VISTARAA study of India’s space research education and ISR ISRO By MUSKAN ANIL RANWAKA
GUIDED BY
Ar. Prof. Mythili Kowshik - Shetty A Dissertation submitted in partial fulfillment Of the requirements for SEM-IX The Degree
BACHELOR OF ARCHITECTURE MUMBAI UNIVERSITY MUMBAI, MAHARASHTRA.
5TH YEAR SEM-IX NOV’2021
Conducted at: RACHANA SANSAD’S ACADEMY OF ARCHITECTURE, AIDED COURSE RACHANA SANSAD, 278, SHANKAR GHANEKAR MARG, PRABHADEVI, MUMBAI 400025.
DECLARATION I hereby declare that this written submission entitled “VISTARA - a study of India’s space research education and ISRO” represents my ideas in my own words and has not been taken from the work of others (as from books, articles, essays, dissertations, other media and online);and where others’ ideas or words have been included, I have adequately cited and referenced the original sources. Direct quotations from books, journal articles, internet sources, other texts, or any other source whatsoever are acknowledged and the sources cited are identified in the dissertation references. No material other than that cited and listed has been used. I have read and know the meaning of plagiarism* and I understand that plagiarism, collusion, and copying are grave and serious offences in the university and accept the consequences should I engage in plagiarism, collusion or copying. I also declare that I have adhered to all principles of academic honesty and integrity and have not misrepresented or fabricated or falsified any idea/data/fact source in my submission. This work, or any part of it, has not been previously submitted by me or any other person for assessment on this or any other course of study. Signature of the Student: Name of the Student: Muskan Anil Ranwaka Exam Roll No: 44 Date: 22/11/2021
Place: Mumbai
*The following defines plagiarism: “Plagiarism” occurs when a student misrepresents, as his/her own work, the work, written or otherwise, of any other person (including another student) or of any institution. Examples of forms of plagiarism include: • the verbatim (word for word) copying of another’s work without appropriate and correctly presented acknowledgement; • the close paraphrasing of another’s work by simply changing a few words or altering the order of presentation, without appropriate and correctly presented acknowledgement; • unacknowledged quotation of phrases from another’s work; • the deliberate and detailed presentation of another’s concept as one’s own. • “Another’s work” covers all material, including, for example, written work, diagrams, designs, charts, photographs, musical compositions and pictures, from all sources, including, for example, journals,books, dissertations and essays and online resources.
APPROVAL CERTIFICATE The following Under-Grad Design Dissertation Study is hereby approved as satisfactory work on the approved subject carried out and presented in a manner sufficiently satisfactory to warrant its acceptance as a prerequisite and partial fulfillment of requirement to the 5th Year Semester IX of Bachelor Of Architecture Degree for which it has been submitted. This is to certify that this student Muskan Anil Ranwaka is a bonafide Final Year student of our institute and has completed this Design Dissertation under the guidance of the Guide as undersigned, adhering to the norms of the Mumbai University & our Institute Thesis Committee. It is understood that by this approval and certification the Institute and the Thesis Guide do not necessarily endorse or approve any statement made, opinion expressed or conclusions drawn therein; but approves the study only for the purpose for which it has been submitted and satisfied the requirements laid down by our Thesis Committee. Name of the Student: Muskan Anil Ranwaka Date: 22nd November, 2021
Approved By
Principal Ar. Prof. Suresh Singh
College Seal
Certified By
Thesis Guide Ar. Prof. Mythili Kowshik - Shetty
Certified Seal
Examined By
External Examiner-1
External Examiner-2
ACKNOWLEDGEMENT As I present this dissertation thesis, I remain grateful to a number of people who have helped me at different stages of this research. First and foremost I would like to thank my thesis guide, Ar. Prof. Mythili Kowshik - Shetty, for her relentless feedback and motivation and guiding me with the various aspects of my project. I would also like to thank Ar.Yagnik Bathija who helped me understand the nuances and ground realities pertaining to my topic and had a key role in helping me streamline my ideas. I must thank my friends Komal, Manasi and Ridhima for being critical listeners and offering immense encouragement.I also think I couldn’t have done my study from home, without the support from my friends in Ichalkaranji, I’m very thankful to them. Above all, I feel blessed to have my family , especially my parents, my brother and my sister for their support. They have taken care of me and pushed me to be my best as they believed I could. A final, sincere thanks to all those whom I have missed out above, without whose contribution the document would have been incomplete. Thank you all so much for always keeping the morale up and for keeping me going. Muskaan
“Preserving knowledge is easy. Transferring knowledge is also easy. But making new knowledge is neither easy nor profitable in the short term. Fundamental research proves profitable in the long run, and, as importantly, it is a force that enriches the culture of any society with reason and basic truth.” ― Ahmed H. Zewail
Figure 1: Image courtesy : Chirayu Sharma(Right) Jaisalmer,Thar Desert | June, 2020
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TABLE OF CONTENTS Declaration Approval Certificate Acknowledgement Abstract
01. Introduction
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02. Understanding ISRO
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03. Literature Review
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04. Precedents
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05. Architecture of the Cosmos
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06.Site selection
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1.1 Outline of the study 1.2 Important terminologies and Key words 1.3 Need of Study 1.4 Background Study 1.5 Aim 1.6 Objectives 1.7 Scope and Limitations 1.8 Research Methodology
2.1 Introduction to ISRO 2.2 Budget allocation of ISRO 2.3 Culture of Design at ISRO 2.4 Current trends at ISRO 2.5 Comparative study of space centers of the world
3.1 Astronomy and Architecture 3.2 International space station benefits for humanity 3.3 Astronomy Village 3.4 Vistara - Architecture of India 3.5 Blessings of the Sky
4.1 Kennedy Space Center 4.2 Kielder Space Observatory 4.3 Identities in Architecture 4.4 Virasat-e-Khalsa 4.5 IIM, Bangalore 5.1 Architecture as Mediator
6.1 Parameters of site selection 6.2 Understanding and comparative analysis 6.3 Conclusion
07. Site analysis
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08. Program Curation
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7.1 Site selection 7.2 Site Area study 7.3 Site Area selection- Comaparative analysis
8.1 Design Objectives 8.2 Design Intent 8.3 Programatic configuration Bibliography
Table of Figures Figure 1: Image courtesy : Chirayu Sharma(Right) Figure 2 : Jantar Mantar, Jaipur Figure 3 : Use of astronomy in everyday life Figure 4 : Need of study Figure 5: News articles Figure 6: Centers of ISRO across the nation Figure 7: Regional Academic Centers for Space Figure 8: Space Technology Incubation Center Figure 9 : Space Technology Cells Figure 10 : ISRO Chairs Figure 11 : Research Methodology Figure 12 : PSLV Launch in August,2020 Figure 13 : Source : https://wallpapercave.com/isro-logo-wallpapers Figure 14 : ISRO Budget over the Figure 15 : Allocation of Budget Figure 15.1 : Budget of ISRO Figure 15.2 : Budget of ISRO Figure 15.3 : Budget of ISRO Figure 16 : Vikram Sarabhai Space Centre Figure 16.1 : Analysis of Architecture vocabulary (Ref- figure:16) Figure 17 : Space Applications Centre Figure 17.1 : Analysis of Architecture vocabulary (Ref- figure:17) Figure 18 : Liquid Propulsion Systems Centre Figure 18.1 : Analysis of Architecture vocabulary (Ref- figure:18) Figure 19 : Traditional learning environment Limited Public access Figure 20 : Proposed learning environmentOpen access and interaction Figure 21 : Comparative analysis of space research centers across the globe Figure 22 : Comparative analysis of space research centers across the globe Figure 23 : Astronomy and Architecture Figure 24 : Vistara- The Architecture of India Figure 25 : The British Council in New Delhi Figure 26 : The Belapur housing project in ‘Navi Mumbai’ Figure 27 : House in Koramangala Figure 28 : Kennedy space center visitor’s complex Figure 29 : Kennedy space center visitor’s complex Figure 30 : View of Kielder space observatory Figure 31 : Keilder space observatory Figure 32 : Kennedy space center visitor’s complex Figure 33 : Virasat-e-Khalsa Figure 34 : IIM, Bangalore ) Figure 35 : IIM, Bangalore Figure 36 : IIM, Bangalore Figure 37 : IIM, Bangalore Figure 38 : StoneHenge Figure 39 : Axis Mundi as a connector Figure 40 : Axis mundi as linear spatial quality Figure 41 : Axis mundi as a point Figure 42 : Axis Mundi as a portal Figure 43 : Axis Mundi as sky mapper Figure 44 : Pyramids of Gixa in relation to the Cosmos Figure 45 : Indian Astronomical Observatory, Ladakh Figure 46 : Centers of ISRO
Table of Figures Figure 47 : Comparative analysis of site Figure 48 : Rann of Kutch, Gujarat Figure 49 : Thar Desert,Rajasthan Figure 50 : View of Thar Desert Figure 51 : Site analysis Figure 51.1 : Site analysis Figure 51.2 : Site analysis Figure 52 : Site selection Figure 52.1 : Site selection Figure 52.2 : Site selection Figure 53 : Site selection Figure 54 : SALT with Star Trails Figure 55 : Design program curation Figure 56 : User group Figure 57 : Calvin and Hobbes
ABSTRACT Architecture represents the symbiotic relationship between earth, man and the Sky. The architecture engages with the sky bringing the astronomical cent or symbols to the ground. The relationship would create a unique assignment where the vertical place interacts with the horizontal one. India’s space programme has grown rapidly in recent decades, owing largely to the country’s growing economic power and influence. In the coming years, India intends to become the fourth power to send astronauts to space, as well as to explore other celestial bodies with orbiters, rovers, and landers, and eventually to send humans to do the same. This exponential growth in the field of astronomy has led to a set back in the astronomical education in the country and resulted in the lack of involvement of the public and lay man. This provides a unique opportunity to strengthen the latter. Astronomy and architecture have been in close contact for thousands of years, and we now know that in ancient times, many people tailored their buildings to specific astronomical alignments, following and analysing the movements of the Sun and stars. There is a need to raise awareness about astronomy, as well as to provide interactive and open observation spaces for hands-on experiences. This research focuses on making astronomical research accessible and available to the public, as well as allowing for practical exploration through architecture. Keywords - Astronomy, Education, Space, Awareness, Accessibility, Relevance, STEM
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Figure 2 : Jantar Mantar, Jaipur Source : https://unsplash.com/s/photos/jantar-mantar
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Introduction
1.1 Outline of the study 1.2 Important terminologies and Key words 1.3 Need of Study 1.4 Background Study 1.5 Aim 1.6 Objectives 1.7 Scope and Limitations 1.8 Research Methodology
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“Man must rise above the Earth—to the top of the atmosphere and beyond—for only thus will he fully understand the world in which he lives.” - Socrates, Philosopher
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Introduction Architecture represents the symbiotic relationship between earth, man and the Sky. The architecture engages with the sky bringing the astronomical cent or symbols to the ground. The relationship would create a unique assignment where the vertical place interacts with the horizontal one. This section introduces the topic of the study. The research will centre on how people in the past studied the night sky, how it influenced architecture, and what role the sky played in their cultures. It will also talk about the importance of space research in everyday life and exploration.
1.1 Outline of the study Astronomical discoveries captivate the human imagination by answering deep and long-standing questions about our origins and the nature of the universe we live in. People of all ages are awestruck by the vastness of the universe, the extraordinary forms that other worlds can take, and the location of our home planet in space and time. There is a need to raise awareness about astronomy, as well as to provide interactive spaces and open observation spaces for hands-on experiences. Making astronomical research more accessible and available to the general public, as well as allowing for practical exploration through architecture. The Indian Space Research Organization aims to create an ecosystem for a sustained outreach programme which will enable students and public to know about the ISRO programme and explore the knowledge further. ISRO also encourages institutions which are involved in STEM activities for reaching out to students at large. Some of the major centres of ISRO house space galleries, which narrate space science technology.
Figure 3 : Use of astronomy in everyday life Source : Author
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1.2 Need of Study •
• • • •
India’s space program has undergone a rapid expansion in recent decades, largely as a result of the country’s growing economic power and influence. In the coming years, India plans to become the fourth power to send astronauts to space, explore other celestial bodies with orbiters, rovers, and landers, and eventually send humans to do the same. The awareness that ISRO holds in India is still limited to news articles and satellite launches. ISRO aims at creating awareness and introducing space research by establishing STIC’s and RAC’s for the students, but awareness at the larger scale is still lacking. Space Research helps us in multiple fields that affect us in day to day life. Right from medicine, Culture, Science and Technology to disaster management, security and law enforcement and development. Thus, it is very important to understand its impact and make the most of the available research. In recent times, ISRO has started conducting online courses and programs to create awareness and involve the younger generation into the scientific field of space research. This proves that ISRO also aims at creating a wider impact on the people in the country. Considering the efforts by ISRO and the government, the need to create awareness and allow for accessibility while looking for greater and larger achievements in the future seems to be the need of the hour.
Figure 4 : Need of study Source : Author
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Figure 5: Source - https://www.dqindia.com/isro-invites-applications-schools-students-virtual-quiz-competition-participation-certificates-given/ https://www.isro.gov.in/capacity-building/student-programs https://www.dqindia.com/isro-invites-applications-schools-students-virtual-quiz-competition-participation-certificates-given/
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1.3 Background Study Recognising the need for a broader academic interface with institutions across the country, a series of capacity building initiatives have been taken up to further strengthen the involvement of academia for ISRO programmes. These initiatives include: 1. Sponsored Research (RESPOND) 2. Regional Academic Centres for Space [RAC-S] 3. Space Technology Incubation Centres [S-TICs] 4. Space Technology Cells [STC] 5. Space Innovation Centre 6. ISRO Chairs 7. Centre of Excellence on Advanced Mechanics of Materials 8. Satish Dhawan Centre for Space Science 9. Centre for Nano Science & Engineering (CeNSE) Each of the above programmes is uniquely designed to achieve a specific objective, such as encouraging students towards entrepreneurship [S-TIC], leveraging academic rigour of institute in a particular domain for benefit of ISRO [S-NAP], motivating Academicians to tackle challenging problems [ISRO Chairs] and raising the overall research aptitude of an institute in space domain [RAC-S]
Figure 6: Centers of ISRO across the nation Source - https://www.isro.gov.in/search/node/Outreach
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Figure 7: Regional Academic Centers for Space
Figure 8: Space Technology Incubation Centers
Regional Academic Centre for Space (RAC-S) is a regional level new initiative to pursue advanced research in the areas of relevance to the future technological and programmatic needs of the Indian Space Programme and act as a facilitator for the promotion of space technology activities in the region.
Figure 9: Space Technology Cells
To attract and nurture the young academia with innovative ideas / research aptitude for carrying out research and developing the Academia–Industry ecosystem for Space Technology, ISRO has set-up a Space Technology Incubation Centre in 6 regions of our Country viz. Central, East, North, North-East, South and West.
Figure 10: ISRO Chairs
ISRO has also set up Space Technology Cells at premiere institutions like Indian Institutes of Technology (IITs) - Bombay, Kanpur, Kharagpur, Madras, Roorkee, Guwahati and Delhi; Indian Institute of Science (IISc), Bangalore and Joint Research Programme (JRP) with Savitribai Phule Pune University (SPPU) to carry out research activities in the areas of space technology and applications.
Research Chairs have been established in Academia/Institutions to foster research activities in the field of Space Science, Space Technology and Space Applications. ISRO has already setup 5 ISRO Research Chairs at Bangalore University; Savitribai Phule Pune University, Pune; IISc Bangalore; NIAS, Bengaluru and IIT Kharagpur. ISRO chair aims at creating awareness and build up specialized knowledge base among the academicians, students and research scholars with special emphasis to space programme.
Figure 7, 8, 9, 10 Source - https://www.isro.gov.in/search/node/Outreach
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1.5 Aim When people hear the word “Astronomy”, they usually think of stargazing. But it’s much deeper than that and holds mysteries beyond your wildest dreams. • The study here aims to examine the need of introducing space education for the students and the future generations. • The study also aims to analyze and take actions to create greater awareness for practicability of space research to the general Public. • The study would further extend to examine the need of design into spaces where space research is conducted.
1.6 Objectives • • •
Study and analyze the relationship between astronomy and architecture and its evolution over the years. Study and understand the current trend of designing ISRO buildings and using architecture as a medium to create an identity to ISRO. To devise a program that has extensive impact on the public and students.
1.7 Scope and Limitations • • • • •
Astronomy/space research has a very vast scope from evolution to cosmology. However this dissertation will be curated by limiting its scope in education and research and architecture. This study will include aspects such as Space education, Awareness, everyday use of space research data,STEM, new education policy. The study will not be based on aspects of Vastu, climatology, Aerospace and technology . This study is based on research and data available from the internet and research papers. The study’s scope is not limited to the current time but is developed to consider the permanent nature of architecture and its ability to impact the future. Hence necessary assumptions are made wherever needed.
1.8 Research Methodology The research methodology will include the following• Evaluation of countries where there is rapid increase in space research and their future programs. • Evaluation of NASA’s existing student policies and their marketing strategies. • Interviewing Scientists, students and researchers who work at ISRO. • Interviewing people who have visited NASA. • Research on the new education policy, interviewing people who have formulated this policy and reading case papers on the same. • Interviewing educators who are a part of teaching STEM. • Case studies about the existing space research centers and planetariums and museums. • Reviewing and analyzing existing research papers and literature.
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Figure 11 : Research Methodology Source -Author
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Figure 12 : PSLV Launch in August,2020 Source -https://www.jagranjosh.com/current-affairs/isro-to-launch-brazils-amazonia-1-satellite-onboard-pslv-in-august-2020-1594363383-1
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Understanding ISRO
2.1 Introduction to ISRO 2.2 Budget allocation of ISRO 2.3 Culture of Design at ISRO 2.4 Current trends at ISRO 2.5 Comparative study of space centers of the world
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2.1 Introduction to ISRO India’s space programme, like China’s, has grown rapidly in recent decades, owing largely to the country’s growing economic power and influence. However, like their international counterparts, India’s foray into space has a much longer history. In the coming years, India intends to become the fourth power to send astronauts to space, as well as to explore other celestial bodies with orbiters, rovers, and landers, and eventually to send humans to do the same.
History Modern space research in India can be traced to the 1920s with experiments in radio waves, the dispersal of light, and Earth’s ionosphere. However, it was not until after 1945, when India gained its independence, that coordinated space research began in India. This was spearheaded by Vikram Sarabhai and Homi Bhabha, who established the Physical Research Laboratory and the Tata Institute of Fundamental Research in 1945, respectively. With the founding of the Department of Atomic Energy (1950), research was conducted throughout the 1950s on Earth’s magnetic field, cosmic radiation, meteorology.
Achievements • • • • • •
India began its national space program in the same year that it gained independence. While progress was initially incremental, the ISRO managed to build itself up to the point that it was set to become a global contender in space exploration. India’s economic growth has fueled growth in its space sector. Concordantly, the ISRO has made some huge strides and is reaching the point where it could rival China in space, not to mention Russia and the United States. In the past two decades, India became the fourth space agency in the world to send a mission to the Moon and Mars The first space agency in Asia to reach Mars orbit. In the coming years, they hope to become the fourth space agency to send astronauts to orbit, which is planned for 2022.
Figure 13 : Source : https://wallpapercave.com/isro-logo-wallpapers
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2.2 Budget allocation for ISRO
Figure 14 : ISRO Budget over the years
Figure 15 : Allocation of Budget
NewSpace India Limited (NSIL), founded on March 6, 2019 (under the Companies Act, 2013), is a wholly owned Government of India company that reports to the Department of Space. NSIL is the commercial arm of the Indian Space Research Organization, with the primary responsibility of enabling Indian industries to engage in high-tech space-related activities. NSIL, the commercial arm of ISRO saw a 138 times jump in allocation. The money that earlier went from the Department of Space (DoS) to ISRO, will now be routed to NSIL, which will then authorise the participation of private players.
Figure 15.1 : Budget of ISRO
Figure 15.2 : Budget of ISRO
Figure 15.3 : Budget of ISRO
Source : https://www.businessinsider.in/science/space/news/isro-will-transform-in-2021-as-india-pumps-big-money-to-draw-instartups-for-the-second-space-age/articleshow/80683054.cms https://www.reddit.com/r/ISRO/comments/la4ru7/isro_budget_over_past_21_years/
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2.3 Culture of Design at ISRO Structures at ISRO ISRO’s structures/centers are designed by the Architect hired by the organisation. These structures meet the function’s requirements, but they fail to establish the organization’s architectural identity. When the question “Why do ISRO buildings look the way they do?” was investigated, the issue of identity and design came into play. Today , there is a certain identity that is held by NASA in front of the entire world. The buildings of NASA create an image and identity for themselves. Following interviews with ISRO and space research personnel, it was determined that ISRO’s buildings have no effect on the center’s operation or the well-being of those who work there. • How do people identify with NASA? • What identity does ISRO hold? • Is creating a physical presence of ISRO important?
Figure 16 : Vikram Sarabhai Space Centre
Figure 16.1 : Analysis of Architecture vocabulary (Ref- figure:16) Source : Author
Figure 17 : Space Applications Centre
Figure 17.1 : Analysis of Architecture vocabulary (Ref- figure:17) Source : Author
Figure 18 : Liquid Propulsion Systems Centre
Figure 18.1 : Analysis of Architecture vocabulary (Ref- figure:18) Source : Author
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2.4 Current trends at ISRO and space education • • • • • • • •
Culture of work and development. No accessibility to public Less involvement of students in the working Government control Confidentiality Focus on technical aspect and not research A factory to develop the engineering aspect No educational institute to provide a certified degree in astronomy
Figure 19 : Traditional learning environment Limited Public access Source: Author
Figure 20 : Proposed learning environmentOpen access and interaction Source : Author
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2.5 Comparative study of space centers across the World
2.4 Comparative study of space centers
A defining characteristic of the modern space age is how more countries and the commercial space sector are taking part like never before. In addition to the two traditional superpowers (NASA and Roscosmos), ChiA defining of the space age them, is how more countries na, India, and Europe have madecharacteristic some very impressive gainsmodern in recent years. Beyond smaller space traditional superpowers (NASA India,decades, and Europe agencies are also making significant contributions to humanand spaceRoscosmos), exploration. AndChina, in the coming more are expectedare to enter fray. Here’s a rundown contributions of all the five largest space agencies in the alsothe making significant tofederal human space exploration. An world today. largest federal space agencies in the world today.
NASA
ROSCOSMOS/ SOVIET UNION PROGRAM
C
The exploits of NASA are well-documented. From sending astronauts into orbit in the late 50s and 60s to sending the first human beings to the Moon and to the exploration of the inner and outer Solar System - no space agency has matched NASA's historic legacy.
From the period immediately after the Second World War to 1991, the Soviet Space Program was NASA's chief rival in space. After taking an early lead in the "Space Race" and achieving many firsts, Russia eventually ceded leadership to NASA due to changing budget environments and political problems.
The C argu world Conc Chin in th incre acco
History The United States forays into space began in earnest in the 1940s, with research into rocketry and upper atmospheric sciences. These efforts were overseen by the National Advisory Committee for Aeronautics (NACA) and were designed to ensure that America was not outpaced by the Soviet Union in the post-WWII period.
History Russia's space program began in earnest after World War II, at a time when the Soviet and American governments were relying on German rocket scientists and technologies developed during the war to get to space first. However, the roots of the Soviet space program go deeper, extending to the pre-war Soviet period and even the late Russian Empire.
Histo Like prog weap 1955, use n (1950
Student Program NASA invests in our nation's future workforce by providing unique science, technology, engineering and mathematics (STEM) opportunities for students, educators and institutions
Student Program Involving children into the industry in order to establish motivation for future productive work. Establishing of the mechanism for selection of the most talented children. Upgrading of Exam score for employer sponsored students of aerospace universities.
Figure 21 : Comparative analysis of space research centers across the globe https://www.sparknotes.com/philosophy/disciplinepunish/section7/https://interestingengineering. Source : https://www.sparknotes.com/philosophy/disciplinepunish/section7/ https://interestingengineering.com/space-programs-around-the-world
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nters across the World
countries and the commercial space sector are taking part like never before. In addition to nd Europe have made some very impressive gains in recent years. Beyond them, smaller sp oration. And in the coming decades, more are expected to enter the fray. Here's a rundown
nd was rly y
s
er
man d the , ven
CHINA NATIONAL SPACE AGENCY
EUROPEAN SPACE AGENCY
ISR
The China National Space Agency (CNSA) is arguably the fastest-rising space agency in the world. Concurrent with China's "economic miracle," the Chinese space program has grown considerably in the past two decades and has been mounting increasingly advanced and ambitious missions accordingly.
In 1975, members from ten European countries (Belgium, Denmark, France, West Germany, Italy, the Netherlands, Spain, Sweden, Switzerland, and the UK) convened to formally announce the creation of a space agency that would combine the space programs and infrastructure of their respective nations.
India's space program ha expansion in recent deca the country's growing eco influence. However, like th the history of India's foray traced back much farthe
History Like Russia and the United States, China's space program is rooted in the development of nuclear weapons during the Cold War. This began in 1955, partly in response to the US threatening to use nuclear weapons during the Korean War (1950-53).
History After World War II, Western Europe experienced an exodus of some of its greatest scientific minds, especially those involved with rocketry and aerospace research. By the 1950s, the postwar boom led to renewed investment in the sciences, but it was clear that a cooperative agreement was needed to remain competitive in space.
History Modern space research in the 1920s with experimen dispersal of light, and Ear However, it was not until gained its independence research began in India.
Student Program Recognising the need for interface with institutions series of capacity building taken up to further streng of academia for ISRO pro
o ork. of am
engineering.com/space-programs-around-the-world
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Figure 22 : Comparative analysis of space research centers across the globe Source : https://scipop.iucaa.in/skywatch.html
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Literature Review
3.1 Astronomy and Architecture 3.2 International space station benefits for humanity 3.3 Astronomy Village 3.4 Vistara - Architecture of India 3.5 Blessings of the Sky
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3.1 Astronomy and Architecture BY Momin Mohammad Zaki – 1 st Year M. Arch (Building Services) Subject: Architectural Philosophy Jamia Millia Islamia University – Faculty of Architecture & Ekistics The paper deals with the study of how Architecture and Astronomy come together to achieve some common goal and gives an understanding how the astronomical aspects have regulated the architectural design. It also includes the study of earliest surviving astronomical architecture examples. The study also extends to the relevance of Vaastu which is stated as the indirect relation between architecture and astronomy. It is very clear that rather than exploring vaastu or its principles, the study is directed towards the understanding of its relevance with time and place. Direct relation between architecture and astronomy could be segregated n two different types, one as structures primarily built for the astronomical purpose or as astronomical observatories. Another type is 2 structures built for another purpose but their secondary function is astronomical. Primary structure could be Jantar Mantar consists of instruments which were built to indicate time and other natural phenomena. Secondary would be The Pyramid of Giza- the small pyramids next to the great pyramid of Khufu served as burial places for the relatives of the Pharaoh. Certain facts indicate that there is a chance that the pyramids — due to their ground plan arrangement — are not only burial places but also the components of a yearly calendar. Indirect relation - Astrology, which uses the apparent positions of celestial objects as the basis for psychology, prediction of future events, is not a science and is typically defined as a form of divination. Climatology, the study of atmospheric science, is another extension coming out from Astronomy. In architecture from ancient times, both the disciplines that are astrology and climatology, leads to a concept known as Vaastu. Conclusion - Architecture has been used to encode knowledge from various other fields (discussed here is astronomy) with different metaphors as three-dimensional design. By transferring these metaphors to information visualization some new designs might be created in a similar way.
Figure 23 : Astronomy and Architecture Source: Author
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3.2 International Space Station Benefits for Humanity This book was developed collaboratively by the members of the International Space Station Program Science Forum, which includes the National Aeronautics and Space Administration (NASA), Canadian Space Agency (CSA), European Space Agency (ESA), Japan Aerospace Exploration Agency (JAXA), Russian Federal Space Agency (Roscosmos), and the Italian Space Agency (ASI) Summary - The International Space Station (ISS) is a unique scientific platform that enables researchers from all over the world to put their talents to work on innovative experiments that could not be done anywhere else. Although each space station partner has distinct agency goals for station research, each partner shares a unified goal to extend the resulting knowledge for the betterment of humanity. They already have some amazing breakthroughs. In the areas of human health, innovative technology, education and observations of Earth from space, there are already demonstrated benefits to people back on Earth. Lives have been saved, station-generated images assist with disaster relief, new materials improve products, and education programs inspire future scientists, engineers and space explorers. This book summarizes the scientific, technological and educational accomplishments of research on the space station that have had and will continue to have an impact to life on Earth. All serve as examples of the space station’s potential as a groundbreaking research facility. Through advancing the state of scientific knowledge of our planet, looking after our health, developing advanced technologies and providing a space platform that inspires and educates the science and technology leaders of tomorrow, these benefits will drive the legacy of the space station as its research strengthens economies and enhances the quality of life here on Earth for all people. Global Education - The International Space Station has a unique ability to capture the imaginations of both students and teachers worldwide. The presence of humans aboard the station provides a foundation for numerous educational activities aimed at capturing interest and motivating children towards the study of science, technology, engineering and mathematics (STEM). Projects have allowed for global student, teacher and public access to space through student image acquisition and radio contacts with crew members. Projects like these and their accompanying educational materials are distributed to students around the world. Through the continued use of the station, they will challenge and inspire the next generation of scientists, engineers, writers, artists, politicians and explorers. ISS provides hands-on educational opportunities that encourage students to go beyond passive learning. For more than a decade, the space station has provided hands-on educational opportunities that encourage students to go beyond passive learning, engaging them as interactive participants. From 2000 through 2012, there have been more than 42 million students, 2.8 million teachers and 25,000 schools from 44 countries involved in education activities aboard the space station. Inquiry-based Learning - From the launch of the first modules of ISS into orbit, students have been provided with a unique opportunity to get involved and participate in science and engineering projects. Many of these projects support inquiry-based learning—an approach to science education that allows students to ask questions, develop hypothesis-derived experiments, obtain supporting evidence, analyze data, and identify solutions or explanations. This approach to learning is well-published as one of the most effective ways to engage students to pursue careers in scientific and technology fields.
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3.3 Astronomy Village: Innovative Uses of Planetary Astronomy Images and Data S. K. Croft and S. M. Pompea National Optical Astronomy Observatory, 950 N. Cherry Ave, Tucson, AZ 85719 Teaching and learning science is best done by hands-on experience with real scientific data and real scientific problems. Getting such experiences into public and homeschooling classrooms is a challenge. Here they describe two award-winning multimedia products that embody one successful solution to the problem: Astronomy Village: Investigating the Universe, and Astronomy Village: Investigating the Solar System. Each Village provides a virtual environment for inquiry-based scientific exploration of ten planetary and astronomical problems such as “Mission to Pluto” and “Search for a Supernova.” Both Villages are standards-based and classroom tested. Investigating the Solar System is designed for middle and early high school students, while Investigating the Universe is at the high school and introductory college level. The objective of both Villages is to engage students in scientific inquiry by having them acquire, explore, and analyze real scientific data and images drawn from real scientific problems. The educational goals of the Villages are to motivate students to learn concepts in astronomy and space science, to engage them in scientific inquiry, to make use of technology to acquire, explore, and analyze scientific data and images, and to introduce students to cutting-edge scientific problems and issues. The effective use of planetary images and data in the classroom has been a challenge from the beginning of the space program. Experience has shown that most teachers generally have neither the time nor the expertise to make effective educational use of masses of images, and that the best use of images is in the context of a carefully designed curriculum. Simply incorporating astronomical images and data into the curriculum is not enough. Most astronomers and planetary scientists “do” science because it is interesting, challenging, intriguing, cutting-edge and exciting. Most children look at and explore the world around them for the same reasons. Yet by the time they get into high school and college, the excitement and intrigue are often gone, and classes in science become chores to avoided whenever possible and endured when not. Why? In the perception of one middle school student, “real science” consists of memorizing words and taking tests. For example, students are expected to learn roughly 1500 new words in a typical first year foreign language class. In contrast, the number of new vocabulary words in a typical introductory biology class is closer to 3500! With such a formidable list of words to remember, who has time to get into the spirit of exploration and discovery that drives the typical space scientist It has long been recognized that science teaching is more effective when it involves hands-on activities and problem solving using real data and images. Two award-winning curriculum supplements developed at the Center for Educational Technology in Wheeling, WV, deal with both the image and interest challenges by providing an inquiry-based scientific context for selected sets of planetary and deep space images: Astronomy Village: Investigating the Universe and Astronomy Village: Investigating the Solar System . AVIU is designed for high school students and deals with topics mostly in stellar and galactic astronomy, while AVISS is designed for middle school students and deals with topics in astrobiology and planetary geology.
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3.4 Vistāra – The Architecture of India Vistara - Limitless expanse
“We live in a world of manifest phenomena. Yet, ever since the beginning of time, man has intuitively sensed the existence of another world: a non-manifest world whose presence underlies – and makes endurable – the one we experience every day.” Correa talks about how we explore and communicate our notions of the world in religion, art and philosophy. So similarly Architecture too is myth-based, expressing the presence of a reality more profound than the manifest world in which it exists. As the centuries progress, the myths change. New ones come into being, are absorbed, ingested, transformed into a new architecture. Each time this metamorphosis occurs, a new era – a Vistara – opens up to our sensibilities. “The history of Indian architecture has been an extraordinary progression of such vistāras.” Correa also talks about how in the past man understood and related to two principles. Human and Cosmic. Down the centuries (and perhaps across the globe as well) man does not change. But the context in which he perceives himself to exist varies considerably. The Man here is thus being used to represent not only man human and cosmic, but the more generalized condition of man and his context. Over the centuries, the context seems to change but man doesn’t. This change also impacts the changes in the myths and beliefs and so does Architecture. Architecture is not created in a vacuum. It is the compulsive expression of beliefs (implicit or explicit) central to our lives. When we look at the architectural heritage of India, we find an incredibly rich reservoir of mythic images and beliefs – all co-existing in an easy and natural pluralism. Each is like a transparent overlay – starting with the models of the cosmos, right down to this century. And it is their continuing presence in our lives that creates the pluralistic society of India today.
Figure 24 : Vistara- The Architecture of India
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3.5 Blessings of the Sky Correa proclaimed in his essay ‘The Blessings of the Sky’ that: ‘In India, the sky has profoundly affected our relationship to built-form, and to open space. For in a warm climate, the best place to be in the late evenings and in the early mornings, is outdoors, under the open sky. ‘To the poor in their cramped dwellings, the roof terrace and the courtyard represent an additional room, used in many different ways during the course of a day: for cooking, for talking to friends, for sleeping at night, and so forth. And for the rich, at the other end of the income spectrum, the lawn is as precious as the bungalow itself. Thus in traditional villages and towns all over India, such open-to-sky spaces are an essential element in the lives of the people.’ the Jawahar Kala Kendra multi-arts center in Jaipur, responds to what Correa referred to as the ‘mythical’ qualities of India. The building is based on the traditional Hindu system of architecture, using the principles of Vaastu shastra, where both the ‘science of architecture’ and nature are mutually respected and the ancient beliefs of using geometric patterns (yantra) and symmetry inform the design and layout of the building. The Jawahar Kala Kendra is inspired by the city plan of Jaipur, but also the nine planets of Navagraha, consisting of nine squares that surround a central open square. The arts Centre is a clever fusion of past and present that respects the metaphysics and sacred beliefs of ancient India while presenting it in a new contemporary form. Charles Correa says in ‘The Public, The Private, and the Sacred’: ‘Hinduism has always had an astonishing ability to absorb diverse myths — to reinvent them, so to speak, so that they gain new currency,’ and his architecture also had this powerful propensity to give Indian architecture a new language through which to tell India’s tales.
Figure 26 : The Belapur housing project in ‘Navi Mumbai’ Source : Culture trip
Figure 25 : The British Council in New Delhi Source : Culture trip
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Figure 27 : House in Koramangala Source : Culture trip
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3.6 Interviews and Surveys Reach of student program of ISRO 1. Students are unaware of any ISRO interventions. 2. The popularity of STICs and RACs is not widespread among students in all colleges. 3. Due to a lack of facilities, the student cells are not yet fully functional. 4. The goal of these functions is to increase student participation at ISRO, which is still lagging. 5. Participation is based on a person’s level of interest.
STEM and Education 1. The integrated educational system is seen, but not commonly referred to as STEM. 2. The curriculum has no bearing on practical knowledge. 3. The need for students to have the freedom to explore various fields is still lacking in schools and colleges. 4. Interactive lessons and practical subjects, as well as ARTS, are required for the development of creativity. 5. Indian society looks at popular trends in the field and makes rash decisions.
Involvement of studnets at ISRO 1. ISRO has a very small inclination to work with students. 2. Students’ participation at ISRO is limited due to data confidentiality. 3. Every year, interactive competitions are held. 4. Student projects are only accepted as concepts and are not funded. 5. Students’ involvement would aid in the development of young people while also raising awareness. 6. Involvement of students is very important to create a scientific tempered future generation
Architecture at ISRO 1. The architecture of ISRO’s buildings is similar to that of other institutes. 2. There isn’t a single element of power or statement that stands out. 3. Buildings are not visually appealing enough to leave an impression on the user. 4. There is no connection between the function and the structure.
Space related programs at colleges 1. These universities have a plethora of student-led astronomy clubs and seminars. 2. ISRO and colleges have a very small magnitude of interaction. 3. Teachers who have worked at ISRO or have been involved in research at the organisation guide the student programmes. 4. Because of the high score requirements, the opportunity to work at ISRO is limited. 5. ISRO has very few job openings and pays very little. 6. ISRO’s development is limited to a technical level and is not based on research.
Identity of ISRO
1. ISRO in India is very focused on technical aspects such as satellite and rocket launches. 2. The primary concern is communication, as well as the launch of satellites for military oceanography, GPS, and other purposes. 3. ISRO is not concerned with popularising science, education, or technology. 4. Various scientists from across the country travel to ISRO for the launch. 5. ISRO is concentrating on putting the ideas into practise and putting them into action. VISTARA
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Figure 28 : Kennedy space center visitor’s complex Source : https://www.kennedyspacecenter.com/
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Precedents
4.1 Kennedy Space Center 4.2 Kielder Space Observatory 4.3 Identities in Architecture 4.4 Virasat-e-Khalsa 4.5 IIM, Bangalore
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4.1 Kennedy Space Center The John F. Kennedy Space Center (originally known as the NASA Launch Operations Center) is located on Merritt Island, Florida. It is one of the National Aeronautics and Space Administration’s (NASA) ten field centers. Since December 1968, KSC has been NASA’s primary launch center of human spaceflight. The management of the two entities work very closely together, share resources and operate facilities on each other’s property. The Kennedy Space Center Visitor Complex, operated by Delaware North since 1995, has a variety of exhibits, artifacts, displays and attractions on the history and future of human and robotic spaceflight. Bus tours of KSC originate from here. There were 1.5 million visitors in 2009. It had some 700 employees.
Key Principles The experience will include many interactive elements. Atlantis will be displayed as if “on orbit.” The facility will include stories and experiences about ISS and Hubble as key achievements of STS. The experience will incorporate STEM informal learning opportunities.
Conclusion Here, I am looking at a module which is a medium of entertainment, education - infotainment, awareness and experience. This space center acts as an outreach medium for NASA and is doing exceptionally well for its work. It is an interactive space complex where one gets to experience how a human body deals in space. This structure was chosen to understand how the space visitor center works in relation to humans and interactive spaces and programs
Figure 29 : Kennedy space center visitor’s complex Source : http://portcanaveral.granicus.com/MetaViewer.php?view_id=2&clip_
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4.2 Kielder space observatory The first observatory to use a ‘land pier’ form and all-timber construction, it houses two permanent telescopes and is designed to suit amateurs and professional astronomers alike. During the day, the observatory serves as a belvedere overlooking Kielder Forest. The observatory is an exemplar off-grid building, entirely self-powered by means of a wind turbine and photovoltaic panels and features as the ‘mothership’ for the renowned Kielder star camps. The design of this observatory was controversial because the conventional dome ideolo of the dome is broken. Observatory has received SO many critical and negative responses at first .but ultimately it has received many design awards. There is placement of two volumes on top of each other that have created a balanced form which serves as an observatory.
Figure 30 : View of Keilder space observatory Source : https://kielderobservatory.org/
Figure 31 : Keilder space observatory Source :Arch Daily
Figure 32 : Kennedy space center visitor’s complex Source : Arch Daily
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4.3 Identities in Architecture Architecture exists to cater to one of the most basic human needs for survival, but in so doing, architecture tells stories, entrenches memories, interprets and helps us understand history, and thereby contributes in large measure to the very fabric of a place. Following the destruction of Britain’s Commons Chamber during World War II, Winston Churchill famously said, “We shape our buildings, and afterwards, our buildings shape us.” Indeed, the spaces we inhabit play a significant role in moulding us as individuals, whether it be in the home or workplace
Characteristics of identity in Architecture Spatial Organization: The relationship between architecture spaces in different cultures and applications is different. Users expect different understanding of the relationships defined spaces by entries in different environments. So the idea of using the space to make a difference in the perception of the audience is essential. Time Organization: Every artistic phenomenon occurs at a point of time and relates to events of its time. A work of architecture occurs in a time interval. Therefore, as temporal distance in an art work is defined based on cultural features and geographic conditions, an architecture work should be able to maintain its identity according to social and physical changes in its community. Semantic Organization: Feelings, perceptions and experiences of a community create shared ideas that lead to certain cultural symbols known to people. Understanding these signs is important to preserve the identity in architecture. General Design Principles: Ideas in the form of opinions and thinking of designers are presented in physical elements and lead to the integration of architecture to achieve a specific purpose. So a concept can lead the designer to create a good correlation between forms. Shape and Forms: The shape is a way to understand the culture shown in the built environment. It is the builders’ talking about their architectural culture.. Thus using meaningful form in creating architecture spaces can be a way to achieve identity-oriented construction contemporary architecture. Building Materials: Building materials, in addition to acting as surface, have different characteristics such as roughness, smoothness, transparency, stability an purity. Therefore, they convey different meanings in different uses. So understanding and proper using of semantic features and materials are important in achieving architecture identity. Relationship with Context: Constructing a building has a direct impact upon its surroundings. And the relationship between a work and its surrounding can lead designers in the creation of architectural space. Harmony between design and the surrounding environment and the least intervention in the surrounding natural environment is a solution for creating identity-oriented works.It seems that these factors and policies can make an architecture that while being in line with modern trends, includes characteristics of its own culture and land as well.
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4.4 Virasat-e-Khalsa Virasat-e-Khalsa is a museum of Sikhism, located in the holy town, Anandpur Sahib, near Chandigarh, the capital of the state of Punjab, India. The museum celebrates 500 years of the Sikh history and the 300th anniversary of the birth of Khalsa, based on the scriptures written by the tenth and last human guru, Guru Gobind Singh Ji. It serves to attract tourists and pilgrims. This results in a consultation between religion and emerging needs in the building environment. One side it promotes hand crafts to locals as well as nurturing a sense of heritage, besides it recalls to infinity by the volumetric interference of existing skyline is another phase of a visible Urbanism dilemma.
Figure 33 : Virasat-e-Khalsa Source : https://commons.wikimedia.org/wiki/File:Virasat-e-Khalsa-Roxy.jpg
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4.5 IIM Bangalore Designed by Balkrishna Doshi / Vāstu Shilpā Consultants, the Indian Institute of Management in Bangalore is an important site for the heritage of modern architecture in India – a study in the possibility for architecture to assimilate time and human presence in a composition of the built, open and in-between spaces.
The Idea The juxtaposition of the built space and the landscape with life creates an uncertain sequence of events that define the beautifully amorphous space within the IIM Bangalore campus. As the relationship between humans and their built environment becomes increasingly deterministic – defined by cause-and-effect programming of contemporary buildings, The IIM Bangalore campus proposes an alternate view – the one in which the built environment enables the linearity of time to be disrupted.
Multifocal and Ambiguous • •
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The architecture of the IIM resists the clear and precise image. Over time and through repetition, one can grasp the arrangement of the plan and the sequence of spaces that flank the corridors but by negating formal clarity, the building gives preference to the experience of traversing through its in-between spaces. The spatial experience is heightened by the frequent changes of scale and the occasional breaking of the form of the corridor. The allowance of the landscape to intersperse with the built form enables the building to create soft, loosely defined edges.
Figure 34 : IIM, Bangalore Source : Author (Image source - thinkmatter)
Hierarchy, Thresholds and sequence • • •
• • Figure 36 : IIM, Bangalore
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The unveiling of the IIM to an observer leans on a sequence of spatial experiences. The overall sequence of movement – from the lush, open campus to the semi-open corridors and eventually to the more enclosed and protected spaces generates multiple threshold conditions. These unique locations in the plan allow the functional spaces to interact and assimilate more freely with the overall scheme creating a set of fluid and easy connections between the spaces for movement and spaces for work. In the third dimension, the plan creates much complexity and layering. One can observe the emphasis on the diagonal while moving through the complex as these layers are revealed. VISTARA
Hard and soft textures • • • •
Figure 35 : IIM, Bangalore Source : Author (Image source - thinkmatter)
Hand-chipped granite and concrete are the two primary materials that compose the space. Combined with the floors made of rough and polished Kota stone, the buildings create a silent, neutral palette for more animate objects like trees and humans to occupy. IIM Bangalore is a tactile building. As the sun moves, the internal spaces are in transition and the presence of time finds a wonderful expression through the ever-changing light within. The boundaries between inside and outside are completely blurred and what could have been a harsh palette of materials in the absence of the landscape, is now a backdrop for the rich flora. It is in this act of gently balancing the opposites, that the experience of meandering within the campus is captured.
Theme and Variation - Solid and Voids • • • • • Figure 37 : IIM, Bangalore
In the figure-ground study of the IIM campus, one can observe the unusual significance rendered to the ‘in-between’ space. This exceptional strategy enables the institute to add and assimilate more functional demands over time. The recent addition of a block by Mindspace Architects exemplifies the potential of the plan to grow and become generative of the growth. By refraining from creating a clear centre, the scheme allows new spaces to amalgamate with the original plan. The orientation, sequence, hierarchy and relationship of the voids is critical to the scheme. These sets of open-to-sky and semi-open spaces form a code of the place gesturing towards possible avenues to add, edit and alter the more functional spaces without compromising the beautiful idea. VISTARA
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Figure 38 : StoneHenge Source : https://en.wikipedia.org/wiki/Stonehenge
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Architecture of the Cosmos 5.1 Architecture as Mediator
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Axis Mundi In astronomy, axis mundi is the Latin term for the axis of Earth between the celestial poles. In a geocentric coordinate system, this is the axis of rotation of the celestial sphere. Consequently, in ancient Greco-Roman astronomy, the axis mundi is the axis of rotation of the planetary spheres within the classical geocentric model of the cosmos
Architecture as mediator The proposed facility seeks to connect the night sky with its users, acting as a mediator between the heavens and the earth. The architecture engages with the sky, bringing the astronomical events or symbols to the foreground. This relationship creates a unique environment for the proposed building, where the vertical plane interacts with the horizontal one. This notion of vertical meeting horizontal is explored through the concept of a world centre or cosmic axis, also known as an Axis Mundi
Axis Mundi as a connector • • •
Axis mundi acts as a connector between the earth and the sky. It connects the celestial points of the Earth and acts as a mediator and reference for understanding the astronomical events. Axis mundi brings to earth the points to connect to the sky and understand the cosmic and the astronomical node .
Figure 39 : Axis Mundi as a connector Source : Author
Axis mundi as linear spatial quality • • •
Axis Mundi has a linear spatial quality to make the vertical plane interact with the horizontal one. Here , it would bring the elements of the sky interact with the horizontal plane Architecture frames the sky to allow for the user to interact in a linear manner with the sky.
Figure 40 : Axis mundi as linear spatial quality Source :Author
Axis mundi as a point •
Axis Mundi acts as a point to facilitate the connection between the Earth and the Sky.
Figure 41 : Axis mundi as a point Source :Author
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The pyramids of Giza were designed in alignment with the Orion belt of the Hunter constellation There is a correlation between the location of the three largest pyramids of the Giza pyramid complex and Orion’s Belt of the constellation Orion, and that this correlation was intended as such by the original builders of the Giza pyramid complex. The stars of Orion were associated with Osiris, the god of rebirth and afterlife by the ancient Egyptians
Figure 44 : Pyramids of Gixa in relation to the Cosmos
A portal • •
Here, Architecture acts as a portal to the cosmic landscape and the night sky. It would be a portal to astronomical events to spread awareness and knowledge.
Figure 42 : Axis Mundi as a portal Source : Author
Axis mundi as sky mapper • •
Axis mundi would act as a medium to map the events in the night sky. Using Axis Mundi the built form would be aligned in a way to understand and frame the events of the sky.
Figure 43 : Axis Mundi as sky mapper Source : Author
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Figure 45 : Indian Astronomical Observatory, Ladakh Source :https://www.dangerousroads.org/asia/india/6349-indian-astronomical-observatory.html
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Site selection
6.1 Parameters of site selection 6.2 Understanding and comparative analysis 6.3 Conclusion
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6.1 Parameters for site selection Location • • •
It requires a solar and astronomical orientation It must be climatically responsive . The site must be visible from the main road.
Services • •
It must be structured far from any main city. Requires access to loading areas and deliveries for maintenance and service
Public • • •
Site should be public in nature Accessible to the general public. It should have a program to encourage public engagement.
Infrastructure • • •
The site should be situated within the region of development. The site should be sufficient to house research and public activitiues. It should be an addition to the existing infrastructure
Topography •
Undulating site topography to give an advantage for design.
Figure 46 : Centers of ISRO Source : https://www.isro.gov.in/category-tags/isro-centre?page=3
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6.2 Understanding and comparative analysis To select a an appropriate site, the comparative analysis of 2 sites was done based on the following parameters. • Accessibility • Pollution Control • DIstance from the closest city • Tourist Influx • Popularity Figure 47 : Comparative analysis of site Source : Author
Figure 48 : Rann of Kutch, Gujarat Source : https://edition.cnn.com/travel/article/india-rann-of-kutch/index.html
Figure 49 : Thar Desert,Rajasthan Source : https://en.wikipedia.org/wiki/Thar_Desert
6.3 Conclusion • • • • •
The criteria were a dry, cold, and remote location. The site was chosen with a wider horizon, clear skies, and accessibility in mind. Deserts were chosen as site as the percentage of growth in these areas in limited. The sites were chosen because Rajasthan has the most cloud-free days and a desert that meets the criteria. The Thar Desert is one of India’s top ten destinations for stargazing and sky viewing. Rajasthan, with Kota as its educational hub, was chosen as the site for the intervention, with a view of the Rann of Kutch in Gujarat. VISTARA
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Site analysis
7.1 Site selection 7.2 Site Area study 7.3 Site Area selection- Comaparative analysis
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7.1 Site Selection • • •
All the 3 sites selected are close to Jaisalmer and on the way from Jaisalmer-Sam. All the three sites are situated at a distance of 35 kms (approx.) from the city of Jaisalmer. The tourist influx is very high in this region of the state.
Figure 51 : Site analysis Source : Author
Figure 51.1 : Site analysis Source : Author
Thar Desert, also known as the Great Indian Desert, is an arid region on the Indian subcontinent with rolling sand hills. It is split between Rajasthan state in northwestern India and the provinces of Punjab and Sindh (Sind) in eastern Pakistan. The surface of the desert is undulating, with high and low sand dunes separated by sandy plains and low barren hills, or bhakars, that rise abruptly from the surrounding plains. The dunes are constantly moving and changing shape and size. Older dunes, on the other hand, are semi-stabilized or stabilised, and many rise to a height of nearly 500 feet (150 metres) above the surrounding areas. Several playas (saline lake beds), also known as dhands in the region, are scattered throughout the area. The average annual rainfall in the desert ranges from about 4 inches (100 mm) or less in the west to about 20 inches (500 mm) in the east. The amount of precipitation varies greatly from year to year. The southwest monsoon season, which lasts from July to September, accounts for roughly 90% of total annual rainfall (see also Indian monsoon). During the rest of the year, the prevailing wind is the dry northeast monsoon. May and June are the hottest months of the year, with temperatures reaching 122 degrees ° f (50 ° C). The average minimum temperature in January, the coldest month, ranges between 41 and 50 °F (5 and 10 °C), and frost is common. Dust storms and dust-raising winds, with speeds ranging from 87 to 93 miles (140 to 150 km/h), are common in May and June.
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7.2 Site Area Study •
•
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The Jaisalmer 2031 development plan calls for the city to expand over an area of approximately 15 kilometres on all sides. The land would be divided into four sections: control belt, agricultural land, power generation plant, and educational land. This ensures that the city grows closer to the site while also remaining at a safe distance so that no pollution affects the site’s operation.
Figure 51.2 : Site analysis Source : Author
Background •
•
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These sites are also close to the Rajkumari Ratnavati Girl’s School which is an architectural marvel designed by Diana Kellogg of Diana Kellogg Architects commissioned by CITTA, a non-profit organization that supports development in some of the most economically challenged, geographically remote or marginalized communities in the world. The school will be the first in a complex of three buildings known as the GYAAN Center, which will also consist of The Medha - a performance and art exhibition space with a library and museum, and The Women’s Cooperative where local artisans will teach mothers and other women weaving and embroidery techniques from the region. It has also caught a lot of attention from people from the entire world.
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7.3 Site Area Selection - Comparative analysis
Site option 1 The site is close to the main road Jaisalmer-Sam. The site is situated right adjacent the village of Kanoi and has some flat surface. It has roads on all 3 sides
Figure 52 : Site selection Source : Author
Site option 2 The site is close to the main road Jaisalmer-Sam The site is situated right opposite the village of Kanoi and has some flat surface and sand mounds.
Figure 52.1 : Site selection Source : Author
Site option 3 The site is away from the main road. The site is situated behind the village of Kanoi and below salkha. The site is close to the Girls school and has some flat surface.
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Site FinalisationSite option 2 is chosen as the final site as it provides an advantage with a different topography and levels which gives an an edge in the flat desert terrain. The site is upfront to the main road and has access of a secondary on its Ease. The entire area covered by the mounds is 150 acres, will be latter studied and a small pocket will be chosen for intervention
Figure 53 : Site selection Source : Author
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Figure 54 : SALT with Star Trails Source : https://mcdonaldobservatory.org/news/gallery/salt-star-trails
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Program Curation
8.1 Design Objectives 8.2 Design Intent 8.3 Programatic configuration
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8.1 Design Objectives Aspects to be addressed in the design proposal. • • • • • • •
The building as a connection device between man and earth The exploration of a horizontal and vertical axis mundi The placement of the building within the landscape in relationship to the axis mundi Investigate indigenous building materials to incorporate in building construction, Design the building to contextual fit into its surroundings Design a built environment suited for dry conditions (Rajasthan) Use passive measures to respond to the prevailing climatic conditions to optimise for human comfort
The proposed facility seeks to connect the night sky with its users, acting as a mediator between the heavens and the earth. The architecture engages with the sky, bringing the astronomical events or symbols to the foreground. This relationship creates a unique environment for the proposed building, where the vertical plane interacts with the horizontal one. This notion of vertical meeting horizontal is explored through the concept of a world centre or cosmic axis, also known as an Axis Mundi
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8.2 Design Intent The Concept The built artefact to be explored as a “telescope”, bringing astronomical objects from the Cosmic Dome to the foreground. The concept was inspired by the Axis Mundi investigation , and the way in which the horizontal planes (geographical poles) intersect with the vertical (celestial poles). The design will act as one of the nodes, and aims to address the urgent need for an educational facility, which aims to achieve the following • • •
Act as a hub for astronomical development in the country Strengthening the relationship that exists between universities and national facilities, so as to further astronomy research and the development of high-level skills The proposed design should act as a platform for education, research, development and potential discovery in the field of cosmology and astronomy
Figure 55 : Design program curation Source : Author
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8.3 Program Curation A program that allows for science popularisation, accessible for the public and creates an Architectural identity of ISRO. The program is not involved in solving any current day problem, but invested in facilitating the already existing system of space research and education. Astro tourism center for ISRO Astro-Tourism Centre is defined as a place that allows tourists to experience astronomical events by providing the following activities and functions. General exhibition spaces Interactive exhibition spaces Dark spaces for specific or installations Landscape exhibition spaces The facility should frame astronomical events, allowing the visitor to view stors and the cosmic landscape An observatory open for the public An observatory is a room or building housing an astronomical telescope or other scientific equipment for the study of natural phenomena. Research center for students and science enthusiasts A space that allows for people and amateaur astronomers, science enthusiasts, science communicators to come together and work.
Figure 56 : User group Source : Author
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“Space is for everybody. It’s not just for a few people in science or math, or for a select group of astronauts. That’s our new frontier out there, and it’s everybody’s business to know about space.” - Christa McAuliffe, Teacher and Challenger Astronaut
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Bibliography Astronomy and Architecture BY Momin Mohammad Zaki – 1 st Year M. Arch (Building Services) Subject: Architectural Philosophy Jamia Millia Islamia University – Faculty of Architecture & Ekistics International Space Station Benefits for Humanity developed collaboratively by the members of the International Space Station Program Science Forum Astronomy Village: Innovative Uses of Planetary Astronomy Images and Data S. K. Croft and S. M. Pompea National Optical Astronomy Observatory, 950 N. Cherry Ave, Tucson, AZ 85719 THE BLESSINGS OF THE SKY Charles Correa VISTARA- The Architecture of India Charles Correa Cities and Citizenship James Holston and Arjun Appadurai Design Principles for the Development of Space Technology Maturation Laboratories Aboard the International Space Station By Alvar Saenz-Otero The Design of an International School of Astronomy and Astro-Tourism Centre by Graeme Noeth
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Figure 57 : Calvin and Hobbes Source : Bill Watterson
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