Diario
kW
Semanal
L
kWh
EN SITIO DE LA COMIDA
% CRECIDO ESPECIALES DEL DÍA
Semanal
kW
% CRECIDO % ENTREGADO
ENERGÍA EÓLICA Diario
kWh
Diario
kW
Semanal
kWh
ENERGÍA SOLAR
kWh
kW
Semanal
kW
kWh
kW
Graphic elevation of classroom vestibule. The graphic depicts an interactive wall where children can see ECC’s carbon footprint and how it stacks up against the national average.
37
Schematic
Graphics
January 2013
Lc
laboratorio de computación
Pf
sala profesor
Pr principal
cias
3
1
Mp
Mariposa
Oruga
5& 6
Pa
1& 2
2
principal asistente
Sc
Og
Cr
Crisálida
secretario
3& 4
Graphic wayfinding element located near the entry to ECC. Alluding to the periodic table, this graphic gives each room a symbol and arrows direct the user to their desired space.
38
Schematic
Graphics
January 2013
Bb biblioteca
Bñ los baños
Cf cafetería
Gm gimnasio
Perspective showing the main lobby of ECC. The periodic table wayfinding graphic is the first thing people will see, directing them to their desired location.
39
Schematic
Renderings
January 2013
Perspective showing the classroom vestible. Here, children are seen interacting with the carbon footprint wall near the doorway of their classroom. Outside the vestible, children are seen following the floor graphic to their respected classroom.
40
Schematic
Renderings
January 2013
Perspective showing the control/command center in the classroom. The center features cubbies and hooks for additional storage, cubes which can be pulled out and moved around the room to act as additional seating, and oversized letter blocks that can be used for language arts activities.
41
Schematic
Renderings
January 2013
Axonometric drawing showing the individual classrooms (outlined in blue) and the greenhouses (outlined in green) and how the volumes are inserted into the shell of the building. These volumes, for ease of environmental considerations and noise reduction, are separated from the shell.
42
Design Development
Axonometric
Feburary 2013
wind energy collected from E-W trade winds trade winds sunshades: control heat and light into the building lightshelf: helps to bring more light into the space--especially during the rainy season trade winds, “alisos,� blow from E to W heat will rise and escape through the open air windows
W to courtyard
43
Design Development
Environmental Issues
E
Feburary 2013
H2O catchment: good with metal roof because wood & other pourous materials tend to grow mold
2m 1m
5m
FIrst floor space planning based on the ideal classroom concept. Each classroom has is lcoated along the courtyard side of the building, helping to further connect the interior and the exterior. The oversized circulation space makes room for interactive spaces and exhibits, transforming the circulation space into learning environments for the schoolchildren. Material considerations are beginning to be shown in this floor plan. All classroom floors will be made of teak wood, locally grown and harested in Costa Rica. All furniture within the rooms will be made from melina wood, also grown and harvested in Costa Rica. Spanish tile flooring will be used in the “wet lab� area of the classroom, near the sinks
44
Design Development
Floor Plans
February 2013
2m
1m
5m
Second floor space planning includes a technology lab and library for the students. These common spaces are housed on the second floor to distinguish from the library and computer space in each classroom. Materials include teak flooring and desks made from melina, both local woods in Costa Rica.
45
Design Development
Floor Plans
February 2013
9:00A: SIMPLE MACHINES
10:00A: READING
The ideal classroom is one of the main components of ECC. The ideal classroom is dynamic, moveable, and adapts to the needs and wants of the children. The typical classroom features a control/command center which acts as a central, facilitator of activities in the classrom. At 9:00am, a simple machines activity has the students gathered around the control center. Desks have been broken up to allow for such configuration. At 10:00am, the students remove the cubes from the control center and move to the library area for reading time with their teacher.
46
Design Development
Ideal Classroom
Feburary 2013
11:00A: TECHNOLOGY
1:00P: TESTING
The ideal classroom is one of the main components of ECC. The ideal classroom is dynamic, moveable, and adapts to the needs and wants of the children. The typical classroom features a control/command center which acts as a central, facilitator of activities in the classrom. At 11:00am, children either gather around the control center or pair up at the comptuer workstations to work on designated technology activities. By 1:00pm, desks can be broken done and move apart for a testing situation.
47
Design Development
Ideal Classroom
February 2013
1:45P: EXPERIMENT
The ideal classroom is one of the main components of ECC. The ideal classroom is dynamic, moveable, and adapts to the needs and wants of the children. The typical classroom features a control/command center which acts as a central, facilitator of activities in the classrom. At 1:45pm, children prepare for a science experiment by moving their desks together, creating a long workspace for the often-messy science experiments.
48
Design Development
Ideal Classroom
February 2013
Sponsored by : Globeleq Mesoamerica Energy (GME)
SUSTAINABLE & HEALTHY EATING
MATTER & ENERGY
Sponsored by : Ad Astra Rocket Company
Sponsored by : CATIE (Centro Agronómico Tropical de Investigación y Enseñanza/ Tropical Agricultural Research and Higher Education)
EARTH, UNIVERSE, & SPACE HUMAN BODY
Sponsored by : CIMA San Jose (Centro Internacional de Medicina)
ECC features four interactive areas: (1) Matter & Energy; (2) Earth, Universe, & Space; (3) Human Body; and (4) Sustainable & Healthy Eating. The first three interactive areas are derived from educational standards produced by Costa Rica’s Ministry of Education (MEP). In order to help fund the exhibit and interactive spaces, each area has a local sponor.
49
Design Development
Interactive Spaces
June 2012
Sketches showing an interactive space in the Human Body area. This exhibit resembles a life-size game of Operation. and will allow students to explore parts of the human body.
50
Design Development
Interactive Sketches
February/March 2013
Sketch showing an interactive space in the Matter & Energy area. This exhibit helps students to learn about the school’s water catchment system. A cut-out in the exterior wall will allow students to be able to view the catchment system and a floor cut out will allow students to see where the water goes once it is caught in the system. This exhibit also features two iPads with seating, allowing students to learn more about the system.
51
Design Development
Interactive Sketches
February/March 2013
Sketch showing an interactive space in the Earth, Univers, & Space exhibit area. In this exhibit, a replica of a space shuttle will allow students to experience what traveling in space is really like. In the space shuttle, students can navigate around the universe, exploring moons, other planets, the Earth, and stars.
52
Design Development
Interactive Sketches
February/March 2013
Sketches of signage options for the interactive spaces. Since each interactive area has a theme and a sponsor company, the signage should reflect these needs.
53
Design Development
Interactive Sketches
February/March 2013
energía: la ruta al carbono neutral En 2020, Costa Rica será el país carbono neutral primera. ¿Cómo comparar ECC?
Lorem ipsum dolor sit amet, consectetur adipiscing elit. Vestibulum pharetra dictum leo nec adipiscing. Mauris elit arcu, sollicitudin sit amet posuere non, adipiscing eget augue. Fusce a erat et lacus vulputate pellentesque ut eget turpis. Suspendisse semper iaculis ultricies. Duis elit ipsum, placerat ut vehicula sit amet, lacinia nec sem. Aliquam nulla sem, lacinia non posuere vitae, accumsan nec diam. Pellentesque habitant morbi tristique senectus et netus et malesuada fames ac turpis egestas. Cras aliquam iaculis lectus sit amet egestas. Maecenas blandit sapien nec ante rhoncus porttitor. Sed sem odio, facilisis a euismod ac, pellentesque eget quam. Praesent mauris velit, ornare quis consequat non, tincidunt at ipsum. Cum sociis natoque penatibus et magnis dis parturient montes, nascetur ridiculus mus. Aenean tempus, augue ut vehicula cursus, nibh lacus molestie nibh, ut aliquet elit nisl sed mauris. Sponsored by:
TYPICAL SIGNAGE
EXHIBIT THEME ICONS Example of typical signage in an interative area. Each exhibit has a different theme and thus iconography was designed to reflect the individual areas.
54
Design Development
Interactive Graphics
Feburary/March 2013
Perspective showing an interactive space and a classroom vestibule. The interactive space shown is the life-size Operation game, part of the Human Body interactive area. Typical signage is shown on the wall behind the exhibit. In the classroom vestible area, a student checks out the carbon footprint interactive wall, allowing students to view ECC’s carbon footprint and how it compares to the national carbon footprint.
55
Design Development
Renderings
Feburary/March 2013
Perspective showing an interactive space in the Matter & Energy interactive space. This exhibit shows the water catchment system for the school, viewable through a window in the exterior wall. Students can also view where the water goes as it exits the system by means of a floor cut-out. This exhibit also features three iPads and seating areas, allowing students to learn more about sustainability and ECC’s water catchment system.
56
Design Development
Renderings
February/March 2013
Perspective showing an interactive space in the Matter & Energy interactive space. This exhibit shows the water catchment system for the school, viewable through a window in the exterior wall. Students can also view where the water goes as it exits the system by means of a floor cut-out. This exhibit also features three iPads and seating areas, allowing students to learn more about sustainability and ECC’s water catchment system.
57
Design Development
Renderings
February/March 2013
Volume 6: CDs
Table of Contents
59
Construction Documents..............................................................................................................................................
60
1st Floor Demo Plan....................................................................................................................................................
60
2nd Floor Demo Plan...................................................................................................................................................
61
1st Floor Plan..............................................................................................................................................................
62
2nd Floor Plan.............................................................................................................................................................
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1st Floor RCP..............................................................................................................................................................
64
2nd Floor RCP.............................................................................................................................................................
65
Table of Contents
60
CDs
1st Floor Demo Plan
March/April 2013
61
CDs
2nd Floor Demo Plan
March/April 2013
62
CDs
1st Floor Plan
March/April 2013
63
CDs
2nd Floor Plan
March/April 2013
64
CDs
1st Floor RCP
March/April 2013
65
CDs
2nd Floor Plan
March/April 2013
Volume 7: Physical Model
Table of Contents Scale FIgures..............................................................................................................................................................
68
Laser Etching..............................................................................................................................................................
69
Pieces........................................................................................................................................................................
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Cut-Outs........................................................................................................................................................
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Logo..............................................................................................................................................................
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Entry..............................................................................................................................................................
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Explorar Espacio.............................................................................................................................................
73
Obras Cuerpo.................................................................................................................................................
75
Vestibule........................................................................................................................................................
76
Classroom................................................................................................................................................... ..
77
Final Model.................................................................................................................................................................
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Overall Display.............................................................................................................................................................
81
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Table of Contents
Scale figures cut out from a 3/16� sheet of acrylic. Approximately 150 scale figures were cut in the Rapid Prototyping Center.
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Physical Model
Scale Figures
March 2013
Plexi being cut and etched on the laser machine at BaserMatter. The plexi took around 36minutes to be cut and etched.
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Physical Model
Laser Etching
April 2013
Wood sheet after being cut on the laser cutter at BaserMatter. The cut-out shapes shown are the trusses.
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Physical Model
Pieces: Cut-Outs
April 2013
Logo etched on wood. This logo appears on the base plan.
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Physical Model
Pieces: Logo
April 2013
View showing the logo wall, directly visible upon entering ECC, as well as the interactive space exhibit, showing the Costa Rica en Espacio (“Costa Rica in Space�) timeline.
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Physical Model
Pieces: Entry
April 2013
View showing the full Explorar Espacio (“Explore Space”) exhibit. This wall features a replica of Space Shuttle Endeavour flown in STS-111, a mission that included Costa Rican astronaut Franklin R. ChangDiaz, a timeline showing Costa Rica en Espacio (“Costa Rica in Space”) featuring Astronaut Chang-Diaz, and an interactive Earth with iPad integration allows students to better understand the physical make up of the Earth’s surface and its place in our solar system.
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Physical Model
Pieces: Explorar Espacio
April 2013
View showing the Explorar Espacio (“Explore Space”) exhibit. This view is looking from the backside of the exhibit, looking forward toward the entry/exit of ECC.
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Physical Model
Pieces: Explorar Espacio
April 2013
View showing the Obras Cuerpo (“Body Works�) exhibit. Students dance, jump, or move, get their heart rate pumping, causing balls in the tubes to go between the heart on the adjacent wall and the tube. iPad monitors show students their heart rate and additional heart rate and bloody supply data.
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Physical Model
Obras Cuerpo
April 2013
View showing the classroom vestibule. This space features an interactive wall feature allowing students to compare ECC’s Carbon Footprint with the national average. Also in this view, a floor graphic, Oruga (“Caterpillar”), shows that the classroom belongs to the 1st and 2nd graders.
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Physical Model
Pieces: Vestibule
April 2013
View showing a classroom wall elevation. This elevation features the ECC logo and pin up space for students to display their work.
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Physical Model
Pieces: Classroom
April 2013
78
Physical Model
Final Model
April 2013
79
Physical Model
Final Model
April 2013
80
Physical Model
Final Model
April 2013
81
Physical Model
Overall Display
April 2013
Volume 7: Final
Table of Contents Interactive Sketches.................................................................................................................................................... Floor Plans................................................................................................................................................................. 1st Floor Plan................................................................................................................................................. 2nd Floor Plan................................................................................................................................................ Axonometric................................................................................................................................................................ Elevations................................................................................................................................................................... Elevation: Classroom....................................................................................................................................... Elevation: CO2 Footprint................................................................................................................................... Elevation: Body Exhibit..................................................................................................................................... Elevation: Space Exhibit................................................................................................................................... Linework Perspectives................................................................................................................................................. Exterior Entry.................................................................................................................................................. Interior Entry.................................................................................................................................................. Interactive: Human Body.................................................................................................................................. Classroom Vestibule........................................................................................................................................ Ideal Classroom.............................................................................................................................................. Greenhouses.................................................................................................................................................. Interactive: Space & Exit.................................................................................................................................. Renderings................................................................................................................................................................ 1st Floor Rendered Plan 2nd Floor Rendered Plan Interior Entry Explorar Espacio & Obras Cuerpo Obras Cuerpo Explorar Espacio Ideal Classroom Axonometric
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Table of Contents
84 87 87 88 89 90 90 91 92 94 95 95 96 97 98 99 102 103 104 104 105 106 107 108 109 110 114
Sketch showing a wall elevation in the Earth, Universe, and Science interactive area. This wall features the experiential space shuttle on the left, a timeline of Costa Rica and its space exploration, and an interactive globe exhibit on the right.
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Final
Interactive Sketches
March 2013
Sketch showing a wall elevation in the Human Body interactive area. In this space, children jump, move, or dance to “raise their heart rate,� and balls will be pumped through tubes to a gigantic replica of a heart located on the opposite side of the hallway.
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Final
Interactive Sketches
March 2013
Sketch showing new signage for the exhibit spaces. Headline text will follow brand standards and be Helvetica Neue LT Stnd, 57 Condensed, and body text will be Helvetica Neue LT Stnd, 47 Light Condensed. Co-branded logos will be featuresd at the bottom of each signage piece.
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Final
Interactive SKetches
March 2013
1m
5m
2ft
20ft 10ft
First floor plan of ECC. The “fragment” portion of my design is denoted by the orange dotted line.
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Final
1st Floor Plan
April 2013
N
2m 1ft 5ft
1m
5m
2ft
Second floor plan of ECC. The “fragment” portion of my design is denoted by the orange dotted line.
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Final
2nd Floor Plan
April 2013
20ft 10ft
N
2m 1ft 5ft
Longitudinal section through ECC. This section shows the relationship of the classroom modules to the rest of the shell; the varying roof heights of the shell; and the relationship of the 2nd mezzanine level to the classroom modules and the rest of the shell of the building.
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Final
Axonometric
April 2013
Escuela de Creativas Ciencias
Escuela de Creativas Ciencias
Interior elevation of a wall in the ideal classroom. This wall features the ECC logo as well as ample pinup space for students to hang up and view their work.
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Final
Elevation: Classroom
April 2013
ecc huella de carbono En 2020, Costa Rica será el país carbono neutral primera. ¿Cómo comparar ECC? Consulte las estadísticas de abajo y aprender cómo se puede reducir la huella de carbono de la ECC.
CONSUMO AGUA Diario
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ENERGÍA EÓLICA Diario
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ENERGÍA SOLAR
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Interior elevation in the classroom vestibule. This elevation depicts an interactive wall where children can see ECC’s carbon footprint and how it stacks up against the national average.
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Final
Elevation: CO2 Footprint
April 2013
BRAS cuerpo
o pe
The Human Heart STS-111 was a mission to the International Space Station (ISS) in 2002. It launched on 5 June 2002 from Kennedy Space Station in Florida, United States and landed on 19 June 2002. Crew members included Costa Rican Franklin R. Chang-Diaz, Philippe Perrin, Paul S. Lockhart, and Kenneth D. Cockrell.
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Interior elevation showing an exhibition space outside the ideal classroom. This exhibit area, Obras Cuerpo (“Body Works�), features a life-size game of Operation, a chalkboard paint wall that allows children to write messages and doodle, and an interactive heart display connected to a nearby wall.
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Final
Elevation: Body Exhibit
April 2013
BRAS cuerpo
bai l ar
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Interior elevation showing an exhibition in Obras Cuerpo. This exhibition is connected to the heart on the opposite wall in the space. Students dance, jump, or move, get their heart rate pumping, causing balls in the tubes to go between the heart on the adjacent wall and the tube. iPad monitors show students their heart rate and additional heart rate and bloody supply data.
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Final
Elevation: Body Exhibit
April 2013
STS-61C Mission: SATCOM KU-1
STS-61C Crew:
Space Shuttle: Columbia
Commander Robert L. Gibson
Launched: January 12, 1986, 6:55:00 a.m. EST Landing Site: Edwards Air Force Base, Calif. Landing: January 18, 1986, 5:58:51 a.m. PST
STS-75
STS-46 STS-46 Crew:
Mission: TSS-1; EURECA Deploy
Commander Loren J. Shriver
Space Shuttle: Atlantis
Pilot Charles F. Bolden, Jr.,
Launched: July 31, 1992, 9:56:48 a.m. EDT
Mission Specialist Franklin R. Chang-Diaz,
Landing Site: Kennedy Space Center, Florida
Mission Specialist Steven A. Hawley
Mission Duration: 6 days, 2 hrs, 3 min, 51 sec
Mission Specialist George D. Nelson
Returned to KSC: January 23, 1986
Payload Specialist Robert J. Cenker
Miles Traveled: 2.5 million
Payload Specialist & Congressman Bill Nelson
Mission Specialist Franklin R. Chang-Diaz Mission Specialist Claude Nicollier
STS-75 Crew: Commander Andrew M. Allen
Landing Site: Kennedy Space Center, Florida Landing: March 9, 1996, 8:58:21 a.m. EST
Mission: International Space Station UF2
Mission Specialist Jeffrey A. Hoffman Mission Specialist Claude Nicollier
STS-111 Crew: Commander Kenneth Cockrell
Space Shuttle: Endeavour
Pilot Scott J. Horowitz
Launched: June 5, 2002, 5:22:49 p.m. EDT
Payload Commander Franklin R. Chang-Diaz Mission Specialist Maurizio Cheli
Mission Duration: 15 days, 17 hrs, 41 min, 25 sec Miles Traveled: 6.5 million
Mission Specialist Marsha S. Ivins
Miles Traveled: 3.3 million
STS-111
Mission: TSS-1R; USMP-3 Space Shuttle: Columbia Launched: February 22, 1996, 3:18:00 p.m. EST
Pilot Andrew M. Allen Mission Specialist Jeffrey A. Hoffman
Landing: August 8, 1992, 9:11:51 a.m. EDT Mission Duration: 7 days, 23 hrs, 15 min, 3 sec
Pilot Paul Lockhart,
Landing Site: Edwards Air Force Base Calif.
Mission Specialist Franklin Chang-Diaz
Landing: June 19, 2002, 1:58:45 p.m. EDT
Mission Specialist Philippe Perrin
Mission Duration: 13 days, 20 hrs, 35 min and 56 sec Miles Traveled: 5.8 million
Mission Specialist Umberto Guidoni
Payload Specialist Franco Malerba The primary objective of the mission was to deploy the Satcom K1 communications satellite, second in a planned
The primary objective of STS-75 was to carry the Tethered Satellite System Reflight (TSS-1R) into orbit and to The primary objective was deployment of the European Space Agency's European Retrievable Carrier (EURECA)
deploy it spaceward on a conducting tether. The mission also flew the United States Microgravity Payload
of small scientific experiments, including 13 Getaway Special (GAS) canisters devoted to investigations involving
and operation of the joint NASA/Italian Space Agency Tethered Satellite System (TSS). The mission was extended
(USMP-3) designed to investigate materials science and condensed matter physics. The TSS-1R mission was a
the effect of microgravity on materials processing, seed germination, chemical reactions, egg hatching, astronomy,
one day to complete the science objectives. Secondary payloads included Evaluation of Oxygen Integration with
series of geosynchronous satellites owned and operated by RCA Americom. Columbia also carried a large number
Space Environment Candidate Materials Exposure (LDCE); Air Force Maui Optical Site (AMOS); Pituitary Growth Hormone Cell Function (PHCF); and Ultraviolet Plume Instrument (UVPI).
STS-111, in addition to providing supplies, rotated the crews aboard the International Space Station, exchanging the three Expedition 4 members (1 Russian, 2 American) for the three Expedition 5 members (2 Russian, 1 racks to the station. The mission also installed a component of the Canadarm2 called the Mobile Base System
Satellite System circled the Earth at an altitude of 296 kilometers, placing the tether system within the rarefied
Complex Autonomous Payload (CONCAP II and CONCAP III); IMAX Cargo Bay Camera (ICBC); Limited Duration
Materials Science Laboratory-2 structure for experiments involving liquid bubble suspension by sound waves, melting and resolidification of metallic samples and container-less melting and solidification of electrically
American). The Multi-Purpose Logistics Module (MPLM) carried experiment racks and three stowage and resupply
reflight of TSS-1 which was flown onboard Space Shuttle Atlantis on STS-46 in July/August 1992. The Tether
Materials/Thermal Management Processes (EOIM-III/TEMP 2A-3); Consortium for Materials Development in Space
atmospheric physics, and an experiment designed by Ellery Kurtz and Howard Wishnow of Vertical Horizons to determine the effects of the space environment on fine arts materials and original oil paintings. Also carried was a
Replica of Space Shuttle Endeavour flown in STS-111 STS-111 was a mission to the International Space Station (ISS) in 2002. It launched on 5 June 2002
(MBS) to the Mobile Transporter (MT) (which was installed during STS-110). This gave the mechanical arm the
electrically charged layer of the atmosphere known as the ionosphere. STS-75 mission scientist hoped to deploy
capability to "inchworm" from the U.S. Lab fixture to the MSS and travel along the Truss to work sites.
the tether to a distance of 20.7 kilometres (12.9 mi). Over 19 kilometers of the tether were deployed before the tether broke. It remained in orbit for a number of weeks and was easily visible from the ground, appearing
conductive specimens. Another small experiment carrier located in the payload bay was the Hitchiker G-1 (HHG-1),
something like a small but surprisingly bright fluorescent light traveling through the sky.
which carried three experiments to study film particles in the orbiter environment, test a new heat transfer system
from Kennedy Space Station in Florida, United States and landed on 19 June 2002. Crew members
and determine the effects of contamination and atomic oxygen on ultraviolet optics materials, respectively.
included Costa Rican Franklin R. Chang-Diaz, Philippe Perrin, Paul S. Lockhart, and Kenneth D. Cockrell. Franklin R. Chang-Diaz and Philippe Perrin went on three spacewalks during this mission. The first
Escuela de Creativas Ciencias
Escuela de Creativas Ciencias
mission was to attach power and a data Grapple Fixture to P6 Truss on the ISS. The second was attach a
Escuela de Creativas Ciencias
Escuela de Creativas Ciencias
mobile base system to the Mobile Transporter. The third and final spacewalk was to replace the wrist joint of Canadarm2. Each mission lasted between five and seven hours each.
1992
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STS-60
STS-34
Franklin Chang Díaz
STS-60 Crew:
Mission: WSF-1; SPACEHAB-2 The primary payload, the Project Galileo spacecraft with its attached Inertial Upper Stage (IUS), was successfully deployed on its journey to Jupiter. STS-34 was only the second shuttle flight to deploy a planetary spacecraft, the first being STS-30, which deployed the Magellan spacecraft. Galileo became the first spacecraft to orbit an outer planet and to penetrate the atmosphere of an outer planet. Also, the spacecraft was scheduled to make the first extended observations of the Jovian system and first direct sampling of Jupiter's atmosphere, as well as the first asteroid flybys.
2002
Mission: Galileo; Shuttle Solar Backscatter Ultraviolet
STS-34 Crew:
Space Shuttle: Atlantis
Commander Donald E. Williams
Launched: October 18, 1989, 12:53:40 p.m. EDT Landing Site: Edwards Air Force Base, Calif.
Pilot Michael J. McCulley Mission Specialist Franklin R. Chang-Diaz
Landing: October 23, 1989, 9:33:01 a.m. PDT
Mission Specialist Shannon W. Lucid
Mission Duration: 4 days, 23 hrs, 39 min, 21 sec
Mission Specialist Ellen S. Baker
Space Shuttle: Discovery
Commander Charles F. Bolden Jr.
Launched: February 3, 1994, 7:10:00 a.m. EST
Pilot Kenneth F. Reightler Jr.
Landing Site: Kennedy Space Center, Florida Landing: February 11, 1994, 2:19:22 p.m. EST
Mission Specialist N. Jan Davis, Mission Specialist Ronald M. Sega,
Mission Duration: 8 days, 7 hrs, 9 min, 22 sec
Mission Specialist Franklin R. Chang-Diaz
Miles Traveled: 3.4 million
Mission Specialist Sergei K. Krikalev
Returned to KSC: October 29, 1989
STS-91 Mission: Ninth and Final Shuttle-Mir Docking
STS-91 Crew:
Space Shuttle: Discovery
Commander Charles J. Precourt
Launched: June 2, 1998, 6:06:24 p.m. EDT
Pilot Dominic L. Pudwill Gorie
Landing Site: Kennedy Space Center, Florida Landing: June 12 1998, 2:00:18 p.m. EDT
Mission Specialist Wendy B. Lawrence Mission Specialist Franklin R. Chang-Diaz
Mission Duration: 9 days, 19 hrs, 54 min, 2 sec
Mission Specialist Janet L. Kavandi
Miles Traveled: 3.8 million
Mission Specialist Valery Victorovitch Ryumin
Miles Traveled: 2 million The primary payload, the Project Galileo spacecraft with its attached Inertial Upper Stage (IUS), was successfully deployed on its journey to Jupiter. STS-34 was only the second shuttle flight to deploy a planetary spacecraft, the first being STS-30, which deployed the Magellan spacecraft. Galileo became the first spacecraft to orbit an outer
STS-60 was the first mission of the US/Russian Shuttle-Mir Program, which carried Sergei K. Krikalev, the first The primary payload, the Project Galileo spacecraft with its attached Inertial Upper Stage (IUS), was successfully
Russian cosmonaut to fly aboard a Space Shuttle. Crew also conducted first NASA-Russian Space Agency joint
deployed on its journey to Jupiter. STS-34 was only the second shuttle flight to deploy a planetary spacecraft, the
in-flight medical and radiological investigations. Krikalev communicated with amateur radio operators in Moscow
planet and to penetrate the atmosphere of an outer planet. Also, the spacecraft was scheduled to make the first
first being STS-30, which deployed the Magellan spacecraft. Galileo became the first spacecraft to orbit an outer
using Shuttle Amateur Radio Experiment (SAREX) equipment.
extended observations of the Jovian system and first direct sampling of Jupiter's atmosphere, as well as the first
planet and to penetrate the atmosphere of an outer planet. Also, the spacecraft was scheduled to make the first
asteroid flybys.
extended observations of the Jovian system and first direct sampling of Jupiter's atmosphere, as well as the first asteroid flybys.
Crew also deployed two payloads from Get Away Special canisters mounted on GAS bridge assembly in payload bay: six Orbital Debris Radar Calibration Spheres (ODERACS) ranging in size from two to six inches (5-15 centimeters) to aid calibration of radar tracking systems worldwide, and University of Bremen's BREMSAT, which measured conditions such as acceleration forces affecting satellite. Other payloads included Capillary Pumped Loop Experiment (CAPL) mounted on top of GAS Bridge Assembly; three additional GAS experiments; and Auroral
STS-91 marked the final Shuttle/Mir Docking Mission. This Phase 1 Program was a precursor to the International Space Station maintaining a continuous American presence in space and developing the procedures and hardware required for an international partnership in space. The mission was the first to use the super lightweight external tank (SLWT) which was the same size, at 154 feet (47 m) long and 27 feet (8.2 m) in diameter, as the external tank used on previous launches, but 7,500 pounds (3,400 kg) lighter. The tank was made of an aluminum lithium alloy and the tank's structural design had also been improved making it 30 percent stronger and 5 percent less dense. The walls of the redesigned hydrogen tank were machined in an orthogonal waffle-like pattern, providing more strength and stability than the previous design. These improvements would later provide additional payload capacity to the International Space Station.
Photography Experiment-Phase B (APE-B).
Escuela de Creativas Ciencias Escuela de Creativas Ciencias Escuela de Creativas Ciencias
Interior elevation showing an interactive displays within the Explorar Espacio (“Explore Space”) exhibit. This interactive area features a replica of Space Shuttle Endeavour flown in STS-111, a mission that included Costa Rican astronaut Franklin R. Chang-Diaz. Also in this exhibit, a brief explanation of Costa Rica en Espacio (“Costa Rica in Space”) featuring Astronaut Chang-Diaz allows students to learn about Costa Rica’s contributions to space exploration. Finally, an interactive Earth with iPad integration allows students to better understand the physical make up of the Earth’s surface and its place in our solar system.
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Final
Elevation: Space Exhibit
April 2013
Exterior perspective showing the entry to ECC. Throughout my design, I have been leaving the shell mostly as is, changing only minor things, and simply inserting my interior design into the shell. On the exterior, I have changed the color of the portico to match the new color system of ECC as well as added signage above the door, which is the ECC logo.
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Final
Exterior Entry
April 2013
Linework perspective showing the interior entry to ECC. Upon entering the space, students are created by interactive exhibits, such as an interactive Earth with iPad contorls, a space ship replica, and an exhibit showing the planets.
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Final
Interior Entry
April 2013
Linework perspective showing the human body exhibit area on the right and the space exhibit on the left, as seen from just inside the entry of the school. The space exhibit shows an interactive Earth exhibit, and the human body exhibit area shows a heart exhibit and a life-size game of Operation.
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Final
Interactive: Human Body
April 2013
Linework perspective showing the vestibule to the ideal classroom as well as the interactive spaces outside the classroom walls. In the vestibule, a wall showing ECC’s Carbon Footprint allows students to compare ECC’s carbon footprint to the rest of Costa Rica. The exhibition space outside the classroom shows the human body exhibits.
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Final
Classroom Vestibule
April 2013
Linework perspective showing the ideal classroom. This perspective is the first look upon entering the classroom. Students are greeted by the control center, which is the technological centerpiece of the room. The control center features iPads, two televisions, a projection system, and two stations for audible language training.
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Final
Ideal Classroom
April 2013
Linework perspective showing the ideal classroom. This perspective shows the control center, featuring iPads, televisions, and the audible learning center for language training.
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Final
Ideal Classroom
April 2013
Linework perspective showing the ideal classroom. This perspective focuses on the control center of the classroom, a center that houses ipads, televisions, a projection system, and two sound booths for language training.
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Final
Ideal Classroom
April 2013
Perspective showing the courtyard of ECC and the greenhouses. Each classroom, grades 1/2, grades 3/4, and grades 5/6 , each have their own greenhouse off their classroom. Each greenhouse is accessible from the classroom and from the courtyard during school hours. The greenhouses help to bridge the gap between interior and exterior in the design.
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Final
Greenhouses
April 2013
Linework perspective showing the space exhibits and looking toward the exit of ECC. The space exhibits include the interactive Earth exhibit and a Foucault pendulum.
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Final
Interactive: Space & Exit
April 2013
104
Final
1st Floor Rendered Plan
April 2013
105
Final
2nd Floor Rendered Plan
April 2013
106
Final
Interior Entry
April 2013
107
Final
Explorar Espacio & Obras Cuerpo
April 2013
108
Final
Obras Cuerpo
April 2013
109
Final
Explorar Espacio
April 2013
110
Final
Ideal Classroom Entry
April 2013
111
Final
Ideal Classroom: Experiment
April 2013
112
Final
Ideal Classroom: Testing
April 2013
113
Final
Ideal Classroom: Technology
April 2013
114
Final
Axonometric
April 2013
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Escuela de Creativas Ciencias