PNEUS by Ingrid Torrent

PNEUS

Jesús Tarramera Gisbert & Ingrid Torrent Torrelló

ADDA 2015-2016 ELISAVA

Escola Superior de Disseny i Enginyeria de Barcelona

PNEUS

Team members Jesús Tarramera Gisbert Ingrid Torrent Torelló

Director Jordi Truco

Professors Marcel Bilurbina Marilena Christodoulou Fernando Gorka de Lecea Eva Espuny Sylvia Felipe Lorraine Glover Roger Paez Ana Plà Pau Sola Morales

Lectures Mireia Ferrate Javier Peña Ferran Vizoso 3

SUMMARY

Essay 1, Episteme and architecture

Essay 11, Emergence and selforganization

Essay 111, Olympic stadium of Munich

Integral envelopes

Research, Form finding

Pneus structure

System capacities

Growing capacities

Firefly sensorization

Operative cartographies

Spatial organization

Proposal

108

114

Final Prototype

ESSAY I, EPISTEME AND ARCHITECTURE

EPISTEME AND ARCHITECTURE

Probably there is no better description of the ancient way of thinking, how the world was seen, than in the Myth of th cave by the Greek philosopher Plato. It was an allegory where men lives chained inside a cave and they only could be bale to see the shadows from outside reflected in the wall, the exterior was what for Plato meant “the thruth”, and men could only arrive through science and knowledge. Men could only arrive to the exterior, to the light of the true in that way, and it involved all the aspects of their lives, all the knowledge of the world. In the allegory of the cave all related with science and all the knowledge is exalt, but in only one direction, to the 8

true. But, what is the true? Who establishes what it’s true and what not? For centuries, this contemplation had drawn lines into the science and cultural framework, where an irremovable aspects called “true” were established and anybody could refute that. We can see similarities into art and architecture framework. If we take a look, every historical stage had each own artistic and architectonical movement, an static one, that set the stetic limits that everyone should follow, and everything that was outside of that limits was considered as an error. Is not very difficult to find examples of that fact. Everyone of us had learned at school that the roman architecture was distinguished for the monumentality of the buildings, its

free facades and its ornamented columns, going through the gotic architecture, with its verticality, lightness and importance of light in buildings.To modernism were curved lines took importance and ornamentation inspired by nature as a new expression of imagination and art was a new way to go away from conventional laws. It was not until the second half of the 19th century, and the beginning of the 20th that there was not a real change in the way of thinking. An industrial revolution, a social revolution, a scientific revolution and even an artistic revolution. Karl Marx, the greatest exponent of revolutionarism, the symbol of social change is a great example of that change, aswell the development of the Arts and crafts in the artistic field.

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Allegory of the cave.

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Photographies of different architectural ages

Michel Foucault was who introduced the term of episteme, historical and cultural context consistent in a determinant imposed “truth” by the power in every period. Thereby is introduced a new factor that affects to science and knowledge. Every episteme is based by codex, a cultural base that influences our experience and our way of thinking. In “The order of things” (1966) exposed this idea and raised a direct relation between power and individual, among historical context and what is correct or wrong, acceptable or not in each period, according to underlying conditions that evolves each historical context. In that way we establish a relation be-

tween individual, society and language. This idea suposed a big change because, is not only a new view of science and understand the world, is a change of mind in the way of how we see at our history and our past. As there was a discontinuity between the different artistic ages, where a new characteristics use to appear as “the truth” replacing the past ideas and accuse of wrong way. With that new concept every idea was related with each context and, with each episteme making the idea of science and knowledge more complex. In the framework of science Thomas Khun was who made the change. “The revolutions of sciences”, with the same idea as Foucault he tried to made a new way of understand science. The first change was to talk about sciences in plural, as in old times everything was

formed as one core and men had as an aim to arrive to that core. Another important change was that science started to be considered as a cycle, everything was put on doubt and anything is considered as closed or finalized, when a new scientific paradigma arises was studied and worked, but when any doubt or new characteristic appears that could change the perception of the paradigma it was reestructured and replaced the old one. This process was very well explained in the introductory text of Foucault about Las Meninas where was exposed the newest way of painting of Velazquez. He took tha same factors as the painting esthetic of the time but with only changing the point of view of the painting allows to see things that were hidden before that grants the painting as a revolutionary.

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The structure of scientific revolutions, Thomas Kuhn The order of things, Michel Foucault.

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Unfinished exposition.

If we take a look to history, we can make a relation between every architectonical age and each context, what it make it more interesting, because if we talk about men as an evolutionary being that can mature and takes part of a constant and continuous process that has no end, we can conceive architecture in that way. But, can architecture go away from static?

do nothing. It is just about a new process, no lineal, different from what was established.

It is true that there is nothing more static than a building, but is here where a new paradigma can appear.

Obviously that there always be some limits or a target that limitates the way of designing, but this doesn’t mean that we can consider the process as finalized, that in some years, a design couldn’t be reinterpreted and redesigned. One example of that project, of recycling, of redesign building that are not finished or redefine a project is what is posed with the project “Unfinished” at Bienal of Venice.

Architecture known as a evolutionary and changeable process, able to adapt to different situations that, in the end, doesn’t have a particular end, an aim or an esthetic framework. It is important don’t take part on the idea that as we can not finish it we can not be able of

Here is where more adaptative architecture takes importance, as well a natural system has the capacity of adapt itself, in different situations, sites and conditions through emergence. A process where simple interactions between different components creates a

complex system able to solve and adapt itself in different situations. The interesting part of that process is the interaction between components, is how a local change affects globally to all the system and helps to grow it in a different way. In that way, we can talk about adaptability, cycle, continuous process and, at the end, about an alive process. The interesting part is take all that aspects and establish a new paradigma, a new process, everytime more present for its adaptability and for all the posibilities that it offers. A direct relation between architecture and environment, an architecture that reacts to circumstances, obtaining an alive architecture, a changable architecture that will evolutionate in the same way as human being and will otorgate solutions to problems that before were impossible.

In the exhibition â&#x20AC;&#x153;Unfinishedâ&#x20AC;? raises the idea of redesign and reuse abandoned spaces or buildings that are not finished giving them a new use and a new concept in architecture. Introduce emergence characteristics to architecture opens a new way of thinking architecture and new possibilities to adapt it.

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Unfinished, Bienal de Venecia.

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Examples of architectural sensorized projects.

ESSAY II, EMERGENCE

EMERGENCE

SELF-ORGANIZATION Self Organization Process, is the formation of ordered nanostructures using atoms as small building blocks without any external energy. This process is spontaneous: it is not directed by any agent or subsystem inside or outside of the system itself. Self-organization leads to emergent properties, and is usually distinguished by self-assembly as self-organized structures rely on a continuous input of energy to be maintained. Cellular biological materials have intricate interiorstructures, self-organised in hierarchies to produce modularity, redundancy and differentiation.

The spongy bone tissue is one example of that structures. The foam geometries of cellular materials offer open and ductile structural systems that are strong and permeable. The self-organisation is a process that occurs over time, a dynamic that produces the capacity for changes to the order and structure of a system, and it modifies the behaviour of that system. The evolution of biological self-organisation of systems proceeds from small, simple components that are assembled together to form larger structures, that have emergent properties and behaviour, which, in turn,

they self-assemble into more complex structures. The geometry of soap foams is a model for the cellular arrangements at all scales in natural physical systems. One example of that self-organized patterns used in architecture is the ‘Watercube’, Beijing, 2007. Is an enormous building of 177 metres on each side and more than 30 metres high. The network of steel tubular members is clad with tran lucent pillows, because of its structural self-weight, it is a column-free space. There is a total of 4000 ‘bubbles’, the roof being made of 7 variant types, and the walls of 16 variations, which are repeated throughout.

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Images of boneâ&#x20AC;&#x2122;s structure.

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Bubble structure. Example of selforganization pattern in architecture.

Self-Organization in nature is one of the mos unpredictible and inimaginable phenomenon that we can observe at in some many situations, even in the unsuspected situations. One of the best examples is “The myth of the queen ant”. There is not a superorgan that controls the colony, despite the fact that there has always been a queen in the nest. Every task has it’s own area. The colony is perfectly organized even anything controls it. Every type of ant has a function that is it task. They know the needs of the colony 18

or if they’re in the correct task or area for the relation between other ants. They relate each other through smelling the pheromones. If an ant worker smells many other types of ants, it knows that it is not in the correct area or that the task is no needed. We can find self-organization around us, even in situations that apparently everything is under control. Cities have a superior element to control and organise them. But even in a controlled area there is space for emergence.

We can find self-organization in cities on how population is distributed. For example, “El Raval” is the neighbourhood with more immigrants. Whereas the upperside of Barcelona is wealthier. Other points of distribution are the areas where the same type of commerce is concentrated. For example the art galleries, or a bohemian neighbourhood such as “Born”. What makes the appearance of a city are people uncontrolled decisions. They are made by people.

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Example of antâ&#x20AC;&#x2122;s clony.

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Example of self-organization in the city

ESSAY III, MUNICH OLYMPIC STADIUM

OLYMPIC STADIUM Stadium located in Munich, Germany. It was built for the 1972 Summer Olympics. Designed by the German architect GĂźnther Behnisch and the engineer Frei Otto. The building is divided in many parts: the smaller enclosed sports hall and a swimming hall should also be provided. There were a lot of functional requirements as imposed by the Olympic Committee, were very clear at that time. No less than 80,000 seats should be provided in the main stadium. Other facilities should include a warm-up

arena and an enclosed workout facility. The construction. An olympic stadium of considerable importance should respond with corresponding attention to the primary functions it hosts. Orientation to sun and wind had to ensure equitable outdoor conditions for all competitors, and that was an important factor in the design and construction. It was needed 19km network of hot water piping that was buried 25cm below the grass surface to allow the use the whole year. Buried under the stadium 49 air-handling units are served with hot and cold water from a central plant located on the other half of the site.

Large sweeping canopies of acrylic glass stabilized by steel cables, that were used for the first time on a large scale. All of the calcultions were done by hand, because of that time. The roofs were an economical solution, and they floated delicately above the stadium and landscape. The total length of steel cable in the complex exceeds 408km and tension loads in the cable net are as much as 5000 tons. Bronze-tinted acrylic plastic panels measuring 2,9 by 2,9m were installed above the cable wires.The bronze tinting reduce heat gainsand glare without casting shadows.

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General view of the Sport field.

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General view of the Stadium.

The idea was to imitate the Alps. The sweeping and transparent canopy was to symbolize the new, democratic and optimistic Germany.

Tent and soap films

Pneumatic structures

FREI OTTO - 1955 Federal Garden Exhibition BUGA. - 1963 San Lucas church, Bremen. - 1967 German Pavilion for the Universal Exhibition in Montreal. - 1972 Olympic stadium Munich. - 1974 Conference center in Mecca next to Rolf Gutbrod. - 1975 Multihalle en Mannheim. -1980 Wire net aviary in the Hellabrunn Zoo. - 1985 Tuwaiq Palace in Riad, Arabia Saudita. - 1988 Production Hall for Wilkhahn furniture factory. - 2000 Japanese pavilion for Expo 2000 in Hannover. - 2000 24m pavillion in Leonberg. 26

Frei Otto had an important influenc ein architecture, not only for his projects, also for all the experimentation and the aplication of new concepts in design and build.

Suspended constructions

Branch structures

Grid shells

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Frei Otto works. Frei Ottoâ&#x20AC;&#x2122;s first experiments.

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Frei Ottoâ&#x20AC;&#x2122;s experiments.

Behnisch is one of the most representative architects of deconstructivism. Materials, transparency, elegance and lightness were the characteristics that Behnisch was more interested in.

GUNTER BEHNISCH June 12, 1922 â&#x20AC;&#x201C; July 12, 2010 - 1972 Olympic Park in Munich. - 1992 Plenary Complex of the German Parliament in Bonn, Germany - 1997 State Clearing Bank , Stuttgart, Germany. - 1998 Control tower at Nuremberg Airport, Germany- 2002 North German State Clearing Bank in Hanover, Germany. - 2003 Genzyme Center in Cambridge, Massachusetts, USA. - 2005 Centre for Cellular and Biomolecular Research in Toronto. 28

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Gunter Behnisch works. Plennary Complex of the German Parliment in Bonn.

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Control tower Nuremberg Airport. Genzyme center, USA. Center for cellular and Biomolecular Research, Toronto.

WORKSHOP, INTEGRAL ENVELOPES

“What’s interesting about architects is, we always have tried to justify beauty by looking to nature, and arguably, beautiful architecture has always been looking at a model of nature” Greg Lynn 31

INTEGRAL ENVELOPES Most natural structures are governed by emerging systems. These systems are formed by very simple structures that solve specific problems, these structures create a collective behavior that helps the system to self-organize and creates a more complex system that is able to solve problems efficiently. To understand this premise and to use it as the basis of a project, the first step done was the analysis of a pattern in nature that is governed by the emergency. The pattern chosen was a coral.

The first step was to analyze the different parts to understand how it works and grows. First of all, we needed to establish control points to geometrize the pattern and separate it into different parts to analyze it. At that point we could extract the space between pieces and each center. The next step was to analyze the centers, joining them, and see the directions, and seeing the distribution of the coral. After the analisis we started to create a new structure with our own rules but based on the original pattern.

It started with aVoronoi diagram joining the centers, dividing every line in three parts and joining the farthest points, to obtain a new triangulation and have a substructure. We created a curved surface from that structures and started to make it grow in the Z axis. The first structure grows in relation with each area and the substructure grows in relation of the lenght of the lines that reach each point. The two structures where joined with triangulations to avoid have lopsided faces. Following the same process, we created a center pieces that enclose and create strongest pieces, and finally build a model of the new structure.

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Geometrization of the coral. Control points, geometric forms, horizontal directions and vertical directions.

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Schemes of the analisis and the two structures resulting.

The first structure grows in relation with each area and the substructure grows in relation of the lenght of the lines that reach each point.

Construction was the most important part of all the process and triangulazion between the two structures was crucial to build it in a model.We could achieve strong pieces that we cut in the lasercut machine and bent it. It was necessary to cut a piece and the centers in one piece and bent every part to built each piece. After that, we needed to design a pieces to join the components and this helped us to create the curvature of the structure.

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Digitalization of the structure.

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Model fabrication, lasercutting and process of construction.

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Photos of the model

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Details of the model.

RESEARCH

MATERIAL EXPERIMENTS First experiments with inflatables. How the inflatables react to different kind of materials, and see different pressures, forces and reactions between two materials. The first attempts were in a very simply way to see which materials were able to make the inflatable react and changable. The most interesting materials were the ones that let the inflatable reacts aswell the inflatables makes the material changable. At least we always had choosen materials with an interesting grade of flexibility that could make the two materials react at the same time. 40

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Photos of first experiments with inflatables and different materials.

WRAP THE INFLATABLE The next sequence of experiments were used to test the reaction of the inflatable when it is wraped by the second material. This kind of experiments were divided in two phaseswere. The first one, more uncontrolled and disordered, looking the reaction of the inflatable. In the second one, we tried to do it in a more controlled way. We built a parametric cube to know exactly the collocation of the second material and the deformation of each material. The negative side of that experiment was that we needed an external frame that limited the shape and growing of the inflatble. 42

MEASURE DEFORMATION On that sequence we created a measurable mesh to see the deformation, but the most important, we needed to measure it. In that occasion we changed the material, we took ropes, a material that is easier to create a mesh with. It is stronger than plastic but lets the toe deformate by the inflatable too. We could see the differences in deformations within different densities ,to see in which experiment the inflatable had more force, or in which ones the rope was to dense and doesnâ&#x20AC;&#x2122;t let the inflatable grow. On that experiments the inflatable was too bounded by the rope, and the frame was too rigid. 44

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Photos experiments.

CREATING MESHES The next step was to create a closed mesh with a pattern that could be used as a modifier. We tried in many different ways, first with a frame in a diamond and a round shape, but we had the same problem as always that the inflatable was too locked by the frame, so we tried to make it without the frame. We tried it with different kind of meshes, with more or less density, or having in the same component different amounts of material. We achieved a lot of different reactions but always in the same way and actually it didnâ&#x20AC;&#x2122;t have the change we were looking for. 46

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Photos experiments.

ALTERATIVE COMPONENT

As we were always trying to create a component that could be changing with the action of air, was important to have a closed component that work at the same time of as the inflatable. To have a component that could achieve two phases and different shapes at the same time, we sewed two fabrics and created a submesh with a rope in the two faces of the components. The good side was that in one component we could achieve a lot of variations depending on which ropes we stretched, and it had more pressure depending on the areas we looked at. 48

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Photos experiments.

Joining different components was an important step to see how the movement of one component affects to the other ones and how it affects to the final shape. On our experiments it has always been important the affection of air to the system, because it is actually the most important part.

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Model photographies.

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Front view of model.

PNEUS STRUCTURE

work with a regular hexagonal grid,

sure. The strong material blocks the

because efficiency and because thereâ&#x20AC;&#x2122;s

inflatable in one direction and in con-

Pneumatic structures have always

best communication between compo-

sequence the inflatable just can expand

been a progressive and lightweight

nents.

in one direction.This factor united with

alternative to â&#x20AC;&#x153;normalâ&#x20AC;? that currently

One component works in two differ-

the division of that material and the in-

has gained relevance to the re-evalu-

ent layers, one with a strong material

flatable, redistributed the forces and the

ation of energy use and new forms of

with a discontinuously cutting line,

pressure to bend the component.

climatically responsive envelopes.

which weak the material. The oth-

There are two parameters which make

The aim was to create a component

er layer is an inflatable stick on the

the system changeable. The first one, the

that had the capacity to change with

strong base material and divided in

direction of the sealed line, which condi-

the pressure of air that creates a

two parts with a sealed line.

tioned the direction of the curve or how

growing structure.

The combination of these two layers

it will bend.

The hexagonal pattern is the most

lets the piece bend on the direc-

The other parameter is the pressure of air,

repetitive pattern in nature, the rea-

tion of the inflatable because of the

that at least, will establish the degrees the

son is because it is the most spatial

pressure of air, obtaining movements

piece will bend and how closed would

efficient. That is why we wanted to

depending on the quantity of pres-

the curve. be

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Photo and movement of one component

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Photo of the first system

â&#x20AC;&#x153;Emergence is a process whereby larger entities, patterns, and regularities arise through interactions among smaller or simpler entities that themselves do not exhibit such properties.â&#x20AC;?

MINIMUM The system needs a minimum of three components to work. With two of them we only achieve movement on the outside parts of the component (hexagon).The union between them is fixed and flat.

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Photos and descriptive schemes of unions functions.

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Explanation and description of the union’s system.

SEALED LINES When we join the hexagons creating paths between the sealed lines, the structure achieve new movements because it rotates itself, even there is not a third piece. UNION TYPE 1 When all the sealed lines are parallel between them, the angle of union between pieces will be given by the bend angle of the piece joined behind them. Therefore, if the third piece bends 30º, the connection will be of 30º. UNION TYPE 2 When the three sealed lines arrives at the same vertex, all the pieces inflate equally, with a maximmum angle of 60º. But the angle of connection has a maximmum of 30º. UNION TYPE 3 In that situation, when the lines are parallel but the third piece is connected from a planar side, the pieces could bend, but the maximun angle of connection is 20º. UNION TYPE 4 This type of connection is the most stable. The connections of the pieces will grow 20º because of the force of other pieces, but if there is no force, the connection will be always flat. UNION TYPE 5 When it arrives to the same vertex two sealed lines in diagonal and the third piece is parallel, the connection between the pieces with the lines in diagonal will be bigger than the connection with the third piece, that has a maximmum of 20º.

The unions between hexagons are an important part of the system, because it designates a minimum of components to have the most movement possible and the distribution of the hexagons affects on these unions and gives no more movement to the system. 57

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Photos of system capacities.

SYSTEM CAPACITIES The system is capable of letting to move or react depending on the pieces that form it. At least, when there are more pieces, the system will be able to achieve more movements and curves and variations in space. So we can say that there is a direct relationship between the size of the system and its capacity of transformation. The bigger size, the more versatility. But the size will delimitate the bend capacity of one component depending on the distribution 58

curve. Another question to consider is that the pieces that will bend more, will be the ones that are freerer or those are joined to a less composition of pieces. For that reason, the pieces that are more joined and recibe force from more pieces will be flat because it will not have the enough force to bend. To investigate and know all the capacities of the system. It was needed to make an abstraction of the component with a cardboard hexagons with the angle glued as a simulation of the bended piece.

01.Different layer, 30º

02. Different layer, 45º (cm)

1,5 1 0

(3) (2) (1)

03. Different layer, 60º

04.Different layer, 30º

(cm) 05. Different layer, 45º

2,5 1,5 1 0

(6) (5) (4)

06. Different layer, 60º

07.Same layer, 30º

08.Same layer, 45º

(cm)

6 4

09.Same layer, 60º

5(9) 6 (8) 8 (7)

10. Two layer, 30º

11. Two layers. 45º

(cm)

8 5,5 4

0 12. Two layers. 60º

7(10) 9 (12) 11 (11)

13. Same layer, 30º

14. Same layer, 45º

(cm)

(15) (14) (13) (16

5 4 3 0

15. Same layer, 60º 10

13 17

16. Same layer, 30º-45º-60º

(cm) 17. Different layers. 30º

4 3 0

(17) (18)

15 17

18. Different layers. 60º

19. Different layers, 45º

20. Same layer, 45º (cm)

5 (19)

1,5 0

(21)

21. Same layer, 30º

22. Different layers, 45º

23. Different layers. 30º

(cm)

10 7 3 0 24. Different layers. 60º

(24) (23) (20) (22)

10 18

The system is capable of letting some openings to ventilate and let the building breath. For that reason we decided where these openings had to be and because of the pressure of the air we could achieve more or less opened areas. In that way we created porosity and movement through the different pressures. 64

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Opening of the system. Prototype example.

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Openings capacities of the system.

DOUBLE SKIN In order to have a good compilation of the capacities of the system it was necessary to investigate every aspect of the system. After investigating the possible organization of the pieces to achieve different curvatures and deformations, and letting some openings putting more air pressure in some pieces, the next aspect to study was the use of double faces, joining some pieces to work as one. 66

Itâ&#x20AC;&#x2122;s useful to achieve changes in the directions of the surfaces, to obtain more combinations and to join two different curvatures. This aspect of the system is important because can be used as a structural part and make all the system consistent. Itâ&#x20AC;&#x2122;s important too for the spatial organization, to create internal spaces and to move all the system into architecture. The same system of modelinghas been always used as a fast, easy and understandable way to understand all the aspects of the system.

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Double skin capacities. Models photographies

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First scale scheme.

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Growing capacities. Biggets models.

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Arduino board.

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Firefly and grasshopper screenshots.

FIREFLY ARDUINO

Workshop of sensorization of the system. The aim was to connect the grasshopper of the system to some sensors and make it work with the firefly. In this way, we could create a real time responsive system according to some parameters. In our system, we wanted to make it react to heat. Connect it to a temperature sensor that using arduino program we could start to inflate it when there is an incrementation of temperature. 70

Arduino is an open-source hardware and software based. Its for digital building devices and interactive objects that can sense and control physical devices. That allows easely to programate and develop a sensoritzation project. On that step, we had to connect the grassopper file to the arduino board, where we connect some temperature sensors and using firefly we could programate it to make the grasshopper start to inflate, and in fact, to move, when the temperature that the sensors recibes starts to increase. That was a first step to have a real time responsive system.

VALLCARCA NEIGHBOURHOOD

Vallcarca was an area locked between two hills that was annexed to Barcelona in 1903, and now is a district of the city. Actually it was a town near Barcelona divided by who lives there and people that used to go as a second residence. That is why in that area always has been troubles for the different type of interests. That neighbourhood is characteristic because in last years had

been a long number of evictions. This is an important factor because has increased the differences between the two type of neighbours, and because that plan has suposed that Vallcarca is a neighbourhood where there are a lot of empty lots that could be useful but they are abandoned creating a degradation of the area. This is an important factor to start looking and analyze the area to stract the characteristics to obtain the better area of implamantation of the system.

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Vallcarca Photographies

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Photos of empty lots of Vallcarca

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Situation of neighbourhood of Vallcarca.

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Operative cartography

OPERATIVE CARTOGRAPHIES

At this point of the project, it was necessary to start analyzing some areas to find the best location to contextualize the system. The area to study was the neighbourhood of Vallcarca. As a first attempt were located some important buildings of the neighbourhood, where there was more interaction between people. For that reason we made an opened zoom to find these social buildings, not only inside Vallcarca but surrounding the neighborhood to see in which places are more centralized. Another important factor in the 76

Barcelona:Vallcarca

analysis was to locate the empty plots. Taking in account that information we could make a first perimeter of intervention where there were these potential areas to locate the system in. After that first analysis, we finally got only three social buildings, so we started to analyze the relationship between the social buildings and the empty plots. To establish our system was important to analyze the topography of the site, as the plots with more slope elevation and variation are more interesting, as we used the system to climb through the plot. Another interesting parameter were the plots with more

Vallcarca: viaducte

opened areas, without buildings closed to them and with views, these ones allows to let it grow and performs our system freely and achieve more movement. As we have said, the most important parameter in our analysis was the relationship between plots. For that reason we looked for the routes and establish the fastest conections between them to accurate the real relationship between plots, which one was the nearest or the most accessible, etc. These were our parameters to obtain which was the best plot to make our system work and performs there and to extract a document that helped us deciding which one was the best area.

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

Catalonia: Barcelona

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

SOCIAL CENTERS PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

SPORTS EQUIPMENT PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

GREEN AREAS UNUSED PLOT

PRODUCIDOPOR PORUN UNPRODUCTO PRODUCTOEDUCATIVO EDUCATIVODE DEAUTODESK AUTODESK PRODUCIDO

LAND SLOPE

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

PERIMETER OF VALLCARCA PERIMETER OF INTERVENTION CONNECTION BETWEEN UNUSED PLOTS AND SOCIAL BUILDINGS

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO PRODUCIDO POR POR UNUN PRODUCTO PRODUCTO EDUCATIVO EDUCATIVO DEDE AUTODESK AUTODESK

SCHOOLS/EDUCATIONAL CENTERS PRODUCIDO POR UN PRODUCTO EDUCATIVO DEDE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO AUTODESK

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO POR PRODUCTO EDUCATIVO AUTODESK PRODUCIDO POR UNUN PRODUCTO EDUCATIVO DEDE AUTODESK

PRODUCIDO PRODUCIDO POR POR UN UN PRODUCTO PRODUCTO EDUCATIVO EDUCATIVO DE DE AUTODESK AUTODESK

PRODUCIDO PRODUCIDO POR POR UNUN PRODUCTO PRODUCTO EDUCATIVO EDUCATIVO DEDE AUTODESK AUTODESK

PRODUCIDO PRODUCIDO POR POR UN UN PRODUCTO PRODUCTO EDUCATIVO EDUCATIVO DE DE AUTODESK AUTODESK

PRODUCIDOPOR PORUN UNPRODUCTO PRODUCTOEDUCATIVO EDUCATIVODE DEAUTODESK AUTODESK PRODUCIDO

TOPOGRAPHIC PARAMETERS

VIEWS ANALYSIS

Land slope

% of visual field

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

Interruption of visual field

Highest area of the land

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

NEAREST PLOTS CONNECTION

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

Lowest area of the land

A-1 A-2

Social activity building

A-3

Social activity building

B-1 B-4

Social activity building

134m

B-5

C-7

Empty plot

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE PRODUCIDO POR UN PRODUCTO EDUCATIVO DEAUTODESK AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO PRODUCIDO POR UN PRODUCTO POR UN PRODUCTO EDUCATIVO EDUCATIVO DE AUTODESK DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDOPRODUCIDO POR UN PRODUCTO POR UN PRODUCTO EDUCATIVO EDUCATIVO DE AUTODESK DE AUTODESK

PRODUCIDO PRODUCIDO POR POR UNUN PRODUCTO PRODUCTO EDUCATIVO EDUCATIVO DEDE AUTODESK AUTODESK

A A A B B B C C C Nยบ

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

A 118m

6 116m 103m

103m

102m

102m 102m

100m

78 84m

108m

The best area of contextualitzation was the one with more elevation slope to let our system climg, the most spacious to let our system grow and with more views. The only negative factor , is the worst connected to the social building that has in front. For that reason, the system is used as a connector of the two plots.

Page 78:

Map of intervention area.

Page 79:

Map of choosen lot

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

A 118m

100m

As the connection of the plots is one of the most important factors in the project, the topographic parameters obtained in the site analysis were used to create that connection.

Page 81:

Schemes of connection between lots.

Arriving at this point we have the plot to establish the system, it was necessary to create a perimeter to use it as a spatial organizer and, the most important, to create a connection between the two plots using our system.

Once we have these routes, we used the interconnection points as centers of circles. The diameter of that circles are related to a minimum or maximum components that we needed to create a space.

To attain that, we used the topography as a parameter. To create different paths, we divided each topographic curves in two, three or four parts, and connecting each point we created different routes that varied depending on the route for the slope or the space between divisions.

Making all these steps we could achieve a first perimeter for our system. To have a more diverse space it was needed to cross the different perimeters as at the beginning we only achieved a corridor, and it was interesting to have a biggest space that could work independently in some areas.

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

1.5 Divide topographic lines in 4. Join the left path

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

1.4 Divide topographic lines in 4. Join the right path

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

1.3 Divide topographic lines in 3. Join the left path

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

1.2 Divide topographic lines in 3. Join the right path

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

1.1 Joining midpoints of the divisions

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

1.1 Midpoints Intersection circles of: Diameter 6 meters

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

1.2 Division 3. Right

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

Intersection circles of: Diameter 10 meters

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

Intersection circles of: Diameter 16 meters

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

Intersection circles of: Diameter 20 meters

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

82 PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

1.4 Division 4. Right

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

1.3 Division 3. Left

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

1.5 Division 4. Left

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

83 PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

NMASSA MASSAPOC POC MASSA POC TOQUEN TOQUEN MASSA MASSA POC POC TOQUEN TOQUEN MASSA MASSA POC POC TOQUE

RODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK RODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCIDO PRODUCTO PRODUCIDO POR EDUCATIVO UNPRODUCIDO POR PRODUCTO UNDE PRODUCTO AUTODESK POR EDUCATIVO UN EDUCATIVO PRODUCTO DE AUTODESK DE EDUCATIVO AUTODESK DE AUTODESK

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

No intersection between perimeters.

RODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO PRODUCIDO POR UN PRODUCTO POR UN PRODUCTO EDUCATIVO EDUCATIVO DE AUTODESK DE AUTODESK PRODUCIDO PRODUCIDO POR UN PRODUCTO POR UN PRODUCTO EDUCATIVOEDUCATIVO DE AUTODESK DE AUTODESK

PRODUCIDOPRODUCIDO POR UN PRODUCTO POR UN PRODUCTO EDUCATIVOEDUCATIVO DE AUTODESK DE AUTODESK

TOQUENMA MA TOQUEN OC QUEN QUEN QUEN MASSA MASSA MASSA POC POC POC UEN MASSA POC PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

MASSA POC

RODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO PRODUCIDO POR PRODUCIDO UN POR PRODUCTO UN PRODUCTO POR UN EDUCATIVO PRODUCTO EDUCATIVO DEEDUCATIVO AUTODESK DE AUTODESK DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO PO PRODUCIDO POR UN P

TOQUEN MA

PRODUCIDO POR UN PRO

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO POR UN PRODUCTO EDU

RODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO PRODUCIDO POR UNPRODUCIDO PRODUCTO POR UNPOR EDUCATIVO PRODUCTO UN PRODUCIDO PRODUCTO DE EDUCATIVO AUTODESK POR EDUCATIVO UNDE PRODUCTO AUTODESK DE AUTODESK EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO PRODUCIDO POR UN PRODUCTO POR UN PRODUCTO EDUCATIVOEDUCATIVO DE AUTODESK DE AUTODESK PRODUCIDO PRODUCIDO POR UN PRODUCTO POR UN PRODUCTO EDUCATIVO EDUCATIVO DE AUTODESK DE AUTODESK PRODUCIDOPRODUCIDO POR UN PRODUCTO POR UN PRODUCTO EDUCATIVOEDUCATIVO DE AUTODESK DE AUTODESK CTO EDUCATIVO DE AUTODESK

PRODUCIDO POR UN PRODUCTO EDUCATI

PRODUCIDO POR UN PRODUCTO EDUCATIV

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO P

TIVO DE AUTODESK E AUTODESK

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO PRODUCIDO POR UN PRODUCTO POR UN PRODUCTO EDUCATIVO EDUCATIVO DE AUTODESK DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

TOQUEN M PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO PRODUCIDO POR PRODUCIDO UN PRODUCTO POR UN POR PRODUCTO UN EDUCATIVO PRODUCTO EDUCATIVO DEEDUCATIVO AUTODESK DE AUTODESK DE AUTODESK

PRODUCIDO POR UN PRODUCTO EDU

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

N MASSA MASSA POC POC

The amount of perimeters helped us to decide which one was the best option. But there were a lot of these perimeters that actually didn’t work so we divided it in three groups to reject them and get only the potential ones.

Page 84:

Perimeters discarted.

Page 85:

Perimeters discarted because don’t cross.

PRODUCIDO PRODUCIDO POR UNPOR PRODUCTO UN PRODUCTO EDUCATIVO EDUCATIVO DE AUTODESK DE AUTODESK

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO PRODUCIDO POR PRODUCIDO UN PORPRODUCTO UN PRODUCTO POR UN EDUCATIVO PRODUCTO EDUCATIVO DEEDUCATIVO AUTODESK DE AUTODESK DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO PRODUCIDO POR UN POR PRODUCTO UN EDUCATIVO EDUCATIVO DE AUTODESK DE AUTODESK PRODUCIDOPRODUCIDO POR UN PRODUCTO EDUCATIVO DE PRODUCTO AUTODESK POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

One perimeter is under the other. No cross

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

85 PRODUCIDO PRODUCIDO POR UNPOR PRODUCTO UN PRODUCTO EDUCATIVO EDUCATIVO DE AUTODESK DE AUTODESK

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO PRODUCIDO POR UNEDUCATIVO POR PRODUCTO POR UN PRODUCTO UNDE EDUCATIVO PRODUCTO EDUCATIVO DE EDUCATIVO AUTODESK DE AUTODESK DE AUTODESK PRODUCIDO POR UNPRODUCIDO PRODUCTO AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

MAZAC

POR UN PRODUCTO UCTO EDUCATIVO DEEDUCATIVO AUTODESK DE AUTODESK DUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

Page 86:

MAZACOTE

Perimeters discarted.

Page 87:

Potential and final perimeter.

PRODUCIDO POR UN PRODUCTO EDUC

MAZACOTE PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

MAZACOTE

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

MAZACOTE MAZACOTE MAZACOTE MAZACOTE MAZACOTE MAZACOTE MAZACOTE MAZACOTE ZACOTE ACOTE AZACOTE ACOTE The mass is too big

PRODUCIDO POR UN

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO POR UN PRODUCTO PRODUCIDO EDUCATIVO PORDE UNAUTODESK PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO PRODUCIDO POR UN PRODUCTO POR UN PRODUCTO EDUCATIVO EDUCATIVO DE AUTODESK DE AUTODESK

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTOPRODUCIDO EDUCATIVOPOR DE AUTODESK UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

ODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTOD PRODUCIDO POR UN PRODUCTO PRODUCIDO POR UN PRODUCTO EDUCATIVO DE PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE A

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

Potential perimeters

PRODUCIDO POR UN EDUCATIVO DE AUTODESK PRODUCIDO PORPRODUCTO UN PRODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

DUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

The perimeter selected is composed of two different paths that interact in some areas and works as one block, but in some others each part can work separately, leaving an interior and opened space. These factors help us to distribute the program and select the best perimeter.

Model of the site and first attemp of the contextualization of the system. See the connection of the plots using the system as a connector.

Page 88:

Site model photos.

Page 89:

Site model photos. Scale 1:500.

SPATIAL ORGANIZATION

At that point of the project it was needed to start organizing the internal space with a program and create some parametric rules to create a general massing. As we know, our system is capable of moving and performs and can leave some opened areas giving more pressure to a certain hexagons to bend more than the other. Taking these factors into account, we wanted to relate the organization and the massing proposal with the activity generated in every space. For that was needed, first of all, to know the difference of

WATER STEAM G/PER PERSON Sedentary

Sport Low Medium High

200 430 750

Child 3-6 years 14-16 years

90 50

water stream generated per person depending on the activity, as is completely different the water stream generated by a sedentary person that another that is doing a high-level activity. For that reason we create a program related to a type of activities that has a variability, at least we chose a program related to sports. After knowing the program, we could have a reference in square meters for every space, and with that we could create an activity table. There, with a direct relation between the square meters, the number of persons that would use that space and the water stream

generated, we could know the height needed to each space. We used the same parameters to know the ventilation needed and, at least, know how many hexagons had to be opened to ventilate properly, always related to the activity realized. With that information, we could go to the next step, that was to distribute the openings. As we knew that it should be in the highest part of the space, deciding if every space needed exterior views and sunlight or not, we could achieve the site where the openings should be.

The area of the opening of one component is used as a referent for the scale of the system. An opened component of three meters diameter, leaves an area of three square meters of opening.That is the most efficient size for the opening. There is a direct relationship between the activity of an area, the ventilation needed and the number of opened components.

ACTIVITY

Nยบ PERSONS

SQUARE M.

VENTILATION

Nยบ COMP.

Bedroom

Office

Meeting Room

Bibliotheque

150

Multifunction

7,5

Conference room

150

200

Gym (low)

100

7,5

Sport field

600

7,5

Sport center

100

500

Swimmingpool

640

Kindergarten

Game room

Locker room

Bathrooms

Entrance

4 91

The activity table and the views table, helped us to know the height of the space, the ventilation needed and the direction where the openings should be.

Page 92:

Activity table to know the height needed related to the activity. Table to know the direction of the openings.

Page 93:

Schemes of ventilation in space.

ACTIVITY

EXTERIOR VIEWS

Sport field

Swimming pool

Gym

Multifunction

Si*

S/E

Cafeteria

Locker room

W/N

Bathroom

W/N

Entrance

Si*

E/S

Office

E/S

SUNLIGHT DIRECTION N/E

Nยบ PERSONS

WATER STEAM PER PERSON

WATER STEAM TOTAL

/SQUARE METERS

HEIGHT

Office

250

Meeting Room

500

Multifunction (low)

200

3000

Multifunction (med)

430

6450

Multifunction (high)

750

11250

Gym

430

21500

100

Sport field

750

22500

600

Swimmingpool

750

30000

640

7.5

Bar

2500

200

Kindergarten

1800

Locker room

1500

Bathrooms

300

Entrance

1000

Opening height situation 2 meters

Top view 3 meters

EXTERIOR AIR

3,5 meters 4,5 meters 5 meters 6,5 meters 7,5 meters 8,5 meters 9,5 meters 12 meters

EXTERIOR AIR

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

Front view

+6m

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

+4m +3â&#x20AC;&#x2122;5m +2m

PRODUCIDO POR UN PRODUCTO EDUCATIVO DE AUTODESK

+8m

F Sport field S Swimming pool G Gym A Multifunction area C Cafeteria M Meeting room O Office L Locker room B Bathroom E Entrance

Page 94: Spatial organization.

Page 95:

Graph theory of the openings in the system.

E M O

B B O

West South

East

North Corridor/passage area

A F A

C S

E L 94

Swimming pool

Gym

Page 96:

Scheme of highest point of each area

Page 97:

First scheme of anchor points.

Using the activity was possible to decide the height and dimensions of every space, to know the maximum height of the areas. And stablishing a minimum height we could achieve the slopes that our system needs to achieve to cover every space..

To make the first attempt to establish the system on the perimeter, we established three centers in the space, in the areas where there were more changes of direction and some spaces needed to be distributed. For that, it was used a curve that our system could achieve and that was useful for changing directions and the distribution of space. The anchor points were established taking into account the perimeter shape and there are the points where our system should arrive, and joining through the centers we knew the distances we needed to cover. 97

Page 99:

Curvatures related to the activity.

Once it was known how to put the system on the site, it was necessary to move all the previous information to the real shapes that our system could achieve. At that point we had to decide the curve that was better to cover the space and supplied the slope of each space. What we did was to chose the organization and, at least, the curvature of our previous experiments,. And we catalogued which worked better for each space. To give an example, the parallel pieces allowed us to have more 98

regular spaces and with more pressure, so we achieved closer and smaller spaces. Diagonal distribution is used to change the direction and allowed us to cover or to join spaces where there was a relevant difference of height or direction. The circles or â&#x20AC;&#x153;blocksâ&#x20AC;? were the most variable ones and they could be used in further cases, they were used for big areas but allowed a lot of movement and variability too. Itâ&#x20AC;&#x2122;s a distirbution that allows to change the direction easily.

A. Entrance 1

B. Locker room 1

(cm)

10 7

C. Bathroom

D. Entrance 2

(cm)

10 7

3 0

(cm)

(cm) 6

5,5 4

G. Gym

H. Fitness Class 1

(cm)

(cm) 6

8 5,5 4

F. Meeting room

E. Office

J. Sport field

(cm) 40 30 20 10 0

I. Swimming pool

(cm) 40 30 20 10 0

K. Cafeteria

(cm)

3 0

100

101

Page 5:

Schemes and photos of the transitions.

TRANSITIONS

Once was known which curvature worked better in function of each activity and which curve corresponsed to each area, was necessary to work in the transitions. As we knew that a change of direction of the pieces results in flat pieces we could solve every transition depending on directions. When the two curves are distributed in the same direction: This was the easiest situation, because one curve follows another and could act as a prolongation of the shape. When there was a change of direction, instead, was when to join them was more complicated. 102

As we knew that the system canâ&#x20AC;&#x2122;t close itselfs and achieve very closed angles joining different curves, we could solve it in different ways. The transitions between that areas had to be flat. Was the same situation as in the diagonal curves, in the middle of the mass, the components will be flat by the forces that it recibes in different directions. If we tried to join the curves with so much pieces it was when it was too tensioned and it couldnâ&#x20AC;&#x2122;t be able to close, the transition areas always should be less than the curved surface. In conclusion, in that situation we could obtain a flat line of components and the pieces joined to that line will not be able to close more than 15 degrees, so we could had a transition area between shapes.

Another way to join two different shapes was using the double faces, using two pieces work as one to join two surfaces in some point. That allows us to made arrive more surfaces to the ground and made all the massing more stable and also created internal closed spaces. As our system needs to move freely, that means that we had some opened spaces. That iwas important because was able to leave natural light entrance, but we needed to close it so was needed to design a system to protect the spaces from the environment conditions in the areas that was needed. That openings had been used as a new spatial design, using some space to create interior or outdoor terraces.

103

First attempt of the massing sectioned. Once we had the first massing proposal, the step to follow was to build a section model of one part of the whole massing. Building it we could see which parts were working better, the transitions between one part and another or start thinking how the massing should be anchored to the site. Actually, what we could see with that section was that the massing was more interesting while there were different directions work104

ing at the same time, This created more irregular shapes and helped us to achieve different heights. Another important point were the transitions, as we had explained the system was able to autoregulate and we could check it with the model. The tirth important point were to start thinking on an anchor pieces to make the massing anchor to the site at make it more stable. Actually the anchor pieces were a good step to start building everything, specially the prototype..

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Top view of the section model

Page 105:

Photos of the section model.

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In the section model we could see how the massing arrives to the site and the connection and interaction of the different surfaces acting at the same time.

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Top view of the massing proposal and the implamantation in site. The importance of the interaction of the different surfaces leaving some natural opened spaces. 109

Anchor pieces were foundamental for the system because were the pieces of connection between the system and the site and because gave force to the massing and helped it to grow.

Interior terraces. Opened areas.

Openings covered with tensed EFTE

Anchor pieces

ANCHOR PIECE TYPE 1

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ANCHOR PIECE TYPE 1I

ANCHOR PIECE TYPE 1II

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Top view and explanation fo the anchor pieces

Page 111:

Top view and lateral view of the massing.

A’

B’

A-A’

B-B’

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Entrance Offices Meeting room Bathroom Locker room Offices Class Gym Sportfield Class

Cafeteria Swimmingpool

Locker room Bathroom 112

Entrance

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Spatial organization. Render of a detailed space.

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Massing scheme. Exploted massing.

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Model of the final prototype, used as a map to collocate the pieces in the final big prototype.

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Model of the prototype.

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Different views of the model of the final prototype.

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Photos of final prototype.

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Different views of the final prototype. Scale, 1:15.

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